CONTENTS

List of gures and tables List of contributors Preface Acknowledgments Introduction: A psychodynamic approach to leadership development
Manfred F. R. Kets de Vries, Konstantin Korotov, and Elizabeth Florent-Treacy

xiii xv xxiv xxxv xxxvii

PART ONE: CONCEPTUAL FRAMEWORKS 1 THE CLINICAL PARADIGM: A PRIMER FOR PERSONAL CHANGE
Manfred F. R. Kets de Vries and Konstantin Korotov THE INNER THEATER CONFUSION IN TIME AND PLACE: THE T-FACTOR THE PSYCHOLOGICAL PAINKILLERS: DEFENSE MECHANISMS ADDRESSING THE PHENOMENON OF NARCISSISM IN LEADERSHIP DEVELOPMENT KNOW THYSELF 5 6 9 11 13

GROUP DYNAMICS: WHAT COACHES AND CONSULTANTS NEED TO WATCH OUT FOR
Anton Obholzer INTRODUCTION THE INDIVIDUAL AND THE GROUP CONTEXTUAL ISSUES IN GROUP DYNAMICS THE UNCONSCIOUS AT WORK IN BOARD MEETINGS: ROLES EXECUTIVES PLAY TASK AND ANTI-TASK IN THE WORKPLACE ON CREATIVE, SANE AND SOBER LEADERSHIP THE ROLE OF THE COACH

15
15 17 21 22 24 25 27

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DEVELOPMENTAL COACHING FROM A SYSTEMS POINT OF VIEW

Theo Compernolle WARNING: THE MAP IS NOT THE TERRITORY WHAT IS A SYSTEM? SYSTEMS AT DIFFERENT LEVELS WITH DIFFERENT RULES FROM LINEAR CAUSALITY TO MULTI-CAUSALITY AND HISTORICAL HETEROGENEITY CIRCULAR CAUSALITY, FEEDBACK, ESCALATION AND HOMEOSTASIS GUILT, BLAME AND PATHOLOGY MOVING FROM INDIVIDUALS TO SYSTEMS, VIA DYADS AND TRIADS CONCLUSION

29
29 31 33 37 41 43 45 53

LEADERSHIP COACHING IN FAMILY BUSINESSES

Randel S. Carlock FAMILY AND BUSINESS PARADIGMS COACHING AND CONSULTING COMPETENCIES IN THE FAMILY BUSINESS CONTEXT ASSESSING AND UNDERSTANDING FAMILY BUSINESS SYSTEMS HELPING FAMILIES EXPLORE THEIR FAMILY SYSTEM CREATING THE FAMILY BUSINESS GENOGRAM ASSESSING YOUR PERFORMANCE AS A FAMILY BUSINESS COACH

55
55 57 63 66 68 73

GOODBYE, SWEET NARCISSUS: USING 360 FEEDBACK FOR SELF-REFLECTION

Manfred F. R. Kets de Vries, Elizabeth Florent-Treacy, Pierre Vrignaud and Konstantin Korotov WHY USE FEEDBACK INSTRUMENTS IN A MORE CLINICAL WAY? WHY USE 360 FEEDBACK? A WORD ABOUT THE PSYCHOMETRIC DESIGN OF OUR INSTRUMENTS THE IGLC 360 SURVEY INSTRUMENTS INTERPRETING 360 FEEDBACK SURVEYS OBSTACLES TO IMPLEMENTATION THE IMPORTANCE OF FOLLOWING UP LEADERSHIP COACHING GUIDELINES TAKE THE EXECUTIVES PERSPECTIVE FACILITATE REFLECTION CONCLUSION

76

78 79 80 83 96 97 98 99 100 100 102

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PART TWO: COACHING PROGRAM DESIGN 6 EXECUTIVE DEVELOPMENT AND LEADERSHIP COACHING
Martine Van den Poel THE NATURAL LINK BETWEEN EXECUTIVE DEVELOPMENT AND LEADERSHIP COACHING OPTIMAL INTEGRATION OF LEADERSHIP COACHING AND EXECUTIVE DEVELOPMENT: KEY INGREDIENTS AND A VARIETY OF PROCESSES THE ETERNAL QUESTION: IS THERE ANY IMPACT AND HOW DO WE MEASURE IT? LEADERSHIP COACHING IS HERE TO STAY APPENDIX ONE A CASE IN POINT: MAP AND SYLA APPENDIX TWO A CASE IN POINT: THE GROUP CONFERENCE CALL WITH A GROUP OF FOUR PARTICIPANTS 100 DAYS AFTER THE MAP APPENDIX THREE SAP GLDP 107

