I.M.P.A.C.T. Church Empowerment Program

A partnership with Pastor Lee Jenkins, the Stewardship Coach, and Allan Bell - CPA, CMA, MBA, Nsites founder and creator

M9 Missions · Lesson 2 of 4

Lesson 2 — Listening to the Community

Ground outreach priorities in community voice, credible data and existing assets.

Not started

Nine M curriculum version 1.0 · Nine M methodology, content, exercises and deliverables by Pastor Lee Jenkins.

Where this lesson sits

Curriculum version 1.0 · Pastor Lee Review

Module purpose: Align evangelism, outreach, partnerships, community service, and external mission investment with demonstrated needs and measurable impact.

Official outcome: Missions and Community Impact Plan

This lesson produces: Community Needs and Assets Map

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Learn

Participant study reading — approximately 75 minutes of learning and shared work.

Learning objective: Ground outreach priorities in community voice, credible data and existing assets.

Recommended participants: Missions team, pastoral staff, invited community contacts

Estimated teaching time: 75 minutes

Success indicators

  • • Listening sessions or interviews are completed with at least three distinct community stakeholder types
  • • A Community Needs and Assets Map documents priorities with supporting evidence
  • • Existing community assets are identified rather than only deficits
  • • Leadership can name at least two assumptions from Lesson 1 that were confirmed or corrected by listening

Materials and evidence you will use

  • • Notes or recordings from listening conversations
  • • Publicly available community demographic or needs data
  • • The Outreach and Missions Inventory from Lesson 1
  • • Notes or recordings from at least three listening conversations
  • • At least one piece of external data supporting a stated priority

What you should be able to produce

  • • Listening sessions or interviews are completed with at least three distinct community stakeholder types
  • • A Community Needs and Assets Map documents priorities with supporting evidence
  • • Existing community assets are identified rather than only deficits
  • • Leadership can name at least two assumptions from Lesson 1 that were confirmed or corrected by listening

Foundational ministry principle

Jeremiah 29:7

7 And seek the peace of the city whither I have caused you to be carried away captives, and pray unto the LORD for it: for in the peace thereof shall ye have peace.

King James Version (KJV) · Public domain

Draft proposal for Pastor Lee Jenkins' review: this call to seek the welfare of the city where God has placed his people can frame community listening as a form of obedience rather than merely a planning technique.

As a proposed connection for pastoral review, the listening sessions in this lesson embody 'seeking the welfare of the city' concretely, since the church cannot faithfully seek a community's welfare without first hearing, in the community's own words, what that welfare requires.

Understand the concept

Your work in this lesson focuses on this outcome: Ground outreach priorities in community voice, credible data and existing assets.

A church that listens before it plans replaces guesswork with evidence and replaces a posture of rescue with a posture of partnership.

Why it matters for your church

Priorities set without listening often duplicate what other organizations already do well nearby.

Asset mapping changes the tone of outreach from rescue to partnership, which affects both strategy and communication.

A documented needs assessment gives the missions team language to say no to well-intentioned but misaligned ideas.

Examine the evidence

Use Notes or recordings from listening conversations, Publicly available community demographic or needs data, and The Outreach and Missions Inventory from Lesson 1 to compare your church's present practice with its stated intentions. Look for documented patterns, missing information, and differences between what people assume and what the evidence supports.

Your completed work should be supported by Notes or recordings from at least three listening conversations, and At least one piece of external data supporting a stated priority. Record uncertainty honestly so your team knows what still needs to be verified.

Prepare for the shared exercise

Document community priorities and existing strengths using direct listening and credible data across multiple stakeholder types. The Build the Community Needs and Assets Map produces the Community Needs and Assets Map, which contributes to the module's principal deliverable.

Before working with your team, consider this reflection: What might we be assuming about our community right now that we have never actually asked anyone to confirm?

