Copyright holder: Tyndale University, 3377 Bayview Ave., Toronto, Ontario, Canada M2M 3S4 Att.: Library Director, J. William Horsey Library Copyright: This Work has been made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws of Canada without the written authority from the copyright owner. Copyright license: Attribution-NonCommercial-NoDerivatives 4.0 International License Citation: Lindholm, Geraldine Leah. “A Participatory Strength-Based Review of the Flexible Model of Training for Salvation Army Officers in the Finland and Estonia Territory.” D.Min., Tyndale University, 2021. ***** Begin Content ****** TYNDALE UNIVERSITY 3377 Bayview Avenue Toronto, ON M2M 3S4 TEL: 416.226.6620 www.tyndale.ca Note: This Work has been made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws of Canada without the written authority from the copyright owner. Lindholm, Geraldine Leah. “A Participatory Strength-Based Review of the Flexible Model of Training for Salvation Army Officers in the Finland and Estonia Territory.” D.Min., Tyndale University, 2021. [ Citation Page ] Tyndale University A Participatory Strength-Based Review of the Flexible Model of Training for Salvation Army Officers in the Finland and Estonia Territory A Research Portfolio submitted in partial fulfillment of the requirements for the degree of Doctor of Ministry Tyndale University by Geraldine Leah Lindholm Toronto, Canada June 2021 [ Title Page ] Copyright © 2021 by Geraldine Leah Lindholm All Rights Reserved [ Title Page Verso ] ABSTRACT In 2002, The Salvation Army in the Finland and Estonia Territory moved from a standard residential officer training model to a flexible, non-residential training model. The passing years brought changes within The Salvation Army and in the surrounding culture that impacted the new training program. Surface cracks began to show as challenges arose in a number of areas: balance, supervision, curriculum and fellowship. The need to perform a comprehensive review of the flexible training model was evident. A participatory, strength-based review was conducted using, firstly, a focus group of five officers who shared their diverse experience of officer training. Secondly, an anonymous participant survey was sent out to all officers who had been trained in the flexible training model. Fifteen of the possible twenty-two responded, sharing their perception of the strengths and challenges of the flexible training model, and shared potential ways to make improvements. Eight important components related to a strong flexible training model were identified. These became the building blocks for a renewed flexible model of officer training through a three-year implementation plan. This portfolio was written as a journey, weaving my personal leadership development, biblical leadership models, contemporary leadership theory, and participant action research into a celebration of leadership development within The Salvation Army in the Finland and Estonia Territory. [ Page ] vi DEDICATION This portfolio is dedicated to: God -May you be evident through these pages, praised and glorified. I love you, Lord. Hannu Lindholm -Partner in life and ministry, you have been my greatest support and encouragement. I love you. The Salvation Army Finland and Estonia Territory -Past, present and future officers, may you continue to learn and grow to the glory of God. [ Page ] vii ACKNOWLEDGEMENTS Family and Friends -Thank you for the prayers and support as I have travelled through these last three years. You have no idea how invaluable you are to me. The Salvation Army Canada and Bermuda Territory -Your encouragement to embark on further learning and your financial support made this journey possible. Thank you. Elephants -Who would have thought we would travel this journey together in such unity and dependence on one another? Thank you for your constant encouragement and example—ecumenical cooperation at its finest. Tyndale University -Professors, staff, students and readers, you have provided a guided journey that has culminated in this project and my self-discovery as a leader. Thank you. [ Page ] viii TABLE OF CONTENTS LIST OF FIGURES AND TABLES .... xiii LIST OF ABBREVIATIONS .... xiv DEFINITION OF KEY TERMS .... xv CHAPTER I THE JOURNEY BEGINS .... 1 Introduction .... 1 Chapter Summaries .... 6 Organizational Introduction .... 9 Personal Context .... 11 Summary .... 19 CHAPTER II THE JOURNEY OF DISCOVERY .... 20 Introduction ... . 20 Past ... . 21 Pre-Conversion Influences .... 22 Boundary Experience .... 23 Preparatory Ministry Experience .... 24 Boundary Experience .... 26 Early Ministry Experience .... 28 Boundary Experience .... 33 Overseas Ministry .... 33 Boundary Experience .... 36 Ministry Matures .... 37 Boundary Experience .... 40 Present .... 43 What I Have Learned .... 44 Leadership Narrative .... 44 MBTI II .... 45 Clifton StrengthsFinder .... 46 360° Leadership Assessment .... 47 Future .... 49 Summary .... 52 CHAPTER III THE JOURNEY OF PERSPECTIVE .... 53 Introduction .... 54 Branson’s Model Part 1: Leadership Foundations .... 56 Branson’s Model Part 2: Reflection on Personal Leadership .... 57 Branson’s Model Part 3: A Study of Biblical Leadership: Moses .... 57 Preparation: The first forty years .... 58 Purification: The second forty years .... 61 [ Page ] ix Participation: The third forty years .... 68 Branson’s Model Part 4: Leadership Application .... 97 Part One: I Thessalonians .... 98 One: The Power of Prayer .... 99 Two: Love and Relationship .... 100 Three: The Value of a Positive Example .... 100 Four: The Two-Way Street of Encouragement .... 101 Five: Perspective Changes Things .... 102 Six: Teaching .... 103 Seven: Equipping through Discipleship .... 104 Eight: The Power of Teamwork .... 105 Summary .... 106 Part Two: The DMin Choice ... 106 Part Three: Appreciative Inquiry .... 109 Branson’s Model Part 5: My Personal Philosophy of Leadership .... 111 Reflection, Insights and Appropriate Actions .... 111 Conclusion: My Emerging Philosophy of Christian Leadership .... 114 Summary ... . 116 CHAPTER IV THE JOURNEY OF ACTION .... 117 Introduction .... 117 Contextual Details .... 118 Biblical Model .... 120 Boundaries: Field and Scope .... 124 Field .... 124 Scope .... 124 Research Resources .... 126 Group One: Information and Background .... 127 Group Two: Research Framework .... 128 Ethics in Ministry Based Research .... 128 Phases and Timetable .... 130 Methods .... 130 Methodology .... 131 Focus Group .... 132 Summary .... 133 Participant Survey .... 134 Summary .... 136 Data Analysis .... 136 Data Analysis—Focus Group .... 137 Data Analysis—Participant Survey .... 141 Demographic Data Analysis .... 142 [ Page ] x Experiential Data Analysis .... 143 Qualitative Data Analysis .... 146 Summary .... 149 Findings, Interpretations and Outcomes .... 149 Findings and Interpretations .... 150 Fifty/Fifty Academic and Experiential Training .... 151 Tailor-Made Training .... 152 Support for Cadets .... 152 Curriculum .... 153 International Experience .... 153 Training Staff and Teaching .... 153 Relationship Building .... 154 Training Facilities .... 154 Blood and Fire Spirit .... 155 Journey .... 155 Summary .... 155 Outcomes .... 156 Conclusions .... 157 CHAPTER V THE JOURNEY OF CELEBRATION .... 158 Project Summary .... 158 Participant Action Research Summary .... 158 Ministry Leadership Summary .... 160 Future Plans .... 164 Fifty/Fifty Academic and Experiential Training .... 164 Tailor-Made Training .... 165 Support for Cadets .... 165 Curriculum .... 165 International Experience .... 166 Training Staff and Teaching .... 166 Relationship Building .... 167 Training Facilities .... 167 Blood and Fire Spirit .... 168 Journey .... 168 Summary .... 169 Final Summary .... 170 APPENDICES .... 172 APPENDIX A: Ministry Timeline .... 173 APPENDIX B: Permission For Research .... 174 APPENDIX C: Invitation To Participate For The Focus Group .... 175 APPENDIX D: Letter of Introduction to Survey Participants .... 176 [ Page ] xi APPENDIX F: Focus Group Summary Chart .... 180 APPENDIX G: Focus Group AI Summary Chart Example .... 182 APPENDIX H: Participant Survey Questionnaire .... 183 APPENDIX I: Participant Survey Demographic Data .... 185 APPENDIX J: Participant Survey Experiential Data .... 187 APPENDIX K: Participant Survey Data Summary Chart .... 192 APPENDIX L: Findings And Interpretations Data Summary Chart .... 193 APPENDIX M: Research Project Phases And Timetable .... 197 REFERENCE LIST .... 199 [ Page ] xii LIST OF FIGURES AND TABLES Figure 1: Branson’s Practical Model of Theology .... 55 Figure 2: 4-D Appreciative Inquiry Model .... 110 Table 1: Participant Survey Data Summary Chart .... 148 Table 2: Data Summary Chart .... 151 [ Page ] xiii LIST OF ABBREVIATIONS AI - Appreciative Inquiry ETLN - The European Training Leaders Network IHQ - The International Headquarters of The Salvation Army MSG - The Message is a paraphrase of the Bible. NIV - The New International Version Bible will serve as the principle translation unless indicated otherwise. O&R - Orders and Regulations PAR - Participant Action Research THQ - Territorial Headquarters of The Salvation Army TSA - The Salvation Arm [ Page ] xiv DEFINITION OF KEY TERMS Appreciative Inquiry (AI) - This is an approach to change that follows a 4-D process—discovery, dream, develop and destiny. It leads organizations to look for their life-giving strengths and build upon them to create the impetus for positive change towards a common vision. AI is cyclical in nature in that it encourages an ongoing process to create continual growth and effectiveness. Blood and Fire Spirit - This is a term that uses the symbols adopted by The Salvation Army which are seen in our military motif in various ways—our flag, motto, and magazines. In essence, in the context of cadet training, it refers to our DNA, the burning desire to see souls saved through the sacrificial blood of Jesus the Christ and the continued growth and sanctification through the transformational work of the Holy Spirit. [ Page ] xv CHAPTER I THE JOURNEY BEGINS The quest for effective leadership training has become a beguiling challenge for organizations in a world of unprecedented rapid change. At a time when effective leadership is increasingly coveted, it seems that what works today can no longer be counted on to work tomorrow. Organizations continue to adapt their leadership training approach with measures that promise potential success without stopping to identify those things that are already working. These modifications happen little by little over time and often care is not taken to ensure that these changes have resulted in leadership training that is optimized for the mutable and variable society in which the organizational leaders lead. Such was the case for The Salvation Army leadership training program for officers in the Finland and Estonia Territory. Introduction The education of Salvation Army officers has been a priority in the Finland and Estonia Territory throughout its history. In 1989, Salvationist Hilkka Nieminen wrote a history of the Finnish Salvation Army from 1889 to 1989. In that book, she records information about officer training (1989, 141). As early as 1895, people in Finland were answering the call to officership and being trained. The first “War School” was opened in 1903. The model of training was [ Page ] 1 standardized internationally over the years to become a two-year residentiary program that was adopted in Finland and Estonia. In recent years, with continued world changes and the challenges faced by smaller Territories, the International Salvation Army authorized a move from residential training to a flexible model of training, as an option in Territories where this is deemed necessary. Flexibility was considered related to three key areas: flexibility of method of training (mode/pattern/process), flexibility of content, and flexibility of program length (Army 2020, 11-12). TSA in the Finland and Estonia Territory developed a flexible model training plan which received International approval, and transitioned from the standard model of training to a flexible model of training in 2002. The traditional model of training had cadets (officers in training) living full-time at the training school, involved in a full-time academic program of studies, and participating in field studies components such as weekend visits to corps and evangelism campaigns. Each cadet’s training was the same, regardless of background and, only in special circumstances, was flexibility applied. The program of study was two years in length. The flexible model of training adopted by the Finland and Estonia Territory looked, in theory, like this. The program was to be 50% academic and 50% field training. Cadets would no longer be residential but, instead, move to a community where they would live and serve as assistants in a corps. Here they would learn, through the modelling and teaching of seasoned corps officers, all of the practicalities of officership. The academic portion of the training would be [ Page ] 2 done through attendance at the training college, for a period each month, where they would be taught in intensive courses that would require pre- and post-work to be done in a study day at the field unit, once per week. For some cadets there would be courses through other institutions and, for others, there would be courses from which they were exempted based on previous studies and work experience. The length of the training was considered to be between one to three years. Modifications over time reflected the changing needs of TSA and the evolving needs of the cultures in which ministry was taking place. Almost twenty years later concerns had arisen. When introduced in 2002, the flexible model of training was a new venture. A learning curve was required and adaptations were made along the way. As leadership personnel changed in the School for Officer Training (SFOT), bringing along with them different experience, gifts and talents, even more changes ensued. Three main concerns arose. Firstly, decreases were seen in the size of TSA; the number of officers decreased due to retirement, and the number of corps decreased due to lack of officers and community changes. This resulted in fewer supervisory officers for cadets in training, and the movement of training corps to further distances from SFOT. Secondly, fewer cadets came from Salvation Army backgrounds which required curriculum changes to include specific salvationist information that, for someone with a Salvation Army background, would have been learned through years of living and serving. This also related to the need for increased supervision in field placements. Thirdly, the changes related to the on-site training allowed less time with the cadets, who were not in residence, creating challenges with role [ Page ] 3 modelling and the ability to effectively monitor cadets’ spiritual formation. Sessional cohesion and relationship building were also affected. Cultural and societal changes also affected TSA and, in turn, the flexible model of training. In Finland, a general move away from the church resulted from a change of legislation in 2003, and from a generational shift that saw young people moving away from the faith of their parents due to alienation and disappointment (Niemelä, 2007, 201). The Estonian situation reflected its uniqueness related to recovery and re-establishment leading up to and following the collapse of the Soviet Union. In post-communist societies, the religions and religious institutions have often had an important part in the process of nation-building. It could be claimed that this trend is more a rule than an exception. However, one of the exceptions is Estonia, which is one of the most secularized societies in Europe. The secularization of Estonia is reflected in low participation in religious services, low adherence numbers, and in indifferent attitudes towards religion. (Simons and Westerlund, 2016, 143). TSA, earlier very active in Estonia, was re-established when the Soviet Union dissolved, under the supervision and guidance of Finland, even though the pioneering spirit of the Estonian Salvation Army greatly differed from the established Finnish Salvation Army. The response to TSA in Estonia was one of reserved acceptance as the Christian aspect was suspect while the social need was great (The Salvation Army 2005, 36). Added to these were challenges related to the increased arrival of refugees and asylum seekers, especially the irregular migration that occurred between the years 2014 to 2017. Issues included: language barriers, religious differences, economic struggle, health crises, legal issues, perceived threat on the part of [ Page ] 4 native Finns, coupled with the perception of the refugees who experienced the culture of Finland as closed and limited in opportunity (Croucher et.al, 2021, 5). For TSA, who attempt to fill the immediate needs in times of crisis and to meet human needs without discrimination, the ways of doing ministry needed to adapt and specialized learning was needed in order to minister effectively. While changes in the flexible model of training were made to meet the immediate needs as they occurred, there had not been a thorough investigation to ensure that the leadership training program was indeed fulfilling the ultimate aim of officer training which is: “developing officers who are true and passionate Salvationists embodying such blood and fire spirit that they are equipped to advance the mission of The Salvation Army” (The Salvation Army 2020, 3.1.1.). My appointment to TSA Training School and my passion for equipping leaders to meet the challenges of ministry effectively in today’s exciting and perplexing climate, led to the opportunity to embark on a journey of participatory action research, discovering the life-giving strengths of the flexible training model and building upon them to develop recommendations for enhanced program development. Through the collective wisdom of those trained in the flexible training model and those who had experience teaching and leading, it was possible to address this vitally important investigation—A Participatory, Strength- Based Review of the Flexible Model of Training for Salvation Army Officers in the Finland and Estonia Territory. Through the tutelage, learning and encouragement of the DMin program, the vehicle and tools to make this a reality were put into place. [ Page ] 5 My research took place during the COVID-19 pandemic. This could have made the study of the flexible model of education seem less important, both to me and to those participating. Instead, through clear communication and embracing the need to lead in new and creative ways, anticipation was created for the implementation of the results of this study. Change literature looks mainly at a desire to create change, and there is much to support these kinds of studies. Doing so in times of a global pandemic, however, added a new perspective as changes were unexpected, beyond any control and placed external restrictions on a people that highly value independence. I found support in books such as Gary V. Nelson and Peter M. Dickens’, Leading in Disorienting Times (2015) and Peter L. Steinke’s, Congregational Leadership in Anxious Times (2006). As well, studies of family systems and complexity theory did much to enlighten my leadership as I conducted this research during the pandemic. Chapter Summaries This portfolio unfolds one story of a leadership journey to discover a more effective training program for Salvation Army cadets in Finland and Estonia. It is a story of God’s preparation, guidance and illumination. It is comprised of three foundational papers, a thematically relevant study and a research project through which the theme of leadership development weaves. Chapter II, The Journey of Discovery, is the story of my personal leadership development. It traces God’s preparation, and the orchestration of my life, along with my reflection and growing understanding of both God and my personal leadership formulation. Through the lenses of past, present and future, [ Page ] 6 and the structure provided by the completion of informing and illuminating self- discovery activities, this section highlights the natural progression that led me to conduct the review of the flexible training program. This chapter provides a foundational piece which leads to Chapter III. Chapter III, The Journey of Perspective, is the unearthing of my personal philosophy of ministry. This addresses what I, as a Christian leader, believe and why I believe it. I consider leadership through two biblical models, and explore leadership literature that has helped me to wrestle with varied, and sometimes conflicting, voices to find my own philosophy of leadership. Finally I have articulated my own understanding and the beliefs that shape the leader I am today. This chapter gives voice to the passion that has grown in me to support other leaders in their journey to be, in effect, the head, heart and hands of God in this world. It builds on my personal narrative and provides the foundation for Chapter IV. Chapter IV, The Journey of Action, outlines the participatory action research that allowed leadership theory to be applied in a specific ministry context. Inspired by the appreciative inquiry process, it investigates the flexible model of leadership training in TSA Finland and Estonia Territory, through the application of a 4-D approach. It honours the tenets of participant action research through the involvement of a focus group and a survey of those trained in this flexible program over the course of almost twenty years since its inception. The results lead to confirmation of the value of this research project. Areas of concern, which initiated this research, are reflected upon, confirmed and illuminated. These [ Page ] 7 include: balancing academic and experiential training effectively, tailor-made training, support elements for the cadets, curriculum components, international educational experience, relationship building, teaching and training staff, the training facilities, the part played by training as part of a life-long journey and the achievement of blood and fire spirit. The implications of these discoveries are discussed as outcomes are highlighted and conclusions are drawn. This chapter, built upon the foundation of the philosophy of leadership now creates the foundation for Chapter V. Chapter V, The Journey of Celebration, brings together what has been discovered on the journey. The project is summarized and future considerations based on what has been learned are discussed. Strengths and challenges in each of eight areas become the basis for the creation of a three-year leadership training program, better able to achieve the aims of cadet training as laid out in the Orders and Regulations for the Training and Development of Salvation Army Officers. Finally the learning journey of the researcher highlights challenges and thoughts for consideration in future research projects. As all things are brought together in a cohesive whole, it is a time to celebrate God’s guidance and direction as a plan is put into place to equip Salvation Army leaders in the Finland and Estonia Territory to be effective in an ever-changing and uncertain future. The theme of leadership development, interwoven through this portfolio highlights the plans and purposes of God, interconnecting the growth and development of this leader with the plans for continuation using an appreciative inquiry inspired process. The celebration of [ Page ] 8 God’s guidance and direction is the cap on the groundwork created along the journey—beginnings, discovery, perspective, action, and continuation—and creates the foundation for a bright and hope-filled future. Organizational Introduction The Salvation Army (The Salvation Army 2021) was founded by William Booth and his wife Catherine in East London in 1865. It is an integral part of the Christian Church. TSA officially operates in 132 countries and has a presence in many more. There is one lead position in the governance structure and currently TSA is led by General Brian Peddle, a Canadian Salvationist, who was elected as the twenty-first General on 3 August 2018. TSA has a pseudo-military character. Members are identified as soldiers and church buildings are referred to as corps, temples or citadels. Officers are those who have left secular employment and devoted themselves to full-time ministry. They are commissioned and ordained ministers of the gospel. A military rank structure is based on service time and officers in training are cadets, TSA’s doctrines follow the mainstream of Christian belief and God’s saving grace is emphasised in the articles of faith. The objectives of TSA can be summed up in the wording of the officer’s covenant: •To live to win souls and make their salvation the first purpose of my life. •To care for the poor, feed the hungry, clothe the naked, love the unlovable and befriend those who have no friends. •To maintain the doctrines of The Salvation Army, and by God’s grace to prove myself a worthy Officer. (The Salvation Army 2020) The work of TSA is carried out through: officers (clergy), soldiers and adherents (members), employees (paid staff) and friends (the supporting public). [ Page ] 9 The international structure of TSA provides leadership and guidance, support and encouragement, education and resource sharing. As Salvationists, a life of holiness is sought as we live out our faith in community. Slogans such has “heart to God and hand to man” and “faith with our sleeves rolled up,” give a picture of living out the command of Jesus to “‘Love the Lord your God with all your heart and with all your soul and with all your strength and with all your mind’; and, ‘Love your neighbor as yourself” (Luke 10:27). A life of service is open to all as women have been given equal opportunities from the earliest days of TSA movement, and children and youth are encouraged to love and serve God as junior soldiers and corps cadets. Here are a few pertinent details that will assist the reader in understanding this portfolio in a fuller manner. The International Salvation Army is divided into five Zones which unites all Territories and Commands within for the purposes of governance and shared resources, and which are supervised by International Headquarters. Officers in TSA serve under a covenantal commitment to God and agreement with The Salvation Army Undertakings, promises and declarations made to acknowledge the sacred relationship between TSA and the officer. They are guided in their work by Orders and Regulations (O&Rs) that have been developed at International Headquarters for all areas of service. Officer training follows an international curriculum preparing officers to serve in their country of training and also worldwide if their skills and talents are needed. [ Page ] 10 Personal Context I am a Canadian Salvation Army officer, having previous careers in social services and teaching. I hold a master’s degree in adult education and have completed fifteen years of Salvation Army work in corps/church, community services and training school. I took up an appointment as the Training Principal and Section Head for Education and Training in the Finland and Estonia Territory on July 1, 2019 The section head position is one of five that make up the Territorial Headquarters management team, under the guidance and supervision of the Territorial Leaders—Territorial Commander, Territorial President of Women’s Ministries, and Territorial Chief Secretary. The other sections are: Program, Communications, Business, and Personnel. The section heads form a Management Committee which meets monthly to focus on the planning and implementation of the events laid out in the Annual Program. These events are the outworking of the Territorial Vision and Mission. As well as the Management Committee, I served on the Board of Directors, the Officer Training Committee, the Candidate Committee, the Pastoral Care Committee, and the Ethics Committee of which I was chairperson. I held the international position of TMASIC (Territorial Moral and Social Issues Coordinator). As can be seen, my role as section head was a multi-faceted one. It also placed me in the supervisory position of all education in TSA, both in Finland and Estonia—about 700 people, including: officers, cadets and employees. This involved the planning and implementation of both annual, and alternately [ Page ] 11 s scheduled, educational programs and events with support from other sections. I also cooperated with others when they were responsible for planning and implementation. Management of all educational endeavours was an ongoing challenge in ensuring that learning needs for each person—officer, cadet and employee—was met, and, at the same time, ensuring there was as little overlap as possible in training events. I was also a part of the European Training Leaders Network, which required ongoing communication, planning of international training events and yearly meetings. The second part of my appointment was to the position of Training Principal for the School for Officer Training. The responsibility for the education and training of all cadets, both Finnish and Estonian, is the mandate of this position. Included are the planning and implementation of: individual learning plans, monthly intensive courses, field training, evangelistic campaigns, special events—spiritual days, events with mentors and supervisors, welcome meetings, ordination and commissioning meetings, team events—the training school physical operations, field site visits and cadet communications. I taught many subjects, arranged many guest teachers, took cadets to international events, and led by example. At the time of this writing, there were seven cadets—one preparing for imminent ordination and commissioning, three in second year and three in first year. As we were also dealing with the unexpected arrival of the COVID-19 pandemic, I also became responsible for the planning and implementation of distance learning. [ Page ] 12 As well, as serving as the Training Principle, I was responsible for the yearly education program for the newly commissioned officers—Lieutenants— leading up to their five-year confirmation of officership. This five year program had to be planned and implemented, and sometimes taught. Bi-annual Personnel Development Discussions were held with each person and all of the discussions and documents prepared for the final confirmation of officership and promotion to Captain. I had one part-time staff member who worked as administrative support and performed translation work. Coordination and liaison with other learning institutions, both within TSA and outside TSA, was also part of my responsibility. This included teaching engagements outside of SFOT. For example, I planned and taught, on a two-year rotation, a diakonia course for approximately forty students in the Methodist Seminary in Tallinn, Estonia. All of these responsibilities together made the study of the officer training program in the Finland and Estonia Territory a natural extension of my appointment and placed me in the position to carry out a participatory research portfolio. As a Salvation Army officer I am part of the culture of TSA International. This means I am familiar with the history of the TSA, the organizational structure, the theology and mission, the rank system, and the O&Rs. Specifically, the O&Rs that govern training officers in the Canada and Bermuda Territory are the same O&Rs that govern training officers in the Finland and Estonia Territory. The competencies for those entering training school, and those leaving training school, are presented. Curriculum components are outlined with enough flexibility for [ Page ] 13 cultural uniqueness. The governance of the training program and the qualifications for training school principals and staff are given. Guidelines for flexible models of officer training are shown. This is a unifying factor for TSA world-wide. The uniqueness comes in the cultural expression. Having previously served in Finland and Estonia as an Education Officer, I also have familiarity with the cultures of both Finland and Estonia. The officer training program in Finland and Estonia adheres to the international O&Rs for the Training and Development of Salvation Army Officers while, at the same time, reflecting the culture among which it works. These cultural influences are reflected in those who respond to God’s call to Salvation Army officership, be they recruits (those applying to become officers), cadets (those accepted into training), or commissioned officers. The TSA in Finland and Estonia differs culturally from the TSA in Canada and Bermuda. Each Territory is unique in their history and experience as a nation. While governed by the same international O&Rs, the TSA is recognizable but very different experientially. The Canadian TSA is significantly larger—611 active officers, 285 corps—than TSA in Finland and Estonia—thirty-eight active officers, twenty-eight corps (The Salvation Army, 2020, 78-103). Both Territories are experiencing a decrease in the number of officers but for Finland and Estonia the situation is more evident. There is a need for support from international officers, such as I was, and for officers to take on multi-faceted roles such as the role I described above. [ Page ] 14 While there is only one international Salvation Army, it has adapted to the different cultures and locations where it works. Some important differences exist between TSA in Canada and Bermuda and TSA in Finland and Estonia. TSA is a registered church in the Canada and Bermuda Territory, and the largest non- governmental supplier of social support. In Finland and Estonia, TSA is a registered organization, not an official church, and recognized as a Christian social support agency. The Red Cross is more prominent in this area. The Finnish and Estonian TSA share much in common with other Nordic Territories where the Lutheran Church has historically been predominant. In a predominantly Lutheran context in Finland, many officers come from outside TSA, having not grown up within TSA culture, and some even remain on the roles of the Lutheran Church, turning to them for the rites of baptism, confirmation, marriage and burial. In the Estonian context, TSA is not as well- known, or remembered, and is re-establishing itself, after forty years of being disallowed by the government of the Soviet Union, in a culture that is now largely anti-institution. These things are reflected in the expression of the training and in the attitudes of those both inside and outside of the training. As already noted, the officer training program must meet the international requirements and, at the same time, have cultural relevance for both of these countries. The education of Salvation Army officers has been a priority in the Finland and Estonia Territory throughout its history. In 1989, Salvationist Hilkka Nieminen wrote a history of the Finnish Salvation Army from 1889 to 1989. In that book, she records information about officer training (1989, 141). As early as [ Page ] 15 1895, people in Finland were answering the call to officership and being trained. The first “War School” was opened in 1903. As this study began the situation in Finland and Estonia reflected a desire to continue training officers, but also highlighted the challenges faced by their unique circumstances. There were four cadets in training: three who had begun their first year in September 2020, and one who was in the second year. Their academic backgrounds ranged from short courses after high school, to vocational training. Their practical training centres were all over Finland, some as far as 400 kilometers away from the SFOT in Helsinki. There were no Estonian cadets in training at that time. Courses were taught in Finnish and English, necessitating translation in class and for much of the learning material. This research focused on those officers who have been trained under the flexible training model, which began in 2002. This was a finite group comprised of seventeen officers who were active in service at that time, and five who had left officership. Of those possible twenty-two, fifteen responded to an online participant survey. Five others, who had experience as training leaders, and held an interest in officer education, were enlisted to participate in activities guided by the appreciative inquiry inspired process. Information regarding European training program practices was gathered from a survey done by the European Training Leaders’ Network in 2018-19. Equipped with all of this gathered information, and aided by the O&Rs, a review of the flexible training program took place. [ Page ] 16 As noted earlier my position as Training College Principal gave me responsibility for the training and development of the cadets. The flexible model of training placed cadets in a dual role: academic learning 50% of the time, and in practical field training 50% of the time. Cadets attended three-day intensive courses once per month and were responsible for pre- and post-assignments related to these. The practical field training was fulfilled through internship, as a corps assistant or, more often, as a corps leader. While there were no Estonian cadets in training, there was indication of interest for the years to come in both Finland and Estonia. The best comparison for the flexible model of training came within the Scandinavian countries as they share much in common. The Swedish and Latvian Territory, like the Finnish and Estonian Territory, had a flexible training model. This was also the case in the German and Lithuanian Territory. The challenge of training with small numbers and limited resources is shared by many. Addressing those challenges uniquely reflects the specific Territory in some ways and yet the training programs are united by a shared direction provided through our International Headquarters and by having training leaders become members of an organized group called the European Training Leaders Network (ETLN). Courses are arranged for all European cadets called: the Nordic Cadets’ Study Week, the Catherine Program, and the Brengle Seminar. These intensive courses provide connections for cadets who are training all over the Nordic countries and Europe while, at the same time, allow for common elements of the training program to be taught by knowledgeable teachers. [ Page ] 17 Those who have entered training in the Finland and Estonia Territory in recent years are reflective of the increased multiculturalism of the country. There have been cadets from Finland (both Finnish and Swedish speaking) and Estonia (both Estonian and Russian speaking) as well as immigrants from Canada, Brazil, Russia and the Ukraine. The academic background of those who have entered training and become officers varied from a high school diploma to a master’s degree. The age at the time of entering training ranged from early twenties up to age fifty. Cadets came from diverse professional backgrounds and had varying degrees of biblical knowledge upon their entrance to the SFOT. Denominational backgrounds have also been mixed. What united them all was a calling to serve God through the vehicle of Salvation Army officership. Officers who have been trained in the flexible model of training served in various corps and social appointments around the Territory. This meant that each was situated in a community that embodied a unique culture. Officers were serving in both countries-Finland and Estonia-and it was important to consider these cultural differences when the questionnaire for this research was planned. As noted earlier, the cultures of Finland and Estonia vary significantly and cultural differences needed to be taken into account. There were several people who were no longer officers, for one reason or another, and they were also invited to take part in the survey. Several factors need to be considered when thinking about the spiritual climate in these countries. One factor is the large presence of the Lutheran Church which, until recent years, was the State Church in Finland. Another is the fact that [ Page ] 18 the Estonian Salvation Army has a renewed presence since the fall of the Iron Curtain. The country was left largely atheist but also in great need of the social support that TSA provides. To add to these factors was the increase in non- Christian presence in both countries that came with increased refugee presence. Ministering to this changing