the early stages

the dazzling effect of lights and visions, the powerful releases of rapture and energy are a wonderful sign of the breakdown of the old structures of our being, body and mind. however — they do not in themselves produce wisdom.

Jack Kornfield

from knowledge to wisdom

the most important teaching we get from the LMF (Leadership Maturity Framework) is the fact that every stage has its place and forms part of our being-knowing. later stages build and expand on earlier stages. it is natural for us to first grow in our knowing in the earlier stages (pre-conventional and conventional) and then in our wisdom in later stages (postconventional and transcendent). each stage has benefits for the larger society, and each stage has its own developmental challenges that need to be engaged and integrated.

in the earlier stages our knowledge increases through noticing more information, doing more, predicting and evaluating, discovering patterns, rules, and laws, and developing the ability to look forward and backward in time. we experience increasing independence.

in the later stages this knowledge turns to wisdom through understanding more deeply, recognizing our assumptions, becoming aware of the constructs (like language) we previously took for granted and their impact on our experience, and seeing our dynamics and the way we inform and interact with systems. during this phase of growth we strip away illusions and face our objective and emotional reality with more presence. our experience is now of an increasing interdependence.

expanding perspectives

in the introduction we noted that maturing is characterized by the expanding of the number of perspectives a person can take. the newborn has an undifferentiated self, in other words, a self that cannot see itself apart from the world. in the first eighteen months of life, this slowly transforms into a differentiated first-person perspective. the infant lives in a world of “i” and “mine.” actions are impulsive and survival oriented. at this point in development the child cannot see the world from another’s perspective and has no conception of the complexities of adult life. at this stage affect is expressed as bodily process, for example, saying “my tummy aches” when the child is fearful or anxious. simple statements are often repeated.

the self-centric perspective (differentiated self)

the self-centric stage is most visible in toddlers, where everything becomes a test of wills. the child is for the first time aware of others as separate entities but cannot yet see things from another’s perspective. the psychological self has not yet emerged, and self is expressed through will, wishes or ideas. this self resists the will of others, tests limits, and seeks control. adults who operate from this stage of development act instinctually and are not yet able to accept self-responsibility. when there is difficulty, the cause is automatically seen as being outside the self. blame precludes self-reflection.

the group-centric perspective (becoming self)

otherwise known as the conformist perspective. the person at this stage has an early adolescent frame of mind. self-identity is defined by one’s relationship to their group. the self-centric perspective has developed the ability to see the benefits of a group — primarily belonging and protection — and there is total acceptance of the in-group (others who are like me), and devaluation of the out-group, leading to an ”us against them” view. the person is primarily immersed in two perspectives (mine and yours) and the developing third perspective (self as object) paves the way for the emergence of the skill-centric stage.

the skill-centric perspective

with a full objective self coming into play, the skill-centric person is able to reflect and see themselves with some psychological distance. an immense jump in terms of perspectival maturing occurs with the ability to take a third person (objective/ scientific/ fact based) perspective. there is a move away from the need for inclusion, towards a need for differentiation based on excellence in one’s chosen field. the development of a craft-logic means that the self can now be expressed through abstract concepts.

the self-determining perspective (psychological self)

in current Western culture, this level — also known as the achiever — tends to be idealized as the epitome of success: a rationally competent and independent adult. this stage incudes all the previous integrations, and adds time as the next perspective, manifesting as the ability to think into the past and future and create a meaningful social context for one’s life and work. the person becomes interested in causes, reasons, consequences, and effectiveness in addition to the efficiency of the skill-centric stage. the result is a psychological self in society, working with others who have similar aspirations. there may be a strong belief in perfectibility through the scientific method, growing out of an awareness of “how i have become”, and that “i am still developing”. at this stage the psyche deepens and develops the ability to introspect, whereas previously only reflection was possible. “do i live up to my values?” is a primary concern at the self-determining stage. the myth of objectivity is realized through introspection, and meaning is seen to be relative and self-constructed.

