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MANUAL
A Guide for APEO Consultants in Asia Pacific
Benjamin M. Kaufman
PART I - PROCESS
TABLEOF CONSULTING
OF CONTENTS
PART I - PROCESS OF CONSULTING
GENERAL CONSULTING TOPICS AND PRINCIPLES
Introduction ............................................................................................................
ii
APPENDIXES
Appendix A - SWOT Analysis ................................................................................. 79
Appendix B - APEO Division Consultant Job Description ........................................... 83
Appendix C - Managers and Consultants as Helpers ................................................... 87
Appendix D - APEO Onsite Forms and Reports
Coordinator Travel Form............................................................................. 105
On-Site Visits Advance Letter Sample ....................................................... 107
Pre On-Site Response Form ....................................................................... 109
Checklist for On-Site Visit Preparation ......................................................... 111
On-Site Visits Suggestions for On-Site Activities ........................................ 113
Consultant Roles to Maintain and Avoid ....................................................... 115
On-Site Visits Checklist of On-Site Follow-Up Action Needed ................... 117
On-Site Visits Follow-Up Letter Sample.................................................... 119
APEO Consultation Report Form ................................................................ 121
Appendix E - APEO Project Forms
Projects Goals Form ................................................................................... 125
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P ART
AR T I
PROCESS
GENERAL
OF
CONSULTING
CONSULTING
TOPICS
AND
PRINCIPLES
1
Im preparing for an onsite visit. What should I do? Youll want to review the section titled,
Topics and Principles for APEO Consultants. Also, read Appendix D-APEO Onsite Forms and Reports.
A pastor asked me to meet with him during my next trip. He is planning to implement
major changes in his church and wants me to give him some direction and advice. You might find
the module on change dynamics helpful.
Next month I will do my first consultation. I have read the basic information I need on
consultation. But do you have any examples of difficult situations I might face? I have included
case studies that will guide our consultants in thinking through some of the difficult situations before actually
experiencing them. Youll find them in Appendix M.
I just finished a consultation and need to prepare a consultation report. Youll find a copy
of the generic consultation report at the end of Appendix D.
What is Consulting?
In a sentence, a consultant is one who attempts to influence or change a person, group, or
organization but has no direct power to implement the recommended changes.
The lack of control is what can make the consultants task so difficult and at times, frustrating. If you have
direct control or power to implement the recommended changes you are not consulting, but managing.
The one sentence definition above is helpful but is not exact enough to adequately define the work of a
consultant. Lets consider a more thorough definition of a certain kind of consulting, management consulting:
Management consulting is an independent and objective advisory service provided by qualified persons to clients in order to help them identify and analyze management problems or
opportunities. Management consultants also recommend solutions or suggested actions with
respect to these issues and help, when requested, in their implementation. In essence, management consultants help to effect constructive change in private or public sector organizations through the sound application of substantive and process skills.1
Now lets take this definition apart.
First, notice that management consulting is
an independent and objective advisory service.
Have you ever said, I wish that I had an objective opinion of this situation? One of the greatest services
that we can offer is to provide objective advice, when requested, to a client. Many leaders are desperate
for someone to give them an outside opinion of a difficult situation.
Second, notice that consultants help clients
identify and analyze management problems or opportunities.
Do you remember when Jethro offered his consulting services to Moses? You may not have thought of
Exodus 18 in this light before. Jethro helped Moses identify and analyze Moses problem. In fact, Moses
may not have known that he had a problem. Jethro was both father-in-law and consultant.
Third, notice that consultants
recommend solutions and help, when requested, in their implementation.
Jethro recommended that Moses delegate some of his responsibilities.
Fourth, notice that consultants help
through the sound application of substantive and process skills.
It takes skill to be a good consultant. Secular companies will pay their consultants US$150/hour or more
because of the skills the consultants bring to a situation. Our work in the kingdom is immeasurably more
important and can result in eternal dividends!
Important Terms
Client - In this book I will refer to the client. The client is the person or persons that the consultant wishes to influence, or the leader of the organization that is hosting the consultant. Clients will
also be referred to as leaders. Typical clients for APEO consultants are ICI Directors, Bible
School presidents and administrators, leaders of church ministries, and pastors.
Intervention - At points in the book we will refer to an on-site visit as an intervention. An
intervention is any action you take with a system of which you are not a part. It is important to
remember that any on-site visit is an intervention.
must remember that the battle we are waging is a spiritual one and we must use spiritual means to achieve
spiritual ends.
The consultant should allow the Holy Spirit to work through him to provide an encouraging word to the
leader. Taking time to pray with the leader is always acceptable. Prayerfully listening to the leader is
essential.
Providing Information
As a provider of information to Bible Schools, ICI offices, or churches, the consultant takes on the traditional role of consultants. Consultants have knowledge, skills, and ministerial experience that are vital to our
schools and churches. A key consultant role is to provide information needed by individuals, groups, and
organizations to help define problems and make decisions. Through their knowledge of useful information
and of effective school and church programs, APEO consultants demonstrate their value to Asia Pacific
leaders.
Identifying and Creating Resources
Through observation and research, consultants understand the various needs of Asia Pacific educational
institutions, churches and their leaders. Once the consultant is aware of the need, she then has a mandate
to produce or coordinate the production of resources to address the need.
The Asia Pacific Assemblies of God educational institutions look to APEO, among other organizations, to
provide resources for them. APEO consultants developed a number of APEO resources, such as the
Faculty Manual.
Conducting an Effective Diagnosis
The definition of consulting presented earlier included the component of identifying and analyzing management problems or opportunities. Consultants must first of all discern whether the client wants such a diagnosis. Unwanted advice is normally unheeded!
Effective diagnoses can range from short superficial diagnosessuch as a series of questions, to complete
organizational diagnosessuch as the organizational culture tool presented in Appendix G. It is important
to diagnose the organizational problem correctly so that time, money, and the consultants credibility are not
sacrificed.
Recommending Solutions and Solving Problems
The definition of management consulting cited previously states that the consultant helps the client . . .
identify and analyze management problems or opportunities . . .
recommends solutions or suggested actions . . .
and helps, when requested, in their implementation . . .
For example, if the ICI national office is not meeting its budget, the solution that the consultant may recommend is that the ICI national director follows a cost-cutting strategy.
In this role the consultant uses a synergistic approach, collaborating with the leader to solve the problem.
The consultant must decide how directive to be, taking into account the clients acceptance of the consultant, the dispostions of both the client and consultant, the consultants knowledge of the problem and solutions, and the cross-cultural factors in the situation.
Networking with Other Ministries/Divisions
An important aspect of our work is introducing one ministry to another. APEOs work involves Bible
schools, churches, and ICI offices. Within this large network is a host of fine leaders and a wealth of
ministry materials. Lets not keep the knowledge to ourselves but instead share it during our consultations.
Questions and needs are often similar from one location to the next. Your greatest service to a client may be
linking her with someone who had a similar situation or problem (of course, this should not be done if it
betrays confidentiality).
Being a Catalyst for Organizational Change
The management consultation definition cited earlier stated, In essence, management consultants help to
effect constructive change in organizations through the sound application of substantive and
process skills.
Consultants often take multiple roles in organizational change including:
1. Recommending change
2. Training a leader how to manage change. (The section on change dynamics later in this manual could be
used as a resource.)
3. Training staff how to deal with change. Change is not easy and any assistance that consultants can offer
to the clients staff enhances the effort.
4. Building consensus and commitment to change in the organization. Often an objective outsider can do
much to influence others in the organization in regard to the need to make the changes recommended by
the client.
5. Providing ongoing consulting and coaching to the leader in a change effort.
behaviors that make a consultation successful are 1) demonstrating that you understand the clients
situation, 2) clarifying issues, and 3) trust. Snader recommends using the 80/20 rule in consulting.
Listen 80% of the time and talk 20% of the time. Then, of the 20% talking, the consultant should
ask questions 80% of the time.3
Integrity
John Maxwell states that the foundation of character is integrity.4 A cluster of attributes make up
integrity, including moral and ethical soundness, fairness, equity, ability to distinguish between right
and wrong, honesty, dependability, freedom from corrupting influence or practice, and strictness in
the fulfillment of both the letter and the spirit of agreements made, regardless of personal considerations.5
Too often, people compromise their standards because they dont recognize a situation as unethical.
Courage
Courage is defined here as the strength of mind that enables people to encounter disagreement,
difficulties, and obstructions with firmness of spirit and determination and to consider them as
challenges rather than something to be avoided and feared.6
Courage causes the consultant to support convictions that have been arrived at through prayer,
study of the Word, and wise reasoning about the rightness of a situation or problem. Lack of
courage is evidenced by feelings of inadequacy and dependency on others.
Objectivity
It is essential to grasp and to represent facts, unfettered by prejudice. The consultants objectivity is
threatened when personal considerations, biases, and anxieties about the consultation are present.
Without objectivity, the consultants recommendations will be worth very little and the consultants
credibility damaged.
Ambition
A consultant with the right amount of ambition is one who needs to accomplish to be happy, who
feels a strong urge to produce concrete results, and who regards work as an important aspect of
obedience to Christ. A consultant with too much ambition becomes self-centered, strives only for
selfish ends, and regards the educational institution or church ministry as a pawn to be used to
achieve those selfish ends.
Psychological Maturity
People are considered mature when they are able to live life-with its frustrations, adversities, and
inequitiesand to act with poise and control in all situations. Maturity is judged more by reactions
to people than to things. People are considered mature when they are capable of forgetting themselves for someone else. Psychologically mature people deal easily with others who would be
considered equals, supervisors, or subordinates.
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They accept that authority is necessary and accept it in all the limits of its power, realizing that the
instrument that God uses is a human one.
Professional Skills
THE TOP FOUR SKILLS There are four skills that deserve the greatest attention: communication ability, project management, teaching and presentation skills, and cross-cultural communication
skills.
Communication Ability
Consultants need an ability to use both written and spoken words to convey ideas. An accurate
interchange of feelings, thoughts, opinions, and information between individuals is a critical consulting
skill. Open and active listening and responding, respect for the client, and the proper mix of candidness and self-effacement, are essential. Verbal communication skill is particularly important given
the emphasis APEO places upon the onsite consultation.
Project Management
APEO Division Coordinators rely on their division consultants to do a substantial portion of the
divisions projects. Often the consultant is charged with leading one or more major projects.
Simply stated, a project is an organized effort with planned activities and schedules. Projects vary
in size from a simple, one-day training seminar to a comprehensive organizational design (such as the
development of the ICI Graduate Studies Program). Projects have the following characteristics:
1. Solid conceptual plan
2. Measurable goals
3. Broken down into manageable and clear steps
4. Discrete observable results
5. Sufficient resources
6. Project team is focused on outcomes desired
7. Well-managed7
Teaching and Presentation Skills
A consultant will spend a considerable amount of time in teaching and training. APEO consultants
are accustomed to teaching in the classroom and the church sanctuary. What APEO consultants
often find rewarding is the opportunity for teaching and presenting in such a wide variety of situations. From one-on-one coaching, to specialized board training, to presentations to an entire
general council, to impromptu training and counseling in such venues as the hotel lobby and airport
APEO Consultant Training Manual
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Level
Level
Level
Level
MODELS OF CONSULTING
In this section we will consider four models of consulting. Each model has its place, and each model has its
strengths and weaknesses. The models are grouped into two kinds: the service provider model, and
problem-solving models. One service providing model and 3 problem-solving models are presented.
THE SERVICE PROVIDER MODEL
This is the model that is practiced during most APEO onsite consultations. The consultant is onsite to
provide service to the ICI office, Bible school, or church ministry. The consultant meets with the client to
provide training and encouragement, and to help in whatever way possible. In this model the primary and
initial focus of the meeting is not to address problems. Rather, it is to provide service to the client. The
purpose of APEO consultations differs from most secular consultations at this point. When a secular
consultant is invited into a business, for example, the customary reason for the invitation is to solve a problem of some kind.
In the service provider model the consultant may have been invited by the client, or the consultant may have
invited himself (For example, the ICI International Office expects the Asia Pacific ICI Coordinator or ICI
consultants to make annual onsite visits to ICI national offices.) For more information on the subject of
invitations to visit a country, see About Helping, Finances, Invitations, and Promotions in the section
Special Considerations for APEO Consultants.
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Though the consultant in the service provider model may not have been invited to the school or church to
solve a problem, problems are often addressed. If the client asks for help in solving a problem, the consultant may reverse his strategy and move from the service provider model to one of the problem-solving
models explained later. Consulting often involves fluid and continual movement between the models.
Message of the Client to the Consultant
By message I am referring to expectations. The expectations of the school or church leader toward the
consultant will vary widely. Leaders who know APEO generally understand why we are there and they
welcome our services. In situations where APEO is not known or there has been misunderstanding in the
past, the consultant may need to spend more time explaining the services that we offer prior to the onsite
visit, or in the early stages of the consultation. (see Procedures for APEO Onsite Visits in the section,
APEO Forms, Reports, and procedures for more information on onsite planning).
A helpful form to use in planning the onsite visit is the Pre-onsite Response Form found in Appendix D.
This form is sent to the client well before the onsite visit. Once completed and returned, it provides an
agenda for the visit and reduces uncertainty and misunderstanding.
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3. The client has correctly communicated the problem and the nature of the information or expertise that
is needed.
4. The client has thought through and accepted the potential consequences of obtaining the information
or the expertise.
