About the LDMA

Lectical Leadership Decision Making Assessment

Leader development

From the C-suite to the production floor, the LDMA is a valuable tool for supporting and monitoring the growth of individual leaders—or every leader in your organization. 

Hiring

The LDMA is an essential part of any hiring toolkit. It measures key leader capacities that are not captured by conventional assessments—and it's backed by a powerful and well-validated assessment technology.

Program evaluation

Are your expensive and time-consuming leader development programs effective? The LDMA doesn't measure how much leaders like a program. It measures how much key leadership skills have developed.


Leadership decision making

Making and delegating decisions is a huge part of what leaders do. In fact, good leadership is impossible without skilled decision-making. Today’s leaders require skills for:

  • anticipating, diagnosing, and addressing complex issues that involve multiple stakeholders; 
  • seeking and leveraging the knowledge and skills of stakeholders; 
  • navigating the tensions and ambiguities of a rapidly changing environment.

As shown in the model below, great decision making is most likely to happen when leaders grasp the full complexity of a situation and think about it clearly enough to communicate their understanding effectively. But understanding a situation and communicating effectively about it isn’t enough by itself. Great decision-makers rely on several additional skills, including skills for: considering and coordinating perspectives, considering context, working closely with others, and designing effective decision-making processes.


Skill breakdown

The LDMA is designed to support the continuous development of leaders’ decision making skills, so they become better decision makers day-by-day. Here's a breakdown showing how information in individual reports is organized.

Skill Report tab Why it's important Complexity score
Grasps the full complexity of a situation Your reasoning When making decisions, more complex thinkers not only understand situations more completely, they demonstrate greater flexibility, agility, and openness. They are more likely to thrive in VUCA environments. Provides a complexity level score—determined with the Lectical Assessment System (LAS) or the Computerized Lectical Assessment System (CLAS)—and describes what this score suggests about the test-taker's current way of approaching workplace decisions.
All skills Strengths & Recommendations Helps leaders identify their personal "growth edge" and supports optimal learning. Provides feedback and recommendations based on the Lectical Score (and other aspects of a performance). Feedback on this tab is chosen especially for the individual test-taker.
All skills General suggestions for growth Supports optimal learning. Provides feedback and recommendations based on the Lectical Score.
  Scale scores
Thinks & communicates clearly Argumentation Great decision-makers must not only think complexly, they need to think clearly and communicate their thoughts clearly and compellingly. Provides scores, marked on a scale from 1-5, for 5 different aspects of argumentation. Analysts, coaches, & instructors use this information to refine learning suggestions.
Considers perspectives (taking) Perspectives—taking them Great decision makers care about the perspectives of others, understand the importance of considering diverse perspectives, and in a given situation, can determine which perspective are important to include. Provides a score, on a scale from 0-120, based on the number of and type of perspectives the test-taker suggested taking into account, and how they took them into account.
Considers perspectives (seeking) Perspectives—seeking them Great decision makers are curious about the perspectives of others because they understand the limitations of their own perspectives. They also know when to seek or clarify a particular perspective and which perspectives need clarification.  Provides a score, on a scale from 0-120, based on the number and type of perspectives the test-taker suggested seeking or clarifying, and how they sought or clarified them.
Coordinates perspectives Perspectives—coordinating them Great decision makers seek out a diversity of perspectives and bring them together in a way that allows for the emergence of new solutions. Provides a score, marked on a scale from 1-6, based on the way the test-taker went about working with the perspectives they took and sought.
Works closely with others Collaborative capacity Great decision makers are skilled facilitators who understand the value of collaboration and can leverage the level of collaboration that's appropriate for a particular descision-making context. Provides a score, marked on a scale from 1-6, based on the way the test-taker included others in their decison-making process.
Considers the context Contextual thinking Great decision makers are predisposed to think contextually. They understand the importance of getting clarity about contextual contexts (situational, cultural, or systemic), and can identify the contexts that are most likely to matter in a given situation. Provides a score, marked on a scale from 1-7, based on the way the test-taker considered and worked with context in their responses.
Designs effective decision-making processes Decision-making process Great decision makers can employ their skills to select or design a decision making process that is suitable for the situation at hand. Provides a score, marked on a scale from 1-7, based upon the quality and scope of the test-taker's decision-making process.

 

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