Life Changing Impact - Arthur Dhanaraj

Published by
Haggai Institute for Advanced Leadership Training
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I would like to dedicate this book to my family. I am grateful
for the support of my wife, Selvam, and youngest daughter,
Nirosha, while I was writing this book in Maui, Hawaii.
Without their gentle yet firm reminders to stay focused, I would
have been tempted to enjoy the sights and beautiful beaches of
this Hawaiian island and this book would not have seen the light
of day.
To my eldest daughter, Cheruba, and her husband, Charleson,

I am grateful for their love and encouragement, and my second
daughter, Monica, for motivating me to make the decision to
write.
Finally, I am grateful to my parents, Gabriel Kumaraguruparan

and Mangalam for training me up in the way I should go, and
for their unceasing prayers for my ministry even to this day.
Professor K. Arthur
Dhanaraj became H.I.’s Vice
President International Training
in August 2006, working out of
the Mid-Pacific Center. Arthur
attended Haggai Institute in
1985 and has kept close ties with
H.I. through the years.
He has served as
resident coordinator and faculty
member at international and national level seminars,
including faculty development seminars. He teaches
communications and goal setting.
He has been a management consultant/trainer. He
ran his own company, CHARISMA, based in Nagpur,
India. He worked primarily for secular corporate clients,
including the United Nations Development Programme
(UNDP). His areas of specialization are determination of
personality types, management of change, communication
skills, and training of trainers. Previously, he taught
mathematics at the university level for 21 years and was
vice-principal of the college for nearly four years. As a
professional consultant, he traveled widely.
He is married to Selvam, a homemaker, and
they have three daughters who are living testimonies of
the family.
Preface
While reviewing my ministry at Haggai Institute,
I began reflecting on its statement of purpose: “Advance
the skills of qualified Christian leaders to more effec-
tively evangelise their own people and train others to do
the same”.
As a facilitator, the challenge before me was “to
train others to do the same”. But the question was, how
much do we really equip the participants to “train others”?
That was when the idea of writing a book on training the
trainers emerged.
Following Christ’s Example

Our Lord Jesus Christ not only taught all those who
followed Him, but He also particularly trained His disciples
– future leaders that would take the Gospel beyond the
borders of Jerusalem.
• He called them and lived with them.
• He provided them knowledge (taught them).
• He demonstrated and influenced them with appro-
priate attitudes.
• He equipped them with needed skills.
• He confronted them.
• He lived the values He preached.
• He modelled everything He taught.
• He trusted them and entrusted them the ministry
even though they lacked the expected standards.
• He even challenged them to outperform Him.
“Verily, verily, I say unto you, He that believeth on
me, the works that I do shall he do also; and greater
works than these shall he do; because I go unto my
Father” (John 14:12).
Train, Not Just Teach

James 1:17 says, “Every good gift and every
perfect gift is from above, and cometh down from the
Father of lights, with whom is no variableness, neither
shadow of turning”.
This verse reminded me that my professional skills
are given by God and I should use it for His ministry.
However, sometimes in our enthusiasm to go
forward, we may have the necessary knowledge but fail to
transfer the training effectively due to lack of skills and
ignorance about different techniques of training.
We end up using modern techniques, but we are
not effectively training.
More Than Techniques

The primary goal of this book is to provide an in-
depth look at the concept of training, as well as to provide
a practical tool and textbook for facilitators involved in
training Christian leaders for evangelism.
This book focuses on the training and learning
rather than the methodology of teaching. Written in the
context of training leaders for evangelism, it distinguishes
between teaching and training while highlighting various
techniques in training with supporting model exercises and
participatory activities to enable facilitators to easily utilise
them in their own sessions.
Throughout these pages, I have used masculine
pronouns inclusively to refer to both genders. It would
have been a complex process to use both pronouns (“he
or she”) at every point. I hope the readers will understand
without charging me with moral delinquency.
A Word of Thanks
Finally, I wish to thank Rev. Dr. David Wong for
his belief that this book could be possible. I pray that all
those who read this book will enter into a lasting pact with
our Master and create an everlasting impact in the lives of
people through the Gospel of our Lord Jesus Christ.
Arthur Dhanaraj
Acknowledgments
Training exercises are part of our oral tradition
– trainers make up an exercise, show it to someone else,
other people adapt it, and the exercise takes on a life of its
own. These exercises have inspired, impacted and trans-
formed many lives.
I must acknowledge the trainers I have never met.
Original source of some of the exercises could not be
traced. However, I like to give credit to those who pro-
duced them.
I would also like to acknowledge Albert Selva-
nayagam and Jeyakar Chellaraj who sowed the seeds of
training into my life; and other fellow trainers, Jacqueline
Bahn-Henkelman, Jim Henkelman-Bahn, Anand David,
Shakuntala David, Poonam Nijawan, Lethi, and John
Landge, who nurtured in me several skills of training.
Contents
Part One: Training Leaders
Chapter 1: Leaders as Learners
Chapter 2: What Are You Trying To Achieve?
Part Two: Learning Objectives
Chapter 3: The Difference between Training

and Teaching
Chapter 4: How Leaders Learn
Chapter 5: Training Objectives
Chapter 6: Why Experience is Central
Part Three: Experiential Learning Techniques
Chapter 7: Experiential Learning Techniques:

Role-Playing

Case studies

Ice-Breakers
Special Exercises

Games

Various

Diagnostic Tests and Inventories
Part Four: Keys To Effective Ministry
Chapter 14 Being an Effective Facilitator
Chapter 15 Evaluation Techniques
Chapter 16 Mentoring
Part One
Training Leaders
Chapter : 1
Leaders as Learners
“…transmit and entrust [as a deposit] to reliable and
faithful men who will be competent and qualified to teach
others also”. 2 Timothy 2:2b (Amplified Version)
While training leaders, one needs to understand

how leaders learn best. Unlike children and teens, adults
have different needs and requirements as learners.
Adult learning is a relatively new area of study
that was pioneered by Malcolm Knowles. In his research,
Knowles highlighted seven things about the learning style
of adults that also apply to how leaders learn:
1. Leaders are Autonomous and Self-directed

They need to be free to direct themselves. While
training them, their trainers must actively involve them in
the learning process and serve as facilitators without hand-
holding or spoon-feeding them. They must get trainees’
perspectives about what topics to cover and let them work
on projects that reflect their interests. They should allow
the trainees to assume responsibility for presentations and
group leadership, and act only as facilitators while guiding
trainees to their own knowledge, rather than supplying
them with facts.
1
Arthur Dhanaraj: Life Changing Impact: The Guide to Effective Training
2. Leaders are Experienced

They usually have already gathered a plethora of
life experiences and knowledge. To help them connect
their present learning to this knowledge/experience base,
facilitators should draw on the trainees’ areas of expertise
in order to help them relate to the theories and concepts
being taught.
3. Leaders are Goal-Oriented

Those who enrol in a seminar like Haggai Insti-
tute usually have already identified the goals they want to
attain. They, therefore, appreciate an organised training
programme with clearly defined objectives. Facilitators
must show participants how this session will help them at-
tain their goals.
4. Leaders are People-Oriented

They often like to relate to and interact with people
while learning. This is an opportunity for the facilitators to
draw them out and involve them in the learning process.
5. Leaders are Result-Oriented

They must see a reason for learning. Learning
has to be applicable to their ministry or other Christian
responsibilities, and be a valued addition to what they
already know. Facilitators must identify objectives for the
participants before they start teaching. Objectives may
vary for different seminars since each group of participants
is unique.
2
6. Leaders are Practical

They focus on aspects of a lesson that would be
most useful to them in their own situation. They may not
be interested in knowledge for the sake of knowledge. Fa-
cilitators must tell trainees explicitly how the lesson will be
practically useful to them.
7. Leaders are to be Respected

Since they have a position and ability to influ-
ence others, they like to be treated differently, not as usual
learners. Faculty must acknowledge the wealth of expe-
rience that these trainees bring to the classroom. They
should be treated as equals and allowed to voice their
opinions freely in class.
What Leaders Need in Learning

For effective exchange of information, these are six
crucial elements of learning that must be present to ensure
that participating leaders learn.
1. Motivation
Many factors serve as sources of motivation for
leaders to learn:
• The sense of purpose that comes from their
obedience to Christ’s call and commission.
• The opportunity to make new contacts and the
need for association and friendship.
• The responsibility to comply with the expectations of
their organisation.
3
• The desire to improve ability to serve mankind,

prepare for service to the community, and improve
ability to participate in the ministry.
• The need to achieve higher status in a job, secure
professional advancement, and stay
ahead of others.
• The need to break from a routine and do something
different.
• The need to learn for the sake of learning and
satisfy an inquiring mind.
• The venue of the training.
2. Overcoming Barriers
Leaders have many responsibilities that they must
balance against the demands of learning. The best way
to motivate them is to enhance their reasons for learning
and decrease any barriers that might stand in the way of
the process. This means understanding what is keeping
them from learning, so that as a facilitator, one can plan
motivating strategies. A successful strategy includes show-
ing the learners the relationship between training and an
expected outcome.
Unique Pace
Learning occurs within each individual as a con-
tinuous process throughout life. People learn at different
speeds. Positive reinforcement by the faculty can enhance
learning, as can proper timing of the training.
4
Different Senses
Learning results from stimulation of the senses. Dif-
ferent people utilise different senses to learn or recall informa-
tion. By presenting materials that stimulate as many senses as
possible, this increases their chances of optimal learning.
Establish Rapport
The faculty must establish rapport with the par-
ticipants and motivate them to learn. Faculty should try
to establish a friendly, open atmosphere that assures the
participants they will help them learn.
Appropriate Tension
The faculty must set an appropriate level of con-
cern. The level of tension must be adjusted to meet the
level of importance of the objective. If the material has a
high level of importance, a higher level of tension/stress
should be established in the class. However, people learn
best under low to moderate stress – if the stress is too high,
it becomes a barrier to learning.
Appropriate Difficulty
The faculty should set an appropriate level of difficul-
ty. The degree of difficulty should be set high enough to chal-
lenge participants but not so high that they become frustrated
by the information overload. The interaction should predict
and reward participation, culminating in learning.
5
Specific Feedback
The faculty must give the learners appropriate
feedback on how they are learning. Feedback must be spe-
cific, not general. It assures the learners of their progress.
Sufficient Interest
The faculty must ensure that the participant re-
mains interested in the subject. Interest is directly related
to reward. The faculty must also enable the participants to
see that there are rewards for learning. The reward does not
necessarily have to be monetary; it can be a demonstration
of benefits to be realised from learning the material. This
helps the learners see the benefit of learning in order to
motivate themselves in the process.
3. Reinforcement
Reinforcement is essential in the teaching/learn-
ing process; through it, faculty members encourage correct
modes of behaviour and performance. There are two types
of reinforcement:
• Positive reinforcement rewards “good” (or posi-

tive) behaviour, which encourages repetition of
that behaviour.
• Negative reinforcement is useful in changing existing
behaviour. The result of negative reinforcement
is extinction, that is, the instructor uses negative
reinforcement until the “bad” behaviour disappears, or
becomes extinct.
6
Both types of reinforcement should be employed

regularly in the teaching-learning process, and used early
in the process to help the participants retain what they
have learnt.
4. Retention
Learning only takes place when participants retain
information effectively. All verbal information goes first
into the primary memory (short-term memory). When
it is rehearsed (recited), part of it enters our secondary
(long-term) memory. The rest of it – usually the part we
are least interested in – returns to the primary memory
and is then forgotten.
Whether new information is “stored” or “dumped”
depends on our reciting it out loud and our interest in
the information.
After Amount remembered by Amount remembered by

learners who did not review learners who reviewed
One week 33% 83%
Nine weeks 14% 70%
According to recent studies, learning which in-

volves memorising of material begins slowly at first, but
then the amount retained increases and finally levels off
to become small again. These findings contrast with older
studies that showed that learning was rapid at first, then
became slower until it tapered off.
The faculty’s responsibilities are not finished
until they have assisted the learner in fully retaining the
7
information.This means helping the trainees see meaning

or purpose for that information. The faculty must provide
opportunities for them to recall and connect to the pres-
ent learning frequently. They must also be able to interpret
and apply the information. This understanding includes
their ability to assign the correct degree of importance to
the material.
The amount of retention will be directly affected by
the degree of original learning. Simply stated, if the train-
ees did not learn the material well initially, they will not
retain it well either.
Retention by the trainees is also directly affected
by their amount of practice during the learning. Faculty
should emphasise both retention and application. After the
trainees demonstrate correct (desired) performance, they
should be urged to practice to maintain the desired perfor-
mance. Distributed practice is similar in effect to intermit-
tent reinforcement.
5. Transfer
Transfer of learning is the result of training; it is the
ability to use the knowledge, attitude and skills taught in
the course in another setting. Like reinforcement, there are
two types of transfer:
• Positive transfer occurs when the trainees use
the behaviour taught in the course in a
new situation effectively.
• Negative transfer occurs when the trainees do
not do what they are told to do. This results in a
negative (undesired) outcome.
8
Transfer is most likely to occur in the following

situations:
• When trainees associate the new information
with something that they already know, there is a
great possibility for transfer.
• If the information is similar to material that train-
ees already know, they are able to revisit the logi-
cal framework or pattern. This helps the transfer.
• When the trainees’ degree of original learning is
high, then their ability to transfer to new situa-
tions increases.
• If the information learnt contains elements that are
extremely beneficial (critical) on the job/in
the ministry, then the transfer takes place faster.
6. Pass it on!
Further, we also look at the transfer of learning to
others; in other words, the trainee takes an effort to train
others by transferring the learning from himself to others.
In the Great Commission, transfer is highly em-
phasised: “Go ye therefore, and teach all nations, baptising
them in the name of the Father, and of the Son, and of the
Holy Ghost; teaching them to observe all things whatsoever
I have commanded you: and, lo, I am with you always, even
unto the end of the world. Amen” (Matthew 28:19-20).
The Bible commands us to teach/train others what-
ever we have learnt from Jesus and His Gospel. So too, in
9
2 Timothy 2:2, the Bible says, “And the things that thou
hast heard of me among many witnesses, the same commit
thou to faithful men, who shall be able to teach others also”.
When you are trained to “equip others to effec-
tively evangelise their own people and train others to do
the same” you need to realise the following reasons for
training others:
God has a Purpose and Plan for Your Life

Jeremiah 29:11 says, “For I know the thoughts and
plans that I have for you, says the Lord, thoughts and plans
for welfare and peace and not for evil, to give you hope in
your final outcome” (Amplified).
God has a plan for your life. With that plan, He has
provided you this training to train others for evangelism.
It is not a coincidence or by accident. It is according to
His purpose. As 2 Timothy 1:9 tells us, “Who hath saved
us, and called us with a holy calling, not according to our
works, but according to his own purpose and grace, which
was given us in Christ Jesus before the world began”.
You have spent your precious time and others have provid-
ed for your training – it is a great investment according to
God’s plan and purpose. He will not allow it to go in vain.
You have a Significant Role in God’s Master Plan

God has a master plan for the humankind. It was
activated through Jesus’ death on the Cross. John 3:16
tells us, “For God so loved the world, that he gave his only
begotten Son, that whosoever believeth in him should not
perish, but have everlasting life”.
10
In His master plan, God has chosen you and me to

play a vital role. He is leading us, guiding us and allowing
things in our lives to fit us into His eternal plan of salva-
tion. “For it is God which worketh in you both to will and
to do of his good pleasure” (Philippians 2:13).
“We are assured and know that [God being a part-
ner in their labour] all things work together and are [fitting
into a plan] for good to and for those who love God and
are called according to [His] design and purpose” (Romans
8:28, Amplified).
You need to seek God for the manifestation of clar-
ity of His plan for your life. “The eyes of your understand-
ing being enlightened; that ye may know what is the hope
of his calling, and what the riches of the glory of his inheri-
tance in the saints” (Ephesians 1:18).
Can’t Stay Silent

Once you realise the hope of God’s calling and your
role in His master plan, you cannot remain quiet; you will
train others to present the Good News effectively through
word and deed.
The lepers who entered Syrian camps declared that
they could not be silent and wait till the dawn (2 Kings
7:9). If God has given you the riches of the training, then
you have to pass it on to others.
Even in Esther, we read, “For if thou altogether
holdest thy peace at this time, then shall there enlarge-
ment and deliverance arise to the Jews from another place;
11
but thou and thy father’s house shall be destroyed: and who
knoweth whether thou art come to the kingdom for such a
time as this?” (Esther 4:14).
Paul says in Romans 1:14 that he is the debtor to
Greeks and Barbarians. You too are a debtor to the people
who trained you because they trained you to train others so
that your nation will know the Lord.
More is Expected of You!

There are many others, probably more capable than
you are, but God has chosen you to undergo this training;
He has entrusted you with these gifts and opportunities,
trusting on you that you will use them for the extension
of His Kingdom.
Luke 12:48 says, “For unto whomsoever much is
given, of him shall be much required: and to whom men
have committed much, of him they will ask the more”.
When you have received much from your training,
how are you going to deliver more – more in quantity and
quality? The following chapters will provide you with some
tools and techniques to achieve this feat.
12
Chapter : 2
What are you trying to
achieve?
“Learning is a treasure that will follow its owner
everywhere”. Chinese Proverb
In the previous chapter, we looked at the critical

elements of learning and needs to train Leaders in Evan-
gelism. While training, we need to look at the outcome of
training. To do it effectively, we have to understand the
process of LEARNING.
The theories presented below will help us to identi-
fy the motivational needs of different learners while learn-
ing so that we can focus on the Learning of trainees who
are Leaders.
Everyone learns differently, and each learner comes
with his own background and needs. There are enormous
diversities when it comes to adult learning, and therefore,
many perspectives on how to approach it.
In this chapter, we will look at several theories
of learning which are related to adults and management/
leadership development. Since we are training Leaders for
Evangelism, these theories can be applied in our situation.
13
Theory 1: Double-Loop Learning

According to the “theory of action” perspective
outlined by Argyris & Schon (1974), this theory emphasis-
es the distinction between an individual’s espoused theory
and his “theory-in-use” (what he actually does), and that
bringing these two into congruence is a primary concern
of double-loop learning. Typically, interaction with oth-
ers is necessary to identify the conflict. So, our training
programme should provide opportunity for the trainees to
interact with others more to test their “theory-in-use”.
There are four basic steps in the action theory
learning process:
1. Discovery of espoused and theory-in-use
2. Invention of new meanings
3. Production of new actions
4. Generalisation of results
In double-loop learning, assumptions underlying
current views are questioned and hypotheses about behav-
iour tested publicly. The end result of double-loop learning
is increased effectiveness in decision-making and better
acceptance of failures and mistakes.
Double-loop learning is a theory of personal change
that is oriented towards professional education, especially
leadership in organisations.
Theory 2: Social Learning

This emphasises the importance of observing and
modelling the behaviours, attitudes, and emotional reac-
14
tions of others. It explains human behaviour in terms of

continuous reciprocal interaction between cognitive, be-
havioural and environmental influences. The component
processes underlying observational learning are:
1. Attention
2. Retention
3. Motor Reproduction
4. Motivation
Social learning theory has been applied exten-
sively to the understanding of aggression (Bandura, 1973)
and psychological disorders, particularly in the context
of behaviour modification (Bandura, 1969). It is also the
theoretical foundation for the technique of behaviour
modelling, which is widely used in training programmes. In
recent years, Bandura has focused his work on the concept
of self-efficacy in a variety of contexts (e.g. Bandura, 1997).
Because of the importance of human interaction in
management, social learning theory (particularly model-
ling and role-playing) provides a general framework for
many aspects of management education. Coaching and
mentoring are commonly used management development
techniques that attempt to harness social learning in the
workplace (e.g. Deegan, 1979; Rossett, 1990).
Theory 3: Experiential Learning Theory

This originates from his views about psychotherapy
and humanistic approach to psychology. It applies primar-
ily to adult learners and has influenced other theories of
15
adult learning such as Knowles and Cross.

Carl Rogers distinguished two types of learning:
cognitive (meaningless) and experiential (significant).
The former corresponds to academic knowledge such as
learning vocabulary or multiplication tables and the latter
refers to applied knowledge such as learning about engines
in order to repair a car. The key to the distinction is that
experiential learning addresses the needs and wants of the
learner. Rogers lists these qualities of experiential learning:
personal involvement, self-initiated, evaluated by learner,
and pervasive effects on learner.
To Rogers, experiential learning is equivalent to
personal change and growth. Rogers feels that all human
beings have a natural propensity to learn; the role of the
teacher is to facilitate such learning. This includes:
1. Setting a positive climate for learning
2. Clarifying the purposes of the learner(s)
3. Organising and making available learning resources
4. Balancing intellectual and emotional components
of learning
5. Sharing feelings and thoughts with learners but
not dominating.
Rogers also emphasises the importance of learning
to learn and an openness to change.
Theory 4: Andragogy Theory

Andragogy applies to any form of adult learning
and has been used extensively in the design of organisa-
16
tional training programmes. In practical terms, andragogy

means that instruction for adults needs to focus more on
the process and less on the content being taught. Strate-
gies such as case studies, role-playing, simulations, and
self-evaluation are most useful. Instructors adopt a role of
facilitator or resource rather than lecturer.
Knowles’ theory of andragogy is premised on at
least four crucial assumptions about the characteristics of
adult learners that are different from the assumptions about
child learners, on which traditional pedagogy is premised.
These assumptions are that, as a person matures:
1. His self-concept moves from one of being a
dependent personality toward one of being a
self-directing human being
2. He accumulates a growing reservoir of experience
that becomes an increasing resource for learning
3. His readiness to learn becomes oriented increas
ingly to the developmental tasks of his
social roles, and
4. His time perspective changes from one of
postponed application of knowledge to im
mediacy of application, and accordingly his
orientation toward learning shifts from one of
subject-centredness to one of problem-centredness.
Theory 5: Adult Learning Theory

K. P. Cross presents the Characteristics of Adults
as Learners (CAL) model in the context of her analysis of
lifelong learning programmes. The model attempts to inte-
17
grate other theoretical frameworks for adult learning such

as andragogy (Knowles), experiential learning (Rogers),
and lifespan psychology. She claims that her explicit pur-
pose of CAL is to elucidate differences between adults and
children as learners and ultimately to suggest how teaching
adults should differ from teaching children – basically the
position of andragogy.
The CAL model consists of two classes of variables:
personal characteristics and situational characteristics.
Personal characteristics include ageing, life phases and de-
velopmental stages. These three dimensions have different
characteristics as far as lifelong learning is concerned.
Physiological/Ageing
Socio-cultural/Life Phases
Psychological/Development Stages
Situational characteristics consist of part-time

versus full-time learning, and voluntary versus compulsory
learning. The administration of learning (i.e., schedules,
locations, procedures) is strongly affected by the first vari-
able; the second pertains to the self-directed, problem-cen-
tred nature of most adult learning.
Moreover, to learn, adults need a stimulating en-
vironment free from anxiety, fear, mistrust and unhealthy
competition. It is exciting to know how different parts of
the brain trigger different responses.
18
Theory 6: Triune Brain Theory

Paul MacLean, the former director of the Labo-
ratory of the Brain and Behaviour at the United States
National Institute of Mental Health, developed a model of
the brain based on its evolutionary development.
Fig. 1: MacLean’s Triune Brain Diagram
It is referred to as the “triune brain theory” because

MacLean suggests that the human brain is actually three
brains in one. Each of the layers or “brains” was estab-
lished successively in response to evolutionary need. The
three layers are the reptilian system, or R-complex, the
limbic system and the neocortex. Each layer is geared
toward separate functions of the brain, but all three layers
interact substantially.
The layers are connected by an extensive two-way
network of nerves. Ongoing communication between the
19
neocortex and the limbic system links thinking and

emotions; each influences the other and both direct all
voluntary action. This interplay of memory and emo-
tion, thought and action is the foundation of a person’s
individuality.
The full extent of this interconnectedness is un-
clear. However, it is entirely incorrect to assume that in
any situation one of our three “brains” is working and the
others are not. What we can do, tentatively, is assume that
at times one particular focus may be dominant while the
rest of the brain acts in support and that education can
influence which focus dominates.
Processing What is Taught

While teaching, the brain triggers responses in
people. When participants feel threatened or unsafe, or feel
they need to compete with other participants, the facilita-
tor or others, they are operating from the reptilian, most
primal part of their brains. This part of the brain focuses on
safety and self-preservation.
The emotional, or limbic, area of the brain causes
us to have emotional responses and make connections and
associations between things. Trainers can tap into this area
by stimulating an emotion by using personal testimony,
music, story, etc. during the sessions.
Without the neocortex, the thinking part of the
brain, participants would not be able to process what is
said, read or otherwise presented. The cortex is divided
into left and right hemispheres, the famous left and right
20
brain. The left half of the cortex controls the right side of
the body and the right side of the brain the left side of the
body. Also, the right brain is more spatial, abstract, musical
and artistic, while the left brain more linear, rational, and
verbal. Targeting each section of the brain during a session
helps make the learning effective.
This model of the brain, distinguishing and associat-
ing thoughts and behaviours with the different regions of the
brain, is a helpful model for facilitators and learners as well.
Theory 7: Myers-Briggs Type Indicator (MBTI)

Today most people understand personality types
through a personality test developed by Isabel Briggs My-
ers. Myers and her mother Katherine Briggs used Jung’s
theory of personality type and over decades working with
psychologists, career counsellors and others developed a
testing system to identify the personality traits. The test is
referred to as the MBTI (Myers-Briggs Type Indicator).
The Myers-Briggs Type Indicator (MBTI) is a self-
report questionnaire designed to make Jung’s theory of psy-
chological types understandable and useful in everyday life.
MBTI is more complicated than the other mod-
els discussed here, since they are strictly learning models
where as the MBTI is a personality model. However, our
personality does play an important part in determining
our learning style. And it associates well within the other
models so we will discuss its part in the learning process.
21
As opposed to other personality models, MBTI

focuses on the preferences of people on two pairs of mental
functions – Reading and Deciding and other two pairs of
dichotomies – Extraversion & Introversion and Judging
& Perceiving:
1. Reading Function: Sensing (S) versus iNtuition (N)

This indicates whether a learner prefers to perceive
the world by directly observing the surrounding reality or
through impressions and imagining possibilities.
Sensing people choose to rely on their five senses. They are
detail-oriented, they want facts and they trust them. Sens-
ing learners prefer organised, linear and structured lectures
(systematic instruction or step-by-step learning).
Intuitive people seek out patterns and relationships
among the facts they have gathered. They trust hunches
(“sixth” sense) and their intuition, and look for the “big
picture”. They also value imagination and innovation.
Intuitive learners prefer various forms of discovery learning
and must have the big picture (metaphors and analogies), or
an integrating framework in order to understand a subject.
They like concept maps and compare and contrast tables.
2. Deciding Function: Thinking (T) versus Feeling (F)

This indicates how the learner makes decisions,
either through logic or by using fairness and human values.
Thinkers decide things impersonally based on
analysis, logic and principle. They value fairness – focusing
on the situation’s logic and placing great weight on objec-
22
tive criteria in making a decision. They naturally see flaws

and tend to be critical. Thinking learners prefer clear goals
and objectives. They want to see precise, action-oriented
cognitive, affective and psychomotor objectives. They also
want to know what they have to do to learn the material.
Feelers value harmony by focusing on human
values. They focus on human values and needs as they make
decisions or arrive at judgements. They tend to be good at
persuasion and facilitating differences among group mem-
bers. They value empathy and harmony. Feeling learners en-
joy the small group exercises, especially harmonious groups.
3. What is the source of their energy? Extroversion (E)

versus Introversion (I)
This indicates whether a learner prefers to direct
attention towards the external world of people and things
or towards the internal world of concepts and ideas. This
preference tells us from where people get their energy.
Introverts find energy in the inner world of ideas,
concepts and abstractions. They can be sociable but need
tranquillity to regain their energy. They want to under-
stand the world; they concentrate and tend to be reflective
thinkers. They think more than talk. Introverted learners
want to develop frameworks that integrate or connect the
information that they learn – this knowledge is a result of
the interconnection of the material in order for them to
see a global view.
Extroverts find energy in things and people. They
prefer interaction with others and tend to be action-orient-
23
ed. They also tend to think on their feet. They talk more
than listen. Extroverted learners learn by teaching others.
They do not normally understand the subject until they try
to explain it to themselves or others (working in groups).
Problem Based Learning and Collaborative Learning are
good teaching techniques for this group.
4. How do they deal with the outer world? Judging (J)

versus Perceiving (P)
This indicates how the learner views the world,
either as a structured and planned environment or as a
spontaneous environment.
Judging people are decisive, self-starters and self-
regimented. They also focus on completing the task, know-
ing the essentials and take action quickly. They plan their
work and work their plan. Deadlines are sacred as they see
time as a finite resource.
Judging learners need tools that help them to plan
their work and work their plan. They want guides that give
quick tips. They can be encouraged by offering those tips
that lead to self-improvement.
Perceptive learners are curious, adaptable and spon-
taneous. They start many tasks, want to know everything
about each task, and often find it difficult to complete a
task. Deadlines are meant to be stretched while more infor-
mation is gathered as they see time as a renewable resource.
They like to leave their options open. Perceptive learners
24
often postpone doing an assignment until the last minute.

