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Running Head: How Does Church Leadership Influence the Recruitment of Deacons?
How Does Church Leadership Influence the Recruitment of Deacons?
Leola L. Dishman
Mountain State University
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Table of Contents
Chapter 1: Focus and Framing ...................................................................................... 4
1.1 Overview ................................................................................................................... 5
1.2 Organizational Issue.................................................................................................. 6
1.3 Environmental Context and Stakeholders ................................................................. 9
1.4 Organizations, Policies, Programs, and Services Affecting the Issue .................... 10
1.5 Purpose of the Research .......................................................................................... 10
1.6 Significance of the Study ........................................................................................ 11
1.7 Content of Each Section of the Research Paper...................................................... 11
1.8 Project Management Plan ....................................................................................... 13
1.9 Summary ................................................................................................................. 15
Chapter 2: Deconstruction of Literature Reviews ..................................................... 17
2.1 Introduction ............................................................................................................. 17
2.2 Exhibiting Effective Leadership ............................................................................. 18
2.3 Leadership Influence ............................................................................................... 19
2.4 Leadership Style...................................................................................................... 22
2.5 Leadership Strategy ................................................................................................ 24
2.6 Summary ................................................................................................................. 27
Chapter 3: Methodology ................................................................................................ 29
3.1 Introduction ............................................................................................................. 29
3.2 Methodology Assumptions ..................................................................................... 29
3.3 Research Process ..................................................................................................... 30
Position of the Researcher ........................................................................................ 32
Participants ................................................................................................................ 33
Data Collection Techniques ...................................................................................... 33
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Interpretive Procedure: Analyzing Data ................................................................... 40
3.4 Rigor ....................................................................................................................... 42
Limitations ................................................................................................................ 45
3. 5 Ethical Issues ......................................................................................................... 45
3.6 Summary ................................................................................................................. 47
Chapter 4: Construction ................................................................................................ 48
4.1 Introduction ............................................................................................................. 48
4.2 Setting the Scene ..................................................................................................... 48
4.3 Constructing Accounts ............................................................................................ 50
4.4 Epiphanies ............................................................................................................... 69
4.5 General Account ..................................................................................................... 70
Chapter 5: Contextualization ........................................................................................ 71
5.1 Introduction ............................................................................................................. 71
5.2 Summary of Research Outcomes ............................................................................ 71
5.3 Broadening Social Context ..................................................................................... 72
5.4 Exploring Implications of the Study ....................................................................... 76
5.5 Research Recommendations ................................................................................... 78
5.6 Summary ................................................................................................................. 82
References ...................................................................................................................... 83
Appendix A ...................................................................................................................... 88
Appendix B ...................................................................................................................... 89
Appendix C ...................................................................................................................... 91
Appendix D ...................................................................................................................... 93
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How Can Church Leadership Influence the Recruitment of Deacons?
Chapter 1: Focus and Framing
This research is designed to determine how the church leadership can influence
the ability to recruit and train deacons. DeWit and Meyer (2005) identify the association
of leadership influence in the psychological arena: “To affect organizational change,
leaders must win both the hearts and minds of the members of the organization. People
must be willing to, literally ‘follow the leader’—preferably not passively, but actively,
with commitment, courage and even passion” (p. 207).
As a volunteer, the position of a deacon enables men to assist in the operations of
the church organization. The researcher’s church, Ebenezer Baptist Church (EBC),
desires to increase the number of active deacons in the organization from three to at least
six. EBC currently has an average of 200 active members. Doubling the number of
current deacons will significantly improve the church’s ability to serve the members more
effectively. Gardner (1990) stated, “Leaders must give thought to how human talent and
energy are handled in the systems over which they preside” (p. 126). It is the intent of
the researcher to determine how the leadership of this organization can increase the
number of deacons. It is the researcher’s hope that this action research will reveal an
opportunity for growth, development, and positive change.
Appreciative inquiry was the primary approach used for this research project.
The purpose of appreciative inquiry is to focus on building on what is already successful,
rather than what is deficient (Coghlan & Brannick, 2005). Understanding there is an
organizational need for more deacons; the researcher focused the research on the
successful leadership principles and concepts of the organization to seek a solution.
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Additionally, the researcher will used evaluative inquiry. Coghlan and Brannick (2005)
identify evaluative inquiry as a reformulation of traditional evaluation practices through
an emphasis on using the process of inquiry to generate organizational learning (p. 19).
Collaborative inquiry, reflection, joint planning, and taking action can be used as
interventions to shape how the project will be evaluated in order to stimulate
organizational learning.
1.1 Overview
Sustained success depends on making the critical distinction between leaders and
leadership. A focus on leaders emphasizes the personal qualities of the individual; a
focus on leadership secures the ongoing good of the organization and also builds future
leaders (Ulrich & Smallwood, 2007). EBC’s leadership desires to increase the number of
deacons in its organization. This action research delved into how the leadership can
improve recruitment efforts and influence involvement and participation. Effective
leadership depends on a leader’s ability to influence the constituents. Bennis (2003)
stated, “Our quality of life depends on the quality of our leaders (p. 3). Lawler (2003)
suggests, “people must see how their behavior influences a performance measure that in
turn drives the allocation of a reward they value” (p. 48).
As an active member of the organization, the researcher had a distinct opportunity
to conduct a thorough and effective research with an insider’s perspective. Coghlan &
Brannick (2005) stated, “The key idea is that action research uses a scientific approach to
study the resolution of important social or organizational issues together with those who
experience these issues directly” (p. 9). Raelin (1999) suggests there is a benefit to
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having participants test their newfound skills in a simulated setting, but ultimately there
can be no substitute for practice in the midst of real life experience.
The procedures utilized during the course of this research included: surveys,
interviews, and data generated through informal communications by use of a focus group.
The method used to identify the potential research participants involved discussion with
the leadership system through a focus group. The primary focus was on persons having
influence in the operation of the organization, as well as the access to the active members
of the congregation, particularly men, who would potentially qualify as candidates to be
deacons. Additionally, the researcher interviewed leaders from other churches in the
community to gain insight into operations and procedures related to the research. The
total number of research participants was 51; 6 focus group participants, 15 interviews,
and 30 survey responses.
1.2 Organizational Issue
In accordance with the EBC Constitution & Bylaws;
The deacon is appointed by the pastor and will remain on trial for a period set by
the pastor. The deacon shall be a man who is a member of the church in good
standing and carry out the following responsibilities: servants of the church, serve
with the pastor and staff in performing pastoral ministry tasks, proclaim the
gospel to believers and unbelievers, care for church members and other persons in
the community, and lead the church to achieve its mission (EBC, p. 15).
However, a more specific description of responsibilities and requirements that are
expected of the deacons are:
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Govern the operations of the church
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Make decisions related to the organization (including everything pertaining to the
services)
Govern and hold leadership (Ministerial staff) accountable to organizational
guidelines
Determine the amount of raise given to the Pastor and Minister Staff (shared with
the trustees)
Lead by example
Mentor the young men
Teach the Word of God
Visit the sick
Prepare and assist in the monthly communion service
Prepare and assist in baptisms and child dedication services
The primary purpose of EBC deacons is to serve the needs and encourage
spiritual growth of the members and congregation. The servant-leader is servant first
(Greeleaf, 1977). While the pastor is the overseer of each organization, the chief function
of the deacon is to provide support to the members; essentially, he must lead and serve.
Gardner (1990) stated, “We expect our leaders to be sensitive to and to serve the basic
need of their constituents. We expect them to have faith in their constituents and a caring
concern for them” (p. 73). The structure of the organization is established to enable the
pastor and his constituents to provide the most effective and productive service to the
members. Under the guidance of the pastor, each auxillary has specific operational
responsibility and has appointed officers: director/president, vice president, secretary, and
treasurer.
Because the trustees serve as administrators over all financial funds and records,
each auxiliary is required to turn in all treasuries collected from events, fundraisers, dues,
etc. to the trustees. Additionally, each auxiliary must go through the trustees to gain
approval for events and use of treasury. For this reason, the auxiliaries are subordinate to
the trustees. However, operational issues are subject to the direct supervision of the
pastor. Figure 1.1 reveals the structure of the church organization in a flow chart. The
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church’s mission is focused on the care and ministry of the members; for this reason, the
congregation and members are at the top of the chart.
Figure 1.1: Organizational Flow Chart:
Congregation/Members
Pastor
Deacons
Trustees
Assistant Ministers
Missionary Circle
Auxiliaries & Ministries
Sunday School Department
Deaconesses
Music Ministry
Communion Choir
Gospel Travelers
Rays of Sunshine
Soldiers of Joy
Gospel Chorus
Mass Choir
Missionary Circle
Youth Ministry
Willing Workers
The organizational need is to recruit and effectively train enough deacons to
adequately serve the organization. Capitalizing on the organization’s leadership can
promote a positive influence on recruiting involvement and commitment. This action
research project will address the following questions:
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1. What is the significance of the deacons’ ministry to the leadership of the
organization?
2. How does the organization’s leadership influence the participation and ability to
recruit volunteers into these positions?
3. How can the organization seek to develop new leaders?
1.3 Environmental Context and Stakeholders
The environmental context in which this research took place was within the
organization known as EBC, Martinsburg, West Virginia. However, the researcher also
be generated data from neighboring churches in the community for the purpose of: 1)
establishing a generalized perception of the influence of leadership regarding the
recruiting process and 2) fully understanding the significance of deacons to the church.
DeWitt and Meyer (2005) define stakeholders as: “any identifiable group or
individual who can affect the achievement of an organization’s objectives or who is
affected by the achievements of an organization’s objectives” (p. 437). The stakeholders
and participants involved in this action research included the overall leadership of EBC
which consist of: 1) the pastor and two assistant ministers, 2) the three active deacons,
and 3) the six member board of trustees. However, the focus of the research also
involved the members of the organizations, including members of each additional
auxiliary: Deaconesses, Willing Workers, Missionary Circle, Music Ministry, Sunday
School Department, and Usher Board. Additionally, the researcher surveyed members of
the congregation, specifically the men, as it would pertain to recruiting deacons. The
total number of research participants was 51; 6 focus group participants, 15 interviews,
and 30 survey responses.
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1.4 Organizations, Policies, Programs, and Services Affecting the Issue
The EBC Constitution & Bylaws were utilized for the purpose of referencing and
understanding guidelines and strategies of the researcher’s organization. While there are
no official documented policies regarding research, it is understood that no one is to
disclose any personal or confidential information to the public or otherwise. Communitybased research seeks to develop and maintain social and personal interactions that are
non-exploitative and enhance the social and emotional lives of all people who participate
(Stringer, 1999, p. 28). “Sharing the power of knowledge productions with the
researched subverts; the normal practice of knowledge and policy development as being
the primary domain of researchers and policy makers” (Coghlan & Brannick, 2008, p. 7).
While all organizational business matters are open and available to all members; it
is not advisable to divulge church business, such as financial records and innerorganizational conflict to the public. It was clarified that the use of this inquiry was to
serve two purposes: first, to fulfill the academic requirement of the researcher and
secondly to provide insight and opportunity for organizational development. The
researcher was given full access by the senior pastor to conduct the action research
project. Coghlan and Brannick (2008) state “that participation is based on the assumption
that the members of the system understand the process and take the significant action” (p.
77).
1.5 Purpose of the Research
The purpose of this research is to determine how the leadership can influence the
recruitment of deacons in the church. The deacons hold a significant position and
purpose that is vital to the operation of the church. It is the researcher’s desire to
conceptualize the findings and provide feedback to the ministry that would strengthen the
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leadership, encourage involvement, and ultimately develop new leaders. Action research
projects are designed to have strategic value, thus contributing to or even challenging the
goals of their organizational sponsor (Raelin, 1999).
1.6 Significance of the Study
This study is significant because it will help an organization look within itself to
find an effective solution. The deacons play a critical role in the operation and leadership
of the church. There is significant opportunity for the church leadership to take an active
role toward improvement and development. The hope is to maximize the existing
leadership and encourage, motivate, and recruit new participants who can be effectively
trained and develop into new leaders. O’Reilly and Pfeffer (2000) say the key to
releasing the hidden value in people is by fully using the talent and unlocking the
motivation of the people currently within the organizations. Using positive influence to
inspire participation, leaders can facilitate growth, development, and commitment.
1.7 Content of Each Section of the Research Paper
The completed Action Research Project will be presented in five chapters: Focus
and Framing, Deconstruction, Methodology, Construction, and Contextualization.
The Focus and Framing has presented an overview and purpose for the paper. It
identified the problem on which the author focused the study and framed the issue within
its specific social boundaries (Stringer, 1999). In short, the Focus and Framing serves as
an introduction which can prepare the reader for the following report. This chapter has
identified and defined the overview, organizational issue, environmental context and
