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planting manual 7.0.indd
C H A P T E R P L A N T I N G M A N U A L
VERSION 2.2
I N T R O D U C T I O N T O T H E M A N U A L
In the fi rst edition of this manual, we wrote that it was a "work in
progress." Here is the second phase of that work. Time and experience
are great teachers and over the past year we have been instructed in the
practical classrooms of chapter plants across the country as we've tried out
our ideas on campus. Our commitment to planting InterVarsity chapters
committed to Jesus and his work of redemption and transformation on
campus is stronger than ever. Over the past year we have learned a great
deal about how to help staff, students and faculty plant vision driven,
mission focused communities of students and faculty. Our personal
experience, the experiences of the fi rst generation of chapter planters,
their coaches and our continued relationship with the Evangelical Covenant
Church and their head of church planting, Dave Olson have all contributed
to this revised manual.
In this manual you'll fi nd new resources for understanding the Four Stage
Launch. We've worked to bring greater clarity to understanding each stage
and have given the manual a new interpretation of the second stage, the
Stage 2 Wave. There is a new section on working with Catalytic Events in
the life of your new Plant. There are also practical helps on working with
student and faculty networks and helping you think through planning times
with your core team. The Appendices have been expanded so that you have
a growing source of resources.
With each new generation of Chapter Plants, the manual will be revisited
so that it will continue to develop as an effective aide in your leadership
on campus.
Our rich history of planting will continue. Our passionate commitment to
Jesus and our love for students and faculty is sustaining our efforts.
As you work with this material you become a part of this ongoing legacy.
Our continuing dialogue will enable future generations of InterVarsity staff,
students and faculty become more expert in their ability to bring
the gospel to campus. May God bless and enrich you as you take the
joy fi lled risk of bringing his message of hope to students and faculty
throughout the US.
In Christ, for the campus,
Shawn Young
Chris Nichols
Brian Sanders
December, 2007
T A B L E O F C O N T E N T S
1. FOUNDATIONS
4. OUTREACH
6. MISSIONAL LEADERSHIP
1.01
Choosing Chapter Planters
4.01
Evangelism Starts Now!
6.01
How Jesus Made Disciples:
Mark 1:16-39 Manuscript
1.01
The 7 Elements of Effective
4.03
Network Planning
Chapter Planting
Worksheet
6.03
Group Exercise: a Survey of
Mark
1.02
Attributes of Planters and
4.04
Student Worksheet: How
Strength Grouping of Pastors
are You Connected?
6.04
Identifying and Developing
Student and Faculty Leaders
1.04
Spying out the Land
4.06
Effective Strategies
6.05
Tour through Acts (Passages
1.08
A Place of Worship:
4.08
Outreach Exercise -
for Planting)
Ezra 3 Manuscript
Refl ection
6.06
Context Worksheet: Student
1.11
Planting Essentials
4.09
Context Worksheet:
and Faculty Leadership
Outreach
1.14
Recognizing and Awakening
Missional Christians
5. GATHERING & BUILDING 7. CATALYTIC EVENTS
1.19
Four Stage Launch Process
7.01
Catalytic Events at Every
5.01
Gathering New Students
1.20
Four Stages (goals, warnings)
Stage
and Faculty
7.02
Catalytic Event Diagram
2. PRAYER
5.02
Outreach Events vs.
Gathering Events
7.03
Catalytic Events: Luke 10;
2.01
Planting through Prayer
Matthew 28 Manuscripts
5.03
Retention and Loss
2.03
Context Worksheet:
7.06
Context Worksheet:
5.04
How is a Core Group
Prayerand Worship
Catalytic Events
different from a Leadership Team
5.06
Finding a Rhythm: the Stage
3. VISION
8. THE PLANTER
2 Wave
8.01
What it Takes
3.01
InterVarsity/USA Purpose
5.08
Strategic Planning Outline
and Vision
8.01
10 Mistakes Planters Make
for the Stage 2 Wave
3.02
1 Samuel 17 Manuscript
8.02
Developmental Problems
5.10
Meeting Setup Checklist
3.07
Vision Evaluation
5.11
Facility Considerations
APPENDIX
3.08
Anatomy of Good Vision Talk
5.12
Context Worksheet:
A.1
How do Chapters Grow?
3.10
Vision Talk Preparation
Gathering
A.2
Prayer & Worship: articles
3.11
Vision Worksheet
and ideas
3.12
Context Worksheet: Vision
A.3
Finding them: ideas for
NSO and outreach
Graphic design and production: 2100 Productions, with special thanks to Grete Bauder
Editor: Jeff Yourison, jyourison@intervarsity.org
Much of the content used in this manual is adapted with permission from material used by the Covenant Church.
© InterVarsity Christian Fellowship/USA
InterVarsity staff employees are granted permission to print and distribute copies of this manual for use with InterVarsity Christian
Fellowship/USA campus staff, volunteer staff and students. This permission assumes that the material is being used for InterVarsity
training and planning purposes and is not being resold for profi t.
FOUNDATIONS
1
F O U N D A T I O N S
MISSIONAL
LEADERSHIP
4
C H O O S I N G C H A P T E R P L A N T E R S
FOUNDATIONS
THE 7 ELEMENTS OF EFFECTIVE CHAPTER PLANTING
Our cohort approach employs seven elements of effective chapter planting:
1. A
well-conceived process which is carefully implemented.
2. The
right chapter planter who has a strong mix of planting gifts and
ministry strengths.
3. The right
campus that is a strong match with the gifts and strengths of
the planter.
4. Strong
coaching that helps the planter identify and remove the obstacles
to developing a vibrant new ministry on campus.
5. A strong
base of funding support so that the planter is able to focus
MISSIONAL
on planting and building the ministry.
LEADERSHIP
6.
God's moment to plant a new ministry on that campus.
7.
Strong support from the supervisor, the community and area team.
A Successful Plant Requires:
1.01
THE ATTRIBUTES OF PLANTERS
As your regional leadership teams work to select gifted and called chapter
planters to join the cohort, the chapter planting task force has identifi ed a
FOUNDATIONS
number of characteristics to watch for in the staff that you consider for the
cohort. Five sets of words that helpfully summarize the attributes of a planter are:
1. Spiritual vision -- passion -- calling -- encounter with God
2. Risk -- challenge -- guts
3. Persistent -- moves through failure -- work ethic -- self-discipline -- drive
4. Communicator -- gatherer -- enlists the help of others -- personal charisma
5. Trainer -- developer -- empowerment -- discernment
FOUR MAJOR STRENGTH GROUPINGS OF PASTORS
MISSIONAL
As the Covenant has studied the people who have been effective church
LEADERSHIP
planters, they have noticed that they are invariably strongest in the gathering
and building gift mixes. As gatherers, they have the ability to attract dozens
of missionally oriented lay people to join them in the planting endeavor. As
builders, they understand group dynamics and structures; they can train,
develop, and deploy lay leaders to build the new plant and anticipate and
address future opportunities and obstacles.
The Evangelical Covenant Church, which has one of the most effective
systems of church planting, has identifi ed four major strength groupings
that they see generally in pastors. They are:
1. *Builder 2. Manager 3. *Gatherer 4. Pastor
*These two have been found to be required for chapter planting.
1.02
DESCRIPTIONS OF THE STRENGTH GROUPINGS OF PASTORS
FOUNDATIONS
1. Builder
Strategic
Visionary thinks and plans for the future
Growth biased
Looks for potential
Prefers to start things versus maintain things
2. Manager
Fixes what's broken
MISSIONAL
Revises vs. invents
LEADERSHIP
Analyzes systems and makes them run better
Maintains performance
3. Gatherer
Motivated by the relationships they can form
Natural inviter
Bonds quickly with new people
Has strong instincts for what people will come to
Pays attention to ambience and atmosphere
4. Pastor
Excels at proving care for broken, struggling, hurting believers
Focus on personal integration of spiritual principals
Preference for teaching and counseling
Prefers to learn from the past rather than dream about the future
Concern for spiritual health of the group
1.03
S P Y I N G O U T T H E L A N D
By Jeanette Yep, revised by Ann Boyd and Greg Jao
FOUNDATIONS
To understand your campus, you must observe the campus (through visits,
interviews, and exploration), interpret this data (by forming hypotheses
about campus life and ministry opportunities), adjust your hypotheses
(based on your observations), and apply this knowledge in your ministry.
Yes, all of life can be inductive!
The following categories and questions offer you some ideas to help you
"spy out the land" as you seek to understand the campus milieu better.
(These ideas are not presented in order of importance.) Whether you are
establishing a new fellowship, joining an existing campus team, or thinking
through campus engagement issues, these categories should clarify
your understanding of the campus, raise helpful questions, and provide
important insights into your ministry goals.
MISSIONAL
LEADERSHIP
1. Contact the administration of the college or university.
Learn the procedure for establishing an InterVarsity chapter on campus if you
are establishing a new witnessing community on campus. If you work with
an established chapter, learn the offi cial procedures for applying for annual
recognition by the school, funding, and running a student group on campus.
Build a relationship with the member of the administration responsible for
student life and activities. (Bring your chapter president or another upcoming
leader from your fellowship, so that they can learn from the experience as
well.) During your conversation, get a feel for this administrator's attitude
towards Christian groups on campus, assessment of student needs, and
ability (and willingness) to provide university resources to the chapter.
If you work with a focused ministry (e.g., Greek, ethnic fellowship, NCF),
meet with the offi cial university representatives/advocates for your people
group (e.g., InterFraternity Council/PanHellenic Board, Minority Affairs offi ce).
Get a copy of any handbooks governing student groups on campus.
Identify the person in charge of scheduling room reservations. Ask them
to identify ways that InterVarsity could best reserve appropriate rooms at
appropriate times.
2. Investigate campus demographics, informal structures and networks.
Identify the following information through your interviews, acquisition of
admission or public relations brochures, use of the school website, etc.:
1.04
· the total number of undergraduates and graduates
· the ethnic minority percentages on campus
· the number of international students
FOUNDATIONS
· the percentage of residential and commuter students
· the average age of the typical undergraduate
· the percentage of the student body that is going to school full-time
· the most popular departments, majors, courses, or professors
· the average number of hours most students work during the school
year
· Is this a suitcase school? a party school? a school for geeks? Greeks?
· Why do most students attend this particular school?
· What do the graduates of this school typically do?
MISSIONAL
LEADERSHIP
3. Spy out the land/campus physically.
Where do different types of people hang out? When? For how long? Take
a campus map and identify these locations. Use this as an aid to help you
meet various campus affi nity groups.
Where do on-campus students live? Do certain types of students (e.g.,
fi rst-years, geeks, African American students, agriculture students)
congregate in specifi c dorms/houses/apartments? Where do the commuter
students tend to live? How do they get to school?
Where does your fellowship meet for large group meetings? small groups?
other activities? How does that compare with the information that you
have gathered? Take your student leaders on a prayer walk to areas that
you have identifi ed as strategic for the chapter's ministry.
4. Find "cultural informants" and take time to understand
people's attitudes.
