Ejecución de la Etapa II del Proyecto

4.4.5.1 Contextualising Interview Findings

The survey findings had addressed: ministers and CRC training; the nature of effective ministry; shaping Pentecostal distinctives; and the value of positive training experiences. The significance of these findings somewhat foreshadowed the categories emanating from the semi- structured interviews. The relationship between ministers and training was integrally connected to the fulfilment of calling. The nature of effective ministry was found to be heavily dependent upon positive role-modelling and experience, as seen in ministry coaching, factors relevant to the inherent requirement to help in shaping ministry competence. Pentecostal distinctives were fundamentally connected to the shared values of the CRC as a community. Finally, findings regarding ministry effectiveness revealed the affirmation of competency statements that promoted shared ownership and ministry definition.

Specific findings revealed by the aforementioned sub-categories were evident from the comparisons of data pertinent to the codes they subsumed. These were suggestive of some value in cross-referencing the findings of focus groups, but also to the eventual cross-checking of the survey results in the overall evaluation discussed in the next chapter. Key findings provided by the semi-structured interviews therefore follow.

4.4.5.2 Category Summary: Call (i) Leadership Intentionality.

Intentionality by leaders was in regard to confirming and guiding the call to ministry. This required creating opportunities to serve in the local church and then facilitation of divine encounters within personal ministry. Whether through intentional prophecy, prayer, focused discussion or other personal intervention, the leader’s own gifts were integral to the release of such gifts in others. Leaders needed to help identify the role of God in life circumstances and experiences and to help candidates interpret them, provided that they were open to such exploration. Where a call to ministry was ultimately acknowledged by a candidate, it prompted growth in key areas and leaders were therefore well positioned to stimulate a commensurate response. An important aspect of this was for leaders to encourage the strengthening and shaping of the call through ministry training. Such action

180

would thereby facilitate areas of development needed beyond those which a leader’s own gifts could address. Importantly, the receptivity and encouragement of congregations in affirming the call offered its helpful contextualisation. Denominational recognition through ordination provided confirmation and authorisation of the call already intentionally developed within the local church.

(ii) Local Effectiveness.

Effectiveness in ministry was assessed with reference to the local church as a context for identifying and shaping a call to ministry and measuring it according to CRC competency standards. It was characterised by fruitfulness in evidence within such local roles and necessarily preceded involvement in additional contexts beyond a local church. Such success was evidenced in terms of quantifiable change in people, notwithstanding the need for sufficient time to enable this to be observed. The development of Christian character and the receipt of Spirit baptism were identified as significant contributing factors in stimulating this effectiveness, but ministry training and a sacrificial dimension demonstrated commitment to its optimisation. Faithfulness to the call to ministry was evidenced by engaging in necessary formative steps without which effectiveness would be limited, unshaped or unidentified.

4.4.5.3 Category Summary: Coaching (i) Strategic Discipleship.

Ministry formation, as specialised spiritual formation, warranted a strategic approach to discipleship to be effective, and thus needed coaches to offer focused mentoring as well as the development of specific skills. It was found that effective coaching required a ministry candidate’s conformity to what they personally acknowledged as divine, Spirit-led direction but such targeted coaching discussions and questioning could engage them in more purposeful leadership growth. Prayer, resources, skills advice and mentoring were all deemed important to effective coaching, but with necessary relational connectedness accompanied by responsiveness in candidates also prepared also to pray, read and become accountable and teachable. Self-motivation was therefore found to be a significant driving force in the growth of emergent leaders and this was enhanced by linking coaching to systematic training options most suited to candidates’ aptitude. Better training and accountability of coaches was also found to facilitate more targeted

181

redress and development in key skill areas. Coaches also needed to impart proactively into candidates and to replicate their own gifts and skills in specific demonstrable ways, using personalised growth goals and targets involving more showing than telling.

(ii) Experiential Learning.