Places Pressure on Client
The irony of this model is that the expertise is attributed to the consultant, but in fact a tremendous
load falls on the client to do things correctly if the problem is to be solved.
Example in a Church
Lets say that a church has asked an APEO consultant to address its lack of numerical growth. The
pastor has determined that the problem is that the church growth methods utilized by the church are
outdated. The pastor heard an APEO consultant speak at the local Bible College and has asked
the consultant to visit the church the next day.
The following day during the meeting the pastor asked the consultant to return at a later date and
train the church pastoral and office staff in the seeker sensitive model of church growth. In other
words, the pastor has determined that the numerical problem in his church is due to outdated
methods and that the solution is moving to a seeker sensitive model of church growth, and that an
APEO consultant is the expert who can provide the training solution that is needed. The assumption
is that once the expert provides the training that the church will become more seeker sensitive and
the church will grow.
Example in a Bible school
Or lets say that the situation is a Bible school that has a major shortage of funds. The problem,
according to the Bible school president, is that the general council is not behind the school and
therefore does not support it sufficiently. The president has determined that he and the school
administrators need some advice on how to increase the general councils support of the school.
The school president has asked you to come and tell them how to do this.
In each of these two examples, the information-expert model is represented. In both these examples the client has made up his mind on what the problem is, what kind of help is needed, and to
whom to go to for this help. The APEO consultant has been asked to use his expertise to solve the
problem.
Problem solving model #2: The Doctor-patient Model12
Description
This model is a variant and elaboration of the previously described expert model in that it gives the
consultant the additional power to make a diagnosis and recommend what kind of information and
expertise will solve the problem. The client experiences some pain or observes some symptoms of
pathology but does not really know what is wrong or how to fix it.
APEO Consultant Training Manual
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The client owns the problem and continues to own it, throughout the consultation
process. This may happen in the other models, but in PC it is a central concern.
Even if the consultant feels he knows exactly what is the problem and how to solve it, such diagnostic and prescriptive ideas should probably be withheld early in the process for three basic reasons:
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The consultant is most likely wrong to some unknown degree because of the likelihood
that there are hidden cross-cultural, political, and personal factors operating.
Even if the consultant is right, the client is likely to be defensive, to not listen or deny
what is being said, to argue, or to misunderstand and thereby undermine the possibilities
of solving the problem.
Even if the client accepts the consultants diagnosis he probably fails to learn how to do
such diagnosis in the future himself.
APEO Consultant Training Manual
Premise 2.
The client must share in the process of diagnosing what may be wrong (or learn to see the
problem for himself).
The client must be actively involved in the process of generating a remedy because only the client ultimately
knows what is possible and what will work in his culture and situation.
Premise 3.
The consultant may or may not be an expert in solving the clients particular problems.
Such expertise is less relevant than are the skills of involving the client in self-diagnosis and teaching intervention skills to the client.
Premise 4.
Assumptions
This model is most appropriate when the following assumptions must be met.
1. The client is hurting somehow but does not know the source of the pain or what to do about it.
2. The client does not know what kind of help may be available and which consultant can provide
the kind of help that may be needed.
3. The nature of the problem is such that the client not only needs help in figuring out what is wrong
but also would benefit from participation in the process of making a diagnosis.
4. The client has constructive intent, is motivated by goals and values that the consultant can
accept, and has some capacity to enter into a helping relationship.
5. The client is ultimately the only one who knows what form of intervention will work in the situation.
6. The client is capable of learning how to diagnose and solve his own organizational problems.
Example
The PC consultant would use a less directive method than that utilized in the other problem-solving
models. Though the consultant may think that he knows the problem and solution early in the
consultation process he would not tell the client. Rather, the PC consultant would ask questions and
use other methods that would nudge the client toward identifying the problem and solution himself.
The intent is to train the client to use problem-solving methods that he (the client) can use in the
future without the aid of a consultant. In other words, though the consultant may have been called in
to solve a specific problem, the PC consultant will take the process one further step and train the
client to solve similar problems himself in the future.
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MANAGING
THE
C O N S U L TA
T A N TT- C L I E N T
RELATIONSHIP
Lets say that you wish to do an onsite visit to a school in Asia. What are
the keys to initiating and developing a good relationship with the school
president? Consider the following thoughts.
Establish Rapport
Once onsite you should strive to establish a level of commonality with the
president and others with whom you meet. Establishing commonality does
not mean that you must be like your clients. It means that you establish an
understanding of what they need and value. It means that you understand
where they are coming from and what they are hoping to achieve at their
school. It means that you have a commonality of purpose.
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Build credibility
Credibility is a consultants lifeblood. If you are not perceived as credible
you will never gain their trust. Being credible does not mean that you
know everything and have all the answers. But it does mean that you have
something to offer to the president and school and that you follow through
on your promises.
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SWOT Analysis (For the diagram of the SWOT Analysis see Appendix A)16
SWOT analysis is an easy-to-use technique to help an organization capitalize on its strengths,
overcome its weaknesses, take advantage of its opportunities, and avoid threats. SWOT refers to
internal Strengths and Weaknesses and external Opportunities and Threats. It is a systematic
identification of those factors and the strategy best suited for them.
The logic of the SWOT analysis is that an effective strategy makes the most of strengths and opportunities while minimizing weaknesses and threats. This simple assumption, if accurately applied, has
powerful implications for successfully choosing, designing, and selecting a winning strategy for a
Bible school, church, or ICI national office.
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CONSULTING
FOR
APEO
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Experience
Each consultant has probably served in one or more of the three areas of APEO: Bible Schools,
Church Ministries, or ICI. Due to your experience you have technical knowledge and practical
wisdom that you can share with those in similar ministries.
Tools
I recommend that each consultant develop three specific training tools that can be presented as
workshops during onsite visits.
A list of possible competencies is included below:
1. Basic training (choose one)
a. Basic training for Bible School presidents
b. Basic training for ICI national directors
c. Basic training for pastors or church leaders
2. General leadership development (choose one)
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
Change Dynamics
Conflict Management
Cross-cultural dimensions
Leadership
Negotiating
Organizational Culture
Perspectives of Organizations
Power in Organizations
Strategic Planning
Teams and Teamwork
Training
A topic of your choice relating to leadership
Note: In the second section of this manual there is an introduction to most of these topics and later
in the manual is a list of additional reading materials.
3. Specialized competencies
a.
b.
c.
d.
e.
f.
g.
h.
i.
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difference between the three is quite evident. Bible schools work primarily with Bible schools,
Church Ministries with churches, and ICI University with ICI national offices. But there are other
differences. Note the following.
Networks. The Bible School and ICI University Divisions have well established and well defined
networks. There are 95 resident Bible Schools and 25 ICI National Offices, not counting the
extension schools or offices. The personnel changes from time to time but the networks have been
established for years. However, the network of the Church Ministries Division is less formal.
Authority. Earlier I stated that APEO is not in authority over the churches and schools in Asia
Pacific. This is certainly true of the Bible School and Church Ministries Divisions. But the APEO
ICI University (ICI) Coordinator is in a unique position. The ICI International Office considers the
ICI Coordinator to be their regional director for Asia Pacific. According to the ICI Operations
Manual, the ICI Coordinators signature is required for ICI national director appointments. As
such, the ICI Coordinator walks a fine line. On one hand he is an integral part of APEO, an office
that has no line of authority over the schools and churches. On the other hand, the ICI International
Office has given a certain amount of authority to the ICI Coordinator when it comes to the ICI
National Offices.
Building Relationships
1. Contacts to make during onsites
Normally a consultants first priority when making an onsite visit will be the key person who
relates to his or her division. For an ICI consultant it will be the ICI national director, for the
Bible School Division it will most likely be a Bible School president, for the Church Ministries
Division it may the Church Ministries specialist or a pastor. Consultants often ask if they should
make other contacts while in the country. Following are recommended contacts that should be
made while onsite.
General Superintendent and/or other members of the executive committee
DFM country coordinator
DFM Area Director if he lives in the country
Also, when time permits, it may be wise to meet with leaders of the other educational and
church ministries while in the country. For example, an ICI consultant might meet with a Bible
school president or administrator to make him aware of new ICI materials. A church ministries
consultant might meet with the ICI Director to explain how churches in other countries are using
ICI materials. The primary purpose of these visits is to build relationships, network, and make
people aware of our resources and ministries.
2. Maintaining confidences
A consultant who does not maintain confidences can do much damage, both to APEO and to
the people involved. Our positions require that when people disclose information that is secret,
we honor their wishes. Foundational to our work is the trust that we build with our Asia Pacific
leaders.
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Consultants should be careful when describing the church or school program of another country
so as not to convey information that could be confidential. A general rule is not to talk to
people in country B about the situations and people in country A. There are exceptions. I
once described a Saipan Bible Institute to the Philippines ICI Director because he had heard
about Saipans Institute and wanted to start a similar institute in the Philippines. That is quite
different from sharing guarded information.
Spiritual Considerations
1. Maintaining a vital devotional life
One of the difficult aspects of traveling can be maintaining a strong devotional life. Schedules
and jet lag are two obstacles that hinder us from having a daily time of Bible reading and prayer.
However, Jesus said that apart from Him we could do nothing, not even consult!
Remember too that consultation trips of 2 or 3 weeks often create a cumulative stress effect.
You encounter problems and irritations along the way. As you move along in your trip the stress
and tension tends to build up. A daily devotional is a time to give the stresses and problems to
Christ, search the Scriptures for answers, and allow the Holy Spirit to strengthen you. As
someone said, Too much output with too little input will make your fair vehicle go ka-put.
2. Spiritual warfare
Satan will oppose you in your work as consultant. Pre-onsite prayer times with your family and
church are recommended. Traveling with another consultant may prove helpful. Times of
fasting during the trip can provide spiritual focus.
About Helping, Finances, Invitations, and Promotions
1. Managers as consultants (See Appendix C for an excellent article on this subject)17
The article in Appendix C claims that the most effective managers act as helpers instead of
bosses. The article is included to remind us of the best role to take when consulting or manag
ing is the helping role.
Following is one paragraph from the article:
How then can it be true that common skills and concepts apply to both managers and
consultants? To make that argument one must look a bit beneath the surface. People
who are perceived by their colleagues, bosses, and subordinates to be effective managers and effective consultants have in common that, when they relate to others whom
they are tying to influence, they both take the stance of trying to help. Even though
they have different sources of power and influence, the effective practitioners seem to
gravitate toward a more common role definition vis--vis others with whom they are
working the helping role.
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PART II
ORGANIZATIONAL
DYNAMICS
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ORGANIZATIONAL DYNAMICS
INTRODUCTION
The purpose of this section is to provide an outline overview of topics that relate to organizations, whether
Bible schools, churches, or ICI offices. This material is not intended to be read as you would read a book.
Rather, it is to be used as the general outline reference for consultant training sessions.
The final section of the manual includes a reading list that consultants can reference for further exploration of
the topics.
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MODULE
TWO
CONFLICT
MANAGEMENT
INTRODUCTION
Purpose of Module
The purpose of this lesson is to provide an overview of the subject of conflict management and its application to Asia Pacific churches and educational institutions.
Objectives of the Module
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6. Administrative jurisdiction - Conflict where one leader perceives that a colleague has overstepped his
functional authority.
7. Resource allocation - Conflict related to budgets, spatial allocations or personnel.
8. Organizational strategy - Conflict related to restructuring and redirecting the goals of the organization.
9. Work unit performance - Grievances of superiors against subordinates.
10. Personal appearance at work - Focuses on how leaders dress at work and in informal gatherings
related to work.
11. Unethical behavior
12. Gender discrimination
Grievance Schemas in Organizations23
A grievance schema is a way of framing a grievance.
1. Penal - The person who has the grievance believes that the offender has broken the rules of sound
management and deserves some sort of punishment.
2. Indifferent - The person who has the grievance views the offender as a nuisance in a conflict that he
hopes will just end of its own accord.
3. Compensatory - The person who has the grievance views the issue as a broken obligation that
demands some sort of payback.
4. Conciliatory - The person who has the grievance focuses on the friction caused by the offender and
how the friction needs to be removed.
5. Therapeutic - The person who has the grievance calls attention to the abnormality of the offenders
behavior and explicitly suggests some sort of education to return the offender to standards of acceptable
behavior.
Myths about Organizational Conflict
1.
2.
3.
4.
5.
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Ongoing
Requires little action
Coping skills are excellent at this level
Day-to-day irritations
concessions
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
IN
A S IA
P A C IF IC
I forgot.
I was in an accident.
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Most people in the world do not place a high value on direct, face-to-face confrontation to solve a conflict. Such
directness is considered rude and uncultured. Asian cultures tend to approach conflict indirectly and obliquely.
The idea of saving face is very important in Asia. In Japan it may be called honor, in the Philippines
shame, and in Thailand saving face. Yet each term describes a belief that this is the best way to preserve smooth interpersonal relationships, maintain harmony, minimize potential conflict, restore community
solidarity, and facilitate communication between the various levels of society.
