Copyright 2004 by Larry G. Hess, Ministerial Development Supervised Training vs. Mentoring The MIP Process

Copyright 2004 by Larry G. Hess, Ministerial Development

Supervised Training vs. Mentoring

The MIP Process


INTRODUCTION

MIP involves a process of supervised training which emphasizes theory, practice, and accountability. MIP is a supervised training practicum which includes components of mentoring, but is not strictly a mentoring program. An internship experience must focus on supervised learning opportunities with a strong training focus which must balance theory and practice.


I. RESPONSIBILITY

In MIP the intern is held responsible for learning from three distinct domains: 1) KNOWING theological and philosophical

foundations for ministry


I. RESPONSIBILITY

In MIP the intern is held responsible for learning from three distinct domains:

1) KNOWING theological and philosophical foundations for ministry

2) DOING Internship provides unique venues for practical application and supervised learning experiences.


I. RESPONSIBILITY

In MIP the intern is held responsible for learning from three distinct domains:

1) KNOWING theological and philosophical foundations for ministry

2) DOING Internship provides unique venues for practical application and supervised learning experiences.

3) BEING in MIP provides interaction, dialogue, and personal reflection necessary for absorption and integration of theory and application


I. RESPONSIBILITY

A. Intern Roles and Responsibilities1) Show respect for the opportunity to serve in the

supervising church (by invitation and appointment).


I. RESPONSIBILITY

A. Intern Roles and Responsibilities1) Show respect for the opportunity to serve in the supervising church

(by invitation and appointment).

2) Be loyal in every way possible.


I. RESPONSIBILITY




3) Be trustworthy to keep confidence and never abuse your intimate relationship with the supervising pastor and church staff.


I. RESPONSIBILITY





4) Be proactive to initiate supervising conferences and ministry assignments.


I. RESPONSIBILITY






5) Be diligent to make sure you understand your assigned duties, limitations, and responsibilities.


I. RESPONSIBILITY






5) Be diligent to make sure you understand your assigned duties, limitations, and responsibilities.

6) Be a good model before the church by maintaining appropriate decorum in speech, dress, manner, and attitude.


I. RESPONSIBILITY


(by invitation and appointment).2) Be loyal in every way possible.3) Be trustworthy to keep confidence and never abuse your intimate

relationship with the supervising pastor and church staff.4) Be proactive to initiate supervising conferences and ministry

assignments. 5) Be diligent to make sure you understand your assigned duties,

limitations, and responsibilities.

6) Be a good model before the church by maintaining appropriate decorum in speech, dress, manner, and attitude.

7) Complete your daily journal plus specific notes concerning sharing sessions, assignments, personal observations, and reminders on fulfilling your personal vision and strategic growth plan.


I. RESPONSIBILITY

B. Supervising Pastor Roles and Responsibilities1) Follow MIP guidelines and policies as outlined in

the supervising pastor’s manual.


I. RESPONSIBILITY

B. Supervising Pastor Roles and Responsibilities1) Follow MIP guidelines and policies as outlined in the supervising pastor’s

manual.

2) Complete items on monthly checklist.


I. RESPONSIBILITY


manual.


3) Provide structure and consistence in the program.


I. RESPONSIBILITY


manual.



4) Meet on a regular, scheduled basis with the intern (at least once a week) for the exchange of ideas, for planning future assignments, and for performance evaluation.



manual.




5) Encourage the intern to maintain a consistent and disciplined devotional life.

I. RESPONSIBILITY



manual.





6) Help the intern set and pursue reasonable goals and plan skillfully.

I. RESPONSIBILITY



manual.






7) Demonstrate the highest standards of integrity and excellence.

I. RESPONSIBILITY



manual.






7) Demonstrate the highest standards of integrity and excellence.

8) Be sensitive to the intern’s personal needs, emotional stability, family relationships, and faithfulness to all program requirements.

I. RESPONSIBILITY



manual.2) Complete items on monthly checklist.3) Provide structure and consistence in the program.4) Meet on a regular, scheduled basis with the intern (at least once a week) for

the exchange of ideas, for planning future assignments, and for performance evaluation.

