Why Developmental Coaching? A Personal Experience.
By Sunil Ahuja
After leading transformational workshop for about 10 years, I realized I was spending a significant amount of time coaching my workshop participants, both during and after the workshops. I also been studying developmental models, notably Spiral Dynamics, and now understood that “spiritual transformation” was an ongoing developmental process. Guiding people through a process of transformation was not just about experiencing transpersonal states, and somehow using that to stay more aware, but more concretely about enabling the emergence of the next developmental stage. In my Avatar® workshops, participants frequently experience transcendental states, but lasting effects seem to occur when they use the tools they learn to disidentify with the belief structures of their existing stage, allowing the perspectives of the next stage to emerge. I had the insight that to facilitate long term, stable change with a client it was crucial to understand their level of meaning making, their stability at that level, and whether they were in the process of emerging to the next stage, or at risk of regressing to an earlier stage. With that knowledge, I could offer the appropriate coaching either assisting the development to the next level, help stabilize the current stage, or facilitate integration of aspects of an earlier stage.
So when I decided to obtain a coaching certification, I looked for a program that explicitly understood that long term and stable changes in people were inherently changes in developmental stages. I wanted a program that incorporated an in-depth study of developmental models, along multiple lines of development; methods for assessing a client’s level of development; and ideas about working with clients at different developmental stages. In addition to vertical assessments, I was also interested in instruments for horizontal measurements: personality types and behavioral issues.
I researched the best-known coaching schools: New Ventures West, Hudson Institute, Newfield Network, CTI and others. While they touched on developmental models, they did not seem to fully incorporate them into their coaching approach. It appeared that the program I was looking for did not exist. Then, I heard Dr. Otto Laske speak about the IDM program on a Bridgeline conference call for the Edges Coaching Community, and realized that I had found the coaching program I was looking for.
I am currently in the process of completing my case study for Module D of IDM Program One. The “client” is an Avatar Course graduate, and had profound transcendental experiences during the course. Of-course, the only way I had to assess the long term efficacy of the course was through anecdotal information, which was significant. However, when I took her through a subject-object structured interview, I was amazed that I was also able to assess the results of the course. My sense is that she was functioning, in terms of the Kegan developmental model used at IDM, between Stage 3 (Other Dependent), and Stage 4 (Self Authoring) when she took the Avatar course. During the course, she released many of her internalized others. The interview scoring indicates she is now functioning from a strong Stage 4 perspective, and is starting to open up to Stage Five, (Self-aware), 4(5) in terms of the IDM model. Her main issue in the interview was a relationship she was about to end, primarily because of a rigid attachment to her sense of personal integrity. The emerging Stage5, was, however, enabling her to see that her sense of self could be more flexible. If I was to go on to coach her, this assessment would guide my coaching strategy. I would assist her in seeing the limitations of her Stage 4 meaning making, and the possibilities of a Stage 5 perspective. Without a developmental assessment, this approach would not be so clear. Also, it is worth noting that if I was functioning from a development level less than, say, 5/4, I would probably support her Level 4 perspective, and do more harm than good as a coach.
In conclusion, I’m also becoming more aware of the change in my listening. Even if I’m not conducting an interview, my listening is more developmentally attuned. In normal day-to-day conversations, I notice myself intuitively forming a sense of the person’s meaning making stage and responding to them appropriately. Spiral Dynamics calls people who can work and communicate with people at all levels of development without judgment “Spiral Wizards.” While it’s clearly not possible to assess one’s own development level objectively, it is worth noticing that I’m finding it much easier to do so with my sharpened “developmental listening” ability.
Review of "Measuring Hidden Dimensions - Volume 1"
By L. Ste-Marie, Peer Resources Network
Otto Laske is a developmental and organizational psychologist as well as a prolific writer, particularly in mentoring and developmental coaching. In this book, Laske addresses two concerns for the field of coaching; first, the predominant influence by behavorists, and secondly, the absence of a clear theory base and coherent vocabulary. This is the first of four volumes which together form one complete book. Its main purpose is to present both the theory and practice of developmental process consultation as a form of professional helping. In this volume, Laske examines the social-emotional perspective of mental growth and offers a research-based methodology for developmental interviewing and assessment. In subsequent volumes, Laske focuses on the cognitive and behavioral domains of adult development. All four volumes are necessary to fully grasp Laske's methodology and investigation into human consciousness.
Laske uses psychological constructive-development as the basis for a measurement tool for assessing and communicating clients' meaning making as the source of their behaviours and attitudes. This tool reveals and measures the hidden dimensions-the unconscious meaning making systems-which are the source of clients' issues and counter-productive behaviors. As the title of the book suggests, fully engaging adults is both an art and a science; art as learnable skills interviewing and developmental feedback, and science as qualitative research with specific research questions and methodology.
