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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 determiningour actions, thoughts, fantasies, hopes, and fears. Theareas outside our direct rational observation and understandingare enormous, although they directly impact what happens in
the so-called rational domain of our actions. Obviously, untilwe grasp at least some of the content of our irrational domain,it is unlikely that we can do anything with it. Moreover, theunconscious can hold executives as prisoners of their own past,
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THE CLINICAL PARADIGM: A PRIMER FOR PERSONAL CHANGE
not letting them get rid of things that become a hindrance totheir development and growth as leaders and as human beings.
Plenty of executives refuse to consider the possibility that theremay be issues in their work and life that originate in the areabeyond their comprehension or their immediate awareness.Faculty members and executive coaches may do well to beginby helping these individuals understand that being afraid oflooking into the unconscious may be counterproductive toones development. Looking into this domain may require cour-age, though, and this is where the leadership development pro-fessional can provide help and support. As an example, in oneof our executive programs, we take participants to an exhibitionabout the life and work of Sigmund Freud. This visit comes as asurprise at the end of a long class day and before a good dinner,and many of the executives initially try to avoid the visit, orreveal their anxiety through complaints or negative comments.However, once in the museum, hearing about Freuds cases andseeing examples of how the unconscious may affect their lives,they start to realize how making the effort to look into oneself
may significantly boost career and life success.The third premise of the clinical paradigm is that our
emotions contribute to our identity and behavior.Throughout life, we acquire different ways of expressing andregulating emotion, and in parallel, our cognitive, thinking sidebecomes more sophisticated. Cognition and emotion togethereventually determine what we do and what we dont do. Byexploring our emotions, we can access the more hidden parts ofour identity: the type of emotion we express when doing certainthings, imagining certain events, or dealing with certain peopleexplains in part who we are. Emotional awareness also allowsus to predict what kind of situations we naturally seek or avoid,and what kind of people we prefer or loathe; these insightstherefore help explain our behavioral preferences and relation-ship patterns. Executive educators, coaches, and consultantsmay find the concept of the role of emotions important whenworking with people who have difficulties expressing their
emotions. By helping individuals acknowledge how they feel,and how their feelings affect their behavior, leadership develop-ment professionals give their clients another lens for perceivingbehavior and another key to changing it.
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MANFRED F. R. KETS DE VRIES AND KONSTANTIN KOROTOV
The fourth premise of the clinical paradigm states that humandevelopment is an interpersonal and intrapersonal
process. Our past determines who we are throughout our lives.Our earliest life experiences, over which we obviously had nocontrol, have a deep, lasting impact on our personality andthe patterns of our behavior and relationships. Through earlyinteractions with significant people in our lives, primarily our care-takers, we develop a pattern of responses to the actions, desires,and emotions of others. These responses become engrainedbecause they work in those early situations. Later in life, the sameresponses may no longer be adequate or appropriate.
THE INNER THEATER
The clinical paradigm can be described metaphorically asa way of exploring a persons inner theater.2 Behind thecurtain, we all have a rich tragi-comedy playing out on our innerstage, with key actors representing the people we have loved,
hated, feared, and admired. Early experiences are re-enacted overand over again. Some are extremely painful, and others fill uswith a sense of well-being. These unconscious forces affect notonly love, friendship, and artistic expression, but also patternsof relationships with bosses, colleagues, and subordinates; deci-sion making; management styles; and many other aspects of thework-related parts of life. Every executive and every employeebrings their inner theater, with all its dramas and comedies,to the workplace. Dysfunctional behavior arises when we tryto keep the curtain closed; ultimately, the show must go on.
Our physical bodies are ruled by motivational need systems,with varying levels of sophistication.3 One need system regu-lates our basic physiological needs, another regulates the needfor sensual enjoyment and sexual excitement. Yet anothersystem causes us to respond to certain situations throughantagonism or withdrawal (fight or flight). Higher-level systemsdeal with the need for attachment and affiliation, and the need
for exploration and assertion. A product of nature and nurture,each of the need systems increases or decreases in importanceon our inner stage theater in response to innate and learnedresponse patterns. These motivational need systems are among
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THE CLINICAL PARADIGM: A PRIMER FOR PERSONAL CHANGE
the rational forces behind actions, words, and behaviors thatmay initially seem irrational.
Another important notion in our understanding of how theinner theater operates is the core conflictual relationship theme,or CCRT.4 Our CCRT develops over time as a theme, or combina-tion of themes, within our motivational needs systems, and takesa prominent position inside us, making a fundamental contribu-tion to who we are, and the way we behave toward others. To putit another way, we can say that our basic wishes are reflected inour life-scripts. CCRT adds the nuances and shading that makeseach of us unique. We bring our CCRT-colored behaviors andexpectations to work and society, and sometimes the expecta-tions are different from reality.