They are not lazy; they are merely seeking information up
to the very last minute. Breaking down a complex project
into a series of sub-assignments and providing deadlines
will keep perceptive learners on target. Also, they are often
process-oriented (emphasis is on how the task is complet-
ed) and will easily adapt as long as they know the “how”.
Theory 8: Kolb’s Learning Inventory

Kolb, D. A. (1984) describes a learning process
and a style. It can be thought of as a simpler version of the
MBTI, which is based upon determining the personality
type. Kolb’s version uses two dimensions, while the MBTI
uses two similar dimensions, plus two additional ones:
The first dimension, as shown in Fig. 2, running
horizontally, is based on task. The left end of the dimen-
sion is doing the tasks (performing), while the right end is
watching the task (observing).
The second dimension runs vertically and is based
upon our thought and emotional processes. The top of the
dimension is feeling, while the bottom of the dimension
is thinking.
It is based on John Dewey’s emphasis on the need
for learning to be grounded in experience; Kurt Lewin’s
work that stressed the importance of a person’s being active
in learning, and Jean Piaget’s theory on intelligence as the
result of the interaction of the person and the environment.
25
Fig 2: Kolb’s Learning Inventory
You might also think of the horizontal dimension

as how we react to the environment around us (extroverts
jump in and do it, introverts observe from the sidelines).
While the vertical dimension is the soul or ego within us
(the left side of the brain is logical, while the right side of
the brain is creative and emotional). These four positions on
the two dimensions describe a four-step learning process.
1. Feeling or Sensing (Concrete Experience): A

high score in the concrete experience dimension repre-
sents a receptive experience-based approach to learning
that relies on feeling-based judgements.
These people tend to be empathetic. They
generally find theoretical approaches to be unhelp-
ful and prefer to treat each situation as a unique
26
case. They learn best from specific examples in

which they can be involved. These learners tend
to relate to peers, not authority (they are people
persons – they want to get along with others, not be
bossed around). Theoretical readings are not always
helpful, while group work and peer feedback often
leads to success. Planned activities should apply
learnt skills. The instructor acts as coach/helper for
this self-directed autonomous learner.
2. Watching (Reflective Observation): A high score

in reflective observation indicates a tentative, impartial
and reflective approach to learning.
These individuals rely heavily on careful
observation in making judgements. They prefer
learning situations, such as lectures, that allow the
role of impartial objective observers. These indi-
viduals tend to be introverts. Lectures are helpful
to this learner (they are visual and auditory). This
learner wants the instructor to provide expert inter-
pretation. They look for an instructor who is both
a taskmaster and a guide. This learner wants their
performance to be measured by external criteria.
3. Thinking (Abstract Conceptualisation): A high

score in this scale indicates an analytical, conceptual ap-
proach to learning that relies heavily on logical thinking
and rational evaluation.
27
These individuals tend to be more oriented

towards things and symbols and less towards other
people. They learn best in authority-directed,
impersonal learning situations that emphasise
theory and systematic analysis. They are frustrated
by – and gain little from – unstructured “discovery
learning” approaches such as exercises and simula-
tions. Case studies, theoretical readings and reflec-
tive thinking exercises help this learner. Very little
else helps this learner.
4. Doing (Active Experimentation): A high score in

active experimentation indicates an active “doing” orien-
tation to learning that relies heavily on experimentation.
These individuals learn best when they
can engage in such things as projects, homework,
or group discussions. They dislike passive learning
situations such as lectures. These individuals tend
to be extroverts. This learner wants to touch ev-
erything (kinaesthetic or tactile). Problem-solving,
small group discussions or games, peer feedback and
self-directed work assignments all help this learner.
This learner likes to see everything and determine
his own criteria for the relevance of the materials.
These two lines intersect each other and form four

quadrants (represented by the grey circles in the above dia-
gram). These quadrants form the personal learning styles:
28
1. Theorists (or Assimilator) like to learn using

abstract conceptualisation and reflective observation
(lecture, papers, analogies) and like to ask such ques-
tions as, “How does this relate to that?”
Training approach should be through case
studies, theory readings, and thinking alone. Their
strengths lie in their ability to create theoretical mod-
els. They tend to be less interested in people and less
concerned with practical applications of knowledge.
They are often more concerned with ab-
stract concepts. Theorists are often found in re-
search and planning departments. This learning
style is more characteristic of basic science and
mathematics than applied sciences.
2. Pragmatists (or Converger) like to learn using

abstract conceptualisation and active experimenta-
tion (laboratories, fieldwork, observations). They ask,
“How can I apply this in practice?”
For this kind of learner, you need to use
peer feedback and activities that apply skills; the
trainer is coach/helper for a self-directed autono-
mous learner. The pragmatist’s greatest strength is
in the practical application of idea. They tend to
be relatively unemotional. They prefer to deal with
things rather than people. They tend to have nar-
row technical interests and quite often choose to
specialise in the physical sciences.
29
3. Activists (or Accommodator) like to learn using

concrete experience and active experimentation (simu-
lations, case study and homework). They tell them-
selves, “I’m game for anything”.
Training approach should be practising the
skill, problem solving, small group discussions, peer
feedback; trainer should be a model of a profes-
sional, leaving the learner to determine his own
criteria for relevance of materials. Their strengths
lie in doing things and involving themselves in
new experiences. They are called accommodators
because they excel in adapting to specific immedi-
ate circumstances.
They tend to solve problems intuitively,
relying on others for information. Accommoda-
tors are often found working in marketing and
sales. The accommodator is at ease with people
but is sometimes seen as impatient and pushy. This
learner’s educational background is often in techni-
cal or practical fields such as business.
4. Reflectors (or Diverger) like to learn using

reflective observation and concrete experience (logs,
journals and brainstorming). They like time to think
about the subject.
Training approach should be lectures with
plenty of reflection time; trainer should provide
expert interpretation – taskmaster/guide; judge
performance by external criteria.
30
Their strengths lie in an imaginative ability.

They tend to be interested in people and emotional
elements. People with this learning style tend to
become counsellors, organisational development
specialists and personnel managers. They have
broad cultural interests and tend to specialise in
the arts. This style characterises individuals from
humanities and liberal arts backgrounds.
Remember, we learn from all four experiences

(quadrants), but one of the four is our preference. The
ideal training environment would include each of the
four processes.
For example, the cycle might begin with the learn-
er’s personal involvement through concrete experiences;
next, the learner reflects on this experience, looking for
meaning; then the learner applies this meaning to form
a logical conclusion; and finally, the learner experiments
with similar problems, which result in new concrete expe-
riences. The learning cycle might begin anew due to new
and different experiences.
The training activities should be flexible so that
each learner could spend additional time on his or her pre-
ferred learning style. Also, you can enter the learning cycle
at any one of the four processes.
Holistic and Effective Learning

Learning is much more effective when everyone
participates and there is mutual interaction. When you in-
31
clude different approaches during the session, you stimulate

the different senses in the learner, thereby maximising the
learning. What you get is a learner-centred experience that
is driven by results.
While training leaders for evangelism you need to
look at these theories from your context, such as the needs
of learners, objectives of the course, the content and the
environment of learning and the organisation for preparing
a solid foundation to build your teaching learning strategies.
Doing Needs Assessment for Learning

Conducting a Needs Assessment is a systematic
exploration of the way things are and the way they should
be. These “things” are usually associated with the person’s
present situation and his individual performance. It is also
to help with curriculum planning, align the participant’s
mission towards the mission of the training organisation,
diagnose individual problems, assess his learning patterns
to make the process relevant and beneficial to each indi-
vidual, and offer appropriate feedback and intervention.
In our context of training leaders for evangelism, there are
two kinds of needs that we need to look at:
1. Individual Needs
These are related to the participating leaders’ indi-
vidual spiritual level, academic excellence, personality types,
learning style, the role and performance in the organisation.
This is to analyse the status of the participants
against the benefits of the training before commencing on
32
any programme. Get the responses to these questions from

the participants:
• What are the needs of the participants?
• What are their strengths and resources?
• What are the expectations of the learners?
• What learning will be accomplished?
• What changes in behaviour and performance
are expected?
• What are the benefits of this exercise?
Further, these needs can be classified as perceived
needs (what people say they need), expressed needs (ex-
pressed in action), real needs (the needs in reality) and the
prescribed needs (defined by experts).
Look for what the learners really need; they may
not know what they need, but may have strong opinions
about what they want. Using this framework, analyse these
needs and understand the reality.
Also, you must assess the total needs of the group as
a whole in terms of their variety and diversity, as you will
be interacting with them as a group, not just as individuals,
yet not forgetting that each individual is unique and differ-
ent. The outcome of the individual Needs Assessment will
enable you to apply the learning theories appropriately and
design suitable interventions for the participant.
2. Global Needs
These are generated from the context in which the
participants live and work. Also, they emerge from the
33
global scenario. While training the leaders for evangelism,

you cannot ignore these perspectives and must draw inputs
from them for the participants to meet these challenges
whether the participating leaders individually are aware of
this dimension or not.
When a Needs Assessment has been conducted,
learning is more likely to focus on the realities of life.
Otherwise, planners and designers of training may tend
to include subjects/content matter, techniques and meth-
odologies that seem to be relevant from their perspectives
whereas that may have little impact on the learners to ap-
ply it in their situations back home. Conducting a learning
Needs Assessment is thus crucial in any training process.
3. Gap Analysis – A Method of Needs Assessment

This formal method involves comparing the cur-
rent performance of the participants/ organisation with
intended (standard) competencies. The “gap” (difference)
between the current and the necessary will identify the
needs, purposes and objectives for training. It is also im-
portant to look at the problems or difficulties, impending
change, opportunities, strengths and new directions.
After collecting a list of needs for training and/or
other interventions, examine them in view of their impor-
tance to the institution’s core purposes, goals and values. If
the identified needs are real and worth addressing, specify
their importance and urgency in view of the institutional
needs and requirements.
34
4. Techniques for Assessing Individual and Global Needs

To get a true picture, use multiple methods to
conduct the Needs Assessment; do not just rely on one
method. It is important to get a complete picture from
many sources and viewpoints.
There are several basic Needs Assessment techniques.
Use a combination of some of these, as appropriate:
• Direct observation
• Questionnaires
• Consultation with persons in key positions, and/or
with specific knowledge
• Review of relevant literature
• Interviews
• Target groups
• Tests
• Records and report studies
• Experiential learning exercise
Points to Note
A Needs Assessment alone may not enhance
training effectiveness and outcomes, so it must be placed
within the wider process of world evangelism, focused on
the mission of the training organisation, planned learning,
relevance to practice and reinforcement of learning in the
appropriate context.
A formal Needs Assessment can only identify a
narrow range of needs and might miss certain needs, so
35
breadth and flexibility of Needs Assessment methods

should be embraced.
While training leaders for evangelism, it is not
possible to focus all learning on identified needs – wider
learning not related to a specific need is also of fundamental
value where anticipated situation is not predictable.
Individual and group learning needs are different – group
learning needs may produce an average picture that fails to
address important needs and interests of individual members
of the group – so a balance is required. Each approach has its
uses and effects, but each must be used for the right purpose.
Individual learning Needs Assessment is best used
in the context of learning that occurs on an individual ba-
sis – such as the relationship between participating leader
and the facilitator.
It is essential for the facilitator to be aware of the
participants’ individual and global needs before he begins
to interact with them. I usually collect as much data as pos-
sible through their personal data forms and the Needs and
Expectations form (see Appendixes) before my sessions.
Through the exercise, the participants and facilitator can
identify the areas of needs and build a covenant of mutual-
ly agreed upon expectations for the seminar. This produces
a responsible learning environment and produces effec-
tiveness by keeping power struggles to a minimum. Power
struggles indicate the tension between the trainer and the
learner while they try to achieve each their own expecta-
tions, needs and wants.
36
This sets the tone for the entire seminar and builds
an advantageous climate for teaching and learning. Partici-
pants feel respected and trusted due to their involvement
in generating the expectations from the course and the
facilitators. It helps them to own the programme and stay
motivated in directing their learning.
37
Part Two
Learning Objectives
Chapter : 3
The Difference between
Training and Teaching
“I cannot teach anybody anything; I can only make
them think”. Socrates
According to the Merriam-Webster Dictionary, the

word “teach” has been defined in several ways:
• To cause to know something
• To guide the studies of
• To impart the knowledge of
• To instruct by precept, example or experience
Definitions for the word “train” are:
• To form by instruction, discipline or drill
• To make prepared for a test of skill
Personal vs. Public

Some scholars associate teaching with education.
Because of this association, they make a distinction be-
tween education and training. In their analysis, education
is concerned with the development of the mind and intel-
lect, while training deals with learning specific skills.
38
Along the same train of thought, education is

considered a more personal activity, since its main purpose
is to enhance an individual’s ability to use his mind for per-
sonal pleasure or gain. Training, on the other hand, means
developing skills that will be used more publicly – such as in
the application of service for the greater good of others.
Actions vs. Aim

Another school of thought goes like this: Teaching
refers to the actions of a teacher in a context where learn-
ing is the aim of the activity. The learners themselves may
or may not be active as well. Training, on the other hand,
often refers to events such as seminars and workshops as
well as programmes that are based on self-study materials.
Those who believe in this school of thought also
contend that teaching is usually done in academic settings
and training, typically (but not exclusively), is conducted
in non-academic settings.
The data collected from the trainers, teachers,
books and articles on training and teaching suggests a dis-
tinction as follows:
Comparison of Teaching and Training
Teaching Training
FOCUS Broader Narrower
COURSE CONTENT Theory-based, Practical applica-
few real-life tions/minimal
applications theory (except in
professional
programmes)
39
Teaching Training
STUDY MATERIALS Textbook based
Tailored, follows
presentation
ASSIGNMENTS Much outside Minimal out-
of class side of class
INSTRUCTORS Academicians “Experts”
COURSE DURATION Long-term Short-term
PRESENTATION Information based Skills-based
INTERACTION Mostly individual Group work,
work audio-visual
technology in
and out of class
TESTING/ASSESSMENT Grades, tests, etc. Outcomes mea-
sured mostly
through perfor-
mance
LEARNER MOTIVATION Individual goals Individual and
common goals
Teaching
Most instruction is textbook-based, relying heavily
on independent work by each student outside the class-
room: homework assignments, research projects, creative
projects and study for tests. The instructor serves largely as
a transmitter and interpreter of information.
Sessions may be self-contained units; more fre-
quently, they are part of a continuum, providing a great
deal of flexibility in pacing. Sessions tend to focus on a
single activity such as lectures, tests or guest speakers’
40
presentation. Rarely does a single session include multiple

types of activities.
Assessment of learning is highly structured and rela-
tively infrequent, and tends to focus on mastery of content
rather than on application. Instructors are usually available
for further informal instruction outside of formal sessions.
Training
Training, by contrast, tends to be highly structured
so that all components fit together well. The effect is of
a total, self-contained “package”. With the exception of
basic technical skills acquisition, most workplace training
is relatively short in duration. Courses (“workshops”) tend
to have a narrow focus, concentrating on an easily defined
and articulated specific topic or skill.
Sessions tend to be self-contained, requiring mini-
mal work outside the classroom. Independent research and
projects are rare, as are homework assignments. Instructors
may be in-house or visiting experts on a particular subject.
While the term length may not be significant,
instructors are respected as professionals. Little instructor-
student interaction outside of class takes place unless they
plan it differently.
Workbooks and other materials follow the instruc-
tor’s presentation almost verbatim and are directly related
to the work environment. They may contain minimal
reading text and are formatted to allow participants to “fill
in the blanks” during the presentation.
41
Practical applications of information are important.

Course content is therefore a combination of a minimum
of theoretical background and a maximum of interpreta-
tion through everyday workplace applications. Key points
are illustrated with real-life examples.
A variety of interaction models between instruc-
tors and participants are utilised. A straight lecture may
be illustrated by audio-visuals, and participants spend part
of the time working in small teams; or, instruction may be
done online or by teleconferencing. A significant amount
of training is done with and for groups. Training does not
involve significant ongoing mastery testing or assessment.
The outcomes of learning are measured indirectly through
work performance.
What the Bible Says about Training and Teaching

To better understand the concepts of training and
teaching, here is what the Scriptures say in the different
translations of 2 Timothy 3:16:
• (Amplified Bible) “Every Scripture is God-
breathed (given by His inspiration) and profitable
for instruction, for reproof and conviction of sin,
for correction of error and discipline in obedience,
[and] for training in righteousness (in holy living,
in conformity to God’s will in thought, purpose,
and action)”.
• (American Standard Version) “Every scripture inspired of
God is also profitable for teaching, for reproof, for cor-
rection, for instruction which is in righteousness”.
42
• (New American Standard Bible) “All Scripture is in-

spired by God and profitable for teaching, for reproof,
for correction, for training in righteousness;”
• (New International Version) “All Scripture is God-
breathed and is useful for teaching, rebuking, cor-
recting and training in righteousness,”
• (English Standard Version) “All Scripture is
breathed out by God and profitable for teaching,
for reproof, for correction, and for training in
righteousness”.
• (International Standard Version) “All Scripture is God-
breathed and is useful for teaching, for reproof, for
correction, and for training in righteousness”.
• (King James Version) “All Scripture is given by inspira-
tion of God, and is profitable for doctrine, for reproof,
for correction, for instruction in righteousness”.
• (The Message) “Every part of Scripture is God-
breathed and useful one way or another--showing
us truth, exposing our rebellion, correcting our
mistakes, training us to live God’s way”.
A rich variety of words is employed in the Bible to
describe the teaching process. I present a few of them here so
that as teachers and trainers, we may understand the deeper
meaning of these words related to teaching and training.
43
General
• Doctrine – The Greek meaning of the word doc-
trine in KJV is διδασκαλία (didaskalia). did-as-kal-
ee’-ah. It means doctrine, learning, teaching, that is,
teaching the ignorant dogmatic truths which they
cannot otherwise know.
• Instruction – The Greek meaning of the word
instruction is παιδεία (paideia). pahee-di’-ah. It
means tutorage, that is, education or training; by
implication disciplinary correction: chastening,
chastisement, instruction, nurture.
Old Testament Terms

• Discipline – ‫דמל‬, lāmadh, “to beat”: A very com-
mon word for “to teach”; it may have meant “to
beat with a rod,” “to chastise”. As teaching is both
a condition and an accompaniment of disciplining,
the word often means simply “to teach,” “to inform”
(2 Chronicles 17:7; Psalm 71:17; Proverbs 5:13).
The glory of teaching was its harmony with the will
of God, its source in God’s authority and its purpose
to secure spiritual obedience (Deuteronomy 4:5;
4:14; 31:12; and 31:13).
• Law - ‫הרי‬, yārāh, “to cast”: The teaching idea from

which the law was derived is expressed by a verb
that means “to throw,” “to cast as an arrow or lot”.
It is also used of thrusting the hand forth to point
out or show clearly (Genesis 46:28; Exodus 15:25).
44
The original idea is easily changed into an educa-

tional conception, since the teacher puts forth new
ideas and facts as a sower casts seed into the ground.
But the process of teaching was not considered ex-
ternal and mechanical but internal and vital (Exo-
dus 35:34; 35:35; 2 Chronicles 6:27).
• Discernment – ‫ןיּב‬, bīn, “to separate”: The word
meaning “to separate,” “to distinguish,” is often used
in a causative sense to signify “to teach”. The idea
of teaching was not an aggregation of facts bodily
transferred like merchandise. Real learning followed
genuine teaching. This word suggests a sound psy-
chological basis for a good pedagogy. The function
of teaching might be exercised with reference to
the solution of difficult problems, the interpretation
of God’s will, or the manner of a godly life (Daniel
8:16, Daniel 8:26; Nehemiah 8:7-9; Psalm 119:34).
• Illumination – ‫רהז‬, zāhar, “to shine”: This verbal root
signifies “to shine,” and when applied to the intellectual
sphere indicates the function of teaching to be one of
illumination. Ignorance is darkness; knowledge is light.
Moses was to teach the people statutes and laws, or to
enlighten them on the principles and precepts of God’s
revelation (Exodus 18:20).
• Inspiration – ‫אבנ‬, nābhā’, “to boil up”: The most
significant word for “prophet” is derived from the
verb which means “to boil up or forth like a foun-
tain,” and consequently to pour forth words under
45
the impelling power of the Spirit of God. The

Hebrews used the passive forms of the verb because
they considered the thoughts and words of the
prophets due not to personal ability but to divine
influence. The utterances of the prophets were char-
acterised by instruction, admonition, persuasion and
prediction (Deuteronomy 18:15-22; Ezekiel 33:1-20).
• Nourishment – ‫הער‬, rā‛āh, “to feed a flock”: The
name “shepherd,” so precious in both the Old Testa-
ment and the New Testament, comes from a verb
meaning “to feed,” hence, to protect and care for out
of a sense of devotion, ownership and responsibility.
It is employed with reference to civil rulers in their
positions of trust (2 Samuel 5:2; Jeremiah 23:2); with
reference to teachers of virtue and wisdom (Proverbs
10:21; Ecclesiastes 12:11).
• Training – Verb ‫ךנח‬, ḥānakh, “educate” (Proverbs
22:6), with adjective ḥānīkh (Genesis 14:14). In 1
Kings 10:2, the Queen of Sheba’s “train,” the noun
is ‫ליח‬, ḥayīl, the usual word for “force,” “army”. The
word is used in two places in both the King James
Version and the Revised Version, namely, Genesis
14:14, where it means “drilled,” “prepared for war,”
and Proverbs 22:6. “Train up a child” means more
than to teach, and includes everything that pertains
to the proper development of the child, especially
in its moral and spiritual nature.
46
New Testament Terms

Further light is thrown upon religious teaching in
Bible times by a brief view of the leading educational terms
found in the New Testament.
• Instruction – διδάσκω, didáskō, “to teach”: The usual
word for “teach” in the New Testament signifies either
to hold a discourse with others in order to instruct
them, or to deliver a didactic discourse where there
may not be direct personal and verbal participation.
In the former sense, it describes the interaction be-
tween pupils and teachers, and in the latter, it refers
to the more formal monologues designed especially
to give information (Matthew 4:23; 5-7; 13:36f; John
6:59; 1 Corinthians 4:17; 1 Timothy 2:12). Teaching,
like preaching, was an integral part of the work of an
apostle (Matthew 28:19; Mark 16:15; Ephesians 4:1).
• Acquisition – µανθάνω, manthánō, “to learn”: The
central thought of teaching is causing one to learn.
Teaching and learning are not scholastic but dy-
namic, and imply personal relationship and activity
in the acquisition of knowledge (Matthew 11:29;
28:19; Acts 14:21).
• Elucidation – διερµηνεύω, diermēneúō, “to inter-
pret”: In the walk to Emmaus, Christ explained to
the perplexed disciples the Old Testament Scrip-
tures in reference to Himself. The work of interpret-
er is to make truth clear and to effect the edification
of the hearer (Luke 24:27; 1 Corinthians 12:30;
14:5; 14:13; 14:17).
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• Exposition – ἐκτίθηµι, ektíthēmi, “to place out”: The

verb literally means “to set or place out,” and signifies
to bring out the latent and secret ideas of a literary
passage or a system of thought and life. Thus, Peter
interpreted his vision, Aquilla and Priscilla unfolded
truth to Apollos, and Paul expounded the Gospel in
Rome (Acts 11:4; 18:26; 28:23). True teaching is an
educational exposition.
• Authority – προφήτης, prophḗtēs, “one who speaks
for”: A prophet was a man who spoke forth a mes-
sage from God to the people. He might deal with
past failures and achievements, present privileges
and responsibilities, or future doom and glory. He
received his message and authority from God (Deu-
teronomy 18:15-22; Isaiah 6:1-13). The word refers
to Old Testament teachers (Matthew 5:12), John
the Baptist (Matthew 21:26), Jesus the Messiah
(Acts 3:25), and special speakers in the Apostolic
age (Matthew 10:41; Acts 13:1; 1 Corinthians
14:29; 14:37).
• Care – ποιµήν, poimḗn, “a shepherd”: The word
for shepherd signifies one who tends a flock, and
by analogy a person who gives mental and spiritual
nourishment, and guards and supports those under
his care (Matthew 9:36; John 10:2; 10:16; 1 Peter
2:25; Ephesians 4:11). Love is a fundamental pre-
requisite to the exercise of the shepherding function
(John 21:15-18). The duties are to be discharged
with great diligence and in humble recognition
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of the gifts and appointment of the Holy Spirit

(Acts 20:28).
• Supervision – ἐπίσκοπος, epískopos, “an overseer”:
The bishop or overseer was to feed and protect the
blood-bought church of God (Acts 20:28). Among
the various qualifications of the religious overseers
was an aptitude for teaching (1 Timothy 3:2; Titus
1:9). The Lord is pre-eminently shepherd and bishop
(1 Peter 2:25).
Training Leaders for Evangelism

