领导技能：持续学习的机制

第五天：深入反思

阅读：代下三十四2-三十五27

神使用约西亚推行了一次彻底的宗教改革，这个改革是如何进行的？我们找出答案的同时，也可从尼维斯（Nevis）、迪贝拉（DiBella）和古尔德（Gould）提出推动机构学习的十个因素中，找到一个关键的原则。请翻阅今天的阅读材料。

The Learning Organization and What I Do

Read: 2 Chronicles 34:1-35:27

• Climate of Openness——Are the boundaries around information flow permeable so people can make their own observations? Much informal learning is a function of daily, often unplanned interactions among people. In addition, the opportunity to meet with other groups and see higher levels of management in operation promotes learning.

• People need freedom to express their views through legitimate disagreement and debate.

• Without a climate of openness, learning is stifled. With it, organizational learning, as we see in Josiah’s reform, can take on enormous dimensions.

• If leaders model learning by openly sharing their own areas of growth, followers feel confident to do the same.

• An open climate in an organization makes an important contribution to any group that wants to become an effective learning system.

领导技能：持续学习的机制

第四天：学习领导

阅读：西一9-10

持续改进需要不断学习，只有不断学习的教会才能持续发展。对于在学习中成长这个概念，保罗向歌罗西都会提供了一个使人惊叹的的亮光。同样的洞见对任何人都会起作用，很值得我们思考。请在今天的阅读材料中找出这个亮光。

The Learning Organization and How It Works

Read: Colossians 1:9-10

• Continuous improvement requires continuous learning. Only the learning organization will , over the long haul, continue to grow.

• A desire all wise leaders have for their followers is—to learn.

• Paul taught the Colossians to “learn-on-the-run”. He knew that people would learn if they were provided with:

1. Standards (v. 9)—For the church, it is knowledge of God’s will. Followers in any enterprise can’t improve unless they know what “better” or “ideal” looks like. Leaders must set and communicate standards.
2. Instruction (v. 9)—Knowing the standard and grasping its significance (wisdom and understanding) are not the same. Policy and procedure manuals lacking this second component may only confuse and frustrate.
3. Practice (v. 9)—Until people “live a life”, they’re unaware of what they don’t understand. People need to try—to succeed or to safely fail—as part of their growth. Leaders provide mentors, helpers to guide as people attempt to do what is expected.
4. Feedback (v. 10)—Paul knew that, as people began to apply new learning, their effort would bear fruit. As activity produces product, people need to know how they measure up. Hearing, “that’s good” or “not quite, try again” is essential to growth. The important difference between “inspectors” and “teachers” is that “inspectors” often find only flaws in the work, while “teachers” help the workers to grow.
5. Release (v. 10)—The learner eventually grows on his or her own, having gained sufficient confidence and sophistication to ask new questions and to use the standards to guide further learning.

领导技能：持续学习的机制

第三天：认识自己

阅读：亚一2-6

阅读旧约可能会令人沮丧。我们发现自己总是希望顽固的以色列人顺从神，放弃崇拜偶像，但他们还是拒绝从经验中汲取教训，继续败坏自己的生活。他们的故事提醒我们，自己也可能处身在类似的光境中。请翻阅今天的阅读材料，让我们听听神对被掳回归家园的以色列余民所说的话。

The Learning Organization and Who I Am

Read: Zechariah 1:2-6

• Revelation always demands a response.

• When people fail to learn from and apply the illumination they have received from the Lord, they lose their personal effectiveness and stop growing.

领导技能：持续学习的机制

第二天：认识神

阅读：彼前二10-12

我们不会指定幼儿园的孩子阅读陀思妥也夫斯基（Dostoevsky，俄国小说家，1821-1881年）的《罪与罚》（Crime and Punishment），也不会向一年级的小学生讲授高级工程数学。在学习这些复杂的哲理和学科之前，需要一个漫长的思想发展和学习的培养过程。同理，神 给我们更多的属灵亮光，叫我们能对已获得的启示作出回应。请翻阅今天的阅读材料，了解神逐步启示这个重要的做法。

The Learning Organization and Who God Is

Read: 1 Peter 1:10-12

• A lengthy process of development and learning is necessary before people are ready to tackle more sophisticated subjects.

• In a similar way, God gives us greater amounts of illumination as we respond to the light we have already received.