society created challenges for TSA as there was a need to learn about culture and adapt methods of support and evangelism. In turn, the leadership training of Salvation Army officers needed changes, in both academics and practical tuition, to equip them to minister effectively and with longevity in these cultures. Summary In Chapter I—The Journey Begins, the reader has been introduced to the context, the summary of the chapters, the theme of the portfolio and the key terms to help navigate the reading with understanding. As this portfolio unfolded, I prayed these words of Psalm 19:14: “May these words of my mouth and this meditation of my heart be pleasing in your sight, LORD, my Rock and my Redeemer.” [ Page ] 19 CHAPTER II THE JOURNEY OF DISCOVERY My leadership story is intimately connected with my philosophy of leadership and the field research I have undertaken. How God has prepared me as a leader informs what I have come to believe about being a follower of Christ, and a leader to other Christian leaders. The focus I have taken in my research is born from a God-given passion for effective leadership development within The Salvation Army. Introduction All through my life I can trace a journey of leadership growth. From the beginnings of being “knit together in my mother’s womb” (Psalm 139:13), God has had plans for my life that have transcended worldly plans and endeavours and have brought me to this current place and time. In their book, Deep Mentoring, co-authors Randy D. Reese and Robert Loane make this profound statement: “Our life stories are sacred because they are written in partnership with God’s Spirit” (2012, 49). It is in this vein that I embraced an opportunity to look back and reflect on what God has done, to view the present as part of God’s unfolding plan, and to look forward to a future that became clearer and more purposeful because of what I have learned. [ Page ] 20 Past Leadership emergence theory, the study of how a Christian leader develops over a lifetime, is the impetus behind the development of my personal and unique time-line. Following the guidance of Robert J. Clinton (2012, 36-45), I have documented my history, and determined patterns which have emerged. These relate to God’s personal preparation for me as a leader. Debra Rienstra, an English professor at Calvin College, described God’s preparatory work in a way that created, for me, a vivid and meaningful picture: I’ve learned that God treasures the lives made of a single piece of cloth, cut in the shape of service. But God also values the life that looks more like a bag of fabric scraps, some big pieces, some tiny pieces, different colours and different weaves. At each stage of my life, with each piece of it, I try to ask God, “How can I offer this to you?” I have to trust that if I offer all the odds and ends of my life, God will stitch together the pieces in some lovely pattern and receive it as my gift. (Rienstra 2005, 221-22) This is the picture I saw when I laid out my life chronologically and reflected on the many pieces that God brought together to create me as a leader. Using my unique time-line as a framework, I reflected on my past leadership development through categories suggested by Clinton (1993, 4) that best describe the journey: pre-conversion influences, preparatory ministry experience, early ministry experience, overseas ministry experience and ministry maturity. Each of these periods of time is considered by Clinton (1993, 4) to be a developmental time for leaders and is framed by what he describes as boundary experiences. [ Page ] 21 Pre-Conversion Influences The pre-conversion stage in my journey is aptly described by Reese and Loane in this statement, “We understand the plot line of God entering our story, but we fail to realize we have entered God’s story. Our stories are too small. And consequently our God is too small” (2012, 14-15). I was raised in a good, kind and supportive family. They held strong values but were not church goers. Being the eldest of three children in a family with a working farm, and parents who also had outside employment, gave me plenty of opportunity to take on leadership at a young age. My outgoing and responsible nature made itself evident as I entered school and became involved in activities outside the home. I was selected for leadership roles throughout school, began work outside the home at age eleven and was given increasing responsibility and leadership roles within the community. Choosing child and family studies in university was motivated by the belief that I could make a difference in times when family has deteriorated and children are in jeopardy. I did well in statistics and research methods and took on a tutorial position to lead and guide those who were struggling, a role that appeared repeatedly throughout my life. After completing this degree, and marriage to my military husband, I began a time filled with many moves and the opportunity to put my degree and leadership to use in a variety of ways—daycare supervision, home daycare licensing, architect consulting, developing and directing a co-operative nursery school program, and working with social services. [ Page ] 22 Over this ten-year period of time, there were many events that influenced my life and leadership development. I became the mother of two beautiful daughters, my husband developed a growing dependence on alcohol, and we moved often. In each new location, I accepted the opportunity to apply my skills and talents in a new way, and each new neighbourhood brought me to a different church—whichever was closest—as it was the quickest and safest way to be welcomed. Our move to Borden, Ontario was our third move within a year and I experienced a mini-crisis, as I felt myself drifting into a depressive state. I had a sudden and growing need for stability. This need and a desire to learn were the impetus that led me to return to university to earn my teaching degree. There seemed to be endless opportunities for further education and leadership roles were plentiful: reading specialist, divisional head, union steward, teacher liaison in the parent-teacher association, school board committees, pilot projects and other roles. Through what I would later recognize as God’s guiding hand, I met and became close friends with a fellow teacher with whom I team taught. The value of team leadership was exemplified through this situation and continues to impact my philosophy of leadership. This motivated my choice to use an appreciative inquiry style process to carry out the participant action research as an integral component is working together to identify strengths and potential for growth. Boundary Experience Boundary experiences are times of growth or change that precipitate a new stage of development and include an entry stage, evaluation stage and expansion [ Page ] 23 stage (Clinton 1993, 4-5). In recounting this first boundary experience, I have made note of these stages and specified the evidence to support the indications. The pattern can be seen quite clearly. In further boundary experiences, the progression is also noticeable although I will not specifically identify the stages. Despite a successful teaching career and a busy life as a wife and mother, I began to feel restless. It was through my teacher friend that I discovered that the restlessness was located in my spiritual walk. This is what Clinton (1993, 5) would describe as a boundary entry stage, which is characterized by a faith challenge or stretching experience. The church I was attending did not have the outreach that I was beginning to understand was necessary to work out my faith. My colleague invited me to attend The Salvation Army and it was there that I made a decision for Jesus. Clinton (1993, 5) identifies this as the boundary evaluation stage in which the meaning of the boundary experience is recognized and the leader is drawn closer to God. At the same time, but in a different location, my husband, after a long battle with alcohol, was radically healed as he accepted Jesus as his Lord and Saviour. My whole perspective on life changed as I recognized the powerful, life-giving nature of God and began to experience what it meant to have a personal relationship with Jesus Christ. At this point, the boundary expansion phase is evidenced by decisions flowing out of new discoveries in the evaluation phase (Clinton 1993, 5). Preparatory Ministry Experience Reese and Loane share this thought: “Each of our lives forms a narrative with themes and plot and characters and twists and tensions and disappointments [ Page ] 24 and surprises” (2012, 12). In looking back on this phase of life, it seemed that the Lord provided many experiences that allowed me to explore my faith and develop a firm understanding, not of who I am but whose I am. It was definitely a time of ministry preparation and a time when leadership took on many faces. Shortly after giving my life to Jesus, I experienced an unexpected health crisis and truly understood the “peace of God, which transcends all understanding” (Philippians 4:7). Our family built our dream log home, which became a haven for many. A lit cross on the roof became a guide for those in distress. My husband retired from the Armed Forces and opened his own log home building company. On top of my teaching, I took on the marketing and accounting for the business. We both took soldiership classes and my husband became a Salvation Army soldier. I, on the other hand, was reluctant—not because I felt I could not commit to the articles of faith but because I felt I was too busy to commit the time necessary. Challenges raising our teenage daughters led me to develop a support group for parents of challenging children and troubled teens. I began caring for my in-laws. My father-in-law, struggling with Alzheimer’s, needed to be admitted to a care home. My mother-in-law, dealing with terminal cancer, required support physically and in dealing with health care professionals. Involvement in the activities of the church and support from the congregational members became a life-line. I craved time with God and his people. Following the death of my mother-in-law, I returned to school and earned my master’s degree, while continuing to teach full-time and be active in the [ Page ] 25 church. I chose to complete a research thesis that would allow me to pursue a doctoral degree in the future (thinking of educational administration). As I have discovered, another pattern that arises in my life is the desire to go back to school following a crisis. Our oldest daughter moved from crisis to crisis. Although later we discovered that she suffered from juvenile depression, we could not understand the changes that were happening with this once model child. Rebellion, alcohol, drugs and petty crime were hard teachers. Prayer and support from the church community became a life-line. When my children were small, I thought the worst thing that could possibly happen was to have one of them become a teenage mother. When our oldest daughter came home at seventeen years of age to tell us she was expecting a baby, it was an answer to prayer, but not the way we had imagined. A life-changing event reoriented her life and brought her back to us— along with a new grandson—and her renewed desire to go back to school to earn a degree. It was these early days of support and care found in TSA that impacted me with the need for Salvation Army officers to be equipped as leaders who value and have skills in pastoral care. Living life together as Christians requires having supportive relationships especially during times of challenge. I am forever grateful for the body of Christ that supported me during these times in my life. Boundary Experience As my studies continued, I found that they met a need for me and yet, without explanation, I experienced a pulling force on my life that unsettled me. I [ Page ] 26 craved more and more to be active in service to the Lord, and in conversation with my friend and mentor, she suggested that perhaps it was time for me to make a greater commitment and become a soldier in TSA. Parker Palmer, in his book Let Your Life Speak, wrote about such experience in this way, “Vocation does not come from willfulness. It comes from listening. I must listen to my life and try to understand what it is truly about - quite apart from what I would like it to be about - or my life will never represent anything real in the world, no matter how earnest my intentions” (2000, 9-10). As I stood on the platform, being enrolled as a Salvation Army soldier, and repeated the words of my soldier’s covenant, I had a clear sense of vocation—of God’s voice laying claim to all I had to offer him. What that would look like I could not imagine but I was ready to step forward in faith. A month later my husband and I attended a Salvation Army Divisional event and were approached by a Salvation Army leader who invited us to attend a weekend to explore Salvation Army officership. For my husband, this was really exciting. For me, however, I could not see a way forward that would involve leaving the teaching career I loved, the dream home we had built, the church home that had become so important, and my family and my community responsibilities. Hesitantly, I agreed to attend the weekend; the prophetic theme was “For Such a Time as This.” Parker Palmer continued to speak into my situation as he discussed the internal battle between the ego and the true self: There is a great gulf between the way my ego wants to identify me, with its protective masks and self-serving fictions and my true self. It takes time and hard experience to sense the difference between the two—to sense that running beneath the surface of the [ Page ] 27 experience I call my life, there is a deeper and truer life waiting to be acknowledged. (2000, 10-11) Attending the weekend event proved to be yet another step in the clarification of God’s calling and, after prayer and much discussion, my husband and I were convinced that Salvation Army officership was the vehicle through which his calling could be lived out in our lives. We made application for the School for Officer Training—and prepared to begin the screening process. It was here again that I saw God’s hand in preparation for ministry leadership in an unexpected way. A month following the initial application, I was diagnosed with cancer. Initial prognosis was uncertain and immediate surgery and treatment followed. I was filled with questions. Why would God call me into full-time ministry only to allow this to happen? Had my hesitation and battle with ego delayed precious ministry time? Had I misunderstood God’s calling? How could God use this illness for any kind of good purpose? Despite the questions and uncertainty, I forged ahead with the screening process, in faith, and my husband and I were accepted to enter training a year later. We sold our dream home and sold or gave away most of our possessions and prepared to step forward into whatever God had in store. Early Ministry Experience My training college experience was nothing short of a gift: two full residential years studying God’s Word, living in Christian community and learning from experienced mentors. It was also a time where my leadership skills [ Page ] 28 were unexpectedly developed in a variety of ways. Having already obtained a master’s degree, there were some courses from which I was exempted. I was then asked to be a support for fellow students—some of whom had been out of school a long time, no post-secondary experience, or were working from English as a second language—and was able to come alongside one couple who had tragically lost a child the year before. I was asked to assist in teaching one full course and pieces of others. I also chose to take a couple of courses at the master’s level at the Anglican seminary. My positive experience in training school has been impactful when I consider the flexible training model and the differences and similarities with my own experience. Indeed, my training experience figured strongly as I experienced the flexible model for the first time and began to notice things that could be changed to improve the leadership training, which led to my choice of research topic. Clinton describes a sub-phase as a specific length of time within a phase that points out particular development (1993, 3). This was definitely the case with an event that occurred in the final semester of my training to become a Salvation Army officer. I was chosen to be part of a mission team to TSA’s Chikankata Mission in Zambia. Despite my protest that I was not interested in mission work outside of the country, it was determined that I would go along with three other cadets. It was an experience that changed and expanded my understanding of God, my understanding of TSA as an international organization and my understanding of myself as a Christian leader. My personal boundaries were expanded and my eyes were opened to the omnipresence and omniscience of God. [ Page ] 29 Internationally renowned and beloved pastor Henri Nouwen makes this observation in his book, In the Name of Jesus: ”God is a God of the present and reveals to those who are willing to listen carefully to the moment in which they live the steps they are to take toward the future” (1993, Pro. 6 of 13). Our first corps and family services appointment taught me many, many lessons that are only possible when the journey of leadership is lived. I learned that I do indeed stand on the shoulders of those that have come before and the importance of honouring them. I also discovered that leadership requires dealing with difficult situations that cannot ever be captured in a training manual. The truth of Ruth Haley Barton’s leadership teaching, citing the work of the late Edwin Friedman was—and has been many times since—lived out: “Criticism of the leader (which is a form of sabotage) is so predictable that it should be viewed as part and parcel of the leadership process itself” (as quoted by Barton 2008, 140). The valuable nature of working in community with other believers and organizations was played out again and again. The need for Salvation Army officers to be equipped with people skills is vital to the people they lead but also for their own survival as a leader. Knowing who we are and being able to stand in the face of opposition is part and parcel of the blood and fire spirit. Several specific incidents of leadership outside of the normative leadership of a corps officer in TSA have remained indicators of God’s unfolding and equipping plans for me as a leader. These are identified as sub-phases in Clinton’s outline (1993, 4). Within the first weeks of being in my first appointment, I was approached by another church to be the speaker at their [ Page ] 30 women’s retreat, based on being heard as I shared God’s Word in a Sunday evening meeting. The weekend unfolded in a beautiful and Spirit-led manner and, without being part of the plan, I was invited to speak in their Sunday morning meeting to culminate the teachings of the week. Following the sharing of the message, I was approached by many men in the meeting, thanking me for the wonderful message and powerful ministry I had shared. It was only later that I learned that women were not ordained in this church and were not allowed to preach. A beautiful working relationship developed with this denomination in the days, months and years ahead. A second notable sub-phase was initiated by my presence on a Food Security Board. As we got to know one another, I was approached by a leader of the satellite for the University of Manitoba. The focus of the satellite was to train First Nations social workers and equip them to work in their communities. One class that was part of the curriculum was social work in the classroom. Having a master’s degree and a background in social services and teaching, I was asked to teach this course. It is the policy of TSA that an officer cannot hold secular employment. I shared this with the leader of the satellite who had approached me and she encouraged me to reach out to TSA leadership to explore the possibility. Having full expectations of a negative response, I was surprised to have this opportunity accepted as a tent-making venture. I was also surprised that the course needed to be written as well as taught. All of my social work and educational preparation came together in an amazing way to allow me to fulfill [ Page ] 31 this responsibility, challenging and expanding my understanding of how God equips, sustains and uses me through new leadership venues. My own experiences, both before officership and in the ministry time since, have impacted my support of the flexible model of officer training. Just as it has been in my life, there are so many God-given skills and talents men and women bring to their calling, and so many God-prepared skills and talents that can only be realized with experience. One of the strengths of the flexible model of training is the ability to honour previous experience and education. This can be challenging in a more time restricted, academically heavy, residential model. Individualized learning programs, while preferred, do offer challenges, as are addressed in Chapter IV. The third leadership confirmation was the invitation to work as part of a Territorial study on rural ministries. Through my own experience and gathering of information on the experiences of others, I was able to develop a learning module and travel to speak at an inter-denominational symposium with participants from across Canada. One of the reasons I was so drawn to the DMin program at Tyndale University was this previous positive research experience. Nouwen identifies my experience in this way, “There is hardly a doubt any longer that being a minister calls for careful preparation, not only in terms of the knowledge and understanding of God’s word but also in terms of the ministerial relationships through which God’s word comes to us” (1971, 5). This activity continued through the end of my first appointment and into my second. After two years in [ Page ] 32 the community of Thompson, Manitoba, we were assigned to the new community of Dauphin, Manitoba (see Ministry Timeline Appendix A). Boundary Experience Our second ministry unit looked very different from our first and again offered unique leadership and learning opportunities. The ministry there can be characterized by such words as reconciliation, re-creation, healing and health. There were vivid illustrations of God’s ability to turn tragedy to triumph, suspicion to trust and heartache to healing. It was this experience, perhaps more than any other, which allows me to encourage those that I lead as they are challenged to do ministry differently in the face of a pandemic. There was a sense, as we carried out ministry in this second community that time was of the essence. Things seemed to happen suddenly and require immediate response. It was not long into this appointment that we were approached about going to the Finland and Estonia Territory. The aging and retirement of many officers and the decline in numbers answering the call to officership, in that Territory, resulted in an urgent need for support officers to lead corps and communities. My husband’s Finnish roots proved to be the impetus for this request coupled with my observed suitability for overseas missions. Through much prayer and discussion we agreed to accept the appointment. One year after arriving in our second appointment in Dauphin, we said farewell and headed to Rauma, Finland. Overseas Ministry Leadership changes when those skills and talents one has understood to be one’s strengths are taken away. I entered the new culture of Finland, not as a [ Page ] 33 visitor but as a leader. Immediately, I was immersed in the leadership of people with whom I could not communicate. I became totally dependent on my husband’s fifty-year-old Finnish to lead me through the labyrinth of culture shock and adaptation to a new reality. My excitement over my new situation soon turned to questioning God about how I was supposed to be an effective Christian leader when I could not communicate. A notable event, a sub-phase in Clinton’s (1993, 4) description, occurred on a weekday morning about a month after our arrival in the country. I opened my morning email and there, to my surprise and delight, I found an email written in English. My delight, however, soon turned to despair as I read the content. While the beginning of the email was encouraging and welcoming me to the work of TSA in Finland and Estonia, the second half of the email expressed the thought that changing my name would make it easier for the Finns who struggle with the name Gerry. I remember feeling like the bottom had dropped out of my world. I was shocked and I was angry. Not only could I not communicate but now I would not even have my own name. I began to pray and seek God’s guidance and the words of Philippians 2:5- 11 became my guide: In your relationships with one another, have the same mindset as Christ Jesus: Who, being in very nature God, did not consider equality with God something to be used to his own advantage; rather, he made himself nothing by taking the very nature of a servant, being made in human likeness. And being found in appearance as a man, he humbled himself by becoming obedient to death - even death on a cross! Therefore God exalted him to the highest place and gave him the name that is above every name, that at the name of Jesus every knee should bow, in heaven and on earth and under the earth, and every tongue acknowledge that Jesus Christ is Lord, to the glory of God the Father. [ Page ] 34 I replied firmly and with surety that I was thankful for the suggestion but it was more important that I was remembered for who I represented rather than my own name. This was a turning point for me. I began to embrace ministry opportunities and look for doors that only God could open. I began to live each day with an expectation that God was going to use me for something more than I could ever hope or imagine. And that is exactly what happened. Nouwen (1971, 113), speaks of going beyond protective rituals and celebrating life in the Lord: “We are only a very small part of history and we only have one short life to live, but when we take the fruits of our labours in our hands and stretch our arms to God in the deep belief that God hears us and accepts our gifts, then we know that all of our life is given, and given to celebrate.” This vivid illustration of God’s wisdom and direction in my own life, despite the seeming lack of resources, has influenced my leadership in such a way that it has become second nature for me to rejoice in limitations that allow God to shine. Such was the case with the flexible model of training in Finland and Estonia as it seemed so often that limits were made due to lack of resources. In the creation of a renewed flexible model training program, I was excited to see the possibilities that arose through the responses of the focus group and the survey participants, and I welcomed the opportunity to see how God opened doors. A new appointment in the northern community of Kajaani, Finland provided an opportunity to begin to communicate in a whole new way through music, outreach and support. I became a mentor for an officer in another city who was alone in her ministry unit. I was asked to teach a course at the School for [ Page ] 35 Officer Training (SFOT), and soon was given a 10% appointment to the Training School. I also became part of the Territorial Adult Ministries committee. I could see God’s amazing hand as I remained open to his leading and how he could do through me so much more than I could ever have believed. This allowed me to embrace leadership believing not in my own abilities, but in God’s ability to work through me. The next appointment was to the largest corps in the capital city of Helsinki. In this corps, there were more than fifty retired officers, making this a ripe opportunity to learn to be a leader of leaders. Oh, what a rich training ground. Varied ministry leadership challenges and changes highlighted my gifts and talents, and I became overwhelmed with requests to take on more and more. My appointment changed to become 40% Corps and 60% Training College; territorial responsibilities increased and spanned many areas. Boundary Experience I began to see so many opportunities for service—so many open doors— but was unable to stretch that far. Ruth Haley Barton (2008, 122) describes the danger I found myself in: And the first order of things is that we are creatures and God is the Creator. God is the one who is infinite; I, on the other hand, must learn to live within the physical limits of time and space and the human limits of my own strength and energy. There are limits to my relational, emotional, mental and spiritual capacities. For the first time in my leadership journey, I felt the need to speak with my leaders about my needs. The Territorial leadership of TSA in Finland and Estonia was very supportive and recognized the need to change things to allow me to [ Page ] 36 streamline my responsibilities and to be more effective in leadership. This lesson stays with me and I have become a more responsible leader. It was not the first time—nor would it be the last—that I would experience the grace given by those within TSA who have been in leadership over me. As a result of our consultations, there was a change of appointment, which placed my husband leading the smaller Porvoo Corps, outside of Helsinki, and my appointment to the Training College 100%. We moved to the smaller town, with the conviction that we are called to community and not just the corps. It meant a daily transit commute into Helsinki and back for me. This might have seemed an inconvenience for some, and occasionally it did for me, but it provided a much needed mini-Sabbath each day as I spent this time focusing on the Lord. The ability for officers to manage their time and souls is integral to longevity of service and effectiveness of ministry. Developing an understanding of the “unforced rhythms of grace” (Matthew 11:28-30 MSG), is critical to care of self and others. This must be integral to officer training, both taught and modeled. It has shown to be a very real struggle in the flexible model of training that is supposed to be 50% academic and 50% field training, but is actually experienced as being 100% on both ends. Ministry Matures The Training College appointment found me in a place where I discovered the richness of my gift-mix and a clear awareness of my lifelong calling. It was an appointment where much growth occurred in me as a leader and where I once again experienced the ability of God to take what is offered and use it for greater [ Page ] 37 purposes. This was a team leading situation where we gained strength and encouragement from one another. Again, it is apparent why I am attracted to an appreciative inquiry inspired process and also a team leadership model that has been part of my leadership investigation. Dr. Henry Cloud developed a model of strong leadership that recognizes the power of others, both to confine our leadership and to expand our leadership potential. He asserts, “We have more potential than we know, and the only way to know how far you can go is to try— but that requires a little helpful nudging from a four-corner relationship. A push...a stretch” (Cloud 2016, 149). This appointment was no less full than the previous one, but it differed in the fact that all of the varied leadership areas were interconnected— administration, teaching, coaching, mentoring, multi-cultural work, international participation in leadership education—these and so much more. All things were related to my God-given talents and gifts, and opportunities for growth were meaningful and exciting. Clinton stated that his greatest discovery in leadership development was this: A leader needs to know his strengths as a carpenter knows his tools, or a physician knows the instruments at her disposal. What great leaders have in common is that each truly knows his or her strengths—and can call on the right strength at the right time. This explains why there is no definitive list of characteristics that describe all leaders. (1993, 13) I describe this as being in my sweet spot. Two particular experiences stand out as sub-phases within this time period. Clinton (1993, 3) describes a sub-phase as a specific length of time within a phase that points out particular development. [ Page ] 38 In the Finland and Estonia Territory, the Officer Training program had moved from the normative two-year, full-time, training model to a flexible education model. The first sub-phase was found here. The flexible model placed cadets in a leadership position in a corps while participating in a course of study over two to three years. Courses of study were unique for each cadet, based on prior experience and specific needs. The general outline included attending courses for three days once per month, as well as work placements and supplemented by taking courses through other religious institutions. After two full years of working through the program in this manner, I came to understand that this model had been developed as a test model ten years earlier, and that there had been no evaluation as to whether or not this model was optimum and was indeed preparing officers in a manner consistent with international requirements. Some concern arose about the curriculum and how it was affected by lack of classroom time, increased need for specialized courses, and the lack of teaching resources. Also troubling was the plan for supervised field training that had dissolved into cadets actually leading corps during training. I found myself in a position to carry out that research and to make modifications to the existing program based on the responses and observations made. I made some preliminary changes to the program and these modifications were put in place to begin the year I (unexpectedly) had to leave the country. As we know, God sees all and he has plans that we cannot see. This would become so evident in the time to come which would bring me back to the need for research related to the flexible training model. [ Page ] 39 A second sub-phase related to my work with the European Training Leaders Network. This network included representatives of TSA Training Programs from across Europe and was tasked with creating better training through the process of getting to know one another, learning about each other, sharing best practices, and looking at opportunities for shared resources, professional development and support. My participation in this group expanded my understanding of the struggles faced by many of the nations in Europe to provide officer training that was culturally adaptive and consistent with international requirements. The great need for officers in all countries was apparent and the desire to prepare officers who would be well-equipped and have staying power was strong—adaptive and resilient. I was elected to be on the executive board of this network but was unable to fulfill this request as we moved back to Canada unexpectedly before that could happen. Boundary Experience Clinton (1993, 4) understood that boundary experiences can last as little as one or two months and as long as six or seven years. I would describe this next boundary experience as a growth boundary, one that taught me more about God’s sustaining grace and the supportive nature of TSA. It also emphasized the very personal nature of being called to leadership. In May of 2016 my sister was diagnosed with the fatal disease of ALS— Amyotrophic Lateral Sclerosis—also known as Lou Gehrig’s Disease. A summer vacation in Canada led me to understand that my sister was in great need of support, physically and emotionally, and that I was the one who was best able to [ Page ] 40 provide that care. In consultation with TSA, I was granted a six month leave of absence, and my husband and I repatriated to Canada. My husband was given an interim appointment in a corps that required support. My sister died in November of 2016, six months after her initial diagnosis, and I joined my husband in the interim appointment for the remaining six months. There was something about facing death that created, in me, a need to live. I became quickly immersed in our new appointment, sharing leadership of the youth group and a women’s group for badly scarred women. I trained recruits who were then enrolled as soldiers in TSA. Thirteen babies and young children attended dedication classes and soon took part in a dedication service. A community Easter service was arranged and I agreed to share the message. I took part in the preaching rotation and the worship team. I was able to identify a sub-phase through my learning to quilt. One of the things my sister encouraged me to do was not to put off those things I have always wanted to do. Quilting was one of these things. I would call this experience a God thing, for I met a woman in the corps who became my quilting mentor and friend. Her need for companionship and a listening, non-judgmental ear was coupled with my need to learn to quilt and share my grieving. This relationship continued even after we moved to a different community. Visits became mentoring time for both of us. There were several lessons in this sub-phase that I took forward when thinking of the flexible model of training. The first was the great value of relationship building, which had become a challenge in the flexible, non- [ Page ] 41 residential model of officer training, and even more pronounced in the wake of learning at a distance required by the current pandemic. The second was the understanding that God has made every person unique and that all of our talents could become instruments of relationship building when trusted to the doors that God opens. A new appointment to a new location proved to me that God had a sense of humour. When I was in training, I asked the Lord to send me anywhere but Toronto and yes, that was the location of this new appointment. It was a very busy corps and family services appointment and there were all of the challenges of leading in a near inner city community. Staffing issues, facility issues, re- organizational needs, and so many other leadership challenges arose. I knew that God had brought me there for a season and witnessed many examples of God guiding and directing relationships. Throughout the time, however, I experienced a sense of being unsettled and in transition. Another sub-phase that developed related to my application and acceptance into the DMin program at Tyndale University. Pursuing a doctorate had long been a desire but had remained in limbo as I struggled to discern whether this desire was mine or was God’s plan for me. Through the encouragement of my late sister, my husband and my leaders, I began the journey that has been filled with excitement, some trepidation and much transformation of me as a Christian leader. It became evident how my experience formed me as a leader and how this affected my desire for cadets to develop as leaders who can be caring shepherds. [ Page ] 42 These experiences for me have been transformational—another leadership model I have explored—and one reason I have chosen Paul’s first letter to the Thessalonians when looking at a biblical leadership model. Our life experiences are the lens through which we develop our beliefs and arrive at those things that evoke passion within us. For me, this is leadership development. Present There was a part of me that mourned leaving Finland in the way that it happened. I somehow felt ripped out of that place of ministry where the coming together of my gift-mix and God’s will was experienced. For that reason, my husband and I agreed to return to the Finland and Estonia Territory and arrived in July of 2019. My appointment as Section Head for Education and Training and Training School Principal was recognition of my education and my proven leadership skills. This appointment was received through a letter from the General of TSA, with the challenge that this position was one of great responsibility and needed to be understood as such. Bill Hull, in his book The Christian Leader: Rehabilitating our Addiction to Secular Leadership, said “Jesus modeled for us that leadership is as much following, listening, and submitting as it is leading others. It will involve pain and pleasure, and it will continue until we are finished with God’s work” (2016, 2). So while I was placed in a position