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[ Silence ] Leadership is one of the finest and most necessary of human capabilities. It is an art to be learned. So you're a WMU leader is for you to use in your learning process of leadership.

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The aim of the manual and 60-minute cassette tape is to provide a supplementary tool for leadership training. The study will take considerably longer than an hour as you do the suggested activities. It can be used to supplement around-the-table study of any of the seven WMU manuals.

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The cassette can be used for individual study or around-the-table study. The audience includes all WMU officers and leaders, and officers of Baptist women and Baptist young women. Additional materials that will provide help in use of the cassette include

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WMU work in a church, WMU work in the association, or your appropriate age-level manuals, dimension magazine, or appropriate age-level magazines, current issues, current WMU yearbook,

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appropriate planning, recording, and reporting materials, persons not things, principles of mission action, and the Bible. The following basic instructions will prepare you for using this tape.

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First, become acquainted with the suggested materials. Second, keep these materials available along with a pencil and notebook which you will use throughout this study, individually or in a group. Third, follow the instructions given on the tape, especially when instructed to turn off

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the tape until an assignment is completed. The manual and cassette will not only assist you in your basic training needs, but also will provide you with a renewed awareness of your personal uniqueness, responsibility to continue learning, and present and potential leadership abilities.

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Therefore, the ways you serve the Lord can be more effective and be continual in growth. At this point, turn off the tape if you need to complete any of the basic instructions. If you are ready to proceed, turn to Part 2 in the Cassette Manual, Learning Principles. This section in the Soyura WMU Leader Manual will be discussed after several activity development procedures have been completed.

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Ordway Teed, in The Art of Leadership, describes the leader as an artist, an artist working in a medium which is at once complex and universal. His material is people. And just as the task of the artist is one of organization of ideas or materials,

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if any work of artists to be achieved, so with leadership, the bringing of human desires and energy into organized relations becomes a work of high artistry. Artists may by nature be equipped with certain qualities that help,

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but this does not take the place of enthusiasm, dedication, practice, work. To lead requires knowledge of the process, acquaintance with the field, understanding and love of people,

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skill in operation, and sustaining motive. To lead successfully demands that these requirements be met. These are conditions that you can fulfill. Therefore, you can learn to lead.

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To set the stage for providing leadership training, the following activity is suggested. In your notebook, write a description of your understanding of yourself as a leader or teacher. You can provide any or all types of experiences you have had in WMU work, other church program organizations, public schools, and other community, state,

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associational, or national leadership roles. Include your personal feelings or philosophy about leadership. Include your weaknesses and strengths that you have experienced. Evaluate as best you can how you see yourself as a leader.

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Now turn off the cassette and complete the activity. Now let's develop some personal learning goals as a leader. Listen carefully to the following questions. List them in your notebook under the heading, "Learning Goals as a Leader."

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Each question will be read twice. 1. What leadership skills do I already possess? What leadership skills do I already possess?

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2. What leadership skills do I need to develop? What leadership skills do I need to develop? What knowledge do I need to acquire?

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What must I do to improve leadership skills which I already possess? What can I do to develop new skills which I have listed? What can I do to develop new skills which I have listed? 6.

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How can I acquire the additional knowledge which I need? How can I acquire the additional knowledge which I need? Turn off the tape and answer these questions in relation to your specific WMU leadership role.

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Now from the questions and your answers, set personal leader learning goals. Remember a goal is measurable. Turn off the cassette and list personal learning goals. By now I am sure you have different thoughts going through your mind.

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Possibly you feel frustration at this type of activity, or you feel inadequate in your answers. Or perhaps this activity is helping you realize that you can be a leader. You will refer to this activity in your notebook at the conclusion of this section and at the

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completion of this study. As you continue your studies, you may want to add to your goals. For additional growth experiences, use this sheet several times during the year. See which goals you have met.

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Which ones need additional work? See how much you are growing as a leader. You will be surprised what you discover. The "So You're a WMU Leader" manual provides information on learning principles as given

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in Leroy Ford's book, "A Primer for Teachers and Leaders." Look at Section 2 as you listen to the tape and follow the stated learning principles. First, learning can be improved by helping the learner discover what she wants or needs to learn.

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The activities you just completed should give you insight into this. Second, learning can be improved by using good methods. The appropriateness of methods depends on purpose, ability of the teacher, ability of the learner, size of the group, time available, and the facilities.

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The method determines the senses to be used in learning. The more senses used, the more learning is done. Of course, your senses include sight, hearing, smell, taste, and touch. Later in the tape, a list of specific methods to use in leading or teaching will be given.