107

111 117 118 119

121 124

EXECUTIVE EDUCATION FROM THE PARTICIPANTS POINT OF VIEW

Konstantin Korotov PRE-ENTRY EXPERIENCE SURPRISE AND LEARNING TO USE THE SPACE OF THE EXECUTIVE PROGRAM IDENTITY EXPLORATION: EXAMINING PAST AND CURRENT IDENTITIES IDENTITY EXPERIMENTATION STEPPING OUT OF THE EXECUTIVE PROGRAM: CRAFTING NARRATIVES AND INTERNALIZING TRANSITIONAL SPACE

127
130 131 134 137

138

TRANSFORMATIONAL EXECUTIVE PROGRAMS: AN OWNERS MANUAL

Manfred F. R. Kets de Vries and Konstantin Korotov EXECUTIVE PROGRAMS AS A TRANSFORMATION OPPORTUNITY UNDERSTANDING EXECUTIVES DEVELOPMENT NEEDS: THE FRAMEWORK OF THREE TRIANGLES IMPORTANT QUESTIONS FOR DESIGNERS OF TRANSFORMATIONAL PROGRAMS CONCLUDING REMARKS LEARNING TO CHANGE: A PROGRAM EXAMPLE

142

142 143 149 157 158

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CONTENTS

PART THREE: BECOMING A COACH 9 FROM THE BOARDROOM TO THE CLASSROOM: A PERSONAL JOURNEY
Jean-Claude Noel CREATING A TRANSITIONAL SPACE DISCOVERY THROUGH SELF-REFLECTION THE FOCAL EVENT POSSIBLE SELVES FLYING SOLO NEW BEGINNINGS LESSONS LEARNED 166 168 170 172 173 176 178

165

10 COACHING WITHIN AND WITHOUT

Graham Ward SUPERVISION BUILDING TRUST BUILDING AN EXTERNAL COACHING PRACTICE GET BRANDED GET PLANNING GET OUT THERE SPEAK PUBLICLY BUILD A WEB PAGE GET ACCREDITATION TAKE IT FURTHER THE EVALUATION MATRIX SOME CRUDE MATH CONCLUSION

181
184 185 189 191 192 193 194 194 195 195 196 197 198

11 COACHING EXECUTIVES ACROSS CULTURES

Ann Houston Kelley LAYERS OF CULTURE DEALING WITH COMPLEXITIES EXPERIENCE IS THE BEST TEACHER A DELICATE BALANCE OF ART AND SCIENCE

200
201 203 205 216

PART FOUR: THE PROCESS OF COACHING 12 THE ART OF LISTENING

Erik van de Loo INTRODUCTION: LISTENING AND THE CLINICAL APPROACH TO ORGANIZATIONS MENTALIZING EMPATHY AND INTUITION LISTENING WITH THE THIRD EAR 221 223 226 230

221

CONTENTS TRANSFERENCE, COUNTER-TRANSFERENCE, AND ENACTMENTS CONCLUSION 232 236

13 THE DOS AND DONTS OF COACHING: KEY LESSONS I LEARNED AS AN EXECUTIVE COACH
Elisabet Engellau LESSON 1: BE SPECIFIC ABOUT THE TERMS OF THE COACHING CONTRACT LESSON 2: BE UP FRONT ABOUT WHAT IS NON-NEGOTIABLE LESSON 3: USE YOUR INTUITION/COUNTER-TRANSFERENCE REACTIONS LESSON 4: DEAL WITH RESISTANCE UP FRONT LESSON 5: PLAY RESISTANCE JUDO LESSON 6: HAVE A SYSTEMIC POINT OF VIEW LESSON 7: ALWAYS SUPPORT SELF-EFFICACY FINAL REFLECTIONS REFLECTIVE TIME KNOW YOURSELF GET SUPERVISION AFTERWORD

