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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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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 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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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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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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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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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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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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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


20/29

355

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


21/29

356

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


22/29

357

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


23/29

358

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


24/29

359

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


25/29

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


26/29

361

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


27/29

362

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


28/29

363

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


29/29

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

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