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Method involves the kind of experiences the learner will have. The more direct the experiences, the greater the learning. Kinds of experiences are real life and abstract or made up. For a few moments, brainstorm the advantages and limitations for both experiences.

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Turn off the tape. Did some of your real-life experiences include these advantages? 1. Can be used by all ages.

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2. The learner learns by doing. 3. Use of several senses at the same time.

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4. learning interesting, natural, and 5) helps learner remember longer. Limitations for use of real-life experiences include 1) a great deal of time required, 2) sometimes expensive, 3) takes lots of planning, 4) difficult to use in large

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groups, and five, can't take place just anywhere. What about the advantages for using made-up experiences? One, several senses used. Two, the learner learns by doing. Three, used by all ages. Four, used almost anywhere, and five, requires participation. Limitations include taking a lot of time, sometimes expensive, lots

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of planning required, difficult for large group use, and difficult for unskilled leaders and teachers. Looking at your cassette manual, you will see that the third principle of learning expresses learning improvement by using purposeful Learning aids. Effectiveness of the learning aid depends on skill of the

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teacher leader, skill of learner, size of the group, purpose, facilities, time available, and cost. Learning aids make valuable contributions to the learning process. Aids attract and hold attention, help time a learning experience, increase increase retention, speed up learning, and create anticipation.

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In the fourth principle, you see that learning can be improved by planning follow-through activities. There are values in such activities. As an activity, read the values of follow-through activities listed in your cassette manual.

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If you are in a group, take turns reading them and giving examples. Turn off tape and complete this activity. Continuing with the fifth principle of learning, you find that learning can be improved by evaluating or testing results.

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Some ways to do this are give a test, ask the learner to write what she learned, keep a flow chart to see how learners participated, count attendance or other measurable results, reactions or opinions of learners, and have a person observe and report her evaluation. The last principle expresses learning improvement by removing hindrances.

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What are some hindrances to learning? In a moment, turn off the tape and take time to discuss or evaluate the hindrances listed in the cassette manual. Can you add others?

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Now turn off the tape. of a WMU leader are very important. Look at the picture in your cassette manual, section three. It does not matter what your leadership role is.

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You are related to the areas listed in the manual. First of all, your relationship to God will provide the strong base for your leadership. Through prayer, Bible study, and personal dedication,

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you will experience a deeper relationship with God. Women's Missionary Union, Southern Baptist Convention, is producing a series of spiritual development books. These are listed in the current WMU yearbook.

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These would be excellent sources to use in continual development of your spiritual life. Dimension Magazine uses personal growth, for example, to stimulate the spiritual appetite.

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Each age-level magazine will provide materials and information to help you grow spiritually. In your leadership duties, your motivation and purpose must be centered in the mission's task and command our Lord has given Christians. All authority in heaven and on earth has been given to me.

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Go therefore and make disciples of all nations, baptizing them in the name of the Father, and of the Son, and of the Holy Spirit, teaching them to observe all that I have commanded you, and lo, I am with you always, to the close of the age. Matthew chapter 28 verses 18 through 20, revised standard version. You must feel the urgency of advancing the work of our Lord where you are and the realization

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that you are God's instrument and a means to further his kingdom's work. God must hold first place in your life. The position you hold is very important, no matter how small or how large it may be. God has placed you there. You are the one to do this particular task in relationship to his leadership and your team effort with others.

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The attitude of Christian servanship that Gaines Dobbins refers to in "Learning to Lead" needs to dominate your leadership. You are serving God and ministering to mankind, not for praise for mankind, but for praise and glory to God. Dobbins says Christian servanship is the surest guarantee against the emptiness of life to which men who have lived for self

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and self-centered satisfaction inevitably come. Family relationship has a possible twofold meaning. First, you may be concerned about the amount of time required to carry out your leadership roles.

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You may question, "Will I have time for my family or will this work interfere with my family responsibilities?" never causes you to do anything that will make you neglect your family. Instead, as you have responded to God's guidance in accepting this leadership role, your family

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relationship should be enhanced. If families can be guided to seek to place God first in the home life, more understanding will come for those who have tasks of service for the Lord outside the home. It will take a team effort to coordinate home and church responsibilities.

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The second meaning of family relationship reminds you to try to minister to your immediate family needs. Family devotional times will enhance your relationship together and with the Lord. Encourage your family to pray for missions and other concerns and to study the Bible

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as a unit and as individuals. Also, seek ways to engage in missions learning, support, and experiences together. If you live alone, you need private meditation time. Also, you should share with other brothers and sisters in Christ.

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As Christians, we are part of the family of God. In some way, in WMU, you will relate to the WMU Council as a whole and/or each member. The age-level council or officers' council, the pastor and brotherhood leader will each have a special relationship to you.

