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In
San Jose, IDM will present a two-hour seminar entitled “There is more
to what your client tells you than you think: How deeper answers
to client questions surface.” Conference attendees as well as
other interested coaches are invited to a preview of the
seminar. We are presenting two more preview sessions spaced two
weeks apart, to introduce the central ideas on which the seminar
is based, and answer questions regarding the topic of the hidden
dimensions of coaching.
Last
Sessions:
Oct
17, 05 @ 9 pm ET/6 pm PT
Oct
31, 05 9 @ 12 noon ET/9 am ET
These
sessions will be held by
Antoinette
Dawson and Nancy
Moynihan and will be primarily interactive, discussion based
events.
Register Here for one of these f.ree
sessions.
MEASURING
HIDDEN DIMENSIONS: THE ART AND SCIENCE OF FULLY ENGAGING ADULTS
By
Otto Laske (IDM Press, January 2006)
Copyright
© Interdevelopmental Institute
Designed
to comprise four volumes, the book’s first volume introduces
the reader to a developmentally
based model of professional consultation. Building on the work
of Michael Basseches, Elliott Jaques, Robert Kegan, Edgar
Schein, and Ken Wilber, the author concentrates on what for many
years Edgar Schein has addressed as Process
Consultation (PC), a mode of helping that is distinguished
from both the ‘expert’ and the ‘doctor-patient’ models
of helping. In PC, it is the task of the professional to consult
to the client’s mental process, rather than delivering
solutions or diagnoses per se. Taking these three models of
consultation into account and analyzing them developmentally,
Laske introduces a fourth model, developmentally
grounded process consultation (or DPC). DPC addresses
helping processes as delivered by consultants, HR and OD
professionals, social workers, mediators, coaches, lawyers, and
clinical and social psychologists. In most general terms, then,
Laske’s book is a developmentally based theory of professional
helping. It makes full use of adult-developmental research since
about 1970.
The
book’s four volumes are all equally based on assessments
conceived as interventions, not ‘tests.’ The volumes are
anchored in the structure of Laske’s Program
One instruction at the Interdevelopmental Institute. As in
the IDM certification program of this title, the book unfolds
three distinct perspectives on clients which are brought
together and synthesized in the fourth step (volume), namely:
- social-emotional
assessment (volume 1)
- cognitive
assessment (volume 2)
- behavioral
assessment (volume 3)
- synthesis
of the three perspectives (volume 4).
All
four volumes are designed as workbooks for students who are in
the process of acquiring the skills of developmental thinking.
In volume 4, a number of in-depth case studies by Laske himself
and his students are presented.
Of
the four volumes, only the first is presently ready for
publication. (The subsequent volumes are expected to appear
during 2006-07 at IDM Press). The first volume’s Table of
Contents is as follows:
Preface:
Why this book and why now?
Introduction
to Process Consultation
Chapter
1: You Already Know What Adult Development Is!
Chapter
2: What is Your Hypothesis as You Listen?
Chapter
3: Where is Your Client’s Center of Gravity?
Chapter
4: From Active to Hypothesis Based Listening
Chapter
5: How Spread Out between Risk and Potential is Your Client?:
Making Finer Distinctions between Stages
Chapter
6: How to Understand Developmental Conflict
Chapter
7: The Structure of Powerful Conversations: How to Listen
between the Lines
Chapter
8: How to Test Your Developmental Knowledge
Chapter
9: What it All Means for Coaching: The Developmental
Foundations Spelled Out for Practice.
Appendix:
A: Exercises with Answers, B: Coaching and Mentoring Case
Studies, C: Teams, D: Capability Management.
Glossary
of Terms
Bibliography
Index
While
the book chapters of volume 1 present details of the
social-emotional assessment framework, the Appendix is entirely
devoted to applications of the book’s Constructive
Developmental Framework (CDF). Equal attention is given to
the art of listening and the science of scoring developmental
interviews. Throughout, the book highlights the task of
developmentally based consultants, to master the hidden
dimensions of natural language as a medium of developmental
self-revelation. The Appendix comprises exercises (A), three
coaching case studies (B), the developmental study of a team
(C), and a short introduction to assessing human capital
company-wide, or Capability
Management.
A
short description of each chapter of volume 1 and of its
Appendices follows.
The
first three chapters introduce to adult-developmental stage
theory based on R. Kegan’s work, with equal attention paid to
listening and text analysis. Chapter 4 is an analysis of
‘active listening’ and is the basis of chapter 7, on
developmental interviewing. In chapters 5 and 6, the framework
of four ‘main’ stages is further differentiated through an
introduction of ‘intermediate’ stages, thereby enabling the
consultant to refine developmental diagnoses within a framework
of 16 different stages. The book’s teachings up to chapter 7
are put to the test in chapter 8 which presents a complete
analysis of a three-page interview fragment, in order to
exemplify the scoring of interviews in terms of developmental
stage structure. Chapter 9, finally, is a theory of coaching and
its limits, based on the distinction between different coaching
levels.
