TRAINING IN MINISTRY



Training In Ministry

Design

Your

Equipping Ministry

Robert L Samms

“And he gave some . . . to equip the saints

for the work of ministry,

for building up the body of Christ”

Ephesians 4:12

© 2013 Discipleship Overseas, Inc.

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About Training In Ministry

Training In Ministry is a proven educational program to help “equip the saints for the work of ministry for building up the body of Christ”.

The sixteen equipping courses are designed for 90-minute group sessions. Learners prepare lessons in advance.

Most TIM courses have a complete Leader’s Guide which is available free from our website. Leader’s Guides navigate the group Study Leader through each aspect of the 90-minute group sessions. The group learning experience is made both positive and effective by the integrative and application-type questions asked.

The educational methodology is “head”, “heart”, and “hands”. Every TIM course contains adequate factual information; learners are challenged to apply that information to their own lives; and are challenged to get involved in ministry related to that course.

The Author

For 22 years Robert Samms was a missionary educator in the Philippines. Together with his wife, he taught at the Philippine Missionary Institute; led the Philippine Association for Theological Education by Extension, and the Conservative Baptist Extension Seminary Training. In 1980 he started Lay Action Ministry Program which became Training In Ministry. Bob holds an M.A. in N.T. from Trinity Evangelical Divinity School, and a DMin from Denver Seminary.

Acknowledgment. For some of this manual material we are indebted to Dr. Terry Powell, professor of Christian Education at Columbia International University. Dr. Powell wrote Christianity 101, Welcome to Your Ministry, and Learning to Serve: Jesus as Role-Model.

Table of Contents

Understanding TIM ..................................……….......... 4

The Training In Ministry Curriculum ..............…........ 5

Ch. 1 What in the World is Your Church Doing? ……........... 7

Ch. 2 The Biblical Mandate ..............................………........... 12

Ch. 3 Lay Ministry in the Mirror of History ....……............ 18

Ch. 4 How to Implement Change ...................………........... 25

Ch. 5 How Adults Learn Effectively ...............…….............. 32

Ch. 6 How to Lead Effective Discussions ........……........... 38

Ch. 7 How to Develop Your Equipping Ministry .….......... 41

Curriculum of TIM Courses

TRAINING IN MINISTRY COURSES WILL ENABLE YOU TO “EQUIP THE SAINTS FOR THE WORK OF MINISTRY AND SO BUILD UP THE BODY OF CHRIST.”

1 Grounding Courses

Christianity 101 is designed to disciple new Christians, either in small groups, or one-to-one. Application: Learners will lead another person through this course.

A Panorama of the Bible features easy-to-remember visuals for each of the 12 Bible periods. Learners will thrill to find that they can remember the major themes of Bible content and message. Application: With the aid of the Leader’s Guide, learners will lead another person, or a small group through this course.

Truth That Transforms will provide learners with a solid foundation in the major doctrines of Scripture, with an emphasis on practical applications. Application: Learners will, with the aid of the Leader’s Guide, lead another individual, or group of people through this course.

A Panorama of Christian History provides a “big picture” view of the Church from the 1st through the 20th century. It also emphasizes practical lessons we can apply to our own ministry. Application: Learners will teach this course to another person or group.

2 Growing Courses

Welcome to Your Ministry teaches the important truth that God has called and gifted all believers for ministry and challenges them to get involved in some basic ministries in the church. Application: Learners will commit to getting additional training for ministry, and getting involved in it.

How To Discover Your Spiritual Gifts will provide believers with a better understanding of which spiritual gifts they may have, and how to use their gifts in service for Christ. Application: A short-term assignment will be given, wherein learners use one of their gifts in an approved ministry.

Learning to Serve: Jesus As Role Model teaches the servant life-style of Jesus in many ministry related contexts, and helps learners put this into practice in their ministry. Application: Learners will be given a ministry role wherein they demonstrate the servant-leader style of Jesus.

Going Courses

Your Ministry of Prayer studies prayer in Scripture, and will help learners become involved in a significant ministry of prayer. Application: Participants will commit to a ministry of prayer as suggested in the course content.

Outreach as a Life-style will train lay people to develop friendships with people, leading to sharing Christ with them. Application: Learners will practice this personal evangelism approach in their lives of sharing their faith.

Your Ministry at Home provides practical principles in how to establish and maintain a truly Christian home. Application: Applying the principles week by week within the learner’s family, including being consistent in reading the weekly schedule of verses and journaling based on these verses.

Touching Tomorrow By Teaching Children is a superb tool to train more workers to serve in the exciting ministry of teaching children. Application: Teaming up with an experienced teacher as an assistant for one quarter or more.

Christianity in the Workplace relates faith to practical and ethical issues on the job. Its focus is how to be like Christ in the work world. Application: Learners will apply these biblical principles to their areas of work.

Contending For The Faith is a course on Christian apologetics, which will equip learners to defend and share their faith, especially among intellectual unbelievers. Application: Learners will engage in an effective ministry of defending and sharing their faith.

A Survey of the New Testament is a 12-lesson survey of the New Testament. It includes outlines of each book, background information, and questions for individual study. Application: Learners will be able to lead Bible studies in any New Testament book.

How to Study the Bible will give students an in-depth exposure to the inductive method of Bible study and help them develop their own outlines for leading Bible studies. Application: Based on their study, learners will lead 10 Bible studies in the book of Ephesians.

Your Ministry of Leadership will encourage, equip, and train Christian men and women for increased effectiveness in leadership. Application: Learners will demonstrate the skills taught in this course in an assigned ministry position.

Chapter 1

What in the World

is Your Church Doing?

After 22 years in educational ministries in the Philippines, my family and I returned home to face some “reverse culture shock.” When visiting an adult Bible class in a supporting church, I observed the same people I had seen there four years earlier. Somehow I was shocked. “How long have you been in this class?” I asked one gentlemen. “Fourteen years” was the reply. “Really! How does it feel being in the same class for so many years?” He leaned near, cupped a hand and confided, “To tell you the truth, after a while, it gets kind of boring—you know, the same subjects come up again and again.”

Think about it! Is he just an isolated case? Or does he represent what can be found in many churches today?

“It is no secret that the organized church today is in trouble,” says Robert Coleman. “Not only has the institution lost momentum, but by and large, it has lost direction” (Foreword to Bill Hull’s The Disciple Making Pastor, pg. 9).

Leith Anderson (Dying For Change, pg. 10) says, “85% of America’s Protestant churches are either stagnating or dying.

Joe Aldrich, past President of Multnomah University says, “In the past 10 years hardly a single county in America has experienced church growth.”

We need to ask ourselves: Have we lost momentum as Christ’s ambassadors—because we have lost direction?

Why is it that—

• A large majority of people feel that churches give undue emphasis to organizational matters, and not enough to spirituality?

• It takes 1,000 Christians 365 days to win one person to Christ?

• The United States is becoming more pagan each year, and is now reported to be the fourth largest mission field in the world?

• Meanwhile, some of the cults have grown at an amazing pace. The Mormons for example, now have over 6,000,000 members, making them one of the largest church bodies in America.

Pastors are part of this problem too, because—

• The average stay of a church pastor is between 3 and 4 years. Yet many studies suggest that a pastor’s most productive years only begin between the fourth and the seventh years.

• Most pastors feel overwhelmed, like they're doing too many things.

• Most pastors are caught up doing the urgent things and have little time for the important things.

• Many pastors are not implementing a discipling ministry, even though this is the central command of our Lord, Matthew 28:18-20.

Church members share responsibility because—

• We see the minister as just that—the person who does the ministry—all of it if possible. “That’s why we pay him,” they tell us.

• We have little awareness that we too are to be the ministers in the church—and that the pastor is the equipping leader of our team of ministers.

• We are “pew potatoes” in our churches. Vance Havner quips, “in order to be a member in good standing in most evangelical churches today, you would need to be a backslider!”

• We don’t seem to know that they are in a war zone, and that the enemy is all about us.

• We often have a woeful lack in knowledge of Scripture—and thus are ineffective as disciplers of others.

According to a Gallup poll, of 22 million “evangelicals,” only 7% had any evangelism training and only 2% had introduced anyone to Christ!

