Asylum Review

Asylum
By: Ashley Hodges Bazer 

Overall, Asylum was an enjoyable read. A blend of Star Wars meets Total Recall meets the Bible, Asylum tells the tale of Trissa Leighton who was captured and had her memory swiped by the evil Legacy (An 'Empire' like entity). Her husband Chase Leighton, a captain and Logia (Jedi of sorts), overcomes a number of obstacles and hardships to rescue her and bring her back to safety.

This book contained only a few flaws worth mentioning. The vocabulary was a bit strenuous at times (so much so that the author felt compelled to include a glossary of terms in the back of the book) It wasn't too difficult to comprehend, but it took away from the ease of the read, and had an almost jarring effect. When you have to break out of the story to try to figure out brand new terminology and put it into context, it makes for a stop-and-go ride!

Also, there were many named characters, most of which were fairly irrelevant to the story. It made it a little difficult to follow who was who.

Like I said, overall a good read. It was a good twist on a classic story with some interesting ideas/dialogue about mind control, abuse of power, and justice. 3.5 out of 5 stars.

Disclosure of Material Connection: I received this book free from the publisher through BookSneeze.com book review bloggers program. I was not required to write a positive review. The opinions I have expressed are my own. I am disclosing this in accordance with the Federal Trade Commission's 16 CFR, Part 225: "Guides Concerning the Use of Endorsements and Testimonials in Advertising." 

God's Not Dead Review

God’s Not Dead

By: Rice Broocks

All I can say is wow! This book is not only full of incredible information, but it carries with it the call to awaken those that have too long been beaten down by the cynical and bitter argument of the skeptic. It flies in the face of those that would hide behind unprovable theories to explain away creation and our very existence and declares heartily that God is not dead.

Broocks begins with a very broad, sweeping explanation of how improbable it is for life to spring up from some sort of cosmic coincidence, and aptly points to the design of a Creator. Using quotes, arguments, and historical fact, Broocks paints a picture of how (despite the noisy argument of the skeptic that would deny it) the evidence for a Creator is overwhelming.

Moving from argument to argument, Broocks takes time to touch on the most broad to the most intimate detail of how the evidence for God is astounding. Pointing to huge gaps in the skeptics arguments such as the lack of evidence for intermediate species in the evolutionary chain, as well as to the more intricate process of a lung evolving at exactly the same pace and progression as a heart, two organs which rely upon the other to create life within the organism.

Digging deeper still, Broocks begins to point out how the Christian faith stands out above all others, and how the evidence for Christ being the Son of God is also overwhelming. Again, bringing in historical fact and expert commentary, Broocks defeats the arguments of those that would dispel the evidence for Christ’s resurrection and equate it to other deity’s such as Horus.

Admittedly, this is my first book on apologetics, and I feel like it was an excellent starting point. I will definitely be pursuing other literature in this genre.

Disclosure of Material Connection: I received this book free from the publisher through BookSneeze.com book review bloggers program. I was not required to write a positive review. The opinions I have expressed are my own. I am disclosing this is accordance with the Federal Trade Commission's 16 CFR, Part 225: "Guides Concerning the Use of Endorsements and Testimonials in Advertising."

Participative Leadership

A paper I wrote for a leadership class not too long ago. Re-read it, and thought it had some good "nuggets" so I thought I would post it. 

Abstract

            Each leader has a different leadership style. As culture has changed, so also has the approach to leadership communication. As the modern culture has shifted to a more social perception and attitude toward their work organizations, leaders have adapted to a more participative form of leadership that allows subordinates more creative control and liberty over their tasks and goals. Theory Y, developed by George McGregor, asserts that every many is able to join their own talents and skills with that of the organization for the mutual benefit of both parties. This theory, while often not perfect in implementation, can have positive effects when applied to the academic world, particularly in student leadership. Participative leadership in an academic setting promotes the guided growth and knowledge of the student, and better prepares them for careers in their respective fields. 

Keywords: Participative leadership, empowerment, self-efficacy, Theory Y, personal commitment

 Participative Leadership and the Student

Just as each workplace has a different organizational culture, so does each leader have a different style of leadership that affects that culture. Many leaders take an authoritarian route and have the final say over everything that occurs in the office or on the assembly line. This style of leadership is useful for maintaining productivity, but it prevents the subordinates from expressing any kind of creativity or further developing skills. If the leader fails to see the potential in one or more of their subordinates, then that person’s talents and skills goes unused and remains undeveloped. In the past, this style of leadership has been the dominant train of thought. Leaders may work to develop skills and promote growth and knowledge among workers, but at the end of the day the workplace was largely about maintaining productivity and running a “tight ship.”

