Vanguard University	Adjunct Professor	1999-Current
(See Courses Taught below)
The Undergrad College		1999-2002
		2007
The School for Professional Studies		2000-Current
Santa Ana College	Adjunct Professor	2008- Current
(See Courses Taught below)
Clay Banks Studio	Acting Coach	2009
Orange County Department of Ed	SIPPS Tutor	2008
Arbonne, International	Independent Consultant and Trainer	2008-2009
Leadership Tomorrow	Program & Curriculum Developer	2003-2006
TJN Consulting	Administrative Assistant
	Charisma Design,
	Special Project for the Oscars	2005, 06, 07,09
	Special Project for the Rose Parade	2008
	Consultant
	CAbi, Ltd.
	Research Project	Nov. 05–Jan. 06
Life Bible College	Adjunct Professor	1999
(See Courses Taught Below)		1986-1991
Mechanical Metal Finishing	HR/Bookkeeper/Part-time	1982-2005

Doctor of Education	Pepperdine University	1998
	Organizational Leadership for Higher Ed
Master of Arts	Southern California College	1988
	(Vanguard University)
	Religious Studies; Church Leadership
Bachelor of Arts	Life Bible College	1983
	Pastoral Ministry

Vanguard University:	Change Theory and Strategic Planning
	Conflict Management
	Leadership
	Management
	Research Methods for the Study of Ethics and Leadership
Santa Ana College:	Introduction to Education
	Child, Family, School, Community
	Child Growth and Development
	Personal Proficiency in Single and Multiple Subject Credentialing; Educational Technology
	Computer Literacy for Early Childhood Educators
Life Bible College:	Adult Lifelong Learning
	Educational Psychology
	Principles of Administration
FAFC:	Introduction to Leadership and Administration
	Worldview
Clay Banks Studio	Subjects taught include Memorization, Motivation, Creativity, Character Development

Intel Certified Master Teacher	2011
California Basic Educational Skills Test (CBEST)	2008
Microsoft Excel	2006
A to Z Grant Writing, Golden West Online Course	2005
Creating Web Pages, Golden West Online Course	2004
MS Publisher, Golden West Online Course	2004
Photoshop 7/Beginning, Golden West Online Course	2004
Compu Master, Microsoft Certified, PowerPoint Presentation Training	2000
Convene.com, Online Instructor Training Program	1999
Socrates, Online Facilitator Training	1999
Teachers Diploma, ETTA	1983

• American Educational Research Association (AERA)
• Association for Supervision and Curriculum Development (ASCD)
• Fountain Valley High School Boy’s Volleyball Booster Board, Past President
• Leadership Tomorrow, Board and Executive Board Member, Program Chair
• Life Bible College Alumni Association, Past Board Member
• Marketplace Women of Orange County
• Pepperdine University Alumni Association
• Phi Delta Kappa
• Southern California College Alumni
• United Foursquare Women (UFW), Past Board Member

