Today begins the final day of our retreat with our Spanish MDIV adjunct faculty. It's been a very valuable time together, I think, to share the crazy traditions and innovations of Wesley Seminary's MDIV and brainstorm for improvement, especially in our Spanish version. Lots of great thinkers and practitioners here. It's been a good time for everyone to get to know each other better.
Today we're going to work on contextualizing the final two courses: Congregational Formation and Congregational Relationships.
Showing posts with label Spanish. Show all posts
Showing posts with label Spanish. Show all posts
Wednesday, August 08, 2012
Saturday, August 27, 2011
Leadership Summary (Part 1)
For good or ill, I find myself once again creating a summary of some English resources that are not available in Spanish so that my summary can be translated. I've decided to create a hybrid summary of Peter Northouse's more basic Introduction to Leadership and his more advanced book, Leadership. If you know a bit about the field of leadership, please feel free to correct anything you see here that you think is incorrect.
___________
Northouse, Peter G. (2012). Introduction to Leadership: Concepts and Practice. Los Angeles: Sage Publications.
Chapter 1: Being a Leader
In this chapter, Northouse catalogs a number of different perspectives on what a leader is, many of which appear in the chapters that follow. However, more helpful than his introduction in this book is his introduction in his more advanced book, Leadership (2010). "Leadership is a process whereby an individual influences a group of individuals toward a common goal" (3).
Northouse distinguishes leadership from management, which involves functions like planning, organizing, staffing, and controlling (9). By contrast, leadership is more about direction, team building, motivating, and inspiring (10). "To manage means to accomplish activities and master routines, whereas to lead means to influence others and create visions for change" (11).
Reference:
Northouse, Peter G. (2010). Leadership: Theory and Practice. 5th ed. Los Angeles: Sage Publications.
Chapter 2: Recognizing Your Traits
The second chapter of Northouse (2012) addresses the oldest theory of leadership that basically held that "leaders are born not made." The "great man" theories of the past focused on "traits" or characteristics with which great social, political, and military leaders seemed to be born. We now recognize that this approach is only a very small piece of the leadership puzzle, but studies nevertheless show a number of characteristics most great leaders seem to have. These include things like 1) intelligence, 2) confidence, 3) charisma, 4) determination, 5) sociability, and 6) integrity.
Northouse (2010) adds some depth and background to the question of the kinds of qualities leaders often have. The 1990s saw discussion of a persons "EQ" (emotional intelligence) in addition to "IQ" (intelligence quotient). This is the "ability to perceive and express emotions, to use emotions to facilitate thinking, to understand and reason with emotions, and to effectively manage emotions within oneself and in relationships with others" (23).
We might mention here the way some have connected leadership potential with the so called "Big Five" factors of personality:
Northouse (2012) discusses how different people have different tendencies in relation to their style of leadership. These can relate to a person's general sense of human nature. The so called "Theory X" tends to have a negative view of human nature. It assumes that people dislike work, need to be directed and controlled, and that people prefer security to responsibility. By contrast, so called "Theory Y" assumes that people like to work, are self-motivated, and seek responsibility.
Various leadership styles tend to play to one or the other pole. The "authoritarian leadership style," whether consciously on the part of the leader or not, operates as if people are like Theory X. The "democratic leadership style" functions as if the assumptions of Theory Y are correct. Meanwhile, a "laissez-faire leadership style" gives no real leadership at all and generally has negative results (57).
Northouse (2010) gives a more sophisticated delineation of leadership styles in relation to supportive and directive behavior ("situational leadership," chapter 5). The person whose style is low on support and low on direction tends to be a delegating leader. The person who is highly supportive but low on direction is a supportive leader (democratic). The person who is high on direction but low on support is the directing leader (authoritarian). The person who is both high on direction and high on support is a coaching leader.
Chapter 4: Attending to Tasks and Relationships
This chapter in Northouse (2012) actually continues the kinds of things that a style approach to leadership addresses. Is a leader more or less oriented around accomplishing tasks (task-oriented leadership) or on the well-being of his or her subordinates (relationship-oriented leadership). Northouse (2010) presents what has come to be known as the Leadership Grid (74). On one side of the grid is a concern for people. On the other is a concern for results.