stakeholders, organizational policies, programs, and services affecting the issue.
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Furthermore, this section has defined the purpose of the research, significance of the
research, content of each section, and the project management plan.
The Deconstruction identifies and addresses existing definitions and
interpretations of the problem from academic and institutional literature. The purpose of
this chapter, also referred to as the Literature Review, is to help readers understand the
ways in which others have interpreted the issues being investigated (Stringer, 1999).
This section addresses: 1) What others say may be happening, 2) What has been done in
similar situations, and 3) What others think or have written about this issue, problem, or
condition.
The Methodology presents the philosophical assumptions of the form of inquiry
applied to the study and details of the research process. This chapter presents a rationale
for the research approach used and describes in detail the way the research was
conducted. Stringer (1999) pointed out this section is designed to inform readers why
this approach was chosen for the research and to indicate that it was a rigorous process of
investigation. The Methodology details: 1) methodological assumptions, 2) research
process, 3) rigor, and 4) ethical issues.
The Construction presented the discovery of the research. This section is often
referred to as the results portion of the report (Stringer, 1999). This chapter provided
detailed accounts of participants’ experiences and interpretations. Within this section the
researcher described events, set the scene, defined epiphanies (turning point moments),
and construct general accounts.
The Contextualization chapter will summarize the results of the study. Stringer
(1999) refers to this as the “so what” stage or dissertation that enables writers to articulate
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newly emerging understandings of the issue. Additionally, it analyses the research and
considers what comes of the results. This chapter will place experiences and perspectives
in a broader context. In this section, the researcher will summarize the outcomes of the
study and place the stakeholders viewpoints in the broader social context by comparing
and contrasting their perspectives with those presented within the literature review.
Additionally, the researcher will explore the implications of the study for policies,
programs, services, and practices related to the issues investigated then, suggest a plan of
action that reflects elements of leadership curriculum. Next, the researcher will identify
what elements of the leadership curricula have been used in developing the researcher’s
plan of action and offer recommendation for implementing the research finding. The
researcher will conclude with a plan to evaluate the results of implementation.
1.8 Project Management Plan
Working within the constraints of a limited timeline and posted deadlines, the
researcher worked diligently to stick strictly to the guidelines set forth through the
Student Learning Guide and Syllabus provided by Mountain State University (2009).
Organization was a critical part of the researcher’s project management plan. The
researcher carefully journalized each aspect of the process, kept detailed notes regarding
the requirements and criteria, and adhered to the due dates set forth by Mountain State
University.
The researcher worked collaboratively with the selected organization, the
facilitator, and cohort to frame a topic that adhered to the criteria of this action research
project. The researcher then designed the action research project by determining which
research approaches, inquiry methods, and tools enabled productive research. In
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accordance with the timeline, the researcher began to generate, compile and analyze data
from the research participants. The researcher then submitted a conceptualized report on
the findings, experiences and perspectives. At the completion of the course, the
researcher presented an overview of the project to the cohort through a PowerPoint
presentation via Webinar.
The researcher has utilized effective time management skills to complete drafts
prior to posting dates. The intent was to submit drafts to teammates for review and
comments. After making necessary revisions, the researcher posted the drafts and
anticipated further review and comments from the instructor. In regards to establishing
an active plan, the researcher worked in the frame of chapters. An anticipated time line
was set as follows:
Mission
Requirement
Submission Date
Chapter 1:
Focus and Framing Draft:
Post for team review
September 15, 2009
Team responsibility
Review teammates drafts
September 15-18, 2009
Focus and Framing Draft
Submit to Assignment Tool
September 20, 2009
Complete IRB Forms
Submit to Assignment Tool
September 20, 2009
Chapter 2:
Deconstruction Draft w/
Chapter 1 revisions
Post for team review
September 22, 2009
Team responsibility
Review teammates drafts
September 22-28, 2009
Deconstruction Draft w/
Chapter 1 revisions
Chapter 3:
Methodology Draft w/
Chapter 1 and 2 revisions
Submit to Assignment Tool
September 27, 2009
Post for team review
September 29, 2009
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Team responsibility
Review teammates drafts
Sept. 29-Oct. 2, 2009
Design Data Collection
Instruments
Submit to Team for Review
Sept. 30-Oct. 5, 2009
Methodology Draft w/
Chapter 1 and 2 revisions
Chapter 4:
Test Data Collection
Instruments
Submit to Assignment Tool
October 4, 2009
Sample
October 5-11, 2009
Construction: Conduct
Research
Distribute surveys, conduct
interviews, generate data
October 11-30, 2009
Team responsibility
Review teammates drafts
October 19-Nov. 6, 2009
Construction: Analyze
Research/ prepare draft w/
Chapter 1, 2, & 3 revisions
Post for Team Review
November 3, 2009
Submit to Assignment Tool
November 8, 2008
Analyze and articulate
concluding comments
Nov. 9-Dec. 14, 2009
Conceptualization w/
Chapter 1, 2, 3, and 4
revisions
Post for team review
December 15, 2009
Complete Project w/ all
revisions
Submit to Assignment Tool
December 20, 2009
Prepare Presentation
Webinar Presentation
December 21-27, 2009
Construction w/ Chapter 1,
2, & 3 revisions
Chapter 5:
Conceptualization
1.9 Summary
This chapter has focused on the research issue and framed it in accordance to
organizational issue, stakeholders, purpose, and significance for the intent of introducing
the reader to the topic and expectation for the research. Furthermore, the researcher has
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conducting the research itself.
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Chapter 2: Deconstruction of Literature Reviews
2.1 Introduction
Johnson (2007) promotes leadership among pastors and deacons as a topic worthy
of research attention. EBC has a desire to recruit and effectively train more deacons to
serve the organizational purpose; which is to provide care and service to the members and
assist with the operations of the church. The role of a deacon is integral to the church. In
many Baptist churches, deacons are expected to possess attributes and skills that would
qualify them to serve in a leadership capacity and to support the pastor’s work with the
congregation (Johnson, 2007). This deconstruction of literature will address the principal
leadership concepts that relate to the organization’s need for deacons.
Russ-eft and Preskill (2001) point out that evaluation involves collecting data
regarding questions or issues about society in general and organizations and programs in
particular (p. 5). This chapter will directly address the following research questions:
1. What is the significance of the deacons’ ministry to the leadership of the
organization?
2. How can the organization’s leadership influence the participation and ability to
recruit volunteers into these positions?
3. How can the organization seek to develop new leaders?
Based on the expectations of a deacon and the research questions, the researcher
constructed four key principles and concepts that are relevant to the action research topic:
exhibiting effective leadership, leadership influence, leadership styles, and leadership
strategies. In the following sections, the researcher has taken each of these principles and
elaborated further to determine how other literature addresses the research topic.
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2.2 Exhibiting Effective Leadership
Exhibiting effective leadership can take many forms: leading by example,
modeling the way, and walking the walk. It is important for leaders to set high standards
and lead by example. Rogers, Pace, and Wilson (2002) pointed out that leaders expecting
the entire organization to share a vision, labor, and sacrifice on the behalf of the
organization should begin by leading from the front; which will result in being seen as a
person of action. Agreeing, Kouzes and Posner (2007) stated, “Exemplary leaders know
that if they want to gain commitment and achieve the highest standards, they must be
models of the behavior they expect of others” (p. 15). Xenophon, a Greek historian, was
a disciple of Socrates who left Athens to serve with the Greek military and quickly rose
as a respected leader. Xenophon felt that a great leader had to establish himself in the
good opinion of his men and to do this he had to be a model for them by enduring
hardship, showing confidence, and leading by example (Enzenauer, 2004). Few would
disagree that all leaders, including deacons, must lead by example. MacArthur (2009)
stated that deacons must be considered as leaders in the church and are to lead by
example.
A leader’s example will reflect the employee’s response, behavior, and
performance. Employees learn what is valued most in an organization by watching what
attitudes and behaviors leaders pay attention to and reward, as well as whether the
leaders’ own behavior matches the espoused values (Lussier & Achua, 2004). Therefore,
it will be critical for a leader to act on what is professed. It is far more important for
leaders to ‘walk the talk’ than it is to be statistically competitive with other organizations
(Freiberg & Freiberg, 2004). Effective leadership requires acquiring knowledge and
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demonstrating skills in each of four categories: developing personal behaviors, habit,
skills, and characteristics collectively (Ulrich, Zenger, & Smallwood, 1999).
2.3 Leadership Influence
Effective leadership starts with a leader’s ability to influence followers. Lussier
and Achua (2004) define influence as “the process of affecting others’ attitudes and
behavior in order to achieve an objective” and power as “the leader’s potential influence
over followers” (p. 102). Covey (1991) states, “The place to begin building any
relationship is inside ourselves, inside our circle of influence, our own character” (p. 60).
It is important to understand the impact a leader has on influencing followers. The
Leader to Leader Institute (LLI) (2004) advised influencing includes decision making,
communicating the decisions, and motivating compliance in regards to the decisions. It
is apparent that understanding a leader’s ability to influence constituents will depend on
the leader’s use of power and establishing trust.
To lead means using power to influence others. De Wit & Meyer (2005) identify
five categories of power: legitimate, coercive, reward, expert, and referent. Legitimate
power is having the formal authority to determine certain organizational behaviors
therefore, enlisting compliance. Coercive power is having the capability to punish or
withhold rewards to achieve compliance thereby, leading through fear. Reward power is
the ability to offer something of value to a person in return for compliance. Expert power
is having compliance based on the person’s superior knowledge or skills in an important
area. Referent power is having compliance because organizational members have let
themselves be influenced by a person’s charismatic appeal or gained trust.
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Power can be either positive or negative (Covey, 1991; Carroll & Buchholtz,
2003; Polk & White; De Wit & Meyer, 2005). According to Covey (1991), real
leadership power comes from honorable character and the exercise of certain power tools
and principles. The power tools Covey refers to are processes and principles that could
potentially increase a leader’s honor and power with others. The ten power tools are
persuasion, patience, gentleness, teachableness, acceptance, kindness, openness,
compassionate confrontation, consistency, and integrity. One can see how these tools can
be very effective in creating power that results in positive influence.
Polk and White (2007) identified power as a product of refined sensitivities
together with specific skills, knowledge, and ability to influence. Agreeing Carroll and
Buchholtz (2003) identify power as the ability to bring influence on a situation or
individual. In addition to the power tools, Covey (1991) also identified three types of
power: coercive power, utility power, and principle-centered power. Coercive is creating
fear in the follower to achieve compliance. Utility power is compliance based on the
useful exchange of goods and services. Utility power is comparatively similar to De Wit
& Meyer’s legitimate power. Principle-centered power, the optimal goal, is based on the
power some people have with others because others tend to believe in them and in what
they are trying to accomplish. They are trusted, respected, and honored. This is
knowledgeable, wholehearted, uninhibited commitment. It is evident that the effective
use of power will have a great impact on a leader’s ability to influence followers.
Another area that has a great impact on a leader’s ability to influence constituents
is trust. Greenleaf, (1977) states, “Trust is first. Nothing will move until trust is firm” (p.
101). There are many authors that agree that the impact of trust has significant bearing
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on leadership influence. “To affect organizational change, leaders must win both the
hearts and minds of the members of the organization…To achieve such followership;
leaders must gain the respect and trust of their colleagues” (De Wit & Meyer, 2005, p.
207). Agreeing, Ulrich, Zenger, & Smallwood (1999) state followers need leaders they
trust, relate to, and feel confidence in. “Trust—or the lack of it—is at the root of success
or failure in relationships and in the bottom-line results of business, industry, education,
and government” (Covey, 2003 p.31). “Building trust is a process that begins when one
party is willing to risk being the first to ante up, being the first to show vulnerability, and
being the first to let go of control” (Kouzes and Posner, 2007 p. 243).
De Wit and Meyer (2005) identify three arenas of leadership influence: political,
cultural, and psychological. In the political arena of leadership influence a leader
understands that influence is more complex than position alone. De Wit & Meyer (2005)
state few managers can effectively impose a strategic agenda on the organization without
political support. The cultural arena is intertwined with the process of gaining political
influence. In this process the leader must be capable of questioning the shared values,
ideas, and habits that are prevalent in the organization and have been well established as a
norm. With the psychological arena of leadership influence, attention must be paid to the
psychological needs of the individuals. In order to win people over, a leader must have
an ability to meet the emotional needs for certainty, clarity, and continuity, to offset the
uncertainties, ambiguities, and discontinuities surrounding the followers (De Wit &
Meyer, 2005).
“Employees willingly follow leaders who know both who they are (their own
attributes) and what they are doing (their targeted results). Such leaders instill confidence
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and inspire trust in others because they are direct, focused, and consistent” (Ulrich, et al.,
1999, p. 21). A requirement for relationship building is trust. Trust is built on believing
people are who they represent themselves to be (Sanborn, 2004). It is clear that trust is
essential in establishing relationships and nurturing an environment that produces results.
Gardner (1990) advises, “A good community nurtures its members and fosters an
atmosphere of trust” (p. 117). Greenleaf (1977) indicated that followers would freely
respond only to individuals who are chosen as leaders because they are proven and
trusted as servants.
2.4 Leadership Style
Appreciating the importance of leadership influence, alone, is not enough to
achieve effective leadership. A leader’s particular style of leadership will also have a
critical impact. Kinicki and Kreitner (2003) identify four styles of leadership: directive,
supportive, participative and achievement-oriented. Directive leadership is providing
guidance to employees about what should be done and how to do it, scheduling work, and
maintaining standards of performance. Supportive leadership is showing concern for the
well-being and needs of employees, being friendly and approachable, and treating
workers as equals. Participative leadership is consulting with employees and seriously
considering their ideas when making decisions. Achievement-oriented leadership is
encouraging employees to perform at their highest level by setting challenging goals,
emphasizing excellence, and demonstrating confidence in employee abilities.
There are several types of leadership styles that would be relevant to this action
research project. However, the researcher has selected three that are likely to be found
within the environment of the church: principle-centered leadership, servant leadership,
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and transformational leadership. Each of these leadership styles are centered on the
needs and respect of the constituents.
Principle-Centered Leadership
Principle-Centered leadership is practiced from the inside out on four levels:
personal, (my relationship with myself); interpersonal, (my relationships and
interactions with others); managerial, (my responsibility to get a job done with
others); and organizational (my need to organize people—to recruit them, train
them, compensate them, build teams, solve problems, and create aligned structure,
strategy, and systems) (Covey, 1991, p. 31).
Each of these levels will be relevant to this research, particularly organizational.
Principle-Centered leaders are synergistic, continually learning, service oriented, radiate
positive energy, believe in other people, lead balanced lives, see life as an adventure, and
exercise for self-renewal (Covey, 1991).
Servant Leadership
Lussier and Achua (2004) define servant leadership as “leadership that transcends
self-interest to serve the needs of others, by helping them grow professionally and
emotionally” (p.362). Keena (2006) states the heart of servant-leadership is characterized
by listening, empathy, healing, awareness, persuasion, conceptualization, foresight,
stewardship, commitment to the growth of people and community building. The
servant-leader is servant first (Greenleaf, 1977; Lussier& Achua, 2004; Keena, 2006).
Servant leadership begins with the natural feeling that one wants to serve and to serve
first (Greenleaf, 1977). Lussier and Achua (2004) define servant leadership as