• God’s Word is a progressive revelation in which clearer and fuller insights concerning the person and work of God were communicated in a gradual and dynamic way.

• God is the master pedagogue—He knows the right time to communicate the next lesson.

• There is no point in conveying additional light if a group or a person does not have the capacity to receive it or has not responded appropriately to the light that has already been given.

• Romans 15:4—For whatever was written in former days was written for our instruction, that through endurance and through the encouragement of the Scriptures we might have hope.

• 1 Corinthians 10:11—Now these things happened to them as an example, but they were written down for our instruction, on whom the end of the ages has come.

领导技能：持续学习的机制

第一天：开始思考

阅读：士二1-11

辉煌成就之后，很容易出现反复和懈怠，很容易假定已有的知识和成就可以确保将来的成功，这是一种危险的态度。不幸的是，约书亚和他那一代人的离世之后，那时以色列人所采取的正是这种态度。约书亚带领以色列人征服应许之地时，神使约旦河断流，指挥他们使耶利哥城墙倒塌，他们那一代人都亲眼看见过（书三，六）。
但新一代以色列人[不知道耶和华，也不知道耶和华为以色列人所行的事]（士二10）。这是何等悲哀和严厉的话。他们没有学到关于神和他的作为，也没有生命上的改变。他们的无知使他们的思想意识出现了空白，给外邦人和外邦偶像乘虚而入，最终使自己陷入罪恶之中，神的愤怒因而降临在他们身上。虽然他们知道祖先成功和失败的故事，却没有从中汲取到教训。
国家、机构和教会若停止学习，就会渐趋失败。[那些不从历史经验中汲取教训的人，注定要重演历史的悲剧]，这句话简洁的总结了士师记所描绘的以色列人的情况。凡不从过去的经验汲取教训的，也要遭受同样的境遇。有成效的领袖都知道这点，他们会在自己的教会和群体中，尽其所能创造一个鼓励学习的气氛。他们谨记从过去的经验中总结出来的原则，帮助别人将这些原则运用到新的环境中。
你当前所做的，是否让你对新思想持开放的态度？你当前所处身的教会有什么适宜的机制激励人学习？应该用什么样的机制呢？

Skills: The Learning Organization

Read: Judges 2:1-11

• When nations, organizations or teams stop learning, they’re setting themselves up for failure.

• Those who don’t learn from history are destined to repeat it.

• Effective leaders do their best to create an atmosphere that encourages learning within their organizations and teams. They remember the principles gleaned through past experiences, and they help their people to apply them to new situations.

Passage to memorize this week 本周背诵经文:

诗篇 Psalm 86:9-12

All the nations you have made shall come and worship before you, O Lord, and shall glorify your name. For you are great and do wondrous things; you alone are God. Teach me your way, O LORD, that I may walk in your truth; unite my heart to fear your name. I give thanks to you, O Lord my God, with my whole heart, and I will glorify your name forever.

主啊，你所造的万民都要来敬拜你；他们也要荣耀你的名。因你为大，且行奇妙的事；惟独你是神。耶和华啊，求你将你的道指教我；我要照你的真理行；求你使我专心敬畏你的名！主我的神啊，我要一心称赞你；我要荣耀你的名，直到永远。

领导技能：架构/组织

第五天：深入反思

阅读：申一13-18

教会要有效的发挥作用，需要怎样的组织呢？对于架构组织，圣经没有给我们任何稳固的体系。为什么呢？因为世上根本不存在这样的体系。设立组织架构的目的，是运筹各种资源来完成教会的任务和使命。因此，它必须随着资源和任务的多少而改变。请翻阅今天的阅读材料。

Structure/Organization and What I Do

Read: Deuteronomy 1:13-18

• Structure exists for one purpose: to channel resources toward accomplishing the organization’s mission.

• Organizational structure is designed to channel resources to meet the task and mission of the organization.

• Five criteria for structures for mission (by Kennon Callahan):

1. Structures are relative, not absolute. In all spheres of life, we discover and seize upon one particular way of ordering and structuring our work and life. One way works for a time. Then it becomes dysfunctional. A new structure is invented to take its place.
2. Structures are dynamic and flexible, not historified; they are not fixated in relation to a point in history. At their best, structures grow and develop.
3. Structures are local, not hierarchical. Create church structures that maximize both the power of the local participants and their fullest human potential.
4. Structures for mission are connected, not centralized.
5. Structures are missional, not institutional.