Yet there are churches that are equipping their members. And these churches are growing —both in numbers and in spiritual depth and ministry effectiveness. But in the majority of churches, serious discipleship is lacking, and spiritual malaise is evident.

What can be done about this problem, in your church?

To answer this question, we will need to start with the basics.

We must view church ministry in light of Jesus’ clear command to “make disciples.” This command constitutes the marching orders for the Church universal, and for your church. It is the key to Christ’s continuing ministry “in Jerusalem”, “Judea and Samaria,” and “to the ends of the earth”. (Acts 1:8)

Elton Trueblood makes this shocking statement:

“Perhaps the greatest single weakness of the contemporary Christian Church is that millions of supposed members are not really involved at all and, what is worse, do not think it strange that they are not.”(The Best Of Elton Trueblood, pg. 34).

In his forward to The Disciple-Making Pastor, Robert Coleman charges:

“We have drifted so far from the mandate of Christ that persons who take it as the pattern of their lives are looked upon as fanatics” (Outgrowing The Ingrown Church, by C. John Miller, pg. 17).

In Marks Of A Healthy Church John MacArthur explains:

“The teaching pastor is to perfect the saints, and the saints are to do the work of the ministry so that the Body of Christ may be built up.”

And in his book Body Dynamics McArthur declares:

“The local church essentially is a training place to equip Christians to carry out their own ministries.”

While Ray Stedman in Body Life affirms:

“The declaration of Ephesians 4 is that the ultimate work of the church in the world is to be done by the saints—plain, ordinary Christians—and not by a professional clergy or a few select ordinary Christians.”

And in Lifestyle Evangelism Joe Aldrich declares:

“The pastor’s major job is to help others minister—not do all the work of ministry himself.”

These Christian leaders have it right. They have it right because this is what the Bible teaches!

Every Christian Should be a Minister—

Because Scripture teaches it.

“For as in one body we have many members, and the members do not all have the same function, so we, though many, are one body in Christ, and individually members one of another. Having gifts that differ according to the grace given to us, let us use them” (1 Cor. 12:4-6).

“As each has received a gift, use it to serve one another, as good stewards of God's varied grace” (I Peter 4:10).

“And he gave the apostles, the prophets, the evangelists, the shepherds and teachers to equip the saints for the work of ministry, for building up the body of Christ” (Ephesians 4:11-12).

Because The Pastor needs It.

Pastors cannot do all that is expected of them. According to one church survey, the average expectation was for the pastor to serve 136.5 hours per week! (Powell, Welcome To Your Ministry). The fact is, not even a “super-human” pastor can do this! Yet many pastors regularly put in 70 to 80 hours per week.

Pastors become overwhelmed with the multiple tasks, the myriad of demands, and other high expectations that are put on them. All too often they find themselves running from one critical situation to another—with little time left for quality planning—including equipping God’s people for works of service!

Because God's people need it.

All too many church members are not in church on Sundays. Why? Because—and let’s put it bluntly—they are bored with church! They have not seen their role as partners in God’s Kingdom work! They don’t see themselves as vital to this cause. They may not have been effectively challenged to enlist.

Today’s church is like a an athletic event, where there are thousands of screaming fans who are desperately in need of exercise, and a few players who are desperately in need of rest. The Bible calls on us to leave our place in the stands and get down on the playing field!

Because the world is crying out for it.

Our world desperately needs Christians who are touching their world. This is the most pressing challenge that confronts our church today. And it can only be impacted by the ministry of ordinary believers, who they rub shoulders with every day.

In his book, The Disciple Making Pastor, Bill Hull charges:

“The evangelical church has become weak, flabby, and too dependent on artificial means that can’t simulate real spiritual power.” He further says: “churches are too little like training centers to shape up the saints and too much like cardiopulmonary wards at the local hospital.”

You can change all this, by implementing the suggestions covered in this book.

The TIM curriculum listed on pages 4-5 has but one goal—to help your church equip and use ministers for God.

All TIM courses can be ordered on the web, either in printed copies, or for free downloading at:



Chapter 2

The Biblical

Mandate

Jesus’ last command in Matthew’s gospel contained these compelling words:

“All authority in heaven and on earth has been given to me. Go therefore and make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit, teaching them to observe all that I have commanded you. And behold, I am with you always, to the end of the age.”

The key here is the single imperative: “make disciples”. Matheteusate is from mathetes, meaning “a pupil, follower, or learner”. The clear focus of the Great Commission is on making disciples. The three present participles are supportive to this imperative.

Going may be translated, “as you go,” or “while going.” Central to the ministry of disciple making is the ministry of evangelism. A church that is fulfilling the great commission is reaching out in its community.

Baptizing implies that the ministry of evangelism has been fruitful. Some have believed the message of the Gospel, and now publicly identify themselves with Christ through baptism.

The third participle is teaching. It is critical that we notice that we are “to observe” His teaching. That means to apply—that is, to integrate into life. Merely observing truth does nothing. Christianity is not a spectator sport. Jesus calls us to a changed life. In Luke 6:40 Jesus says: “Everyone when he is fully trained will be like his teacher”.

Going, baptizing, and teaching. These activities, taken together, constitute making disciples. It is what we are called to do. It is Jesus’ last command.

The Chosen Twelve—Ordinary People!

When you hear the term “The Twelve Apostles,” do you usually think of these as ordinary men? More likely we regard them as professionals—called by Christ Himself, who were called to minister for Christ.

Thus it’s easy to lose sight of the fact that Jesus chose twelve very ordinary people to become His apostles. He called them—simple working men—Peter, Andrew, and James—fishermen. And Matthew—a tax-collector. None of these men came from the religious or highly educated class. In fact, the people of Jesus’ day referred to the apostles as “uneducated, common men” (Acts 4:13).

This fact is of the greatest importance. For it indicates that ordinary people today can be similarly called, equipped, and sent forth in the power of the Holy Spirit.

Clergy and laity: different words with the same meaning

We understand the word “clergy” as referring to the church pastoral staff. But now notice how this word was used in the New Testament. The word itself is kleros and meant, “that which is assigned by lot, portion, or share.” Thus Peter speaks of ”those allotted (kleron) to your charge” in I Peter 5:3—referring to the whole body of believers. Now this stunner: never in the New Testament, does kleros refer to church leaders! This was a usage that developed later in history—from secular sources.

The word for ordinary people in the church was laos, or lay, and means, “the people of God”.

In writing about the relationship between kleros and laos, J. B. Lightfoot, in The Christian Ministry, (p. 20) concludes, saying, “all Christians are God's laity and all are God's clergy.”

The Honor of Being God’s Servant

Deacons. In the New Testament, those who served were called diakonos. It was not a word that reflected a lowly status. Consider who it is that Christians are serving—the God of the universe! Consider some called to be “servants”, such as Abraham (Genesis 26:24), Moses (Numbers 12:7), Caleb (Numbers 14:24), and Isaiah (Isaiah 20:3).

Furthermore, Jesus himself is the absolute role-model for servanthood. “I am among you as one who serves” (Luke 22:27). In John 13, Jesus set an example for all of His servants, saying, “You also should wash one another's feet” (John 13:14). In Mark 10:43 Jesus said, “Whoever wishes to become great among you shall be your servant.”

Paul described himself as a “servant for Jesus' sake” (II Corinthians 4:5). He also declared, “I was made a minister (diakonia) according to the gift of God's grace “(Ephesians 3:7). He admonished Timothy to “discharge all the duties of your diakonian” (II Timothy 4:5).

It is key that we focus on this, whether ordinary church members, or full-time Christian workers. We are called to walk in the steps of Him who “did not come to be served, but to serve” (Matthew 20:28).

The office of deacon was established (Acts 6:2-4) because of the need for the apostles to give themselves more fully to the ministry of prayer and teaching the Word. The qualifications for deacon (I Timothy 3), together with the examples of Stephen and Philip, suggest that these deacons served in spiritual areas too.

Elders. In the New Testament, those who ministered, especially in spiritual areas, were frequently called “elders” (presbuteros), and sometimes “overseers” (episkopos). These terms were interchangeable, indicated by comparing Titus 1:5 with 1:7; and Acts 20:17 with 20:28. Those given the oversight of local churches were given these titles.

