traduccion prima

7/28/2019 Traduccion Prima

1/29

vii

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

7/28/2019 Traduccion Prima

2/29

viii

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

7/28/2019 Traduccion Prima

3/29

ix

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

7/28/2019 Traduccion Prima

4/29

x

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

7/28/2019 Traduccion Prima

5/29

xi

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

7/28/2019 Traduccion Prima

6/29

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

xii

7/28/2019 Traduccion Prima

7/29

3

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