Workshop Presenter,	13th Annual Road to Teaching Conference (2011)	“The 21st Century Classroom: Meaningful Ways to Use Technology.”
Workshop Presenter,	Annual Road to Teaching Conference (2008, 2009, 2010)	“Creative Lesson Planning.”
Guest Lecturer,	Vanguard University (2008)	I was invited to speak to a couple of classes of senior nurses on the subject of Conflict Management.
Program Chair,	Leadership Tomorrow (2003-2005)	For two years I acted as the Program Chair for this not-for-profit organization whose mission is to inform and expose citizens to the community issues surrounding Costa Mesa, Irvine and Newport Beach. As Program Chair I developed a nine month program that dealt with a variety of areas such as education, health and human services, transportation and housing, just to mention a few subjects. By the end of the course the class had been introduced to over 150 key individuals in the various arenas. In 2005 I took the opportunity to mentor a successor for my position.
Vice Chair and Executive Board Member,	Leadership Tomorrow (2000 – 2006; 2011)
Trainer and Consultant,	Arbonne (2008 – 2009)
Board Member,	Santa Fe Springs Christian School (2005)
Consultant,	Florence Avenue Foursquare Church Drama Department (2004 – current)	Consulted with the leaders of the group to help them identify their vision, mission, objectives and plan of action for the development of the drama department.
Guest Speaker,	Women’s Ministry, FAFC (July, 2005)	I was the main speaker for the women’s quarterly event.
Guest Lecturer,	Florence Avenue Foursquare Church (2000 – Current)
Workshop Speaker,	Vanguard University, Pastor’s Conference (March 2001)	I spoke on the topic of Church Conflict Management.
Workshop Speaker,	Azusa Pacific University’s Christian Women in Leadership Conference January 2001)	I presented on the topic of Walking Upright in and Upside-Down World: Maintaining a Biblical Worldview.
Invited Presenter,	American Educational Research Association, Montreal, Canada(April 21, 1999)	I presented my paper on Pastoring the Church into the Twenty-First Century.
Guest Lecturer,	Graduate Research Class, Pepperdine University Culver City (June 23, 1999)	Dr. McCall asked me to present my paper on Pastoring the Church into the Twenty-First Century
Guest Lecturer,	Graduate Research Class, Pepperdine University Orange County (May 21, 1998)	Dr. McCall asked me to present my paper on Pastoring the Church into the Twenty-First Century
Guest Lecturer,	Graduate Statistics Class, Pepperdine University Culver City (February 1998)	I presented my Doctoral paper on Pastoring the Church into the Twenty-First Century
Workshop Speaker,	GLASS Convention,
Director,	Young Ladies for Jesus, Foursquare Southwest District.	I developed a program that focused on the spiritual and physical needs of girls ages 12-18. The program was presented in a conference form. Each year over 500 girls attended from Southern California, Nevada and Arizona.
Christian Education Teacher,	Arlington Foursquare Church, Riverside, California (1972-1979).

Author,	Change Theory and Strategic Planning, Curriculum Development, Vanguard University,	2004
Author,	“Costa New Vine Business Simulation Study” 2004,	Revised.
Author,	www.worldview.com 2003.	Four week study on worldviews.
Author,	“Pastoring the Church Into the Twenty-First Century,” by T.J. Naman,	dissertation, 1998.
Author,	“Pastoring the Church Into the Twenty-First Century,” by T.J. Naman,	Revised version for A.E.R.A. article, 1999.
Have developed several curriculums for various courses.

• Program and Curriculum Development
• Strategic Planning, Evaluation & Assessment, Vision, Mission and Goal Setting
• Taught courses on Team Building, Conflict Resolution, Leadership, Management, Strategic Planning, Ethics, Research and Statistics, Trend Analysis, Microsoft Office 2007
• MS Office skills: Word, Excel, PowerPoint, Outlook, Access, Publisher
• Blackboard, Educational Blogging, Wordpress, Wikispace, Prezi, Animoto, Glogster
• Board Development
• Life Coaching and Mentoring
• Life Coaching and Mentoring
• Event Planning
• Team Building and Improvisational games for Leadership
• Theatrical Coaching and Training – please request separate resume
• Script Writing
• Acting

In 1994, the M.J. Murdock Charitable Trust commissioned a review of the graduate theological education in the Pacific Northwest. The group focused on the role of the pastor in the local church and the seminary preparing pastors for their role. The results of the 1994 study showed that graduates of seminaries are being confronted with congregational needs for leadership for which they are unprepared. Statistical reports regarding senior pastors of mainline churches are alarming: research shows that many pastors feel unprepared for the leadership role of the local church. Research provided by the Barna Group (1993) shows that ministers are among the most frustrated occupational groups in America. Perhaps, this is why the average tenure of a senior pastor is only four years. The major reason for leaving a church is a feeling of failure by not adequately leading the congregation. The church can not make progress in a changing and diverse culture when the leaders of the local body admit they are not proficient in the areas of leadership and management. Yet, “nine out of 10 pastors of mainline churches (88%) have attended a seminary… and are among the most highly educated professionals in the nation” (Barna, 1993, p.35). Where is the problem? Is it with the individuals who are leading the local congregation or is the problem with the training institute, the seminary? According to Barna (1993), “The evidence is compelling that many seminaries are not preparing men and women for the job that the typical church expects them to perform” (p. 26). Those graduates of seminaries are also the senior pastors of mainline denominational churches.