Key terms

Community voice
Priorities and perspectives gathered directly from residents and stakeholders of the community the church hopes to serve.
Asset mapping
The practice of identifying existing community strengths, institutions and relationships alongside documented needs.
Poverty-tourism framing
A pattern in which outreach communication treats beneficiaries as helpless objects of charity rather than neighbors with dignity and agency.

What this means for a church

  • • Priorities set without listening often duplicate what other organizations already do well nearby
  • • Asset mapping changes the tone of outreach from rescue to partnership, which affects both strategy and communication
  • • A documented needs assessment gives the missions team language to say no to well-intentioned but misaligned ideas

Common failure patterns

  • • Treating one friendly nonprofit contact's opinion as the whole picture of community need
  • • Gathering data but never returning to correct assumptions made in the inventory
  • • Describing the community only in terms of lack, which can unintentionally shame the people the church hopes to serve

Ministry case

Northgate Community Church Listens Before It Assumes

Northgate Community Church (illustrative example — not actual church data) scheduled conversations with a nearby elementary school counselor, two residents of the apartment complex across the street, the county food bank coordinator, and a longtime tenant-association leader. The counselor confirmed food insecurity was real but said the more urgent gap was reliable after-school supervision, since many families work second shifts with no evening childcare.

The tenant-association leader named an asset the team had not considered: an informal parent network already coordinating rides and shared meals two nights a week. Rather than starting a new program from scratch, the missions team began exploring how to resource and extend that existing network, which reshaped the direction they took into the portfolio design work in Lesson 3.

Lesson takeaway

A church that listens before it plans replaces guesswork with evidence and replaces a posture of rescue with a posture of partnership.

Discuss

Guided discussion for the leadership table.

With documented needs and assets in hand, the team is ready to design a portfolio of outreach and partnership that responds to what was actually heard, which is the focus of the next lesson.

  1. Which listening conversation most challenged an assumption we had going in?
  2. Where did we find an existing community asset we had never noticed before?
  3. What current activity from our inventory now looks disconnected from documented need?
  4. How can we describe this community's needs honestly without describing it only by its lack?

Practice

Applied exercise — produces the Community Needs and Assets Map.

Build the Community Needs and Assets Map

Document community priorities and existing strengths using direct listening and credible data across multiple stakeholder types.

Estimated time: 40 minutes

Participants: Missions team, pastoral staff, invited community contacts

Artifact produced: Community Needs and Assets Map

Required inputs

  • • Notes from listening conversations with residents, schools, nonprofits, civic leaders and ministry partners
  • • Publicly available community data
  • • The Lesson 1 Outreach and Missions Inventory

Instructions

  1. List each listening source consulted and the stakeholder type it represents.
  2. Record the priority need each source identified in specific, concrete language.
  3. Record the evidence or reasoning supporting that priority, not just the opinion offered.
  4. Record an existing community asset connected to each identified need.
  5. Note which current inventory activities, if any, already address this need.
  6. Note which needs currently have no corresponding church activity at all.
  7. Circle any priority confirmed by at least two different stakeholder types.
Complete it online

Community Needs and Assets Map

  • Listening period: ______________________
  • Compiled by: ______________________
  • Sources consulted: ______________________
Stakeholder sourcePriority need identifiedSupporting evidenceExisting assetRelated current activity
     
     
     
     
     
     
     
     
     
     

Worked example

A fully completed sample using a fictional church. This is illustrative teaching material, not any church's actual data.

Northgate Community Church (illustrative example — not actual church data)

Northgate compiled four listening conversations conducted over two weeks alongside county school-district data on food and childcare access.