Primarily addressed to experienced consultants and coaches, this book builds on a number of concepts and theories of adult development, psychology, social science, leadership and organizational development. Practitioners, who are well versed in these fields, will find themselves at home in the works of Edward Schein, Chris Argyris, Robert Kegan, Lisa Laskow Lahey, E. Jaques and Ken Wilber. Although Laske gives clear explanations of how he uses theory, some previous background in Kegan's orders of consciousness and Lahey's research in object-relations interviews will enable the reader to more readily grasp the intricacy of Laske's method for listening and assessment. His familiarity with these theorists and practitioners is evident. I appreciate Laske's skillfulness in integrating their insights into his own practice and theory; however, I found myself on occasion looking for more specific references to some of the remarks he attributed to them.
Designed as a textbook, it is much more than a textbook for process developmental coaches and consultants. Anyone who accompanies adults in making meaning of their life and work will find this volume extremely helpful for expanding their knowledge of mental growth, assessing their own developmental growth and improving their practice. This volume is comprised of nine chapters; each of which presents theory and concepts along with examples for application, and concludes with questions to increase the reader's understanding of the content. The four appendices offer exercises for reviewing the chapter details and practicing new skills, case studies, as well as methods for using this same developmental tool in teams and larger groups. The tables and figures provide good illustrations for clarifying the theory and concepts. The glossary is provided as a common conceptual framework and vocabulary for the coaching profession. The bibliography is a very helpful resource for those who wish to access his primary sources and do additional research in this field.
This book review would be incomplete without referring to Laske's own disclaimer. While comprehensive in its theoretical basis and practical exercises, this book is not enough for becoming a qualified professional developmental coach. Capable use of this tool surpasses the acquisition of technique and skill. Just as there is no shortcut for achieving mental growth, there is no shortcut for coaches to develop capability and competency. Because the coach is actually the instrument for assessment and communication, coaches have an ethical responsibility to know their own developmental stage in order to listen effectively and determine if and how they should accompany clients in their mental growth. For a neophyte, this measurement tool can be complex and potentially harmful when used inappropriately. Laske cautions readers that they should work closely with a certified trainer in developmental coaching in order to use this tool both capably and competently. I have no doubt this is true.
(Review by Peer Resources Network member L. Ste-Marie).
New Look of IDM Program One
By Otto Laske
In December 2006, I slightly restructured Program One in order to make it more comprehensible to students worldwide. The new structure is meant to put in perspective the steps by which one arrives at a Certificate of Developmental Coaching and a Certificate of Developmental Assessment.
Essentially, what’s involved in Program One is what’s involved in developmental coaching from an evidence based point of view:
- Getting an inkling of what developmental practice is (Gateway)
- Learning to listen developmentally for what is a client’s ‘feeling generator’ (Module A)
- Learning to listen developmentally for what is a client’s ‘thought generator’ (Module B)
- Learning to understand behavior from the perspective of its underlying Frame of Reference (world view) that determines how actions are taken and decisions are made (Module C)
- Drawing the three preceding learnings together by using “canned data” given to one as an example of a client profile (Module Prep-D)
- Drawing the three learnings together making use by data one has elicited oneself with a volunteer “client” (Module D).
These six steps exactly correspond to the modules that make up Program One. They can be grouped as follows:
- Introduction to developmental practice (Gateway).
- Learning the skills for listening developmentally (Module A, B, C).
- Proving one has the skills learned using “canned” data (Module Prep-D).
- Proving one has the skills learned using data elicited by oneself (Module D).
In short, it’s all about YOU!
Importantly, Programs Two and Three don’t add anything new to this progression. They only give learners more confidence in their developmental capability, either by adding three case studies to the first one done at the end of Program One (Program Two), or using the techniques learned to write an academic thesis (Program Three).
Interestingly, Modules A to C are not just “academic.” The correspond to implicit or explicit questions your clients bring forward all the time:
- What can I do, and what are my options? (Module B)
- What should I do, and for whom? (Module A)
- How am I doing? (Module C).
At IDM, you never stray far from the core issues of your clients.
Website Redesign
With the help of IDM Technical and Administrative Director Greg Welstead and his colleague, Tom Olscheske, the IDM website will be redesigned in March of 2007. The Site Map will approximately look like this:
Paradigm |
Consultation |
Certification (Program) |
Resources |
About |
Constructive-Developmental Framework (CDF) |
Assessments |
Gateway |
E-zine |
IDM |
Potential capability |
Action Learning |
Modules A B C |
Publications |
IDMA |
Definition of ‘work’ |
Capability Management |
Modules Prep-D & D |
International Workshops |
IDM Press |
|
Coaching |
Program Two |
Conference Presentations |
PRIDMA [Poland] |
|
Succession Planning |
Program Three |
|
ECOC [Brussels] |
|
Talent Management |
|
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Feel free to make suggestions.