CONFUSION IN TIME AND PLACE: THE T-FACTOR
The four premises of the clinical paradigm provide importantkeys to understanding behavior and relational patterns. By
exploring an individuals inner theater, not only do we revisittheir past, but we can also draw parallels between past relation-ships and current behavior.5 All of us are subject to a relationalconfusion in time and place, which gives rise to what arecalled transferential patterns, the act of using behavior patternsfrom the past to deal with situations in the present. Lookingat transferential reactions can provide important insight intowhy executives behave in certain ways in certain situations.Consultants and faculty in executive programs need to realizeand accept that executives may well have a seemingly irrationalreaction to some of the people they work with. In addition, itis quite likely that the executive will experience some form oftransferential response to the professor or coach; these responsesshould be discussed as they arise.
The concept of transference is grounded in observations of howhuman beings develop and mature. Through interactions withparents, family members, teachers, and other authority figures we
encounter, we develop behavior patterns that become the basisfor specific cognitive and affective software. These patterns canbe activated by particular cues without our awareness; we meetsomeone who subconsciously reminds us of a nagging older
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MANFRED F. R. KETS DE VRIES AND KONSTANTIN KOROTOV
sister, and we react as if she really were that older sister. This kindof transferential trigger may occur several times a day.
To put it more precisely, transference is the process by whichone person displaces onto another thoughts, ideas, or fantasiesthat originated with figures of authority encountered very earlyin an individuals life. It is a revival or reliving of issues fromthe past directed toward persons in the present. Executives needto understand that the phenomenon of transference is naturaland ubiquitous, although we are not always capable of noticingand recognizing it.
Transference can erase the psychological boundary between pastand present, causing people employees and executives alike toreplay the scripts that they have lived in the past. Followers mayattribute unusual, almost mystical, powers or qualities to theirleaders; thus charismatic leaders are born in organizations. It mayalso happen that, unwittingly, villains are created in a similarfashion, when issues from a dark past become attributed to theorganizational leader. In all cases, a subjective reality materializes.This may happen even if people attempt to resist it. Leadership
development professionals need to help executives see that thetendency to modify and distort the whole context of relationshipsis present in all meaningful interactions, including work-relatedones. In addition, a clinically informed coach or consultant mayuse the phenomenon of transference as a source of clues abouthow the leader acts toward other significant people in his or herorganization, and how he or she reacts to important events.
Obviously, leadership development professionals, faculty, andcoaches are also human beings, and all of the above applies tothem as well. When forming a relationship with an executive,they need to be aware of counter-transference a phenomenonin which the executive becomes an outlet for the transferentialreactions of the helping professional.6 Coaches and educatorsneed not only to recognize such reactions in themselves, butalso to find ways of using the information about their ownfeelings and reactions to help the leader become more aware ofthe types of cues he or she provides to others, and the possible
responses of people to those cues. A coach or educator attuned tohis or her inner theater may recognize situations when his or herown transferential reactions may serve as sources of importantinsights in coaching or developmental relationships.
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THE CLINICAL PARADIGM: A PRIMER FOR PERSONAL CHANGE
No discussion of transference in the leadership developmentcontext can be complete without a special emphasis on two
subtypes of the phenomenon that are especially common inorganizational settings. They are mirroring and idealizing.7Mirroring and idealizing have their roots in our very earlyinteractions with other people. Most would probably agreethat the first mirror a baby looks into is its mothers face.The quality of an individuals early relationship with his orher mother (or other primary caretaker replacing the mother)significantly contributes to the shaping of identity and mind.Through mirroring, from individuals around us we learn whowe are and how we should behave. We internalize signals fromsignificant others, in turn dealing with the world on the basisof these behavioral suggestions. As children, we cope withour sense of fragility and insignificance by idealizing adults assources of protection. We imagine them as strong and infallible.In the normal course of psychological development, we inter-nalize the idealized parental figure, recreating an internal senseof power and security.
As authority figures, leaders fit easily into the subcon-scious imagery of a parental role. Followers very commonlymanifest transference reactions through the idealization of theirleader. This creates an equivalent to the sense of security andimportance that they experienced in their early years throughidealizing other significant adults. Subordinates following theunconscious psychological temptation of associating omnipo-tence with the leader may relinquish all responsibility andautonomy. Just as fears of fairy tale characters or of a big dog inthe neighborhood could be overcome with the help of a parent,employees often hope leaders will protect them from the threatsof downsizing, change, delocalization of jobs, and other suchfears that modern workers face.
Obviously, leadership development professionals also haveto be aware of the mirroring and idealizing processes takingplace in their interactions with executives. The latter may alsofeel vulnerable and insecure in the illusory world of leadership
described in popular books. The psychological challenges andpressure faced by todays leaders (mentioned in the introduc-tion to this book) make this leadership world confusing andfrightening to many. As leaders look for support from coaches
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MANFRED F. R. KETS DE VRIES AND KONSTANTIN KOROTOV
and executive development professionals, it should not bedifficult to imagine that the latter may also become idealized
protective figures for a leader dealing with his or her fears andanxieties. As it is not uncommon in todays coaching world tosee people who facilitate clients dependency on their services(albeit unconsciously), it is really important for a leadershipdevelopment professional to assess from time to time if heor she is not turning into a similar object of idealization forthe leader.
