in this issue

Holiday Greeting Featured Article: Structural Changes in IDM Program One Note on Written Exams and Exit Interviews; Parallel Classes; Intensives Book Review by Jenny Edwards PhD, Fielding University IDM International News Skype Calls to IDM Bridge Line from Countries outside the US Article By Dr. John Derry "What Relevance Does Adult Development Theory Have For Coaching?" Winter 2007 Course Offerings Starting Developmental Coaching (Gateway) Deepening Developmental Listening (Module A) Starting Cognitive Coaching: How to Boost Your Client's Systemic Thinking (Module B) Behavioral Assessment in Business and Life Coaching (Module C) Preparing the Program One Case Study (Module Prep-D) Completing the Program One Case Study (Module D) Program Two: Gaining Experience as a Developmentally Thinking Professional Introduction to Dialectical Action Learning Advanced Action Learning

Holiday Greeting

The Interdevelopmental Institute and Interdevelopmental Associates LLC wish all those reading this newsletter a joyful holiday season and a very successful New Year.

We think that we are standing at a turning point in our work, now that international attention is more highly focused on our contribution to professional, research-based coaching. We continue our quest to make coaching a profession with a shared knowledge base and to strengthen the ethics code beyond its behavioral limits defined by ICF.

Thank you for your contributions to the Institute, and for sharing your learning experiences with us. As you can see below, we have already greatly learned from you.

Update on Program One

By Otto Laske

Learning from what its students have found easy and difficult, as well as paying attention to increasingly international interest in its offerings, IDM is restructuring its basic program, Program One. The new program will be in effect immediately. We are aiming for the following main benefits:

• New Certificate of Developmental Coaching for completing Modules A, B, and C.
• Parallel classes and Intensives available.
• Gateway class provides bird's eye view of all three perspectives on clients (modules A to C), thereby strengthening holistic perception of the IDM Program.
• IDMA Mentoring is available after completing Module C if desired.
• Reduced class time commitment from 8 to 6 sessions (16 to 12 class hours), except for the Case Study Master Class (Module D) and Program Two.
• Reduced class tuition (see below).
• Tuition discount for classes larger than 5 participants.

Essentially, the re-structured program has two parts:

Part One: understanding three developmental perspectives on the client; and

Part Two: using the three perspectives in an integrated fashion independently of IDM.

Part One (Gateway, Modules A to C): This introductory part provides all the theoretical background needed for developmental coaching. Participants learn to hold three different, but complementary, developmental perspectives on clients. They become able to understand their clients’ psychological profile and behavior from a developmental point of view. The data used are “canned,” that is, not elicited by the participants themselves but taken from existing assessments.

Part Two (Prep-D, D, Program Two): For most students, writing an independent case study is a major developmental step both personally and professionally. It requires systemic thinking and personal commitment. Participants make the conscious effort to bring the three perspectives they have learned together in their own mind (Prep-D) in preparation of proving their understanding of these perspectives by way of an individual case study ( Module D). They do so by becoming interviewers themselves, using themselves as instruments of their qualitative research. They can then undertake 3 further case studies to firm up their expertise in evidence based coaching and consultation in Program Two.

* Gateway to Module C takes 6 months (24 weeks), while Prep-D and D takes 3 ½ months (14 weeks), together 9 ½ months. Three additional case studies can be done in 2 months. The total for Programs I and II is thus about a year. All work is done in small support groups.

** Obtaining any IDM Certificate is preceded by a written exam and an exit interview. In the case of Module D and Program Two, the written exam is the case study itself.

Written Exam and Exit Interview

Obtaining an IDM certificate is preceded by a written exam (multiple choice or case study) and an exit interview. The written exam documents expertise acquired. The personal exit interview is directed to the special needs and opportunities of a graduate.

Parallel Classes

IDM classes never exceed 10 and rarely exceed 8 participants. They are conducted in different languages (English, German, French). Therefore, it is entirely possible for two classes of the same kind to “run” in parallel, differentiated by the country and language of participants. Even in English, there may be more than a single class going on simultaneously. Typically, participants remain in the group they initially entered. This has proven to be highly supportive especially in Prep-D and D.