a deeper look at each stage

the self-centric stage

worldview

adults at the self-centric stage are considered to be pre-conventional, as they are not yet able to understand rules and their implications. simple rules are recognized but only adhered to for immediate advantage or to avoid punishment. the world is seen as a hostile place, primarily through projection of the individual’s own anger or fear. this person interacts with their physical environment from a perspective of advantage, concentrating on gaining control. they view unilateral power as the only effective power and have a short-term view, grasping at immediate opportunities. they may use force or illegal means to achieve their ends, and use blame to minimize their responsibility and maximize their self-esteem. immature psychological defenses are common, and experience is described in terms of dichotomies like good/bad and right/wrong as complexity cannot yet be grasped. emotionally, only simple feelings like sick, upset, sad, mad, or bad can be distinguished.

morality

individuals at the self-centric stage tend to be limited to an expedient morality (self-authority), characterized by statements like “i’m only guilty if i get caught”. thinking is concrete and based on simple ideas. there is a desire to dominate and gain control or advantage, and deception is common. people at this stage often “get into trouble.” they cross boundaries without knowing and relate to the world in a hostile way. if frustrated they readily display free-flowing anger, becoming volatile and hostile. it is critical for the person at the self-centric stage to learn that their actions have consequences and affect others, and to be more careful in what they say and do.

we have self-centered minds which get us into plenty of trouble. if we do not come to understand the error in the way we think, our self-awareness, which is our greatest blessing, is also our downfall.

Joko Beck

strengths

self-centric individuals are self-protective and bull-headed, and are often good at doing hard work. when at their best they focus on immediate payoffs, looking good, and gaining respect, power, and prowess. they can plan and act based on their own needs and priorities and tend to have a good sense of where advantage can be gained. they take matters into their own hands and will use coercion to win a fight. they are not afraid to act and can therefore be decisive in emergency situations.

challenges

self-centric individuals are seldom embedded in social networks as they do not understand subtle actions (that is, any action not based on power). they externalize and project their feelings, precluding any form of mature relationship. they are unable to reflect, and see any display of vulnerability as a dangerous admission of weakness. they are likely to undermine group values, strategies, and any form of teamwork as they are not open to reasoning.

characteristics

• “i win, you lose” mentality, seeing the world in terms of own needs
• regard whatever they can get away with as "legal"
• act impulsively and without deliberation
• incapable of self-insight
• focus on concrete tasks rather than ideas, plans or principles
• have short time horizons and multiple goals
• aggressively take matters into their own hands
• manipulate and deceive others to achieve their ends
• distrustful of others and assume distrust in others
• perceive feedback as offensive and attacking
• believe that success depends on cleverness and good or bad luck
• show free-flowing anger and hostility when frustrated
• blame others when things go wrong, never themselves.

growth pathway

the self-centric individual can be assisted in their maturing by acknowledging their difficulties and helping them to understand that following group rules will facilitate their success. this understanding is best facilitated in the context of strong alpha male-type leadership and firm clear boundaries. they grow when they realize that there is strength in numbers and teamwork. an inviting language may help them to allow accommodation whilst working towards their goals. learning basic societal norms and cultural values is critical.

the group-centric stage

worldview

this stage is also known as the conformist stage and is characterized by an “us versus them” attitude, representing an expansion of the “me versus the world” attitude of the self-centric stage. although self-responsibility is beginning to develop, the individual at group-centric still does not want to rock the boat, be singled out, or take initiative. ambiguity, ambivalence, and complexity (“both/and” as opposed to ”either/or” thinking) are still experienced as threats. energy is directed into keeping up with those in their in-group and acquiring material assets and status. conflict with other in-group members is avoided, and this avoidance is facilitated by a tightly woven net of psychological defenses. negative feelings like “i hate you,” are split off, projected outward, and perceived as “they hate me/us.” anger and disagreeable feelings are repressed. rules are internalized and obeyed without question (“my country, right or wrong”). emotions are predictable and aligned with cultural expectations, and speech patterns are characterized by cliches and exaggerated positive affect. the conformist does not yet have a sense of adult (individuated) identity, and instead relies on their group to supply their identity. in-group acceptance and approval are therefore critical to self-esteem and sense of worth.

i think the reward for conformity is that everyone likes you except yourself.