240

246 247 248 248 249 249 250 251 252 253 253 254

14 REFLECTIONS ON TEACHING LEADERS TO COACH: USING THE SELF AS A TOOL IN DEVELOPING OTHERS
Roger Lehman and Konstantin Korotov MAKING SENSE OF THE SITUATION USING A PSYCHODYNAMIC APPROACH: A COACHS STORY INCREASING SELF-UNDERSTANDING THROUGH LEARNING TO LISTEN TO OTHERS

255

259 264

PART FIVE: COACHING IN ORGANIZATIONS 15 COACHING: A CHAIRMANS POINT OF VIEW

Stanislav Shekshnia INTRODUCTION CHALLENGES OF A NONEXECUTIVE CHAIRMAN DIFFERENT WORLDVIEWS AND MODELS OF SUCCESS A QUESTION OF NARCISSISM CHIEF FACILITATOR ACTION IN THE BOARDROOM AND OUTSIDE IT A CHAIRMANS REFLECTIONS ON COACHING APPENDIX ONE BOARD RULES APPENDIX TWO BOARDS, DIRECTORS, AND CHAIRMANS EVALUATION FORMS 275 276 277 278 279 289 292 294 296

275

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CONTENTS

16 CRACKING THE CODE OF CHANGE: HOW ONE ORGANIZATION TRANSFORMED ITSELF THROUGH TRANSFORMATION OF ITS PEOPLE
Cornelie van Wees INTERPOLIS: THE STORY FIRM & SECURE (1994 1998) THE CUSTOMER COMES FIRST CULTURE THE ROLE AND IMPORTANCE OF LEADERSHIP PERSPECTIVES OF THE CEO FROM CEO TO TEAM LEADER LESSONS FOR OTHER ORGANIZATIONS A PERSONAL JOURNEY: ALICE IN WONDERLAND

302
302 303 304 306 307 308 311 313 314

17 THE CASE FOR NOT INTERPRETING UNCONSCIOUS MENTAL LIFE IN CONSULTING TO ORGANIZATIONS
Abraham Zaleznik A NOTE FROM THE EDITORS FIRST, DO NO HARM WILD PSYCHOANALYSIS THE ORIGINS OF CONSULTATION TO ORGANIZATIONS EXAMPLES OF ORGANIZATIONAL CONSULTATION