The combination of both high concern for people and results is "Team Management." High concern for results without concern for people is "Authority-Compliance Management." High concern for people without concern for results is "Country-Club Management."
Chapter 5: Developing Leadership Skills
Northouse (2012) organizes the key skills that a leader should have into three general categories: administrative, interpersonal, and conceptual skills. Administrative skills involve things like the ability to manage people, to manage resources, as well as technical competence. Interpersonal skills involve things like social perceptiveness, emotional intelligence, and the ability to handle conflict. Finally, conceptual skills include things like problem-solving skills, the ability to do strategic planning and to create vision.
Northouse gives four basic steps in solving problems: 1) identify the problem, 2) generate alternative solutions, 3) select the best solution and 4) implement the solution. Meanwhile, the skills that make a person best suited for strategic planning include the ability to learn, the capacity to adapt, and managerial wisdom.
Northouse (2010) goes further to suggest that the proper proportion of technical and conceptual skills needed depends on whether a person is in top or lower management. In top management, the need for conceptual skills is high but the need for technical skills is lower. In lower or supervisory management, the need for technical skill is higher, but the need for conceptual skills is lower.
___________
Northouse, Peter G. (2012). Introduction to Leadership: Concepts and Practice. Los Angeles: Sage Publications.
Chapter 1: Being a Leader
In this chapter, Northouse catalogs a number of different perspectives on what a leader is, many of which appear in the chapters that follow. However, more helpful than his introduction in this book is his introduction in his more advanced book, Leadership (2010). "Leadership is a process whereby an individual influences a group of individuals toward a common goal" (3).
Northouse distinguishes leadership from management, which involves functions like planning, organizing, staffing, and controlling (9). By contrast, leadership is more about direction, team building, motivating, and inspiring (10). "To manage means to accomplish activities and master routines, whereas to lead means to influence others and create visions for change" (11).
Reference:
Northouse, Peter G. (2010). Leadership: Theory and Practice. 5th ed. Los Angeles: Sage Publications.
Chapter 2: Recognizing Your Traits
The second chapter of Northouse (2012) addresses the oldest theory of leadership that basically held that "leaders are born not made." The "great man" theories of the past focused on "traits" or characteristics with which great social, political, and military leaders seemed to be born. We now recognize that this approach is only a very small piece of the leadership puzzle, but studies nevertheless show a number of characteristics most great leaders seem to have. These include things like 1) intelligence, 2) confidence, 3) charisma, 4) determination, 5) sociability, and 6) integrity.
Northouse (2010) adds some depth and background to the question of the kinds of qualities leaders often have. The 1990s saw discussion of a persons "EQ" (emotional intelligence) in addition to "IQ" (intelligence quotient). This is the "ability to perceive and express emotions, to use emotions to facilitate thinking, to understand and reason with emotions, and to effectively manage emotions within oneself and in relationships with others" (23).
We might mention here the way some have connected leadership potential with the so called "Big Five" factors of personality:
- low neuroticism (how easily does a person get depressed, anxious, insecure, vulnerable, or hostile)
- extraversion (how sociable and assertive is someone)
- openness (intelligence, creativity, curiosity, insight)
- agreeableness (accepting, trusting, nurturing)
- conscientiousness (organized, dependable, decisive)
Northouse (2012) discusses how different people have different tendencies in relation to their style of leadership. These can relate to a person's general sense of human nature. The so called "Theory X" tends to have a negative view of human nature. It assumes that people dislike work, need to be directed and controlled, and that people prefer security to responsibility. By contrast, so called "Theory Y" assumes that people like to work, are self-motivated, and seek responsibility.
Various leadership styles tend to play to one or the other pole. The "authoritarian leadership style," whether consciously on the part of the leader or not, operates as if people are like Theory X. The "democratic leadership style" functions as if the assumptions of Theory Y are correct. Meanwhile, a "laissez-faire leadership style" gives no real leadership at all and generally has negative results (57).
Northouse (2010) gives a more sophisticated delineation of leadership styles in relation to supportive and directive behavior ("situational leadership," chapter 5). The person whose style is low on support and low on direction tends to be a delegating leader. The person who is highly supportive but low on direction is a supportive leader (democratic). The person who is high on direction but low on support is the directing leader (authoritarian). The person who is both high on direction and high on support is a coaching leader.