Case study of a conflict in an organization (Case study - Philippines) See Appendix I
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Competitiveness: the Approach Toward Situations Where One Person Can Be in Contest with
Another
a. Competitive - predominantly materialistic with an emphasis on assertiveness and acquisition of
money, property, goods, and so on; high value is placed on ambition, decisiveness, initiative,
performance, speed, and size.
b. Cooperative - stress is on the quality of life, sympathy, nurturing, and relationships
Structure: the Extent to Which the Members of a Culture Experience Threat or Discomfort by
Ambiguity and Uncertainty
a. Order - seeks to reduce ambiguity and uncertainty and make events predictable and interpret
able; conflict and change are perceived as threatening, and there is a perceived need for rules,
regulations, and procedures-both written and unwritten.
b. Flexibility - more tolerant of unknown situations, people, and ideas; tolerance of deviation from
norms is higher, and conflict is natural rather than threatening
46
To define leadership
To identify two models of leadership
To consider the differences between management and leadership
47
Style 3 (S3). This style is characterized by above-average amounts of relationship behavior and belowaverage amounts of task behavior.
Style 4 (S4). This style is characterized by below-average amounts of both relationship behavior and task
behavior.
The Four Readiness Levels
The following descriptions apply to the four levels of follower readiness:
Readiness level 1 (R1):
Unable and unwilling. The follower is unable and lacks commitment and motivation
or
Unable and insecure. The follower is unable and lacks confidence.
Readiness level 2 (R2):
Unable but willing. The follower lacks ability, but is motivated and making an effort.
or
Unable but confident. The follower lacks ability, but is confident as long as the leader is there to provide
guidance.
Readiness level 3 (R3):
Able but unwilling. The follower has the ability to perform the task, but is not willing to use that ability.
or
Able but insecure. The follower has the ability to perform the task, but is insecure or apprehensive about
doing it alone.
Readiness level 4 (R4): Able and willing. The follower has the ability to perform and is committed.
or
Able and confident. The follower has the ability to perform and is confident about doing it.
49
3) Task = Execution
Management: Controlling and problem solving
Leadership:
Motivating and inspiring
4) Task = Outcomes
Management: Produces a degree of predictability and order
Leadership:
Produces change
b. Is management bad and leadership good?
c. Consequences of Strong Management with Weak Leadership
d. Consequences of Strong Leadership and Weak Management
50
To define negotiating.
To identify keys for successful cross-cultural negotiating.
51
52
MODULE
SIX
ORGANIZATIONAL
CULTURE
INTRODUCTION
Purpose of the Module
To understand the concept and components of organizational culture.
Objectives of the Module
53
Enables us to evaluate our Christian distinctives. i.e. that which makes our organization different from a
non-Christian organization.
Organizational effectiveness - The culture of an organization can work for or against the goals of the
group.
Understanding division and strife - At times two subcultures within an organization can become so
incompatible that there will be a split between them.
Leadership compatibility - A leader, or potential leader, may be incompatible with the culture of the
group.
Leadership behavior - Since the leader is the keeper of the culture, it falls on his or her shoulders to
cultivate a culture that is distinctly Christian.
What leaders pay attention to, measure, and control on a regular basis.
How leaders react to critical incidents and organizational crises.
Observed criteria by which leaders allocate scarce resources.
Deliberate role modeling, teaching, and coaching.
Observed criteria by which leaders allocate rewards and status.
Observed criteria by which leaders recruit, select, promote, retire, and excommunicate organi
zational members.
54
MODULE
SEVEN - PERSPECTIVES
OF
AN
ORGANIZA TION
INTRODUCTION
Purpose of Module
To explain and describe four frames used in understanding organizations and identify how to use this understanding when working as an Asia Pacific educational consultant.
Objectives of the Module
To define a frame
To describe the four frames and their use in understanding organizations
To understand how knowledge of the four frames will increase the effectiveness of the work of the
consultants
Major Concepts
The Structure, Human Resource, Political, and Symbolic Theories of Organizations
55
1. Structural (rational systems) theorists emphasize organizational goals, roles, and technology. They look for ways to develop organizational structures that best fit organizational
purpose and the demands of the environment.
2. Human resource theorists emphasize the interdependence between people and organizations. They focus on ways to develop a better fit between peoples needs, skills, and values
and the formal roles and relationships required to accomplish collective goals and purposes.
3. Political theorists see power, conflict, and the distribution of scarce resources as the
central issues in organizations. They suggest that organizations are very like jungles and that
managers need to understand and manage power, coalitions, bargaining, and conflict.
4. Symbolic theorists focus on problems of meaning in organizations. They are more likely to
find serendipitous virtue in organizational misbehavior and to focus on the limits of managers
abilities to create organizational cohesion through power or rational design. In this view,
managers must rely on images, luck, and sometimes the supernatural to bring some semblance
or order to organizations.37
56
Characteristics of Organizations
Organizational levels
Goals
Roles
Linkages - Linkages keep organizational organized, preventing fragmentation and ineffective
ness.
57
Purpose
Interdependence
Poor Fit
Good Fit
Job enrichment
Participative Management
Organizational Democracy
Training
58
4. Bargaining - Organizational goals and decisions emerge from ongoing processes of bargaining,
negotiation, and jockeying for position among individuals and groups.
5. Power and Conflict - Because of scarce resources and enduring differences, power and conflict
are central features of organizational life.
Components of the Political Frame
Rather than seeing organizations as authority systems in which the authority at the top has the right to
set goals, the political frame views organizations as coalitions of individuals and interest groups, each
attempting to bargain with other members or coalitions in order to influence the goals and decision
making of the system.
The most significant forms of power are authority, expertise, control of rewards, coercive
power, and personal power.
The focus in the political frame is not on the resolution of conflict because conflict is not necessarily
a problem or a sign that something is wrong in the organization. Conflict is seen as normal. The
focus is on the strategy and tactics of conflict, including the following:
1. Game Theory
2. Bargaining
3. Coalition Formation
Critique of the Political Frame
59
Note: Each recasting of the problem immediately suggests new questions to ask
and new options for action.
Questions that Help the Consultant Determine Which Frame Fits Best
60
61
62
63
Resistance to Teams
Kinds of Teams
Common Approaches to Building Teams43
1.
2.
3.
4.
5.
6.
7.
8.
64
65
Adults have a need to know why they should learn something-therefore, the first task of the adult
educator is to develop a need to know
Adults have a greater volume and different quality of experience than youth
Adults become ready to learn when they experience in their life situation a need to know or be able to
do in order to perform more effectively and satisfyingly.
Adults enter into a learning experience with a task-centered (or problem-centered or life-centered)
orientation to learning.
66
Climate setting
Creating a mechanism for mutual planning
Diagnosing the participants learning needs
Translating learning needs into objectives
Designing and managing a pattern of learning experiences
Evaluating the extent to which the objectives have been achieved
RECOMMENDED
READING
LIST
Change Dynamics
Clinton, J. R. (1992). Bridging strategies: Leadership perspectives for introducing change. Altadena,
CA: Barnabas Publishers.
Kotter, J. P. (1996). Leading Change. Boston, MA: Harvard Business School Press.
Conflict Management
Career Press. (1993). How to manage conflict (2nd ed.). Hawthorne, NJ: Career Press.
Elmer, D. (1993). Cross-cultural conflict. Building relationships for effective ministry. Downers
Grove, IL: Intervarsity Press.
Halverstadt, Hugh F. (1991). Managing church conflict. Louisville, KY: Westminster/John Knox
Press.
Palmer, D. C. (1990). Managing conflict creatively. A guide for missionaries & Christian workers.
Pasadena, CA: William Carey Library.
Consulting
Barcus, S. W. & Wilkinson, J. W. (1995). Handbook of management consulting services (2nd ed.).
New York, NY: McGraw-Hill, Inc..
Rothwell, W. J., Sullivan, R., & McLean, G. N. (1995). Practicing organization development: A
guide for consultants. San Diego, CA: Pfeiffer & Company.
Schein, E. H. (1987). Process Consultation. Lessons for managers and consultants. Reading, MA:
Addison-Wesley.
Cross-Cultural Dimensions
Adler, N. J. (1997) International Dimensions of Organizational Behavior (3rd ed.). Cincinnati, OH:
South-Western College Publishing.
Brake, T., Walker, D. M., & Walker, T. (1995) Doing business internationally: The guide to crosscultural success. New York, NY: Irwin Professional Publishing.
67
Dunung, S. P. (1995). Doing business in Asia: The complete guide. New York, NY: Lexington
Books.
Hofstede, G. (1997). Cultures and organizations: Software of the mind. New York, NY: McGrawHill.
Leadership
Clinton, J. R. (1992). The making of a leader. Colorado Springs, CO: Navpress.
Conger, J. A. (1992). Learning to lead: The art of transforming managers into leaders. New York,
NY: Jossey-Bass.
Drucker, P. (1992). Managing for the future: The 1990s and beyond. New York, NY: Dutton.
Hersey, P., & Blanchard, K., (1988). Management of organizational behavior. Englewood Cliffs,
NJ: Simon & Schuster.
Kouzes, J. M., & Posner, B. Z., (1995). The leadership challenge: How to keep getting extraordinary things done in organizations. San Francisco, CA: Jossey-Bass.
Negotiating
Fisher, R., Ury, W. (1991). Getting to yes: Negotiating agreement without giving in. New York, NY:
Penguin Books.
Foster, D. A. (1992). Bargaining across borders: How to negotiate business successfully anywhere
in the world. New York, NY: McGraw-Hill.
68
Organizational Culture
Bergquist, W. H. (1992). The four cultures of the academy: Insights and strategies for improving
leadership in collegiate organizations. San Francisco, CA: Jossey-Bass Publishers.
Deal, T. E., Kennedy, A. A. (1982). Corporate cultures: The rites and rituals of corporate life.
Reading, MA: Addison-Wesley Publishing Company.
Finzel, H. W. (1989). A descriptive model for discerning organizational culture. Ann Arbor, MI:
University Microfilms International.
Schein, E. H. (1992). Organizational culture and leadership (2nd ed.). San Francisco, CA: JosseyBass.
Perspectives of Organizations
Bolman, L., & Deal, T. (1984). Modern approaches to understanding and managing organizations.
San Francisco, CA: Jossey-Bass Inc., Publishers.
Power in Organizations
Hollander, E. P. & Offermann, L. R. (1993). Power and leadership in organizations. In W. E.
Rosenbach & R. L. Taylor (Eds.), Contemporary issues in leadership. Boulder, CO: Westview Press.
Pfeffer, J. (1992). Managing with power: Politics and influence in organizations. Boston, MA:
Harvard Business School Press.
Strategic Planning
Anglin, D. (1996). Guide for Strategic Planning: For Assemblies of God educational institutions and
ministries in Asia Pacific. Laguna Hills, CA: Asia Pacific Education Office.
69
70
ENDNOTES
1
Barcus, S. W. & Wilkinson, J. W. (1995). Handbook of management consulting services (2nd ed.). New York, NY:
McGraw-Hill, Inc., p. 1-4.
2
Gilley, J. W. & Doffern, A. J. (1994). Consulting for HRD professionals. Tools, techniques, and strategies for improving
organizational performance. Chicago, IL: Irwin Professional Publishing, p. 15.
3
From Presentation by Jack R. Snader, at the IMC Western Confab 98, Reno, Nevada.
Maxwell, John. Notes from Injoy Club Lecture, The Character of a Great Leader
Barcus, S. W. & Wilkinson, J. W. (1995). Handbook of management consulting services (2nd ed.). New York, NY:
McGraw-Hill, Inc., p. 4-8.
6
Ibid., p. 4-8.
Gilley, J. W. & Doffern, A. J. (1994). Consulting for HRD professionals. Tools, techniques, and strategies for improving
organizational performance. Chicago, IL: Irwin Professional Publishing, p. 130.
8
Ibid., p. 4-8.
10
Ibid., p. 7-4.
11
Schein, E. H. (1987). Process Consultation. Lessons for managers and consultants. Reading, MA: Addison-Wesley, p.
22.
12
Ibid., p. 24.
13
Ibid., p. 29.
14
15
16
Lewis, Phillip (1996). Transformational Leadership. A New Model For Total Church Involvement Nashville, TN:
Broadman & Holman Publishers, pp. 110-123.
17
18
19
Kotter, J. P. (1996). Leading Change. Boston, MA: Harvard Business School Press.
20
Ibid.
21
Hofstede, G. (1997). Cultures and organizations: Software of the mind. New York, NY: McGraw-Hill.
71
22
Morrill, Calvin (1995). The Executive Way. Conflict Management in Corporations. Chicago, IL: The University of
Chicago Press, pp. 20-22.
23
24
Elmer, D. (1993). Cross-cultural conflict. Building relationships for effective ministry. Downers Grove, IL: Intervarsity
Press.
25
Career Press. (1993). How to manage conflict (2nd ed.). Hawthorne, NJ: Career Press.
26
Elmer, D. (1993). Cross-cultural conflict. Building relationships for effective ministry. Downers Grove, IL: Intervarsity
Press, p. 51.
27
Brake, T., Walker, D. M., & Walker, T. (1995) Doing business internationally: The guide to cross-cultural Success. New
York, NY: Irwin Professional Publishing, p. 35.
28
Ibid.
29
Kouzes, J. M., & Posner, B. Z., (1995). The leadership challenge: How to keep getting extraordinary things done in
organizations. San Francisco, CA: Jossey-Bass.
30
Hersey, P., & Blanchard, K., (1988). Management of organizational behavior. Englewood Cliffs, NJ: Simon & Schuster.
31
A Force for Change. By John P. Kotter, The Free Press, New York, 1990.
32
Brake, T., Walker, D. M., & Walker, T. (1995) Doing business internationally.
33
Finzel, Hans. Creating the Right Leadership Culture. In Barna, George (1997). Leaders on Leadership. Wisdom, Advice
and Encouragement on the Art of Leading Gods People. Ventura, CA: Regal.