320
320 321 322 323 332

CONCLUSION: TOWARD AUTHENTIZOTIC ORGANIZATIONS

Manfred F. R. Kets de Vries DREAMING OF COCKAIGNE BEING AUTHENTIC CHALLENGES FOR FACULTY, COACHES, AND CONSULTANTS

343
343 345 350 354

Index

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1
THE CLINICAL PARADIGM: A PRIMER FOR PERSONAL CHANGE
MANFRED F. R. KETS DE VRIES AND KONSTANTIN KOROTOV
Many philosophers, poets, and other thinkers have posited throughout the ages that the key to growth and happiness lies in knowing and accepting oneself. A variation on this theme that leadership development starts with an exploration of, and by, the leader himself or herself will reappear in many chapters in this book. In undertaking this kind of human adventure, we use a concise but robust framework: the clinical paradigm.1 The clinical paradigm is based on several premises. The rst premise is that all human behavior, even in its most odd or deviant forms, has a rational explanation. Although deceptively simple, this premise poses a huge challenge to a business school professor, an executive coach, or other professionals working with leaders; it means they will have to use the tools and methods of a psychological detective to uncover explanatory factors underlying the behavior they perceive. Fortunately, the leader as an executive education or coaching client can become a detective as well; the clinical paradigm, when explained, offers the coach or educator a tremendous opportunity to use the leaders own behavior as a real-life case study, with the added advantage that this particular text is sure to be of interest to the executive concerned. The second premise of the clinical paradigm tells us that our unconscious plays a tremendous role in determining our actions, thoughts, fantasies, hopes, and fears. The areas outside our direct rational observation and understanding are enormous, although they directly impact what happens in the so-called rational domain of our actions. Obviously, until we grasp at least some of the content of our irrational domain, it is unlikely that we can do anything with it. Moreover, the unconscious 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 to their development and growth as leaders and as human beings. Plenty of executives refuse to consider the possibility that there may be issues in their work and life that originate in the area beyond their comprehension or their immediate awareness. Faculty members and executive coaches may do well to begin by helping these individuals understand that being afraid of looking into the unconscious may be counterproductive to ones development. Looking into this domain may require courage, though, and this is where the leadership development professional can provide help and support. As an example, in one of our executive programs, we take participants to an exhibition about the life and work of Sigmund Freud. This visit comes as a surprise at the end of a long class day and before a good dinner, and many of the executives initially try to avoid the visit, or reveal their anxiety through complaints or negative comments. However, once in the museum, hearing about Freuds cases and seeing examples of how the unconscious may affect their lives, they start to realize how making the effort to look into oneself may signicantly 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 and regulating emotion, and in parallel, our cognitive, thinking side becomes more sophisticated. Cognition and emotion together eventually determine what we do and what we dont do. By exploring our emotions, we can access the more hidden parts of our identity: the type of emotion we express when doing certain things, imagining certain events, or dealing with certain people explains in part who we are. Emotional awareness also allows us to predict what kind of situations we naturally seek or avoid, and what kind of people we prefer or loathe; these insights therefore help explain our behavioral preferences and relationship patterns. Executive educators, coaches, and consultants may nd the concept of the role of emotions important when working with people who have difculties expressing their emotions. By helping individuals acknowledge how they feel, and how their feelings affect their behavior, leadership development professionals give their clients another lens for perceiving behavior 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 human development is an interpersonal and intrapersonal process. Our past determines who we are throughout our lives. Our earliest life experiences, over which we obviously had no control, have a deep, lasting impact on our personality and the patterns of our behavior and relationships. Through early interactions with signicant people in our lives, primarily our caretakers, we develop a pattern of responses to the actions, desires, and emotions of others. These responses become engrained because they work in those early situations. Later in life, the same responses may no longer be adequate or appropriate.

THE INNER THEATER The clinical paradigm can be described metaphorically as a way of exploring a persons inner theater.2 Behind the curtain, we all have a rich tragi-comedy playing out on our inner stage, with key actors representing the people we have loved, hated, feared, and admired. Early experiences are re-enacted over and over again. Some are extremely painful, and others ll us with a sense of well-being. These unconscious forces affect not only love, friendship, and artistic expression, but also patterns of relationships with bosses, colleagues, and subordinates; decision making; management styles; and many other aspects of the work-related parts of life. Every executive and every employee brings their inner theater, with all its dramas and comedies, to the workplace. Dysfunctional behavior arises when we try to 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 regulates our basic physiological needs, another regulates the need for sensual enjoyment and sexual excitement. Yet another system causes us to respond to certain situations through antagonism or withdrawal (ght or ight). Higher-level systems deal with the need for attachment and afliation, and the need for exploration and assertion. A product of nature and nurture, each of the need systems increases or decreases in importance on our inner stage theater in response to innate and learned response patterns. These motivational need systems are among
5

THE CLINICAL PARADIGM: A PRIMER FOR PERSONAL CHANGE

the rational forces behind actions, words, and behaviors that may initially seem irrational. Another important notion in our understanding of how the inner theater operates is the core conictual relationship theme, or CCRT.4 Our CCRT develops over time as a theme, or combination of themes, within our motivational needs systems, and takes a prominent position inside us, making a fundamental contribution to who we are, and the way we behave toward others. To put it another way, we can say that our basic wishes are reected in our life-scripts. CCRT adds the nuances and shading that makes each of us unique. We bring our CCRT-colored behaviors and expectations to work and society, and sometimes the expectations are different from reality.