Stakeholder sourcePriority need identifiedSupporting evidenceExisting assetRelated current activity
Lincoln Elementary counselorReliable after-school supervision for working familiesCounselor reports 40 percent of students have no adult home before 6pm on weekdaysInformal parent ride and meal-sharing network already activeNone currently
Two apartment residentsAffordable transportation to evening shift workBoth cited missed shifts due to unreliable bus schedule after 7pmTenant association willing to coordinate carpool sign-upsNone currently
County food bank coordinatorWeekend food gaps for school-age childrenDistrict data shows food bank demand spikes each Friday afternoonExisting weekend backpack program reaches one third of eligible studentsWeekly food pantry shift

How this leadership team reasoned

  • • The team noticed the after-school supervision need was confirmed by both the school counselor and, indirectly, by the apartment residents describing their work schedules, meeting the two-source confirmation standard.
  • • They recognized the existing food pantry shift already touched a documented need but only addressed a fraction of it, since weekend gaps were the sharper issue than weekday pantry access.
  • • The parent network and tenant association were identified as genuine assets the church had never engaged, changing the frame from 'starting new programs' to 'resourcing existing neighbors.'

Decisions recorded

  • • Carry the after-school supervision need forward as a top candidate for new partnership investment in Lesson 3.
  • • Reexamine the food pantry shift's timing to see whether shifting it toward weekends better matches documented demand.
  • • Prioritize a direct conversation with the informal parent network before designing any new program around it.

Completed artifact extract — Community Needs and Assets Map

Listening across four stakeholder types confirmed after-school supervision as the community's most urgent, least-served need, corroborated by both school data and resident testimony. Two existing community assets, an informal parent network and an active tenant association, are candidates for partnership rather than replacement.

Illustrative exercise score: 19 of 20. The map draws on multiple stakeholder types, ties each need to concrete evidence, and pairs every need with a real asset, falling one point short only because civic-leader data beyond the school district was not yet gathered.

Score

Transparent 20-point exercise rubric: four criteria rated 0 to 5 with observable anchors.

Criterion0 — not evident3 — acceptable5 — exemplarySample
Completeness (0–5)Only one type of stakeholder was consulted and most fields are blank.Two or three stakeholder types were consulted with some fields incomplete.At least four distinct stakeholder types were consulted and every field is completed.5
Use of evidence (0–5)Priorities are recorded as opinions with no supporting evidence.Some priorities cite evidence, others rest on impression alone.Every priority is backed by specific evidence, and at least one is confirmed by more than one source.5
Alignment to the module purpose (0–5)The map lists needs only, with no attention to existing assets or dignity in framing.Some entries name assets, but framing leans toward deficit description.Every need is paired with an existing asset, and framing consistently respects community agency.5
Actionability and ownership (0–5)No connection is drawn between findings and next steps for the portfolio.General next steps are mentioned without specific ownership.Findings are explicitly carried forward with named next actions for the portfolio design lesson.4
Worked sample total19 / 20
  • Completeness: Northgate consulted a school counselor, residents, a food bank coordinator and a tenant leader, completing every field.
  • Use of evidence: Each entry cites specific data or testimony, and the after-school need is confirmed by two independent sources.
  • Alignment to the module purpose: Every row names a specific asset, and the artifact extract explicitly frames the church as a partner rather than a rescuer.
  • Actionability and ownership: The team named clear next actions but had not yet assigned a specific owner to the parent-network conversation.

Lesson-exercise scores (20 points each) demonstrate learning and artifact quality. They do not automatically overwrite the official Nine M module assessment, which remains a separate 100-point rating of five module dimensions.

Submit evidence

What must be submitted for this lesson to count as complete.

Submit

  • • A completed Community Needs and Assets Map with at least three stakeholder types represented
  • • A short note naming which Lesson 1 assumptions were confirmed or corrected

Attach this evidence

  • Notes or recordings from at least three listening conversations
  • At least one piece of external data supporting a stated priority

File upload is not implemented in this prototype. Ticking a box records that the church can produce the document; it does not store a file.

Contribute to official outcome

How this lesson builds the Missions and Community Impact Plan.

Artifact produced: Community Needs and Assets Map

Supplies the evidence base for the community-needs assessment section of the Missions and Community Impact Plan.

Open the module deliverable assembly

Participant reflection and notes

What might we be assuming about our community right now that we have never actually asked anyone to confirm?