Category: Developmental Coaching

This year, the Interdevelopmental Institute (IDM) turns 20. Conceived of as a virtual teaching, consulting, and coaching institute, it has outlasted 2 decades of neglect of the cognitive dimension of life as well as work, today the focus of 'cognitive coaching' and/or 'critical facilitation'. Over 20 years, the institute has educated close to 100 individuals in developmental thinking, both in its 'social-emotional' (Kegan) and 'cognitive' form (Basseches, Jaques, Bhaskar, Laske). The 3 documents here posted, written between 1999-2001, together form the historical foundation of work with CDF, the Constructive Developmental Framework. The first is entitled "An Integrated Model of Developmental Coaching", the second  "Foundations of Scholarly Consulting: The Developmental Structure/Process Tool (DSPT)"-- DSPT, the 'developmental structure/process tool' being the original name for CDF. (In the original name, 'structure' stands for the social-emotional, and 'process' for the cognitive, profile of an adult.). The third paper highlights the -- still unusual -- merger of two lines of adult development which is the highlight of CDF. While the first paper is an extensive introduction to the Three Houses as the mental space of developmental coaching and consulting, the second paper details adults' CDF profile in both of its dimensions. The 2nd paper reviews... Read More...

Attached to this blog, the reader will find a set of slides presented in a workshop held in Vienna, Austria, in February of 2019, for a company called Four Dimensions Consulting. It was the purpose of the workshop to introduce a German-speaking audience to the cognitive-developmental dimension of organizational work, especially team work. The workshop introduced participants to methods of cognitive interviewing associated with DTF, Laske's Dialectical Thought Form Framework of 2008. The focus of the workshop was shedding light on the close interweaving of the social-emotional and cognitive strands of adult development over the life span. The immediate pragmatic focus was assistance in learning about the four moments of dialectic and their associated thought forms. The workshop's Table of Contents is the following: Einstimmung • Einleitung in das Entwicklungsdenken • Teil Eins : Die interne Struktur von Humankapital • Teil Zwei : Im dialektischen Denkformrahmen arbeiten • Teil Drei : Methodologische Grundlagen des kognitiven Interviews • Teil Vier : Einfuehrung in die Praxis des kognitiven Interviews • Anhang A: Die vier Manager • Anhang B: Dialektik in Bildern erkennen Kurze Bibliographie Komplexes Denken Wien def3 2019 Read More...

In the set of slides attached to this blog, the reader finds my presentation on cognitive coaching of January 2019, presented to a London consulting firm, MDV. The purpose of my workshop was to teach consultants a new form of developmental assessment and, based on it, of developmental thinking that is increasingly in demand in distributed-leadership organizations striving to become self-organizing. The workshop's distinct purpose was to contribute to augmenting the quality of team dialogue, as well as of critical facilitation of team dialogue, by scrutinizing the dialectical structure of human movements-in-thought, both in life and at work. The Table of Contents of the presentation is as follows: 1. The New Coaching Environment 2. Resources for Developmental Coaching 3. Essentials of Team Coaching 4. The Mental Space of Coaching in the Three Houses 5. Overview of Cognitive  Coaching Tools Provided by DTF 6. A Developmental Look at Organizations 7. Exercises: The Three Managers 8. The Art and Science of Cognitive Interviewing 9. Appendix: Thought Form Tables 10. Short Bibliography. Cognitive Coaching London def 2019   Read More...

Teams are increasingly in focus as carriers of corporate culture. Collaboration and self-organization have become key- and buzzwords. New notions of what makes an organization 'humane' relative to A.I. and other kinds of 'business software' are emerging, but, alas, without an understanding of levels of adult development, thus without the possibility to differentiate in pragmatic ways how different team members at different levels of adult development relate to, think about, and use new technologies and thereby contribute to team work. Under these circumstances, enabling managers and HR departments to think more complexly and realistically about the integration of technology into human work is of high importance. The 2019 revision of chapter 11 of Measuring Hidden Dimensions, volume 1, of 2005, posted below, will contribute to a better understanding of how different levels of meaning- and sense making influence, if not determine, team members' capability to collaborate and integrate new technologies into their work. The team typology presented here, while 'only' social-emotional, not also cognitive, is a first step toward clarifying issues organizations increasingly grapple with: how role identities and work agreements, meeting practices and corporate culture are shaped by different systems of interpretation grounded in levels of adult development, and... Read More...

More and more, teams carry the organizational workload. The extent and quality of their collaboration is becoming a focus of practical and theoretical attention. However, a developmental theory of teams, whether social-emotional or cognitive, does not exist. What is clear is that the hidden (= developmental) dimensions of team performance are now defining companies' competitive edge and chances of survival. The slide set on developmental process consultation, below, written almost 15 years ago, gave the first hint that team maturity is a fruitful subject of research. Developmental research, over-focused on the individual, was making it clear that 'maturity' was not a psychological, but foremost a social-emotional and cognitive-developmental issue. From this insight emerged Laske's social-emotional team typology outlined in chapter 11 of volume 1 of Measuring Hidden Dimensions in 2005 (see ). Aside from the lack of social-emotional data on teams, an even greater gap in public knowledge is the lack about teams' cognitive status, regarding their fluidity of thinking and complexity handling capability. This issue is even more arcane to most since contemporary developmental theory continues to reduce cognitive performance either to logical task performances (as in M. Commons' work) or to social-emotional stage positions (as in work by... Read More...

In this blog, I briefly sketch a coaching app based on CDF. I detail an elementary design of the app and outline its purpose, function, and main benefits. Since learning CDF through workshops takes dedication and a level of concentration rare in present times, the blog suggests that: (a). learning to build apps for CDF-based coaching may be the optimal and quickest way to learn CDF; (b). since the majority of coaches is stuck in logic-based behavioral coaching, executives can expect a value-add from being coached based on the CDF-app designed in this  blog. Of course, building such an app requires people who simultaneously have experience building apps as well as a strong interest in delivering quality coaching. Two kinds of CDF workshops seem to be needed: 1. App-free: conventional, 2-4 day, workshops introducing students to the basics of CDF and providing opportunities for practicing developmental thinking with a client, also in preparation for building CDF-apps. 2. App-focused: a workshop geared directly to building a CDF-app. The first kind of workshop focuses on learning to embody a "CDF-stance" and "persona"; the second kind, on bringing CDF basics into a programmable form and shaping them in terms of the requirements of... Read More...