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Dear
IDM Community!
As summer nears, we intensify our focus on practical applications
in developmental coaching, by expanding into mentoring,
assessment, and a new kind of human resources management we call
“capability management.” You may be interested in knowing that the
coaching methods we teach have immediate application when it comes
to assessing entire teams and groups. By taking our courses, you are
simultaneously expanding your professional opportunities into how to
help companies manage the capabilities of larger groups!
As
you'll read in the Feature Article, we have begun gathering
experience in how developmental mentoring works. By mentoring, we
help coaches make practical use of developmental insight into their
clients without extensive training.
Such training is an option for those coaches who find that being
mentored developmentally has greatly boosted their effectiveness
(See the three contributions by coaches, below). A step toward such
mentoring lies in having a developmental assessment made of oneself
as a coach, -- a transformative experience in itself that
demystifies developmental thinking.
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Feature Article :: A Case Study in Developmental
Mentoring |
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Since we
introduced mentoring in April 05, we have gathered some
experience in how such mentoring works for coaches adventurous
enough to try it out. Being mentored in “thinking
developmentally” in coaching is a good preparation for engaging
with IDM training, and at times even an alternative to it. In
this article, I present a short report on some of the issues
that come up when a coach not trained in evidence based
developmental thinking wants to know more about the client than
conventional coaching practice permits.
From what we
have heard from coaches, the following are salient reasons why
coaches look for a developmental deepening of their coaching:
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The coach
feels increasingly ineffective with a particular client
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The coach
feels “in over his/her head” with a particular, “very
smart,” client
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The coach
has begun to feel that s(he) may be less developed than the
client
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The client
is difficult to understand, and there are few cues as to how
to proceed
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The client
is part of a toxic environment in which personal development
is not a legitimate issue (since it is thought to subtract
from enhancing performance)
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Many things
have been tried but none have worked well
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There is a
lot of resistance on the part of the client.
Whether the
difficulty is predominantly that of the coach or the client, a
developmental approach can help.
Case Example
The coach
contacted me in the second month of working with a client.
Little or nothing had so far been achieved, in the coach’s
judgment. The client was getting restless. The main obstacles
within the executive client, as far as the coach could discern,
were as follows:
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in terms of
seeing alternatives, the client’s mental space seemed to be
very small
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although
portraying himself as a superb, autonomous decision maker,
the client seemed to depend on the psychological support of
higher-ups without his knowing
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a
360-report showed that peers and reports alike found the
client’s decision making inconsistent and unpredictable.
In short, it
seemed clear the client did not have a good understanding of
himself. Therefore, the coach asked for assistance in
interesting him in a developmental assessment.
Procedure
I suggested the
coach might want to ask the client for very frank feedback about
how the coaching was going for him. Should the client feign
satisfaction, it would be clear that his own judgment could not
be much trusted. Should the client indicate what seemed to be
the difficulty, the coach might ask whether the client had
experience with some kind of assessment. In this context, the
coach could then introduce the possibility of developmental
assessments, their focus, and cost.
This worked
well. The client decided to pay the assessments out of his own
pocket, to ensure total confidentiality. The coach then invited
me to a short interview with the client during the next coaching
session. This was done, I described the thrust of the
assessments, and a date was fixed to administer them. We agreed
that I would give feedback on the assessments together with the
coach whom I would have briefed (and “coached”) beforehand.
So we did. I
initially gave the client a behavioral questionnaire that
elucidates salient coaching issues, and concretizes whatever
developmental findings were to emerge. We then scheduled two
one-hour interviews without the coach, and I set to work to
evaluate them using IDM scoring methods. I subsequently wrote a
short report for the coach, to introduce her to the findings,
and prepare a feedback session, first with her, then with the
client.
The Coach’s
Learning
I coached the
coach on understanding the developmental findings in the same
way that I give feedback to my own clients. I first explain the
questionnaire data, and then introduce the developmental scores
that shed light on it. The questionnaire data comprises 18
variables focused on the client’s self conduct at work, the way
the client approaches tasks, and the client’s relationship to
others from an emotional intelligence point of view. This data
is very rich. Depending on the findings on the client’s way of
thinking (cognitive level) and way of meaning making
(developmental stage), one and the same data has very different
consequences for focusing the coaching.