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“leadership that transcends self-interest to serve the needs of others, by helping them
grow professionally and emotionally” (p.362).
Transformational Leadership
Lussier & Achua, (2004) state “Transformational leaders are known for moving
and changing things ‘in a big way’, by communicating to followers a special vision of the
future, tapping into followers’ higher ideals and motives” (p. 355). Keena (2006) felt that
transformational leadership provided a sense of inspiration, intellectual stimulation, and
personal consideration.
“The goal of transformational leadership is to ‘transform’ people and
organizations in a literal sense—to change them in mind and heart; enlarge vision,
insight, and understanding; clarify purpose; make behavior congruent with
beliefs, principles, or values; and bring about changes that are permanent, selfperpetuating, and momentum building” (Covey, 1991, p. 287)
Quoting Pielstick, Keena (2006) pointed out, “Transformational leaders provoke
heightened levels of commitment, self-sacrifice, motivation, and performance from
followers. Transforming leaders instill a sense of pride, respect, and trust. Followers
exhibit significantly higher levels of satisfaction under transforming leaders” (p. 13).
Thus, followers will become leaders.
2.5 Leadership Strategy
While leadership styles identify the leader’s attributes, the leadership strategy
identifies the leader’s design, plan or purpose to lead the organizations. De Wit and
Myer (2005) compared strategies with tools. Leadership strategies are tools designed to
be used to cultivate and produce results through the constituents (De Wit & Meyer, 2005;
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Buckingham & Coffman, 1999). This section will identify a few leadership strategies
that can be effective in recruiting and training deacons in the church. “Managers are
constantly looking for new ways to align the current, and potential, strengths and
weaknesses of the organizations with the current, and potential, opportunities and threats
in the environment” (De Wit & Meyer, 2005, p. 101). In order to understand how an
organization operates, one must first understand the organization’s leadership strategies.
Three particular leadership strategies relevant to the action research project are: leaders
developing leaders, mentoring, and recruiting.
Developing Leaders
Leaders create systems that encourage, reward, and support leaders developing
leaders at all levels (Tichey, 2002). “Regardless of their official titles (i.e., trustees,
deacons, elders), guidance is given to effectively develop leaders to lead and monitor the
congregation's ministry ends without impeding the pastoral staff's ability to oversee the
ministry means” (Ibbotson, 2006).
Great organizations develop strong leaders. Instead of merely strengthening
the abilities of individual leaders, they build leadership capability -- a
leadership brand -- a reputation for developing exceptional managers with a
distinct set of talents uniquely geared to fulfill the expectations of customers
and investors (Ulrich & Smallwood, 2007).
Buckingham and Coffman (1999) stated, great managers “try to help each person become
more and more of who he already is” (p. 57).
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Mentoring
Mentoring is a very important deacon responsibility. The deacons are expected to
mentor the young men and assist in leading and guiding them along the way, as they
grow and develop in their Christian walk.
It is obvious to me that mentoring forms a supportive infrastructure not only
between teachers in a department, but also within the entire school. The
involvement in someone else's life helps both parties feel important and needed.
In my opinion, teachers who have mentors or who serve as mentors will feel more
valued as people and professionals and will be much more likely to perform well
on the job (Kramer, 2001, p. 411).
Greenleaf (1977) wondered why anyone would accept the leadership of another unless it
was clear which direction was better to take. This is an essential principle in
understanding the method of mentoring. The mentor must be willing to take the time that
is necessary to establish a relationship with the individual whom is being mentored.
Providing guidance, direction, and leadership is critical as one takes on the role of
molding and shaping the lives and decisions of individuals.
Recruiting
The key to excellent performance is finding the match between one’s talent and
role (Buckingham & Coffman, 1999). Competitive demands require more committed
employees who give their emotional, human, and physical energy to organizational
success (Ulrich, Zenger, & Smallwood, 1999). The only way an organization can
recapture commitment is by treating constituents in ways that respects individuality
(Ulrich, Zenger, & Smallwood, 1999). Organizations that are not motivated by individual
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development may overlook the potential asset of informed constituents. Most
organizations do not conduct business in a manner that shows constituents are the priority
(Lawler, 2003).
Buckingham and Coffman (1999) determined “how long an employee stays and
how productive he is while he is there is determined by his relationship with his
immediate supervisor” (p. 12). Buckingham and Coffman (1999) suggest the ability for
great managers to release potential energy in the employees, select a person, set
expectations, and motivate and develop each employee rest upon using “The Four Keys”.
The Four Keys are: 1) select for talent, not simply experience, intelligence; or
determination; 2) define the right outcomes, not the right steps; 3) focus on strengths, not
on weaknesses; and 4) find the right fit, not simply the next rung on the ladder (p. 6667).
Messmer (2005) stated, moving quickly to locate and hire the best talent is more
vital than ever to maintain your competitive edge. Freiberg and Freiberg (1997)
discovered that Southwest Airlines hires for attitude and trains for skill. Garner (1990)
stated, “The consideration leaders must never forget is that the key to renewal is the
release of human energy and talent” (p.136). Buckingham and Coffman (1999) state,
“The real challenge lies in how each manager can incorporate these insights in to their
own style, one employee at a time, every day” (p. 12).
2.6 Summary
In this chapter, the researcher deconstructed literature addressing how other
authors have viewed and interpreted the four key principles and concepts exhibiting
effective leadership, leadership influence, leadership styles, and leadership strategies.
Church Leadership
The literature provided in this deconstruction has attempted to show the importance of
leadership and the impact these principles have on the constituents as well as the
relevance to the research topic.
28
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Chapter 3: Methodology
3.1 Introduction
Research is a systematic and rigorous inquiry that enables people to understand
the nature of problematic events or phenomena (Stringer, 1999). This methodology is a
philosophical approach which has articulated the researcher’s methods of inquiry.
Coghlan and Brannick (2008) identified methodology as a matter of providing
definitions, some history, and main philosophical tenets. A researcher needs to convey
the use of a normal and natural research paradigm with adequate rigor which is suitable
for the project (Coghlan & Brannick, 2008).
3.2 Methodology Assumptions
Addressing assumptions, Stringer (1999) stated, “Because interpretive, actionoriented approaches to inquiry have been accepted only recently as legitimate in
academic and official settings, the first subsection may require a more extended treatment
than is expected of experimental or survey research reports” (p. 172). The researcher has
conducted this action research project with a rigorous process of trial, error, and revision
in order to produce a valid and legitimate study. Furthermore, the researcher is conscious
of the fact that upon completion, this research has potential to be added to the body of
knowledge relevant to church leadership. For this reason, the research method selection,
process, and quality of the research needed to be conducted in a manner that is both
professional and ethical. Russ-eft and Preskill (2001) point out that evaluation research
involves the use of social research methodologies to judge and to improve the planning,
monitoring, effectiveness, and efficiency of health, education, welfare, and other human
service programs (p. 5).
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Russ-eft and Preskill (2001) indicate that evaluation is viewed as a systematic
process that is a planned and purposeful activity. Methodological assumptions must
consider the impact of participants involved in the research. The researcher assumed that
the participants would invest adequate time, attention, and seriousness in the role of
providing data. The researcher also assumed the participants were honest, open, and
forthcoming with the pertinent information. Coghlan and Brannick (2008) state
participation is based on the assumption that the participants comprehend the process and
take the significant action. Evaluation models and approaches present choices for
determining the focus of the research, the level of client or stakeholder involvement, the
research design and methods, and the emphasis on using the findings (Russ-eft and
Preskill, 2001).
3.3 Research Process
Coghlan and Brannick (2008) indicate action research approaches are radical
because they advocate replacement of existing forms of social organizations. Action
research challenges normal science in several action-oriented ways. The primary
approach the researcher used was appreciative inquiry (AI). The purpose of AI is to
focus upon building on what is already successful, rather than what is deficient (Coghlan
& Brannick, 2005). Understanding there is an organizational need for more deacons; the
researcher focused the research on maximizing the successful leadership principles of the
organization to improve the issue. Coghlan and Brannick (2005) identified four phases
of appreciative inquiry: discovery (appreciating the best of ‘what is’); dream (envisioning
‘what could be’); design (co-constructing ‘what should be’); and destiny (sustaining
‘what will be). David Cooperrider, the founder of AI, explained,
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More than a method or technique, the appreciative mode of inquiry is a means of
living with, being with and directly participating in the life of a human system in a
way that compels one to inquire into the deeper life-generating essentials and
potentials of organizational existence" (Voyle, 2009, p. 1).
Voyle (2009) specifically relates AI to the church organization. The idea is to
discover what works and gives life to an organization, then build the organization upon
those life giving properties. Voyle (2009) actually exhibits a five phase process of
Cooperrider’s AI shown in Figure 3.1
Figure 3.1: The 5D AI Model of Development
The Appreciative Way (2009)
In this five phase model Voyle (2009) explains each how each phase relates to the
organization of the church. Define, phase one, explains the awareness of the need for
development, which is the preparation for an appreciative process. Discover, phase two,
keys in on a clear perception of what is going on in your church. Dream, phase three,
considers what God and the community is calling the church to be or to do. Design,
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phase four, aligns ideals, values, structures, and mission. This phase develops strategies
for reaching goals. Deliver, phase five, is doing God’s work in the world. This added
phase provides the implementation of the process in the church. The AI approach,
compared to other organizational development models, does not require problems or
deficits to be analyzed. Therefore, AI is less likely than other problem focused
interventions to create a negative or judgmental environment, than other problem focused
interventions. The researcher felt this approach was not only very effective in the process
of the research itself, but will also be an effective model to utilize for designing a
resolution or implementing a solution once the research has been completed.
Position of the Researcher
The role of the researcher is relevant to the general interpretive purpose of
representing the experience and perspective of participants and to the values inherent in
community based action research (Stringer, 1999). The role of the researcher is a
participant observer. Russ-eft and Preskill (2001) suggest “Being a full participant
observer is often required when observing a program in which you are currently, or have
been, heavily involved” (p. 201). As an active member of EBC, this role is relevant to
the researcher. The knowledge, insight, and experience of people are known as preunderstanding. As an inside action researcher, the researcher has pre-understanding, not
only to theoretical understanding of organizational dynamics, but also to the lived
experience of the researcher’s own organizations (Coghlan & Brannick, 2008).
Coghlan and Brannick (2008) warn of the importance of knowing one’s role
boundaries and role identities. Role boundary is the scope of the role. “Role boundaries
can be flexible (that is, their boundaries can be pliable spatially and temporally) and they
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can be permeable (one can be physically in one role and psychologically and/or
behaviorally in another)” (p. 64). Additionally, there is role identity which is how the
role cues specific goals, values, behaviors, and such. Trying to sustain a full
organizational membership role and the researcher perspective at the same time can cause
conflict (Coghlan and Brannick, 2008). The researcher was conscious of both role
identity and boundaries as the research was conducted.
Participants
The number and type of individuals participating in the research should be
explicitly identified for the readers (Stringer, 1999). Stakeholders can be institutional
owners such as trusts, foundations, churches, or universities (Carroll & Buchholtz, 2003).
The stakeholders and participants involved in this action research include the overall
leadership of EBC which consists of: 1) the pastor and two assistant ministers, and 2) the
three active deacons. However, the focus of the research also included all members of
the organizations, including members of each additional auxiliary: Deaconesses, Willing
Workers, Missionary Circle, Music Ministry, Sunday School Department, and Usher
Board. Additionally, the researcher surveyed members of the congregation, specifically
the men, pertaining to recruiting deacons. To further the validity of the research, the
researcher included 15 interviews conducted on leaders of neighboring churches in the
community. The total number of research participants was 51; 6 focus group
participants, 15 interviews, and 30 survey responses.
Data Collection Techniques
This research utilized three methods of data collection. The first process
was a focus group. The data generated from the focus group provided valuable
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information to produce the second and third data collection methods; interviews and
surveys. Interviews were conducted on the leaders of 15 neighboring churches in the
community. Surveys were submitted to members of the church in an effort to incorporate
feedback from the perspective of those on the receiving end of the church leadership.
Once the interview and survey questions were constructed, the researcher
distributed the surveys using eSurveyPro.com and conducted the interviews over the
telephone during the data generation phase. It is important to understand the act of data
collection is an actual intervention for the researcher and the organization (Coghlan and
Brannick, 2008). Data collection enabled the researcher to communicate and generate
data from the participants and the organization.
Focus Group Interview
The first process was a focus group. Stringer (1999) identifies focus groups as a
facilitated environment where people with similar interest or agendas discuss particular
issues. This method helped the researcher to understand exactly what the church’s
perspective was on the issue. The focus group was conducted in an informal setting. The
researcher facilitated an informal gathering at the church with six participants. In this
environment, the researcher engaged conversation by presenting three wide open
questions; allowing the participants to discuss, elaborate, and communicate openly. The
researcher listened carefully and took detailed notes during and following the meeting.
The researcher also served as a facilitator to assist in the flow of the conversation. The
format and questions for the focus group can be reviewed in Appendix A. In addition,
this method proved to be very beneficial in identifying the church’s language which
allowed the researcher to effectively produce interview and survey questions that
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generated responses which were directed to the research subject. Essentially, this focus
group interview facilitated as a trial testing.
Coghlan and Brannick (2008) pointed out that observations of group dynamics
provide underlying assumptions and the effects on the work and life of the group. Russeft and Preskill (2001) consider focus groups and individual interviews as sources for
collecting rich, qualitative information. When selecting the number of participants for
the focus group, it will be important to maintain a manageable number in order to permit
full participation (Russ-eft & Preskill, 2001). For this purpose, the researcher invited
eight members to participate. Six of the eight individuals invited participated in the focus
group. Conscious that interaction among the participants can have both positive and
negative affects, the researcher prepared questions that assisted in moving the process
forward. Russ-eft and Preskill (2001) suggest to ensure the participants feel comfortable
participating, it is better to structure the focus group interview so that the participants
have similar position, experience, tenure, or need. The selection of individuals that was
invited to participate in the focus group was persons having influence in the operation of
the organization such as the ministers and deacons. These individuals have the most
direct influence on the research topic and organizational needs.
Individual and Telephone Interviews
Stringer (1999) identifies two purposes for the interview, recording the
perspective and recognizing the legitimacy of the participants’ view. In addition to the
focus group interview which was conducted in person, the researcher also conducted
individual interviews on leaders from neighboring churches over the telephone.
Interviews may occur in a comfortable setting or more formal environment (Stringer,
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1999; Coghlan & Brannick, 2008; Russ-eft & Preskill, 2001). Interviews with local
churches were conducted over the phone. While telephone interviews may be convenient
and less expensive, the disadvantage is the interviewer cannot gain the insight from
observation (Russ-eft and Preskill, 2001). Interviews were done within the first two
weeks of the data collection process.
Russ-eft and Preskill (2001) identify both advantages and disadvantages for focus
group, individual, or telephone interviews:
Advantages:

Typically provide more in-depth information than other methods; resulting in
stories, examples, and qualitative description that would otherwise be
unrepresented.

Allows interviewer to make personal connection with the participant which might
enhance the quality and quantity of the data provided.

The interviewer can gather and record personal impressions regarding the
interviewee and setting which may contribute further information to the
evaluation.

Clarity of the interview question is provided by the presence of the interviewer.

Knowing the interviewee, the researcher ensures greater participation.

Can uncover unexpected information.

Compared to focus groups, individual interviews allow the interviewer to have
greater control over the situation ensuring all questions are addressed.

Focus group interview provide opportunities for participants to interact with one
another in ways that may enrich the depth and the quality of the data.
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Participants often motivate each other in ways that result in new ideas and
insights.

Focus group interviews allow for the gathering of data from a large number of
people at a relatively low cost.
Disadvantages:

Although the same questions may be presented in the same manner during
individual interviews, interviewees may not interpret them in the same way, and
thus respond quite differently to the questions.

Both methods of interviews can be relatively expensive methods of data
collection as compared with a mail survey, particularly when gathering data from
people in diverse locations.

Qualitative data collected from interviews will take longer to transcribe and
analyze than survey, checklist, or test data.

Some groups within an organization, such as executives, may refuse to
participate in a focus group interview. In such cases, the interviewer may need to
conduct an individual in-person or telephone interview with these individuals.

Both methods of interviews require skilled and trained interviewers. In contrast,
after the difficult work of developing the survey has been complete, a mailed
survey can be handed to an administrative person or a mailing house for
distribution and follow-up.

Both types of interviews can be difficult to schedule.
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Question Approach
Each interview method included open-ended questions, which allowed the
participants to elaborate on the question. Russ-Eft and Preskill (2001) identify three
types of questioning approaches for interviewing: unstructured approach, semi-structured
approach, and structured approach. The unstructured approach consists of developing
one or two questions to guide a conversation. This approach is useful when all the
interview questions are not yet known. The researcher utilized the unstructured approach
for the purpose of the focus group interview. The semi-structured approach is similar to
the unstructured approach in that it is also conversation-based, however the semistructure allows the interviewer to probe and rephrase the questions. Guided by a set of
established questions, the interviewer is seeking to cultivate more information through
conversational means. Coghlan and Brannick (2008) point out that combining inquiry
with advocacy is a critical skill for the insider action researcher. The structured approach
uses established questions in the exact order they are written. This research uses the
structured question approach for the purpose of in-person and telephone interviews. A
list of the interview questions are provided in Appendix B.
Surveys
Coghlan and Brannick (2008) point out that surveys and questionnaires are to be
considered as interventions. When one needs to obtain new data from many people who
may be in several locations, the researcher may need to collect quantitative data
inexpensively using surveys and questionnaires (Russ-eft & Preskill, 2001). The surveys
served the purpose of collecting and incorporating feedback from the perspective of those
who are on the receiving end of the church leadership. The researcher utilized
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eSurveyPro.com to distribute electronic surveys. The researcher allowed two weeks for
completing surveys. The researcher distributed 50 surveys electronically; determining
that a minimum of 30 responses would be an effective response rate for sampling. The
surveys consisted of a combination of questions. The majority of the questions were
dichotomous; two-choice questions requiring either a yes or no response. However, there
were also three questions that were open-ended that gave the participants an opportunity
to provide a more elaborate account of their perspective. A list of the survey questions
can be viewed in Appendix C. As with each data generation method, Russ-eft and
Preskill, (2001) identified advantages and disadvantages for surveys:
Advantages:

Distributing surveys is comparatively inexpensive and easy even when
gathering data from large numbers of people spread over wide geographic
areas.

The same questions are presented in the same manner to all respondents,
with no interpretation on the part of the researcher, which reduces the
change of bias on the part of the interpreter.

Many people are familiar with surveys.

Some respondents may feel more comfortable responding to a survey than
participating in an interview.

Tabulation of closed-ended responses is easy and straightforward.

The use of surveys may increase the likelihood of obtaining a
representative sample.
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Disadvantages

Although you can distribute surveys to many people in several
geographical locations, recipients may not complete and return the
surveys. As a result, surveys often result in low response rates, which
threaten the external validity of the findings and the confidence one might
have in using the results.

Although the same questions are presented in the same manner, the items
may not have the same meaning to all respondents; leading to problems
with reliability and validity of the information.

Given the lack of personal contact with the respondent, you may not really
know who completed the survey. If someone else completes the survey,
the results may lack internal validity.

The data from surveys are limited in that the researcher is unable to probe
for additional details from the respondent.