5) Encourage the intern to maintain a consistent and disciplined devotional life.6) Help the intern set and pursue reasonable goals and plan skillfully.7) Demonstrate the highest standards of integrity and excellence.8) Be sensitive to the intern’s personal needs, emotional stability, family

relationships, and faithfulness to all program requirements.

9) Work closely with the stat/regional MIP coordinator in relation to the progress of the intern.

I. RESPONSIBILITY



manual.2) Complete items on monthly checklist.3) Provide structure and consistence in the program.4) Meet on a regular, scheduled basis with the intern (at least once a week) for

the exchange of ideas, for planning future assignments, and for performance evaluation.

5) Encourage the intern to maintain a consistent and disciplined devotional life.6) Help the intern set and pursue reasonable goals and plan skillfully.7) Demonstrate the highest standards of integrity and excellence.8) Be sensitive to the intern’s personal needs, emotional stability, family

relationships, and faithfulness to all program requirements.9) Work closely with the stat/regional MIP coordinator in relation to the progress

of the intern.

10) Complete and mail evaluation forms promptly to the state/regional coordinator (state office) and to the Department of Ministerial Development.

I. RESPONSIBILITY


A. The Department of Ministerial Development’s Responsibilities for oversight and overall leadership of MIP.1) The Department of Ministerial Development bears a

dual burden of responsibility—first to the intern and then to the denomination. It is a responsibility to provide for the participant the supervising church and pastor, and for the denomination a quality internship program which will provide excellent training for emergency leaders. MIP must also provide for the Church of God a continuing flow of competent pastors, evangelists, missionaries, etc. to serve the growing needs of the Church of God around the world.

I. RESPONSIBILITY


Evaluation is a critical ingredient in MIP and involves intern and spouse self-evaluation, intern performance, evaluation by the supervising pastor relative to the overall participation of the intern (and spouse).

II. Evaluation


Successful completion of the Ministerial Affirmation Program (MAP) represents that the intern has been directed through an intense process of personal assessment related to calling, passion, emotional/spiritual maturity, and theological convictions.

II. Evaluation


A. Foundations for Evaluation in a Supervised Training Format the supervising pastor makes a personal evaluation with questions such as:1) Does the intern have a sense of calling to full-time

vocational ministry?

II. Evaluation


A. Foundations for Evaluation in a Supervised Training Format the supervising pastor makes a personal evaluation with questions such as:

1) Does the intern have a sense of calling to full-time vocational ministry?

2) Does the intern show a mature understanding of the obligations and responsibilities of that calling?

II. Evaluation





3) Does the intern demonstrate some inherent talents essential to the calling?

II. Evaluation






4) Does the intern show diligence in the pursuit of necessary skills to enhance the calling?

II. Evaluation







5) Does the intern have a commitment to academic preparation?

II. Evaluation








6) Does the intern show evidence of spiritual maturity basic to the calling?

II. Evaluation








6) Does the intern show evidence of spiritual maturity basic to the calling?

7) Does the intern have the basic ability to communicate with people and to articulate their personal ministerial goals and philosophy of ministry?

II. Evaluation


B. Supervisor/Intern Evaluation Process

Evaluation requires a contractual agreement and mutual consent between the intern and the supervising pastor.

II. Evaluation



The intern and the supervising pastor contract for the evaluation to take place through: weekly ministry assignments

II. Evaluation



The intern and the supervising pastor contract for the evaluation to take place through:

weekly ministry assignments

academic studies which are part of MIP

II. Evaluation




weekly ministry assignments academic studies which are part of MIP

weekly conferences between intern and supervising pastor

II. Evaluation




weekly ministry assignments academic studies which are part of MIP weekly conferences between intern and supervising pastor

special reading assignments made by the supervising pastor

II. Evaluation




weekly ministry assignments academic studies which are part of MIP weekly conferences between intern and supervising pastor special reading assignments made by the supervising pastor

interns behaviors and skills demonstrated while accompanying the supervising pastor during various ministry functions

II. Evaluation




weekly ministry assignments academic studies which are part of MIP weekly conferences between intern and supervising pastor special reading assignments made by the supervising pastor interns behaviors and skills demonstrated while accompanying the supervising pastor

during various ministry functions

reports to the state coordinator from the supervising pastor regarding the interns progress