Briefl y interview at least two students, one faculty member, and one
administrator who are not a part of InterVarsity's ministry. Take your evangelism
coordinator (or equivalent) with you to at least one of the interviews.
What are these people's perspectives on the campus atmosphere/ethos, on
the needs of students, and on the InterVarsity chapter? What changes have
occurred in the campus's ethos or environment in the past 5 years?
Who or what are some of the key infl uences on campus, or on your focus
1.05
ministry area? Consider the faculty, the newspaper, the student government,
certain individuals, social groups (e.g. athletes, Greeks, gay/lesbian alliance,
students from a certain geography.) What are key campus-wide events?
FOUNDATIONS
What are people on campus (or among your focused ministry area)
thinking/talking about? What topics are being discussed in the lounge,
cafeteria, sports fi eld, campus newspaper? (Bring in a copy of the most recent
student newspaper.) How much time do students spend studying, commuting,
working, recreating? What do the students do during their free time?
5. Understand the existing InterVarsity chapter's ministry.
Even if you are not new to the scene, do an assessment. What is the
chapter like in terms of personality? effectiveness? How does it (through its
structure, ministry and student participants) meet the needs of the campus
(or your specifi c target group)? How does it not "fi t" the target campus or
MISSIONAL
focus group ethos as well?
LEADERSHIP
Interview a former staff member, a faculty adviser, an alumnus, and a
student leader (past or present) regarding the strengths and weaknesses
of the chapter, as well as the major infl uences that have shaped it. What
training events are most utilized? least utilized? Why? What are historic
weaknesses of the fellowship? strengths? trends? Veteran staff on your
team may also have some valuable historical perspectives and strategic
insights. (If you work on a campus with multiple InterVarsity chapters,
interview the other InterVarsity staff on campus to understand how the
fellowships relate, synergize, or confl ict.)
Review the past 3 years of AFR data to identify trends in (a) overall student
numbers, (b) prayer, (c) evangelism, and (d) ethnic minority students. (Ask
your AD for the AFR data.)
6. Identify any other existing Christian groups.
Check with the administration. Read campus bulletin boards and the school
paper(s). Don't overlook ethnic Christian ministries such as gospel choirs,
Chinese Bible studies, Korean fellowships, etc. Also check to see if local
churches sponsor a collegiate ministry on campus or have particularly strong
church ministries for college students.
Get a broad handle on the ethos and mission of these other groups. What
role does InterVarsity play in the Christian fellowship community on campus?
Interview the university's chaplain or offi cial campus minister (or a local
pastor). Ask them about their perspectives on the spiritual life on campus,
their ministry's history and ethos, and their perspectives on InterVarsity.
1.06
7. Assessment
Compile a four-page report of your fi ndings. In the report, answer the
following questions:
FOUNDATIONS
(a)
What are the 10 most important things you learned about the campus/
fellowship? What surprised you?
(b) How does the ethos and ministry of your fellowship refl ect the ethos
and needs of your campus?
(c) Write up a description of your campus that would take 30 seconds to
read out loud. Make sure that it is a snapshot that provides us with a feel
for the key issues, struggles, needs or opportunities on campus.
(d) Given what you've learned, what "windows of opportunity" exist for
relevant evangelism on campus?
(e) What are the key discipleship needs on campus that the fellowship
must address to be relevant?
MISSIONAL
LEADERSHIP
(f) In what places, situations or relationships did you see injustice
on campus?
(g) Where did you see evidence of the kingdom of God moving forward
on campus?
(h) What trends did you notice in your fellowship's ministry through your
review of the AFR data?
1.07
E Z R A 3
c r e a t i n g a p l a c e o f w o r s h i p
FOUNDATIONS
1
When the seventh month came and the Israelites had settled in their
towns, the people assembled with one accord in Jerusalem. Then
Joshua son of Jozadak and his fellow priests and Zerubbabel son of
Shealtiel and his associates began to build the altar of the God of
5
Israel to sacrifi ce burnt offerings on it, in accordance with what is
written in the Law of Moses the man of God. Despite their fear of
the peoples around them, they built the altar on its foundation and
sacrifi ced burnt offerings on it to the LORD, both the morning and
evening sacrifi ces. Then in accordance with what is written, they
MISSIONAL
10
celebrated the Festival of Tabernacles with the required number of
LEADERSHIP
burnt offerings prescribed for each day. After that, they presented
the regular burnt offerings, the New Moon sacrifi ces and the
sacrifi ces for all the appointed sacred festivals of the LORD, as well as
those brought as freewill offerings to the LORD. On the fi rst day of
15
the seventh month they began to offer burnt offerings to the LORD,
though the foundation of the LORD's temple had not yet been laid.
Then they gave money to the masons and carpenters, and gave food
and drink and olive oil to the people of Sidon and Tyre, so that they
would bring cedar logs by sea from Lebanon to Joppa, as authorized
20
by Cyrus king of Persia. In the second month of the second year
after their arrival at the house of God in Jerusalem, Zerubbabel son
of Shealtiel, Joshua son of Jozadak and the rest of the people (the
priests and the Levites and all who had returned from the captivity
to Jerusalem) began the work, appointing Levites twenty years old
25
and older to supervise the building of the house of the LORD. Joshua
and his sons and brothers and Kadmiel and his sons (descendants of
Hodaviah and the sons of Henadad and their sons and brothers--all
Levites--joined together in supervising those working on the house
of God. When the builders laid the foundation of the temple of the
1.08
1
LORD, the priests in their vestments and with trumpets, and the
Levites (the sons of Asaph) with cymbals, took their places to praise
the LORD, as prescribed by David king of Israel. With praise and
FOUNDATIONS
thanksgiving they sang to the LORD:
5
"He is good; his love toward Israel endures forever."
And all the people gave a great shout of praise to the LORD,
because the foundation of the house of the LORD was laid. But
many of the older priests and Levites and family heads, who had
seen the former temple, wept aloud when they saw the foundation
10
of this temple being laid, while many others shouted for joy. No one
could distinguish the sound of the shouts of joy from the sound of
weeping, because the people made so much noise. And the sound
MISSIONAL
was heard far away.
LEADERSHIP
Scripture taken from the HOLY BIBLE, TODAY'S NEW INTERNATIONAL VERSION®.
Copyright © 2001, 2005 by International Bible Society®. Used by permission of
International Bible Society ®. All rights reserved worldwide.
1.09
D I S C U S S I O N Q U E S T I O N S :
FOUNDATIONS
1. What are Israelites' primary objectives as they return to Jerusalem from
captivity?
2. What do their actions tell you about their convictions?
3. Explore the context they were working in. What were the challenges they
faced?
MISSIONAL
LEADERSHIP
4. What was their approach to the context around them?
5. What was it important that they begin with the altar?
6. What accounts for their responses as they laid the foundation of the
temple? What do you learn about these people?
1.10
C H A P T E R P L A N T I N G E S S E N T I A L S
FOUNDATIONS
1
P r a y e r
Creating a place of
worship on campus
6
Catalytic Events
Vi s i o n
2
Events that lead the
group into the next stage
Authoritative
MISSIONAL
vision from God
LEADERSHIP
L e a d e r s h i p
5 Developing students
and faculty as leaders
Outreach 3
Engaging students
and faculty with
G a t h e r i n g
the vision
Forming community
around the vision
4
1.11
C H A P T E R P L A N T I N G E S S E N T I A L S
Almost all of what it takes to plant a chapter is summed up by the six categories
FOUNDATIONS
in the diagram above. At fi rst, they seem to be somewhat sequential, which is
why they are depicted that way. Yet all of them must remain as bedrock practices
of a healthy and growing group. These categories represent principles of
action and therefore, can be contextualized and worked out in ways that are as
different as every planter and every campus.
Prayer and Worship: We begin with a connection and calling from God.
We pray not so that we can succeed but so that we can become a part of
what God dreams for that campus. We offer ourselves as the fi rst fruit of
the hundreds, if not thousands, of students and faculty we hope will one
day offer all of who they are to Jesus in worship and service. We do not
pray to ask God to bless our vision for that campus; we pray to understand
MISSIONAL
his vision and then to offer ourselves to be a part of seeing it become a
LEADERSHIP
reality.
Authoritative Vision: The next step is to develop and to be able to
articulate a clear and compelling vision for the campus. It is out of the
place of prayer and surrender (either personally or as a planting team) that
we will discern a vision for the campus. What makes it authoritative is not
the way we say it but where it comes from. If the source of our vision for
that campus is clear and its source is God then people will be able to tell.
On the other hand, if our vision does not come out of a place of prayer, it
will lack power and we will lack confi dence as we share it with others.
Outreach: Next, with the goal of sharing our vision, we begin the process
of meeting as many people as we can. How this is done is less important
than that it is done with abandon. We have to cast the net wide and share
with as many people as we can the vision that God has given us so that
people can join us. Our fi rst group of people needs to be drawn to us
because of the mission and not our programs. Starting our ministry with
outreach sets a precedent that will benefi t the chapter for its lifetime.
Gathering: Once a group of people have shown interest in us or our
vision we have to gather them to begin pursuing that vision. Our next
assignment is to gather these people and build a sense of community in
the presence of God. Intentional gathering for the purpose of Bible study,
worship, prayer, discussion, fellowship and dreaming about the campus will
begin to solidify a community that is committed to pursuing the vision and
mission of InterVarsity on campus.
1.12
Missional Leadership: Consistent gatherings and deepening community
will expose leadership potential in some of your people. The next phase
is to identify that potential and to invite those students and faculty into
FOUNDATIONS
a deeper relationship with you and the mission. Identifying, recruiting,
placing and developing leaders will begin the process of disciple making
and multiplication.
Catalytic Events: Student and faculty leaders will often say "yes" to
leadership because of the invitation that is given. Each leader tends to
make that choice individually. While this is an important step, it is often
short sighted. Student and faculty leaders need a communal experience
with God that solidifi es their commitment not only to the position of
leadership that they have said "yes" to but to the offi ce of leadership and
stewardship of the vision. For this reason, they will need a catalytic event to
help them cross that line.
MISSIONAL
LEADERSHIP
1.13
R E C O G N I Z I N G A N D A W A K E N I N G
M I S S I O N A L C H R I S T I A N S O N C A M P U S
FOUNDATIONS
By Chris Nichols
If you are planting an InterVarsity chapter, you know that one key to
developing that chapter is gathering "missional Christians." A missional
Christian is defi ned as a student or faculty who is motivated by
their relationship with Jesus to advance the gospel on their campus,
someone who is willing to devote time, resources and take risks for
Jesus' sake.
In the chapter-planting framework, missional Christians are an essential
component. But knowing who they are isn't always obvious. Missional
Christians have certain characteristics which make them unique and as you
spend time with students, you begin to recognize that not every student or
MISSIONAL
faculty is missional. So how can you recognize missional Christians?
LEADERSHIP
We begin to understand who missional Christians are from watching Jesus
and his interactions with his disciples. Jesus gathered men and women
around him who were going to be essential for the future of the work he set
out to do. As we watch these early disciples in action with Jesus and after his
resurrection, we can see that these were Jesus' missional leaders.
