English Lead Today Leader's Guide

LEAD
TODAY
LEADER’S GUIDE
LT_LG_Full_Size 20170606.indd 1 6/6/17 3:43 PM

WELCOME TO THE LEAD TODAY PROGRAMME!
This is a 15-unit programme designed to help teenagers learn leadership qualities from leadership expert,
John C. Maxwell. These qualities are valued by some of the largest and most successful companies in the
world. Lead Today was designed to bring Biblically-based leadership training to teenagers around the world.
Because many of today’s teenagers equate leadership with position, abuse of power, bribery and corruption,
few young people actually desire to have influence in the lives of others. OneHope has partnered with the
John Maxwell Company to produce this programme and reverse the negative portrayal of leadership by of-
fering a desirable portrait of leadership based on Biblical principles. Teenagers can admire, respect, and even
aspire to this exemplary model of leadership. Lead Today connects Maxwell’s teaching with the Bible’s big
story.
PROGRAMME GOALS:
This programme has been designed to help you accomplish four goals:
1. For teenagers to be able to identify the qualities of a good leader.
2. For teenagers to recognise ways Jesus exemplified being a servant leader.
3. For teenagers to be able to evaluate themselves and their personal growth as leaders.
4. For teenagers to begin practising leadership and developing their skills.
In addition teenagers who have gone through the programme may practise their leadership skills by acting as
facilitators, small group discussion leaders, and assisting the teacher.
As a leader for this programme, you have the privilege of modelling these leadership qualities to students as
they learn about them. May God bless you as you serve the next generation.
“ Wi t h o u t wi se l e a de rship,
a n a t i o n fa ll s .”
- P ROVERB S 11: 14
LEAD
TODAY
Lead Today Leader’s Guide (LT-LG) Anglicized English
ISBN 978-1-63049-346-2
Copyright © 2017 for OneHope
Leadership Content Copyright © 2017 by John C. Maxwell under license to OneHope.
Direct Scripture is in bold. Scripture is taken from the Holy Bible, New Living
Translation, Anglicized edition, copyright © 1996, 2004, 2007, 2012 by Tyndale
House Foundation. Used by permission of Tyndale House Publishers, Inc.
All rights reserved.

UNIT 1: INFLUENCE | 05
UNIT 2: VISION | 08
UNIT 3: INTEGRITY | 11
UNIT 4: GROWTH | 14
UNIT 5: INITIATIVE | 17
UNIT 6: SELF-DISCIPLINE | 20
UNIT 7: TIMING | 23
UNIT 8: TEAMWORK | 26
UNIT 9: ATTITUDE | 29
UNIT 10: PRIORITIES | 32
UNIT 11: RELATIONSHIPS | 35
UNIT 12: RESPONSIBILITY | 38
UNIT 13: COMMUNICATION | 41
UNIT 14: DEVELOPING LEADERS | 44
UNIT 15: MORE THAN A LEADER | 47

W E L C O M E T O LE A D T O D A Y!
Understanding how to use this curriculum is important to successfully implement this programme. This
outline will help new facilitators get ready to teach. Be sure you read and understand all of the materials fully
and be sure to train facilitators and volunteers so they feel equipped to teach teenagers using Lead Today!
When training facilitators,
• Distribute the Leader’s Guide.

• Invite trainees to spend 3-5 minutes to look through it.
• Ask a few trainees to share what topics caught their attention in the Leader’s Guide.
• Go through the Introduction to the Lead Today Programme.
HO W T O U SE T HE LE A D E R’S G UID E
FLOW OF EACH LESSON
After the Introductory lesson (Unit 1: Influence), each lesson has the same structure. The sections of each
lesson are:
PREPARATION REMINDERS: To prepare to teach, review the Scripture and lesson and prepare
materials and teaching space.
LEADERSHIP QUALITY: Introduces the week’s leadership topic and includes:
Key Questions: Important questions students should be able to answer when the lesson is completed.
• Start out by reviewing the previous week’s key questions
• Share any Lifework (homework) students completed during the previous week
• Present the new key questions students will encounter during this session
Opening: Begin each session with opening comments. Read through and become familiar with this in
advance so that you are able to present this opening in your own words.
This section may contain questions or activities that prompt students to individually or as a group begin
thinking about the week’s leadership quality.
SCRIPTURE ENGAGEMENT: This section invites students to read the Bible and connect it back to
the leadership topic they are currently learning about.
GOING DEEPER: This section explains the Scripture story on a deeper level, helping the students
understand what they read and how it connects back to the leadership topic of the week.
LIFEWORK: This is an opportunity for the facilitator to share a proverb of leadership wisdom and
give a summary of what was learned during this lesson. Facilitators should incorporate the Key Questions
throughout the lesson and review them one final time at the end of the lesson. Each lesson should conclude
in prayer and students should be encouraged to pray about the topic they learned throughout the week.
Students should be instructed to read and, if time allows, begin their Lifework assignments. Students should
practise and complete their Lifework throughout the week and return the following week prepared to share
what they did or what they learned with the rest of the group.
OPTIONAL ACTIVITIES: If time permits, these activities can be used to practise what was taught in
the lesson.

NOTES:
Group Symbol Book Symbol

This symbol indicates when students This symbol indicates when students
should be broken into groups to work should be working in their books
together independently
Speak Symbol:
Words in italics are to be read aloud or
summarised and presented to the students
by the facilitator
L E SSO N P RE P A RA T IO N
Lesson preparation is essential! Being prepared helps the teacher and students maintain focus, and a lesson
plan keeps you and the students on track.
USE THIS CHECKLIST BEFORE THE START OF EACH SESSION:

1) Read the entire lesson in the Leader’s Guide.
2) Review the lesson in the Student Guide.
3) Review the lesson’s Key Questions and find the answers.
4) Review the Lifework assignment and optional activities.
5) Practise reading the lesson aloud and practise your presentation. Feel free to use the text as a guide,
putting things into your own words if you feel comfortable doing so.
6) Gather your materials for the lesson (paper, pencils, Bibles, props etc.).
7) Prepare your classroom by writing the Key Questions on a board or large piece of paper, if possible.
DEMONSTRATION OF UNIT 2 LESSON

Practise and application are very important. Be prepared to model teaching Lead Today to all the trainees
using the Unit 2 Lesson as an example.
You can also review the Lead Today Lesson Demonstration online. Check out the “Lead Today Training
Video” playlist on YouTube http://www.youtube.com/user/OneHopeTrainer/videos
Please note the materials that may be needed for this lesson before you begin teaching.
• Review the Key Questions for Unit 2.
• Ask all trainees to pretend like they are teenagers (the target age group of the program’s participants)
and have them participate in the lesson.
• Demonstrate Unit 2 as a whole.
Ask questions after you finish teaching the lesson:

• Did you enjoy the lesson?
• Did I answer the Key Questions for the students?
• What was your favourite part?
• What could be improved?
• What questions do you have about teaching a session?

From the
beginning of
Creation
Next Steps and Implementation
When planning to start a Lead Today programme with students in your area, here are a few things that will
help you prepare:
MAKE A PLAN
• Determine your programme dates and times.
• Choose a meeting location that is easily accessible for your students.
• Recruit volunteers to help facilitate the programme and lead breakout discussions (if needed). Students
who have gone through the programme before can practise their leadership by assisting you in the
classroom or leading small group discussions.
• Train your volunteers or student leaders to effectively lead small groups.
• Invite participants to Lead Today. Create a promotional poster or share on social media:
• Programme Dates
• Meeting Location and Time
• Contact Information
• Details of how to sign up for the programme
CONCLUSION
• Q&A and Prayer
• Provide an opportunity for the OneHope staff to share instructions and information important to
• programme implementation.
• Conclude the training by taking a few minutes to thank God for what he has done throughout the
training. Then pray for the facilitators and trainers who will carry on the great work through the Lead
Today Leadership Programme.
Frequently Asked Questions

Who can participate in Lead Today?
The program is designed for students between the ages of 12 and 19. Anyone can get involved in helping
Lead Today be a success by being trained to facilitate a course, providing the space to host a sessions, or just
spreading the word to teenagers they know who might be interested in participating.
How long is the course?

The Lead Today program has 15 units and can be completed in 4 months if taught weekly. However, there is
flexibility to extend or condense the content if needed, at the discretion of the facilitator.
What does the course cost?

There is no cost to participate in Lead Today, either as a facilitator or a student! OneHope is offering
this rich content as a free gift and we only want to see young people’s benefit from what they can learn.
OneHope will equip facilitators with the course materials they need for free.
What happens when the course is over?

We encourage facilitators to consider teaching Lead Today again to another group of students. Every time
you teach the class, you get better!
Facilitators can also get involved in the Lead Today Facilitator’s Community, which offers levels of
certification, additional professional development, and mentorship opportunities. For students, there is the
Lead Today Student Network, which enables them to go deeper with course content and pursue leadership
positions within their community. The learning does not have to end just because the 15-unit programme is
over! Contact your OneHope representative for more information.

UNIT 1:
INFL U E N C E
PREPARATION REMINDERS
• Review Training Outline
• Review this week’s lesson in the Leader’s Guide
• Read: Pages 2-5 in Student Guide
LEAD E R SHIP Q U A L I T Y: IN FLUE N CE ( 1 5 M IN UT E S)

Key Questions:
After participating in this session, students should be able to answer the following key questions:
• What are all people called to do? (Lead)
• Why are there so many bad leaders in the world? (Sin. People try to lead without submitting to God and
acknowledging their need for his help.)
• Do you need to have a high position to be able to lead? (No. You can be a good leader from any position.)
• What is the right model of leadership? (Great leaders serve others and make the world better.)
Opening
• Welcome students to the class.
• Present the Key Questions that will be taught in Unit 1.
• Brainstorm the names of any world, national, or local leaders the students have heard of or know. Ask the
students to choose from this list of names for the activity on page 2 of their Student Guide.
Servant Leaders are Influencers
What comes to mind when you think of leadership? Some think of military heroes, winning athletic coaches
or famous politicians. For them, leadership is about prestige and pride. But all the fame in the world doesn’t
make someone a good leader. Others think of dictators or kings. For them leadership is about having power
or position, but having a position or power doesn’t make someone a good leader either. One thing is for sure: there is
potential for leadership in everyone, whether for good or for bad. People who lead can accomplish great things.
However, sometimes they can also do terrible things.
Leadership is influence. And influence is the ability to persuade people to work together for a greater goal. (Students
will fill in this definition in their Student Guide). A greater goal can be a good or a bad thing.
Break the students into small groups and have them discuss this question and complete the chart on
page 2 in their Student Guide together:
What makes an influencer?