Having pondered on these, let us look at training in
the context of training leaders for evangelism.
In sending His Son into the world, God’s design in
training is evident through the Son’s purpose in equipping
the disciples to fulfil the Great Commission. Training can
be defined as follows: Under the purpose of God, equipping
leaders with appropriate knowledge, attitude, values and skills
required to evangelise their own people effectively and to
train others to do the same (see Fig. 3, God’s purpose).
God has a unique purpose for each person in call-
ing him to His ultimate purpose. The learning becomes a
fulfilment – an “Aha!” experience – if each trainee is able
to internalise God’s purpose for his life and accordingly
attain the knowledge, attitude and skills. As you see in Fig.
3, each of these dimensions interacts with others and this
mutual interaction produces the synergy at the centre, the
checked common area denoting the training impact (trans-
formation) on the trainee.
49
Fig. 3: God’s Purpose
Knowledge
Knowledge is not just a package of information, data
or theories alone – it is a combination of both content mate-
rials and the process of mind to acquire those materials.
Process involves development of intellectual skills.
This includes the recall or recognition of specific facts,
procedural patterns, and concepts that serve in the devel-
opment of intellectual abilities and skills.
There are six major categories of knowledge devel-
opment (see chart below), starting from the simplest men-
tal skill to the most complex. This particular categorisation
and nomenclature were developed by Dr Benjamin Bloom.
Training must equip the trainees with these mental
skills so that they will be in a position to make use of the
knowledge in any new situation and develop skills of learn-
ing, which will help them become lifelong learners. When
50
they master these skills of learning, the skills of evangelism

can be developed by the trainees as per the needs of the
environment in the changing society at any time.
When I train people as trainers, I give them an
assignment (see Appendix) to provide them an experi-
ence of these different levels of mental skills, as well as an
opportunity to apply them.
Categories Mental skills

Knowledge Recall of data
Understanding Understand the meaning, translation,
interpolation and interpretation of
instructions and problems. After under-
standing the problem, predicting the
consequences.
Application Use a concept in a new situation. Ap-
plies what was learnt in the classroom
into new situations in the ministry.
Analysis Separates materials or concepts into
component parts so that its organisa-
tional structure may be understood.
Synthesis Builds a structure or pattern from diverse
elements. Put parts together to form a
whole, with emphasis on creating a new
meaning or model.
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Attitude
It is a complex mental state involving beliefs, feel-
ings and values and dispositions to act in certain ways. It
is your mental response to a particular situation based on
your beliefs, values and expectations. Attitude of a per-
son is displayed in his behaviour, including his verbal and
non-verbal messages. While training people, the aspect of
attitude must be included in the curriculum and the appro-
priate modules need to be designed to bring about changes
in the attitude of the trainee.
Ultimately, the attitude of the trainee will over-
power his aptitude if it is not properly dealt with. When
the aptitude of the trainee synergises with his right atti-
tude, it will raise him to greater altitudes.
Look at the attitude of the man who was lying near
Bethesda pool (John 5:1-15). When Jesus confronted him
with the question, “Do you wish to get well?” his response
was about other people who made it impossible for him to
get into the pool first, rather than his wish to get well.
What kind of attitude the man was communicating
to Jesus? Was it positive or blaming? In the process, he did
not even know who healed him! He missed the delight of
his healing by the Son of God.
The statement “attitude is everything” has almost
become a cliché these days. It need not be a slogan, it must
be your “in” thing – a positive state of mind, filled with
God’s Word, generating the attitudes of compassion for
people, passion for evangelism, “I can do it,” encourage-
ment, empowerment, openness and willingness to learn.
52
Philippians 2:5 reminds us, “Let this same attitude

and purpose and [humble] mind be in you which was in
Christ Jesus [Let Him be your example in humility]” (Am-
plified Bible).
Skills
Through the acquired knowledge and with the re-
quired attitude, trainees need to be equipped with the skills
of communication, evangelism, training and management.
Remember what the Bible affirms us in Exodus 31:3-6. He
is the one who fills us with the Spirit of God in wisdom, in
understanding, in knowledge and in all kinds of skills so that
we will be able to accomplish what He has commanded us.
With this understanding of the concept of train-

ing, you need to also know the “how” of learning to
design the curriculum accordingly (see Chapter 4).
Henceforth, I will be using the words “teaching” and
“training” interchangeably, however, with the meaning
defined above.
53
Chapter : 4
How Leaders Learn
“Teach me to do Thy will; for Thou art my God”.
Psalms 143:10
The ways in which people learn are diverse and

unique to each person. Learning styles are the typical behav-
iours and actions that learners exhibit in the process of their
learning. Learners’ behaviours provide insight into the ways
they perceive, interact with and respond to the environment
in which learning occurs (Ladd and Ruby 1999).
In this chapter, you will find the studies on the
styles of learning and teaching that will lead to the devel-
opment of suitable curricula for your training programmes.
Learning Style Inventory

In my faculty development seminars, I administer
the Learning Style Inventory (LSI) by David Kolb, and
discuss each of the participants’ styles by posting them on
flip charts. The process not only helps them discover their
own learning patterns, but also gives them a chance to un-
derstand their peers’ diverse learning styles – some of them
quite opposite to their own.
At the end of the session, these were some of the
responses received:
54
• “I am shocked to see such a variety in which

people learn. If it is the case, how am I going to
make them learn?”
• “It’s a great challenge for me as a teacher; I have
to use different techniques to make all of them
learn”.
• “I need to know my trainees’ learning style in
advance to be an effective teacher”.
• “I understand now why I felt some of the classes
were boring while I was a student”.
The reactions of these participants were genuine.
How should we equip them in such a way that it will be
relevant to every learner?
Another study [Resnick, L.B. & Klopfer, L.E. (Eds.)
(1989)] brings out the important characteristics of learn-
ers. In that study, Learners are classified as Knowledgeable,
Self-determined, Strategic and Empathetic:
1. Knowledgeable learners acquire a substantial
and organised body of knowledge, which they
can use fluently to make sense of the world,
solve problems and make decisions. They can
also evaluate the limitations of their knowledge
and their perspectives on the world.
2. Self-determined learners feel capable and con-
tinually strive to acquire and use the tools they
need to learn.
55
3. Strategic learners have a repertoire of thinking

and learning strategies that they use with skill
and purpose to think about and control their
own learning and guide their learning of new
content.
4. Empathetic learners are able to view them-
selves and the world from perspectives other
than their own, including perspectives of people
from different cultural backgrounds.
Link Between Learning and Teaching Styles

For optimum learning of a person, what should be
the teaching style of the teacher? According to Stitt-Go-
hdes, “Research supports the concept that most teachers
teach the way they learn” (Stitt-Gohdes 2001, p136).
Teaching style is a set of typical behaviours and
actions that the teacher exhibits while teaching. Teaching
behaviours reflect the beliefs and values that teachers hold
about the learner’s role in the exchange (Heimlich and
Norland 2002).
So, what is the link between the learning and
teaching styles of a person?
Since many teachers have experienced academic
success in learning environments that were instructor-cen-
tred and relied heavily on lecture, it is understandable that
their preferred style of teaching, at least initially, would be
to repeat “what worked with them”. Typically, these teach-
ers are field-independent – that is, they are more content-
56
oriented and prefer to use more formal teaching methods,

favouring less student involvement and more structured
class activities (Hayes and Allinson 1997; Pithers 2001).
However, instructor-centred training is not as effec-
tive as learner-centred training when training involves
context – the “physical, emotional, and intellectual
environment that surrounds an experience and gives it
meaning” (ibid. p55).
Student-Centred Instruction
Most of the instructors are not exposed to adult
learning theories. This is probably why instructors often
teach the way they learn.
Classroom teachers who are skilled in adult learn-
ing principles and have experience with theories about
student-centred learning and constructivism are more
likely to adopt student-centred instruction (Stitt-Go-
hdes, Crews, and McCannon 1999), even if it is not the
way they had learnt or prefer to learn. These teachers
have broad views of how teaching can occur and strong
beliefs about the need to engage learners in the learning
process. They are aware of the changing demograph-
ics of classrooms and the influence of technology on
students’ ways of learning (Glenn 2000; Stitt-Gohdes
2003). They are more likely to substitute self-directed
learning opportunities and interactive learning environ-
ments for the traditional lecture and make use of “varied
resources to create personally meaningful educational
experiences” (Glenn 2000, p14).
57
Many research studies support the view that when

students’ learning preferences match their instructor’s
teaching styles, student motivation and achievement
usually improve (Miller 2001; Stitt-Gohdes 2003).
However, many of these studies look at the
achievements of high school students, not at adult
learners. Other studies show that matching teaching
and learning styles is not an effective determinant of the
best arrangement for adult basic skill learners, primarily
because learning styles may differ according to age and
situational factors such as the type of class or subject be-
ing studied (Spoon and Schell 1998).
Can the Learning Style of a Person Change?

Because learning is an ongoing process, occurring
over the span of one’s lifetime and delivered by a variety
of instructors with a variety of teaching styles in a vari-
ety of situations, learners need to be able to adjust their
cognitive styles. They need to become better all-around
learners by “investing extra effort in under-developed or
under-utilised styles” (Delahoussaye 2002, p31).
Hayes and Allinson (1997) contend that “exposing
learners to learning activities that are mismatched with
their preferred learning style will help them develop the
learning competencies necessary to cope with situations
involving a range of different learning requirements” (p3).
58
Can a Teacher’s Approach to Teaching Be

Modified?
According to Heimlich and Norland, “how educa-
tors select their teaching strategies and implement tech-
niques is a function of their beliefs and values regarding the
methods and can be modified to fit within the unique belief
system of the educator. The manner in which any method,
whether lecture or game, discovery-based learning or dis-
cussion is used within a learning event is the choice of the
educator and should be a reflection of his or her philoso-
phy” (Heimlich and Norland 2002, p.20).
In his paper on different teaching styles, Fr. J.
Filella, S.J. of St. Xavier’s College, Bombay, India, referred
to three respective styles: Teacher-Compiler, Teacher-
Counsellor and Teacher-Challenger. In my experience, I
have found that the teachers who are early in their profes-
sion tend to be “Teacher-Compiler”. As they are exposed
to different teaching techniques, particularly learner-cen-
tred approach, they move towards “Teacher Challenger”.
In the following table, you will notice these styles
are shown in a continuum signifying that the teacher
moves along this path. If you observe the other continua
of subject matter, learner behaviour and suggested method
and compare the different stages of each continuum, you
will notice how one correlates with the rest. Thus, teachers
need to have a holistic view of their role, which will facili-
tate change, beginning with a change in their beliefs about
the learners’ role in the teaching-learning environment.
(See Appendix for exercise.)
59
TEACHING SUBJECT LEARNER SUGGESTED

STYLE MATTER BEHAVIOUR METHOD
Punitive Imposed rules Rejecting/closed Drilling
Mechanical Irrelevant facts Reluctant Memoristic
Compiling/ Relevant facts Passive Memoristic
counselling
Guiding Reasoned Receptive Cognitive
arguments
Challenging/ Learner-centred Participative/ Experiential
facilitating active
Along similar lines, Pratt (2002) presents five per-

spectives on teaching as follows:
1. Transmission: Teachers focus on content and
determine what students should learn and how
they should learn it. Feedback is directed to
students’ errors.
2. Development: Teachers value students’ prior
knowledge and direct student learning to the
development of increasingly complex ways of
reasoning and problem solving.
3. Apprenticeship: Teachers provide students with
authentic tasks in real work settings.
4. Nurture: Teachers focus on the interpersonal
elements of student learning-listening, getting
to know students, and responding to students’
emotional and intellectual needs.
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5. Social Reform: Teachers tend to relate ideas

explicitly to the lives of the students.
Learner-centred teachers use a variety of styles so
that the learner maximises his learning. However, although
there are benefits to the matching of teaching style and
learning style, this alone does not guarantee greater learner
achievement. Factors such as age, educational level, sub-
ject matter, learning environment and motivation influence
each one’s learning so that what was once preferred may no
longer be the student’s current preferred learning style.
David Kolb, a key player in initiating the learning
style movement, notes that “it is more effective to design
curriculum so that there is some way for learners of every
learning style to engage with the topic, so that every type
of learner has an initial way to connect with the material,
and then begin to stretch his or her learning capability in
other learning modes” (Delahoussaye 2002, p31).
The Importance of Curriculum

To develop these qualities in all learners, the cur-
riculum needs to be analysed and properly drawn up. What
is a curriculum?
Curriculum is the totality of learning experiences
for which a training institution undertakes the responsi-
bility to reach predetermined goals through continuous
appraisal and adaptation of end products of learning and
process of learning.
61
While traditional curricula tend to teach content

and process separately, a thinking curriculum integrates
process and content. Learners are taught content through
processes encountered in the real world.
Acquire through Content

Content includes concepts, principles, generalisa-
tions, problems, facts, definitions, etc. Process incorporates
learning strategies and skills, creative and critical thinking,
thinking about thinking, social skills, and so on.
Some thinking and learning processes apply across
all content areas and all areas of life, such as decision-mak-
ing, problem solving, evaluating and comparing.
For example, if a person has to learn biblical stew-
ardship, he should be given opportunities to explore and
test his hypothesis outside his classroom, so he can ques-
tion his own perspective, collect data for and against his
hypothesis, analyse it and make decisions to test his ideas.
Acquire through Process

As trainees engage in the process, they not only
learn content, but also construct and apply meaning to
what they are learning. They acquire content as they plan,
evaluate, solve problems, make decisions, construct or
critique arguments, compose essays, and so on.
When we integrate the content and the process as
explained above, the curriculum actively connects content
and processes to learners’ backgrounds. In short, students
62
acquire knowledge while practising a skill as they carry out

tasks that require higher-order thinking.
Questions Faculty Must Answer

Curriculum development is the evaluation of the
participants’ needs and the development of a course of
study that will achieve the training objectives.
That is why curriculum and instructional plan-
ning is a complex process that must engage both divergent
and convergent thinking. Initial ideas are first generated,
broadened and then refined into set instructional patterns.
So, a faculty needs to ask five fundamental questions:
1. Why should I teach a particular course/sub-
ject/unit?
(Involves reflections on your core values, prefer-
ences, desirability and purposefulness; an under-
standing of the philosophy of the institution,
institutional objectives, general course objec-
tives and general instructional objectives and
specific outcomes of learning [SOL].)
2. What should I teach in that subject/unit)?
(Biblical Mandate for Evangelism: Content selec-
tion involves study/reflections on the Scriptures,
the teachings of the church and the understand-
ing of people on the Great Commission.)
3. How should I teach it well? Or, how best will
the participants learn?
(Involves decision-making on the teaching-
63
learning strategies considering the spiritual,

academic, psychological and emotional needs of
the learner; and selection/design and organisa-
tion of learning experiences.)
4. How best have I taught it? Or, how best have
the participants learnt?
(Involves the question of “Performance Assess-
ment” on the basis of objectives and methodol-
ogy followed during teaching; solicit feedback;
use the daily feedback sheet – see Chapter 6.)
5. In what way can I improve my teaching? Or,
in what way can I increase the participants’
learning?
(Concerns improvement aspect – includes diag-
nosis, followed by remedial action and adjusting
of “ends” and “means” to improve participants’
learning; planning regular feedback of evidence
that accrues from the evaluation process. This
process is explained in Chapter 6.)
Curriculum
The curriculum is an institute’s primary means
of changing participants’ focus and providing directions
valued by the institute. Curricula should be reviewed and,
if necessary, revised on a regular basis, to better serve the
changing needs of both the trainee as well as the society
around us.
64
When you introspect on such questions and act on

the deliberations, you can strengthen your core compe-
tence as a teacher and open new avenues of growth.
Philosophy, Purpose and Outcomes

A curriculum should be founded on a carefully
thought-out philosophy of training and should be clearly
connected to the institute’s mission statement.
A curricular mission statement and written curricu-
lar goals (intended trainee development outcomes or in-
tended results) articulate curricular purpose – what alumni
should know and be able to do; and attitudes and values a
faculty believes are appropriate to a Christian leader who is
committed to evangelism.
These goals and objectives should be specified in
considerable detail and in behavioural language that will
permit assessment of their degree of achievement (the curricu-
lum’s actual outcomes) (see Chapter 5 on GIOs and SOLs.)
Clearly defined, intended curricular outcomes en-
able a faculty to understand, communicate and control
– manage – the learning of the curriculum more effectively.
Theory-Based Process
Appropriate training techniques (see Chapter
6) should be selected based on their ability to deliver or
develop the desired outcomes, as indicated by different
studies and learning theories.
65
Curriculum achieves its desired effect primarily

through instruction. Therefore, the choice of course expe-
riences and the specific quality and effectiveness of these
experiences in producing the stated intended outcomes for
all trainees is fundamental to the quality of any curriculum.
Rational Sequence
Training activities are carefully structured in a de-
velopmental sequence to form a coherent curriculum based
on the stated intended outcomes of both the curriculum
and the entire training course.
Quality Enhancement
Valid and reliable assessment is pre-planned to
monitor on a continuing basis the effectiveness of the cur-
riculum in fostering the transformation of the participants
and also the actual achievement of defined institutional
and curricular outcome goals.
To develop a good curriculum, there is one more
important component, which we shall address in the
next chapter.
66
Chapter : 5
Training Objectives
“Objectives are not fate; they are direction.They are
not commands; they are commitments.They do not determine
the future; they are means to mobilise the resources and ener-
gies... for the making of the future”. Peter Drucker
While training leaders for evangelism, we want to

shift our focus to learning, not just teaching. To do this
effectively, the facilitators have to prepare a well-organ-
ised plan. It begins with establishing Learning Objectives,
which we also refer to as educational objectives.
An educational objective is a statement of expected
results. It is not a statement of wishes or hopes, nor is it
a statement of policies and practices. Rather, it is a state-
ment of what learners should be able to do at the end of
the learning period that they were not able to do before.
The following statements may help to clarify
this further.
• An objective states the way in which your
participants will be different as a result of your
teaching/training.
• An objective is a “penetrating analysis of what the
student should be able to do with his knowledge”
(Wood).
67
• An objective is a statement of why you want your

participant to learn.
• An objective defines what you are trying to accom-
plish in teaching.
As we are focusing on training leaders, it will be
worthwhile to introduce a shift from the teacher to the
learner. According to you, which of the two following state-
ments is the better definition of an educational objective?
• An educational objective is a statement of what you
should teach in the syllabus.
• An educational objective is a statement of how a
student is different at the end of a course from what
s/he is at the beginning.
Educational objectives help to define the skills
and the character that participants of the seminar should
develop in addition to acquiring the factual knowledge
that is given in lectures and books. With the challenges of
the future, the increase of knowledge and hostility of the
world towards the Gospel, the participants cannot possibly
acquire the amount or variety of factual knowledge needed
to serve an uncertain future. If, however, they learn how to
deal with challenges, how to impact the lives of people and
how to cope with the change brought about by new chal-
lenges, they will be prepared for any eventuality.
To come up with meaningful list of objectives, we
need to consider the situations from which these partici-
pants have come from, the demands of the society at large
and the types of knowledge, attitudes, abilities and skills
68
that our participants need to acquire in order to be effec-

tive in their roles.
Alumni feedback may be useful in this regard. You
may also want to find out what are the problems and con-
ditions of contemporary life that make demands on these
learners.
Objectives for our sessions on Leadership seminars
should aim to address the needs of society (people with
whom we are living and interacting). This will provide the
kind of learning and mental equipment that will enable
leaders to cope intelligently with their world.
1. Objectives can grow out of the information the
participants provide in response to:
• what is your present level of development?
• what are your needs?
• what are your interests?
• what should be provided for you to meet the
chalenges in Evangelism, Leadership, cross cul-
tural ministry, reaching out to your neighbours,
secular approach in the church, etc.?
2. Determine objectives by asking about the following:
• what are the important values that the
institution purports to represent and to
develop in its members/participants?
• what does the institution see as the God-
given purpose for humankind?
• what does the institution see as its vision? How
can it set objectives to reach this vision?
69
3. Consult subject experts, churches, Christian mis-

sions and organisations on what a Christian leader
should know and should be able to do. We need
to be careful on this, since the expert tends to add
quantities of new or highly specialised material that
is of value only to academicians, and not useful to
the practitioners.
4. Decide on the objectives based on the nature of

the subject:
• what types of learning are possible in this par-
ticular subject area?
• what are the contributions that a subject can
make in relation to other subjects?
• what can this subject add to the training of a
Leader?
5. Ask in society and institutions generally:
• what are the prerequisites to the next stage of
training that leaders need from us?
• what data from Heads of Missions, profession-
als and alumni can we collect about needed or
useful skills, knowledge and abilities that our
participants need to deal with?
• what are the problems and conditions of contem-
porary life that make demands on these leaders?
• what activities are they likely to be able to perform?
• what are the problems they are likely to encounter?
70
• what are the opportunities they are likely to

have for service and self-realisation?
The answers to the above questions can be used to
determine the objectives that both the institution and its
trainers need to set in order to provide adequate training to
the leaders.
Goals must be chosen that are feasible for the time
given, under the conditions that prevail and with the
group of learners involved.
Three Levels of Educational Objectives

Educational objectives are written at a number of
different levels. Three of these most commonly used levels
are described below:
Level 1: Institutional Objectives (IOs)

Also called the “purpose” or “mission” of the
institution, these are broad, all-inclusive objectives. They
are intended to serve as a guide for the teaching staff and
other members of the institution. Institutional objectives
guide them in making decisions concerning the syllabus,
instructional objectives, teaching methods, learning aids,
participants’ performance assessment programme and inde-
pendent/group study projects, keeping in view the kind of
individuals the institution wants to produce. For example:
Haggai Institute: To advance the skills of qualified
Christian leaders to effectively evangelise their own people
and train others to do the same.
71
Educational Institution: To provide to the learners

the knowledge and mental skills to enable them to act
intelligently as a citizen, person and fully functioning adult
in the future.
Church: To be a worshipping community to grow
in the Lord Jesus Christ and witness through our service to
the community around us.
These objectives are usually broad and general.
An institution will rarely have more than four or five such
objectives to define its complete programme.
Level 2: General Instructional Objectives (GIOs)

These are written for each separate course of in-
struction. Any of the three kinds of institutions mentioned
above – the Haggai Institute, Educational Institution or
the Church – could have the following General Instruc-
tional Objectives within its departments, and for specific
subjects or courses. For example:
• The learner knows the classifications and cat-
egories of leadership.
• The learner understands the meaning of technical
terms.
• The learner can apply general principles of Leader-
ship to new and unknown problems or situations
while evangelising.
• The learner analyses the biblical characters.
• The learner develops a biblical model for evange-
lism that is suitable to the present needs.
72
• The learner analyses elements, relationships and

organisational principles in communications.
Level 3: Specific Outcomes of Learning (SOLs)

SOLs are written to describe expected student be-
haviour in small units of work/assignment or in a particular
topic studied. SOLs are specific statements that define the
abilities that should be developed by the end of the course.
These consist of statements defining the specific
performances that we accept as evidence that a learner
has actually reached his objectives, all of which are pre-
cise and measurable. These may be taken as a sampling of
the kinds of performances that indicate that a learner has
reached his GIOs.
GIOs and SOLs: An Example

They are not statements of wishes or hopes, nor are
they statements of policies and practices. They are state-
ments of what learners should be able to do at the end of
the learning period that they were not able to do before.
Let us look at the GIOs and SOLs of a topic on
Leadership:
GIO: The learner knows the meaning and classification
of Leadership.
SOLs: A. Recognises the area covered in each category.
B. Defines Leadership.
C. Categorises various elements of Leadership into
their proper location.
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GIO: The trainee knows the classification and categories

of goals in Goal Setting.
SOLs: A. Recognises the goals that are specific, measur-
able, attainable, realistic and tangible.
B. Defines the classifications used.
C. Categorises various elements of goals into their
proper locations.
GIO: The participants can apply general principles of
Leadership to new and unknown problems or situa-
tions while evangelising.
SOLs: 1. Recognises general principles to choose the best
for the situation.
2. Distinguishes between several possible principles
to choose the best for the situation.
3. Recognises the elements in a new situation to
which known principles can be applied.
4. Chooses the best principles in the new situation.
Each of the Specific Outcomes of Learning (SOLs)
clarifies one part of a General Objective. Together, these
become the evidence that a learner has mastered the
whole objective.
The mental skills in these objectives can also apply
to many different sections of a Leadership syllabus. They
define the thinking abilities a participant should master in
relation to using the subject material in Leadership.
A single course in Leadership can have many such
objectives, at levels suitable to the learner’s abilities.
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Why Educational Objectives Matter

If teaching is done from only a curriculum, the
emphasis is on the teacher’s performance: “What knowl-
edge can I dictate to the learner?” or “How can I cover
the syllabus?”.
This may have no relation to how much the learner
actually understands, assimilates or can use practically.
Moreover, in the lecture method of teaching, there is abso-
lutely no “feedback” or information fed back to the teacher
from the learner which indicates how much of what is
“lectured” is actually understood.
When we use objectives which define the outcomes
of a learner’s learning or expected performance at the end
of the course, then the focus of the teaching and learning
process shifts to the learner:
• What can the learners do with their knowledge
after they have finished this course?
• How can the learner grow and change through ac-
quiring and using knowledge and information?
• How can the learner acquire the necessary
mental skills of understanding, application, use of
judgment, problem-solving, and similar abilities?
• What evidence do I have that my learners have
reached the objectives set?
Finally, the same Educational Objectives that are
used to determine what a learner is expected to know at
the end of his course will be used to evaluate the course.
Thus, by way of summary, educational objectives are writ-
ten for the following purposes:
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1. Communication
They are written for the purpose of communicat-
ing to everyone – teacher, learner, evaluator and the world
outside – what is expected of the learner at the end of a
given period of study.
Hence, the teacher can plan appropriate learning
experiences; the learners may prepare themselves more
adequately for what is to come; the evaluator can employ
relevant tools to measure these outcomes; and others can
consider participating in the programme with a clear idea
of what is being offered.
2. Learner Involvement in Learning
Educational objectives are written in terms of the
learner’s interests, not just what the teacher wants to teach.
Just because the teacher covers the course in the class does
not mean the learner will learn what is being taught.
By stating objectives clearly – that is, defining what
kind of mental skills the learner is expected develop in
relation to the course material, the teacher can involve the
learner appropriately to master these skills.
When the learner knows what he is expected to
do as a result of the course, he is able to do more than just
memorise the information. It also enables the learner to
use his out-of-class time most efficiently, for he has a pur-
pose and goal in working on his study materials. With clear
objectives in mind, the learner may be able to do many
learning-centred activities himself without relying on the
teacher to spoon-feed him. Anthony Robbins says, “Setting
76
goals is the first step in turning the invisible into the visible”.
It’s true because it makes the first step. But to get the end
result, the teacher must motivate the learner to work on it.
As Dr. Paul J. Meyer says: “Crystallize your goals. Make a
plan for achieving them and set yourself a deadline. Then,
with supreme confidence, determination and disregard for
obstacles and other people’s criticisms, carry out your plan”.
Why Objectives Matter