Pastors. The term pastor means, “shepherd.” Christ is the Shepherd of all believers (Matthew 2:6). An indication that Jesus would continue his pastoral care through his followers is found in the admonitions to Peter: “feed my lambs,” and “take care of my sheep” (John Ch. 21). In turn, Peter admonished the church elders to “Be shepherds of God's flock” (I Peter 5:2). The spiritual gift of pastor is mentioned in Ephesians 4:11.

While the gifts given to the church included that of pastor, their offices were two: deacons, and elders (or presbyter). And they were ordinary “lay” people. They worked their secular jobs, supported their families, lived exemplary lives, and ministered as leaders in their local churches.

The “Body” of Christ and How it Functions.

Paul frequently refers to the Church as the “body” of Christ (Rom. 12:5; 1 Cor. 12:27; Eph. 1:23, 4:12, Col. 1:24, 2:19). It is an apt illustration. For just as every part in the human body has a function, so does every member in the Body of Christ have a function.

We see this in Romans 12:3, where Paul says that God has given “each (i.e. to each part of the Body) according to the measure of faith that God has assigned.” And again in vs. 6, “Having gifts that differ according to the grace given to us, let us use them.”

This same emphasis is found in I Corinthians 12. After listing a variety of spiritual gifts, Paul states that God gives them “to each one individually” (v. 11).

How is it then that God-gifted, mature, and experienced church members are little more than bench-warmers? How is it that this spiritual malaise has set in? The effects are staggering. And the devil is gleeful! For the work of Christ in our world suffers greatly.

And further, what happens in the lives of these “non- operating” Christians? Often a spirit of restlessness sets in—even outright boredom and waning spiritual interest. These desperate signs of decline are seen in churches everywhere. We must ask: “Why?” Why are we not involving every member in our church—when this involvement is so clearly taught in Scripture?

Spiritual Gifts for a Spiritual Body

Ephesians 4 is a key passage on the subject of spiritual gifts. In chapters 1-3 Paul teaches the vital truth that all believers, Jews and Gentiles alike, can be part of the one Body of Christ. In chapter 4 he expresses concern for the unity and growth of the Body. This growth occurs as “grace” is given “to each one of us” (4:7). This grace comes to us in the form of gifts, which have been given to every member of the Body—and for the benefit and growth of Christ’s spiritual Body.

The purpose then, of the gifts of pastor and teacher is “to prepare God's people for works of service” (4:12). The word “prepare” means “to equip or train.” In the context of teaching, it means to be “fully taught” (Luke 6:40). These equipped believers thus are to engage in “works of service”.

What kinds of service? That this service includes physical and material service is not questioned. But that the ministry of equipped lay people does include spiritual ministry is abundantly made clear in the context—for the result of this ministry is “that the body of Christ may be built up until we all reach unity in the faith and in the knowledge of the Son of God and become mature, attaining to the whole measure of the fullness of Christ” (4:13).

How does this picture of God's plan for spiritual growth compare with that in your church? We see churches that are struggling, stagnant, dying. We see churches whose members are being carried away by false doctrine, or being recaptured by the world. Many of these churches are located in an ocean of opportunity, yet find themselves trapped in the eddies of the status quo.

This is hardly the picture of the Church as God planned it. What has gone wrong? Simply this: we have failed to model the teaching of Jesus and the apostles. We have failed to effectively equip believers and involve them in significant ministries. Is it not time that we return to the New Testament teaching—and practice? When we do, we can be confident that our church will grow, just as they did in New Testament times.

Equipped Christians Evangelized Asia Minor

When Paul came to Ephesus, following his usual practice, he first preached in the Synagogues. Not only was he able to proclaim Jesus as Messiah to his own people, but also seeking Gentiles were often present.

But soon, “some became stubborn and continued in unbelief, speaking evil of the Way” (19:9). Rather than risking further conflict, Paul withdrew, taking the disciples with him, and reasoned with them daily in the hall of Tyrannus.

A challenging insight into this training experience is found in the Western text, which says that Paul, “argued daily in the hall of Tyrannus from the fifth hour to the tenth.”, that is, in the middle of the day, from 11 to 4. (A Textual Commentary on the Greek New Testament, p. 470) Culturally, this was the time for cooking and eating, and for rest. But for those passionate about Christ, it was a time to be equipped to serve.

This continued for two years, and with this amazing result: “all the residents of Asia heard the word of the Lord, both Jews and Greeks.” (19:10)

By any standard, this was an amazing accomplishment. The province of Asia had a landmass of over 60,000 square miles.

How was this great missionary task accomplished? Paul used the hall of Tyrannus to prepare these disciples and new believers—and sent them forth to evangelize and plant churches throughout the area. In Acts: The Expanding Church Everett F. Harrison says:

“His strategy was to evangelize the hinterland through people he had brought to Christ and trained for service.”

This is a stunning example of the role equipped believers can have in evangelizing and starting churches.

Wrapping up

It is clear that much of the growth of the Church in the first century was due to the ministry of lay people. As a result of the persecution mentioned in Acts 8:1, lay people “preached the word wherever they went” (vs. 4, NIV). Even the church in Rome was evidently started by lay people (Acts 2:10).

The question is: can a similar level of commitment be experienced in today’s church? Our conviction is that, with the biblical challenge, quality equipping, and appropriate opportunities to serve, that God’s people today will eagerly respond—and our world will know the difference!

Chapter 3

Lay Ministry the

Mirror of History

How ordinary Christians served Christ and His Church in centuries past is an inspiring lesson indeed.

In the First Three Centuries

In these early centuries it is clear that all of God’s people served together. The result was incredible growth of the Church. Philip Schaff expresses it:

“In those days every congregation was a missionary society, and every Christian believer a missionary.” (Schaff, History of the Christian Church, Vol. 2, p. 20.)

And Latourette says:

“The men and women who earned their livelihood in some purely secular manner and spoke their faith to those whom they met in this natural fashion” were the chief agents in the expansion of Christianity.” (Kenneth Scott Latourette, The History of the Expansion of Christianity, Vol. 1, p. 116).

The secular philosopher Celsus described Christianity as:

“A religion which spreads through workers in wool and leather and fullers and uneducated persons” (Ibid).

Powerful stuff! The Church grew mightily during this period, primarily through ordinary, even uneducated church members!

Lay teachers were prevalent in those early times. Ambrosiaster indicates that in those days, “everyone taught” (Stephen Charles Neill and Hans-Ruedi Weber, The Laymen in Christian History, p. 41).

A teaching order, called the choros, later developed. Origin leaves this account of the ministry of ordinary Christians:

As far as they are able, Christians leave no stone unturned to spread the faith in all parts of the world. Some, in fact, have done the work of going round not only cities, but even villages and country cottages to make others pious toward God. One could not say that they did this for the sake of wealth, since sometimes they do not even accept money for the necessities of life, and if ever they are compelled to do so by want in this respect, they are content with what is necessary and no more, even if several people are willing to share with them and give them more than they need (Ibid).

Lay people were involved in virtually all pastoral ministries, including baptizing. Ambrosiaster affirms that in those days “everyone baptized” (Ibid, pg. 35).

The Didache (170) provided that any Christian might baptize—but on this condition: “before the baptism let him that baptizeth and him that is baptized fast.” (Lightfoot, The Apostolic Fathers, p. 232) Lay people also practiced the gift and ministry of healing. Irenaeus says,

Wherefore, also, those who are in truth His disciples, receive grace from Him, do in His name perform (miracles), so as to promote the welfare of other men, according to the gift which each one has received from Him. For some do certainly and truly drive out devils, so that those who have thus been cleansed from evil spirits frequently both believe (in Christ) and join themselves to the church (Ibid, pg. 46).

In the church in North Africa we are told that lay people conducted much of the worship service. Writing in the year 197, Tertullian says that lay people “meet to read the books of God” and then “each from what he knows of the Holy Scripture or from his own heart is called upon before the rest to sing to God.”

Even in the area of doctrinal discussions, lay people sometimes played a part. Origin indicates this in an address to an assembled synod dealing with problems on the Trinity, which also included “the laity” (Ibid, pg. 42).

This widespread involvement of ordinary believers in the early centuries of the Christian era was a chief reason for the tremendous expansion of the Church.