THE PSYCHOLOGICAL PAINKILLERS: DEFENSE MECHANISMS
Pain and suffering are unlikely motivators for most people.Psychological pain may be as difficult to tolerate as physical pain,and sometimes it is even stronger. To survive, we develop defensemechanisms, ways of protecting our sense of self when we feelunder attack. Our psychological defense mechanisms rangefrom the primitive to the sophisticated, and allow us to remain
relatively functional even when we are suffering. Like physicalpainkillers, psychological defense mechanisms provide a tempo-rary relief from suffering and discomfort. But if the underlyingcause is left untreated, the pain will return.
Any painkiller has a list of precautions with regard to its use.You should refrain from driving a car while taking codeine, forexample. Then there is the risk of becoming too dependenton the medication. Likewise, leadership is one of those areaswhere painkillers have to be taken with caution. A leader whoconstantly resorts to psychological defense mechanisms toavoid facing painful situations may lose touch with reality,distort it, or create his or her private, illusionary world, often atthe cost of shareholders, employees, and clients.
Descriptions of psychological defenses are included in theDiagnostic and Statistical Manual of Mental Disorders publishedby the American Psychiatric Association,8 which makes it seemas though anybody who resorts to these types of defense must
be truly crazy. But this is false; healthy people, leaders included,use them. What is important is to watch out for defenses thatare primitive, misplaced, and potentially costly to the career ofthe executive and the health of his or her organization. Among
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THE CLINICAL PARADIGM: A PRIMER FOR PERSONAL CHANGE
such potentially costly defenses are denial, repression, rational-ization, intellectualization, and projection.
Denial is a way of pretending unconsciously that importantand significant things have not happened. It is about ignor-ing reality, despite the obviousness of the situation or factsto everybody else. Repression, an extreme version of denial, isabout making a particular issue psychologically non-existent.In rationalization, people come up with internally acceptableexcuses and explanations for what has happened, twisting real-ity in the process. Intellectualization is another reality twistingmechanism, through which people make the emotional sideof an issue psychologically invisible, and concentrate theirenergy on the intellectual side of the topic. Projection is a wayof making peace with an internal desire that, paradoxically, theindividual believes is unacceptable, by attributing that desireto others.
Lower-level defense mechanisms also include passive-aggressivebehavior, reaction formation, conversion, regression, acting out,and displacement. Higher-level mechanisms include positive iden-
tification, affiliation, constructive rituals, overcompensation, subli-mation, humor, and altruism. Executive development professionalsneed to learn to recognize the signs of these various defenses andto inform executives about them. An important point is that evenhigher-level defense mechanisms sometimes hide important issuesthat may need to be explored for an executive to move forward inhis or her behavior.
Importantly, leadership coaches, consultants, and facultymembers also need to learn to deal with their own defensemechanisms. Working with todays executives is not for thefaint of heart. Helping leaders become better equipped psycho-logically for the challenges they face often requires the quali-ties of a good-enough caretaker: someone who provides asafe environment, able to absorb the executives anxiety whilesimultaneously challenging the individual to move forward.This role is not always comfortable, and executive develop-ment professionals may need to see if, by chance, they them-
selves are clinging to psychological defense mechanisms thatprevent them from being effective in helping the leader inquestion.
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MANFRED F. R. KETS DE VRIES AND KONSTANTIN KOROTOV
ADDRESSING THE PHENOMENON OF NARCISSISM
IN LEADERSHIP DEVELOPMENT
From developmental psychology we know that the healthyprocess of human growth is necessarily accompanied by a degreeof frustration. During a babys intrauterine existence, any needsthat exist are taken care of immediately and automatically. Thissituation changes the moment an infant makes its entry intothe world. In dealing with the frustrations of trying to makehis or her needs and wants known, and as a way of coping withfeelings of helplessness, the infant tries to retain the originalimpression of the perfection and bliss of intrauterine life bycreating both a grandiose, exhibitionistic image of the self andan all-powerful, idealized image of the parents.9
Over time, and with good enough care, these two configu-rations are tamed by the forces of reality especially by parents,siblings, other caretakers, and teachers, who modify the infantsexhibitionism and channel the grandiose fantasies. How themajor caretakers react to the childs struggle to deal with the para-
doxical quandary of infancy how to resolve the tension betweenchildhood helplessness and the grandiose sense of self foundin almost all children is paramount to the childs psychologi-cal health. The resolution of that tension is what determines apersons feelings of potency versus impotence. Inadequate resolu-tion often produces feelings of rage, a desire for vengeance, and ahunger for personal power. If that hunger is not properly resolvedin the various stages of childhood, it may be acted out in highlydestructive ways in adulthood. A lot hangs on the good enoughparenting mentioned earlier. Children exposed to extremes ofdysfunctional parenting often believe that they cannot rely onanybodys love or loyalty. As adults, they remain deeply troubledby a sense of deprivation, anger, and emptiness, and they copewith this by resorting to narcissistic excess.