Rita Mae Brown

morality

the realization that group strength trumps individual power gives rise to the desire to belong to an established group. rules and norms are now followed in order to seek acceptance and approval and retain group membership, and personal needs are determined and constrained by social norms. at this stage one is either “in” or “out” of their social group, and the individual seeks to keep connections friendly and smooth to avoid conflictual feelings and the risk of ostracization. individuals at this stage may be overly agreeable and unable to speak courageously (that is, speak their truth). they will protect the status quo and refrain from speech or action that may rock the boat. a great deal of energy is invested in creating the right impression, and visible signs of approval for this conformity are expected.

strengths

conformist adults thrive on dependency and are prone to feeling responsible, even in situations where they are not. they work hard at developing a pleasing personality, and give great care to maintaining a “clean house”, having internalized the values of their group. they are good at holding groups together and building trust as they are clearly socialized and aware of the needs and moods of others. belonging, loyalty, and shared values are highly prized. they are good at delivering in stable markets, where additive strategies yield positive results.

challenges

at this stage, the boundaries between self and others are blurred, leading to total acceptance of one’s selected group, and blind rejection of those outside this group. the need for acceptance leads to language that is often full of platitudes. blind conformism, fundamentalism and prejudice are common. lack of awareness of defense mechanisms leads to unconscious aggression against the self, and an inability to view the self reflectively leads to the projection of needs and feelings onto others. innovation and risk-taking are feared as they go against the grain of groupthink, resulting in low entrepreneurial skill.

to be yourself in a world that is constantly trying to make you something else is the greatest accomplishment.

Ralph Waldo Emerson

characteristics

• focused on socially expected behaviour and approval
• provide social glue for group interaction, as smaller groups seek acceptance from larger ones
• conform to protocol and rules, and try to do what is expected
• refrain from voicing disagreement to perceived seniors, and often express platitudes (“everything will be all right”)
• polite and capable of creating pleasant work environments, enforcing conventional rules
• avoid taking actions that may cause discontent or ruffle feathers
• are not aware of inner conflict and avoid situations that call for independent action
• work well to group standards and norms and hope to be noticed for being “good guys/ girls"
• prefer to speak in cliches and with absorbed group jargon to demonstrate their membership
• are uncomfortable about feedback that is even slightly critical of them and may feel uneasy evaluating others, especially peers or superiors
• blind conformism, fundamentalism, and prejudice are common.

growth pathway

individuals at group-centric can be supported by first affirming their group membership, because without this affirmation much of their energy will be spent trying to achieve it. it is then helpful for them to focus on understanding and implementing basic assertiveness and communication skills. exposure to materials that teach critical thinking and reflection is important. exploration of individual feelings, needs, and defense mechanisms further encourages growth, as it facilitates recognition of the limitations of their current approach and how much they suppressed in order to please others. furthermore, this kind of exploration leads to the realization that dissent is not necessarily catastrophic.

the skill-centric stage

worldview

this stage is also known as the self-conscious stage, indicating the transcendence of the conformity of the previous stage. the person at this stage has a greater capacity to discern and express emotion, and can assert their previously repressed wants and needs. the skill-centric individual can see themselves reflectively (in other words, as an object). this is a huge leap in ability as it allows them to experience their feelings with some objective distance, as opposed to being the feeling. there is a now a desire to stand out from the crowd, and acceptance is sought based on difference rather than similarity. this stage has the tendency to maintain stability through resistance. expertise is highly valued, and challenging or alternative perspectives are easily dismissed (“what do they know?”). consequently, one-upmanship is very common (“actually, it is like this...”). a decreased desire to repress anger easily manifests as hostile humor, oppositional debates, and a “must-win" attitude. speech patterns tend to include lots of qualifications and conditions (“if x, then y”). there is also the first emergence of a psychological vocabulary.

whenever you find yourself on the side of the majority, it is time to pause and reflect.

