Helping Expand Your Leadership Influence
I cannot tell you the amount of time I’ve spent in my life moving cattle. But, that doesn’t mean we can learn something anyway.
That’s where this post comes in. Here’s a line:
Mapquest can’t map out a cattle drive.
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Have you ever considered that you are not who you are today without who you were yesterday? Is that confusing enough for you?
Think about it like this: in the last few days, my youngest daughter has lost 2 teeth. This is a normal part of the growth process. Every adult has lost at least one tooth along the way. But, if we didn’t have our baby teeth come in first, those adult teeth would be a killer.
If you’re a parent, think about that for a little while. What if your baby never cut teeth? Then what do you blame the nasty diapers on? Oh, and there’s the whole chewing food thing that becomes essential for health.
So, in order to have our adult teeth come in, we have to have baby teeth come in first. This seems like a simple concept, and it is, but do you think about your leadership the same way?
If you’ve been leading for very long at all, I’m sure you can think of a time where you were cutting your baby teeth. It was undoubtedly a big deal at the time. Then, as you’ve grown, that baby tooth has fallen out and been replaced by another tooth, one that has stood the test of time.
One example would be the foolishness and arrogance of a minister in their early 20s. I knew everything at 23-24. Except, I didn’t. As that baby tooth of confidence (which was important at the time, but eventually taken too far) made the initial cut, it made the way for the adult tooth of realizing I don’t know everything and I need to ask more questions, and always be learning.
What’s your most recent tooth loss? How have you grown in the past few weeks as a leader? Are you willing to grow some more? What tooth do you need to pull?
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On Tuesday, I wrote about some ways I’ve been using the 3 Questions with our Student Leadership team. Today, I’ll share the simple nuts and bolts of how we’ve implemented and keep the 3 Questions out in front.
But first, have you seen this post by Russell Martin over at Ministry2Youth.com? In it, he lays out how he used the 3 Questions at a recent meeting. It’s definitely worth the read, so check it out.
Now, on to how we use the 3 Questions at FBC Bronte.
As I said, it’s really pretty simple, but last year we started meeting after service for 15 minutes on every Wednesday night. In doing so, the 3 questions provided an excellent foundation for that short meeting.
So, each week, our student leadership team sits down and we share how we answered the 3 questions that night. Our students know what’s coming, so there is a healthy amount of accountability.
Occasionally, when I see a negative pattern developing, I’ll try to correct it in the meetings. Once or twice, I’ve noticed a kid who consistently doesn’t share, so I’ve gone to them afterwards with suggestions of ways they could answer the 3 Questions.
There is a definite sense of redundancy, but for me, that’s something I’m okay working through. I want our student leaders looking for ways to serve, to change the environment of the room, and to include others. And they do.
So, how could you implement the 3 Questions? I really liked Russel’s take on it, so give it a read.
Today’s check it out is from the Lessons on the Farm series. In it, I talk about the need to teach as you go. You can click here to go directly to it, but here’s a clip before you head that way:
But more than what I was taught, I remember how I was taught: in the moment, sometimes being shown how, sometimes being told, usually realizing after the fact I had more to learn.
Click here for the rest!
Today, I’m going to layout a little bit of the strategy of how I’m using the 3 questions to train and equip student leaders.
If you’re not familiar with what the three questions are, I would encourage you to go read this first.
Now that you’ve read it, here we go.
I first taught the three questions to student leaders in August of 2016. From there, we’ve been on a bit of a journey. When teaching the concept, it helps to give plenty of examples. For our context, the simplest examples we use are: setting out chairs, getting ice, filling cups with ice, setting out Bibles, sitting with students who are visiting or sitting by themselves, connecting with people outside of one’s circle, stacking chairs, clearing tables, etc.
I really think the 3 questions are a simple shift in perception. If I can get students to see the world around them through the lens of the 3 questions, then I’m equipping them 1) to see the world differently and 2) to change it.
Along the lines of this shift, one thing I’ve noticed is there are two kinds of people: those who naturally recognize opportunities, and those who don’t. I don’t think it’s a character flaw to be the latter, but it does make answering the questions more difficult. I also think this is true of adults. Some people are naturally wired to help and to serve, and for others, it’s a choice they make along the way.
After a few months of implementing the 3 questions, I noticed our student leaders were only asking other student leaders to help them accomplish tasks instead of leveraging their influence to include outsiders. We talked about it as a team, and I challenged them to include people who weren’t on leadership team, and they started doing so.
One of the coolest things for me to see was on a Wednesday night before anyone else showed up, a boy (who wasn’t on leadership team), walked in and unknowingly answered the 3 questions by putting chairs out. He didn’t know the framework, but he knew he had been included in putting chairs out enough times that he knew it needed to be done. This has happened several times.
To this point, what I’m doing may not seem like much, but on Thursday I am going to unpack what I’ve learned a little more. For me, teaching students to answer the 3 questions has been a journey for everyone involved. I hope you’ll check back on Thursday.
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