34
Finzel, H. W. (1989). A descriptive model for discerning organizational culture. Ann Arbor, MI: University Microfilms
International.
35
Schein, E. H. (1992). Organizational culture and leadership (2nd ed.). San Francisco, CA: Jossey-Bass, p. 231.
36
Bolman, L., & Deal, T. (1984). Modern approaches to understanding and managing organizations. San Francisco, CA:
Jossey-Bass Inc., Publishers, p. 4.
37
38
Ibid., p. 4.
39
Ibid.
40
Pfeffer, J. (1992). Managing with power: Politics and influence in organizations. Boston, MA: Harvard Business School
Press.
41
Katzenbach, J. R., & Smith, D. K. (1993). The wisdom of teams: Creating the high-performance organization. New York,
NY: Harper Business.
42
Torres, C., & Fairbanks, D. M. (1996). Teambuilding: The ASTD trainers sourcebook. New York, NY: McGraw-Hill.
72
43
Katzenbach, J. R., & Smith, D. K. (1993). The wisdom of teams, pp. 119-127.
44
Nadler, L. (1984). Human Resource Development, in The Handbook of Human Resource Development. New York:
Wiley-Interscience, p. 1.18.
45
Knowles, M. S. (1996). Adult Learning. In R. L. Craig in The ASTD Training and Development Handbook. A Guide to
Human Resource Development (4th Ed.) New York, NY: McGraw-Hill, pp. 255-258.
46
Ibid.
73
74
APPENDIXES
75
76
Appendix A
SWOT Analysis
STRENGTHS: What makes your church
strong?
churchs mission?
Appendix B
JOB DESCRIPTION
RELATIONSHIP:
REPORTS TO: The APEO Division Coordinator, and also has a functional
responsibility to the Branch Director for area coordination
and integration.
RELATES TO: The APEO Director, Branch Director, and Resource Consultants in the
Division.
GENERAL RESPONSIBILITIES:
Serves as a consultant to an assigned division and is responsible to the Division Coordinator for
providing on-site consultations, assisting with the development and facilitation of the work of the
division, and the training of the workers in the division network. Communicates regularly with
the Division Coordinator, and strives to keep current and informed with all areas of APEO which
relate to the division. When field based, works with the Branch Director in establishing branch
office goals and strategies for the division, and helps to facilitate the development of the division
in the area.
SPECIFIC DUTIES:
1.
Works in cooperation with the Division Coordinator and Branch Director to interface and
promote dialogue and a continuing exchange of information among all members of each
division network, and to seek opportunities to integrate the services of APEG into the
ministries of the national church.
2.
Communicates and coordinates regularly with the Division Coordinator, and with the
Branch Director when they are on assignment in the area.
3.
4.
5.
Helps facilitate APEO public relations in the area and seeks to build positive
relationships in accordance with APEO philosophy and service goals.
6.
Helps develop and adapt APEO resource materials according to area needs.
7.
Upon request by the Division Coordinator, assists in division related job orientation
and training for new missionary and national workers.
8.
Helps gather field data to identify stages of division development, trends and needs,
and helps maintain updated division profiles.
9.
Helps gather sample materials and innovative models related to the division to build
division records and files.
10. Assists the Division Coordinator, upon request, in planning and providing APEG
field conferences and workshops.
11. Assists the Branch Director, upon request, in planning and providing APEG area
conferences and workshops.
12. Consults with the Division Coordinator and the Branch Director to provide
information regarding field needs for personnel, equipment, books, etc.
13. Submits on-site consultation reports and other requested reports to the Division
Coordinator and Branch Director and identifies any follow-up action needed by the
APEO home or branch office
14. Assists in updating the APEG Office Manual by reviewing policies and operational
procedures and suggesting revisions to the APEO Director and Division
Coordinators.
15
Submits APEO related travel projections to the Division Coordinator for review,
coordination and processing with the Branch, Area, APEO and Field Directors.
16. Communicates with the Division Coordinator when teaching short term classes and
workshops during on-site visits.
17. Submits occasional articles and supplies information for division publications.
18. Assumes any other APEG related responsibilities that may be requested by the
Division Coordinator.
8-17-94
Appendix C
MANAGERS AND CONSULTANTS AS HELPERS
Excerpt taken from the following book: Process Consultation, Volume II, Lessons for Managers and
Consultants, by Edgar H. Schein, 1987, Addison-Wesley Publishing Co., Reading, M4.
On the surface it would seem that management and consultation are totally different
processes. Managers are usually thought of as having formal responsibility for defined
organizational outcomes, they have line bosses; they have specific resources at their disposal
with which to exercise the authority they have been give; they are expected to be committed to
the organizational mission; they have subordinates; and they are inside and part of the
organization, in the sense that they cannot evade certain kinds of difficult decisions and
situations. They are accountable, and this accountability cannot be delegated.
Consultants, on the other hand, are typically thought of as outsiders. Even so-called
inside consultants who work fulltime for a given company are typically thought of as outsiders to
the particular department they are working in at any given time. They are typically thought of as
being free to negotiate their areas of responsibility with others who are defined as clients; they
work on a contract basis; they have the power that derives from being an independent outsider
and being perceived as an expert in certain areas; and they have the freedom to leave a difficult
situation except where professional responsibility dictates hanging in. They are not expected to
display the loyalty and commitment usually associated with being a manager.
How then can it be true that common skills and concepts apply to both managers and
consultants? To make that argument one must look a bit beneath the surface. People who are
perceived by their colleagues, bosses, and subordinates to be effective managers and effective
consultants have in common that, when they relate to others whom they are tying to influence,
they both take the stance of trying to help. Even though they have different sources of power and
influence, the effective practitioners seem to gravitate toward a more common role definition, of
others with whom they are working- vis-a-vis--- the helping role.
Let me give a few examples. Most managers accept the concept of delegation. Once
targets have been set, whether jointly negotiated or imposed from on high, the managers
problems is how to help the subordinate to achieve those targets. The manager cannot do the job
himself, he must create a situation in which the subordinate will do what he can, and he must
help the subordinate in whatever way he can to do it.
Most managers accept the responsibility for developing the subordinates, if only to
ensure that they have trained their own successors so that they can move on themselves. Any
teacher or coach knows that you cannot really train or develop people without giving them
opportunities to try things, to practice, and then helping them improve their performance by
various means. Terms such as coaching and mentoring reflect this kind of definition of the
developmental task.
Most managers who deal with customers have learned that it is best to think of a
sales relationship as a situation in which the salesman/manager is trying to help the customer to
solve his problem. The salesman who feels that to appear helpful is all that is needed soon
discovers that the customer sooner or later will see through this and then become more resistant.
The best salesman is the one who really can and does solve the customers problems and who
has trained himself to think in those terms. Genuine commitment to customers, something that
we hear being advocated more and more today as a key to organizational success, is not at all
unlike the commitment of a consultant to a client.
Most managers have to create groups and run meetings. They soon learn that if they want
the group to be effective, the role they must play as leader or chairperson of the group is to help
the group work through its emotional issues before it can work on tasks effectively, and
then to help the group to accomplish that task. Helping the group on both the emotional and the
task level continue to be managerial responsibilities throughout the life of the group if the group
is to remain effective.
As for general managers, whose responsibilities cut across the various cut across the
various business functions and who manage complete organizational units, in many functions the
subordinates are often each more expert than their boss. It is in such situations; where the bosss
job is to integrate, coordinate, and blend the expertise of others for coherent decisions, that the
skills of helping become most relevant. Such decision processes often occur in groups or involve
the interaction of a number of people whose contributions must be orchestrated. What
consultants often do in their role as helpers to management can be effectively done by managers
themselves once they learn to pay attention to and manage process events.
Finally, if the boss calls the manager in to help him with a problem, the manager must
know how to adopt a helping stance vis-a-vis higher up in the organization. In other words,
managers spend a great deal of their interpersonal time in the process of helping others.
Therefore, if they are to be effective managers, they must learn how to help effectively,
something that most consultants also have to learn.
helping, both for the manager and the consultant, is the ability to be a process consultant and not
to succumb to the temptations of being the expert or the doctor except where that is appropriate.
Process consultation puts the emphasis on helping others to help themselves, not on
solving their problems for them or giving them expert advice. The reasons for advocating the
relevance of PC are both theoretical and practical. On the practical level we have all had our
share of disastrous experiences where our expert advise was refused, misunderstood, or
actually sabotaged. On the theoretical level, PC is more developmental. If the Person being
helped just accepts expert advice, he many solve his immediate problem but he may not learn
anything about how to solve problems of this nature, skills that would enable him to solve a
similar problem in the future.
Knowing how to be an effective process consultant is probably more relevant in todays
complex world than it might have been in times past. In a technologically complex society
neither managers nor consultants can really give commands or tell others what to do. Even in
medicine, specialists and surgeons are finding themselves in complex relationships with their
patients where they are helping those patients to make a beneficial decision rather than just
ordering a given procedure. This point appears paradoxical, because, one might reason, the
more complex the world, the more dependent we become upon experts to tell us what to do since
we do not understand ourselves how things work. The problem is that because we do not
understand, when the expert tells us what to do, we often misunderstand or mistrust what we are
told, and then either do it wrong or are afraid to do it at all. So the expert learns the hard way that
just having expertise does not guarantee that one can influence others.
A more realistic model of management as well as consulting is to see the process as one
of intervening facilitatively to accomplish agreed upon goals. The concepts, strategies, and
tactics to be discussed in this book are, therefore directed to both line managers and consultants,
and the examples are drawn from both what consultants do and what managers do. Managers
reading this book may find at first that the ideas seem less applicable to them, but the more they
think about the managerial role, the more they will come to recognize how much of their own
behavior resembles that of consultants, and, therefore, how much they might increase their own
effectiveness if they learned some of the philosophies, concepts, and skills that consultants,
especially process consultants, use.
These points can best be illustrated from some of my own work with organizations. To
remain objective in analyzing the case materials while protecting the identities of the clients with
whom I have worked, I have constructed the case materials to be composites and have disguised
identities wherever necessary. However, I have tried to characterize individual behavior
accurately within these composite portraits in order to bring out what really happened in these
situations. Several of these composite cases will be referred to throughout the chapters of the
book; so a certain amount of background information will be provided as needed.
Fred Ralston, my primary client, was the head of an international financial service
organization. I first got to know him during an executive development program, when I observed
that he took a great interest in how to improve the organization. About one year after he had
taken over the division he called to explore a consulting relationship with me and some other
faculty members at MITs Sloan School of Management. He expressed interest in bringing into
the organization some ideas that attracted him; outside consultants would help with his various
programs. My initial response was limited by the fact that I only had one day per month
available, but Ralston felt that would be enough to get started, so I agreed to an exploratory
meeting.
I learned form Ralston and from a long explanatory letter written by his personnel
manager, Bob Ryan, that Ralston had taken over an organization that had been through several
very tough years during which new technology had been introduced, costs had been cut very
sharply, and many people had been replaced. Ralstons immediate predecessor had swung the
pendulum back toward more concern for people, but costs were beginning to rise again, so
Ralston saw his mandate as being to introduce a more effective overall management process that
would put the emphasis equally on 1) keeping costs under control, 20 continuing to introduce the
most advanced technology possible in order to make the organization efficient, 3) creating a
climate of participation and teamwork in the organization to ensure that motivation,
commitment, productivity, and high quality would be achieved, 4) starting a strategic planning
process to prepare for an uncertain future and 5) introducing a marketing orientation to the
operations people so that they could expand the business and contribute to profits for the total
company.
He was very taken with many of the concepts of process consultation and he believed
strongly in the importance of developing the organization under him. He asked me whether I
would help him to implement some of his ideas on how to run the division and to build an
effective management team. I indicated that since I already knew him, I was ready to sit down
with him at his office in a nearby city. I told him that I would bill him either at an hourly or daily
rate and that we should let the goals and amount of time to be devoted to the consultation evolve
naturally. We agreed by phone to an initial on-day meeting at his office.
What is important is what I learned during this first day about Ralstons managerial style
and what implications this had both for my working with him and for his relationship to his
organization. Our first meeting consisted of a face-to face discussion that lasted most of the
day. Ralston reviewed for me how he planned to institute various programs and ideas he had for
improving productivity, reducing costs drastically, and getting the division to provide effective
low-cost service and to do so in a way that it would truly help the sales and marketing effort of
the company. He want to redesign the work of the service clerks so that they could have more
direct customer contact, provide broader rather than highly specialized services, and adopt a
marketing orientation so that when they were dealing with customers on service issues they
would also find ways of selling additional services.
Ralston had already instituted a strategic planning process and had hired a consultant to
run seminars for the department heads and their subordinates. He had launched a
communications program involving regular meetings of groups of lower-level employees with
senior management. He had hired a consulting firm to do a major survey of the whole division
with the goal of redesigning jobs, and had instituted a productivity program that required each
manager to report at least ten new productivity ideas for his group every month.
These new programs were imposed on top of a very tightly structured set of cost-reduction
targets that involved as well a systematic effort to reduce the number of managers and employees
in the organization by the certain percentage in each of the next several years. Ralston knew
from conversations with his boss and from having worked in the Allen Company for a long time
that his long-range success depended upon keeping costs flat while increasing productivity,
quality, and the amount of business the division was doing; and he had obtained the approval of
his boss to impose even tighter targets on his own division than had been requested of the entire
company. Ralston reported that his boss was delighted with the results that had already been
obtained in the first year. The boss was a hands-off delegator who kept encouraging Ralston to
do even better but did not want to know too much about how these goals were being achieved.