Mark Twain

morality

a morality of principle typifies the skill-centric stage, leading to a strong sense of how things “should” be and a tendency to give unsolicited advice. there is also an increased desire to see the world in rational and scientific ways. problems are seen to have logical answers that can be arrived at through academic study and consultation with subject specialists. this stage is often referred to as “craft-logic,” because the skill-centric individual takes pride in their craft and their expertise. they are sticklers for detail and constantly seek incremental improvements, working their way towards perfection. criticism will only be taken seriously if it comes from a person they regard as a leader or expert in their field, otherwise it will be summarily dismissed.

strengths

skill-centric individuals are adept at finding efficient and alternative solutions, as they are skilled at considering multiple possibilities. they tend to be very concerned with fulfilling their responsibilities and duties, but not in a conforming way, so they are comfortable with initiating action and trying new things. consequently, their contributions to our society are considerable.

challenges

intellectual aggression — in the form of blatant superiority and severe criticism of how others think — is common. consequently, individuals at skill-centric can come across as argumentative, dogmatic, and opinionated. they can also struggle to prioritize and synthesize possibilities due to the addictive nature of their thinking process (striving for perfection). as this stage is very stable and resistant, it can easily become permanent, limiting further growth.

conformity is doing what everybody else is doing, regardless of what is right. morality is doing what is right, regardless of what everybody else is doing.

Evette Carter

characteristics

• interested in problem-solving
• critical of self and others
• passion for continuous improvement and "getting it perfect"
• find it difficult to delegate to or trust others to do the job well, believing only they can do it
• oppose group norms when they don’t fit their preferences or knowledge
• see exceptions, want to stand out
• value correctness based on authority
• value decisions made on technical merit alone, disregarding context and personal feelings
• dismiss feedback from those who are not designated craft masters, or take it personally
• give feedback in terms of telling others what they should or must do to improve or be respected
• can be dogmatic, particularly in response to ideas outside their own mental framework
• work in detail but somewhat impersonally or competitively with others
• are not easily deflected from what they believe to be right.

growth pathway

skill-centric individuals benefit from being respected and valued for their technical expertise. it is helpful for them to learn soft skills like listening, assertiveness, time management, reflection, and prioritization. experimenting with different approaches and being introduced to material that facilitates deeper insight into psychological processes and emotion are very helpful in learning to build awareness of their own strengths and weaknesses, and evaluating self and others more objectively (not just in terms of ranking in their chosen field).

the self-determining stage

a human being is not one thing among others; things determine each other but man is ultimately self-determining. what he becomes — within the limits of endowment and environment — he has made out of himself.

Viktor Frankl

worldview

the self-determining stage — also known as the conscientious stage — adds emotional and temporal integration to the previous skill-centric perspective. the integration of time enables greater clarity about their ambitions, and with this comes a tendency to be hypercritical of those who cannot match their ambition. there is also an increased capacity to contrast different perspectives, leading to more conscious choices. emotional integration allows for richer social contracts and evaluation of self and others as they are, independent of personal wishes. guilt and shame may be prominent at this stage, as there is a new willingness to confront the previously split off shadow. loyalty is extended to a belief system rather than individuals, yet there is a sense of responsibility and obligation towards others based on mutual agreements. there may be guilt because of unavoidable consequences and a preoccupation with attaining goals and ideals, and when these are not reached, depression may result. speech patterns rely less on clichés and reveal an awareness of people as complex psychological beings. “i” statements are revealing and contain self-criticism and ownership of responsibility. self-determining individuals learn to understand themselves backwards and forwards in time, describing past feelings and personal dreams and goals, with the emphasis on future-oriented plans.