From a conceptual point of view, coaches and educators, aswell as their clients, need to make a distinction between twovarieties of narcissism: constructive and reactive.10 Constructive
narcissists are those who were fortunate enough to have care-takers who knew how to provide age-appropriate frustration inother words, enough frustration to challenge, but not so much
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THE CLINICAL PARADIGM: A PRIMER FOR PERSONAL CHANGE
as to overwhelm. These caretakers were able to provide a sup-portive environment that led to feelings of basic trust and to
a sense of control over ones actions. People exposed to suchparenting tend to be relatively well-balanced, have a positivesense of self-esteem, a capacity for introspection, an empatheticoutlook, and radiate a sense of positive vitality.
Reactive narcissists, on the other hand, were not as fortunateas children. Instead of receiving age-appropriate frustration,they received over- or under-stimulation, or chaotic, inconsis-tent stimulation, and thus were left with a legacy of feelings ofinadequacy and deprivation. As a way of mastering their feel-ings of inadequacy, such individuals often develop an exag-gerated sense of self-importance and self-grandiosity, and aconcomitant need for admiration. As a way of mastering theirsense of deprivation, they develop feelings of entitlement, believ-ing that they deserve special treatment and that rules andregulations apply only to others. Furthermore, having not hadempathic experiences, these people lack empathy; they areunable to experience how others feel. Typically, they become
fixated on issues of power, status, prestige, and superiority.They may also suffer from what has been called the MonteCristo Complex (after the protagonist in Alexandre DumasThe Count of Monte Cristo), becoming preoccupied by feelings ofenvy, spite, revenge, and/or vindictive triumph over others; inshort, they become haunted by the need to get even for real orimagined hurts.11
Undoubtedly, faculty and executive coaches will see narcis-sistic behavior of both types among those with whom theywork. Failure to pay attention to a factor such as narcissism inthe executive may lead to frustration for both the executive andthe helping professional in the short term, and to confusion anddissatisfaction in the longer term. Moreover, by not paying atten-tion to the issue, intentionally or unintentionally, the leadershipdevelopment professional may fail to engage the leader in thechange process. The outcome of such an incomplete interven-tion (whether through coaching or a leadership development
executive program) is often seen in all-mighty executives who aretotally convinced that everybody around them must change, andwho are ready to work hard on changing others but who forgetsthat the change in an organization starts with themselves.
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KNOW THYSELF
These descriptions of the premises of the clinical paradigm andconcepts are by no means comprehensive or complete. The goalof this chapter is simply to introduce the practicing leadershipdevelopment professional to some areas of knowledge that maybe helpful in working with leaders who aspire to be more effectivein creating healthier organizations. The themes presented in thischapter will appear again in greater depth in subsequent chapters,both in theoretical discussions, and practical applications of someof the ideas and methods described. The concepts outlined in thischapter can also serve as an introduction to sophisticated execu-tives interested in using the principles of the clinical paradigm intheir own leadership development process.
By exploring present realities and fantasies in the lightof past experiences, people whose personality characteristicshave been largely formed (this includes most people over 30)can still make significant changes in their behavior. The clini-cal paradigm supports learning from past mistakes in a new
way, through examining repetitive behavior patterns that havebecome dysfunctional and a liability. In short, this kind of self-exploration in an organizational context can help executiveswith one of the most difficult leadership tasks they may everface: changing themselves.
NOTES
1. Kets de Vries, M. (2006). The Leader on the Couch: A Clinical Approach toChanging People and Organizations. San Francisco, CA: Jossey-Bass; Ketsde Vries, M. (2006). The Leadership Mystique: Leading Behavior in Human
Enterprise, 2nd edition, London: Financial Times Prentice Hall.2. McDougal, J. (1985). Theaters of the Mind: Illusion and Truth on the
Psychoanalytic Stage. New York: Basic Books.3. Lichtenberg, J.D. (1983).Psycho-Analysis and Infant Research. Mahwah, NJ:
The Analytic Press.4. Luborsky, L., and Crits-Christoph, P. (1998). Understanding Transference:
The Core Conflictual Relationship Theme Method. Washington, DC: AmericanPsychological Association.
5. Breuer, J., and Freud, S. (1895). Studies on Hysteria. The Standard Editionof the Complete Psychological Works of Sigmund Freud. Vol. 2, J. Strachey(Editor and translator). London: Hogarth Press and the Institute ofPsychoanalysis; Etchegoyen, R.H. (1991). The Fundamentals of PsychoanalyticTechnique. London: Karnac Books.