To make sure that cost targets were met, Ralston used a series of quantitative indexes to
monitor various operations on a daily and weekly basis. If there were too many errors, cost overruns, or other indicators that the program was off target; Ralston immediately and decisively
reprimanded the responsible manager under him. I learned later from conversations with others
in the division that his immediate subordinates resented the tone of these reprimands more than
the fact of having the data brought to their attention. They had accepted the cost-reduction targets
as a valid divisional program and felt that they were meeting them.
I also learned later that Ralstons immediate subordinates, the department heads, and
various lower levels of employees of the division were proud of what thy were accomplishing
and felt completely behind Ralston. He was a charismatic leader who produced real results and
everyone knew that higher management was proud of the divisions accomplishments.
What Then Was the Problem? From what Ralston told me it appeared that he wanted
reassurance and confirmation that his programs were on the right track, and he wanted a
sounding board on how best to accomplish his results. But it sounded to me from what he said
that there might be too many programs, that they were not in any priority, and that maybe his
group had trouble juggling so many programs all at once. It also occurred to me that they might
feel overworked, tense, and resentful at having so many things thrust at them.
As Ralston reviewed for me the various goals he was trying to accomplish, it became
obvious to me that he was trying to do too many things all at once and was not seeing the
connections among the various activities that he himself was launching. Each time he launched a
new program he hired an outside consultant or assigned an inside person to administer it,
attended the first session or two if it involved special meetings, but then went on to other matters.
He seemed not to realize that for his subordinates each of these programs were extras on top of
what they were already doing, while for him they were only activities to be monitored. I guessed
form how he described matters that his subordinates must be in a state of panic and chaos trying
simultaneously to keep all of the cost indicators in line while launching major new productivity;
job redesign, strategic planning, and communications programs.
My Process Interventions. In the first several hours of our meeting I mostly listened and
recorded on a chartpad each of the activities that Ralston was telling me about so that we could
begin to build a road map of where this was all going. I decided that it would be helpful to reflect
back to Ralston all the activities he was launching and help him to begin to see that they could be
ordered and that priorities could be assigned to each program. Illustrating the activities by
recording them on a chartpad for both of us to view also provided me an opportunity to begin to
confront Ralston with the sheer volume of what he was doing.
At lunch Ralston introduced me to the personnel manager, Bob Ryan, who had briefed
me by mail on the general nature of the organization, its charter, its organization chart, and the
broad purpose of the consultation project to help Ralston implement the various programs he
had launched. I also met Ralstons personal assistant, who managed various of his appointments
and program activities. After lunch I had a half hour with each of them while Ralston attended a
meeting and made some phone calls. I observed that he himself was frantically busy and seemed
to be overloaded.
Other Perspectives. During the private meetings with the personnel manager, Bob Ryan,
and the assistant, Joan Smith, I was told that the division was indeed floundering from being
overwhelmed by too many programs, that the department heads under Ralston were stretched to
the breaking point and so were neglecting some of the important priorities such as the
productivity program and the job redesign survey. Worst of all, they were confused about
Ralstons goals. They felt that they had been enormously successful in bringing the various daily
indexes under control and that the division was performing beautifully on the basic cost
containment program but that Ralston was not giving them enough credit or enough breathing
space to keep going. They saw him as piling up more and more programs to the point where they
had no choice but to subvert or ignore some of them, realizing full well that if Ralston discovered
this he might lose his temper and be very punishing.
Further interventions. Later during the day I again met Ralston for a final two-hour
session in which I asked him what relationships he saw among the various activities that he had
launched, and what he though the impact of all these programs might be on his subordinates. My
goal was simultaneously to help him to develop a road map and to determine how much insight
he had into the impact of his managerial style. What came through in his answers was his
tremendous enthusiasm for all of his programs, how much support he had obtained from his
boss, and how much he believed he could now teach his subordinates. He clearly saw himself as
a visionary with a record of success, who would pass on his vision to his division and make it a
model of how to run such a service division.
Next Steps. At the end of the day we agreed that at least one concrete next step
(suggested by me) was to build an overarching framework for all of the programs that had been
launched so that Ralston himself could articulate his vision in a more coherent way. I defined my
goal as being to help him with his own sense of overload and fractionation, while learning
gradually what else might be going on in the departments. After all it was possible that Ralstons
assessment that the group could do more and that he could show them how was correct. I could
not automatically assume that what Bob and Joan had told me was an accurate assessment.
We agreed to meet in a month and, at that time, to review the various programs and put
them into a coherent structure that would make it possible to put priorities on them in case too
much was being done all at once. This schedule was determined both by the fact that Ralston was
very busy and that at this point one day per month was all I could spare. How this case evolved
will be discussed in later chapters.
Some Lessons. A number of lessons, insights, and issues emerged from this first day. As
a consultant I had learned a good deal about how Ralston expected to structure his relationship to
me. He wanted reassurance that he was on the right track, he want to fine-tune his ideas and get
help in getting them organized into a coherent program, and he wanted personal counsel on how
he could be a more effective manager because he sensed that his subordinates were ignoring or
sabotaging some of his programs. He clearly viewed me as an expert on management and asked
me point-blank to give him advice. Whenever I did offer thoughts he wrote them down very
seriously in a notebook that he had brought to the meeting.
But I had an uneasy feeling that there was a mixed message in his request. I was not
really sure what was going on except that a conflict had apparently developed between Ralston
and some of his subordinates; and that so far Ralston saw no connection between that conflict
and his own behavior as manager. I saw the need to 1) learn more about what was really going
on in this division; 2) help Ralston to see for himself how this chosen role as a- leader; visionary;
and expert might be undermining his own goals; and 3)help him to design the implementation of
some of his programs such as the job redesign survey to ensure that his goals could be achieved.
Ralstons targets were sound, but his methods of implementation clearly were not
producing the desired results, and it was not clear whether he had the process insights to manage
simultaneously a stringent cost-reduction program, a new strategic planning process, a
participative communications program, a productivity improvement program, and a major
employee survey leading to job redesign and reorganization of the division.
This case illustrated for me the points I am trying to make about how managers and
consultants have similar problems and how a process orientation toward such problems is not
only desirable but also essential. Ralston was seemingly doing everything right. He had the right
goals, the support of higher management, the support of his own department heads, a record of
phenomenal success in reducing costs while building business, yet too many things were not
working and Ralston feared that if he let up on the pressure even slightly, all the indicators would
immediately go out of control again. In fact, he pointed out to me how this had happened just a
few months before when he had been on an extended trip. When he returned he had to be Mr.
Tough Guy for a while to get things back under control.
Ralston sometimes sounded like a parent who had an unruly bunch of children whom he
loved but had to teach how to behave properly. At other times he sounded very insecure and in
need of reassurance that his ideas were on the right track. Bob Ryan, the personnel manager, and
Joan Smith, Ralstons personal assistant implied that the subordinates were more tan able to do
what Ralston wanted but things slipped because they were overloaded. So the minute he was
away, they used the time to catch their breath, hence the slippage in the indicators. When I asked
Ralston at one point whether it was possible that the subordinates were overloaded, he shrugged
off as being just an excuse. He had seen groups like this who could do it all, but he would have
to show them how.
Conclusion
The situation in the case just described is a prototype of what I run into often. The client
needs some help from me on a managerial issue, but as the scenario unfold, I realize that one of
the problems the client has is that he is not acting sufficiently like a process consultant with his
own subordinates, peers, and supervisors. If he could learn to take more of a process orientation,
learn to manage human processes better, he would not be generating some of the problems that
led him to call for help. In other words, many of Ralstons goals were valid and accepted, but the
manner in which he chose to implement them, the process of monitoring, and his style of
supervision caused unanticipated problems that, in the end, made the accomplishment of the
goals difficult. Both consultants who have to help managers and managers themselves can learn
from Ralstons mistakes and can add to their managerial repertoire of the concepts and behaviors
of effective consultants.
ASIA PACIFIC
COORDINATOR TRAVEL FORM
ON-SITE VISITS
ADVANCE LETTER SAMPLE
[DATE]
[NAME]
[ADDRESS]
[CITY], [STATE/ISLANDS] [ZIP] [COUNTRY]
Dear Bro. [Principal]:
Warm greetings from the Asia Pacific Education Office!
[NAME OF PERSON) is making arrangements to be in the [NAME OF AREA] in [DATE]. Our
tentative flight schedule looks like we could be available to visit your school on this trip if this
time would be convenient for you. Our tentative schedule would permit us to be with for [XI
days, [DATE] until [date].
During out visit, we would be available to provide any board, administrative or faculty
development workshops, or discuss any areas of interest or concern to you friends at [NAME OF
SCHOOL]. In case you would like to request any workshops or seminars, we are enclosing a
response form for you to fill in and mail to us. If you could respond as soon as possible regarding
any special request, it would help us to have adequate preparation time.
We are looking forward to hearing from you soon. It would be a privilege to visit your school
[AGAIN], and become [BETTER] [ACQUAINTED] [CURRENT] with theneeds and
development of your school. We are happy our consultants are able to provide the on-site visits
and APBSRO resource materials at no expense to your school.
May God richly bless you! You are making a vital contribution to ministry training in [THE]
[COUNTRY] and we thank God for your ministry.
Sincerely in Christ,
ASIA PACIFIC EDUCATION OFFICE
[NAME OF CONSULTANT]
[TITLE]
Enclosures
10-92
GENERAL DEVELOPMENT
___ Developing School Goals
___ Constitution--Writing/Revising (2.1.1)
___ Office Procedures, Files & Records
___ Alumni AssociatIon Development
___ Public Relations and P.R. Materials
___ Accreditation Guidance
___ Self Study Guidance
___ APBSRO Computer ApplIcations
FACULTY DEVELOPMENT
___ Faculty Selection & Retention (3.4.4; 4.1.7)
___ Effective Faculty Meetings (3.4.9; 3.19.7; 4.1.12;
4.2.1)
___ Faculty Handbook (4.1.1)
___ Faculty Continuing Education Development (3.4.5)
___ Faculty Enrichment (3.4.4; 4.1.13; 4.2.1)
___ Learning Resources
___ Resource Materials Development
___ Syllabus Preparation and Use (4.1.10; 6.10.3)
___ Bibliography Development (Ch. 7)
___ Lesson Planning
___ Teaching Methods
___ Testing & Grading (4.1.11; 5.1.6; 5.1.8)
2.
3.
4.
5.
RESPONSIBILITY KEY:
ON-SITE VISITS
[RA]
[RAI [C]
[RA] [C]
[RA] [C]
[RA]
[RA]
[RA] [C]
[RA]
[RA]
[RA]
[RA]
[RA]
[RA] [C]
[RA] [C]
___ REVIEW CORRESPONDENCE WITH SCHOOL SINCE LAST ON SITE [RA] [C]
___ REVIEW & CHECK REQUESTS FOR ASSISTANCE FROM SCHOOL [RA]
ON-SITE VISITS
SUGGESTIONS FOR ONSITE ACTIVITIES
(APEO Use Only)
PUBLC RELATIONS
Maintain Confidentiality
Review School Documents and Discuss with Principal, Department Leaders, Faculty, etc.
Be Prepared to Discuss Any Area of the School & Note Follow-Up Action (Ref: Directors
Manual, Faculty Manual, etc.)
CONSULTATION REPORT
NOTE:
ROLES TO MAINTAIN
Bewilhingtolistenandhear
ROLES TO AVOID
Dropping names
NAME/PLACE OF SCHOOL:
_________________________________________________________________________________
VISIT DATE:
KEY:
(RA) (C)
(RA) (C)
(C)
(RA) (C)
(RA) (C)
(RA) (C)
(R.A) (C)
___Send to School:
1. Follow-up Letter___
2. Copy of Updated Profile___
3. Materials Requested...........
4. School Related Correspondence to Others
(R.A) (C)
(RA)
(RA) (C)
(RA) (C)
(RA) (C)
(C)
NOTE:
Upon completion, this checklist is to be signed by the Director, consultant, or
officer-in charge and kept in the schools confidential file.
_________________________
Director (or Officer-in-Charge)
__________________
Consultant
_________________________
Date
__________________
Date
[DATE]
[NAME]
[ADDRESS]
[CITY], [STATEIISLANDS] [ZIP] [COUNTRY]
Dear Bro. [Principal]:
Warm greetings from the Asia Pacific Education Office!
Thank you for your [WARM] [WELCOME] [INVITATION] [KINDNESS] [HOSPITALITY]
[VITAL ASSISTANCE] [WITH] [DURING] our visit to [YOUR] [THE) Bible school. It was a
privilege to be with you [AND TO MEET WITH THE] [BOARD] [FACULTY]
[ADMINISTRATORS] [STUDENTS] of [NAME OF SCHOOL].
A copy of the updated profile for your school has been enclosed for your information. If you
would like to make corrections or provide further information, please make a photocopy of the
profile and send us the corrected copy.
The APBSRO team will be praying with you for the continuing development of effective
ministly training in [NAME OF AREA] [AND] [EXPECIALLY] [FOR____] Please feel free to
contact us any time we can be of service to you, or provide resource materials for you.
May God richly bless you! We thank God for the vital ministry of [NAME OF SCHOOL].
