EVALUATION & Researchers List Top 10 “Bad Boss” Behaviors #TransformationalLeadership

Commentary by Prof. B: I encourage my students to do yearly 360° reviews of their leadership. This includes asking direct reports to anonymously evaluate them on a Likert scale and track changes. But what questions should be asked? The following study yields 10 suitable questions you should include to ascertain if you have “bad boss” behavior.

How Can You Tell Someone Has Horrible Leadership Skills? This New Study Just Revealed the Top 10 ‘Bad Boss’ Behaviors
by Marcel Schwantes, Inc. Magazine, 9/9/17.

So what’s your bad bosshorror story? You know you have one. Bad boss behaviors that lead to horrific employee disengagement and turnover are rampant, and study upon study has confirmed this epidemic. The most recent example is via an employee survey conducted by BambooHR.

They asked more than 1,000 US-based employees to rate 24 ‘typical boss behaviors’ from ‘totally acceptable’ to ‘totally unacceptable. Can you guess the worst behavior a boss can have in the workplace?

…Here’s a summary of the findings from the survey, which you can compare with the boss that currently bullies you or steals your thunder.

Bad Boss Behavior | Percentage who call it unacceptable or a deal breaker

Your boss takes credit for your work 63%
Your boss doesn’t trust or empower you 62
Your boss doesn’t care if you’re overworked 58
Your boss doesn’t advocate for you when it comes to compensation 57
Your boss hires and/or promotes the wrong people 56
Your boss doesn’t back you up when there’s a dispute 55
Your boss doesn’t provide proper direction on assignments/roles 54
Your boss micromanages and doesn’t allow you “freedom to work” 53
Your boss focuses more on your weaknesses than strengths 53
Your boss doesn’t set clear expectations 52

Read more at … https://www.inc.com/marcel-schwantes/a-new-survey-finds-that-63-percent-of-employees-ab.html

LEAD 545 LEAD 600 DMIN LEAD 716

RECONCILATION & 5 Non-Negotiables for White Folks In Pursuing Reconciliation

by Andrew Draper, Taylor University, 8/8/17.

…Pursuing reconciliation … does not mean that having white skin is inherently sinful or that appreciating historically “white” cultural particularities is necessarily problematic. However, this is not the way white identity has functioned in modernity. Since at least the days of colonization, whiteness has been presented as the universal “good.” In this sense, “whiteness” names a way of being in the world, a sociopolitical order that is best understood as idolatry. Pursuing reconciliation demands that the altars of whiteness be cast down and its high places laid low.

Here are 5 practices in which white folks must engage if we are to seriously pursue reconciliation:

  1. We must repent for complicity in systemic sin.
    White folks must repent for histories of slavery, subjugation, segregation, and a racialized criminal justice system…
  2. We must learn from cultural and theological resources, not our own.
    Rather than gravitating toward books and sermons from “white” sources, white folks must listen to other interpretive trajectories on those tradition’s terms…
  3. We must locate our lives in places and structures in which we are necessarily guests.
    Christian theology and ecclesial practice has often understood itself as being “host” to the world. White Christians often enter unfamiliar places not as guests, but as self-appointed arbiters of divine hospitality. How different it would be if white folks practiced withholding judgment about what is “needed” in specific places and structures…
  4. We must tangibly submit to non-white church leadership.
    …White Christians desiring to practice reconciliation must not unilaterally start churches, plan worship services, design cultural events, and organize community activities and then invite “others” to them. Rather, white folks must join churches or ministry associations in which they are a minority and which are led by non-white folks.
  5. We must learn to hear and speak the glory of God in unfamiliar cadences.
    If white folks practice being guests and submitting to non-white leadership, we will begin to hear God spoken about in ways with which we are not familiar. Rather than jumping to evaluation of previously unfamiliar modes of discourse, white folks must learn to “sit with it” for a while, to join in and experience the praises of Jesus in ways that may be initially uncomfortable…

Read more at … http://fuller.edu/Blogs/Global-Reflections/Posts/Five-Non-Negotiables-for-White-Folks-In-Pursuing-Reconciliation/

#DMin LEAD 716

STUDENT SUCCESS & Outside sources: How to use them to show you have a holistic understanding of the weekly topic

by Bob Whitesel D.Min., Ph.D., 10/25/17.