Today, we live in a very different culture. Exponential growth in communication technologies and systems designed to improve workflow have created a much more social organizational culture. As Halal et al states (1981), “within the past few years many signs of widespread technological and social change have appeared which seem to indicate that participative management should be taken more seriously” (p. 20). Now, three decades later, those technological changes have forever changed the way that we communicate with each on a professional, and even on a personal level. These changes demand a different approach to leadership. Subordinates no longer just want to have a job, instead they desire to be involved and feel like they are a part of a community. They desire a role in that community that is the best use of the skills and talents they have to offer; one that gives weight and merit to their voice. This changing perception of the workplace among the culture has created a different leadership style, known as participative leadership, which allows for freedom of thought, collaboration, and shared responsibility for a healthier organizational culture.

            There is likely not a better place to explore and encourage participative leadership than in an academic setting. Many school systems on the elementary level have already begun developing programs that encourage student leadership. In these schools, they utilize a “new democratic model of leading… [that is] less about leadership than about leaderful action—a model of leadership that celebrates advocacy, champions collaboration, encourages facilitation, embraces creativity, promotes sustainability, and fosters personal responsibility for civic engagement” (McKibben, 2004, p. 81). These school systems are capitalizing on a theory created half a century ago that speaks to the nature within us all to be leaders, at the very least, of our own individual lives.  

Theory Y

Theory Y was presented by George McGregor in 1960. McGregor asserts that his theory is an attempt to understand human nature, and not a guide for a certain management style or ideal. While it was not his original assertion, Theory Y has nevertheless been married to the idea of participative leadership. “Theory Y states, in essence, that man is capable of integrating his own needs and goals with those of the organization; that he is not inherently lazy and indolent; that he is by nature capable of exercising self-control and self-direction, and that he is capable of directing his efforts toward organizational goals” (Schein, 1975, p.20). Contrary to the authoritarian view (Theory X) that is more autocratic in nature, Theory Y assumes that subordinates desire to take an active role in their workplace, and that a more collaborative approach to management does not negatively affect productivity. By allowing subordinates to participate in the control and management of their tasks, it creates a more personally committed and self-sufficient employee.  

Participative leadership requires an extensive amount of communication and willingness to compromise. As Schein (1975) states, “A Theory Y manager is prepared to deal with task-related conflict and to seek integrative solutions if the organization is prepared to adjust work flows, organizational structure, and so forth to permit the solution to be implemented” (p. 29). A leader that seeks to use a participative style will serve the role of mediator. Overall goals will be communicated, and tasks will be given based on the strengths of each contributing member. Participative leaders take a proactive role in the work of their subordinates and seek to draw out their skills in order to integrate them into the overall goals and methods of the organization. The participative leader, utilizing Theory Y, will not hover and dictate tasks, but will cultivate a relationship that seeks to draw on the person’s predisposition to desire involvement.

Empowerment

            Lee et al (2001) define empowerment as, “the psychological state of a subordinate perceiving four dimensions of meaningfulness, competence, self-determination, and impact, which is affected by empowering behaviors of the supervisor” (p. 686). Simply put, empowerment occurs when subordinates feel and act as if the supervisor has enough trust in them to complete tasks and goals. Empowerment is not immediate among all subordinates. Sometimes, there is a lack of confidence or even a lack of competence. Each case will be different, because each employee is different and communicates differently. This is why it is essential for the leader to take an active role in the organizational culture, and take the time to get to know each employee’s strengths and weaknesses. Continuing to pursue an empowering culture will lead to employees that are confident and take pride in their work. Empowerment allows for a sense of ownership among subordinates because they are made to feel like each task is custom-fitted for their skill set. Empowering subordinates can have a positive effect on productivity and quality.  

Self-Efficacy

The employee that is continually encouraged and empowered in their position will begin to gain a sense of self-efficacy. Bandura et al (1989) state, “that self-efficacy is belief in one’s capability to mobilize motivation, cognitive resources and series of actions needed to meet given situational demands” (p. 806). Subordinates that have a high self-efficacy do not need to be constantly coddled or reassured of tasks or worth. Instead, they are confident that they have the skill-set necessary to complete the tasks given to them, and they know how to make it happen. These employees will not be satisfied with merely completing a task, but will seek ways to improve workflows, communications, and methods. They will constantly be improving themselves and their environment. From a leadership perspective, this kind of employee becomes invaluable. They confront issues before they become problems and are proactive in their work and tasks. Management truly becomes participative when an employee is competent, confident, and seeks out ways to improve.