Possible answers could include: Teacher (Help students learn), Sport’s Star (NBA champ), Hitler (Persecute
Jews), Mother Teresa (Service and charity) Discuss the idea of the potential, good or bad, of the leaders
written on the board in the opening activity. Ask a few students to share their opinions.
Students should return to their seats and complete their “My Influence Inventory” on page 2 of their
Student Guide. Possible answers could include: Community garden (Grow food), Football team captain
(win championship), Gossip (have control over others).
Where does leadership come from? Why do leaders even exist? The story of Genesis helps answer these
questions.
5

SC R IPT U R E E NG A G E M E N T ( 2 0 M IN UT E S)
Read aloud the story of Creation on pages 3-4 of the Student Guide. While you are reading, instruct
students to:
• Underline all the things God commands human beings to do after he creates them.
• Circle the words that relate to leadership.
• Answer the reflection questions on page 4.
Ask a student to share his or her findings (what they circled/underlined) with the group.
God created human beings to be leaders using their abilities to make the world a better place. So why are
there so many leaders who abuse their authority and hurt other people instead of helping them? Bad
leadership is a result of sin. When people think they can lead and do what they want without having to listen
to God or follow his commands, they become selfish and harm others.
Ask the students to silently re-read the second half of the story of ‘The Fall’ in their Student Guide and ask
them to:
• Double-underline how the serpent tempts Eve to eat the fruit.
• Put a box around what happens to Adam and Eve after they eat the fruit.
Understanding that God created and gave man purpose tells us that all humans have the potential to be
leaders. (Be sure to read this statement as it gives a fill-in-the-blank answer on page 4 in the Student
Guide).
G O ING D E E P E R ( 2 0 M IN UT E S)
Adam and Eve disobeyed God. Because of this, sin entered their hearts, and the world became a broken
place. Ever since then, people have tried to lead without God’s help. It is impossible to lead well without God’s
help. If we want to be good leaders, we need to recognise that we are sinners and need God’s forgiveness
and grace. Once we welcome God’s help and seek to please him with our lives, we can learn to lead by serving others,
encouraging people to work together, and making the world a better place.
Give students time to fill in the self-reflection chart (Question 5) on page 4 of their Student Guide.
The Five Levels of Leadership

We usually think of leaders as the people who hold high positions
or have titles. This makes many think that they cannot be ADULTS,
leaders unless they have a position of some kind, but that is EMPLOYERS,
PARENTS
untrue. You can lead from any position because leadership is influence.
COWORKERS
Regardless of who you are, you can influence others and grow in your
COWORKERS
FRIENDS,
YOU CAN
leadership skills. You can lead people below you, beside you, and even
FRIENDS,
BE A 360
above you. This is called being a 360-degree leader. DEGREE
LEADER
If having a position doesn’t automatically make you a leader,
YOUNGER
then how do you positively influence others? John Maxwell SIBLINGS,
teaches that there are five levels of leadership. Good leaders are EMPLOYEES
always working to move up through the levels with those they influence.
This model of leadership is used to train leaders in some of the biggest
companies all over the world.
LEVEL 4: LEVEL 5:
PEOPLE PINNACLE
LEVEL 3:
LEVEL 2: PRODUCTION DEVELOPMENT
LEVEL 1: PERMISSION
POSITION

In your influence or leadership, you are on a different level with each person in your life. Your goal is to add
levels with each person so that you can better serve and add value to people. As you learn and practise new
leadership qualities and skills, you will begin to move up through the levels of leadership with others and be
able to do more positive things for your family, school, company, and city.
The beginning level of leadership is Position. Most people start on this level with others. Real leadership growth begins
at Level 2, where you earn the ability to influence others by building a relationship with them. Once you’ve gained
their trust over time, you can begin to help them be successful and productive as part of the team. This is a high level
of accomplishment as a leader, as is moving to Level 3. But excellent leaders pursue moving to Level 4, where they
invest in others helping them become better leaders. Only the very best leaders ever make it to Level 5. They do this
by spending a lifetime serving, leading, and investing in others.
“HE WHO THINKS HE LEADS, BUT HAS NO FOLLOWERS, IS ONLY TAKING A WALK .”
–LEADERSHIP PROVERB –
L IFE W ORK ( 5 M IN UT E S)
Wisdom is essential to being a good leader. We will be learning a proverb with each unit. The book of
Proverbs contains great wisdom for leaders. The Bible says, “If you need wisdom, ask our generous
God, and he will give it to you” –JAMES 1:5A
Read the following proverb with your students. Encourage them to memorise it throughout the week by
reading it and saying it aloud every day:
Proverb
“If you plan to do evil, you will be lost; if you plan to do good, you will receive unfailing love
and faithfulness.” –PROVERBS 14:22
Review the Key Questions for the lesson. Accept any answers that are close, correcting them as needed.
Encourage students to read through and, if time allows, begin the Lifework section in their Student Guides.
Encourage students to complete the Lifework section and review the unit throughout the week. They should
come prepared the following week to:
• Answer the Key Questions
• Recite the Proverb from memory
• Share observations from their Lifework
Conclude the session with the following prayer with your students. Encourage students to say this prayer, or
a prayer like this one, every day for the next week:
Prayer
“Lord, you created people to lead, but we have not done a good job leading. Please forgive us for our sins and
mistakes and help us to become better leaders. Help us to follow you and to serve others, so we can help to
make the world a better place-more like the way you created it in the beginning than how it is now because
of sin. Amen.”
O PT IO NA L A CT IVIT IE S ( 3 0 M IN UT E S)
1) Lead a brief small group discussion around question 6 from the Student Guide. How can you
guard yourself from sin and temptations that distract you from trusting God, serving others and
fulfilling your purpose? (Possible answers: Stay away from people who are bad influences, replace
bad habits with good, participate in the Lead Today programme, pray and ask for God’s help, read the Bible,
go to church etc…)
2) Call on five students to come up to the front of the class to review the five levels of leadership. Have
each student write one level on the board and explain it to the rest of the class in his or her own words.
Ask each student to give an example of a leader who is leading him or her on that level.
7

2091 B.C.
UNIT 2:
V I SI O N
• Read: Pages 6-9 in the Student Guide
L E A D E R SHIP Q U ALIT Y: VISIO N ( 1 5 M IN UT E S)

Key Questions
1) What is vision? (Vision is a goal, an inspiration, or an idea that guides your life.)
2) What are some of the characteristics of a good vision? (7 things are listed in the next section.)
Opening
• Welcome students to class.
• Review the Key Questions from Unit 1 and ask for volunteers to share.
• Lifework sharing (Share 3 ways they served others rather than themselves)
Select a student to come to the front of the class. Cover the student’s eyes with a cloth or scarf. Have the student try
to get back to his or her seat. Ask the class these questions: Why is vision important? Can a blind person still have
vision? Hear several responses. Tell the students that today they will learn about a different kind of vision. Have the
student remove the blindfold and return it to you.
SERVANT LEADERS ARE GUIDED BY A GOOD VISION

What drives your life? Is there a goal, an idea, or a purpose that guides your behaviour? Good leaders are
guided by a vision. A vision is a dream we work toward in our lives. It informs the way we think, the choices
we make, and the way we interact with others. Put simply, a vision is what leads the leader.
Great achievements always begin with a great vision. If the people you influence catch hold of your vision, they will
have a sense of direction and confidence in your ability to lead them in the direction they need to go. Have students
fill in the “Find your Vision” section on page 6 of the Student Guide.
So what makes a good vision? According to John C. Maxwell, here are the characteristics of a good, lasting vision:
Write the seven characteristics of a good vision on the board and have the students fill in the information in
their Student Guide on page 6.
A good vision:
1) Begins with God’s priorities—is usually a specific vision or call from God
2) Connects with the leader’s character—will be something you care deeply about or have experienced
yourself
3) Includes others—God created us to live, work and thrive in family and community, not be on our own
4) Is bigger than the leader—there’s no way one person can do this alone
5) Connects with the leader’s beliefs—will not go against good morals
6) Is sensible and easily communicated—easy to explain to someone else
7) Has eternal value—will impact others even after you are gone
8

An example of a good vision statement is:
To teach children and help them have confidence in themselves and their future.
To coach a football team to win and to be good role models to others.
To be a leader in the youth group and in my church and bring others to Christ.
To become an honest leader in my nation and deal with corruption and poverty.
To have a business that can give many people jobs.
Call on a few students to share their answers.
“YOU MUST SEE IT, BEFORE YOU CAN SEIZE IT.”

– JOH N C . MA XW E L L –
Abraham is an example of a man who grabbed hold of a good vision from God.
Read aloud the story of Abraham on page 7 of the Student Guide. While you are reading, instruct
students to:
• Underline all of the things that God promises to give Abraham.

• Circle how Abraham responds to God’s promises.
Have students share their findings with the class.
G O ING D EE P E R ( 1 0 M IN UT E S)
Further explain the story of Abraham and how it relates to vision by reading the following:
God gave Abram a big vision. He told Abram he would become the father of a great nation and that nation
would be used by God to bless the world. God even changed Abram’s name to Abraham, which means “father
of many.” Abraham’s vision became identified with his own name.
Ask students, “Who here was given a name that has meaning? How does that affect your life’s vision?” Allow some
to share.
Maybe God has given you a vision like he gave to Abraham. Look back at your own vision statement. If God
has not given you a vision of your own, he may invite you to help accomplish a good vision he has given
another leader.
Remember, great achievements are preceded by great vision, and teams, not individuals, accomplish the greatest
achievements in history. You will need the help of others to achieve a vision. You want the people you influence to
support your vision, but they won’t devote themselves to a cause unless they are confident in you, your God-given
vision, and your ability to lead.
Discuss question 3 from page 8 of the Student Guide. Be sure students understand that like the story
of Abraham, sometimes God asks us to move out of our comfort zone to a place where he can use
us.