Chapter 4: Attending to Tasks and Relationships
This chapter in Northouse (2012) actually continues the kinds of things that a style approach to leadership addresses. Is a leader more or less oriented around accomplishing tasks (task-oriented leadership) or on the well-being of his or her subordinates (relationship-oriented leadership). Northouse (2010) presents what has come to be known as the Leadership Grid (74). On one side of the grid is a concern for people. On the other is a concern for results.
The combination of both high concern for people and results is "Team Management." High concern for results without concern for people is "Authority-Compliance Management." High concern for people without concern for results is "Country-Club Management."
Chapter 5: Developing Leadership Skills
Northouse (2012) organizes the key skills that a leader should have into three general categories: administrative, interpersonal, and conceptual skills. Administrative skills involve things like the ability to manage people, to manage resources, as well as technical competence. Interpersonal skills involve things like social perceptiveness, emotional intelligence, and the ability to handle conflict. Finally, conceptual skills include things like problem-solving skills, the ability to do strategic planning and to create vision.
Northouse gives four basic steps in solving problems: 1) identify the problem, 2) generate alternative solutions, 3) select the best solution and 4) implement the solution. Meanwhile, the skills that make a person best suited for strategic planning include the ability to learn, the capacity to adapt, and managerial wisdom.
Northouse (2010) goes further to suggest that the proper proportion of technical and conceptual skills needed depends on whether a person is in top or lower management. In top management, the need for conceptual skills is high but the need for technical skills is lower. In lower or supervisory management, the need for technical skill is higher, but the need for conceptual skills is lower.
Friday, April 01, 2011
Online Spanish Ministry Courses Begin!
Today we have two online Spanish ministry courses opening: La Iglesia Misional (The Missional Church) and Cambio y Transformación (Change and Transformation, a spiritual formation course). These correspond to the first full semester courses of our Anglo program as well.
Team teaching La Iglesia Misional is Dr. Victor Cuartas of Regent University (focusing on the practice elements of evangelism, service, church multiplication, and global mission) and Dr. Pablo Jiménez (focusing on the foundational elements of Bible, theology, church history, and integration). Teaching the one hour spiritual formation course is our Directora herself, Joanne Walker.
As I wrote before, this is the first MDIV degree in Spanish to be (primarily) online and contextualized. It's an exciting day in the ministry of Wesley Seminary at Indiana Wesleyan University, in fact the very first courses to be taught in Spanish at the university itself.
Thanks to all the many hands, including the pilot cohort of students, who have made this day possible!
Team teaching La Iglesia Misional is Dr. Victor Cuartas of Regent University (focusing on the practice elements of evangelism, service, church multiplication, and global mission) and Dr. Pablo Jiménez (focusing on the foundational elements of Bible, theology, church history, and integration). Teaching the one hour spiritual formation course is our Directora herself, Joanne Walker.
As I wrote before, this is the first MDIV degree in Spanish to be (primarily) online and contextualized. It's an exciting day in the ministry of Wesley Seminary at Indiana Wesleyan University, in fact the very first courses to be taught in Spanish at the university itself.
Thanks to all the many hands, including the pilot cohort of students, who have made this day possible!
Tuesday, November 30, 2010
Launching the MDIV in Spanish
The greatest strength of IWU is its "can do" spirit, its eagerness to innovate. It has been its orientation this last decade. IWU isn't perfect. It isn't necessarily the first adopter. There's plenty of room for improvement. Just because it is forward looking on this venture here today does not mean it will be on that issue or in the future.
But, man, what a ride it's been this last decade!
The latest instance is the launch of the MDIV entirely in Spanish this January, after just a year and a half as a seminary. It's been quite a rush, with everyone in a flurry to get webpages and data systems in place, flipping the Spanish switch in Blackboard. We've seen the future in Google Translate. Man, it's not perfect but did you know you can set Google automatically to translate your incoming emails into English!
There's a whole philosophy at work here that I hope one day we'll give full expression to. It's a pragmatist philosophy. It's "we learn by doing." It's "truth rises from the particulars rather than truth as the playing out of universals." It's "truth is closely related to what works and systems of truth should correspond closely to the presenting data of reality." The philosophical cloud brings to mind terms like pragmatism, Aristotle, empiricism, Occam, Wittgenstein, non-foundationalism, critical realism, etc. It seems on an opposite end from Platonism, rationalism, presuppositionalism, foundationalism, fundamentalism.
