Transformational Leadership

The Center for transformational studies will enter a “new” in the revolutionary era in the 21st century, our vision has never been more clear and focused: we must boldly commit to the creation of a particularly education which incorporates a global vision permeating the entire learning experience -- in and out of the classroom; creates a community of inquiry that encourages learners to value and challenge inherited wisdom and belief; relishes constructive debate of diverse ideas; participates in the creation of new knowledge and new understandings; crosses borders -- intellectual, geographical, social, spiritual and cultural; and practices connectivity, for engaged lives of citizenship and leadership in the service of society.

Organized around twenty two main issues, the Plan will become the blueprint for center goal-setting and strategies at all levels of the organization.

This plan embraces two principle elements: a willingness to cross borders -- geographic, cultural, linguistic, disciplinary, pedagogical and an enterprising spirit with courage to exercise leadership and embrace innovation. These useful traits will equip our learners to be successful in the globally connected and complex world of the twenty-first century. These selected strategic initiatives continue to be among the major courses of action for the Center. These initiatives built on the Center’s strengths and provided new directions.

Integrated Liberal and Professional Learning. Develop a Christ centered core curriculum programs that actively, and in innovative ways, integrate liberal and professional learning. Ensure that all programs reflect the Centers’ defining characteristic of actively integrating liberal and professional learning.
Learning Beyond the Classroom. Develop the programmatic infrastructure to integrate learning beyond the classroom as a significant element of every learner’s program and personal experience. Create an organizational unit to coordinate all beyond-the-classroom activities and to collaborations. Create a structure to ensure coordinated learning support programs and services.
Teaching Excellence. Create systems to encourage, reward, and recognize teaching that is learner-focused, reflects the expertise of the faculty scholars, and is committed to the integration of multiple perspectives. Ensure that the learners and faculty course load structure is the most effective one for integrated learning and learner-focused teaching. Create a structure to integrate current activities as well as support for teaching improvements and faculty and curriculum development.
A Community That Values Diversity. To define a social and educational environment that is characterized by opportunities to understand and respect diverse cultural traditions and to value differences among groups and individuals. Ensure that the Center constitutes a hospitable environment for all students and includes a sufficient diversity of learners, faculty, and staff to prepare learners for the global environment of the future.
Diversity. To demonstrate our commitment to openness, pluralism, inclusiveness and democracy, we acknowledge that no program can achieve its academic and social goals without reflecting the richness of diverse peoples and voices in America and the world. To reach our goals in this area we will continue to enhance the diversity of our own community and broaden the range of other communities with which we must regularly interact in Chico, the nation, and the world. Develop relevant benchmarks and commit to a time frame and the resources needed to achieve the benchmarks
An Atmosphere of Personal Concern. To create a center-wide team responsible for developing benchmarks that define an atmosphere of personal concern for all members of the community, and for assessing, initiating, recognizing, and supporting efforts to achieve these benchmarks. Develop an information system to empower all members of the community to become more proactive in solving problems and in locating and sharing needed information. Continue the evolution of programs designed to facilitate the integration of all new learners into the community as active learners
A Culture of Collaboration. Design organizational structures to enhance coordination, collaboration, and the exchange of information among the, offices, and in every dimension of work and life at the Center. Share more widely the most current and complete information available to enhance participation in the culture of collaboration and to ensure the effective management of Center’s resources. Create an environment that is conducive and helpful to alumni and keep them involved and motivated as active members of the Center.
Innovative Programs and Alternative Learning Formats. Create an organization for non-traditional learners to ensure full partnership and responsiveness to the learning needs of the community at large. Create an environment and structure within the Center that fosters the identification of academic programs not currently available and assesses the potential for adoption of such programs or the potential for revision of existing programs Design and implement a program of pilot courses using distance learning formats to allow assessment of that format for larger scale implementation at the Center.
Responsive Technological Environment. Create a structure which combines the functions of academic and administrative computing to coordinate center goal-setting in the area of technology and to effectively deploy resources in this area to facilitate communication and to provide appropriate training and support.