Interestingly,
the questionnaire brought to light many issues the coach had
sensed or surmised. However, we now had precise data to confirm
the hunches. Also, the coach learned to separate out what was an
issue of self conduct (Self House), what concerned the client’s
way of working (Task House), and what was an issue of
interpersonal relationships (Organizational House). In this way,
the coach’s own insight into the client’s situation was deepened
and made more precise. The coach also learned to introduce
additional structure into her coaching sessions. When I added
the developmental layer of scores, entirely new coaching
perspectives emerged for the coach. Once this had been discussed
in some depth, we scheduled the feedback session with the
client.
Joint
Feedback Session
This was the
most difficult undertaking. It was my task to safeguard the
coach’s expertise in the eyes of the client, while
simultaneously giving effective feedback to the client (whom I
knew only from the interviews). Here, the coach and the mentor
had to speak in one voice. The mentor was to present the salient
findings, while the coach was to remind the client of situations
they had discussed which the findings seemed to elucidate. Coach
and mentor worked hand in hand, giving feedback on findings,
selecting examples to demonstrate the correctness of the
findings, formulating hypotheses as to what might suggest
coaching topics and role plays to further the client’s progress.
Reactions
from Client and Coach
Essentially, a
deepening had occurred for both client and coach. The client had
learned that behavioral work issues can be very precisely
formulated given the questionnaire data, including unconscious
internal conflicts the client so far had not been aware of. The
coach had learned that hunches can be substantiated by actual
data, whether behavioral or developmental. The coach had also
gotten a picture of what the interviews were about and how they
were structured, by reading the transcript (with the client’s
consent). She began to understand the distinction between
developmental structure and mere content. This, in turn, made
her review her own procedures, and made her able to see how she
could henceforth be more focused and challenging in her coaching
conversations. This enhanced her persona as a coach, as much as
it helped the client see his own issues more clearly. I am
surmising that she might sign up for the next Gateway, to learn
developmental interviewing herself.
Does this sound like a model to follow?
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| Article 1 ::
Tutorial #2 on the Pragmatic Significance of Developmental
Stages
by Dr. Otto Laske |
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In the last
issue, I presented an introduction to developmental stages
from a theoretical point of view. In this Tutorial, I want
to shed light on some pragmatic aspects of working with
developmental stages in coaching. As the reader probably
understands, just knowing about stages intellectually is not
enough; in fact, it can be quite dangerous to know only a
little bit about stages. One also has to be able to discern
them through interviewing, specify them, and give feedback
on them (as is taught in Program One, Module A). However, as
Gateway students of IDM have discovered, there is
some interesting information that can be culled from
information on developmental stages as presented in the
class (see contributions by Lowellann and Elizabeth, below).
Although it is
a “terrible” simplification to think of stages as defining a
“class of clients,” there is some wisdom to thinking that
clients at different developmental stages have different needs
and issues. This wisdom has to be applied sensitively, however,
since clients at some specific stage – like stage 3 of
“other-dependency” – are highly diverse, each having his/her own
way of “being at stage 3” in their daily life and work.
The same holds
for coaches, of course. It is entirely legitimate to assume that
coaches at different levels have characteristically different
approaches that articulate their present way of meaning making.
(I speak of “coaching level.”) For instance, a “stage 3 coach”
by definition lacks a self authored system of values and
principles that can stand apart from, and be maintained
regardless of, accepted truths of the larger coaching community.
However, this is not the same as saying they all stage 3 coaches
form a “class,” and therefore can be considered more or less
similar.
This said, we
can think of stages as CENTERS OF GRAVITY from which we most
effortlessly function at the present time. They define our
comfort zone. That’s why we tend to take them for granted,
cannot easily discern them ourselves, and need a third party to
shed light on them. While we cannot be held responsible for
being at whatever stage we are, we can certainly be held
responsible for KNOWING what stage we are presently acting from,
especially if we call ourselves a helping professional. While
this notion has not become part of the ethics discussion within
ICF, it is rising inexorably to a level where it must be
addressed. IDM is at the forefront of professional coaches who
are making coaching ethics a bigger and deeper issue to increase
the legitimacy of coaching.
