Study Letter and Reader

Leading and Facilitating Group Life

Reader compiled by: Hermann Du Plessis

Lecturers: Johan Geyser, Trevor Hudson, Brand Pretorius and Hermann Du Plessis

READER CONTENTS

1.Welcome...... 3

2.Role ofthe Lecturer...... 3

3.Role oftheLearner...... 3

4.Rationale &Moduleoutcomes...... 4

5.How to utilize thisreader...... 5

6.StudyMaterial...... 5

7.Course Unit planner...... Error! Bookmarknotdefined. 8. Evaluation 11

9.Plagiarism – aseriousoffence!...... 12

10.Semesterwork...... 12

11.Examination...... 13

12.Course unit contents ...... Error! Bookmark notdefined. 13. Credits 14

1.Welcome

Welcome to this module in “Leading and Facilitating Group Life. I trust that your leadership skills will develop through this module and that you will receive the knowledge of how to lead and facilitate a group of people. In this module we will study: stories of leadership, theories of leadership, leadership levels, the impact of servant leadership, skills to influence, how to lead authentically, how to develop personal leadership, how to lead with ethics and morality, how to develop teamwork, how to mediate between people and how to facilitate groups with a narrative approach.

Information about the Lecturer

Leading and facilitating group life is written, compiled and facilitated by Johan Geyser, Trevor Hudson, Brand Pretorius and Hermann Du Plessis.

ail: telephone: 0828537463 Appropriate times to contact:daily

The easiest to contact me is via e-mail.

2.Role of the Lecturer

The lecturer acts as guide to learners by helping them to manage their learning process. The lecturer does not just dish out knowledge, but fulfil the role of facilitator in the teaching-learning process. The lecturer also acts as mentor to learners by guiding them to reflect on their field of study and to apply basic principles. An objective of the lecturer, over and above the objective that all outcomes are successfully reached, is to educate learners in a way that enriches their faith and ministry, specifically their ability to understand and interpret the Biblical text to their community and congregation.

3.Role of the Learner

This reader provides a framework and guidance for specified outcomes by means of different study units. This entails that you have to prepare independently. This preparation is both necessary and compulsory. It is

encouraged that you find a ‘study-buddy’ that you can phone and compare concepts and answers with.

4.Rationale & Moduleoutcomes

A study in Leading and Facilitating Group Life is very important as most humans work in teams and groups daily at their employers. This is also the case in the church, where most ministries are being structured and operated through various groups. The content of this module will assist us to better function in a group or team and also assist us to influence the group in a positive and uplifting manner, so that the group delivers on the mandate that it has been given. Leadership needs not be dictatorial and charismatic, but quiet influencing through serving fellow group members as a leader in the example of JesusChrist.

On completion of this module, you should be able to:

  • Identify the mental pictures that leadershipevokes
  • Identify leadership skills in various casestudies
  • Identify leadership skills in various leadershipstories
  • Define the term leadership in your ownwords
  • Interpret various leadershipmodels
  • Understand and address the biggest fears ofleaders
  • Explain the concept of ServantLeadership
  • Understand and utilise the servant models as a preference for leading groups andteams
  • Understand the impact of servant leadership ongroups
  • Show a deep understanding of the servant leadership example of JesusChrist
  • Describe the conceptinfluence
  • Explain various influencing techniques, tactics and theirimpact
  • Describe the meaning of authenticleadership
  • Explain and utilise the methods and practices of authenticleadership
  • Describe the meaning of personalleadership
  • Explain and utilise the practices that assist in developing personal leadership
  • Discover what it means to live a life ofbalance
  • Discoverwhatittakestoleadethicallywithaclearand unquestionable moralcompass
  • Apply the skills, techniques and process of developing a team over a prolonged period oftime
  • Identify the characteristics ofteams
  • Identify and counter the dysfunctions ofteams
  • Mediate conflict and disagreement between group and team members constructively
  • Give feedback to group members in a constructive manner that leads them to develop andgrow
  • Show and practice the signs of a goodlistener
  • Use a narrative approach in facilitating grouplife

5.How to utilize thisreader

When you study, you should:

  • Attentively study the learning outcomes on alllevels;
  • View the module content to get a bird’s eye view of what the module entails;
  • View the list of contents of each studyunit;
  • Read the study material attentively, according to the instructions provided in the study unit’s section, and make sure that you understand what you arereading;

6.Study Material and Reader

The study material provided consists of the following: Study Programme:

Leadership and Facilitation @ Mosaiek Academi

to the research of Prof Sen Sedaya
Insight into the preference of Servant Leadership at Mosaiek
A deep grasp of the life of Jesus Christ lived as a servant leader / Level 5 LEADERSHIP.
Harvard Business Review, July - August 2005, 139 -
146.
Philippians 2
Sedaya ,S, Sparros, JC, Santora, JC, 2008. Defining and Measuring Servant Leadership Behaviour in Organisations.
Journal of Management Studies, 45, 402 - 424.
4. Influence
Class time: 2 hours / A clear understanding of the concept of influence
Insight into the various levels of influence
A deep awareness of who the influencers are in our environments
A clear understanding of influencing tactics
Knowledge of how to measure individual influencing tactics / Learner Guide Videos Articles from reader Textbook / Brady, C , Woodward, O. 2005. Launching a Leadership Revolution. 2nd ed.
New York: Business Plus.
Page 170 – 189
Maxwell, JC, 1999. 21 Irrefutable laws of leadership. 2nd edition. Nashville.
Thomas Nelson Page 11 - 22
Section two: Personal Leadership Development
5. Authentic Leadership
Class time: 2 hours / Defining Authentic Leadership
Understanding the authenticity of each individuals leadership / Learner Guide Videos Articles from reader Textbook / George B, Sims P, Mclean AN & Mayer
D. 2007. Discovering your authentic leadership. Harvard Business Review, February, 129-138.
Knowledge about the building blocks of authentic leadership and how to utilise them
Measuring styles of leadership / Bennis WG, Thomas RJ, 2002. Crucibles of Leadership .
Harvard Business Review at Large, September, 39 - 45 .
6. Personal Leadership
Class time: 2 hours / Defining personal leadership
Developing self- awareness
A deep understanding of how to lead the self
The role of humility in personal leadership
Building blocks for personal leadership / Learner Guide Videos Articles from reader Textbook / Sull, DN, Houlder D, 2005. Do your commitments match your convictions?.
Harvard Business Review, January, 82 - 91 .
Drucker, P, 1999. Managing Oneself. Harvard Business Review, January, 100
- 105 .
Blachard K, Hodges
P. 2005. Lead like Jesus. 1st ed. Nashville: W Publishing
Pages 3 – 90
7. Balance, Ethics and Morality
Class time: 2 hours / Defining balance in our current context
Working towards what is important
Understanding of concepts that can be applied to ensure ethical leadership
Building blocks of morality for leadership / Learner Guide Videos Articles from reader Textbook / Biech, E, 2010. ASTD Handbook for Leadership. 1st ed. San Francisco:Berret
- Koehler Publishers. Page 311 – 323
Page 291 – 298
Petrie N, 2013. Wake up: The Surprising Truth about what Drives Stress and How Leaders can Build Resilience White paper.
Deal, JJ. 2013.
Always on, never done. White paper.
Section three: Leading teams
8. Building Teams Class time: 2 hours / Understanding the difference between groups and teams
Defining team work
Characteristics of a team
Phases of team development / Learner Guide Videos Articles from reader Textbook / Maxwell, JC, 1999. 21 Irrefutable laws of leadership. 2nd edition. Nashville.
Thomas Nelson
Page 61-72
Page 141-154
Martin, A. Bal V. 2007 The State of Teams. White paper.
9. Working in teams Class time: 2 hours / Team roles defined
Dysfunctions of a team
Managing conflict in teams / Learner Guide Videos Articles from reader Textbook / Biech, E, 2010. ASTD Handbook for Leadership. 1st ed. San Francisco:Berret
- Koehler Publishers. Page 35 – 42
Mcmanus, E. 2003. Uprising: Revolution of the soul.
Nashville. Thomas Nelson.
Page 131 – 151
Page 223 – 254
10. Tools to make teams last
Class time: 2 hours / Developing the skills for mediation
Understanding how to give feedback, that leads to growth / Learner Guide Videos Articles from reader Textbook / Biech, E, 2010. ASTD Handbook for Leadership. 1st ed. San Francisco:Berret
- Koehler Publishers.
Developing the skills for effective listening
Developing the right approach towards mistakes / Page 35 – 42
Mcmanus, E. 2003. Uprising: Revolution of the soul.
Nashville. Thomas Nelson.
Page 131 – 151
Page 223 – 254
Section four: Building Narrative communities within Mosaiek
11. Narrative group life
Class time: 2 hours / Facilitating the SHARING of stories in group life and the MAKING of new stories-especially stories of God in our lives. / Personal reflection Brainstorming Work in Pairs Input
Handouts / The conversations of Jesus in the Gospels
Matthew – Acts
12. Narrative group life
Class time: 2 hours / Facilitating the SHARING of stories in group life and the MAKING of new stories-especially stories of God in our lives. / Personal reflection Brainstorming Work in Pairs Input
Handouts / The conversations of Jesus in the Gospels
Matthew – Acts
Total pages included in reader will be 680 pages.

Reader:

Avolio, BJ, 2009. Leadership: Current Theories, Research, Future Directions. Annual Review of Psychology, 60, 421-449.

Bennis WG, Thomas RJ, 2002. Crucibles of Leadership . Harvard Business Review at Large, September, 39 - 45 .

Biech, E, 2010. ASTD Handbook for Leadership. 1st ed. San Francisco: Berret - Koehler Publishers.