Recognizing missional qualities
So what might a missional Christian student look like today?
Bill arrived on campus as a new believer. He'd had a profound conversion
and had begun his life as a disciple in a dynamic, conservative, charismatic
church. By the time we'd met he was eager to evangelize everyone he
knew. He gathered up other frosh and brought them to InterVarsity. He
mobilized freshmen guys to join a small group. As he recruited others to
join him in contact evangelism he was an effective force on campus. He
was also effectively offending a wide variety of people.
The longer Bill was on campus, the more complaints I received from other
campus ministers, faculty and even the Dean's offi ce. His assertiveness came
across as intolerance and arrogance to many. And while the extent of the
criticisms went too far, the core issues that were identifi ed were correct. Bill's
gifts were big and so were his liabilities. Unchecked, untrained and unmentored,
he was a menace to the group. His willingness to take risks was welcome, but
the randomness of his actions was not. His fearlessness in the face of opposition
and confl ict meant he wasn't easily intimidated but it also meant he could be
intimidating and cause those he was confronting to run in the other direction.
It would have been easy to decide that Bill didn't fi t our group, that he
1.14
belonged with someone else and that he didn't fi t our culture. But it was
clear that Bill was a leader and would be important to us if we wanted to
see the ministry advance. He was willing to be a part of InterVarsity, and it
FOUNDATIONS
became my job (along with other staff) to help him not only identify his many
gifts but also learn how to practice them on campus with love and care.
Sometimes that meant correcting some aspect of Bill's behavior that was
offensive. Other times it meant standing up for him and protecting him
from those who were simply offended by his willingness to be public about
his beliefs. It meant giving him space to practice his gifts and fl ourish in
leadership. It meant taking time to teach him from scripture what faithful
followership looked like. It meant taking the time to help him understand
and fi nd his place in our mission on campus. Bill was defi nitely a missional
Christian. And because we could see it in him, we connected to him and
helped him take his place in leadership. As a result, Bill became a key
contributor to the success of the ministry. He was and is an evangelist, a
leader and an infl uencer wherever he goes.
MISSIONAL
Mary arrived in the group as a freshman. She was quiet and tended to
LEADERSHIP
stay on the edges of whatever was happening. The InterVarsity group was
growing and beginning to become committed in new ways to evangelism
but Mary didn't display any of the obvious gifts the group was needing in
order to move ahead in conversion ministry. But she kept showing up. She
was faithful, though quiet, and she seemed determined to go where the
group was growing. As staff began to get to know her, they gave her small
jobs to do at events they were holding. Mary not only faithfully carried out
her responsibilities but also began to take initiative to fi nding ways to do
those jobs with greater effi ciency and effectiveness. As staff and student
leaders gave her greater responsibility, they began to realize that Mary's gifts
were in strategic development. Not only could she organize but she could
also think through the weaknesses of any system and fi gure out how to
help it work better in order for the group to achieve its evangelistic goals.
And Mary worked in concert with where the group wanted to go. She was
not only a team player but over the next four years became the essential
strategist for the development of the most signifi cant large group ministry
the group had ever had. Mary was and is a missional Christian. While her
gifts are different than Bill's, her impact for the mission was just as great.
As staff, we are watching for missional followers and as we fi nd them, are
inviting them to join us in a new endeavor on campus. Some missional
believers are already demonstrating their abilities. Others are just beginning
to show their talents.
Missional Christians don't have the same personality types, nor do they
look alike, nor are they exclusively female or male or a particular ethnicity.
They are a diverse group. And because they are young, sometimes they
1.15
won't demonstrate characteristics that are as easy to see as those shown
by the disciples in scripture. They can be opinionated in their enthusiasm.
They might show their risk taking talents by taking the wrong risks. Their
FOUNDATIONS
determination to make a difference may come across as arrogance. Their
fearlessness may be interpreted as hubris. Their eagerness to make an
impact for the kingdom may be experienced as disruptive to the group. Yet,
they do show up on campus and do display some common characteristics.
Characteristics of missional Christians
We are looking for students who:
·
show up. They are attracted to what we are doing and like the fact that
there is a new risk to take that has a great purpose behind it.
·
are eager to see something happen that isn't currently happening on
campus. They may not understand what it is we are trying to achieve but
they understand enough to engage with us in reaching out to parts of the
MISSIONAL
campus we had never impacted.
LEADERSHIP
·
are willing to make accommodations in their lives to see something
develop. They rearrange their schedule, are available and make some
sacrifi ces to see meetings take place, and the work gets done.
·
want more in their relationship to God and want it for those around
them even if they aren't sure how it will be done.
·
are able to engage with others and seek to have an infl uence on them. It's not
just that they are smooth relationally, but they make signifi cant connections.
·
take risks. The level of risk looks different with different people, but
students who are missional demonstrate that they're willing to step out
beyond their comfort zone for the sake to this movement they have joined.
·
are teachable and are willing to learn and contribute ideas of their own.
·
can and do gather others around them.
·
aren't afraid to stand out in some way in public as followers of Jesus.
Missional students are both leaders and partners, but there will be rough
edges. Missional Christians are young when we meet them. Their big gifts
are unwieldy and often unmanageable. They may seem brash and full
of hubris. They may come across as hard to teach and too eager to take
leadership. It takes patience and lots of communication to make headway.
Searching for missional Christians
How will you fi nd them? First of all, there must be a missional environment
in the group. Missional students won't come to a group that is lacking
vision. Staff need to be dedicated to being missional themselves. Like will
1.16
attract like. Second, staff should look for opportunities to both demonstrate
the fundamental values of the mission they are leading and practice their
missional skills. Where are new frontiers on campus for advancing God's
FOUNDATIONS
kingdom? Staff should be going there. As staff live out a missional lifestyle
on campus, they must constantly and consistently cast vision for the work
they are doing and be able to explain their strategies. Third, as the group
culture becomes more missional, staff must at the same time be out among
students, searching out the missional Christians God has sent. You'll fi nd
them through information tables, contact forms handed out at churches,
by following up family friends who you fi nd out attend your campus, and
through meeting friends of original campus contacts. Each avenue of
contact with new students that presents itself is your opportunity to go
looking for them. Finally, each day you should be praying for God to give
you divine appointments with those he is sending your way. Ask him to give
you eyes to see them and ears to recognize them through the things they
are saying.
MISSIONAL
Each time you meet someone you are looking for signs. How do they
LEADERSHIP
respond to your vision for campus ministry? What do you notice about how
they relate to others? Do they demonstrate good people skills? Are others
gathered around them? Do they want to engage with you in conversation
about the mission, asking why you are there? Are they eager for something
to begin? Are they willing to meet again?
When you think you've met a missional student, invite them to something
else. Over time keep exploring with them their interest in ministry and keep
giving them parts of the vision to think about and understand. As you extend
an invitation for them to join the group and participate more fully in the
ministry, invite them into leadership. As you welcome them in, take them
with you as you take steps of faith in bringing the gospel to the campus.
Not every student with skills is missional
It's important to note that not every outgoing student with good people
skills is necessarily missional. I've met many Christian students with strong
faith background, who, while friendly and outgoing, aren't ready or
interested in going with us on the journey we have ahead of us.
Matt came from a strong Christian background. He had been to a Christian
high school and had been a leader in his youth group. He was outgoing and
attractive and knew how to lead. He signed up for the group early on and
seemed like exactly the right person to help us move the group forward. Matt
looked like a missional leader because he had sophisticated people skills. He
knew his way around the evangelical world and knew the right language. He
seemed to want to see the group grow and engage the campus.
But Matt wasn't eager to lead change. Matt wanted to head up an
1.17
organization. He was happy to lead meetings but unlike the missional
Christians we were looking for, he didn't want to be an integral part of
leading a group that sought to take risks in order to advance the impact
FOUNDATIONS
of gospel. He didn't want to be in a group that crowded his schedule. He
was willing to gather students, but his goals were to have a group that
supported and encouraged one another but not engage with the secular
edge of the campus. Matt didn't turn out to be the missional leader we
needed. He eventually found another group to be a part of that suited his
needs more fully.
Be ready to be surprised about whom God is calling. Be praying for them. Help
them gain a biblical understanding of the their role as you work together. And
prepare for the day when you will hand the mission over to them.
Missional Christians are essential to the development of mission. May God
give us eyes to recognize those he sends!
MISSIONAL
LEADERSHIP
1.18
T H E 4 S T A G E L A U N C H P R O C E S S
angelistic
angelism and
arget :
promotional
FOUNDATIONS
oup on campus /
prayer ministry
leadership
actice
develop excellence
if in Quarter System
process
chapter around an ev
NSO
each and pr
ormalize the
S
TAGE 4
with leaders and core
outreach event
strategy
in LG and SG gatherings as well as
using large group for ev
outreach
selection
ime Frame:
Primary Outreach T
Every People Gr
Non-Christians
Developmental Issues:
T
Rally
Implement a full scale
First
Continue to
F
Global/Urban project or camp
·
·
·
·
·
·
·
T
Fourth Semester or Quarter
Ideal is 60 to 80
mission launch
ey
,
and k
meetings and
arget :
of invitation
new core
meetings become
meetings
MISSIONAL
LEADERSHIP
if in Semester System
student- and faculty-
leadership
al part of chapter
NSO
eekly large group
small groups that also engage in
angelism
aining events
d Semester or Quarter
integr
develop excellence in other critical areas
of ministry
led
ev
tr
members
ime Frame:
Primary Outreach T
Christians & Non-Christians of
Every Ethnicity
Developmental Issues:
Missional Prayer
Develop a culture
First
W
Deploy
Regular
Catalytic Event for
·
·
·
·
·
·
·
T
Thir
Ideal is 40 to 60
S
TAGE 3
chapter launch
to
by
ates
alues
invitations
arget :
actices of the core
preview
in your leaders
-
life/pr
event that celebr
vision and values
that model our v
angelism
invest
aces
a-month
new people so they become
prayer
through personal
once-
catalytic
TAGE 2
acticing ev
Develop
Core embr
pr
Growth
relational networks and selective advertising
gatherings
the community and calls for future
involvement/commitment
part of the core
ime Frame:
preview gatherings
Primary Outreach T
Christians & Non-Christians of
Every Ethnicity
Developmental Issues:
Hold
Identify and
Hold
Involve
Begins GiGs on campus
·
·
·
·
·
·
·
·
T
Second Semester or Quarter
Ideal is 20 to 30
S
arget :
/
gatherings
angelism
ay for the new chapter
and enlists others in the
event/retreat for core
them with the vision
alues of the chapter plant
those students and faculty
ayer and ev
alues and purpose of the chapter
uencing Christians through
prays
,
and passionately articulate the
,
v
and v
engage
catalytic
S
TAGE 1
community to pr
vision
and
v
arious small groups
who have potential to become the core
with a high commitment to the vision,
passion,
through pr
ime Frame:
core group gathering
Primary Outreach T
Missional Christians
Developmental Issues:
Planter
Develop
Meet ethnically diverse Christians on campus
Begin infl
Develop
Hold
·
·
·
·
·
·
T
First Semester or Quarter
Ideal is 10 to 20
1.19
T H E F O U R S T A G E S
G o a l s , A c t i v i t i e s , a n d Wa r n i n g S i g n s
FOUNDATIONS
S T A G E O N E : C O R E G R O U P G A T H E R I N G
Strategic Goals
· Have a way to communicate with prayer partners about your needs and
progress regularly
· Clarify vision and values, and write them out in 30 sec., 3 min., and
30 min. versions
· Plan initial outreach strategy
· Get recognition as an offi cial university club; get necessary rooms
or spaces reserved
MISSIONAL
· Develop Bible studies that demonstrate vision and values
LEADERSHIP
· Give opportunities for emerging leaders to try ministry
Most Productive Activities
· Meet lots of new people from all areas of campus
· Bond quickly with interested people, moving to deeper friendship
· Share vision of fellowship in various ways
· Offer practical ways to get involved
· Pray for all aspects and people involved
Warning Signs of Potential Problems
· Confusion about how to prioritize time
· Inability to connect with new people
· Inability to create enthusiasm among core members
· Vague concept of vision and values
· Homogenous ethnic representation
· Allowing time to fl ow toward non-missional Christians
1.20
S T A G E T W O : P R E V I E W G A T H E R I N G S
Strategic Goals
FOUNDATIONS
· Share vision with core members for launching Preview Gatherings, and ask
everyone to be involved in specifi c ways
· Members have identifi ed their relational networks and are equipped to
invite people to events
· Effective follow-up procedure is in place for Preview Gatherings
· Demonstrates conversational evangelism for core members to observe and
emulate
· Help members deepen personal and corporate prayer life by practicing
various approaches
· Hold a special meeting, event or retreat designed to celebrate what God
MISSIONAL
has done, inspire members about the next year, and call for maximum
LEADERSHIP
involvement in specifi c ways
· Constantly draw more students and faculty into the core by offering ways to
be involved.