For example, suppose a teacher has to teach Leader
and Family. Commonly a lecture is given on the subject. If,
however, the teacher sets objectives like the following:
• The participant is able to identify his role and respon-
sibilities as a husband and father in the family.
• The participant will be able to anchor his family on
biblical principles.
• The participant will be able to develop his family as
a Christian witness in his neighbourhood.
Then the teaching methods such as discussions,
small group work, panel discussion, role playing, case stud-
ies, classroom participation in presenting biblical character
study and so on will enable the participants to learn
actively and directly how to face challenging situations
and discuss with fellow learners.
Guidance for the Teacher

Educational objectives give the teacher guidance
and help him/her to develop better teaching methods.
Objectives are defined for each course of study.
77
For example, in Leadership, a teacher may have a

syllabus item that states “Leadership for Evangelism”. In
order to clarify what is expected of the learner, the teacher
might prepare such objectives as:
At the end of this unit the learner is able to:
• identify the influence of Leader on his followers.
• analyse the events leading to witness Christ.
• compare the impact of the witness of Leaders and
Non-Leaders.
Then the teacher plans the teaching and learning
experiences needed for the learner to master the objec-
tives. These experiences may include seminars, discussions,
development and use of charts, audio-visual presentations,
paper writing, small group work, case studies, role-play, etc.
These techniques provide active learner involvement in
learning rather than just passively listening.
Resource to the Evaluator

The evaluator uses the same objectives as a guide-
line to setting questions that test these objectives. The
teacher used them to clarify his/her way of teaching the
subject. The learner also understands what the teacher and
the evaluator expect of him/her in relation to the course.
Course objectives can also be used to develop tests
and evaluation tools to measure the outcomes of such
learning. The tests assess the learners’ performances in
terms of whether or not the learners have attained the
objectives desired. Without a clear statement of GIOs,
the test questions tend to measure only trivial knowledge
78
rather than measuring a learner’s mastery of mental and

intellectual skills such as problem-solving ability, analysis,
use of judgement and understanding of abstract principles,
to name a few.
Objectives and Syllabus

There is a distinction between a syllabus and the
objectives of the course. A syllabus describes the subject
material to be taught while the objectives (and SOLs) state
why you teach them, or what mental skills are to be devel-
oped and used in the process of learning.
The objectives link them together to clarify what a
learner is expected to do with the topics in the syllabus.
General Instructional Objectives (GIOs) and Spe-
cific Outcomes of Learning (SOLs)
Fig. 4: Specific Outcomes of Learning
Fig. 4 denotes the SOL as a three-dimensional tool

comprising action verb, conditions and standard. Point
79
A is the position of the learner/trainee before training;

the SOL targets the trainee to move to the point B after
his training.
As mentioned earlier, GIOs emerge from IOs. We
must ensure that it begins with a phrase, “At the end of the
course/learning activity, the Learner…”
Once a list of GIOs has been developed for a course
of study, we use these to define both the teaching and
learning experiences and the evaluating techniques for
the course.
For each GIO, it is necessary to write SOLs that
will identify the precise behaviour or performance that is
expected of the learner. Each general objective can have
many SOLs. These are smaller units of performance and
can be precise behaviour or performance that is measurable
by tests of various kinds.
A well-formed SOL has four main components
They are:
1. learner – the person who is going to be able to
perform the behaviour that is to be learnt.
2. behaviour – a verb expressing the behaviour or
behaviour product that is to be learnt (the kind
of performance that will be accepted as evidence
that its learner has achieved the objective).
3. conditions – the circumstances under which the
behaviour is to be learnt (given, restrictions).
4. standard – the degree or level (quality or quanti-
ty) to which the behaviour is to be learnt (crite-
rion of accepted performance).
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Component 1: The Learner

The SOL must have words showing who the learner
is to be, in a given learning experience. Other synonyms
for the word “learner” may be used such as: student, learn-
er, participant, members of the Leadership Development
Course, trainees, etc.
Component 2: The Behaviour (action verb)

The behaviour that is to be learnt must be ex-
pressed by a verb. This verb must describe a performance,
action or operation that is observable. This verb will
answer the key questions: “What will the learner be able to
do?” or “What is the learner DOING when he is demon-
strating that he has achieved this objective?”
Component 3: The Conditions

A well-formed SOL will describe the conditions
or circumstances under which the behaviour will be per-
formed. For example, “Given a list of seven names, the
learner will be able to select and write down the names
of the first three directors of the Training Department” or
“Given the use of class notes and the textbooks, the learn-
ers will be able to design a five-day leadership development
programme for the mission leaders”.
Component 4: The Standard

A well-formed SOL will describe the standard or
the level to which the participant has mastered the per-
formance. For example, “After the instruction on writing
SOLs, the faculty trainee will be able to write the lesson
plan with GIOs and SOLs acceptable to the instructor”.
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Chapter : 6
Why Experience is Central
“And Laban said unto him… I have learnt by experi-
ence that the LORD hath blessed me for thy sake”. Genesis
30:27, KJV
“One learns by doing the thing; for though you think
you know it, you have no certainty until you try”. Sophocles
“Knowing is not enough; we must apply. Willing is not
enough; we must do”. Goethe
We all learn from our experiences. From having

touched a hot stove, we learn to avoid heated objects.
Experience alone is not beneficial. We learn from the
combination of experience and the conceptualisation of
our experiences.
In experiential learning, the responsi¬bility for
learning lies with the learners, not with the teacher or
instructor. As facilitators, if you want to use “Experiential
Learning” as a technique, you need to structure experien-
tial exercises so that the learners can experiment with their
behaviours, try things out, see what works, build skills and
develop theories out of their own experiences.
Appropriate theory is then presented so they can
summarise their learning and build conceptual frameworks
within which they can organise what they know. Although
82
experiential learning is a stimulating and involving activ-

ity, it is important for the facilitators to elicit the learning
and lead the participants toward the conceptual theories.
Experiential Learning is Basic to All Learning

Kurt Lewin (1890-1947) is best known for his work
in the field of organisational behaviour and the study of
group dynamics. His research discovered that learning is
best facilitated when there is a conflict between immedi-
ate concrete experience and detached analysis within
the individual. Fig. 5 shows his cycle of action, reflec-
tion, generalisation and testing that is characteristic of
experiential learning.
Fig 5: Lewin’s model of Experiential Learning
Experiential learning can be explained as a process

through the above cyclical model. Having the experience
of seeing an apple fall from a tree, Isaac Newton asked the
question, “Why did the apple fall down instead of going up?”
83
That reflective analysis led him to conceptualise

gravitational force. He did not stop with that. He constant-
ly worked on this idea and experimented with all those
experiences that produced some more new experiences.
Reflecting on those experiences guided him to new
theories. It was a continuous process.
1. Concrete Experience
It is a stage where the learners undergo a concrete
experience or the facilitators provide such an experience
by designing an appropriate exercise/simulated game for
the participants.
2. Observations and Reflections
Here, the learners start questioning their experi-
ence, their performance in that environment, others’ roles,
etc. While participants undergo a learning experience, it is es-
sential for the facilitators to help the learners reflect by asking
leading questions such as “How did you find this experience?”
“How did you see yourself in that situation?” “What went
wrong?” “What could have been done?” and “What is the
learning that we can draw from this experience?”
3. Formation of Abstract Concepts and Generalisations
At this stage, the learners develop ideas, gener-
alisations, concepts and theories out of their experiences
through reflection.
God could have told Peter to do what he intend-
ed; instead He taught him through an experience that
helped Peter to conclude, “I should not call any
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human being common or unhallowed or [ceremonially]

unclean” (Acts 10:28b, Amplified).
There is a story in Aesop’s fables collection about a
lion, a bear and a fox. The bear was about to attack a stray
goat when the lion leaped from another direction on the
same prey. The bear and the lion then fought furiously for
the goat until they had received so many wounds that both
sank down unable to continue the battle.
Just then the fox dashed up, seized the goat, and
made off with it as fast as he could go, while the lion and
the bear looked on in helpless rage.
“How much better it would have been,” they said,
“to have shared in a friendly spirit?” The bear and the lion
learnt from their direct experience an important lesson in
the advantages of cooperation over competi¬tion.
4. Testing Implications of Concepts in New Situations
After concluding the learning, at this stage, the
learners start practising and experimenting with those concepts
and theories that may lead them into further experiences.
When Peter began experimenting, his new experi-
ence led him to an additional learning, “I most certainly
understand now that God is not one to show partiality (Acts
10:34, NASB); I now perceive and understand that God shows
no partiality and is no respecter of persons” (Amplified).
Peter learnt through the experiences that God pro-
vided him (Acts 10:10-20).
85
Experiential Learning Motivates

Experiential learning offers the opportunity for ex-
periencing success; it allows freedom for the learners to ex-
plore various aspects of their experience, be aware of their
strengths and weaknesses, decide what skills they wish to
develop and how they conceptualise the conclusions drawn
from their experiences.
This is quite different from the traditional lecture
approach to learning, in which the learner is a passive
listener and the control of the material being presented is
in the hands of the instructor.
When an instructor decides what material will be
presented and how it will he presented without letting
learners have any influence over the decision, learners will
experience psychological failure, no matter how entertain-
ing the presentation is.
Although the primary motivation for learning in
experiential situations is psychological success, there are
extrinsic factors that will encourage further learning. The ap-
proval and support of other learners is an example of extrinsic
motivators that facilitate learning without interfering with
intrinsic motivators, such as a sense of accomplishment.
While participating in the exercises (experiential
learning situations), their learning will accelerate if other
participants – and especially the facilitator – give them
approval and recognition for their successful learning. The
facilitators should consciously affirm learners who are seri-
ously trying to increase their learning.
86
Using Experiential Learning Exercises

Let us look at some “constructed” experiential
learning situations. They can be designed and facilitated
by the Facilitators. I have included some exercises later in
this chapter that could be utilised in your teaching-learning
environments. Although there is no hard-and-fast rule, fa-
cilitators should allocate considerably more time to prepare
for an exercise than to the exercise itself. The four elements
that are most crucial to the success of an exercise are:
1. Goals – the learning to be brought out
2. Context – selecting an appropriate context and
preparing participants
3. Directions – instructions given to the participants
4. Processing – debriefing; the group discussion that
follows the activity part of the exercise and the
facilitator’s ability to elicit the learning.
Goals
The facilitator must clearly write his GIO and
SOLs for the exercise he is going to conduct. He needs to
ask certain questions:
• Why do I conduct this exercise?
• What am I trying to achieve through this exercise?
• Is it the right time to do this exercise in this context?
Context
The context refers to the positioning of the exercise
at the right stage of the teaching-learning process and the
87
participants’ intellectual ability to follow. It also means

that the appropriate place and time should be chosen that
is conducive for the exercise to take place.
Directions
The directions are the instructions the participants
receive as they stand at the threshold of the exercise. The
context and directions provide an initial view about what
participants will be allowed to do and not do in the process.
Processing
Debriefing is the bridge between the activity and
participants’ learning – between their experiencing the
activity and their conclusions through logical analysis of
their behaviours in that exercise. The facilitator stands as a
guide on this bridge, to assist participants in making con-
nections between what they just experienced in an activity
and the principles to be learnt.
Processing is the most difficult part of the exercise.
The facilitator, like the ringmaster, has to deal with the
experience of the participants carefully and cautiously,
keeping it within limits while drawing out those thoughts
and emotions that are the outcomes of that experience.
Even though the experience and associated
thoughts and feelings are real and genuine, the facilitators
must be able to guide the discussion sensitively to its conclu-
sion without ignoring where the participants are coming from.
The facilitator also guides participants to make
connec¬tions between the experience and the more
88
familiar space of their own lives. In effect, the debriefing

is a relatively compact period in which participants pause
and reflect, where initial observations, perspectives, and
attitudes are unpacked and laid out for all to examine, and
where meaning and value are assigned in the final analysis.
Before You Begin

Here are some practical questions to ask yourself
before you plan for experiential learning:
1. Am I able to facilitate this effectively?
The facilitator’s spiritual maturity, knowledge, lead-
ership, teaching experience and personality are all factors
of primary importance. The one who decides to teach and
train must have a clear and significant message to pass, and
his personality has to be acceptable to the learners or train-
ees so that effective communication links can be estab-
lished quickly and easily. If these conditions are fulfilled, a
well-chosen and properly used method is likely to stimulate
learning more easily. If they are not fulfilled, unfortunately
the method may become an end in itself.
While faculty members are advised on teaching
methods by the directors of training and other senior col-
leagues, eventually each teacher has to assume personal
responsibility for choosing the methods that work best for
his particular teaching assignment. He ought to be able to
make a rational appraisal of his abilities and employ meth-
ods that are more likely to enhance, not reduce, the impact
he hopes to make.
89
Role-playing, for example, is an exercise requiring

some knowledge of psychology, a lot of experience with
various types of human problems in leadership and the
ability to react quickly in discussions. That is why a teacher
who does not possess these qualities, but has an analytical
mind and experience in solving problems, might prefer to
use the case study method instead of role-play.
In training trainers, teachers should be encouraged
to use a variety of methods, according to their skills and
comfort level.
2. Are the participants able to do the exercise?
Methods of teaching must respect:
• the intellectual level and educational background
of the participants
• the participants’ age and practical experience
• the social and cultural environment
As participants come from different educational,
cultural, professional and leadership backgrounds, every
teaching method must be able to meet the needs of these
diverse learners.
Participants who already have practical experience
may take the attitude of “knowing better in advance”. If so,
the teacher’s main concern may be about how to change
their attitude and make them aware that they need to get
involved in the teaching-learning process so as to gain
from and contribute to the learning.
90
In such cases, it is rarely sufficient for the teachers

to talk about new methods and techniques of leadership,
communication and evangelism. Practical assignments,
case study discussions or simulation exercises are more
likely to help the participants realise that they have gaps in
knowledge and skills and that training may be the answer.
Experienced leaders have the capacity to learn
directly from each other, provided a favourable atmosphere
is created and methods that stimulate learning are used.
Group discussion, problem solving exercises and practical
projects carried out by groups of leaders are well suited for
this purpose.
The complexity of the problem is increased by
social and cultural factors in the environment. Any partici-
pative method may be used in any environment, provided
it is instilled gradually, with foreknowledge of the environ-
ment, and modifications made to the methods without
hurting national pride.
3. Is the exercise appropriate for the goals I want to achieve?
Educational objectives of training programmes in
leadership for evangelism are defined in terms of chang-
es to be effected in knowledge, attitudes and skills – all
of which should lead to effective witness and leadership
(see Chapter 5).
Various training situations will be concerned with
developing different types and levels of knowledge, atti-
tudes and skills. A preliminary analysis of needs will help
to identify what objectives a particular programme ought
91
to have. Methods will then be selected with regards to

their ability to impart new knowledge, influence attitudes
and develop practical skills.
There are different methods such as Lecture, Small
Group Discussion, Case Study, Management Games,
Role-Play, Classroom Discussion, Home Assignment, ICT
(Interactive Computer Teaching). These participative
methods are related to the general skills that a leader/man-
ager should possess, whatever his special field of work or
level may be in the hierarchy.
Each method can serve various purposes; however,
a method reaches its peak of effectiveness only in connec-
tion with a specific purpose. This can be well demonstrated
with the Case Study method: relevant data is given to the
trainee in the description of the case. He has to diagnose
and analyse the problem, consider alternative solutions,
discuss those solutions and modify them after hearing his
colleagues’ views. He does not have to make decisions or
implement them; consequently, he is not trained in the
skill of decision-making and there is no reliable feedback
on the correctness of his solutions.
So, since training is intended to improve multiple
skills, a combination of teaching methods must be used.
Obviously, knowledge, skills and attitudes are inter-
related and this is must not be overlooked when setting
the objectives of training and choosing teaching methods.
Furthermore, they are related to certain specific manage-
ment functions or subject areas or, in many cases to multi-
functional situations and inter-disciplinary problems.
92
4. Does the exercise fit the subject area?

At Haggai Institute, various subjects are offered,
such as Biblical Mandate for Evangelism, Leadership,
Communicating Effectively for Evangelising, Steward-
ship, Communicating to Pluralistic Society, Motivating
and Training Leaders for Evangelism. It is usually taught
through a combination of lectures (using audio-visual aids)
and exercises during which the technique is practised. This
may be supported by reading assignments.
In certain cases, lectures may be replaced or supple-
mented with programmed books. The main thing is not
to know the technique itself, but to know when and how it
can be used. This ability can be developed through practical
projects, simulation exercises, business games and case studies.
In programmes concentrating on the behavioural
aspects of leadership, management, communication, evan-
gelism, motivation and goal-setting, training methods may
be selected and combined in such a way as to provide par-
ticipants with opportunities to analyse human behaviour in
the light of the Scriptures.
Such techniques also influence the attitudes and
behaviour of the participants at the same time. I have seen
a faculty member (“Models of Evangelism”) facilitating
participants to work in groups to find the “E-point” (Evan-
gelistic point) of a variety of Scriptural passages.
We can use case studies dealing with the “value
conflict,” business games emphasising communication and
relationship between participants, role-playing, and vari-
93
ous other forms of group discussions, Scripture analysis

and exercises.
It should be noted that it is often possible to choose
from several methods. Thus, the methods of evangelism
can be taught through the case study method; a combina-
tion of case study with role-playing; a lecture; or by reading
a text or a programmed book on subject. This is possible
because the principal methods are versatile enough to be
used in teaching different subjects. Lectures, discussion and
case studies are being used in virtually all subject areas.
However, in “leadership for evangelism” train-
ing, the principal issue is not about how to deal with
specific subject areas and functions. Rather, it is far
more important to:
• explain the role and functions of a Godly Leader;
• help the participants understand various aspects
of communicating the Gospel both by word and
example
• advance general leadership skills
• equip them with the skills of evangelising and train-
ing others to train leaders for evangelism
Creating Meaningful Experiences

As a rule, complex case studies and management
games require long and costly preparation, which includes
testing with teachers or experimental groups and making
necessary revisions.
94
The length of the course predetermines the kinds of

methods that can be used. The longer the course, the bet-
ter the chances that the teacher will be able to use man-
agement games, complex cases and practical projects.
This is not to imply that participative methods
should be eliminated from short courses. However, only
methods that are not time consuming and are liable to
quickly pass the message can be used in these courses.
The time of day is more important than many
course designers would imagine. For example, in the
post-¬lunch period (2 p.m. to 4 p.m.), it is more de-
sirable to have enjoyable and attractive sessions that
require active involvement.
The teaching facilities may be a limiting factor in
some places, or in courses given outside the training cen-
tres (e.g. in small towns). Factors such as the number of
rooms available for group discussions or the accessibility of
audio-visual aids should be anticipated and the methods
altered in advance.
Before you embark on any experiential learning
activity, ask yourself:
• Do I have enough time and materials?
• Decisions about the choice of teaching methods are
not independent of time, financial resources and
other factors.
• Preparation time (which affects the cost of the
teaching material as well) varies for the different
teaching methods.
95
At the end of the day, even if it is only a short

encounter, remember that a sound use of participative
methods can be of great help in facilitating the learn-
ing experience and may be far more effective than mere
lecturing alone.
96
Part Three
Experimental
Learning Techniques
Chapter : 7
Role-Playing
Role-playing is a tool for bringing a specific skill and
its consequences into focus and thus is vital for experiential
learning. It is a way in which the learners can experience
concretely the type of interaction under examination.
What is Role-Play?
An imaginary life situation is set up in which they
act and react in terms of the assumptions they are asked to
adopt, the beliefs they are asked to hold, and the character
they are asked to play.
Role-playing is intended to give them experience in
practising skills, as well as discussing and identifying effec-
tive or ineffective behaviour. The outcome of a role-play-
ing situation is not determined in advance, and the situa-
tion is not rehearsed. Initial instructions are given, and the
role-players determine what happens.
While participating in a role-playing exercise, the
participants have to remain themselves and act as they
would in the situation described. They do not have to be
good actors or actresses to play a role – they only need to
accept the initial assumptions, beliefs, background, or as-
signed behaviours and then let their feelings, attitudes, and
behaviour change as circumstances “require”. The role-
playing instructions describe the entry frame of reference;
97
how it pans out is up to the participants as they let the

situation take over.
Simulation of Real-Life
What happens in group role-playing may lead to
change of behaviours and attitudes, and they may have
unexpected emotional experiences. The more real the
role-playing the more effective the exercise, the more
emotional involvement they will feel, and the more they
will learn. The simulation of real-life situations through
role-playing makes it possible for them to try new ways of
handling things without suffering any serious consequences
if the methods fail.
In role-playing, questions may be raised in discus-
sions that are not covered by the instructions. When this
happens, role-players are free to make up facts or experi-
ences that agree with the circumstances; they should avoid
making up experiences or facts that do not fit the role.
While participating in a role-playing exercise, they
should not consult or look at their role instructions after
they have used them to start the action; they should be
themselves. They should not act according to what they
think the person described in the instructions should be-
have; rather, they should act as naturally as possible while
adhering to the guidelines of the instructions.
To help the players get involved emotionally, the
facilitator should pay attention to how the introduction is
made, such as by using name tags and asking questions to
help them get a feel for their part. Introduce the scene to
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the role-players and the observers. Always “de-role” after

the role-playing has ended.
Ways to Role-Play
As a training technique, it is possible to use role-
play in two ways. Participants can be presented with a situ-
ation and asked to take up roles and improvise. Following
the role-play, the rest of the class will discuss the positive
and negative actions that happened in the role-play and
discuss possible alternatives. In this way, role-play provides
insight and possible solutions to a specific situation.
Another way of using role-play is to create a situa-
tion in which we ask participants to practice specific skills
to resolve a situation. In this case, what is more important
is not the solution, but skill practice. Participants’ involve-
ment is limited to a particular skill or set of skills, and they
are not required to be innovative.
Sample Exercises
Here are some role-plays I have employed in my
communication sessions, which you can reproduce or adapt
for your own teaching sessions as well.
Role-Play Instruction: Based on the situations de-
scribed, prepare a “three-minute” role-play to present to
the class. One of your team members will be the “Effective
Communicator”. One will play the role of the “Person in
Need” and others will play the roles of mutual friends/col-
leagues/family members/other characters mentioned.
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Presentation in Large Group: Three minutes for

each situation. Apply all communication principles and
skills learnt.
Situation 1:
Mr. Kim is a professional. He attends church and
tithes regularly. He does not have time for any other
church activities beyond the worship service.
You are a church member. Demonstrate how you
would lead the “person in need” to get involved with the
other activities in church.
Situation 2:
Mr. Ray is a colleague at your office. He is very
proud of his religion. He thinks Christians are not fit to live
in this country as they promote the religion of the whites.
Demonstrate how you would lead the “person in
need” to accept Christ.
Situation 3:
Your teenage eldest son is angry that you were not
available on his birthday. Even your wife supports his point
of view. You are very upset with this because you were absent
only because you had gone to baptise new believers that day.
Demonstrate how you would deal with this situation.
Situation 4:
You are the chief pastor of a large church in the
city and have a good reputation as a shepherd. Your junior
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co-pastor who is young tells you that your relationship with

a member of your church is an area of concern.
Situation 5:
Carl is a college student and a member of your
church. He sings and plays the guitar well. He attends the
Evangelical Students’ Fellowship regularly. During church
services, he is found chatting and singing with other young
people outside the church.
need” to be involved in the church.
Situation 6:
Mr. Finny is the head of another denomination.
Someone has told you that Mr. Finny has been complain-
ing about you that you are very critical of his church.
Situation 7:
Mr. Aziz has been your neighbour for 10 years. His
family is close to yours. Suddenly, Mrs. Aziz became unwell
and is in the Intensive Care Unit.
Demonstrate how you would lead Mr. Aziz and his
family to peace.
Situation 8:
Mr. Row runs his own ministry and worships at
your church. He hardly takes part in the church activities.
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He is not particularly involved in motivating the people

of your church to evangelize, even though he does such
activities outside your church.
need” to get more involved in your church’s ministries.
Situation 9:
You are a businessman and have come to a govern-
ment office to seek permission for a crusade in a public
place. The officer is not cooperative. However, he indicates
that he can oblige if he is “taken care of”.
Situation 10:
You are invited by the professional group of your
city to share with them your experience in Maui. Prepare a
communication outline with SOC (Specific Outcomes of
Communication) and also make a three-minute presenta-
tion. Include “question time” in your presentation.
Situation 11:
This is your first preaching assignment after train-
ing at Haggai Institute. How are you going to organise your
sermon on the basis of your learning in the Communica-
tion class? Prepare a lively, innovative three-minute ser-
mon outline with SOC (Specific Outcomes of Communi-
cation). Explore the question, “Do you communicate while
preaching?” in your preaching. Also present the sermon.
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Chapter : 8
Case Studies
Case studies are used as a technique to get more
“real-life” into the training programme and classroom. It
helps the participants explore problematic situations more
objectively and creatively than it is usually done in the
actual incident.
Participants analyse such situation with lot of inter-
est and enthusiasm, as on most occasions, they associate
themselves with the situations in those cases. It also devel-
ops wider perspectives.
Trainers can prepare such cases based on their own
life experiences, so long as the case study can meet the needs
and objectives of the session. Care must be taken to describe
the situation without adding opinions and perspectives of
your own. Use fictitious names and change the situation
slightly so that participants will be focused on the learn-
ing rather than become curious about the persons and the
whereabouts of the cases.
David’s Integrity
Dr. (Mrs.) David is the Professor and Head of the
Department (HOD) of Physics in a reputed college. She
maintains high academic standards. Her knowledge of the
subject is up-to-date, and students always look forward to
her classes.
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Mrs. David is a friend and guide to her fellow teach-

ers. She has been helping people whenever they are in need.
One of her colleagues got into serious financial trouble when
her son underwent a major surgery. Mrs. David took all the
efforts to raise funds for the boy’s medical expenses.
Being the HOD, she is responsible for buying many
types of equipment, instruments, books, and other materials
for the Department and Laboratory. Sales representatives
often approached her and attempted to entice her with huge
commissions. She was so stern that on a particular day, she
called the police to get the sales representative out.
Recently, her only son appeared for his Higher
Secondary Examination (Pre-University). She and her
husband wanted their son to be a medical practitioner.
He was good in his studies, but he was scoring less in his
Physics Practical tests.
Mrs. David found that one of her former students,
Ally, was the examiner for Physics Practical Test. She
phoned Ally and told her that she did not want her son to
lose his medical seat because of poor marks in the Physics
Practical test.
List the values modelled by Mrs. David. Comment
on her integrity.
Anil’s Anxiety
Mr. Anil is a professional. He attends the church and
pays his tithe regularly. He does not have time for any other
activity of the church beyond the worship service.
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What are the unmet needs of Mr. Anil? How can

he be motivated to involve himself in church activities and
eventually in evangelism?
Daniel’s Dilemma
Mr. Raj Daniel is a faculty at Union Theological
Training College. The institution takes special measures
for invigilation (supervision) of examinations. As a devout
Christian, Mr. Daniel believes in the honesty and integrity
of young people. He prefers to rely on the trainees’ sense
of responsibility and does not believe in the value of strict
invigilation (supervision).
Recently, a trainee who had been sick came to him
to take the examination he had missed. Mr. Daniel gave
the trainee several questions, provided him with facilities in
his room and left for the class after telling him to leave the
examination paper on his desk when he was done.
Daniel returned an hour and a half later to find the
trainee gone. Reading the examination paper, he found
that answers had been copied from several books lying in
his office.
Daniel had the authority to give the trainee a failing
mark for the paper, fail him for the course, or even report
him to the Dean. “However,” he thought, “I knew this
trainee was getting poor grades when I left him alone in my
office. Did I not put temptation in his mind? Am I – rather
than the trainee – chiefly responsible for his dishonesty?”
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According to you, how far is Mr. Daniel chiefly

responsible for the trainee’s dishonesty? Rate it in a 10-
point scale:
1 2 3 4 5 6 7 8 9 10
Yes Undecided No
Sarah’s Scope
Ms. Sarah is a homemaker. She had once been an
active participant in the church. She was in the forefront of
every activity of the church. For the past year, her involve-
ment has declined. Recently, she was found as a worship
leader in another church.
What were Sarah’s unmet needs? What should
be done?
The following exercises are a combination of Role-Play

and Case Study. Two separate descriptions of roles (Secretary
& Presbyter) have been written based on a particular case. Two
persons play the characters in the case to practise the skills learnt
in the training programme and deal with issues mentioned in each
role. One does not know the Case Character description given to
the other. Debrief is focused on the experience of problem-solving
rather than on the case.
Secretary
You are the pastorate committee secretary of a large
congregation. There are few rival groups in the congregation.
Your concern is to bring them into the mainfold of the church
so that you can all work towards the mission of the church.
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Your presbyter is a committed person, but you feel

that he is in the hands of a powerful group (he favoured the
teacher appointment/transfer of the opposition candidates).
Whenever you talk to him in person, he is fine, but at com-
mittee meetings, he tends to steer decisions away from your
point of view. Such things have created unpleasant scenes in
the meetings.
Your needs are:
1. To bring the developmental plans that you have
in mind into reality.
2. Presbyter should be impartial.
3. Presbyter should treat you well as a leader of
the church.
Prebyter
You are the presbyter of a big congregation and have
four other churches to look after. Under your charge, there
are two assistants to support you in the pastoral ministry.
The Pastorate Committee Secretary of the big congregation
tends to oppose everything you bring up in the meeting,
even though he relates with you well outside the meeting.
Since there are few rival groups within this congregation,
you initiate dialogues with them so they can also take part
in the ministry constructively. As a shepherd, you tend to
spend more time with these lost ones.
Your needs are:
1. To make the secretary understand his role to
bring the people together rather than create
division in the church.
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2. To respect the presbyter and stop questioning

everything that you do.
3. To build a climate of unity, prayer and witness in
the congregation.
Note: You have to use your creative problem-
solving skills when you meet the secretary and arrive at
a win-win solution.
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Chapter : 9
Ice Breakers
Participants often arrive at teaching-learning situa-
tions or training programmes with some measure of anxiety.
This is true of teachers/trainers as well.
Ice breakers play a crucial role in helping both train-
ers and trainees reach a level of comfort and motivation that
will contribute to the learning environment.
Ice Breaker 1: MICRO LAB

