Lectical Assessment in practice—for coaches & consultants (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 Light 

LAP-1 is also available as a non-accreditation self-guided course called LAP-1 Light. The LAP-1 Light syllabus is similar to the LAP-1 syllabus, shown below, except that (1) you will not be certified to use assessments with clients, and (2) Modules 6 & 8 are excluded. LAP-1 Light is available for $995. Please contact us for registration information. 

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.

This lecture is available, free of charge, on YouTube.


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 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 behavior 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.

LAP-1 fees

Course fee

$2,789 US (A $199 early-bird registration discount will be available until August 10, 2018.)

Additional fees

To be accredited, participants will need to personally complete 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.

Refund and transfer policies

Prior to the registration deadline, we will refund 85% of your payment on request.

After the registration deadline, no refunds are available, but you will be given 2 years to complete your course by transferring to a later offering. When you transfer, you will be required to pay a processing fee equal to 15% of the course fee being charged at that time (excluding "additional fees," above).

Dates

Our next regularly scheduled LAP-1 starts September 17th, 2018, with biweekly sessions on Mondays or Wednesdays:

Sept 17 or 19

Oct 1 or 3

Oct 15 or 17

Oct 29 or 31

Nov 12 or 14

Nov 26 or 28

Dec 10 or 12

Jan 7 or 9


Apply 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, 2018, and registration closes on September 7th, 2018.

If you join our mailing list we'll let you know about future LAP-1 courses as that information becomes available.

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