In the broader
scheme of things it should be remembered that developmental
stages are only one aspect of the Capability –
concretely, work capability – humans bring to their tasks. The
other, related, dimension is the cognitive one. We speak
of LEVELS of cognitive development. These levels are less easy
to characterize succinctly since they have to with cognitive
“attitudes” called THOUGHT FORMS. In coaching, thought forms are
conveyed by a willingness to be open to different aspects
of one’s life, work, and personal issues, especially to taking
multiple perspectives on any issue.
As an example
of a Thought Form (as taught in Program One, Module B), consider
PRIMACY OF CHANGE. This is not a concept as much as a way of
thinking that could employ an entire network of concepts. Many
different concepts can be used to articulate one’s way of
thinking in terms of unceasing change. In interviewing or
conversing with clients, the coach can ask him- or herself
questions like the following:
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Does the
client understand that process and change define the basic
nature of life and knowledge?
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Is such
change viewed positively?
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Is
the client’s attention focused on what is changing,
especially in “things” that outwardly seem fixed?
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Does the
client understand that change is the rule, and that
continuity is a construction of his or her mind?
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Does the
client take on his/her work from the perspective of “change
management”?
The coach can
also assist the client in paying more attention to change and
its primacy. This would be a topic of cognitive coaching, where
thought forms are central (Program One, Part B).
At what stage,
you might ask, can a client be expected to adopt thought forms
(attitudes) such as Primacy of Change? Well, even a teenager has
a notion of change, but that’s just defines the beginning of the
evolution of human thinking. Essentially, three things are
required to “master” a thought form:
-
the person
must be willing to take risks by thinking new
thoughts
-
the person
must be able to clearly articulate the thought form
(be aware of his/her attitude)
-
the person
must be able to combine a particular thought form
with others.
Combining
thoughts forms is not only a conceptual skill. It is the ability
to think “systemically.” If you combine a thought form of
process with one of context, you get a big picture
that is constantly changing. If you combine the same thought
form with one of relationship (of things and people), you arrive
at the notion that people and things are intrinsically related,
and that this relationship is in constant evolution. In short,
combining thought forms means being a creative thinker.
Whether
somebody can master – articulate and combine -- thought forms is
a matter of being objective about oneself. Only if you can stand
outside of, and be critical of, yourself, do you really “see”
what is going on. And frankly, in my experience, it is harder
for people to be objective about themselves at stage 3 than 4.
However, coaching a stage-3 person might help him or her bring
about greater mastery of thought forms, -- flexibility of
thought. And this would most likely have a positive impact on
the person’s developmental stage, eventually. In sum,
developmental stages and cognitive levels go together, and gaps
between them can lead to grievous issues in life and work, --
those that coaches deal with all the time without knowing it.
CONTRIBUTIONS
BY AMBASSADORS
Developmental Coaching in Action
Beginning in
this issue of the Newsletter, we are presenting contributions
from our students that show the impact of Gateway and
Program One on their coaching practice. For this Newsletter,
we have invited three coaches, two who went through Gateway, and
one who went through Program One, Modules A and B, to share with
us their perception of the impact of thinking developmentally
in coaching. The three coaches are: Nancy Moynihan,
Lowellann Fuglsang, and Elizabeth Vieira-Richard, introduced
below.
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Nancy Moynihan started IDM education in 2003, with the equivalent of
Gateway. She returned to IDM in 2005, and has just
completed module B of Program One. She is
predominantly a life coach. See her website
www.builtsmart.net.
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Lowell Fuglsang started IDM education with the Hidden Dimension
Workshop in February of 2005, and continued into
Gateway. Lowellann is coaching on both life and work
issues. See her website www.workstyle-lifestyle.com/
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Elizabeth Vieira-Richard
(MCC and mentor coach) also started IDM education with the
Workshop, continuing in Gateway. She
predominantly works with corporate, executive, and small
business clients. You're invited to view her website:
www.pdicoach.com
for more information.
