Certification Programs

Positioning & Approach

The focal need IDM programs are set up to serve is learning from nearly forty years of research in adult development in order to boost one's professional standing. The programs concern applied developmental theory, a framework making use of adult developmental research in applied fields such as coaching, leadership development, succession planning, psychotherapy, social work, and management consulting generally. This theory is embodied in the methodology taught at IDM, referred as Constructive Developmental Framework (CDF).

In all of the fields mentioned, the central concern is to understand individuals and/or teams more deeply in terms of their potential, by distinguishing between their development as adults and their behavior, competence, and learning all of which are ultimately strongly dependent on developmental level. By integrating adult learning and adult development, IDM Programs position themselves at the very forefront of present human resources endeavors.

It is a hallmark of IDM programs that they go beyond present thinking in adult development in not simply paying lip service to the development of individuals’ thinking, but in providing actual tools both for assessing and boosting adult cognition. This is achieved by incorporating into the training the tradition of dialectical philosophy stemming from Hegel and the Frankfurt School. As a result, IDM programs synthesize Kohlberg School and Frankfurt School insights and are “critical” in the sense of Critical Theory. Practically, this leads to courses in which dialectical thought forms are used in understanding all three dimensions of adult life and work: social-emotional, cognitive, and behavioral.

IDM certificate programs have no equal in the world, either psychologically or professionally. They are ‘developmental’ programs not only in terms of their content, but equally in terms of the process they engage in participants.

These programs are life changing and profession enhancing courses based on cutting edge adult developmental research. They do not stop at skill acquisition. Over and above their professional purpose, they have an existential aspect that says: “Change your life, not only your view of your present profession!” This is so because the methodology and tools these programs teach can only be used if one develops oneself to the level their authentic and ethical application requires.

For confirmation of this view, see our testimonials