IDM Research: Predicting Fund Manager Profitability
By Jon Ebersole
Post Box 204, CH-8910 Affoltern am Albis, Switzerland
jme@dialogueservices.com
Achieving recognition for the explanatory power and utility of developmental assessments is not coming as easily as might be expected. Well known assessment methods, most of which Otto Laske characterizes as “horizontal”, seem to have a corner on the HR services market because of their proven track record. How can those of us schooled in developmental approaches facilitate a change in these habits? How can we prove that developmental assessments can add depth and significance to leadership, management and personnel practices? We need to send a wakeup call to the HR services market – so what messages are likely to grab their attention?
Having completed the Certificate in Developmental Assessment at IDM, I realized that I had at my disposal a tool of rare explanatory power. I also realized that in spite of the tremendous illumination these assessments can bring to the workplace, these cutting-edge methods are hardly known, and certainly not utilized in the business community. To gain recognition, concrete evidence of their utility is required, and to date there are not enough studies that measure the reliability of these assessments against quantifiable external performance data. While some are available, more seem to be required in order to generate a mass of evidence sufficient to reach a “tipping point” in recognition and then business practice.
As ROI (return on investment) is central to economic life, I looked into where one could find the sharpest potential contrast – the most financial gain – from investing in developmental assessments. As a doctoral student at the University of St. Gallen in Switzerland, I began to look into finding a research project in the financial services industry because – as our Stage 2 anti-hero Billy the Kid reportedly answered when asked why he robbed banks – “that is where the money is”. The basic inquiry I arrived at is to test whether certain personnel assessments based on developmental psychology can be used as predictors of fund manager profitability.
Specifically, I would like to test whether the developmental assessment scores from managers of investment funds (such as hedge funds or mutual funds) correlate positively with their financial returns. Even a small, positive correlation could have significant implications for financial profitability. As I explore this topic, I become more convinced that we may be able to find a margin of advantage in adding developmental assessments to the already sophisticated battery of evaluation mechanisms used in selecting managers for funds that hold significant proportions of the world’s financial assets.
I am posing two basic research questions:
(1) Will fund manager scores in emotional maturity, measured in the “Subject-Object Interview” (SOI), show a correlation with market returns?
Trading behavior by fund managers frequently becomes fixed in particular styles or tendencies that favor, for example, their own “pet” companies, industries, commodities, or other investments. They can become too personally attached (projecting subjective perceptions onto external reality) to one or another decision they have made, and not able to pull out when they should, their decision making capacity being held hostage to their emotional structure. Further, the degree of objectivity in their original choice of where to look for market opportunities, may be influenced not just by their cognitive capacity, but also the degree of “objectivity” in the socio-emotional sense.
(2) Will fund manager scores in ethical judgment, measured by the “Defining Issues Test” (DIT), show a correlation with market returns?
This line of inquiry asks whether a well-developed sense of morality and ethical decision-making, a cognitive measure, is correlated with higher profitability among investment managers. Essentially, this is the question of whether conscience and profit are opposing forces, or mutually supportive. The primary question is whether a correlation exists between the level of cognitive development (capacity to process complexity) in ethical thinking, and financial profitability.
In a well-known quote, Wayne Gretzky, the world’s best (retired) hockey player, says: “A good player skates to where the puck is. A great player skates to where the puck is going to be.” It is possible that developmental assessments will, in the future, be recognized as having significance for human resources management practice in the financial services industry. I am looking for a bank or other financial institution willing to risk an investment in this possibility. Any leads you, the reader, can provide to this end would be greatly appreciated.
IDM International News
New Translations of Measuring Hidden Dimensions, Volume 1.
Marie Garance Leroy, Switzerland, has signed a contract for translating volume 1 into French.
David Sempau, Spain, will put in place a Spanish translation of the work. A Polish translation is being discussed at this time.
Present Gateway Class
For the first time, the Gateway class, ongoing until March 3rd, comprises an international group of participants from Poland, Germany, Belgium, Switzerland, Mexico, Brazil, Canada, and the U.S.
The class uses new material that gives an overview of the entire IDM Program One.
Separate Courses for UK and Australia
IDM has introduced separate classes for UK and Australian participants. See below for late February starting times.
Seminar for Consulting Psychologists
On February 11, 07, twenty-one consulting psychologists affiliated with APA attended Otto Laske’s 4-hr Seminar entitled “Executive Development as Adult Development.” (Seeing the green-blue ocean was a good break from the New England Winter.)
