Myers-Briggs Type Indicator

200 Pages·2017·1.17 MB·English

by  Kefa Obure Matena

Andrews University
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Project Documents Graduate Research
2011
Myers-Briggs Type Indicator: a Potential Training
Tool for Leadership Development in Kenya
Kefa Obure Matena
Andrews University
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Matena, Kefa Obure, "Myers-Briggs Type Indicator: a Potential Training Tool for Leadership Development in Kenya" (2011).Project
Documents. 79.
https://digitalcommons.andrews.edu/dmin/79
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ABSTRACT
MYER-BRIGGS TYPE INDICATOR: A POTENTIAL TRAINING
TOOL FOR LEADERSHIP DEVELOPMENT IN KENYA

by
Kefa Obure Matena

Adviser: Erich W. Baumgartner
ABSTRACT OF GRADUATE STUDENT RESEARCH
Project Dissertation
Andrews University
Seventh-day Adventist Theological Seminary
Title: MYER-BRIGGS TYPE INDICATOR: A POTENTIAL TRAINING TOOL FOR
LEADERSHIP DEVELOPMENT IN KENYA
Name of researcher: Kefa Obure Matena
Name and degree of faculty adviser: Erich W. Baumgartner, Ph.D.
Date completed: August, 2011
Problem
The Seventh-day Adventist Church members in Kenya often experience
misunderstandings and negative conflicts in their homes, places of work, schools, and
churches as a result of a lack of understanding of the uniqueness of individual
differences. When these misunderstandings lead to strained relationships, they are a real
hindrance to the accomplishment of the core mission of the church in Kenya.
Additionally, they often prevent successful endeavors to witness to non-Christians. This
problem affects not only the laity, but also the clergy and all leaders engaged at different
levels of organizations in society.
Method
The task of the project is to develop and determine a plan of implementation for a
foundational training program on people differences for pastors in the field and those
serving in conferences/ fields, and union offices in Kenya. In turn, as leaders they will
lead in similar seminars throughout Kenya for understanding on people differences and
how to work with the same differences amicably as a community of faith. The program
will use the MBTI as the assessment instrument for participants and guide them in
understanding the strengths and weaknesses of their personality profiles, and to interpret
MBTI results for others. Specific emphasis will be given to developing skills in teaching
cooperation and team building for leaders. The seminar will use instructional strategies
that will model cooperation, active learning, and experiential learning to foster a
“learning by doing” model.
Conclusion
The training program developed to train pastors as trainers of trainers will go a
long way to help all trainees first and foremost understand their personal profiles after
taking the MBTI inventory in preparation for affecting the same experience in others. As
a result, they will develop an awareness of their own strengths and weaknesses, and
finally develop skills of communication and teamwork building as they seek to train
others to appreciate and leverage the unique differences of each member of God’s
community to become a healthy functioning body.
Andrews University
Seventh-day Adventist Theological Seminary

MYER-BRIGGS TYPE INDICATOR: A POTENTIAL TRAINING
TOOL FOR LEADERSHIP DEVELOPMENT IN KENYA

A Project Dissertation
Presented in Partial Fulfillment
of the Requirement for the Degree
Doctor of Ministry

by
Kefa Obure Matena
August, 2011
MYER- BRIGGS TYPE INDICATOR: A POTENTIAL TRAINING
TOOL FOR LEADERSHIP DEVELOPMENT IN KENYA

A project dissertation
presented in partial fulfillment
of the requirements for the degree
Doctor of Ministry
by

Kefa Obure Matena

APPROVAL BY THE COMMITTEE:

________________________________ _____________________________
Adviser, Director of Dmin Program
Erich W. Baumgartner Skip Bell

________________________________ _____________________________
Stanley Patterson Dean, SDA Theological Seminary
Denis Fortin

________________________________ _____________________________
Lester Merklin Date approved
Dedication
To God be the glory and honor for His care and provision to all my needs this far;
to my beloved wife Judith and daughters Deborah and Abigail for their love, patience,
support, and more importantly, their acceptance for me to come to school and leave them
back in Kenya; to all the church leaders who have worked with me since I joined ministry
to date and their prayers and friendship; and to all those who have helped directly and
indirectly to make this journey profoundly successful.
iii
TABLE OF CONTENTS
LIST OF FIGURES .................................................................................................. x
LIST OF TABLES .................................................................................................. x
ACKNOWLEDGMENTS ........................................................................................... xi
Chapter
I. INTRODUCTION ........................................................................................... 1
Historical Context ..................................................................................... 1
Statement of the Problem .......................................................................... 3
The Purpose of the Project ........................................................................ 3
Justification for the Project ....................................................................... 4
Description of the Project Process ............................................................ 5
Expectations from the Project ................................................................... 6
Delimitations ............................................................................................. 7
Limitations ................................................................................................ 8
Ethical Principles and Appropriate Uses of the MBTI Inventory ............ 9
Definition of Terms .................................................................................. 10
II. BIBLICAL AND THEOLOGICAL BASIS FOR MINISTRY ....................... 12
Personal Profile ......................................................................................... 12
Providential Leading ....................................................................... 13
Early Ministry ................................................................................. 13
Development of Passion for Ministry ............................................. 13
Leadership Development Overview ................................................ 14
Personality Type.............................................................................. 15
Reflection on My Project in View of Type ..................................... 16
Theological Foundation for Ministry in Personality-type Diversity ........ 17
God’s Delight in Diversity ........................................................................ 17
People Diversity in the Old Testament ........................................... 18
Abraham ................................................................................ 19
Joseph .................................................................................... 20
Moses ..................................................................................... 21
Samuel ................................................................................... 23
David ..................................................................................... 25
iv
Nehemiah ............................................................................... 26
Deborah ................................................................................. 28
Abigail ................................................................................... 29
Esther ..................................................................................... 30
People Diversity in the New Testament .......................................... 31
The Personality Differences of the Disciples ........................ 31
Spiritual Gifts ........................................................................ 32
The Plan of Salvation and Unity among Diversity in
Ephesians ..................................................................... 34
Biblical Foundations for Leadership Development .................................. 36
Mentoring ........................................................................................ 36
Empowerment ................................................................................. 37
Servant Leadership .......................................................................... 38
Jesus and Servant Leadership ................................................ 39
Characteristics of a Servant Leader ....................................... 40
Priesthood of All Believers ............................................................. 41
Ellen G. White and Personality-type Differences ..................................... 42
Sources of True Advancement in Godliness ................................... 43
The Endowment of Human Potential .............................................. 45
Inheritance and Surroundings ................................................................... 45
Conclusion ................................................................................................ 46
III. THE KENYAN CONTEXT ............................................................................ 48
Introduction ............................................................................................... 48
The Kenyan Demographics ...................................................................... 48
The Country of Kenya .............................................................................. 49
Geography ................................................................................................. 49
Diversity Amongst the Kenyan People ..................................................... 51
Languages of Kenya ........................................................................ 51
Ethnic Groups ................................................................................. 52
The Bantus ............................................................................. 52
The Cushites .......................................................................... 52
The Nilotes ............................................................................ 53
Religious Diversity ......................................................................... 54
Educational System .................................................................................. 56
Cultural Characteristics in Kenya ............................................................. 58
High-Power Distance ...................................................................... 59
High-Context Cultures .................................................................... 61
Field Sensitive Learning ........................................................................... 66
SDA Church Development in Kenya ....................................................... 69
First Adventist Missionaries ........................................................... 70
The Work Before World War I, 1912-1914 .................................... 71
Expansion and Progress, 1933-1942 ............................................... 72
Expansion to Northwest Kenya ....................................................... 72
v