Most Productive Activities
· Spend a lot of time with core members in their relational networks so that
you can model core values. Disciples are made in everyday situations!
· Be an invitational machine. Invite broadly, constantly, repeatedly,
and cheerfully.
· Take core members with you to follow up with visitors from Preview
Gatherings
· Bring core members to key discipleship conferences. Visit another (well-
established) InterVarsity group to inspire core.
Warning Signs of Potential Problems
· Core lacks enthusiasm about the Preview Gatherings
· Core members abandon outside relational networks for "safe Christian
community"
· Visitors to Preview and Small Group Gatherings don't return
· Core demonstrates poor welcoming/inviting skills
1.21
S T A G E T H R E E : C H A P T E R L A U N C H
Strategic Goals
FOUNDATIONS
· Regular missional prayer meetings that are focused, engaging and inclusive
· Leaders begin the year inspired, trained and prepared for launching new
small groups
· Excellent New Student Outreach program with high participation from
current members
· Weekly large group meetings are energetic, welcoming, and well-
executed, with a strong fl ow of new people
· 85% of new members join a small group Bible study
· Small group members bond, and leaders identify responsive students to
invest in
MISSIONAL
· New members become involved in mission
LEADERSHIP
Most Productive Activities
· Prepare all current members for NSO, giving specifi c roles and instructions
· Lead prayer meetings to set an example
· Focus energy on meeting and building relationships with new students
and faculty from NSO, small groups, and large groups.
· Use a pre-fall retreat to train leaders for their roles, and develop a strong
"culture of invitation"
· Use large group talks to teach core values of ministry. Prepare well.
· Support, encourage, and develop partnership with leaders
· Invite new members to fall conference or weekend urban experience
Warning Signs of Potential Problems
· Follow-up from NSO is confused or ineffective
· Leaders stop inviting new people after fi rst two weeks and settle into a
maintenance mode
· New members continue to split their involvement among multiple
Christian groups for more than a semester
· Leaders feel burned out, lonely, and unconnected to the leadership team.
· New people come and leave large group without having at least one
personal interaction with a core member.
1.22
S T A G E F O U R : M I S S I O N L A U N C H
Strategic Goals
FOUNDATIONS
· Continue to help students encounter God through deepening prayer
experiences
· Engage small groups in promotion and follow-up for campus-wide
evangelistic outreach
· Involve new members in evangelism
· Identify emerging leaders and call them to involvement in leadership roles
for next year
Most Productive Activities
· Develop a clear plan for involving the entire chapter in all aspects of an
evangelistic outreach
MISSIONAL
LEADERSHIP
· Continue to model evangelism with leaders and help them involve new
members in conversational evangelism
· Work with leaders to identify and recruit future leaders
· Present leadership opportunities to members and invite them to respond/
apply for leadership roles
· Hold week-long Chapter Camp, Mark manuscript study or similar camp
· Participate together in a Global Project, an urban project or other missions
project
· Participate in faculty camps and Veritas forums
Warning Signs of Potential Problems
· Core members lack ownership of the evangelistic outreach
· Small-group leaders aren't inviting friends to the outreach event
· Few people are interested in the leadership roles being offered next year
· Loss of momentum among leaders toward the end of the year
· Leaders don't plan on returning to leadership in the fall
· Lack of prayer around the mission/outreach
1.23
2
PRAYER
P R A Y E R
MISSIONAL
LEADERSHIP
P r a y e r
Creating a place of
worship on campus
C a t a l y t i c E v e n t s
Vi s i o n
Events that lead the
group into the next stage
Authoritative
vision from God
L e a d e r s h i p
Developing students
and faculty as leaders
Outreach
Engaging students
and faculty with
G a t h e r i n g
the vision
Forming community
around the vision
1.24
P R A Y E R
T h e I g n i t i o n P o i n t
P L A N T I N G T H R O U G H P R A Y E R
PRAYER
It's assumed that as we begin to plant a new Christian fellowship on
campus we'll pray. After all, Planting is a missionary endeavor. And
missionaries pray, don't they? It seems appropriate to pray--much like
it's appropriate to pray over our lunch when we're meeting with another
Christian. Often that appropriate feeling leads us to a practice of prayer
that is functional but not foundational to our work. We may begin and end
meetings with prayer and even recommend to the students we lead that
they should be praying. But the model of prayer we demonstrate may begin
to feel perfunctory.
If we want to be involved in a world-altering work of God; if we really
MISSIONAL
want to join with Jesus in the harvest on campus, prayer must be much
LEADERSHIP
more intentional. Prayer is more than an appropriate Christian custom or
spiritual "stamp of approval" on our work. It's the life-giving connection
between the Vine (Jesus) and the branches (ourselves). Without this
connection, "you can do nothing."
Prayer is our soul's connection to Christ. Prayer is also the ignition point
for starting a spiritual revolution on campus. As we look for missional
Christians on campus, and begin to gather them around God's will for the
campus, we must lead them into prayer. By praying together, you are taking
the fi rst steps of revolution. You are helping students position themselves
for a deep, transforming encounter with God. You are focusing them on
God's will, and His purposes. You are building the very beginnings of a
mission-minded, world-changing community. There is no greater strategic
move for the Planter than to begin gathering students to pray for God's
kingdom to come on their campus.
S O M E G E N E R A L T I P S
· Sometimes the place you choose to meet in can affect how people
engage in prayer. If the place is a high-traffi c area, it may be too noisy to
concentrate and your students may feel self-conscious about praying in
public. On the other hand, if the place gives a certain view or perspective
on the campus (i.e. a balcony that overlooks the quad or student union, a
window with a view of the campus, a seat in the stadium, etc.) it can help
students think about the immense mission fi eld before them.
2.01
· Take 10-15 minutes to look at a passage of scripture that helps them see
themselves as joining with Jesus. For example, you could look at Mark
6:30-44 and discuss what the disciples learned from feeding 5000 people.
Help them make the connections to their own lives--How might Jesus be
calling them to "feed" his people? Or take John 4:31-38. What prevented
the disciples from seeing the harvest? Can we see the harvest on campus?
PRAYER
How can we begin to work along side Jesus in the "fi eld"?
· Let your prayer time fl ow out of the scripture reading. Be prepared to
lead this by suggesting some initial things to pray about in response to the
passage. You may also need to give a few suggestions about how to pray
as a group; like listening to each other's prayers, allowing God to speak to
you through the prayers, allowing scripture to be read, allowing silence, etc.
MISSIONAL
· At the end, ask, "What do you think God might be saying to us?" The
responses might lead to some next steps for the group.
LEADERSHIP
2.02
W O R K S H E E T - I N Y O U R C O N T E X T
P L A N T I N G E S S E N T I A L S : P R A Y E R A N D W O R S H I P
e you
ea that
each?
owing in prayer
ces to help your
PRAYER
esour
e people in your Ar
e ther
S
TAGE 4
What forms of prayer ministry ar
comfortable practicing and teaching?
Ar
could be r
fellowship continue gr
and worship?
How will you make prayer a priority
for your evangelistic outr
e leadership and
MISSIONAL
LEADERSHIP
e the essential components
oup of students) to a missional
How would you invite a student (or
gr
prayer gathering? How would you
describe it to them?
What ar
of a missional prayer gathering?
How will you shar
ownership of the prayer gatherings?
S
TAGE 3
ces will help you do this?
e some ways you can help
esour
TAGE 2
What ar
students develop their prayer life
and practices?
What r
S
espond
semester:
rst
e the people you want to enlist
S
TAGE 1
Who ar
to pray for the new Chapter Plant?
How will you update/ corr
with them?
How will you get missional
Christians praying for the campus?
Make a plan for the fi
2.03
3
VISION
V I S I O N
MISSIONAL
LEADERSHIP
P r a y e r
Creating a place of
worship on campus
C a t a l y t i c E v e n t s
Events that lead the
V i s i o n
group into the next stage
Authoritative
vision from God
L e a d e r s h i p
Developing students
and faculty as leaders
Outreach
Engaging students
and faculty with
G a t h e r i n g
the vision
Forming community
around the vision
2.04
V I S I O N
PURPOSE STATEMENT
In response to God's love, grace and truth:
The Purpose of InterVarsity Christian Fellowship/USA is
VISION
to establish and advance at colleges and universities
witnessing communities of students and faculty
who follow Jesus as Savior and Lord:
growing in love for God,
God's Word,
God's people of every ethnicity and culture
MISSIONAL
and God's purposes in the world.
LEADERSHIP
VISION STATEMENT
Our vision is to see
students and faculty transformed
campuses renewed
and world changers developed.
3.01
S P I R I T U A L A U T H O R I T Y
1 S A M U E L 1 7
P r e - s t u d y q u e s t i o n s :
1. What does it mean to have spiritual authority in the context of ministry?
VISION
2. How is spiritual authority different from youthful arrogance?
3. How would you distinguish spiritual authority from the confi dence that
comes from experience and success in ministry?