1898 B.C.
L IFE W ORK ( 1 0 M IN UT E S)
Proverb
“Good planning and hard work lead to prosperity, but hasty shortcuts lead to poverty.”
–PROVERBS 21:5
Prayer
“Lord, you have a calling and a plan for every one of us. We pray you show the vision for our lives that you
would like us to have. Help us see that vision clearly and seize it. Bring other people into our lives that have
the same vision so we can work together with them to accomplish it. We want to do these things, not for our
own sake or for our own fame, but for yours. Amen.”
Students may use this time to work on writing their own vision statement. Provide samples of effective vision
statements written by good leaders so they can become familiar with how the seven characteristics are
expressed. Allow them to discuss their ideas for their statement with their peers.
Examples:
To inspire young people to create a better world.
To help create strong families in thriving, healthy communities.
To become an evangelist who leads many to Christ.
To be an honest and upright politician, helping change our country for future generations.
To help others find true joy in life.
If you have access to God’s Word, look up Psalm 1, 23, and 32. Discuss how these Psalms paint a picture of a
blessed life, and how these descriptions are radically different than how the rest of the world views life.
10

UNIT 3:
I N TE GR I TY
LEAD E R SHIP Q U A L I T Y: IN T E G RIT Y ( 1 5 M IN UT E S)

Key Questions
1) What is integrity? (Being truthful by living in a way that matches your words and actions)
2) Why is integrity important? (Because integrity builds trust with others and increases influence)
Opening
• Review the Key Questions from Unit 2.
• Lifework sharing (Vision statements)
• Write the word “integrity” on the board. Have the students list synonyms, or similar words. Write (or
have an assistant write) the synonyms on the board so they can see if they are correct as the lesson is
taught.
SERVANT LEADERS HAVE INTEGRITY

Developing your leadership ability requires a number of different ingredients. The most important ingredient
by far is integrity. It is impossible to truly develop as a leader without also becoming a person of integrity. So
what is integrity? Integrity is being truthful by living in a way that matches your actions to your words. Many
people say they believe something and then act in a way that says otherwise. That’s what acting hypocritically means.
Unlike this, a person of integrity acts in a way that is consistent with their beliefs. People are more likely to follow you
if you are true to your word. Integrity builds trust with those around you.
Invite students to take the Integrity Quiz on page 10 of their Student Guide.
While they are taking the quiz, explain (in your own words) that their answers don’t need to be shared
with others, but who they are and what they do is fully known to God. This exercise helps reveal areas
where they are doing well, and areas that need improvement. Explain to students that although we
strive for “always” and “never”, the reality is that we do make mistakes “sometimes”. Share (an age appropriate
illustration from your own life) that no one is perfect and we are constantly in need of grace and striving for
growth in our lives.
Have students answer the following questions in groups of two or three:

1) Is there someone in your life you consider to be a person of integrity?
2) What does that person do that makes you think he or she has integrity? Call on a few students to
share their answers. Have them write their answers on page 10 in their Student Guide.
11

“IMAGE IS WHAT PEOPLE THINK WE ARE. INTEGRITY IS WHAT WE ACTUALLY ARE.”
History is full of examples of leaders who have lost their influence because they lacked integrity. It is also full
of people who have gone from being overlooked and dismissed to having great influence because they were
people of integrity. The story of Joseph is an example of this.
Read aloud the story of Joseph on pages 11-12 of the Student Guide. While you are reading, instruct students
to:
• Underline anything bad that happens in Joseph’s story.
• Circle the good things that help Joseph overcome bad circumstances and temptations. Have students
share their findings with the class.
Explain the story of Joseph and how it relates to integrity by reading the following:
Joseph’s story shows us he was a man who had integrity, and that no matter your position, you can grow in
your influence. With integrity and God’s blessing, you can even go from a low position to someone who earns
a high place of authority. Look at Joseph--he was sold into slavery and forced to serve a master in Egypt.
Because Joseph worked hard and had integrity in everything he was asked to do, God blessed Joseph. Because Joseph
worked hard, Potiphar recognised him for it. Potiphar could tell that God was with Joseph because of his character.
And as a result, Potiphar put Joseph in charge of his entire household!
Joseph’s influence increased because of his integrity. However, his integrity was ultimately put to the test when
Potiphar’s wife tried to tempt him to sleep with her. But even in the middle of temptation, Joseph did the right thing
and refused to give in to temptation. As a result, Potiphar’s wife became angry. She lied about Joseph, and he was
thrown in prison. But God continued to bless Joseph, even in prison. Integrity can be difficult to develop. We have to
be committed to doing the right thing, even if it means losing something important. It will often cost us something,
but integrity pays off in the long term. The good news is that God knows our heart, and he is pleased when we strive
to maintain our integrity, even when no one else knows about the choices we have made and things we have or have
not done to keep our integrity.
Have students record their answers to the reflection questions in their Student Guide on page 12 to
help measure their integrity. Highlight that when we act with integrity—like in the story of Joseph—
God will stand with us, give us favour, grant us wisdom, fill us with his spirit, and even move us to
places of authority where we can use our influence for good.
Ask a few students to share their answers.
Proverb
“People with integrity walk safely, but those who follow crooked paths will be exposed.”
–PROVERBS 10:9
12

Prayer
“Lord, sometimes my actions and words don’t line up the way they should. I’m sorry for the mistakes I have
made. Help me to become a person of integrity. I want to treat others well, even when they can’t give me
anything in return, because that’s how you treat me. You love me even when I haven’t done anything to
deserve it. Help me to love others that way too. Amen.”
After reading the story of Joseph, have students create their own illustration of integrity. They can write an
example or draw a picture. Have students share their illustrations with their neighbours. Once students have
had time to share examples with each other, call on a few students/groups to share their examples with the
rest of the group.
13

1446 B.C.
UNIT 4:
GR O W TH
LEA D E R SHIP Q U A L IT Y: G RO WT H ( 2 0 M IN UT E S)
Key Questions
1) How do leaders grow in their leadership? (Growth is the steady process of becoming who and what you
aim to be.)
2) What does growth require? (Growth requires focus, intentionality, and a sense of purpose.)
Opening
• Lifework sharing (Examples of integrity)
• Ask the students to give examples of the many ways in which we grow. List them on the board. (Age,
height, weight, knowledge, experience etc.)
Today they will learn about another way to grow!
SERVANT LEADERS GROW IN THEIR LEADERSHIP

You are probably starting to see it takes work to live out the leadership qualities being taught in this
program. One of the most important leadership laws that John C. Maxwell teaches is called the “Law of
Process”, which says “leadership develops daily, not in a day.” All of us need to grow into better leaders, but
growth is not an event, it’s a process. Growth does not happen instantaneously, or all at once, any more than climbing
a mountain happens by taking a single step. Both take a lot of time, energy, and hard work, but the rewards are worth
it. And good leaders never stop trying to grow—even when they’re old.
One of the most powerful words is potential. It’s a word based on possibilities—for success, fulfilment, and greatness.
Potential also implies the need for growth. Think of someone great right now. That person was not born great. They
grew into a great person over time. If you were to ask them how they did it they would probably tell you it took a lot
of work. Growth requires focus, intentionality, and a sense of purpose. Sometimes growth can be painful; you may
find yourself needing to give things up so you can keep growing better. Most importantly, growth requires that you be
teachable. You have to be willing to learn. Good leaders are able to acknowledge their own weaknesses, failures, and
shortcomings, but they are also determined to learn from them to grow into better leaders.
Have students discuss the following question in groups of two or three:
What is the connection between potential and growth?

14

Have students fill in the Growth Chart on page 14 of their Student Guide. If time allows, call on some
to share ways they want to grow.
One of the most amazing stories about growth in the Bible is through a stuttering shepherd named Moses
who turned out to be an incredible leader.
Read aloud the story of Moses on pages 15-16 of the Student Guide. While you are reading, instruct
students to:
• Underline ways Moses feels unprepared to do the job God has called him to do.
• Circle how God offers to help Moses.
Further explain the story of Moses and how it relates to growth by reading the following:
Moses was doing exactly what he was supposed to be doing—watching sheep—when all of a sudden
something out of the ordinary happened. Even though the mysteriously burning bush was scary and
unexpected, Moses overcame his fear and went to investigate. Exodus 3:4 says, “When the Lord saw
Moses coming to take a closer look, God called to him from the middle of the bush, “Moses! Moses!”
“Here I am!” Moses replied.” God’s voice scared Moses at first, but Moses overcame his fear and obeyed by
stepping closer so that he could hear what God wanted to tell him.
God asked Moses—a mere shepherd—to do something huge. He was told to go to Pharaoh and lead the Israelites
out of captivity and into freedom.
Moses doubted himself because he was just a shepherd and not good with words. But God reminded Moses that he
would be successful because of God’s power, not because of who Moses was or what he was or wasn’t good at.
Have the students fill in the charts on page 16 in their student books. Call on a few to share.
After Pharaoh let the Israelites go, he changed his mind and wanted all of his free laborers back. But God had another
outrageous plan for Moses--one that would show that it was God’s power at work and not Moses or any other man’s.
We can learn from the story of Moses that God will choose his leaders from ordinary people. He will ask us to do
big things, things that might even scare us at first or seem impossible. But it is His power that accomplishes these
things. Our job is to be faithful in what we are supposed to be doing every day until God gives us a special calling.
Then we, like Moses, must be brave enough to step forward and listen, see ourselves as God sees us, and obey. Over
time, Moses grew from a stuttering and stammering shepherd into the great prophet who led Israel out of captivity
in Egypt. Leadership develops daily, not in a day. When we allow God to do His work in us starting with our small,
daily tasks, God will be faithful to grow us into great leaders.
15

