Implementing the commitment level model of youth minitry is all about managing change. The testimony of many who have implemented the model. Here are a few comments from students assignments that refer to the need to manage change:
"Even though we are dealing with Christians, we're still in the real world and have to work hard at introducing any new concept...Since the model of youth ministry requires implementing, those currently involved in Youth Ministry, including the wider church leadership of a specific congregation, must be convinced, to some measure, of buying into the product, or better still of owning the product." Deon Lombard.
"In your attempt to implement the Commitment Level Model in an existing group, one should remain acutely aware of the fact that change is seldom accepted readily and without any resistance or opposition. The 'RC-Factor' (Resistance to Change - Factor) will always be an issue to deal with when the possibility of implementing change in any given situation is considered. One should, therefore, from the outset get the intended or existing leadership group to 'buy into' the model, to reach the point where they can identify with the model and 'make it their own'. Unless you do this, the model will never be implemented successfully." Phillip Adams.
Taking an organisation that is embedded in rigidity and inertia through change has been likened to teaching an elephant to dance. Behind this analogy is another about being 'bound to the past'. "When elephant trainers shackle a young elephant to a stake in the ground, the elephant learns to stay in place, giving up any attempt to pull up the stake. After a while, all that is required to keep the elephant in its place is a small metal bracelet around one of its feet, even when it is not attached to any stake at all . Having once got the idea the bracelet is chained to a stake, the elephant will stay - all because of an inconsequential bracelet. Congregations, like elephants, are often bound by restraints, however insignificant they may be" (Leading the Congregation, Page 165). Individuals, as well as organisations, resist change, especially as they get older.
1. THE REALITY OF CHANGE
At the Lord's Supper (Luke 22:1-23), the people who were present at the meal and the society in which they lived was experiencing a period of intense change.
A. The People
Jesus had indicated that this was his last supper with his disciples - the implications were tremendous! Wasn't he supposed to bring in the kingdom? How could their leader be leaving? Would the movement survive the loss of its leader? Who would replace him? Which disciple was the greatest and most able to assume leadership? They was also the priests who were corrupt and afraid of the people (v2) and a traitor among the disciples (v4).
B. The Society
Israel was a giant pressure cooker experiencing enormous levels of stress. The Jewish people who were living under Roman occupation responded in different ways: (a) Revolt - a group of ant-Roman Zealots believed that revolution would right all the wrongs of a sick and oppressive system. (b) Escape - the Essenes believed that society was too corrupt to change, so they hived off into the desert and lived in their own community. (c) Compromise - the tax-collectors, like Matthew, decided they could not change anything so they decided to 'play the system'. They were viewed as traitors by the Jews. (d) Abdicate - the majority of the citizens abdicated responsibility feeling that they could not compete with the massive Roman army. Their day-to-day lives were characterised by a stoic acceptance of the grim realities of life.
2. THE CHURCH AND CHANGE
The church does not have a good track record in dealing with change in society. 'Christendom' began in the fourth century AD. The church defined the purposes for each area of life as it was the source and centre of Western Civilisation. It existed in an environment in which it was assumed that all people were Christian. But the west was lost when the 'Christendom' arrangement disintegrated. The cause was a massive secularisation process over five or six centuries. During this process the church lost influence in every area of western society's life. George Hunter III, in How to Reach Secular People, suggests two main causes that led to the decline of Christendom and the rise of Secularism:
A. Six Cultural Events
(1) Renaissance
This was an intellectual and cultural movement, led by Erasmus and Bacon, from the mid-fourteenth century to the early sixteenth century. It affected people in three ways: (a) redirected their attention from God, another world and theological matters to this world, to humans and to humanity's progress; (b) it gave them another world view with the recovery of Greek philosophy, thereby introducing pluralism and doubt to western minds; and (c) it created the cultural soil out of which humanism eventually emerged as a major competitor to Christian truth and ethics.
(2) Reformation
The reformation, led by Calvin and Luther, removed Church influence from western life by dividing the Church and by turning the Church's attention away from the management of society toward renewal, reorganisation and theological matters.
(3) Nationalism
The rise of proud independent nations in a once united Europe, killed Christendom as a political entity and undercut the understanding of a common humanity. It led to warfare between the peoples of Europe, including the two world wars, which induced disillusionment and doubts about the Church's God.
(4) Science
The rise of Science challenged Christianity's prescientific assumptions about the universe and human life: (a) Galileo's theory of the structure of the solar system challenged the Church's understanding of the cosmos (he found that the earth revolves around the sun, not vice-versa); (b) Newton's theory of gravity challenged the doctrine of providence (prior to Newton, people assumed that God's providential hand kept the moon, planet and stars in place, now gravity did it); (c) Darwin's theory of evolution challenged the doctrine of creation and the nature of humankind; (d) Marx's writings provided an alternative to the traditional understanding of the goal of history (an economic utopia was substituted for the Christian Kingdom of God); and (e) Freud questioned religious belief and experience saying these could be explained psychologically and thereby explained away as illusions.