The
Appendix completes the topic of social-emotionally based process
consultation. Apart of the exercises (A) – some with, some
without answers – section B presents three case studies of
coaching clients, including recommended coaching strategy.
Section C introduces a developmental typology of teams meant to
predict the team’s dynamic. Finally, Section D of the Appendix
provides an elementary introduction to the use of Capability
Metrics for use in HR and OD human resources management.
In
its entirety, Laske’s book exemplifies his teaching, that of a
developmentally based theory of process consultation equally
focused on life and work, but emphasizing the world of work.
In
what follows, we present three pre-publication reviews of
Laske’s book, by Chris Wahl, Jon Ebersole, and Nancy Moynihan.
Each of these reviews adopts a different perspective on the
book: Chris writes as a coach, Jon focuses on HR issues, and
Nancy speaks of the transformative experience of reading the
book.
Book
Review #1
by
Christine M. Wahl, MCC, Director, Leadership Coaching
Certificate Program, Georgetown University,Washington, DC
If
you are a coach who relies on your training and your powerful
intuition to get a sense of what your client is about, this book
is for you, even though you may not welcome the discipline it
takes to not only read this book, but to put into practice its
wise and well-researched concepts.
This
book is neither for the faint-hearted, nor for those addicted to
a quick read. The
concepts are difficult, and the developmental approach the book
embraces is simultaneously rigorous, compelling, and daunting.
And,
it’s worth reading.
The
concepts in this book greatly expand your thinking about what
truly helps a client and cause you to wonder how you’ve
coached so long without knowing deeply the theories of human
development beyond adolescence. The book poses many challenges
to conventional thinking within the helping professions. One of
the notions it challenges is that being a present, excellent
listener with profoundly accurate intuition is enough to truly
help a client develop into his or her potential. As the book
makes clear in minute detail, this notion is one-sided, and
dangerously so. Personality itself may get in the way.
What’s
needed is an understanding of developmental theory, stages, and
then a lot of practice with bringing these concepts into your
work, including addressing your own developmental issues.
The
book takes the reader through
the theory of adult development, to developmental listening,
interviewing, to provocative views on the limitations
of current coach training, and ending with the power of
bringing this sort of approach to organizations and teams.
Laske explores many distinctions about coaching, and
takes deep cuts at conventional “wisdom” about what makes
coaching valuable.
Laske
covers a tremendous amount of territory in this book, based
largely on his own thinking, research, and study with the
great developmental thinkers of our time.
You can expect to learn about developmental assessments,
a client’s center of gravity, the developmental stages of
adulthood, consciousness, meaning-making, as well as what to
look for in various domains of life to be able to begin to
assess a person’s stage of development in order to eventually
help clients to their next stage of development.
Laske
uses case studies and commentary
to help the reader learn not only the stages, but also how to
interview and listen to be able to determine the stage a
particular client might be living in. His cases actually
showcase a lot of what not to do, which is one way people can
learn what TO do. His writing on developmental listening and
developmental interviewing is quite excellent in showing what it
really takes to apprehend a client’s structure of reality.
Each
chapter ends with questions for reflection, and the appendices
are full of questions and activities for coaches to explore.
Laske
contends that coaches need to be
at least at developmental level “4” in order to do any sort
of good coaching at all. As
well, Laske makes the point that a coach who is a level below
his or her client, i.e. a coach at level “3” who is coaching
a client at level “4,” will actually do harm.
Coaches, it’s time to take a look at your own level,
know thyself intimately in this way, and do your own internal
work to move toward higher levels of development.
Word
of caution. Reading
this book alone is insufficient
to setting coaches and others in the helping professions free to
begin doing developmental assessments.
And, it does not claim that any reader is ready to set up
shop as a developmental coach after reading the book.
In fact the opposite is true. Rather, readers are
made aware of all they need to learn. No doubt, to learn to be a
developmental coach, one needs the guidance and mentoring of a
master developmental coach.
Unfortunately, and Laske makes this point, few ICF MCCs
fit this profile. If his hypothesis that coaches are spread
across developmental levels in
the same statistical percentages as the general population is
true, this book is a call
to 55% of the coaches out there to get into purposeful education
to stretch, broaden, and developmentally enhance the who
that they are as coaches.