Strategic Partnerships and Alliances. To create an office responsible for initiating and coordinating external relations and for developing a continuously expanding range of partnerships to enhance and support learning, resources, and opportunities. Ensure efforts to make alumni fully-participating and valued partners in the fundraising, admission, retention, and internship activities of the Center.
Facilities for the Future. Ensure center facilities are consistent with the needs of a full-time facility, staff, and financial planning, develop a model to enable consideration of various alternatives relative to sizing the Center in terms of enrollment. Initiate recommendations of the facilities master plan and, in particular, , library, and other needs. Renovate classrooms to ensure the most effective learning/teaching environment.
Recognition as a Leader Regionally and Nationally. Develop and implement a comprehensive marketing plan that is consistent with the Center’s proposed strategic plan and is focused on potential students, donors, and employers to enhance enrollment and the recognition of the Center. Develop a website that effectively responds to the full range of interests and concerns of learners, potential learners, alumni, parents, donors, potential employees, and others interested in the Center. Seek the highest level of national accreditation for all programs where feasible.
Community of Inquiry. To sustain and enhance the center's core mission as an academic community whose heart is the vital collaboration of learners, faculty and staff in learning, we will strengthen our commitment to the faculty-scholar model, support pedagogy to develop active learners, provide forums for debate about critical contemporary issues and enhance the connections among and between disciplines.
Global Perspective. To create a global campus infused with internationalism both in and out of the classroom, we will develop broad and deep relationships with overseas partner institutions and build connections between domestic diversity education and international education in ways that help learners see the interconnections among peoples throughout the world, advancing the Center for transformation studies as a recognized leader in global education.
Useful Education. To articulate crucial dimensions of a liberal education, we will enhance aspects of our academic, and cultural programs with the power to develop cohesive and creative patterns of thought and understanding; to challenge complacent world views; to research and solve complex problems; and to enhance learners' abilities to analyze, synthesize, write, speak and broadly understand human behavior and the natural world. We will help learners understand the application of their acquired knowledge and skills to the world in which they live.
Citizen-Leaders. To prepare learners to be active, engaged citizens of the world and to educate them for positions of leadership in their communities, the nation, and around the globe, we will encourage learners to demonstrate community commitment while exercising the qualities of independence in thought and deed that are the foundations of democratic citizenship. Such independence depends both upon the exercise of the freedom of choice and upon a willingness to accept responsibility and accountability.
Accountability. To ensure the quality of our academic program and the integrity of our enterprise, we embrace accountability as individuals and as a center. We commit to high standards of accomplishment, clearly articulated and carefully measured. We will always remember that our future is our responsibility.
People. To fulfill the Center’s aspiration to be a community of talented, engaged individuals who welcome debate in place of conformity, we must assemble administrators, faculty, learners and staff dedicated to the Center's aspirations and capable of conceiving and implementing programs that achieve them. People are the Center's most valuable asset.
Financial Strength. To maintain financial strength we must manage our assets to get the greatest possible return; and our money, must match our ambitions for the future of the Center. This includes redefining business processes to streamline operations, anticipating and managing risk, supporting strategic decision making, and implementing best business practices as determined appropriate for the Center’s financially and competitively.
Lifelong Affiliation. To build affinity among all our constituencies, we must develop programs and enhance a communications system that tells our story, fostering a seamless fabric of connection and a sense of ownership among all participants. In doing so we must refine and focus distinctive market position and communicate this consistently on a national and international scale.
Technology and Information Management. To support all members of the community in their efforts to accomplish the Center's mission, we will create a culture that encourages and promotes the innovative and creative use of technology and will develop an institution-wide infrastructure that meets the specific needs of both individuals and departments.
Visibility. To fully realize and capitalize upon Center's mandate and future potential as a leader in education, we will make institutional prestige and name recognition an implicit part of all planning efforts.
Center Information and Practices. To accommodate successful and focused planning, we will develop the habit of setting clear goals and measuring progress toward them with practices that are efficient, effective and transparent. Just as our defining characteristics endeavor to capture the richness of the Center’s education, so must our measures convey a complete and accurate description of what we have accomplished and what still needs to be done.

