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This chapter introduces the structure and content of the book, as well as the central experiences, ideas, and assumptions from which the book evolved. In critically reviewing contemporary management thinking, we show the stark limitations of Tayloristic ideologies, including those in now fashionable, digitally streamlined, forms. To substantiate the calamity of these limitations, we introduce findings from empirical research in adult development which substantiate that the developmental homogeneity of teams is a fiction and that this fiction hides limits of using digital tools. We demonstrate, in contrast, that and how team members’ adult-developmentally differentiated profiles determine the quality of team collaboration. In order to provide alternatives to Tayloristic shortcuts for organizational work arrangements, we introduce a framework for actively boosting dynamic collaboration in teams. At the end of the chapter, we help readers prepare themselves for taking note of, and reviewing, behavioristic misconceptions in five practices: holding quality meetings, developing commitment and ownership, creating coherent collaborative action and common ground, and promoting an organization-wide dialogue about individual development of contributors that amplifies administering “human resources.”

In this chapter, we introduce the cognitive and social-emotional team cohesion (CSTC) triangle which aids understanding how a team is developmentally constituted in terms of its majority and minority. Adopting a bird’s-eye view of teams in general, we distinguish between two fundamentally different forms of collaboration: one that we call “upwardly,” and the other that we call “downwardly,” divided, where by “divided” we imply “between team majority and minority.” We demonstrate that these two dynamics assume a different form in each of the three We-Spaces we distinguish. Throughout, we offer advice on how to deal with the two contrasting dynamics in each of the three We-Spaces.

In the last chapter, we scrutinize human–machine interactions from an adult-developmental perspective, for the sake of preparing pragmatic ground for fusing human and algorithmic intelligence while strengthening human freedom. We argue that the reduction of developmentally sourced human capabilities to what fits logic-derived machine notions of efficiency and effectiveness is particularly unwarranted in our time because of the urgent organizational need of integrating algorithmic intelligence into human work delivery. We return to the starting point of this book, of rehabilitating ways of thinking that transcend logic-analytical reductionism and behaviorism, for the sake of instituting a holistic and systemic kind of thinking of a transformational nature that is highly in tune with the apex, in human life, of both social-emotional and cognitive maturity.

In this chapter, we explore the building blocks of commitment. We see commitment shaped by the way in which individual contributors conceive of their role functioning in real time both emotionally and conceptually, rather than in terms of timeless abstractions as pervasively found in conventional role definitions. We make use of findings from adult-developmental research for recasting roles as co-constructed by role owners’ interpretive process and thus as “made” (mentally constructed) rather than simply “taken.”

In this chapter, we focus on the function as well as the pitfalls of meetings. We emphasize that meeting participants are developmentally not cut from the same cloth. They are, in what they do and do not, limited by how they position themselves to others social-emotionally, as well as by the quality of their conceptual grasp of situations and topics of team discussion.

In this chapter, we look more closely at the dialogical dimension of collaborative action. Specifically, we address the issue of how organizational coherence, even culture, is created through real-time dialogue. For this purpose, we distinguish four configurations of teamwork that give rise to collaborative action in successively more complex forms: coordination, cooperation, co-constructing, and co-modeling.

In this chapter, we develop and demonstrate the notion of “double listening” as a foundation of team collaboration and effective communication in general. We base this notion on empirical studies in adult cognitive development as being geared to transcending formal logic, which has its root in cognitive assessments using Laske’s DTF (Dialectical Thought Form) framework. We formulate hypotheses about how contributors can develop double listening in and among themselves: (1) by becoming aware of their own thinking in real time and (2) by experiencing thinking together with others. In addition, we unfold the novel notion of “critical facilitation” as a form of cognitive coaching, showing that and how it amplifies and strengthens executive coaching in its conventional form.

In this chapter, we review empirical research on adults’ social-emotional and cognitive development over the life span that has a direct bearing on management theory, not just the theory of human resources. Specifically, we briefly review “stages” of social-emotional, and “phases” of cognitive, adult development that have found broad consensus in the developmental research community. Together, a contributor’s stage and phase of development are thought to make up his or her developmental profile at a specific point on his or her life journey. In addition, such a profile is shown to anchor a contributor’s frame of reference in the broad sense of “interpretive framework” and “world view.”

In this chapter the impact of the vanishing managerial hierarchy in shared leadership and its impact on the psychology of circles and circle members is reflected upon, and the crucial need for adult-developmental processes (meaning-making and thinking) supporting people in non-hierarchic organizations is outlined. To date leadership and followership has been thought about as wedded to individuals in a clearly articulated hierarchy of responsibility levels. The absence of such levels opens a terra incognita that is difficult to navigate without knowledge of how individuals evolve over their lifespans as fully rounded adults.