If
this were to take place, Laske’s contribution to the world of
the helping professions, and particularly coaching, will impact
our society in ways that can only help people live in integrity,
with more people acting for the greater good.
Chris
Wahl is a Master Certified Coach who created and directs the
Leadership Coaching Certificate Program at Georgetown
University. She has
studied developmental coaching with IDM over the past year. She
can be reached at startlightcreek@cox.net.
Book
review #2
by
Jon Ebersol, Director, Dialogue Services GmbH, Affoltern,
Switzerland
This
is not a book for the faint of heart, nor for the dim of wit.
Just as it purports to show how to “fully engage
adults,” volume 1 will fully engage the reader.
Maturity
can be measured. As
astounding as it is somewhat outrageous, Otto Laske takes us
down a revealing and somewhat scary path to uncover our
capacities, and our limitations.
Encountering such exact measurement of human capacity and
limitation could lead some to feel overwhelmed.
For others it will uncover a new horizon full of
potential, clarity and hope.
You can run, but you cannot hide from the analyses in
this book.
This
first of four volumes presents the latest advance in the school
of developmental psychology initiated in Geneva by Jean Piaget
in the early 20th century, but focused not on
cognitive but rather social-emotional development. Building
primarily on the work of Robert Kegan and his collaborators,
Laske makes three substantial contributions to the literature.
First,
this volume presents a more exacting methodology of analyzing
adult developmental levels. Where Kegan built on Piaget’s and
Kohlberg’s work in describing the socio-emotional stages of
adult development in subject-object theory, and with his
collaborators also created the initial analytical methodology
for identifying developmental stages through semi-structured
interviews, Laske refines this theory and method by introducing
additional precision in measuring developmental risk, potential,
and embeddedness.
Second,
whereas to date this knowledge has been used in the context of
pedagogy and education policy and much less so in clinical
psychology and leadership education, Laske makes this knowledge
accessible, relevant and usable for a wider professional
audience. While
demonstrating the art of developmental interviewing and
listening, he relates the scientific scoring of interviews to
the world of work, thus challenging the fields of human
resources management, organizational development and
particularly coaching, to lay the groundwork for perceiving and
quantifying human capacity at a new depth.
Finally,
in applying the results to a consulting environment, Laske adds
a fourth stage to the stages of consultation developed by Edgar
Schein. Where Schein
shows the stages of “helping” to advance in complexity and
influence from (1) the delivery of expertise and (2) the
doctor-patient model, to (3) a more engaged process consultation
model, Laske adds (4) the developmental aspect to deepen and
extend the effectiveness of consultative engagements, calling
this “developmental process consultation.”
When
the current volume and the three volumes to come are digested by
the helping professions, OD professionals in particular who have
since 1990 been working to introduce “learning” into
organizations (see Peter Senge “The Fifth Discipline”), may
find themselves working to create models of engagement that
challenge organizations to take yet another evolutionary step to
become truly developing
organizations.
Given
the looming and increasingly critical global challenges we face,
this guide on how to add depth and dimension to personal and
organizational change processes is timely, and should attract a
wide reading public.
Jon
Ebersole is a coach and consultant living and working in
Switzerland. His
professional background includes working for the United Nations,
OECD and several nongovernmental organizations.
He can be reached at jon@dialogueservices.com.
Book
review #3:
Nancy Moynihan
by
Nancy Moynihan, coach and clinician, Atlanta GA.
This
review is essentially about my reading of volume 1 of
Laske’s book rather than the book as something outside
of me. I want to make clear the impact the book is having on me
as a reader grounded in coaching and clinical work. In my
experience, this is a text book whose degree of difficulty and
potential to transform the reader are of nearly equal
significance. Despite the authors’ fluid writing style,
careful crafting of concepts, accessible language and logical
construction, the degree of difficulty may be too high for some
readers who may even be inclined to give up the effort along the
way. For those who find themselves challenged by the apparent
complexity, I recommend diligence and perseverance because only
in a full reading does one discover the transformative potential
of what the book conveys.
As
a practicing clinician thoroughly schooled in the language and
mechanics of behavior I have long thought that the forces
driving behavior derive their breadth and power from the mind. A
thorough reading of Laske’s text reveals that the true source
of under-standing behavior derives from language, specifically
the meaning making that all humans are ceaselessly engaged in.
Until now my study of things not behavioral has been focused on
various spiritual schools. Many individuals in distress lack the
mental space required to consider the spiritual aspects of their
distress, or so I thought. With my reading of this book I now
understand that what was lacking was my vocabulary.