The role of experience in both formal and informal learning was a respected and credible formation asset within the CRC, notwithstanding the tendency for such experience to be self-determined. The impartation of a coach’s own gifts was enhanced by utilising their own experience balanced by that of others and by specific training and the availability of resources. Coaching was therefore more purposeful where experience offered specific feedback on key areas of ministry growth required. The call to ministry was both inspired and effected by the application of experience in shaping a candidate’s ministry gift recognised by others. Good ministry-focused coaches, then, were recognised by their ability to identify a ministry gift and resource its development, which was essential to the perpetuation of ministry. Accredited training was a respected vehicle for augmenting the experience of a coach by offering better accountability and credibility than unaccredited training, although unaccredited options were seen as precursory for some, sufficient for others, and preferable for many.

4.4.5.4 Category Summary: Competency (i) Integrated Training.

Competency was found to be shaped best by a composite of formation dimensions, inclusive of training that applied study to ministry and service within local churches, whilst being guided by coaching. This integrated approach to training was less academically-focused and more practically-applied. It recognised, though, that gifted trainers in all aspects of training were the best suited resources for developing the call which was itself associated with shaping an emerging gift. In terms of its content and value for vocational competence, there was little substantive difference between accredited and unaccredited training, notwithstanding the perception that accredited training could offer greater breadth of experience and, by virtue of associated costs and study workload, greater sacrifice and accountability for growth. The benchmarked and authoritative standards of accredited training were thus more likely to instil ministry confidence,

182

despite potentially alienating non-academic candidates deemed suitable to ministry in other respects. Indeed, some valued the opportunity for seemingly less constrained relationships that developed over time within unaccredited study. CRC training, whether accredited or unaccredited, was seen to offer the advantage of known trainers best able to facilitate the development of denominational values, provided that connectedness was maintained in any attempts to preserve the flexibility of online course delivery. Contemporary CRC training was believed to be superior to that offered in the past, though, especially by those familiar with its structure and content. Formal study, through any number of modes of delivery, was believed to be more likely than informal training to develop peer-reviewed skill sets and reveal ministry growth deficiencies, provided that it offered a blend of theology and practical ministry skill development.

(ii) Formative Assessment.

Assessment of competence was determined in accordance with articulated skills clearly valued for their direct relevance to ministry formation. These were therefore highly valued if practical in nature and if essentially drawing on the capacity of coaches to develop such competence. It was encouraging to note that existing CRC competency standards were overwhelmingly approved as objective and quantifiable measures of that competence so that incorporation of these into accredited CRC training assessment offered a creditable vehicle for ensuring that ministers be thoroughly equipped. That such training developed confidence, as well as competence, for ministry was associated with a primary desire for strong biblical foundations. Other elements of training also warranted included: preaching skills; character development; people skills; spiritual gifts; church history; denominational distinctives; mission; leadership; church administration; and theology and theological reflection.

4.4.5.5 Category Summary: Community (i) Focused Connection.

Receptivity to training and coaching was seen to be enhanced through the strengthening of relevant relational connections. Greater intentionality of leaders was found to inspire ministry growth within candidates’ communities in ways that would inevitably shape formation. Such intentionality was also found to prompt more overt connection to important values in the CRC. Ministry candidates

183

therefore needed to buy into the chief representatives of those communities, personally, before buying into the communities and their values. Although the flexibility of online training delivery was widely appreciated, the need for study- based connections between various combinations of ministry candidates and formators was centred in fostering these connections beyond the local church to engender greater affinity to the movement and its mission. Connection with others was clearly a choice, but one that needed greater stimulation by leaders to reinforce the importance of community both within and beyond the local church.

(ii) Shared Values.

Shared ownership of CRC values was clearly needed in order for the movement to garner greater support for overall missiological synergy. Whilst theological and biblical foundations were important considerations here, these values particularly included the teaching and practice of baptism in, ministry of, and gifts of the Holy Spirit. These values were identified as being effectively addressed in contemporary CRC training options by those familiar with their content. Denominational connections were important components of training, as were strong connections within local churches that offered multi-faceted community support within formation processes. Personal connectedness to various leaders not only enhanced receptivity, but also a sense of belonging and identity within the local church or the denominational family.