traduccion prima
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CONTENTS
List of figures and tables xiii
List of contributors xv
Preface xxiv
Acknowledgments xxxv
Introduction: Apsychodynamic approach to leadership development xxxvii
Manfred F. R. Kets de Vries, Konstantin Korotov, and Elizabeth Florent-Treacy
PART ONE: CONCEPTUAL FRAMEWORKS
1 THE CLINICAL PARADIGM: A PRIMERFOR PERSONAL CHANGE 3Manfred F. R. Kets de Vries and Konstantin Korotov
THE INNER THEATER 5
CONFUSION IN TIME AND PLACE: THE T-FACTOR 6
THE PSYCHOLOGICAL PAINKILLERS: DEFENSE
MECHANISMS 9
ADDRESSING THE PHENOMENON OF NARCISSISM
IN LEADERSHIP DEVELOPMENT 11
KNOW THYSELF 13
2 GROUP DYNAMICS: WHAT COACHES AND
CONSULTANTS NEED TO WATCH OUT FOR 15Anton Obholzer
INTRODUCTION 15
THE INDIVIDUAL AND THE GROUP 17
CONTEXTUAL ISSUES IN GROUP DYNAMICS 21
THE UNCONSCIOUS AT WORK IN BOARD MEETINGS:
ROLES EXECUTIVES PLAY 22
TASK AND ANTI-TASK IN THE WORKPLACE 24ON CREATIVE, SANE AND SOBER LEADERSHIP 25
THE ROLE OF THE COACH 27
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3 DEVELOPMENTAL COACHING FROM
A SYSTEMS POINT OF VIEW 29
Theo CompernolleWARNING: THE MAP IS NOT THE TERRITORY 29
WHAT IS A SYSTEM? 31
SYSTEMS AT DIFFERENT LEVELS WITH DIFFERENT RULES 33
FROM LINEAR CAUSALITY TO MULTI-CAUSALITY AND
HISTORICAL HETEROGENEITY 37
CIRCULAR CAUSALITY, FEEDBACK, ESCALATION AND
HOMEOSTASIS 41
GUILT, BLAME AND PATHOLOGY 43
MOVING FROM INDIVIDUALS TO SYSTEMS, VIA DYADS
AND TRIADS 45CONCLUSION 53
4 LEADERSHIP COACHING IN FAMILY
BUSINESSES 55Randel S. Carlock
FAMILY AND BUSINESS PARADIGMS 55
COACHING AND CONSULTING COMPETENCIES IN THE
FAMILY BUSINESS CONTEXT 57
ASSESSING AND UNDERSTANDING FAMILYBUSINESS SYSTEMS 63
HELPING FAMILIES EXPLORE THEIR FAMILY SYSTEM 66
CREATING THE FAMILY BUSINESS GENOGRAM 68
ASSESSING YOUR PERFORMANCE AS A FAMILY
BUSINESS COACH 73
5 GOODBYE, SWEET NARCISSUS: USING 360
FEEDBACK FOR SELF-REFLECTION 76Manfred F. R. Kets de Vries, Elizabeth Florent-Treacy, Pierre Vrignaudand Konstantin Korotov
WHY USE FEEDBACK INSTRUMENTS IN A MORE
CLINICAL WAY? 78
WHY USE 360 FEEDBACK? 79
A WORD ABOUT THE PSYCHOMETRIC DESIGN OF OUR
INSTRUMENTS 80
THE IGLC 360 SURVEY INSTRUMENTS 83
INTERPRETING 360 FEEDBACK SURVEYS 96
OBSTACLES TO IMPLEMENTATION 97
THE IMPORTANCE OF FOLLOWING UP 98
LEADERSHIP COACHING GUIDELINES 99TAKE THE EXECUTIVES PERSPECTIVE 100
FACILITATE REFLECTION 100
CONCLUSION 102
CONTENTS
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PART TWO: COACHING PROGRAM DESIGN
6 EXECUTIVE DEVELOPMENT AND LEADERSHIPCOACHING 107Martine Van den Poel
THE NATURAL LINK BETWEEN EXECUTIVE DEVELOPMENT
AND LEADERSHIP COACHING 107
OPTIMAL INTEGRATION OF LEADERSHIP COACHING AND
EXECUTIVE DEVELOPMENT: KEY INGREDIENTS
AND A VARIETY OF PROCESSES 111
THE ETERNAL QUESTION: IS THERE ANY IMPACT AND HOW
DO WE MEASURE IT? 117
LEADERSHIP COACHING IS HERE TO STAY 118
APPENDIX ONE A CASE IN POINT: MAP AND SYLA 119