It's the internet (statistically generated paths rather than pre-planned ones). It's networking rather than top down hierarchy. It's a Wikipedia that is mostly right and generated overnight rather than a project planned out over ten years. It's Google translate that is based on a statistical model--probability--rather than a program in which a fluent expert sits down and tries to program a dictionary. It's learn what you need as you need it (and thus remember it) rather than learn the entire system and only then move to application (after you've largely forgotten it or never really learned it in the first place). It's you almost always learn it a little wrongly first and then only later refine your understanding.
In short, Erasmus wins.
I'm sure I'll blog more on the Spanish MDIV in the days to come. This post didn't even start out about this.
But, man, what a ride it's been this last decade!
The latest instance is the launch of the MDIV entirely in Spanish this January, after just a year and a half as a seminary. It's been quite a rush, with everyone in a flurry to get webpages and data systems in place, flipping the Spanish switch in Blackboard. We've seen the future in Google Translate. Man, it's not perfect but did you know you can set Google automatically to translate your incoming emails into English!
There's a whole philosophy at work here that I hope one day we'll give full expression to. It's a pragmatist philosophy. It's "we learn by doing." It's "truth rises from the particulars rather than truth as the playing out of universals." It's "truth is closely related to what works and systems of truth should correspond closely to the presenting data of reality." The philosophical cloud brings to mind terms like pragmatism, Aristotle, empiricism, Occam, Wittgenstein, non-foundationalism, critical realism, etc. It seems on an opposite end from Platonism, rationalism, presuppositionalism, foundationalism, fundamentalism.
It's the internet (statistically generated paths rather than pre-planned ones). It's networking rather than top down hierarchy. It's a Wikipedia that is mostly right and generated overnight rather than a project planned out over ten years. It's Google translate that is based on a statistical model--probability--rather than a program in which a fluent expert sits down and tries to program a dictionary. It's learn what you need as you need it (and thus remember it) rather than learn the entire system and only then move to application (after you've largely forgotten it or never really learned it in the first place). It's you almost always learn it a little wrongly first and then only later refine your understanding.
In short, Erasmus wins.
I'm sure I'll blog more on the Spanish MDIV in the days to come. This post didn't even start out about this.
Tuesday, August 31, 2010
Three Languages before Dying
I'm learning Spanish--estoy tratando de apprender Espaniol. Maybe. Now that we plan on launching our MDIV in Spanish this year, I have reason to. Not to teach, mind you. We want first language speakers to do that. So there's an above average I'll learn it.
I like languages. I've dabbled in my share of dead ones and a couple living. I'd love to have reason to learn more but alas. The two I'd love to have a reason to learn beyond Spanish are Arabic and Chinese, and I wish I could interest my youngest two children in them. Believe it or not, all they're interested in is German.
It struck me today that Arabic is the lingua franca of the Middle East because of its connection to the Quran. I know this is obvious but for some reason the unifying force of the language just struck me today. Maybe it's because I was reading about William Harvey, who was English but studying in Italy around 1600 (the guy who really unfolded the circulatory system). How did he know Italian, I first asked myself. Then, stupid, thought I--Latin was the common language of academia then.
Arabic does the same thing for the whole swath of countries from Africa to Pakistan and beyond. That's the ticket to influence the entire region, thinks me.
Who knows... but the three I'd most value learning right now...
I like languages. I've dabbled in my share of dead ones and a couple living. I'd love to have reason to learn more but alas. The two I'd love to have a reason to learn beyond Spanish are Arabic and Chinese, and I wish I could interest my youngest two children in them. Believe it or not, all they're interested in is German.
It struck me today that Arabic is the lingua franca of the Middle East because of its connection to the Quran. I know this is obvious but for some reason the unifying force of the language just struck me today. Maybe it's because I was reading about William Harvey, who was English but studying in Italy around 1600 (the guy who really unfolded the circulatory system). How did he know Italian, I first asked myself. Then, stupid, thought I--Latin was the common language of academia then.
Arabic does the same thing for the whole swath of countries from Africa to Pakistan and beyond. That's the ticket to influence the entire region, thinks me.
Who knows... but the three I'd most value learning right now...
Subscribe to:
Posts (Atom)