Sincerely in Christ,
ASIA PACIFIC EDUCATION OFFICE
NAME OF DIVISION
NAME (School/Office/Church):
LOCATION:
GENERAL COUNCIL RELATIONSHIP:
PROGRAMS OFFERED:
PRESENT ENROLLMENT:
CONSULTATION BY:
PRIMARY CONTACTS AND POSITIONS HELD:
DATE:
COPIES TO:
Field Director
Area Director
Branch Director
2.
3.
4.
2.
3.
4.
5.
6.
7.
The physical setting: Look for clues about what value is placed on appearance, quality,
neatness and newness. Separation of workers and the status ascribed by the allocation of
space is crucial. Does the physical plant make a statement about the organization?
The written documents promoting the organization: What does the PR about the
organization say about beliefs, values, goals, and pursuits of the organization? Contrast these
espoused values with theories in use.
Products: What can be learned about the organization by looking at what they produce?
What can be seen about quality, innovation and integrity?
Services: Just like a product, the services that a group renders are a good way to read the
deeper values and beliefs. What can be seen about quality, innovation and integrity?
Stores, myths and legends: Organizations have reputations about themselves that circulate in
the external world. Stories of famous founders or leaders are often known far and wide, and
tell a great deal about the group. Myths and legends about great deeds done by the
organization usually emphasize values that need to be noted.
Figureheads and heroes: Who are the big names and heroes (and perhaps villains)
associated with the organization in the outside world? What about those people and the
surrounding stories communicate organizational culture?
Publications: Other than PR materials, organizations also publish reports, books and other
materials that reveal culture to the careful observer. What do the materials published by the
group tell the auditor about the values and beliefs of the group? What comes through by way
of values and beliefs in the formal statements of creeds, philosophy and charters?
8. How the organization treats strangers: How is the newcomer greeted and what does that
person feel on initial contact with the organization? Is it a formal or informal environment?
Is the atmosphere warm or cold, businesslike or friendly, rigid or flexible? Are people
treated as important or are other resources seemingly more of a priority?
9. How the organization treats new customers or recipients of the services: Much like the
previous factor, how does the organization relate to its customers? Whether it is in
products or services, whether profit or non-profit, there are people who are at the receiving
end of the cause for which the organization exists. What position do those people hold in the
organization? Are they used or respected as all-important? Are they targets or are they
listened to as helpful assets?
Internal Indicators
The actions and emphases of the leadership: Without a doubt, the leader of an organization is the
primary embedder and maintainer of the organizational culture. What that leader does and
does not do speaks volumes to the cultural analysts regarding the values and beliefs of the
organization. If the leader is out of sync with the organization on many of the basic
assumptions, then his or her tenure will be short lived. If the tenure continues regardless, due
to power or positioning, then the organization will have cultural dissonance and be both
ineffective and an unpleasant place to work. Some of the primary actions that need to be
observed in the leader are the following:
a. What the leaders pay attention to: Whatever is noticed, commented upon and cared
about is important to the leader and indicates value and worth.
b. What the leaders ignore: Conversely to point a, what the leadership ignores is of little
value to them. Workers quickly learn what does not get reacted to, and deduct that these
things are of no value to the leadership.
c. What the leaders react to: What are the brush fires and emergencies that get strong
reactions from the leaders? How do leaders act in crisis? It is in crises that values,
norms, procedures and policies are often created, thus it is in those times that basic
assumptions come to the surface.
d What the leaders reward: What actions seem to generate in the leadership reward
behavior? What values and beliefs seen in the workers are confirmed by these rewards?
e. What the leaders punish: Conversely to point d, what action seems to get the
leadership upset and generate a negative reaction and punishment? Leaders quickly
embed their assumptions with reward and punishment.
f
What the leaders do to coach their staff: What do the leaders tell the followers as they
wander through the organization coaching the staff? How do they train the followers
and what do they tell them about the organization?
g. How the leaders solve problems: What is the problem-solving style of the leadership? Is
it independent or shared? Is it quick or do decisions linger indefinitely? Do decisions
stick or are they often reversed?
2. Organization History- War stories, myths and legends: Every organization is rich in oral
tradition about the early years of the organization and major milestones that made it what it
is today. How major crises were solved reveals much about values and beliefs, including the
role that the founding leaders played in those battles for survival. Look for these stories,
reflect on them, and pay careful attention to what they communicate about values and
beliefs. Whether they are true or not-they get stretched with time-they tell a great deal about
basic assumptions. The more the stories are told, the more weight they carry in culture
assessment.
3. Symbols: The symbols of an organization are physical objects, furnishings, art, titles, and the
name, slogans and logos of the organization that reflect corporate culture. There are also
symbols of power and status that indicate position within organizations. This would include
offices, automobiles, equipment, facilities and other physical privilege that is possessed by
some but not by all.
4. Physical arrangements: What does the arrangement of the physical space tell one about
status, communication, intimacy, social barriers and intrusion distances? What does the
physical plant tell about how the organization views itself? The physical arrangements
depict status, pride of ownership, the place of tradition and the value of human relationships.
5. Rituals and ceremonies: Organizations have public celebrations of beliefs and values at
times when they sense it necessary to reinforce those assumptions publicly. What is
celebrated and honored at these ceremonies? When rewards are given out publicly, what are
the underlying values that are being affirmed by the organization? Rituals are the customary
and repeated actions of an organization that take on meaning and promote values and
beliefs. They can include meetings, meal time procedures, reports by the leaders, farewell
parties, retreats, work habits, newcomer orientation and any other regularities repeated
within the organization.
6. Hero worship: Who are the heroes of the organization and why? Are they part of the
organization or outside of it? Are all the heroes on the leadership group, or can anyone gain
hero status? What are the values and beliefs being affirmed by the actions of the heroes?
Hero myths and hero worship serve to set standards of performance, show attainability of
success and provide role models for the organization.
7. Taboos: Certain actions are taboo in any organization, and the commitment of a taboo
usually leads to dismissal, social isolation and or humiliation. What are some of these taboos
and what do they reveal about basic assumptions that are deeply held and not open to
discussion?
8. Rites of passage: In most organizations, entrance into the company at the outset is not
entrance into the culture of the insiders. What rites of passage bring newcomers into the real
heart of the organization? What values and beliefs are being expressed and affirmed by these
rites? Other rites of passage would include the pathway to
management, leadership, dismissal and retirement. Informal initiation rites are much more
valuable in expressing culture than those verbally espoused.
9. Retirement rites: At retirement ceremonies, the occasion is ripe for anecdotes, speeches and
war stories that reinforce the organizations values and beliefs. What do the actions and
words surrounding retirement reveal about basic assumptions in the group?
10. Special events/dates/anniversaries: Much like rites and rituals, there are special times in the
organizations life when there is celebration or commemoration or marker events in the life
of the group. What are those important events and what do they reveal about the basic
assumptions? What is marked as important to celebrate and what is ignored? Who is singled
out for recognition and why?
11. Organizational structures: Leaders assert their assumptions on the group not only by their
behavior but by the systems they create. What does the structure say about basic
assumptions? How is the work and work force organized?. What does the design indicate
about the leadership?
12. Report systems: Like the structures they create, what does leadership want to hear about in
the report systems? What is considered success and what is measured in these reports? What
is ignored?
13. Policies and procedures manuals: These are the rule books of the organization. Do they
exist? Are they thick or thin? Is there a good deal of freedom or is there layer after layer of
regulation heaped on the workers? What does that communicate about basic assumptions?
What do they pay attention to and what is ignored?
14. Personnel policies: How are people treated by personnel policies and practices in the
organization? What does that indicate about the view of human nature and other values and
beliefs in the organization?
15. Recruitment dogma and selection: New employees are very sensitive to organizational
culture, for they are quickly trying to adapt to a new working world. What does the
organization say are crucial qualities in new recruits they are seeking? How are they
indoctrinated and what does that say about assumptions? What can newcomers, who are the
most sensitive, tell the culture auditor about how things are done around here?
16. How people spend their time: What are people doing in the organization? If one could
measure how everyone spent their time for a solid week in a given organization, one would
have a rich list from which to draw solid conclusions on values and beliefs.
17. Career paths: Who gets ahead in the organization and why? What type of activity and
behavior is rewarded with advancement, and conversely, what type of behavior is
unacceptable? Are skills, education, knowledge, family connections, loyalty or performance
the criteria for advancement?
18. Tenure in key positions and turnover: Is there long tenure or constant movement in key
positions? Does this indicate a stable or fast paced career tract for the workers? Do people
frequently join as well as leave the organization? If so, what does that tell the observer about
the organization?
19. The general content of memos and meetings: This is related to the same question as what
people do with their time. What is the content of all the paper work flowing
throughout the organization? What are the leaders reading in their in boxes, and what they
sending out through their out boxes?
20. When subcultures conflict: Organizations of any size have numerous subcultures. Generally
there will be dominant ones and minor ones, along with at times rebellious ones. When
subcultures clash, what are the issues and how are they resolved? Who wins the clashes and
what are the signals about assumptions? How do the conflicting groups describe each other?
External Driving Forces
1.
2.
3.
Mission and Strategy. Obtaining a shared understanding of core mission, primary task,
manifest and latent functions.
Goals. Developing consensus on goals, as derived from the core mission.
Means. Developing consensus on the means to be used to attain the goals, such as the
organization structure, division of labor, reward system, and authority system.
4.
5.
Measurement. Developing consensus on the criteria to be used in measuring how well the
group is doing in fulfilling its goals, such as the information and control system.
Correction. Developing consensus on the appropriate remedial or repair strategies to be used
if goals are not being met (Schein 1985:52).
Internal Integration Factors
1.
2.
3.
4.
5.
6.
Common Language and Conceptual Categories. If members cannot commumcate with and
understand each other, a group is impossible by definition.
Group Boundaries and Criteria for Inclusion and Exclusion. One of the most important areas
of culture is the shared consensus on who is in and who is out and by what criteria one
determines membership.
Power and Status. Every organization must work out its pecking order, its criteria and rules
for how one gets, maintains, and loses power; consensus in this area is crucial to help
members manage feelings of aggression.
Intimacy, Friendship, and Love. Every organization must work out its rules of the game for
peer relationships, for relationships between the sexes, and for the manner in which
openness and intimacy are to be handled in the context of managing the organizations tasks.
Rewards and Punishments. Every group must know what its heroic and sinful behaviors are;
what gets rewarded with property, status, and power; and what gets punished in the form of
withdrawal of the rewards and, ultimately, excommunication.
Ideology and Religion. Every organization, like every society, faces unexplainable and
inexplicable events, which must be given meaning so that members can respond to them and
avoid the anxiety of dealing with the unexplainable and uncontrollable (Schein 1985:66).
Basic Assumptions
1. Relating to the search for truth and purpose: How is truth and the purpose of the
organization arrived at? What is the source of truth and how is it revealed? How does the
group discover its ongoing quest for refining its mission, purpose and ultimate goals?
2. Relating to the world outside: How does the organization and its members relate to the
external environment, specifically the market or recipients of the services of the
organization? Is it a posture of service, submission, dominance, superiority, equality or
inferiority? Does the group react to the external environment or primarily act to change that
environment?
3. Relating to time: What is the value of time in this organization? Is the group in a hurry to
complete its cause, or is the pace moderate, or slow? Is time seen as a high priority resource
to spend carefully, or less important than the other resources? Is the orientation of the
organization toward the past, present or future? What is considered on time and how
flexible is the group with time deadlines? In what units of time is planning done in?
4. Relating to space: How is space allocated in the organization? Does it signify worth by its
allocation? What does the arrangement of the physical space tell one about status,
communication, intimacy, social barriers and intrusion distances?
5. Relating to resources: What are the primary resources in the organization and how might
they be prioritized? What does the priority of the resources tell about the values of the
group? How are the resources controlled by the leaders and followers and what does that say
about beliefs and values?
6.
7.
8.
9.
10.
Relating to human nature: This point is applicable to the Christian organization. For
Christians, human nature is usually viewed from the Biblical perspective of the fall and
redemption of sinful man. How is human nature viewed in this organization? Good? Bad?
Worthiness? Creative? Are people in need of being dominated and controlled or can they be
given freedom to excel? Are they of high value, moderate value or expendable? How are
people motivated? Are followers or leaders the best problem solvers? Are all equal or are
some more equal than others? Where do the best ideas for the organization come from?
Relating to human nature: Is the orientation of the group on doing, being or becoming
(Schein 1985:102)?
a. Doing. A doing orientation is the can-do spirit that America is known for, oriented
toward efficiency, tasks, pragmatism, control and manipulation of the environment.
b. Being. This orientation accepts the external environment as ultimately in control, and
that which must be subjected to. It is a passive orientation and focuses on individual
enjoyment, personal pursuits and the acceptance of the inevitable.
c. Becoming. Lying between the two above mentioned orientations, is the stage of
becoming. It is seen as growing into harmony with nature, neither dominating it nor
letting it control oneself. This emphasizes self-development, self-fulfillment and selfactualization.
Relating to human relationships: How are relationships viewed in this organization? Are
they very important in networking, or do people work individually behind closed doors? Is
there freedom for communication throughout the organization, or are lines of relationship
strictly controlled? What is the informal social atmosphere like? Is there love, intimacy and
peer relationships?
Relating to personal priorities: How are personal lives and families viewed? Are they seen
as more important than the work? What is most important to the people in the
organization as a whole, the work itself, the relationships in the organization, ones personal
interests in life, or ones family?