This
after all is a book about vocabulary. A vocabulary that opens
the window on adult development in a way I have never been
exposed to despite years of reading, learning and seeking. It
describes both a vocabulary of meaning making as well as a
vocabulary for assessing and intervening within the mental space
of the person making meaning. The result has been to transform
my undying allegiance to behavior into a budding but devoted
allegiance to engagement with the client’s mental process
through a thorough understanding of how my client uses language.
For it is people’s use of language, not language per se, that
presents developmental cues for intervention.
As
a practicing coach I have usually felt comfortable about
generating hypotheses regarding my client’s difficulty,
obstacle or problem. Little did I know until reading this book
how inadequate those hypotheses can actually be when made up
largely of behavioral components and when lacking sufficient
information about the client’s mental space. Studying this
text has informed my ability and willingness to develop a truly
masterful listening skill.
I am confident that this will transform my ability to generate
relevant, precise and potentially transformative hypotheses
leading to relevant, potentially transformative interventions.
As
an individual committed to self development, both personal and
professional, I have found this volume to be as invaluable as it
is distressing, even painful. I have begun to question much of
what I thought was settled territory such as my own meaning
making and my subtle tendency to project that meaning onto the
world around me. I have begun to question my path as both a
clinician and a coach, seeing in the history of my development
places where I unknowingly may have left a trail of damage due
to my unwitting inadequacy. I am now constantly looking at the
issue of stage dissonance between myself and my clients which in
the end can only improve my ability to help others. Painful as
it may be, I am now engaged in studying and contemplating the
Practice Reflections at the end of each chapter of volume 1. In
this effort I hope to discover and eventually manifest the true
transformative power of this book’s first volume.
Nancy Moynihan is a Licensed Professional Counselor and
professional coach currently in private practice providing both
coaching and counseling services to a full range of adults. Nancy
can be reached at nancyam@mindspring.com.
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Non-Certificate Courses Fall-Winter 2005
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|
Course or Workshop
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Start Dates 2005 (2006)
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Time ET
(2-hr Sessions)
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Tuition
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Business Coaching for Potential [1]
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Individual assessment recommended
Mentoring available
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Wednesday
5
sessions
|
November
16 to December 7
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10
am to 12 n ET
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$349
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Understanding Coaching Bottlenecks [1]
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Includes personal assessment and feedback
Mentoring available
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Wednesday
4
sessions
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November
16 to December 7
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1
pm to 3 pm
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$429
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Hidden Dimensions Workshop [2]
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Individual assessment recommended
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Wednesday
4
sessions
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November
16 to December 7
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5
pm to 7 pm
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$349
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Certificate Courses Fall-Winter 2005
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Gateway
(General introduction to developmental coaching)
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Individual assessment recommended
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Tuesday
8
sessions
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November
8 to December 13 & Jan 10 to 17, 2006
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1
pm to 3 pm
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$495
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Program One, Part A (Developmental coaching techniques)
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Individual assessment recommended
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Tuesday
8
sessions
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November
8 to December 13 & Jan 10 to 17, 2006
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4
pm to 6 pm
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$700
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Program One, Part A (German & French)
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Individual assessment recommended
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Thursday
8
sessions
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November
17 to December 15 & January 12 to 26, 2006
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16
– 18 CET
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$700
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Program One, Part B (Cognitive coaching techniques)
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Individual assessment recommended
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Thursday
8
sessions
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November
10 to December 13 & Jan 13 to 20, 2006
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2
pm to 4 pm
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$700
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Program One, Part C (Behavioral coaching techniques)
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Individual assessment recommended
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Thursday
8
sessions
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November
10 to December 15 & Jan 13 to 20, 2006
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4
pm to 6 pm
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$700
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Program One, Part D (Case Study Preparation) [3]
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Individual assessment recommended
Mentoring available
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Thursday
8
sessions
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November 10 to December 15 & Jan 12 to 19, 2006
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12
noon to 2 pm
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$900
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Program Two (Case Studies Master Class)
[4]
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Mentoring for academic studies available
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Friday
8
sessions
|
To
be announced
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$1,750
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[1]
Program One Part C can be entered with a 20% tuition
reduction
[2]
Participant is eligible for entering Gateway with a
40% tuition reduction
[3]
Precondition: Part D: Parts A to C
[4]
Precondition: Program One, Part D (Client Case
Study)
IDM
Payment Policy:
All
workshops, courses, and intensives must be paid prior to the first class at
the very latest. Non-payment will result in
exclusion from the class until payment is made.
Payment
by Paypal is preferred. Payment by check needs to be
received one whole week before the start of the
class.
IDM
Cancellation Policy: Withdrawals
up to 14 days before start of the course or
intensive receive
a 50% discount.
Cancellation by IDM: full refund.
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