CONFUSION IN TIME AND PLACE: THE T-FACTOR The four premises of the clinical paradigm provide important keys to understanding behavior and relational patterns. By exploring an individuals inner theater, not only do we revisit their past, but we can also draw parallels between past relationships and current behavior.5 All of us are subject to a relational confusion in time and place, which gives rise to what are called transferential patterns, the act of using behavior patterns from the past to deal with situations in the present. Looking at transferential reactions can provide important insight into why executives behave in certain ways in certain situations. Consultants and faculty in executive programs need to realize and accept that executives may well have a seemingly irrational reaction to some of the people they work with. In addition, it is quite likely that the executive will experience some form of transferential response to the professor or coach; these responses should be discussed as they arise. The concept of transference is grounded in observations of how human beings develop and mature. Through interactions with parents, family members, teachers, and other authority gures we encounter, we develop behavior patterns that become the basis for specic cognitive and affective software. These patterns can be activated by particular cues without our awareness; we meet someone 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 kind of transferential trigger may occur several times a day. To put it more precisely, transference is the process by which one person displaces onto another thoughts, ideas, or fantasies that originated with gures of authority encountered very early in an individuals life. It is a revival or reliving of issues from the past directed toward persons in the present. Executives need to understand that the phenomenon of transference is natural and ubiquitous, although we are not always capable of noticing and recognizing it. Transference can erase the psychological boundary between past and present, causing people employees and executives alike to replay the scripts that they have lived in the past. Followers may attribute unusual, almost mystical, powers or qualities to their leaders; thus charismatic leaders are born in organizations. It may also happen that, unwittingly, villains are created in a similar fashion, when issues from a dark past become attributed to the organizational 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 the tendency to modify and distort the whole context of relationships is present in all meaningful interactions, including work-related ones. In addition, a clinically informed coach or consultant may use the phenomenon of transference as a source of clues about how the leader acts toward other signicant people in his or her organization, and how he or she reacts to important events. Obviously, leadership development professionals, faculty, and coaches are also human beings, and all of the above applies to them as well. When forming a relationship with an executive, they need to be aware of counter-transference a phenomenon in which the executive becomes an outlet for the transferential reactions of the helping professional.6 Coaches and educators need not only to recognize such reactions in themselves, but also to nd ways of using the information about their own feelings and reactions to help the leader become more aware of the types of cues he or she provides to others, and the possible responses of people to those cues. A coach or educator attuned to his or her inner theater may recognize situations when his or her own transferential reactions may serve as sources of important insights in coaching or developmental relationships.
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THE CLINICAL PARADIGM: A PRIMER FOR PERSONAL CHANGE

No discussion of transference in the leadership development context can be complete without a special emphasis on two subtypes of the phenomenon that are especially common in organizational settings. They are mirroring and idealizing.7 Mirroring and idealizing have their roots in our very early interactions with other people. Most would probably agree that the rst mirror a baby looks into is its mothers face. The quality of an individuals early relationship with his or her mother (or other primary caretaker replacing the mother) signicantly contributes to the shaping of identity and mind. Through mirroring, from individuals around us we learn who we are and how we should behave. We internalize signals from signicant others, in turn dealing with the world on the basis of these behavioral suggestions. As children, we cope with our sense of fragility and insignicance by idealizing adults as sources of protection. We imagine them as strong and infallible. In the normal course of psychological development, we internalize the idealized parental gure, recreating an internal sense of power and security. As authority gures, leaders t easily into the subconscious imagery of a parental role. Followers very commonly manifest transference reactions through the idealization of their leader. This creates an equivalent to the sense of security and importance that they experienced in their early years through idealizing other signicant adults. Subordinates following the unconscious psychological temptation of associating omnipotence with the leader may relinquish all responsibility and autonomy. Just as fears of fairy tale characters or of a big dog in the neighborhood could be overcome with the help of a parent, employees often hope leaders will protect them from the threats of downsizing, change, delocalization of jobs, and other such fears that modern workers face. Obviously, leadership development professionals also have to be aware of the mirroring and idealizing processes taking place in their interactions with executives. The latter may also feel vulnerable and insecure in the illusory world of leadership described in popular books. The psychological challenges and pressure faced by todays leaders (mentioned in the introduction to this book) make this leadership world confusing and frightening 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 be difcult to imagine that the latter may also become idealized protective gures for a leader dealing with his or her fears and anxieties. As it is not uncommon in todays coaching world to see people who facilitate clients dependency on their services (albeit unconsciously), it is really important for a leadership development professional to assess from time to time if he or she is not turning into a similar object of idealization for the leader.