This is a great opening exercise for any training workshop.
Gather the class in a spacious hall where everyone
can walk around comfortably. This being an opening exer-
cise, people will be standing there with a lot of hesitation
and anxiety.
1. Distribute pieces of paper about 2”x 3” in size. Ask
them to write down what they are feeling at that mo-
ment. No name is required.
2. Ask them to fold up the paper and collect those
pieces in a basket.
3. Get the participants to walk around the room until
the next announcement; let them look at others,
smile, and keep moving.
4. Ask them to form a group of five with conditions
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such as “at least one woman in each group” or “not

more than two persons from the same country in a
group” and so on.
5. Within the group, let each one share at least three
things about himself in the group. Time limit: Three
minutes in total.
6. At the end of three minutes, break the group and get
them to move around again.
7. Form a group of four with new members (as far as
possible). Follow the same conditions.
8. Announce that the task is to share about their
families and ministry. Time limit: Five minutes in
total.
9. At the end of five minutes, break up the group and
move around.
10. Form a group of three with at least one new member.
11. The task is to share one unforgettable incident in
their life. Time limit: Six minutes in total.
12. Continue in this manner for two or more items of
sharing. Don’t overstretch!
13. After the sharing, ask them to talk about how they
felt throughout the process.
14. Lead the discussion around “Feelings” in the begin-
ning (anxious, looking forward to, wondering, curi-
ous, etc.) and at the end (relieved, happy, excited,
waiting for the next, feeling close, etc.).
110
Trainer’s Tip
In the beginning, give less time for them to share; it
is better to cut short rather than standing idle with nothing to
share. Once they are intimate, increase the time and depth of
sharing. If the group finishes early, ask them to move around
and at the same time if they are busy sharing wait for them to
complete. Play by ear.
Ice Breaker 2: NAME GAME

1. Distribute pieces of cardboard that will fit into the
Name Tag the participants are going to wear.
2. Have them write the name by which they would like
to be called in the learning environment.
3. Let them stand around in a circle with the facilitator.
4. Give clear instructions about this exercise – the facili-
tator will introduce himself, followed by the person
on his right and then the next person to his right and
so on until the last person. Remember, before you in-
troduce yourself, you need to repeat what the previous
person has said. The format of the introduction will
be, “the name by which you like to be called and the
thing you passionately desire to do”.
5. Let the facilitator begin by introducing him as follows:
“I am Arthur. I like to train the political leaders of
every country in Leadership and Integrity”.
6. Let the next person to his right say as follows: “He is
Arthur. He likes to train the political leaders of every
country in Leadership and Integrity; I am Mike and I
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like to lead people to Christ”.

7. The next person will repeat all the above, and share
about himself at the end.
8. This process will continue until it reaches the last
person.
9. The facilitator can add variety by changing the
number of repetitions one has to say or the order in
which it should be done.
10. Remember, the condition is, no one is supposed
to take notes while doing this exercise.
11. Add fun by saying if anyone gives a clue, he will
be fined five cents or if he makes a mistake, you have
to perform some mimicry or forfeit.
Trainer’s Tip
This exercise is a lot of fun and produces lot of noise at
the beginning of a training programme while letting participants
get to know each other’s names very well. It reduces the anxiety
of a new setting and meeting new people. Keep the energy level
high. If it gets dull, add some variety such as, “start from you and
proceed in the reverse order”.
Ice Breaker 3: RINGTONES

1. Get the participants to sit in a circle.
2. As a facilitator, ring your active ringtone in your
mobile phone.
3. Share with your group why you have chosen that
particular ringtone.
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4. Share any interesting incidents associated with the

ringtone.
5. Encourage others to follow you, not necessarily in an
order, but at random.
6. After each sharing, acknowledge it by applause.
Trainer’s Tip
For many people, ringtones are an expression and exten-
sion of their personality. Avoid evaluating/blaming statements
about the ringtones. Human beings – handle with care!
Ice Breaker 4: PICTURE SHARING

1. Ask the participants to take a blank sheet of paper.
2. Instruct them to use a pencil/crayon to draw a pic-
ture or symbol that is meaningful to them.
3. When all have finished drawing, have each person
share their name and explain their drawings.
4. The trainer should go first and model how much
detail and time you want others to take. In a large
group, this can take a long time.
Trainer’s Tip
This exercise can be a deeper sharing exercise; it depends
on the level of personal disclosure that the trainer reveals in the
beginning. Encourage participants to listen to each other since
there will be anxiety in the group regarding their own sharing.
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Ice Breaker 5: DILLY DALLY

This exercise is a powerful game and can either be
used as an ice breaker or as another form of learning.
1. Narrate the following story. Rita went into a shop to
buy a pen. She had a $100 bill with her. The shop-
keeper Jack told her that the pen costs $15 and he
needs change. Rita pleaded with him for help that
she was unable to get change anywhere. Jack was so
compassionate that he took her $100 bill, went to Jill,
another shopkeeper, and came back with the change.
Jack gave her the pen and $85. Rita disappeared from
the scene after thanking Jack profusely. Soon after, Jill
came desperately to Jack to show him that the $100
bill was a counterfeit one. Jack was shocked and re-
placed it with a genuine $100 bill. He also apologised
to Jill and destroyed the counterfeit bill.
2. Ask the following questions to them and tell them
to write the response in a notebook and not to dis-
cuss with anyone: Who was the loser? How much
did he lose?
3. Go around to see the “answers” of each participant.
You will be surprised to see the variety of the an-
swers. (First shopkeeper lost $200, $115, $165, $185,
$100, $215, etc.)
4. Group them according to the number they have
written. If they want to change their answers, allow
them to change.
5. Ask them to discuss the answers among their own
group members and gain clarity. If they change their
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answers, let them move to the respective group with

the same answer.
6. Don’t declare the correct answer. Ask any enthusi-
astic group (say, the $200 group) to go and convince
the other group members that their answer ($200)
is the correct answer. There will be lot of noise; let
the confusion prevail. Move around and encourage
everyone to participate.
7. After some time, ask them, “How many correct an-
swers are possible?” The response will be ONE.
8. Announce that the entire class must come to one
consensus answer – the CORRECT answer in five
minutes! It has taken even a few days for them to get
a consensus answer – of course, the correct answer.
9. After five minutes, lead the discussion around differ-
ent answers for the same problem (different people
see the same situation differently – not mathemati-
cal errors), pushing people to accept their answers
rather than convincing them with correct ones,
absence of effective listening, “I am right; you are
wrong” attitudes, everyone makes mistakes, how to
change, etc.
Trainer’s Tip
It is a challenge for you to understand the correct answer. Yes,
there is only one right answer. Devise your own procedure to
convince the participants!
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Ice Breaker 6: NAME THE FOOD

1. In this game, ask each participant to think of a food
item that begins with the first letter of the name they
would like to be called, e.g. Arthur – Apple, John
– Jam, Dipti – Dip Dip, Grace – Grapes, etc.
2. The trainer begins and says, “I’m Arthur and I
like Apples”.
3. Now the person to his right says, “He’s Arthur and
he likes Apples; and I’m Dipti and I like Dip Dip”.
4. The third person says, “Arthur likes Apples; Dipti
likes Dip Dip; and I’m John and I like Jam”.
5. This continues until all have said their names. The
trainer can conclude by going around the room nam-
ing everyone’s name and food or get one of the partici-
pants to do this. For large groups, this game is useful as
it is shorter than Name Game and Pictograph.
Trainer’s Tip
Often, the best place to check on personal growth is at
coffee breaks and before or after sessions. Sometimes, participants
will ask to speak with you, but more often than not, you must
check out the observations you have made during class by inviting
them to talk. Don’t force people to talk, but be an available and
active listener.
Ice Breaker 7: BIRTHDAY BABIES

1. Ask the participants to form groups according to the
months of their birth.
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2. If the groups are larger, sub-divide them by fixing the

date range as 1-15 and 16-end.
3. After introductions, let them share in their groups any
incident associated with their birthdays.
4. Reshuffle the groups by mixing people of different
months, such as January and November, February
and May, etc.
5. In their groups, ask each one to share an interesting
experience that happened to them in those months.
6. Continue to reshuffle and lead them to share differ-
ent experiences of their lives.
7. Let the concluding sharing be “stories” associated with
their own names in their respective groups.
Trainer’s Tip
The intention of the sharing is not on the content, but
the spirit of involvement. Encourage participation and freedom.
Avoid putting pressure on people to share even if someone chooses
not to open up. As a facilitator, note the person with special needs
and reach out to him in a non-threatening way.
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Chapter : 10
Special Exercises
These exercises have been modified for my training
needs drawn from different situations. I encourage the train-
ers to continuously search for valuable exercises.
VOLUNTEER EXERCISE
This exercise can be in the middle of any subject
matter, while you experience resistance from the partici-
pants to change, innovate, and look at possibilities.
1. Invite two volunteers to come to the front of the class.
It will be interesting to observe a sudden silence in the
room and people prompting others to go.
2. When you get two volunteers, thank them and cheer
them for their coming. Ask them to get back to their
seats with a reminder that they will be called to per-
form a task later.
3. Go around the class asking the non-volunteers,
“Why didn’t they come forward?”
4. List those responses on the flip chart. Some of the
standard responses from the participants were:
• I am not sure why you are calling us
• Facing the unknown
• I may be asked to do something and I may
make mistakes in that new situation
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• FEAR
• My shoes are off
• I wanted to give the chance to others
• I am locked up here at the back
• I am OK in this position – “comfort zone”
• I thought, “Someone else will go”
5. Focus on these responses – the excuses – a kind of
resistance to the invitation to come forward, which
was an invitation for “change” from the present
position/role.
6. Lead the discussion around these responses that you
had and “Why” of those responses.
7. Listen to understand them.
8. Call again those volunteers and assign them the fol-
lowing task:
i) Ask one of them to close his fist tightly
ii) Tell the other person, “Try and open his fist”. He
should try to apply all his force to open the fist.
iii) Encourage the opener not to give up and cheer
him on. The extent to which the person refused to
open the fist, the other person should apply more
and more pressure (and vice versa) to the extent of
breaking their rapport.
vi) Call it off when they are at their peak.
v) Ask the person who tried to open the fist, whether
there were other options to open his fist.
119
vi) He may respond that he could have requested for

the other person to open his fist.
9. Lead the discussion further around: human tendency
to resist, apply more pressure when faced with more
resistance, effective communication without pressure
and Leadership is exerting special influence.
Trainer’s Tip
Zaccheus’ story will be an appropriate illustration (Luke
19:1-9), explaining how Jesus facilitated change in Zaccheus.
TEACHING-LEARNING
1. Write a statement with the combination of letters
and numbers that has a personal meaning to you (e.g.
Write “ADMSO761976AH3C” that means Arthur
Married Selvam On 7 June 1976 And Had 3 Chil-
dren) on the flipchart in bold type.
2. Tell the participants that you are going to give them
30 seconds to memorise that statement. They are
to keep it in their heads and not write it down. Tell
them you will ask them to recall it in a few minutes.
3. Flip that sheet.
4. Now continue to tell them about the importance of
communication and how you need to communicate
effectively with your family members, your colleagues
and the people in society, especially as a communica-
tor of the Gospel.
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Usually participants will not let you go beyond three min-

utes. They will find it hard to listen and remember at the same
time. If they do not actually stop you, their body posture will tell
you of their anxiety. Draw them out with an invitation to share
about how hard it is to listen and memorise facts at the same time.
5. Ask them to write the statement on their notepad.
6. Invite volunteers to write it on the flip chart.
7. Lead the discussion around the methods that the
participants used to remember the statement.
8. Ask the participants whether you (facilitator) can
recall that statement. They may give a reluctant and
sceptical response. You may explain how that state-
ment is related to you.
Trainer’s Tip
Some participants will break the statement into three or
four groups because it is easier to remember three separate three-
digit sets. Most will have related portions of the statement to let-
ters/numbers that have meaning in their own personal experience,
i.e. the initials of their brothers and sisters, or ages of grandpar-
ents. Some will have made no attempt to remember. According
to research, retention of what has been memorised is about 80
percent after one hour; less than 50 percent after one day; and
less than 10 percent after a week. When lecture and dictation of
notes is the primary teaching method, then focus is on the content
materials and lot of effort is made on remembering the data given.
Lead the discussion around, “Presentation of the learning mate-
rial in the right form, in the right method at the right time” (since
it is a discussion statement). As long as the statement appeared to
be a set of nonsense syllables, it was alien and did not make any
121
sense; it dissuaded participants from learning the required state-

ment. But when it turned out to be meaningful and relevant, it
was much more easily remembered.
TEST WITH A PURPOSE

1. This is a timed exercise. You have only THREE min-
utes to complete this.
2. Read all the sentences carefully before doing anything
3. Write your NAME at the top right hand corner of
this sheet in block letters.
4. Draw a rectangle around your name.
5. At the back of this paper, write the Bible reference of
your morning devotion today. If not, write John 3:16
6. Punch three holes in the left hand top corner of this
sheet.
7. Add the numbers 2, 11, 21, 13 and write the total
below your name.
8. Count the number of letters in your name and enter
it here___________.
9. Please circle this number.
10. You are nearing completion, please be fast.
11. Say loudly your telephone number. If not, call out
One Zero Zero.
12. Count in the reverse order from ten to one loudly.
13. Shout “I am nearly finished”.
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14. Having read all the sentences, please follow instruc-

tions 1 and 2 only.
Trainer’s Tip
Never use this exercise to intimidate people! Don’t laugh
at them! Move quickly to the learning. Let them understand,
everybody slips. We take things for granted! We assume certain
things and decode the message in our own way. It could be a good
communication exercise.
123
Chapter 11:
Games
These games can be used to facilitate learning in
various situations. However, remember, games are only
tools; they function like rockets to push the satellites into
their orbits. So do not give more importance to the games
and their results.
You need to make a quick shift from the enjoyment
of the game to the purposeful learning. Otherwise, it will
be fun and entertainment, and you become a good “Enter-
tainer” rather than the “Trainer”. The skill of the trainer is
not in the way he conducts the game alone, but in the way
he processes the game and leads the participants towards the
change in attitude/behaviour.
If you are a beginner, you can always administer
these games for fun. Later, reflect on the following ques-
tions after each game to develop your own goals and pro-
cesses for debriefing.
If you are an experienced trainer, you can review
the game after the sessions so that you may find new in-
sights and new avenues where you can utilise this game for
greater learning.
The success of the game is not in the material but
in the way you process it. So do not stereotype your meth-
odology; contextualise each game to the situation and the
124
participants involved. Keep reviewing after every session,

however well versed and experienced you may be.
Remember, REFLECT your experience in this game!
Identify few “learning situations” to which you can connect
this game:
1. What would be the highest learning you would like
to draw out of this game?
2. How would you process this game in each of the
above learning situation? (Use separate sheets for
different learning.)
3. List the “Process questions”.
4. How would you elicit the learning?
5. Write down the Specific Objectives of Learning
(SOLs) for this game.
WIN YOUR WAY!

The participants are divided into at least five groups
(not more than seven members in a group). Each group is
supplied with a small box containing two plastic coins – one
red and one green.
This game is played in at least 10 rounds. The
facilitator has a freedom to modify and create new dimen-
sions in this game, depending upon the dynamics of the
game, so the facilitator needs to be alert and observe the
groups carefully. Instructions:
1. As a group, you have to make a choice – either a
green coin or a red coin. Once it has been chosen,
that colour coin should be kept in the box. It should
125
be done in a very confidential manner and other

groups should not see what you have chosen. You
need to hand over the box to the facilitator once
he declares the commencement of the game. The
outcome of each round is based on the following
criteria:
• All Groups Red – Each Group loses one point.
• Four Groups Red and One Group Green – Each
Red wins 1 point and Green loses 4 points.
• Three Groups Red and Two Groups Green
– Each Red wins 2 points and each Green loses
3 points.
• Two Groups Red and Three Groups Green
– Each Red wins 3 points and each Green loses
2 points.
• One Red and Four Groups Green – Red wins 4
points and each Green loses 1 point.
• All Groups Green – Each Group wins 1 point.
2. The result will be declared after each round and the
score board will be displayed on white board publicly.
By this time, there would be excitement and compe-
tition among the groups.
3. Just before the fourth round, invite one representa-
tive from each group and send them out to decide for
future strategies in the game.
4. When they come back, tell them that the represen-
tatives would go back to their groups to share the
discussion and the groups would have the ultimate
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authority to decide what should be the choice for the

subsequent rounds.
5. Now declare that the fourth round is a special round
and it is a BONUS round, so the score will be five
times the usual. This means that the number of
points for loss or gain will be multiplied by five.
6. Let the rounds continue in this manner; similar bo-
nus rounds could be done at the seventh round and
the ninth round.
7. Close the game at the 10th round.
Trainer’s Tip
After the game is over, collect the coins and let them
remain in their groups. Draw out the feelings of each group.
You complete the score card and declare the loss/gain of each
group. Lead the discussion around the following points. There
will be lot of defences and justification. As a trainer, you listen
empathetically. Avoid preaching at this point.
1. What was the choice of your Group in the first round?
RED/GREEN. Why? What was your role in this deci-
sion making process?
2. Did you change your choice in the subsequent rounds? YES/
NO. What made your group to do so? What was your role
in influencing this change or to maintain status quo?
3. Did your group honour the decision taken in the first
“Central Committee Meeting”?
YES/NO. Why? What was your role in honouring/dis-
honouring this decision?
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4. Did your group honour the decision taken in the second

5. Did your group honour the decision taken in the third
6. What was the communication climate in your group:
• Listening
• Openness to change
• Willingness to look at others’ perspective
• Any other____________________
Other insights you might draw out:
1. A game of competition or collaboration?
2. Role of TRUST in this game.
3. Could you really multiply what you had?
4. The indications of RED and GREEN:
• Throwing of RED leads to_______________
• WIN-LOSE strategy leads to _____________
• WIN-WIN is a path of __________________
5. In this world of competition, win-lose strategy and
mistrust, what is your role as a communicator? How can
you influence this situation?
6. What is your commitment?
128
“Never return evil for evil or insult for insult (scolding,

tongue-lashing, berating), but on the contrary blessing [praying
for their welfare, happiness, and protection, and truly pitying and
loving them]. For know that to this you have been called, that
you may yourselves inherit a blessing [from God – that you may
obtain a blessing as heirs, bringing welfare and happiness and
protection]” (1 Peter 3:9, Amplified Bible).
LEADERS’ PUZZLE
1. Select at least four pictures from magazines. Cut each
of them into five or six pieces. If you have more than
25 participants, you will need to make additional
puzzles. You should have one piece for each partici-
pant.
2. Mix the various puzzles together and distribute one
puzzle piece to each person. If you have more puzzle
pieces than participants, give two pieces to some so
that all of them have been distributed.
3. Tell the participants that the pictures of the maga-
zines are cut and shuffled together.
4. Ask the participants to find the matching pieces to
form a picture.
5. This should be done without talking.
Trainer’s Tip
After the game is over, ask the participants to share the
various behaviours they observed among them. List them in flip
chart. You would have seen people who initiated, helped each other,
129
networked with people working on different pictures, moved all

around and probably made suggestions.
Lead the discussion around:
1. Reasons for their success/failure
2. Role of leaders
3. Effective leadership
4. Designation for each behaviour
5. Variety of behaviours and their need
6. Absence of any significant behaviour
ROPE IT SQUARE!
1. Prepare a 10-metre long rope without any
entanglement.
2. Get the participants to stand in a circle.
3. Tell the participants that it is an important activity
and they need to follow the instructions carefully.
They may talk with one another but they must close
their eyes and keep them shut until the group agrees
that they have completed the task. Ask if everyone
agrees to keep their eyes shut until they have com-
pleted the task. Get their commitment.
4. Ask them to close their eyes. Hand over the rope
in their hands while their eyes are closed and ask
the participants to catch hold of the rope. It is not
necessary that the two ends of the rope should be
tied together; the trainer could add challenges by
being creative.
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5. When they have gotten the rope and everyone’s

eyes are closed, say, “The task is to form a square”.
6. When the group agrees they have completed the
task and have opened their eyes, ask them to share
what they have learnt from their experience.
Trainer’s Tip
This exercise is rich with learning. You may observe that
everyone tried to offer suggestions and ended up in chaos. Usu-
ally, there would be counting of persons and they would give up
on that also.
Always begin with affirmations and complimenting the
participants for their efforts. Build a climate of listening. Such
games put people off because they continue to fail. You cannot
build the learning while they are feeling defeated.
Lead the discussion around the following points:
1. Need for a leader.
2. Acceptance of the leader.
3. Resources available within the group and making use
of them.
4. Communication skills of a leader.
5. Negative attitude of some of the participants.
6. Leader’s ability to visualise, draw resources and execute.
7. Purpose of the rope in the game.
It is always better if you ask the participants to write
down the lessons they had learnt from the game and give enough
time for the same. Encourage them to share what they have
131
written. This will lead them to own the learning and bring about a
change in behaviours.
BROKEN SQUARE GAME