Working against the involvement of lay people in the church was the felt need for unity. Because the Church was growing so rapidly, and only a few hand-written copies of the Scriptures available, this was perhaps understandable. Also, many writings by false teachers were being circulated.

Thus the stage was set for the period in Church History when the effects of restricting lay ministry became apparent.

The Church of the Roman Empire

With the establishment of Christianity as the state religion in the early 4th century, lay involvement in ministry became more restricted. During this period a monarchial type church government, under the bishop became universal. In the Apostolic Constitution (early 4th century), the main duties of lay people were outlined. To: “honor the good shepherd (the bishop), respect him like a father, Lord and master, as the high priest of God as guide in piety . . . He who hears the bishop hears Christ” (Ibid., p. 59).

However, during this period a few examples of lay ministry are recorded. In about 320, Frementius and his brother Edesius succeeded in winning the Kingdom of Axum in northern Ethiopia for the Christian faith. It is also believed that Ireland was won to the faith by a Christian slave, as well as by believing merchants from Rome (Ibid. p. 67).

A comment from Marcus however, a nephew to Ambrose, Bishop of Milan, casts a deadly pall on the ministry of ordinary Christians. He argued that, because the priesthood was so rapidly growing, the laity “could settle back in their pews and cheer on the priests” (Ibid. p. 55).

Sound familiar? Lay people in this period were being relegated to spectator roles in the churches. And the Church went on to decree that “no layman might participate in the administration of the sacrament” and “ordinary people were to sit ‘quietly and seemly’ in their places” (Ibid, pg 59).

With the many sitting in their churches “quietly and seemly”, it is not surprising that they became equally quiet in their homes, at their places of work, and in their communities.

Lay Ministry during the Dark Ages

The third great period in the history of the Church (600-1000 A.D.) was marked by a decline in civilization. During this period Christianity might have disappeared from Western Europe, except for the development of the monastery. It was from this base that clerics were trained and sent forth to minister—to an increasingly ignorant people.

The separation between clergy and laity further widened as Old Latin continued to be the language of the Mass—and the average church member understood not a word of it. In this dark period, the Christian laity was descended into ever deepening ignorance and superstition.

Lay Ministry during the Middle Ages

The years between 1000 and 1500 were characterized by much ignorance of Christian truth. Nevertheless, a few glimpses of hope shone through. One was Francis of Assisi, founder of an order that included ordinary people. Based on Jesus’ command to his disciples to go out two by two, these ordinary believers carried neither purse nor second tunic. In the early days of this order, the lay brothers were in the majority, and equal in position with the priests.

Another movement, and a harbinger of the Reformation, was the Waldensians. Using the Bible as their text, they preached poverty, confession to ordinary Christians, denial of transubstantiation, denial of the necessity of the priesthood, and even of church buildings. Neill and Weber affirm:

At the heart of the Waldensian movement lay a clear appreciation of the role of the ordinary Christians in the world as well as in the church (Ibid., p. 112).

But in general, this period saw little lay ministry. And further, even regular parish clergy were discouraged from preaching “largely because the hierarchy did not regard them as sufficiently instructed to be able to preach and instruct.” (Ibid., p. 119)

Lay Ministry during the Reformation Period

The Reformation rediscovered the truth that Peter taught in 1 Peter 2:9, “But you are a chosen race, a royal priesthood, a holy nation, a people for his own possession, that you may proclaim the excellencies of him who called you out of darkness into his marvelous light.”

In light of this truth, it is disappointing that the potential for lay ministry was not more widely used in the Reformation period. Two reasons are: 1) the Protestant movement was focused on defending itself against a powerful Catholic counter-reformation, and 2) energies were used debating the Reformed and Lutheran interpretations of the faith.

In spite of these drawbacks, ordinary Christians were sometimes active in Christian service. In Germany, many nobles defended Lutheranism with military force, and later helped bring education to the masses. One group of Lutherans, entirely under the leadership of lay people, existed independently for 200 years.

Anabaptists taught both the right and responsibility of ministry by every believer. So fully was this practiced that outsiders thought they had no clergy at all! But it might be more accurate to say that they had no laity at all—for all were ministers in one aspect of church work or another. According to The Mennonite Encyclopedia, in a typical congregation there would be from two to seven who served as lay pastors. (Vol. 3, p. 301)

Lay Ministry during the Post-Reformation Period

The astounding impact of ordinary Christians in ministry is most abundantly evident in the post-reformation period. Two stunning examples are the Methodists and Baptists.

Methodists. Wesley, the founder of Methodism, “was led to become the creator of one of the greatest organizations for the employment of the lay forces of the church that has ever existed” (Neill and Weber, The Laymen in Christian History, pg. 206). Although an Anglican clergyman, Wesley was led to Christ by observing the lives and hearing the testimonies of Moravian Brethren missionaries.

After his conversion, Wesley began patterning his ministry from that of the Moravians by dividing his followers into small classes of about twelve people, called “societies.” In the beginning, these societies provided a financial base for his work. But the appointed “collector” soon began to assume duties of a spiritual guide and encourager.

As the work grew, some of these leaders began to preach in their class meetings. One of these was Thomas Maxfield, Wesley's assistant in London. Initially, when Wesley heard of Maxfield's preaching, he returned to London to put a stop to it. But his mother's advice was, “Take care what you do with respect to that young man, for he is as truly called of God to preach as you are. Examine what have been the fruits of his preaching and hear him for yourself.”

John followed his mother's advice and afterwards said, “It is of the Lord. Let him do what seemeth good” (Anderson, Methodism, p. 165).

At the time of Wesley's death, ministering Christians within the Methodist movement numbered 541. Although without formal theological training, several hours a day were given to personal study and preparation. Wesley now defended equipped lay ministers, saying, they could go through:

an examination in substantial, practical and experimental divinity as few of our (Church of England) candidates for holy orders, even in the university . . . are able to do. (Ibid., p. 169)

More importantly, their informal theological training was combined with many ministry opportunities. In America, the young men who followed Francis Asbury traveled all over the rapidly expanding frontiers, winning the lost to Christ and establishing new churches.

So rapid was their advance that in 30 years the Methodists grew in the United States from one in every 39 people to one in every 19.

Baptists. The history of the Baptist work in America provides a second remarkable example of the effectiveness with which lay people have served Christ.

This astounding statement can be said: the entire Baptist movement was lay oriented. It was built on the biblical teaching of the priesthood of all believers.

Conditions in the westward movement virtually demanded that those who reach the pioneers be pioneers themselves. God’s Spirit was at work through ordinary believers—called to be ministers.

The typical frontier lay preacher was a rough outdoorsman and farmer. He worked his land five or six days a week and preached on Sunday and at other times too. These men were first “licensed” to preach, and “ordained” when they were called to serve a specific congregation. These pioneer Baptist preachers normally had little education beyond the ability to read and write.

The growth of the Baptist work speaks for itself. At the close of the American Revolution in 1783, there were around 65,000 Baptists. But by the year 1915 this number had leaped to over 6,000,000. By the year 2000, Baptists in America numbered 33 million, and 43 million worldwide.

In contrast, the Presbyterians, Episcopalians, and Congregationalists experienced much slower growth. Each of these denominations insisted on a highly trained and professional ministry.

Lessons about the impact of lay ministry are not limited just to evangelical Christian groups. In 1906 the Mormons had around 250,000 members. Today they claim more than 6 million members. The Mormons teach the priesthood of every male, and propagate their faith through a very large force of lay ministers.

The Jehovah's Witnesses and some other cults have much the same success story—using this same strategy—ministry by ordinary members.

Summary

In this chapter we have seen some of the impact lay people have had on the growth of the Church over the centuries.

The amazing thing is this: when lay people were used in ministry, churches grew. But when they were neglected or squeezed out of ministry, churches atrophied.

Over the past 2,000 years we have not been able to uncover a single exception to this rule: ordinary believers, equipped for ministry, produce church growth.

Amazing? But not so, because our Lord commanded us to train disciples and send them forth into ministry. If we obey his command, we will make a significant impact in our world.