I
surmise these contributors will be happy to speak to readers of
the Newsletters to answer further questions.
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Why IDM?
by Nancy Moynihan, IDM Ambassador |
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This is a very
brief and possibly flawed attempt at a dialectic analysis of one
student’s experience of the benefits of pursuing a course of
study in evidence based developmental coaching.
At the time I
accidentally discovered Dr. Laske’s IDM program I was not
looking for another training opportunity. I did not need another
“coaching investment” showing up on my credit card statement,
reminding me that selling is what pays bills, not studying.
Besides, I have a masters’ degree, a professional license, coach
training in two different programs, 30 years of clinical
experience…why, I was a complete package that just needed
selling!
In early 2003 I
took the Gateway Class, which had the effect of
instigating a subtle yet profound transformation of my
performance as a coach, my view of myself as coach, my
understanding of my clients and most surprising of all, my
clients view of themselves. The elegant conceptual framework and
language revealed in Gateway took me beyond both my clinical
(counseling) and content driven (coaching) interactions to a
more authentic relationship with my clients. I began to see some
of the flaws in my approach to learning about my clients, the
hit or miss fashion by which coach and client decide what the
focus of the relationship will be. I began to use developmental
language with my clients and myself which we both found
comprehensible and relevant, even illuminating at times. My
clients began to ask questions and incorporate the language as
their own. We became more effective together, and my clients
stayed in coaching longer, due to a shift to a lifespan view of
their own evolutionary development. Gateway was such a leap in
knowledge that once again I was sure I must be the complete
package…that just needed selling.
Two years later
I have returned to the IDM program for the rest of the coach
education that I now understand actually will allow me to evolve
into a complete package as a coach and counselor, confidently
self authoring a professional persona as a change agent able to
work effectively with any developmentally compatible clients.
In the interest
of full disclosure I should reveal that the IDM program is, for
me, quite challenging in several ways that I experience as
simultaneously demanding and stimulating. However, I am clear
that the benefits, which both increase and crystallize into a
sparkling, elegant whole with each successive class (I just
completed Module B of Program One), are well worth the effort
and investment. Perhaps in future editions the editor will give
me space to elaborate on the many benefits of this program,
benefits which have the power to transform not only the client,
the coach and the coaching relationship, but also the field of
coaching itself.
Evidence
based developmental coaching education is an elegant and
revolutionary arrangement and application of well researched
conceptual frameworks, exquisitely detailed language, and a
comprehensive assessment methodology that benefits my clients as
directly and pervasively as it benefits me, the coach/student.
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How Developmental Thinking has Impacted My Coaching
by Lowellann Fuglsang, IDM Ambassador |
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My interest in human development has evolved through a number
of career phases beginning with career counseling, and moving
through staff development, team development, adult education and
finally coaching.
At the outset of my coaching career, I drew upon the skills
and processes acquired from past experience. Later I embarked
on a Graduate Executive Coaching Program that focused mainly on
understanding organizational culture. I spent a lot of energy
on experimenting and understanding the true nature of coaching.
Is it counseling, therapy, consulting, or teaching? And I came
to the conclusion that coaching is a bit of all those roles. In
those years, there was a flurry of interest in discovering new
and better coaching techniques because I discovered that I was
having great success with a lot of clients, but less than great
success with others. Why was that I wondered. In my career
counseling days I had learned that one “clicks” with some
clients, but definitely not all. Differences in personal style,
intelligence, aptitudes and interests all come into play. In
coaching I was also noticing that clients responded to certain
tools and approaches, while others didn’t. What was that about?
Acquisition of more best practices, models and techniques
were not making a difference for me. There was something
missing. How could I hope to help my clients grow if I didn’t
understand the process of growth? I came to realize that my own
development as a coach and a person is key and I began to
explore the work of Frederick Hudson, Robert Kegan, Milay
Csikszentmihalyi and others. My search led me to the concept of
developmental coaching being introduced by Otto Laske, and I
enrolled in his Gateway Program.