to carry out the research project that was part of the DMin degree, it served me well to take note of what I had learned through my journey, through the past and the present. [ Page ] 43 What I Have Learned As part of the leadership journey guided by Dr. Janyne Peek-Emsick, professor of my first course at Tyndale University, I developed a leadership growth and development plan that continues to be a guide as I seek God in the crucible of ministry and am faithful to his call upon my life. This was based on my growing awareness of myself as a leader through the tutelage she provided and the tools she directed us to use. This sub-section looks at what I have learned about myself as a person and a leader. Johnathan Wilson, in his article “Leadership in the Mirror,” wrote of the need for leaders to become self-aware— to look in the mirror: “To develop self-awareness we need to re-evaluate, receive the evaluation of others, and accept the findings without skewing them in favour of ourselves ... Most of us stand between these two poles. We have good intentions as leaders but are often caught out by our own self-interest” (2010, 2 ). He suggested that there are three practical tools to help increase self-awareness. These three were the vehicles with which I began this transformative journey: personality profiling instruments (Myers-Briggs Type Indicator and Clifton StrengthsFinder), seeking out feedback (360° Leadership Assessment) and telling my story (Time-Line and Leadership Narrative). Leadership Narrative The exercise of first writing the leadership narrative, and then sharing it with colleagues who had formed my learning cohort, was surprisingly illuminating. Telling my story to others, I gained an additional layer of insight as they interacted with my story. I am ever thankful to my colleagues for their [ Page ] 44 observations, questions and the wisdom spoken into my story. My resulting understanding of my preparation for ministry and the calling of leadership on my life, the patterns that emerged and the potential for change and growth, as detailed above, were augmented by the completion of the (MBTI II), the Clifton StrengthsFinder Assessment, and a 360° Leadership Assessment. When choosing the appreciative inquiry style process to conduct my research, the value of one’s story was highlighted in the focus group who shared their personal experience of training school in a meaningful way (see Chapter IV). MBTI II The MBTI II identified my personality type as an ENFJ - extrovert, intuitive, feeling, judgment. Looking back at my narrative, it was remarkable to me to see my MBTI profile shine through, as I had not fully appreciated the ability of such tests to identify my nature so closely. The general description of ENFJ found on page three of the report could have been written based on my story. When I considered this in terms of my choice of the leadership track in the DMin program, and the focus of my research topic, the stated theme of this personality type provided confirmation: The theme of the ENFJ is mentoring, leading people to achieve their potential and become more of who they are. ENFJs lead using their empathy, exceptional communication skills, their enthusiasm and warmth to gain cooperation toward meeting the ideals they hold for the organization. They are the catalysts who tremendously enjoy drawing out the best in others. (MBTI IMD descriptions ENFJ 2019) Helping others reach their potential is a passion. As I have led and taught, I have been filled with the conviction that growth occurs through new insights and ideas. [ Page ] 45 It was evident in the appreciative inquiry inspired process that was the chosen model for my research as it seeks to identify and build upon strengths to impact the future. I can see the Lord’s sovereign hand in his creation of me as a unique individual. He has developed in me skills and talents for the use of his Kingdom purposes. He has created in me a genuine love for others that can only come through his love for me. My confidence and my assurance come from the discovery of my purpose in each situation I find myself. My vision comes from his calling and equipping. Clifton StrengthsFinder My signature strengths as identified in the Clifton StrengthsFinder— connectedness, belief, input, learner and positivity—highlighted the concerns that I had perceived in the flexible model of officer training, and that led me to embark upon this research study. When grouped by the Strength-Based Leadership Guide, they informed me of the choice I made to address the challenges of the flexible training through research, and the use of an appreciative inquiry inspired process to guide me. The leadership strengths that emerged were: strategic thinking, relationship building and executing (Gallop 2008, 3). As I embarked on this study after returning to the Finland and Estonia Territory, I was encouraged by these words: Your sense of the bigger picture can bring calm in chaos. Point out the greater meaning you find in the events around you. Show others that a bump in the road is but a small part of a greater whole. Help them see the difference between what is constant in life and what is transitory. Put current difficulties in perspective. (Gallop 2008, 4) [ Page ] 46 By nature, I ponder what can be revised, corrected, renovated, upgraded or relocated to make things more effective and meaningful. This has been noted in my life story from beginning to end. It interconnected with my teacher/learner gift. In order to take the DMin program, I needed to first believe in my capability to do so and then to present that to my leaders, which I successfully accomplished. I delight in discussion groups and gather many insights from hearing about what others have done or are doing. This is seen clearly in my work on committees and boards. I have been confident about the ideas I presented, as I have diligently studied the subject area. This was seen, as well, in my choice of topic for my research, as I chose to look at the existing flexible training program and built upon its strengths to seek future effectiveness. When I have seen the need for change and the way forward, it has sometimes been a challenge to bring others on board. My enthusiasm needs to be contained until I can educate others and show the benefits and a working plan. The connections I have naturally seen are perhaps harder for others to comprehend. Being aware of this was very helpful as I met with the focus group for my research. I was well-prepared and took the time to explain fully and teach concepts that were unknown. 360° Leadership Assessment The 360° Leadership Assessment feedback I received was a true gift. Johnathan Wilson described the need for hearing from others who experience one’s leadership: “Increasing self-understanding can be very enlightening and encouraging. But self-awareness is another step altogether, and it takes shape in [ Page ] 47 the context of others; how they respond to one’s leadership, and where one is likely to hinder them or let them down” (2010, 3). Leadership strengths were noted in each area with the most recurring items being genuine concern for others, walking the talk, and persistence—helpful traits when addressing change as this portfolio has aimed to do. The areas of weakness in self-care that were highlighted through the initial 360° Leadership Assessment Feedback became the focus for me in a subsequent course in the DMin program. I created a SMART health care plan based on the models created by two sets of co-authors, Jim Loehr and Tony Schwartz (2005, 197-202), and Sean Covey, Jim Huling and Chris McChesney (2012, 294-296). The acronym SMART stands for: Specific, Measureable, Achievable, Realistic and Timely. That plan continued and resulted in increased personal health and fitness. This positively affected my leadership as was noted in my second 360° Leadership Assessment feedback which was undertaken three years later (with different respondents). As I have sought to equip others with leadership tools I have been able to use the models that have been successful for me. When looking at the culmination of all of these assessments, there was complete alignment between them. Parker Palmer talks of the old Quaker saying “let your life speak” (2000, 4), and it seems that this has been the case as I have considered my narrative in light of what these assessments have revealed. My life has spoken of the reality of what was identified as my personality type, my leadership strengths and the feedback from the beloved respondents to the 360° [ Page ] 48 Leadership Assessments. They also speak directly to my identified project and the research methods selected. Future In her lecture, Dr. Janyne Peek Emsick stated, “Leaders must acknowledge their fallibility and identify where they may have mis- communicated, overlooked someone’s needs, or confused their own opinions and with those of the Author of Truth” (2018, Module 1, slide 59). She went on to say, “Weaknesses should not be avoided, they should be managed” (2018, Module 2, slide 27). The data gathered through the leadership narrative and the profiling instruments became the source of information used for growth and development in me as a leader. What needed to be considered was not only those things that highlighted leadership strengths but also, as stated above, those potential areas of weakness. The MBTI II exposed the need to work sometimes from an area that is not one’s preferred area of operation. The Clifton StrengthsFinder considered the potential for signature themes to become vulnerabilities. The 360° Leadership Assessment feedback tool made note of areas of leadership that could be more effective. In the words of Kurt Lewin, “To know and not do is to not know” (as quoted by Emsick 2018, Module 1, slide 8). These were the guides for creating a personal plan for growth and development that continued to impact leadership in a positive way. Barton noted, “These days (and maybe every day) there is real tension between what the human soul needs in order to be truly well and what life in leadership encourages and even requires” (2008, 26). She repeatedly punctuated the need for solitude and the need to come away and into the presence [ Page ] 49 of God: “There is nothing more crucial to the staying power of a leader than establishing rhythms that keep us replenished—body, mind and soul” (2008, 122). This became a valuable lesson, for me, as I modelled and taught the cadets in the training school. One of the axioms of leadership that I have discovered is that balance is elusive. Ruth Barton (2008, 123) identified the need for rhythms of engagement and retreat, an appropriate metaphor for me as a Salvation Army officer and leader developer: One of the most important rhythms for a person in ministry is to establish a constant back-and-forth motion between engagement and retreat - times when we are engaged in the battle, giving our best energy to taking the next hill, and times when we step back in order to gain perspective, strategize and tend our wounds - an inevitability of life in ministry. If an army keeps slogging it out on the battlefield without taking time to regroup, it is doomed to defeat. And so it is with the Christian leader- warrior. I have been impacted by the fact that there was a change from a traditional model of officer training to a flexible model of training almost twenty years ago and yet there had not been time taken to step back and gain perspective. In the heat of battle—everyday ministry—taking time to do this became daunting and overlooked as important. As I embarked upon this study using an appreciative inquiry inspired process, perspective was gained, strengths were identified and challenges were noted (see Chapter IV). The way forward was identified through a renewed program plan and training officers in the Finland and Estonia Territory have been able to regroup and go forward into battle with greater effectiveness. One of the comments made in my initial 360° Leadership Assessment struck a note with me in relation to achieving this all important rhythm in my life: [ Page ] 50 During a recent family crisis, Gerry was able to ask for what she and her family needed in a respectful way. Her request for a leave was granted and Gerry was able to care for her family members. I know this was a tiring time for Gerry, but she appeared to care for herself well during that time too. Since then she has started a new hobby that has allowed for some creativity to shine through and add more balance to her life. (Tyndale 2018, 12) Asking for time to attend to family was particularly challenging for me. It meant stepping away from a position of leadership that I had identified as the perfect blend of my gift-mix and the most vital of my leadership journey. Ministry did not stop; it changed, as I cared for my dying sister and my family. It also led to the discovery of a new hobby that continues to create a greater sense of balance in my life. It was on hold as I dedicated time to the completion of this portfolio, but it waited in the wings for a quieter time as the rhythm of my life and ministry continued. The position I held as Section Head for Education and Training caused a time in my life where that balance became precarious. This position placed me in charge of the education and training for more than 700 people, gave me responsibility for committees and governance boards, and supervision of the flexible model of training. Added to this, I orchestrated a move of the training facilities and took on the developments that came along with updated Orders and Regulations for the Training and Development of Salvation Army Officers (May, 2020). Membership in the European Training Leaders Network and specialized training at International Headquarters in London, England required additional preparation and travel. It was in this mix that my research project was conducted and my DMin degree was completed. All of this became even more challenging as the pandemic was first recognized, lived and then recovery began. The ongoing [ Page ] 51 need to take what has been discovered, and to continue to embrace growth and learning have been highlighted for me. Wilson shared this gem of wisdom: “Increasing self-understanding can be very enlightening and encouraging. But self-awareness is another step altogether, and it takes shape in the context of others; how they respond to your leadership, and where you are likely to hinder them or let them down” (2010, 3). God has nudged me to be faithful to being such an example. My future as a Christian leader continues to be dependent upon the self-awareness that has been gained through the journey of discovery. Jesus did all he needed to do in three years of ministry without hurry or busyness. He took time for the people in his life and he took times of rest with the Father. To be like Jesus, this hope possesses me. Summary The Journey of Discovery afforded me the opportunity to stop and consider who I am as a person and a leader. Ronald Heifetz and Marty Linsky, in their book Leadership on the Line, wrote of the need to gain perspective: “We call this skill ‘getting off the dance floor and going to the balcony’” (2017, 3, 1 of 30), an image that captured the mental activity of stepping back in the midst of action and asking, “What’s really going on here?” So much of life is spent in living it that we often do not take time to get the perspective that we need. Much of what I have discovered about taking that step back and considering where I am, what is changing around me, and where I want to go, is repeated in the forthcoming chapters of this portfolio, as my personal passion for leadership development is explored and lived out, even in a time of pandemic. [ Page ] 52 CHAPTER III THE JOURNEY OF PERSPECTIVE All leaders are unique as a result of personality, education, experience, culture, values and beliefs. For a Christian leader, an integral component of our uniqueness comes through the understanding that leadership is embedded in being first a follower, specifically a follower of Jesus Christ. Tim Catchim and Alan Hirsch note, “The little things that come together to make us who we are also determine to a large degree the kind of impact we will make on those around us” (2017, 3, 1 of 30). Gary V. Nelson and Peter M. Dickens, in their book Leading in Disorienting Times, remind of this truth: “Theories are great, but the reality is that they have to be lived out in the hothouse of real people working to accomplish the mission their organizations exist to fulfill” (2015, 1). In essence, leadership is relational, situational and purposeful. As well, leadership is, by necessity, ever changing and ever evolving. In a world where change has become the only dependable reality, leadership that does not morph and adapt, becomes ineffective and even potentially perilous. Christian leaders may also have inner wrestling that arises from honourable ambition. J. Oswald Sanders, (1994, 11) well known author of books on Christian life, writes: Most Christians have reservations about aspiring to leadership. They are unsure about whether it is truly right for a person to want to be a leader ... [ Page ] 53 No doubt, Christians must resist a certain kind of ambition and rid it from their lives. But we must also acknowledge other ambitions as noble, worthy, and honorable. Scripture speaks positively about the need for leadership, and numerous stories are offered of those called to exercise it: “Remember your leaders, those who spoke the word of God to you; consider the outcome of their way of life, and imitate their faith” (Hebrews 13:7). In 1 Corinthians 11:1, the apostle Paul urged the church in Corinth, “Be imitators of me, as I am of Christ.” As these passages indicate, the testimony of the Bible does not allow us to reject the concept of leadership that is God-centered and Christ-focused. Introduction This chapter explores my fundamental beliefs about leadership and how those beliefs have been formed, informed and continue to transform me, as they are lived out through the completion of this portfolio. Mark Lau Branson (2011, 45), in his book Practical Theology and Multicultural Initiatives, considers the study of personal leadership as an act of practical theology. It requires constant attention to the rhythm of continual movement from experience to reflection and study, which then inform new actions and experience that can be reflected upon and studied for continued new action, always informed by the centrality of God through the Holy Spirit’s revelation (Branson 2011, 45). The framework I used for the explorative journey of developing a philosophy of leadership was informed by Branson’s Practical Theology Model (2011, 10, 9 of 23) in the following manner. [ Page ] 54 Fig 1. Figure 1. Branson’s Practical Theology Model (adapted by Geraldine Lindholm based on the model of Branson 2011, 10, 9 of 23) [ Please contact repository@tyndale.ca for Figure 1 details ] Part 1 of Branson’s model considers leadership foundations. This is where I was able to name and describe how I thought about leadership prior to the point of beginning my DMin leadership degree. Part 2 involves a reflection on personal leadership where I considered the way that my previous understanding of leadership had shaped my leadership practically. In Part 3, Branson’s model leads to a study of biblical leadership (I chose to focus on the Old Testament leadership of Moses). Part 4 moves forward to the application of leadership. The relationship of Paul and Timothy in 1 Thessalonians provided a New Testament picture of leadership application. I then considered my leadership experience in conducting participant action research and how it was informed by what I had discovered in studying Moses and the application through the relationship of Paul and Timothy. Finally, Branson’s model Part 5 relates to my personal philosophy of leadership, newly shaped by what I have learned. The effects on my praxis as a leader are [ Page ] 55 noted. This framework has allowed me to navigate the journey and flesh out my personal theology of leadership. Branson’s Model Part 1: Leadership Foundations J. Oswald Sanders (1994, 28) says: “Spiritual leadership blends natural and spiritual qualities. Yet even the natural qualities are supernatural gifts, since all good things come from God.” As seen in Chapter II, my leadership journey can be traced throughout my life. From the beginning God has had plans for my life that have become clear in retrospect. In their book, Deep Mentoring, Reese and Loane (2012, 16) make this profound statement, “Our life stories are sacred because they are written in partnership with God’s Spirit.” My view of leadership and my understanding of what leadership entails has grown from a vague acceptance, to a developing understanding of the theories, nuances and mitigating factors that influence and shape leaders. Much of my early understanding of leadership was relatively static, enveloped in family, relationships, respect for position, and uniform. The foundations of my leadership have come from life experience rather than formal leadership study. I was placed in many different areas of leadership through which I discovered much about the nature of leadership and myself as a leader. This was experiential and not clearly linked to the academic field of leadership study (until I entered the DMin program at Tyndale University). [ Page ] 56 Branson’s Model Part 2: Reflection on Personal Leadership As I have embraced the learning over these last years in the DMin program, my limited understanding of leadership has broadened and become more personal. I now see leadership as less static and more changeable. The monumental changes that are happening globally call for a changed direction from traditional leadership and require me to step forward and be willing to reform the officer training program. Embracing this concept has led to the research project I have completed for this portfolio as I have humbly explored my own leadership philosophy and accepted my responsibility to be intentional in equipping future Salvation Army leaders in an unstable and evolving world. Steve Brown (2015, 142-143), in his book Leading Me, describes leadership as a road that is often slippery and challenging. He suggests that traction is gained through humility, dependence and trust in God. It is only through the diligent study of God’s word that my philosophy of leadership can be fully identified, developed and molded. This has led me to the study of the leadership of Moses. Branson’s Model Part 3: A Study of Biblical Leadership: Moses The biblical account of the story of Moses provides a great deal of reflective material when considering Christian leadership. Branson (2011, 34) says, “As we read about the exodus, the exile or the earliest churches, we can place these stories alongside our own in order to reconsider our perceptions, convictions, habits and imaginations.” The leadership of Moses has provided [ Page ] 57 valuable insights for my leadership philosophy and allowed reflection on the leadership theories and models which are most closely connected to my beliefs. A study framework for the life and leadership of Moses is found in the New Testament. Acts 7:20-43 divides Moses’ life into three forty-year periods of leadership development. The first forty years were spent in preparation in Egypt, first as the baby of Hebrew slaves and then as royalty, as the son of Pharaoh’s daughter. The second forty years were spent in purification in Midian, first as a refugee and then as a shepherd. The final forty years he lived in the desert in participation with God, discovering his identity in God and delivering God’s people to the Promised Land. Moses is the central character of the first five books of the Bible and authorship has been attributed to him. He is mentioned as a role model many times in the New Testament, making the leadership of Moses an informing study. What follows is a reflection on that leadership and how that informs my own. Preparation: The first forty years The dramatic beginning of Moses’ life illustrates that, despite what might be inconceivable odds, God has a plan and a purpose for us as leaders. Exodus 1:8-14 chronicles the oppressive and violent nature of the time in which he was born. The Israelite nation, growing in number and strength, became such a concern for Pharaoh that he ordered all the male babies to be murdered by being thrown into the Nile River and drowned. In desperation, the baby Moses was placed in a basket and subsequently discovered by the daughter of Pharaoh (Exodus 2:1-6). She decided to adopt him, and so for forty years Moses grew up [ Page ] 58 as a member of the royal family in the power of Egypt (Acts 7:22). He was raised to be a leader, although it becomes readily apparent that the model of leadership provided in the royal house was not one to be emulated. Moses was raised by a princess in the royal courts all the while being aware of his Hebrew heritage. Incensed by the injustice and cruelty to his family of heritage, he took the life of an abusive Egyptian (Exodus 2:11-12). This placed him in a position that radically changed his life. Through these first forty years, there are two areas of leadership preparation that are stressed: Moses’ miraculous preservation (Exodus 2:1-10) and his initial failure (Exodus 2:11-25). What is learned here for leadership development is that mistakes are not meant to define us. They are not a life- sentence but a wake-up call. They offer God the chance to refine us. We learn from our mistakes and, if we let him, God will use those mistakes as the foundation upon which he can build a leader’s character and faith. The psalmist, in Psalm 139:16, recognizes the purposefulness of our creation when he acknowledges God: “Your eyes saw my unformed body; all the days ordained for me were written in your book before one of them came to be.” The same idea is confirmed by Jeremiah’s encouragement to the exiles in Jeremiah 29:11: “‘For I know the plans I have for you,’ declares the LORD, ‘plans to prosper you and not to harm you, plans to give you hope and a future.’” The purposefulness of God’s plans can be seen through the stories of Jonah and Joseph and Peter and Paul and so many others. All were in different times, [ Page ] 59 cultures and circumstances and yet God’s purposefulness in selecting these leaders is clearly evident in the records preserved in Scripture. I marvel at where I am today, looking at my beginnings and the life journey that has brought me to a place where I am ready to hear the call of God into purposeful leadership. Moses has a unique story which shows God’s divine design for his life. As I considered my personal philosophy of leadership, one of the foundational beliefs that I held was that of being purposefully chosen and prepared by God. As all things fell into place for the research I conducted for this portfolio, I was reminded of the words of Mordecai to his cousin Esther, “And who knows but that you have come to your royal position for such a time as this” (Esther 4:14b). The first remarkable event in the first forty years of Moses’ life is one of success; Moses is miraculously delivered from sure death. The second remarkable event is one, not of success, but of leadership failure. We see in Exodus 2:11-25 an attempt by Moses to deliver his people in his own strength without taking responsibility for his actions. Herskovitz and Klein (1999, 86), in their study of Moses’ leadership, found that “Virtually all the biblical commentators agree that Moses’ act shows him to be a man of integrity, one who is courageous and full of a strong sense of justice and sympathy with the suffering of his people.” Despite these good intentions, however, we see that Moses’ actions were a result of human effort to affect the situation through human ability. From a worldly perspective, Moses was ready for leadership. As Paul Phillips (2016, 2) shares in his article, “Moses: Skill and Emotional Maturity,” [ Page ] 60 Moses had received the best education, he was in great physical shape, and he had the most powerful mentor. Yet, he was not yet emotionally, nor spiritually, ready to do what God would ask of him. When a leader lacks readiness emotionally and spiritually, it prevents him or her from having effective leadership. The words of Phillips (2016, 3) serve as a warning: “You can have a Doctorate in Leadership, be in great physical shape, and have excellent mentors yet still be emotionally immature. That one liability will greatly limit your effectiveness as a leader.” This highlights a tenet of my personal philosophy: God is the leader, and thus, the only leadership that can have transformational impact has to first come from him. Sanders (1994, 18) asserts, “Spiritual leaders are not elected, appointed, or created by synods or church assemblies. God alone makes them.” In the words of John 3:30, “He must become greater; I must become less.” Purification: The second forty years Moses tried to take matters into his own hands (Exodus 2:11-15a) and, as a result, had to flee Egypt, leaving behind both his indulgent life as a prince in the royal household. He sought safety in the life of a shepherd in Midian, on the other side of the Sinai Peninsula, several hundred kilometres away. The contrast between his life in Egypt and his life in Midian cannot go unnoticed, as he traded the ornamental robes of royalty for the rough garments of a shepherd. Moses lived in relative obscurity for a long time—forty years according to Acts 7:30. During that time, he married and had a son (Exodus 2:21-22) and cared for his father-in-law’s sheep (Exodus 3:1). Barton (2008, 47-48) notes the significance of Moses’ self-acceptance in the name that he gives to his son— [ Page ] 61 Gershom (Exodus 2:22): “So, after weeks and months in solitude, Moses’ soul settled a bit. He began to make sense of his own history and was finally able to say, “‘This is who I am. The experience of living as an alien living in a foreign land is what has shaped me.’ Finally he had come home to himself.” One vivid memory I have at the beginning of my own officer training was the question of my lost identity. I felt profound loss; no longer a teacher, no longer an accessible mother, no longer the president of the organization, no longer the union steward, no longer. It was an unsettling and humbling experience. It took time—years in fact—to bring me to a place where I was able to answer the call to embark on this leadership journey. I cannot stress enough the value of beginning my DMin journey, with first learning about myself as Dr. Janyne Peek- Emsick guided a journey of self-discovery and self-knowledge. Ruth Haley Barton (2008, 48) says, “Taking responsibility for oneself may well be more demanding than taking responsibility for a congregation or an organization.” As I embraced my growing passion for leadership development in this research project, this was a formative discovery. The profound impact of purposeful self- discovery and self-knowledge, has informed my leadership of other leaders towards the same transformational experience. Forty years of Moses’ life as a shepherd is summed up in a few short Bible verses, and yet God used this time of apparent insignificance to prepare Moses for the work of shepherding the people of Israel, the flock of God. Psalm 77:20 reminds us, “You led your people like a flock by the hand of Moses and Aaron.” Author Shane Scott (2019, 2), in considering the preparation of Moses, notes: [ Page ] 62 And just like Moses, David and our Lord himself both experienced periods of relative obscurity. David as the smallest of his family, watching his father’s flocks, and Jesus as a carpenter like his earthly father, Joseph. But when the time came, all three of these men were ready to embrace the responsibility God gave them, precisely because God had prepared them. This time, for Moses, was about growth in understanding and acceptance of who he was and who God is. It was a time for maturation and purification. Author Rick Langer (2014, 86) expresses the scriptural support of this purposeful growth: The shepherd-servant-steward leader is probably the most consistently positive image found in biblical discussion of leaders. This image conceptually involves a divinely appointed purpose and focuses on the benefit of those who are led. The leader in this image always answers upward to God for the way in which the task of leading is discharged. In the New Testament, Paul identifies this same need for preparatory and purifying time for leaders in the church. That is what he has in mind when he describes the character of administrators as those who are experienced in managing their homes, mature in the faith and respected by those outside the faith. Similarly, those who serve as deacons must be “tested first” (1 Timothy 3:10). Leaders must be those with proven character, and it is that refining, purifying work that God did with Moses in Midian. Matthew 25:21 reminds, “When we are faithful over little, God will set us over much.” All of this takes time. God is always working, even when we think nothing important is happening. This is how God prepares us to be leaders. Our lives are lived in preparation for the kind of leadership into which God calls us; according to his time and plan. When reflecting on Moses’ conversion in the wilderness, Barton (2008, 53) notes, “To give ourselves to this process, we must trust that our true self is hidden with Christ in God, to be [ Page ] 63 revealed as God sees we are ready to live into it.” We need to be ready—prepared and purified. We also need to be in a position to listen as evidenced in the vivid picture of the burning bush story placed before us in Exodus 3:1-10. One day as Moses is carrying out the routine task of caring for the sheep of his father-in-law, Jethro, the priest of Midian, he finds himself at Horeb (also known as Sinai), the mountain of God. Moses sees a bush that is on fire but it is not burning up. It causes him to investigate further. Oliver Davies, in his journal article “Reading the Burning Bush,” suggests that the nuances of language hold great importance here (2006, 441). In verse 2, Moses “saw” that though the bush was on fire, it did not burn up. This seeing has the connotation of looking around and noticing. This would be integral in the task of a shepherd; to be constantly on guard, watching for potential danger for his sheep. Verse 3, however, shows a change as it says he decided to go to the bush and “see” why it did not burn up. In this situation, that general looking around changes to a focused seeing; he left the path and went over. Sanders (1994, 56) makes the point that “Eyes that look are common; eyes that see are rare.” Here we have a turning point from the second forty years of Moses’ life to the third and final forty years of his life. Moses had fled Egypt and found safety and security in Midian through a new occupation, a new home and a new family (Exodus 2:15b-22). But God did not forget or forsake his people, for we read in Exodus 2:23-25 that he heard, remembered, saw and knew of their suffering. God was committed to redeeming his people, who held the promise he had made to Abraham. Moses may have forgotten, but God had not. Old Testament scholars Bill T. Arnold and Bryan T. [ Page ] 64 Beyer (1998, 105) provide a visual image: “Moses and God were on a collision course.” Barton notes that there seems to be a cause-and-effect relationship between Moses’ willingness to pay attention and God’s willingness to speak (2008, 61). We read in Exodus 3:4, “When the LORD saw that he had turned aside to see, God called to him out of the bush.” God spoke because Moses stopped, paused, noticed, turned aside. God’s establishment of who he is (Exodus 3:5-6a) also establishes who Moses is. Exodus 3:6b says, “At this, Moses hid his face as he was afraid to look at God.” As is acknowledged earlier in this chapter, knowing who we are as leaders always needs to be seen in relation to who God is. For Moses, this had taken eighty years to this point, and the relationship would grow for another forty. Another leadership lesson that stood out for me was the confirmation that leadership is a journey of following God, knowing who he is and knowing who I am in him. We may well imagine how awestruck Moses is—a burning bush that does not burn, being called by name from that bush, and the realization that one is being addressed by God. And as God announces his plan to deliver the Hebrew children from the Egyptians and settle them in a land “flowing with milk and honey” (Exodus 3:8), as writer Richard D. Hays (2012, 6) expresses, “we can imagine Moses silently nodding and cheering God on.” God was not finished, however, and goes on to identify Moses as his instrument of delivery. This was definitely not in the script of Moses’ career development plan at this time in his life. He found himself summoned to God’s agenda, not his own. And the task to which he was summoned was one that seemed [ Page ] 65 humanly impossible: to confront the most powerful ruler in the ancient Near East with a demand to “Let my people go.” (Hays 2012, 6) Moses assumed leadership not because he aspired to it, but because he was unexpectedly called. As Christian leaders, we must always be tuned in to God’s will, God’s way and God’s timing. Moses was reluctant. No doubt the task to which he was called seemed monumental—not humanly possible. Perhaps forty years earlier, the younger Moses, (adopted) grandson of Pharaoh, might have entertained such thoughts, but a failed leadership lesson and failed morality had brought him, forty years later, to a place of self-knowledge and growing humility. And so, before the calling of God, he explored his perceived weaknesses. What is of importance here is not the excuses but, rather, God’s responses, for in each one, he provided for Moses’ needs. Need a name to give to Israel? No problem - “God said to Moses, ‘I AM WHO I AM.’ And he said, ‘Say this to the people of Israel: I AM has sent me to you’” (Exodus 3:14). Need a sign of authenticity? No worries - God gave Moses miraculous signs to persuade the people (Exodus 4:1-9). Need help articulating your message? No trouble - “Who has made man’s mouth? Who makes him mute, or deaf, or seeing, or blind? Is it not I, the Lord? Now therefore go, and I will be with your mouth and teach you what you shall speak” (Exodus 4:11-12). (Scott 2019, 2) Moses continues to protest and bluntly tells God, “Please send someone else” (Exodus 4:13). God is angered to be questioned on his choice, and makes it clear that Moses will be returning to Egypt (Exodus 4:14). He assures him all will be well and that he will have his brother, Aaron, to help him speak and supernatural powers, which will enable him to convince both the Hebrew people and Pharaoh that he speaks for God. [ Page ] 66 Moses met God that day at the burning bush, and his life changed forever. God had a plan for Moses. Moses felt that the part he was to play in God’s plan was beyond his capabilities. What he failed to recognize is the truth that “The one called by God to spiritual leadership can be confident that the Holy Spirit has given him or her all necessary gifts for the service at hand” (Sanders 1994, 83). Looking back on my life, I can see that, though I truly tried to be in the background and in a support role, God has, time and time again, drawn me into leadership. The position I held as Training Principal and Section Head of Training and Education was a result of education, yes, but more so evidence of my response to God’s call into leadership and his preparation. Nelson and Dickens (2015, 117-118) express this well when they say: We have to realize after years of observation and consultation with both the leaders in church and non-church worlds that whatever else we bring to the table as a leader, we ultimately bring ourselves. Our personal narrative shapes the way we lead. Our lived experience is the filter through which our leadership emerges. The example of Moses shows us that God’s preparation puts us in the position he wants us to be in for leadership—dependent on him and dependent on those who are strong where we are weak. When Moses felt his weaknesses were too great to allow him to do what God was asking, God provided both the support needed in Aaron (Exodus 4:10-16), who could accommodate for Moses’ weakness, and also the assurance that he had already made provision for success. A surprising happening is recorded in Exodus 4:24-26. Here it records the circumcision of Moses’ son. This unexpected development only makes sense when we keep the big picture in mind. Moses’ purification for God’s purpose was [ Page ] 67 not yet complete. God was using Moses to keep covenant promises he had made long ago to the patriarchs as explained in Exodus 2:23-3:6. The sign of that covenant was circumcision (Genesis 17:9-10). “God called Moses to lead the people in fulfillment of a grand covenant, and Moses was not even following the expectations of the covenant in his own family” (Scott 2019, 4). Moses could not lead the people as part of a covenant that he himself did not observe and respect. He first had to keep it himself. This was a necessary part of his time of preparation and purification. He needed to lead himself before he could lead God’s people; he needed to be a man of proven character. This is a valuable leadership lesson. One cannot teach what one does not know, and one cannot lead if one does not follow Christ. “Every Christ-follower and Christian leader needs to take responsibility to partner with God in his or her own growth, development and transformation” (Brown 2015, 28). When speaking of Moses, Hays (2012, 7) notes, “He is not portrayed in Scripture as a decisive strategist, a resourceful analyst, or a great military leader. Rather, he was the faithful recipient and teacher of God’s word, the one who mediated it to the people.” Participation: The third forty years God had prepared and purified Moses to be in a position to lead. In this next section, I have followed Moses’ development as a leader, as he participated in God’s plan of salvation for the Hebrew people. As I have reflected on the revealed character of God, Moses’ leadership lessons and current leadership theories, I continue to glean gems of wisdom that inform my philosophy of leadership. At times I have used leadership theory to understand Moses as a [ Page ] 68 leader, and at other times Moses’ leadership has illustrated my own leadership philosophy. The reality of being called by God into leadership requires a firm foundation in acknowledging God’s authority and his guidance and direction through biblical models and, ultimately, the model of the Son, Jesus Christ our Lord. As much as secular models may provide value, leadership models should always be considered in light of their support within Scripture. With God’s assurance to Moses of his support and the granting of Aaron as an aide, the biblical narrative now focuses on God’s central mission and the part he has chosen for Moses to play—the deliverance of his people from slavery. The story now becomes one of a leader’s transformation and a people’s transformation through the purposeful plan and provision by our great God. Exodus 14:31 tells us that when the people of Israel saw the mighty power that the Lord had unleashed against the Egyptians, they were filled with awe before him. They put their faith in the Lord and in his servant Moses. God had warned Moses ahead of time that this leadership journey was going to be a challenging one. After Moses left Midian with his family, but before he reached Egypt, he had the picture that God painted plainly: “When you return to Egypt, see that you perform before Pharaoh all the wonders I have given you the power to do. But I will harden his heart so that he will not let the people go” (Exodus 4:21). One clear indication for us in leadership is that the journey we are called on will not be an easy one. Anyone who has any type of leadership experience can attest to this truth. Studies on complexity theory and family systems theory greatly inform my understanding of the leadership of the Israelites [ Page ] 69 faced by Moses along with Aaron. Frances Wesley, Brenda Zimmerman and Michael Patton (2007, 7), co-authors of the book Getting to Maybe, inform: “Complexity science describes life as unpredictable, emergent, evolving and adaptable. Those we serve and lead share behaviours that cannot be explained by their parts.” Peter L. Steinke (2006, 101), who studied congregations as emotional systems, notes: “We can change the person, and the environment changes, and we can change the environment and the person changes. Persons and context are mutual influences. They form a system.” One of the considerations, as this research has led to the renewal of the flexible training program, is curriculum change that was needed to meet the challenges of ministry in today’s social climate. While human nature has not changed, what we have learned, and continue to learn, about human nature provides increased understanding and the ability to lead more effectively. The inclusion of human sciences such as complexity theory and family systems in the curriculum is supportive of effective leadership development. Individual learning plans for the cadets have incorporated reflections that lead them to consider the learnings in this area, both in understanding themselves as leaders and in understanding those they lead. A second and related indication for developing leaders is that if God calls us to a task then he also provides. For Moses, God’s provision included: a clear mission (Exodus 3:10), the assurance of his presence (Exodus 3:12), a picture of what will happen along with the words to use (Exodus 3:14 and onward), a helper in his brother Aaron (Exodus 4:14-15), and a staff to perform miracles (Exodus [ Page ] 70 4:17). All of this was on top of the first forty years of education in Egyptian life and ways, and a second forty years’ experience in shepherding. Ephesians 2:10 records, “We are God’s workmanship, created in Christ Jesus for good works, which God prepared beforehand that we should walk in them.” For all leaders, it is especially pertinent to ask the question, “What do you have that you did not receive” (1 Corinthians 4:7). As Moses’ returns to Egypt to lead the children of Israel out of bondage, recorded in the last part of Exodus 4 through 12, we see graphically the miracles God worked to display, without a doubt, that he is the sovereign God. Through these displays, Moses, along with Aaron, are clearly identified as leaders acting on the direction given by God, both by the Hebrew children (Exodus 4:29-31), and by Pharaoh (Exodus 10:10) and the Egyptians. It is the tenth act of God that culminates in the desired release of the captive Hebrew nation: During the night Pharaoh summoned Moses and Aaron and said, “Up! Leave my people, you and the Israelites! Go, worship the Lord as you have requested. Take your flocks and herds, as you have said, and go. And also bless me.” The Egyptians urged the people to hurry and leave the country. “For otherwise,” they said, “we will all die!” (Exodus 12:31-33) With a focus on how the leadership of Moses informs our own, we need to be cognizant, from a Christian perspective, that Moses was not the one who delivered the ancient Israelites. The truth is that God is the one who gave them their freedom. Moses and Aaron were simply God’s spokespersons, working under God’s direction and pointing towards God’s actions. As Moses and Aaron told Pharaoh, “This is what the Lord, the God of Israel, says: ‘Let my people go, so that they may hold a festival to me in the wilderness’” (Exodus 5:1). [ Page ] 71 Here the actions of Moses exemplify the nature of servant leadership. Servant leadership emphasises the leader’s duty to serve his/her followers resulting in leadership that arises out of a desire to serve rather than a desire to lead. Robert Greenleaf (1970, 1), founder of the Center for Servant Leadership, describes the servant-leader: “The servant-leader is servant first ... It begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead.” Sanders (1994, 15) notes, “Ambition that centers on the glory of God and welfare of the church is a mighty force for good.” Moses and Aaron were careful to explain that the messages and miracles were from God and not from themselves. After the Israelites were free, Moses told his father-in- law Jethro, all about what the Lord had done and how the Lord had delivered them along the way (Exodus 18:8). In the true nature of servant leadership, he humbly took no credit and gave God the glory. At this point it is also pertinent to also consider followers. After all, a leader without followers is not a leader. In the case of Moses, his followers were the Hebrew tribe who had lived in Egypt for 430 years (Exodus 12:40). At first a place of refuge in times of famine and hardship, Egypt became a place of bondage and increasing adversity. But even places of hardship are sometimes difficult to leave because the known is chosen over the unknown. Nelson and Dickens (2015, 73-74) make this observation: “The need to change is the elephant in the room. Everyone agrees that change needs to happen, but most people would like the change to look strangely like it is now. Most certainly do not want it to impact their lives.” [ Page ] 72 For many years, longer than the whole lives of these Hebrew people, there had been a cry to God for deliverance and yet, there had been no significant move forward to achieve freedom from the bondage in which they found themselves. While the known was arduous and heavy, the unknown was a place of inexperience and unidentified living conditions. Moses, a leader with a focus on the transformation God promised, faced a great challenge in moving people forward. The concept of transformational leadership was introduced by James Macgregor Burns in 1978 with further modifications by B.M Bass and J.B Avalio in 1994. Building on that, Stephen Warrilow identified four components of the transformational leadership style, which include: charisma or idealized influence, inspirational motivation, intellectual stimulation, and individual attention (Odumeru and Ogbonna 2013, 356). James Odumeru and Ifeanyi George Ogbonna (2013, 356), in their study on transformational versus transactional leadership, note that a transformational leader pays attention to the needs of individual followers and inspires them to achieve extraordinary outcomes. Transformational leadership theory is about leadership that creates positive change in the followers whereby they take care of each other’s interests and act in the interest of the group as a whole. At this point in time, the transformation desired by God through the leadership of Moses seems a long way from this description. Even though Moses was recognized as a leader sent by God for their deliverance (Exodus 4:31), the challenge of leading them forth was going to prove to be monumental. As [ Page ] 73 Pharaoh reacted to the increasing demonstrations of God’s power with increased workload for them, the Israelite foremen reacted with condemnation of Moses. “May the LORD look upon you and judge you! You have made us a stench to Pharaoh and his officials and have put a sword in their hand to kill us” (Exodus 5:21). It is through the tenth plague that God provides the impetus for the Israelites to take the giant step forward from bondage to freedom, and follow Moses and Aaron in the exodus from Egypt. It was this tenth plague that required the Israelites to take action, something the others had not done. This self- protection impelled them forward into action. God made the way for his plan to unfold as he wanted it to. The leadership of Moses was a result of obedience in the face of extraordinary challenges that could only have been met through God’s power. As noted before, the Hebrew nation had borne the suffering of living under the Egyptian oppression for many years. They would not have been willing to step forward from the known to the unknown simply through the urging of Moses. It was the impetus provided by the tenth plague that convinced the people to move forward under the leadership of Moses, aided by the urgent requests by the terrified Egyptians (Exodus 12:32-36). Consider the leadership implications of this scenario. It is possible to reflect on two of the four components of transformational leadership style identified by Stephen Warrilow at this juncture. The first is Charisma or Idealized Influence. Odumeru and Ogbonna (2013, 356) explain, this is “the degree to which a leader behaves in admirable ways and displays convictions and takes [ Page ] 74 stands that cause followers to identify with the leader who has a clear set of values and acts as a role model for the followers.” Moses’ displayed leadership fits this description. As he stood before Pharaoh, not once but ten times, demanding that the Hebrew people--the whole Israelite nation--be freed on the request of God, there could be no doubt of his conviction and steadfastness. Through this, he became understood as a man who was dedicated to God. Exodus 11:3 says, “The Lord made the Egyptians favorably disposed toward the people, and Moses himself was highly regarded in Egypt by Pharaoh’s officials and by the people.” The second transformational leadership trait that can be considered here is Warrilow’s Inspirational Motivation. As quoted by Odumeru and Ogbonna (2013, 356) define this as “The degree to which the leader articulates a vision that appeals to inspired followers with optimism about future goals, and offers meaning for the current tasks at hand.” Moses may have doubted his ability to express himself verbally (Exodus 6:12), and he used Aaron to speak when he felt challenged, but here is an example of actions speaking louder than words. The vision of release from bondage and God’s promise of “the land I swore with uplifted hand to give to Abraham, to Isaac and to Jacob” (Exodus 6:8), was clear to the Israelites. As each plague was brought upon the people and bondage became ever more threatening (Exodus 5:17-18), the leadership of Moses and Aaron was questioned (Exodus 5:20-21) even though it embodied that vision. As the story continues, it will become evident that Moses also fulfills the third and fourth components of transformational leadership style as defined by [ Page ] 75 Warrilow, and quoted by Odumeru and Ogbonna (2013, 356)—Intellectual Stimulation and Personal and Individual Attention. These will be explored later in this chapter. As well, the nature of servant leadership that I believe to be an integral part of transformational leadership is evidenced as Moses led the Israelites in the journey from bondage to the Promised Land. As the people began to move out I wonder if even Moses was daunted by the sheer magnitude of what was being accomplished. Scripture tells us, “The Israelites journeyed from Rameses to Sukkoth. There were about six hundred thousand men on foot, besides women and children. Many other people went up with them, and also large droves of livestock, both flocks and herds” (Exodus 12:37-38). Greg Albrecht (1999, 4-5), when writing about Moses, makes the gravity of this situation clear: We can more deeply appreciate Pharaoh's reluctance to let the Israelites go when we read that 600,000 Hebrew men left Egypt in the Exodus. Such an exodus was not only a blow to the pride of the Egyptians, but had long- range implications for their economy. 600,000 men worked as slave labor supporting Egyptian industry. Together with women and children, the total number of Hebrews leaving Egypt would have been over two million people. Moses was faced with an extreme leadership situation—extreme numbers, extreme anxiety, extreme threat, extreme travel distance—extreme everything. The only thing that made this possible was that Moses was not doing this in his own strength but in total dependence on God’s strength—his will and his way. As God guided in a pillar of cloud by day and a pillar of fire by night (Exodus 13:21- 22) not only was Moses aware of his presence but also of the multitude that followed. [ Page ] 76 I remember arriving at my first appointment as a Salvation Army officer in Thompson, Manitoba. The officer before me left a note with two reminders: “Remember we were never as bad as some people say nor as good as some people say,” and “Attempt something each day that you know would not be possible without God.” As I have travelled many years on the leadership journey since then, I am more and more convicted by these two reminders. Leadership is not a popularity contest. As a Christian leader, my own human limitations will never allow me to do great things for God. Instead, if I am open to God’s guidance—his will and his way—great things can happen for the Kingdom. This is the power of Moses as a leadership example. Never do I expect to lead two million people anywhere but, then again, neither did Moses. Never did I expect to be serving in a Territory half a world away from my home, in charge of the training and education for over 700 people and sitting on governance boards, but I am; not in my own strength, but in God’s will and God’s way. My philosophy of Christian Leadership is centred exactly there. “I have been crucified with Christ and I no longer live, but Christ lives in me. The life I now live in the body, I live by faith in the Son of God, who loved me and gave himself for me” (Galatians 2:20, emphasis mine). Scripture tells us that God led and directed the path of the exodus as Moses faithfully followed the directions given. This is a mark of Moses’ leadership. Here we see the motivation of a servant leader: A good leader must first be a follower. Followers know who their audience of significance is and seek to play their lives to the approval and delight of that audience ... Leadership from a Christian perspective [ Page ] 77 emerges from the acknowledgement that our audience of significance is God. (Nelson and Dickens 2015, 36-37) When Pharaoh let the people go, God did not lead them on the road that was the shortest but that made most sense. The Bible tells us in Exodus 13 that, though the path was shorter right through the Philistine country, God said,“ If they face war, they might change their minds and return to Egypt” (Exodus 13:17). So he led them around the desert road, over hot, dry, barren wasteland, towards the Red Sea. As the Israelites got closer, that sea must have looked bigger and deeper. Anxieties must have been heightened but it was the sight of Pharaoh’s army marching after them that caused them to be “terrified” (Exodus 14:10) and to take their eyes off of God and focus their concerns on Moses. They said to Moses, “Was it because there were no graves in Egypt that you brought us to the desert to die? What have you done to us by bringing us out of Egypt? Didn’t we say to you in Egypt, ‘Leave us alone; let us serve the Egyptians’? It would have been better for us to serve the Egyptians than to die in the desert!” (Exodus 14:11-12) This would not be the last time this would happen. In fact, this became a hallmark of the Israelites. Obstacles seemed too difficult to overcome. Their eyes focused on the problem. They forgot about the greatness of their God and they blamed their leader Moses. Peter Steinke (2006, 47) explains the nature of human systems: When tested and challenged, systems move toward self-preservation, though their emotional reactivity will vary in intensity and duration ... Continuous reactivity creates three processes that prevent the system from being resourceful and flexible—a shrinking of perspective, a tightening of the circle, and a shifting of the burden. Faced with their self-preservation attempts, Moses displayed another attribute that is an essential for Christian leaders. Rather than accepting defeat at their heavy [ Page ] 78 criticism, Moses pointed the people back to God. Moses told them, “Do not be afraid. Stand firm and you will see the deliverance the LORD will bring you today. The Egyptians you see today you will never see again. The LORD will fight for you; you need only to be still” (Exodus 14:13-14). God led his people as the pillar of cloud moved from in front of them, and stood behind them, separating the Israelites from Pharaoh’s approaching army (Exodus 14:19-20). Mirrored here is Moses standing before them as the Lord opens the waters of the Red Sea and behind them as the Lord brings the walls of water back down on the pursuing chariots (Exodus 14:21-30). And we read in Exodus 14:31, “When the Israelites saw the great power that the Lord displayed against the Egyptians, the people feared the LORD and put their trust in him and in Moses his servant.” We have heard the saying, seeing is believing; this is proved true here as we see that effective results encourage followers to have confidence in their leader. That confidence, however, as we have seen before, turns to blame and mistrust when new challenges arise. This is shown over and over with the Israelites—at the oasis of Marah (Exodus 15:24) and, despite the Lord’s provisions, we find the same when they came to the Desert of Sin between Elim and Sinai (Exodus 16:2). The people complained to Moses. As their leader, he is the one to whom they looked and complained. Even though he, as their leader, was not responsible, he had to listen to complaints about things that were beyond his control. [ Page ] 79 So often, leaders will find that those they are leading can be extremely anxious. Moses discovered this to be the case with the children of Israel. In the desert, the whole community grumbled against Moses and Aaron. The Israelites said to them, “If only we had died by the Lord’s hand in Egypt! There we sat around pots of meat and ate all the food we wanted, but you have brought us out into this desert to starve this entire assembly to death.” (Exodus 16:2-3) For a leader to stay healthy and productive, he or she cannot allow the comments arising from anxiety to determine their attitude. Negativism is a common behaviour for anxious people. One or two people can be very discouraging. Moses had to deal with “the whole community” (Exodus 16:2). An entire group of people wanting to die due to their condition would be overwhelming for any leader, but Moses was very patient. Steinke (2006, 7) points out that the effects of anxiety on human thinking and behaviour can be either positive or negative; anxiety’s negative effect on people’s behaviour can be the beginning of trouble and dissention. Aldous Huxley, an English writer and philosopher, in his book The Devils of Loudon, talks about what he calls “herd-poisoning.” Herd poisoning is “an active, extraverted drug. The crowd-intoxicated individual escapes from responsibility, intelligence, and morality into a kind of frantic, animal mindlessness” (Huxley as quoted by Rompedas 2012). Huxley (as quoted by Steinke, 2006, 49-50) makes this observation: “Where two or three are gathered together in my name, there I am in the midst of them.” In the midst of two or three hundred, the divine presence becomes more problematical. And when the numbers run into the thousands, the likelihood of God being there, in the consciousness of each individual, declines almost to the vanishing point. For such is the nature of an excited crowd (and every crowd is automatically self-excited) that, where two or three thousand are gathered together, this is an absence not merely of deity, but even of common humanity. [ Page ] 80 The anxiety of a crowd becomes a challenge for all leaders in times of change and challenge. Not allowing this to become overwhelming requires the right attitude, not only for leaders but for all Christians. Guidance in such times is found in Philippians 4:8, “Finally, brothers and sisters, whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable—if anything is excellent or praiseworthy—think about such things.” It was possible that the research undertaken for this project could be met with resistance arising from anxiety. The use of an appreciative inquiry inspired process in my research addressed this potential concern. The corporate search for strengths within the existing leadership training program on which to build the future, created a positive attitude that faithfully embraced the nature of Philippians 4:8. When considering transformational leadership, there is a family systems related concept that bears exploration. This is the concept of self-differentiation. Family therapist Murray Bowen (1985, 496) explains: “A ‘differentiated self’ is one who can maintain emotional objectivity while in the midst of an emotional system in turmoil, yet at the same time actively relate to key people in the system.” According to Peter Steinke’s (2006, 30) study, a self-differentiated leader displays these characteristics: takes a stand based on values and beliefs, is able to stand back and make changes in own behaviour, is able to listen and exchange ideas, stays on course and is not side-tracked by others’ reactivity, and knows that tensions can promote personal growth and stimulation. [ Page ] 81 The leadership of Moses follows his development as a self-differentiated leader. Throughout the story of the wilderness wanderings, the Israelites again and again opposed and complained about Moses’ leadership, but even though he was sometimes deeply frustrated, he seldom wavered or compromised his adherence to God’s mission. He tried to keep his eyes on the calling he had been given by God and remained faithful for forty years, regardless of the swings in popular opinion—admiration or defiance. “It is a delicate matter to discern the difference between steadfast faithfulness to a calling and stubborn resistance to the counsel of others” (Hays 2012, 9). Through the example of Moses, we become aware of the nature of long-term leadership. As I seek this self-differentiation in my own leadership, I am cognizant of the need for those I teach to also develop this in their own leadership. Without it, there is little hope of leadership longevity in the face of challenges, both expected and unexpected. In his first forty years, Moses had the example of command and control leadership in Pharaoh; in his second forty years, Moses learned about leading himself; and in the third forty years, Moses learned the value of team leadership. Right from the beginning of his encounter with God at the burning bush, God assured him of two supports. The first was God himself: “I will be with you” (Exodus 3:12), and “I will help you speak and tell you what to say” (Exodus 4:12). The second was in Moses’ elder brother Aaron (Exodus 4:14-16) and then the addition of his sister Miriam (Exodus 15:20). The team was then joined by Joshua son of Nun, Moses’ aid since youth (Numbers 11:28) and Hur in a vivid scene that had Joshua leading the Israelite fighters in battle with the Amalekites as [ Page ] 82 Moses held up the staff to ensure victory. In human weakness, Moses needed the support of team members Aaron and Hur to maintain this stance (Exodus 17:8- 13). When I considered my own leadership position as Head of Education and Training and Training Principal, it became obvious to me that team work required much more work than I had experienced in the past. Each of my colleague section heads had very full responsibilities as did I, and, although the spirit was willing, often the flesh was weak. It took a great deal of planning and calendar coordination. Fortunately there were times when, like Hur, someone unexpected stepped in to become a very welcome part of the team. This left me with the reminder that God is the provider. Another dimension of leadership team support comes from Exodus 18:7- 10. Here Moses meets his father-in-law, and it is evident in his actions that their relationship is one of mutual respect. Moses eagerly tells Jethro all that has happened, giving all the glory to God. The relationship between Moses and Jethro, strengthened by the evidence of the freedom from bondage of the Israelites, results in Jethro turning to God and recognizing his sovereignty (Exodus 18:11-12). This speaks to the power of relationship and illustrates another perspective of team work. The nature of relationships is that they are never one sided; they are mutual. Jethro, in his leadership role, takes on a mentoring capacity and guides Moses through a leadership dilemma. J. Oswald Sanders (1994, 109) writes: “The first step towards improvement is to recognize weaknesses, make corrections, and cultivate [ Page ] 83 strengths.” Moses not only listened to the council of his father-in-law but acted on his advice. He did not let pride or arrogance come in the way of doing what was best for the flock that had been entrusted to him by God. Here can be seen Warrilow’s third principle of transformational leadership—Personal and Individual Attention. This is described as: The degree to which the leader attends to each individual follower’s needs and acts as a mentor or coach and gives respect to and appreciation of the individual’s contribution to the team. This fulfills and enhances each individual team members’ need for self-fulfillment, and self-worth—and in doing so inspires followers to further achievement and growth. (Odumera and Ogbonna 2013, 356) Numbers 12:3 describes Moses as “very humble, more so than anyone else on the face of the earth.” We see the evidence of this in Moses’ openness to the counsel of his father-in-law (Exodus 18:24). Moses is humble: His ego does not get in the way. He is an excellent example of a leader who is able to listen to and learn from others. He does not hesitate to integrate and incorporate the advice into the manner in which he leads. Moses listened to his father-in-law and did everything he said. He chose capable men from all Israel and made them leaders of the people, officials over thousands, hundreds, fifties and tens. They served as judges for the people at all times. The difficult cases they brought to Moses, but the simple ones they decided themselves. (Exodus 18:24-26) Moses effectively builds the leadership team on the advice of Jethro. As I lead in a foreign country, a culture not my own, in a language in which I am not fluent, I see more and more that, not only do I need the support and input of others, but also that leadership needs a team to be effective. This relates to one of the concerns noted in the research that has been carried out. The team leadership in [ Page ] 84 the flexible training program is jeopardized as the leadership team is very small and supervising officers for the cadets’ field experience are limited. As we travelled through the first course of our doctoral program, “Formation of a Leader,” Dr. Janyne Peek-Emsick had us prepare a leadership timeline. One of the directions was to identify “boundary experiences,” which were times of major change along the journey. My own boundary experiences were shared in Chapter II and informed my personal philosophy of leadership as they relate to how I, as a leader, handle change. For Moses, boundary experiences might be identified at the burning bush, at the Red Sea and at Mount Sinai as the plea of the Israelites to have a prophet speak for them marks a change that endured until the reconciliatory work of Jesus on the cross is accomplished. A leader gains valuable understanding of the purposefulness of God’s leading and preparation when they are able to recognize these boundary experiences. Leading the cadets in identification of their own boundary experiences will enable them to see God’s guiding hand in their leadership development. Moses would experience God’s guidance as he ascended Mt. Sinai. Moses had been on Mt. Sinai with God for forty days and nights, receiving from God the terms of the Covenant and an overview of the Tabernacle, setting up for Israel the Kingdom under God as King. Finally, the Ten Commandments were inscribed by the finger of God on two stone tablets. But while Moses was there before God, the people at the base of the mountain below had become impatient waiting for him to return. They demanded that Aaron make visible gods like they had before (Exodus 32:1). Peter Steinke (2006, 144) recognizes this as [ Page ] 85 an attribute of anxious systems: “Too often congregations trade their beliefs for safety in numbers, their convictions for immediate solutions, and their values for survival.” From their gold earrings Aaron fashioned a golden calf. In spite of Aaron’s feeble efforts to try to turn this into a festival to Yahweh, the people worshipped the golden calf idol, sacrificed to it, and even claimed that the idol had brought them out of Egypt (Exodus 32:4b). God’s righteous anger is ignited. He says: “‘I have seen these people,’ the LORD said to Moses, ‘and they are a stiff-necked people. Now leave me alone so that my anger may burn against them and that I may destroy them. Then I will make you into a great nation’” (Exodus 32:9-10). The people had rebelled against God by substituting idols and attributing God’s salvation to them. This was treason; this was rebellion. Moses was a leader who kept the vision before him. Moses listened to God and obeyed God’s word. But Moses also challenged God at critical moments. Exodus 32:9-14 is one of these. This was not a challenge out of petulance but one out of a desire for the people he was leading to see the glory of God. The critical point happened at the top of Mount Sinai when God expressed his anger towards the Israelites for idol worship—the building of a golden calf. God vowed to destroy the people for their blasphemy, making Moses the new patriarch, but Moses urged God to reconsider, asking God to “Turn from your fierce anger; relent and do not bring disaster on your people” (Exodus 32:12b). Moses’ intercession is a clear example of someone who has taken God’s interests into his heart as his own. Even though Moses’ own family would have benefited from God’s proposal as the new patriarchs, Moses appealed to God, [ Page ] 86 boldly interceding for the people of Israel, pleading for mercy rather than condemnation upon them. Despite their history of rebellion, Moses was protective of those he had led on the journey and, although they had sinned, he believed they could repent. As leaders there will be many times that our people let us down. Keeping our focus on Kingdom values and being self-differentiated leaders will allow us to navigate the anxieties and the challenges and not be blind-sided by the temptation to blame and give up. As leaders, there will also be many temptations for us, as leaders are tempted in many ways by many things. As servant leaders we must embrace Christ’s attitude of humility and service to others. Henri Nouwen (1992, III, 2 of 3) asserts: “It is not a leadership of power and control, but a leadership of powerlessness and humility in which the suffering servant of God, Jesus Christ, is made manifest.” A Christian philosophy of leadership is differentiated from other philosophies of leadership by the attitude of humility and service to others. A conversation between Moses and God resonates with my heart as a leader. In Exodus 33:13-17 we read these words: “If you are pleased with me, teach me your ways so I may know you and continue to find favor with you. Remember that this nation is your people.” The Lord replied, “My Presence will go with you, and I will give you rest.” Then Moses said to him, “If your Presence does not go with us, do not send us up from here. How will anyone know that you are pleased with me and with your people unless you go with us? What else will distinguish me and your people from all the other people on the face of the earth?” And the Lord said to Moses, “I will do the very thing you have asked, because I am pleased with you and I know you by name.” [ Page ] 87 This wonderful relationship between Moses and God is something I as a leader crave. It is the cry of my heart. It is the assurance that God knows me intimately (Psalm 139:13) and that his presence is always with me (Mathew 28:20) that keeps me grounded, moves me forward and sustains me in times of challenge. And there will always be challenges because leadership involves people. Peter Steinke’s study of congregational leadership in anxious times explores the human and group reaction to stressors and the role of the leader. One of these roles is to be a non-anxious presence. He explains it this way: The non-anxious presence is the description of how the person works to keep the center of control within oneself and as a way to affect relationships in a positive manner. To be a non-anxious presence, you focus on your own behaviour and its modification rather than being preoccupied in how others function. (2006, 31) Moses endured constant grumbling. He showed definite signs of endurance when dealing with the children of Israel and was often able to be a non-anxious presence. The grumbling behaviour of the Israelites was a common practice: the whole community grumbled (Exodus 16:2), Moses and Aaron heard their grumbling (Exodus 16:9), and the Lord heard their grumbling (Exodus 16:11). And the criticisms grew as God led them away from Mt. Sinai toward the Promised Land (Numbers 11:1, 4-6, 10). To make matters even worse, criticism came from within the leadership team. Numbers 12:1-2 records, “Miriam and Aaron began to talk against Moses because of his Cushite wife, for he had married a Cushite. ‘Has the LORD spoken only through Moses?’ they asked. ‘Hasn’t he also spoken through us?’” As noted earlier in Chapter II, “Criticism of the leader (which is a form of sabotage) is so predictable that it should be viewed [ Page ] 88 as part and parcel of the leadership process itself” (Barton 2008, 140). Sanders (1994, 119) notes, “No leader lives a day without criticism, and humility will never be more on trial than when criticism comes.” It is this leadership trait that is noted in Numbers 12:3, “Now Moses was a very humble man, more humble than anyone else on the face of the earth.” Noteworthy for me as a leader are the responses of both Moses and God. Moses, though certainly very hurt by the criticism, did not try to defend himself. His response was to turn focus towards and glorify God. God’s response was to defend his servant, his chosen leader (Exodus 12:4-10). His faithfulness rings with assurance: “I will be with you” (Exodus 3:12); “I have remembered my covenant” (Exodus 6:5); and, “My presence will go with you, and I will give you rest” (Exodus 33:14). We find this repeated in the words of Jesus in Matthew 28:19, “And surely I am with you always, even to the end of the age.” Sanders (1994, 135) expresses the leadership lesson in this manner: The person who fills a role appointed by God need not worry about vindicating his or her work when rivals become jealous or treacherous. Such a leader is safe in the hands of a heavenly Protector ... God will defend the leaders he has chosen. He will honour, protect and vindicate them. Leaders need not worry about defending their rights or their office. There is also a leadership lesson that comes in Numbers 12:11-15 where we find a repentant Aaron pleading with Moses for forgiveness and restitution on behalf of himself and his sister Miriam. Moses’ response, rather than what might be expected—“You get what you deserve”—was to cry out to the Lord. Sanders (1994, 126), once again, speaks to this important aspect of servant leadership: The true leader is concerned primarily with the welfare of others, not with his own comfort or prestige. He shows sympathy for the problems of [ Page ] 89 others, but his sympathy fortifies and stimulates, it does not soften and make weak. A spiritual leader will always direct the confidence of others to the Lord. A further boundary experience of lasting significance for Moses’ leadership journey is once again tied to the rebellious nature of the Israelite nation he is leading. In Numbers 13 we find that the goal is in sight—the Promised Land. On the Lord’s command, Moses sends a delegation of twelve men to scope out the situation. On their return, the report details the richness of the land that the Lord has promised, but this is overshadowed by the fearful scene painted by ten of the delegation (Numbers 13:27). Despite the entreaty of Moses and Aaron (Numbers 14:5) and the convictions shared by Caleb, son of Jephunneh, and Joshua, son of Nun (Numbers 14:6) the people had been convinced by the fearful stories of the ten other spies (Numbers 13:31-33) and plan mutiny. Numbers 14:10 says, “But the whole assembly talked about stoning them.” Peter Steinke sheds understanding on their responses: Deeply wired into our protoplasm is a survival mechanism. The Creator has made all creatures with a powerful drive for self-preservation. Whenever we sense that our life is at risk, whenever we imagine a threat, whenever we feel suddenly vulnerable—we react. It’s automatic, reflexive and mindless. The will to survive is incredibly powerful. Brains are designed to react to threats, not to meditate on them. When faced with a challenge to our well-being, rapid reactions take over. (2006, 51) In short, this account serves as a reminder that leaders are never in complete control. Moses did all that he could to bring the people to the land that had been promised to their forefathers and they were so close they could see it. After all that the Lord had done for them and all of the reminders that Moses had given, the people were unwilling to trust God and take the final step—with devastating [ Page ] 90 consequences. And this time, despite Moses’ entreaty for their forgiveness, the Lord is a just God; the lack of trust resulted in his judgment. The LORD replied, “I have forgiven them, as you asked. Nevertheless, as surely as I live and as surely as the glory of the LORD fills the whole earth, not one of the men who saw my glory and miraculous signs I performed in Egypt and in the desert but who disobeyed me and tested me ten times—not one of them will ever see the land I promised on oath to their forefathers. No one who has treated me with contempt will ever see it ... How long will this wicked community grumble against me? I have heard the complaints of these grumbling Israelites. (Numbers 14:20-23, 27) I cannot imagine the heartache that Moses must have endured. As a God chosen leader, he understood God’s own heart (Numbers 14:17-19) but how it must have seemed like a personal failure. How do we, as leaders, deal with this kind of devastation? For Moses, it was continuing forward, leading these rebellious people and trusting the Lord and the continued vision of the Promised Land for the next generation. God determined, because of the lack of faith and constant rebellion of Israel, that the children of Israel would have to journey through the wilderness for forty years. It was a time of wandering and backtracking, of lessons learned, of frustration, of testing and trial. Moses' authority was constantly challenged during the 40 years in the wilderness. He was confronted by many “Back- to-Egypt” committees who told him how good slavery was, compared to his leadership. There must have been times when Moses yearned for his life as a shepherd, leading animals, instead of being a deliverer, leading people. (Albrecht 1999, 6) As was noted earlier, we learn from the successful leadership of Moses, but Moses was no different from any other leader. He was challenged to be a consistent leader, yet he made mistakes. These times of leadership failure were [ Page ] 91 lessons for him but are also lessons for us. These forty years in the wilderness were a struggle for survival, with problems of food and water, internal division and strife, murmurings and rebellion against Moses’ leadership, and battles with enemies. These challenges introduced feelings of exhaustion and frustration. Moses did not escape unscathed. Numbers 20 provides the details. It is after the old generation has died out and Moses faces his first recorded crisis with the new generation: there is no water. The Bible tells of the despair of the people: Now there was no water for the community, and the people gathered in opposition to Moses and Aaron. They quarreled with Moses and said, “If only we had died when our brothers fell dead before the Lord! Why did you bring the Lord’s community into this wilderness, that we and our livestock should die here? Why did you bring us up out of Egypt to this terrible place? It has no grain or figs, grapevines or pomegranates. And there is no water to drink!” (Numbers 20:2-5) The people begin to question the entire initiative of the Exodus and their round- about-journey to the Promised Land through the wilderness. Moses consults God, who answers him in this way: “Take the staff, and you and your brother Aaron gather the assembly together. Speak to that rock before their eyes and it will pour out its water. You will bring water out of the rock for the community so they and their livestock can drink” (Numbers 20:8). Moses, then, goes ahead and strikes the rock twice with his staff and water comes gushing out. The crisis of no water is over—and so is the possibility of Moses entering the Promised Land. Moses is explicitly directed by God to speak to the rock and water will be provided. In growing frustration with his followers, Moses does not follow the Lord’s direction but instead strikes the rock with his staff and brings the attention to himself and not to God. “Listen, you rebels, must [ Page ] 92 we bring you water out of this rock?” (Numbers 20:10). God punishes Moses by not allowing him to enter the Promised Land. Nathaniel Helfgot (1993, 5), in his study of Moses, suggests there is something more at play here than Moses suffering the consequences of his disobedience of an order: Moses, by hitting rather than speaking, responds to this current crisis in precisely the same fashion as he had responded to the problems of the generation that had left Egypt thirty-eight years before. It was not the sin and its severity that caused Moses to lose the privilege of leadership. Moses’ desert response to this second water-crisis revealed that he was not a leader who could address the concerns and crises of a new generation, one which would enter the Land of Israel. It was clear that he was still tied to methods and perspectives of leadership which, though proper for the needs and concerns of the generation that left Egypt, were ineffective and inappropriate in the new situation. Nelson and Dickens (2015, 16) comment that, “Leaders function in particular contexts. Ignoring the uniqueness of each context is done at the leader’s peril.” This exegetical interpretation may be questioned but a leadership lesson can be learned. The leadership theory that can be explored here is that of situational leadership originally introduced by Paul Hersey and Ken Blanchard in 1977 in their textbook Management of Organizational Behavior. This approach holds that leadership style should match the situation. The assumption is that a leader’s style should not be fixed but be adapted to meet the demands of the situation. Different situations call for different leadership behaviours. Thus, leaders must be able to distinguish between situations and must act differently in different situations. In the biblical account, Moses failed to realize that the changed circumstances of the new generation necessitated a change in his leadership style. A one-size fits-all approach will not do. This new generation of Hebrews had not often expressed [ Page ] 93 fear and doubt. It needs a markedly different kind of leadership—a style that is less critical. The situational approach suggests that the leadership of Moses failed because Moses was not flexible enough to adapt his style of leadership to the situation. He allowed his experience from the previous generation to cloud his judgment when the crises occurred with the new generation. Moses was unable to adapt and was therefore relieved of his leadership. As we face the reality of our world today, leaders need to recognize that change is happening at an ever-increasing rate. Those leadership strategies that once seemed to be effective, as they depended on respect for authority and position, now lack effect in a time where authority is in question and position is often resented. Where once an officer was referred to by rank and last name, now, in Finland, officers are addressed by first name, as the formality of rank and last name is considered distancing. The flexible officer training program stands on tradition but needs to embrace the changes needed to minister effectively in this time and into the unknown future. At this point in the Hebrew journey to the Promised Land, Moses had come a long way from his initial calling. Fatigue and frustration can cause any leader to become tired and weak and this is something that Jesus addressed in Matthew 11:28: “Come to me, all you who are weary and burdened, and I will give you rest.” Moses had been on a very long journey with a rebellious nation; almost eighty years had passed since his calling at the burning bush. All the while the Promised Land had loomed as a goal of his leadership. The manner in which Moses moved forward from the disappointment of being denied entrance to the [ Page ] 94 Promised Land is another leadership lesson. Barton talks about a time of letting go in our leadership where subtle shifts bring us to understand that we are not going to see all of our dreams come true. Some of our hopes have not been met. She writes: This is the time when we might give our retrospective as Moses did in the book of Deuteronomy, summarizing lessons learned and battles fought, telling stories that inspire, offering wisdom and instruction from years of leadership experience. It is a time to give blessings to those who will go on without us and to encourage and empower those who will lead. (2008, 212) Moses, as a leader, demonstrated the understanding that leadership is not an end unto itself. The task of a leader includes succession planning and passing on the gauntlet to those God has also called into leadership. Moses told the people of Israel, “The Lord your God will raise up for you a prophet like me from among your own people,” and he solemnly admonished them to “listen to him” (Deuteronomy 18:15). He specifically identified Joshua as his chosen successor and commissioned him to carry forward the task of leading the people into the land, under the Lord’s guidance (Deuteronomy 31:1-8). “Joshua son of Nun was full of the spirit of wisdom, because Moses had laid his hands on him; and the Israelites obeyed him, doing as the Lord had commanded Moses” (Deuteronomy 34:9). As a leader, God has placed me in a position where I am training leaders. Yearly, I am able to present trained leaders for commissioning and ordination before a cloud of witnesses and the senior leadership of The Salvation Army. This assurance of continued leadership, and the identification of future leaders, gives strength and encouragement to God’s people now just as it did in the days [ Page ] 95 of Moses. Hays (2012, 7) reflects on this when he says: “Finally, the story of Moses reminds us of the truth that even the greatest leaders never fully finish the work. They must anticipate not only their own mortality but also the need to raise up other leaders to follow them.” The story of Moses reminds us of the truth that even the greatest leaders never fully finish the work. They must anticipate not only their own mortality but also the need to raise up other leaders to follow them. It is here that a tie in can be addressed to the research component of this project found in Chapter IV. Considering succession is a need for all leaders. As the leader of the School for Officer Training, with a passion for leadership development, the training program must prepare new officers to meet the challenges of ministering in today’s world through the best possible training program. Here, at the end of Moses’ life, we are also able to consider the fourth of Warrilow’s transformational leadership tenets, as outlined by Odumera and Ogbonna—Intellectual Stimulation. This is defined as: The degree to which the leader challenges assumptions, stimulates and encourages creativity in the followers—by providing a framework for followers to see how they connect (to the leader, the organization, each other and the goal) they can creatively overcome any obstacles in the way of the mission. (2013, 396) Throughout the leadership that Moses was called to, he was an instrument of God’s transformational power. At the end of the forty years in the wilderness, just before the children of Israel crossed over the river Jordan into the Promised Land, the Lord allowed Moses to look out over the Promised Land. It was the fruition of the promises made to Abraham, Isaac and Jacob, and the object of the leadership [ Page ] 96 to which God had called Moses. As a leader, I have struggled with this part of the story. Why does God bring Moses to a place where he can see it but cannot reach it? As Barton (2008, 213-214) explored this issue through the pages of Deuteronomy, she has made this observation that informs the struggle: It is as if everything Moses had gone though had prepared him for this moment ... He no longer needed any role or responsibility or task to define him ... Finally there would be nothing standing between him and the lover of his soul. And this is what I have come to see most clearly in the life of Moses: for Moses the presence of God was the Promised Land. Next to that, everything else had already paled in significance. As the study of the leadership of Moses concludes, the words of Deuteronomy remind us that Moses’ life and leadership is worthy to be studied and learned from. “No one has ever shown the mighty power or performed the awesome deeds that Moses did in the sight of all Israel” (Deuteronomy 34:12). Branson’s Model Part 4: Leadership Application Thus far I have considered the first three parts of Branson’s model of practical theology as I have journeyed through an exploration of my own philosophy of leadership. As a reminder, Branson’s Practical Theology Model (2011, Ch. 10, 9 of 23) (See Figure III: 1, p. 52) has been applied in the following manner: leadership foundations, reflections on my leadership and a study of the biblical leadership of Moses. Leadership applications will now be discussed. Through this framework, provided by Branson, I am able to navigate the journey and flesh out my theology of leadership. Branson’s fourth point, leadership application, will be explored in three parts. To begin, I turn to a New Testament passage related to leadership [ Page ] 97 development. Here, the leadership lessons evidenced by the leadership of Moses can be seen in application form through Paul’s relationship with the Thessalonian church. In the second part, I will reflect on: my philosophy of leadership through the choices of this DMin program and, thirdly, the application of an appreciative inquiry inspired process in my research. Part One: I Thessalonians I chose to include a reflection on the leadership of Paul found through his letter to his student Timothy. In this manner, I was able to flesh out the leadership philosophy I was developing through application to the portfolio research and my teaching. As is evident, this was a continuing journey of the passion that God had placed in my heart for developing leaders. In my position as the Principal of a training school and a Section Leader for training and education, Paul’s first letter to the Thessalonian church was a leadership gem. It reveals Paul’s heart and practice as a mentor and a developer of God’s people. There are many principles and action steps that are readily identifiable and assisted me to reflect on my growth as a leader by seeking to live these out as I endeavoured to develop other leaders in the faith. It is important to understand the context in which this letter was written. Paul had planted this church during his second missionary journey. However, being harassed by the Jews in this seaport, commercial city, Paul needed to leave his infant church after only three weeks. While he had time to teach and guide with the basics, there was much that was left unclear. Unable to be there himself, Paul sent his team member Timothy back to Thessalonica to check up on the [ Page ] 98 church’s growth and spiritual health. Paul wrote this letter to answer specific questions and meet the needs of this fledgling church. The preservation of this letter now provides a picture from another time with enduring guiding principles. One: The Power of Prayer Paul reminds the Thessalonians that they are in the prayers of the leaders (1:2) and that he “thank God without ceasing” (2:13) for the witness of these believers in this community. He exhorts them to “pray without ceasing” (5:17) and concludes the letter with a prayer for them (5:23). It’s impossible to imagine what a heart-wrenching decision it must have been for Paul to leave this church plant after only three weeks. Knowing that he could entrust them to God emboldened him to encourage their faith development through prayer. For me, when I was the principal in a flexible education program, it meant that the cadets were only physically with me for three days each month and the rest of the time they were involved in practical learning in their appointments. I felt protective and concerned about their infancy in church leadership. Praying for them and letting them know they were being prayed for was essential. And, as Paul points out, there was importance in reminding them also to “pray without ceasing.” There is a large poster on my office wall which proclaims prayer is power. When our prayers are offered to our Mighty God, “[We] can do all things through him who strengthens [us]” (Philippians 4:13). I need to be intentional to ensure I let others know I pray for them through a message, a call and even an old-fashioned letter or card. [ Page ] 99 Two: Love and Relationship Paul shows a genuine love and affection for the believers in Thessalonica. Although he had been with them only a short time, he expresses his love for them through relationship. He mentions family relationships and assumes a parental role. It is seen in Chapter 2:7-12, “Just as a nursing mother cares for her children, so we cared for you. Because we loved you so much ... Surely you remember, brothers and sisters ... For you know that we dealt with each of you as a father deals with his own children” (emphasis mine). The lesson for me was that the more I as a leader loved the people, the easier it was to lead them. This was a natural thing for me as I have a visible pastoral nature. My cadets all understood the maternal instinct that had me leading with affection and firm guidance. I was appointed to the pastoral care committee for the Finland and Estonia Territory and found the opportunity to be in closer, caring relationships with fellow officers through this encouragement. Genuine interest, understanding and expressing concern are modelled for us, as leaders, through Paul’s relationship with the Thessalonian church. Three: The Value of a Positive Example Paul gives recognition to the believers in Thessalonica by citing their example to others “in Macedonia, Achaia and every place” (1:7-8). He affirms their faith in God through the examples they provide to others. He encourages the continuance of this example saying, And in fact, you do love all of God’s family throughout Macedonia. Yet we urge you, brothers and sisters, to do so more and more, and to make it your ambition to lead a quiet life: You should mind your own business and work [ Page ] 100 with your hands, just as we told you, so that your daily life may win the respect of outsiders and so that you will not be dependent on anybody. (4:10- 12) Paul gives emphasis to the importance of being an example by referencing the examples of: himself and his team (2:1-9), the churches in Judea (2:14) and the sacrificial example of Christ Jesus (5:9-10). Jesus was the example for Paul and now Paul is the example for the Thessalonian church and they, in turn, are an example to their family, friends and neighbours. A great part of my work at the Training School involved being an example for those I led as a line manager, those I taught and colleagues. It is a tenet of servant leadership that I fully embrace. I had conversations with colleagues about the fact that Paul points others to follow his example and wondered if it was right for Christian leaders to point others to follow our example. Some very interesting thoughts were expressed. My continuing development, in leading through example, relates to my continued journey towards embracing “the unforced rhythms of grace” (Matthew 11:28-30 MSG). Four: The Two-Way Street of Encouragement New Testament scholar Leon Morris (2009, 168) describes encouragement as “continually to strengthen by one’s words.” To build up implies the need for continual growth in the things of God and this is clearly evidenced by Paul’s letter to the church at Thessalonica. From the beginning of his letter, Paul expresses his appreciation for the people and notes how they have been an encouragement to him and his team (1:2-10). He, in turn, encourages them through noting, “Therefore encourage one another and build each other up, just as [ Page ] 101 in fact you are doing” (5:11, emphasis mine). Paul also encourages them through his prayers for them in 3:13: “May he strengthen your hearts so that you will be blameless and holy in the presence of our God and Father when our Lord Jesus comes with all his holy ones.” Paul demonstrates that to encourage and build up others, we must first learn and apply the truth to our own lives. It’s impossible to give to others what we do not possess and practice. We need to be more cognizant and offer more recognition to those who encourage us, both as a practice in relationship building and also as an example to those we lead. Five: Perspective Changes Things Paul’s communication with Timothy resulted in alerting him to some of the issues that were preoccupying this young group of Christ followers. He addresses these things with a plea for purity, brotherly and sisterly love and orderly lives as they provide examples to others (4:1-2). John C. Maxwell, leadership expert and best-selling author, tells us that Paul then does what good leaders do; he casts a vision of the future (2007, 1491). This future included: comfort for those who had lost loved ones (4:13-15), assurance to those who believe (4:16-18), warning for those who might forget (5:1-5) and direction for those who needed it (5:6-11). Paul understood the power of vision and the conclusion of his letter was an encouragement for the Thessalonica church and to all who read this letter today. He knew that a bright and promising future is more motivating than the fond remembrance of the past. People can live through challenges today if they [ Page ] 102 believe that a better tomorrow is coming. We continue to encourage others with the final blessing and admonition given in this book, “May God himself, the God of peace, sanctify you through and through. May your whole spirit, soul and body be kept blameless at the coming of our Lord Jesus Christ. The one who calls you is faithful, and he will do it” (5:23-24). How much less effective is ministry when it is derailed by dissension within the church. There are so many lessons that Paul taught the Thessalonian church which need to be learned by God’s people over and over again. When we can keep our eyes focused on things of Kingdom value and remember that we have the hope of eternity, we are able to step forward in faith with unity and purpose. A lesson for my leadership is the need to address the things that derail spiritual growth so we can maintain the perspective of what it means to be Christ followers and how that affects how and why we live our lives. Specifically I taught, and led by example, the cadets that I educated as they dealt with the challenges of balancing family, schooling and leading a congregation. Six: Teaching The teaching in this letter is a response to the specific needs of this group of people. Paul is aware of their infancy, he knows the community and he has been in ongoing communication (as challenging as that was) with Timothy. All of these things allowed him to form this letter as a multi-faceted document that included aspects of teaching in areas that required clarification, demystification and steps for further growth (see Chapters 4 and 5). Paul couched his teaching in [ Page ] 103 purposefulness and in a call to accountability through Jesus our Lord (4:1). For the Thessalonians to be effective for Christ in the community, they would have to commit themselves to excellence. They needed to lead a peaceful life, be fair in business dealings, and work with integrity. There are lessons here. Leaders must tailor their approach to the needs of the people. This can only happen through getting to know the people and building relationships that allow the teaching to be meaningful. Learning must be purposeful and include accountability, not only to the teacher, but to the Lord. These were keen, timely reminders for me as I taught the cadets. Seven: Equipping through Discipleship Paul equipped Timothy and others through his letters in his absence. 1 Thessalonians was written to disciple and train those who had recently chosen to follow Christ. Through training and equipping other leaders, Paul sought to ensure the growth and development of the church. Coming alongside a second generation of leaders is a wise approach to strengthen the longevity of leadership. Paul reminds how good training works: 1. Training involves not only words but also demonstration (1:5) 2. Training transforms others when done with conviction (1:5) 3. Training is remembered when the character of the trainer supports the message (1:5) 4. Training is incarnated when the follower imitates the teacher (1:6) 5. Training is relevant when done in the midst of problems (1:6) 6. Training is effective when the trainee becomes a trainer (1:7-8) 7. Training has been reproduced when the original trainer has no need to say more (1:8) (Maxwell 2007, 1488). This list from 1 Thessalonians 1:5-8 is instructive through the action verbs contained within: “involves,” “transforms,” “is remembered,” “is incarnated,” “is [ Page ] 104 relevant,” “is complete,” and “has been reproduced.” This is the journey of cadets through training and beyond into the five years that follow as Lieutenants before being confirmed as officers. The latest Orders and Regulations for the Training and Development of Salvation Army Officers was released in May 2020. This international document covers officership from the time of responding to the calling right through to retirement. As Training Principle and Section Head for Training and Education, the list from this letter from Paul provided a guide to discipleship, reflecting on points six and seven. Eight: The Power of Teamwork Paul wanted to be there in Thessalonica himself but it was just too threatening. Instead he was able to send a member of his team, Timothy. He trusted that Timothy had sufficiently learned under his mentorship and as such, he would lead the Thessalonians just as Paul himself would have done. He did not leave Timothy high and dry but listened to his reports and sent a letter of support, encouragement and clarification for the teaching of the church. Paul admonished the congregation to support their leaders: “Now we ask you, brothers and sisters, to acknowledge those who work hard among you, who care for you in the Lord and who admonish you. Hold them in the highest regard in love because of their work. Live in peace with each other” (5:12-13). I have been an active promoter of team leadership. Through study and experience I have recognized that the model seen in Moses, and that Jesus gave us with his disciples, was modelled by Paul and his teammates and can be modelled today. Teamwork can accomplish so much more than leadership that is dependent [ Page ] 105 on one leader alone, although the limits of working alone are often accepted by leaders for the sake of ease (teamwork takes work) and self-preservation. As Christ followers, we are to be active in embracing the “priesthood of all believers” (1 Peter 2:9) and recognize the potential for the outworking of combined gifts and talents the Lord has gifted us. Paul’s ministry went forward in Thessalonica because he had a team. Paul does not reference “I” but consistently refers to “we.” He urges the Thessalonica church “to recognize those who labour among you and are over you in the Lord” (4:12), successfully endorsing a leadership team model. I have ministered in more than one team and taken on the role of a team-encourager, offering team building training, conflict management and modelling teamwork character. This, in itself, is a ministry worth embracing. Summary These eight principles are only some of those to which Paul evidenced in 1 Thessalonians. Repeated readings will highlight more and more. As Principal of the Training School and Section Head for Training and Education, Paul’s first letter to the Thessalonian church was a leadership gem which informed my growth as a leader as I sought to live these principles out and endeavoured to develop others in the faith. I held fast to the reassuring words of Paul. “The one who calls [me] is faithful, and he will do it” (5:24). Part Two: The DMin Choice I joined the Training School staff and was introduced to the flexible model of leadership training that The Salvation Army in Finland and Estonia adopted in [ Page ] 106 2002. At that point, I was not in the head leadership position, but worked as a Training Officer and took part in a team relationship with the Training Principal. During the ensuing years, as I experienced this flexible training model, I began to have some concerns related to lack of classroom time, curriculum content and field training supervision. I thought about the changes that had occurred over the course of time since the new model of training had been implemented. I was convicted that stepping back to do a review would highlight strengths and areas for improvement. When The Salvation Army agreed to support my seeking of a higher degree, I began to research PhD and DMin programs. The DMin program caught my attention as it was not only accessible, but also built around being active in ministry, and applying the learning of this program through a participatory action research process. While common approaches to research take an approach that reflect the researcher’s perspective, participatory action research “works from an assumption that all people affected by or having an effect on an issue should be involved in the process of inquiry” (Stringer 2014, 2). As a leader I am convinced that true change can only happen through relationship. A wise retired Salvation Army officer once expressed what I already instinctively knew: that my sermons are unlikely to be remembered, but I will always be remembered for my love. The words of Paul eloquently express the need for all parts of the body to be considered (1 Corinthians 12:12-27), and Peter points out the priesthood of all believers (1 Peter 2:5). The action research [ Page ] 107 approach honours this understanding and so affected my choice of Tyndale University for my journey of higher education. At the time of my application to the Tyndale DMin program, it was possible to choose from three study tracks—leadership, spiritual formation or preaching. I am a believer in lifelong learning and could easily have entered any of these tracks. I reasoned that the leadership track was the best suited to The Salvation Army’s focus on service. What I learned, however, once I engaged in the very first course was that leadership is as much about knowing myself as it is about serving others. In his book Leading Me, Steve Brown (2015, 18) observes: “A simple lack of attention and intentionality to your personal leadership will mean that you are not able to fully focus on other things, like the development of others, growing effective teams or guiding an organization ... Leading yourself well is an act of stewardship.” And so a valuable leadership lesson for me comes through Paul’s words to the Ephesian church, “For we are God's handiwork, created in Christ Jesus to do good works, which God prepared in advance for us to do” (Ephesians 2:10). It is a lesson Moses also learned and exemplified; this is God’s work prepared by him for his obedient servant. When I was faced with the need to choose a ministry challenge that could be explored through participant action research for the focus of this DMin, an opportunity arose to explore the thoughts and questions I had related to the flexible training program in the Finland and Estonia Territory. At the time, I was no longer in the Training appointment, or in the Finland and Estonia Territory but in Canada. The passion for training and equipping leaders for effective, relevant [ Page ] 108 ministry drew me to this topic. Coupled with this was a growing conviction that God had plans for my return to support the Finland and Estonia Territory. When that appointment was realized, the topic was cemented as viable and so I was given the opportunity and provided with the impetus to take on the challenge of addressing the leadership concerns through a participatory, strength-based review of the flexible model of training for Salvation Army officers in the Finland and Estonia Territory. The specifics of the research will be discussed in Chapter IV. Part Three: Appreciative Inquiry Appreciative inquiry (AI) is a process developed by David Cooperrider and Suresh Srivastva in the 1980’s (Seel 2008, 2). It is based on the premise that organizations change in the direction of the approach that is used. So if the organization is seen as having a problem to be solved, then the problem becomes the focus. On the other hand, if the organization is seen as having strengths that can be identified and built upon, then growth and potential become the focus. Richard Seel (2008, 2), of the New Paradigm Organisation Consulting firm, describes the practicality of working out this 4-D approach in this way: Discover - people talk to one another, often via structured interviews, to discover the times when the organisation is at its best. These stories are told as richly as possible. Dream - the dream phase is often run as a large group conference where people are encouraged to envision the organisation as if the peak moments discovered in the discovery phase were the norm rather than the exceptional. [ Page ] 109 Design - a small team is empowered to go away and design ways of creating the organisation dreamed in the conference(s). Destiny - the final phase is to implement the changes. Fig 2. Figure 2. 4-D Appreciative Inquiry Model (adapted by Geraldine Lindholm based on the model of Cooperrider, Whitney and Stavros 2003, 5). [ Please contact repository@tyndale.ca for Figure 2 details. ] This diagram shows the cyclical nature of AI that will be discussed more in Chapter IV. Using this approach to inspire my research honoured the tenets of participatory action research, as described in Part 2 above. It also allowed me, as a leader, to address change in a positive way. Nelson and Dickens (2015, 9) state, when we face change “nothing less than a reinvention of how we understand our world is required.” Peter Steinke (2006, 7) writes, “Nothing new under the sun—especially nothing controversial— happens without confusion, resistance or emotional reactivity.” As the Section Head for Training and Education and Training Principal, this study was a natural part of my responsibility, but how I carried it out could have created anxiety and [ Page ] 110 doubt. The AI approach allowed for an educational experience, and a positive, strength-based investigation that was participatory and encouraging. I was a “non- anxious presence” (Steinke 2006, 31) as I conducted the study. Unfaltering faith in and dependence on God are essential to my leadership. Branson’s fourth point, leadership application, has been achieved in three parts: consideration of Paul’s relationship with the Thessalonian church, the choice of this DMin program and, thirdly, the application of an appreciative inquiry inspired process in my research. We now turn to the final part of Branson’s Model. Branson’s Model Part 5: My Personal Philosophy of Leadership The task that Branson lays out in this final section of Chapter III: The Journey of Perspective is to discern and shape a new theology of leadership, based on what has been learned in the first four parts, and consider how that has/could/will affect my praxis as a leader. I begin first with reflecting upon what insights I have gained and the actions that naturally come out of those. Then, a culmination of all that has been learned, all that has been clarified and all that has been revealed is expressed in my theology of leadership. Reflection, Insights and Appropriate Actions There was much in the Exodus narrative, and the study of Moses as a leader, that informed and encouraged my leadership journey as can be noted throughout the exegetical section of this chapter. There was also much I learned about the application of leadership lessons from Paul’s first letter to the [ Page ] 111 Thessalonian church. I had the assurance, provided by the fact that my leadership was God’s plan, that he had prepared me and provided all that is necessary for me. As well, he had already put in place the supports needed through team leadership. As I led in humility and the assurance of these truths, I remained committed to leadership development through preparing new officers and equipping them for leadership for God within The Salvation Army. Branson’s model of practical theology has been explored through Chapter III. I found the experience of working from practice to theory to practice, guided by his God-honouring and well-explained process very effective. Three leadership theories—servant leadership, transformational leadership, and situational leadership—have been applied through the biblical exegesis with the result of each theory receiving support in the recorded leadership of Moses. I found that these theories are more interconnected and entwined than I had originally thought. True servant leadership can lead to transformation; transformation cannot occur without a servant attitude; understanding and reacting to the situation is part and parcel of leadership whether it is called servant leadership or transformational leadership. In any event, the Lord Jesus continues to be the supreme model of God-honouring leadership: Jesus called them together and said, “You know that those who are regarded as rulers of the Gentiles lord it over them, and their high officials exercise authority over them. Not so with you. Instead, whoever wants to become great among you must be your servant, and whoever wants to be first must be slave of all. For even the Son of Man did not come to be served, but to serve, and to give his life as a ransom for many.” (Mark 10:42-45) [ Page ] 112 The attitude of service is what can lead to transformation when we tailor our leadership to the situation we find ourselves in. I remember the sign I had across the front of my eighth grade classroom many years ago: “Attitude is the mind’s paintbrush, it colours everything.” Consideration of complexity theory and family systems theory greatly impacted my thoughts and understanding of the Israelites. This, in turn, allowed me to reflect upon the leadership of Moses and the character of God. Danny Wayne Russell, a family systems writer, says: “In a system, everything is intertwined; when something happens, in one section of the symptom everything is affected ... By looking at the congregation as a family system, the church’s leadership can become equipped to understand how and why people behave in the church” (2014, 1-2). The application of leadership lessons, with a systems lens, allowed me to have a more sympathetic understanding of the Hebrews, a greater insight into the leadership decisions made by Moses, and developed an even greater insight into God as creator, preserver, provider and protector. Living and leading in times of constant challenge, faced with crisis upon crisis, is a breeding ground for high anxiety. The times of Moses were very different from our time now, but human nature remains the same. Even more certain is the God whose unchanging character is displayed through these recorded passages. During the time of the COVID-19 crisis, there were valuable leadership lessons for me. I was reminded of the words of Paul to the Corinthian Church in 1 Corinthians 13:12: “Now we see things imperfectly, like puzzling reflections in a mirror, but then we will see everything with perfect clarity. All [ Page ] 113 that I know now is partial and incomplete, but then I will know everything completely, just as God now knows me completely.” The truth of this does not excuse inaction: “Those who struggle to make a difference or create change face two truths. The first is that success or effectiveness is not a fixed address. The second is that failure can open the way to success, so it is better to try something and fail than not to try anything at all” (Nelson and Dickens 2015, 151). The leadership of Moses exemplifies this. Michael Nicols (as quoted by Steinke 2006, 91) says, “The main problem is not difference in points of view, it is the emotional reaction to the differences.” Nelson and Dickens (2015, 101) suggest that transformative leaders need to see people in 3-D, professional, personal and passionate