Can Evidence Based Coaching Increase ROI?

This paper inquires into the effects of coaching carried out within an evidence based framework highlighting and supporting three generic coaching processes. It focuses on the enhancement of “return on investment” that may result from using (intake and outcome) assessments that make explicit how clients presently manage their mental and emotional disposition and work capability. The paper presents results deriving from coaching focused on potentiating clients’ own processes. Since the three coaching processes follow principles of lifespan development, they produce a twofold return: behavioural and developmental. Accordingly, the Return on Investment (ROI) of coaching is equally of a twofold nature: observable (behavioural) and inferable (developmental)

Mentoring a Behavioural Coach in Thinking Developmentally: A Dialogue

In this paper, presented largely in the form of a dialogue, I outline the mental processes required for engaging with the Constructive Developmental Framework (CPF) (Laske, 1999). From among the varieties of process consultation potentially benefiting from using CDF, I focus on coaching. I speak from experience with CDF, rather than primarily in terms of its theoretical foundations. Using one example, I convey a ‘feel’ of how developmental coaching works in practice once CDF has been learned and internalized by its user

Metabolite Profiling of Alzheimer's Disease Cerebrospinal Fluid

Alzheimer's disease (AD) is a neurodegenerative disorder characterized by progressive loss of cognitive functions. Today the diagnosis of AD relies on clinical evaluations and is only late in the disease. Biomarkers for early detection of the underlying neuropathological changes are still lacking and the biochemical pathways leading to the disease are still not completely understood. The aim of this study was to identify the metabolic changes resulting from the disease phenotype by a thorough and systematic metabolite profiling approach. For this purpose CSF samples from 79 AD patients and 51 healthy controls were analyzed by gas and liquid chromatography-tandem mass spectrometry (GC-MS and LC-MS/MS) in conjunction with univariate and multivariate statistical analyses. In total 343 different analytes have been identified. Significant changes in the metabolite profile of AD patients compared to healthy controls have been identified. Increased cortisol levels seemed to be related to the progression of AD and have been detected in more severe forms of AD. Increased cysteine associated with decreased uridine was the best paired combination to identify light AD (MMSE>22) with specificity and sensitivity above 75%. In this group of patients, sensitivity and specificity above 80% were obtained for several combinations of three to five metabolites, including cortisol and various amino acids, in addition to cysteine and uridine

Laske’s Dialectical Thought Form Framework (DTF) as a Tool for Creating Integral Collaborations: Applying Bhaskar’s Four Moments of Dialectic to Reshaping Cognitive Development as a Social Practice

I am introducing into Dialectical Critical Realism (DCR) a developmental, dialogical, and dialectical epistemology for enhancing adults’ cognitive development toward dialectic. I do so for the sake of solving real-world problems in a holistic and transformational manner with a high likelihood of success. Emphasis is put on dialectical thinking as a social practice learned by way of a dialogue method called the Case Study Cohort (CSC) method, taught at the Interdevelopmental Institute (IDM) since 2000. CSC combines dialectical with adult-developmental thinking and listening in real world situations. Through this pedagogical framework, students engage organizational clients as midwives of their own learning and development through teaching, coaching, consulting, and/or talent management activities, even psychotherapy. In 6 sections, the paper deals with the question of how best to educate CDF-users working as inter-developmental interlocutors who have overcome the epistemic fallacy by guided self- assessment through DTF, the Dialectical Thought Form Framework. This framework operationalizes Bhaskar’s MELD based on Basseches’ pioneering studies in the development of dialectical thinking over the adult lifespan. DTF forms part of CDF, Laske’s Constructive Developmental Framework, whose social-emotional and psychological components derive from R. Kegan’s and H. Murray’s work, respectively. DTF takes up the challenge of teaching and exercising dialectical thinking in an administered world shaped entirely by analytical reasoning. Inter-developmental interlocutors are CDF/DTF-users who withstand the onslaught of downloading and de-totalization, and by so doing become teachers, even models of global self- awareness. They develop this capacity by acting as a member of an IDM study cohort, as well as consultants to client organizations whose thinking they scrutinize in expertly guided case studies. As a result, their focus of attention becomes the structure of their own and others’ thinking as the hidden root of how the social and physical worlds shows up for them and their clients

MISAME

Recording of Otto Laske's Treelink. This work is based on the reading of the composer's poem. The musical concept is supposed to enable the poem to show its fullest expression, assimilating music to its physical body. Few intelligible language fragments are heard. Emphasis is put on the spirit of the poetic text as embodied by its sound, not on its syntactic or formal structure. It was composed with the aid of Capybara and its Kyma language, beta-versioned on a PC, which the composer was helping to debug in the process of composing this piece

Más allá de la "Escucha Activa": Los beneficios de la Escucha del Desarrollo basada en el Marco Constructivo del Desarrollo de Otto Laske (CDF)

Hi ha moltes maneres d'escoltar el flux de paraules dels altres. L'escolta activa, especialment en el coaching, s'entén com una actitud neutral en què s'escolta el contingut de les expressions del discurs dels clients, intentant ser "objectius" alhora que s'empatitza emocionalment. Aquest tipus d'escolta exclou, en bona part, l'escolta del patró o l'estructura, però és, no obstant això, una bona base per pensar en el desenvolupament. Tanmateix, els resultats de les ciències del desenvolupament suggereixen que l'escolta activa no és suficient per ajudar els clients.There are many ways of listening to others’ flow of words. Active listening, especially in coaching, is understood as a neutral attitude in which one listens to the content of clients’ speech utterances, trying to be “objective” at the same time as being “engaged” emotionally. This kind of listening largely excludes listening for pattern or structure, but it is nevertheless a good basis for thinking developmentally. However, findings from the developmental sciences suggest that active listening alone is insufficient to help clients.Hay muchas maneras de escuchar el flujo de palabras de los demás. La escucha activa, especialmente en el coaching, se entiende como una actitud neutral en la que se escucha el contenido de las expresiones del habla de los clientes, tratando de ser "objetivo" al mismo tiempo que se "involucra" emocionalmente. Este tipo de escucha excluye en gran medida la escucha de patrones o estructuras, pero sin embargo es una buena base para pensar en el desarrollo. Sin embargo, los hallazgos de las ciencias del desarrollo sugieren que la escucha activa por sí sola no es suficiente para ayudar a los clientes

From Coach Training to Coach Education: Teaching Coaching within a Comprehensively Evidence Based Framework

This paper outlines the conceptual framework for coach education used at the Interdevelopmental Institute (IDM) that focuses on changes in adult cognition and socialemotional capability. The framework derives from research by Piaget, his followers in the Kohlberg School at Harvard University, and the Frankfurt School (Critical Theory). In the framework coaching is seen as a way of changing other minds by way of consulting to clients’ mental process (process consultation). Material for coaching is found in the documented tendency of adult learners, coaches and clients alike, to embrace ever more sophisticated thought forms that aid them in dealing with the complexity of real life issues. The author argues that research-based coach education should supersede coach training by strengthening capabilities grounded in the cognitive and social-emotional development of adult learners. Opening and changing minds is seen as a precondition of bringing about lasting behavioural change in others, and thereby improving performance, not only in coaching but in coach education as well. The timeliness of the developmental approach to educating coaches lies in the fact that coach training is presently in a transition to adopting more research-based foundations. However, in the successful coach training organisations now vying for survival, these foundations are being introduced ad hoc and eclectically since they were not initially considered. By contrast, new programmes are needed that, from the outset, are grounded in research findings like the one presented here