Personal Commitment

            Participative leadership assumes and encourages a personal commitment from the subordinate. When leaders are proactive and seek to empower, train, encourage, and stimulate growth in their subordinates, they are essentially making an investment. The Theory Y leader understands that “most organization members are capable of contributing more than demanded by their present jobs and thus represent untapped potential for the organization, potential which the capable manager develops and invests in improved performance” (Miles et al, 1971, p. 50). The true test of the participative method then comes with how much that subordinate is willing to return that commitment. The employee that is not committed will feel as though they are at just another job. The committed employee; however, feels a sense of community and worth by the tasks that they complete. Regardless of whether their job is on an assembly line or in the corporate office, the subordinate is committed to completing their task well.

            Leaders that promote these principles among their subordinates are taking steps to create teams and groups of workers that are self-managing and self-leading. This has long-term positive effects toward the organizational culture. As Manz et al (1987) state, “when employees become members of a self-managing group, they tend to define their work roles in terms of their value as contributors to the group’s primary task rather than in relation to one specific job” (p. 9). A subordinate who feels valuable in their role is more likely to seek to improve and maintain quality performance. While there are certainly a countless number of positive attributes of pursuing this type of leadership style, there are still some limitations and boundaries that must be evaluated and defined by the leader.

The Limits of Participative Leadership

Like any great theory, problems arise when attempting to take it from theory to implementation. As Halal et al (1981) state, “One of the greatest barriers to the successful implementation of participative management involves a tacit ‘conspiracy of dependence,’ in which superiors find it hard to relinquish some of their control and subordinates are reluctant to assume greater responsibility for their behavior” (p. 22). When subordinates are subjected to a more authoritarian style, it might be difficult to break out of that mold and take on more responsibility in the workplace. People can sometimes become complacent when they are not challenged or the work does not change all that often. When that occurs, subordinates will be wary to take on additional tasks, which in turn creates a downward spiral where the leader is forced to revert to the authoritarian style to make sure the tasks are being completed. When attempting to change to a more participative form of leadership, the leader should be patient and allow the change to take place gradually. Communicating the change to the subordinates, and allowing them to add their input will allow them to take a sense of ownership in the change. Not doing so, will lead to widespread rejection of the changes and the desired result will not be achieved.

It is also important to remember that participative leadership does not equate to a complete democratic style. There still must be structure, and there still must be overall leadership that seeks to guide and maintain momentum toward completing tasks and goals. The leader cannot simply give everyone the same amount of power that they possess, for a number of reasons. More assertive personalities would soon take over, while the more passive subordinates would find their voices silenced. The leader is still an essential part of the participative leadership model, because they create the parameters and guidelines within which the subordinates can operate. Not only are they a point of contact for permissions and approvals, but they can also be utilized as a resource. Whether it be training, networking, or some other logistics of the task, often the leader can make the right connections to help the subordinate complete the task. The leader that is good at the participative model is approachable, down-to-earth, and is always proactive and aware of their subordinates.

Even with the leader who excels at participative leadership, there is always going to be an exception or circumstance that dictates a change in the way things typically operate. As Fox (1977) states,  “And in general terms, [McGregor] observes that it is sometimes necessary to issue a direct order, to take formal disciplinary action, and to terminate an employee” (p. 17). There are going to be times when a subordinate refuses to operate as a part of the team, and therefore becomes a problem to the workflow. When these types of problems arise, it is the job of the leader to take control of the situation, communicate the consequences to the subordinates, and maintain the culture of the organization. This is often a difficult task, as it requires the leader to take on several different roles and models for leadership simultaneously.

Finally, it is important for leaders to realize that participative leadership is not just about expanding the roles or requirements of the subordinates. While that certainly may show them that the leader trusts their ability, it does not change the role of the leader in the workplace. “Many managers still see job enlargement as a form of benevolent autocracy, and their unguided attempts to enlarge jobs fall more within the realm of manipulation than job enrichment” (Myers, 1968, p. 9). The goal of participative leadership is to create an organizational culture that allows the subordinate to take ownership and truly feel like they are valuable and involved in a community, rather than just a job. While it may result in a larger workload for the subordinate, that is not the ultimate goal. Instead, it is intended to enhance the work experience making it more fulfilling and rewarding which is mutually beneficial to the subordinate as well as to the organization.