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INDEX
360-degree feedback 76103
cross-culture coaching 204 5following up 989GELI 835, 86group coaching 269implementation obstacles 978importance 10810, 112interpretation 967LAQ 916Personality Audit 8591questionnaire design 77, 803use of 7980
accreditation 195acquisitions 200Action Agenda 121action plans 11314, 118, 2869activated counter-transference 2356adventurous personality 89, 90advice 77, 134advisory roles 589aggression 232
Analysis, Terminable and Interminable(Freud) 32930
anger 226, 2289, 232anti-tasks 24 5anticipation techniques 153approaches to coaching 25764
clinical 2213, 257, 2612cognitive-behavioral 2589psychodynamic 25764systems 2954, 24950, 258, 324
Arab participants 214 16arbitrary interpunction 41art 217Asian insurance market 21214assertive personality 88, 90
assessing performance 735, 2869,
296301authenticity 34553authentizotic organizations 31819
authenticity 34553challenges 3503definition 3456Land of Cockaigne allegory
3435, 352leadership 34653organizational change 352utopian longings 3435
awareness 1516, 28see also self-awareness
banking industry 1814behavior
defensive 1467dysfunctional 44, 142, 1434executives 35, 36, 38, 40, 41family businesses 556, 62groups 334, 324 6, 3302
levels 337perception 767rational explanation 3triangle 144
Bion, Wilfred 231, 3236, 3312birth order 634, 69, 73blame 435blogs 195board of directors
SUEK 275301see also chairing a board
board meetings 224body language 2212boundaries 63, 1323BPI 21214
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INDEX
brain level behavior 35branding 1912builders 912, 935business plans 1923business values and behaviors
556, 62
Canadian client 21012careers
changes 1701, 1814development 10011, 168, 177,
1824history 16580
trading 190case studies 15860
chief executive officers 24050,254, 25964, 3324
cross-culture coaching 20516programs 11925wild analysis 3213, 3269,
33241causality 3741
circular 412linear 389multiple 3940
CCC see Consulting and Coachingfor Change program
CCL see Center for CreativeLeadership
CCRT see core conflictualrelationship theme
Center for Creative Leadership(CCL) 109
CFOs see chief finance officers
chairing a board 275301action plans 2869board culture 291board rules 294 5challenges 2769decision-making 2901discussion quality 290evaluation forms 296301facilitation 27989, 291five functions 284materials submitted 290
mission definition 2836performance assessment 2869,
296301personal requirements 2856
reflections on coaching 2924skills required 292specific goals 284 5SUEK 275301traditional activities 28991trust building 2813vision statements 284 6
changefocal event 1701internalization 160lasting 155management 30219safe transitional space 1525
self-experimentation 154 5change-catalysts 912, 94 5changeability 72chess dynamics 32chief executive officers (CEOs)
behavior 35, 36, 38, 40, 41case studies 24050, 254, 25964,
3324Christies 174consultations 3324dyads 45family businesses 601Goldman Sachs 1824psychodynamic approach
25964salaries 349SUEK 2889triads 4851see also executives
chief finance officers (CFOs) 368,41, 45, 4851
see also executiveschildbirth trauma 40Christies International PLC 1657circular causality 412clarification 1478clarity 72classroom 1789clients
responsibilities to 1857return on investment 1968
clinical approach
leaders as coaches 257listening 2213Open Leadership program 317
clinical paradigm 314
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INDEX
coachesarchetypes 912, 94 5career development 1824idealizing 89intervention 52limits 61profile and competence 113role 278supervision 184 5
coachingcareer path 168, 177Christies 174development xxxvi-xl
executive coaching 24054external 18998family businesses 5762group coaching 120, 269, 294,
31112internal 1839leadership 10726personal change 144 6reflections on 2924scope 61solo 1736see also approaches to coaching;
executive coachingcoalition partners 47coercion 3256cognition 144cognitive-behavioral approach
2589cohesion 307, 313communication
cross-cultural 202, 203, 206
families 656, 70, 72leaders 27listening 22139manager 2078
communicators 912, 93, 94 5competencies 5762, 113complexities of culture 2034conferences 194conferencing 269conflicts
executives 43
families 65, 66, 70oedipal conflicts 337themes, Interpolis 31011triangle 1468
see also core conflictualrelationship theme
confrontation 1478confusion 69Congentus 2067conscientious personality 88, 89, 90conscious thought 24consensus decision-making 2901consistency 72constructive narcissism 1112consultants 1567consultations, psychoanalysis 32042Consulting and Coaching for
Change (CCC) program 166,167, 170, 1723, 31516
contracts 2467, 293core conflictual relationship theme
(CCRT) 6, 235corporate governance 276, 285, 288couch xliii-xlvicounter-transference 7, 2326, 248couples 31creative leadership 257creativity 345cross-culture coaching 20018
case studies 20516feedback 214 15