Believing strongly that this problem also exists in California, the authors sought to develop an instrument that would determine whether or not this was true. The main purpose of this study was to determine whether or not the senior pastor is able to fulfill the required pulpit and leadership role in the “mainline denominational church” as a result of the training received at the seminary. A secondary purpose of this study was to examine the perception of the senior pastor toward the education that the theological institution provided for their leadership role in the local church. Finally, this study was used to determine whether or not a gap exists between the perceived needs of the senior pastor and the education received from the graduate theological institution.

Of considerable concern are the statistical reports regarding senior pastors of mainline churches. Many, by their own admission, feel unprepared for the leadership role of the church. While they are among the most highly educated professionals in America, they are one of the most frustrated occupational groups. Among reasons cited for poor leadership in the local church is the seminaries’ failure to resolutely identify, recruit, and develop qualified leaders for congregational settings, instead deploying educators and preachers. This paper seeks to determine whether or not the senior pastor is able to fulfill the required pulpit and leadership role in the local mainline denominational church as a result of the training received at the seminary.

In order to determine whether or not the senior pastor was able to fulfill the required role, a questionnaire-survey (Appendix A), was developed and was utilized to gather data. The instrument was designed for quick and easy completion to encourage response and expedite completion and return. The questionnaire-survey was composed of 30 close-ended items with ordered response choices established in the conceptual framework of the Likert scale (McMillan and Schumacher, 1993, p. 244-245). The questionnaire-survey included one close-ended question that helped establish if further education was sought to fulfill the role of senior pastor. Three open-ended statements were included for participants to give their opinion regarding the education they received from the seminary they attended.

Content validity and reliability were established to ensure the trustworthiness of the instrument. Experts in the field of religious education were given the questionnaire-survey to determine the content validity of the instrument. They were asked to critique each item in the survey instrument for clarity and relevance to the study’s research objectives. The reviewers were asked to match each survey item with Research Objectives 1 and 2. A consensus of four of five was necessary to confirm the assignment of survey items to research objectives. The form used in the validation process is in Appendix B.

A pilot study was conducted to establish reliability and usability of the instrument. Participants of the pilot study were similar to the full population being surveyed. Twenty- four surveys were sent out and twelve were received back. Following Isaac and Michael’s (1995) pre-testing recommendations, the returned instruments were examined for trouble signs, misinterpretations, and ambiguities. Information gathered from the pretest was analyzed, and any necessary additions, deletions or modifications were made.

Data collected from the questionnaire-survey were entered into a personal computer database using StatView, a statistical package. A coded score from the Likert-scale was computed for each close-ended item on the survey. The open-ended questions were evaluated and categorized into general categories that represent the perceptions and shared beliefs of the respondents.

The population for this study consisted of senior pastors of mainline denominational churches in California. One thousand questionnaire-survey packets were sent out on January 9, 1998. The packets included a letter of explanation, the questionnaire-survey, and a self-addressed stamped envelope. On January 19, 1998, 1,000 follow-up postcards were sent out. The total number accepting the invitation to participate in the study was 400.

The data collected from 400 participants were analyzed to address each research objective. Descriptive measures were used to report frequency and percentage distributions. Tables and charts were also developed to answer research objectives 1 and 2. A non-parametric approach was utilized to analyze the data to answer research objective 3.