morality

a morality of authority and association with principle dominates at this stage. system-effectiveness supersedes craft-logic, so whilst skill-centric individuals focus on detail and a job done well, the self-determining individual is concerned with successful plans and outcomes. where the skill-centric individual focuses on improving within a particular stream, the self-determining stage allows for the exploration of whole new methods of solving problems and improving processes, and/or using proven tools and techniques in novel and creative ways. the determination and energy of the self-determining individual is often inspiring. they are open to learning and welcome feedback, especially when it brings them closer to their goals. this stage adds effectiveness to the efficiency of the skill-centric stage. self-determining individuals may enjoy coaching others to greater performance and skill.

you may not control all the events that happen to you, but you can decide not to be reduced by them.

Maya Angelou

strengths

a belief in the scientific method leads to increased tolerance for delays between actions and results/research and findings. causes and reasons are constantly sought, leading to deeper sense-making. there is a powerful dedication to working towards the betterment of self and the world. societal standards are internalised, and less energy is spent on evaluating degrees of acceptance or exclusion. there is a deeper awareness of the importance of communication, and an appreciation of mutual expression of feelings and ideas. consequently, interpersonal relationships become more intense and meaningful.

challenges

individuals at the self-determining stage struggle to acknowledge limits, and can be so caught up in self and world improvement that they fail to notice the present moment or to reflect on their life as a whole. an intellectual scepticism can automatically be triggered by things that are not scientifically proven. unintended consequences can easily elicit guilt and shame, and a tendency towards positive thinking can lead to blind spots in terms of predicting and acknowledging problems. failure to achieve goals can lead to deep depression.

characteristics

• in control of their destiny
• focused on performance within their organization (system effectiveness overrides craft logic)
• define specific medium- and long-term goals and strive for maximum impact and/or benefit
• drive themselves hard, setting the pace for others
• welcome feedback, especially if it helps them to develop capability or achieve their goals
• believe passionately that rationality and objectivity are vital aspects of good management
• seek to be fair and consistent, and value behavioral feedback
• tend to believe that they know themselves and others well, and that they are in control of their emotions
• distinguish between ethics (an inner sense of right and wrong) and manners (social conventions of what is right or wrong)
• have high standards and may be their own harshest critics when they do not measure up to these standards
• believe in objectivity, but blind to the subjectivity behind it
• determined to achieve defined goals and objectives.

growth pathway

self-determining individuals can be supported by confirming their achievements and recognizing their self-direction. their growth is further supported by modeling self-reflection based on personal feeling, such as “how is it for you?” “what does it feel like,” “how did you come to that conclusion?” “what would you do if you could not do x anymore?” skills training around journaling, visioning, and learning completely new things may help to open up new perspectives. additional processes that will encourage growth include moving from doing to being, learning to see the subjectivity behind scientific objectivity (there is no map without a mapmaker), questioning their assumptions, uncovering deeply held beliefs, becoming more attuned to what they notice in their body and intuition, and shifting their leadership style from directing to facilitating.

the major limit of the conventional mind set is its acceptance of facts and the external world as real and its blindness to the constructed nature of beliefs, especially the grand myth of conventional science. although complex scientific analysis is applied, the underlying assumptions of any system are rarely questioned or made explicit. especially at this stage, knowledge, measurement and prediction are taken for granted as means to control nature, self and society. this attitude changes dramatically with postconventional development.

Susanne Cook-Greuter

every person has a “center of gravity”, that is, one or two adjacent stages or action logics from which they typically act and respond. stressful situations may trigger regression to earlier stages of functioning. those at later stages of maturity can understand earlier stages, but those at earlier stages are incapable of fully understanding or acting from later stages.