(5) Enlightenment
A new confidence in human reason claimed that humans are intrinsically good and reasonable, but their environment affects them negatively. Leaders taught that morality and society could be based on reason alone, without revelation or religion. Secular movements working for a more just and humane society providing beliefs and causes that seemed to replace Christianity.
(6) Urbanisation
After the Industrial Revolution people began to move to the cities in large numbers, this escalated the secularisation process.
B. The Church's Response
While the first cause of Christianity's influence on western people and culture was a series of events (Renaissance, Reformation, Nationalism, Science, Enlightenment, Urbanisation), the second cause was the Church's response to these events - responses that undermined her credibility and distanced people from her witness. For example, the church conflicted early and persistently with Science. She tried to control what could be researched and the conclusions that could be reached or taught. This behaviour made it appear that the church was an enemy of thought, rationality and truth. The church also became connected with the nationalism sweeping Europe. The Church opposed the Enlightenment's causes and was seen to be working against justice and democracy. The western church has been paranoid of cities and reluctant to accept urban challenges.
Shawchuck and Heuser suggest that "change has the ability to thrust even the strongest organisations into decline. But this need not happen. The decline is not due to change but to the organisation's response to it" (Leading the Congregation, Page 165). While change may be perceived as a threat, it should also be viewed as an opportunity. In challenging survival it presents new doorways to the future.
3. THE NEED FOR CHANGE
Any leader who has worked in a youth group will realise that the group has a certain life cycle. In fact, like machinery, organisations tend to wear out, decline in effectiveness and cease to be. Technically this is referred to as atrophy - a process whereby an organism, organisation or process, if left alone, gets worse, degenerate or become irrelevant, because it does not adapt to changes in the environment.
Mark Senter, in The Coming Revolution in Youth Ministry, suggests that the modern history of youth ministry has progressed through three revolutions or cycles. Each cycle lasted 50 years or so, and can be broken down into stagnation and transition periods. For the first 20-30 years of a youth movement there is an excitement and constant innovation which drives it forward in attempts to reach young people for Christ. Then around 30 years something happens. Stagnation begins to characterise the movement and for the next 20 years the movement's earlier momentum and good reputation carries it along. Finally a crisis happen and there is no longer a way to disguise the fact that the movement is bankrupt. For an additional 20 years ministry struggles before entrepreneurial innovations in working with young people set in motion a new cycle of youth ministry.
Norman Shawchuck suggests that each congregation goes through the following life cycle: inception, growth, maturity and decline. This journey from inception to death will occur unless something interrupts the demise. In order to live beyond the initial cycle, a congregation must learn to adapt to the continual flow of internal and external changes that it experiences. Leaders can bring about renewal and vitality if they see the need for change and do what is necessary to change the congregation.
4. THE BARRIERS TO CHANGE
Myron Rush, in Managing To Be The Best, lists common barriers to change:
A. Being Content with Tradition
When yesterday's innovation become today's traditions they block changes needed to face tomorrow. People are creatures of habit. In fact, according to Edward De Bono, Teach Your Child How To Think, Page 57, the human being could not function if it did not create habits. Just getting dressed in the morning would take forever if the mind were to try all the possible permutations for putting on six pieces of clothing. When we find a method that works we tend to stick with it. This strength becomes a weakness if leaders or people are unwilling to do things in a new way.
B. Misunderstanding the Purpose of Change
When people understand that change is necessary and in fact will bring benefits, then change is more readily accepted. But if people feel it is unnecessary and will cause problems they will oppose it.
C. Fearing the Risks Involved in Change
All change involves risks. The greater the change, the greater the risks. Leaders must calculate the risks involved in the change process and clearly communicate what risks are involved, and how they can be dealt with. The less people understand the risks involved in change, the more they resist implementing and maintaining the needed change.
D. Limiting Involvement in the Change Process
Everyone who is affected by the proposed change must be properly involved in both its planning and implementation or they will fight against it.
E. Avoiding the Cost of Change
The ability of leaders to implement and manage change is greatly hindered when people believe that the change will be too costly. It is essential that the leader communicate with people the feasibility of the proposed change.
5. THE RESPONSES TO CHANGE
In the context of the Lord's Supper (John 13-17), Jesus gave His disciples specific instruction that would enable them to cope with the change that was all around them. He knew that they had to be prepared for what they were going to experience, otherwise they would react inappropriately to change. We have already seen how people were responding to changes in society: revolt, escape, compromise or abdication. When people encounter change, they react in one of the following ways:
A. Resist Change
Some try to keep things the way they are, but which results in isolation. If this happens in a church, it ceases to be evangelistic and exists to minister to those who fear change and find comfort in isolation.
B. Ignore Change
Others live hoping that tomorrow will be 1980. They reminisce about the golden age and pray that it will return when this parenthetical age of change is past. But a congregation cannot live in a 1990's world all week and return to a 1950's world on Sunday. This response does not interpret life or equip its people for spirituality amid the stresses and pressures of modern society. Church is meant to be a resource for everyday living and not an escape from everyday life.
