Orality Journal Volume 3, Number 1, 2014 | Page 16

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Orality Journal, Volume 3, Number 1, 2014 Barfoot, MacIlvaine, Ballard

For example, will it be for all
pastors, or only lead/senior
pastors? Will this cohort serve
non-pastoral ministry leaders
that serve with NGOs? The
framework of the cohort in
addressing the emerging needs
will dramatically impact who
facilitates and participates in
the cohort learning community.
3. Identify leader-coaches. The
third step in the development
of a cohort is to identify
seasoned leader-coaches who
have travelled down the road
of ministerial leadership and
have the scars to show it. It has
been found effective to team
two or three primary leadercoaches together. In this sense,
the leader-coaches model a
micro community for the larger
cohort. These leader-coaches
are free to bring in other guests

to help facilitate the student
learning process. The leadercoaches will make or break a
cohort. It is essential that they
have the character, competence,
and experience related to the
cohort focus.
4. Search for cohort participants.
Emerging needs have been
surfaced, providing enough
information to frame a general
picture of the cohort. In addition,
you have two or three leadercoaches ready to pioneer this
learning community Together
.
with your leader-coaches, begin
to develop a short list of potential
participants. Tap into your own
networ ks and the networks of the
leader-coaches. Make use of social
networking, email and, word of
mouth. Once you have identified
a minimum of 6 to 12 participants
you are ready to launch.