In the Gateway Program, I began to understand that adults
move through some predictable stages or phases, and that these
stages help to explain the source of their pain or obstacles and
goals. Not only did I gain valuable insights about my own life,
I also began to understand why some of those coaching
interactions were not effective. I would never view coaching in
the same way again. I began to ask questions and listen in a
different way; I began to gain insights around how people make
meaning out of their lives. My coaching took on a greater
depth.
While I have yet to perfect all the skills and techniques of
developmental coaching, I now have an expanded sensitivity to my
clients. I can make an informed hypothesis about my client that
helps me put their coaching goals into a context that allows me
to choose approaches and tools more suited to them. And I am
now aware that delving more deeply into evidence based coaching
through IDM courses would allow me to evaluate my hypothesis and
to track the effectiveness of my coaching.
Here are a few examples of how an understanding of
development has impacted my approach with clients:
A is in Stage 2 (Stage 2 person is “I” focused and s
unable to hold more than one perspective – their own) - he wants
to overcome his nerves and improve his presentations. I know
that he will be more successful if I can help him focus on how
his audience is feeling and what is in his proposal for them,
rather than focusing on improvement techniques.
B is in Stage 3 (Stage 3 person is “we” focused and is
often overly influenced by other’s opinions) – she wants to work
more effectively with her boss. I know that her success will
depend on her ability to take more personal ownership and
control of her performance, rather than dealing with her
frustration over the lack of direction she receives from him and
focusing on his expectations, traits and style.
C is in Stage 4 (Stage 4 person is “I” focused and
clear about his/her own vision and often blind to others’)– she
is responsible for leadership development. I know that she will
have greater success if I can help her understand that the
managers she needs to influence are functioning at different
developmental levels and styles from hers, rather than focusing
on strengthening her own vision and techniques.
These
clients were left feeling they had made a major break through
because they gained insights about themselves and others.
Developmental thinking has definitely helped me make better
decisions about the approach to take with them. The value in
developmental thinking for me is an enhanced understanding of
how my clients make meaning in their lives and careers, and an
enhanced intuition of what it will take to get them unstuck.
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Applying Developmental Elements to
Coaching
by Elizabeth Vieira-Richard, IDM Ambassador |
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As someone who has always had a keen interest in
understanding human beings as a way of relating to them and
inspiring them to be their best, coaching was a natural career
step for me when I left my successful career in the corporate
world 11 years ago. I had fed this interest previously pursuing
studies in adult education and development, psychology, human
resources, and business, but now I wanted to explore and develop
it further by working with and coaching individuals.
As a Professional Master Certified Coach for executives,
corporate, and small business professionals globally, I have
completed several coach training programs and other
developmental programs to help me develop personally and
professionally. About three years ago I became aware of Otto
Laske and the work that he was doing in developmental coaching
and the coach training programs that he was offering on this
topic. Reading information on Otto’s work and his programs
stirred up an interest and desire in me to learn more about
developmental coaching and how it could add value to me
personally as a coach and my clients – so I enrolled in Otto’s
Gateway Program.
What a great learning experience it has been! My learning
from participating in the Gateway Program is only my beginning
into developmental coaching and the first stages of
understanding and connecting deeper with my clients. It’s from
this early stage of understanding and applying developmental
coaching that I currently work with my clients, and I’m excited
about what becomes more available to me and my clients as I
continue my studies in developmental coaching.
Developmental coaching has helped me to better understand
myself and my clients. I’ve learned that every individual is at
a developmental level, and it’s from this level that we function
and make meaning of ourselves, our experiences, and our world.
I’ve also learned that my clients’ learning is influenced and
impacted by their present capability/developmental level. With
a much clearer and deeper understanding of my clients, I can be
where each client is developmentally so that I can better help
them to get to where they want to go. Understanding and using
this information has helped me to better coach my clients which
gives them greater opportunities to create changes that are
relevant to them and sustainable for the longer term.
