Lectica for the C-suite

If your organization wants to increase complex thinking, collaboration, transparency, decision-making quality, and/or agility, it's a good idea to start with your top team. That's why we created Lectica for the C-suite. We'll conduct face-to-face interviews with each member of your team, diagnose their strengths and areas for growth on several critical leadership capabilities, then work with each team member to create a personal development plan. But we won't stop there. We'll also teach your team how to learn optimally from everyday experience, so all of its members become better leaders every day.

Diagnose

We'll diagnose leaders' level of capability on essential real-world skills like complex thinking, collaborative capacity, perspective coordination, contextual thinking, growth capacity, and dynamic decision making.

Develop

Working with each leader, we'll determine which capabilities to target for development, then recommend specific activities designed to support efficient and effective growth

Educate

We'll teach your team how learning works, and show it's members how to learn continuously from everyday interactions and decisions. Then we'll show them how to pass these skills along to their direct reports.


Diagnostics

The following examples of figures from our Lectica for the C-suite report reveal some of the diagnostic power of our approach. In both cases, we have evaluated the overall complexity level demonstrated by a CEO (large circle) and his/her six direct reports (smaller circles). 

The darker grey horizontal lines represent the complexity demands of the CEO positions (determined with a role complexity analysis). For both leaders, role complexity is about 12.15 on the Lectical Scale. This is a common role complexity for the top position in a medium-sized manufacturing company.

As you can see in the figure on the left, the CEO's score is perfectly aligned with the darker grey horizontal line, and the color of her circle is teal, suggesting that her capabilities are well-aligned with the complexity demands of her position. However, only one of her subordinates, NL, has scored at a level that fits with the complexity demands of his role (the pale grey horizontal line). Three employees are performing in the borderline zone, and two are performing well below the task demands of their positions. 

In the figure on the right, the CEO is performing in the zone of the task demands of her position, and most of her direct reports are either performing in their optimal zone or the border line zone. But one of her direct reports, TD, is performing at a higher level than the CEO, and another, CM, is performing well below the task demands of his position.

In both of the cases illustrated here, the teams were having difficulty. In the first case, RD, VT, and  GP had already been identified as struggling. RD and GP were eventually reassigned to positions with a better fit. VT not only had a borderline Lectical Score, but had been exhibiting other behavioral problems, and was eventually dismissed. The second case was quite different. CM and TD had been identified as having difficulty. As you might expect, CM's difficulties seemed to stem primarily from a failure to grasp the complexity of workplace issues. But TD's situation was different. She had been viewed by the rest of the team as a troublemaker. Our report made it possible to reframe the situation. TD's contributions are now viewed with greater respect, and she is playing an active role in team development.  

Selected funders

IES (US Department of Education)

The Spencer Foundation

NIH

Dr. Sharon Solloway

The Simpson Foundation

The Leopold Foundation

Donor list

Selected clients

Glastonbury School District, CT

The Ross School

Rainbow Community School

The Study School

Long Trail School

The US Naval Academy

The City of Edmonton, Alberta

The US Federal Government

Advisory Board

Kurt Fischer, Ph.D. Harvard Graduate School of Education, Emeritus

Antonio Battro, MD, Ph.D., One Laptop Per Child

Marc Schwartz, Ph.D. and former high school teacher, University of Texas at Arlington

Mary Helen Immordino-Yang, Ed.D., University of Southern California

Willis Overton, Ph.D., Temple University, Emeritus