THE PSYCHOLOGICAL PAINKILLERS: DEFENSE MECHANISMS Pain and suffering are unlikely motivators for most people. Psychological pain may be as difcult to tolerate as physical pain, and sometimes it is even stronger. To survive, we develop defense mechanisms, ways of protecting our sense of self when we feel under attack. Our psychological defense mechanisms range from the primitive to the sophisticated, and allow us to remain relatively functional even when we are suffering. Like physical painkillers, psychological defense mechanisms provide a temporary relief from suffering and discomfort. But if the underlying cause 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, for example. Then there is the risk of becoming too dependent on the medication. Likewise, leadership is one of those areas where painkillers have to be taken with caution. A leader who constantly resorts to psychological defense mechanisms to avoid facing painful situations may lose touch with reality, distort it, or create his or her private, illusionary world, often at the cost of shareholders, employees, and clients. Descriptions of psychological defenses are included in the Diagnostic and Statistical Manual of Mental Disorders published by the American Psychiatric Association,8 which makes it seem as 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 that are primitive, misplaced, and potentially costly to the career of the 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, rationalization, intellectualization, and projection. Denial is a way of pretending unconsciously that important and signicant things have not happened. It is about ignoring reality, despite the obviousness of the situation or facts to everybody else. Repression, an extreme version of denial, is about making a particular issue psychologically non-existent. In rationalization, people come up with internally acceptable excuses and explanations for what has happened, twisting reality in the process. Intellectualization is another reality twisting mechanism, through which people make the emotional side of an issue psychologically invisible, and concentrate their energy on the intellectual side of the topic. Projection is a way of making peace with an internal desire that, paradoxically, the individual believes is unacceptable, by attributing that desire to others. Lower-level defense mechanisms also include passive-aggressive behavior, reaction formation, conversion, regression, acting out, and displacement. Higher-level mechanisms include positive identication, afliation, constructive rituals, overcompensation, sublimation, humor, and altruism. Executive development professionals need to learn to recognize the signs of these various defenses and to inform executives about them. An important point is that even higher-level defense mechanisms sometimes hide important issues that may need to be explored for an executive to move forward in his or her behavior. Importantly, leadership coaches, consultants, and faculty members also need to learn to deal with their own defense mechanisms. Working with todays executives is not for the faint of heart. Helping leaders become better equipped psychologically for the challenges they face often requires the qualities of a good-enough caretaker: someone who provides a safe environment, able to absorb the executives anxiety while simultaneously challenging the individual to move forward. This role is not always comfortable, and executive development professionals may need to see if, by chance, they themselves are clinging to psychological defense mechanisms that prevent them from being effective in helping the leader in question.