dimensions, and assist others in also developing this perspective for the sake of themselves and for the good of the organization. Recognizing these interwoven layers requires me to be a “non- anxious presence” as Steinke (2006, 113) suggests this type of response is needed to manage emotional processes, especially painful ones. There is a need for patience as the process is worked out. Conclusion: My Emerging Philosophy of Christian Leadership As I reflected on what I had studied and the application of theories and processes I had undertaken, I realized that there were some certainties for me when I attempted to identify my philosophy of leadership. I was uncertain that I had identified all and knew that further experience and study and input from others would allow this to be fleshed out to greater fullness in the future. This is what I had identified, at that time, and chose to share. [ Page ] 114 Leaders are called by God for his purposes. Leadership is the product of living out the unique journey to which God prepares and equips us. Continued relationship with the Lord is necessary to lead effectively—both self and others. Leadership is transformational when God’s will is carried out in God’s way. Leaders are followers first. God is always working and leaders join him in that work. The reality of being called by God into leadership requires a firm foundation in acknowledging God’s authority and his guidance and direction through biblical models and ultimately the model of the Son, Jesus Christ our Lord. Leadership is not a solo act. God has called and equipped each person uniquely and it is only in working together effectively as a leadership team that we will be fully equipped for the work that God calls us to. All leaders are unique as a result of personality, education, experience, culture, values and beliefs. Team leadership is not easy and there will be challenges. There may be times when standing alone for what God calls one to will be isolating; hence, we need to be prepared to stand firm. Leadership is relational and, as a result, requires a balance between being part of the group and, yet, being self-differentiated. Leadership needs to model the message of 1 Corinthians 13:4-5: “Love is patient, love is kind. It does not envy, it does not boast, it is not proud. It does not dishonor others, it is not self-seeking, it is not easily angered, it keeps no record of wrongs.” Leadership is the enactment of love when filled with these things: “patience,” “kindness,” “humility,” “focused on others,” “God glorifying,” and “forgiving.” People are reactive and [ Page ] 115 need to be understood through listening and valuing each person as an individual loved by God. An attitude of humility and a servant’s heart are key. Leadership honours the past but is future focused. It recognizes the need to invest in the next generation of leaders. Leadership is not a means to an end as God’s plans will continue until eternity. Investing in future leaders is a responsibility of leadership. To God be the glory! Summary This portfolio unfolds one story of a leadership journey to discover the most effective training program for Salvation Army cadets in Finland and Estonia. It is a story of God’s preparation (Chapter II), guidance and illumination (Chapter III). All of the discoveries related to my philosophy of leadership have been shaped by what I have learned through the valuable paths of self-discovery and biblical exegesis. This emerging philosophy of leadership can be seen in the research I have carried out. It has informed why I have done it, what I have done, and how I have done it. The Journey of Action in Chapter IV addresses the research component of this portfolio. [ Page ] 116 CHAPTER IV THE JOURNEY OF ACTION Chapter IV begins with the foundational knowledge of the previous segments of this journey. Chapter I was the journey of beginnings - introductions to this portfolio, The Salvation Army as an organization and the context in which this participatory action research took place. Key terms were included for greater clarity. Chapter II was a journey of discovery that explored my personal, God-led path of leadership. Chapter III was a journey of perspective as the story of Moses, and applied leadership theory through the leadership of Paul, helped to flesh out my philosophy of Christian leadership. What follows is a journey of action. Introduction This section of the journey begins with an introduction that sets the stage through a reminder of the context provided in Chapter I. This is followed by the consideration of models and resources that inform this research. Attention to the ethics of ministry-based research is noted. It then provides a description and rationale for the participant action research approach adopted to bring this project to fruition. This is followed by a consideration of the limits and boundaries of this project. Research resources are outlined. The methods and methodology involved in participant action research are summarized and each of the research instruments used to gather data are explored. This includes a focus group and an [ Page ] 117 on-line survey. Data analysis, findings and interpretations and finally outcomes will be shared. A timetable, included in Appendix M, traces the journey of this research including the dates and actions undertaken in the various phases of the project. Contextual Details This research took place within The Salvation Army in the Finland and Estonia Territory. Since the initial flexible model of officer training was adopted, modifications and adjustments to the School For Officer Training (SFOT) program were made, and the model of delivery adjusted as changes in culture and in TSA were navigated. These changes, outlined fully in Chapter I, are outlined here in review. Initially there were adaptations, as the new flexible model went from theory to practice. Modifications followed, as the program was impacted by a decrease in the size of TSA due to retirements and community changes. Culturally, Finland and Estonia became increasingly multi-cultural through immigration and refugee presence. This brought along an increased non-Christian presence and challenges related to difference and misunderstanding. This affected ministry through service and evangelism. In Finland, there was a general move away from the church (Niemelä, 2007, 201) and Estonia dealt with continued recovery and re-establishment following the collapse of the Soviet Union (Simons and Westerlund, 2016, 143). As an Education Officer in the Finland and Estonia Territory for several years, I was able to experience this fluctuating flexible training model firsthand. [ Page ] 118 Almost twenty years later, the cracks in the flexible training program began to show. From the perspective I gained through working and teaching in the Training School, conversations with cadets and observations by others, the following things were noted: non-residential training resulted in relationship and modeling issues, lack of field supervision produced learning gaps, increased responsibility for cadets created a struggle to maintain balance, and societal changes necessitated new learning. The impact of these changes, over almost twenty years, had influenced the training program and the officers who had been trained. They had also affected those leading the training program and the support and mentoring officers. The flexible training program being offered was not that which was originally intended and hoped for. This does not mean that all that had happened was negative, but without stopping to address change purposefully, the program was destined to fall short of the aim and goals of the officer training as had been laid out in the Orders & Regulations for the Training and Development of Salvation Army Officers (The Salvation Army 2020). The concern is highlighted by the assertion of this regulatory document that says: A crucial factor in flexible training is that there must be no lowering of training standards. Those who have been trained through the flexible system must be as well equipped for officership at commissioning as those who have been trained through the standard system. It is vital that the most rigorous attention is given to the maintenance of high standards in the process of awarding the Certificate of Salvation Army Officer Training. (The Salvation Army 2020, Ch. 3, Sec.4, 6, p.12) My experience from within the flexible training program and these O&Rs, and the requirements of my Tyndale University DMin program aligned. Together [ Page ] 119 they culminated in the opportunity for me to embark upon a participatory action research journey through which the strengths of this leadership training have been discovered and building blocks for the future of a more effective program have been identified. We now consider models and resources that support this research. Biblical Model Matthew’s Gospel (Chapter 9) describes a scene where Jesus speaks into the need for people to become workers for the Kingdom: When he saw the crowds, he had compassion on them, because they were harassed and helpless, like sheep without a shepherd. Then he said to his disciples, “The harvest is plentiful, but the workers are few. Ask the Lord of the harvest, therefore, to send out workers into his harvest field.” (vv. 36-38) Jesus described a situation that continues to be seen today; many Salvation Army workers are needed to meet the needs of our communities in Finland and Estonia. The fields—our communities—are ripe for the harvest. People need to hear the hope that comes through our Lord and Saviour who, scripture tells us, is moved with compassion over their plight. The disciples were prepared for ministry in the best possible way; they were taught by the Master and they had hands-on-experience. Their training was so effective that, by God’s will and the infilling of the Spirit, the Christian Church survived insurmountable odds and continues today. Those who are called to serve God through TSA recognize the call to enter the harvest field as workers. To prepare requires strong, purposeful teaching, rich experiential learning and the infilling of the Spirit, just as it did in the days of the early church. [ Page ] 120 The Lord has placed a passion within me for leadership development. Both vocationally and within my current position within TSA, I am able to support and encourage leadership development through education and training. It is this passion and experience that directed my research focus to be on the officer training program in the Finland and Estonia Territory—to consider the strengths of what is and to develop a guide to what can be through an appreciative inquiry inspired research process. Researchers Sharon Ravitch and Matthew Riggan define a conceptual framework as, “an argument about why the topic one wishes to study matters, and why the means proposed to study it are appropriate and rigorous” (2011, xiii). The why has been addressed in the discussions of the aim of officer training and the currently visible challenges within the flexible training program. The means of study, with thoughts of appropriateness and rigour, is participant action research. The action research cycle leads through four basic steps: constructing, planning action, taking action and evaluating action (Coughlin and Brannick 2014, 1, 12 of 28). Participatory action research (PAR) makes certain presuppositions. Ernest T. Stringer, author of the book Action Research, describes PAR as solutions-oriented investigations that lead to the resolution of investigated issues through methods applying participatory approaches which “stimulate feelings of pride, dignity, identity, control, responsibility and unity” (2014, Ch. 1, 53 of 54). The researcher is a facilitator and a catalyst, encouraging people by drawing their attention to an issue that concerns them and leading to change. [ Page ] 121 Working principles of PAR include: relationships, communication, participation and inclusiveness. The AI process is true to the nature of PAR. It steers away from strictly problem and deficit-based approaches to change management, and opens a pathway to affirmative growth. As participants, the change agent takes part in the change itself. AI does not seek external wisdom but seeks wisdom and life-giving properties from within an organization—in this project, The Salvation Army. The term behold is one of those wonderful English words that encapsulates a broader concept. It means to look, see, perceive and understand. This is why scripture gives the exhortation to “behold” over 1500 times. AI encourages this type of beholding or right seeing. We are encouraged both to rejoice in what God is doing today, “This is the day the Lord has made; let us rejoice and be glad in it” (Psalm 118:24), and also to look to a new possibility- filled future, “Now to him who is able to do immeasurably more than all we ask or imagine, according to his power that is at work within us” (Ephesians 3:20). For the Training Program it is the vision of the positive images of today and tomorrow that inspired our collective imagination and investigation. Further encouragement that highlights the appropriateness of the AI process for this study is the perception provided by the Apostle Paul in Philippians 4:8-9: Finally brothers and sisters, whatever is true, whatever is honorable, whatever is just, whatever is pure, whatever is lovely, whatever is gracious, if there is any excellence and if there is anything worthy of praise, think about these things. Keep on doing what you have learned and received and heard. Then the God of peace will be with you. [ Page ] 122 “If there is anything worthy of praise”—this is the nature of an AI inspired process as it seeks to discover the strengths that exist on which to build the possibilities for a stronger and more effective future. In this review of the flexible model of training for Salvation Army Officers in the Finland and Estonia Territory, following an AI inspired process has led to a full and mutually comprehensive understanding of the strengths of the current flexible training program and has provided the impetus to explore a future action plan that is grounded and purposeful through the visible framework provided by the 4-D approach, earlier described in Chapter III. The newly updated O&Rs for the Training and Development of Salvation Army Officers (May 2020) continued to guide plans through a framework of direction and expectations. This ensured that the officer training in Finland and Estonia held to the same standard as officer training worldwide. Information from models used by other Territories in Europe, who also operated flexible models of training, also provided ideas for organization and implementation of strengthened components. One of these was the inclusion of required teaching elements in the five-year Lieutenant Program that follows the SFOT, rather than within the limited two to three year training period. The results of this study, aided by these two considerations, have augmented the flexible model of training for the SFOT in Finland and Estonia, better preparing Salvation Army officers to meet the challenges of ministering in the world today with strength and courage. [ Page ] 123 Boundaries: Field and Scope Tim Sensing, in his book on qualitative research, says boundaries are needed in order to isolate a particular aspect of ministry for change so that the outcomes of that change can be measured effectively (2011, 5). A project that is meaningfully constrained and deep will be far more manageable and meaningful than one that is spread too thin. The more clearly the problem is defined, the more focused the project will be. The danger of being too broad is shared with the danger of being too narrow in focus. Field is the identification of the physical limits and delimiters of the research uncontrolled by the researcher. Scope is the identification of the limits and delimiters of the subject that will be studied which is under the researcher’s control. Field This research took place within The Salvation Army Finland and Estonia Territory. Invited participants were all Salvation Army officers or former Salvation Army officers from both countries. Criteria for inclusion in this research will be included later in this chapter. As well, a timeline of the planning and process for the research is included as Appendix M. Scope The general purpose of this study was to review the flexible model of officer training in The Salvation Army Finland and Estonia Territory which was implemented in 2002. As challenges began to arise related to the training, it became evident that a review was necessary to ascertain what changes should be [ Page ] 124 made to more effectively train and equip officers for the current cultural climate in both Finland and Estonia. The population invited to take part were those officers who had been trained in the flexible model of training during the years 2002 and 2019. Participants were asked to share their experience of officer training through completing an online, anonymous survey. Specifically the focus of the investigation was on identification of the strengths of the current program and the gathering of ideas for improvement with a view of the creation of an updated, more effective officer training program. The study took place over the fall months of 2021 in Finland and Estonia. One constraining factor was the voluntary nature of participation in the research. The possible number of respondents to the survey was nineteen and the actual number of respondents was fifteen. The reason for the lack of participation for these respondents was not disclosed to me due to the voluntary nature of the request to participate. Another constraining factor was the challenge of multiple languages, which will be addressed later in this chapter. Finland has two official languages, Finnish and Swedish. Estonian is the only official language in Estonia although many speak Russian as a mother tongue. Officers and cadets have varying command of the English language, which is my native language, and some have other mother tongues and are working in a second language. All this becomes a challenge when asking questions and interpreting responses. A third constraining factor was the advent of the COVID-19 crisis. All Salvation Army ministry units were affected as the opportunity to meet public [ Page ] 125 needs required innovation and the investment of time and energy in new ways. This potentially had an effect on the perceptions of the respondents, completion rates and depth of responses in the survey. A further potential influence came with the benefits and the challenges inherent in doing research in and on the organization of which I am a part. David Coghlin and Teresa Brannick, co-authors of Doing Research in Your Own Organization, emphasize the commitment needed by the system to support this learning-in-action research (2014, Ch. 8, 2 of 22). I was so blessed to have had that. I was able to build upon the closeness that I have to The Salvation Army while maintaining the distance provided by a researcher’s eye. I was able to balance dilemmas and tension between my dual role as an officer and researcher as action research has been, and will continue to be, a natural—though under- developed—and expected part of the responsibilities of the Principal of the Training College and the Section Head of Education and Training. Research Resources The following resources have provided a high degree of support for this project. First are those that have come mainly through The Salvation Army and have provided vital background and continuing direction. The second group of resources comprises those which have supplied the framework for the research design, data collection and implementation of the participatory action research portion of the portfolio. Details are provided below. [ Page ] 126 Group One: Information and Background The O&Rs for the Training of Salvation Army Officers were updated to become The O&Rs for the Training and Development of Salvation Army Officers in May of 2020. The second document places officer training in a sequence of life-long leadership development and provides important direction for the future. Both of these documents contain information about the international requirements for training and the guidance and direction for flexible training models. Salvation Army documents located in the locked cupboard in my office have also provided much needed background: cadet registers, annual reports, prepared briefs and so on. These have supplied information which connects to history and context. The European Training Leaders Network is active in promoting the health of officer training in TSA within Europe. In 2018 a study took place, under the direction of Major Jean-Marc Flückiger Dr Sc. to collect information regarding the training practices in the European Zone. The results of that investigation were compiled in a document entitled “ETLN survey 2018: The training of cadets in the different territories and commands of the Europe Zone, 28 January 2019” and was shared with all Territories and Commands. Access has been provided to both the summarized report and the individual responses. The Finland and Estonia Territory also participated in the survey and there are a number of other Territories who also offer a flexible officer training model. This information provided valuable information related to curriculum content and logistical operations to assist with the development of a renewed flexible training program in Finland and Estonia. [ Page ] 127 Group Two: Research Framework Five key textbooks provided the framework and direction for this project. Tim Sensing’s Qualitative Research: A Multi-Method Approach to Projects for Doctor of Ministry Theses (2011) outlined the purpose, process and components of a DMin project. Ernest T. Stringer’s Action Research (2014) provided valuable information about participatory action research, a requirement of this doctoral project. Judith Bell with Stephen Waters, in their book, Doing Your Research Project: A Guide for First Time Researchers (2006), provided easy to follow guidelines with helpful summaries and checklists that were used along the way. A fourth textbook became my guidance and support as I chose an AI process to conduct my research. Appreciative Inquiry Handbook by David Cooperrider, Diana Whitney and Jacqueline M. Stavros (2003) is a workbook that was informative, provided a model, and challenged me to be true to the tenets of PAR through the process of appreciative inquiry. Data analysis and interpretation was greatly aided by The Coding Manual for Qualitative Researchers by Johnny Saldana (2015). Ethics in Ministry Based Research Initial ethical considerations were made with application to the Tyndale REB for this research. That permission, which included the questionnaire used for the survey, was received March 26, 2019, and, when changes were made, updated with a second approval received October 1, 2020. Guidance and direction from professors Dr. Mark Chapman and Dr. Narry Santos highlighted ethical concerns and cautions. [ Page ] 128 As an officer in The Salvation Army, I had insider knowledge of The Salvation Army. As an International officer in the Finland and Estonia Territory, I had insider knowledge of the workings of The Salvation Army in that Territory as well as my fellow officers. I had insider knowledge of the flexible training system and the history of its development. As the Principal of SFOT and the Section Head of the Training and Education Department in the Finland and Estonian Territory this research was well within the scope of my appointment. Within my insider status there lay both risks and advantages. The potential risks relate to authority, both real and assumed, lack of confidentiality in a small Territory where it is assumed everyone knows everyone, and cultural sensitivity. The advantages lie within the insider position that provides easy access to resources, internal communication and participants. Ernest Stringer provides guidance as he says: Research facilitators [need] to maintain the rights and privacy of research participants, including [using] procedures that guard against the unwarranted intrusion into their lives, maintain their privacy, and establish appropriate ownership and uses of the products of investigation ... Research processes [should be] enacted in ways sensitive to the cultural values and protocols of research participants. (2014, Ch. 8, 18 of 29) I mitigated the risk by seeking and obtaining the proper permissions to carry out the research both within The Salvation Army and within the countries (see Appendix B). Communication regarding the research, my position as a DMin student and the communal value of this project was shared across the Territory so that there were no issues with perceived secrecy. To ensure cultural sensitivity, introductory emails, teaching PowerPoints and the survey were translated by [ Page ] 129 professionals and checked for cultural appropriateness by Finnish and Estonian nationals. Participant action research and the model of appreciative inquiry were introduced to my colleagues through email (see Appendix C) and a PowerPoint presentation. This allowed a shared understanding of the process and invited the participation that fulfilled the tenets of PAR and AI. Shared stakes in the outcome of the research developed; the Kingdom value of preparing officers to meet the challenges of ministry was a uniting theme. Privacy and confidentiality were addressed through the use of an online survey tool, voluntary participation through invitation to participate in both the focus group and the survey, and through the careful computer storage of data on a private Cloud account in Microsoft Office. Permission for recording, strictly for the purpose of this research, was received verbally from all members of the focus group. The processes and the manner in which results would be shared were made clear through email communication and verbal assurance. Phases and Timetable Appendix M includes a timetable which traces the journey of this participatory action research project. It includes the dates, actions and supervision of each task undertaken in the various phases of this project. Methods PAR is an approach to enquiry which involves researchers and participants working together to understand a problematic situation and change it for the better [ Page ] 130 (Sensing 2011, 52). In this case it applied to leadership development—to the flexible model of training for Salvation Army Officers in the Finland and Estonian Territory. PAR is a cycle of research, action and reflection that uses a range of different methods both quantitative and qualitative. In the nature of PAR, a process inspired by AI was used. AI is a 4-D cycle (see Figure III: 2, p. 107) that represents a dynamic process of change which begins with an affirmative question and is guided through four phases by four questions—the discovery phase asks what gives life, the dream phase asks what might be, the discovery phase asks what should be, and the destiny phase asks how to empower, learn, adjust/improvise. Using this process, the strengths of an organization are identified in order to build change (Cooperrider, Whitney and Stavros 2005, 3). The affirmative nature of the AI process fit well with the hopeful, future focused nature of The Salvation Army as is evident in the findings of this research, which are discussed later in this chapter. The objective of this research was to review the flexible model of officer training with an eye to future improvement. The review was conducted through data collection that targeted the first two phases of the 4-D cycle—discovery and dream. The completion of the 4- D cycle is addressed in the final section of this portfolio as design and destiny are considered. Methodology This section was guided through the direction provided by Ernest T. Stringer. An effective research process therefore requires participants to work through the first cycle of investigation by exploring and examining the ways stake holding groups describe or interpret the problem as initially [ Page ] 131 framed. Only then can a research project frame questions that provide sufficient direction to an investigation that enables it to accomplish an effective outcome. (2014, 4, 3 of 57) In order to reach those participants effectively, two methods of data collection were chosen—a focus group and a survey. Each of those will now be discussed. Focus Group Stringer (2014, 4, 20 of 57) describes a focus group as a group interview that allows each person to participate through the sharing of their experiences and their perspectives, guided by carefully devised questions to focus the group on the issue being explored. The issue being explored in this case was the flexible model of officer training. Participants were chosen on the basis of their experience with a flexible model of officer training in some form. Seven potential participants were contacted through email. The invitation outlined the nature of the research being conducted, the value of their voluntary participation, and the time commitment required. All of those contacted responded with interest but in the end, only five were able to participate due to scheduling conflicts. The group of five were all commissioned officers serving in the Finland and Estonia Territory in a variety of roles—two were corps officers, two were Territorial Headquarters (THQ) officers and one was a training and education officer. Four of the five had been trained in a flexible model of officer training, three of the five had experience as training school leaders and one of the five was, with a spouse, the officer who implemented the flexible model of training in the Finland and Estonia Territory in 2002. The group varied in length [ Page ] 132 of officership from four years to thirty years and all had proficiency in the English language. The meeting, originally planned to be face to face, was held via Microsoft Teams, due to the pandemic restrictions. Stringer (2014, 4, 20 of 57) provided a basic framework that was helpful in facilitating this focus group. The ground rules were set by encouraging everyone to be respectful and non-judgemental, and emphasising the value of each person’s opinions and perspectives. The procedures were clearly laid out including: my position as facilitator, the recording and reporting procedures, the activity schedule, and the time-frame for each activity. The meeting was conducted with a prepared PowerPoint presentation that guided through the following exercises. Welcome and Introduction to the research topic o Outline of activities and time-frame o Teaching unit - The AI process o Sharing my story with guiding questions o Group exercises: ■ Identify strengths of the flexible model of training ■ Brainstorming activity to dream of considerations in developing a renewed flexible training program. Summary When addressing the nature of problem identification, Stringer suggests that participants need to be involved to resolve: what the actual problem is, for whom it is problematic, how this problem is seen by stakeholders, and are there [ Page ] 133 problems and issues within the initial problem (2014, Ch. 4, 3 of 57). This process began with the focus group, for which findings will be discussed later in the chapter, and continued with a survey. Participant Survey Judith Bell and Stephen Water (2014, 1, 10 of 24) in guiding first-time researchers, provide this succinct description of the survey method: “The aim is to obtain answers to the same questions from a large number of individuals to not only enable the researcher to describe, but also to compare, to relate one characteristic to another and to demonstrate that certain features exist in certain categories.” A survey method was chosen to include the experience and perspectives of those trained in the flexible model of officer training in the Finland and Estonia Territory. The web-based survey provided participation with anonymity, and allowed each respondent to share their perceptions of the flexible training experience, and to offer professional suggestions for an improved learning experience. An opportunity to participate in the survey was extended to all commissioned officers who had been trained in the flexible model of officer training in the Finland and Estonia Territory since its inception in 2002. These participants were identified through an official register of The Salvation Army Finland and Estonia Territory, making this a finite group of nineteen possible respondents. Five of those who had been commissioned during that time were no longer officers and so not able to be reached through the Salvation Army internal email. Subsequently three of those were contacted and willingly shared their [ Page ] 134 email contacts. The total number of surveys sent out, and possible respondents then was seventeen. The letter of invitation to be part of the study was sent to respondents by email explaining as fully as possible the nature of the research and the value of their participation. This letter was professionally translated into Finnish and Russian to meet the comprehension needs of all participants. It let them know what time commitment would be needed, how the data collection would take place and what would happen with the information that was obtained. Anonymity and confidentiality were assured, and voluntary participation was noted. This allowed those contacted to understand their rights and my responsibilities as the professional researcher (Bell 2006, Ch. 10, 11-12 of 92). The questionnaire (see Appendix H) contained eighteen questions, five of which were demographics, ten of which had a fixed response on a scale, and a final three that invited written responses. Stringer provided guidance in question construction: each question in a questionnaire should seek one piece of information, be clear and unambiguous, and be stated in positive terms (2014, Ch. 4, 31 of 57). The demographic questions targeted information that would allow comparisons and considerations without identifying the respondent. Each of the ten questions on the fixed scale related to integral components of the flexible model of officer training, allowing respondents to share their experience of each of those. These experiential questions fulfilled the secondary purpose of reminding the respondents of their training school experience, encouraging a more focused response to the three narrative questions that completed the survey. [ Page ] 135 The nature of an appreciative inquiry inspired process encourages focus on the strength of what is, in order to dream of what can be, thus making their story a valid part of the survey response. The value of going beyond the limitations of a qualitative survey was in the provision of informative data related to the dream phase. The survey was created in English and so there was a need for Finnish and Russian translation in order to make it fully understood by all respondents. An email was sent to participants to let them know they would be contacted by Survey Monkey to complete the questionnaire. In this email, the survey questions were included in Finnish and Russian so they could follow the questions in the online survey. Fifteen of the possible seventeen responses were returned. Summary Engaging the active participation of the stakeholders in this investigation was the goal of the methods of data collection chosen. Two methods were used— a focus group and a survey—and the details of how that took place have now been shared. The next section outlines the process of data analysis and discussion of what was discovered through each of the methods used. Data Analysis The purpose of the study was to conduct a participatory, strength-based review of the flexible model of training for Salvation Army Officers in the Finland and Estonia Territory, with the objective of revising and updating the current program to make it more effective in preparing officers for ministry. The active participation of both the focus group and the survey respondents provided a [ Page ] 136 wealth of data which, in the nature of appreciative inquiry, was directed to discover the strengths of the current training and dream about the possibilities for a renewed and improved flexible training model. This study looked at flexible training over a twenty year timespan and so identified “what was” along with “what is.” The goal was to have members appreciate the history in order to envision positive potential for the future (Cooperrider, Whitney and Stavros 2005, 38-39). “Data collection by means of questionnaires, interviews, diaries or any other method means very little until they are analyzed and evaluated” (Bell and Waters 2014, Part III, 1-3). Action research processes are designed not to take reflection and analysis for granted but to include them as a part of the investigation. As a researcher, data analysis moves from looking at the data to organizing the data into a framework of ideas and/or concepts that enable participants to better understand the problematic situation (Stringer 2014, Ch. 5, 1-2 of 50). Data analysis was first conducted on the individual data collected— focus group and survey—and subsequently together. Data Analysis—Focus Group The first task following the meeting of the focus group was to go back to the recorded stories and transcribe them. Microsoft Teams provides a running transcript and so, with cut-and-paste, the spoken data was transferred onto a Word document. The recording was in English and the program struggled to catch the nuances of the accents of the focus group participants. This necessitated repeated listening to the recording to correct the printed cut-and-paste version. Meticulous [ Page ] 137 recording ensured that what had been said was accurately recorded with no grammatical corrections or change of wording for sense making. This was done in preparation for coding. Johnny Saldana, in his coding manual, describes coding in this manner: “A code in qualitative inquiry is most often a word or short phrase that symbolically assigns a summative, salient, essence-capturing, and/or evocative attribute for a portion of language-based or visual data” (2015, 346). Coding began with the identification of words and phrases that stood out. This was aided by the repeated listening to the stories prior to considering the text. Once this was done, themes were noted—repeats, similarities, connections— and recorded on sticky notes that were placed on a board, making them easy to organize. Individual words were difficult to consider as none of the people in this group spoke English as their first language. I looked for uniting themes and Sensing (2011, 204-205) suggested a starting point would be to cluster them together by placing the sticky notes under the headings: major topics, unique topics and leftovers. The major topics were organized and labeled according to descriptive themes. The one topic in the unique category also received a thematic label. There were no leftovers. The result was that it was possible to see how some topics were interconnected and descriptive labels were nuanced or changed. This concluded the first coding. Sensing (2011, 204-205) warns: “Qualitative inquiry demands meticulous attention to language and images, and deep reflection on the emergent patterns and meanings of human experience.” The words and phrases from the first phase were recorded in chart form, along with the brainstorming list from the White [ Page ] 138 Board feature of Microsoft Teams as described in the Methods section above. These were then colour coded according to identified themes. A beautiful chart emerged that allowed the patterns and meanings to become evident (see Appendix F). Summarized, these are the strengths, and potential strengths of the flexible model of officer training in the Finland and Estonia Territory identified by the focus group. 