The Constructive Developmental Framework (CDF) is a psychometric tool for coaching research, coaching practice, and more broadly for managing human capital. CDF assesses clients’ present frame of reference (world view) from the double perspective of two strands of adult development: cognitive and social-emotional development. It scrutinizes, in addition, clients’ psychological balance at work from within a Freudian framework. By bringing together developmental and behavioural findings, the CDF user obtains empirical evidence needed for defining effective and realistic coaching plans.CDF is also a solid foundation for educating evidence-based coaches and establishing entire organizational coaching programs. The extension of CDF to corporate uses is straightforward. When aggregated over a larger number of individuals, CDF data can be used to define strategies for developing human resources, in particular recruitment, placement, leadership development coaching, executive development, succession planning, and other purposes.CDF is based on the constructivist paradigm followed by research in adult development over the life span since Piaget. The paradigm says that coaches and their clients alike construct reality according to their present developmental level. As a consequence, human behaviour appears as an epi-phenomenon of the presently held developmental level. Doing follows being.Historically considered, CDF synthesizes five different strands of developmental research since the 1950s: (1) research into social-emotional development (Kegan, 1982; 1994; Lahey, 1988; Laske, 1999a, 2006a; Loevinger, 1976), (2) the structure of dialectical thinking (Laske, 1966; Adorno, 1999; Bhaskar, 1993), (3) the development of dialectical thinking and reflective judgment over the lifespan (Basseches, 1984, 1989a-b; King and Kitchener, 1994; Laske 1999a), (4) psychodynamic foundations of work behaviour (Murray, 1938, 1948; Aderman, 1967, 1969), and (5) the cognitive-developmental structure of organizational roles (Jaques, 1994, 1998).This article details CDF as a system comprising three dimensions referred to as CD (cognitive development), ED (social-emotional development), and NP (Need/Press or psychological balance), respectively. The latter dimension is interpreted based on the two former ones, meaning that the same behaviour has different meanings at different developmental levels.The article comprises four sections, a summary, and references. Section I describes the theoretical model CDF is based on. Section II details the three dimensions of CDF: cognitive, social-emotional, and behavioural. Sections III discusses evidence-based mentoring, while Section IV focuses on the unity of behavioural and developmental perspectives in coaching research and practice.

In this article, some of the major contributions to coaching psychology made by evidence-based developmental coaching, a form of coaching based on research in adult development,are outlined. ‘Coaching Psychology’ is seen as a behavioural discipline (Stober & Grant, 2006). Therefore, the emphasis is put, not on the developmental paradigm per se, but on how it relates to working with behavioural data in coaching practice. This amounts to shedding light on the limits of a strictly behavioural coaching paradigm, however evidence-based it may be. Positively speaking, it entails pointing to the enrichment of coaching psychologyby way of acknowledging and integrating developmental research methods and findings about coaches as well as clients, and thus their interaction.There is a common thematic denominator of disciplines using a developmental paradigm in Piaget’s central notion of increasing loss of ego-centricity over the life span. This notion straightforwardly extends to behaviour, in the sense of Freud’s ‘whatId is shall Ego become,’ in that Freud’s Ego is exactly where ego-centricity imposed by Id is being lost. If, as happens in developmental coaching, behaviour is seen, as wellas measured, in terms of a person’s level of ego-centricity in its many forms, new perspectives on ‘helping’ and ‘consultation’ including coaching arisethat are unknown in a behavioural universe of discourse.

Part 1 Two views on cognitive musicology: artificial intelligence and music - cornerstone of cognitive musicology, O. Laske beyond computational musicology, P. Kugel. Part 2 General problems in modeling musical activities: representing listening behaviour - problems and prospects, S.W. Smoliar symbolic and sonic representations of sound-object structures, B. Bel music structures - interleaving the temporal and hierarchical aspects in music, B. Balaban on designing a typed music language, E.B. Blevis, et al logical representation and induction for computer assisted composition, F. Courtot. Part 3 Music composition: cybernetic composer - an overview, C. Ames and M. Domino Wolfgang - a system using emoting potentials to manage musical design, R.D. Riecken on the application of problem reduction search to automated composition, S.C. Marsella and C.F. Schmidt the observer tradition of knowledge acquisition, O. Laske. Part 4 Analysis: an expert system for harmonizing chorales in the style of J.S. Bach, K. Ebcioglu an expert system for harmonic analysis of tonal music, H.J. Maxwell on the algorithmic representation of musical style, D. Cope. Part 5 Performance: Bol processor grammars, B. Bel and J. Kippen a new approach to music through vision, S. Ohteru and S. Hashimoto. Part 6 Perception: analyzing and representing musical rhythm, C. Linster on the perception of metre, B.O. Miller, et al the quantization problem - traditional and connectionist approaches, P. Desain and H. Honing. Part 7 Learning and tutoring: an architecture for an intelligent tutoring system, M.J. Baker a knowledge intensive approach to mcachine learning in tonal music, G. Widmer.