995 B.C.
Proverb
“Only a fool despises a parent’s discipline; whoever learns from correction is wise.”
–PROVERBS 15:5
Prayer
“Lord, I am so far from being perfect. I have many flaws, and I make mistakes every day. I know you have a
plan for my life, and you are generous to give me wisdom to know how I can grow into the kind of person you
want me to be. Help me to be more intentional about growing myself, even if it means I have to give things
up, take risks, and experience failure along the way. I know you care for me, and you are always there to help me
when I feel weak. Thank you. Amen.”
Review the leadership qualities taught so far in this program. This week, spend some time talking about:
Influence, Vision and Integrity. Ask the students to look back through their student books and tell what was
special to them from each of those lessons or what they’ve learned/observed/tried/practised so far. Celebrate
any achievements, successes and encourage any failures in the context of growth!
16

UNIT 5:
I N I TI ATI V E
L EAD E R SHIP Q U A L I T Y: IN IT IA T IVE ( 1 5 M IN UT E S)

Key Questions
1) What does it mean to show initiative? (Seeing something that needs to be done and having the courage
to start)
2) How do you live with intentionality? (Have a purpose for living, know your strengths and weaknesses,
prioritise your responsibilities, commit yourself to long-time responsibility, take action daily)
Opening
• Lifework sharing (Review 5 levels of leadership—could be a quiz or game or open sharing)
Ask the students to give a definition for “initiative.” Hear several responses. Then ask if anyone can give a word
that is the opposite of “initiative.” (Students may find this easier to do.) Hear several responses.
Tell them that today’s lesson will help them better understand this word.
SERVANT LEADERS SHOW INITIATIVE

Good leaders create ways for their team to win. They get things started and keep them going. Good leaders
know what they want and are willing to push themselves to achieve it, even if it means taking risks and
making mistakes along the way.
Every team needs someone who is brave enough to show initiative. John C. Maxwell teaches what he calls “The Law
of the Catalyst”, which says that all winning teams have players who can make things happen.
catalyst: something that causes activity between two or more persons or forces, a person or thing
that precipitates an event or change, a person whose talk, enthusiasm, or energy causes others to
be more friendly, enthusiastic, or energetic.
A catalyst is a person who shows initiative and allows the team to reach its potential; they are passionate, talented,
creative, generous, and influential. They are unwilling to accept defeat. Good leaders are catalysts for their team.
When no one else steps up to make things happen, the leader must show initiative for his or her team. According to
John C. Maxwell, three things contribute to a team’s victory.
17

Write the three things that contribute to a team’s dedication to victory on the board and have the students
fill in the information in their Student Guide.
1) Unified vision
2) Diversity of skills
3) A leader dedicated to victory and raising team members to their potential
“ VICTORIOUS LEADERS HAVE ONE THING IN COMMON: THEY SHARE AN

UNWILLINGNESS TO ACCEPT DEFEAT.”
If you want to start showing greater initiative, you have to start living with purpose. To start living with purpose, you
must do the following:
Write the four ways to start living with purpose on the board and have the students fill in the information in
their Student Guide on page 18.
1) Have a purpose worth living for

2) Know your own strengths and weaknesses
3) Prioritise your responsibilities
4) Commit yourself to long-term achievement
To help students live with purpose, have them fill out question #3 in their Student Guide. They will need to
craft a short statement to say every day as a reminder of what they are living for. For example: “It’s not about
me, it’s all about God, and I can do all things in His strength today.”
David is a great example of someone who lived his life with courage and purpose, beginning at a young age.
SC R IPT U R E E N G A G E M E N T ( 2 5 M IN UT E S)
Read aloud the story of David on pages 19-20 of the Student Guide. While you are reading, instruct
students to:
• Underline the outward and inward descriptions of David. Put a star by his most important trait. (His
heart—God was with him)
• Circle all things David had the courage to do. (volunteered to fight the giant, prepared himself by gathering
stones and sling, ran toward giant to attack instead of running away in fear, called on God’s name to win,
fought lion and bear, trusted God)
Further explain how the story of David relates to initiative by reading the following:
Samuel obeyed the plan God gave him to safely identify and anoint David as the future king of Israel.
Meanwhile, David was tending sheep. Little did he know that while watching the sheep, he was being trained to use
a slingshot, face threats like bears and lions, and grow a deep and confident trust in His powerful God. By faithfully
going about his daily duties, God had prepared David ahead of time so that he was ready to move when it came time
for him to take action. David had never fought a giant before, but when his people needed a hero, he had confidence
to step forward. If his God had saved him from lions and bears, he would surely protect him from this giant!
Have students answer the reflection questions in their Student Guide. Call on some to share.
18

Proverb
“A prudent person foresees danger and takes precautions. The simpleton goes blindly on and
suffers the consequences.” –PROVERBS 27:12
Prayer
“Lord, help me to start living more intentionally. I want to be an effective leader who can think ahead, inspire
others to act, and create momentum for our team. Help me to discern the right course of action when things
are not clear. Amen.”
Have the students write a paragraph about what they believe their purpose for living is and another paragraph
on their strengths and weaknesses.
19

580 B.C.
UNIT 6:
S EL F-D I SC I P LI N E
LEADER SHIP Q U A L IT Y: SE LF-D ISCIP LIN E ( 1 5 M IN UTES)

Key Questions
1) What is self-discipline? (It is the ability to control your feelings and actions.)
2) Why is self-discipline important? (Leadership doesn’t develop in a day. It takes time, so you need discipline
to develop leadership skills.)
Opening
• Lifework sharing (purpose for living, strengths and weaknesses)
• Take 2 minutes to write as many reasons as you can think of why self-discipline is important for a leader.
Share ideas, then decide together what are the three most important.
SERVANT LEADERS HAVE SELF-DISCIPLINE

By this point, you’re probably realising that becoming a better leader takes a lot of work. Not one of the
leadership qualities taught in this programme can be mastered in a day. It takes time. Leadership starts with
leading yourself, and one of the best ways you can lead yourself is by becoming a person of self-discipline.
Self-discipline is the ability to control your feelings and actions. Sometimes you might be tempted to stop leading or
to stop developing these leadership qualities in yourself. You might be disappointed because you don’t think you are
making much progress. You might want to act selfishly. These are reasons you need self-discipline. You cannot be a
good leader without it.
Instruct students to answer question 1 in their Student Guide.
Great athletes do not become great because they were born that way or because they took shortcuts. They
become great because they spend hours practising their sport and training their minds and bodies. That kind
of dedication takes self-discipline, and it’s easy to see that self-discipline has its benefits.
“LEADERSHIP DEVELOPS DAILY, NOT IN A DAY.”

Have students fill in the chart and answer question 3 on page 22 of their Student Guide.
20

So how do you become more self-disciplined? Here are some helpful suggestions from John C. Maxwell:
Write the five suggestions on how to be self-disciplined on the board and have the students fill in the
information in their Student Guide on page 22.
1) Identify and remain true to your values
2) Make a disciplined lifestyle your goal
3) Challenge your excuses
4) Remove rewards until you finish the job
5) Stay focused on the results
Daniel is a great example of what it means to be self-disciplined.
Read aloud the story of Daniel on page 23 of the Student Guide. While you are reading, instruct
students to:
• Underline all the phrases in the text that challenged Daniel’s self-discipline.
• Circle all the phrases in the text that show Daniel’s obedience to God. (“as usual”, “three times a day”,
“just as he had always done”)
• Have students share their findings with the class.
Further explain the story of Daniel and how it relates to self-discipline by reading the following:
Daniel lived a life of self-discipline, starting when he was young. When he was first brought to Babylon with
his friends, Daniel was enrolled in a special school and training programmme with many other students. For
the programme, the Babylonians wanted Daniel to eat the meat from the king’s table, but Daniel refused
because he knew it would violate his values. He requested that he and his friends be allowed to eat only vegetables
and water. After ten days, the servants of the king saw that Daniel and his friends were both healthier and smarter
than the others. Whether it was eating the right food or praying to God every night, Daniel had the self-discipline he
needed to do the right thing when it counted.
Some people might be tempted to stop doing what they know they should do. An athlete might be tempted to not
train for a week because of rain. Daniel certainly had reasons to stop praying every day. His life was at stake! He
knew he could be killed if he was caught praying, but as soon as he heard about the king’s new command, what did
he do? He went to pray. That is what it means to be self-disciplined: doing what’s right no matter what.
God rewarded Daniel’s self-discipline for two reasons. First, Daniel’s self-discipline in praying was obedience to God’s
commands. Second, by praying to God after hearing about the new command from the king to pray only to the king,
Daniel was admitting his need for God’s help. God did help Daniel. He saved him from being killed in the lion’s den.
After the king found out God had rescued Daniel, he restored Daniel to his position of influence and authority in
Babylon.
21

483 B.C.
Proverb
“A person without self-control is like a city with broken-down walls.”
–PROVERBS 25:28
Prayer
“Lord, give us a spirit of power, love, and self-discipline. It is hard to try and do the right thing, but we know
the kind of people you want us to be, and we want to work as hard as we can to be that kind of people. Give
us the strength and diligence we need to grow into good leaders. Amen.”
Have students select an area in their lives in which they need more self-discipline. Then they are to make a
list of the excuses they use that keep them from improving in this area. Next to each excuse, students are to
write a challenge that will conquer that excuse. Have them pray and ask God for help in this each day, knowing
that without his power and strength, we can do nothing. This activity can be done individually or with a peer.
22

UNIT 7:
T IM I N G
LEA D E R SHIP Q U A LIT Y: T IM IN G ( 1 5 M IN UT E S)

Key Questions
1) What is timing? (knowing when to act or when to step up and lead)
2) How will you know when the right time to act has come? (needs around you, opportunities before you,
influencers behind you, successes under you, courage within you)
Opening
• Lifework sharing (list of values and priorities and why they are important)
• Ask the students to name some things in life that require timing. Hear several responses.
SERVANT LEADERS HAVE GOOD TIMING