M a n u s c r i p t s t u d y
1
Now the Philistines gathered their forces for war and assembled at
MISSIONAL
Sokoh in Judah. They pitched camp at Ephes Dammim, between
LEADERSHIP
Sokoh and Azekah. Saul and the Israelites assembled and camped
in the Valley of Elah and drew up their battle line to meet the
5
Philistines. The Philistines occupied one hill and the Israelites another,
with the valley between them. A champion named Goliath, who
was from Gath, came out of the Philistine camp. His height was six
cubits and a span. He had a bronze helmet on his head and wore a
coat of scale armor of bronze weighing fi ve thousand shekels; on
10
his legs he wore bronze greaves, and a bronze javelin was slung on
his back. His spear shaft was like a weaver's rod, and its iron point
weighed six hundred shekels. His shield bearer went ahead of him.
Goliath stood and shouted to the ranks of Israel, "Why do you come
out and line up for battle? Am I not a Philistine, and are you not
15
the servants of Saul? Choose a man and have him come down to
me. If he is able to fi ght and kill me, we will become your subjects;
but if I overcome him and kill him, you will become our subjects
and serve us." Then the Philistine said, "This day I defy the armies
of Israel! Give me a man and let us fi ght each other." On hearing
20
the Philistine's words, Saul and all the Israelites were dismayed and
terrifi ed. Now David was the son of an Ephrathite named Jesse, who
was from Bethlehem in Judah. Jesse had eight sons, and in Saul's
3.02
1
time he was very old. Jesse's three oldest sons had followed Saul
to the war: The fi rstborn was Eliab; the second, Abinadab; and the
third, Shammah. David was the youngest. The three oldest followed
Saul, but David went back and forth from Saul to tend his father's
5
sheep at Bethlehem. For forty days the Philistine came forward every
morning and evening and took his stand. Now Jesse said to his son
VISION
David, "Take this ephah of roasted grain and these ten loaves of
bread for your brothers and hurry to their camp. Take along these
ten cheeses to the commander of their unit. See how your brothers
10
are and bring back some assurance from them. They are with Saul
and all the men of Israel in the Valley of Elah, fi ghting against the
Philistines." Early in the morning David left the fl ock in the care of a
MISSIONAL
shepherd, loaded up and set out, as Jesse had directed. He reached
LEADERSHIP
the camp as the army was going out to its battle positions, shouting
15
the war cry. Israel and the Philistines were drawing up their lines
facing each other. David left his things with the keeper of supplies,
ran to the battle lines and asked his brothers how they were. As he
was talking with them, Goliath, the Philistine champion from Gath,
stepped out from his lines and shouted his usual defi ance, and David
20
heard it. Whenever the Israelites saw the man, they all fl ed from him
in great fear. Now the Israelites had been saying, "Do you see how
this man keeps coming out? He comes out to defy Israel. The king
will give great wealth to the man who kills him. He will also give
him his daughter in marriage and will exempt his family line from
25
taxes in Israel." David asked those standing near him, "What will be
done for the man who kills this Philistine and removes this disgrace
from Israel? Who is this uncircumcised Philistine that he should defy
the armies of the living God?" They repeated to him what they
had been saying and told him, "This is what will be done for the
30
man who kills him." When Eliab, David's oldest brother, heard him
speaking with the men, he burned with anger at him and asked,
"Why have you come down here? And with whom did you leave
3.03
1
those few sheep in the wilderness? I know how conceited you are
and how wicked your heart is; you came down only to watch the
battle." "Now what have I done?" said David. "Can't I even speak?"
He then turned away to someone else and brought up the same
5
matter, and the men answered him as before. What David said was
overheard and reported to Saul, and Saul sent for him. David said
VISION
to Saul, "Let no one lose heart on account of this Philistine; your
servant will go and fi ght him." Saul replied, "You are not able to go
out against this Philistine and fi ght him; you are little more than a
10
boy, and he has been a warrior from his youth." But David said to
Saul, "Your servant has been keeping his father's sheep. When a lion
or a bear came and carried off a sheep from the fl ock, I went after
MISSIONAL
it, struck it and rescued the sheep from its mouth. When it turned
LEADERSHIP
on me, I seized it by its hair, struck it and killed it. Your servant has
15
killed both the lion and the bear; this uncircumcised Philistine will be
like one of them, because he has defi ed the armies of the living God.
The LORD who rescued me from the paw of the lion and the paw of
the bear will rescue me from the hand of this Philistine." Saul said to
David, "Go, and the LORD be with you." Then Saul dressed David in
20
his own tunic. He put a coat of armor on him and a bronze helmet
on his head. David fastened on his sword over the tunic and tried
walking around, because he was not used to them. "I cannot go
in these," he said to Saul, "because I am not used to them." So he
took them off. Then he took his staff in his hand, chose fi ve smooth
25
stones from the stream, put them in the pouch of his shepherd's
bag and, with his sling in his hand, approached the Philistine.
Meanwhile, the Philistine, with his shield bearer in front of him, kept
coming closer to David. He looked David over and saw that he was
little more than a boy, glowing with health and handsome, and he
30
despised him. He said to David, "Am I a dog, that you come at me
with sticks?" And the Philistine cursed David by his gods. "Come
here," he said, "and I'll give your fl esh to the birds and the wild
3.04
1
animals!" David said to the Philistine, "You come against me with
sword and spear and javelin, but I come against you in the name
of the LORD Almighty, the God of the armies of Israel, whom you
have defi ed. This day the LORD will deliver you into my hands, and
5
I'll strike you down and cut off your head. This very day I will give
the carcasses of the Philistine army to the birds and the wild animals,
VISION
and the whole world will know that there is a God in Israel. All those
gathered here will know that it is not by sword or spear that the
LORD saves; for the battle is the LORD's, and he will give all of you
10
into our hands." As the Philistine moved closer to attack him, David
ran quickly toward the battle line to meet him. Reaching into his bag
and taking out a stone, he slung it and struck the Philistine on the
MISSIONAL
forehead. The stone sank into his forehead, and he fell facedown on
LEADERSHIP
the ground. So David triumphed over the Philistine with a sling and
15
a stone; without a sword in his hand he struck down the Philistine
and killed him. David ran and stood over him. He took hold of the
Philistine's sword and drew it from the sheath. After he killed him,
he cut off his head with the sword. When the Philistines saw that
their hero was dead, they turned and ran. Then the men of Israel
20
and Judah surged forward with a shout and pursued the Philistines
to the entrance of Gath and to the gates of Ekron. Their dead were
strewn along the Shaaraim road to Gath and Ekron. When the
Israelites returned from chasing the Philistines, they plundered their
camp. David took the Philistine's head and brought it to Jerusalem;
25
he put the Philistine's weapons in his own tent. As Saul watched
David going out to meet the Philistine, he said to Abner, commander
of the army, "Abner, whose son is that young man?" Abner replied,
"As surely as you live, Your Majesty, I don't know." The king said,
"Find out whose son this young man is." As soon as David returned
30
from killing the Philistine, Abner took him and brought him before
Saul, with David still holding the Philistine's head. "Whose son are
you, young man?" Saul asked him. David said, "I am the son of your
servant Jesse of Bethlehem."
3.05
D I S C U S S I O N Q U E S T I O N S
T h i n g s t o l o o k f o r a n d d i s c u s s :
1. What is the central problem in this story and why does it persist?
VISION
2. What do you see in David's response?
MISSIONAL
LEADERSHIP
3. How is he perceived by others?
4. How do you see spiritual authority being demonstrated?
Scripture taken from the HOLY BIBLE, TODAY'S NEW INTERNATIONAL VERSION®.
Copyright © 2001, 2005 by International Bible Society®. Used by permission of
International Bible Society®. All rights reserved worldwide.
3.06
V I S I O N E V A L U A T I O N
A clear and compelling vision is a critical building block for a chapter plant,
and has to be shared constantly. Here is an evaluation tool that can help
you assess how you are doing in this area:
Your vision communication is...
VISION
EXCELLENT -- Can communicate a clear, compelling vision for his/her
plant; knows what it will look like; integrated philosophy of ministry; can
get others excited about vision; others consistently are attracted to vision,
his/her followers are willing to sacrifice for the vision.
ABOVE AVERAGE -- Can articulate vision quite well, but others aren't
quite as excited as he/she is; knows how most of the pieces of the vision will fi t
MISSIONAL
together in reality; will make some sacrifi ces to see the vision a reality.
LEADERSHIP
AVERAGE -- Understands pieces necessary for chapter planting, and
is beginning to put them all together; is personally inspired by vision, but
others don't seem to understand as well.
BELOW AVERAGE -- Vision vague and non-specific; Unable to put
pieces of vision together to form a complete piece; others hesitant to
commit to the vision; vision lacks passion and immediacy.
UNACCEPTABLE -- Unable to articulate any clear vision for a new plant;
unable to integrate a credible philosophy of ministry; others don't understand what
the focus is; unable to convince anyone to sacrifi ce for the vision.
Vision helps remind you why you are there on campus and why you are scarifi cing
for it. Our goal is to help you prepare well-organized vision-casting talks:
30 seconds (the "banner headline" version)
10 minutes (the "info table" version)
30 minutes (the "gathering" version)
Your talk needs to be well-planned (Introduction, main body, conclusion) and in
your own style and context (fi tting your audience). So what is that kind of talk like?
3.07
A N A T O M Y O F A G O O D V I S I O N T A L K
P o e t r y a n d R e a s o n
There are essentially two ways to make a point in speaking: one is
aesthetic, the other is logical. A good talk will make an appeal through
both means. One employs reason as the tool for persuasion, the other
poetry to illustrate or illuminate. One speaks to the left brain, the other to
VISION
the right. One speaks to the head, the other to the heart. Even the individual
points of a talk are made through one or both of these approaches.
Reasoning: to discover, formulate or conclude on rational grounds (left brain)
Illustrating: to make clear, to brighten (right brain)
MISSIONAL
Some tools for reasoning and illustrating:
LEADERSHIP
·
Narrative (telling a story, personal or otherwise) ________
·
Scripture (fi nding support in the Bible) ________
·
Scripture Narrative (re-telling Biblical Stories)
________
·
Analogy (making a comparison of two things that are alike) ________
·
Example (representing a group by sighting one)
________
·
Quotation (sighting a known, credible source)
________
·
Humor (highlighting error or common experience, using ________
the unexpected)
A good story:
· is not overly long
· is detailed enough to help listeners be drawn into and live the experience
· has a point that illustrates the point of your talk
What should be true of all good vision talks? What is the anatomy of a
talk that persuades both the heart and the mind?
3.08
C O M M O N E L E M E N T S
Clear: Your talk needs to be memorable. It is possible to succeed as a
speaker but not as a vision caster. In other words people can "like your
talk" but not really remember it or be able to discern what you were trying
to accomplish through it.
VISION
Repeatable: Similarly, unlike other talks, you are not just trying to call
for life change but you are trying to communicate and recruit for a vision.
Therefore, people need to be able to repeat what your vision is 30 minutes
after your talk is over. A good rule of thumb is, "If you don't repeat it,
they won't either." It has to be short enough to be remembered but long
enough to say what you mean. It has to be authentic enough to be real out
of your mouth but common enough to be real out of theirs as well.