Five square pieces of cardboard of 12”x 12” are cut
into three pieces each and mixed in five different envelopes
containing two, three or four pieces. Likewise, you can make
any number of sets. One set is used for a group of five par-
ticipants. This game can be played only among a group of
people who are in the multiples of five. Odd people can be
kept as observers.
1. Divide the people into groups of five.
2. Tell them that they are going to play the game and
the rules of the game should be followed meticulously.
3. Each group will be given five envelopes containing
a few pieces of cardboard and you will distribute one
envelope to each.
4. Using those pieces, each person has to make one
square. It may not be possible for you to make a
square with the pieces you have.
5. You cannot ask for any pieces from others; you can
give your pieces to someone.
6. CHECK whether the participants have understood
so far.
7. Ask each group to sit in a circle in such a way that they
will have enough space to work in front of them with
those pieces of cardboard. Distribute the envelopes.
132
8. Tell them they cannot open the envelope till you

declare to START.
9. Ask them to wait for the next announcement
10. Announce that they cannot speak verbally or com-
municate non-verbally until they finish their task.
11. Start the game.
Trainer’s Tip
There is no time limit for the game. Go around and
ensure that the rules are followed in the game. As soon as a group
finishes, ask them to put the pieces back into the envelopes and
let them discuss their performance. Discourage them from mov-
ing around and visiting the other performing groups. After all the
groups have finished, lead the discussion around these points.
1. The dynamics in the group
2. The focus of the participants on their own square/on
others’ squares
3. The sharing of their pieces with others
4. The breaking of rules
5. Someone’s unwillingness to break his square after it is done
6. Someone’s giving away of all his pieces
7. Making others’ squares
8. Task-orientedness vs. people-orientedness
9. Individual goal vs. group goal
10. Interdependency
133
11. Cooperation
12. Conflict of goals
Trainers’ observations are valuable if they are brought
out at the right time in the right context. It is better if you note
down all your observations while the game is on.
POSITIVE STROKES
1. Organise the participants to sit in “U” shape with a
writing pad and markers/crayons.
2. Distribute A4 size white sheets; Let each one have
a sheet.
3. Ask them to write their name on the top of the sheet.
4. While you say PASS, you pass the sheet from the
left extreme participant to the right extreme partici-
pant; at the same time, let the other participants pass
their sheet to the person sitting on their right.
5. Ask the participants to write their compliments to
the person whose name is on the paper.
6. Again, PASS as done earlier; let them write the
compliments.
7. Continue in this manner until they get the sheets
with their own name.
8. Gather all the markers/crayons. This will preserve
the anonymity of the comments.
7. Let the participants go through the sheet of posi-
tive strokes.
134
Trainer’s Tip
When you conduct this exercise at the end of a training
seminar, it enables the participants to fill their self-esteem pots and
leave the seminar confidently to practice what they have learnt.
135
Chapter 12:
Various
BRAINSTORMING
Brainstorming with a group of people is a powerful
technique. Brainstorming creates new ideas, solves problems,
motivates and develops teams. Brainstorming motivates
because it involves members of a team in bigger manage-
ment issues and it gets a team working together. However,
brainstorming is not simply a random activity.
Brainstorming needs to be structured and must
follow brainstorming rules. The brainstorming process is
described below, for which you will need a flip-chart or
white/black board or any other public writing/displaying
facility. This is crucial, as brainstorming needs to involve the
team, which means that everyone must be able to see what’s
happening. Brainstorming places a significant burden on the
facilitator to manage the process, people’s involvement and
sensitivities, and then to manage the follow up actions.
Use brainstorming well and you will see excellent
results in collecting different perspectives, data and ideas
that can be used in problem solving and team development.
Here is the procedure:
1. Appoint the facilitator.
2. Appoint the recorder, who will record publicly.
136
3. Facilitator clarifies common understanding of the

objective.
4. Select a timekeeper.
5. Each one contributes ideas as the brainstorming starts.
6. No evaluation of any person’s ideas- Focus is on the
quantity, not on quality.
7. Even repetitions are accepted.
8. Facilitator encourages everybody to participate/
contribute.
9. Recorder can contribute with the permission of
the facilitator.
10. Stop as the time is over or when the flow stops.
After the collection of the data, then you can go
through the following steps depending upon the purpose of
the brainstorming:
1. Review and eliminate duplicate items.
2. Clarify each item and evaluate its contribution to
the objective.
3. Categorise/condense/combine/refine.
4. Assess/analyse effects or results.
5. Prioritise options/rank list as appropriate.
6. Agree action and time scale.
7. Control and monitor follow-up.
Sample exercise: Find the different ways of witnessing
Christ in your city.
137
Trainer’s Tip
You can use this as a good opener for your evangelism
class. Ask participants not to get into the discussion on whether it
is feasible or not. Focus on the “number of ways”. You will have
good data to build on.
PANEL DISCUSSION
It is a technique, usually, used in latter half of the
course. A panel of four or five members is prepared to lead
the discussion based on the input given in the class earlier.
They organise among themselves, each one choosing one
portion of the subject matter being discussed. They also
prepare some significant questions and responses in advance
and share among themselves.
One member of the panel begins with a question to
the other members. The person who has chosen that partic-
ular part of the subject will respond. Then he will ask anoth-
er question to the panel and the other member will respond
and likewise the discussion will continue. Remember, all the
questions are asked on behalf of the large group and also to
their interest.
Depending upon the momentum, the questions
could be invited from the floor also and any one of the panel
members will respond to them. The main advantage of this
discussion is to lead the group of learners on the insights
and applicability of the lessons learnt in the class and also to
clarify their doubts and remove apprehension.
Since the questions are formulated in advance by
the faculty and the members of the panel and also invited
138
from the floor, a wide variety of perspectives could be drawn

on the topic. You can expect excellent participation if the
faculty member facilitates without being dominant.
FISH BOWL
It is an exercise of Group Discussion (G.D). But it is
different from the usual group G.D. This will be more effec-
tive if the number of participants is not more than 25.
About eight to 12 participants are seated in a circle
with one empty chair in that circle. The rest of the
participants are seated around this circle. The topic of
discussion is given to the inner circle participants and
they discuss the issue.
While the discussion is on, if anyone in the outer
circle wishes to take part in that discussion, he goes and sits
in the empty chair. After he makes his point, he gets back
to his original position. Then someone else from the outer
circle goes to the empty chair when he wants to take part in
the discussion and it goes on.
It is a great exercise for wider participation and at
the same time, well organised, monitored and disciplined
process. It is an appropriate tool to use at the end of a train-
ing programme to get feedback regarding the faculty, facili-
ties, schedule, content and methodology.
Trainer’s Tip
Select enthusiastic members for the inner circle who can
initiate discussion quickly. Instruct them clearly in the beginning
that the outer circle participants are observers and they can speak
139
only when they sit on the empty chair in the inner circle. The
“empty chair person” must get back to the outer circle as soon
as he finishes his discussion. Call off the exercise as soon as the
objectives are met. Don’t drag!
FORUM
It is much different from the previous discussion and
it is usually called “Open Forum”. This is a public discussion
with two groups having conflicting views.
There will be two teams, A and B, and each team
will have two to four participants to speak on their stand on
the issue. There will be a moderator.
Moderator begins with the introduction of the dis-
cussion and two standpoints. (2 mins.)
Then the speaker from team A will speak on his
view point (3 mins.) followed by speaker from team B. (3
mins.). No questions are allowed from the public now.
After B, the speaker from A continues alternately
until all the speakers finish.
Then the floor is open to the public for questions.
Questions are invited alternately for teams A and B. The
respective team speakers respond to the questions.
Finally, the moderator sums up the discussion with-
out any judgement.
Trainer’s Tip
Give sufficient notice and time for the team to prepare
well. Let the moderator be well versed in the issue. This exercise will
140
be ideal for any general topic beyond the class hours. Sample
topic: ‘Culture hinders communication of the Gospel’. It will
be an excellent opportunity to know the cultural heritage of
participants and also to clarify the cultural issues from the
spiritual matters.
141
Chapter : 13
Diagnostic Tests and
Inventories
PERSONALITY TESTS
Many personality related tests/inventories lead to
greater self-awareness. You must be qualified to use these
tests, which are copyrighted and require professional ac-
creditation. You can always qualify yourself to be one. I give
below some of them that are suitable to our context. Please
contact me for further details on these.
1 The Myers-Briggs Type Indicator (MBTI)

results describe valuable differences between normal,
healthy people – differences that can be source of
much misunderstanding and miscommunication.
The MBTI will help you identify your strengths
and unique gifts. You can use the information to better
understand yourself, your motivation, your strengths
and potential areas for growth. It will also help you
to understand better and appreciate those who differ
from you. Understanding MBTI Type is self-affirming,
and enhances cooperation and productivity.
2 The FIRO-B® (Fundamental Interpersonal

Relations Orientation – Behaviour) was developed
in the late 1950s by William Schutz (1958) and has
142
been actively used in a variety of settings, primar-

ily with career counselling and team development.
The FIRO-B based on a simple model proposing
that individuals are motivated by three interpersonal
needs: Inclusion (I), Control (C), and Affection
(A). Inclusion represents the amount of belonging,
attention and prominence desired in social settings;
Control represents the level of influence, structure
and dominance desired; and Affection represents
the level of intimacy, warmth and support desired.
Schutz also proposed that two dimensions of each
need can be identified: (a) the extent to which
individuals are likely to express the associated
interpersonal behaviours toward others and (b) the
extent to which individuals want to receive those
same interpersonal behaviours from others.
These interactions form six scales, based on
Schutz (1978), measuring the client’s orientation to the
following statements:
• Expressed Inclusion
• Wanted Inclusion
• Expressed Control
• Wanted Control
• Expressed Affection
• Wanted Affection
STEWARDSHIP CHECK
I have found this helpful in my Stewardship sessions.
Before you close the session, this could be used to make
143
suitable decisions/action plans. You can also use this for your
workshop session in Stewardship. You don’t require any
license for this tool. I developed it.
The purpose of the questions under each title is to
provoke you to think. You need not respond in words. Rate
your response in the 10- point scale (1 for 100% not okay
and 10 for 100% okay) and tick the suitable box in the
Score Sheet provided below.
1. State Of My Body
How often do I consult a doctor for my health? How
does my body react when I go for a long, brisk walk? At
the end of the day, do I feel that I have enough health and
sustained energy to continue to work for long hours? When I
get up in the morning, how fresh am I?
2. Financial Status
How often do I run out of money? How many bills
do I have outstanding? What is the status of my credit
cards? How much do I save in a year? Am I happy with my
financial condition?
3. My Professional Competence
How far have I updated myself with the latest devel-
opments in my professional area through reading journals/
books and do I equip myself accordingly? Do I set goals for
my professional development?
4. Use Of Time
How effectively do I use my time? Which major time
wasters, such as TV, socialising, etc., are found in my life?
How often do I procrastinate? Can I distinguish between
URGENT and IMPORTANT things in my life?
144
5. Spiritual Life
Do I have a sense of meaning and direction in my
life? How clear am I about God’s purpose for my life? Do I
spend personal time with the Lord through reading God’s
Word, praying and meditating? Do I lead a holy life?
6. My Giving
Do I give every area (my talent, time, treasures, etc.)
of my life to the Lord? How is my financial giving to my
church, to missions and charity?
7. The Gospel
How conscious am I of witnessing Christ in my life?
Am I personally involved in evangelism? How do I equip
others to evangelise my nation effectively?
1=100% NOT OKAY 1 2 3 4 5 6 7 8 9 10 SCORE

10=100% OKAY
1. State Of My Body
2. Financial Status
3. My Professional
Competence
4. Use Of Time
5. Spiritual Life
6. My Giving
7. The Gospel
TOTAL
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Assign each ‘tick’ the score equal to the column

number and post it at the Score column.
Add up the scores in the ‘Score Column’ and enter
in the ‘Total box’.
If your total score is above 60, you are a good and
faithful steward; keep it up.
If your total score is between 50 and 60, you need to
grow and work towards excellence.
If your total score is between 35 and 50, you need to
examine your values and priorities in your life. I invite you
to discuss this with me.
If your total score is less than 35, please contact
me immediately.
Trainer’s Tip
You should encourage participants to be honest and
open with themselves. Tell them that the scores will not be
demanded. They will find this exercise more fruitful that way.
Administer the test prayerfully.
A MOTICHECK
I developed this test to such a level from a crude
form. I used it among different cross sections of people and
found it helpful in determining their motivational needs un-
der the hierarchy of needs developed by Abraham Maslow.
146
SCORE
A
B
C
D
E
In my motivational sessions, I used to administer

this test soon after the introduction and make the partici-
pants score it themselves. By the side of the serial number
of each statement you will find the letters A, B, C, D or
E. First of all, look for such A statements and add up their
scores, then B statements, then C and so on. Enter them
in the score table. Let them also take note of the highest
scores. Ask them to close this exercise and go ahead with
inputs on Motivation.
After you complete the levels of motivations, then
you can ask them to look at the Score Table. Let them
know the highest score indicates that it motivates you the
most. What do these A, B, C, D and E stand for? You can
explain: A stands for Physiological needs, B for Security
needs, C for Social Needs, D for Esteem Needs and E for
Self Actualisation Needs.
To perform the exercise, read through the following
statements and circle only one number against each state-
ment based on its importance in motivating you to do
your best.
147
1 = NEVER 2 = SELDOM 3 = OCCASIONALLY

4 = USUALLY 5 = ALWAYS
Sl.No. 1 2 3 4 5
1.D. My boss telling me that I have done a 1 2 3 4 5
good job.
2.C. Knowing that the group appreciates me
1 2 3 4 5
and loves me.
3.E. Working at a job in which I could make
1 2 3 4 5
a significant contribution.
4.B. Being provided with a written
description of my job duties. 1 2 3 4 5
5.B. Pension, vacation and insurance benefits. 1 2 3 4 5
6.D. Knowing that other people respect me
1 2 3 4 5
as a person.
7.A. Having three good meals a day. 1 2 3 4 5
8.B. Adequate pay with enough left over to
1 2 3 4 5
build up savings.
9.D. Management talking to me about things 1 2 3 4 5
that affect me or my job duties.
10.E. Having the opportunity to express my
1 2 3 4 5
full potential in accomplishing a job.
11.C. Being satisfied with my life partner. 1 2 3 4 5
12.A. Not having to work too hard or do extra 1 2 3 4 5
work at home.
13.C. Being able to go out with my gang of 1 2 3 4 5
friends and socialise.
14.B. Knowing that I will have a job and 1 2 3 4 5
adequate income until retirement.
15.E. Having the opportunity to express
1 2 3 4 5
myself fully and creatively.
148
Sl.No. 1 2 3 4 5
16.B. Healthy and good working conditions. 1 2 3 4 5
17.D. Being trusted to do my job the way I 1 2 3 4 5
think it should be done.
18.C. Acceptance as a worthy group member. 1 2 3 4 5
19.D. Knowing that I am in an important
1 2 3 4 5
profession.
20.A. Having the opportunity to show off or
1 2 3 4 5
impress the opposite sex.
21.E. Being able to do work that gives me the
opportunity to learn and know more 1 2 3 4 5
than my peers.
22.C. Working with people having common 1 2 3 4 5
backgrounds and beliefs.
23.A. Fear of losing my job. 1 2 3 4 5
24.E. Being given a new and exciting job. 1 2 3 4 5
25.A. Having rest breaks and plenty of good
1 2 3 4 5
coffee/tea available.
Trainer’s Tip
Tell them it is not a test. Encourage them to be honest!
They have an opportunity to know themselves better.
COMMUNICATION CHECK
Communicator: Observer:
Please circle the number based on your observation
of the Communicator.
1 = inappropriate, 5 = appropriate
149
1. Subject Matter
Specific Objectives of Commn. 1 2 3 4 5
Introduction 1 2 3 4 5
Organisation/flow 1 2 3 4 5
Biblical Basis 1 2 3 4 5
Closure 1 2 3 4 5
Comments:
2. Methodology
Illustrations 1 2 3 4 5
Personal sharing 1 2 3 4 5
Sense of humour 1 2 3 4 5
Use of Visual aids 1 2 3 4 5
Comments:
3. Body Language
Facial Expression 1 2 3 4 5
Eye Contact 1 2 3 4 5
Gestures 1 2 3 4 5
Dress 1 2 3 4 5
Comments:
4. Verbal Codes
Words (Image Provoking) 1 2 3 4 5
Voice Modulation 1 2 3 4 5
Pause 1 2 3 4 5
Comments:
150
Place a ‘tick’ mark against the behaviour, demon-

strated by the communicator.
5. Helpful Listening Behaviours

Set an inviting climate _____
Used effective eye contact _____
Used appropriate body language _____
Paraphrased _____
Asked clarifying questions _____
Comments:
6. Helpful Probing Behaviours

Asked open-ended questions _____
Asked one question at a time _____
Gave time to answer _____
Listened to the answers _____
Acknowledged the answers _____
Comments:
7. Unhelpful Behaviours
Directly jumped into the content _____
Did not listen to the answers _____
Interrupted the answers _____
Filled the silences inappropriately _____
Asked only closed questions _____
Comments:
Trainer’s Tip
This check is used usually in the Faculty Development
Seminars for observing the trainees during their micro-teaching
151
sessions. Items 1 to 4 deal with lecturing part and items 5 to 7

cover the interactive part of the faculty. The lecture part of the
check can also be used in evaluating the lecture in 3.12.
DISC PERSONALITY PROFILE

DISC Biblical Personal Profile System® 2800 Series
helps people:
a) to identify their behavioural profile and improve
interpersonal relationships
b) to gain valuable insight into different profiles by
identifying with Scriptural characters.
c) to increase their appreciation of others, respect and
value differences.
d) to explore behaviour across four primary dimensions
• Dominance
• Influence
• Steadiness
• Conscientiousness
e) to improve communication skills by determining
communication styles
f) to reduce conflict, stress, in the interpersonal and
intrapersonal relationships.
g) to manage interpersonal communication better
Trainer’s Tip
There are many versions and modifications of this profile
available. A personality test is not going to tell you all about what
you are. Even the best psychological tool can give you only 80
percent accuracy.
152
It is only a small disclosure; let us learn from King

David: “I have sinned against the Lord” (2 Samuel 12:13). He
accepted his sin after he listened to the feedback of the Prophet
Nathan. He was always dependent on God to know more about
himself. He always wanted to see himself through the eyes of God
(Psalm 139: 23-24).
Apart from reports of these tools, let us also be open to
what God says and how others perceive us.
153
Part Four
Keys to Effective
Ministry
Chapter : 14
Being an Effective
Facilitator
Lecturing is usually the style of teaching in higher
educational levels and has been considered the only method
until recently.
However, lectures have their place in training as a
tool to present information or some principles or to give an
expository talk. Lectures are also suitable for large audiences
where participation of the trainee is not possible because of
the number of people present. The advantage is the informa-
tion to be given can be worked out exactly beforehand, even
to the precise word. The timing can be accurately structured.
The lack of participation on the part of the audience
throughout the lecture leads to a lack of total understanding
and assimilation.
However, to make lectures more effective, the fol-
lowing elements are essential:
• Decide the why and what of your message.
• Analyse your receiver’s potential response
• Construct a plan
• Purpose statement
• Introduction
154
• Body
• Conclusion
• Discover, create, gather, interpret and evaluate
materials for your message
• Personal proof
• Evidence
• Logical reasoning
• Explain
• Make them feel what you feel
• Organise your message
• Deliver your message
• Conversational mode
• Deal with stage fright
• Language
• Evaluate and revise
Tips for Public Speaking

Use illustrations. There are thousands of anecdotes,
historic situations, proverbs, parables and personal experi-
ences you can cite to make a point.
Confirm attention. When you start speaking, the
other person’s mind is usually on other matters. His or her
priorities and needs are probably different from yours.
Begin by stating your purpose (topic, need, objec-
tive) and, through a pause, draw attention.
Take note of time and place. What time of the day
and where you are lecturing? Depending on your purpose,
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the audience’s comfort level, and the physical layout, you

should plan your speech.
Stay on target. By steering your comments and ques-
tions toward your objective, you will be able to meet your
aim and accomplish your objective.
Set a positive climate. However challenging the
communication, keep it rational and not emotional.
Keep your words short. Studies have shown that
when we write or speak, we are much more likely to be un-
derstood and remembered if we keep our words short, with a
least 65 percent of them kept to one syllable.
Allow time to digest. Pauses are welcome. Give your
listener time to absorb and to anticipate with comments
like, “Think for a moment of three or four obvious benefits
of the new system”. Then, after a brief pause, outline them.
Listeners are much more attentive when given time to think
for themselves.
Use vocal dynamics. When you speak, vary your
rate, pitch and volume. Slow down to make a key point.
Speed up on anecdotal or supportive material. Change your
volume to emphasise an idea.
Use humour when it comes naturally and offends
no one.
Use accents when relating dialogue, because this
helps your listener keep two or more characters separate. If
you don’t change your delivery, people may “burn out”.
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Signal for turns. A driver’s hand signals help avoid

accidents. Words like however, moreover, in contrast, for
instance, and, but and or are signals that help your listeners
know where you’re going. Sometimes a phrase or sentence is
needed: “Now let me cite three reasons why..”. or, “The flip
side is equally compelling. Let me explain..”. A writer uses
paragraphs, chapter titles and subtitles to alert readers. A
good speaker will do the same for listeners.
Use questions deductively. When you’re instruct-
ing someone, you can either deliver the information or ask
questions that will lead your listeners to deduce the correct
procedure (concept, reasons, etc.). The use of questions is
usually more effective.
Apply the Layer Method. Professional speakers
bring their messages to life by alternating between abstract
and concrete, between a concept and its application, be-
tween rule and example, between things and people. In
short, they create layers of human interest in a message that
might otherwise be dry or technical.
Avoid gender bias. Your references to groups of peo-
ple should show no preferences for male or female pronouns.
The easiest way to avoid gender bias is to put your references
in the plural.
Test your assumptions. When your ability to influ-
ence the other person depends heavily on the accuracy of your
assumptions, test them. Example: “With all the recent talk
about the anti-conversion bill in Sri Lanka, I guess that you’ve
heard this before in other Asian countries as well, and you
might be thinking that this is nothing new. How about it?”
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Answer the “WIIFM?” “What’s in it for me?” This

is what other people are thinking as you deliver your mes-
sage. Your ability to answer this question to their satisfaction
will lead them to accept or to be cautious and reserved, or
possibly even to reject. You need to draw on your empathy,
putting yourself in their shoes, addressing their needs and
concerns, as early in your lecture as possible.
Training Of Trainers Programme (TOT)

To multiply the training that you have received you
should be familiar with the method of training others. The
objectives and the sample module of the “Training of Train-
ers” (TOT) programme are given below. The ideal TOT
programme for a batch of 15 will take around 30 to 40 hours,
depending on the level of participants. If you also focus on
the personal development of the trainees, it requires more
time. I have considered only the professional aspect here,
not even the spiritual aspect.
Objectives: At the end of the workshop, the partici-
pating trainees will be able to:
• Identify their strengths and soft spots in training.
• Understand the difference between teaching and
training.
• Deal with their soft spots in presentation skills and
focus on trainees.
• Shift focus from the trainer to the trainee.
• Assess the needs and expectations of the participants
and relate them to the training situations.
• Write training objectives and prepare training plans.
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• Adapt participant-active training designs that

build immediate interest.
• Teach information without lecturing.
• Develop long-term learning skills.
• Build the participants into active customer-oriented
trainers, use skills to make the trainees participate
and verify the advantages of participatory training.
Day 1
08:30-10:00 Ice Breaking Introduction (Video Taping)
Objectives: At the end of the session, the partici-
pants will be able to:
• Shed their inhibitions and establish openness with
the trainers and peers.
• View their baseline in expression, voice modulation
and presentation skills.
• Establish intimate relationship that facilitates
learning.
10:15 – 11:45 Needs & Expectations

11:45 – 13:00 Teaching Vs. Training
14:00 – 15:30 Learning Styles
Objectives: The participants will be able to
• Know their learning preferences and styles (“How
they learn” )
• Understand the differences in the process of learning.
• Cater to the needs of learners who differ in learning.
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Methodology:
• Learning Style Inventory filling
• Graphical representation of one’s own learning style
15:45 – 17:30 Learning objectives / Lesson plan

Objectives: The participants will be able to write
the objectives of each of their session and prepare a training
plan for each session.
DAY 2
08:30-10:00 Management of classroom dynamics 1
• Frame suitable questions to draw out the learnings
from participants.
• Listen to the responses of the participants and em-
power them.
• To model facilitating attitudes and skills.
10:15 – 11:45 Management of classroom dynamics 2

11:45 – 13:00 Use of visuals, role-plays, games and group
discussions
14:00 – 15:30 Andragogy: Principles of Adult Learning
• Identify the needs & expectations of adult learners.
• Distinguish between pedagogical and andragogical
models.
• Understand the climate for learning for adults and
create appropriate climate in their sessions.
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• Apply the same techniques to identify and satisfy the

needs of the customers.
15:45 – 17:30 “Introduction Video” replay – feedback

and discussion.
Objectives: At the end of the session, the partici-
pants will be able to:
• View their baseline in expression, voice modulation
and presentation skills.
• Identify their skills and potential areas for growth.
• Analyse their performance and plan strategies for
effective presentation.
DAY 3
8:30 – 13:00 Micro Training Lab Sessions:

Each participant will make a 15-minute presenta-
tion, and through video recording, replaying and critiquing,
the participants will be evaluated and facilitated to improve
their presentation/training skills.
14:00 – 17:30 Micro Training Lab Sessions – closure

Note:
• There is no partial attendance by any participant;
All the participants should report at the time of
Ice Breaking.
• The number of participants in the TOT should be
between 12 and 16.
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• The classroom should have the facility of movable

chairs, whiteboard/flipchart board, chart papers, per-
manent markers, masking tape and LCD Projector
• There should be enough room for small group activities.
• The trainees should be willing to spend extra hours
beyond the class hours.
• The participants cannot accept any outside appoint-
ment/assignment beyond class hours.
Faculty Group Introspection

The goal of this exercise is to clarify the values and
beliefs of the faculty members and to bring about a change
in their attitudes, beliefs and behaviours, if necessary. I
have conducted small group discussions among higher
education teachers using similar questions and found it
extremely useful.
While dwelling on the following questions, you can
even write down your responses in a notepad. This could be
a periodic exercise and need not be over in a short span of
time; but can be extended even for a few days.
• What motivates you to be an international faculty?
• Why do you continue teaching?
• Share some of the experiences of your excitements
and disappointments in this type of work.
• If some of the fringe benefits are withdrawn, will you
continue to teach?
• Given an opportunity to enter into another pro-
fession with better prospects, will you choose that
profession? Why or why not?
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• If you are asked not to come to teach henceforth,

how would you react?
• Do you cancel your scheduled national teaching/
training assignments to be available for the interna-
tional assignments?
1 Thessalonians 2:4-12. Living a life that models
what we teach and also the authenticity of a mother and a
father with which we approach are going to impact the lives
of people more than any other technique.
Using Audio-Visuals
Experience and studies have shown that audio-visual
techniques can significantly increase and reinforce learning.
Since they engage more than one of the senses, they not
only add interest to a presentation but also facilitate learn-
ing and remembering. While teaching abstract concepts or
unfamiliar subjects, the creation of mental images can be
essential to understanding.
Audio-visual aids are only tools and should not dom-
inate the teaching environment. They will not automati-
cally increase teaching effectiveness; they must be carefully
designed to support a lesson and to suit a particular audience
and situation. It demands more time in the planning and
preparation of such aids that also requires adequate thought
and imagination for the following:
• Selection of points to be visualised
• Translation of ideas into suitable visual forms
• Choice of the most appropriate medium
• Design layout and choice of colour
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• Creation of the audio-visual aids

• Evaluation of their effectiveness
• Revision
Sometimes, more than the need of the audio-visu-
als, the delightful presentation with modern equipment such
as LCD projectors lures the facilitators. I have seen a few
of them who got trapped in these gadgets to such an extent
that they neither could concentrate on the participants nor
on the learning anymore. These modern gadgets should
serve us; we should not become slaves to them.
Proper use of audio-visual aids requires a consider-
able investment in preparation. It is better not to use any
device unless you are prepared to give the time and atten-
tion that is required to use the audio-visuals properly.
No one device is the best answer to all situations. In
choosing the best device for use in a particular presentation,
you need to consider the factors such as the venue, avail-
ability of electricity, environment, age group of the trainees,
the subject matter, duration of the programme, the teaching
methodology, etc.
The flannel board, writing boards, overhead projec-
tor, flip chart and magnetic boards offer more options to use
them effectively. Their added advantage is their easy avail-
ability in most places and cost effectiveness.
Team-Building
Team vs. Group
Katzenbach and Smith defined a team as “A small
number of people with complementary skills who are com-
164
mitted to a common purpose, performance goals and

common approach for which they hold themselves
mutually accountable”.
The small number is anywhere from 2 to 25 mem-
bers. However, the ideal number for a team is between 5
and 9. If the number goes above 9, the effectiveness of the
communication among members goes down as they lose the
opportunity to speak to each other adequately. If you have
more than nine people, you need to provide extra time and
effort to ensure good communication.
Our Lord chose 12 people from diverse walks of life
as His disciples; not all of them on the same day. If you look
at the way He brought them on board, it is interesting – He
called Simon Peter, his brother Andrew, James and John al-
most at the same time. As soon as they joined Jesus, He per-
formed miracles, taught them and told them of the purpose
of their calling. Others were added gradually into the team.
On each admission, he exposed them to series of events
– teaching, healing, preaching and driving out demons.
There are several factors that distinguish the teams
from the groups (see table below).
How Teams Work