II. Evaluation


B. Supervisor/Intern Evaluation ProcessThe intern and the supervising

pastor contract for the evaluation to take place through:

weekly ministry assignments academic studies which are part of MIP weekly conferences between intern and supervising pastor special reading assignments made by the supervising pastor interns behaviors and skills demonstrated while accompanying the

supervising pastor during various ministry functions reports to the state coordinator from the supervising pastor regarding the

interns progress

the interns demonstrated faithfulness and productivity during MIP

II. Evaluation


B. Supervisor/Intern Evaluation ProcessThe intern and the supervising pastor

contract for the evaluation to take place through:


during various ministry functions reports to the state coordinator from the supervising pastor regarding the interns

progress the interns demonstrated faithfulness and productivity during MIP

the supervising pastor’s review of the intern’s self-evaluations

II. Evaluation






progress the interns demonstrated faithfulness and productivity during MIP the supervising pastor’s review of the intern’s self-evaluations

constant review of intern’s daily academic assignments and personal spiritual disciplines.

II. Evaluation


B. Supervisor/Intern Evaluation ProcessThe intern and the supervising pastor contract

for the evaluation to take place through: weekly ministry assignments academic studies which are part of MIP weekly conferences between intern and supervising pastor special reading assignments made by the supervising pastor interns behaviors and skills demonstrated while accompanying the supervising pastor


progress the interns demonstrated faithfulness and productivity during MIP the supervising pastor’s review of the intern’s self-evaluations constant review of intern’s daily academic assignments and personal spiritual

disciplines.

the supervising pastor’s assessment concerning the intern’s marriage and/or emotional stability under the pressures of the internship.

II. Evaluation


B. In the monthly evaluation process, the supervising pastor will evaluate the intern (and spouse) on many areas, such as: ability to communicate

II. Evaluation


B. In the monthly evaluation process, the supervising pastor will evaluate the intern (and spouse) on many areas, such as:

ability to communicate

faithfulness to the process and agreements

II. Evaluation



ability to communicate

faithfulness to the process and agreements commitment to personal and professional values

II. Evaluation



ability to communicate faithfulness to the process and agreements commitment to personal and professional values

intern’s ministry strengths and ministry weaknesses

II. Evaluation



ability to communicate faithfulness to the process and agreements commitment to personal and professional values intern’s ministry strengths and ministry weaknesses

commitment to assignments

II. Evaluation



ability to communicate faithfulness to the process and agreements commitment to personal and professional values intern’s ministry strengths and ministry weaknesses commitment to assignments

grasp of theological principles; administrative responsibilities; social interactions; psychological dynamics, etc.

II. Evaluation



ability to communicate faithfulness to the process and agreements commitment to personal and professional values intern’s ministry strengths and ministry weaknesses commitment to assignments grasp of theological principles; administrative responsibilities; social interactions;

psychological dynamics, etc.

Learning abilities and academic strengths

II. Evaluation




psychological dynamics, etc. Learning abilities and academic strengths

personal habits and appearance

II. Evaluation




psychological dynamics, etc. Learning abilities and academic strengths personal habits and appearance

demonstration of compassion and tactfulness

II. Evaluation




psychological dynamics, etc. Learning abilities and academic strengths personal habits and appearance demonstration of compassion and tactfulness

response to criticism

II. Evaluation




psychological dynamics, etc. Learning abilities and academic strengths personal habits and appearance demonstration of compassion and tactfulness response to criticism

promptness on assignments and appointments

II. Evaluation




psychological dynamics, etc. Learning abilities and academic strengths personal habits and appearance demonstration of compassion and tactfulness response to criticism promptness on assignments and appointments

cooperation with others

II. Evaluation




psychological dynamics, etc. Learning abilities and academic strengths personal habits and appearance demonstration of compassion and tactfulness response to criticism promptness on assignments and appointments cooperation with others

resourcefulness in planning

II. Evaluation




psychological dynamics, etc. Learning abilities and academic strengths personal habits and appearance demonstration of compassion and tactfulness response to criticism promptness on assignments and appointments cooperation with others resourcefulness in planning

demonstration of leadership qualities

II. Evaluation




psychological dynamics, etc. Learning abilities and academic strengths personal habits and appearance demonstration of compassion and tactfulness response to criticism promptness on assignments and appointments cooperation with others resourcefulness in planning demonstration of leadership qualities