Chapter 4

How to

Implement Change

“Change” can be a scary word—especially in churches that have long done things a certain way. In his gripping book, “Dying for Change” Leith Anderson, shares this story:

When the pastoral candidate first addressed the congregation, he gave an inspiring description of his qualifications, experience, vision, and plans. His final line summed up his stirring presentation: “With God’s help, I intend to lead this church forward into the nineteenth century!”

Surprised and embarrassed by the candidate’s apparent mistake, the chairman of the search committee whispered loudly, “you mean ‘the twentieth century!’’

To which the candidate replied, “We’re going to take this one century at a time.”

No doubt about it, your desire to equip more church members in ministry will put you in the role of a change agent. To help, we'll first reflect on research about change; then consider the implications in your own ministry. One leader put it this way, “The price of change may be high . . .but the cost of stagnancy is unbearable.”

Why do Church People Resist Change?

In a seminar attended by over 200 church administrators, the speaker asked, “Why do people in the church resist change?”

Here are the most agreed upon reasons:

• Fear of the unknown; people feel more secure with familiar strategies and programs.

• Lack of exposure to new ministries and methods.

• People have a vested interest in the status quo.

• People assume that new ministries will require additional commitment of time in an already jam-packed schedule.

• They feel changes will require greater commitment of money.

• Concern over compromise; they fear that adopting the new will involve giving up something they deem important in the life of the church.

• Afraid needs won't be met by the proposed changes.

• Insufficient knowledge of or lack of understanding concerning the new proposals.

• Negative past experiences with program innovations.

• Proponents of change come on too strong or take the negative “You're-doing-it-all-wrong-now” approach in proposing their ideas.

• Spiritual apathy or inertia.

• Fear of failure in the new venture; lack of confidence.

• Concern that changes will produce unforeseen consequences and create a new set of problems for the church.

Note this: these reasons for resisting change can help shape our strategy for promoting and implementing them!

The Process of Accepting a New Idea

In his book Working With Volunteer Leaders In The Church, Reginald McDonough—citing research by Beal and Bohlen, says that people progress through five stages before adopting a new idea.

Stage One: Awareness. When a person is first introduced to a concept, before he knows the details, he may be a long way from embracing it.

Stage Two: Interest. Here the person wants to know the facts about the concept. He wants to know how it's done, and what resources are available to help implement it.

Stage Three: Evaluation. Next, the person assimilates the information, asking: “What ramifications will this idea have for our church? What is my part? What are the advantages? Will choosing it cause negative consequences?” He scrutinizes this new concept in light of other congregational needs, or its pertinence to his own interests.

Stage Four: Trial commitment. Now the person says, “I'm sold on the benefits. I want to give it a try.” But he still has questions and must deal with those that make putting the new idea into practice difficult.

At this point, this individual (or group) needs encouragement and resources to finalize the idea. Questions or potential obstacles should be handled sensitively and honestly. There's a fine but important distinction between getting a person or group to believe in an idea, and getting them to officially adopt it and succeed with it.

Stage Five: Adoption. Here the individual or group formally adopts the idea and makes a commitment to implement it.

This 5-step process can be illustrated with an adult Sunday School teacher who faces a new idea himself.

1. The adult teacher reads his first article on creative teaching methods. He is in the awareness stage.

2. As he expresses interest in attending a training seminar, where he can experience “discovery learning” first-hand he has moved to stage two.

3. He enters stage three as he participates in this seminar, evaluates this new teaching approach in light of his experiences, and thinks how it might work in his class.

4. He commits to trying this new method with the next six lessons.

5. Stage five occurs when, after several adults affirm his effort to involve them more in the Bible study, he adopts the discovery learning approach in his teaching.

In real life of course, people move through this process of change at different rates, based on their personalities, past experiences, and other variables.

Conclusions. This process of accepting change helps us see why people generally don’t immediately accept (or reject) change.

In order to improve your chances, make sure you:

• create awareness,

• stimulate interest,

• provide information needed for serious evaluation,

• help others think through potential obstacles to the idea's success.

If we short-circuit the process and press for a decision too rapidly, even a good idea may not be accepted. Or if it is approved, it may not have the well-informed and emotional support of people in order to succeed over the long haul.

People Grouped According to Responsiveness to Change

Social science research reveals that people can be grouped according to their basic patterns of response to new ideas.

Innovators. About 7 percent of an average group are ready to immediately accept a new idea. Often they have influence in their community; are secure, and can afford to take risks.

Early Adopters. The next 15 percent are people who serve in leadership positions. They can take a good idea from an authoritative source and make it work.

Early Majority. Somewhat above average in age, education and experience, the next 30 percent tends to wait until an idea is proven. They are not risk-takers and prefer to see an idea demonstrated, rather than just hear about it.

Majority. The last 30 to 40 percent are often not deeply involved, and will go along with what the majority has adopted.

Non-adopters. This small minority, perhaps 10 percent, never accept a new idea, are inactive, suspicious of change, and content to let the group pass them by.

How can you use this information to promote change in your church? Here are three suggestions:

1. If you are an innovator, you can carefully design a plan to present a new idea and seek its adoption. If you are an early adopter, invite innovators to attend special meetings and bring ideas. Or use other adopters to model new ideas.

2. Begin with awareness by giving adequate information of what the concept can do for your people. Share the concept frequently and know that some people will accept the idea right away.

3. Be patient with the early adopters and do not force decisions before the people are ready. Remember too, that for the majority, acceptance will come much later. It will take patience to recognize that some individuals never will adopt the idea. You can be flexible and make changes as needed in your plan.

Understanding these basic principles can help you see new ideas adopted in your church as you pray for God to speak in and through your leaders and participants.

(Adapted from Working with Volunteer Leaders In the Church, by Reginald McDonough.)

Principles for Promoting New Ideas

Your have probably heard this adage: “Old ideas are like old shoes—very comfortable, and seldom discarded.”

Because changes confront people with the unfamiliar and the untried, resisting them is a natural reaction.

In a rapidly-changing world, church ministry often demands innovation. Staying on the “cutting edge” sometimes requires discarding the old “shoes”, and putting on the new.

The following principles can help you become an effective change agent in your church.

People trust other people, not ideas or programs. This principle means: sell it with “source credibility.” Credible sources may be persons in the congregation who, by virtue of their personality, reputation, and/or position, wield influence with others. When these credible sources speak, the majority tends to follow their lead.

Communication experts insist that in promoting a new idea, source credibility is more important than how logically or professionally an idea is presented. People tend to conform to the response of fellow-listeners that they respect.

As you apply this principle, first share your new idea with key leaders long before it becomes a formal proposal for change. Share your burden about it, and why you're sold on it. In this non-threatening way, ask these key individuals for their thoughts and feedback.

Experienced churchmen tell us not to recommend significant changes the first year on a church staff because they know it takes time to build relationships and earn credibility.

Communicate the benefits of a proposed change. When sharing a proposal for change, clarify what it will do for the church as a whole, and for individuals.

According to advertising experts, people accept a product or a new idea for one of three reasons: 1) to get a benefit they don't have; 2) to protect a benefit they already have; 3) or to replace a benefit they've lost.

Anticipate questions and objections. No matter how strongly you may feel about this idea, others may have doubts, which, to them, are quite legitimate. Slip into their “shoes”—in order to view this change from their perspective. Anticipate the effect it would have on the church's calendar, volunteer workers, on organizational and decision-making structures, and other ministries. This will help you determine before hand, how you will respond to each expected question or objection.

Get a lot of people involved in the planning for the implementation of a new idea. Ideas in which people have an investment are more likely to succeed. If you sow seeds in a board member's mind about a particular course of action, and he broaches it in a meeting instead of you, bravo! There's no telling how much we can accomplish for the Lord if we don't care who gets the credit for good ideas!

Make the new idea as compatible as possible with present procedures and organizational structures. People feel less threatened when new ideas start with small changes and proceed gradually, even if, over a long period of time they radically alter the status quo.

When feasible, use traditional agencies and offices to carry out changes. According to church consultant Lyle Schaller, the fewer programs that a new idea topples, the greater its chance of acceptance.

The timing of a new idea's presentation can have a lot to do with its acceptance or rejection. The advice of experienced church leaders is: “hurry slowly.” If you want a proposal to get a fair hearing in a committee or church business session, the worst time to broach it is at the end of a three-hour agenda!