Intensives

Since Modules A, B, and C are entirely independent of each other, participants can choose intensives comprising two classes at once, such as A+C and B+C. The combination A+B is not recommended because of the effort required in both A and B, and the time needed to absorb materials in each.

Summary of IDM Certificates

Certificate of Developmental Coaching

• Required: Gateway, A, B, and C.
• Written exam and exit interview clear participant for informal use of all three perspectives on the client, with appropriate cautions.
• No independent, for-profit client assessments possible.
• Participant is eligible for membership in IDMA (IDM Associates) and teaching of IDM Gateway under license.
• Assessment of a student’s client by IDM, and mentoring for giving feedback to the client, is available at cost.
• Assessment of the student is highly recommended and will be offered at a discounted price.

Certificate of Developmental Assessment

• Required: Prep-D and D.
• IDM supported feedback to subject of case study (who must be a volunteer).
• No independent, for-profit client assessments possible.
• Participant is eligible for membership in IDMA and licensed teaching of IDM Gateway, conceivably of Module A and C as well.

Master Developmental Coach/Consultant

• Required: Completion of Program One.
• Participant can consult on capability management issues (beyond coaching).
• Participants are able to engage in a doctoral thesis, using all or one of the three client perspectives.

IDM Assessment Speeds Up Your Learning

Year-long teaching experience has consistently shown that success in IDM course work and mastery of developmental coaching is heightened and sped up by two main factors:

1. Obtaining a comprehensive behavioral-developmental assessment for oneself
2. Working with peers between sessions.

In light of this empirical finding, present and prospective students are encouraged to check out the description and pricing of full IDM assessments at www.interdevelopmentals.org/assessments.html. Student discounts are available. For questions write to Otto Laske at otto@interdevelopmentals.org or call 781.391.2361.

Book Review

"Measuring Hidden Dimensions: The Art and Science of Fully Engaging Adults (vol. 1)" by Otto E. Laske, Medford, MA, Interdevelopmental Institute Press, 2006

By Jenny Edwards, Ph.D.
Fielding Graduate University

Dr. Laske says that he will focus on “Demystification” and “Measurement” (p. 8), and he does just that! He has written a book that will be invaluable to the university professor! In this book, Laske outlines the different developmental stages through which people can potentially pass in their lifetime. Based on Kegan’s (1982) work on developmental stages, as well as Schein’s (1999) work on process consultation, Laske discusses how people in the helping professions can identify the developmental level of people with whom they work and facilitate their growth to higher levels. He refines the developmental progression presented by Kegan and makes it applicable for those who work with people.

This book is for anyone who works with others who would like to increase in effectiveness and grow personally. Laske uses a conversational tone to help the reader to internalize the stages, develop interviewing strategies, and refine strategies for working with others. While Laske writes with a focus on coaches, all people who are working with others in a professional capacity can benefit from reading this book.

University professors can benefit from reading this book by applying the concepts in their interactions with their students and colleagues in order to grow in flexibility, efficacy, and consciousness. An additional benefit of reading this book is developing an inkling of the level at which one may presently be functioning (although to actually assess the level correctly requires a developmental expert). As faculty members focus on understanding the various stages through which people pass on the road to maturity, they will develop even more empathy and understanding of others.

Laske hypothesizes that as the helper works with others, both the helper and the people being helped have the opportunity to grow and move to higher stages of adult development. (Teaching and coaching are interdevelopmental, as he puts it.) Who the helper IS is more important than the particular set of skills that the helper brings to the relationship. Laske provides the tools for helpers to formulate conscious hypotheses about people instead of formulating unconscious hypotheses.

According to Laske, helpers should work with people differently, depending on the developmental level at which the people being helped are functioning. In addition, Laske suggests that a person functioning at lower levels will have difficulty in helping people who are functioning at higher levels. Thus, it is essential for helpers to know at what levels they are functioning in order to work with people with integrity. (or in order to have integrity when working with people.)

Laske shares numerous case studies and stories about people who are functioning at the various levels in order to help the reader internalize the stages and sub-stages that people go through in the process of developing throughout their adult lives. He presents four sub-stages between each of the major stages, and he discusses what the helper can listen for in order to determine and define each stage.

