assignment 01 02 go for growth

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Make Time for Growth Assignments in Your Daily Work

• Elizabeth Grace Saunders

Four ways to build learning and development into your hectic schedule.

Your job probably includes some responsibility for researching new trends or dreaming up innovative ideas. Lucky you! Alas, if you’re like most people, you probably never feel like you have enough time to devote to those important projects. Often the activities with the most learning opportunity get squeezed out of the schedule by project meetings, administrative work, e-mail, and other day-to-day items.

• ES Elizabeth Grace Saunders is a time management coach and the founder of Real Life E Time Coaching & Speaking . She is the author of How to Invest Your Time Like Money and Divine Time Management . Find out more at RealLifeE.com .

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Develop and Challenge Yourself through Growth Assignments

• The Future of Leadership Development: Balancing AI and Human Coaches
• Coaching Strategies for Leaders

Organizations use growth assignments in their leadership development and succession management efforts. Employees should seek out and accept growth assignments for personal and career development.  But if your organization isn’t directing growth assignments your way, a recent HBR Blog Network post, “ Make Time for Growth Assignments in Your Daily Work ” offers some advice for seeking them out for yourself. 

Elizabeth Grace Saunders, author of The 3 Secrets to Effective Time Investment: How to Achieve More Success with Less Stress , advises workers to “brainstorm the development opportunities that either currently fall within the scope of your role or could if you asked for them.” She outlines several techniques for finding the possibilities that work best for you: 

• Look over your job description for activities that you would love to pursue, but haven't gotten to yet.
• Think about some of the dreams that you had for your current position before you started. What did you hope to accomplish?
• Set up a lunch or coffee with people in similar positions, either at your company or at a different company, and ask how they invest in learning.
• Survey your current area of influence and jot down opportunities for improvement. 

As a time-management coach, Saunders counsels workers to determine a specific focus—and stick to it. “One of the best ways to do this is to look at the value created by additional investment… Then, decide on one or two that have the most potential to stretch your skills and have a meaningful organizational impact,” Saunders writes.  For more tips and advice, read the complete blog post .

Ryann K. Ellis is an editor for the Association of Talent Development (ATD). She has been covering workplace learning and performance for ATD (formerly the American Society for Training & Development) since 1995. She currently sources and authors content for TD Magazine and CTDO, as well as manages ATD's Community of Practice blogs. Contact her at [email protected] . 

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Planning for Growth InTRODUCTION in Organization

Added on   2021-02-22

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Module 8: Growth Models

Assignment: growth models writing task, preparation.

Search the Internet to find a graph or table of values that shows how something is changing over time.  The data should be real measured data (not some made-up values for a math problem example or something), and should show something that is changing linear or exponentially.

• The graph or table should show data for at least 4 time periods (years, months, etc.)
• Find data that appears to have a linear or exponential trend.
• Find data that someone hasn’t already used.

What You Will Turn In

• Construct a document that includes a link to the data or graph you used (+2 pt for including, -10 for not including)
• Recreate the table (if it’s huge, just include at least 4 time periods), or create a table from the graph you chose and include it in your document (6 pts.)
• State whether the data appears to be changing linearly or exponentially, and give a reason (4 pts)
• Find an explicit equation to model the data, clearly defining your variables and showing your work (10 pts)
• Use your model to make a prediction about the future (4 pts)

Table 2 on page 2 of this document  from Snohomish County, WA shows the incidents of sexual orientation motivated hate crimes in Washington.

1996  1016 1997  1102 1998  1260 1999  1317 2000  1299 2001  1393

While not perfectly linear, the trend appears roughly linear [don’t just assume linearity! – make sure you can give a reason.  If I graph your data and it looks exponential, you WILL lose points].  Using the 1996 as n=0, and using data from 1996 and 2001,

(1996)  P 0 = 1016 (2001)  P 5 = 1393

[FROM HERE, you would then follow the examples in the book to calculate the equation.  IF your data is changing linearly, the procedure will be similar to the “population of elk” example.  IF your data is changing exponentially, the procedure will be similar to the “carbon dioxide emissions” example.   Suppose I followed the procedure, showing my steps, and came up with this equation:]

P n = 1016 + 75n   where n is years after 1996

Predicting in 2010 (n=14):

P 14 = 1016 + 75(14) = 2066

So if this trend were to continue at this rate, this model predicts that in 2010 there would be 2066 incidents of sexual orientation motivated hate crimes in Washington.

