Organizational snapshot

Get a clear picture of leadership talent in your organization 

Human capital pipelineLeader developmentRecruitment toolsRole complexityLectica for the c-suite

An organizational snapshot can reveal the hidden talent in your organization and help you develop it efficiently and effectively.

Although identifying and developing high potential talent is a priority for most organizations, the margin of error associated with these efforts is often unacceptably large. Part of the problem is a lack of high quality metrics that directly measure many of the key capabilities associated with good leadership—especially the complex thinking required in today's workplace. Lectical Assessments are designed to fill this gap. We measure critical skills that conventional metrics neglect, then help leaders develop those skills optimally.

Succession planning

We can help you identify high-potential employees with instruments that directly measure qualities like capacity for growth, complex thinking, contextual thinking, collaborative capacity, perspective coordination, ethical reasoning, conceptions of leadership, and self-understanding. 

Leader development

We not only measure a wide range of leadership skills, we can tell you what each leader needs to learn next to build specific desired skills. We'll show you how to eliminate the inefficiency of one-size-fits-all leadership programs and help you replace them with personal development plans that produce rapid, high quality learning and development.

Organizational development

We can help leaders in your oganization become more effective learners by teaching them how to learn continuously and optimally, through minimally disruptive everyday practices. This is the way to build a true learning organization—by equipping leaders to learn from every interaction they have or decision they make.


Assessing leadership potential

Organizational snapshot treeIf you'd like to up your game when it comes to detecting potential leadership talent, we have a top quality and affordable solution. Our breakthrough technology and assessments make it possible to take accurate measurements of leadership potential organization-wide. Unlike 360 and other psychological assessments, our assessments are not surveys of opinion or attitude. Neither are they multiple choice tests. They are written response (or interview) assessments of the level of skill with which leaders apply their knowledge and experience to thorny real-world problems. 

As the tree on the right suggests, we can efficiently measure the current skill levels of every member of your organization. Once high-potential (or struggling) individuals have been detected, we can conduct a deeper analysis that will help you determine next steps.

Leader development

All employees in management or leadership positions, whether or not they show high potential for advancement, can build leadership skill. And organizations with more skilled leaders—at every level—are far more likely to adapt and thrive, especialy in today's rapidly changing, complex world. Working together with our Certified Coaches and Consultants, we can...

  • ensure that leaders in your organization are provided with practical development plans that leverage everday workplace activities as opportunities for growth;
  • measure growth (annually or biennially) and compare it with benchmarks—while also using the results to update development goals; and
  • use growth data to plot probable developmental trajectories for individual leaders.

An example

The figure below shows the developmental progress made by Jacob, who in 2014 was promoted into his first mid-level management position. Since his promotion, Jacob has taken the LDMA (our leadership decision making assessment) four times—once each year. The vertical axis shows the Lectical Scale (our developmental scale).

Each time Jacob has taken the LDMA, he has received a debrief and has worked with his mentor to create a development plan, including daily practices designed to incrementally develop targeted skills. For example, in 2016, Jacob and his mentor targeted collaborative capacity with several facilitation practices. This effort seems to have been rewarded with considerable growth between 2016 and 2017. 

Jacob's growth during this period is excellent, given his starting point. He's on target to have several of the skills required for good decision-making in an upper-level position by 2019-2020. Without Lectica, managers like Jacob, despite having the capacity to grow, are likely to exhibit negligible development. By pinpointing learning needs and embedding learning in workplace activities, we catalyze development.

Some people might look at Jacob's growth chart and wonder about what seems to be a slow rate of growth. Should we be impressed by his growth rate? The answer is, "Absolutely!" Why? Because the average 4-year growth for a typical mid-level manager in a typical workplace is only about .05 of a level. And on average, leadership programs that incorporate our learning model produce twice the growth of conventional programs.

leader report card

Organizational development

When people think organizational development, what comes to mind is vision, mission, restructuring, or culture change. But there's another way to effect organizational change—by equipping employees with the skills, habits, and dispositions they need to become effective life-long learners. Why is this important? There are two strong reasons. First, people who are effective life-long learners develop more rapidly over a longer portion of their lifespans1. Second, there are no better predictors of leader success than the combination of mental capacity and the ability to learn from everyday experience2, so creating leaders who are constantly building capacity translates, over time, into greater success. We can help every leader in your organization become a more effective everyday learner—turning your organization into a learning machine.

Prices (for profit)

There are two different types of Lectical Assessments that are commonly used in Organizational Snapshots, each of which is priced differently.

The first, which we call Essentials, is intended specifically for Snapshots that involve 100 or more assessments. Essentials assessments are scored with our electronic scoring system, CLAS (with targeted human review), and produce a single Lectical (developmental) Score. Like all Lectical Assessments, Essentials assessments include a detailed report that contains feedback, resources, and learning suggestions tailored to the learning and development needs of test takers (as indicated by their Lectical Scores). 

The second type of assessment is called Essentials+. After a Snapshot has been completed, clients can select specific assessments for upgrade to Essentials+. Essentials+ assessments are vetted by Senior Lectical Analysts, who provide personalized feedback and additional scores for targeted skills. Common reasons for updating to Essentials+ include:

  • providing additional support for selected individuals, and
  • getting a more comprehensive picture of the skills of high or low performing individuals.

Retail prices for the Essentials version of our assessments are shown in the table below. Please contact us for nonprofit rates or more information.

Assessment type Volume Per assessment price (USA)
Essentials 100-249  $360
  250-999 $320 
  1001-2499  $280
  2500-4999 $240
  5000+ $200

1 Our own research, involving tens of thousands of students, shows that by the end of high school, students who have been equipped with skills for learning optimally are up to 5 years ahead of those who haven't, and their learning trajectories are much steeper.

2 Evidence to support this assertion is widespread. Here a few relevant references:

  • Jacobs, T. O., & Jaques, E. (1987). Leadership in complex systems. In J. Zeidner (Ed.), Human productivity enhancement (Vol. 2, pp. 7–65). New York, NY: Praeger.
  • Lombardo, M. M., & Eichinger, R. W. (2000). High potentials as high learners. Human Resource Management, 39(4), 321–330.
  • Silzer, R., & Church, A. H. (2009). The pearls and perils of identifying potential. Industrial and Organizational Psychology, 2(4), 377–412.
  • Tannenbaum, S. I. (1997). Enhancing continuous learning: Diagnostic findings from multiple companies. Human Resource Management, 36(4), 437–452.
  • Ones, D. S., Dilchert, S., Viswesvaran, C., & Salgado, J. F. (2010). Cognitive abilities. In J. L. Farr & N. T. Tippins (Eds.), Handbook of employee selection (pp. 255–275). New York, NY: Routledge/Taylor & Francis.

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