confidentialities; attitudes; teach-ability

II. Evaluation




psychological dynamics, etc. Learning abilities and academic strengths personal habits and appearance demonstration of compassion and tactfulness response to criticism promptness on assignments and appointments cooperation with others resourcefulness in planning demonstration of leadership qualities confidentialities; attitudes; teach-ability

intern’s potential for ministry

II. Evaluation




psychological dynamics, etc. Learning abilities and academic strengths personal habits and appearance demonstration of compassion and tactfulness response to criticism promptness on assignments and appointments cooperation with others resourcefulness in planning demonstration of leadership qualities confidentialities; attitudes; teach-ability intern’s potential for ministry

how does the intern handle the pressures of secular work while doing MIP

II. Evaluation



ability to communicate faithfulness to the process and agreements commitment to personal and professional values intern’s ministry strengths and ministry weaknesses commitment to assignments grasp of theological principles; administrative responsibilities; social interactions; psychological

dynamics, etc. Learning abilities and academic strengths personal habits and appearance demonstration of compassion and tactfulness response to criticism promptness on assignments and appointments cooperation with others resourcefulness in planning demonstration of leadership qualities confidentialities; attitudes; teach-ability intern’s potential for ministry how does the intern handle the pressures of secular work while doing MIP

how does the intern match or conflict with the overall personality of the supervising Church of God, the intern’s attitude toward lay leadership, and team work.

II. Evaluation


C. Assessment in Supervised Training vs. Informal Mentoring1. Supervised training and formal mentoring include:

II. Evaluation



a link to strategic organizational objectives

II. Evaluation



a link to strategic organizational objectives

established goals

II. Evaluation



a link to strategic organizational objectives established goals

measurable outcomes

II. Evaluation



a link to strategic organizational objectives established goals measurable outcomes

open access for all who qualify

II. Evaluation



a link to strategic organizational objectives established goals measurable outcomes open access for all who qualify

careful paring of interns and trainers

II. Evaluation



a link to strategic organizational objectives established goals measurable outcomes open access for all who qualify careful paring of interns and trainers

both training and support are always provided

II. Evaluation



a link to strategic organizational objectives established goals measurable outcomes open access for all who qualify careful paring of interns and trainers both training and support are always provided

the organization benefits directly

II. Evaluation


C. Assessment in Supervised Training vs. Informal Mentoring

1. Supervised training and formal mentoring include:

2. Characteristics of informal mentoring include:

II. Evaluation




2. Characteristics of informal mentoring include: no specific or measurable goals

II. Evaluation




2. Characteristics of informal mentoring include: no specific or measurable goals

unknown outcomes

II. Evaluation




2. Characteristics of informal mentoring include: no specific or measurable goals unknown outcomes

limited program structure

II. Evaluation




2. Characteristics of informal mentoring include: no specific or measurable goals unknown outcomes limited program structure

mentors and mentorees select each other

II. Evaluation




2. Characteristics of informal mentoring include: no specific or measurable goals unknown outcomes limited program structure mentors and mentorees select each other

mentoring is long term

II. Evaluation




2. Characteristics of informal mentoring include: no specific or measurable goals unknown outcomes limited program structure mentors and mentorees select each other mentoring is long term

no specific training or support is included

II. Evaluation




2. Characteristics of informal mentoring include: no specific or measurable goals unknown outcomes limited program structure mentors and mentorees select each other mentoring is long term no specific training or support is included

the organization benefits indirectly, if at all

II. Evaluation





3. The structure of training in MIP provides the following benefits: enhanced ministry initiatives

II. Evaluation





3. The structure of training in MIP provides the following benefits: enhanced ministry initiatives

motivated learning and retention

II. Evaluation





3. The structure of training in MIP provides the following benefits: enhanced ministry initiatives motivated learning and retention

produces productive leaders

II. Evaluation





3. The structure of training in MIP provides the following benefits: enhanced ministry initiatives motivated learning and retention produces productive leaders

promotes teamwork and unity

II. Evaluation





3. The structure of training in MIP provides the following benefits: enhanced ministry initiatives motivated learning and retention produces productive leaders promotes teamwork and unity

enhances personal development

II. Evaluation





3. The structure of training in MIP provides the following benefits: enhanced ministry initiatives motivated learning and retention produces productive leaders promotes teamwork and unity enhances personal development

accelerates the sharing of knowledge and information necessary for ministry leadership.