Watch this video for my short explanation of why and how you can use outside scholarship to foster a more holistic, creative and effective leadership plan. Plus, you will demonstrate to your professor that you have a working knowledge of what scholars have said about each week’s topic.

©️Bob Whitesel 2017, used by permission only.

STUDENT SUCCESS & Bloom’s Taxonomy Explained … What It Means for Student Learning

by Bob Whitesel Ph.D., 10/23/17.

Untitled copyWhen a student is in graduate school, they are expected to “think at a higher level” than they would while pursuing an undergraduate degree.

But how do you define this higher level of thinking?

Thankfully, an educator named Benjamin S. Bloom and his colleagues devised a hierarchal way of looking at learning. They gave the “higher levels of thinking, higher numbers” in a chart called “Bloom’s Taxonomy”  It can be found in the book: Taxonomy of Educational Objectives: The Classification of Educational Goals (1969).

Here is what I said in an article I wrote for adjunct instructors about this: “Graduate education differs to a degree with undergraduate education in that graduate education tries to foster thinking and application that is “higher” on Bloom’s taxonomy of learning domains.”

So, we as professors are trying to encourage students to think at higher levels as charted on Bloom’s chart of learning.

To see the difference, look at the words associated with the higher domains, such as “analyzing (level 4), evaluating (level 5) and creating (level 6).”  I think you can see that you can’t be analyzing without comparing 2+ views on the topic. And you certainly can’t be evaluating or creating without looking at 2+ views on each topic.

Therefore as a professor, I give my students a rule-of-thumb in my syllabi that “analyzing, evaluating and creating” in my courses requires a rule-of-thumb use of 1-2 textbooks and 2-3 outside sources for average, i.e. “B-level” work. Therefore a student who scores better than a B would be expected to use 3+ textbooks and 4+ outside sources. Students had told me this rule of thumb greatly helps.

So dig into other views on each topic you’re studying by skimming articles, books and videos on each topic.

To help you do this, I created ChurchHealth.wiki as a great place to find those articles. You can just “search” for a topic and you will find hand-picked articles I have curated for you because they are relevant to the topics I teach.

For a quick overview see this chart: http://www.educatorstechnology.com/2012/07/a-quick-guide-to-21st-century-critical.html

Also, skim over this comparative diagram developed by Andrew Churches (GlobalDigitalCitizen.org) which depicts and compares the varying levels of Bloom’s taxonomy: FIGURE Blooms Taxonomy poster GlobalDigitalCitizenFIGURE Blooms Taxonomy poster GlobalDigitalCitizen

And, here are more ideas that I have posted elsewhere (for students applying for “independent studies”) about how to create research at the higher levels of Bloom’s Taxonomy:

(The following is by Bob Whitesel D.Min. Ph.D., 9/5/17 and is from STUDENT SUCCESS & How to create and receive approval for an independent study at Wesley Seminary. See #3 under the first set of bulleted points.)

Students often request the “independent study”  or IP option as a replacement for a course that isn’t offered within a reasonable timeframe.

However the title “independent study” can be misleading if it gives the impression that the student is going to just independently write up the assignments required in the course.

Rather the term “independent” connotes that a student will “independently” take an existing course syllabus and add to it learning activities that would equal and compensate for a 4-8 hours of classroom interaction each week.

Wesley Seminary provides students a form to fill out for an independent study that includes these stipulations. In the middle of the form are four boxes to be checked regarding additional material that must be attached to the application.

The four checked boxes and attachments indicate what additional learning activities the student has added to the syllabus to make this an “independent” study.

Remember, an independent study does not only mean that it’s done independently. But it also means that the student has “independently” created a course based on the provided syllabus which adds roughly 4-8 hours a week of student work that would have been part of the online or onsite discussion/interaction.

It isn’t hard to do, but an “independent study” does require the same amount of work as a course that has interaction with other students and with a professor. Thus, the student independently creates assignments and learning activities that compensate and equal the amount of time the student would have spent conversing with other students and faculty in a course that was taught live.

Here are ideas a student can use to create the 4-8 hours a week of work that would have been part of the online or onsite discussion/interaction in a live course.

