Description: 

This course deals with the theory and practice of servant leadership in the setting of the Christian family, the church congregation and the community. Topics include leadership foundations, skills, and issues. Upon completion, students should be able to demonstrate knowledge and understanding of the basic principles and practices of servant leadership and display the qualities of a servant leader in a congregational setting.

Overview: 

The purpose of this course is to assist you in developing your leadership skill set for Christian leadership and service in the context of a local Living Church of God congregation. The Scriptures plainly reveal that Christians are called to become servant leaders capable of serving others now and in the future.

Down through the ages God has been concerned with developing leaders. He spent decades working with Abraham and Sarah, with Isaac and Rebekah, with Jacob and Joseph and many others. When Moses needed leaders, he was advised to select “able men” who feared God and were individuals of character (Exodus 18:21). Jesus called and trained twelve disciples and then seventy others who were sent out to preach the gospel (Luke 9:1-2; 10:1). When the early church needed leaders, they chose individuals “of good reputation, full of the Holy Spirit and wisdom” (Acts 6:3). Jesus told His disciples, “The harvest is truly great, but the laborers are few; pray the Lord of the harvest to send out laborers into His harvest” ― and beware of wolves who seek to devour the flock (Luke 10:2-3).

The Apostle Paul advised Titus to “appoint elders in every city” (Titus 1:5). Paul gratefully acknowledged the assistance that other men and women provided for the preaching of the gospel and serving the church (Romans 16:3-16). The Bible lists important qualities that aspiring Christian leaders need to develop―knowledge, balance, experience, good character, sober-minded, able to teach, hospitable, humble, gentle, peaceable and easily entreated (1 Timothy 3:1-13; James 3:17-18). A strong leader must also be “holding fast the faithful word as he has been taught” and “be able, by sound doctrine, both to exhort and convict those who contradict” (Titus 1:9). The design of this course is to help you grow as a leader and to help others develop leadership qualities that God can use in the church, in families, in communities and in His Kingdom.

Prerequisites: 
Completion of THL 226 or consent of instructor.
Instructor: 

Germano, Michael P.

President of the University
Full Time
Degrees: 
B.S. (1959), University of Illinois, Urbana-Champaign; B.A. (1961), Ambassador University; M.A. (2000), Texas A&M University-College Station; M.S. (1966), Ed.D. (1968), University of Southern California; J.D. (1980), University of La Verne.
Subject Matter: 
Anthropology/Archaeology, Professional Education, Theology

Dr. Germano brings over forty years of professional experience in educational leadership, teaching, corporate and business law, entrepreneurship, and institutional advancement initiatives to the LU presidency. He is a member of the California State Bar and was admitted to practice in the federal district courts of Southern California and East Texas. He taught business law at West Coast University (Los Angeles) and at Ambassador University (Big Sandy, Texas). Affiliated with Ambassador University (formerly Ambassador College) since 1959, he served as chief academic officer at two of its campuses. He left Ambassador as a professor emeritus in 1997 and completed a master's degree in archaeology/anthropology at Texas A&M in 2000. He then left retirement to serve several years as the chief academic officer at Haywood Community College at Clyde, North Carolina. He held responsibilities in AU's involvement in archaeological excavations at Jerusalem's south Temple Mount directed by Benjamin Mazar, the Jordan Umm el-Jimal Project directed by Bert de Vries, the Syria Mozan Expedition directed by Giorgio Buccellati and Marilyn Kelly-Buccellati, and the northern Israel Hazor Excavations in memory of Yigael Yadin directed by Amnon Ben-Tor. Ordained in 1983, Dr. Germano is an elder in the Living Church of God.