II. Evaluation



1. Supervised training and formal mentoring include:2. Characteristics of informal mentoring include:

3. The structure of training in MIP provides the following benefits: enhanced ministry initiatives motivated learning and retention produces productive leaders promotes teamwork and unity enhances personal development accelerates the sharing of knowledge and information necessary for

ministry leadership.

creates opportunity for multicultural expansion and relationship building

II. Evaluation





3. The structure of training in MIP provides the following benefits: enhanced ministry initiatives motivated learning and retention produces productive leaders promotes teamwork and unity enhances personal development accelerates the sharing of knowledge and information necessary for ministry

leadership. creates opportunity for multicultural expansion and relationship building

over time, creates a mentoring culture which continuously promotes individual growth and development

II. Evaluation





3. The structure of training in MIP provides the following benefits: trainers and interns learn from each other

II. Evaluation





3. The structure of training in MIP provides the following benefits: trainers and interns learn from each other

MIP re-energizers the supervising pastor’s ministry

II. Evaluation





3. The structure of training in MIP provides the following benefits: trainers and interns learn from each other MIP re-energizers the supervising pastor’s ministry

MIP promotes the unions of individuals mutually concerned about positive change

II. Evaluation





3. The structure of training in MIP provides the following benefits: trainers and interns learn from each other MIP re-energizers the supervising pastor’s ministry MIP promotes the unions of individuals mutually concerned about positive change

interns receive critical feedback in key areas

II. Evaluation





3. The structure of training in MIP provides the following benefits: trainers and interns learn from each other MIP re-energizers the supervising pastor’s ministry MIP promotes the unions of individuals mutually concerned about positive change interns receive critical feedback in key areas

MIP develops a sharper focus on what is needed to grow spiritually and professionally within the Church of God

II. Evaluation





3. The structure of training in MIP provides the following benefits: trainers and interns learn from each other MIP re-energizers the supervising pastor’s ministry MIP promotes the unions of individuals mutually concerned about positive change interns receive critical feedback in key areas MIP develops a sharper focus on what is needed to grow spiritually and

professionally within the Church of God

teaches specific skills

II. Evaluation






professionally within the Church of God teaches specific skills

MIP enlightens interns about the organizational culture of the Church of God and about unspoken rules which can impact successful ministry

II. Evaluation



1. Supervised training and formal mentoring include:2. Characteristics of informal mentoring include:


professionally within the Church of God teaches specific skills MIP enlightens interns about the organizational culture of the Church of God and

about unspoken rules which can impact successful ministry

in MIP, interns find relationships with trainers and/or fellow interns where it is safe to share frustrations as well as successes.

II. Evaluation


III. Accountability

An important part of the role of a supervising pastor is to help the intern develop ministerial competencies.


A. Skills Sermon preparation and presentation

III. Accountability


A. Skills Sermon preparation and presentation

writing letters and manuscripts

III. Accountability


A. Skills Sermon preparation and presentation writing letters and manuscripts

basic computer skills

III. Accountability


A. Skills Sermon preparation and presentation writing letters and manuscripts basic computer skills

reading and financial report

III. Accountability


A. Skills Sermon preparation and presentation writing letters and manuscripts basic computer skills reading and financial report

designing and maintaining a church budget

III. Accountability


A. Skills Sermon preparation and presentation writing letters and manuscripts basic computer skills reading and financial report designing and maintaining a church budget

church record keeping system

III. Accountability


A. Skills Sermon preparation and presentation writing letters and manuscripts basic computer skills reading and financial report designing and maintaining a church budget church record keeping system

balancing work and personal demands

III. Accountability


A. Skills Sermon preparation and presentation writing letters and manuscripts basic computer skills reading and financial report designing and maintaining a church budget church record keeping system balancing work and personal demands

basic counseling skills

III. Accountability


A. Skills Sermon preparation and presentation writing letters and manuscripts basic computer skills reading and financial report designing and maintaining a church budget church record keeping system balancing work and personal demands basic counseling skills

