Comments on: Leadership Insight 7: Growth-minded Leader http://www.servingbread.net/2007/08/07/leadership-insight-7-growth-minded-leader Thoughts, Musings, Reflections, and Ramblings of a campus minister, father, husband, and a Jesus-follower Tue, 14 Oct 2008 17:05:08 +0000 http://wordpress.org/?v=2.6.2 By: Tyler Watson http://www.servingbread.net/2007/08/07/leadership-insight-7-growth-minded-leader#comment-8349 Tyler Watson Wed, 08 Aug 2007 15:29:38 +0000 http://www.servingbread.net/2007/08/07/leadership-insight-7-growth-minded-leader/#comment-8349 Thanks for this series of posts; they are helpful to consider. I like the differences articulated between the Growth Mind-Set and Fixed Mind-Set, but I wonder if the deck is somewhat stacked against the Fixed Mind-Set. There are times where it is important to take a more deliberate, conservative approach as you mention. But your point that we revert to one of the two options in pressure situations is really good and makes me wonder. I know I could be challenged more to embody the Growth Mind-Set. Having been in leadership positions in which we tried to move the group forward and still lost long-time members because of the change, I can say that the Growth Mind-Set is not a bed of roses. Both of these models have significant costs, though overall, I would argue that growth trumps stagnancy. Also, I'm not sure I entirely agree with the West Point analogy. (Why am I being such a contrarian on your blog these days?) True, the military academies develop leaders in four years, but it's not from scratch. The application process requires that candidates show leadership abilities and experience during their high school years. It is a difficult process just to get into the academies. Applicants have to acquire recommendations from their US Representative as well as have lots of extracurricular activities and a high GPA. They have to show a wide range of ability, determination, and self-motivation. My point is that the military academies develop existing leaders, not pull a high schooler off the streets and turn them into a leader. What is extremely commendable about the academies, as you point out, is that each student is expected to grow as a leader. How I wish we had that commitment to and high expectations for students in other colleges, universities, trade schools, and high schools. Thanks for this series of posts; they are helpful to consider. I like the differences articulated between the Growth Mind-Set and Fixed Mind-Set, but I wonder if the deck is somewhat stacked against the Fixed Mind-Set. There are times where it is important to take a more deliberate, conservative approach as you mention. But your point that we revert to one of the two options in pressure situations is really good and makes me wonder. I know I could be challenged more to embody the Growth Mind-Set. Having been in leadership positions in which we tried to move the group forward and still lost long-time members because of the change, I can say that the Growth Mind-Set is not a bed of roses. Both of these models have significant costs, though overall, I would argue that growth trumps stagnancy.

Also, I’m not sure I entirely agree with the West Point analogy. (Why am I being such a contrarian on your blog these days?) True, the military academies develop leaders in four years, but it’s not from scratch. The application process requires that candidates show leadership abilities and experience during their high school years. It is a difficult process just to get into the academies. Applicants have to acquire recommendations from their US Representative as well as have lots of extracurricular activities and a high GPA. They have to show a wide range of ability, determination, and self-motivation. My point is that the military academies develop existing leaders, not pull a high schooler off the streets and turn them into a leader. What is extremely commendable about the academies, as you point out, is that each student is expected to grow as a leader. How I wish we had that commitment to and high expectations for students in other colleges, universities, trade schools, and high schools.

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