Again, this example was specific to linear growth.  For an example using exponential growth, see the carbon dioxide emissions example in the book.

——————————————————————-

A note on determining if the trend is linear or exponential

Linear trends increase by approximately the same amount each year (or month or whatever the time unit is), so they have the shape of straight lines.  It is important to remember, though, that the world is not perfect, so data is rarely a perfect line.  The gas consumption example in the book is an example of data that is not perfectly in a linear, but appears to have an approximately linear trend; in other words, a line fits it pretty well.

In some cases, it’s hard to tell if the trend is linear or exponential.  In that case, think about how the quantity is changing.  Is it likely to be increasing by the same number each year?  Or is likely to be increasing by the same percent each year?

In this graph, the blue graph looks approximately linear, but the red graph is neither linear or exponential (and you shouldn’t use data like that for this assignment!)

Download the assignment from one of the links below (.docx or .rtf):

Growth Models Writing Task: Word Document

Growth Models Writing Task: Rich Text Format

Book Reviews

Global bc sites.

Canadian Biblical Counseling Coalition https://biblicalcounselingcanada.ca/

BCC Mexico https://www.consejero.org/

Brazilian Association of Biblical Counselors http://abcb.org.br/

Biblical Counseling UK https://www.biblicalcounselling.org.uk/

Network of Biblical Soulcare Germany https://biblischeseelsorge.org/en/

Growth Counselling Institute https://growthcounselling.nz/

The Goals of Growth Assignments

•   December 14, 2020

Editor’s Note: In this first article of a three-part mini-series on the BCC Grace and Truth blog addressing biblical counseling homework, Josh Stephens discusses the goals of growth assignments. In other contributions to the series, Lucy Ann Moll explains why she believes that the best homework assignment is regular Bible reading, and Randy Patten shares elements that should typically be included in counseling homework.

Remember back when you were in school, how every week was filled with an expectation of making it until the weekend? Then, on the Friday before the weekend, one or more of your teachers decided to bless you with homework that would clearly alter your weekend enjoyment. Do you remember that feeling of frustration? Thinking to yourself, “that’s wonderful; there goes my fun for the weekend.” Counselees can often hear the word homework and be tempted to think about it much like an unwanted assignment before the weekend. Therefore, it is important for counselors to create and give growth assignments that seek to be a blessing and not just busywork. The goal of this post will be to help the counselor consider four important biblical goals to keep in mind when creating growth assignments for those God has placed in their care.

Goal #1: Preserve God’s Goal (Proverbs 4:23; Galatians 3:3)

Creating growth assignments is an extension of the biblical counsel given by the counselor. It must maintain a heart-centered focus. Proverbs 4:23 says, “Keep your heart with all vigilance, for from it flow the springs of life.” Assignments cannot simply be another behavioristic exercise guiding counselees to greater outward conformity. Every counselor will find that some counselees desire to be given a biblical “to-do list” to be accomplished for the week. They may even be more concerned with impressing their counselor by their effort.

Biblical counseling seeks to address heart motivation, not just behavior modification, and growth assignments must keep this goal in mind. The Apostle Paul addresses the Galatian believers impacted by legalism with a question, “Let me ask you only this: Did you receive the Spirit by works of the law or by hearing with faith? Are you so foolish? Having begun by the Spirit, are you now being perfected by the flesh? (Gal. 3:2-3). Assignments must seek to move the counselee toward a right heart motivation; otherwise, they may just be encouraging growth by human effort alone.