C. Manage Change
This is the best response, one that produces a renewing church. The church should value both tradition and change and make an effort to know both theology and sociology - to be faithful to orthodoxy and practical to people. An attitude is needed that says renewal is an ongoing process in the church - there is no place for a sense of satisfaction or arrival. Leaders should set systems in place for constant evaluation and modification, and seek to be relevant to all the people who are a part of the church by listening to their opinions.
Three keys are essential if change is to be managed correctly:
(1) Anticipation
This is the ability to view the future and determine in advance how the congregation should respond. This requires a prophet, who reads the times, anticipate what is ahead, and before the change arrives is able to suggest a course of action. The key quality needed is discernment, or listening to the mind of God. It involves reading and conducting future studies that are applied to the congregation's specific situation.
(2) Innovation
This involves searching for change, making it work for the good of the congregation and then exploiting it for new ideas for new ministries. "Innovation is doing better with what you have; making something new out of existing resources, programs, and structures. Innovation is the ability to let past successes die after they have lived their day, in order to make room for and release energies to grasp a new and better future" (Leading the Congregation, Page 170). This writers proceed to suggest three principles for innovation: (a) death and resurrection (allowing ministries to die and give birth to new ones); (b) bubble up (leaders should listen to discover what is bubbling up through the congregation - this is aided through listening, suggestion boxes, focus groups, surveys, etc; (c) brink of death (when things are really bad and death is near, it is time to focus on the future and bring new life into old bones).
(3) Excellence
This involves an all-out commitment to quality - doing things right the first time. A focus on continuous improvement helps leaders to get better at ministry every time they do it. "Excellence is found in paying attention to the important things over the trivial, or the urgent matters that are always clamouring for attention. It is to be found in concentrating on the vision that establishes the direction; mobilizing the people to achieve the vision; and paying attention to morale and the motivation of those who do the work of the ministry" (Leading the Congregation, Page 175).
6. THE PROCESS OF CHANGE
All change is a process! Multiple forces are at work for extended periods of time, leading to change from the inside and the outside. For example: the process of courtship preceded marriage; the process of labour preceded childbirth; the process of education leads to graduation; etc. Youth leaders must help the group embark on a process that will help it change. The process involves three steps:
A. Diagnose
Where are we? How did we get here? How well are we doing?
B. Plan
Where do we want to go? How are we going to get there? What is our vision?
C. Implement
What changes are necessary to stay in touch? What must we do now to prepare for change?
7. THE PREPARATION FOR CHANGE
Doug Murren, in an article in The Worship Leader, September 1995, Page 26f, suggests the following process for leaders who want to prepare a congregation to move through change:
A. Discover Present Paradigms
Affirming the past and the present is the first step in the process of change. Leaders should celebrate past innovations and commitments that brought the group to when it is.
B. Show Continuity with the Past
Certain characteristics of existing paradigms should be identified as important stepping stones toward the future. Leaders will increase the acceptance of change if they find a goal for the present that is consistent with the past.
C. Nurture a Hunger for New Opportunities
Leaders who have a sense of adventure are more open to change than leaders who prefer maintenance and holding rigidly to the past. The enthusiasm of adventurous leaders will create enthusiasm in others.
D. Locate Models of the Future
Exposing the group to other paradigms of what a church is, or examples of how another group has managed change in a certain area will be helpful.
E. Use Vivid Word Pictures
When leaders find a phrase that fits their new paradigm they should include it in their vocabulary and use it often. Clear communication is essential if all are to journey on the change process.
F. Spot Possible Tension Points
Possible problem areas should be considered beforehand and people made aware that these could arise, as well as some idea of how they will be handled.
G. Allow for Dialogue
Before any new direction is presented to the group, the leaders should follow this process: (1) Explain the new paradigm to a core group, (2) collaborate with those committed to change and (3) then share it with the entire group. Open dialogue is essential to a successful change process.
H. Use Multiple Levels of Communication
Verbal announcements are a good place to start in the communication, but should be followed up with printed material using clear graphs, charts, diagrams, etc. Most people today are visually-orientated. Leaders must let people sense, taste, feel and see the change.
I. Enact Changes
Have a definite start date for the change and stick to it. Implementation is essential if the new project or direction is to get off the ground. Be sure to celebrate the action when it commences.
J. Celebrate the Change
Leaders must report to people that it was their efforts that brought about the changes. Celebrate goals when they are achieved, and even celebrate when the group comes close to achieving their goals.
K. Develop the Story for Future Paradigms
It is helpful to retell the story to the whole group several times a year. Groups use folklore to enable themselves to face the future and to deal with problems.
L. Clearly Define Changing Roles
Communicate with people how the change will affect the roles of people involved. Spell out these changes clearly in a reprinting of their job descriptions so that the change process is firmly entrenched.
Read about Managing Conflict in Implementing the Model.
Return to Model of Youth Ministry