thinking strategically

III. Accountability


A. Skills Sermon preparation and presentation writing letters and manuscripts basic computer skills reading and financial report designing and maintaining a church budget church record keeping system balancing work and personal demands basic counseling skills thinking strategically

resolving conflict

III. Accountability


A. Skills Sermon preparation and presentation writing letters and manuscripts basic computer skills reading and financial report designing and maintaining a church budget church record keeping system balancing work and personal demands basic counseling skills thinking strategically resolving conflict

equipping lay leaders and team building

III. Accountability


A. Skills

B. Knowledge theological concepts and principles

III. Accountability


A. Skills

B. Knowledge theological concepts and principles

church polity and organization

III. Accountability


A. Skills

B. Knowledge theological concepts and principles church polity and organization

legal concepts significant to churches

III. Accountability


A. Skills

B. Knowledge theological concepts and principles church polity and organization legal concepts significant to churches

rules of confidentiality

III. Accountability


A. Skills

B. Knowledge theological concepts and principles church polity and organization legal concepts significant to churches rules of confidentiality

rules of personal conduct

III. Accountability


A. Skills

B. Knowledge theological concepts and principles church polity and organization legal concepts significant to churches rules of confidentiality rules of personal conduct

how to moderate business meetings

III. Accountability


A. Skills

B. Knowledge theological concepts and principles church polity and organization legal concepts significant to churches rules of confidentiality rules of personal conduct how to moderate business meetings

unwritten rules for success within the Church of God

III. Accountability


A. Skills

B. Knowledge theological concepts and principles church polity and organization legal concepts significant to churches rules of confidentiality rules of personal conduct how to moderate business meetings unwritten rules for success within the Church of God

principles for negotiating consensus

III. Accountability


A. Skills

B. Knowledge theological concepts and principles church polity and organization legal concepts significant to churches rules of confidentiality rules of personal conduct how to moderate business meetings unwritten rules for success within the Church of God principles for negotiating consensus

physical and psychological conditions most frequently presented to pastors

III. Accountability


A. Skills

B. Knowledge theological concepts and principles church polity and organization legal concepts significant to churches rules of confidentiality rules of personal conduct how to moderate business meetings unwritten rules for success within the Church of God principles for negotiating consensus physical and psychological conditions most frequently presented to pastors

how to make counseling referrals

III. Accountability


A. Skills

B. Knowledge theological concepts and principles church polity and organization legal concepts significant to churches rules of confidentiality rules of personal conduct how to moderate business meetings unwritten rules for success within the Church of God principles for negotiating consensus physical and psychological conditions most frequently presented to pastors how to make counseling referrals

how to relate to medical personnel serving church members

III. Accountability


A. Skills

B. Knowledge theological concepts and principles church polity and organization legal concepts significant to churches rules of confidentiality rules of personal conduct how to moderate business meetings unwritten rules for success within the Church of God principles for negotiating consensus physical and psychological conditions most frequently presented to pastors how to make counseling referrals how to relate to medical personnel serving church members

how to maintain credibility and integrity

III. Accountability


A. Skills

B. Knowledge

C. Attitudes how to recognize, achieve, and maintain emotional

and spiritual maturity

III. Accountability


A. Skills

B. Knowledge

C. Attitudes how to recognize, achieve, and maintain emotional and spiritual maturity

how to deal with disappointment and betrayal

III. Accountability


A. Skills

B. Knowledge

C. Attitudes how to recognize, achieve, and maintain emotional and spiritual maturity how to deal with disappointment and betrayal

facing criticism and keeping focus on priorities and convictions

III. Accountability


A. Skills

B. Knowledge

C. Attitudes how to recognize, achieve, and maintain emotional and spiritual maturity how to deal with disappointment and betrayal facing criticism and keeping focus on priorities and convictions

dealing with fear and anxiety

III. Accountability


A. Skills

B. Knowledge

C. Attitudes how to recognize, achieve, and maintain emotional and spiritual maturity how to deal with disappointment and betrayal facing criticism and keeping focus on priorities and convictions dealing with fear and anxiety