Transformation Studies
The purpose of The Center is:

To provide a setting in which lay and clergy persons can enhance their sense of call to follow Christ and serve the church and the world.
To provide for participants an in-depth and comprehensive experience in spiritual formation.
To educate participants in the history and development of the Christian spiritual life.
To encourage participants to live out their call through the recovery of the disciplines of daily prayer and the ongoing participation in personal and group spiritual guidance.

The ultimate end of spiritual transformation in the lives of the learners will be consider through the following principles.

Principle 1: Use the Bible.

Principle 2: Depend on the Holy Spirit.

Principle 3: Magnify Relationships with the Learners.

Principle 4: Hold Teachers and Other Leaders Accountable.

To model spiritual transformation. Spiritual transformation of learners begins with the personal spiritual transformation of the teacher. Every teacher is also a learner. The teacher is to follow Jesus' example who modeled all He wanted to communicate.
To teach people God's Word. In the Great Commission, Jesus commissioned all believers to teach others to obey all that He said. Although the Holy Spirit gives special teaching gifts to some individuals within a church, any believer can be called to teach. The teacher is to teach for change.
To build people. Teachers are leaders. Every leader is responsible for living as an authentic witness of Jesus Christ. As a leader, the teacher is accountable for:
- building people by strengthening relationships with and among the group
- leading the lost to Christ
- seeing that people are cared for
- developing new leaders for service through the ministries of the church.

Principle 5: Learners Are Accountable.

For their spiritual transformation. Preschoolers, children, youth, and adults learn in different ways and on different levels. The learner should accept a growing responsibility for learning and living as a faithful follower of Christ. Individuals are responsible for continually allowing the Holy Spirit to transform them to become more like Jesus Christ. The learner's role is to study God's Word with a teachable heart and to obey the Spirit's leadership.
For sharing their lives with others. Learners can teach other learners, especially by telling their stories of how God is working in their lives. Every believer is important for the effective work of the church and is responsible for involvement in worship, evangelism, fellowship, discipleship, and ministry.

Transformation: How Does It Happen?

Deep, lasting spiritual change is a process. It rarely happens overnight. It involves training, testing and time. There are no shortcuts.
Spiritual change requires desire. We need to ask ourselves: Do I really want to change, or am I content to remain as I am? How important is it to me to be like Jesus? What price am I willing to pay to be godly?
Spiritual change flows out of an intimate relationship with Jesus. We want to please those we love, and we are grieved when we offend them. The more we love Jesus, the greater will be our motivation to obey Him and to make the choices that please Him.
Spiritual change requires discipline. I can remember as a college student sitting for hours on end in tiny, windowless practice rooms, playing the same piece of music again and again. I knew that I never would reach my goal - to make beautiful music - without that rigorous discipline.
Spiritual change is brought about by the Holy Spirit, as we exercise faith and obedience. So which is it? Does God do the work, or do we? According to Scripture, the answer is "yes"; "Work out your salvation, . . . for it is God who works in you to will and to act according to his good purpose" (Philippians 2:12-13). True spiritual change is initiated and enabled by the indwelling Spirit of God; it is all of grace, which we receive as we persevere in humility, obedience and faith.
Spiritual change is possible (and assured) because of the new life we received when we were born again. According to God's Word, at the point of regeneration we became "a new creation; the old has gone, the new has come!" (2 Corinthians 5:17). For believers, holy living is not a matter of trying harder, but rather of walking in the reality of a supernatural change that already has taken place.
Sanctification is the process by which the change of God has wrought within us is worked out in our daily experience, as we "are being transformed into [Christ's] likeness" (2 Corinthians 3:18). It is a lifelong - and sometimes painful Issues.