Relating to the nature of reward and punishment: What are the values and beliefs in the
organization relating to power, influence and hierarchy? What and who determines reward,
what is the nature of the reward system? In what is punishment handed down and how are
people desocialized from the group?
Random Observations of Culture
The first section of the notebook should contain random observations about the organization
as one is exposed to the external and indicators of culture. As the observer gains deeper and
deeper insights, it is helpful to simply list them at random for later analysis. These insights also
help as the culture auditor feeds the early insights back to any informants that have been
instilled.
Random observations (More space will be needed, but economized here):
2.
Goals
3.
Means
4.
Measurement
5.
Correction
2.
3.
4.
5.
6.
2.
3. Relating to time
4. Relating to space
5. Relating to resources
7. Relating to human activity: Is the orientation of the group on doing, being or becoming?
a.
Doing
b.
Being
c.
Becoming
Once the list is complete, test the assumption statements with the information in the organization
for the purpose of adjustment and recalibration. Once one is satisfied that the testing is as
complete as possible, then fill in the final conclusions on assumptions.
Final Conclusions on Assumptions
In this final exercise, one is attempting to get DW the core of the organizational culture. At
this time one should write down the most basic assumption observations in full sentences that
can communicate to others the observations made. This will be the final product of the culture
audit.
3. Relating to time
4. Relating to space
5. Relating to resources
7. Relating to human activity: Is the orientation of the group on doing, being or becoming?
a. Doing
b.
Being
c. Becoming
J
Appendix H
Dave felt good about the session and so did our missionary, Bob. Both he and Carlos
had come to a much better acceptance of the others point of view. Felldwship and
communication were restored. For a time, however, Carlos seemed somewhat put out with Dave
for having initiated such a frank, face-to-face discussion about such a sensitive issue. This direct
approach to managing conflict made him feel very uncomfortable. But after Dave had visited
with Cans several times during the coming weeks, everything seemed fine between them again.
Questions:
L. What was the real and underlying issue in this conflict?
7. What cultural factors entered into this conflict and the way it was managed?
8. Any suggestions for improving the way this conflict was dealt with?
Appendix I
The negotiation and discussion did not lead to a formal agreement while we were still in
the Philippines. But feedback from the field indicates that the national church leaders have a
better understanding of our missionaries aspirations, goals, and feelings. They are more open to
shifting from a church-over-the-missionaries relationship to a partnership relationship. We
have lost no missionaries since then and the church and ministries are moving forward. There is,
however, more negotiation needed to arrive at a mutual understanding and acceptance of an
interdependent relationship. Progress has been made but now follow-up work needs to be done.
In our discussions with the national leaders we were courteous and calm throughout our
discussions, but firm and specific. We felt that we had to get through to the national leaders
regarding what was happening to our missionaries and reasons for It. We felt that they did get a
new understanding and empathy for our missionaries situation and that they began to see the
need for a change in the relationship.
Questions:
1. What would someone representing each of the four frames (perspectives) saycaused the
problem in this situation?
Structural (rational systems) frame:
Political frame:
Symbolic frame:
2. How would someone representing each of the frames solve the problem?
Structural frame:
Political frame:
Symbolic frame:
3. What have your learned about the four frames that would help you solve this problem?
Appendix J
Table 5.1 Uncertainty avoidance index (UAI) values for 50 countries and 3 regions
Score
rank
1
2
3
4
5/6
5/6
7
8
9
10/15
10/15
10/15
10/15
10/15
10/15
16/17
16/17
18
19
20
21/22
21/22
23
24/25
24/25
26
27
Country or
region
Greece
Portugal
Guatemala
Uruguay
Belgium
Salvador
Japan
Yugoslavia
Peru
France
Chile
Spain
Costa Rica
Panama
Argentina
Turkey
South Korea
Mexico
Israel
Colombia
Venezuela
Brazil
Italy
Pakistan
Austria
Taiwan
Arab countries
UAI
score
112
104
101
100
94
94
92
88
87
86
86
86
86
86
86
85
85
82
81
80
76
76
75
70
70
69
68
Score
rank
28
29
30
31132
31/32
33
34
35
36
37
38
39/40
39/40
41/42
41/42
43
44
45
46
47/48
47/48
49/50
49/50
51
52
53
Country or
UAI
region
score
Equador
Germany FR
Thailand
Iran
Finland
Switzerland
West Africa
Netherlands
East Africa
Australia
Norway
South Africa
New Zealand
Indonesia
Canada
USA
Philippines
India
Malaysia
Great Britain
Ireland (Republic of)
Hong Kong
Sweden
Denmark
Jamaica
Singapore
67
65
64
59
59
58
54
53
52
51
50
49
49
48
48
46
44
40
36
35
35
29
29
23
13
8
Appendix K
SECTION II.
STYLES OF CONFLICT MANAGEMENT
There are marked differences in the way we react in the midst of conflict. Without being
consciously aware of it each of us develops a pattern of behavior in conflict that reflects
our background, our theology of conflict, and our past experiences with conflict. This
pattern of behavior is our way of dealing with the tension that we feel in conflict. Our
reactions to conflict can become so predictable that others come to expect certain patterns
of behavior from us. We call these learned patterns of behavior styles of conflict
management In this chapter we will be considering the five major styles of managing
conflict that Norman Shawchuck presents in his book How to Manage Conflict in the
Church.
Each persons style of managing conflict will vary according to the situation or
the intensity of the conflict. If you are mediating a conflict as a referee, you will likely
use a different style than when you .are directly and emotionally involved as one of the
parties in conflict. Normally you will enter a conflict using your preferred style, but as
tension builds up and the situation becomes more threatening, you will move to alternate
styles. We call these your back-up styles.
Understanding the conflict management styles will help you to consciously
choose those which are most appropriate for each conflict situation. It will also help you
to lead others in the use of more constructive styles of managing conflict. Consequently,
in this section you will learn:
The five conflict management styles and the characteristics of each style.
Your own preferred and back-up styles of managing or reacting to conflict.
The two basic concerns that affect each persons choice of styles for managing
conflict.
The style that is generally most constructive and effective in managing
conflict. You will be encouraged to make this your preferred style.
The dangers in consistently using the less desirable styles, as well as the
circumstances under which it is appropriate to use them.
The importance of learning to be flexible and intentional in your choice of
styles.
I. THE FIVE STYLES OF CONFLICT MANAGEMENT
Intent To stay out of the conflict, avoid identification with either side, be
neutral. The avoider makes others take responsibility for solving the conflict.
He says by his actions: I will not stick my neck out; It is not my problem;
I do not care enough about the issue to suffer tension and discomfort over it.
The avoider either feels that a conflict is not worth the effort, that all conflict is
wrong, or that a solution is not possible anyway. 56 why, get involved?
Action: The avoider is unassertive and passive. He does not promote his own
ideas and interests, nor helps others to promote theirs. He does not cooperate in
defining the conflict, in seeking a solution, or in carrying out the decisions
made. Avoiding is really a decision not to decide. The avoiders slogan might
well read, The buck passes here.
An avoiders first reaction to a conflict might be to deny that any problem exists at all.
If this fails and the conflict worsens his tactic may be to withdraw and head for the
nearest exit. Or it may ,simply be to stay ,on the sidelines as a silent nonparticipant in
the conflict and its resolution.
Results: You lose; I lose. Avoidance is usually a negative and non-productive
strategy. The avoider abdicates all responsibility to others. Issues that are not dealt
with grow and fester, leading to more serious conflict. Peoples energy is used up in
escaping from the offending parties or the conflict issues. Paralysis may set in
At the same time, those who always are allowed to get their way may mistakenly
begin to think that they and their ideas are superior. They will tend to become even
more assertive and will expect the accommodator to give in to their goals and
interests all the time. Thus they are not forced to grow because they are accustomed
to getting their own way.
When Appropriate:
As with the avoiding style, when the Issue Is relatively insignificant or
temporary.
When one feels unsure of his own ideas and realizes that his position Is weak.
When the long-term relationship Is more important than the short-range
conflict issues.
When several equally good solutions are being considered.
The goals or solutions of all parties are valid and worthwhile and the
differences are not worth fighting over.
The urgency of a rapid solution does not allow time for a thorough
consideration
of we win more and you win less. We cannot be sure whether they put their mother up to
making the request for them, but they certainly had someone with clout representing them.
How could Jesus refuse the request of a good Jewish mother for her sons? But this is what
most of us do in conflict situations. If we are not sure of the strength or popularity of our
position we often look for strong allies or an effective leader that will champion our cause.
When the other ten disciples heard about it they were indignant, but not at the mother. Rather,
they were angry at James and John because they were convinced that there was complicity on
their part and that they were trying to take advantage of them by getting the privileged
positions for themselves: After all, the other disciples would like the positions of honor for
themselves, or at least they would like to keep privileges on an equal basis for all of them.
They did not want James and John to get ahead of them! What we see here is a common
reaction. Use of the competitive style in conflict increases the likelihood of a strong and
heated reaction, if not outright confrontation.
The important lesson for us in this account is to see that conflict can be turned into a positive
experience and the opportunity for learning and growth. We can see this in the way Jesus
handled this conflict. The first thing He did was to take control of the situation with firmness,
yet also with patience. He does not harshly reprimand James and John, nor the other ten
disciples. Rather, he begins by challenging James and Johns attitudes and motivations by
asking them a probing question concerning sacrifice. They were looking for special honor;
Jesus talks to them about their willingness to suffer for His sake. He then turns to the whole
group and uses the conflict as an opportunity to teach them two very important lessons:
1. A lesson on the administrative structure of the Kingdom. Jesus Himself is a servant who
is under the authority of His Father. It
is the Father that will decide who will sit in the places of honor.
2. A lesson on true greatness. We are not called to be competitors seeking greatness and
privileges for ourselves. Rather, we are called to be servants of God and of others in
attitude and actions.
division between them. The situation demanded fair and decisive action. It was not a problem
that would allow a very lengthy process of considering alternatives. Yet the way in which it
was handled did allow everyone concerned to have a say in the decisions made.
The apostles took the initiative as soon as they became aware of the conflict. They first set
clear guidelines outlining the process to be used in managing the conflict and arriving at a
just solution. The apostles would oversee the .process itself, while the Jerusalem believers
would choose those who would oversee the food distribution program to the widows. It is a
beautiful example of good conflict management. Note some of the positive aspects in this
process:
1. The apostles started by establishing priorities for their own ministry. The church needed
their leadership in the Word and in prayer. They realized that it would be a mistake for
them to get sidetracked by trying to administrate this program themselves. This is a
good lesson for pastors and missionaries: we should not try to carry responsibilities
that will take us from our primary ministries.
2. The apostles established the guidelines for the resolution of the conflict: Brothers, you
choose seven men from among you who are known to be full of the Spirit and wisdom.
The congregation was to choose seven qualified men to administrate this program and
the apostles indicated what those qualifications were.
3. The believers themselves chose the seven men. They had ownership in the decisions
made. Because they all participated in the process they would be more likely to accept
and support the leaders chosen. We may sometimes feel that we cannot trust a
congregation to make a wise decision if a choice is left to them. But here is an example
of a congregation making a very wise choice that showed a great deal of Christian
grace. The names of the seven men listed are all Hellenistic names. Since it was the
Hellenistic Jewish widows who were being neglected, Hellenistic Jewish leaders were
chosen to direct the program. This would effectively stop criticism, and the leaders
appointed would feel a strong need to be very fair and impartial to both parties since
they were chosen by both.
4. There was a task orientation with a people emphasis. A problem needed to be solved
and changes needed to be made. But these were not an end in themselves; they were the
means to help people who were in need while also developing people in the process
itself.
5. There were a number of short and long-range benefits from the decisive and creative
management of this conflict:
The widows were provided for In an impartial way (implicit because the problem Is not
mentioned again).
The Word of God spread in its influence (v.7).
The church in Jerusalem experienced rapid growth (v. 7). No doubt observers admired
the fairness and maturity of the church in its handling of this situation. And the world is
watching us as believers to see how we handle problems and conflicts!
New church leaders were identified and received practical training through their handson experience in leadership. Several of them went on to become prominent evangelists
and church leaders.
A new class of church leaders originated with the designation of these men as
deacons (v. I refers to the daily deaconing). This new class of leaders is still blessing
our churches today, almost two thousand years later!
The believers in Jerusalem grew In their confidence and ability to solve their own
problems and manage their own internal conflicts.
3. There appears to have been a fairly high level of mutual trust and respect. The meeting
did not degenerate into recriminations and each party listened to the other partys
arguments.
4. Peter, who was accepted by all parties, was the first major leader to express his
convictions on the issue (vv. 7-11). This was appropriate and very wise. What Peter said
prepared the ground for Pauls and Barnabas presentation later on (v. 12).
5. James, the moderator of the Council and leader of the Jerusalem church, gave the
wrap-up (vv. 13-21). Interestingly, he refers at this point to what Peter has said, but not
Paul. No doubt this was done to bring all the parties along in the solution, since Paul
was still a very controversial person.
6. The resolution of the conflict shows a combination of collaboration and compromise.
In critical matters of the doctrine of salvation and grace, no compromise.
In secondary matters of practice, reasonable compromise. In several sensitive matters
that would offend Jewish Christians, Gentiles are Instructed to respect their Jewish
brothers and abstain from these practices (vv. 19-20, 28-29).
7. There was rapid and clear communication of the Councils decision to those affected
by it. For best results the decisions were communicated to the churches both in writing
and personally.