APPENDIX TWO A CASE IN POINT: THE GROUP CONFERENCE
CALL WITH A GROUP OF FOUR PARTICIPANTS 100 DAYS AFTER
THE MAP 121
APPENDIX THREE SAP GLDP 124
7 EXECUTIVE EDUCATION FROM THE
PARTICIPANTS POINT OF VIEW 127
Konstantin KorotovPRE-ENTRY EXPERIENCE 130
SURPRISE AND LEARNING TO USE THE SPACE OF THE
EXECUTIVE PROGRAM 131
IDENTITY EXPLORATION: EXAMINING PAST AND CURRENT
IDENTITIES 134
IDENTITY EXPERIMENTATION 137
STEPPING OUT OF THE EXECUTIVE PROGRAM:
CRAFTING NARRATIVES AND INTERNALIZING
TRANSITIONAL SPACE 138
8 TRANSFORMATIONAL EXECUTIVE
PROGRAMS: AN OWNERS
MANUAL 142Manfred F. R. Kets de Vries and Konstantin Korotov
EXECUTIVE PROGRAMS AS A TRANSFORMATION
OPPORTUNITY 142
UNDERSTANDING EXECUTIVES DEVELOPMENT NEEDS:
THE FRAMEWORK OF THREE TRIANGLES 143
IMPORTANT QUESTIONS FOR DESIGNERS OFTRANSFORMATIONAL PROGRAMS 149
CONCLUDING REMARKS 157
LEARNING TO CHANGE: A PROGRAM EXAMPLE 158
CONTENTS
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PART THREE: BECOMING A COACH
9 FROM THE BOARDROOM TO THE CLASSROOM:
A PERSONAL JOURNEY 165Jean-Claude Noel
CREATING A TRANSITIONAL SPACE 166
DISCOVERY THROUGH SELF-REFLECTION 168
THE FOCAL EVENT 170
POSSIBLE SELVES 172
FLYING SOLO 173
NEW BEGINNINGS 176
LESSONS LEARNED 178
10 COACHING WITHIN AND WITHOUT 181Graham Ward
SUPERVISION 184
BUILDING TRUST 185
BUILDING AN EXTERNAL COACHING PRACTICE 189
GET BRANDED 191
GET PLANNING 192
GET OUT THERE 193
SPEAK PUBLICLY 194
BUILD A WEB PAGE 194
GET ACCREDITATION 195
TAKE IT FURTHER 195
THE EVALUATION MATRIX 196
SOME CRUDE MATH 197
CONCLUSION 198
11 COACHING EXECUTIVES ACROSS CULTURES 200Ann Houston Kelley
LAYERS OF CULTURE 201DEALING WITH COMPLEXITIES 203
EXPERIENCE IS THE BEST TEACHER 205
A DELICATE BALANCE OF ART AND SCIENCE 216
PART FOUR: THE PROCESS OF COACHING
12 THE ART OF LISTENING 221Erik van de Loo
INTRODUCTION: LISTENING AND THE CLINICAL APPROACH
TO ORGANIZATIONS 221
MENTALIZING 223
EMPATHY AND INTUITION 226
LISTENING WITH THE THIRD EAR 230
CONTENTS
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TRANSFERENCE, COUNTER-TRANSFERENCE, AND ENACTMENTS 232
CONCLUSION 236
13 THE DOS AND DONTS OF COACHING: KEYLESSONS I LEARNED AS AN EXECUTIVE
COACH 240Elisabet Engellau
LESSON 1: BE SPECIFIC ABOUT THE TERMS OF THE COACHING
CONTRACT 246
LESSON 2: BE UP FRONT ABOUT WHAT IS NON-NEGOTIABLE 247
LESSON 3: USE YOUR INTUITION/COUNTER-TRANSFERENCE
REACTIONS 248
LESSON 4: DEAL WITH RESISTANCE UP FRONT 248LESSON 5: PLAY RESISTANCE JUDO 249
LESSON 6: HAVE A SYSTEMIC POINT OF VIEW 249
LESSON 7: ALWAYS SUPPORT SELF-EFFICACY 250
FINAL REFLECTIONS 251
REFLECTIVE TIME 252
KNOW YOURSELF 253
GET SUPERVISION 253
AFTERWORD 254
14 REFLECTIONS ON TEACHING LEADERSTO COACH: USING THE SELF AS A TOOL
IN DEVELOPING OTHERS 255Roger Lehman and Konstantin Korotov
MAKING SENSE OF THE SITUATION USING A PSYCHODYNAMIC
APPROACH: A COACHS STORY 259
INCREASING SELF-UNDERSTANDING THROUGH LEARNING