MISSIONAL
LEADERSHIP
Beautiful and compelling: A vision talk, like a vision, has to be
compelling. It has to tap into the audience's core desires. What do they
really want? Is it signifi cance? Belonging? Success? Acceptance? To make
history? To have peace? Answer their question--try to paint a picture of
how your vision will accomplish that.
Possible: A vision talk has to call for more than they believe they are
capable of doing individually, but not outside of reasonable limits. It may
sound beautiful but it also has to pass the test of logic--can what you
are saying really be done? Having God as a player obviously expands the
possibilities but it is your responsibility to show how he makes it possible.
Deep: Just like you have to connect to core desires, you have to
acknowledge the sacrifi ce of surface desires. Something great is not
possible without cost. People know that. We have to clearly show how we are
calling people to something that is costly and that it will not succeed without
sacrifi ce, but that the things we will be called to sacrifi ce are not as valuable to
us as the vision and the core desires it promises.
3.09
V I S I O N T A L K P R E P A R A T I O N
Te n T h i n g s t o R e m e m b e r
1. Do it. Preparation and prayer are not separate; they are both parts
of the same process.
2. Analyze your audience. Who are you talking to? What are their needs?
VISION
How can you help them grow? How can you personalize what you are going
to say? How many non-Christians will be there? Etc.
3. Set a goal. Decide what your goal for the talk is and what you hope
happens in the students' lives. (What is the life change you are hoping
for?) Then decide if your approach is going to be topical or expositional.
Are you going to speak from a passage? A topic? Write your goal at the
MISSIONAL
top of your talk.
LEADERSHIP
4. Compile. Allow enough time to collect illustrations for your talk. Get
fresh insights from God and others on your topic or passage.
5. Choose an outline that fi ts you. Consider how to best organize your talk.
6. Open and close well. Take extra time to think about your
introduction and conclusion. Your conclusion is one thing your
audience will remember.
7. Get your transitions down. No matter how loose your outline,
you need to have your transitions in place and have thought about the
particular wording you will use. Search out delightful words.
8. Make sure your points communicate your goal. Consider your goal
and ask if the points you are making will help that to happen or not.
9. Flow. A good talk is like a conversation; it should fl ow from one point to the
next. Make sure you are not jumping around or trying to fi t two talks into one.
Use both logic and aesthetics as a guide for this.
10. Call for life change. Make sure your message is empowered with good
application. Don't make application an after-thought or the thing that gets left
till the end. Find ways to weave it in to the whole talk.
Remember, your talk
won't have credibility unless you are living our your application in your own life
as well.
3.10
V I S I O N W O R K S H E E T
How will you open?
VISION
How will you articulate your vision?
MISSIONAL
How will you illustrate it with stories and examples?
LEADERSHIP
How will you connect to desire?
How will you call for sacrifi ce?
How will you close?
Vision: An attractive picture of an attainable reality.--Rich Lamb
3.11
W O R K S H E E T - I N Y O U R C O N T E X T
P L A N T I N G E S S E N T I A L S : A U T H O R I T A T I V E V I S I O N
(from God, for growth)
each?
s leaders?
VISION
S
TAGE 4
How will you help leaders get behind
the vision for an evangelistic outr
What events do you want to use to
call new members to become next
year'
MISSIONAL
LEADERSHIP
oup ministry?
How will you help leaders get
behind the vision for NSO and small
gr
How will you continue to build
ministry values in the chapter as
new people join?
S
TAGE 3
eview
e members
e cor
ces will help you do this?
e some ways you can help
esour
TAGE 2
What ar
students and faculty have spiritual
conversations with their friends or
faculty collegues?
What r
How will you give students and
faculty vision to launch Pr
Gatherings?
How will you inspir
to become leaders next year?
S
each table or informal setting?
S
TAGE 1
What key things about your ministry
do you want to communicate to every
new person you meet on campus?
What would you say to a person at
an outr
What talks and Bible studies do you
want to develop to help students
and faculty embrace the vision,
values and purpose of the chapter?
3.12
4
OUTREACH
O U T R E A C H
MISSIONAL
LEADERSHIP
P r a y e r
Creating a place of
worship on campus
C a t a l y t i c E v e n t s
Vi s i o n
Events that lead the
group into the next stage
Authoritative
vision from God
L e a d e r s h i p
Developing students
and faculty as leaders
Outreach
Engaging students
and faculty with
G a t h e r i n g
the vision
Forming community
around the vision
3.13
E V A N G E L I S M S T A R T S N O W !
Setting an Evangelism Foundation in a Chapter Plant
Terry Erickson, National Director of Evangelism
I used to play a lot of basketball as a young campus staff worker. I would
play with college students, in city leagues and in pick-up games on outside
playground courts. I enjoyed the competition, and the good feeling that
comes after playing hard.
One year I wasn't getting enough basketball so I decided to start my
OUTREACH
own basketball league. I started the Milwaukee County Church Basketball
League. I formed the league so that it would be competitive, and focus
on outreach to non-Christians. Since I was the league organizer I could set
the league rules. One rule I established was to allow each team to have
two outside players, i.e. not involved in the church, on their roster. In most
cases, these outside players were the team's best two players. This rule
MISSIONAL
helped keep the league competitive and evangelistic. One advantage of
LEADERSHIP
being the person who starts a new activity is you can determine the goals,
values and direction of that endeavor.
This is also true when we start a new ministry, like planting a new
chapter. The chapter planter in the beginning can establish the group's
values, vision, goals, and ministry philosophy. It is much easier to set these
up in the beginning of a ministry rather than trying to change them in an
existing group.
A leader of a new ministry is in a great position to shape the future of
that ministry. The potential members look to the leader for direction, and
will follow the leader's example. What they say is important, but what they
do, is equally if not more important, in shaping the group. We can never
underestimate the power of modeling the values we want practiced in our
group.
There are many possible values for you to model in the beginning stages
of a chapter plant. One value that is essential for you to model from
the start is evangelism. If you want your new group to be a witnessing
community you must model an evangelistic lifestyle. Here are some
evangelistic activities that you can do during the initial stages of the chapter
launch that will establish evangelism as a value in your group.
1. Pray for non-Christians during your group prayer times.
2. Ask your potential members about their personal evangelism.
3. Lead a GIG with the non-Christian contacts you are making.
4.01
4. As you identify missional Christians, ask to meet their non-Christian
friends. This models your interest in their non-Christian friends and
demonstrates how to engage non-Christians in spiritual conversation.
5. Spend time each week doing conversational evangelism with
your new members.
6. Establish a tradition of celebrating conversions.
This allows everyone to share in the joy of new spiritual birth.
7. Plan some evangelistic outreach during your first semester to encourage
your members to work together in outreach, and demonstrate to the
OUTREACH
campus that you are committed to proclaiming the good news of Jesus Christ.
I don't play basketball much anymore, but I still like to start new ministries.
It gives me great joy to watch a group grow, and practice actions that I
have modeled for them during the earliest stages of the group.
MISSIONAL
LEADERSHIP
4.02
N E T W O R K P L A N N I N G W O R K S H E E T
1. List the contacts you have contacts on campus.
(church pastors, college groups, faculty, staff, etc.)
OUTREACH
List contact information (phone numbers, email addresses).
MISSIONAL
LEADERSHIP
2. Where do students gather? Make a list.
Where is the heaviest foot traffic?
3. If possible, when could I put a table in these locations?
What steps will I need to go through to get permission?
Who might join me at the sign up table?
4. What information do you need to have on the sign-up sheet?
5. How will you follow up the contacts you will make?
4.03
W O R K S H E E T - H O W A R E Y O U
C O N N E C T E D ?
classes,
department,
or major
OUTREACH
MISSIONAL
LEADERSHIP
dorm
and
house
sports,
hobbies,
interests
4.04
H O W A R E Y O U C O N N E C T E D ?
D i s c u s s i o n Q u e s t i o n s - to be used with a group of
s t u d e n t s a n d / o r f a c u l t y.
1. What does this worksheet show you about your relational
networks on campus?
OUTREACH
2. What groups do you have the strongest connections with?
MISSIONAL
LEADERSHIP
3. What groups would you like to be more connected to?
4. What groups or individuals show signs of spiritual interest?
5. Which ones would you be willing to invite to the next InterVarsity event?
6. How can you invite friends from InterVarsity into your networks?
4.05
E F F E C T I V E S T R A T E G I E S
C o n t a c t i n g t h e F i r s t 2 0 - 3 0 S t u d e n t s a n d F a c u l t y
1. Have an attractive, engaging outreach table
· Look large! Use 2100 materials and InterVarsity giveaways
· Offer drinks and treats
· Be able to clearly explain programs and purposes
OUTREACH
· Make clear invitation to upcoming events
· Use interest cards with a variety of options
· Try to get to know people!
MISSIONAL
2. Attend orientation events that are planned by the
LEADERSHIP
university for new students
3. Develop a personal contact/networking strategy
· Be organized--keep notes!
· Help Christian students and faculty identify their relational networks
· Have Christian students and faculty share their networks with you (and
each other)
4. Hold easy-invite events (fun, interactive)
· Doesn't take a lot of planning/preparation
· May meet practical needs of students and faculty or community
5. Hold a high-visibility event
· Takes more planning, may need donations/funding
· Open to whole campus
· Brief, effective "commercial" for InterVarsity
· Outreach table, etc.
4.06
6. Pursue intentional involvement with other student groups
· Identify and affi rm common purposes, values
· Possibly start focused small group Bible studies
· Gets members who already have relational networks outside InterVarsity!
7. Build trust with RAs and campus administration
· Find out their goals, challenges, and ways you can support them
OUTREACH
· Offer to partner with them to meet the spiritual needs of students
and faculty
· Establish open lines of communication in case there is ever a problem
· Ask if you (or better, a student) can make an announcement at fl oor
meetings or other appropriate meetings
MISSIONAL
LEADERSHIP
8. Dorms: hang out early, hang out often!
· Participate in "Dorm Move-In" programs (or start your own). Wear
InterVarsity T-shirts, have fl yers to hand out, serve drinks, offer rides to
the store, etc.
· Find a "home base" as soon as possible and work from there (Luke 10:5-
7). There may be more than one person who welcomes you--the more
home bases, the better
9. Follow up
· This is critical--your outreach is only as good as your follow-up!
· Have a goal of following up all contacts and interest cards within 24-48 hours
· Take new members around with you to meet them.
· Don't give up too soon. Some people need to be invited more than once
before they will show up to something
4.07
O U T R E A C H
O U T R E A C H E X E R C I S E - R E F L E C T I O N
What was your role on the team? What was your main contribution?
OUTREACH
MISSIONAL
What did you fi nd challenging or uncomfortable about the exercise?
LEADERSHIP
Coaches: What did you notice about the way the team approached
this exercise? What were their strengths? And what were their
weaknesses?