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The relationships with all these people constitute team action. Yes, you all are part of a team working together. To provide an illustration of the working team relationship, let's pretend you are the WMU director in a church.

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You are making preparation for annual planning. In order to be adequately prepared yourself, follow these procedures. These procedures will enhance your working relationship. 1.

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Prayer, Bible reading, and personal growth in dimension. 2. Be sure to have all age-level magazines available and dimension. 3.

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Read or review "Woman's Missionary Union Work in a Church." 4. Scan the WMU yearbook and be familiar with the content, and study the WMU Achievement Guide Planning section.

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Five, review the WMU Council minutes from last year. Six, follow the helps listed in the July, August, September issue of Dimension. Seven, take the WMU planning section of the WMU yearbook

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and work in pencil, checking realistic goals for the year's work. Eight, outline your present calendar year of activities. Nine, preview your WMU director resource book

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for planning, recording, and reporting. 10, have a conference with your pastor. 11, have a personal consultation with each WMU council member.

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12, encourage your council members to make adequate personal preparation. 13, set forth to make plans for the entire year's work. As you have your conference with the pastor,

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include these things. One, show your pastor Dimension Magazine and point out, memo for your pastor. Two, relate emphasis and basic plans for weeks of prayer,

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graded series study, and focus week. Your enthusiasm over plans can be contagious. Three, discuss ways WMU can help the pastor and church. Four, discuss ways the pastor can help WMU.

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Five, evaluate church goals. Six, share and develop understanding about budget procedures and policies. Seven, discuss procedures for reserving space and equipment.

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Eight, explain the WMU master member role and see if this could be filed in the church office. Help your pastor see his relationship as ex officio member of WMU council.

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Maybe you feel this is an impossible task. You may say the pastor's too busy for this type conference, or you couldn't talk to him about these things. A word to the wise, say you can and you will.

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Be enthusiastic and positive, and do the best you can to share with your pastor and keep him in the know. You might be surprised with the results. Some pointers for consultation with another WMU council member

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include the following. One, using the appropriate age level manual and WMU work in a church, interpret the leader's duties. Two, be sure she is familiar with and has

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all the necessary materials for her work-- leader manual, age-level magazine, dimension magazine, WMU yearbook, appropriate plan, record, and report materials, and a notebook binder.

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Explain each piece to her. Three, discuss any concerns or problems. Four, encourage her to keep accurate and up-to-date records. Five, discuss her annual planning assignment.

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Six, be attentive and listen to her questions. Seven, seek to build team spirit. Now can you see the relationships you should have as a leader?

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Include your brotherhood director in your planning as he can relate to joint church-wide projects and church council. Your relationship to the associational WMU, state WMU,

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and WMU Southern Baptist Convention are also important ones to cultivate. Don't hesitate to seek help and assistance from the associational office, state WMU office,

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or national WMU office. You can make contact with the home and foreign mission boards. You may request free materials related to areas of study.

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You relate to Southern Baptist agencies through your church's cooperative program gifts. Each of these relationships provides a link to strengthen the chain of work to be done.

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Isn't it exciting to think of the team effort you can be part of as you train and lead others to develop strong ties in all areas? In a moment, turn off the tape, take your notebook,

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and summarize your thoughts about your relationships as a WMU leader. You may need to refer to your age level manual, WMU Work in a Church, or WMU Work in the Association, to provide additional points.

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Look at chapters dealing with your relationship as a WMU leader. Now turn off the tape and complete the activity. Different roles or hats of the WMU leader will be the next topic to be covered. In your cassette manual, look at the hat tree in section four

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for illustrative words. Did you realize you wore so many hats? Take your notebook and list these words. Write down a phrase or brief sentence to describe them.

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If you are in a group setting, take turns sharing your descriptive insights. Turn off the tape and do this assignment now. The next portion of the tape will continue to develop

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the leadership role in regard to self as an instrument concept. Upon completion of this section, you should be able to, one, define the effective teacher or leader, two, define the self as instrument concept,

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three, list and explain a positive self concept, four, know the various roles of a leader in terms of what she becomes to others. The terms teacher and leader will be used interchangeably in this section. Teachers may be categorized according to competence and effectiveness.

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What makes a good teacher, leader if you please, is our next discussion topic. The effective teacher is a unique human being who has learned to use herself effectively and efficiently to carry out her own and society's purpose in the education of others.