Pray! The Holy Spirit can create a sense of need for changes. He can open closed minds and remove obstacles. And the Spirit works through human instruments and responsible proposals. Yet ultimately, He is the change agent.

(Ideas in this chapter were gleaned from the writings of: Warren Benson, L. Ted Johnson, Reginald McDonough, and Lyle Schaller.)

Chapter 5

How Adults

Learn Effectively

For many years it was thought that mature adults could not be expected to learn effectively. This theory has since been debunked—when we learn how adult learners learn best!

Two Philosophies of Learning

Dr. Malcolm Knowles, a widely recognized leader in adult education, tells us that there are two primary philosophies of education today. “The prevailing concept in the history of civilization has been that (education) is the process of transmitting knowledge or culture.” According to this theory, “The role of the teacher is to transmit a body of content and the role of the student is to absorb it” (Wider Horizons in Christian Adult Education, Lawrence C. Little, Ed., p. 75). This approach to education emphasizes mental discipline as a learning approach. Its primary concern is with the processing of information.

But a second view of education teaches that instead, the primary object in education is the learner, rather than the material learned. Knowles says,

“This concept defines education as a process of guided growth of the learner toward his full potential as a whole person” (Ibid).

Since our task as Christian leaders is to “make disciples,” then this second view of learning must have our full support. This does not mean however, that content is not important. We do not see these two theories as necessarily in opposition. Each has a place, but the primary focus must be on the learner.

Principles of Learning

The following key principles of learning can help facilitate the learning process, especially with adult learners.

Motivation is the single most important principle related to effectiveness in learning. Educators tell us that people learn best when they are strongly motivated by interest, a challenge, a sense of need, or a problem to be solved.

Active Participation allows a more effective learning experience, in contrast to when learners are passive recipients of the teaching experience.

Personal Discovery will provide a more effective and satisfying learning experience.

Interaction among learners helps reinforce what has been learned.

Relate Truth to Life. Finally, people learn best when they relate learning to their own life experiences.

Motivation, Active Participation, Personal Discovery, Interaction, and Relating Truth to Life are all key ingredients in the TIM group learning experiences.

Adult Learning Distinctives

The application of the following principles can have a profound effect on motivation and involvement by adult learners.

Adults Need to Know They Can Learn Effectively. Many adults have doubts about their ability to learn. Some of their reasons are: 1) They have been away from school for years and feel “rusty.” 2) They feel lost with newer educational methods and fields of knowledge. 3) Existing (but older) research supports the view that older adults no longer can learn effectively. 4) Past negative educational experiences can be a barrier to successful learning. 5) Adults can forget that even in their youth learning, was accompanied by effort.

The first modern scholar to reverse the widespread belief that adult intellect and learning abilities deteriorates with age was E. L Thorndike. Even his studies however, were of limited value because they were based on the rate, or speed, of learning.

While differences of opinion still exist, many adult educators agree with Wilber Cross and Carol Florio, who affirm that we are never too old to learn.

“That old myth about the deterioration of the mind is being dramatically fractured. Evidence increasingly shows that older people can be just as successful learners as those in their teens and twenties—and in some ways better students” (You are NEVER too Old to Learn, p.26).

On the other hand, we need to recognize that:

Adults Learn More Slowly. This slowing down process is associated with the aging affects on the physical body—including the mind. The educational specialist Kidd says:

Slowing up seems to take many forms. One is in regard to the speed of the flow of blood in the veins and arteries, others have to do with the passage of “messages” through the nervous system, the reaction of both voluntary and involuntary movements, and the time necessary for damage in the body to be repaired. We apprehend and perceive more slowly, we act more slowly, we think more slowly. —Kidd, How Adults Learn, p. 65.

Educational specialist Irving Lorge says that

“what declined was the speed of learning, not intellectual power—and even this decline was likely to be minimized by continued use of the intellect.” (Knowles, The Modern Practice of Adult Education, p. 50)

Adult Learning is Experience-Related. Adults have a reservoir of life experiences that they call on when learning. It impacts their learning in at least three unique ways:

1. Adults relate new learning to their known world. They ask, “How can I use it?”

2. Adults teach others by sharing from their reservoir of experiences.

3. Their experiences over a lifetime results in regular patterns in behavior and thought. Therefore don't expect instant learning changes from adult learners.

Felt Needs Largely Determine Adult Participation in Learning. Most adults are not interested in learning for learning's sake alone. They want to see the practical benefits of it and may resist pressure to learn until it touches a need in their lives.

Find out what your adult learners hope to get from the course and emphasize these outcomes during the weekly meeting.

Feelings and Emotions Affect Learning Effectiveness. Knowles suggests the following: 1) The teacher provides physical conditions that are comfortable and conducive to interaction. 2) The teacher accepts each student as a person of worth, and respects his feelings and ideas. 3) The teacher seeks to build relationships of mutual trust and helpfulness among the students by encouraging cooperative activities—that do not lead to competition or becoming judgmental. 4) The teacher exposes his own feelings and contributes his resources as a co-learner in a spirit of mutual inquiry. —Knowles, The Modern Practice of Adult Education, p. 52

It is also important to inject a carefully regulated amount of challenge into the learning situation. Comfort and challenge need to be kept in balance. Kidd explains:

The learner needs to feel at home with himself, sufficiently confident that he can meet the challenge successfully, or he may make no effort at all. He must have enough well-being and enough challenge or he will not dare the pain or discomfort that, in little or in large, always accompanies any learning.—Kidd, How Adults Learn, p. 107.

A further set of emotions to be considered is: dependence and independence. Adult learners want and need guidance—they need to be shown how. Yet they want to make progress on their own—by exploring, and in the process developing their abilities and usefulness.

Achievement or satisfaction is also important. This relates primarily to the subject matter, but also involves the teacher and relationships with other students.

What Constitutes Real Learning?

Have we learned if we can recite back certain facts and other bits of information? Or is there actually more than that in the learning process?

Many educators measure learning in terms of the actual changes that come about as a result from learning. Dr. Harry Miller says:

“Behavior, therefore, is the key consideration for adult educators as they carry out their professional duties, and learning (i.e. changing behavior) is the primary focus of the instructional act” —Verduin, Miller and Greer, Adults Teaching Adults, p. 9.

The concept that learning is change is in full harmony with New Testament teaching as well.

“Bear fruit in keeping with repentance” (Matthew 3:8). “Not everyone who says... but the one who does” (Matthew 7:21). “Whoever has my commands and keeps them” (John 14:21). And James 2:18, “Show me your faith apart from your works, and I will show you my faith by my works.” We could paraphrase it: “Show me your learning apart from change, and I will show you my learning by my change.”

Learning Through the Head, Heart, & Hands

Astounding as it seems, virtually all educators teach these three aspects of learning—and that unless they are present, real learning has not taken place. Some refer to them as:

• knowledge, inspiration and conduct-response aims.

• informational, inspirational and motivational aims.

• cognitive, affective and psycho-motor aims.

• know, be and do aims.

TIM courses fully teach these “head”, “heart” and “hands” aspects of learning—into every course, and into every lesson.

Head: Every TIM course provides learners with solid Bible-related content. Since learners are being equipped to serve in ministry, it is vital that they have an adequate grasp of course content. The content of these courses will help build competence, and confidence, as learners prepare for ministry.

Heart: Learners are encouraged to apply the truths they are learning to their own lives. These changes in attitudes and values will help prepare them for ministry to others.

Hands: The goal of the entire TIM educational process is to help you to: “equip God’s people for works of service.” (Ephesians 4:12)

Chapter 6

How to Lead

Effective Discussions

Adult learning takes place best in an interactive format. Consider the following discussion keys:

• Proper physical environment (arrangement of chairs in an informal manner, etc.).

• Being transparent encourages others to open up.

• Good eye contact with a learner’s response to a question.

• Affirming the respondents’ contributions.

• A warm “group atmosphere” encourages interaction.

• Carefully worded thought-through-in-advance questions.

How to Formulate Good Discussion Questions

One reason for discussion disappointment is poorly-worded questions. Often these questions aren't planned in advance. Here are some important guidelines to remember:

Use three different kinds of questions. These are: fact, meaning, and application—and in that order. Examples are from Matthew 4, where Satan tempted Jesus.