Good survey questions are too hard to write—they take significant time to
develop and hone.
Interpretive Procedure: Analyzing Data
Once the researcher had begun generating data, the analysis process began.
Stringer (1999) indicates this section provides the reader with an understanding of how
the data was analyzed and interpreted. Establishing data analysis procedure enables the
researcher to reduce, condense, and distill the mass of information so the significance of
the participants experience will be reported (Stringer (1999). The researcher constructed
the interview questions by organizing according to key concepts. This assisted in
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analyzing the data. Russ-eft and Preskill (2001) indicate the first key to analyzing data
involves a review of the researcher’s purpose and key questions. The purpose of the
research was to determine how the church leadership can influence the recruitment and
training of more deacons. Therefore, the questions were related to identifying the
existing method for recruiting deacons and solicited improved methods.
The next step that Russ-eft and Preskill (1999) indicated was necessary in
analyzing data was to consider the stakeholders’ understanding of the analysis method.
Thus, the researcher must consider how to communicate the purpose of the analysis.
Coghlan and Brannick (2008) indicate that system thinking and practice is a significant
contribution to situation analysis. Understanding the organization as an open system will
assist in articulating the elements of the system. As the researcher interpreted the
participants’ accounts, it was done with the objective of realizing the organizational view.
Next Russ-eft and Preskill (2001) identify two types of data: quantitative and
qualitative. Stringer (1999) defines quantitative data as information based on specific
measurements and analysis of the relationship between a defined set of variables.
Quantitative data usually involves less personal time (Russ-eft & Preskill, 2001; Coghlan
& Brannick, 2008). The researcher generated quantitative data through surveys.
Qualitative data is more detail specific. The data generated using a qualitative
approach produces a more thorough account and detail specific information (Russ-eft &
Preskill, 2001; Coghlan & Brannick, 2008; Stringer, 1999). Qualitative data was
generated through the interview methods including the focus group. Qualitative data
analysis tends to be more expensive and time consuming because of the time it takes to
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read, categorize, and code transcripts that result from interviews, observations, and openended questions (Russ-eft & Preskill, 2001; Coghlan & Brannick, 2008).
The researcher categorized the questions to reflect key concepts. This allowed the
researcher the ability to enter all data into a computerized database for interpretation and
constructing accounts in the next chapter. The survey was organized by research
concepts that pertain to the congregation: a) awareness/comprehension, b) perspective, c)
satisfaction, and d) acceptance and motivation to participate. The same method was used
to organize data and simplify analyzing the interviews. The interview questions were
categorized into key concepts regarding the deacons’ ministry: a) ministry
purpose/responsibilities, b) leadership perspective, c) recruiting/selection process, d)
training process, and e) developing leaders.
3.4 Rigor
Coghlan and Brannick (2008) define rigor as how data are generated, gathered,
explored, and evaluated, as well as how events are questioned and interpreted. Coghlan
and Brannick list four things that must be shown to prove rigor. The first is how the
researcher engaged in the steps of multiple and repetitious action research cycles and how
the cycles were recorded to reflect a true representation of the study. This was
demonstrated by providing the same questions for all participants. Each method used
asked the same questions to provide a thorough and rigorous result. The second must
show how the researcher challenged and tested the assumptions and interpretations of
what was happening continuously through the research, by means of content, process,
and premise reflections, so that the researchers familiarity with the closeness to the issues
are exposed to critique. The researcher remained continuously aware of the conditions of
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the research as it progressed. For instance, upon completing the focus group interview,
the researcher determined in was not necessary to conduct the individual interviews on
the individuals that participated in the focus group. The third must demonstrate how the
researcher assessed different views of what was happening which probably produced
both confirming and contradictory interpretations. In this condition, the researcher
conducted the interviews thoroughly in an effort to avoid a need to interpret individual
perspectives. At the end of each response, the researcher restated the response for clarity
and confirming perspective of each account. The last must exhibit how the researcher’s
interpretation and diagnoses are grounded in scholarly theory, rigorously applied, and
how project outcomes are challenged, supported, or disconfirmed in terms of the theories
underpinning those interpretations and diagnoses. Throughout the process of the project
the researcher constantly aligned the data and diagnosis along with the initial research
questions and the context of principles, theories, and literature addressed in Chapter two.
Additionally, the process of the research was subject to peer review from the researcher’s
cohort and facilitator. The process was continuously in a cycle of reflections, review, and
regeneration.
Stringer (1999) states this section will “provide the reader with evidence that the
research has been carried out rigorously, that the procedures and process of inquiry has
minimized the possibility that the investigation was superficial, biased, or insubstantial”
(p. 176). Stringer (1999) indicated that the researcher may establish trustworthiness of
their study by reporting on credibility, transferability, and dependability and
confirmabiltiy. Additionally, by collecting both quantitative and qualitative data, the
researcher was able to produce a thorough and rigorous research.
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Credibility
Stringer (1999) explained that credibility is established by prolonged engagement
with the participants, triangulation of information from multiple data sources, member
checking procedures that allow participants to check and verify the accuracy of the
information recorded, and peer debriefing processes that enable research facilitators to
articulate and reflect on research procedures. Credibility was established through
continual interaction between the researcher and the participants. This was documented
and reported throughout this research project. Additionally, there has been continual
interaction with the facilitator and classmates of this cohort who have provided peer
briefing and facilitator reflections and feedback.
Transferability
Transferability is established by describing the means for applying the research
finding to other contexts (Stringer, 1999). Once the researcher has completed the action
research project, a report will be submitted to the organization. This has allowed the
research findings to be transferred to the organization for the purpose of the deacon
ministry, as well as for the basis of leadership training.
Dependability and Confirmability
Dependability and Confirmability are provided through an audit trail that clearly
describes the process of collecting and analyzing data (Stringer, 1999). The researcher
has carefully collected, organized, recorded, and saved all data in a computerized data
base. This information will be kept for a period of no more than three years. The
security and storage of this data will provide dependability and confirmability to validate
rigor.
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Limitations
Stinger (1999) indicates that researchers should identify any existing limitations
that would have an affect on the validity of the research. Clearly there are limitations to
every research project and this was no exception. The researcher anticipated
encountering some limitations during the process of this research paper. The first
limitation was that this project continues to be a “learn as you go” project. Secondly, the
researcher was limited to conducting this research within a two month time period.
Though an extensive and thorough research was conducted, more time could have
allowed the researcher to further the research in greater depth; providing more conclusive
results.
3. 5 Ethical Issues
Stringer (1999) indicated that as a participatory approach to investigation, an
action research project may encounter ethical issues rarely acknowledged in other types
of studies. Coghlan and Brannick (2008) indicate that participation is based on the
assumption that the members of the organization understand the process, thus ethics
involves authentic relationships between the researcher and the participants. Based on
the purpose of ethically protecting the participants, the researcher has conducted an
ethical research. The Belmont Report, a report constructed for the purpose of protecting
all human research subjects, identifies a principle for respect for persons. This principle
is primarily applied by requiring that all human subject research participants provide
voluntary informed consent to participate in research (PHRP, 2009).
The three fundamental aspects of informed consent are: voluntariness,
comprehension, and disclosure. It is important to recognize that informed consent should
be an ongoing process rather than a level of legal protection for an institution. It is not
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intended to be a one-time act for participants to sign a form. The informed consent must
clearly inform the participants of: the purpose of the study, all potential risks and
benefits, confidentiality protection, any existing compensation plan, contact information,
and conditions of participation, including the right to refuse or withdraw without penalty.
In this manner, the researcher has protected the participants and conducted an ethical
research by providing an informed consent for every individual that participated in this
research project. Each method of data collection was presented with an informed
consent. The informed consent can be viewed as follows: focus group, Appendix A;
interviews, Appendix B; and surveys, Appendix C.
Protecting Human Research Participants (PHRP) (2009) explain relationships
between researchers and participants should be based on honesty, trust, and respect. The
author of this paper understands the critical importance of the role as the researcher. It is
the responsibility of the researcher to know the requirements for conducting research that
involves human subjects, as well as the rights of, and need to protect, each participant.
The researcher has incorporated the information gathered regarding the organizational
guidelines, along with the knowledge of human subject participation and the guidelines
of the Institutional Review Board (IRB) to conduct an ethical and morally effective
research project as identified by the National Institution of Health and Protecting Human
Research Participants. Furthermore, the researcher submitted a research protocol to the
IRB through Mountain State University for the purpose of verifying that there was no
elevated level of risk to human subjects that would require further review. Appendix D
provides a copy of the Exempt Review Status Letter.
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3.6 Summary
This chapter has identified the methodological assumptions and research process;
verified of rigor; and addressed the ethical issues identified in the process of this
research. Now the reader is aware of how the research was conducted, we move
on to what the research generated.
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Chapter 4: Construction
4.1 Introduction
This section will reveal the results that were attained through the data collection
process. The chapter will begin with setting the scene to assist the reader in
understanding the context, participants, and purpose of the research method. The
researcher will then begin constructing the accounts provided by the participants.
Essentially, this process will tell the stories from the participants’ perspective. Next the
report will identify the epiphanies discovered during the generation of data. This chapter
will conclude with constructing a general account that summarizes what the researcher
has discovered from the research process. The context of this chapter will connect the
research results with the three research concepts addressed earlier; the significance of the
deacon ministry, leadership influence on recruiting deacons, and the ability to develop
leaders.
4.2 Setting the Scene
This action research project utilized three forms of data generation methods: a
focus group, interviews, and surveys. The focus group was used to assist the researcher
in understanding the church’s perspective on the issue of deacon recruitment. In
addition, the information gathered from the focus group was used to identify the church’s
language. This was very useful in assisting the researcher to produce interview and
survey questions that generated responses that were directly related toward the research
subject. The individuals invited to participate in the focus group were persons having
influence in the operation of the organization such as the ministers and deacons. These
individuals have the most direct influence on the research topic and are aware of the
needs of the organization.
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Surveys were created for the purpose of understanding the congregation’s
perspective and feedback on the deacons’ ministry. This method provided a quantitative
value to the research. Surveys were created on eSurveysPro.com; an online website that
facilitates the creation and management of surveys. The surveys used two types of
questions. The majority of the questions were dichotomous; two-choice questions
requiring either a yes or no response. However, there were also three questions that were
open-ended that gave the participants an opportunity to provide a more elaborate
perspective. The feedback gathered from the surveys allowed the researcher to consider
the perspective of those whom receive the services of the deacon ministry, as well as
those whom are potential candidates as future deacons. The survey was organized by
research concepts that pertain to the congregation: a) awareness/comprehension, b)
perspective, c) satisfaction, and d) acceptance and motivation to participate.
In addition to the focus group interview, individual interviews were conducted on
church leaders with 15 participating churches within the community. The purpose of the
interviews was to gain the perspective and understanding of the leadership in a variety of
church organizations regarding the deacon ministry. Through the use of open-ended
interview questions, the researcher was able to collect qualitative data from the leadership
of the various church organizations. This allowed the participants to respond in their own
words, clarify perspectives, and provide examples. Similar to the survey, the interview
questions were categorized into key concepts: a) ministry purpose/responsibilities, b)
leadership perspective, c) recruiting/selection process, d) training process, and e)
developing leaders.
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With the combination of the three data collection methods, the researcher was
able to generate both quantitative and qualitative information. The data generated from
the interviews has allowed the researcher to gain perspective on the most successful
deacon recruitment processes and provide feedback and recommendations for
improvement. Accessing the perspectives of the congregation through the survey method
has provided a more realistic view of the present reality. With the information generated
from these surveys, the researcher can produce a more rigorous research and provide
more effective recommendations.
4.3 Constructing Accounts
Focus Group
The focus group was conducted at EBC on October 19, 2009. The researcher
facilitated the informal gathering at the church for a group of six participants. In this
environment, the researcher engaged conversation by presenting three broad questions:
how are the deacons important to the leadership and operation of the church; how does
the church currently recruit deacons; and how can the church develop new leaders. The
simplistic and general questions allowed the participants to discuss, elaborate, and
communicate openly. The researcher listened carefully and took detailed notes during
and following the meeting. The researcher served as a facilitator by keeping the flow of
the conversation progressive. The results of the focus group were:
How are deacons important to the leadership and operation of the church?
The responses generated from this question were focalized on the responsibilities
and purpose for the deacon’s ministry. The primary purpose for the deacons in this
organization is to assist in the operation of the church services and mission. The deacons
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lighten the load of the pastor by helping serve the congregation. The deacons’ tasks
include both frontline services, such as participation in the weekly services, as well as
service behind-the-scene that isn’t nearly as pronounced.
The most obvious deacon tasks involve their role of participation in the services.
The deacons serve as worship leaders who facilitate the flow and order of the service. In
this capacity, the deacons announce the choir selections, read the scriptures, pray,
acknowledge and welcome the visitors, and pray over the offering. During the call to
discipleship, which is better known as the alter call at the end of the service, the deacons
serve as facilitators. When an individual comes forward, they are met by the deacons.
The deacons document the individual’s name, address, and purpose for coming forward.
The deacons then present the individual to the pulpit and advise the reason for coming
forward, such as request for membership, candidate for baptism, or prayer. At that time,
the deacons make a motion and second the motion for the particular purpose and then a
vote is taken by the congregation. In most cases, the individual is accepted with the
condition that they will go through the required counseling and membership courses.
After a decision is made, the individuals are taken aside and counseled about the
importance of the decision, informed of the next step in the process, and provided with
contact information to open a line of communication and guidance. It is at this point that
the deacons initiate an opportunity for mentoring the young men. If the individual is
female, then a deaconess, a female deacon, will conduct the same role. Another act of
service provided by the deacons during a service is serving communion to the
congregation. The deacons serve each congregant a communion wafer and juice as they
sit in the pews. Other front-line services include assisting in baptisms and christenings,
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teaching the membership class, and teaching Sunday school. Occasionally, a deacon will
also fill in for the pastor and teach Bible Study.
The greater impact of service from the deacons is performed behind-the-scene.
The deacons visit the sick and home-bound members. The visits serve the purpose of
support, encouragement, fellowship, prayer, and serving communion to members who are
unable to attend regular services. It is the hours spent away from the church building in