Over the past several weeks, we have been focusing on how you can become a better leader. This week is all
about knowing when you should step up and lead. This lesson is all about timing.
When the right leader and the right moment come together, incredible things happen. It’s not enough to know what
the right decision is as a leader; you have to know when to act on that decision. Knowing when to act is just as
important as knowing how to act. To help you decide when it’s the right time to seize an opportunity, consider the
following:
Write the five characteristics in bold below on the board. As you define/explain them, the students will fill in
the blanks in their Student Guide on page 25.
1) Be aware of the needs of others: When you uncover the needs of the people in your life, there you
will find new opportunities to lead.
2) Look for opportunities to lead: You cannot find opportunities to make a difference unless you are
looking for them.
3) Ask for advice from other leaders: Ask your biggest influencers how they feel about a decision you
are going to make before you make it.
4) Learn from past successes: Experience is a great teacher. Take time to remember your past successes
and ask yourself what you can learn from them.
5) Act quickly and with courage: Taking advantage of the right moments as a leader requires courage.
Once a decision has been made, a good leader moves forward with that decision despite any fear or
hesitation they have.
23

Think of a mistake you made recently. If you could go back and change your timing, how would it have ended
differently? What can you learn and do differently in the future? Ask students to fill out questions 2 & 3
in their Student Guide. (Correct order: Stop! Look at the Situation. Determine the right action. Act!)
Esther is a great example of a leader who understood the importance of knowing when to lead.
Read aloud the story of Esther on pages 25-26 of the Student Guide. While you are reading, instruct
students to:
• Underline what Esther asks Mordecai to do before she goes to the king.
• Circle the things Esther does that lead to her success.
Further explain the story of Esther and how it relates to timing by reading the following:
Esther was put in a very difficult position when Mordecai revealed to her that her people were all going to
be killed. She knew she needed to ask the king to change his decree, but she also knew it was illegal for her
to go before the king in the midst of his court. She could have been put to death for doing it. If she failed to
go to the king and ask for his help, she would have to watch all of her people die. It’s easy to see why Esther asked
Mordecai and the other Jews to fast. She wanted to spend time reflecting and praying to make sure she could make
the right decision at the right time. And she did.
God may have placed a desire in your heart that requires you to wait for the right timing. An example could be a
student who wants to become a doctor to help people. The reality is, they need to finish school and become educated
first. But there is a lot they can do now--like study hard, get good grades, and learn to be a good listener that will
help them be a better doctor when the time is right. Ask students to think of more things they can do in the waiting
time to have a better chance of success when the time is right. (hint—What did Esther ask Mordecai and the Jews
to do for 3 days on her behalf?)
Knowing the right action and the right time to act can be the difference between success and failure.
Here is how John C. Maxwell relates actions and timing:
Write the four actions and timings on the board. Ask the students to fill in the information in their
Student Guide on page 27.
1) The wrong action at the wrong time leads to disaster.

2) The right action at the wrong time leads to resistance.
3) The wrong action at the right time is a mistake.
4) The right action at the right time results in success.
Have students discuss the following questions in groups of two or three:
1) Is now a good time for you to take action in your leadership?

2) How can you tell when it is the right time to lead?
Call on a few students to share their answers

24

Proverb
“Trust in the Lord with all your heart; do not depend on your own understanding. Seek his will
in all you do, and he will show you which path to take.” –PROVERBS 3:5-6
Prayer
“Lord, you know all things, and you see all things. You always know the right thing for us to do and the right
time for us to do it. Help us to see things through your eyes so we can know the right thing to do and when
to do it. We believe you are faithful, and you will help us. Amen.”
Allow the students to role-play with their peers. Divide the class into four groups, or more, if needed. Assign
each of them one of the statements below. In their group, have them brainstorm a real or fictional scenario
that fits the statement and act it out. If time permits, they can act it out in front of the class, asking if anyone
can tell which statement it represents.
1) The wrong action at the wrong time leads to disaster.

2) The right action at the wrong time leads to resistance.
3) The wrong action at the right time is a mistake.
4) The right action at the right time results in success.
25

UNIT 8:
T EA M WO R K
L EAD E R SHIP Q U A L IT Y: T E A M WO RK ( 1 5 M IN UT E S )
Key Questions
1) Why do good leaders spend time developing a team? (People want to follow a leader who understands
that you can get more done when you work together.)
2) Why should potential leaders serve others? (Serving others brings joy as you invest in the lives of others
and watch them grow and succeed.)
Opening
• Lifework sharing (leadership plan and timeline)
• Ask this question: How do you develop a winning team? Write the answers the students offer on the
board.
• Tell them that in today’s lesson, they will learn if these answers are correct.
SERVANT LEADERS KNOW THE VALUE OF TEAMWORK

When there is a large task at hand, more can get done faster when many are involved. There is an old saying,
“many hands make light work”. We see this concept played out in nature. A single ant is capable of moving
things 10-50 times their own bodyweight. If you leave food on the ground, I’m sure you’ve witnessed how fast
they are able to organise and work together to get it from your home to theirs!
Ask students to think of at least 3 reasons why it would be better to work together than to work alone. After
about 30 seconds-1 minute, ask if they would prefer to work on coming up with solutions in groups.
After giving them some time to work together, ask for volunteers to share their group’s answers and
see how many you can come up with.
When it comes to teamwork, more people doesn’t guarantee that the work will get done quickly or easily.
One of the most important ingredients to working as a team is working together. A successful team has a
unified vision. A leader will see the vision clearly and communicate it to their team constantly so that they
can work together.
Unity is the glue that holds the team together--especially when challenges come. Like in the story of Nehemiah.
26

432 B.C.
Read aloud the story of Nehemiah on page 30 of the Student Guide. While you are reading, instruct
students to:
• Underline the phrases that show Nehemiah’s challenges.

• Circle the phrases that show who or what God put in place to help Nehemiah succeed.
Further explain this story of Nehemiah and how it relates to relationships by reading the following:
Nehemiah is a great example of someone who was able to get a large group of people to work together and
rebuild the wall of Jerusalem. After Nehemiah was given a vision to rebuild the wall in his home city, the first
thing he did was pray to ask God to help him fulfill this vision. Once God affirmed that Nehemiah was to lead
this effort, he got permission from the king to temporarily leave his usual job and go help his people to rebuild. His
fellow citizens saw that Nehemiah understood their plight and rallied around his vision. Nehemiah honoured each
individual on the team by organising according to skills and delegating their specific duties clearly and concisely. Even
when their enemies made fun of their efforts, the rebuilding team remained unified and determined to complete the
task at hand and got it done quickly, in just 52 days!
What great things happened because Nehemiah took the lead?
Like Nehemiah, share why you think God has placed you where you are right now and a vision he has given
you to do something good for people here in your own community. When you lead a team, their loyalty to
you and the cause will increase, and they will work harder to help you achieve a greater goal together.
“ P E O P L E D O N ’ T C A R E H OW M U C H YO U K N OW, U N T I L T H E Y K N OW H OW
M U C H YO U C A R E .”
Proverb
“Without wise leadership, a nation falls; there is safety in having many advisers.”
–PROVERBS 11:14
27

Prayer
“Lord, thank you for all of the people you have brought into my life. Help me to work on developing positive
relationships. Help me to start caring about others more than I care about myself. I want to serve others the
way Jesus did. Amen.”
Ask students: “Is there something God has asked you to do that seems too hard to do on your own?” Write
down what it is and the names of people who could help you in your Student Guide.
28

3 B.C.
UNIT 9:
AT TI TU D E
LEAD E R SHIP Q U A L IT Y: A T T IT UD E ( 1 5 M IN UT E S)
Key Questions
• What is attitude? (an emotion you demonstrate through your actions)
• How can I change my attitude? (by choosing to change how I think, by trusting in God)
Opening
• Lifework sharing (community problem and plan, plus the team to make a difference)
Divide students into 2 groups. Instruct each group to come up with skits showcasing two different
attitudes that clearly demonstrate the opposite ways someone could respond to this scenario.
Scenario: You are the cook at a cafe. The dishwasher and server left unexpectedly, and now you are
in charge of all the cooking, cleaning and serving for no extra pay.
SERVANT LEADERS HAVE A GOOD ATTITUDE

Attitude can make a great difference in your life because it impacts your ability to lead yourself and
others well. What is attitude? Attitude is an emotion you show by how you act. Your attitude colours
every aspect of your life. It is like the mind’s paintbrush. It can paint everything in bright, vibrant
colours – creating a masterpiece. Or it can make everything dark and dreary. Your attitude might be affected
by anything from your personality to your experiences to your family and friends, but one thing is clear: your
attitude affects everything.
Instruct students to do exercises 1 and 2 in their Student Guide
Have students discuss the following questions in groups of two or three

1) Is there anyone in your life who consistently has a good attitude?
2) How has having a bad attitude affected you in the past?
Instruct students to fill out exercises 3 and 4 in their Student Guide
Attitude is a choice. There are going to be times in your life when you don’t feel like being happy or kind, but
you can still choose to be. There will be times when you are in bad situations that make it hard for you to be
positive, but you can still choose to be. This happened to a girl named Mary.
29

“ALL T HI NG S B E ING E Q UAL , AT TI TUD E W I N S . A L L TH I NGS NOT B E I NG E QUAL ,
AT TITUDE S OME TI ME S S TI L L W I N S .”
– JO H N C . MA XW E L L –
Read aloud the story of Mary on page 34 of the Student Guide. While you are reading, instruct
students to:
• Go back through the story of Mary and put a sad face by all the things that could have given Mary a bad
attitude.
• Put a star by anything (or anyone) that positively affected Mary’s attitude or encouraged her.
• Answer questions on page 35.
Explain the story and how it relates to attitude by reading the following:
If anybody was put in a situation where they might be expected to have a bad attitude, it was Mary. She was
given a divine calling to do something that would cause those around her to doubt her, make fun of her, and
even reject her. However, Mary accepts her calling from God and rejoices in his goodness. When she shared
her news with her friend Elizabeth, her good and godly friend affirms Mary’s calling, encouraging her to look past the
negative things people were saying and to focus on the fact that God had singled her out and blessed her with a very
special and high calling--to be a part of a very special plan and help fulfill the promise to send a Saviour.
Your attitude to trust God has a huge influence on the way you see the world, your work, and the people around you.
Your attitude can make all the difference in how you decide to act when things are not going well for you. The best
way to change your attitude is to change your thoughts. Just like Mary, you can choose to think positive thoughts and
surround yourself with friends who will speak truth to you in the hard times. You can focus on knowing that God cares
about you. He is committed to taking care of you, even when things go wrong. When you put your faith in this truth
and act on it every day, you will develop the attitude you need to grow as a leader.
How can having a positive attitude help you become a better leader?
How can you work to change your attitude this week?
What worries and cares can you give to God because he cares for you?
Proverb
“Joyful is the person who finds wisdom, the one who gains understanding.” –PROVERBS 3:13
Review the Key Questions for the lesson. Accept any answers that are close, correcting them as
needed.
30