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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 healthy process of human growth is necessarily accompanied by a degree of frustration. During a babys intrauterine existence, any needs that exist are taken care of immediately and automatically. This situation changes the moment an infant makes its entry into the world. In dealing with the frustrations of trying to make his or her needs and wants known, and as a way of coping with feelings of helplessness, the infant tries to retain the original impression of the perfection and bliss of intrauterine life by creating both a grandiose, exhibitionistic image of the self and an all-powerful, idealized image of the parents.9 Over time, and with good enough care, these two congurations are tamed by the forces of reality especially by parents, siblings, other caretakers, and teachers, who modify the infants exhibitionism and channel the grandiose fantasies. How the major caretakers react to the childs struggle to deal with the paradoxical quandary of infancy how to resolve the tension between childhood helplessness and the grandiose sense of self found in almost all children is paramount to the childs psychological health. The resolution of that tension is what determines a persons feelings of potency versus impotence. Inadequate resolution often produces feelings of rage, a desire for vengeance, and a hunger for personal power. If that hunger is not properly resolved in the various stages of childhood, it may be acted out in highly destructive ways in adulthood. A lot hangs on the good enough parenting mentioned earlier. Children exposed to extremes of dysfunctional parenting often believe that they cannot rely on anybodys love or loyalty. As adults, they remain deeply troubled by a sense of deprivation, anger, and emptiness, and they cope with this by resorting to narcissistic excess. From a conceptual point of view, coaches and educators, as well as their clients, need to make a distinction between two varieties of narcissism: constructive and reactive.10 Constructive narcissists are those who were fortunate enough to have caretakers who knew how to provide age-appropriate frustration in other 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 supportive environment that led to feelings of basic trust and to a sense of control over ones actions. People exposed to such parenting tend to be relatively well-balanced, have a positive sense of self-esteem, a capacity for introspection, an empathetic outlook, and radiate a sense of positive vitality. Reactive narcissists, on the other hand, were not as fortunate as children. Instead of receiving age-appropriate frustration, they received over- or under-stimulation, or chaotic, inconsistent stimulation, and thus were left with a legacy of feelings of inadequacy and deprivation. As a way of mastering their feelings of inadequacy, such individuals often develop an exaggerated sense of self-importance and self-grandiosity, and a concomitant need for admiration. As a way of mastering their sense of deprivation, they develop feelings of entitlement, believing that they deserve special treatment and that rules and regulations apply only to others. Furthermore, having not had empathic experiences, these people lack empathy; they are unable to experience how others feel. Typically, they become xated on issues of power, status, prestige, and superiority. They may also suffer from what has been called the Monte Cristo Complex (after the protagonist in Alexandre Dumas The Count of Monte Cristo), becoming preoccupied by feelings of envy, spite, revenge, and/or vindictive triumph over others; in short, they become haunted by the need to get even for real or imagined hurts.11 Undoubtedly, faculty and executive coaches will see narcissistic behavior of both types among those with whom they work. Failure to pay attention to a factor such as narcissism in the executive may lead to frustration for both the executive and the helping professional in the short term, and to confusion and dissatisfaction in the longer term. Moreover, by not paying attention to the issue, intentionally or unintentionally, the leadership development professional may fail to engage the leader in the change process. The outcome of such an incomplete intervention (whether through coaching or a leadership development executive program) is often seen in all-mighty executives who are totally convinced that everybody around them must change, and who are ready to work hard on changing others but who forgets that the change in an organization starts with themselves.
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MANFRED F. R. KETS DE VRIES AND KONSTANTIN KOROTOV

KNOW THYSELF These descriptions of the premises of the clinical paradigm and concepts are by no means comprehensive or complete. The goal of this chapter is simply to introduce the practicing leadership development professional to some areas of knowledge that may be helpful in working with leaders who aspire to be more effective in creating healthier organizations. The themes presented in this chapter will appear again in greater depth in subsequent chapters, both in theoretical discussions, and practical applications of some of the ideas and methods described. The concepts outlined in this chapter can also serve as an introduction to sophisticated executives interested in using the principles of the clinical paradigm in their own leadership development process. By exploring present realities and fantasies in the light of past experiences, people whose personality characteristics have been largely formed (this includes most people over 30) can still make signicant changes in their behavior. The clinical paradigm supports learning from past mistakes in a new way, through examining repetitive behavior patterns that have become dysfunctional and a liability. In short, this kind of selfexploration in an organizational context can help executives with one of the most difcult leadership tasks they may ever face: changing themselves. NOTES
1. Kets de Vries, M. (2006). The Leader on the Couch: A Clinical Approach to Changing People and Organizations. San Francisco, CA: Jossey-Bass; Kets de 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 Conictual Relationship Theme Method. Washington, DC: American Psychological Association. 5. Breuer, J., and Freud, S. (1895). Studies on Hysteria. The Standard Edition of the Complete Psychological Works of Sigmund Freud. Vol. 2, J. Strachey (Editor and translator). London: Hogarth Press and the Institute of Psychoanalysis; Etchegoyen, R.H. (1991). The Fundamentals of Psychoanalytic Technique. London: Karnac Books.