Blachard K, Hodges P. 2005. Lead like Jesus. 1st ed. Nashville: W Publishing

Brady, C , Woodward, O. 2005. Launching a Leadership Revolution. 2nd ed. New York: Business Plus.

Collins, J, 2005. Level 5 LEADERSHIP. Harvard Business Review, July - August 2005, 139 - 146. Deal, JJ. 2013. Always on, never done. White paper.

Dickson, J , 2011. Humilitas. 1st ed. Grand Rapids: Zondervan.

Drucker, P, 1999. Managing Oneself. Harvard Business Review, January, 100 - 105 .

George B, Sims P, Mclean AN & Mayer D. 2007. Discovering your authentic leadership. Harvard Business Review, February, 129-138.

Martin, A. Bal V. 2007 The State of Teams. White paper.

Maxwell, JC, 1999. 21 Irrefutable laws of leadership. 2nd edition. Nashville. Thomas Nelson Mcmanus, E. 2003. Uprising: Revolution of the soul. Nashville. Thomas Nelson.

Petrie N, 2013. Wake up: The Surprising Truth about what Drives Stress and How Leaders can Build Resilience White paper.

Sanders, J O, 1967. Spiritual Leadership. 5th ed. Chicago: Moody Press.

Sedaya ,S, Sparros, JC, Santora, JC, 2008. Defining and Measuring Servant Leadership Behaviour in Organisations. Journal of Management Studies, 45, 402 - 424.

Sull, DN, Houlder D, 2005. Do your commitments match your convictions?. Harvard Business Review, January, 82 - 91 .

7.Evaluation

Evaluation will be done in this way:

There will be three assignments and one exam paper for this course. The assignments and exam will focus on knowledge, insight and the application of the study material. All content of the prescribed material must be studied. More information on the exam will be provided to you during classes and on the Mosaiek-Academy website.

Semester work: 50% of final mark

-Please note that the minimum requirements for your semester mark in order to be allowed to write exams, is40%.

-Do ensure that all work required for your semester work is submitted ontime!

-The lecturer reserves the right to penalize semester work that is not submitted ontime.

-Any arrangements made with the lecturer and Mosaiek Administration regarding sickness or valid reasons for delaying semester work must be done in writing to the Mosaiek Administration and theLecturer.

Exam mark: 50% of final mark

-Please note that the minimum requirement in your final mark, in order to pass the subject is50%.

8.Plagiarism – a seriousoffence!

-All semester work is required as a means to evaluate your progress and development, as well as your integration and interpretation of the specific topic/subject. All work submitted must therefore be submitted as individual tasks and be a true reflection of your understanding and ownability!

-Copying of other learners work (previous assignments or notes) or any other sources (study guides, prescribed books, internet, other books, magazines, etc) are not allowed! When sources are used, the text should be reformulated into your own words in order to reflect your own understanding thereof. When referring to another author’s work, it must be done in the correctmanner.

-WARNING: students found guilty of plagiarism, will obtain a mark of zero for the test or assignment and further disciplinary steps may be taken byMosaiek.

-WARNING: It is not acceptable to do someone else’s work or to lend your work or previous year’s work, available to other students in order to make copies thereof. Be careful not to make your work available toanyone!

-

9.Semesterwork

Assignment 1

Write your own Leadershipstory.Pay attention to the followingaspectsof your leadershipjourney:

  • Your personal theory ofleadership
  • The crucibles in yourlife
  • Yourauthenticity
  • How you practice personal leadership Total: 100 marks (4000words)

Assignment 2

Choose any prominent world leader and analyse whether this leader exemplifies the characteristics of a servant leader.

Total: 100 marks (6000 words)

Assignments 3

After studying the process for team development, explain how you as a leader of a group would transform them into a properly functioning team. Please refer to:

  • Belbin’s teamroles
  • TTLI team buildingproses
  • Phases of teamgrowth
  • Dysfunctions ofteams
  • Conflict management approaches Total: 100 marks (6000words)

10.Examination

  • There will be one exam paper of 3hours.

Scope for the Exam :

  • All prescribed work. More information on the scope for the exam papers will be provided to you in theclasses.

11.Credits

Type of learning activity / Hours / % of learning time
Lectures (face-to-face contact, limited interaction or technologically mediated) / 30 / 10%
Tutorials: Individual or small groups of 30 or less
Groups of more than 30 / 10 / 3.4%
Practical academic sessions (e.g. laboratory sessions) / 10 / 3.4%
Practical workplace experience (e.g. experiential learning and workplace-based projects) / 5 / 1.6%
Independent self-study of standard texts and references (e.g. study- guides, books, journal articles)
There will also be 12 case studies with each session that will take students 5 hours to work through and prepare for the next session. / 160 / 53.3%
Independent self-study of specially prepared materials (print-outs, multi-media, etc.) / 60 / 20%
Peer interaction / 25 / 8.4%
Other:
TOTAL: / 300 / 100%