ABSTRACT
This chapter provides further advice regarding the creation and use of developmental rubrics. It not only reveals much about developmental interviewing as a theory creation process but also about how the study of modes of practice is a methodological process that both depends heavily on science and design and also contributes methods not traditionally used by either. After more than 100 interviews, a major improvement in the developmental rubrics for developmental interviewing occurred through collaboration with Robert Covitz. Robert conducted ten developmental interviews of nonprofit managers. The early interviews spawned nearly another 300. Others who have done developmental interviews include Wilmington College faculty, especially Marta Wilkinson, who did additional cascading interviews of each other to create developmental rubrics for Writing Across the Curriculum. The developmental interview is a powerful theory-generating tool. The developmental interview is an egalitarian device for generating, organizing, and articulating a theory of a discipline.
