The first module of the study was comprised of three lessons. Each lesson was designed to establish a baseline of self-control for each participant. Lesson 1 introduced the concept of biblical self-control. A key verse was reviewed, along with an excerpt from the required reading. The lesson concluded with an overview of three key questions that would be addressed in the breakout session and provided instructions for the assessment phase.
1 See appendix 4.
2 See appendix 5.
3 See appendix 6.
4 See appendix 7.
Prior to beginning the breakout session, the PL introduced and reviewed the Self-Assessment Inventory Survey (SAIS). The SAIS was composed of forty-five
questions arranged into three groupings: (1) Q1-Q20, personal background questions; (2) Q21-Q40, personal reflection questions; and (3) Q41-45, personal reaction questions. The SCI was designed to help each participant assess their current level of self-control.
Following the general overview presented by the PL during the lesson introduction, the BSL reviewed the inventory in detail during the breakout session.
Each participant was encouraged to identify up to three individuals to participate in the assessment process on their behalf, i.e., their associates. Instructions were provided to the participants regarding how to obtain their associates’ perception of the participants’
practice of self-control. This feedback, called the Associate Self-Control Survey (ASCS), was a subset of the SAIS, containing only questions Q21-Q45, which totaled twenty-four questions. Course participants were instructed to identify three individuals who knew them extremely well. It was strongly recommended that the participants would select associates who were professing Christians, but it was not mandated.
Participants completed the SAIS of themselves during the breakout session of lesson 1. The BSL addressed any points of clarification from participants concerning the survey questions. If needed, the PL was also available to provide insight concerning the survey tool. Participants were given the ASCS to take with them with instructions to have the assessment completed by their chosen associates and returned to the participant as soon as possible but no later than two weeks from receipt.
Prior to completing the SAIS, each participant was asked to sign the Agreement to Participate by creating a personal pin. Participants were to write in the personal pin code on each ASCS form. The associates’ ASCS form was returned to the participant in a sealed envelope that was provided with the form. The ASCS was also made available electronically, if requested, to transmit to their associates. If this option
was selected, then the participant provided their personal pin as part of the transmission of the form.
After completing the ASCS, associates were instructed to email the completed form to the PL. The intent was to prevent the participant from identifying their associate’s feedback. In addition to the three individuals selected by participants, an ASCS was also provided if there was a desire to request feedback from one of the regular RMLs.
Lesson 2 of module 1 addressed the need for transparency and accountability that is uniquely found in Christian community. Lesson 2 was initially scheduled to be conducted two weeks after lesson 1. The week in between the two lessons was used as an informal time to review lesson 1 and any lingering questions associated with the survey (this activity will be formalized in future courses, expanding the total lessons from twelve to thirteen).
The key emphasis of lesson 2 was the presentation of the Composite Report that compiled the responses from the SCI completed by the participant, and the input from the associates selected to provide feedback. Both the SAIS and the ASCS utilized a modified Likert Scale, i.e., six-points in place of the traditional five-point scale. The options ranged from strongly disagree to strongly agree. The PL compiled the results for each participant and placed them in a sealed envelope marked with the personal pin code.
The report provided a visual tool to help participants identify areas of opportunity to address self-control issues.5
Another key deliverable from this lesson was the introduction of the Blind Spot Form.6 Each participant reviewed their composite report to identify questions where feedback from their associates deviated from their response by two or more points on the scale. The key was to find three areas of differences, regardless of whether the score was
5 See appendix 8.
6 See appendix 9. A completed sample blind spot form is presented in appendix 10.
considered more positive or negative, to log on the blind spot form. If there were more than three questions that met the criteria, then the participant was instructed to select the three they considered to be the most impactful.
The Blind Spot Form contained six columns that aligned with lesson 5–10 of the module 2 lessons. The Blind Spot Form became an integral component of the lessons to help participants address self-control areas that were challenging for them. A complete review of the Blind Spot Form was conducted as part of the re-examining process in module 3. Throughout the course, the BSL directed participants to review the Blind Spot Form to continually reflect upon areas of concern.