culture 20018assumptions 2023clashes 2001complexities 2034group coaching 291, 294layers 2013synergies 2067
cures, Freud 32930customers, Interpolis 304 6
decentralization, Interpolis 308decision-making 224, 57, 65,
2901decoding xli-xliiideep listening 264
see also third ear listeningdefense mechanisms 910, 278
feedback 978, 101, 2689
wild analysis 323, 331defensive behavior 1467delegation 26denial 10
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INDEX
depression 1856development
careers 10011, 168, 177, 1824leadership 10711, 11316, 118needs 1439personal 1279, 142, 257see also executive development
diagnostic tests 78dialogue 214 16dimensions
leadership 96personality 8791questionnaires 81
directors, SUEK board 275301see also chairing a board
displaced anger 226, 2289, 232diversity 201drivers, personal 312dummy stallions 47dyads 45, 63dysfunctional behavior 44, 142,
1434
economic value-added (EVA) 285education see executive educationeffectiveness 78, 96efficacy 144 5ego psychology 320, 334, 340emotional capabilities 5960emotional intelligence 18, 84, 122,
170emotions 144
displaced anger 226, 2289, 232empathy 22630, 2512, 266
exploring 4see also feelingsempathy 12
empathic walls 2278leaders as coaches 266listening 22630, 2512
employees, Interpolis 306empowering 83enactments 2326encouragement 153endings 167, 172
entrepreneurs 175equi-finality 39, 41escalation 42EVA see economic value-added
evaluation 1967, 296301executive coaching 24054
case studies 24050, 254counter-transference 248empathy 2512intuition 248non-negotiable factors 247reflection 2523resistance 2489self-awareness 251, 253self-efficacy 250supervision 253systems approach 24950
terms of contracts 2467executive development 10726
impacts 11718key ingredients and processes
11117leadership coaching 10717personal/professional link 11011
executive educationidentity exploration and
experimentation 134 8participants viewpoint 12741pre-entry experience 130surprise 1314traditional 108
executivesbehavior 35, 36, 38, 40, 41coaching 367, 38, 41conflict 43development needs 1439dyads 45perspective 100
relationships 367roles 224teams 312, 52, 53, 76, 92triads 4851
expatriate managers 21012experience 130, 20516, 229
Experiences in Groups (Bion) 324, 331experimentation, self 1378, 150,
154 5, 158expert advice 268, 33940explicit mentalizing 225
explorationfamily businesses 668identity 134 7self 14951, 154 5, 158, 159
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INDEX
external coaching 18998branding 1912cross-cultural 2089networking 1934, 1956planning 1923
extrinsic qualities 323extroverted personality 88, 90
facilitators 102, 27989, 291, 294faculty 1567fair process 713families
communication 656, 70, 72
conflicts 65, 66, 70expatriation 21112genogram exercises 6673relationships 389, 578, 601,
636roles 636, 69rules 64 6, 69values and behaviors 556, 62
family businesses 5575coaching competencies 5762coaching performance 735definition 57fair process 713genogram exercises 668paradigms 557systems 636timelines 69values 175
father-child relationship 389, 578,601
fee structure 1923
feedback 413, 76103, 269cross-cultural 204 5, 214 15identity exploration 135importance 112MAP 1214Open Leadership program 318SUEK 2869workshops 15960see also 360-degree feedback
feelings 131, 146see also emotions
Ferenczi, Sandor 330financial literacy 61Firm & Secure project 3034, 308flexible offices 305
flying instructors 173, 175focal issues 1512, 1701follow-up 989, 11314, 1214
Fragment of an Analysis of a Case ofHysteria (Freud) 2456
free-floating attention 2301freedom 3078, 313French coach 214 15Freud, S. 2301, 2456, 3223,
32931frustrations 11
GELI see Global Executive
Leadership Inventorygender 64genograms 6673glass ceiling 208, 21214GLDP see Global Leadership
Development ProgramGlobal Executive Leadership
Inventory (GELI) 835, 86, 114,11920, 170
Global Leadership DevelopmentProgram (GLDP) 116, 124 5
Global Leadership Life Inventory159
Goldman Sachs 1814, 188,189
graphs, LAQ 936group behaviors 334, 324 6,
3302group coaching 112, 120
building trust 294feedback 269
group conference call 1214group dynamics 1528board meetings 224contextual issues 212creative leadership 257group sizes 1821internal coaching 188members 1516processes 1721tasks and anti-tasks 24 5
Group Psychology and the Analysis of
the Ego (Freud) 331guidelines for leadership coaching
99guilt 435
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INDEX
heating transformers 46high-spirited personality 89, 90Hilton International 165, 171, 174 5homeopathic methods 301homeostasis 42hotel industry 165, 169, 174 5hypothetical relationship maps 501
Ibarra, Herminia 172idealizing 89identity
experimentation 1378, 147exploration 134 7
transition process 1289working 172
IGLC see INSEAD Global LeadershipCentre
IMPACT Training 120implicit mentalizing 225imposter syndrome 2603indifference 44Individual Action Plan 113individuals
executive education programs12741
executives 53group members 1516personal development 257processes 1721see also personal...; self-...