Application in the Academic World

            As previously stated, there is likely no better place to explore and use participative leadership than in an academic setting, and many school systems are already implementing such systems, even on an elementary level. These steps have positive effects in multiple ways. “In order to increase the depth of a positive climate and culture within a school community (and thereby better preparing students for the workforce), a distributed leadership framework that includes student-led responsibilities has been found to be beneficial” (Louis et al., 2010). By allowing students to participate in these forms of communications, they are learning to be proactive and confident, and are receiving training in leadership characteristics early. At the collegiate level, this form of leadership can be invaluable, especially in career fields that dictate a more hands on approach, as opposed to a strictly theoretical approach. Students who are able to take control of their own education, and are given the guidance that is inherent within participative leadership will find themselves well prepared for careers in their respective fields. Likewise, creating student leaders allows the student to feel like they are valuable at their current level, and encourages them to continue to pursue further opportunities. Students who are bound to only a classroom experience will never be fully exposed to the resources that collegiate institutions can offer. It is essential for educators and administrators to push their students out of their comfort zone and encourage them to pursue avenues where they can develop their skills and become confident workers, and can share that knowledge with other students.

Conclusion

            There are many different styles of leadership, and sometimes each situation dictates a different style. In some instances, the authoritarian style is the more appropriate form. Likewise, authoritarian leaders are not necessarily grumpy “Scrooge’s,” hovering over their subordinates and not allowing them a day off on Christmas. Many command the respect of their subordinates and their productivity is high. Their system works. In reality, the best system is likely a combination of multiple systems depending on situations and tasks that arise within the organization. Participative leadership, while possessing flaws, can encourage a system that promotes creativity, self-confidence, and self-dependence among subordinates. Ultimately, it relies on Theory Y, which assumes that a person is capable of marrying their goals and talents with that of the organization, and that they can find value and ownership in their work without being prompted or demanded to do so by leadership. This system has incredible value in the academic world as it promotes learning and advancement of knowledge, skills, networking, and influence, and it does so by the effort of the subordinate, with the leader’s guidance and boundaries. Implementing this system in the academic setting can potentially create a person who will be better prepared for leadership roles in their career fields.

           

References

Bandura, A., & Wood, R.E. (1989). Effect of perceived controllability and performance standards on self-regulation of complex decision. Journal of Personality and Social Psychology, 56, 805-814.

Fox, W.M. (1977). Limits to the use of consultative-participative management. California Management Review, 20(2), 17-22.

Halal, W.E., & Brown, B.S. (1981). Participative management: Myth and reality. California Management Review. 23(4), 20-32.

Lee, M., & Koh, J. (2001) Is empowerment really a new concept? International Journal of Human Resource Management, 12(4), 684-695.

Louis, K., Leithwood, K., Wahlstrom, K., & Anderson, S. (2010). Investigating the links to improved student learning. The Wallace Foundation.

Manz, C.C., & Sims, H.P. (1987). Leading workers to lead themselves: The external leadership of self-managing work teams. Administrative Science Quarterly, 32(1), 106-129.

McKibben, S. (2004). The Power of Student Voice. Educational leadership.

Miles, R.E., & Ritchie, J.B. (1971). Participative management: Quality vs. quantity. California Management Review, 13(4), 48-56.

Myers, M. (1968). Every employee a manager. California Management Review, 10(3), 9-20.

Schein, E.H. (1975). In defense of Theory Y. Organizational Dynamics, 4(1), 17-30

Overcoming Barriers to Church Growth Review

Overcoming Barriers to Church Growth 
By: Michael Fletcher 

 Churches are supposed to grow. The adage, “if you’re not growing, then you’re dying,” applies incredibly well to church health. When Jesus ministered, thousands of people flocked to hear His words and were changed by His message. When He ascended and the Holy Spirit came to the disciples, the Bible says that thousands upon thousands were added to the church DAILY! God clearly intends for His church to be a healthy, growing organism, not only in the number of people attending, but also in spiritual growth and maturity. It is the responsibility of pastors and leaders to “tend” to that growth, and lead it to a place of maturity.