Core Purpose
Team members should know why they are together.
The team must develop its own purpose, which provides the
driving force. When they develop their purpose, they will
also be able to find meaning and own the purpose. It is also
required for a team to constantly revisit its purpose, making
it more relevant.
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The common core purpose gives them rationale

to stay together to set their common goals and to achieve
them. They can describe a picture of what the team needs to
achieve, and the norms and values that will guide them. Per-
formance Goals are the targets to be achieved by the team in
the process of their development. They are consistently set,
monitored, achieved and evaluated. They also work together
prepare a strategy and the plans to achieve these goals.
Facilitation
The role of the leader is to ensure that the people
understand the core purpose and are in agreement with the
common goals and the strategic planning. He also influences
the team members through his skills of facilitation, coach-
ing, communication and listening to build it into a cohesive
force. He plays the facilitation role effectively.
Roles and Responsibilities

FACTORS TEAM GROUP
Identity Has a big picture; norms Doesn’t have identity
and values to guide
Facilitation Facilitator keeps the Bogged down with
team in right path trivial issues
Communication Openness, mutual trust Self-centred
and acceptance
Cohesion Team Spirit exists Absent
Flexibility High. Shared leadership Rigid
Morale Enthusiastic, feel proud, Poor
high production and
satisfaction
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There is a shared understanding of the roles and

responsibilities of team members and the team leader. There
is also a common approach that is agreed by members on
how they are going to work together. The different members
assume different roles and responsibilities and develop their
own guidelines to function as a team. Every member of the
team strives to do his best to produce synergy in the team.
Individual Identity
Everyone in the team feels respected, valued and
his contributions are valued and acknowledged. The leader
constantly ensures that their self-esteem goes up.
Communication
The team is committed to open communication.
Team members feel they can state their opinions, thoughts,
and feelings without fear. Listening is considered as impor-
tant as speaking. Difference of opinion is valued and meth-
ods of managing conflict are understood. Through honest
and caring feedback, members are aware of their strengths
and weakness as team members. There is an atmosphere of
trust and acceptance.
Cohesion
There is a team spirit that binds them together. They
all feel we are called to function as a team. It gives them
greater mutual influence. Even if there are differences among
them, they respect each other’s differences, respect them,
cherish them and celebrate them.
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Dynamics
“The process of working together” and “what is to
be achieved” are the two important dimensions in a team
and they need continuous attention. In an effective team,
“how to work together” doesn’t interfere with the task to be
achieved since they automatically function as a team to-
wards the goal without much argument.
The Teaching-Learning Environment

In a teaching-learning environment, the teams are
going to enhance the quality of learning. When they come
together as effective teams, the contribution they will make
to the learning process, both in terms of content and the
process, is much more than what happens in a normal class-
room. So, the facilitators must harness this great resource in
their classrooms.
When the team is diverse and various ideas and
multiple skills are combined, complementary skills provide
synergy. The Bible also mentions the power of this. Deuter-
onomy 32:30: “How should one chase a thousand, and two
put ten thousand to flight, except their Rock had sold them,
and the LORD had shut them up?”. Our Lord will makes
this happen in our teams if we follow His commands.
The Tuckman model shows the five stages that
teams go through:
• Forming
• Storming
• Norming
• Performing
• Adjourning
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In a residential training programme, you can easily

observe such processes taking place.
Forming
When the participants come together to live and
learn in a venue far away from their place of life and min-
istry, Stage 1 takes place as they are introduced. You can
also observe the Ice Breakers enable this process of coming
together as the members of a team from the status of indi-
viduals from different places/nations.
During this stage, you can find feelings of excite-
ment, anxiety, anticipation and also little reservation in
people to get connected with others. For this reason, some
of the inputs given in the first few days are not really inter-
nalised effectively by the participants. They are hearing but
not listening; they are receiving but not learning. Therefore,
as facilitators you need to devise a mechanism by which the
opening inputs need to be recycled in the subsequent ses-
sions to ensure that the learning takes place.
Our Lord Jesus Christ was constantly telling his
disciples about his suffering and death, in spite of that Peter
told him, ‘Lord this should not happen to you’. This is a
normal behaviour of the participants during the first stage.
Storming
When the team moves from where it is to where it
has to be, it enters the second phase. This stage is probably
the most difficult stage for the team. The members resist
collaborating, probably on a competitive mode that affects
their learning.
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Here is the place they may even look for “who

should be the greatest” as the disciples did (Mark 9:34). The
above pressures mean that team members have little energy
to spend on progressing towards the goal of the team; in our
case, it is training objectives.
The team needs to be focused on its goals to avoid
becoming distracted by relationships and emotional issues.
The role of the facilitator is to show the big picture of the
training to motivate them for higher goals.
Norming
Soon they are beginning to understand each other
and to reach the next phase. The Norming phase is when
the team reaches a consensus on the process for attaining
their destination. Commitment and unity is strong. The
team may engage in fun and social activities. The team dis-
cusses and develops its processes and working style. Enthusi-
asm is high. By this time, they realise each other’s abilities,
talents, gifts, strengths and weakness, which enable them to
develop their own ground rules to play their roles effectively.
Therefore, the facilitators should lead the trainees
around God’s purpose for their lives, their personal mission
and ultimate purpose for being a participant in this pro-
gramme. This enables them to reduce emotional conflict as
competitive relationships have become more co-operative.
It is also the right time to instil the skills, such as
communication, which provide opportunities to practice
them among themselves by confiding in each other and
sharing personal concerns. It also opens a new arena to oper-
ate their skills to empower each other.
170
Performing
After the team has worked on its relationships and
expectations, they begin to perform. That means, they begin
to internalise and the real learning takes place. Probably this
would be around the end of second week. They gain insights
into personal and group processes, and a better understand-
ing of each other’s strengths and weaknesses.
The team is now an effective, cohesive unit. This
is the time you need to expect a lot from them in terms of
equipping them and helping them to strategize for their
future activities once they get back home. This phase must
be well utilised by the facilitators for the maximum learning
and equipping them with the required knowledge and skills.
All the core subjects and inputs must be dealt with during
this phase.
Fig.6: Team performance chart
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During the transition stage of Norming to Perform-

ing, there is a risk that the team members enjoy the relation-
ship so much that they may lose focus on performance.
Look at Fig. 6. When the task focus is low and the rela-
tionship focus is high, there is a possibility for the team to
become “fun land” and the productivity of the team goes
down. If both task and relationship focus are low, then the
team becomes “waste land”; they have wasted their time,
energy, potential and their coming together. If the task focus
is high and the people orientation is low, then the team
becomes “sweat land”.
Team members feel exhausted and “used” at times if
they are not cared for. The facilitator must consciously keep
both the orientations at a high pitch. That will make the
team “wonder land”. As we read John 6, we can understand
the process of bonding that takes place among the twelve
disciples and Jesus in spite of the hard teaching. When many
of His disciples withdrew, Jesus asked them whether they
also wanted to go away. “Then Simon Peter answered him,
Lord, to whom shall we go? Thou hast the words of eternal
life” (John 6:68).
We see that Jesus’ team was a “WONDER LAND”.
Adjourning
Slowly the trainees’ effectiveness goes down and it is
a great challenge for the facilitator to keep the tempo up. As
they come close to the end of the training programme, the
next phase sets in, which involves dissolution. Some authors
have described this stage as ‘deforming’ and ‘mourning’,
given the loss that is sometimes felt by the participants. The
process can be stressful.
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In many respects, Tuckman and Jensen’s addition

of “adjourning” was less an extension of the model, more an
afterword. A planned conclusion usually includes recogni-
tion for participation and achievement and an opportunity
for members to say personal goodbyes. When you prepare
your training modules, strategies and techniques, you have
to keep in mind the entire process of the team function to
schedule the sessions suitably, sequence the input modules
accordingly and identify the appropriate training techniques.
Tips for Trainers

1. Model the skills you teach. The behaviour and at-
titudes of the trainer are the most crucial factors in
any training programme.
2. Use personal examples to illustrate what you
teach. Your credibility is dependent on your skills
and your use of them in daily life.
3. Attitudinal and behavioural change must be based
on an experience: an experience reflected upon,
conceptualised and experimented with.
4. Know your material.
5. Listen to objections. Never defend yourself or the
materials. Be open.
6. Observe the dynamics in your classroom. Attitudes
will not change unless the emotions and feelings
of the trainees are engaged. Attitudes cannot be
changed without the involvement of the “gut” (“gut”
level feelings).
173
7. Training without precise performance objectives is

only an entertainment.
8. The training programme must be related to the
problems and needs of the trainees. It should supply
skills that are useful for the trainee’s ministry and life.
9. Skills in dealing with people are best learnt in
group situations.
10. Additional Tips For Training Leaders. Don’t insist
on the “right” and “wrong”. Draw it out from them.
Provide opportunity for learners’ success. Appreciate
them, congratulate them, highlight the positive aspects.
Avoid “you” statements and blaming statements.
During the experiential learning situations, at least
three different things are taking place.
1. At one level, you are teaching the content of
the course.
2. At another level, the group process is taking place,
which is the interaction between trainer and partici-
pants as well as among the partici¬pants. This inter-
action is constantly influencing the content of the
course. If the faculty is teaching “managing time,”
but then he is not able to manage his class time well,
then the content of his teaching remains an idea and
has little effect on the behaviour of the participants.
3. Also, each participant brings to the course a wide
range of personal experiences, and the third level
is how the experience of this course is affecting the
past values and memories of the person. Sometimes a
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story, a sentence or a Scripture reference can open up

a personal area of concern that causes the person to
withdraw mentally from the course to come to terms
with the way the course is affecting their individual
situation. Be aware of all three levels and work to
promote growth on all levels.
The Seven Habits of Highly Dysfunctional Trainers

Here are seven widespread thinking habits that can
often hobble learning in a training programme. This is not a
complete list, just a start.
1. Everything can be explained and understood in
seven simple principles.
Comment: Maybe it will take eight or nine sometimes.
2. Clever gimmicks, tricks, games and “creative tech-
niques” will assure learning success. Make it fun
and it will be effective.
Comment: The right kind of fun and enjoyment is
always an aid to learning and beats the dreary lec-
ture hall or computer programme. But gimmicks and
hoopla by themselves without the underpinning of
a total results-driven learning system can be a big
waste of time.
3. The traditional, academic, behaviouristic model of
training design is the only way to go.
Comment: It still may fit some situations, but it is
cumbersome and often too time consuming, linear,
prescriptive and hierarchical for today’s fast-paced
world. And it sometimes emphasises rational and
175
verbal intelligence to the detriment of social, emo-

tional, creative and intuitive intelligence.
4. People learn by consuming training materials (3-ring
binders, overheads, lectures, PowerPoint presenta-
tions, computer-based learning programmes, etc.)
Comment: All good learning is production, not con-
sumption. Learning lies in what the learners them-
selves create and not so much in the presentations
and materials they consume. Learning is the creation
of meaning and value on the part of the learner, not
the designer.
5. Teachers, course designers, training managers,
training material vendors, training “gurus,” per-
formance technologists and subject matter experts
always know best how to help people learn.
Comment: No comment.
6. Technology will save us. It improves learning and
is more cost effective.
Comment: We’re in the process of substituting “death
by overhead” with “death by PowerPoint” and
“death by CD-ROM”. There is a place for technol-
ogy, but we learn best from others and from interac-
tive experiences. Inappropriate application of high
technology to learning, besides being very expensive,
has a failure rate even greater than that of the tradi-
tional classroom. Check it out.
7. If I can insert just one or two creative techniques
into my existing training programme, it will foster
accelerated learning.
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Comment: Don’t kid yourself. The cosmetic approach

has never worked to bring a programme alive, just
like manicuring a corpse has never worked to bring a
person alive. The kind of accelerated learning that’s
really going to pay off is not cosmetic, but structural.
It means restructuring learning from the foundation
up to fully involve the total learner in the learning
process (author unknown).
177
Chapter : 15
Evaluation Techniques
Continuous feedback is a requirement for any train-
ing programme. One way of receiving it is through feed-
back forms. Not all feedback is pleasant, but it is a great
opportunity to learn what the participants thought about
the programme, and how you can improve various aspects
the next time.
This process can be administered at the end of each
day and does not take much time. Participants like to know
that you value their feedback. Allowing for anonymity also
enhances the quality of the feedback.
Here are some sample feedback forms:
Sample 1: Daily Feedback Sheet
Please indicate how you feel about the usefulness of today’s
sessions by circling the number that best expresses your
assessment (1 = not at all helpful; 2 = not very helpful;
3 = so-so; 4 = useful; 5 = very useful).
First session 1 2 3 4 5
Second session 1 2 3 4 5
Third session 1 2 3 4 5
Fourth session 1 2 3 4 5
Fifth session 1 2 3 4 5
Any comments or suggestions:
We value your feedback!
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Sample 2: Daily Feedback Sheet

Major Point you learnt today
A question with which you leave today
We appreciate your feedback!

Unless you systematically evaluate the training pro-
grammes you conduct, you will not have data to be aware
of the impact of the programmes and improve its effective-
ness in the future.
Donald Kirkpatrick has developed a popular evalu-
ation model that has been used since the late 1950s by the
training community. The focus is on measuring four kinds
of outcomes that should result from a highly effective train-
ing programme.
Kirkpatrick’s model includes four levels or steps of
outcome evaluation:
• Level 1 Evaluation—Reaction
• Level 2 Evaluation—Learning
• Level 3 Evaluation—Behaviour
• Level 4 Evaluation—Results
Level 1—Reaction
Goal: Measure participants’ reactions to the training
programme.
This should be done immediately after the pro-
gramme. Level 1 evaluation should not just include reac-
179
tions toward the overall programme. For example, Did you

like the programme?; it should also include measurement
of participants’ reactions or attitudes toward specific com-
ponents of the programme, such as the faculty, the topics,
the presentation style, the schedule, audiovisuals, etc.
Furthermore, each of these components can be further
broken down into sub-components for evaluation. You can
ask participants to evaluate specific characteristics of the
facilitator, the presentation, etc.
Learning (Level 2 outcomes) and transfer of
learning (Level 3 outcomes) are unlikely to occur unless
participants have positive attitudes toward the training
programme. Therefore, it is important to determine par-
ticipants’ reactions to the training programme. Finally, the
measurement of specific aspects of the training programme
can provide important information about what aspects of
the training programme can be improved in the future.
How It Is Done
Level 1 evaluation relies on the measurement of
attitudes, usually through the use of a questionnaire. It is
important to include closed-ended items and open-ended
items as well as rating scales on your questionnaire. I have
found a five-point rating scale more useful and realistic.
The open-ended items can be as follows:
1. In your view, what were the three most important
weaknesses of the programme?
2. In your view, what were the three most important
strengths of the programme?
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In order to improve, it is imperative to learn about

the weaknesses – not just the strengths – of the programme.
Do not be afraid to ask about programme weaknesses!
When having participants fill out questionnaires,
it is best not to have them put their names on the instru-
ments. There is advantage in anonymity, as they are likely
to be more honest in their answers.
The following point applies to all four levels of
Kirkpatrick’s outcome evaluation: Evaluators should
establish performance standards on the outcomes, when
possible, so that the four steps in the logic of evaluation
can be utilised and evaluative judgements can be made. Fi-
nally, do communicate the results to all concerned because
utilisation of evaluation results will not happen without
dissemination and communication.
Advantages of Level 1 Evaluation

• You will know how the participants felt about the
training programme.
• It may point out content areas that trainees felt
were missing from the training event.
• It will tell you how engaged the participants felt by
the training event.
• It can provide information about overall participant
reaction as well as participant feedback and evalua-
tion of specific aspects of the programme.
• Detailed Level 1 evaluation can provide formative
evaluation information that can be used to improve
181
future versions of the training programme. For

example, you can modify the things the participants
disliked about the programme and include the
things that they felt were missing.
Sample Level 1 Evaluation

1. As you come to the close of this training programme,
express your feelings about your experience by indicat-
ing the appropriate position on the following scale:
1 2 3 4 5
Highly Disappointed So-so Satisfied Highly excited
disappointed and satisfied
2. List some of the points you have learnt in this pro-

gramme: (Mention concepts, principles or theories)
3. What you liked most in the programme?
4. What you liked least in the programme?
5. Mention some of the skills that you have learnt in
this programme that you are confident to use.
6. Rate the overall quality of the faculty members:
1 2 3 4 5
Very poor Poor Fair Good Excellent
7. Rate the quality of the facilities provided to you
(food, accommodations, etc.)
1 2 3 4 5
Very poor Poor Fair Good Excellent
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8. Rate the quality of the schedule and the organisa-

tion of the input sessions, workshops, devotions and
other activities.
1 2 3 4 5
Not conducive Poor Fair Good Highly learner-
to learning oriented
9. According to you what are the strengths of this
training programme?
10. According to you what are the weaknesses of this
training programme?
Level 2—Learning
Goal: Determine what the participants learnt during the
training programme.
From the onset, the training facilitator should
have specific learning objectives, so it is good to find out
what learning outcomes have been achieved. Level 2
evaluation should be done immediately after the training
event to determine if participants gained the knowledge,
skills, or attitudes.
Learning outcomes can include changes in:
• knowledge: For example, What are the key differ-
ences between Christian leadership and secular
leadership?
• skills: Can the participant share Christ effectively
to people of other faiths?
• attitudes: Are the participants open and willing to
share the Gospel? How is their attitude toward pay-
ing tithe to the church?
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Each training session will emphasise different as-

pects – the evaluation should focus on measuring what was
covered in the specific training sessions, i.e., the learning
objectives.
How It Is Done
How shall one measure knowledge, skills and at-
titudes, and what research design should be used to demon-
strate improvement in Level 2 outcomes?
Measuring Knowledge
Knowledge is typically measured using achievement
tests that are designed to measure the degree of learning
that has taken place. In the training environment, these
tests are usually criterion referenced. Criterion-referenced
tests are constructed to determine whether learners have
mastered one or more learning objectives and these tests
include a cut-off point to determine pass/failure.
In constructing a criterion-referenced test, you
should develop a pool of items potentially measuring the
content, have a panel of experts examine the items, pilot-
test the selected items and analyse each item for:
• item difficulty: i.e., the percentage of people who
answer the item correctly
• item discrimination: i.e., the high performers should
be more likely to get the item correct than low
performers if it is a good item
• distracter effectiveness: Are the distracters working well?
184
Eliminate the items of the following categories:

• Poor performance on difficulty: The items that are
too hard or too simple.
• Discrimination: The items that the low/less knowl-
edgeable performers are more likely to get correct
than the high/knowledgeable performers.
• Items whose distracters do not work well: The items where
all incorrect responses are for only one distracter.
Measuring Skills
Skills typically require some kind of manual re-
sponse on the examinee’s part, therefore, a performance
test is used. A performance test requires the test-taker to
create a product or demonstrate a process. The goal is to
determine whether each person can demonstrate the skills
they have been taught in the training programme.
For example, if the learning objective was to learn
to share Christ effectively to people of other faiths, a
performance test would be required to determine whether
a participant could share Christ to people of other faiths in
a way that leads to the intelligent decision regarding the
acceptance of Jesus Christ as their Lord and Saviour.
If the learning objective were to learn how to
prepare effective sermons, the participants would need to
be evaluated on actual sermons that they preach. Some
performance elements can be included on traditional
paper-and-pencil tests for goal setting, sermon preparation,
lesson-plan preparation, etc. In the training environment,
performance tests are likely to be criterion referenced
where participants’ scores are compared to a cut-off point.
185
Measuring Attitudes
Attitudes are measured with questionnaires simi-
lar to the questionnaires described for Level 1 evaluation.
You will typically have the participants give their ratings
for various items responding with Strongly Agree, Agree,
Neutral, Disagree, or Strongly Disagree or with other rating
scales, and you should include some open-ended items to
allow participants to respond in their own words: How do
you feel about the person who left your church and went to
another church? How do you feel about paying your tithes
to the church?
Kirkpatrick also suggests that you include a control
group in your design when possible and using a pre-test
measure when possible. There are several experimental
research designs available, but the study of these is beyond
the scope of this book.
Advantages of Level 2 evaluation

When participants demonstrate learning, it helps
facilitators to understand their achievement and also
guides them on how to enhance the quality of their train-
ing programme.
Knowledge of Level 2 evaluation can help in inter-
preting the results of Level 3 evaluation.
Detailed Level 2 evaluation can provide formative
evaluation information that can be used to improve future
training programmes (e.g. you may find certain learning
objectives are not being met and you can revise your pro-
gramme accordingly).
186
Level 3—Behaviour
Goal: To find out if participants have changed their
behaviour as a result of their having attended and participated in
the training programme.
If the behaviour change does not occur, it is im-
portant to find out why. Level 3 evaluation specifically
involves measuring the transfer of knowledge, skills and at-
titudes from the training context to his ministry situation.
The Level 3 question is, “Did the training have a positive
effect on the performance of the trainee?”
Remember that Level 1 and Level 2 outcomes are
still important because participants generally need to react
positively to the training programme (Level 1 outcome) and
they need to learn the material (Level 2 outcome) if they are
going to be motivated and able to apply what they have learnt
when they return to their respective places of ministry.
Participants are likely to transfer the learning only
if they have internalised the learning and the conditions
back home are favourable for transfer. However, while
these conditions must be met, there are obviously many
things that trainers can do to increase the likelihood of
transfer. In other words, transfer is affected by “training
factors” before trainees go back home, as well as “back
home factors” that operate in their place of ministry when
they return.
These are some factors that can facilitate transfer
of learning:
187
A. TRAINING PROGRAMME
1. Let the Personal Mission Statement of the partici-
pants reflect the transfer of learning that emerges
from the training. Let it focus on evangelism!
The training or learning environment or context
or culture is made to be similar to the actual back
home environment or context or culture of the
organisation. Sometimes we tend to create the
training environment so ideal and artificial. Learn-
ing that takes place in “authentic” contexts is more
likely to be used later.
2. Provide practical ministry examples and actual ex-
perience performing and practising the behaviours.
Make sure trainees understand the dependency on
God for this transfer (John 15:5b).
3. Explain the importance and applicability of the
learning from the perspective of God’s purpose in
their lives.
B. HOME SITUATION
1. The culture and climate back home (foundation
on the rock, Matthew 7:24) support change.
2. The fellowship that they have with other trainees
(Alumni Association involvement) helps fulfil
God’s plan for their lives.
3. The participant gains intrinsic reinforcement by
applying his or her new knowledge, skills or at-
titudes (i.e. he or she likes what was learnt and
188
enjoys performing the new related behaviours). It

also enables the personal development (multiplica-
tion of learning within oneself).
The participant has the opportunity to use his or
her new knowledge or skills in the new environment.
Here are Kirkpatrick’s recommendations for design-
ing a Level 3 evaluation:
• Use a control group if possible.
• Allow time for the behaviour change to take place.
• Evaluate both before and after the programme, if
practical.
• Survey and/or interview one or more of the fol-
lowing: trainees, their immediate supervisor, their
subordinates and others who often observe their
behaviour. Design to get more evidence – the more,
the better.
• Get 100 percent response or a sampling.
• Repeat the evaluation at appropriate times (after a
period of six months).
• Consider cost versus benefits.
Level 3 is often harder than Level 1 and Level 2
evaluations because behaviour changes in the environment
back home are often harder to measure than reaction and
learning directly after the training event. You must give
the behaviour time to transfer and collect data at the place
of ministry.
189
How It Is Done
Probably the most common design used for Level
3 evaluation is the one-group pre-test/post-test design
(i.e. get a baseline measure of the behaviour you plan
on training, train the participants and then measure the
participants’ behaviour again after the training). If you are
able to include a control group, you will be able to use the
pre-test/post-test nonequivalent control group design (i.e.
in addition to measuring the training participants before
and after the training, you should also find a set of similar
people who do not undergo training for the control group
and measure these control group participants’ behaviour
before and after the training programme).
Kirkpatrick also discusses another popular design
for measuring transfer of learning, also known as the ret-
rospective survey design. This is done by surveying (using
questionnaires or interviews) the training participants,
their supervisors or managers, as well as their subordinates.
The design is called a “retrospective” design because you
are asking the participants (or the others) to think back
(i.e. in retrospect) to their behaviour before the training
programme and then compare it to their current level of be-
haviour and, finally, to decide if the behaviour has changed.
Ask for specific examples of behaviour changes.
You can also use the retrospective survey design with the
training participants’ managers and subordinates, asking
them if the participant’s behaviour has changed. The more
confirmation you get across the board from different sourc-
es, the stronger the evidence of transfer.
190
The retrospective survey design is generally a

weaker design than the experimental designs discussed ear-
lier because the actual pre-test behaviour is not measured
directly. However, the retrospective survey can still pro-
vide useful data. Kirkpatrick speaks highly of the retrospec-
tive design because it is so simple to carry out and because
it tends to be cost-effective.
Advantages of Level 3 Evaluation

It provides measurement of actual behaviour back
home, rather than only measuring or demonstrating posi-
tive reaction and/or learning. This is important because you
want to have actual results from the training programme.
Level 3 outcomes are required for Level 4 outcomes
(i.e. they are the intervening variables or factors that lead
to Level 4 outcomes); therefore, it is good news when
Level 3 outcomes are found.
Most Level 3 outcomes are intrinsically useful, even
if Level 4 outcomes are never fully demonstrated. In many
situations, evidence of Level 1 outcomes, Level 2 outcomes
and Level 3 outcomes will be sufficient evidence of the
merit and usefulness of a training programme. This is espe-
cially true when all of these provide evidence of positive
results of the training programme.
Level 4—Results
Goal: To find out if the training programme led to final
results, especially the results that contribute to the “bottom line”
(i.e., Alumni are transformed Leaders).
191
Here are some examples of different kinds of level