1. International aspects 2. Outside expertise 3. Relationship building 4. Support and supervision 5. Training staff as models 6. Flexible and tailor-made training 7. Challenges become opportunities 8. Curriculum ongoing development A second form of data analysis, suggested by Cooperrider, Whitney and Stavros (2003, 99), was the creation of a summary sheet that “allows for open- ended discovery of an organizational system. The objective is to generate themes, descriptors, and key ingredients for dialogue and design of possibility propositions.” The same data set for each respondent was placed in a chart with these headings: most appreciative quotable quote, most compelling story (details, others affected), most life-giving moment of the interview, “Golden Innovation” (who and where), three themes that stood out, emerged small steps towards possible change, and broader steps of positive change (Cooperrider, Whitney and Stavros 2003, 99) (see Appendix G). This allowed the data to be considered in a different and unique way. Some of this will be further discussed in the Outcomes section of this chapter. [ Page ] 139 Of particular interest was the column of this chart that recorded three themes that stood out for each person. These themes readily became apparent after the process previously done with the same data and sticky notes. It was possible to see confirmation of those things that had been gleaned from the previous Microsoft White Board activity and the data analysis done. One new theme jumped forward and this is the challenge of maintaining blood and fire spirit beyond training years. This too will be discussed later in this chapter. The results of the data analysis were shared with the focus group. I shared the process I followed and asked for their feedback through email. The email responses confirmed that the themes were those they recognized and affirmed as being important for the flexible training model. I thanked them for their input and feedback and extended an invitation to participate in the future as the renewal of the flexible model of officer training was done. All responded positively, believing they had been heard and that the findings were true to what had been discovered through our activities together. They expressed their thankfulness for the opportunity to invest in officer training in this manner. Three of the five have further participated in the updating of the flexible model of training and two others, both survey respondents, were added to the planning group because of their interests and backgrounds. These two were the ones who were originally invited to take part in the focus group but had schedule conflicts and agreed to participate as we moved from the dream phase to the work of the design phase. Bell and Waters (2014, II, 3 of 7) point out: “If possible, efforts should be made to cross-check findings, and in a more extensive study, to use more than one [ Page ] 140 method of data collection. This multi-method is known as triangulation.” Triangulation allows the same thing to be seen from different perspectives and allows for confirmation or challenge of the other method. In this project a second method of data collection was a survey. Data Analysis—Participant Survey A survey method was chosen to obtain input from the participants who have been trained in the flexible model of leadership training within the Salvation Army Finland and Estonia Territory. This included both quantitative responses which allowed responses to be tracked and displayed graphically, allowing for the organization and identification of recurring themes (Bell and Waters 2006, Ch. 9 p. 11 of 102). As well, it included qualitative open-ended responses that provided respondents with a voice to share their perceptions of the flexible model of training and potential areas of growth. As noted earlier, there were a possible nineteen people who had been commissioned since the flexible training program began in 2002. Out of that seventeen were finally contacted and agreed to take part in the survey. The response rate for the survey was fifteen out of the seventeen surveys sent out. That is a return rate of 82% which, in turn, represents fifteen of nineteen or 88% of those who have been commissioned since 2002. This high response rate could indicate confidence that these responses do, indeed, represent those who have been trained in the flexible model of training. [ Page ] 141 Demographic Data Analysis The responses to the first five items were presented in question format and provide demographic data (see Appendix I). Demographic data describes the population. The application of this demographic data will inform the later discussion as the responses to the ten experiential statements are considered. They allow for comparisons and aid understanding. Results have been shared in graphic formation in Appendix J. Generally demographic data describes the population but each question provides specific information. This population was balanced in gender as noted in question one—seven men and eight women participated in the survey. Six of the officers have been trained in the last years (2014 to 2019) with an equal number of four having been trained in the first years (2002-2007) and the middle years (2008-2013). One respondent did not indicate the year of training. This second question gives evidence that the respondents represent, fairly well, all twenty years of training. This is a well- educated group of people as question three shows all but one of the respondents had some form of higher education prior to coming to the SFOT. Questions four and five considered the nature of the education while at SFOT. Nine of the respondents received part of their officer education in an institution outside of The Salvation Army SFOT, while six did not. Eleven of the fifteen respondents did some part of their SFOT training in at least one other Salvation Army Territory. [ Page ] 142 Knowing these details about the population helps to understand some of the influences that impact the respondent’s perceptions of their experience in the flexible model of officer training. Experiential Data Analysis Statements six to fifteen surveyed the respondents’ perceptions of their experience of the training components of the flexible training program. Responses cannot be interpreted as actual occurrences during that period of training but, instead, reflect the respondents’ perceptions of their experience. Respondents were given a consistent choice that ranged through: strongly agree, agree, disagree, strongly disagree, and does not apply. The statements were expressed in a positive tone as is encouraged by an appreciative inquiry process. The participants were asked to respond to experiential statements (see Appendix H). The survey of the perceived experience of the participants provides a double benefit. Firstly it allows the view of their experience of the flexible model of officer training as it has been in operation over the years. This is summarized below. Results are displayed in graphic formation in Appendix J. Secondly, it served as a reminder of their training school experience and a prelude to thinking about the strengths, challenges and potential steps forward for the officer training program. All but one respondent found the flexible model of training at SFOT to be a positive experience. For the respondent who did not have a positive experience, this was an expected response as many things can influence this life experience. The fifty/fifty balance of academics and field experience was beneficial for the [ Page ] 143 majority (ten), but not for all, as five of the respondents disagreed. This was one of the few questions where it was possible to see extremes as three strongly agreed and one strongly disagreed. In comparison with other responses, it is noted that all of these four, who were in disagreement with the benefits of the fifty/fifty academic and field learning, also indicated that the field supervision was not sufficient. For those who had the opportunity to study with cadets from other countries—twelve of the fifteen—it was experienced as beneficial learning time. This response was anticipated by me. As I had come from a large Territory where studying with cadets from other countries is rare, this was one of the strong aspects of European Training that I had previously noted. It was one of the bemoaned missing aspects by current cadets who were unable to travel due to the pandemic restrictions. There is consensus that the biblical knowledge received in their flexible training provided a basis for ministry. Leadership training experience was not so clear. Nine of the respondents felt that the leadership training they received provided a basis for ministry; six of the respondents did not. This was a surprise as I expected there to be closer to 100% support for this statement, just as there was for the biblical knowledge statement. It is only in these later years the academic study of leadership training has been added to the curriculum, despite the fact that all of officer training is leadership training. The consideration of the demographic data showed no connection between the perception of leadership [ Page ] 144 training and the years trained with at least one respondent in each training period responding with disagreement. Although the majority of the respondents—ten of the fifteen—felt they were encouraged toward self-knowledge and self-care, during their time at SFOT, five respondents (almost 30%) did not. Once again, I considered a possible connection with the statement related to field supervision. This comparison was inconclusive. The results indicate a mixed reaction to the question of the value of mentorship to the learning and development of the cadet; six indicated that it was not of value and one did not have a mentor. Of note is the person, who indicated they were without the chance to have a mentor. In the suggestions for improvements to the training program, this respondent mentioned a hope for mentorship, saying that it was a valuable missing component in this individual’s training. All but one person felt encouraged and supported in the academic portion of their education. Four of the fifteen respondents, who have been trained in this flexible training program, feel that the goal of training them as blood and fire officers was not achieved. This was a concerning response, as the aim of the training, stated in the O&Rs, is officers with blood and fire spirit. There was no clear connection with years of training or dissatisfaction with the field training supervision which I anticipated could be a possibility. [ Page ] 145 Qualitative Data Analysis This section now addresses the last portion of the participant survey. As was noted above, the first value of the quantitative section of the survey was to allow the participants to share their perceptions of their time in training school. The second benefit of having the participants consider each of the areas of the flexible training program was that it reminded them of their history. Cooperrider, Whitney and Stavros (2003, 3-4) state: “The art of appreciation is the art of discovering and valuing those factors that give life to a group or organization.” The final section of the participant survey provided the respondents with an exercise that allowed them to draw out the best from the past and offered them the opportunity to visualize possibilities for improvements in the future. The final three questions in the participant survey (see Appendix H) asked the respondents to move from the discovery phase, where the best of the past has been considered, and move into the dream phase, where they participated in reflecting upon what can be. They first considered the highlights—the best of the flexible model of training, and then were asked for the challenges—those things that can be addressed—and used as building blocks for a better training experience. Finally they were asked to share their thoughts on ideas that would create a stronger flexible training model for the future. As Cooperrider, Whitney and Stavros encourage: “As participants become energetically engaged in creating the organization's positive history, they give life to its positive future” (2003, 39). In the true nature of AI, the people in the organization are affected by the change in which they have provided input and assisted to implement. This is a 4- [ Page ] 146 D inspired approach, not purely AI, as these survey participants have provided information that will affect the future flexible officer training but they will not be in that training. They will be affected by future change indirectly as they become supervisors, mentors, colleagues and perhaps, one day, training school staff. Even though respondents were told that they could answer the narrative questions in their own language, all who responded chose English. I have become aware, during this process, of how my experience of living in a culture and using a language that is not my first language affects clear communication. In this case, it has allowed me to understand what has been offered in a better way, making responses fully understandable from my position as a reader and reflector. Two of the participants chose not to answer these questions for a reason I cannot or should not surmise. This qualitative portion of the survey data was processed in a similar manner to that which took place for the focus group data analysis. To get a sense of the whole, the narrative responses were transferred to a Word document, each participant’s three responses kept together. These were read over several times and ideas were jotted down as they came to mind. They were coded by words and phrases. There was benefit in getting a sense of each respondent’s thought process as they worked through strengths, challenges and suggestions in that, as the respondents were all English as a second language, I could more easily understand what was being expressed. As noted before, the lack of English speaking fluency did not permit language related study of the data. [ Page ] 147 The next stage of the analysis was accomplished as I created a chart where the responses to the three questions were separated into columns of strengths, challenges and suggestions just as the questions had asked. A fourth column was created to record the predominant themes, using words and phrases, and a fifth column to calculate the frequency of the theme noted. This went through a further stage of coding as the words and phrases from both the first reading of the whole texts and the second reading of the separated texts were transferred to a new chart which coordinated the themes into like groups, making it possible to see categories emerge from the data. Table 1: Participant Survey Data Summary Chart [ Please contact repository@tyndale.ca for Table 1 details. ] DISCOVERY DISCOVERY DREAM IDENTIFIED STRENGTHS of the CHALLENGES of the SUGGESTIONS for THEMES flexible model of flexible model of improving the flexible training training - BUILDING model of training BLOCKS Emerging themes across these three categories were identified as: • Tailor-Made Training • Flexible training components • Supervision • Support As anticipated, some of those things integral to the flexible training model are seen as both strengths and challenges. Those things that are life-giving and important are not easily implemented and sustained. This will need to be considered in the next 4-D phase of design. It is not enough to dream about what could and should be, but must be implemented in a way that is attainable and sustainable. This is a reminder of the value of the cyclical nature of an AI process [ Page ] 148 in continually monitoring whatever is put into place to ensure that strengths do not become liabilities, hindering the flexible training rather than giving it life. Summary Stringer (2014, 5, 1-2 of 50) notes the challenge faced with common practices that become deeply ingrained in peoples’ experience: Action research processes are designed not to take these procedures for granted but to include them as necessarily part of the investigation. They need to “re-search,” look again, at things they have never seen as problematic, making them subject to investigation and analysis and ultimately as potentially in need of change. As I moved along in this journey of action, from data analysis to outcomes and conclusions, I needed to “look past the taken-for-granted theories and explanations for events that are embedded” (Stringer 2014, Ch. 5, 2 of 50), related to the flexible model of officer training. This was made possible with the timely arrival of the new O&Rs for the Training and Development of Salvation Army Officers, which included curriculum updates, lists of corps competencies for cadets and newly commissioned officers, and further direction related to program delivery ideas. All of this served to highlight areas that had not been identified, but that still required consideration. Findings, Interpretations and Outcomes This participatory, strength-based review of the flexible model of training for Salvation Army officers in the Finland and Estonia Territory has yielded results that are directly linked to a change which focuses on a strengthened and more effective leadership development program. The strengths of the current flexible training program are many and have been identified by both the focus [ Page ] 149 group and the survey participants as they have shared their personal experience through the lens of an AI inspired process. They have been led to identify current strengths and envision future improvements. Those things that were the impetus for this study, the cracks that began to show in the current officer training program, have been highlighted through the analysis of the data collected. The focus group and the survey participants agreed that the flexible model of training is beneficial for the ongoing leadership training of officers in the Finland and Estonia Territory. Those who participated through the focus group identified one of the strengths of the training program as the flexible training plan itself. All but one of those who participated through the survey found the experience of flexible training to be a positive one. In the words of one of the focus group participants, “I think that this flexible training is today the way of doing this education and to develop it further.” Findings and Interpretations The data collection and analysis were brought together into a cohesive whole, as common themes across the two models—focus group and participant survey—have come together. The framework used continues to follow a 4-D AI inspired process. Themes that have been identified are first shared through the discovery phase—the strengths of the flexible training model that have been identified by both the focus group participants and the survey participants. Then, on the pathway to the dream phase, the challenges that have been noted related to these strengths provide building blocks. The dream phase outlines the participants’ ideas, based on their personal experience, for the way forward into [ Page ] 150 the design phase. Cooperrider, Whitney and Stavros make this observation: “The dream phase is both practical, in that it is grounded in the organization’s history, and generative, in that it seeks to expand the organization’s true potential” (2003, 112). The dream phase becomes more realistic and vibrant as the words of the participants are heard on the journey to a more effective flexible model of officer training for the Finland and Estonia Territory. Table 2: Data Summary Chart [ Please contact repository@tyndale.ca for Table 2 details ] Themes Strengths Challenges with Ideas to build From the voices that strength upon of the participants A sample of the contents of this chart can be seen in Appendix K. Each of the identified themes and related information, which highlight the findings and interpretations from the data are now summarized. Fifty/Fifty Academic and Experiential Training The strength of the fifty/fifty training is the ability to apply learning immediately in a work situation. The challenges that need to be addressed relate to balancing the academic learning with the field responsibilities and having proper supervision to allow supervised learning to occur. Suggestions for the future are to ensure that cadets are assistants in the field placement and not in charge of a corps and that practical skills are taught in the classroom before they are practiced in a supervised situation. [ Page ] 151 Tailor-Made Training Cadets should be considered individually related to training needs. Previous experience and individual needs should be used to create a personal learning plan. Partnership with other institutions will provide the optimum learning experience through their valuable expertise. Independence is allowed. The noted challenges with this include: how to address previous experience that is not Salvation Army based, the development of a sessional identity, and the lack of time for cadets to study together. Some suggestions from the data for addressing these challenges are: Salvation Army classes such as theology and doctrine can be taught as group lessons and other classes taken on-line or in other institutions as needed. The now two-year expected duration of study could be extended for a third year. Cadets with appropriate skills could assist with the teaching and some classes could be optional. Support for Cadets Support for the cadets can come through: spiritual mentors, teachers, Territorial Headquarters staff, and other cadets. There have been challenges over the last twenty years with the sustainability of mentors. It was noted that because this is a small Territory, there is the sense that everybody is familiar with everybody which can result in distrust with confidentiality. Some thoughts to meet these challenges are: specialized training for those who are mentors and support officers, using other Territories as a resource, and matching cadets and mentors more purposefully. [ Page ] 152 Curriculum It is important to ensure that the Bible basics continue to be taught. Salvation Army teachers are important particularly for those coming from outside a Salvation Army background. The guidelines of the International Salvation Army should be the guide for any curriculum development. Challenges are faced in the areas of increased need for specialist study—social work and dealing with people. Foundational basics cannot be left to field practice alone and need to be taught but classes and class time are limited. Thoughts for addressing the challenges include: using specialist teachers from other areas, work practice that includes all Salvation Army work, which could be international, offering optional courses and more intentional planning to eliminate overlap. International Experience International experiences were positive for those who had the opportunity and highlighted by the focus group as an important part of their experience. There is value in learning about the nature of the international Salvation Army to which the cadets belong. Language is the noted challenge whenever considering international possibilities. Consideration of cadet practice in other countries should be a consideration despite the language challenge and opportunities created for relationship building with cadets from other countries. Training Staff and Teaching The experience of training school staff has been overwhelmingly positive. They have been seen as welcoming, supportive, skilled and good models. The [ Page ] 153 challenge is that there is not enough staff and not enough variety in the teachers. As the Territory is small, teachers are also colleagues and friends which can create issues. As well, there is not enough classroom time. Using outside teachers is challenging because they do not know Salvation Army theology. Some thoughts to meet the challenges include: using specialist teachers from outside The Salvation Army for special courses, using Salvationist teachers from other Territories, partnering with other learning institutions, adding a third year to the program length and remembering that challenges provide opportunities. Relationship Building Relationship building was the most important aspect of training for the focus group, including the opportunity to develop international relationships. The flexible model of training cannot provide relationship experiences in the same way a traditional residential program can and tailor-made individual learning plans limits time together and the ability to get to know one another. To deal with these challenges, thoughts come back to a third year of training and more classes. The creation of intentional opportunities for cadets to spend time together and develop relationships was suggested. Training Facilities The training facility is a place that is inviting and a place of refuge where cadets can come together. During the course of this study, a move of the training school was made from a shared space to a dedicated space. The suggested challenges were the need for upgraded facilities and technological tools that are in [ Page ] 154 good condition and current. The solution is this: make the upgrades by including them in the budget and seeking professional assistance. Blood and Fire Spirit About three quarters of those who have been trained in the flexible training mode felt that they had been commissioned with a blood and fire spirit. The challenge pointed out by the focus group was the maintenance of that spirit once ministry becomes burdened. Another challenge noted was the confusion on what the blood and fire spirit means. The suggestions for meeting these challenges included: teaching the basics, involvement in international programs and creating opportunities for session building so cadets get to know others and share experiences. Journey Clearly, the focus group noted that training is valuable as a formative part of the journey. This is challenged through field placements that are not suitable and unmet expectations. To make this time in training as formative as possible it was suggested that mentors and teachers can share their experience. Creating opportunities for cadets to get to know one another is important as is actively listening to the needs of each person. Summary What has been accomplished in this section is described by Stringer as the task of a researcher facilitator who provides the opportunity for participants to understand their own experiences in a way that makes sense to them (2014, Ch. 5, [ Page ] 155 3 of 14). What is provided through these findings and interpretations become the basis for action. The experiences and perspectives of the participants have been acknowledged and the basis for concrete action has been provided. It is now time to consider the outcomes—what has been learned and where it leads. Outcomes Much has been learned about the flexible model of officer training in the Finland and Estonia Territory. Participants in the AI inspired process have highlighted strengths, uncovered challenges and identified potential direction for the future. What has also been learned is the value of this review process as part of my DMin program. There is truth in the words of Heifetz and Linsky (2017, 1, 20 of 27): The toughest problems that groups and communities face are hard precisely because the group or community will not authorize anyone to push them to address those problems. To the contrary, the rules, organizational culture and norms, standard operating procedures, and economic incentives regularly discourage people from facing the hardest questions and making the most difficult choices. The challenges of the flexible model of training go back to its inception in 2002. This program was adapted because of the struggle to train cadets in a traditional, residential method. It was a way forward and it has been in ongoing development ever since. Changes that have been made have allowed the program to continue through challenging times. Not stopping to do a comprehensive review has resulted in the perpetuation of practices that are not optimum and there is a sense of the inability to change due to obstacles that are too large. The impetus of this PAR is changing that. [ Page ] 156 Conclusions The Journey of Action that has been the focus of Chapter IV is now complete. The research has been done and duly analysed and reported. The strengths of the flexible model of officer training in the Finland and Estonia Territory have been illuminated by the participants in this action research and they have provided the basis for the growth and development of this leadership development program in the future. Chapter IV concludes with a humble sense of appreciation for those who have been involved and with great hope for the future. As a leader I have learned so much through the course of this degree and one of the greatest is the faithfulness of God. It is through his guiding and leading that I have been able to accomplish what I have without losing myself. I am thankful for the opportunity to learn and grow, to serve and worship. [ Page ] 157 CHAPTER V THE JOURNEY OF CELEBRATION This chapter brings into view the journey that I have been on through the course of the last three years in the DMin through Tyndale University. Richard Foster, a renowned and well known Christian writer, teaches that: “Celebration is a grace because it comes unmerited from the hand of God. It is also a Discipline because there is work to be done” (1989, 347). The time is now to celebrate as this chapter summarizes, looks at implications and considers future plans. Project Summary The focus of this project has been twofold. Firstly it has been to apply a participant action research model to the investigation of an active ministry context in order to effect positive growth through change. A second, and no less important objective, was to effect change and growth in me as a leader. Understanding that this is a snapshot of one brief period of time, these foci will be explored. Participant Action Research Summary The research component of this project was intended to review the flexible model of officer training in the Finland and Estonia Territory of The Salvation Army, using a participatory, strength-based model. This was accomplished through the application of an AI inspired process which is described as being 4-D, [ Page ] 158 discovery, dream, design and destiny. The review of the flexible training model has undertaken the discovery phase and moved into the dream phase through the active participation of a focus group, those who have experience and continuing interest in officer training, and a survey group of those who have been trained in the flexible training model over the past almost twenty years. The richness of the strengths that have been recognized and the vibrancy of the visions of possibilities for the future bring to life the words of Isaiah 43:19, “See, I am doing a new thing! Now it springs up; do you not perceive it? I am making a way in the wilderness and streams in the wasteland.” The strengths that have been identified through this investigation provide building blocks for the future. The results of this study are being considered in light of the Orders and Regulations for the Training and Development of Salvation Army Officers (2020) which seeks to guide Salvation Army training programs internationally with a united view of “developing officers who are true and passionate Salvationists embodying such blood and fire spirit that they are equipped to advance the mission of The Salvation Army” (Army 2020, 3.1.1.). The plans will be grounded in the continuing active participation of those who share the passion of developing leaders who will effectively impact this part of the vineyard for the Kingdom of God. The dreams that have been shared are based on the insider knowledge and perceptions of those who have experienced the reality of officership, not only in Finland and Estonia, but in other areas in the world. This is a rich repository that can be viewed in light of possibility, providing direction for the growth and [ Page ] 159 change that has begun. As we step forward in faith, we can be sure in our direction as it arises organically from the roots of the best of our training program. Speaking of the AI process, Cooperrider, Whitney and Stavros (2005, 176) assert: This approach involves neither prioritization of needs nor an imposed sequence of management. Instead, people who are passionate about implementing a particular aspect of the design step forward and join with like-spirited collaborators. It is a time of continuous organizational learning, adjustment, and improvisation. Ministry Leadership Summary In many ways, my perspective of myself as a leader has changed over the past three years. As I have embraced the calling to leadership in an intentional path of growth through the DMin program at Tyndale, I have clasped the confidence inspired by two passages of Scripture. The first was expanded upon as I sat in my very first class at Tyndale. “‘Love the Lord your God with all your heart and with all your soul and with all your strength and with all your mind’; and, ‘Love your neighbor as yourself’” (Luke 10:27). Even as I sat as an accepted student in a doctoral program, I questioned my reason for being there. Was this a calling from God or was this a personal desire? Already, as a Salvation Army officer, I had embraced the call of God to leave worldly desires and passions, and to place the love of Jesus and the work of the Kingdom as first and foremost in my life. The second part of this verse commanding me to love my neighbour as myself was the natural part that I understood very well. The first part of this commandment however, was couched in doubt when I queried what it meant to love God with all my mind. The focus of the devotion was just that—what it meant to love God “with all your mind.” Through the teaching I found the [ Page ] 160 confirmation that I needed to proceed on this three years of leadership growth and development through the DMin program. The second verse that has greatly influenced this journey is Ephesians 2:10, especially as expressed in The Message paraphrase: “He creates each of us by Christ Jesus to join him in the work he does, the good work he has gotten ready for us to do, work we had better be doing.” It follows that not only has God created me to be a leader, as can be seen in Chapter II—Journey of Discovery— but it is an ongoing work that I am compelled to continue in the name of Jesus. As I have embraced this, I have gained a growing confidence, not in my own leadership, but in God’s continued guidance, direction and purpose that is being lived out. As stated in the opening chapter of this journey, this participant action research was part of a personal leadership journey. I have learned much about the flexible model of officer training, about many aspects of research, about institutions and organizations and about myself as a leader. Here are a few of those learnings. There are things I would do differently if I was to do this again. I have not managed to actually complete the AI process that I had planned and hoped to do. I have struggled organizationally to work through the process. Those struggles are related to: my incomplete understanding of AI, the challenges of culture and language, the issues connected to a small Salvation Army with stretched personnel resources and, not to be forgotten, a pandemic. I have learned to depend [ Page ] 161 on colleagues and study partners to lead and guide when I have found myself in need of guidance and direction. Perhaps I have been naive in thinking that my previous experience in Finland, and in the flexible model of training, was enough to off-set my being Canadian and a temporary resident in Finland—a time-limited officer in the Finland and Estonia Territory. I have had glimpses of this disadvantage in having to reword some of my survey questions to make them culturally applicable and the limitations discovered in language coding. I could have added more questions to the survey to learn more, added a concentration on those currently being trained, narrowed my focus to specific elements of the flexible training model— these are a few thoughts. I also did not fully consider the potential costs—financial, personnel, material—to bring about some or all of the changes related to the findings. This realization has come with the recent move of SFOT from a shared space to a dedicated space. Related to that was my naivety in thinking about a result that would be fully implemented, rather than the reality that change is going to be affected by many things. Other thoughts, that should have come earlier, relate to my age, the stage of my officership and the limited time of this overseas appointment. I will not have the time and authority to bring about the necessary changes in a time frame that will likely take three to five years to implement properly. In retrospect, I would have narrowed the scope of this investigation. [ Page ] 162 I have definitely underestimated some things. Unexpectedly, one of these is the magnitude and expectation that my research has inspired in the European Zone. The results of this PAR and the ensuing changes in the flexible model of officer training have created excitement and expectation. This is both encouraging and, in light of what I have shared above, a little overwhelming. Personally, I have so many books on my bookshelf, and so much fabric in my sewing cupboard that have been labelled ATD—after the doctorate. Although the draw to this degree program was the active ministry nature of the study, I underestimated the time and the challenges this would create. I have embraced this review with the passion of a leader developer but have found my time to actually develop leaders and to fulfill the responsibilities of my appointment seriously affected. I am not the same leader that began this journey. At the same time, I am recognizable from the lenses through which I have studied, learned and applied that learning, to the DMin work and to my leadership within The Salvation Army. More than that, the embracing of this learning has affected the understanding I have developed of my family, friends and colleagues. I have uncovered a growing passion for leadership growth and development that undergirds the work of this project and continues to fuel my ministry as the Training Principal and Section Head for Education and Training in The Salvation Army Finland and Estonia Territory. God has opened doors and created opportunities that cannot be explained away as the workings of people or coincidence. I am firmly rooted in [ Page ] 163 the empowerment and assurance that comes in knowing not only who I am but whose I am: “Christ in [me], the hope of glory!” (Colossians 1:27). Future Plans In light of all of the discoveries noted, future plans now have been put into place and the change has begun. Key stakeholders have been approached and a team has been created with the commitment to address the needed changes to the flexible model of training. This team includes: those in leadership, who are in a position to authorize change, those with educational experience who can inform curriculum, and those with language skills who can identify and review resources, and make contacts with potential supporters. We have named this team the SFOT Planning Group—SFOT-PG. We have reviewed the AI cycle and the results of the research have been shared and discussed. These, in broad strokes, are the anticipated next steps created by SFOT-PG. A three-year change plan has been created with an understanding that there will be an ongoing need to address issues related to limitations and resources with innovation and creativity. The areas identified through the data analysis provided the framework for our planning. The suggestions for addressing the challenges have been considered and built upon. Fifty/Fifty Academic and Experiential Training An attempt will be made to give first year cadets a corps assistant position at least for their first year. This will be addressed with the Appointment Board and I will be included in the discussion. The inclusion of field training core elements in the teaching curriculum will be addressed within the two-year [ Page ] 164 curriculum plan. Teachers for these practical elements will be sought through experiential experts who are corps officers. Tailor-Made Training The fall program will be reviewed with the first and second year cadets to identify their learning needs in each curriculum area. The consultation with each cadet will happen by Microsoft Teams at the beginning of August to allow planning time to meet the unique needs of each cadet. Ways to meet those needs will be explored with each person. Consultation with the Officer Training Committee will help to locate and access resources needed. Support for Cadets Cadets will be consulted about their needs for support and this will be taken into account. Mentors and support persons will be matched with cadets with care, taking into account shared interests, experiences and