The Missional Leader

Equipping Your Church to Reach a Changing World

Alan J. Roxburgh, Fred Romanuk

• Publisher: Fortress Press
• Year: 2020
• Print ISBN: 9781506463339
• eBook ISBN: 9781506463346
• Topic: Theology & Religion
• Subtopic: Christian Church

In The Missional Leader, consultants Alan J. Roxburgh and Fred Romanuk address two questions: "How do we do missional?" and "What does missional leadership look like?" Drawing on their many years of experience, the authors show readers how to bring God's word into the community outside the church's walls. They focus on how to lead missionally on the ground, in the local setting, even amid leaders' experience of massive change within the church and in the wider world. The challenge for many church leaders is that they are not equipped to lead a church in shifting from a consumer model of church to one that is missional. They were trained in a Christendom mindset--to meet the needs of the church's members. This book assists leaders in shifting from dominant models of leadership rooted in strategic planning--with mission and vision statements, desired outcomes, measurements along the way, and determined goals. It provides a praxis for beginning where people are, rather than where the leader wants them to go.

Roxburgh and Romanuk give frank recognition to the fact that the shift from a consumer model to a missional mindset will almost certainly be stormy, disruptive, and disorienting. This is not a book of quick fixes and slick slogans, but one that sets out a comprehensive and in-depth treatment for a different way of leading. The Missional Leader is a critical commentary that needs to be read in the light of today's realities.

ONE

The Context and Challenge of Missional Leadership

1

Six Critical Issues for Missional Leadership

Alan was leading a workshop at a youth Specialties/Emergent conference in San Diego. The group com prised some one hundred church leaders from all kinds of churches— experimental, long-standing, mainline, and congregational. But from all the groups the common question was, “How do we lead and form these missional/emergent congregations you keep talking about? How do we form missional congregations without blowing up the churches we’re serving, or losing our job?”

This book is written out of the conviction that we need a new approach to leadership for missional communities. We come away from countless encounters with pastoral teams and denominational executives with the pressing sense that the tools and resources they are using will not address the critical issue of forming missional communities of the Kingdom in a time of rapid, discontinuous change. We believe there are six critical issues in developing a missional leadership in our day.

Issue One: Missional Leadership Is the Key—But How Do You Do It?

There’s a lot of good theological and biblical conversation going on about creating missional churches and communities, but little sense of or assistance for how such leadership can actually be developed. Alan was sitting in the office of a denominational executive talking about the church’s need for change. This executive had read the book Missional Church: A Vision for the Sending of the Church in North America. He turned to Alan and said, “I love this missional theology. I believe in what you folks are saying. The critique of culture, the evaluation of the church and the theology are wonderful. But what do I do with it? Pastors come into my office asking me for help. And I know that just giving them ‘how-to’ programs isn’t going to help them.

“But neither is this book. It’s too academic. Most of my pastors will read it and have no idea what to do with it at the end (if they understand it at all). You see, when a pastor walks into my office and asks for help with other kinds of issues or problems, I can reach onto my shelf and pull off any number of programs that will help them know what to do. But this missional conversation is just that: it’s a conversation, but there’s nothing to help us know how to do it in the real life of our congregation.”

At the end of a workshop at a convention for emergent leaders, a similar thing happened. This time it wasn’t a denominational executive but a young pastor in an experimental congregation in the Midwest who said, “Al, what you’re saying about the church and our culture is absolutely right! It resonates with my heart. I was feeling excited and energized as you spoke. But where does someone like me go to learn how to be this kind of leader?”

Alan didn’t have an answer for him. Leaders are eager to engage in the missional/emergent conversation, but their most pressing questions suggest they’re struggling to make sense of how to actually lead in this new way after they go back home.

Issue Two: Most Models Repackage Old Paradigms

In response to demand, numerous books are being published with missional language in the title. What is disappointing about most of these books is that they use missional language to repackage the familiar language of church effectiveness, church growth, and church health. In other words, the writers have not engaged the nature of the change a missional paradigm requires and are simply offering a few more good tactics for doing the same thing more effectively. Leadership models are borrowed from psychology (counselor, therapist), medicine (health and healer), the business world (strategist, coach, manager), and the educational world (teacher). A lot of congregations and leaders have been socialized to view these models as the only viable ones. A denominational executive told us about one extreme but real example. He met with a congregation of about 150 people. Describing the profile of the new pastor they wanted, they told him they were not interested in anyone wanting to bring about change. They wanted their church to be like a hospital with a pastor who looked after their needs and metaphorically changed their IVs when required. This is a pastor-medical model of leadership, and it is based on palliative care. It may be extreme, but it is a sign of the borrowed cultural images that shape our understanding of church and our expectation of leaders. The executive admitted that although this was a gross example of a church’s pastoral search, it was not far from what many actually wanted.

In another case, a congregation called us to ask how it could remove the current pastor because she wasn’t an effective change agent. The job description they developed called for an entrepreneurial leader who could make things happen—clearly a business model. Both examples demonstrate that the leadership models currently shaping the church are inadequate to forming a missional church. In their own context and setting—medicine, the business world, counseling—these images of leadership are appropriate, but when the church borrows and applies such models to the community of God’s people it misses an opportunity to shape leadership around the biblical sense, in which leadership is about cultivating an environment that innovates and releases the missional imagination present among a community of God’s people. What do we mean by the language of “environment”? We use the word in much the same way as we would say we want to create an environment that enables our children to thrive. In other words, what are the skills, capacities, and habits that we as parents would want to cultivate that give our children all the things they need to thrive? When we talk about the water quality of a lake, we seek to describe those elements in the water that contribute to the fish in the lake thriving, or making sure that what we put into the lake as human beings helps to maintain high-quality water for drinking and swimming. In other words, we cannot make our children into what they will become, just as we cannot make water in that sense. But in both cases we can, as parents or responsible citizens, set the context for the child or the lake to thrive as it should. In the same way, missional leadership is about creating an environment within which the people of God in a particular location may thrive.