1. Fact Questions. The answer to fact questions must be available in the Bible text or other resource that the learner has immediately at hand. This question enables the learner to glean the requested facts. Examples: What were the three temptations Satan tempted Jesus with? What were the various locations to which Satan transported Jesus during the series of temptations?

2. Meaning Questions requires learners to analyze the facts of the passage and formulate principles or behavioral implications from the passage. Examples of this type of question would be: To what basic human drives did the temptations appeal? What do we learn about Satan's character and strategy through this episode?

3. Application questions provide group members the opportunity to share how the theme of the passage is affecting them. Or they may ask them to evaluate their life in light of the behavioral implications of the content. Examples: Can you share a time when Satan tried to keep you from some course of action that would have brought glory to God? What is one area in which Satan most often tempts you to sin? (Asked rhetorically . . . and answered silently.) Can you think of a verse of Scripture that speaks, directly or indirectly, to that area of temptation?

Avoid questions calling for a Simple “yes” or “no” response. Why? They fail to stimulate discussion. Such questions can usually be re-worded to arrive at the same desired conclusion. Example: “Did God intend for Jesus to experience this attack of Satan?” can be reworded to say: “What indicates that it was God's will for Jesus to experience this bout with Satan?”

Carefully plan how to begin questions. Suggestion: avoid those that begin with “Do”, “Did”, “Was”, “Is”, and “Are”—unless followed with a second question. Why? Because they can only be answered with a discussion-deadening “Yes” or “No” response. Better questions begin with “What”, “Why”, “How”, “In what way”, “When” etc. Example: What is significant about the timing (or period in Jesus' life) in which these temptations occurred? How does this passage illustrate our Heavenly Father's sensitivity to us during times of temptation?

Avoid questions calling for an obvious answer. Examples: What is Satan called in verse 3? What did Jesus say to Satan in verse 7? How many days did Jesus fast?

Avoid questions that are irrelevant to the lesson, or unrelated to the basic thrust of the discussion.

Example of irrelevant questions: Verse 11 says that angels ministered to Jesus. What are some ways they might have ministered to Him in this situation? What is the meaning of the word “glory” in verse 8?

Generally avoid directing personal questions to specific individuals. Examples: Frank, can you tell us of a time when the devil tempted you by appealing to ambition or your desire for status among men? Sharon, can you tell us the name of the mountain to which Satan transported Christ?

Avoid unclear or vague questions. Example: What about the fact that Satan quoted Scripture in his conversation with Jesus?” This question could be improved by asking: “Of what importance is it that Satan quoted Scripture?”

Avoid leading questions (“Do you think . . .? Don't you think . . .?) Example: “Based on the wording in verse 1, don't you think it was God's will for Jesus to be tempted?” (With this type of question, learners are merely being asked whether they do or don't agree with the teacher. It also reveals a lack of respect for opinions of the learners.)

Guidelines for Leading TIM Group Discussions

The following guidelines will contribute greatly to your success in leading these discussions.

Be enthusiastic, open, and friendly. These dynamics will promote valuable discussions.

Be prepared. As the group leader, your preparation should be at least as thorough as that of your learners. As you prepare your lesson, write down those questions you want to bring up in the discussion.

Be in charge. Don't let the discussion drift to other topics or side issues. If that does happen, tactfully bring the group back to the topic of the lesson.

Draw all group members into the discussion. In an average group there will be some who speak freely, while others almost never speak. The more vocal ones can be a great help in discussion, but the silent ones also need to be involved. You can bring out these shy people with comments like: “These have been interesting comments; now what do some of the rest of you think?” Or, more directly, “Gene, what are your thoughts about this?”

Limit your own comments. As a rule of thumb, a good discussion leader will only talk 20 to 30% of the time.

Don't be overly concerned about a pause. Often some good thinking is taking place during these times. If a pause continues too long, rephrase the question or insert a comment, which will cast further light on the matter.

Don't quickly respond to a question from someone in the group. Rather, first turn the question back to the group. Ask: would anyone care to comment on this question? You might also rephrase the question. Or focus attention on a relevant Scripture passage and ask if anyone can answer this question in light of the passage. Occasionally an illustration will help clarify a particularly muddled discussion. Your response should come only after the group has first had an opportunity to grapple with the question.

Listen Carefully. This skill will help both you and your learners. On the one hand, you will become better acquainted with how they are thinking, and thus better equipped to help them further. And they will gain valuable experience verbalizing their understanding—thus gaining experience in leading a discussion.

Use tact in handling wrong responses. Respond in ways that avoid a direct affront, such as, “Thank you for that comment,” or “That's an interesting response.” It can be helpful to then turn to others in the group for their response. Often this will bring out the correct answer without undue embarrassment.

If someone persists in promoting an incorrect answer or viewpoint, give the correct information clearly for the benefit of the whole class. Then make arrangements to meet with the person privately to present your detailed arguments and evidence. This approach keeps the issues clear for the class, but leaves the mistaken person's ego intact. If you take the group's time to try to change the person's mind, he or she (and others in the class) may see it as a power play—a way to establish your superiority at the expense of one person. If you gently stick to your approach of speaking the truth in love, the Holy Spirit will gradually change the person's mind.

Summarize the conclusions. Do this in a way that will put the main issues in clear focus. Leave yourself enough time to do this before the class is over. When students leave, they should have a clear idea of what they've discussed and what conclusions were reached.

Chapter 7

How to Develop

Your Equipping Ministry

Equipping God’s people is a matter of obedience to Jesus’ command in Matthew 28:19, “make disciples”. In Ephesians 4:12 we are told to, “equip the saints for the work of ministry.”

As you plan for lay equipping, consider the following steps.

1. Involve Your Leadership Team

Gaining support from church leaders and other decision makers is critical. Bill Hull’s The Disciple Making Pastor (Baker) as well as the TIM course Welcome To Your Ministry, are helpful resources. By carefully laying the groundwork you will be able to move forward in unity.

2. Evaluate Your Church Purpose Statement

Your church mission statement doubtlessly reflects God’s priorities for your church. But does it include a commitment to the discipleship mandate of Scripture? If not, consider revising it to include this key focus.

3. Preach the Bible's Mandate to Equip

A successful equipping ministry must be based on a firm conviction that God calls all of His people to be involved in ministry, and that training for ministry is essential.

Preaching from such passages as Matthew 28:16-20, Romans 12, 1 Corinthians 12, Ephesians 4, and 1 Peter 2 and 4 can be very helpful.

4. Promote Your Commitment to Equipping

One church’s mission four-fold statement is communicated on four banners: Worship, Fellowship, Discipleship, Evangelism. This congregation is visually reminded of their purpose as a church each and every Sunday.

5. Plan Your Goals for Equipped Ministers

Break these down into three major areas:

• Current ministry needs in your church

• Ministries you would like to see started but don’t have equipped people to lead them.

• Needs in your community, which could be better met by, people who were better equipped.

Look to reach out in areas of your communities’ felt needs. In this way your church can be seen as relevant. You can be a light on a hill—not one under a “bushel”!

List these needs in priority order.

6. Plan Your Curriculum

It is important that you develop a curriculum master plan—one that is ministry-focused.

Training In Ministry courses cover three general areas: GROUNDING, GROWING, and GOING. These courses, listed on pages 4 and 5, are described more fully here.

Grounding Courses.

Basic courses for all learners are:

Christianity 101 is the basic discipling course. It is recommended for new believers’ classes, and for one-to-one discipleship of new or undiscipled Christians. It is amazing how many—even some who have been Christians for a long time—have never been discipled in the basics of their faith and how to live it out in a consistent way. Taking this course provides the necessary foundation for beginning the equipping process.

A Panorama Of The Bible is a fantastic tool to provide the “big picture” of the Bible—from Genesis to Revelation—and in a manner they will never forget! Each lesson features a simple symbol (which learners reproduce) visualizing the main features of each Bible lesson. Students get excited about this course! Learners who take this course get the “ah ha!” experience—they get the big picture!

Truth That Transforms is the foundational course on Bible doctrine. This study gives people a firm foundation in the major doctrines of the Bible—from Theology proper, to Eschatology—thus helping prepare them for a variety of Christian ministries.