4.08
W O R K S H E E T - I N Y O U R C O N T E X T
P L A N T I N G E S S E N T I A L S : O U T R E A C H
(engaging new students)
eative and
omotional
e people?
e in the chapter? How
ehensive pr
S
TAGE 4
How will you maintain a welcoming,
inviting cultur
will you involve new members in
welcoming mor
What is the most cr
compr
strategy you can implement for your
evangelistic event?
OUTREACH
ograms will
, personal
rst NSO?
MISSIONAL
LEADERSHIP
What strategies and pr
you use for your fi
Do you have a clear
method for follow-up?
S
TAGE 3
ll
c
fectively
TAGE 2
Use the Networks worksheet.
What students and faculty will fi
out the worksheet? What specifi
follow up plans will you use?
What training will these students
and faculty need to ef
invite their networks?
S
rst
oach!
e some ways you can lead
s vision for the campus? Think of
S
TAGE 1
What will you do to make your fi
20-30 contacts on campus? How will
you attract missional Christians and
engage students and faculty with
God'
a multi-faceted appr
What ar
your new members in evangelism on
campus?
4.09
5
G A T H E R I N G &
GATHERING
B U I L D I N G
& BUILDING
MISSIONAL
LEADERSHIP
P r a y e r
Creating a place of
worship on campus
C a t a l y t i c E v e n t s
Vi s i o n
Events that lead the
group into the next stage
Authoritative
vision from God
L e a d e r s h i p
Developing students
and faculty as leaders
Outreach
Engaging students
G a t h e r i n g and faculty with
the vision
Forming community
around the vision
4.010
G A T H E R I N G N E W S T U D E N T S
A N D F A C U L T Y
1. People will come only if they are invited. Spend extensive time
developing the word of mouth system. Ask yourself these questions:
· Are my people suffi ciently motivated and excited about our ministry so
that they will invite people they meet?
· Do we have small groups or events that make it easy to bring friends to?
· Have I provided our people with tools for inviting others?
· Am I as the planter still meeting new people and inviting them?
GATHERING
2. Use a rhythm of outreach to develop good opportunities to invite
& BUILDING
people. For example:
· The fi rst meeting of the month is devoted to an outreach-oriented event
MISSIONAL
or Bible study
LEADERSHIP
· August/September and January/February can be targeted as outreach
months, and then the cycle continues to have more Christian-targeted
meetings until the next outreach month
3. Offer as many front doors as possible to your fellowship. For example:
· Service projects
· Small group Bible studies
· Large group meeting
· Leadership meeting
· Conferences
· Training events
· Outreaches
· Social events
4. Find the gatherers and spend time strategizing how they can reach
their webs of network. It is worth the time to identify and work with gifted
gathers to empower them to bring as many people as they can.
5. Do not rely on it but think about your publicity. Use direct mail to get a
large infl ux of visitors. Unless this is done well, it will disappoint.
6. Set up tables again. Go back to what works. If you meet students in the
beginning through tabling or just meeting with people, then
keep doing that.
5.01
O U T R E A C H E V E N T S V S G A T H E R I N G E V E N T S
W h a t 's t h e D i ff e r e n c e ?
OUTREACH EVENT
GATHERING EVENT
Seeks to connect with students and
Seeks to connect with students and
faculty who are
not yet involved
faculty
currently involved with the
in the chapter
chapter on some level
GATHERING
Engages potential members with
Forms community around the
& BUILDING
the vision and mission of the
vision and mission of the chapter
chapter
MISSIONAL
LEADERSHIP
Tends to be
publicized broadly,
Personal invitations are given to
generally open to anyone who is
those with potential to become core
interested.
members.
Key challenge or invitation is to
Key challenge or invitation is to
investigate Jesus,
become a
increase involvement in the
follower of Jesus, or
get involved
mission of the chapter and to
with the Christian community on
pursue deeper fellowship with
campus.
one another.
Are often
excellent projects for
Inspire and call the core to reach
core members to rally around,
the campus. Ask members to take
increasing their commitment to the
major roles in the next outreach
mission of the chapter
event.
5.02
RETENTION
Good visitor fl ow will only produce growth if you can keep some of those
visitors. Addressing that factor will mean dealing with the strategy and
quality of the events that students are visiting. Here are a couple of tips for
making these meeting something that students will feel good about.
1. The space principle. Think sardines in a can. It is best to have a room
that is full. At fi rst you want to think about reserving space that will shrink
to fi t your group. As the group grows so can the room, but you want it to
be standing room only if you can. Forty people packed into a small room
will seem exciting, while 40 in a room that holds 150 will seem sad and
GATHERING
embarrassing. Same number of people, just better planning based on
& BUILDING
understanding group dynamics.
2. Student and faculty leadership. Students and faculty who are
MISSIONAL
involved in leading will be more likely to invite people, and other students
LEADERSHIP
and faculty will be more gracious about the quality of the event. If it seems
like professionals are leading everything, expect a higher level of mistrust
and criticism.
3. Encounter. Your meetings do not have to be perfect to keep people
coming back, but they do need to be places of genuine encounter. If people
feel like they have had a meaningful encounter with people or with God,
they are likely to come back. If they have both, all the better. Make your
meetings places of interaction, so that community can be formed and God
can be encountered.
BACK DOOR LOSS
Sometimes when visitors are coming and retention is high, growth is still
arrested because of back door loss. Students and faculty who have been
coming and who no longer warrant attention or follow up can begin to slip
through the cracks. For this reason, back door loss is also a concern for the
planter to consider.
Funnel people into leadership and service roles as soon as possible.
Have your leaders keep up with everyone. Everyone should be the
responsibility of someone. Develop a plan for keeping up with people and
use your leaders to do it.
Deepen content. If you have a high rate of back door loss, it could be
because your meetings are too simple. Focusing on visitors or the lowest
common denominator may help at fi rst, but people will only stay if they feel
like the group is growing with them.
5.03
H O W I S A C O R E G R O U P D I F F E R E N T F R O M
A L E A D E R S H I P T E A M ?
L E A D E R S H I P T E A M
C O R E T E A M
A leadership team comprises various
No "permanent" roles have been
defi ned leadership positions or roles.
defi ned yet. Temporary roles are set
These positions usually last for a full
up to accomplish certain things like
year or at least a semester.
a day of outreach, a gathering event,
an evangelism project, a small group
Bible study or a GIG. Members can be
GATHERING
added to the Core Group at any time
& BUILDING
in the semester or quarter.
People are selected and asked to
People are entrusted with
tasks,
MISSIONAL
commit to a
leadership role or
depending on the event or project,
LEADERSHIP
position based on interest, character,
and their interest. Because of the
skills and availability.
temporary nature, the commitment
is short term, and the selection and
assignment process may be done
during a Core Group meeting. It gives
you a chance to see how they handle
responsibility, how they lead others,
how they recruit help, how they plan,
procrastinate, communicate the event
to others, etc.
Teaching/training may be specifi c
Teaching/training is primarily about
to the role (for example, Small
being a disciple of Jesus,
becoming a
Group Leaders Training). While the
missional community and
developing
leadership team continues to deepen
the inner character of a Christian
their understanding of discipleship,
leader. Without this foundational
community and biblical leadership,
focus, the students/faculty tend to
signifi cant attention is given to
doing
reduce their ministry to simply carrying
the tasks involved in the
leadership
out a set of tasks. They fail to deeply
role.
commit to discipleship, the community
or its mission.
The chapter's vision and mission
The chapter's vision and mission
has already been embraced by the
is being
communicated and
leaders. It is now
carried out and
demonstrated by the Planter, and
advanced by them. They are seeking
the Core members are gradually
ways to infl uence and involve others
embracing it.
in the chapter's mission.
5.04
Overall, the emphasis for the Core Team is not on the tasks, positions or roles.
It's on the deeper spiritual transformation of the members, their becoming a
community, and their engagement with the mission. So your meetings with
them ought to be built around those priorities. Scripture study/refl ection/
discussion and prayer for the fellowship and the campus need to be regular
components for the Core. The
Sketches of Leadership series is very effective
with Core Groups, because they're designed with leaders or potential leaders
in mind. When choosing Sketches, think strategically so that it builds on the
themes you want to see your Core grow in.
Finally, it's important not to have them learn in a passive, inactive way.
Get your Core actively applying what they learn. Put them in situations,
predicaments, conversations and activities that help them tangibly grasp
GATHERING
what you are teaching.
& BUILDING
The "Stage 2 Wave" (pages 5.06 to 5.09) describes a rotating schedule of
events and meetings that you can use with your Core as it becomes ready.
It has three key events that the Core is involved in hosting: Gathering
MISSIONAL
Events, Outreach Events and Preview Gatherings. Don't try to do all three
LEADERSHIP
in a seven week timeline (as it's pictured) if you aren't ready for that. You
can start with one or two of the events, and involve everyone in your Core
to pull it off. Having something like a Gathering Event or Outreach Event is
energizing for the Core and helps them engage with the vision/mission you
are sharing with them.
If you are already leading one or more small group Bible studies, you can
develop Core members in those groups by helping them lead the study
once in a while. Small groups are an extremely important opportunity to
give leadership tasks and see what people do with it. Always be looking for
ways to invite small group members to partner with you in some way to
further the mission of the small group!
5.05
F I N D I N G A R H Y T H M : T H E S T A G E 2 W A V E
M o m e n t u m f o r a C h a p t e r L a u n c h
1
Gathering Event
3Outreach Event 5Preview LG
7
GATHERING
2Core Meeting
4Core Meeting 6Core Meeting
& BUILDING
Weeks
MISSIONAL
LEADERSHIP
W A V E D I A G R A M D E S C R I P T I O N
GATHERING EVENT
· Seeks to connect with students and faculty currently involved with the
chapter on some level.
· Personal invitations are given to those with potential to become core
members.
· Key challenge or invitation is to increase involvement in the mission of the
chapter and to pursue deeper fellowship with one another.
· Seeks to inspire and call the core to reach the campus. Asks members to
take major roles in the next outreach event.
CORE MEETING (example)
· Celebrate what God is doing.
· Identify the work of the Holy Spirit.
· Evaluate the Gathering Event.
· Leadership development of your core.
· Refocus on the mission to reach the campus.
· Review plans for upcoming outreach event and explain invitation strategy.
5.06
OUTREACH EVENT
· Seeks to connect with students and faculty who are not yet involved in
the chapter.
· Tends to be publicized broadly, generally open to anyone who is
interested.
· Key challenge or invitation is to investigate Jesus, become a follower of
Jesus, or get involved with the Christian community on campus.
· Are often excellent projects for core members to rally around, increasing
their commitment to the mission of the chapter.
GATHERING
PREVIEW LARGE GROUP
& BUILDING
· Two times a semester (three maximum).
· Characterized by quality worship and leadership.
MISSIONAL
LEADERSHIP
· Communicates vision, calls for action and involvement.
· Needs a strong invitation strategy and follow-up strategy.
· All the key elements of a well-executed large-group meeting--
comfortable space, food, decorations, theme, greeters, excellent emcee and
clear visioncasting, quality speaker or other content.