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How you relate to persons and impress them is based upon your initial contact with them. That impact is based upon the self you are today, accumulation of your yesterdays. From the past there comes the expressions of confidence, happiness, control, knowledge, and assurance. An effective teacher has disciplines to make herself set priorities, make plans,

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and then execute those plans in her leadership role. and by doing so, say to people in subtle ways that she is a competent teacher. Their acceptance of her is conveyed, and this in turn strengthens her in her role as teacher. This teacher knows her influence is based upon, one, how she sees herself as a person.

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This idea may vary from time to time. And two, how she views the material she uses in her work. Example, a teacher likes to handle subjects dealing with skills rather than ideas, and thus she puts much more effort into the preparation.

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This enthusiasm or lack of it would communicate itself to those she leads. What a person thinks of herself is the most important factor in her teaching. Generally, effective teachers have these positive self-concepts. They know they are liked, needed,

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accepted, and capable or capable of becoming. Whatever the concept, it is the origin for all her behavior. A good leader learns to make accurate perceptions about people and their behavior. For example, what a leader believes about a person will have its effect on how she behaves toward that person.

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She assumes people have the capacity and willingness to learn, or they would not have come to the session. A good leader is well informed. She has extensive background about the area in which she works. When she fails to transmit it, she has usually lacked knowledge on the best method of presentation.

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A good leader knows about planning with a purpose in mind and how to accomplish that purpose. A good leader knows teaching methods. She must have a stock of teaching methods to use in various aspects of the work. There is a right method for each individual.

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Leroy Ford's book, A Primer for Teachers and Leaders, defines various teaching/learning methods and discusses their advantages and disadvantages. Study Ford's book to gain an understanding of such methods as lecture, group discussion, panel, panel forum, small study groups, role-playing, case study, brainstorming, symposium, symposium

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forum, listening teams, debate, formal discussion. Commitment is needed in the development of the leader. Commitment will include a personal involvement with ideas, a program, persons taught, persons in leadership positions, persons in SBC national agencies, persons in state Southern Baptist work, persons in

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associational Southern Baptist work, Persons in Local Baptist Churches. In a moment, turn off the tape and read pages 22 to 28 in Persons Not Things, Principles of Mission Action by Mary Lee Wood. This material relates to principles of mission action.

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However, it is applicable to the teacher leader role. Now turn off the tape and read pages 22 to 28 in Persons, Not Things. There are basic qualifications you should be familiar with as leaders. A person who is willing to assume the role of leader will make an effort to develop

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these qualifications. The ability to think and act quickly. The ability to get along with others. Respect for the opinion of others. Willingness to remain in the background at times. Freedom from prejudice. This effective leader will show ability to improve in a wider use of teaching methods, a sounder knowledge

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of reasoning, and up-to-date knowledge about her area of work. The effective leader will develop skills in asking questions in a council or organizational situation. Sometimes questions are useful in keeping attention focused on the discussion rather than on the leader and in handling typical situations that

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arise with some frequency during discussions. For example, one, to call attention to a point that has not been considered, say, has anyone thought about this phase of the problem? Two, to suggest that the discussion is wandering from the point.

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Can someone tell me what bearing this has on our problem? Or your point is an interesting one, but can't we get back to our subject? Three, to suggest that no new information is being added. Can anyone add anything to the information already given on this point?

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Four, to register steps of agreement or disagreement. Am I correct in assuming that we all agree or disagree on this point? Five, to bring the generalizing speaker down to earth. Can you give us a specific example on that point?

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Or your general idea is good, but I wonder if we can't make it more concrete. Does anyone know of a case? Six, to suggest that some are talking too much. Are there those who haven't spoken who have ideas they would like to present? Seven, to suggest the value of compromise.

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Do you suppose the best course of action lies somewhere between these two points of view? Eight, to suggest that the group may be prejudiced. Is our personal interest in this question causing us to overlook the interests of other groups? 9. To draw the timid but informed member into the discussion. "Ann here lived for

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quite a while in China. Suppose we ask her whether she ever saw?" 10. To handle a question the leader can't answer. "I don't know. Who does?" 11. To encourage a speaker to talk with the group, not at

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the leader. Don't you think you'll be heard better if you face the rest of the group? 12. To help the member who has difficulty expressing herself. I wonder if what you're saying isn't this. Doesn't what you said tie in with our subject something like this? 13. To break up a heated argument. I think we all know how

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Jones and Smith feel about this. Now who else would like to get in on it? In In summary, a self as instrument concept would say that a person is a change agent, a learner, a resource person, a listener, one who loves, an enabler, a provider, an explorer, a delegator, a sensitizer, an empathizer, a prayerer, an experimenter, a risker, an evaluator, a motivator.

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Please turn the tape to side two. [BLANK_AUDIO]