Prayer
“Lord, thank you for caring about me and promising to watch over me. Help me to trust you more and more
every day, and help me to have a better attitude about life. Sometimes it is hard for me to feel joy, but I know
you can help me. Amen.”
Call a few students to come to the front of the class and role-play an example of leadership with a positive
attitude and a negative attitude. Pick two leaders. Ask one to put on a negative attitude and the other to put
on a positive one. Ask them to say things about people based on their attitude type. Then give the group
something to do. Ask the students which leader they would rather work with and why.
The purpose of the exercise is to show the power of a positive attitude. Students should notice that they
would be much more likely to follow someone with a positive attitude than a negative one.
31

UNIT 10:
P RI O R I TI E S
L EAD E R SHIP Q U A L I T Y: P RIO RIT IE S ( 2 0 M IN UT E S)

Key Questions
1) Why are priorities so important? (They allow you to manage time, which is a leader’s greatest asset.)
2) How do you manage the priorities in your life? (By knowing what’s most important and choosing to do
things in the right order daily.)
Opening
• Lifework sharing (experiences and attitudes chart and conclusions)
• Ask the students to give a definition of “priorities.” Hear several answers and write them on the board.
SERVANT LEADERS KNOW THEIR PRIORITIES

As your responsibilities increase as a leader, the sheer number of things you need to do can become
overwhelming. There is, after all, only so much time in one day to get things done. Indeed, time is a leader’s
most valuable commodity. Consider this: would you rather save time or money? Some people might say
money, but most good leaders say time. This is because when we make money mistakes, they can often be fixed.
However, once your time is gone, it’s gone forever. There is no way to get it back. It matters how you choose to spend
your time during any given day. This is why it is so important for a leader to understand priorities.
Have students fill out the chart on page 37 of their Student Guide.
Priorities help you determine how you spend your time. They help you decide which actions or decisions deserve your
attention the most. To help you understand the power of good priorities, John C. Maxwell teaches the Pareto Principle.
This principle states that if you, as a leader, invest time, money, energy, and personnel into the top 20 percent of your
priorities, you will get 80 percent of your production from that.
Example: If you have ten tasks to do, then doing the two most important tasks will help you more than doing the
eight least important tasks.
Jesus prioritised time with his disciples. For example, he spent more time with Peter, James, and John than all the
other disciples because he wanted to invest especially in their development. These three leaders became known as
pillars of the early Church (Galatians 2:9). Leaders never advance to a point where they no longer need to prioritise.
Understanding priorities will always be important.
32

26-30 A.D.
Now that you have explained the Pareto Principle, have students circle their top 2 priorities on their
chart on page 37 of their Student Guide.
Read aloud the story of Jesus’ teaching about priorities on pages 38 of the Student Guide. While you
are reading, instruct students to:
• Underline what Satan tried to tempt Jesus with.

• Circle what Jesus said in response to each of Satan’s temptations.
G O ING DE E P E R ( 5 M IN UT E S)
Seeking God’s Kingdom means coming to Jesus in order to love him, learn from him, and serve him. Only
when we prioritize this above all things will we find true and lasting success as leaders. Jesus being tempted
by Satan in the wilderness is such a powerful example of the fact that Jesus truly understands his life and
mission. Jesus clearly understands that he has come to earth not only to proclaim the Good News of the Gospel but
also to carry it out. Nothing can tempt him away from his mission. Even in his hungry and weakened state, Jesus is
not distracted by being offered something as small as food or as big as popularity and power. Jesus’ dedication to his
mission and understanding of his priorities drives every decision--big and small--that he makes.
Proverb
“How much better to get wisdom than gold, and good judgment than silver!”
–PROVERBS 16:16
Prayer
“Lord, sometimes life overwhelms us with things to do. We have to make decisions about how we are going
to spend our time. I pray that you will help me spend my time wisely and in a way that pleases you. Help me
to prioritise things well, so that I can continue to grow as a leader for you. Help me seek your Kingdom first
and help me trust you to meet all my needs. Amen.”
Have students make a list of all the responsibilities they have during the week. Then have them prioritise their
lists so that they can be more responsible. They can work with a peer(s) or individually.
33

34

26-30 A.D.
UNIT 11:
R E L AT I O N SH I P S
L EADER SHIP Q U A L IT Y : RE LA T IO N SHIP S ( 1 5 M IN UT ES)

Key Questions
1) Why do good leaders spend time developing relationships? (People want to follow a leader who understands
them, loves them, and helps them achieve their own goals.)
2) Why should potential leaders serve others? (Serving others brings joy as you invest in the lives of others
and watch them grow and succeed.)
Opening
• Lifework sharing (priorities list)
• Have students complete the relationships quiz on page 40 of their Student Guide.
• After they take the quiz, have them answer questions 1 and 2 in their Student Guides.
SERVANT LEADERS STRENGTHEN THEIR RELATIONSHIPS

The relationship between leaders and their followers is important. To understand good leadership, you have
to know the value of relationships. The greatest joys of life are often shared with others. One of the greatest
joys in life is serving others. As a leader you get to serve the people who follow you. As you invest in your
relationships with members of your team, you will see their trust and confidence in you as their leader increase. They
will be more willing to follow you if they know you value and care for them. You are inviting them to join you on a
journey to serve others. You cannot expect them to be willing to follow you in serving others if you do not serve them
first. Here are some ways you can start serving others today:
Write the six ways you can start serving others in bold below on the board. As you define/explain them, have the
students fill in the blanks of each in their Student Guide on page 41.
1) Do your best: Voluntarily give beyond what is required.

2) Do for others what they cannot do for themselves: Offer your unique skills, resources, and
connections and be willing to help others.
3) Be the first to help: Don’t sit back and wait. When there is a need or opportunity, always be the first
one to offer to help.
4) Add value to people: If you don’t add value to a person, he or she will never feel important in your presence.
5) Give without expecting anything in return: You do the most good when you are doing something
good for others.
6) Help people win: Don’t approaching life as a competition trying to beat someone else in order to win.
Instead, encourage cooperation so everyone can win.
Jesus is the best example of a leader who demonstrated understanding and serving others.
35

Read aloud the story of Jesus and his disciples on pages 41-42 of the Student Guide. While you are
reading, instruct students to:
• Underline what Jesus says.

• Circle what Jesus does.
• Put a box around the phrase that shows Peter’s understanding of the lesson Jesus is teaching.
Further explain this story of Jesus and how it relates to relationships by reading the following:
Many people think of a leader as the person with the most strength or power in the room, bossing others
around and telling them what to do. However, the opposite is what the Bible and Jesus teach us is true--the
best leaders are the first to serve others. Jesus’ washing of the disciples’ feet demonstrates the kind of
servant leadership Jesus expected of his followers. By washing their feet, Jesus showed his absolute love for them.
Jesus’ washing his disciples feet signified the washing away of their sins that would come through his death. Afterward,
he discussed this lesson to make sure they understood what he wanted them to do--to trust him and serve others.
Why did Peter not want Jesus to wash his feet? What made Peter change his mind? (Answer:
Washing feet was not something a “king” did--it was the most lowly position. He changed
his mind when he realised the lesson Jesus was trying to teach him.)
Like Jesus, you will need to invest time and energy building relationships with others. The best way to do that
is to serve them. This will give you the fastest way to build empathy, understanding and build trust as you
develop relationships with others. As you serve others and build relationships with them, their loyalty will
increase as will their drive to work harder to help you and your team achieve amazing things.
36

“ P E O P L E D O N ’ T C A R E H OW M U C H YO U K N OW, U N T I L T H E Y K N OW H OW
M U C H YO U C A R E .”
Proverb
“As iron sharpens iron, so a friend sharpens a friend.” –PROVERBS 27:17
Prayer
“Lord, thank you for all of the people you have brought into my life. Help me to work on developing positive
relationships. Help me to start caring about others more than I care about myself. I want to serve others the
way Jesus did. Amen.”
Ask students: Are there relationships in your own life that can be developed or deepened? Write down some
names in your student book.
37

UNIT 12:
R ES P ON SI B I LI TY
L EADER SHIP Q U A L IT Y : RE SP O N SIB ILIT Y ( 1 5 M IN UT ES)

Key Questions
After participating in this lesson, students should be able to answer the following key questions:
1) What is responsibility? (the ability to make and keep commitments)
2) How does increasing in leadership ability affect your responsibility? (As leadership authority increases, a
leader’s sense of responsibility must increase.)
Opening
• Lifework sharing (week of service)
• Have students complete exercises 1 and 2 in their Student Guides on page 44.
SERVANT LEADERS ACCEPT RESPONSIBILITY

As you grow into a better leader, you will be able to delegate more tasks to your skilled team members.
However, the one thing a leader can never fully delegate is responsibility. Ultimately, all responsibility in a
team goes back to the leader, and a good leader owns that responsibility and takes action with it.
Responsibility is the ability to make and keep commitments. It is putting the team and organisation ahead of
one’s own desires. There are many people in the world who would rather focus on their rights rather than their
responsibilities. They want to focus on what others should do for them rather than what they should do for others.
This is a selfish mentality that good leaders refuse to accept. Because they accept responsibility for their actions and
are driven by a sense of excellence, good leaders always work hard, go the extra mile, and finish what they start,
regardless of the situation.
Instruct students to complete exercises 3 & 4 in their Student Guides on page 44.
As you increase in your leadership ability, the amount of responsibility you have increases. It almost never
decreases. This means that your team members are going to need to depend on you to uphold your
responsibilities. John C. Maxwell differentiates between four types of leaders and how they take responsibility.
38

30 A.D.
Write the four types of leaders in bold below on the board. As you define/explain them, have the students
write the short description of each in their Student Guide on page 44.
1) The dropouts give up and fail to take responsibility.