The following issuess are some we plan to attact.

Ministry Transformation- The Emerging Church
Personal Transformation- Spiritual Formation
World Transformation- Social Action
Institutional and Theological Transformation- Christian Higher Education and Scholarship
Neurotheology and Spiritual Transformation
Transformation: Toward a Spiritual Renaissance
Politics of Transformation
Facing Death: Cancer and Spiritual Transformation
Primary Communication and Spiritual Transformation
Strategies for Spiritual Transformation and Social Healing in the Age of Bush spiritual transformation, relationships, and healthy families
spiritual transformation using dreams and on spirit in the workplace
spiritual transformation to the highest spiritual realm humanly Personal Growth and Spiritual Transformation
Personal Growth and Spiritual Transformation
Spiritual Ministry and Conflict Transformation
Community Conflict Transformation and Spiritual
Religion and International Conflicts
Conflict Transformation Studies
Sacred Text Studies and Conflict Transformation
Connection Between Spiritual Transformation, Alcoholism Recovery
AIDS

Relationship between Religion and Peace building.

Spiritually transformative experiences are among the most powerful experiences human beings can have. They lie at the core of various world religions. Scientists have recently begun to engage in ground-breaking studies of spiritual transformation from biological, psychological, and socio-cultural perspectives, and the topic is of central interest as well to contemporary philosophical and religious thought.

Steps to the Discernment Decision-making Process:

Prepare oneself through understanding the disciplines.
Practice patience in discovering the issue, observing emotional, intellectual, and prudent non-action.
Undertake the hard, time-consuming work of gathering information. This is an admonishment in the spiritual model. There is a need to do such things as benchmark with other organizations, have multiple proposals, allow parallel processing, arrange a network from multiple sources of user input. There are contemporary research behavior tools, but these are dramatically underutilized.
Take the information back to silence, prayer, and reflection. ( we don't hear that a lot in the management literature), yet it is the essence in the wisdom traditions and discernment literature. Paying attention to the deep self is possible only if you quiet the mind. Leaders from the East are better than the West at "prudent non-action". Non-action is not a favorite of the West where "pushing for results" is seen as desirable.

Spiritual Formation recognizes that the Holy Spirit is the enabling power in all Christian spiritual formation. It is designed to provide a setting where a spiritually disciplined community of lay and clergy can open their lives to receive God's love and grace so that they increasingly may become spiritual leaven within the Body of Christ.

Relationship between Religion and Peace building. MinistryCategories
Spiritually transformative experiences are among the most powerful experiences human beings can have. They lie at the core of various world religions. Scientists have recently begun to engage in ground-breaking studies of spiritual transformation from biological, psychological, and socio-cultural perspectives, and the topic is of central interest as well to contemporary philosophical and religious thought.

Becoming Your Best
Church
Encouragement
Self-esteem
Share Your Faith
Spirit-filled
Trials and Struggles
Women in Ministry

Top Five Growth

Fruit of the Spirit
Spiritual breathing
Revive my heart
Handling change
Sweet surrender

Steps to the Discernment Decision-making Process:

Prepare oneself through understanding the disciplines.
Practice patience in discovering the issue, observing emotional, intellectual, and prudent non-action.
Undertake the hard, time-consuming work of gathering information. This is an admonishment in the spiritual model. There is a need to do such things as benchmark with other organizations, have multiple proposals, allow parallel processing, arrange a network from multiple sources of user input. There are contemporary research behaviour tools, but these are dramatically underutilized.
Take the information back to silence, prayer, and reflection. ( we don't hear that a lot in the management literature), yet it is the essence in the wisdom traditions and discernment literature. Paying attention to the deep self is possible only if you quiet the mind. Leaders from the East are better than the West at "prudent non-action". Non-action is not a favorite of the West where "pushing for results" is seen as desirable.

Transformational Leadership

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