Developmental coaching has helped me to better understand
myself in a way that I can take myself out of the way of my
client’s learning and progress. It has also helped me to better
understand some of my past (pre-developmental coaching)
coach-client experiences.
I have coached hundreds of clients in the past 11 years, and
I realize that a small number of those clients, I felt, did not
challenge and stimulate me as a coach; there was something
missing for me, in spite of my clients’ successes in achieving
what they wanted to get out of coaching. I discovered through
my studies and work in developmental coaching that this was
probably due to these clients being at a different developmental
level than I am, and had I known this before, I could have
adjusted to connect and work better with these clients. There’s
still a lot to learn about myself and my clients – even as a
Master Coach!
Today, I apply some developmental coaching theory, concepts
and tools when coaching my clients. The following are two
examples:
In my client’s initial foundation session at the beginning of
the coaching contract, I ask the client open questions that help
me to start identifying and understanding his/her current
developmental level. This information is shared and discussed
with the client and used to assist in the coaching of the
client.
John, my client (not his real name), the CEO of a
large organization was frustrated with one of his direct reports
on some issues in the area of how he (Tom – not his real name)
was leading his people and managing his department. John had
tried working with him to make some changes but it wasn’t
working; there was a disconnect somewhere and he wasn’t getting
through to Tom in seeing the issues and changing them. John and
I talked about the possibility of the disconnect being
attributed to John and Tom operating from two different
developmental levels so if John was operating on the premise
that Tom was at his level, then Tom just possibly couldn’t get
what he meant and understand the relevance. John and I
discussed where we felt Tom could possibly be in his
developmental level, based on what was going on and Tom’s
responses, and we brainstormed a plan for John on how he could
best coach Tom and work with him to help him make the changes
necessary for Tom and the organization’s success. John worked
his plan and he was surprised and very pleased with the results
both he and Tom achieved.
I feel that using developmental coaching has given an ‘edge’
to my coaching. It has also helped me in heightening my
coaching presence, active listening, and powerful questioning,
resulting in a deeper and more fulfilling coaching experience
for my clients. There is so much more available to me with
increased knowledge and understanding of developmental coaching,
and I’m excited about this as I continue my involvement and
studies in development coaching.
Elizabeth
Vieira-Richard is a Professional Master Certified Coach and
Mentor Coach, Speaker & Human Resources Consultant. You are
invited to visit her website: “www.pdicoach.com”
to find out more about Elizabeth and the work that she does.
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Tools
and Ideas of IDM Students |
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Although it is
a gross simplification to think of developmental stages as
“classes” of people being more or less the same, there is some
justification to the hypothesis that they share a common ‘world
view,’ cope with problems typical of their stage (independent of
age), and resolve conflict in predictable ways. Applied to
clients, this means that being able to determine a client’s
stage provides the coach with otherwise unavailable insight into
how the client makes meaning, what is the focus of his or her
presentation problem in coaching, and how best to address life
or work issues.
This
perspective is one that Gateway students who are also IDM
Ambassadors seem to have embraced spontaneously. The Table below
by IDM Ambassador Lowellann Fuglsang stems from
formulating stage hypotheses for the purpose of creating
coaching tools and supports. The Table states intuitions in need
of being tested empirically, to provide actual evidence. By
testing it the coach may learn a lot. The Table is thus a “work
in progress,” and a ladder for moving into evidence based
coaching.
View Table
(pdf download)
In the
future, tools created by Ambassadors and used for profit will be
subject to approval by IDM and, if approved, will be subject to
a one-time licensing fee. Payment of the fee will indicate that
the tool is endorsed by IDM, is viewed as legitimate, and as
unlikely to do harm. For details, see the August Newsletter.
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What's New at IDM! |
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IDM featured at the 10th annual ICF
conference in San Jose
IDM’s proposal called “There is more to what your client
tells you than you think: How deeper answer to client
questions surface” has been accepted for presentation at the
ICF conference in San Jose. During 2 hours, O. Laske
together with
Antoinette Dawson,
Director of the Ambassador Group,
will demonstrate how to listen to clients from a
developmental perspective, using audience participation.
