Lectical Assessment in practice (LAP-1)

Lectical Assessments in Practice, part 1 is an accreditation course for coaches and consultants who wish to debrief the Lectical Leadership Decision-Making Assessment (LDMA) and Lectical Self-Understanding Assessment (LSUA). Both assessments are designed to support robust learning with rich feedback and resources that are tailored to fit leaders’ learning needs. Only Certified Lectical Coaches and Consultants are permitted to debrief Lectical Assessments. 

LAP-1 consists of 8 two-hour bi-weekly online sessions (with homework). The spacing is intentional, allowing ample time for you to apply and reflect between sessions.

Each module is facilitated by a team of talented and experienced consultants and educators.

I've just completed the first LAP-1. Learning to use some of the Lectical Assessments better, as both a learner and a coach, was very satisfying. It's also helped me develop a level of professionalism and effectiveness in my own work as an educator that I just haven't achieved before.

—LAP participant


In LAP-1 (Lectical Assessment in Practice) you'll learn how to...

  • optimize learning and development with Lectica's 4-phase learning model—the virtuous cycle of learning and its 7 fundamental learning skills (VCoL+7);
  • help your clients or students create customized learning plans based on assessment feedback and VCoL+7; and
  • effectively debrief Lectica's most popular adult assessments—the Lectical Decision Making Assessment (LDMA) and the Lectical Self Understanding Assessment (LSUA);
  • communicate with decision makers about the benefits of Lectical Assessments and Lectica's approach to workplace learning.

 

 

 

 

LAP-1 syllabus

Module 1: VCol+7

The first module of LAP-1 begins with an introduction to the course, a review of the syllabus, and clarification of the requirements for successful completion and accreditation.

In this module we undertake a deep exploration of Lectica's learning model—VCoL+7™. VCoL™ stands for the Virtuous Cycle of Learning, which includes four phases: (1) goal-setting, (2) seeking out new information, (3) applying new information; and (4) reflecting on outcomes. The +7 refers to the seven reflective skills that keep the cycle working optimally.

We also unpack the seven skills for reflective learning, and explore how to help clients develop these skills and foster the dispositions and practices required to support lifelong learning.


Module 2: The Lectical Scale

In this module we explore the Lectical™ Scale--the developmental ruler that provides the backbone for all Lectical Assessments. We will provide a high-level overview of all Lectical Levels, then take a deep dive into the zones of adult development. We'll attempt to be lightly theoretical and deeply practical, in the interest of helping you to build skills for tailoring learning interventions to meet the needs of clients performing at different Lectical Levels. This is potentially one of the most fascinating and challenging modules in the LAP-1 series. We hope you enjoy it!


Module 3: Debriefing the LDMA, part 1

During this module you will have an opportunity to begin building your skills for debriefing the LDMA (Lectical Leadership Decision Making Assessment). We will take a close look at the LDMA report, and you will meet Jane Smith, who has just completed the LDMA and is eagerly awaiting her initial debrief. You will be provided with a complete case study for Jane including her background, her pre-brief reflections, her LDMA responses and her LDMA report.

In class, we will listen to snippets of Jane's debrief and discuss the approach taken by the debriefer.


Module 4: Debriefing the LDMA, part 2

During this module (and in modules 5 and 6) you will continue building your skills for debriefing the LDMA by preparing for and conducting all sections of a debrief. Gene Kelly will be our client. Each of you will alternately take on the role of client, debriefer, and critical observer as we systematically (and microscopically) work through three sections of the debrief. 

This week, Gene Kelly has just completed the LDMA and is looking forward to his debrief. You will be provided with a case study for Gene, including his background, pre-brief reflections, his LDMA report, and a new cheat sheet that includes new information about the debriefing process and qualitative scales. Using this information, you will plan and and carry out the first part of his debrief.


Module 5: Debriefing the LDMA, part 3

During Module 5, you will continue building your skills for debriefing the LDMA. You will work with Gene Kelly to prepare for, and then conduct, the second part of his LDMA debrief, which is focused on strengths, recommendations, and responses. In class, you will work in small groups to debrief these sections, then reflect upon your experience.


Module 6: Debriefing the LDMA, part 4

During Module 6, you will continue building your skills for debriefing the LDMA by preparing for, and then conducting, the third part of Gene Kelly's debrief, focusing on quality and goals.


Module 7: The LSUA

who am IIn this module we will take a deep dive into the LSUA (Lectical Self Understanding Assessment), examining the structure and content of the LSUA report in detail, focusing particularly on aspects of the LSUA that are different from (or not part of) the LDMA. In particular, we will explore (1) how asking people how they think about themselves differs from asking how they think about decision making, (2) the differences between the qualitative feedback on the LSUA and LDMA, (3) how to use survey results to enrich reflection in the debrief, and (4) how the very nature of the debrief process is affected by the domain of this assessment.


Module 8: Marketing

In this module, we introduce an approach to marketing "vertical development" inside organizations. Using the kind of non-academic language potential clients are likely to find accessible, we will examine some of the key distinctions between behaviour change and vertical development approaches. Using the case explored in this week's video, we will also explore several questions we should be asking ourselves before formulating a marketing approach.