First, remember that during a live course the interaction with students and professor would result in the following benefits:

  1. The student would be learning from other students about different contexts.
  2. From the professor they would be learning about the latest books and articles on the topic.
  3. This student would be operating in the higher levels of Bloom’s Taxonomy. These levels would include:

To compensate in an IP, a student might undertake the following ideas based upon the numbered bulleted points above:

  1. The student might interview people from various contexts (this is called primary research, where students go themselves to learn about something first-hand).
  2. The student would independently find and skim tools from the latest articles and books (that otherwise a professor might bring into class discussion).
  3. The student would demonstrate each week that they are evaluating, comparing creating and synthesizing ideas into a new, original plan that is indigenous to the student’s context. Be sure to read more about these higher levels of Bloom’s Taxonomy.

NEED-MEETING & Wesley used transformational thinking because churches were not providing health & wellness measures

In terms of serving the poor, I think Wesley used transformational thinking in that the churches were not providing health and wellness measures.  Wesley believed that providing remedies for those who could not afford doctors was serving the poor as required by God.  The notion of the serving poor as a work of the church was not new to Wesley, but making it mandatory for Methodists was new.  For most it was an option.  For Wesley it was a necessity.     – quote by Liz Wiggins, DMin in Transformational Leadership, 7/24/17.

STUDENT SUCCESS & An Explanation of DMin Post-seminar Assignment Parameters for 2017

by Bob Whitesel D.Min., Ph.D., 7/24/17.

Post-seminar assignment

  1.         Personal Bible, History and Theology Paper.  (250 points)

Write a 14-22 page paper (covering insights from both courses) demonstrating that you are conversant in the key biblical/historical/theological source material regarding leadership and application.

  1.   Explain your developing understanding of:
  • A biblical, historical and theological understanding of one of more of the following leadership topics as relevant to your leadership:
  • Wesley’s leadership,
  • renewal leadership
  • and/or multiplication leadership.

PROF B > Basically pick one or more of the “leadership topics” (Wesley’s leadership, renewal leadership and/or multiplication leadership) and for each one have three sections.

EXAMPLE > Let’s use “renewal leadership” as an example (though you might choose a different one or two of the others). The first section will describe your developing biblical understanding of “renewal leadership.” The second section will describe your developing historical understanding of “renewal leadership.” And the third section will describe your developing theological understanding of “renewal leadership.”

  • Tell how this understanding will inform your plan for transformational leadership (i.e. in the following Student Analysis Paper).

PROF B > Explain in each section how that section will impact your plan (in the next paper).

  1.  Synthesize key biblical, historical and theological issues with organizational understandings into a practical, historically consistent and theologically valid process model for bringing about effective Wesleyan, renewal and/or multiplication leadership in your ministry.

PROF B > A process model (which I am sure all understand by now) is a “model” or “plan” that will take place over time (hence a “process model”). This plan here describes how your developing understanding of the bible, theology and history will impact your application plan. So this assignment basically describes how you will keep relevant aspects of bible, theology and history impacting your application paper (the next assignment). So, show me a plan that you will use throughout your ministry that will keep relevant bible, theology and history aspects impacting your application plan (which is the next paper).

EXAMPLE: Perhaps you will begin a monthly reading as some of Wesley’s journals, i.e. passages that relate to one of the three topics mentioned above. Or perhaps you will delve into what the Bible says about multiplication in a personal Bible study you have with friends. Or you may decide that every six weeks you will interview a pastor turnaround church church and glean ideas. Basically you need to show a plan to keep the bible, church history and theology central in your growth as a transformational leader and in your foundation for transforming an organization

  1.  Use a title page, abstract, appendixes and citation pages (which do not count toward page totals).
  2.  Student Analysis Paper (250 points)

Write a 22-36 page paper (covering insights from both courses) proposing a strategy for applying Wesley’s leadership methodologies, renewal leadership and/or multiplication leadership for a specific ministry challenge in your ministry. Utilize the following sections (which may each be of varying length):

PROF B > This is basically your organizational plan. You want to take the ideas from your first paper and now show the practical plans that grow out of them regarding either Wesley’s leadership methodologies, renewal leadership and/or multiplication leadership.

Section 1: Describe your level of skill as a transformational leader in the areas of Wesley’s methodologies, renewal and/or multiplication along with a personal plan for growth.  Though your level of skill as in these areas has been broached in your pre-seminar paper, do not cut-and-paste ideas from the pre-seminar work.  Instead reedit, improve and expand ideas from your pre-seminar work.  Also, section 1 in this post-seminar paper must add a robust and detailed personal plan for growth.