TO LISTEN TO OTHERS 264
PART FIVE: COACHING IN ORGANIZATIONS
15 COACHING: A CHAIRMANS POINT OF VIEW 275Stanislav Shekshnia
INTRODUCTION 275
CHALLENGES OF A NONEXECUTIVE CHAIRMAN 276
DIFFERENT WORLDVIEWS AND MODELS OF SUCCESS 277
A QUESTION OF NARCISSISM 278
CHIEF FACILITATOR 279
ACTION IN THE BOARDROOM AND OUTSIDE IT 289
A CHAIRMANS REFLECTIONS ON COACHING 292
APPENDIX ONE BOARD RULES 294
APPENDIX TWO BOARDS, DIRECTORS, AND CHAIRMANS
EVALUATION FORMS 296
CONTENTS
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16 CRACKING THE CODE OF CHANGE: HOW ONE
ORGANIZATION TRANSFORMED ITSELF
THROUGH TRANSFORMATION OF ITS PEOPLE 302Cornelie van Wees
INTERPOLIS: THE STORY 302
FIRM & SECURE (1994 1998) 303
THE CUSTOMER COMES FIRST 304
CULTURE 306
THE ROLE AND IMPORTANCE OF LEADERSHIP 307
PERSPECTIVES OF THE CEO 308
FROM CEO TO TEAM LEADER 311
LESSONS FOR OTHER ORGANIZATIONS 313
A PERSONAL JOURNEY: ALICE IN WONDERLAND 314
17 THE CASE FOR NOT INTERPRETING
UNCONSCIOUS MENTAL LIFE IN CONSULTING
TO ORGANIZATIONS 320Abraham Zaleznik
A NOTE FROM THE EDITORS 320
FIRST, DO NO HARM 321
WILD PSYCHOANALYSIS 322
THE ORIGINS OF CONSULTATION TO ORGANIZATIONS 323EXAMPLES OF ORGANIZATIONAL CONSULTATION 332
CONCLUSION: TOWARD AUTHENTIZOTIC
ORGANIZATIONS 343Manfred F. R. Kets de Vries
DREAMING OF COCKAIGNE 343
BEING AUTHENTIC 345
CHALLENGES FOR FACULTY, COACHES, AND CONSULTANTS 350
Index 354
CONTENTS
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1THE CLINICAL PARADIGM: A PRIMER FOR
PERSONAL CHANGE
MANFRED F. R. KETS DE VRIES AND KONSTANTIN KOROTOV
Many philosophers, poets, and other thinkers have posited through-out the ages that the key to growth and happiness lies in knowingand accepting oneself. A variation on this theme that leadershipdevelopment starts with an exploration of, and by, the leaderhimself or herself will reappear in many chapters in this book. Inundertaking this kind of human adventure, we use a concise butrobust framework: the clinical paradigm.1 The clinical paradigmis based on several premises. The first premise is that all human
behavior, even in its most odd or deviant forms, has arational explanation. Although deceptively simple, this prem-ise poses a huge challenge to a business school professor, an exec-utive coach, or other professionals working with leaders; it meansthey will have to use the tools and methods of a psychologicaldetective to uncover explanatory factors underlying the behaviorthey perceive. Fortunately, the leader as an executive educationor coaching client can become a detective as well; the clinicalparadigm, when explained, offers the coach or educator a tremen-
dous opportunity to use the leaders own behavior as a real-lifecase study, with the added advantage that this particular text issure to be of interest to the executive concerned.
The second premise of the clinical paradigm tells us that ourunconscious plays a tremendous role in deter