which the deacons serve the people the most. It is during this time throughout the week
that the deacons contact and communicate with the members. The deacons keep the
pastor informed and up-to-date on relevant issues and concerns.
The deacons are also responsible for the up-keep of the building. It is the
deacon’s responsibility to keep up the maintenance of the church building and the church
vehicle. Deacons see that the church is clean, everything is in working condition, and
everything is presentable both inside and out including the landscaping. The deacons are
also responsible for determining if poor weather conditions will cause closing of services.
How does the church currently recruit deacons?
The responses gathered from this question identified the successful and strong
points, as well as shed light on the need for improvement. Deacons are appointed on a
voluntary basis. Deacons have to exhibit strong Christian character and Godly principles.
The requirements are outlined in 1 Timothy 3:8-13:
Likewise must the deacons be grave (serious), not double-tongued, not given to
much wine, not greedy of filthy lucre; Holding the mystery of the faith in a pure
conscience. And let these also first be proved; then let them use the office of a
deacon, being found blameless. Even so must their wives be grave (serious), not
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slanderers, sober, faithful in all things. Let the deacons be the husbands of one
wife, ruling their children and their own houses well. For they that have used the
office of a deacon well purchase to themselves a good degree, and great boldness in
the faith which is in Christ Jesus (King James Version).
As a deacon of this organization, the deacons also take the biblical role of an elder as
outlined in Titus 1:6-9:
An elder must be blameless, the husband of but one wife, a man whose children
believe and are not open to the charge of being wild and disobedient. Since an
overseer is entrusted with God's work, he must be blameless—not overbearing, not
quick-tempered, not given to drunkenness, not violent, and not pursuing dishonest
gain. Rather he must be hospitable, one who loves what is good, and who is selfcontrolled, upright, holy and disciplined. He must hold firmly to the trustworthy
message as it has been taught, so that he can encourage others by sound doctrine
and refute those who oppose it (King James Version).
Understanding that a deacon’s qualifications must begin with embedded
character, the recruitment process must be conducted with reverence of the Word of God
and respect for the members of the congregation. In many cases, the recruitment is done
on a private level. A deacon or the pastor may approach a member whom is in good
standing and demonstrates the character as outlined in the scriptures to suggest
consideration as a candidate for becoming a deacon. In other cases, a member may feel
called to the ministry and volunteer. Another approach is done by announcement, where
the deacons or the pastor will solicit candidates by making an announcement from the
pulpit. Once a member has requested or accepted the opportunity to be considered for
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deaconship, the pastor will schedule a meeting to determine if the candidate meets all
requirements and to make the final approval. After the pastor has approved the new
deacon, he will then be presented at the quarterly members’ meeting and a vote will be
taken for acceptance. The deacon will begin his service for a trial period that is
determined by the pastor.
Training is conducted within the church. The current deacons counsel and
instruct the new deacon regarding responsibilities and requirements. Much of the
learning is gained through monthly deacon board meetings. In this environment, the new
deacons become more familiar with the requisites and procedures of conducting church
business.
How can the church develop new leaders?
The responses generated from this question identified many of the services and
programs that are currently available at the church. The most apparent venue for
developing leaders is during the teaching services: Sunday service, Sunday school, and
Bible study classes. Each service is provided weekly and available to whosoever may
come. The purpose is to teach the Word of God to the believers and to encourage each
member to develop and grow in their salvation and personal development. The church is
educationally motivated. The church encourages and supports the youth and adults as
they pursue a strong academic foundation. There are numerous programs that are
available to engage members to participate in developing their personal growth and
maturity through the Word of God. The programs include: New Members’ Meeting,
Men’s Ministry, Women’s Ministry, Youth Ministry, Children’s Church, Missionary
Classes, Music Ministry, and the Usher Board. Each program provides an opportunity to
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learn and develop into leaders; personally, within the church, and out in the community.
The deacons and deaconesses provide mentoring and guidance to those whom are
interested, particularly the younger adults and teens. This provides an opportunity to
build relationships that provide support, encouragement, and guidance regarding
Christian living and development.
Additionally, there are opportunities to participate in workshops and training
seminars that are sponsored within the church. Often, various ministries will sponsor a
seminar or training on topic such as leadership or financial budgeting, which are open to
the congregation. The most influential means of developing new leaders is leading by
example. To be an effective leader, one must be a good follower. The optimal goal is to
set an example worthy of following; which will attract new potential leaders.
Survey
After conducting the focus group, the researcher realized that the congregation’s
perspective would be critical in effectively evaluating the issue. The potential deacon
candidates’ perspective would be valuable in evaluating and considering
recommendations. The survey was created to identify the congregation’s perspective in
the following areas: awareness of the deacon’s role, perspective on the deacon’s ministry,
approval of the deacon ministry, and the willingness to take part in the deacon’s ministry.
Twelve of the fifteen questions required yes or no responses. Fifty surveys were
distributed. It was determined that 30 responses would be a reasonable response rate.
The following results reflect the percentage of questions answered by yes or no out of 30
responses.
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Do you know who the deacons are at your church?
No 23%
Yes 77%
Respsondents
0
10
20
30
Are you familiar with how the deacon ministry operates?
No 15%
Yes 85%
Respsondents
0
10
20
30
Do you know what the deacons’ responsibilities are?
No 38%
Yes 62%
Respsondents
0
5
10
15
20
The results determined that the majority of congregants were aware of who the
deacons were, what their responsibilities were and how the ministry was operated.
Do you consider the deacons to be leaders in your church?
No 23%
Yes 77%
Respsondents
0
5
10
15
20
25
Do you consider the deacons in your church to be mentors?
No 23%
Yes 77%
Respsondents
0
5
10
15
20
25
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Would you approach the deacons at your church for guidance?
No 23%
Yes 77%
Respsondents
0
5
10
15
20
25
Have you ever approached a deacon for assistance regarding church issues?
No 62%
Yes 38%
Respsondents
0
5
10
15
20
Typically ¾ of the respondents considered the deacons to be an important part of
the church leadership and considered them to be mentors. While ¾ respondents indicated
they would consider approaching a deacon for leadership issues, surprising, 2/3 had never
actually approached a deacon for such issues.
Are you satisfied with the service provided by your church deacons?
No 38%
Yes 62%
Respsondents
0
5
10
15
20
Do you consider the deacon ministry to be a valuable resource?
No 0%
Yes 100%
Respsondents
0
10
20
30
40
While respondents unanimously agreed the deacon ministry was a valuable
resource, only 2/3 was satisfied with the service provided.
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Do you feel that your opinion has an impact on the way the church leadership
makes decisions?
No 46%
Yes 54%
Respsondents
13
14
15
16
17
Does your church leadership encourage you to participate and be involved?
No 15%
Yes 85%
Respsondents
0
10
20
30
Have you ever considered becoming a deacon yourself? (if applicable)
N/A 38%
No 46%
Yes 15%
Respsondents
0
5
10
15
Participants that would have responded not applicable to this survey question
would reflect females taking the survey.
Three questions allowed the respondents to reply in their own words. The
following results identify the questions and responses in the words of the participants.
Can you briefly explain the deacon’s responsibilities?
When asked to explain the deacon’s responsibilities, the participants responded in
a variety of descriptions. One participant described:
The responsibilities of the deacons are to keep order in the church and take on some
of the responsibilities of the pastor so that he would not have to do everything. The
deacons are to be a good example for the people that are members and those who
visit the church (Survey, 2009).
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Other participants described the responsibilities more simplistically. Deacons participate
in giving Sermon-ettes and take on any task asked of them to help out the church
(Survey, 2009). Deacons are responsible for opening and locking the doors of the
church, getting service started, and collecting offering (Survey, 2009). Deacons serve as
the minister's right hand man and filter what the minister can not do or attend, for their
church, and lead services (Survey, 2009). Another participant stated “the deacon’s
responsibility is to support the minister and the ministries of the church. They are very
active within the community” (Survey, 2009).
Other participants were very specific in describing the deacon’s responsibilities:
The deacons are expected to assist in the operations of the church, that is order of
service, maintenance of the building, and assist in the governing of the church
business, they should mentor the young men and act as a means of guidance to help
the younger Christians to grow and develop in the Lord (Survey, 2009)
Another participant stated:
Deacons are responsible for keeping in touch with their assigned families, keeping
those families updated with church functions and issues, and helping the families
should there be a need. Additionally, each deacon has a function for the running of
the church. For instance, one is responsible for coordinating use of rooms for
specific functions; another has responsibility for sacrament preparation. There are
also committees for church maintenance on which a deacon might be asked to serve
(Survey, 2009).
One participant explained:
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The deacon is a living example of a servant for Christ. Most deacons are appointed
to take care of certain responsibilities for their brethren. Their work is to help in the
Lord's work by doing things the congregation needs to have done so that its work
can go forward. Deacons' work consists of support activities that constitute service
rather than oversight. Deacons are a vital part of what God has provided to make
the church strong and effective in its work. Deacons need to be faithful stewards. It
takes a special caliber of person to allow himself to be designated a servant to his
brethren and then to carry out the service assigned to him in a hard-working
responsible way (Survey, 2009).
What would it take for you to consider joining or encouraging someone else to
join the deacon ministry?
When asked what it took to motivate an individual to join the deacons or even to
encourage someone else to participate, numerous accounts indicated the character of the
current deacons would have a great impact. The current deacons would have to
demonstrate the requirements according to the scripture 1 Timothy 3:12 “Let the deacons
be the husbands of one wife, ruling their children and their own houses well” (KJV)
(Survey, 2009). One participant indicated that church unity would impact the decision.
It would take Godly leadership skills, a good attitude of gratitude and a willingness to be
of service (Survey, 2009). “It would take more time and/or a special concern that I have
ability or talent that will benefit the church” (Survey, 2009). One participant stated that
age and involvement in church affairs prior to being considered for a deacon would affect
the decision (Survey, 2009).
I would have to see the fruit of the application of Godly principles in the ministry. I
would need to see evidence that the deacons are fulfilling their responsibilities, and
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that they are making an impact on the body of Christ. Additionally leading by
example, and working in service; with out an attitude of pride is essential (Survey,
2009).
Other participants indicated the importance of awareness. “I would need to know
more about the ministry so that I could help another to join” (Survey, 2009).
It would take for me to see that there is a need for unity in the church and I would
find out what is need. If there is a need for deacons then I would fill the spot and
ask others to step up to the plate (Survey, 2009).
Others indicated the need to have a greater direction, the spirit of GOD would
have to tell or lead me to encourage someone else (Survey, 2009). “I am not exactly sure.
I am still praying about my direction” (Survey, 2009). In some cases, others were more
objective:
I would be glad to give my input on how helpful someone is and recommend they
be considered in the decision to make them a deacon, but it is not up to me to
encourage someone to join, nor join myself (Survey, 2009).
Would you like to add any final comments or suggestions?
Only two participants posted final thoughts when asked for final comments or
suggestion.
I think we all should have leadership in every organization and centralization and
decentralization should play a part in the organization. Delegation is an important
common denominator that runs through virtually all relatively and organic design
alternatives which can lead to good unity (Survey, 2009).
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And:
The deacons have a very important role in the body, and it is to assist in leading,
and guiding the young in Christ toward a more Christ like manner. To teach this,
you must first exhibit it and be found trustworthy. If I see this, it would move me to
want to achieve it, and I would want to take part in it (Survey, 2009).
Interviews
Having utilized the focus group interview to gather all pertinent data from the
deacons and leadership of EBC, the researcher used the individual interviews to generate
the perspectives of other churches in the community in regards to the deacon ministry.
The researcher conducted 15 individual interviews, each from a different church. Much
of the data generated was very similar in content with some distinction in specific
methods from church to church. Each interview was conducted over the telephone and
averaged in length between 20-30 minutes. Each participant was asked the same
questions and was given the opportunity to express their response freely and fluently.
The researcher conducted the interviews at the computer and typed the responses as the
participants spoke. At the end of each response, the researcher restated the response to
clarify and limit the need to interpret the perception. The following represents the
accounts generated through the interviews.
What is the purpose and responsibilities of a deacon in your church?
The majority of responses generated from this question identified the deacons as
servants to the church who serve the people and help the pastor. One participant
described it this way:
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Deacons are to help the pastor as a support role to him directly, to facilitate any help
that needs to be given out to the members of the church. If problems arise, deacons
have the role of working out any difficulties or correcting any problems that exist
regarding behavior (Interviews, 2009).
Another explained, deacons are expected to serve the people, help the pastor in anyway
they can, serve communion, and be loyal to the bible and the pastor as long as he is
following the bible (Interview, 2009). And another stated, “Deacons must get along with
ministers, and to show how God’s order is presented through leadership. They are also
responsible for providing service to the pastor” (Interview, 2009). Deacons should
participate in the structure (order of service), offering, and communion. They are
responsible for their assigned families. They are required to communicate with assigned
families regularly, be a point of contact for family needs, and serve meals monthly during
the soup and sandwich outreach program (Interview, 2009).
Many interviewees identified the deacon’s role as administrators. Deacons have a
servant’s role, handle the benevolence fund, and minister to physical and financial needs.
Deacons also serve the congregations by listening, serving communion, taking up the
offering, teaching Sunday school, and handling the prayer chains of active and
homebound members (Interview, 2009). Agreeing, another participant stated, deacons
are servants, administrators of the benevolence funds, visit the sick and shut in, and
prepare communion (Interview, 2009). Another interviewee indicated the board of
deacons serves in an advisory capacity to the pastor (Interview, 2009).
Some leaders within the churches identified the deacons as an enforcer. Deacons
examine of church members and administer discipline. That is, the deacons hold the
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members accountable to biblical principles and conduct (Interview, 2009). Another
stated, they are expected to help keep order in church (Interview, 2009).
What are the qualifications of a deacon?
The unanimous response to this question directed me to the biblical character that
is outlined in 1 Timothy 3: 8-13 and Titus 1:6-9 that has already been stated earlier. The
required qualifications for a deacon are dependant upon a man’s character and conduct.
One participant paraphrased the requirements of the scripture by noting that a deacon
must exhibit biblical qualifications, be above reproach and be the husband of one wife
(Interview, 2009). Similarly, another identified, deacons must be the husband of one
wife, not be liars, be faithful, not be a brawler, and not be riotous (Interview, 2009).
Another participant expressed that a deacon must be mature, an involved member, and a
married man; which he interpreted as not being divorced. This participant added that a
deacon having a gift of teaching and preaching would be considered a bonus but not a
necessary requirement (Interview, 2009). One participant specifically stated that
“deacons must be spirit-filled members of mature Christian experience and knowledge,
must meet requirements in the scriptures, attend services regularly, at least 21 years of
age, and have a minimum of one year as a member (Interview, 2009).
Do you consider the role of a deacon as part of the church leadership?
This question was unanimously answered with a yes response. One participant
indicated, the pastor is the head overseer and the deacons follow his leadership, having
higher standards requiring conduct and integrity of being godly men (Interview, 2009).
Another replied, “definitely, in a role as supporter, leading by example, setting a high
standard, and dealing with issues that do arise, as well as helping to resolve disputes”
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(Interview, 2009). Another responded, “Of course, upholding the respect as role model”