5.07
STRATEGIC PL ANNING OUTLINE FOR STAGE 2 WAVE
SEMESTER PL AN
How the Wave might look over a Semester or Quarter
WEEK 1: CORE MEETING
· Celebrate your progress
· Evaluate the stage you are in
· Develop/Expand the Core Members train the group
· Explain Gathering Strategy
GATHERING
· Review Plans for upcoming Gathering Event
& BUILDING
MISSIONAL
WEEK 2: GATHERING EVENT
LEADERSHIP
· Theme/Topic for the event
· Name the Strategic Purpose
· Discuss With the Core: How will this event encourage
Relationship/Community Building?
WEEK 3: CORE MEETING
· Celebrate What God is doing
· Evaluate the Gathering Event
· Refocus on the mission to reach the campus
· Review plans or upcoming outreach event & explain invitation strategy
o Consider using the Networks Worksheet with the Group
WEEK 4: OUTREACH EVENT
· Name the purpose of the event
· Description of the Event
· Desired outcome
· Follow-up strategy and plans
5.08
WEEK 5: CORE MEETING
· Celebrate what God has done
· Evaluate the Outreach Event
· Review Follow-up Plan
o Check in on responsibilities
o Problem solve barriers to the plan and make adjustments
WEEK 6: PREVIEW LARGE GROUP
· Theme/topic for the event
GATHERING
· Description and desired outcome
& BUILDING
· Excellent plan for invitation for follow-up
MISSIONAL
· Involve all of core for worship, food, decorations, greeting
LEADERSHIP
Continue the pattern for the Semester/Quarter as you build momentum
for a Chapter Launch in the Fall.
5.09
M E E T I N G S E T U P C H E C K L I S T
1. Find and use a room that you can
fi ll
2. If you are stuck with a huge room, use curtains or some other kind of
barrier to
close off the excess space
3. Try to make the room
warm and inviting. Think about lighting, seating
and what is on the walls
4. If you can, use a small
portable platform to increase viewer sight lines
5. Make sure you have
adequate lighting up front
GATHERING
& BUILDING
6. If possible, set up fewer chairs than you anticipate and
add back rows
as needed
MISSIONAL
7. Find ways to make your group look as
big as possible in the facility:
LEADERSHIP
wider spacing of chairs, seating around tables, etc.
8. Think about having
music playing as people come in
9. Set up the room so that people can
interact with each other
10. Offer hospitality. If you can, serve coffee or something that makes
people feel like they can relax
5.10
F A C I L I T Y C O N S I D E R A T I O N S
When analyzing options for one-day-a-week facility usage, there are many
dimensions to consider. The following list summarizes those considerations.
Core group proximity: Is it located to take advantage of core group
networking? Is it so located that current members can reasonably invite friends?
Demographic advantage: Is it located where long-term demographic
trends can be capitalized on to achieve community penetration among
those beyond core group networks?
Space confi guration: Can the space be confi gured to provide appropriately
GATHERING
sized worship space relative to the estimated size of the group? Can the
& BUILDING
facility accommodate a growth?
Worship environment: Is lighting adequate? Is good sound achievable?
MISSIONAL
Can a reasonable effort create an aesthetically appropriate worship
LEADERSHIP
environment? Can the space be confi gured according to group size? Are
chairs provided? Is a platform needed?
Community awareness: How well known is the location? Do people
know "right where that is" or is the location more anonymous? Generally,
student unions are best, with classrooms being less well known or
accessible, and off-campus locations the least desirable.
Accessibility: How easy is it to get to the location? How easy is it to
explain how to get to the location? Is there decent visibility? Can signage
easily direct people?
Equipment: What equipment is available for use? Chairs? Sound? What
are the cost implications?
Setup and storage: Can equipment be easily maneuvered in and out of
the facility? Is storage available? (This is rarely provided.)
Cost: Are there any costs associated with the space? Include time costs.
5.11
W O R K S H E E T - I N Y O U R C O N T E X T
P L A N T I N G E S S E N T I A L S : G A T H E R I N G
(forming community)
oup
e know how to
S
TAGE 4
How will you keep small gr
Bible studies focused on inviting,
gathering and welcoming new
people to Chapter events?
Does the cor
welcome spiritual seekers to
participate in Chapter life?
e
oup
GATHERING
ess the
ers in the
& BUILDING
MISSIONAL
LEADERSHIP
e your best gather
Who ar
chapter? How will you deploy them
during NSO and at other key events?
When planning weekly large gr
meetings, how will you addr
needs of both newcomers and cor
members?
S
TAGE 3
come
e members can use
, worship,
e some "easy-invite" events
TAGE 2
ough prayer
What barriers to community might
students and faculty encounter?
How will you help them over
these barriers?
How will you build community
thr
evangelism, and service?
What ar
that you and cor
to gather people?
S
oups?
S
TAGE 1
ong sense of community in
What activities will you plan to
help new students and faculty
bond with you and each other?
What can you do to build a
str
your small gr
5.12
6
M I S S I O N A L L E A D E R S H I P
MISSIONAL
LEADERSHIP
P r a y e r
Creating a place of
worship on campus
C a t a l y t i c E v e n t s
Vi s i o n
Events that lead the
group into the next stage
Authoritative
vision from God
L e a d e r s h i p
Developing students
and faculty as leaders
Outreach
Engaging students
and faculty with
G a t h e r i n g
the vision
Forming community
around the vision
5.13
M I S S I O N A L L E A D E R S H I P
H o w J e s u s m a d e d i s c i p l e s
MARK 1:16-39
1
As Jesus passed along the Sea of Galilee, he saw Simon and his
brother Andrew casting a net into the sea--for they were fi shermen.
And Jesus said to them, "Follow me and I will make you fi sh for
people." And immediately they left their nets and followed him.
5
As he went a little farther, he saw James son of Zebedee and his
brother John, who were in their boat mending the nets. Immediately
he called them; and they left their father Zebedee in the boat with
MISSIONAL
the hired men, and followed him. They went to Capernaum; and
LEADERSHIP
when the sabbath came, he entered the synagogue and taught.
10
They were astounded at his teaching, for he taught them as one
having authority, and not as the scribes. Just then there was in their
synagogue a man with an unclean spirit, and he cried out, "What
have you to do with us, Jesus of Nazareth? Have you come to
destroy us? I know who you are, the Holy One of God." But Jesus
15
rebuked him, saying, "Be silent, and come out of him!" And the
unclean spirit, convulsing him and crying with a loud voice, came out
of him. They were all amazed, and they kept on asking one another,
"What is this? A new teaching--with authority! He commands even
the unclean spirits, and they obey him." At once his fame began
20
to spread throughout the surrounding region of Galilee. As soon
as they left the synagogue, they entered the house of Simon and
Andrew, with James and John. Now Simon's mother-in-law was in
bed with a fever, and they told him about her at once. He came
and took her by the hand and lifted her up. Then the fever left
25
her, and she began to serve them. That evening, at sundown, they
brought to him all who were sick or possessed with demons. And
the whole city was gathered around the door. And he cured many
6.01
1
who were sick with various diseases, and cast out many demons;
and he would not permit the demons to speak, because they knew
him. In the morning, while it was still very dark, he got up and went
out to a deserted place, and there he prayed. And Simon and his
5
companions hunted for him. When they found him, they said to
him, "Everyone is searching for you." He answered, "Let us go on
to the neighboring towns, so that I may proclaim the message there
also; for that is what I came out to do." And he went throughout
Galilee, proclaiming the message in their synagogues and casting
10 out demons.
MISSIONAL
LEADERSHIP
The scripture quotations contained herein are from the New Revised Standard
Version of the Bible, copyright 1989, by the Division of Christian Education of the
National Council of Churches of Christ in the U.S.A. Used by permission. All rights
reserved.
6.02
G R O U P E X E R C I S E
HOW DID JESUS MAKE DISCIPLES?
a s u r v e y o f M a r k
Instructions: Break up into groups of four to fi ve. Write down the verbs
that show what Jesus is doing with or for or to the disciples. In other words,
what did Jesus do to infl uence or develop his disciples? (Note: some things
will be implicit, and you will have to choose your own verb to describe it.)
Group 1:
Group 4:
1:16-20
8:27--9:1
3:7-18
9:14-32, 33-36
4:10-13, 33-34
10:13-16
MISSIONAL
7:17-23
10:35-45
LEADERSHIP
Group 2:
Group 5:
4:35-41
13:1-10
6:7-13, 30-34
13:32-35
6:35-44
7:24-30
14:44-50
8:1-10, 17-21
16:6-8
Group 3:
5:37-43
6:45-52
9:2-8
14:32-41
6.03
I D E N T I F Y I N G A N D D E V E L O P I N G
M I S S I O N A L L E A D E R S
Following Jesus' example in Luke 5:1-11, you can use increasing levels of
involvement to help you identify and develop potential leaders.
1. Offer
simple ways for students and faculty to get involved with you on
campus.
This is not delegating, but asking students to join you in carrying
out tasks that may be simple but are still important to the mission.
MISSIONAL
2. How does the student or faculty member respond to evangelistic
LEADERSHIP
opportunities? To the needs of other students and faculty they know? Are
they willing to make themselves available for God's purposes? Involve the
student or faculty member in more
direct ministry with you.
3. In what areas of the student or faculty member's life has
obedience (to
Jesus) been an issue?
When have they made a choice to trust Jesus' word
more than their own judgment or the opinion of others?
4. Encourage the student or faculty member to make steps of
personal
sacrifi ce for Jesus and the gospel.
5. Entrust increasingly important
ministry tasks and infl uence-roles to
the student. Continue to build partnership in ministry.
6.04
T O U R T H R O U G H A C T S
These nine passages represent nine different planting lessons or principles
and therefore could make a great series of studies for a planting team or a
group of young leaders. We suggest reading each passage and then rewrite
it using your own campus contexts. Replace the places, people and any
pertinent details with your own context. Then see if your team can discern
the main planting principle or lesson as it relates to that story. This could be
done all at once or over the course of nine weeks.
Acts 11:19-26 Sending your best (releasing apostolic leaders) - this
might be your motivated freshmen or your veteran leaders
that need a new challenge
Acts 13:1-5 The Holy Spirit told us to - the vision came directly from
MISSIONAL
the Holy Spirit during a time of prayer and fasting versus a
LEADERSHIP
strategic move on their part
Acts 16: 1-5 Contextualization / discipleship through pioneering /
following up
Acts 16: 6-10 Revelation through experimentation - they were
trying things, not all of which was on the Holy Spirit's
agenda, but the clarifying vision came while they were
experimenting
Acts 16: 11-15 Finding your Lydia (home base) - looking for who's
open, teachable and welcoming and building on that
Acts 18:1-8 When to move on - if people aren't accepting or
interested in what you have to offer, move on to another
part of campus or another campus altogether
Acts 18:23-28 Identifying, training and empowering emerging
apostolic leaders - Priscilla and Aquilla with Apollos
Acts 19: 17-22 Continuing after success
Acts 20: 17-24 Laying it all down for the gos 
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