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The subjects of our learning are broad, “improving excellence in preaching and worship leadership” or “improving excellence in faith and money.” The peer group is invited to choose their subject and design a three-year study plan, which embraces the world as their classroom. Each group has $80,000 to enable its unique plan. A significant buy-in of $1,800 from each peer and $2,700 from each ministry setting is part of that sum.
We believe this strategy works because the self-selection process establishes commitment, builds excitement, and enables a significant bonding before the work of designing begins. Self-selection is ragged. It takes time and there are many false starts. Clergy are not accustomed to making this kind of commitment to a group. They have to learn, sometimes in the school of hard knocks that this is a profound covenant to a communal task. Every one of our groups has struggled with this process. Some clergy, who initially think they are interested in the group, when they see what is involved, fall by the wayside. When that occurs group members get discouraged. We have learned to nurture and encourage them through this. We wait until the no’s lead them to the yes’s, because we know by that time they are really committed and thus energized for the task ahead.
Once the group is formed with eight clergy colleagues, a Facilitator is assigned and the “design your own unique learning plan” phase begins. This takes a minimum of six months. It has proved to be a fruitful time of discovery as the peers learn from one another. The more diverse the peer group, the richer the experience. At this time the group is inventing new ways to approach the topic. The process leader’s role becomes crucial, not to direct what the group decides but to always keep lifting the horizon of possibility. To be invited to take charge of your own learning, even as an adult learner, is rare. To be able to pursue such an opportunity in the company of a group of peers increases energy and excitement for learning. We see this when the peer group brings its proposal to the Facilitator Peer Group for approval.
Once the project is approved, the group sets out on its travel/study program. Each plan includes provision for follow-up to each learning module. Six to eight weeks after the event the groups gather to follow-up. Strategies for this are varied, chosen by the group. They typically include video of a sermon and/or worship service, case study, etc. Each group member presents how s/he has experimented with something learned and the group helps evaluate. This is what we mean by holding one another accountable for the learning. To study together over time and hold one another accountable for the learnings is the element that makes this transformational. Change can be observed – both by the group and by the congregation.
Our method, pioneered by the Methodist Educational Leave Society of the Dixon Foundation of Birmingham, Alabama; tested in the Indiana Clergy Peer Group Program funded by the Lilly Endowment, Inc. and carried forward by the Institute for Clergy Excellence continues to work to effect change in the practice of ministry.
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