A new White Paper and a map for the messy terrain. This nerdy dispatch is particularly dedicated to those of you who are actively involved in building and faciliating leadership programs.
A lovely white paper on the different lines of vertical development. But no references to Terri O’Fallon’s work in the bibliography? She’s written a number of papers that built on Suzanne’s work.
Thank you so much for bringing that to my attention, Jason - Terri's work and the STAGES model (and tool) are included in the white paper, but I realised her articles had mistakenly gotten left out of the bibliography - I've updated the references now and they should show up. That's why I call this paper 'work in progress' - thanks for helping make it better!
Thank you Alis - and what a quick reply! Your paper is a very comprehensive map of the territory indeed. One other addition for STAGES - there is a specific Leadership and Organisational inventory for STAGES which maps how leadership shows up across the 12 stages.
Jason, is that a collective assessment (like an org culture inventory)? If yes, can you please point me out on the STAGES website where that is described? I have not been able to locate it.
STAGES has been creating specific assessment for Leadership, Money, Climate Change, Parenting, Love by changing 6 of the 36 stems. Research shows this is enough to create both a centre of gravity across all contexts (with the 30 other stems) and a specific centre of gravity around the chosen topic (with the 6 stems). This is similar to what Torbert did in the creation of the LDP / GLP from Suzanne’s original.
Great, thank you - in that case it's covered in the paper. I did not go into details on the variations of each assessment - I am conscious that different researchers have different sub-variations of their assessments, but for the paper, I have only highlighted them by type (SCT/multiple choice, etc) and focus (individual/collective/360). The hope is this document will be a starting point for practitioners to dive deeper on the research threads (assesments) of interest.
Thank you. I just wanted to ensure that ‘leadership’ was included in your table summarising the ways in which the different models are applied. At the moment you have STAGES down as ‘used in therapy, counselling and coaching’. I’m an Executive Coach and use the STAGES leadership model with my clients. 🙏🏻
Meanwhile, too many adults will have children regardless of not being sufficiently educated about child-development science to ensure parenting in a psychologically functional/healthy manner. It's not that they necessarily are ‘bad parents’. Rather, many seem to perceive thus treat human procreative ‘rights’ as though they (potential parents) will somehow, in blind anticipation, be innately inclined to sufficiently understand and appropriately nurture their children’s naturally developing minds and needs.
As liberal democracies, we cannot prevent anyone from bearing children, not even the plainly incompetent and reckless procreators. We can, however, educate all young people for the most important job ever, even those high-school teens who plan to remain childless. If nothing else, such child-development curriculum could offer students an idea/clue as to whether they’re emotionally suited for the immense responsibility and strains of parenthood.
Given what's at stake, they at least should be equipped with such valuable science-based knowledge! ... In the book Childhood Disrupted the author writes that even “well-meaning and loving parents can unintentionally do harm to a child if they are not well informed about human development” (pg.24). … I’ve talked to parents of dysfunctional/unhappy grown children who assert they’d have reared their cerebrally developing kids much more knowledgeably about child development science.
A physically and mentally sound future should be every child’s fundamental right, especially when considering the very troubled world into which they never asked to enter; particularly one in which the parents too often stop loving each other, frequently fight and eventually divorce. Being caring, competent, loving parents — and knowledgeable about factual child-development science — should matter most when deciding to procreate. Therefore, parental failure seems to occur as soon as the solid decision is made to have a child even though the parent-in-waiting cannot be truly caring, competent, loving and knowledgeable.
A lovely white paper on the different lines of vertical development. But no references to Terri O’Fallon’s work in the bibliography? She’s written a number of papers that built on Suzanne’s work.
Thank you so much for bringing that to my attention, Jason - Terri's work and the STAGES model (and tool) are included in the white paper, but I realised her articles had mistakenly gotten left out of the bibliography - I've updated the references now and they should show up. That's why I call this paper 'work in progress' - thanks for helping make it better!
Thank you Alis - and what a quick reply! Your paper is a very comprehensive map of the territory indeed. One other addition for STAGES - there is a specific Leadership and Organisational inventory for STAGES which maps how leadership shows up across the 12 stages.
Jason, is that a collective assessment (like an org culture inventory)? If yes, can you please point me out on the STAGES website where that is described? I have not been able to locate it.
It’s an individual assessment - you can see it on this page: https://www.stagesinternational.com/stagesassessments
STAGES has been creating specific assessment for Leadership, Money, Climate Change, Parenting, Love by changing 6 of the 36 stems. Research shows this is enough to create both a centre of gravity across all contexts (with the 30 other stems) and a specific centre of gravity around the chosen topic (with the 6 stems). This is similar to what Torbert did in the creation of the LDP / GLP from Suzanne’s original.
Great, thank you - in that case it's covered in the paper. I did not go into details on the variations of each assessment - I am conscious that different researchers have different sub-variations of their assessments, but for the paper, I have only highlighted them by type (SCT/multiple choice, etc) and focus (individual/collective/360). The hope is this document will be a starting point for practitioners to dive deeper on the research threads (assesments) of interest.
Thank you. I just wanted to ensure that ‘leadership’ was included in your table summarising the ways in which the different models are applied. At the moment you have STAGES down as ‘used in therapy, counselling and coaching’. I’m an Executive Coach and use the STAGES leadership model with my clients. 🙏🏻
Meanwhile, too many adults will have children regardless of not being sufficiently educated about child-development science to ensure parenting in a psychologically functional/healthy manner. It's not that they necessarily are ‘bad parents’. Rather, many seem to perceive thus treat human procreative ‘rights’ as though they (potential parents) will somehow, in blind anticipation, be innately inclined to sufficiently understand and appropriately nurture their children’s naturally developing minds and needs.
As liberal democracies, we cannot prevent anyone from bearing children, not even the plainly incompetent and reckless procreators. We can, however, educate all young people for the most important job ever, even those high-school teens who plan to remain childless. If nothing else, such child-development curriculum could offer students an idea/clue as to whether they’re emotionally suited for the immense responsibility and strains of parenthood.
Given what's at stake, they at least should be equipped with such valuable science-based knowledge! ... In the book Childhood Disrupted the author writes that even “well-meaning and loving parents can unintentionally do harm to a child if they are not well informed about human development” (pg.24). … I’ve talked to parents of dysfunctional/unhappy grown children who assert they’d have reared their cerebrally developing kids much more knowledgeably about child development science.
A physically and mentally sound future should be every child’s fundamental right, especially when considering the very troubled world into which they never asked to enter; particularly one in which the parents too often stop loving each other, frequently fight and eventually divorce. Being caring, competent, loving parents — and knowledgeable about factual child-development science — should matter most when deciding to procreate. Therefore, parental failure seems to occur as soon as the solid decision is made to have a child even though the parent-in-waiting cannot be truly caring, competent, loving and knowledgeable.