A Panorama of Christian History provides learners with the “big picture” of the development of the Christian Church following the days of the New Testament until present times. Such a foundation is important to ministry in a multi-denominational setting of today’s world.

Growing Courses

Three courses will enable learners to develop their understanding of God’s call to them to minister; learn what their ministry gifts are; and the way they are to minister for Christ.

Welcome To Your Ministry is the foundational course for the TIM philosophy of lay equipping. Some of the lessons from this study are “You Have the Call of a Minister”, “You Have the Title of a Minister”, and “You Have the Resources of a Minister.” These lessons will straighten stooped shoulders and put a gleam back into the eyes of those who for too long have said, “I can’t. I don’t know how. Let the pastor do it.” Those who are saying “ho-hum” about their role in the church will begin saying, “I have a mission for God! I’m important to this body! God has called me to minister!” Are you interested in lay people with that kind of fire in their eyes? Welcome To Your Ministry will give it to them!

How To Discover Your Spiritual Gifts is a course of proven effectiveness in teaching learners where God has uniquely gifted them for service in the Body of Christ. The gifts covered are those taught in the New Testament. Each is briefly examined, followed by a ten-question self-test for that gift. Learners ask, “Is this never, sometimes, regularly, or almost always true of me.” Then they record their total score for each gift. Near the end of the book a list of ministries appropriate to each gift is listed.

Note: The author does not actively promote the use of the gifts of healing, tongues, and interpretation, but he does feel that they still exist today. By covering them in this way, you are provided the opportunity to reinforce the position of your church regarding these gifts.

Learning To Serve, Jesus As Role-Model teaches learners how to serve, letting the servant model of Jesus be your guide. Power-packed lessons from this course include: “The Servant Is Accountable”, “The Servant Responds To Criticism”, “The Servant Faces Temptation”, and “The Servant Influences Others.”

Going Courses. The following courses will equip learners for specific ministries, and under the guidance of the church leadership, will launch these learners into these ministries. These specific ministry-equipping courses are:

Outreach As A Life-style, a very effective course to show both the timid and the bold (for everyone is to “do the work of an evangelist”), how to develop relationships with people in their circle of contacts, and how to know both when and how to share the Gospel with them, and then lead them to Christ.

Your Ministry of Prayer will prepare learners (that’s “disciples” remember) for a significant and practical ministry of prayer. (Is there any greater need in your church than prayer?) Learners not only learn about prayer—by studying the major prayers in the Bible and the teachings of our Lord Himself—but they learn how to develop their own personal prayer ministry in the context of a support group of fellow-prayer ministers. The church too becomes involved, as they feed new prayer information to this team of workers, and also encourage them and help hold them accountable.

Touching Tomorrow By Teaching Children, is an outstanding course to effectively equip some for a ministry of teaching children in the Sunday School, as well as in other teaching settings. Well-known author and educator Wes Haystead leads learners through twelve action-packed lessons, including “Why Do We Teach the Bible to Children?” “How Children Learn Best”, “Building a Good Session”, “Effective Storytelling”, and “Leading a Child to Christ.” Your teachers-in-training will be motivated to make a lasting difference in the lives of children.

As with all TIM courses, it is vital that we implement not only the “head” and “heart” aspects of learning, but also the “hands.” This means that those completing Touching Tomorrow by Teaching Children be given opportunities to teach children, or at least to assist in teaching a class. Some of your learners might also teach or assist in vacation Bible school during the summer, or perhaps in a “five-day club” in order to give them a short-term teaching opportunity.

How To Study The Bible is a 24-lesson course to learn and apply the inductive Bible study method. Learners gain experience in using the basic tools of Bible study. Six inductive steps are covered, as learners work their way through the book of Ephesians, and in the process, develop their own Bible discussion outlines, suitable for use in leading small groups. Learners will develop ten Bible studies in the book of Ephesians.

Equipping For Leadership is a powerful and very practical course to encourage, equip, and train Christian men and women for increased effectiveness in leadership. This course will also help your church develop and implement your church vision for ministry and growth.

Your Ministry At Home is particularly helpful for young adults. It provides clear guidelines in many practical areas of how to have a truly Christian family.

Contending For The Faith is a course on Christian apologetics, and will equip people to defend and share their faith, especially among intellectual unbelievers.

7. Schedule Training Opportunities.

Equipping courses can be offered anytime and anywhere! Possibilities include:

Sunday evenings. Some churches are opting for a Sunday evening training hour in place of the more traditional Sunday evening service. Becoming equipped to make a difference gives people a new purpose for coming. Churches we know who are using this time for training are finding that more people are coming out than before, and with considerably more excitement and sense of purpose.

Adult Sunday Bible Study Groups. The adult Sunday Bible Study time can be made an ideal time for equipping God’s people for works of service. Around 90 minutes is needed for a complete session.

Small groups. Small groups are an ideal place where growth and training can occur. These groups should be small enough for all to participate, yet large enough for effective group dynamics (eight to twelve persons in a group is ideal). Small groups can normally meet for 90 minutes or more, the ideal time frame to accomplish the share and prayer time, as well as a discussion of the lesson.

A School of Ministry. This represents a more formal approach to lay training, and has certain clear advantages. First, it suggests that people come into the program with lay training as the focus. Second, sufficient time and group leadership is likely to be available. Third, it implies that important administrative and record-keeping functions will be used.

One-to-one. Even if a small group is not available, the one-to-one format works very well.

Individual Study. While not generally encouraged, it is also possible to study TIM courses individually. This approach can be more effective if a pastoral staff person or other trained individual is available to evaluate progress.

Equipping Study Leaders

Most TIM courses have a separate Leader’s Guide. By carefully doing one’s own lesson, then using this guide, many people can become effective discussion leaders. Well-trained teachers are not required to lead TIM courses. Adhering to the following guidelines will enable many to lead effectively:

Carefully Prepare Your Workbook Lesson. Read the lesson in the Leader’s Guide and then identify those questions you plan to ask and the things you plan to emphasize during the group discussion.

Lead a discussion of the lesson. Group leaders are discussion leaders. By following the Leader’s Guide good group sessions are assured.

Get People Involved

Recruiting people for ministry can be easier than you think. When the pastor’s preaching emphasizes lay ministry, we can expect people experiencing the “tug” of God’s Spirit to get involved.

Things we can do to help challenge people for service include:

• Praying that God will call people to ministry and show them where they can serve effectively

• Teaching God’s Word regularly regarding lay ministry.

• Sharing specific ministry plans and needs

• Publicizing available equipping courses and providing sign-up sheets in appropriate places. Do this several weeks in advance.

• Invite people personally. Sometimes they need the encouragement of knowing that others see them as people God can use in ministry.

• Affirming people, both individually and in public. Public affirmation can further encourage others to get involved.

Keep Records of Training Courses Completed

Churches are encouraged to keep a record of course completions for each learner. This information should then be available for the church training staff, as well as by individual learners, to help determine future training needs and ministry assignments.

Give Certificates of Course Completions

By recognizing people who complete individual courses with a certificate, you both encourage them, and challenge others.

Develop Ministry Teams

Using the TIM curriculum of courses, training for ministry will result in ministry. In order to support this ongoing ministry, ministry teams can be helpful. A monthly team meeting can focus on fellowship, discussion, accountability and prayer. Pastoral staff visits will encourage these ministry team meetings. They can also be helpful to recruit and help train additional people for their ministry.

Lay ministry is more likely to prosper when an equipped leader leads it. The TIM course, Equipping For Leadership is a helpful tool to prepare leaders for their ministry of leadership.

Prepare For The Long Haul

Changing your church from a mentality of: “Pastor, feed me” to a “Pastor, equip me” mentality may take time. Yet we are commanded to “make disciples”—not just make “Christians.” In order to be disciples, they need to be equipped, so that they can more effectively reach out and disciple still others.

Equipping God’s people for ministry is your responsibility. Better yet, doing so will bring you great joy and blessing.

Why not get started by leading a group through either Christianity 101, or A Panorama of the Bible. Download, or purchase the leader’s guide for these courses and do it right.

Or better yet, develop your plan for equipping God’s people for works of service, and plan for a curriculum of courses, designed around the themes of grounding, growing, and going. stands ready to help you.

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