Many of these concepts and perspectives continue to be evidenced in our work at the Hudson Institute today. At Fielding, Hudson gathered together a group of senior mentors, guides and colleagues dedicated to the understanding of change management, human development and adult development and learning in order to successfully pioneer an innovative approach to adult learning.  The  list  included  Malcolm  Knowles,  father of adult learning; Robert Tannenbaum, UCLA professor, organizational guru, author of several books on change inside organizations; Edgar Schien and his well known process consul­tation model; Richard Beckhard, OD guru and author; Marjorie Lowenthal Fiske, well known  developmentalist  and  researcher on intentionality; Fred Jacobs, founder of Leslie College and innovator in adult learning; Robert Goulding, MD, founder of Redecision psychotherapy; Art Chickering, PhD, professor and author who taught us that learning changes as we develop; social scientist, Nevitt Sanford, and so many more influencers – Vivian McCoy, Carol Gilligan, Daniel Levinson, along with the earlier work of many theorists and researchers including Robert Kegan, Jean Piaget, and Abraham Maslow.

Development throughout the course of our lives as individuals, systems, and organizations has been researched and under­stood through the many lenses of this stellar list and far more. From the seminal concept of individuation articulated from the perspectives of Neitzsche, Freud, Jung and more, to Erikson’s and Levinson’s age and stage theories, to Piaget’s and Kegan’s conception of levels of development, Corey’s work on team and group development, and Flamholtz’s work on the developmental trajectory of an organization – all of these works provide us with an important window into the developmental process of the human journey in the context of our many human systems.

Maslow developed the hierarchy of needs to accentuate the developmental nature of our wish to strive for more.  Erikson taught us about the layers of identity we develop over the life course. Kegan drew our attention to  understanding the implications of stages of adult development relative to individuation, while Gilligan focused attention on the gender differences in our developmental journey. Psychology teaches us a healthy respect for the power of the past when we are working to make changes, and the subfield of positive psychology illuminates areas of particular relevance to coaching in the leadership domains-including emotional intelligence, optimism, and engagement factors. Systems theory illuminates for us the power of homeostasis in a system of any size and the challenge we have as coaches to fully appreciate and work to uncover the natural underlying resistance to change. Charles Handy teaches us about the paradox involved in any change and the force at which change is hurling itself onto us as a culture today.

Learning theory includes the contributions of David Kolb, Chris Argyris, Malcolm Knowles and others, and this arena teaches us how learning – ranging from deep transformative learning to the smaller behavioral shifts – occurs and articulates the necessary ingredients that must be in place for learning to be optimal. As coaches, we know that learning is one of the most vital elements in developing, growing and changing during our adult years. Finally, philosophy always continues to be a source of wisdom, and contemporary postmodern work of Fernando Flores, Ken Wilbur and others builds on these philosophical roots while seeking to articulate an overarching theory of development that transcends all pre-existing conceptualizations combining the best of Eastern and Western thinking.

At the Hudson Institute we have continued to study develop­mental patterns in our adult journey and we’ve come to believe it’s time for a fundamental  change  of  consciousness,  from  linear to cyclical notions of how life works at all levels of human  systems. For decades, the field of adult development focused almost solely on a linear, age and stage approach to understanding our adult journey; yet in today’s fast paced world, filled with fewer rules and social predictability, it’s not as relevant to map our development as  individuals,  leaders  and  organizations to  ages, predictable  stages,  and the  social  constraints  and social forces of the past.

At one time in history the sigmoid curve seemed to do a pretty good job of summing up the story of life as individuals and as businesses – we begin the journey slowly, experimenting, vacillating and wavering along the way; we wax and then we slow down and inevitably   decline and diminish.  Today it’s not quite that simple, and whether we turn to the well-known developmental and longitudinal work of Erik Erikson or the organizational life cycle articulated by Eric Flamholtz, this thoroughly predictable linear pattern we could ‘count on’ in the late-industrial age, is not as workable a blueprint for our development anymore. Life is literally changing too rapidly to  hold on to a predictable map with a one way direction. As Hudson (1999a, p. 31) observes, “Ever since the industrial revolution linear thinking has dominated our consciousness with its basic notions of progress, perfectionism, success, happiness, and planned change. A linear perspective portrays life as a series of advances from simple to complex, from lower to higher, and from good  to better.”

Today, change happens at lightning speed within the individual system and the  largest  of  organizations;  our  challenge  is  not  just  managing  and  surviving change, it’s learning  to live with   it, leverage it, and feel fully engaged and alive. As we  orient our  lives to this time in history, we need to shift away from a linear paradigm toward a cyclical one and shift our thinking from progress to process.

At the Hudson Institute we advocate a holistic model of development and change –one that encompasses and accounts for the context in which we live while simultaneously acknowledging our individual journey in life. Whether we are coaching a leader at the peak of her career or an early career person looking to define her own path, or a successful mid-career leader who is burned out and bored with the current scenario at hand, it’s essential that we, as coaches, understand the developmental terrain in all contexts.

Several important characteristics are inherent in a holistic and cyclical view of adult life. First, the cyclical view portrays life as a complex, pluralistic, multivariate flow, with ongoing cycles in nature, societies, and people. Familial systems, companies and nations are all part of a larger, often chaotic flow that can be influenced and shaped but not completely controlled. Second, the cyclical paradigm assumes life ‘develops’ through cycles of change and continuity rather than in progressive, linear, straight lines. It concentrates on understanding both what persists throughout our lives and what necessarily changes.  Each time we relinquish an old stage of life, we differentiate one more time, and a new level of development and individuation emerges for us. Third, the cyclical picture honors the polarities in life and in our organizations – the up times and difficult times are incorporated into our understanding of the very undulating rhythm of opportunities and obstacles. Fourth, continuous learning is essential to the constant retooling of our multilayered human systems.