infancy 11inner theater 56, 78innovation 132innovators 912, 94 5
INSEADexecutive education program214 16
leadership programs 1079,11011
small group coaching 112workshops 15860
INSEAD Global Leadership Centre(IGLC) 78
creation 111, 1901cross-culture coaching 205
feedback 112programs 115
inside-outside concept 308institutions 18
insurance business 21214, 30219intellectualization 10interactive synchrony 222internal coaching 1839internal transformation 155, 160internalization 270interpersonal influences 29interpersonal relationships 5, 44 5,
4853interviews, semi-structured 813intrapersonal process 5, 29introverted personality 88, 90intuition 22630
executive coaching 248listening 22630, 2312
investment in people 309
Kets de Vries, Manfred 80, 158knowledge creation 612
laissez-faire personality 88, 89, 90Land of Cockaigne allegory 3435,
352languages 201, 203LAQsee Leadership Archetypes
Questionnaireleaders
effectiveness 96parental role 8roles 91training as coaches 25571
leadershipaction plans 11314authenticity 34653
coaching as a style 309, 31719Interpolis 3078, 31213levels 356open leadership 31516values 347
Leadership ArchetypesQuestionnaire (LAQ) 916
leadership coaching 10726challenges 11617growth 118guidelines 99
key ingredients and processes11117
programs 11516learning 101
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360
INDEX
Lebanese executive 2067levels of behavior 337Lewin, Kurt 325life balance see work-life balancelife stories 15860, 347lightning rods 47liminal experiences 1289linear causal model 389, 434listening 22139
clinical approach 2213counter-transference 2326empathy 22630, 2512enactments 2326
intuition 22630, 2312mentalizing 2236psychoanalytic perspective 2302self-reflection 2634self-understanding 264 70third ear 2302, 251transference 2326
losers 47low-spirited personality 89, 90loyalities 1856
Machiavellian roles 47Malaysian client 21214Management Acceleration Program
(MAP)100 day follow-up 1214case study 11921leadership coaching 114, 115, 118
management literacy 61managers, Interpolis 31113MAP see Management Acceleration
Programmapping relationships 48, 502, 53marketing 1916maybe caveat 266meanings 228, 2301, 234mental health 1867mental life triangle 144 6mentalizing 2236mentors 182, 183merit 73metaphors 30
Middle East team 2067mirroring 8misunderstandings 202Monte Cristo Complex 12
motivational need systems 56multi-causality 3940multi-directionality 39, 40multiple source feedback 79
narcissism 1112, 76, 143, 2789,292
National Training Laboratories(NTL) 325
nationalities 201, 2067need systems 56negative feedback 42, 45, 978, 205negative image management 1889
networking 1934, 1956neutral zones 167, 172neutrality 2367new beginnings 167, 1768nonexecutive chairman, SUEK
275301note taking 187NTL see National Training
Laboratories
observation 266, 3401observing ego 261oedipal conflicts 337Omani participant 214 16open leadership 31516Open Leadership program 30913,
31618Open Team program 309, 31213,
31618opinions 293opportunities
transformation 1423transition 12741organizations
coaching methods 2678consultations 32341families 64 6intervention xlix-llevels 337listening 2213stresses 26tasks 24 5
PA see Personality Auditpainkillers 910pair relationships 1920
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INDEX
parental role 8part-time working 207, 209participants
focal problems 1512selection 1501viewpoint 12741
participation 57, 134pathology 435peer coaching 114, 158perception of performance 76perfectionist standards 1234performance
advice 77
assessment 2869, 296301coaching 735family businesses 567improved 1978perception 76reflection 1002self-evaluation 100
perpetual third parties 468personal change 314, 144 6personal drivers 312personal growth 1279, 142, 257personal health 208, 209personal insight 147personal journey 16580personal narratives 1512, 159personal qualities 1501, 2856personal values 312personalprofessional development
link 11011personality
archetypes 916
dimensions 8791, 1224Personality Audit (PA) 8591, 159Piha, Heikki 231pilot questionnaires 82Pinault, Franois 175Polish executive 2079positional value 32positive feedback 42, 45, 205possible selves 1723pre-entry experience 130predicting relationships 4853
pro bono work 196problem-solving skills 154processors 912, 94 5productivity 1978
professional development 10011professional organizations 1956programs
case studies 11925CCC 166, 167, 170, 1723,
31516executive education 214 16GDLP 124 5leadership development 10711,
11316, 118transformational programs 14262transitional executive education
12741
see also INSEAD; ManagementAcceleration Program
projection 10prudent personality 89, 90psychoanalysis
listening 2302surface interpretations 330wild analysis 32042
psychodynamic approach xxxvi-lcase study 25964leaders as coaches 25764
psychological boundaries 133psychological foundations 601psychometric design 803
questionnaires360-degree feedback 77, 803dimensions 81family business coaching 74GELI 835, 86interpretation 967
Leadership Archetypes 916Personality Audit 8591pilot 82validation 82