understanding success in life is linked to self-esteem

III. Accountability


A. Skills

B. Knowledge

C. Attitudes how to recognize, achieve, and maintain emotional and spiritual maturity how to deal with disappointment and betrayal facing criticism and keeping focus on priorities and convictions dealing with fear and anxiety understanding success in life is linked to self-esteem

how to assess your personal effectiveness

III. Accountability


A. Skills

B. Knowledge

C. Attitudes how to recognize, achieve, and maintain emotional and spiritual maturity how to deal with disappointment and betrayal facing criticism and keeping focus on priorities and convictions dealing with fear and anxiety understanding success in life is linked to self-esteem how to assess your personal effectiveness

evaluating strengths and limitations

III. Accountability


A. Skills

B. Knowledge

C. Attitudes how to recognize, achieve, and maintain emotional and spiritual maturity how to deal with disappointment and betrayal facing criticism and keeping focus on priorities and convictions dealing with fear and anxiety understanding success in life is linked to self-esteem how to assess your personal effectiveness evaluating strengths and limitations

how negative thoughts effect behavior

III. Accountability


A. Skills

B. Knowledge

C. Attitudes how to recognize, achieve, and maintain emotional and spiritual maturity how to deal with disappointment and betrayal facing criticism and keeping focus on priorities and convictions dealing with fear and anxiety understanding success in life is linked to self-esteem how to assess your personal effectiveness evaluating strengths and limitations how negative thoughts effect behavior

the basis of positive personal development is positive self affirmations and positive self-acceptance

III. Accountability


A. Skills

B. Knowledge

C. Attitudes how to recognize, achieve, and maintain emotional and spiritual maturity how to deal with disappointment and betrayal facing criticism and keeping focus on priorities and convictions dealing with fear and anxiety understanding success in life is linked to self-esteem how to assess your personal effectiveness evaluating strengths and limitations how negative thoughts effect behavior the basis of positive personal development is positive self affirmations and positive self-

acceptance

understand results of positive attitudes in action

III. Accountability


A. Skills

B. Knowledge


acceptance understand results of positive attitudes in action

develop the power of resilience

III. Accountability


A. SkillsB. Knowledge


acceptance understand results of positive attitudes in action develop the power of resilience

consequences of unfulfilled needs

III. Accountability


A. Skills

B. Knowledge

C. Attitudes developing tolerance and understanding of others

III. Accountability


A. Skills

B. Knowledge

C. Attitudes developing tolerance and understanding of others

mental distress and the inability to forgive

III. Accountability


A. Skills

B. Knowledge

C. Attitudes developing tolerance and understanding of others mental distress and the inability to forgive

dealing with difficult people and negative reactions toward you

III. Accountability


A. Skills

B. Knowledge

C. Attitudes developing tolerance and understanding of others mental distress and the inability to forgive dealing with difficult people and negative reactions toward you

identify your behaviors under severe distress or conflict

III. Accountability


A. Skills

B. Knowledge

C. Attitudes developing tolerance and understanding of others mental distress and the inability to forgive dealing with difficult people and negative reactions toward you identify your behaviors under severe distress or conflict

calmly face discourtesies, accusations and injustices—if you cannot usually do this, identify your common reactions

III. Accountability


A. Skills

B. Knowledge

C. Attitudes developing tolerance and understanding of others mental distress and the inability to forgive dealing with difficult people and negative reactions toward you identify your behaviors under severe distress or conflict calmly face discourtesies, accusations and injustices—if you cannot usually do this,

identify your common reactions

creative problem-solving skills which avoid indecision

III. Accountability


A. Skills

B. Knowledge


identify your common reactions creative problem-solving skills which avoid indecision

the motivational power of deep beliefs and purposeful attitude

III. Accountability


A. Skills

B. Knowledge


identify your common reactions creative problem-solving skills which avoid indecision the motivational power of deep beliefs and purposeful attitude

happiness and success come from having dreams and working to make them come true

III. Accountability


Conclusion

The MIP training process is unique and life-changing. It does include key components of mentoring, but goes far beyond modeling, monitoring, and motivating. The MIP training process is tough and requires great discipline and commitment on the part of the interns. MIP is about growing and building strong relationships where people are empowered to serve and to trust with passion and a clear vision.

Documents

Copyright 2004 by Larry G. Hess, Ministerial Development Supervised Training vs. Mentoring The MIP Process