Laske presents stories about the different developmental levels more than one time. Each time he presents a story, he elaborates on it, providing the reader with even more understanding and insight into the developmental level of the person. This helps the reader become familiar with the text in the process of progressing through the book. In this way, the book enables the reader to develop a memory for how a person at a particular stage actually “sounds,” and thereby internalize the stages.

Laske shares strategies for helping people to feel “understood” rather than just “heard” (p. 155). He shows helpers how to make interventions while listening in order to assist people in growing to higher levels. According to Laske, “It is ultimately not knowledge and skills, but the consultant’s understanding of meaning making processes in adults that determines effectiveness in engaging with others over the long term” (p. 159). Laske likens listening in his model with listening to music in order to understand its structure. The listener focuses on structure and underlying meaning, rather than on the acoustic content of the music.

Laske discusses how helpers can focus the attention of people by asking questions to guide them to think, as well as by asking probing questions to help them to go deeper and understand the meaning behind what they are saying. Then, helpers interpret what the people said and formulate hypotheses about the stage or sub-stage at which they might be functioning. In this way, entire interviews can be evaluated for structure rather than content, and “stage scores” can be assigned to them. Ultimately, this leads to determining a person’s present developmental profile based on a “risk-clarity-potential index” (RCP) that encapsulates the person’s present “center of gravity.” This index, in turn, helps in formulating coaching plans and strategies since it shows the person’s present developmental potential.

As a result of showing the reader how to interview clients in order to determine their developmental stage, Laske discusses the “mental space” (p. 183) that people operating at different stages might occupy. He includes a lengthy interview fragment and discusses the effective and ineffective questions that the interviewer asked. He also analyzes the words of the interviewee to determine the stage at which the person in functioning, as well as questions that helpers at different stages might ask. In addition, he demonstrates the use of a “coding sheet” (p. 215) in which results of interview evaluation are not only identified, but also theoretically justified by the interviewer. The coding sheet can then be used to check for interrater reliability.

Basically, Laske presents strategies for working with people “at a level of precision not otherwise attainable” (p. 215). His goal is to help individuals working with others to increase the capability of individuals and groups. (The concept of capability puts the emphasis on developmental potential, not performance.) He makes working with people a science that uses qualitative measurements expressed in quantitative terms (e.g., 4(5) for a stage just beyond stage 4).

Laske also provides an extensive list of questions for each chapter to enable readers to reflect on their lives and apply new learnings. Laske includes answers to some of the questions at the end of the book, as well as three case studies. He also includes strategies for working with people who are functioning at different developmental levels and information about applying the information in the book in team settings. A section on managing capability of large groups by using representative samples is included at the end of the book, along with a glossary.

After reading Measuring Hidden Dimensions: The Art and Science of Fully Engaging Adults, I wonder how I ever got along without having read it! The concepts that Laske presents can enable professors and other helping professionals to take their helping to entirely new dimensions for the betterment of the people being helped, and, ultimately, for the betterment of society! I highly recommend this book and am looking forward to reading the other books in the series!

Note: As with any method, the reader will greatly benefit from learning from the author. By attending trainings with Laske, the reader will be able to see the process modeled and receive feedback on the accuracy of diagnosis. Laske offers trainings at the Interdevelopmental Institute. The class schedule is available at www.interdevelopmentals.org/e-zine.html.

References

Kegan, R. (1982). The evolving self. Cambridge, MA: Harvard.

Schein, E. (1999). Process consultation revisited. Reading, MA: Addision-Wesley.

IDM International News

The IDM Program is attracting increasing international attention in the UK, Ireland, Australia, and Eastern Europe, especially Poland. In countries where coaching psychology is an accepted term, IDM is seen as an Institute of academic standing.