Course Credit: 
Three (3) semester credit hours.
Instructional Objectives: 
  1. Discuss servant leadership and show knowledge of the elements of successful leadership in the context of Christian living;
  2. Discuss the basic skills related to healthy decision-making which will enable the student to make health-enhancing choices and engage in health-enhancing activities to improve his or her quality of life;
  3. Define, develop and demonstrate the skills in a Christian leadership skill set;
  4. Make clear and convincing oral presentations to individuals or groups, clarify information as needed, and facilitate an open exchange of ideas;
  5. Discuss multiple issues applicable to assisting and counseling and demonstrate basic techniques of biblically-based counseling;
  6. Identify and apply risk management and ethical issues, contractual procedures and the torts of concern in church decision-making situations and praxis;
  7. Identify and explain planning, budgeting, governance and leadership issues in the context of a local congregation;
  8. Demonstrate teamwork, team leadership and the skills necessary for leading church activities for various age groups;
  9. Define key terms.
Required Texts: 

There is no required textbook for this course. You will have downloadable readings and other materials included in each lesson

Course Calendar: 
Lesson Readings and viewing assignments are integrated in the lessons
Lesson 1 - Leadership Foundations Topic 1 Becoming a True Servant Leader
Topic 2 Developing the Heart of a Leader
Topic 3 Identifying, Owning and Sharing Your Vision
Topic 4 Elements of Successful Leadership
Lesson 2 - Your Health, Personality and Character Topic 1 Building Godly Character
Topic 2 Developing Godly Courage and Faith
Topic 3 Using the Tools of a Leader
Topic 4 Staying Healthy
Lesson 3 - Your Leadership Skill Set Topic 1 Establishing a Godly Example and Reputation
Topic 2 Marital Leadership
Topic 3 Leadership and Responsibility in Family Relations
Topic 4 Becoming Teachable Teachers
Lesson 4 - Communicating and Working with Others Topic 1 Becoming a More Effective Communicator
Topic 2 Your Approach to Others
Topic 3 Building and Maintaining Trust
Topic 4 Delegating, Empowering and Team Building
Lesson 5 - Achieving Excellence in Speaking Topic 1 Conversation
Topic 2 Small Groups
Topic 3 Public Speaking
Topic 4 Sermonettes
Lesson 6 - Effective Planning Topic 1 Strategic Planning
Topic 2 Budgetary Planning
Topic 3 Planning, Organizing and Administrating Church Activities
Topic 4 Pitfalls and Things to Avoid
Lesson 7 - Assisting and Counseling Topic 1 Teamwork
Topic 2 Team Leadership
Topic 3 Developing the Skills of a Counselor
Topic 4 Wise Counsel
Lesson 8 - Legal Matters and Concerns in the Church Topic 1 Risk Management and Safety
Topic 2 Minimizing Abuse and Assault Risk
Topic 3 Contractual Authority
Topic 4 Confidentiality, Privacy and Defamation
Lesson 9 - Leadership Issues Topic 1 Church Government
Topic 2 Theory and Practice in Church Government
Topic 3 Roles of Elders and Deacons
Topic 4 Issues and Challenges
Course Requirements: 

Due dates and extensions
Submit assignments on or before the due date. Students must complete the course by the last official day of instruction as set forth in the academic calendar.

Reading assignments
Reading assignments are integrated into the lesson pages at the course website.

Writing assignments
Any writing assignments in this course should follow the MLA style as set forth in Writing Research Papers: A Complete Guide by Lester & Lester. Please cite your sources and use quotation marks where needed. The Files feature on an Assignment Submission page lets you submit your work so your instructor can have it handy for download, review, and grading.

Study tips
Distance learning emphasizes self-motivation. The instructor functions as a facilitator with the student as the driving force in mastering course content. Students are encouraged not to put off completing their readings and assignments. While there are many different learning styles, the following strategy should serve the needs of most students.

  • Look over assigned readings.
  • Read the assigned readings,making notes before viewing the assigned lecture.
  • Define terms in the lesson as needed. The exams will specifically test basic terminology. Students should develop their biblical and theology vocabulary as they proceed lesson by lesson.
  • As students view lectures,they should complete their notes.
  • Complete the answers for the lesson writing assignment.
  • Participate in the lesson discussion.
  • Each week students should review notes, geographical terms and locations, and the words they defined.
  • If a student has a question, ask. Questions should arise in the teaching-learning process. By bringing questions to our attention, students not only acquire assistance but they also maintain the interaction necessary in higher education. To submit a question just click on the instructor’s name on the “Course Info” page and send your question by email through the Populi system.