Issue Three: Discontinuous Change Is the New Norm

At a meeting with a dozen executive staff members of a denomination, we heard one, reflecting on the dynamics of the congregation, say that she felt every time she turned around things changed. The executive responsible for resourcing Christian education spoke up: “The very nature of change has changed, but I can’t quite get my mind around this discontinuous-change idea. How is it different from continuous change?” After a while, another executive looked at his associates around the table and said, “The reality is that discontinuous change has become the new continuous change, and we were never trained to deal with this kind of world!” Everyone nodded in agreement. It’s a new kind of world!

We heard similar sentiments from an executive leader of a major denomination in a series of three-day meetings concerning some critical issues of innovation in the denomination. We had just brought to this group of some thirty people a comprehensive report (based on about one hundred exhaustive interviews from across the system) on the primary issues confronting its congregations and leaders. The executive looked over the report, sighed, and said: “I’m just plain tired of all this change; I don’t have energy left to address it all anymore!” After a pause, he smiled and said, “But I know these are accurate descriptions of what we’re facing, and I know I need to address the new changes!”

Almost every book one picks up these days and most conferences on leadership begin with the same theme: our culture is in the midst of rapid, extensive transformation at every level. We are moving through a period of volatile, discontinuous change. Change is always happening; that’s not the issue. There are two kinds of change we want to consider in this book: continuous and discontinuous. Let us illustrate the difference between these two types of change.

Continuous change develops out of what has gone before and therefore can be expected, anticipated, and managed. The maturation of our children is an example. Generations have experienced this process of raising children and watching them develop into adults. We can anticipate the stages and learn from those who have gone before us how to navigate the changes. We have a stock of experience and resources to address this development change; it is continuous with the experience of many others. This kind of change involves such things as improvement on what is already taking place and whether the change can be managed with existing skills and expertise.

Discontinuous change is disruptive and unanticipated; it creates situations that challenge our assumptions. The skills we have learned aren’t helpful in this kind of change. A friend became the executive vice president for finance in a college at quite a young age. One day, just before Christmas and about a year into the job, he returned from a fundraising trip and was immediately invited into the president’s office. He assumed it was for a regular meeting, but he discovered a member of the board in the room as well. The president passed a letter across his desk to the young VP and told him not to go back to his office; there was a career counselor waiting to see him because his job in the institution was over right then and there. This friend found himself suddenly in a world he never anticipated and for which he had no coping skills. In discontinuous change:

• Working harder with one’s habitual skills and ways of working does not address the challenges being faced.
• An unpredictable environment means new skills are needed.
• There is no getting back to normal.

Discontinuous change is dominant in periods of history that transform a culture forever, tipping it over into something new. The Exodus stories are an example of a time when God tipped history in a new direction and in so doing transformed Israel from a divergent group of slaves into a new kind of people. The advent of the printing press in the fifteenth century tipped Western society toward modernity and the pluralist, individualized culture we know today. Once it placed the Bible and books into everyone’s hands, the European mind was transformed. There are many more examples, from the Reformation to the ascendence of new technologies such as computers and the Internet, that illustrate the effect of rapid discontinuous change transforming a culture.

Discontinuous change and developmental change are not the same. Developmental is about more of what has been; it’s change within a familiar paradigm. Examples are everywhere. One buys a new car or introduces drums or drama or video into a worship service; a book written about missional leadership has a familiar chapter on the need for high commitment to church membership rather than asking the deeper questions of membership and belonging. These instances are all about change within a world. They don’t address the deeper, underlying issues. The skills and competencies for leading this kind of change are learned by habit and training within the system. Thus the churched culture of the twentieth century said to aspiring leaders, “If you want to be a pastor in this denomination you must go to Semimary X and learn skills Y and Z; then you will be ready. We know skills Y and Z are the right ones because they have worked well in the past and will continue to serve us into the future.”

For more than a century, North American churches were at the center of culture; they were an essential part of most people’s belief and value systems. Therefore, leadership skills and capacities were developed around how to most effectively engage people when they came to the church. It was about training men and women who would faithfully run effective branch plants of the denomination so that when people came they would be well served with a set of expected resources, experiences, and programs. Leaders who ran these churches really well grew in prestige, respect, and influence.

Discontinuous change is different. There is a wonderful IBM ad that captures something of what it means. A team of people evidently starting up a business, after working hard to develop an online marketing strategy, gather around a computer as their product goes online. They look hopefully and expectantly for the first Internet sale. When one comes through, they nervously look at each other, relieved that something has happened. Then ten more sales come through.

Muted excitement runs through the anxious room. Then, suddenly, a hundred or so orders show up on the computer screen. The team is cheering and hugging one another in exultation; all their hard work has paid off. Then they stare at the screen, beyond disbelief: instead of hundreds of orders, which they couldn’t have imagined in their wildest dreams, there are suddenly thousands. Everyone is overwhelmed. No one knows how to deal with this; it’s outside their skills and expertise. They are at a loss to know what to do next. The organization has moved to a level of complexity that is beyond the team’s skills and ability to address.

In a period of discontinuous change, leaders suddenly find that the skills and capacities in which they were trained are of little use in addressing a new situation and environment. What do congregational leaders do when the skills that have been effective in drawing people in and building i...

Table of contents

• Cover
• Title Page
• Copyright
• Table Of Contents
• Foreword
• Introduction
• The Context and Challenge of Missional Leadership
• The Missional Leader
• In Retrospect
• Notes
• Acknowledgments
• About the Authors
• Index