Upcoming events are:

• December 18, 2006, 2 hour introductory workshop at the City University Coaching Conference, London, UK, organized by SGCP, the special group oft the British Psychological Society for coaching issues, www.city.ac.uk/sgcp
• February 11, 2007, 1-5 pm, half-day workshop on developmental coaching, APA Division 13 (Consulting Psychology), Miami, Florida
• February, 2007, half-day Seminar on “The Right Person in the Right Place in Society” as part of the initial PRIDMA offering to the Polish market, Warsaw, Poland
• March, 2007, first Gateway course offered in Warsaw, combining physical workshop with subsequent teleclasses conducted via VOIP.

Skype Calls to an IDM Bridge Line from Countries outside the US

As IDM classes become more international, calls to an IDM bridge line via an Internet-based telephony (VOIP) service such as Skype or Vonage (North America only) becomes increasingly relevant.

Formerly, in Skype it used to be difficult to insert the access code number for entering a teleclass. This seems to be no longer the case. For advice, kindly write to IDM Technical and Administrative Director, Mr. Greg Welstead, at greg@interdevelopmentals.org, an experienced user of Skype and Vonage.

Regarding calls from Europe, Michel Vandermeulen, Brussels, writes:

Students not in North America can use line connections operated by Finarea, Switzerland, Finarea VOIP Service

Calls to a bridge line in North America from Belgium can be made via www.callcheap.be (Belgium). This information is not available in English but rather:

• in Dutch : http://www.callcheap.be/index2.php
• in French : http://www.callcheap.be/index2.php?language=francais

From a land line, the calls cost 1/10th the normal rate, and there is a promotion also for mobile phones (1 eurocent/min.). To use this service requires use of VISA or Mastercard. After registration you wait for 5 days, then you are all set. Billing is correct, and detailed. The company has its office in Switzerland (Lugano).

Many thanks to Michel for this information.

"What Relevance Does Adult Development Theory Have For Coaching?"

By Dr. John Derry
With permission of the Bulletin of the Association for Coaching (UK), Autumn 2006, Issue 9, 2-5, Peter Jackson, editor (http://associationforcoaching.com)

Derry makes the case for why coaches need to understand their own developmental level in order to avoid coaching people at a higher stage than themselves, and to seek developmental help for themselves through coach-mentoring or supervision. He suggests a new role for supervision or mentoring of established coaches, and a new way of measuring the effectiveness of coach training programs: by assessing how much they help trainees move to increasingly higher developmental stages — not just acquire "competencies".

Read the article (5-page PDF).

IDM Winter 2007 Offerings

For tuition fees, start dates and times see our Course Timetable

Starting Developmental Coaching (Gateway)

This 12 (6x2) hr hands-on workshop introduces participants to the full IDM program, focusing on details and interconnections of the three client perspectives taught in Program One: social-emotional meaning making, cognitive sense making, and psychological profile (Need/Press). From the start, participants take an “integral” point of view that is based on actual assessments and research findings. Following Gateway, participants can go to Modules A, B, or C.

Register for Starting Developmental Coaching (Gateway) — $525

Register for Gateway PLUS Modules A to C — $1,900, a $200 savings

Order the text book for the course Measuring Hidden Dimensions, Vol. 1 at http://interdevelopmentals.org/book.html.

For tuition discounts for groups over 5 please write to info@interdevelopmentals.org (Greg Welstead)

Deepening Developmental Listening (Module A)

This 12 (6x2 hr) course teaches participants the essentials of developmental listening for stage of meaning making following the work of R. Kegan. Participants learn both interviewing and interview “scoring” by which stage is determined. Work proceeds from illustrations to actual interview fragments and a full interview. For a case study assessment, Module Prep-D is required (see below).

Register for Deepening Developmental Listening (Module A) — $525.

Register for Modules A, B, and C in advance — $1,475, a $100 savings.

Order the text book for the course Measuring Hidden Dimensions, Vol. 1 at http://interdevelopmentals.org/book.html.

Starting Cognitive Coaching: How To Boost Your Client's Systemic Thinking (Module B)

This 12 (6x2) hr course teaches participants the essentials of assessing client’s type of reasoning (Jaques) and degree of systemic thinking (Basseches). Participants become conversant with four classes of “dialectical” thought forms used by adults for refined uses of formal logic. Work proceeds from illustrations to actual interview fragments and a full interview. For a case study assessment, Module Prep-D is required (see below).