2) The cop-outs make excuses for why they aren’t responsible.
3) The hold-outs wait too long to take responsibility.
4) The all-outs own the responsibility and take action.
Sometimes being an “all-out” leader means making radical decisions to take responsibility for your actions
and the actions of your team members. Jesus is the ultimate example of this.
Read aloud the story of Jesus on pages 45 of the Student Guide. While you are reading, instruct
students to:
• Underline the accusations against Jesus.

• Circle his responses.
• Put a box around the part where the Roman soldiers realise Jesus’ actual identity.
Further explain the story of Jesus and how it relates to responsibility by reading the following:
Jesus is the ultimate example of someone who made a commitment and kept it, despite a very high cost.
Jesus was sent to this earth to die. Can you imagine living every day knowing that your sole purpose was to
die in someone else’s place? And by dying on the cross, Jesus was doing so much more than simply fulfilling
a responsibility--he was living his destiny at the cost of his own life.
Discuss as a group: What are the things that help us complete even the most difficult responsibilities?
(Answers: Love for others, a complete trust in God, committing our lives to his Spirit, allowing God
to lead us into greater and greater levels of responsibility to fulfill his purpose. Laying down our own
lives for others.)
L IFE W O RK ( 1 0 M IN UT E S)
Proverb
“Don’t excuse yourself by saying, ‘Look, we didn’t know.’ For God understands all hearts, and
he sees you.” –PROVERBS 24:12A
39

Prayer
“Lord, I sin often, and sometimes I don’t want to accept responsibility for my bad choices. Help me to take
responsibility for my actions. I am sorry for the bad things I have done. Thank you for being full of love and
mercy towards me. Please give me the power to accept responsibility bravely and to do the right and
responsible thing in the future. Amen.”
Have students write a note to someone (past or present) who has shown great responsibility--maybe even
giving up something of great cost to remain committed to a greater cause. (Example: Dear Great Grandfather,
Thank you defending our land and giving it to our family so we could farm and feed ourselves and others. It
would have been easier to leave when you were under attack, but you stayed and fought for us even before
we were born. Thank you for committing to a cause that was greater than yourself.)
40

30 A.D.
UNIT 13:
CO M M U N I C ATI ON
L EADER SHIP Q U A L IT Y : CO M M UN ICA T IO N ( 2 0 M IN UTES)

Key Questions
1) Why should you want to communicate well with others? (to use your relationship to help others clearly
understand a goal and work together to achieve it)
2) How should you communicate with people? (by connecting with them, being clear with them, and including
them)
Opening
• Lifework sharing (share improvements & celebrate growth)
• Ask the students: What makes a person a good communicator? Have students answer questions 1-3 in
their Student Guide. Hear several responses.
Tell them they will learn if their responses are correct in today’s lesson.
SERVANT LEADERS KNOW HOW TO COMMUNICATE

Words can be the most powerful and the most dangerous tools for a leader. With his or her speech, a leader
can encourage, inspire, teach, and direct others, or a leader can discourage, curse, misguide, and hurt others.
As the early Christian leader James says, “Indeed, we all make many mistakes. For if we could
control our tongues, we would be perfect and could also control ourselves in every other way. We
can make a large horse go wherever we want by means of a small bit in its mouth. And a small rudder
makes a huge ship turn wherever the pilot chooses to go, even though the winds are strong. In the
same way, the tongue is a small thing that makes grand speeches”–JAMES 3:2-5. Learning to communicate
with people can make a huge difference in leadership, but this raises a few questions.
“COMMUNICATION INCREASES CONNECTION.”

First, why is communication so important? One of the reasons you want to communicate well with others is to bring
about understanding. Good communication helps people understand the vision, recognise their responsibilities, and
avoid confusion. Communicating with others also helps you to develop relationships with people on your team. Too
many relationships fall apart because of communication problems. Learning to communicate well with your family,
friends, and team can help you avoid those problems in the future. Communication is also a great way to add value
to others. It doesn’t take much effort on your part to speak a kind word of encouragement or affirmation to other
people, and even though it seems like a small thing, sometimes it can make all the difference.
41

Why is good communication important for a leader?

How should you communicate with people?
Call on a few students to share their group’s answers.
Instruct students to complete questions 4 and 5 in their Student Guide.
There are some people who sound like they were born with the ability to communicate, and, for some people,
communicating might be easier than it is for others. However, the good news is that there are a few things
you can start practising to improve your communication with others.
Write the three things in bold below you can do to improve your communication on the board. As you define/
explain them, have the students write each of the following in their Student Guide on page 48.
1) Connect with people. Meet people where they are, figure out what makes you the same and how you
can connect, and try to develop a good relationship with them.
2) Be clear. Good communication makes information and instructions easy to understand, and the leader
takes responsibility for that. If you are unclear with your team members, they won’t understand your
expectations as their leader, and this may create problems in the future.
3) Include others. Your communication should be interactive rather than one sided. Sometimes the best
thing you can do to improve communication with others is listen to them first.
There are a lot of great communicators in the Bible, Jesus being one of the best. But today we are going to
learn from two of his students, Peter and John.
Read aloud the story of Peter and John on pages 49-50 of the Student Guide. While you are reading,
instruct students to:
• Circle what the lame man asked for.

• Underline Peter’s response to the lame man and to the council’s accusation of his crime.
Further explain this story of Peter and how it relates to communication by reading the following:
Wise leaders are good listeners who always stay on mission. Sometimes what someone is asking for is not
actually what they want or need. Leaders can listen and hear the deeper question, as in the case of the lame
man asking for money. While money would have been a short-term solution to this man’s need, Peter listened
harder and discerned that what the man truly desired was healing.
The same was true when, once again, Peter and John were asked to defend themselves in front of the council. Rather
than presenting a defence to get him out of a tough situation, Peter took his opportunity of a captive audience to do
what he was destined to do--proclaim the Good News. And while it may not have been what the council wanted to
hear, it was what they needed to hear. Peter and John were not afraid to clearly proclaim the truth, even when it was
not what people were expecting to hear.
42

Proverb
“From a wise mind comes wise speech; the words of the wise are persuasive.”
–PROVERBS 16:23
Prayer
“Lord, help me to be more intentional about what I say to other people. Help my words to be truthful,
encouraging, and loving. I pray that you will help me to avoid cursing or hurting others with my words. I
cannot tame my own tongue, but you can help me. Amen.”
Divide the students into groups. Each group is to write a sketch showing good and poor communication skills
of someone in a leadership position with a specific setting and situation. They will role-play their sketches in
class next week.
43

UNIT 14:
D E V E LO P I N G
L EA D E R S
LEADERSHIP QUALITY: DEVELOPING LEADERS (20 MINUTES)

Key Questions
After participating in this lesson, students should be able to answer the following key questions:
1) What does it mean to lead well? (to expand the potential for success of the team by helping others reach
their full potential)
2) How can you multiply your effectiveness as a leader? (by having other leaders on your team)
Opening
• Lifework sharing (communication plan)
• Ask students to raise their hands if they would like to develop other leaders as they grow in their
leadership skills.
Tell them that they will learn how to do just this in the lesson today.
SERVANT LEADERS DEVELOP OTHER LEADERS
What is your goal as a leader? Is it to do big things? Is it to make improvements that last? Is it to help many
people? What is the key to achieving these things?
Until now, we have focused our attention on you as a leader and your relationship with the people you influence—
your followers. However, as a leader if you only lead followers, you may not be able to achieve your goals. The more
you lead, the bigger your challenges will become. And the more leaders you will need to have around you to call on
for help and teamwork. Not only must you be able to lead yourself and others well, but great leaders also develop
other leaders around them. As John C. Maxwell teaches, leading well is not about enriching yourself; it’s about
empowering others to reach their full potential. As a leader, you should strive to develop other leaders within your
team or organisation. Having other leaders on your team can help to multiply your effectiveness and help your team
or efforts achieve great success.
Think back to the five levels of leadership that we learned at the beginning of the program. The fourth level is known
as the “People Development” level. At this level, leaders invest their time and energy in other potential leaders on
their team or within their organisation to help them grow. Being at this level will set you apart from most other
leaders in the world, and you will be rewarded for it.
44

25-65 A.D.
Instruct students to complete questions 1 and 2 in their Student Guide.
Developing people within your organisation will help to ensure the fulfilment of your goals as well as the
long-term growth and success of your organisation. Here are some ways you can practise helping others
develop:
Write seven ways (in bold below) you can practise developing people on the board. As you define/explain
them, have the students write the short description of each in their Student Guide on page 54.
1) Recruiting. Find the best people possible for your team

2) Positioning. Place the right people in the right places within the team
3) Modelling. Show others how to lead
4) Equipping. Help others do their jobs well
5) Developing. Teach your team members to live life well
6) Empowering. Enable others to achieve success
7) Measuring. Evaluate the people
We are going to take a look at someone who grew up using his influence for evil--to persecute Jesus’
followers-- until God radically changed his life. After giving his life to Christ, Paul not only became one of the
greatest church leaders in history, but he spent the rest of his life calling out the potential in others and doing
everything in his power to encourage them to grow and become even greater leaders than he was.
Read aloud the story of Paul and Timothy on pages 55 of the Student Guide. While you are reading,
instruct students to:
• Underline all of the things Paul tells Timothy NOT to do.