Upcoming European Events
- Action Learning Seminar on putting in place an program for educating internal coaches and further supporting senior managers by evidence based behavioral and developmental coaching, Directorate of Learning and Development, TEA-CEGOS and European Commission, Brussels, Belgium, February 21-22nd, 07 (in English).
- PRIDMA Seminar on the Developmental Approach, in collaboration with Prime Leadership, Krakow, Poland, to be held in Warsaw, April 2007 (in English). Exact dates to be determined.
- Entwicklungscoaching Seminar in collaboration with Trigon Entwicklungsberatung, St. Poelten, Austria, Konstanz, Germany, June 28-30, 07 (in German).
- Seminar on the Developmental Approach, Systemics, Berlin, Germany, July 2-3, 07 (in German).
The Berlin Seminar is described as follows:
Entwicklungsstufen von Menschen entschlüsseln lernen
Seminar 02. – 03. 07. 2007, Berlin
Dr. Otto Laske, Boston/USA
Inhalt
Das Seminar führt in die kognitive Entwicklungspsychologie und deren vielfältige praktischen Implikationen (bzgl. Coaching, Beratung, Führung etc.) ein. Dies ist ein äußerst relevanter, aber bisher im Beratungs- wie Managementbereich kaum berücksichtigter Aspekt. Grundlage dessen ist das Modell von Robert Kegan (Harvard).
Im Gegensatz zu statischen Persönlichkeitsmodellen (z.B. MBTI) erklärt dies, wie Menschen sich über qualitativ unterschiedliche Stufen entwickeln (psychische Reife). Diese Entwicklungsstufen zeigen auf, wie man auf jeder Stufe, sich selbst, andere Personen und die jeweilige Umwelt wahrnimmt und interpretiert. Jede Stufe ist dabei komplexer und integrierter als die vorherigen Entwicklungsstufen. Dies hat enorme Auswirkungen darauf, welche Handlungsmöglichkeiten einem Menschen offen stehen und welche Art von Arbeit man kompetent auszuführen imstande ist.
Methodik
Erstmals in Deutschland ist es möglich, einen praktischen Einblick in diesen fundamentalen Aspekt menschlichen Denkens und Handelns zu erhalten. Das Seminar bietet vielfältige Möglichkeiten, zu erleben, wie sich Entwicklungsstufen im Leben zeigen. Durch gezielte kurze theoretische Inputs, Live-Demonstrationen, Auswertungen von Gesprächs-ausschnitten, Peer-Group-Arbeit und Plenumsdiskussion wird dieses komplexe Thema erlebbar.
Zielgruppe
Berater, Coaches, Supervisoren, Personal- und Organisationsentwickler, Mitarbeiter von Personalabteilungen, Trainer sowie Führungskräfte.
Literatur:
1. R. Kegan (1982). The evolving self. Cambridge, MA: Harvard.
2. O. Laske (2006). Measuring Hidden Dimensions. IDM Press
Seminarleiter:
Dr. Laske ist Schüler von Adorno, Horkheimer, Herbert Simon und Robert Kegan. Seit 1997 Leiter des Interdevelopmental Institute (IDM), Boston/USA. Dieses widmet sich der Umsetzung entwicklungspsychologischer Forschung für Coaching, Beratung und Führungskräfteentwicklung.
Kosten
650,- Euro plus 19% MwSt. (123,50 Euro) = 773,50 Euro
Inclusive Verpflegung (Getränke, Pausensnacks und Mittagessen).
California Gateway Seminar
A California Gateway Seminar with Lynn Myhal (presently in Module D) is planned for May, 07, to be held at the NVW Lauren Coaching Center, San Francisco, CA.
Exact dates to be announced.
IDM 2007 Winter/Spring Offerings
Click course link to see detailed description and registration information.
Course Time Table
[With class consensus, course times can be changed]
Course |
Start Date (2007) |
Time ET**
(2-hr sessions) |
Tuition (US$) |
Gateway US & international |
Tue, March 13, 07 |
1 pm |
525 |
Gateway UK |
Wed, Feb. 28, 07 |
6 pm UK (12 noon) |
525 |
Gateway Australia |
Wed, Feb 28, 9 am Australian time |
(Feb. 27, 7 pm) |
525 |
Module A* |
Mo, March 12, 07 |
1 pm |
525 |
Module B |
Mo, Feb. 12, 07 |
10:30 am |
525 |
Module C |
Mo, March 26, 07 |
10:30 am |
525 |
Module D |
Ongoing til March 6, 07 |
|
1,425 |
Program Two |
Tu, March 13, 07 |
10:45 am |
1,675 |
* Discount for Modules A to C = $1,475 (a $100 savings) — Please enquire
** US ET time is 6 hrs. behind Central European Time, 5 hrs. behind UK time, and 14 hrs. behind Australian time.
Course Descriptions
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.
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.
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.
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