The findings indicated the following: (a) The 15 skills presented in this study are essential for the senior pastor to fulfill the required leadership role in the contemporary church. (b) Seminary education did not adequately prepare the senior pastor with the essential skills necessary for their leadership role. (c) There is a gap between the perceived needs of the pastor and the perceptions regarding seminary training in 7 of the 15 skills presented in this study. Among the seven skills identified were: staff building, financial planning, time management, administrative skills, conflict resolution, congregational development, and vision development. (d) Another 4 of the 15 skills (decision making, problem solving, leadership #1, and leadership #2) did not indicate a high percentage either way. (e) There may not be a gap between the perceived needs of the senior pastor and the perception of the pastor regarding seminary training in 4 of the 15 skills. The four skills include counseling, communication, social trends, and interpersonal skills.

Determine the perceived needs of the senior pastor in the local contemporary church.

Tables 1 and 2 and figures 1 and 2 are examples of the data collected from questionnaire-survey items 1.2 and 6.0 in response to research objective 1.

 

Leadership Skills-1.2

Table 1

Frequency and Percentage Distributions for Item 1.2.

__________________________________________________________________

 

              (1)                     (2)                      (3)                    (4)                    (5)

Strongly           Agree               Neither                         Disagree           Strongly          TOTAL

Agree                                       Agree Nor                                Disagree

n           282                   108                     10                     0                      0                400

 

The information collected from Table 1 is illustrated in Figure 1.

This course is an examination of the individual through adulthood. Attention is given to the individual�s mental, physical, emotional and spiritual growth through an investigation of the major theories and theorists in the field of human development.

An approach to ministry planning in which change theory is integrated with the human and structural dynamics that influence the development of biblical corporate values, vision and mission processes, environmental assessment, strategy development and implementation, and ministry evaluation.

An examination of the nature and causes of conflict in the local church and religious organizations, and the principles of effective intervention strategies.

A comprehensive study of the principles underlying the teaching-learning process. Upon completion the student should be able to explain the biblical basis for teaching. The student should be able to explain and apply the principles of educational psychology to the teaching/learning environment. The student should be able to identify and demonstrate practical application of basic age-group characteristics as they relate to teaching and learning as well as outline, plan and develop curriculum.

An introduction to a theology of leadership through the development of a healthy interior life; an understanding of a situational approach to leadership; and the knowledge of the leader�s role in the corporate vision, spirituality and mission of the Christian community.

The study of management in Christian organizations through a systems framework in understanding the interrelatedness of components in the transforming system, and the relationship between the organization and its environment. Other management issues in ministry will include financial management, working with volunteers and selected legal issues.

Students will analyze ethical and leadership issues by utilizing problem solving methods. Specifically, students will learn how to frame a research problem, conduct a literature search, choose a suitable method, collect appropriate data, and evaluate the data into a cohesive research document.

An examination of the giving and receiving of a Godly Blessing. The following topics are examined: The meaning of blessing; Blessing as seen in the Old and New Testaments; and, Bestowing the blessing.

A four-week series that focuses on the issues involved in Grandparenting in the twenty-first century. The grandparent and grandchild relationship is examined as well as various topics that will assist the grandparent in understanding the culture that their grandchild is growing up in today. The final week introduces the importance of bestowing a Godly blessing over grandchildren. A sample blessing ceremony is presented.

This four week series will look at some of the most revered hymns and the biblical context found in each song. The life of the author will be studied in addition to the hymn.

Course Description: This course will examine various elements of the mercy of God. What is mercy and where does it come from? Where do we see mercy in the Old and New Testament? Is mercy still available to us today in the 21st Century? By the end of the course the student will have a better understanding of the mercy of God and how to extend that same mercy to others.

This four week study will look at various Psalms and ______________________.

This class examines the concept of a biblical worldview from a variety of perspectives. The conclusion will be: How do we as believers develop and maintain a biblical worldview in this ever-shifting culture and what does it mean to follow Jesus Christ in the 21st Century? How do we measure our effectiveness in the church body, the community, and the world? Answers will be found by looking at the historical, sociological, cultural and biblical perspectives.