Overcoming Barriers to Church Growth shares a practical approach to dealing with the walls that inherently exist in leadership as the church grows. Fletcher explains that there are two main barriers that exist: the 100/200 “active member” barrier, and the 700/800 “active member” barrier. While the barrier is described numerically, it points to a change that must occur in the governmental infrastructure of the church in order to effectively lead a larger congregation.

 The premise of the book can best be summed up by Fletcher’s assertion: 

“…when pastors become managers of ministry instead of equippers for ministry, growth potential is inhibited and people fall through the cracks.”

Pastors, elders, staff members, and leaders must yield to and disciple leaders underneath them in order to create another level of leadership that can exist to meet the needs of the growing congregation. Mindsets must change, responsibilities must shift, and ultimately selfless preferring must prevail in the leadership in an effort to nurture and grow all members; from the first time guest to the 80-year-old lifetime member. That mindset of equipping and making disciples is necessary at all levels, not only from a practical church growth perspective, but because that’s what God calls us to!

All churches are different and filled with different people who operate in a different culture. So while the methods may differ from church to church, the principles remain the same. At each barrier, a paradigm shift must occur. It must begin in the leadership and then disseminate through the congregation. The shift is essentially a way to “make room” for increased leadership so that all people are being ministered to, and no one is “falling through the cracks.”

How to Reach Your Full Potential for God Review

How to Reach Your Full Potential for God
By: Charles F. Stanley

Let me begin, in full disclosure, by saying that I am not a fan of self-help books. On the surface this book seems to speak to our spirit in an effort to go "all out" or be completely "sold out" to Christ so that we might meet the fullest potential and worth that He has for us in this life. In reality; however, this book points to our carnal man and attempts to give us five-to-ten steps to living the perfect life that God has for us.

There is no real problem with books like this. I'm sure somewhere, someone can and does live that sort of "sing-songy" lifestyle that can be perfectly ordered and perfectly structured. There is also nothing wrong with the advice given by Dr. Stanley. How do you maximize your effectiveness in this life? Well, you do it by being in right relationship with God, and then by maintaining a healthy, balanced life.

The problem, of course, does surface when it comes to application. Jesus didn't preach a happy twelve step program that consisted of eating right and getting enough sleep. Instead, He gave his life in a brutal, bloody public murder. That is also the same fate that met his twelve disciples, with the exception of John. This doesn't even scratch the surface of the countless martyrs that have sacrificed "living a balanced life" to sneak Bibles in communist countries so that someone might be saved.

Am I saying that everyone is called to be a martyr? Obviously not. I'm simply suggesting that Dr. Stanley could have wrapped his book up into a simple idea. How do you reach your full potential for God? Simply obey His plan for you, and follow it full throttle. That's how the disciples did it, even though several of them doubted and failed several times first.

My pastor recently preached a sermon. He talked about how ships at sea used to sail under a flag or a set of colors. When ships would battle each other at sea, a sign of surrender was when the vessel pulled their colors down from the mast. This would indicate to the other vessel that the towel was thrown in and they were surrendering themselves. The story goes; however, that certain captains, before entering into battle, would ask their crew just how far they were willing to go to get the victory. If the crew agreed that they would stop at nothing to win the battle, then they would nail the colors to the mast. No matter how hard the battle waged, or how certain defeat was, they would not give up because their colors were nailed to the mast. How do you get to your full potential in Christ? You nail your colors to the mast, and you refuse to give up. Sure living a balanced, healthy life might help, but those are byproducts of keeping your eye fixed on the horizon and pushing forward despite the battle!

Keep in mind, this is merely my humble opinion.

Disclosure of Material Connection: I received this book free from the publisher through BookSneeze.com book review bloggers program. I was not required to write a positive review. The opinions I have expressed are my own. I am disclosing this is accordance with the Federal Trade Commission's 16 CFR, Part 225: "Guides Concerning the Use of Endorsements and Testimonials in Advertising."

Engaged to the love of my life

On October 12th, 2012, shortly after returning from our mission trip together, I took a weekend trip with my longtime girlfriend, Kristen Dawn Palmer. Before we left for our destination, I gave her a note telling her how much fun the trip was going to be. The next note was an address to type into the GPS, which would let her know that we were on our way to Orange Beach, Alabama, one of my favorite beaches and long time "thinking spot." 

The third note was important. It was instructions for her to give me all of her electronic devices, and wait in the room until the alarm that I had set went off. When the alarm went off, she was told to open the fourth and final note. The note told her that I was waiting for her on the beach. The video picks up where the note left off...