Goal #2: Start with the Presenting Problem (Hebrews 12:1-2)

From the very early stages of counseling, the counselor gathers information on a variety of issues that continue to challenge and influence their counselee in different degrees. As this information is collected, the counselor must select where to begin. Determining where to begin can be challenging. Counselors hear statements like, “My self-esteem is so low right now, I have struggled with pornography for years, I have just fallen out of love with my husband, and I am so depressed I don’t want to get out of bed.” Counselors are usually never dealing with just one issue but several interconnected problems. Little by little, they must seek to unravel the ball of intertwined confusion by starting somewhere.

Growth assignments will sometimes focus on things that have begun to weigh the individual down or entanglements with sin. The author of Hebrews says, “…let us also lay aside every weight, and sin which clings so closely, and let us run with endurance the race that is set before us, looking to Jesus, the founder and perfecter of our faith” (Heb. 12:1-2). A counselor will likely begin with growth assignments related to the presenting problem. As they gather more information, they will also encourage other assignments that relate to other connected issues. Counselors cannot cover everything at once, so begin with the areas that are keeping them from a joyful relationship with God and others (1 John 1:5-10). This will help the counselee focus on what matters the most according to God: “loving God and loving others” (Matt. 22:34-40).

Goal #3: Maintain Measurability (Ephesians 4:22-24)

Once the counselor has prayerfully considered the issues at hand and has chosen where to begin, they must remember to create assignments that maintain measurability. The Apostle Paul says we must “put off your old self, which belongs to your former manner of life and is corrupt through deceitful desires and be renewed in the spirit of your minds and put on the new self, created after the likeness of God in true righteousness and holiness” (Eph. 4:22-24).

Successful growth assignments will help the counselor measure the growth of the counselee over time. Maintaining measurability means a counselor is creating assignments that focus on the “put off, put on” model laid out in Scripture. A Christian cannot grow simply by “putting off” their former manner of life alone. They must “put on” on living like their Savior. Growth assignments that follow this model will be most helpful in measuring God-honoring growth. Maintaining measurability also means that assignments must focus on patterns of thinking that have led to a specific value system, which in turn has led to specific choices. Assignments that help the counselee measure not just what they did but why they did it will help them learn to counsel themselves better.

Goal #4: Be Time Sensitive (Eph. 5:16)

Time sensitivity must also be considered when creating growth assignments. Counselors must help the counselee “redeem the time” (Eph. 5:16). The implication of “redeeming the time” is that a person will focus on what is most valuable. It is important to find out when a counselee did the homework assigned. Have your counselee record when they completed their assignment and how long it took them. Some counselees will come in having just completed their assignment the night before, and others just completed it in the parking lot. If you do not have the counselee record when they did their homework, you will never know if the counselee is “redeeming the time” by taking growth assignments seriously.

Counselors should be not only mindful of when the counselee did the assignment but also how much homework they should give. The amount of homework will be tailored to the individual and the circumstances, which means a counselor will need wisdom in discerning how much work to assign. If it’s more than can be completed, the counselee can become discouraged. If it is too little, the counselee may think they are doing better than they truly are. Consider a gradual increase of growth assignments over time, creating a greater investment and involvement in growth that glorifies God.

Questions for Reflection

• Do your growth assignments reflect a biblical understanding of the heart?
• How are your growth assignments connected to the presenting problem of your counselee?
• How well do your growth assignments measure the “put off, put on” process?
• Are you giving too much homework or not enough?

About the Author

Josh Stephens

Josh serves as Lead Pastor of Cape Bible Chapel in Cape Girardeau, MO, and Director of Biblical Counseling at Central Baptist Theological Seminary. He is the Executive Director of Biblical Counseling Alliance. Josh graduated with an MA in Biblical Counseling and an MDiv from Central Baptist Theological Seminary. He received his Doctor of Ministry in Biblical Counseling from The Southern Baptist Theological Seminary. Josh is certified as a biblical counselor through ACBC.

Recent Posts by Josh Stephens:

• A Picture Is Worth a Thousand Words — May 13, 2024

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