personalities. Training for mentors, support officers and supervisors will be provided early in the fall and resources will be shared. A review of these relationships will happen at the half- way point of the year to ensure all is going forward in support of the cadets’ needs. Changes will happen if necessary. Curriculum The curriculum has, over the past three years, worked into a two-year plan so that classes can be taught, as much as possible, to both training sessions at the same time. This fall will cover a survey of the New Testament and the teaching will be done by TSA teachers. Next year the focus will be on the Old Testament. [ Page ] 165 The latest O&Rs will be previewed and preliminary changes to the curriculum content will be made where possible. A list of specific specialist needs will be created and the search begun for potential teachers. At the ETLN meeting in the fall, part of the discussion will include a teaching pool of European officers who have expertise. Also discussed will be the development of teaching units that are recorded for common use. International Experience The Catherine Program will be offered online in August. All efforts will be made to create opportunities for international connection though this will be challenging. All cadets, both first and second year, are taking the first Basic Course. The Advanced Course for the Catherine Program is scheduled for August 2022 in Holland. Plans are underway for a Cadet Congress in London, England in the spring of 2022. Funds are reserved in the budget for all current cadets to attend. International learning possibilities and exchanges will be considered in the ETLN in the fall. Training Staff and Teaching Succession plans are being considered as my international term will conclude in June 2022. Officers with specific training and interest will be asked to participate in a teaching roster over the next two years. Cadets with specific skills will be enlisted, as part of their training, to teach. As the conditions for travel improve, teachers from other Territories will be invited to teach. Consideration is being made to increase teaching time and thoughts include: moving from three days per month to four, providing a distance component in courses so that [ Page ] 166 learning takes place between the monthly visits to Helsinki, and potentially increasing the length of the training program from the current two years and two months to three years. Relationship Building Relationship building will be an important focus and is considered to be more achievable with the ability to meet physically once per month. Team building and spiritual days have been built into the curriculum. Opportunities will be made for shared meals and fellowship times during our intensive days. The opportunity for international relationships to develop will again be made possible through plans (over the next three years) for: the Catherine Program, the European Cadet Congress, the Brengle Institute and the Nordic Cadet Learning Week. Discussions with the ETLN will include possibilities for learning visits and exchanges for the cadets. Training Facilities The training facility has been created as a space that is inviting and a place of refuge where cadets can come together. Consultations with cadets have led to changes to the physical space to make learning, living and fellowship experiences better. New windows are needed but this is an issue for the whole building in which the Training School is located. This will be addressed in the future. Consultation with professional technicians has taken place and upgraded technological tools are being planned in stages as funding allows. The goal is to create the possibility for recording learning modules for distance learning and sharing with other Territories. [ Page ] 167 Blood and Fire Spirit Our group discussed the need for this to be an intentional element of the flexible training program. Several things will be put in place beginning this fall. Part of the new O&Rs for the Training and Development of Salvation Army Officers is a list of competencies for those entering officer training and being ordained and commissioned. Both of these will be used as tools for discussion, and identity development as blood and fire spirited officers. Each session of cadets is given a name that is the same internationally for all cadets trained in the same years. Activities for the fall have been designed to help the cadets identify with their sessional names. For instance, the cadet who will be ordained and commissioned in October is a Messenger of Holiness, the second year cadets are Messengers of Reconciliation, and the first year cadets are Reflectors of Holiness. Modelling has been identified as particularly important and the training for support persons will include discussion of blood and fire spirit. Journey A leadership activity introduced to me through Dr. Janyne Peek-Emsick is the exercise of writing your life story of leadership development. Guided by the work of Robert J. Clinton (2012), I will lead the cadets in the creation of their own personal timeline. This will be one of the exercises in the leadership course and will highlight the concept of journey. Cadets will be assigned a prayer partner who is a retired officer and will have an opportunity to discuss with them, their mentors, support/supervisors, training staff and visitors regarding the journey of [ Page ] 168 officership. Other supports will be: spiritual formation journals, development discussions and conversations. Summary This plan has been developed within the SFOT-PG and will be presented to the Officer Training Committee, the official committee that provides support to the Training School, before it begins implementation in September 2021. The members will be able to offer further guidance through their experience. Of note, the O&R’s for the Training and Development of Salvation Army Officers document is being translated into Finnish, Russian and Estonian to meet the ongoing needs of all leaders in the Territory. While these changes, on the surface, may seem to be accomplished, they are only a good beginning. There are interconnected issues between the suggested changes that will need to be constantly addressed, monitored and refined. In the nature of appreciative inquiry, this action-reflection cycle will ensure that the flexible model of officer training renewal will be ongoing and effective. A fire has been lit by the presentation I was able to make for many of the ETLN members, and the European Zonal Commander, who all expressed great interest in this study and the outcomes. I will make a presentation to the Board of Directors here in Finland in the early fall and another to the ETLN around the same time. This presentation will highlight the changes that are being made and those being planned for, garner interest, and encourage support. In the terms of the 4-D cycle of appreciative inquiry, the design stage is active and will continue with the ultimate aim of a fully implemented change [ Page ] 169 plan, within the next three years, which will renew the flexible model of training to meet the needs of ministry in the current context. While my time is limited in this Territory, it is hoped that I can, from a distance, continue to assist and encourage and potentially, send out a second survey to measure the experience of newly commissioned officers in the years to come—realistically about five years down the road. Implications and Considerations The AI inspired process is not yet complete. The building blocks that have been identified in the discovery phase and the potential expressed in the dream phase are now being applied in the design phase and implemented in the destiny phase. This ongoing process is going to require ongoing commitment on my part to the PAR ongoing cycle of reflection-action-reflection. The fires that have been ignited need to be fueled to flames. In a world that offers so many distractions and what seems to be crisis upon crisis, it would be easy for the work that has been done to fade into a research project that has been completed as I accept my doctoral degree. As a leader, called by God to do the work that he has prepared for me beforehand, I am committed to following the development of a more effective flexible officer training program for the Finland and Estonia Territory to fruition. This does not mean personal, individual work but being the facilitating, inspiring voice that leads those who participate in the mutual discovery of the best our leadership development program can be. Final Summary [ Page ] 170 In the most recent 360° Leadership Assessment responses received in my journey (February 2021), there are comments that encourage me to do my part in the way forward. “Gerry is intentional about making sure others are moving towards a development track or plan. This helps as she encourages practical steps for growth” (Tyndale 2021, 17). “Gerry is a very committed person and she put all her strength to God’s work and she clearly says her opinions and thoughts in the joint discussions and planning negotiations. She wants the best possible decision in an organizational surrounding. She is an important part of our organization” (Tyndale 2021, 21). Ever influenced by my personal philosophy of leadership, embracing the conviction of life-long learning, and convicted by the passion of leadership development, I place myself in God’s hands for the furtherance of the Kingdom. This is my reason to celebrate! “Through Jesus, therefore, let us continually offer to God a sacrifice of praise—the fruit of lips that openly profess his name” (Hebrews 13:15). [ Page ] 171 APPENDICES [ Page ] 172 APPENDIX A: Ministry Timeline Major Geraldine Lindholm 2003-2005 The Salvation Army College for Officer Training Saint John’s, Newfoundland, CAN 2004 Summer The Salvation Army Whitby Community Church Whitby, Ontario, CAN 2005 Spring The Salvation Army Chikankata Mission Chikankata, Zambia, Africa 2005-2007 The Salvation Army Thompson Community Church Thompson, Manitoba, CAN 2007-2008 The Salvation Army Dauphin Community Church Dauphin, Manitoba, CAN 2008-2009 The Salvation Army Rauma Corps Rauma, Finland 2009-2011 The Salvation Army Kajaani Corps Kajaani, Finland 2011-2014 The Salvation Army Helsinki Corps and School for Officer Training Helsinki Finland 2014-2016 School for Officer Training Helsinki Finland 2016-2017 The Salvation Army Wiarton Community Church Wiarton, Ontario, CAN 2017-2019 The Salvation Army Lakeshore Community Church Toronto, Ontario, CAN 2019- present The Salvation Army Territorial Headquarters and School for Officer Training Helsinki, Finland [ Page ] 173 APPENDIX B: Permission For Research Tyndale University College & Seminary 3377 Bayview Avenue Toronto ON M2M 3S 416-226-6620 / 416-226-6746 31st January 2019 To whom it may concern. Captain Geraldine Lindholm: Doctor of Ministry - Leadership Track (DMML Cohort 10} We arc delighted that Captain Gerry Lindholm will be transferring to serve In Finland in the summer. She will take up her new appointment as head of our Training and Education section, effective from 1st July. We have been informed of her continuing studies and fully support her research project: A Comprehensive Review of a Flexible Model of Training for Salvation Army Officers in the Finland and Estonia Territory Her research will greatly benefit the territory and support the on-going development of our training programme. This project also sits very comfortably within the brief of Gerry's appointment. Approval Is given for her to contact officers and cadets in order to gather research data. Sent with approval of Colonel Patrick Naud, Territorial Commander. Yours faithfully, CedHills lieutenant Colonel Chief Secretary [ Page ] 174 APPENDIX C: Invitation To Participate For The Focus Group Address Date Dear Colleagues, As part of my doctoral studies, I have chosen to study the flexible model of officer training that has been used in the Finland and Estonia Territory since 2002. Through the support of a Focus Group, information gathered through the European Training Leader's Network and a survey conducted with those who have been trained in the flexible model, I will collect valuable information with the hopes of identifying best practices and making recommendations for any changes that can be made to strengthen the training program to meet the supreme aim of training as outlined in the Orders and Regulations for the Training of Salvation Army Officers. What also will be taken into consideration are the cultural needs and how the Training of Salvation Army Officers can meet the challenges of ministering with strength and conviction in their local setting. I would like to invite you to join me in a Focus Group who will work with me to investigate. We can identify best practices and build on those to enhance our SFOT program and the flexible model of training. Together we can create a plan going forward that will augment officer training in the Finland and Estonia Territory. The Orders and Regulations for the Training of Salvation Army Officers states, "The supreme aim of training shall be to develop officers of such Blood and Fire spirit that they will be enabled to sustain and advance the purposes of TSA." (Orders & Regulations of The Salvation Army 2005, Ch.l, Sec.1.1.) Your part in this Focus Group can further this aim in a way that is informed and culturally sensitive. To God be the glory! Feel free to call if you have any questions. I look forward to your response. Blessings, Geraldine Lindholm Major Training Principal & Section Head for Education and Training [ Page ] 175 APPENDIX D: Letter of Introduction to Survey Participants Address Date Dear Colleagues, As part of my doctoral studies, I have chosen to study the flexible model of officer training that has been used in the Finland and Estonia Territory since 2002. Through the support of an Expert Panel, information gathered through the European Training Leader's Network and a survey conducted with those who have been trained in the flexible model, I will collect valuable information with the hopes of identifying best practices and making recommendations for any changes that can be made to strengthen the training program to meet the supreme aim of training as outlined in the Orders and Regulations for the Training of Salvation Army Officers. What also will be taken into consideration are the cultural needs and how the Training of Salvation Army Officers can meet the challenges of ministering with strength and conviction in their local setting. I would like to invite you to join me in this research by participating in a survey that will allow you to share your experience of being trained in the flexible training model. Through your feedback, we can identify best practices and build on those to enhance our SFOT program and the flexible model of training. Together we can create a plan going forward that will augment officer training in the Finland and Estonia Territory. Please be aware that your participation is voluntary. The survey will come to you through an online Survey Monkey format in the next two days. There will be no identifying data and every attempt will be made to protect your anonymity. The Orders and Regulations for the Training of Salvation Army Officers states, "The supreme aim of training shall be to develop officers of such Blood and Fire spirit that they will be enabled to sustain and advance the purposes of TSA." (Orders & Regulations of The Salvation Army 2005, Ch.l, Sec. 1.1.) Your part in this research will further this aim in a way that is informed and culturally sensitive. To God be the glory! Feel free to ask if you have any questions. Look for the survey which will arrive by Army email. Thank you in advance for your partnership in this research activity. Blessings, Geraldine Lindholm Major Training Principal & Section Head for Education and Training [ Page ] 176 APPENDIX E: Focus Group Meeting Detail Welcome and introduction to the research topic Fulfilling my role as the professional researcher, I thanked the group for attending and received verbal permission from each person to record the session for the purpose of this study. I reassured them that their names would not be used and permission would be sought individually should there be a desire to quote them. The meeting was then recorded and that recording is kept confidentially in my personal Cloud storage on OneDrive, which is a component of Microsoft 365. Outline of activities and time frame Teaching unit - appreciative inquiry process The appreciative inquiry process was introduced through a simple and explanatory PowerPoint presentation based on the “Brief Introduction to AI: One Hour Agenda” provided by Cooperrider, Whitney and Stavros (2003, 50-51). The positive and cyclical nature of an AI inspired process was highlighted and, in this way, the group was able to see how this research was designed to ultimately renew the flexible model of training in Finland and Estonia based on identified strengths and consideration of what could make it stronger. They were encouraged to consider the future through the ongoing cyclical nature of an AI process. The identified affirmative action was acknowledged—a participatory, strength-based review of the flexible model of training in The Salvation Army Finland and Estonia Territory—and led into the discovery phase based on the planned activity. “Collecting appropriate, useful and purposeful data is the key to the Discovery phase. Data collected at this stage serves as the basis for the next [ Page ] 177 step of creating the organizational dream” (Cooperrider, Whitney and Stavros 2005, 87). My story with guiding questions The group was asked one by one to share their personal training school story. They were guided by three leading questions: Share your story of training school. What were the triumphs? What were the challenges? How did you experience blood and fire spirit? This was an exercise to address the discovery phase of the AI process. “In the Discovery phase, people share their stories of exceptional accomplishments, discuss the core life-giving factors of their organizations, and deliberate about the aspects of their organization’s history” (Cooperrider, Whitney and Stavros 2005, 39). I was humbled by the trust that was placed in me and in the others in the group as these focus group members shared so freely and openly in matters that obviously touched their lives and their hearts. Identification of the strengths of the flexible model of officer training Stringer asserts that the group needs to be assisted in summarizing the perspectives that emerge from the discussion and identifying the key features of their experience and perspectives (2014, Ch. 4, 21 of 57). The group was led, based on their stories, to identify the best components of the flexible training program. This was done using the White Board feature on Microsoft Teams where each person was able to record the strengths they perceived simultaneously with others. We then were able to compare the lists and make a summary. Perspectives on best practices for consideration in developing a renewed flexible training program [ Page ] 178 It was gratifying to see how the group considered the AI process and proceeded to begin the dream phase in a natural response to hearing one another’s stories and the identification of current flexible training model strengths. The dream phase of an AI inspired process asks the question, what might be? A second screen on the Microsoft White Board feature allowed the recording of a list of possibilities for a renewal of the flexible training model that flowed from this experienced, enthusiastic group. As this expert group concluded, I again expressed my appreciation for their part in this participant action research and reminded them that what we had done today would be augmented by a survey of those trained in the flexible model of training and a request for comparative data from the ETLN. [ Page ] 179 APPENDIX F: Focus Group Summary Chart [Please contact repository@tyndale.ca for Appendix F details ] This chart that created by identifying the themes in each story as it was transcribed. The brainstorming activity was added in the last column. Common themes were highlighted by colour. The result was a beautifully coloured chart that clearly identified the strengths and areas for further consideration from the perspective of the focus group. 1. International aspects - YELLOW 2. Outside expertise - ORANGE 3. Relationship building - RED 4. Support and supervision - PURPLE 5. Training staff as models - GREEN 6. Flexible and tailor-made training - BLUE 7. Challenges become opportunities - BURGUNDY 8. Curriculum ongoing development - WHITE Story 1 Story 2 Story 3 Story 4 Story 5 Brainstorming YELLOW BLUE YELLOW BURGUNDY BLUE BLUE International Length of International Benefits of both Consideration of People get to aspects training aspects systems of time before practice at the training training school same time they study RED ORANGE BLUE YELLOW YELLOW BLUE Relationship Expert Uniqueness of International Open half year Possibility for building teachers each cadet aspects for all Salvation tailor-made Army cadets training who started training (Sweden) ORANGE WHITE GREEN GREEN WHITE RED Study in outside Maintaining Growth and Experience Training of Learning from institutions Blood & Fire learning of the helps the training one another spirit teachers training leaders BLUE RED WHITE RED BLUE ORANGE Adjusted Cadet Challenges as Benefits of Flexible training Best teachers curriculum cohesion opportunities living together puts more on the through other content character shoulders of the universities and development cadets programs BLUE BURGUND PURPLE WHITE BLUE WHITE Flexibility/ Y Support & Suitability of Challenges and Spiritual Personalization SFOT as part supervision flexible training benefits of development of the journey for this time personalized program learning plan PURPLE WHITE BLUE RED YELLOW Support & Further ongoing Learning is Value of time Fellowship Supervision development of practiced in for relationship through flexible appointment building international training cadet happenings GREEN RED RED ORANGE ORANGE Staff as models Fellowship Outside experts [ Page ] 180 Servant leadership Relationship Shared building experience with other Christians WHITE WHITE GREEN Army based Difficulty with Salvation Army curriculum distance travelling teachers BLUE WHITE WHITE Personalized Making Language paths mistakes along benefits and the way challenges BURGUNDY BURGUNDY Benefits of both Officership as systems of part of the training learning PURPLE Support and supervision [ Page ] 181 APPENDIX G: Focus Group AI Summary Chart Example [ Please contact repository@tyndale.ca for APPENDIX G details. ] Most Most Most "life- "Golden Three Emerged Broader steps Participan appreciativ compelling giving" Innovation" themes that small steps of positive t e quotable story- moment of -who and stood out towards change quote details- the interview where possible others change affected "We Exhausting She identified More 1. The Teaching Increased 1 always felt traveling a challenge flexible and value of more flexibility so between with not more coming practicalities Partnering welcome Finland and having a personal together in class with other and Estonia supervising 2. The Creating a learning nurtured Repetition officer but importance safe and when we of Salvation when offered a of the encouraging were at the Army potential internationa place in the Officer history solution to l training School and teaching adding more components school. that has practical 3. The More left me training in the value of intentional with a officer using planning for really good school. outside non-overlap. model of learning servant resources. leadership. " [ Page ] 182 APPENDIX H: Participant Survey Questionnaire The Orders and Regulations for the Training and Development of Salvation Army Officers (2020) states, "The ultimate aim of cadet training is develop officers who are true and passionate Salvationists embodying such "blood and fire" spirit that they are equipped to advance the mission of The Salvation Army (Ch. 3, Sec. 1.1). In 2002, The Salvation Army Finland and Estonia Territory moved from a standard model of Officer training. The purpose of this research is to develop an understanding of the strengths of the flexible model of Officer training in order to inform future direction. You have been selected to complete this questionnaire because you were training in the flexible model. Your participation is voluntary and there will be no personal identification so that anonymity may be assured. Thank you for your partnership in the future education of the Salvation Army Officer. 1. Gender 2. In which 5-year span were you commissioned from SFOT (School for Officer Training)? 3. What was your completed education prior to entering SFOT? 4. Did part of your SFOT studies include training in outside educational facilities (non-Salvation Army)? 5. Did any of your SFOT studies include training in another Territory (not individual courses)? Strongly agree Agree Disagree Strongly disagree Does not apply 6. The School for Officer Training was a positive experience for me for the purpose of preparing me for ministry. 7. The 50/50 balance of academics and field placement was beneficial for my learning. 8. The opportunity to study with cadets from other countries was beneficial for my learning. 9. The SFOT program provided a basis in biblical knowledge education/training. 10. The SFOT program provided a basis in leadership education/training. 11. The SFOT program encouraged self-knowledge and self-care. 12. The field placement while in SFOT was adequately supervised. 13. The SFOT mentorship component was a valuable part of my learning and development. 14. The SFOT leaders and teachers were encouraging and supportive. 15. SFOT prepared me for the life of a blood and fire officer. [ Page ] 183 16. What do you consider to be the strengths of the flexible model of training for Salvation Army officers in the Finland and Estonia Territory in the goal of training blood and fire officers? 17. What do you consider the greatest challenges to be in the flexible model of training for Salvation Army officers in the Finland and Estonia Territory in the goal of training blood and fire officers? 18. If three changes could be made to the officer training program that would make it more effective in the goal of training blood and fire officers, what would they be? [ Page ] 184 APPENDIX I: Participant Survey Demographic Data [ Please contact repository@tyndale.ca for APPENDIX I details ] Gender Q1 - What is your gender? Education Prior to SFOT Q3- What was your completed education prior to entering SFOT? [ Page ] 185 SFOT studies including outside educational institutions Q4 - Did part of your SFOT studies include training in outside educational factilities (non Salvation Army)? SFOT training in other Territories Q5 - Did any of your SFOT studies include training in another Territory (not individual courses)? [ Page ] 186 APPENDIX J: Participant Survey Experiential Data [ Please contact repository@tyndale.ca for APPENDIX J details. ] SFOT Positive Experience Q6 - The School for Officer Training was a positive experience for me for the purpose of preparing me for ministry. 50/50 Balance Beneficial Q7 - The 50/50 balance of academics and field placement was beneficial for my learning. [ Page ] 187 Study with Cadets from Other Countries Q8 - The opportunity to study with cadets from other countries was beneficial for my learning. Bible Knowledge Q9 - The SFOT program provided a basis in Biblical knowledge education/training. [ Page ] 188 Leadership Education/Training Q10 - The SFOT program provided a basis in leadership education/training. Self-Knowledge and Self-Care Q11 - The SFOT program encouraged self-knowledge and self-care. [ Page ] 189 Supervision of Field Placement Q12 - The field placement while at SFOT was adequately supervised. Mentor Q13 - The SFOT mentorship component was a valuable part of my learning and development. [ Page ] 190 Leaders and Teachers Q14 - The SFOT leaders and teachers were encouraging and supportive. "Blood and Fire" Officer Q15 - SFOT prepared me for the life of a "Blood and Fire" officer. [ Page ] 191 APPENDIX K: Participant Survey Data Summary Chart [ Please contact repository@tyndale.ca for APPENDIX K details ] [ Page ] 192 APPENDIX L: Findings And Interpretations Data Summary Chart [ Please contact repository@tyndale.ca for APPENDIX L details ] This chart brings all of the data together and places it in a 4-D, appreciative inquiry inspired chart. What is seen here are the first two stages—stage one - discover and stage two-dream. This chart provided the working data for stage three-design. Stage four-destiny is yet to come. THEMES DISCOVERY Moving from DREAM FROM THE Strengths DISCOVERY to Ideas to build on VOICES OF THE DREAM that strength PARTICIPANTS Challenges with (English as a that strength second language not corrected) 50/50 academic The ability to apply Achieving balance Cadets should be "The work practice and experiential what you are assistants in the also gives the cadet training learning right away. Field Supervision field placement and a good opportunity not in charge of the to practice some of Previous experience corps. the 'concepts' taken into taught during the consideration. Practical skills flexible training." should be taught in the classroom first "I think that the and then practiced best in this form of in the corps. teaching is having experience when starting working thus reducing the theory-practice shock." Tailor-made Previous experience Previous experience Salvation Army "It is the training is taken into not TSA based classes (doctrine, responsibility of the account. theology, practices) training principal to Cadets not able to taught as a group assess each cadet's Individual needs have classes and 'other' classes experience and guide the learning together. taken as necessary create a personal plan. (Online, other learning plan." Small cadet groups institution) Partnership with means less other learning opportunity to Having a third year institutions to study together. for those that need provide the best more training. teaching and learning Use the skills and possibilities. experience of the cadets - assisting, teaching. Have optional classes. Support Spiritual mentor Ongoing concern - Training for those "Cadets need an mentioned as the recognized as an who are mentors mentor. I has not ongoing concern and support officers. eny one. It was [ Page ] 193 highlight of SFOT over the last 20 hard to understand experience. years. Using the resources does I work ok, ore of other Territories not. How I can to Teachers and Survey responses develop corps Territorials staff showed a mixed Matching cadets and work." available to response to the mentors support. mentor experience. purposefully. Building Small number of relationships with officers in the other cadets territory and provides a support everyone "knows" network. everyone. Curriculum Bible teaching More studies Specialist teachers "But I really wish provides the basics. needed in area of from other areas. right now that a social work and part of the Officer Salvationist dealing with Work practice in all school would have teachers people. SA work both in the been a degree in particularly for country and social sciences those with The foundational internationally. because that's half background outside basics need to be of my work right TSA. maintained and Optional courses. now and I have practical skills only studies Guidelines of the taught. The ability for theology and I have International cadets to choose a a really, really Salvation Army. Classes are limited focus - corps, narrow knowledge - not enough social, youth. of social science." academic learning time. More intentional planning for non- overlap. International The survey show Language was The possibility for "The best parts of experience that International noted was a challenge cadet practice in officer training for experience for those which relates to other countries to me were the who had it was a international experience TSA international parts, positive experience. involvement. expressions that are especially the not in Finland and cadets' week in Highlighted by the Estonia. Sweden and the Expert group as an Nordic Cadets' important part of Relationship week." their experience. building with cadets from other countries. Value in learning about the International nature of TSA in a small Territory. Training Staff and Staff were warm Not enough staff. Use specialist "We always felt so Teaching and welcoming. teachers from welcome and Not enought variety outside of TSA nurtured when we Provided support. in teachers. were at the Officer School and that has Good teachers. left me with a really [ Page ] 194 Good models. Teachers are also Use Salvationist good model of colleagues and teachers from other servant leadership." friends as the Territories. Territory is small. "Have a variety of Working with other teachers. As the Not enough learning institutions territory is very classroom time. as partners small and many teachers and Online courses. colleagues and leaders, it is A third year. important, in my point of view, to Challenges become have good opportunities. Salvationist teachers, and even biblical teachers from other territories." Outside expertise Provides individual Outside teaching Use outside "We can use and specialized does not know TSA expertise in outside partners to learning. and the theology. specialist topics extend our learning both from within the resources." international Salvation Army and through outside institutions. Partner with other learning institutions. Online learning Independence The flexible There is too "There is a right training program much time and a wrong allowed a great deal independence. time to start of independence. training and Not enough support sometimes in a in practical small territory, learning. when you have a lot of pressure to get No chance to get to people into training know other cadets. fast, and you have small classes, we try to push people in." Relationship International time The flexible model Create international "It was really good building provided for of training does not opportunities for to have those relationship provide the cadets to spend time friendships and that building with others relationship together and fellowship that we from other countries. experience that is develop shared at that time. so much a part of relationships. The fellowship is a the traditional very important part of the training - [ Part ] 195 The Expert group residential A third year of praying together, identified the most experience. training. sharing together, important thing talking about our about training Tailor-made More classes. experience." school, in programs mean retrospect, was cadets don't take relationship building. classes together very often and so don't get to know one another. Training The training facility A dedicated Upgrade facilities "I would not say to facility was seen as training facility and and technological be iqual, but to welcoming and not a shared space. tools. bring the level to safe. training school A need for Create a safe and closer to the level It is a place for upgrades of secure place for of Finnish schools cadets to come equipment. cadets. system. I mean together. have a good facilities, current and with good quality technological tools that work and well organized." blood and Three quarters of There is confusion Teaching the basics. "We had blood and fire spirit those trained in this as to what it means fire in spirit in flexible training to be blood and Involvement in Training College at program feel that fire spirited officer. international that time but now I the goal of training programs such as wonder how easy it them as blood and The Catherine is to forget that in fire officers was Course. your daily work achieved. and how we can Creating maintain the blood opportunities for and fire spirit." cadets to get to know one another and share experience. Journey This was noted Field placements It is valuable "But all these clearly by those in that are not suitable. have mentors and times, my own the Expert group - teachers who are cadetship and these that training is a A training Salvationists and time when we valuable, formative experience that was can share their were teaching and part of the journey. expected to be a experience. leading at the highlight was not. School for Officer Create intentional Training, they were opportunities for times of growth in cadets to share and my life." get to know one another. Listen to cadets. [ Page ] 196 APPENDIX M: Research Project Phases And Timetable [ Please contact repository@tyndale.ca for APPENDEX M details. ] Date Activity What was done Persons & Processes Involved March 1, 2019 Research Proposal Research proposal handed Dr. Peter Schuurman in as part of the Cohort members requirements of DMML 0905 Ministry Project March 21, 2019 Research ethics Ethics clearance received Research Ethics Board clearance from the Research Ethics Board June 1, 2020 Revised proposal Revised research proposal Dr. Mark Chapman sent to Dr. Chapman as part of DMML 0943 June 8-11, 2020 Residency Interview with Dr. Dr. Mark Chapman Chapman Cohort 10 Peer review of research proposal July 1, 2020 Revisions to proposal Research proposal Dr. Narry Santos revisions sent to Dr. Santos as part of DMML 0943 July 17, 2020 Research proposal Zoom meeting with Dr. Dr. Narry Santos Santos to discuss revisions to my ARP. Decision made to reapply to Ethics Board due to changes. August 17, 2020 Data analysis plan Data analysis plan handed Dr. Narry Santos in to Dr. Santos as part of the requirements of DMML 0943 September 6, 2020 REB new approval Sent updated proposal to Dr. Santos sought the REB with appropriate REB committee application October 1, 2020 REB second approval Approval for the revision REB Committee to my Research Ethics permission received. October 12, 2020 Expert group Email sent out to invite Email recipients invitations possible members to take potential part in an expert group Expert group October 29, 2020 AI introduced to the The expert group met Expert group Expert panel and was introduced to AI 5 members through telling their own stories and brainstorming October 30 - Data Analysis Recording from Expert Gerry Lindholm November 30, 2020 group transcribed, coded Focus group recordings and analysed November 1, 2020 Translations Translations of the Translators introduction letter and survey done in Finnish and Russian [ Page ] 197 August 2020 Contact ETLN Send introductory letter Gerry Lindholm members and request for assistance. Members of ETLN November 16, 2020 Research progress Sent to Dr. Santos as part Dr. Narry Santos report of DMML 0943 November 17, 2020 ETLN Survey An email was sent out to Chairperson of the ask information from the ETLN European Training Leader’s network November 26, 2020 Survey participant Final ist of those to be Gerry Lindholm list invited to participate in survey completed November 27, 2020 - Surveys Sent out and returned Survey participants December 11 electronically December 2020 Data collection and Data analysis completed Translators analysis SFOT team Cohort ML10 November-December 2020 Development of preliminary report Cohort ML10 initial report submitted Dr. Santos Translators December 14, 2020 Action Reserch ARP draft research report Dr. Narry Santos (extension to Project Draft Report sent to Dr. Santos as part December 21, 2020 December 2020 to Writing Process The writing of the Gerry Lindholm February 2021 research project Advisor Editor January 4, 2021 Peer Review AR ARP Project report sent to Cohort 10 Residency Project Report to members of Cohort 10 and Dr. Mark Chapman peers Dr. Mark Chapman as part of DMML 0943 February 1, 2021 Project completion Project completion plan Dr. Michael Krause plan submitted to Dr. Michael Krause as part of DMML 0947rt of DMML 0947 February 9, 2021 Final AR Project Submitted to Dr. Mark Dr. Mark Chapman Report (due April 1, Chapman 2021) February-April Proposal revisions Work with advicor and Dr. Bill Thornton 2021 editor Heather Jacobson March 2, 2021 Research presentation Research presentation was Gerry Lindholm made to International Dr. Bill Thornton Salvation Army group Invited guests TBA Hearing [ Page ] 198 REFERENCE LIST Albrecht, Greg. 1999. 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