Quizzes and examinations
There are nine (9) quizzes in this course. Each will consist of 20 or less questions and be closed book.

There are three online exams in this course of no more than 100 objective questions each.  The first exam is open book and open notes to give you a sense of a test in this discipline.  Exams 2-3 are closed book and closed-notes. Exam 3 is a proctored exam to be taken online. A proctored exam is one that is overseen by an impartial individual (called a proctor) who monitors or supervises a student while he or she is taking an exam. The proctor ensures the security and integrity of the exam process for all involved.

Grading
A course grade will be determined based on the number of points a student has earned over the semester as follows:

Icebreaker Assignment (30 points)
Exams (three, each worth 200 points, for a total of 600 points; all three exams are online; the first exam is open book and open notes. The other two are closed book and closed-notes. Only Exams 3 is a proctored exam.)
Quizzes (nine, each worth 20 points, for a total of 180 points)
Discussions (nine, each worth 10 points for a total of 90 points)
“What I Learned” Essay (70 points)
Course Evaluation (30 points)

TOTAL 1000 points

You may earn up to 135 extra credit points in this course in nine assignments each worth 15 points. This optional work can raise your grade significantly.

Grades are in the traditional American style of an A, B, C, D, or F. In distance learning, we believe that the measure of mastery of course subject matter is completion of 80% of the objectives for a course. That means that we want students to earn at least 800 points in this course. If they do not do so then they have not achieved the level of the mastery we would like them to have.

Grades, assigned by points, are as follows:

A - 900-1000points
B - 800-899 points
C - 700-799 points
D - 600-699 points
F - Below 600 points

Students With Disabilities
The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities have a learning environment that provides for reasonable accommodation of their disabilities. Students having a disability requiring an accommodation should inform the instructor by email (on the “Course Info” page click on the instructor’s name and then select “Send Email”).

Technology Access
This course requires web access and the student has to have an established e-mail account. The Adobe Acrobat Reader is necessary to view documents that are PDF files. One can download the reader free at http://www.adobe.com/products/acrobat/readstep2.html.

Course Evaluation
Student input is welcome for improving this course. Making suggestions by e-mail is helpful. Our goal in this course is to facilitate the successful achievement of all instructional objectives by all students. At the end of the course students have the opportunity of assessing the course. We want to make e-learning courses as effective as we can. We may also ask some other questions concerning a student’s experience in distance learning to help us improve our program. We appreciate students letting us know how we can improve our products and services for them and other distance learners.

Withdrawing From or Dropping This Course
It is the responsibility of a student to drop a course if he or she cannot meet the requirements of the course. Any student who stops attending a course without officially withdrawing from it risks receiving a punitive grade for that course. Withdrawal requests may be conveyed in any manner to the course professor, Registrar, or Vice President of Academic Affairs. This action is sufficient for ensuring any refund owed you. Please note the following: If a student drops a course on or before the “Last day to withdraw from a course without a grade penalty” as published in the University Academic Calendar, even if his or her work is not of a passing grade, then a “W” is recorded. If a course is dropped after that date, but before the last 21 calendar days of the semester, then the instructor determines the grade. The faculty member will at this time record a grade of “W” if passing (not computed in GPA) or “WF” if failing (computed in GPA). Students who drop a course, yet remain in one or more other courses during the last 18 calendar days of the semester, will receive a grade of “WF.” Students who completely withdraw from the University at any time during the semester may be given a grade of “W” on all courses. If students do not initiate the withdrawal process, the instructor is required to initiate the administrative process and to record a grade of “W” or “WF” for the course depending on the date the faculty member drops the student from the course. Students who register for a course as an audit, but then withdraw will be assigned a grade of “W” for the course.