Also, in the August – November time span, we will present
several Preview Sessions around the topic of “Do you
hear what your clients are saying?” to prepare coaches
interested in attending the San Jose demonstration.
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Coach Education Challenge Paper written
Otto Laske’s challenge paper “From coach training to coach
education: Building capabilities, not just skills and
knowledge” has been submitted to the prestigious International
Journal of Coaching and Mentoring. Otto’s paper questions the
methodological and pedagogical foundations of present coach
training and certification, explains the IDM approach, and
challenges coaches to strive for more highly research-based
training (now also promoted by
ACTO and institutions in
Europe.)
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Beginning of “IDM Europe”?
Our April 05 Newsletter for the first time engaged the
interest of nearly ten European coaches. These coaches are
residents of Italy, Germany, The Netherlands, and
Scandinavia. We take this as a sign that coaches in these
countries are beginning to look for coach education, rather
than just coach training. In some way, European coaches are
well prepared for evidence based coaching, since their
original schooling is often thorough. In addition, European
coaches have grown up in a culture in which evidence is
considered the basis of professional work. We certainly
welcome more inquiries from European countries.
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Seneca Workbook Powerful Conversations To Appear
October 1, 2005
IDM’s first published book will be a Workbook for the course
on Developmental Coaching taught by O. Laske at Seneca
College, Toronto, Canada, early in 2006. The book will blend
presenting theoretical background with text analyses and
group exercises. It will help students work their way
through the Gateway course, extended to 32 from 16
hours. The book will also be available as an e-book
directly from IDM.
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IDM Webcasts on Capability Management
On June 23rd, 11:30 AM ET, IDM’s
Otto Laske and
Steve
Stewart will present the third and last webcast on
Capability Management via
www.bettermanagement.com.
The first two webcasts, of March 10 and June 1, 05, are
available in audio form at the site, as well as in the
form of slides from Dr. Laske by writing to
otto@interdevelopmentals.org. So far, nearly 150 HR
managers have listened to the webcasts which introduce novel
tools for human resources management. These tools are
closely linked to the tools and perspectives taught in
IDM Program One.
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On-lining of IDM Developmental Assessments
IDM is
beginning work on bringing its proprietary interview-based
developmental assessments on line under the title of the
Constructive Developmental Framework (CDF). For
this purpose, IDM is joining forces with an internationally
known and active company. The company will provide
software engineering support, and will integrate IDM
assessments into a comprehensive Human Resources Management
software system. CDF is the only existing assessment battery
for gauging workforce capability at a level deeper than
customary, competence-based assessments. CDF also provides a
novel workforce analytic as part of the Balanced Scorecard.
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***Special Invitation to our
Newsletter Subscribers!***
FR^EE
TELEFORUM ::
What Developmental Coaching, whether training or
mentoring, can do for you! |
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Get a glimpse of why and how developmental
coaches understand their clients more deeply and
therefore are more effective.
Our free teleforums give you a quick overview of the
IDM core curriculum, and also fill you in on some of the
logistic details of IDM instruction. If you are
intrigued by developmental coaching, the forum presents
a good opportunity to become better informed about how
developmental coaching strengthens ICF competencies and
IAC proficiencies.
Every Monday, 12 noon to 1PM
ET
REGISTER HERE
for this upcoming Monday! | |
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SPECIAL INVITATION TO IDM SUMMER INTENSIVES, AUGUST 2005 |
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If you want
to become immersed in developmental thinking, our Summer
Intensives are for you! In the first half of August, IDM
presents two Intensives for the purpose of group work and
total immersion in coaching from a developmental
perspective.
For those undecided about certification, we present:
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Workshop Intensive,
4 2-hr teleclasses, August 1 to 4, 2005, 11 am to 1 PM
ET
For those who intend to continue with Program One in
the Fall, we present:
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Gateway
Intensive,
8 2-hr teleclasses, August 8 to 13, 15-16, 2005, 11 am
to 1 PM ET.
If you
have questions about these courses, join the
Monday Teleforum at 12 n ET, where you can get your
questions answered by Dr. Laske, by signing up on the IDM
website. |
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