Reviews for Making the Training Process Work

The average rating for Making the Training Process Work based on 2 reviews is 2 stars.

Review # 1 was written on 2017-11-14 00:00:00 Chris Lopez OVERVIEW The paradigms of leadership have changed, especially in recent history and during the lifetime of most of us. As a business student in the seventies, I read of the beginnings of the shifts to take place in the ensuing years. Many leaders of business were still questioning the only two simplistic models available, the X-Control and the Y-Relational leader. During the same period, adult learning and training models also experienced significant change. Congers examines three principal approaches to leadership training: "individual skill development, socialization of corporate leadership values and visions, and strategic interventions that promote dialogue and the implementation of a new collective vision." (xiv) While I found this book relatively repetitive, the key insights and attention to the changes and adaptations as the leadership industry has grown provided me with some valuable tools for leadership training design. 2. PROACTIVE QUESTIONS: A. WHAT APPROACHES DO I SEE A NEED FOR AS WE TRAIN LEADERS IN OUR MINISTRY? The challenge for many focused, humble leaders, in my view, is that they have yet to externalized their internal processes. These are men and women really laying down their lives for others. However, the truly humble ones are often over-looked because the untrained eyes do not see the depth and the breadth of the leadership in such a graceful person, or the life-changing experience that ignited something in that leader. I had significant training in the non-formal and informal exchange of life with my pastor, who was so humble I nearly overlooked him in my desire to find a "Paul" or a Barnabas to equip me. Individualized training, in my view is for the deep personal equipping of character, prayer, memorization (my pastor memorized Romans 6-8 with me), and measured release in public ministry. This individualized training was over an extended period of time, nearly three years of personalized attention. I lived at my pastor's home until I was sent to be equipped in a more formal, though most would call it semi-formal training in YWAM. My small group leader in my YWAM training walked through the process and application of the formal lectures with us as a small team of men in the school. That leader chose to continue to give me individualized training even after I completed the first year of formal training with YWAM. He invited me with him when he went to speak in churches and then, often to my surprise, he would close his message saying, "John Henry ministers in the gifts of the Holy Spirit with words of knowledge and healings, so I am going to ask him to come and help me pray for you." I would stand and trust God to deliver what I would never have stood up to do without that encouragement. I see, especially as my pastor and spiritual father has passed away a few months ago, that I should become more like him and the man who encouraged me and released me in ministry early on in my ministry. B. WHAT APPROACHES ARE WE ALREADY IMPLEMENTING? YWAM is an intensive live-learn, formal-non-formal, leadership training culture, which releases young leaders to initiate ministry works in radical new ways as they learn to listen to the voice of God in cooperation with a community and leaders who model their lives in the community. Shared visions and values are intentionally instilled in every ministry program of YWAM. Course design forms require that the school leader list which of our foundational values are reflected in the content and methods of the course. The required introductory course for all YWAM staff personnel, the Discipleship Training School, is the place where all our visions and values are socialized into the corporate culture of the organization. Local, national, and international leaders within the organization as well as many Christian leaders outside the organization offer training through lectures in our schools, thus bringing impartation from corporate leaders with checks and balances from the wider Christian community to assure we do not become too ingrown. Content in schools allow local leader flexibility and adaptability, by requiring only 70% of the content of a school to remain standard, thus allowing the leader to adjust to changing "markets" and contexts. C. WHAT STEPS CAN I TAKE TO IMPLEMENT THESE APPROACHES IMMEDIATELY? Our ministry should implement the action learning paradigm. YWAM already requires that all schools have a practicum to follow our standard 12-week lecture phase. What is clearly needed in our Centre's training program is a strategic intervention. We need to be more intentional as a leadership team to facilitate a unified and collective understanding of our strategic vision. Our team of eleven leaders on four continents is meeting monthly via Skype. We have recently shared our view of the Centre as we see it ten years from now. What we need to do to complement that exercise is to recast our shared vision, incorporating these more recent declarations of forward-looking faith. Coupled with that we need to realign our ministries with the YWAM corporate vision and values, by encouraging each of our leaders to relate how their current ministries and planned ministries relate to YWAM's vision and values. Our next international gathering for the Centre will be in Seoul, Korea in August. Immediately following, all eleven members will appear as workshop leaders during a conference taking place in four Asian nations simultaneously. Our meetings in Seoul, our shared vision and aligning with values, will provide an immense opportunity for large scale change - casting our shared identity internationally. As each leader participates in this process, the breadth of their leadership and influence will expand exponentially. Finally, we need to be more intentional about every lecture week in relation to what is practically taking place on the ground with a ministry project with requirements to follow through with practical homework for leadership development. SUMMARY. The key statement that is my take-away from Conger's book is the statement made by Gen. Fred Franks on the Charlie Rose show. This commander of the Army's Training and Doctrine Command summed up the issue of the book with this statement: "The longest development process we have in the United States Army is development of a commander. It takes less time to develop an Apache helicopter-than it does to develop a commander. It takes anywhere from twenty-two to twenty-five years before we can entrust a division of soldiers to a commander." The process of developing leaders is long and requires commitment of the individual, the organization, and attention to the changes that have occurred in the past in order to see the way, and therefore lead the way into the future.

Review # 2 was written on 2021-01-19 00:00:00 Michael Dann Terribly written. Worth reading only for lit review purposes. Pulled some quotes for a paper.