Rabobank 3023randomness 39Rank, Otto 329rational explanation 3rationalization 10, 75reactive narcissism 12
reality representations 301reflection
coaching 2523, 2924facilitation 1002
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INDEX
reflectioncontinuedleaders as coaches 2624, 2667leadership development 11112self 16870
reframing technique 153rehearsal 153relationships
building 211executives 367families 389, 578, 601, 636family businesses 62, 68maps 48, 502, 53pairs 1920
therapeutic 62, 735triads 4853triangle 1489trust 101
repression 10resistance to coaching 2489response processes 10810responsibilities
coaches 1857management 3078, 313
restructuring 166, 3036return on investment 110, 1968roles
advisory 589coaches 278executives 224families 636, 69family businesses 56leaders 8, 91third parties 467
rules
boards 294 5families 64 6, 69systems 337
SAP 116, 124 5scapegoats 44, 467scheduling 22science 21617scope, coaching 61self-assessment 204 5
see also Global Executive
Leadership Inventoryself-awareness 13, 251
clients 2624coaches 251, 253
executives 102family business advisers 59, 60
self-control 226self-decentred listening 231self-discovery 16580self-effacing personality 88, 90self-efficacy 153, 250self-esteem 22, 878, 90self-evaluation 100self-experimentation 150, 154 5,
158self-exploration 134 7, 14951,
154 5, 158, 159
self-improvement 287self-reflection 76103, 16870,
2624, 2667see also 360-degree feedback
self-understanding 264 70, 310self-usage 25571semi-structured interviews 813sense making 136Serving Your Leadership Agenda
(SYLA) 113, 11921Shackleton, Ernest 3489shadow-coaching 173, 176shortcomings 2878shuttle diplomacy 52Siberian Coal and Energy (SUEK)
275301Singaporean participant 21516social desirability factor 79Soglasco 21012solo coaching 1736Sometsaa 210
South Korea 213spatial context 1314stable triads 4853Standard and Poor rating agency
276, 285stonemason illustration 341storytelling 1512strategists 912, 94 5strengths 263stresses 26styles of coaching 256, 309, 31719
subjective reality 7substitutes 22success
coaches 199
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INDEX
measurement 11718models 2778, 282
SUEK see Siberian Coal and Energysupervision of coaching 184 5, 253,
26970support 153support groups 155surface interpretations 330surprise 1314Swiss company 2078SYLA see Serving Your Leadership
Agendasynergies 2067
systemsdefinition 313family businesses 5575interpersonal relationships 501levels 337perspective 34
systems approach 2954leaders as coaches 258lessons in coaching 24950Tavistock Institute of Human
Relations 324
tasks 24 5Tavistock Institute of Human
Relations 3234teaching 612, 108teaching leaders to coach 25571
coaching approaches 25764defense mechanisms 2689methods 2679self-understanding 264 70
training tools/techniques 2556use of self 25571teams 312
building 84coaching 52see also executives
technical competencies 5762, 113telephone conferencing 269teleworking 305temporal boundaries 1323tenacity 84
terminating contracts 293theories 2931, 1312therapeutic approach xlvi-xlix 135,
156
therapeutic relationships 62,735
third ear listening 2302, 251see also deep listening
third parties 468three triangle framework 144 9
360-degree feedback 269threesomes 1819, 20time factors 2523time horizons 26time management 123timelines 69tools for coaching 5962, 1334
trading career 190transactors 912, 94 5transference 69, 2326
case study 2456relationship 1489wild analysis 3389
transformationinternalization 155opportunities 12741time scale 1789
transformational programs 14262design 14957development needs 1439example 15860faculty and consultants 1567journey 1578participant selection 1501
transition 1767transitional spaces 129, 1525,
1668, 172translation 82
transparency 723trauma, birth/childhood 40triads 4653triangles
conflict 1468mental life 144 6relationships 1489
triggers 143trust
authentizotic organizations 347,34950
building 2813, 2924clients 1859coaching 1735group members 215
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INDEX
trustcontinuedOpen Leadership program 310participants 152professional 1756relationships 101
trustful personality 88, 90turning away 235two-way relationships 4853
unconscious sphere 34enactments 2356experience 17meanings 2301
mental life 32042thought 234see also wild analysis
understanding 335, 340unique stochastic process 40unpredictable change 33utopian longings 3434
validation of questionnaires 82values
family businesses 556, 62Interpolis 3078, 312leadership 347organizational 3078personal 312
vigilant personality 88, 90
vision 26Interpolis 31314SUEK 284 6
visioning 83, 85
wage differentials 349weaknesses 263web sites 194 5wild analysis 32042
avoiding harm 3212case studies 3213, 3269, 33241observation/intervention 3401organizational consultations
32341stonemason illustration 341types of problems 334 5unconscious mental life 32042
Wild Psychoanalysis (Freud) 3223withdrawal 2789womens issues 1889work-life balance 84, 85, 2079,
21516working alliances 2812, 2923working identity 172workplace 16, 24 5workshops 15860worldviews 62, 2778
Zaleznik, Abraham 320