4 outcomes:
• Active involvement of the alumni in evangelism
• Church growth due to the alumni’s ministry
• Alumni training other leaders in evangelism
• Alumni involved in National Alumni Ministry
• Alumni’s active soul winning
• The giving of Alumni to the church and the mis-
sions increased
• Alumni’s family witnessing to other families in
their city
Here are Kirkpatrick’s recommendations for
Level 4 evaluation:
1. Use a control group, if practical. In other words, use
the strongest experimental design that is feasible.
2. Allow time for results to be achieved. In other
words, many Level 4 outcomes will take some time
to occur.
3. Measure both before and after the programme, if
possible. Again, use the strongest experimental
design that is feasible.
4. Repeat the measurement at appropriate times.
Repeated measurement (e.g. using the time-series
design) can provide data on the long-term pattern
of results.
192
5. Consider costs versus benefits. You may not want

to perform a Level 4 evaluation if the costs of that
evaluation are high in comparison to the potential
benefits or impacts of the training programme.
Level 4 evaluation is difficult in the sense that it
is quite difficult to establish firm evidence that a training
programme was the key or only source that produced the
Level 4 outcomes. For example, time has to elapse after the
training programme in order for these outcomes to occur.
Other factors may also occur during that time period.
Second, it is hard to isolate the effect of the
training programme because there are usually many
additional causal variables operating on the Level 4
outcome variables (i.e. the training event is just one of
many potential causes).
How It Is Done
Ideally, the evaluation process must be as follows:
Programme
Reactions
Learning
Behaviour
Results
Alumni effectively evangelising and training leaders
for evangelism
Since this Level 4 process of evaluation is complex,
in our context, we can make use of first three levels to en-
hance the quality of the training programmes on the basis
of the evaluation outcomes of the first three levels.
193
Chapter 16:
Mentoring
Someone told me this story many years back. It is
only fiction, but a thought-provoking story.
When Jesus ascended to Heaven, there was a red carpet
welcome for Jesus and a large press conference. Saints and
Angels and Archangels surrounded Him and asked lot of
questions: How was your experience as a human being?
How could you relate with the people there?
Later one of them asked, “Jesus! You went on a mission
to save the entire world; have you accomplished it?”
Jesus said, “Yes. I did”.
The person reacted, “But you were crucified in a re-
mote part of the world; only a few people saw and believed.
How about the rest of the world? How about people in the
coming generations? Who will go and tell them?”
Jesus said, “Who else? My disciples!” There was a
roaring laughter and whispers – “Is He talking about those
twelve disciples? One of them betrayed Him! The other
denied Him! All of them deserted Him!!”
“Jesus! We saw how weak they were! If they can’t
make it, do you have an ‘alternate plan’?”
Jesus replied, “I don’t have alternate plans. I have entrust-
ed my work to my disciples and I trust them. They will do it”.
194
Jesus has trusted you and me. He has given us the

stewardship of the Gospel. “…the glorious gospel of
the blessed God, which was committed to my trust” (1
Timothy 1:11).
How am I going to multiply the God-given ministry
and keep it lasting? One way to make it grow exponentially
is by equipping other qualified leaders – coach them, men-
tor them (2 Timothy 2:2).
What is Mentoring?
Mentoring is an increasingly popular process
through which the individuals are developed systematically
providing appropriate support through a mentor on a one-
to-one basis. It is used for strengthening and supporting
processes of capacity building and organisational develop-
ment, and commonly applied across the educational, busi-
ness and health sectors.
The origins of the word “mentor” spring from
Homer’s classic The Odyssey, where Odysseus, off to war,
chose “Mentor” (who was the goddess Athena in the form
of Mentor), to protect and advise his son Telemachus.
Mentoring provides support in learning from prac-
tice and reinforcing positive results to build confidence.
Mentoring focuses on the personal development of a
leader, and in our context, particularly while training lead-
ers for evangelism; to go beyond the dimension of training
the person in the programme/seminar/workshop.
195
For the protégé, mentoring can improve self-con-

fidence and self esteem, increase motivation, broaden
horizons, practice and develop the skills of evangelising
and training.
Benefits of Mentoring
For mentors, it is an opportunity to build a relation-
ship and empower another person towards the fulfilment of
God’s purpose in one’s life.
The main objective of mentoring is to develop the
trained leader as a transformed person who is totally com-
mitted to evangelising the nation and training others to
be transformed like him. It is done through follow-up from
workshops and training programmes to enable participants
to apply their learning in their own context.
Mentor qualities include good listening skills, the
ability to relate, being supportive and non-judgemental,
to be confident about the development of the relationship
and when to have the appropriate intervention.
Good training can make all the difference to help
both mentors and their protégés to get the most out of
their relationship. Mentors and protégés need to under-
stand their respective roles and to be supported to review
the relationship and progress made.
Phases of Mentoring
The role of the mentor is to provide an environ-
ment that permits an individual to move along the devel-
opment continuum containing the following phases.
196
Denial
Resistance
Search
Commitment
Discouragement
Competent
Transformation
Mentoring usually goes through seven phases. Each
of these phases is a combination of two factors – capability
and dedication. Capability is the knowledge and skills an
individual brings to a goal or task. Dedication is a combi-
nation of an individual’s attitude, motivation and self-con-
fidence on a goal or task.
Fig. 7: The mentoring curve
197
The mentoring relationship calls for the com-

munication skills of listening, speaking, forming inter-
personal con¬nections and sincerely caring for people.
A mentor must have a deep understanding of his own
personal strengths, weaknesses, passions, motivators
and needs, as well as personal and professional goals for
growth (1 Timothy 4:16).
Mentors who do not understand themselves cannot
demonstrate the truth of what is being said. This knowl-
edge is a prerequisite for working with others, particularly
protégés of different ages, cultures, and ethnicities. He
must also demonstrate skills such as decision-making,
strategic planning, interpersonal communication, trust-
building, sharing of information and sharing and building
of discipleship among diverse personalities and cultures. A
mentor serves his protégé in several key ways:
• He is a source of information
• He provides wisdom
• He prompts specific skills and effective behaviours
• He provides feedback
• He coaches
Above all, the mentor provides support using a fa-
cilitating style that is appropriate to the individual’s phase
of development on a specific goal or task. As the devel-
opment level changes, the mentor’s style should change
accordingly. This could be understood by following the
arrows in the curve in Fig. 7.
198
When mentors perform task-oriented behaviours,

they concentrate on how to do a task.
When they perform people-oriented behaviours,
they focus on developing people’s initiative and on their
attitudes and feelings toward the task.
1. Denial
This is the spontaneous response of a person who is
called for a special ministry. “Who am I, that I should go
unto Pharaoh, and that I should bring forth the children
of Israel out of Egypt?” This was the response of Moses
when he was called by God (Exodus 3:11). You can always
experience this whenever you choose someone and intend
to equip the person for some special task.
During this time, the mentors must provide with lot
of information in order to clarify the ultimate purpose and
goal. It will always be an enriching process if the mutual
expectations are shared at this point of time.
2. Resistance
Having accepted that they have been called, people
still have a tendency to resist by giving many excuses, argu-
ing how it is not possible: “…they will not believe me, nor
hearken unto my voice: for they will say, The LORD hath
not appeared unto thee” (Exodus 4:1).
At this time, the mentors’ responsibility is to listen
and respond emphatically; accept their protégés’ feelings
and also elicit their views and responses appropriately.
They can also draw suggestions out of them and incor-
199
porate them into strategies by focusing on the ultimate

purpose and vision. As the protégés reduce their resistance,
the mentors also gradually reduce the intensity of their
directive (task-oriented) behaviours and the supportive
(people-oriented) behaviours.
3. Search
Moving through the second phase, they are in a
position to accept their calling. But they are confused how
to go about it. They tend to prove why they cannot be the
“person”. (Exodus 4:13). They search for clarity and under-
standing that they are worth of their calling and the respon-
sibility entrusted on them. But later they cooperate to the
extent of discovering avenues to realise the purpose of their
calling. It is the time to brainstorm with the protégés about
possible avenues. They should be helped to look at their
strengths, discover their potential and search options to
equip themselves such as the training that they could un-
dergo or the steps they need to take to empower themselves.
4. Commitment
This is an important phase during which the pro-
tégés demonstrate their commitment to submit themselves
to the calling. Even though they do not have the capability
to perform in the mission they are called in, they display
high levels of dedication. The mentors’ role is to capitalise
on the act of dedication and use lot of task-oriented behav-
iours to coach them in the knowledge and skills that they
have to master. It is also the time to explain the journey
of transformation and empowerment through which they
200
are going to unleash the hidden potential in them for

God’s purpose.
5. Discouragement
At this phase, people realise they not only have to
acquire new skills, they also have to use them effectively
and, eventually, on their own. They begin to wonder how
long this process will take and how are they going to make
it? They still need both direction and support to address
these concerns.
Mentors need to respond honestly to the questions
their protégés raise. They should offer perspective about
how long it should take and whether their performance
is on track. They should recognise the progress and share
excitement, and thus encourage by providing opportunities
to experience small victories.
6. Competence
When people enter this phase, they feel competent
to handle situations. Mentors should provide support and
encouragement for them to perform independently. They
should continue to observe them and give feedback to af-
firm them adequately in order to empower them.
7. Transformation
At this final stage, mentors have to release their
protégés from their tutelage and delegate all responsibilities
so that they feel empowered and trusted.
201
Biblical Models of Mentoring

In the following pages, we will review a few biblical
models of mentoring.
1. The M-J Model of Mentoring

In Deuteronomy 34:10-12, the Bible describes Mo-
ses as a great man for at least two reasons:
• His intimacy with God. God knew him face to
face, and so he knew God (Numbers 12:8). He saw
more of the glory of God than any other person
of the Old Testament did. He had more free and
frequent access to God, and was spoken to not in
dreams and visions, but when he was awake and
standing before the cherubim.
• The authority and power that God had granted
him. The miracles of judgement he wrought in
Egypt before Pharaoh, and the miracles of mercy
he wrought in the wilderness before Israel, served
to demonstrate that he was a particular favourite of
Heaven, and had an extraordinary commission to
act as he did on this earth.
Joshua’s entry into Moses’ life seemed like an insig-
nificant entry, but we discover later that he is to take over
the leadership from Moses and lead the people into the
Promised Land that was denied to Moses.
Yet in hindsight, we can see that God prepared
Joshua under the tutelage of Moses. When we read Exodus
17:14, we can surmise that God in His eternal plan indi-
202
cated the significance of Joshua, even though Joshua was a

servant of Moses (Exodus 24:13).
As a mentor of Joshua, Moses did some extraordi-
nary things, of course under the guidance and the instruc-
tion of God, to elevate Joshua to such a status.
a. Moses began his mentoring by praying for Joshua
while Joshua was in action fighting the enemies.
Not only had that, as per God’s instruction,
Moses also recited to Joshua of God’s war against
Amalekites (Exodus 17:14).
b. Moses took Joshua with him to the mountain of
God and was there in God’s presence for 40 days
and 40 nights, leaving Aaron with the people
(Exodus 24:13-18). What a wonderful privilege he
provided to Joshua!
c. Moses demonstrated his anger against the wicked-
ness of the people when they showed disloyalty to
God Almighty in front of Joshua (Exodus 32:17-21).
d. Moses repeatedly demonstrated his intimacy with
God and groomed Joshua with similar practice
(Exodus 33:11).
e. Moses turned again into the camp, to tell the
people. But, because he intended to return speed-
ily to the tabernacle of the congregation, he left
Joshua there, for it was not fit that the place should
be empty, so long as the cloud of glory stood at the
door (v. 9). But, if God had anything to say out
203
of that cloud while Moses was absent, Joshua was

there, ready to hear it.
f. Moses also reprimanded Joshua when he was wrong
(Numbers 11:29).
g. Moses chose Joshua to spy the Promised Land and
also interceded for the people of Israel in front of
Joshua. God declared to Moses that none of them
would enter the Promised Land except Caleb and
Joshua (Numbers 14:1-38). What a painful decla-
ration to Moses while Joshua was being mentored
by him. In fact, Moses had not yet rebelled against
God’s command at the waters of Meribah that
prevented him from entering Canaan! Still, this
awareness did not affect the relationship between
Moses and Joshua.
h. Moses laid his hands on Joshua and shared his
authority with him publicly. This is not easy when
you are a leader of Moses’ stature. It is difficult to
give away some of the authority and your unique-
ness. When God asked him to do so, he willingly
commissioned Joshua, knowing fully well that
Joshua was going to lead the people to enter Ca-
naan (Numbers 27:18-23).
i. Moses continually encouraged Joshua and assured
him that God was with him. In the chapters 1, 3
and 31 of Deuteronomy, we read how Moses was
telling people how he missed his chance of entering
Canaan due to them and also his encouragement
204
and whole hearted preparation of Joshua for taking

over from him. Moses did not express any hurt, pain
or hostility towards Joshua. Moses was enthusiastic,
as he was in the beginning of his journey, even after
he came to know that he was not going to enter the
Promised Land. His focus was always God’s promise
(Deuteronomy 31: 23). Moses demonstrated his
total obedience to God, even when God exalted
Moses’ servant, Joshua. The protégé was raised
above the mentor.
j. Moses commanded Joshua only those things God
commanded Him (Joshua 11:15). It is exciting to see
that Joshua left nothing undone regarding all that
the Lord had commanded Moses. Moses’ mentored
servant led the Israelites into the Promised Land.
God’s faithful servant Moses did not enter the
Promised Land with the Israelites. But God gave him a
greater privilege to be with Jesus and Elijah on the Mount
of Transfiguration inside the Promised Land (Mark 9:4).
2. The P-T Model of Mentoring

a. Paul looked at Timothy’s reputation and gave
him new identity. Paul chose Timothy quickly as
his fellow worker soon after his first meeting with
Timothy (Acts 16:1-3). His family background
was not a deterrent factor for Paul. Paul valued
Timothy’s reputation in his place of residence and
desired Timothy to go with him. Immediately Paul
circumcised him because of the Jews that were in
205
those places, all of whom knew that his father was

a Greek.
b. Paul exposed Timothy to various places in his mis-
sionary journey. When we read Acts 17:14-15, we
find how Paul wanted him to be in places like Thes-
salonica, Berea and Athens.
c. Paul gave him the status of co-worker (Romans
16:21). Paul sometimes called Timothy his son, as
an inferior; but here, he designated him his work-
fellow, as one equal with him, such a respect did he
put upon him.
d. Paul kept track of Timothy’s faith (2 Timothy 1:5).
Paul thanked God for Timothy’s faith and holiness.
He also mentions that Timothy inherited the faith
of his mother Eunice and his grandmother Lois.
“And that from a child thou hast known the holy
Scriptures, which are able to make thee wise unto
salvation through faith which is in Christ Jesus” (2
Timothy 3:15).
e. Paul affirmed Timothy’s credibility. He wrote to the
church at Corinth of his purpose of sending Timo-
thy to them, to bring them into remembrance of
his ways in Christ, as he taught everywhere in every
church (1 Corinthians 4:17) – to remind them of
his ways in Christ, refresh their memory as to his
preaching and practice, what he taught, and how
he lived among them. It demonstrates Paul’s strong
conviction of Timothy’s faithfulness in teaching
206
them what he taught and a good model of the

mentor making the protégé to do what mentor has
been doing.
f. Paul cared for Timothy and guaranteed respect.
He ensured that Timothy got his respect and treat-
ment that was due. He insisted that they take care
of Timothy so that he should be among them with-
out fear (1 Corinthians 16:10). Timothy was sent
by the apostle to admonish the Corinthians. He
also warned them against despising him (1 Corin-
thians 16:11). He was but a young man, and alone.
He probably had no one to back him, and his own
youthfulness must have commanded little reverence.
He has also taken note of Timothy’s tears and com-
municated with him at that level (2 Timothy 1:4).
g. Paul gave him enhanced status (2 Corinthians
1:1). He joined Timothy with himself in writing
the second epistle to the Corinthians; not because
he needed his assistance, but to dignify Timothy
with the title of brother.
h. Timothy was Paul’s junior in age, his inferior in
gifts and graces and of a lower rank in the ministry:
for Paul was an apostle, and Timothy but an evan-
gelist; yet Paul called him brother. This shows his
desire to put honour upon Timothy. It also dem-
onstrates the humility of this great apostle, and his
aspiration to recommend Timothy (though he was
then a young man) to the esteem of the Corinthi-
ans, and give him a reputation among the churches
207
(Philippians 1:1, Colossians 1:1, 1 Thessalonians

1:1, 2 Thessalonians 1:1). This is also a biblical
example to the elder and more eminent ministers
to look upon the younger and more obscure as their
brethren, and to treat them accordingly with kind-
ness and respect – a necessity for the mentor.
i. Paul taught him continuously. Through the two
epistles to Timothy, Paul directed Timothy how
to discharge his duty as an evangelist at Ephesus,
where he now was, and where Paul ordered him for
some time to reside, to perfect the good work that
he had begun there.
j. Paul delegated his responsibility to Timothy. Paul
sent Timothy: “To establish you and to comfort you
concerning your faith” (1 Thessalonians 3:2). He
called Timothy also a minister of God. He men-
tioned him also as his fellow-labourer in the Gospel
of Christ and sent him to strengthen them, encour-
age them and build them in their faith.
3. The J Model of Mentoring

a. Jesus called ordinary people for extraordinary
ministry in their workplace while they were
busy (Matthew 4:18-22). Galilee was a remote
part of the nation, the inhabitants were less
cultivated and refined, their very language was
crude to the curious and their speech betrayed
them. Christ chose his apostles out of them to
208
be the rulers in his Kingdom, for he chooses the

foolish things of this world, to confound the wise.
b. They were fishermen, accustomed to hardships and
hazards. Fishermen must often be wet and cold;
they must watch, wait, and toil, and be often in
perils by waters. It seems our Lord had in mind of
their ability to bear hardships and hazards so that
they would be best prepared for the fellowship and
discipleship of our Lord Jesus Christ. Look at the
people when they were called! Peter and Andrew
were casting the net into the sea because they were
fishermen. James and John were mending their nets
with their father Zebedee.
c. Jesus called them with a promise/purpose. “Follow
me, and I will make you fishers of men” (Matthew
4:19). They had followed Christ before, as ordinary
disciples (John 1:37) and therefore they were called
to a more close and constant presence. The call of
Jesus was loud and clear: You have a purpose in fol-
lowing me – to be fishers of men. You cannot make
it on your own. I will make you fishers of men. It
called for a detachment from the present work and
to FOLLOW Jesus.
d. Jesus lived with them. The best preparation for the
ministry is an acquaintance and communion with
Jesus Christ. They who serve Christ, must be with
him first (John 12:26). Soon after they were called,
Jesus took them around Galilee while teaching
in the synagogues, proclaiming the Gospel of the
209
Kingdom and healing every kind of disease and

sickness among the people (Matthew 4:22-25). In
fact, he modelled them everything he taught.
e. Jesus taught them. The disciples were with him as
scholars or trainees, and he taught them privately,
besides the benefit they derived from His public
preaching and teaching. He opened the scriptures
to them, and opened their understandings to un-
derstand the scriptures. He confronted them with
questions to make them know the mysteries of the
Kingdom of Heaven. He washed their feet and thus
provided them experience and personal example
while teaching about leadership (John 13:3-16).
f. Above all, Jesus was communicating His mission all
the time. “Even as the Son of Man did not come to
be served, but to serve and to give His life a ransom
for many” (Matthew 20:28).
• “I have not come to call the righteous but sin-
ners to repentance” (Luke 5:32).
• “For the Son of Man did not come to destroy
men’s lives, but to save them” (Luke 9:56).
• “For the Son of Man has come to seek and save
that which was lost” (Luke 19:10).
g. Jesus gave them power and authority in his name,
to command men to obedience and for the confir-
mation of that authority, to command devils too
into subjection (Matthew 10).
210
h. The design of the Gospel was to conquer the devil

and to cure the world. These disciples were sent out
destitute of all external advantages; they had no
wealth, nor learning, nor titles of honour. There-
fore, it was a requisite that they should have some
extraordinary power to advance them above the
scribes. He gave them power against unclean spirits,
to cast them out. He gave them power to heal all
manner of sickness.
i. Jesus forewarned them on sufferings and tribula-
tions (Matthew 10:16-23). Jesus predicted the
troubles that the disciples would face in their
work. Christ foresaw their sufferings as well as
his own, and yet let them go on, as he went on
himself. He foretold them, so that the troubles
might not be a surprise to them, and so a shock to
their faith, but that, being the accomplishment
of a prediction, they might strengthen their faith.
“Behold, I send you forth as sheep in the midst of
wolves” (Matthew 10:16).
j. Jesus counselled and comforted them (Matthew
10:25-32). Jesus encouraged them by showing how
valuable they were and asked them repeatedly not
to fear. He also guided them on how they have to
proclaim and confess.
k. Jesus set the standards for them. The disciples were
full of grief as Jesus was sharing about his going to
the Father. Jesus told them, “Verily, verily, I say
unto you, He that believeth on me, the works that
I do shall he do also; and greater works than these
211
shall he do; because I go unto my Father” (John

14:12). What an assuring promise and great expec-
tation of His disciples! Though He should depart,
the work should not cease, but should be carried
on as vigorously and successfully as ever; and it is
still in the doing. Because Jesus should go to His
Father, they should do greater works than these.
No miracle is small. Christ had healed with the
hem of his garment, but Peter with his shadow (Act
5:15), Paul by the handkerchief that had touched
him, Act 19:12. Christ performed miracles for two
or three years in one country, but his followers
performed miracles in His name for many ages in
diverse countries.
l. Jesus trusted them and entrusted them. Even
though the disciples failed at times, He didn’t give
up. He continued to work on them. Imagine, what
would have been in the mind of Peter when he met
Jesus at the Sea of Tiberius. “Was this my kindness
to my Master? Did He not tell me what a coward I
would be?”
m. Peter might be conscious to himself that he had in-
curred his Master’s displeasure. Twice, if not thrice,
he had seen his Master since His resurrection, and
He did not say a word to him about it. But Christ
forgave Peter, trusted him with the most valuable
treasure he had on earth, the flock that He had
purchased with His own blood. He entrusted Peter
to feed them.
212
How To Become A Successful Mentor

1. Develop yourself as a role model
“Not because we have not power, but to make ourselves
an example unto you to follow us” (2 Thessalonians 3:9).
Spend time articulating to yourself what you be-
lieve in and what values you want demonstrated. Apostle
Paul is exhorting the church of the Thessalonians that
they should follow Paul’s example.
The more you think about your role as an example,
the more clarity you may gain for your own thoughts and
the message you deliver. Meaning is often not discovered
in a vacuum: talk to others about what God is teaching
you. Meditate on the Mentoring Models provided above.
Make this a continuous process.
2. Demonstrate your intimacy with Christ

“Be ye followers of me, even as I also am of Christ” (1
Corinthians 11:1).
Paul was bold enough to say to imitate him because
he was so sure and clear that he was imitating Christ. As
a mentor, you need to communicate consistently the big
picture that you want them to envision and that you are
anchored in Christ.
3. Spread knowledge by every means available: written,

spoken and behavioural
“Those things, which ye have both learnt, and received,
and heard, and seen in me, do”(Philippians 4:9).
213
The above verse clearly demonstrates that Paul has

been communicating through his teachings, senses and
behaviour. He also expects his followers to do the same.
4. Always find an opportunity to instruct the Word of God

“All Scripture is given by inspiration of God, and is
profitable for doctrine, for reproof, for correction, for instruc-
tion in righteousness” (2 Timothy 3:16).
You need to provide the environment for the pro-
tégés to constantly receive instruction from the Word of
God because the Scriptures are for reproof and conviction
of sin, for correction of error and discipline in obedience. It
is also for training in conformity to God’s will in thought,
purpose and action.
5. Be Deliberate
“My little children, of whom I travail in birth again
until Christ be formed in you” (Galatians 4:19).
Paul talks about how he undergoes the pain like a
mother in the pain of childbirth until Christ is completely
and permanently formed within them. He is willing to
experience the pain as an enthusiastic act. That shows his
faithfulness and loyalty towards them whom he preached
the Gospel. Remember! Mentoring is like a process of
childbirth and it is going to have lasting impact!
6. Be Authentic
“But we were gentle among you, even as a nurse cher-
isheth her children” (1 Thessalonians 2:7).
214
The other translations mention “nursing mother”.

Paul compares the caring act of nursing mothers towards
their children to the communication of the Gospel to the
Thessalonians. Whenever Paul approached people with
the Gospel of Christ, his dominant attitude was that the
Lord Jesus Christ will be known and accepted, even be-
yond that they will become like Jesus. He was not putting
up any facade but presenting Christ with genuine concern
and authenticity.
7. Be a coach
“Now you have closely observed and diligently followed
my teaching, conduct, purpose in life, faith, patience, love,
steadfastness…”(2 Timothy 3:10 Amplified version)
A coach provides a resource for reflection, learning
and thinking outside the box. The coach does not have
all the answers of “how to,” but offers the opportunity to
improve processes and decisions that will in turn improve
productivity and efficiency.
8. Trust and Entrust

“And the things that thou hast heard of me among many
witnesses, the same commit thou to faithful men, who shall be
able to teach others also” (2 Timothy 2:2).
The challenge before us is to equip others whom
God has called! Entrust them with all the resources that
God has given you!
215
Before you close this book…

Dwell on these questions:
1. Are you committed to train others to transform this
world under God’s guidance?
2. Are you willing to train leaders to evangelise
effectively?
What are your God-given How are you going
strengths? to use them?
1.
2.
3.
4.
5.
6.
7.
(Add more sheets if you need).
God will enable you to fulfil your commitment and

multiply your investment.
“…. whatsoever thou shalt bind on earth shall be bound
in heaven: and whatsoever thou shalt loose on earth shall be
loosed in heaven” (Matthew 16:19).
God Bless You!
216
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Haggai Institute for Advanced Leadership Training

Tanglin P.O. Box 422

175 East Lipoa Street

Post Ofﬁce Box 13

Copyright 2007 Haggai Institute

Printed and bound by

To my eldest daughter, Cheruba, and her husband, Charleson,

Finally, I am grateful to my parents, Gabriel Kumaraguruparan

Following Christ’s Example

Train, Not Just Teach

More Than Techniques

Chapter 1: Leaders as Learners

Chapter 2: What Are You Trying To Achieve?

Part Two: Learning Objectives

Chapter 3: The Difference between Training

Chapter 4: How Leaders Learn

Chapter 5: Training Objectives

Chapter 6: Why Experience is Central

Part Three: Experiential Learning Techniques

Chapter 7: Experiential Learning Techniques:

Chapter 8: Experiential Learning Techniques:

Chapter 9: Experiential Learning Techniques:

Chapter 11: Experiential Learning Techniques:

Chapter 12: Experiential Learning Techniques:

Chapter 13: Experiential Learning Techniques:

Part Four: Keys To Effective Ministry

Chapter 14 Being an Effective Facilitator

Chapter 15 Evaluation Techniques

While training leaders, one needs to understand

1. Leaders are Autonomous and Self-directed

2. Leaders are Experienced

3. Leaders are Goal-Oriented

4. Leaders are People-Oriented

5. Leaders are Result-Oriented

6. Leaders are Practical

7. Leaders are to be Respected

What Leaders Need in Learning

• The desire to improve ability to serve mankind,

• Positive reinforcement rewards “good” (or posi-

Both types of reinforcement should be employed

After Amount remembered by Amount remembered by

According to recent studies, learning which in-

information.This means helping the trainees see meaning

Transfer is most likely to occur in the following

God has a Purpose and Plan for Your Life

You have a Signiﬁcant Role in God’s Master Plan

In His master plan, God has chosen you and me to

Can’t Stay Silent

More is Expected of You!

In the previous chapter, we looked at the critical

Theory 1: Double-Loop Learning

Theory 2: Social Learning

tions of others. It explains human behaviour in terms of

Theory 3: Experiential Learning Theory

adult learning such as Knowles and Cross.

Theory 4: Andragogy Theory

tional training programmes. In practical terms, andragogy

Theory 5: Adult Learning Theory

grate other theoretical frameworks for adult learning such

Situational characteristics consist of part-time

Theory 6: Triune Brain Theory

Fig. 1: MacLean’s Triune Brain Diagram

It is referred to as the “triune brain theory” because