(Interview, 2009).
Do members of the church approach deacons for leadership concerns?
The majority of responses indicated that church members would approach
deacons for leadership concerns. However, in the churches where there was a distinction
between deacons and elders, the members would more likely approach the elders. In
these particular churches the elders were specifically responsible to the spiritual welfare
of the members. On the other hand, in the majority of the churches whose leadership I
interviewed, members exhibited confidence in approaching the deacons for leadership
issues. One participant implied that while the pastor has an open door policy, deacons
have many opportunities to field issues of lesser significance. “A good deacon could give
guidance and lead members to the pastor for further assistance” (Interview, 2009).
Another stated, “to a fair degree, deacons are approached for council and advice and are
very well respected” (Interview, 2009).
How are deacons selected and approved?
The overall selection process is fairly similar in most churches. The selection and
approval process tends to be a collective effort of the pastor, current deacons, and
congregational members. In most cases, either the pastor or current deacons recommend
an upstanding member who has already proven to be credible and trustworthy. Through
observation and interaction, the pastor or deacons make a selection based on
demonstration of character that is required for the position. Typically, once a selection is
made, the pastor will counsel the candidate and allow him to make a decision to accept or
decline the commitment. After the candidate accepts the nomination, he will be brought
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before the congregation to vote acceptance. In some cases the nomination can be made
by members of the congregation. However the process of screening and approval is
typically the same.
Is there a training process and who has the responsibility for training the
deacons?
In most cases the selection is based on character above skill. Technically, the
qualifying requirements would have already been manifested through the training,
discipleship, and development through a Christian lifestyle. Many participants
determined that the essential Christian living would have to be evident to even be
qualified as a candidate. The foundation of training comes from teachings, studying, and
application of the Word of God (Interview, 2009). Another participant agreed, stating the
training would have come through the pastor’s teaching or even through growth and
development from youth. The pastor would have watched the men grow and selection is
made based on growth, works, and fruit; that is evidence of growth (Interview, 2009).
On the other hand, familiarizing the new deacons with the tasks and
responsibilities are done through the deacons. The majority of the churches have deacon
boards, which meet on the monthly basis to address specifics and strategies.
In every interview, the role of training the new deacons was the responsibility of
the current deacons. It became part of the mentoring process. One participant described
it as “showing them the ropes” (Interview, 2009). It was also unanimous that the
majority of the training was done within the church. There was one church that used a
weekend-long annual retreat to facilitate in learning and opportunity for growth in
leadership (Interview, 2009).
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Does the church work to develop leaders from inside?
Every church interviewed confidently confirmed a mission to develop leaders
within their congregations. One participant stated that the preachers are constantly
working to grow Christians; good leaders are important (Interview, 2009). Another
explained how the eldest deacons progressively train the newest, the middle deacons
observe, and learn how to train those that will follow; essentially, leaders developing
leaders (Interview, 2009). Yet another replied, “most of the deacons are raised up from
within, and learn that they have a calling and are called to raise the standard then step up”
(Interview, 2009). In some cases the participants credited the classes and ministries for
training leaders. One participant stated, “Our church facilitates leaders in the men’s
ministry” (Interview, 2009). Another indicated the significance of training each of their
members. This participant explained that leadership training begins with knowledge of
the organization. This church required every member to go through a four hour training
session on membership and on governing of church (Interview, 2009).
Does the church have any programs that encourage or motivate members to
take part of the church’s mission?
The general response generated from this question reflected on the classes and
ministries that each church provides. Aside from the typical weekly services, many of
the churches provided other programs that would address particular issues. Some
programs may be age or gender relevant. Other programs may be directed at particular
interests or areas of maturity. One church in particular had several adult classes in a
variety of categories: new converts class, soul winning and follow up class, married,
young couples, several general, ladies, college and career, senior groups, by ages, etc.
(Interview, 2009). A leader at another church explained they have several discipleship
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programs. The pastor is a great communicator of needs and a strong leader. This
church utilizes the teens to help with the younger children. “Essentially, you are
training the youth to become leaders” (Interview, 2009).
One particular program that seemed to be very productive in recruiting deacons
was most impressive. The pastor conducts an annual leadership class. Each year he
extends invitations to men who show commitment and dedications. The class meets
monthly for one year with an average of 8-10 men. The course covers leadership
principles and the biblical structure for building leaders and service to the church. At
the end of class, the pastor then extends another invitation to commit to service. The
program has been very successful. It has manifested confidence, training, and better
equipped individuals who may not have stepped forward otherwise. This training
ministry takes a more proactive role by providing mentoring and leadership classes
encouraging and motivating participation. Results have produced leaders of all ages
including an increase in younger gentlemen (Interview, 2009).
Do you see evidence of growth and development from the congregation?
The general consensus in every church organization is a hope to see evidence of
growth and development among the congregation. In many cases participants’ responded
very confidently revealing evidence of successful growth. On participant stated,
“definitely, result from compassionate, servant centered leadership” (Interview, 2009).
Another stated, “certainly, constant growth and development, follow up, and contact
feedback bear witness” (Interview, 2009). One church demonstrated great progress
replying, “absolutely, in many cases: we have several teens that are attending Christian
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colleges; which originated with a good example and effective leadership of the church”
(Interview, 2009).
In other cases, the responses were more modest, exhibiting a humble sincerity to
press forward. “I believe so, we need to be constantly encouraging moving forward, but
there is still work to be done (Interview, 2009). However confident or humble, the
majority felt there was a clear indication of progress.
4.4 Epiphanies
During the data generation process of this project, the researcher discovered two
highlights that actually magnified the significance and original purpose of this research.
The first was the unanimous response that the deacon’s qualifications could not be
“taught” or trained, but that the men would need to already possess the character required
for becoming a deacon. This thought took the researcher back to the question of whether
leaders are made or born. Supporting this concept, the results reflected that the deacon
selections are predominantly focalized on character over skill. This resounds like
Freiberg and Freiberg’s (1997) discovery that Southwest Airlines hires for attitude and
trains for skill. It is apparent that the character can be gained through the training and
principles taught through the church; however, in order to be considered for a candidate
as deacon, a man must already exhibit such character, attitude, and attributes.
The second epiphany, identifies that the deacons are vitally important to the
effectiveness of the church, was discovered during one particular interview. One account
poignantly stated:
You could gage the effectiveness of the church by the success of the youth group.
Because of the full, active, involvement of the deacons to know the congregation
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and their needs, we have facilitated an environment that has modeled the example
that has developed leaders to be servants on every level (Interview, 2009).
In this statement, one can clearly see the relevance and value of the deacon ministry in its
best capacity. A deacon must be committed to his mission, to the service of the
congregation, and the church ministry including serving at every level, leading by
example, and unquestionably having a compassion for the people that he serves.
4.5 General Account
The research concepts addressed earlier; the significance of the deacon ministry,
leadership influence on recruiting deacons, and the ability to develop leaders have proven
to be significant and interrelated through out the process and results of this study. In the
process of collecting data for this research, it has become very clear that the deacons are
very important to the members and growth of the church. The research has revealed that
the responsibilities and purpose for the deacons are to serve the needs of the congregation
and to assist the pastor’s ministry. While there are multiple additional tasks that are
incorporated within the deacon’s job description, it is apparent the relationship the
deacons have with the members is vital to their effectiveness. The greatest responsibility
of a deacon is to demonstrate a high standard of integrity, trustworthiness, and credibility.
The deacons ultimately are a direct reflection of the church’s ministry. The deacons
serve as direct extensions of the church’s leadership. The deacons’ performance has a
direct affect on the congregation’s impression of the church’s leadership. The number of
deacons has a significant affect on the ability to serve the congregation. It is important
for the deacons to exhibit strong character and integrity. The leaders’ example has a
direct influence on the willingness of others to participate.
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Chapter 5: Contextualization
5.1 Introduction
The purpose of this chapter is to enable the writer to articulate the newly
emerging understandings that have evolved through the research process (Stringer, 1999).
This section will summarize the outcomes of the study. Next, the author will broaden the
context of the participants’ viewpoints by comparing and contrasting their accounts with
literature that addresses the issues at hand. Then, I will look at the implications of the
study for the purpose of considering programs, services, or practices related to the
stakeholder and the research outcomes. Based on this reflection, I will provide
recommendations that may improve the current deacon ministry.
5.2 Summary of Research Outcomes
The research revealed that the deacons play an intricate role in the growth of the
church. It was revealed that the responsibilities and purpose of the deacons are to serve
the needs of the congregation and to assist the pastor’s ministry. While there are multiple
additional tasks that are incorporated within the deacon’s job description, it is apparent
the relationship the deacons have with the members is vital to the effectiveness of deacon
ministry. The ability to maintain this effectiveness is dependent upon having enough
deacons to serve the needs of the congregation. The number of deacons has a significant
affect on their ability to serve the congregation.
The research results indicated that character will either qualify or disqualify a
man’s ability to be an effective deacon. It was made very clear that the character a
deacon demonstrates will determine how effective the ministry will be. It is important
for the deacons to exhibit strong character and integrity. The greatest responsibility of a
deacon is to demonstrate a high standard of integrity, trustworthiness, and credibility. By
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setting the standard and modeling the appropriate manner of a Christian lifestyle, the
deacon becomes an ambassador for the church. The deacons are ultimately a direct
reflection of the church’s ministry and serve as an express extension of the church’s
leadership. The deacons’ performance has a direct affect on the congregation’s
impression of the church’s leadership. The example set by the deacons instinctively
influences the willingness of others to participate. The most influential means of
developing new leaders is leading by example. To be an effective leader, one must be a
good follower. If the church is setting an example worthy of following, it will likely
increase the ability to recruit and develop new leaders. The one overriding principle of
an effective deacon is the purpose and compassion to serve. Deaconship is not about
position or duty, but a inner-woven purpose to serve. This is the essence of a servantleader, leadership with a humbling attitude.
5.3 Broadening Social Context
The research issue identified a need for more deacons. The purpose of this
research was to determine how the leadership can influence the recruitment of deacons in
the church. The significance rest in the ability to incorporate the research outcomes in a
manner that will improve on the existing leadership and encourage, motivate, and recruit
new participants who can be effectively trained and developed into new leaders. This
section will compare and contrast three interrelated principle concepts identified in the
research outcomes: character, leading by example, and servant leadership as they relate to
recruiting with the viewpoints presented in literature.
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Character
Numerous accounts identified the deacons’ character as the primary qualification
and requirement. Deacons have to exhibit strong Christian character and Godly
principles (Interview, 2009). Kouzes and Posner’s (2007) The Leadership Challenge
illustrates how leaders mobilize others to get extraordinary things done in organizations
by using attributes and character. The fundamental purpose for this book is to assist
leaders in expanding their ability to influence others to achieve extraordinary things. The
results of extensive research have resulted in the Five Exemplary Practices of Leadership
model. The five practices are: 1) Model the Way, 2) Inspire a Shared Vision, 3)
Challenge the Process, 4) Enable Others to Act, and 5) Encourage the Heart. These
practices are applicable to any field or level of leadership. Bennis (2003) suggests that
leadership is always about character; “it is vital in a leader, the basis for everything else”
(p. 132).
Supporting this principle, the Leader to Leader Institute [LLI] (2004) states,
“Leadership isn’t about position; it’s about behavior” (p. 5). In LLI’s Be-Know-Do, the
principles are clearly identified in their simplest form in the title itself. “Be” addresses
the leader’s character. “Know” addresses the leader’s competence. “Do” addresses the
leader’s commitment to take action. The premise is to develop leaders at every level and
to understand that leadership is a way of life.
Ulrich et al. (1999) acknowledge, “As leaders develop the personal behaviors,
habits, skills, and characteristics collectively known as character, they grow into more
successful leaders” (p. 14). However, these authors do not feel that character alone is
enough to be effective. “A leader’s job requires more than character, knowledge, and
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action; it also demands results (Ulrich et al., 1999, p. 17). In fact, Ulrich et al. (1999)
clarify, “Employees willingly follow leaders who know both who they are (their own
attributes) and what they are doing (their target results). Such leaders instill confidence
and inspire trust in other because they are direct, focused, and consistent” (p. 21).
Understanding that a deacon’s qualifications must begin with character, the
recruitment process must be conducted with reverence of the Word of God and respect
for the members of the congregation (Interview, 2009). The current recruiting process
involves searching out individuals who already possess a specific type of character. A
deacon or the pastor may approach a member who is exhibiting all the qualifications and
suggest they consider deaconship. The most successful way of attracting this character is
exhibiting it. Multiple accounts confirmed the character of the current deacons would
have a great impact on the decision to consider deaconship. This leads to the next
principle, leading by example.
Leading By Example
The deacons are to be a good example for the people that are members and those
who visit the church (Survey, 2009). The deacon is a living example of a servant for
Christ (Survey, 2009). Reflecting on the literature reviews in chapter two, there were
many accounts that advocated this principle. Modeling the way is setting the example.
Kouzes and Posner (2007) stated that exemplary leaders understand that gaining
commitment and achieving the highest standard requires modeling the behavior they
expect from others. Colleen Barrett, president and CEO of Southwest Airlines, informed
her people, it’s far more important to demonstrate what they communicate than it is to be
statistically competitive (Freiberg & Freiberg, 2004, p. 10).
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Kouzes and Posner (2007) suggest that recruiting requires people believing that
the leader is competent to guide them in the right direction. In addition, they must see the
leader as having relevant experience and sound judgment. Employees learn what is
valued most in an organization by observing attitudes and behaviors of leaders and
whether the leaders’ own behavior matches the espoused values (Lussier & Achua,
2004). One participant’s perspective confirms this principle:
The deacons have a very important role in the body, and it is to assist in leading,
and guiding the young in Christ toward a more Christ like manner. To teach this,
you must first exhibit it and be found trustworthy. If I see this, it would move me to
want to achieve it, and I would want to take part in it (Survey, 2009).
Servant Leadership
It takes a special caliber of person to allow himself to be designated a servant to
his brethren and then to carry out the service assigned to him in a hard-working
responsible way (Survey, 2009). Lussier and Achua (2004) define servant leadership as
“leadership that transcends self-interest to serve the needs of others, by helping them
grow professionally and emotionally” (p.362). Keena (2006) states the heart of servantleadership is characterized by listening, empathy, healing, awareness, persuasion,
conceptualization, foresight, stewardship, commitment to the growth of people, and
community building.
This principle confirms that effective servant leadership begins with knowing the
individuals you are leading. A servant-leader will appreciate the value of knowing and
understanding the constituents. Kouzes and Posner (2007) reported on the value of
knowing and understanding the individuals:
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Every organization researched in The Leadership Challenge, boldly challenged the
process to zealously nurture, care, and maintenance of their constituents. The
leader’s strategy was that the constituents would reciprocate with: extraordinary
commitment, job satisfaction, value, and appreciation for the company. The
organization cared for the constituents, and in turn, the constituents cared about the
well being of the organization (Kouzes & Posner, 2007).
The perspective of one research participant stated, “It would take Godly
leadership skills, a good attitude of gratitude and a willingness to be of service to
consider becoming a deacon” (Survey, 2009). It is apparent the ability to be a servant
leader has an influence on the ability to recruit new deacons. The servant-leader is
servant first (Greenleaf, 1977; Lussier& Achua, 2004; Keena, 2006). Servant leadership
begins with the natural feeling that one wants to serve and to serve first (Greenleaf,
1977).
One participant’s perspective sums up each principle:
I would have to see the fruit of the application of Godly principles in the ministry. I
would need to see evidence that the deacons are fulfilling their responsibilities, and
that they are making an impact on the body of Christ. Leading by example and
serving without an attitude of pride, are essential (Survey, 2009).
It is apparent that the deacons’ character, ability to lead by example, and lead as servant
each plays a critical role in the ability to not only be a deacon but also, recruit deacons.
5.4 Exploring Implications of the Study
I have generated two implications from results of the research which will be
explored in this section. The leadership of EBC has a significant influence on recruiting.
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EBC has a desire to grow and develop leaders from within. The research results made it
very clear that the leadership has a great deal of influence over the willingness of
members of the congregation to participate, volunteer, and become involved. People
want to believe they are taking part in programs and organizations that have purpose and
meaning. The value of an organization is measured by the demonstration of the
leadership. People observe what is being taught, how people react to one another, and
verify if the leadership is demonstrating the same principles that they are communicating.
If an organization has a strong sense of identity and moral purpose, they will very likely
exhibit that confidence through its leadership. People desiring to become associated with
the same shared values will be more likely to participate if it is being exhibited through
the leadership. People are seeking strong, reliable, and consistent leadership.
Another view that was inferred from this study is that the people of this
organization desire to develop leaders within the organizations. EBC is a strong advocate
of education. This organization consistently encourages and motivates academic growth
and achievement. All ministers are recommended to attend some form of Bible College.
Congregational members who pursue such endeavors are openly encouraged to share
their knowledge. For instance, one member who had received a Bachelor’s degree in
Bible College was invited to conduct a ministry course open to all members on the
subject of missionary work. Additionally, each of the multiple ministry programs such as
women’s ministry, men’s ministry, youth ministry, deacons, deaconesses, missionary
circle, and usher board are organized with elected officers. This not only assists in giving
direction and order to each ministry, but also teaches members to become leaders.
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5.5 Research Recommendations
Upon completion and reflection of the research, I have generated a few
recommendations that may be potentially beneficial in improving the existing method of
recruiting deacons. The first is to recommend a series of leadership workshops.
Workshops have been very successful in the past. The congregation is appreciative of the
new insight and workshops provide a new and fresh atmosphere for learning and gaining
growth. Another recommendation is to develop in the concept of using the people within
the congregation to provide the workshops, seminars, and programs. The final
recommendation is to establish a follow up and feedback program that will measure the
success of the programs and facilitate a means for evaluating effectiveness.
Workshops
A workshop can be a very effective tool for learning. People want to know what
an organization does, why they do it, and how it is done. When people are well
informed, it increases the probability of commitment. Freiberg and Freiberg (2004)
suggested that keeping people informed conveys trust and inspires accountability.
A workshop is a tool that can be used to enlighten people, increase knowledge, and open
perspectives. Well informed individuals are more confident and empowered which
cultivates innovation and willingness to embrace change (Freiberg & Freiberg, 1996).
There is one specific model that I would further recommend as a suggested
workshop subject. I would recommend that a valuable source of material for a leadership
workshop would be to present Kouzes and Posner’s (2007) Five Exemplary Practices of
Leadership model. The attributes that could be attained through this model could be very
effective and rightfully aligned with the required character expectations of the church
deacons and leadership system. Model the Way is setting the example. Inspire a Shared
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Vision, emphasizes the importance of aligning the leader, organization, and constituents
with the same values and vision. Challenge the Process is being aware of potential
opportunities and the willingness to experiment and take risks. Enable Others to Act
suggests that leaders foster collaboration and build trust. Encouraging the Heart is a way
of emphasizing the individual’s value through recognition, celebration, and
acknowledgment. Essentially, it is building confidence and demonstrating appreciation.
It is clear that each practice is interrelated and relevant to what people are looking for in a
leader. Teaching this model would be a great opportunity to emphasize the value of the
leader and the significance the leader has on the congregation in relation to the ability to
influence and impact followers.
Other workshops could be conducted periodically. Workshops could be
leadership or ministry specific, or more generalized topics that would be open to the
congregation; potentially even open to the general public. It could also be used as a tool
for outreach ministries. Workshops could also be proposed and conducted by other
members. This leads to my next recommendation.
Use the People
Using members to participate in special services has be a very successful method
that has been used in the past. Many of the ministries will have an annual service in
celebration and acknowledgment of that particular ministry. Typically, a celebration will
consist of an afternoon service, serving a meal prior to the service. In most cases, the
specific ministry will organize all the details of the event including inviting a guest
speaker. However, there have been some ministries that will select a topic and then
delegate members of the ministry to prepare a miniature message. Delegation involves
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empowering people at all levels to make decisions, determine priorities, and improve the
way work is done. The end result is a more effective organization (Lewis, Goodman, &
Fandt, 2004). This suggests instead of having a guest speaker, the organization can use
the members to bring forth the message. By turning members from observers into
participators, this expands the opportunity to gain new insight and viewpoints and
encourages trust and confidence in the members. This method is inspiring and builds
confidence and relationships. The participants are empowered and encouraged with the
boldness to step up and accept the invitation. Additionally, potential leaders catch a
glimpse of the abilities they may have never seen before. Enabling others to act can be
exhibited through delegation, empowerment, and trust; all of which are interrelated
(Kouzes & Posner, 2007).
This organization is full of intelligent, creative, and talented people that have
endless potential. If the organization is willing to tap into these gifts, then the church will
reap the benefit of accessing new perspective, creativity, and ideas. This will encourage
more people to make an effort to step up and use their gifts in the church. Mosley,
Megginson, and Pietri (2001) explain, “Full empowerment is a feeling that individual
effort can make a difference. Truly empowered people feel they can personally impact
the outcomes” (p.40).
Establish Follow-up Program
It is my position that even the most successful implementation of these
suggestions will require a follow up program to ensure longevity. My recommendation
is to establish an effectiveness committee. This committee would be responsible for
organizing periodic meetings regarding gathering data and feedback on the current
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programs. I would suggest the committee be a combination of leaders and members.
Perhaps on a quarterly basis, a feedback survey or questionnaire could be included in the
bulletin. These could consist of a few brief questions and request the congregation to
complete and drop it in the offering basket. I would strongly recommend that the
committee utilize the Appreciative Inquiry model to organize and analyze the data.
David Cooperrider, the founder of AI, explained,
More than a method or technique, the appreciative mode of inquiry is a means of
living with, being with and directly participating in the life of a human system in a
way that compels one to inquire into the deeper life-generating essentials and
potentials of organizational existence" (Voyle, 2009, p. 1)
In the five phase model, Voyle (2009) explains how each phase relates to the
organization of the church. Define, phase one, explains the awareness of the need for
development, which is the preparation for an appreciative process. Discover, phase two,
keys in on a clear perception of what is going on in the church. Tichy (2002) suggests
leaders need to look realistically at the ideas and values of those in the organization,
compare them with where the organization is going and make sure the people in place are
going to help. Dream, phase three, considers what God and the community is calling the
church to be or to do. Design, phase four, aligns ideals, values, structures, and mission.
This phase develops strategies for reaching goals. Deliver, phase five, is doing God’s
work in the world. This phase provides the implementation of the process in the church.
The AI approach, compared to other organizational development models, does not
require problems or deficits to be analyzed.
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5.6 Summary
After a thorough and rigorous research, several outcomes were discovered. The
deacons play an intricate role in the growth of the church. It is apparent the relationship
the deacons have with the members is vital to the effectiveness of deacon ministry. The
ability to maintain this effectiveness is dependent upon having enough deacons to serve
the needs of the congregation. The research results indicated that character will either
qualify or disqualify a man’s ability to be an effective deacon. Drawn from the research
outcomes, I broadened the participants’ social context of character, leading by example
and servant leadership by comparing and contrasting them with literature reviews. Next,
I explored two implications from the study. The organization’s leadership has a
significant influence on recruiting and a desire to grow and develop leaders from within.
Lastly, I presented the following recommendations: consider establishing and
implementing a series of leadership workshops, use the members more frequently in
special programs, and establish and implement a follow up program that will help to
measure success and facilitate continual growth and organizational development.
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Appendix A
Church Leadership Focus Group
Conducted by Researcher: Leola L. Dishman
Dear participant,
My name is Leola L. Dishman. I am currently a student at Mountain State
University pursuing a graduates degree of Master’s of Science in Strategic Leadership.
As part of my requirement for completion, I am conducting a Masters Action Research
Project titled: “How Does Church Leadership Influence the Recruitment of Deacons?”
The purpose for my research is to determine how the leadership can influence the
recruitment of deacons in the church. Your participation would assist me in collecting
valuable information related to my research. Please be aware that your participation is
strictly voluntary. While your participation will be very helpful, you have the right to
decline, refuse, or withdraw your participation at anytime without consequence.
All information collected will remain confidential. During the course of the
research the data will be stored in a secured location and destroyed after a period of three
years. However, for the purpose of this research there is no need to link the identification
of the participants to the data itself. All data will be categorized and stored based upon
research topic, principles and key concepts. Therefore, all participant identification status
will remain anonymous.
If you have any questions or concerns regarding the purpose or process of this
research please feel free to contact me directly or electronically.
Thank you,
Leola L. Dishman
Bnldishman73@aol.com
Focus Group
The focus group will be conducted in an informal setting. I have arranged to
provide pizza and soft drinks at the church for group of 6-10 participants. In this
environment, I will engage conversation by presenting a few wide open questions;
allowing the participants to discuss, elaborate, and communicate openly. The follow
questions will be used to engage conversation.
1. How are deacons important to the leadership and operation of the church?
2. How does the church currently recruit deacons?
3. How can the church develop new leaders?
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Appendix B
Church Leadership Interviews
Conducted by Researcher: Leola L. Dishman
Dear participant,
My name is Leola L. Dishman. I am currently a student at Mountain State
University pursuing a graduates degree of Master’s of Science in Strategic Leadership.
As part of my requirement for completion, I am conducting a Masters Action Research
Project titled: “How Does Church Leadership Influence the Recruitment of Deacons?”
The purpose for my research is to determine how the leadership can influence the
recruitment of deacons in the church. Your participation would assist me in collecting
valuable information related to my research. Please be aware that your participation is
strictly voluntary. While your participation will be very helpful, you have the right to
decline, refuse, or withdraw your participation at anytime without consequence.
All information collected will remain confidential. During the course of the
research the data will be stored in a secured location and destroyed after a period of three
years. However, for the purpose of this research there is no need to link the identification
of the participants to the data itself. All data will be categorized and stored based upon
research topic, principles and key concepts. Therefore, all participant identification status
will remain anonymous.
If you have any questions or concerns regarding the purpose or process of this
research please feel free to contact me directly or electronically.
Thank you,
Leola L. Dishman
Bnldishman73@aol.com
1. What is the purpose of a deacon in your church?
2. What are the qualifications of a deacon?
3. What are the responsibilities of a deacon?
4. Do you consider the role of a deacon as part of the church leadership? Explain.
5. Do members of the church approach deacons for leadership concerns?
6. How are deacons selected?
7. What is the process of approving a deacon?
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8. Who has the responsibility of approving the deacon?
9. Is there a training process?
10. Who has the responsibility for training the deacons?
11. Is the training done in the church?
12. Does the church use outside resources, such as training seminars to train the
deacons?
13. How long is the process of becoming a deacon?
14. Does the church work to develop leaders from inside?
15. Does the church have any programs that encourage or motivate members to take
part of the church’s mission?
16. Do you see evidence of growth and development from the congregation?
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91
Appendix C
Church Leadership Survey
Conducted by Researcher: Leola L. Dishman
Dear participant,
My name is Leola L. Dishman. I am currently a student at Mountain State
University pursuing a graduates degree of Master’s of Science in Strategic Leadership.
As part of my requirement for completion, I am conducting a Masters Action Research
Project titled: “How Does Church Leadership Influence the Recruitment of Deacons?”
The purpose for my research is to determine how the leadership can influence the
recruitment of deacons in the church. Your participation would assist me in collecting
valuable information related to my research. Please be aware that your participation is
strictly voluntary. While your participation will be very helpful, you have the right to
decline, refuse, or withdraw your participation at anytime without consequence.
All information collected will remain confidential. During the course of the
research the data will be stored in a secured location and destroyed after a period of three
years. However, for the purpose of this research there is no need to link the identification
of the participants to the data itself. All data will be categorized and stored based upon
research topic, principles and key concepts. Therefore, all participant identification status
will remain anonymous.
If you have any questions or concerns regarding the purpose or process of this
research please feel free to contact me directly or electronically.
Thank you,
Leola L. Dishman
Bnldishman73@aol.com
I want to understand what the congregation’s perspective is on the deacon’s
ministry and to consider what it would take to convince them to join.
Congregation awareness/ comprehension
1. Do you know who the deacons are at your church? y/n
2. Are you familiar with how the deacon ministry operates? y/n
3. Do you know what the deacons’ responsibilities are? y/n
4. If you answered yes to question 3, can you briefly explain the deacon’s
responsibilities?
Church Leadership
Congregation perspective
5. Do you consider the deacons to be leaders in your church? y/n
6. Do you consider the deacons in your church to be mentors? y/n
7. Would you approach the deacons at your church for guidance? y/n
8. Have you ever approached a deacon for assistance regarding church issues? y/n
9. If you answered yes to question 8, did you get the results you were seeking? y/n
Congregation satisfaction/approval
10. Are you satisfied with the service provided by your church deacons? y/n
11. Do you consider the deacon ministry to be a valuable resource? y/n
Acceptance/ motivation to participate
12. Do you feel that your opinion has an impact on the way the church leadership
makes decisions? y/n
13. Does your church leadership encourage you to participate and be involved? y/n
14. Have you ever considered becoming a deacon yourself? (if applicable) y/n
15. What would it take for you to consider joining or encouraging someone else to
join the deacon ministry?
16. Would you like to add any final comments or suggestions? y/n
92
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93
Appendix D