Category: Assessment

The article is based on a dialog between a mentor and a behavioral coach who desires to learn to think developmentally. After an introduction on coaching focused on clients’ Frame of Reference, the four individual dialogs deal with the three aspects of human capability, the nature of developmental scores, the nature of behavioral “need-press” scores, and the synthesis of CDF data for use in coaching practice. Laske 2007 Mentoring a Behavioral Coach to  Think Developmentally   Read More...

In this short post, I want to draw attention to the fact that what we call CDF -- short for Constructive Developmental Framework (see Wiki) -- is a multilevel methodology, not only a methodology comprising three interrelated modules. What I mean by that is that a CDF user can use this methodology on at least four levels if not more: 1. The real-time interviewing and assessment level 2. The scoring, interpretation, and feedback level 3. The role design level 4. The human-capital level where CDF is a decision theory, both practical and teachable, regarding what is the requisite match between contributors' developmental profile (size of person) and their accountability level (size of role). Up to now, CDF has mainly been taught at the first two levels, under the label of "case studies". These are focused on individual contributors and team members. Jan De Visch has developed theories about the role design level, spelled out in his two books, especially in "Minds Creating Value" (2014, see www.connecttransform.be). I find level 1 highly important because at this level CDF functions in real-time, and what it un-earthes through interviews are DTF generative mechanisms creating movements-in- thought. This is the level of dialog, and... Read More...

This course is focused on a single-client case study. It leads participants from merely talking about levels of meaning making to interactively determining them through semi-structured interview with a chosen client, and to documenting the client’s present meaning making based on 15 structurally relevant interview fragments. The program offers students the opportunity to show themselves and others that they have not only mastered “developmental theory”, but also know how to use it in practice. For the student, writing a case study involves: Completing a 1-hr semi-structured social-emotional interview Transcribing the interview(s) into English for discussion in the study cohort Selecting 15 structurally relevant fragments of the interview conducted Evaluating a Need/Press Questionnaire (guided by the instructor) Based on fragments of the social-emotional interview, presenting in class a coding sheet showing how the interview fragments are to be evaluated, for discussion in the study cohort At the end of the course, gathering and submitting all pertinent materials making up the case study to the Director of Education for personal feedback on scoring and focusing of client feedback. Read more Read More...

This course leads participants from merely talking about dialectical thought forms to interactively eliciting them through a semi-structured interview and evaluating their use based on relevant fragments from a client interview. The program offers students the opportunity to show themselves and others that they have not only mastered “developmental theory”, but also know how to use it in practice. For the student, writing a the case study involves: Completing a 1-hr semi-structured cognitive interview following the protocol of the “Three Houses” (possibly in a modified form) Transcribing the interview(s) into English for discussion in the study cohort Selecting 30 structurally relevant fragments of the interview conducted Based on these fragments, presenting in class a coding sheet describing how the client’s cognitive profile is to be evaluated, for discussion in the study cohort At the end of the course, gathering and submitting all pertinent materials making up the case study to the Director of Education for personal feedback on scoring and focusing of client feedback. Read more Read More...

This program serves the sole purpose of deepening practical know-how of CDF by bringing together all of its three dimensions. Consequently, it presupposes both a social-emotional and cognitive case study as well as the ability to evaluate and give feedback on the outcome of the Need/Press Questionnaire. The program offers students the opportunity to show themselves and others that they have not only mastered “developmental theory”, but also know how to use it in practice.   Writing a second case study involves: Completing a 1-hr social-emotional and 1-hr cognitive interview with a client other than the person engaged in Case Study I (a+b) Transcribing both interviews into English for discussion in the study cohort Evaluating the outcome of the psychological Need/Press Questionnaire Selecting from the social-emotional interview 15, from the cognitive interview 30 short fragments that appear to be structurally relevant for determining developmental profile Presenting a coding sheet of these fragments for each transcribed interview, to be evaluated by the cohort together with the instructor Submitting all materials required for written case study to the Director of Education Attending a feedback session with the Director of Education Giving full feedback to the client, both for self-insight and coaching Read... Read More...

An interview by Paul Anwandter Read More...