PROF B > Be very careful of plagiarism here. You don’t want to just cite what you did from your pre-seminar paper (or even what you did for one of the doctoral courses last year). In this section you should analyze your skill as a transformational leader and how it has changed since you’ve been in England and in these online discussions.

ASSESSMENT > This section will be in each of your papers and give you a chance to evaluate how you improved from before the live seminar (this year in England) and even allow comparison between years, i.e. how your skill has changed since last year.

Section 2:  Upon the biblical, historical and theological foundations from your previous paper build a detailed strategy selection, implementation and outcomes that cites the impact of bible, history and theology upon your plan.

PROF B > Don’t restate sections from your previous paper, but rather use short phrases and citations to describe how the Bible, church history and theology will impact each of your strategic plans in this paper. Thus, you don’t want to restate entire sections of the previous paper. That can be perceived as padding by professors, meaning that you are filling up the paper with previous work to reach your page total. I know you would not do that. But, I want to make you aware that that can be a perception and we don’t want that when you go before your projects committee.

Ensure that this process model synthesizes both key theological issues and important organizational concepts.

PROF B > Again site relevant theological issues and don’t overlook them. Sometimes theological issues get overlooked because it’s easier to talk about historical issues and biblical issues.

Also, demonstrate how this outcome has emerged from an understanding codified in your Personal Bible/history/theological Paper.

PROF B > Again, it should be clear how the Bible, history and theology have impacted your plan and made it better. Use short phrases and appropriate citations to show your plan is tied back to a solid biblical, historical and theological undersanding.

WIDE BREADTH OF SCHOLARSHIP > I think you all are aware by the time you get to a doctoral level that you are supposed to be siting dozens of relevant primary sources in your papers. Sometimes students will cite as source and use it only once in your paper. If the source is really that good and it should be reoccurring in your paper many times. Your paper should be a clear example that you have taken various series and the ologies and created from them a new and exciting way strategic plan for your ministry. That is why you’re required to read 4000 pages because it is assumed that most of those books will make their way into your paper. Remember, the paper is an example of you taking what great scholars have said about your topics and apply them to your local situation. So it’s important that you demonstrate that you have a broad knowledge of Scholarship buy respective academics regarding the plans you are proposing.

CHURCHHEALTH.WIKI & The DISCUSSION FORUM PURPOSE > As I know you all are aware, you can find on my wiki dozens and dozens of articles: not just on topics from our courses, but also on APA formatting, how many citations to use, etc. Go there for the answers and if you can’t find them there then crowd-source them in your discussion forum. Chances are a previous student has asked a similar question at one time and I’ve answered it there. In fact, I will put this entire elaborated description of your assignment on ChurchHealth.wiki so you are have access to it anytime you need it.

FORUMS > And so, the forums are a place to go deeper in your application more than asking questions about the assignments. You certainly can and should do the latter in the forums, but that’s not its primary purpose. Its primary purpose is to take everything that you’re putting into your paper and allow your cohort-mates to help you focus it, find more citations and make it more likely to succeed.

Use due dates, delegation responsibilities, timelines, PERT charts, etc.

PROF B > Finally, don’t forget to use appendices to include charts, timelines and plans such as PERT charts. You want to create a visual representation that you might use to show what you’re proposing to your leaders. This will also prepare you for your final DMIN project when a visual plan will be a an important part of your Dr. of Ministry project. See more about appendices in the finaly paragraph below.

Appendixes:  Include in this paper an 11 x 17 diagram mapping the student’s transformational leadership process with suggested due dates, delegation procedures, accountability networks, and triggers that will move the process forward toward an effective conclusion.  Footnote this process model with brief descriptions of relevant theological thought that have informed each stage of one’s process model.  Note:  Use a title page, abstract, appendixes and citation pages (which do not count toward page totals).

#DMin

 

TERRORISM & People of faith should show “extreme confidence” in God after terror attacks

As Rowan Williams once put it: “For the person who resorts to random killing in order to promote the honour of God, it is clear that God is not to be trusted. God is too weak to look after his own honour and we are the strong ones who must step in to help him. Such is the underlying blasphemy at work.” – Rowan Williams, former Archbishop of Canterbury (2002-2012)

“Archbishop in terror faith plea,” BBC News, 7/9/06, http://news.bbc.co.uk/2/hi/uk_news/5162028.stm

#DMin