Final project

The purpose of the final assignment is to evaluate participants' growing competence in working with Lectical Assessments in a one-on-one context. This will involve (1) preparing for, (2) conducting, and then (3) reflecting on the success of two one-hour Lectica debriefs (one using LDMA and the other using the LSUA).

There are three tasks (for each debrief)

  1. Prepare: Document your preparation for the debrief.
  2. Apply: Record a one-hour debrief.
  3. Reflect: Reflect on the success of your debrief.

To certify as an Associate Lectical Coach

Participants must demonstrate:

  1. full participation in LAP-1 through satisfactory attendance of at least seven out of eight live modules;
  2. completion of 100% of exercises set both during and outside of live modules (i.e. including homework);
  3. satisfactory completion of one LSUA debrief and one LDMA debrief (recorded for review)
  4. taking your own Lectical Assessment and receiving a debrief from one of our Master Consultants (not included in course fees, as explained below).
  5. Only Certified Lectical Coaches and Consultants are permitted to debrief Lectical Assessments.

Accreditation

Levels of accreditation

Certified Associate Lectical Coach

Requirements: LAP-1

  • At this level, consultants will build the knowledge and skills to work with Lectical Assessments in one-on-one coaching contexts.
  • This includes learning to debrief two Lectical Assessments, application of VCoL+7 to individual learning, developing individual development plans, and working with developmental practices.

Certified Associate Lectical Educator

Requirements: LAP-1 & LAP-2 or  LAP-1 & 1 year internship 

  • At this level of accreditation, consultants/educators will build the knowledge and skills required for working with Lectical Assessments to build effective developmental programs for groups.
  • Participants will build on Level 1 skills by expanding application of VCoL+7 to groups. This will involve learning group design principles, program architecture, detailed design, group scaffolding, and practice based learning.

Certified Associate Lectical Consultant

Requirements: LAP-1, LAP-2 (or equivalent), & LAP-3 

At this level of accreditation developmental consultants will build the knowledge and skills required to embed Lectical Assessments in organizations to foster the emergence of an enterprise-wide learning and development culture.

  • Participants will build on Level 2 skills by expanding the application of VCoL+7 to organisational systems, and involves considering organisational culture as an emergent property of the organisational system, systemic design principles, and systemic learning and development interventions

Certified Professional Lectical Coach

LAP-1, LAP-2, & LAP-3 plus a 1-year internship

  • At this level of accreditation, Lectical Coaches will be entitled to supervise LAP-1 participants who are nearing certification or newly certified coaches who have been asked by Lectica to work with a mentor during their first few debriefs.

Maintaining accreditation

It is in the interests of all individuals that use Lectical Assessments to maintain the assessments' reputation as effective learning tools. For this reason, accredited coaches and consultants must renew their accreditation every 3 years by participating in a formal review. Certificates state the duration of accreditation as, for example, “2015 - 2018”. Only accredited coaches and consultants with up-to-date certifications are permitted to work with our adult assessments. 

LAP-1 fees

Course fee

$2,789 US (A $199 early-bird registration discount will be available for a limited time only.)

Additional fees

To be accredited, participants will need to have personally completed a Lectical Assessment and a debrief by a Lectica Master Consultant. If you have not taken a Lectical Assessment, there will be an additional fee of $625 to cover this requirement. If you have completed an assessment but not a debrief, a fee of $325 will cover the debrief. If you have already completed both, you're all set.

Dates

Our next regualrly scheduled LAP-1 starts September 18th, 2017, with biweekly sessions on Mondays or Wednesdays:

  • Mondays from 5-7pm US EST starting 9/18/2017
  • Wednesdays from 11am-1pm US EST starting 9/20/2017

Applying for LAP-1

You may apply for a spot in LAP-1 by filling in the form below. The early-bird registration discount for the fall session ends August 18th, 2017, and registration closes on September 7th, 2017.

If you join our mailing list or contact us we'll let you know additional details on future LAP-1 courses when they become available.

IP policy

These policies apply to all accredited coaches and consultants:

  1. We require that you do not to share course-related materials, including but not limited to, cheat sheets, learning sequences, slides, narratives, or videos with others without our written consent.
  2. We welcome you to integrate snippets from course materials into your own educational or marketing materials, but require that you obtain our approval for each specific use.
  3. We do not endorse the publication of descriptions of the 4 zones of development (or other learning sequences) or sharing them with test takers. It is acceptable to use single learning sequences to illustrate the idea of development in marketing talks or proposals to specific clients.
  4. We do not endorse the use of names for our levels other than those we use ourselves. If you wish to give alternate names to our levels, please state the following. “Lectica does not endorse the use of these names for Lectical Levels.”
  5. We require that you obtain our consent before distributing marketing or educational materials that describe Lectical Assessments or the Lectical Scale.
  6. The first time you use our registered trademarks (Lectica®, DiscoTest®, DTS®) in a document, add ® following the name. When you use unregistered trademarks (VCoL+7™, Lectical™) for the first time in a document, add ™.
  7. Without our written consent you may not use any of our trademarks in any way that suggests we have endorsed your work.
  8. Please acknowledge the source when using any of our materials. An unobtrusive ©Lectica, Inc. is adequate.

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