Resume. The council at Jerusalem was one of the most important events in the Book of Acts.
Unresolved conflict and wrong decisions in that Council could have split the early Church
into two opposing camps. This would have had very damaging long-term effects on all the
churches, especially those made up of Gentile believers. Fortunately the wise, courageous,
and collaborative management of this conflict led to a strong affirmation of the foundational
Christian doctrine of salvation by grace, and to a widening door of opportunity for the
Gentiles.
sharp disagreement that they parted company. What a sad picture! Two men who have been
such close friends and effective co-workers, now split and go their separate ways.
1. Paul and Barnabas both displayed a very competitive style in this conflict. For Paul the
success of the missionary enterprise was the most important consideration. His main
concern was for the work. Paul felt strongly that John Mark had let them down when he
left them to return home in the early part of the first missionary journey (13:13). He
wanted someone along who could take the rigors of missionary life and who could be
trained for further missionary service. Barnabas, on the other hand, wanted to give John
Mark a second chance. His main concern was for a person. He probably felt that Marks
well-being and future ministry were at stake and that now, more than ever, he needed to
prove himself. No doubt he felt that Mark had learned his lesson, that he was now more
mature, and that he would do much better on the second missionary journey.
Both Paul and Barnabas had very strong feelings over this issue and each was determined
to win his case. The conflict ended in a stand-off between these two strong-minded church
leaders. Neither would give in and apparently each man felt he was right in his decision
and action. In essence they were planning on two different wavelengths.
2. There were two very important behind-the-scenes factors in this conflict. One of them
involves culture and family. Family was all important in the Jewish culture. Just as with
Abraham and Lot (Gen. 13-14), Barnabas felt a duty and obligation to his nephew, Mark.
Paul could be completely objective about John Mark since he had no family obligation to
him, but Barnabas did not have that luxury. He probably felt he had no choice but to stand
by his nephew.
The second behind-the-scenes factor at work here involves a new figure that emerges as a
result of the Jerusalem Council. That man is Silas. Silas is called a leader among the
Jerusalem Christians (v.22), a man who has risked his life for Christ (v.25), and a prophet
and teacher (v.32). Silas had already been tried and tested and had the necessary qualities
and abilities for being good missionary partner to Paul. I personally believe that,
throughout the events of Acts 15, Paul had been watching Silas and could have been
thinking of him as a possible partner. Perhaps, in his mind, Paul had already made a
decision about Silas before his confrontation with Barnabas about John Mark.
In any conflict, it is important to realize that the people involved come into the conflict
with personal interests, obligations, and agendas. Often these are not articulated. They are
behind-the-scenes factors and hidden agendas that strongly affect how people think and
what they do in conflict. In managing conflict we need to seek to bring to the surface and
clarify these hidden interests and cultural factors that bear upon a conflict. This requires
sensitivity to people and their feelings and an understanding of the cultures represented. It
also requires providing a forum for open and clear communication by all parties involved.
3. Both men were right and both were wrong in this controversy. Both Paul and Barnabas had
valid reasons for their thinking and their decisions. But they certainly could have managed
this conflict in a more positive way. For example, a compromise strategy in this situation
would have called for more open discussion, less stubbornness, and greater mutual
consideration of ideas and positions on the matter. Such a strategy could have sought a
solution that satisfied both Barnabas concern for Mark and 1auls concern for carrying out
the missionary task as effectively as possible. Paul could have agreed to have a serious talk
with Mark and, if satisfied with Marks commitment, to take him with them on their second
missionary journey. Barnabas could have agreed that if there should be a repeat of his
performance on the first journey, Mark would not be invited to travel with Paul again. On the
other hand, if Mark did well on the second journey, he would have proven his worth.
4. While this conflict seems to have ended in failure, the results are very informative for us.
Even though these two very good friends and fellow workers split and went their separate
ways, they lived through it and continued to be effective in their ministries. Sometimes a
conflict is not resolved in what we consider to be a positive and successful way, even when a
thorough and determined effort has been made. But the world does not end. Life goes on.
Paul and Barnabas continued their separate ministries. Now there were two teams taking the
gospel to the Gentiles and both teams had success. A new missionary leader Silas
emerged as a result of this conflict. And John Mark did become a disciplined and fruitful
servant of God. (Col. 4:10,2 Tim. 4:11).
The painful truth is that in some cases of conflict we are just too far apart from the other
party in our ideas, convictions, or personalities. Continuing to work together just is not
feasible. Sometimes the best we can do is to recognize a failed effort at conflict management
and move ahead with confidence, with new associates, and with new efforts in ministry. As
Paul himself said, But one thing I do: forgetting what is behind and straining toward what is
ahead, I press on toward the goal to win the prize for which God has called me (Phil. 3:1314, NW).
and firm. It was not that Paul had to win; it was that the truth of the gospel had to win this
one. Thus Pauls competitive and confrontational style was the right one for him to use in this
conflict. There are several important lessons for us from this passage:
1. There are conflicts in which the issues are so clear and the stakes so high that we should
be determined to win our case. This is especially true in regards to important doctrinal or
ethical issues. Pauls cause was right and he knew it. But we should reserve use of the
competing style for those cases where we are convinced
that it is the only appropriate course to follow.
2. Most conflicts do not fall into this category. They usually involve issues that allow for
open discussion, negotiation, and shared decisions by all parties. In these cases
collaborating or compromising are the preferred styles.
3. Paul had already established a relationship of authority and respect with his fellow church
leaders. He had earned the right to speak with authority. This personal power base made
it possible for him to be so assertive before the other church leaders. Without his
reputation as a godly leader of integrity and fairness, Paul could not have confronted Peter
as he did.
4. Paul was well prepared and his defense of the truth was thorough and powerful. Even
when we are convinced that our idea, cause, or plan is the right one, there is no substitute
for being well prepared with the information, background, and facts that bear upon the
issue being considered.
1. Throughout the epistle Paul prepared the way for resolving this conflict. The whole
church must have been involved in or affected by the conflict since Paul addresses the
entire congregation about its need to be like-minded and of one spirit and purpose. The
apostle exhorts them to set aside selfish ambition, conceit, and self-centeredness and to
learn to put first the interests and concerns of others. Apparently many of them were not
doing this.
2. Paul sought to lay a foundation of truth on which Euodia and Syntyche and their
followers would have to agree. Paul appeals to several major reasons why this
conflict needed to be dealt with and resolved. It was contrary to all that it means to
be Christians (2:14); it was completely contrary to Christs own attitudes and actions
(2:5-8); and it was a very poor testimony before the world (2:12-15).
3. Paul does not hesitate to bring his own emotions and feelings into the controversy.
As founder of the church in Philippi he knows that he is like a father to these
believers. He lets them know how much this conflict is hurting and grieving him
(2.2a,16,19; 4:2).
4. In the closing section of his letter Paul appeals directly to Euodia and Syntyche. He
openly confronts the two main parties in the conflict and exhorts them to resolve
their long-standing differences. And he tells them where they can find the strength to
do this difficult thing. This strength is found in the Lord (v.2b).
CONCLUSION
It is dear that the Bible has a great deal to teach us about conflict. In the passages
we have just considered we see conflict being caused by a number of factors:
Changing circumstances that required new decisions.
Apparent or felt injustice and favoritism.
New and pressing needs requiring up-to-date solutions and provisions.
Contrasting convictions regarding doctrine, traditions, and practices.
Differences of opinion regarding people, ministries, and goals.
Clashes of personalities and leadership.
It is also important for us to see that in all of the situations we have looked at, conflict
properly managed led to new and creative solutions, some of which are still affecting and
blessing us today. Well-managed conflict also resulted in:
Deeper doctrinal convictions.
The affirmation of important values and principles.
A stronger testimony to the world by the Church.
The development of new and stronger leadership.
Clearer direction for the Church and its leaders.
Consultant Training
APEO Annual Strategy Conference
December 17, 1998
Introduction
The definition of consulting offered by Barcus and Wilkinson (Consultant Training Manual,
page 4) states that consultants help clients identify and analyze management problems or
opportunities. Following are a number of tools that will assist the consultant in this task.
Quick Tools For The Consultant
Consultant Tool #1 Force Field Analysis
Begin by asking the question, What are you trying to accomplish?
List the enhancing forces.
List the inhibiting forces.
Enhancing Forces
List....
Inhibiting Forces
List....
Purpose: This process does not tell you what is good or bad about the task. It does indicate how
difficult it will be to implement it.
Facilitate change by...
1) Reducing inhibiting forces
2) Increasing enhancing forces
Consultant Tool #2 PEPSIE Problem-solving Methodology15
(Consultant Training Manual, pages 17, 18)
Step #1:PErformance identification
The problem-solving process begins with identifying expectations and comparing them to actual
performance.
For example, the expectation is that an ICI office will have enough income to support the
office, but there is a shortage each month of $SOO. The perfonnance does not match the
expectation.
Step #2:Problem identification
Analyze the situation to identify the problem. Remember to deal with the problem and not the
symptoms.
For example, the problem may simply appear to be the lack of $SOO/month in income.
But perhaps that is just the symptom. Perhaps the real problem is lack of communication
with donors, or mismanagement of the available income.
Step #3: Solution identification & selection
Brainstorm with others to generate as many ideas as possible to identify a solution. This activity
should be conducted without evaluation or examining the ideas. The goal is to come up with as
many potential solutions as possible.
For example, in addressing the shortfall each month, an ICI office may brainstorm the
following solutions: Increase income by.. . , decrease expenses by. ...improve
management of present funds by... . etc.
1. Test the solutions
2. Name possible obstacles to the application of the solution.
3. The goal of this stage is to identify the best alternative.
Step #4: Implementation of the solution
Sometimes it may be wise to pilot-test the solution. The evaluation allows the leader to refine the
solution. For large organizations it is often a good idea to implement a solution in parts of an
organization before introducing it to the entire organization.
Step #5: Evaluation of the solution
If the problem is not solved, alternative solutions need to be considered.
Consultant Tool #3 -APA (Achieve. Preserve. Avoid)
Achieve
Preserve
What do you want to achieve?
What do you want to
preserve?
List...
List...
When finished,
a)
look for common threads.
Avoid
What do you want to
Avoid?
List...
b)
Examples of threats could include the fact that the church is in a highly mobile
community (people move every 2-3 years), government regulations, and the communitys
emphasis upon wealth and materialism.
3. Match distinctive competence with available niches.
The key is to match the strengths with the opportunities that exist. In our examples,
perhaps a local church that has a strong childrens program is located in a community
that has a need for preschool programs. Or perhaps the choir could host a community
Christmas celebration.
Steps:
a) Brainstorm first, listing the ideas but leaving some room for evaluation too.
b) Then ask the leader to select the most promising options and evaluate and discuss them.
%\Whom
Major Concepts
The Structural, Human Resource, Political, and Symbolic Theories of Organizations
1. Structural (rational systems) theorists emphasize organizational goals, roles, and technology.
They look for ways to develop organizational structures that best fit organizational purpose
and the demands of the environment.
2. Human resource theorists emphasize the interdependence between people and organizations.
They focus on ways to develop a better fit between peoples needs, skills, and values and the
formal roles and relationships required to accomplish collective goals and purposes.
3. Political theorists see power, conflict, and the distribution of scarce resources as the central
issues in organizations. They suggest that organizations are very like jungles and that
managers need to understand and manage power, coalitions, bargaining, and conflict.
4. Symbolic theorists focus on problems of meaning in organizations. They are more likely to
find serendipitous virtue in organizational misbehavior and to focus on the limits of
managers abilities to create organizational cohesion through power or rational design. In this
view, managers must rely on images, luck, and sometimes the supernatural to bring some
semblance or order to organizations.37
4 Consultants Responses to A Problem
Sample problem:
The president of a large Bible college recently interviewed several consultants for help in dealing
with turnover among the colleges deans.
1. Consultant #1 response: When did you last reorganize? As your college has grown, deans
responsibilities have probably become blurred and overlapping. When reporting
relationships are confused, you get stress and conflict. You need to restructure. Structural
theorist frame of reference
2. Consultant #2 response: Its obvious, you are probably neglecting your deans needs for
autonomy and opportunities to participate in important decisions. You need an attitude
survey to pinpoint the problems. Human resource frame of reference
3. Consultant #3 response: I think there is a problem with your deans relationship to the
official board and the constituencies (stakeholders). What do you expect? Youve given up
basic dean prerogatives due to pressure from the board and your stakeholders. If you want
the deans to stay, youll have to get back to the bargaining table and fight to restore the
deans power. Why did you give away the store to the board and stakeholders? Political
theorist frame of reference
4. Consultant #4 response: Your company has never developed a strong value system, and
growth has made the situation worse. Your deans dont find any meaning in their work. You
need to revitalize your schools culture. Symbolic theorist frame of reference (Adapted
from Bolman and Deal, page 3)
15
Enhancing Forces
Inhibiting Forces
To facilitate change...
a.
Reducing inhibiting forces How could the inhibiting forces be
reduced?
b.
PEPSIE Methodology
Step #1 Performance Identification
Expectations
Performance
APA
State the Problem:
Achieve
Preserve
Avoid
SWOT Analysis
Strengths
Weaknesses
Opportunities
Threats
Evaluation
- Brainstorm first, listing the ideas but leaving some room for
evaluation, too,
- Ask the leader(s) to select the most promising options and evaluate
and discuss them.
Action Plan
What
When
By Whom