• Circle all of the good things Paul tells Timothy TO do.
Further explain the story of Paul and TImothy and how it relates to developing leaders by reading the following:
It is not easy to be a leader. Those who are good leaders have a responsibility to teach others how to grow
and develop into successful leaders as well. In writing these words Paul was creating leadership in Timothy.
He used his words to encourage him, calling him a man of God. He also warned him against things to be
careful of. In this letter, he pointed him in the right direction, sharing the story of his own life, and challenging him to
live a life of purpose and high calling.
Have the students answer the questions in their Student Guide on page 56. Then form groups to discuss
question 6. Have 1 person from each group share their group’s answer.
45

Proverb
“Let us think of ways to motivate one another to acts of love and good works.”
–HEBREWS 10:24
Prayer
“Lord, help me to be willing to share any power or authority I have. I know all power and authority is yours
to begin with . Help me to serve others by developing them into better people. I pray that you will use me
to help them become the kind of people you want them to be. Amen.”
Continue to use this time to review more of the leadership qualities being taught in this programme. Ask
Have the students to look back through their Student Guide and tell what was special to them from each of
the last 5 lessons.
46

UNIT 15:
MO RE TH A N A
LEADER
• Read pages 58-65 in the Student Guide
• Make sure the certificates for the students are filled out and ready to present to them later
SER VAN T L E A D E R SHIP UN D E R T HE LO RD SHIP O F J E S U S

( 15 M IN UT E S)
Key Question
1) Who is Jesus? (the Son of God, the Saviour of the world, God Himself)
2) How does my relationship with Jesus change my understanding of how and why I ought to lead others?
(Jesus is Lord. As I serve my King, I do so through servant leadership.)
Opening
• Lifework sharing (3 people they helped grow as a leader this week)
• Present the Key Question that will be taught in Unit 15. Tell the students to be prepared to give their
answer at the end of the lesson.
• Tell them today they will learn more from God’s Word about Jesus.
Instruct students to complete questions 1 & 2 in the Student Guide on page 58.
“LEADERSHIP IS INFLUENCE – NOTHING MORE, NOTHING LESS.”

– JOHN C . MAXWELL –
JESUS WAS MORE THAN A GOOD LEADER

We have learned that leadership is influence. It is the ability to persuade people to work together for a
greater goal. Everyone has influence with others, so everyone has the potential to be a leader.
Who is your favourite leader you’ve studied so far and why?
Instruct students to write their response on page 58 in their Student Guide.

47

The influence you have is not equal with every person. Think about it. Do you influence your parents or other
adults in the same way you influence your friends? Do you influence all friends equally? Influence takes a
variety of forms and develops in different stages. And the best part is that you can grow your influence and
become a better leader. Jesus is the best example of a leader.
Read aloud the story of Jesus on pages 59-60 of the Student Guide. While you are reading, instruct
students to:
• Underline what Jesus says he now possessed after his resurrection.

• Circle the things Jesus commanded his disciples to do.
Have students share their findings with the group.
Throughout this programme, you have been learning about Jesus and the leadership he embodies. Jesus was
and is far more than just a great leader. He is the Son of God and the Saviour of the world. We learn about
who Jesus is from the big story of the Bible; he is at the centre of the entire story because, with the Father
and the Holy Spirit, He is God Himself. The story begins with Adam and Eve. Human beings were created to have a
relationship with God, to worship him and bring him glory. Adam and Eve failed to trust God’s Word. They tried to
become like God. This brought sin and death into the world. We are all guilty of sin, and we live in a world broken by
sin. Sin is everywhere. It is in our own actions or thoughts, but it is also reflected in our governments, our businesses,
and our societies. The worst part is that, because we are broken by sin, we cannot make things right like they should
be. Sinful people cannot save a sinful world. But there is hope!
In the middle of this dark and broken story, Jesus comes into the world. Jesus is God’s only begotten Son. Even though
Jesus is fully God, he willingly gave up his divine privileges and made himself like one of us in order to serve us and
save us. He fully experienced our broken world so that he could save us and give us a new life. We all fail to glorify
God with our lives by sinning, but Jesus glorified God perfectly in his life. He died on a cross, and when Jesus died,
he died for the sins of the world. The penalty for sin was death. Jesus paid that price so that all who believe in him
would not have to pay for your own sins. But Jesus did more. Three days after his death, Jesus rose from the dead,
defeating sin and death! Jesus’ resurrection also gives us a sure hope that one day we will also rise from death and
live eternally with him.
Jesus’ sinless life, death and resurrection mean that you no longer have to live a life ruled by sin, and you no longer
need to live according to the ways of a sinful world. Jesus shows us a new way to live, and to those who hear and
believe, He has sent his Spirit to give the power to live like him. This is the Good News of salvation.
Invite students to reflect on what you have just shared and complete question 1-4 in their Student Guide.
Conclude their reflection time by asking them: How have you experienced God’s love in your own life?
CO NCL UD IN G T H E P R OG RA M
OPPORTUNITY FOR RESPONSE AND PRAYER (15 MINUTES)
Review the key question on the board by asking: Who is Jesus? (Jesus is the Son of God and the Saviour of
the world.)
Now, Jesus is sitting in all power and authority ruling over the world, and he is inviting you to be part of his
Kingdom. He wants to use your leadership to make his world better. God wants to make all things new again.
He is the ultimate leader who established a Kingdom based on love and fellowship with God rather than one
based on lies, violence, and power. And you can be part of this Kingdom if you belong to Christ.
Invite students to experience the powerful and saving love that Jesus has for them by saying the prayer in their
books on page 62 with them.
48

Because you belong to Christ, you can stop trying to do things your own way and start trusting in Christ and
following him. He is calling you to find your joy, identity, and purpose in him. You can grow in your relationship
with Jesus by spending more time reading his Word, the Bible. You can also talk to Jesus any time you want
by praying to him. He is always there, ready to hear the deepest needs of your heart. You can continue to use some
of the prayers you have prayed during this programme, or you can make up your own. Just talk to him. He hears you
when you pray aloud or silently.
Read the following verse over your students. Encourage them to take these words to heart as you speak destiny over
their lives:
… you are a chosen people. You are royal priests, a holy nation, God’s very own possession. As a
result, you can show others the goodness of God, for he called you out of the darkness into his
wonderful light.” -1 PETER 2:9
C E L E B R A T IO N A ND CE RT IFICA T E CE RE M O N Y
( 2 0 M IN UT E S)
At this point, once students have reflected on God’s love for them, congratulate them for completing this
leadership programme. Invite them to record their reflections in their Student Guide. Then invite them to
come up to the front of the group one by one and receive their certificates. Your church or school is also
encouraged to host a ceremony for presenting certificates to celebrate the accomplishments of the students
by calling their names out publicly as they come to receive them.
Have students break into small groups and talk about how they can model their leadership traits in
their communities, families, schools, and churches.
Ask them to make a plan to follow through with one or more of their ideas. Have them write down
ideas in the notes section in their student books. Here are some examples of projects students could
try:
1) Planting and caring for a community garden

2) Leading a fun programme for younger children in the church
3) Organising a community event such as a concert, drama, or hosting an outreach event
4) Assist or be trained to teach other students Lead Today.
Encourage students to be creative. The point is to provide students with concrete opportunities to exercise
the leadership gifts God has given them in a way that serves the community. Record additional ideas here:
CLOSING:
It has been a joy and an honour to guide you through the Lead Today programme. I am excited to watch you
grow in your leadership skills as you fulfill the vision God has placed on each one of your lives.
Share what YOU have learned through the programme; then invite the students to share what they have learned or
some goals they wish to accomplish. If possible, make a plan to meet again in a certain amount of time (6 months?).
Check in to see how everyone is progressing in their leadership development and see if anyone has completed any
major goals or projects they committed to during Lead Today training.
49

John C. Maxwell, a #1 New York Times bestselling author, coach
and speaker, was identified as the #1 leader in business by the
AMA and the world’s most influential leadership expert by Inc.
in 2014. His organizations—The John Maxwell Company, The
John Maxwell Team, EQUIP, and the John Maxwell Leadership
Foundation —have trained millions of leaders touching every
nation. Visit JohnMaxwell.com for more information.

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Leadership Content Copyright © 2017 by John C. Maxwell under license to OneHope.

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UNIT 10: PRIORITIES | 32

UNIT 11: RELATIONSHIPS | 35

UNIT 12: RESPONSIBILITY | 38

UNIT 13: COMMUNICATION | 41

UNIT 14: DEVELOPING LEADERS | 44

UNIT 15: MORE THAN A LEADER | 47

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When training facilitators,

• Distribute the Leader’s Guide.

LEADERSHIP QUALITY: Introduces the week’s leadership topic and includes:

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Group Symbol Book Symbol

USE THIS CHECKLIST BEFORE THE START OF EACH SESSION:

DEMONSTRATION OF UNIT 2 LESSON

Ask questions after you finish teaching the lesson:

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Frequently Asked Questions

How long is the course?

What does the course cost?

What happens when the course is over?

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LEAD E R SHIP Q U A L I T Y: IN FLUE N CE ( 1 5 M IN UT E S)

What makes an influencer?

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The Five Levels of Leadership

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L E A D E R SHIP Q U ALIT Y: VISIO N ( 1 5 M IN UT E S)

SERVANT LEADERS ARE GUIDED BY A GOOD VISION

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Call on a few students to share their answers.

“YOU MUST SEE IT, BEFORE YOU CAN SEIZE IT.”

• Underline all of the things that God promises to give Abraham.

Have students share their findings with the class.

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LEAD E R SHIP Q U A L I T Y: IN T E G RIT Y ( 1 5 M IN UT E S)

SERVANT LEADERS HAVE INTEGRITY

Have students answer the following questions in groups of two or three:

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Ask a few students to share their answers.

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Today they will learn about another way to grow!

SERVANT LEADERS GROW IN THEIR LEADERSHIP

Have students discuss the following question in groups of two or three:

What is the connection between potential and growth?

Call on a few students to share their answers.

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Have students share their findings with the class.

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L EAD E R SHIP Q U A L I T Y: IN IT IA T IVE ( 1 5 M IN UT E S)

SERVANT LEADERS SHOW INITIATIVE

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English Lead Today Leader's Guide

English Lead Today Leader's Guide

English Lead Today Leader's Guide