For further information on this course, write to the Director of Education at otto@interdevelopmentals.org.

Register for Starting Cognitive Coaching (Module B) — $525.

Volume 2 dealing on Cognitive Coaching will appear in the Spring of 2007, under the title Measuring Hidden Dimensions: How to Promote Adults' Potential.

Behavioral Assessment in Business and Life Coaching (Module C)

This 12 (6x2) hr course introduces to a deep-digging questionnaire about clients' psychological profile in relation to their organizational role, comparing their subjective psychogenic needs to the pressures brought to bear on them by their own super-ego needs and the social and cultural environment. This Need/Press profile helps clarify clients' coaching needs, and is ideal for formulating realistic coaching plans based on developmental data from Modules A and B. Participant learn to interpret questionnaire data, including their own.

Register for Behavioral Assessment (Module C) — $525

Volume 3 of Measuring Hidden Dimensions will be available in 2008.

Having completed Modules A, B, and C, participants can apply for a written exam and an exit interview in order to obtain the Certificate of Developmental Coaching. Individual Mentoring in using the acquired knowledge is available.

Preparation for Case Study (“Prep-D”)

In this 12 (6x2) hr course, participants collectively begin the work of bringing together the three client perspectives they have studied, by using a “canned” data set given to them as a group (rather than elicited by them through individual interviews). Modules A, B, and C are reviewed, and their relationship is clarified. Based on a specific Module C profile, participants gather motivation and ability to develop a short, 2-3 page case study that foreshadows the work to be done in D independently, based on data elicited by themselves.

Register for Case Study Preparation (Module Prep-D) — $650.

Register for Module Prep-D PLUS Module D — $1,975, a savings of $100.

Developmental Assessment Case Study (Module D)

This 16 (8x2) hr course completes Program One, mentoring participants as a group in completing individual case study (each participant choosing a volunteer client). Participants assume responsibility for finding, and working with, a volunteer for the purpose of conducting two developmental interviews and administering a behavioral questionnaire. After data collection, participants evaluate and score outcomes for class discussion. Feedback to clients is given to volunteers only once the case study has been accepted, following an exit interview.

Register for Case Study (Module D) — $1,425; $1,500 when paid in two instalments.

Program Two

This 16 (8x2) hour course is a master class for writing 3 additional case studies in order to gain fluency in making client assessments and formulating increasingly correct and sophisticated coaching plans. Participants work in groups to exchange scorings, interpretations, and procedural experiences. The instructor functions as a mentor. No new theoretical information is introduced, but professional savvy is gained. Feedback to clients is given to volunteers only once the case study has been accepted by IDM, and following an exit interview.

Register for Program Two — $1,675; $1,750 when paid in two instalments.

Introduction to Dialectical Action Learning

This 12 (6x2) non-certificate course introduces to the art of asking questions in a team based on a cognitive framework deriving from E. Jaques and M. Basseches. Participants are introduced to four different types of team work, a social-emotional typology of teams, and to dialectical thought forms as a resource in asking “powerful questions” that promote team learning. They act as a problem presenter who is helped by the class team in solving significant and urgent problems.

Register for Introduction to Dialectical Action Learning — $525

Advanced Action Learning

This 12 (6x2) hr course presupposes the introductory course and centers on hands-on problem solving in the team. The class team takes on highly complex problems and follows a strict session plan putting reflection and questions first, and actions taken or to be taken second. The course is ideal for participants wanting to go beyond conventional facilitation techniques and focus on promoting the cognitive functioning of a team.

Register for Advanced Action Learning — $525

For more information on this course, or special requests for having it conducted, write to the Director of Education at otto@interdevelopmentals.org.

Course Time Table

[With class consensus, course times can be changed]

* Two separate classes may be offered. Discount for Gateway & Modules A to C = $1,900 (a $200 savings)

** Discount for Modules A to C = $1,475 (a $100 savings)

*** Discount for Prep-D and D = $1,975 (a $100 savings)

**** European Central Time (CET) is 6 hours, UK time is 5 hours, ahead, thus 2 pm ET equals 20 CET and 19p UK time.

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