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THE CLINICAL PARADIGM: A PRIMER FOR PERSONAL CHANGE 6. Racker, E. (1968). Transference and Countertransference. New York: International Universities Press. 7. Kohut, H. (1971). The Analysis of the Self. New York: International Universities Press. 8. Diagnostic and Statistical Manual of Mental Disorders DSM-IV-TR, 4th edition, Arlington, VA: American Psychiatric Association. 9. Kohut, H. (1971). The Analysis of the Self. New York: International Universities Press; Kernberg, O. (1975). Borderline Conditions and Pathological Narcissism, New York: Aronson. 10. Kets de Vries, M. (1993). Leaders, Fools, and Impostors: Essays on the Psychology of Leadership. San Francisco, CA: Jossey-Bass. 11. Kets de Vries, M. (2006). Complex Executives I Have Met in Coaching and Consulting. INSEAD Working Paper 2006/57/EFE.

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INDEX

360-degree feedback 76103 cross-culture coaching 204 5 following up 989 GELI 835, 86 group coaching 269 implementation obstacles 978 importance 10810, 112 interpretation 967 LAQ 916 Personality Audit 8591 questionnaire design 77, 803 use of 7980 accreditation 195 acquisitions 200 Action Agenda 121 action plans 11314, 118, 2869 activated counter-transference 2356 adventurous personality 89, 90 advice 77, 134 advisory roles 589 aggression 232 Analysis, Terminable and Interminable (Freud) 32930 anger 226, 2289, 232 anti-tasks 24 5 anticipation techniques 153 approaches to coaching 25764 clinical 2213, 257, 2612 cognitive-behavioral 2589 psychodynamic 25764 systems 2954, 24950, 258, 324 Arab participants 214 16 arbitrary interpunction 41 art 217 Asian insurance market 21214 assertive personality 88, 90

assessing performance 735, 2869, 296301 authenticity 34553 authentizotic organizations 31819 authenticity 34553 challenges 3503 denition 3456 Land of Cockaigne allegory 3435, 352 leadership 34653 organizational change 352 utopian longings 3435 awareness 1516, 28 see also self-awareness banking industry 1814 behavior defensive 1467 dysfunctional 44, 142, 1434 executives 35, 36, 38, 40, 41 family businesses 556, 62 groups 334, 324 6, 3302 levels 337 perception 767 rational explanation 3 triangle 144 Bion, Wilfred 231, 3236, 3312 birth order 634, 69, 73 blame 435 blogs 195 board of directors SUEK 275301 see also chairing a board board meetings 224 body language 2212 boundaries 63, 1323 BPI 21214

354

INDEX brain level behavior 35 branding 1912 builders 912, 935 business plans 1923 business values and behaviors 556, 62 Canadian client 21012 careers changes 1701, 1814 development 10011, 168, 177, 1824 history 16580 trading 190 case studies 15860 chief executive ofcers 24050, 254, 25964, 3324 cross-culture coaching 20516 programs 11925 wild analysis 3213, 3269, 33241 causality 3741 circular 412 linear 389 multiple 3940 CCC see Consulting and Coaching for Change program CCL see Center for Creative Leadership CCRT see core conictual relationship theme Center for Creative Leadership (CCL) 109 CFOs see chief nance ofcers chairing a board 275301 action plans 2869 board culture 291 board rules 294 5 challenges 2769 decision-making 2901 discussion quality 290 evaluation forms 296301 facilitation 27989, 291 ve functions 284 materials submitted 290 mission denition 2836 performance assessment 2869, 296301 personal requirements 2856 reections on coaching 2924 skills required 292 specic goals 284 5 SUEK 275301 traditional activities 28991 trust building 2813 vision statements 284 6 change focal event 1701 internalization 160 lasting 155 management 30219 safe transitional space 1525 self-experimentation 154 5 change-catalysts 912, 94 5 changeability 72 chess dynamics 32 chief executive ofcers (CEOs) behavior 35, 36, 38, 40, 41 case studies 24050, 254, 25964, 3324 Christies 174 consultations 3324 dyads 45 family businesses 601 Goldman Sachs 1824 psychodynamic approach 25964 salaries 349 SUEK 2889 triads 4851 see also executives chief nance ofcers (CFOs) 368, 41, 45, 4851 see also executives childbirth trauma 40 Christies International PLC 1657 circular causality 412 clarication 1478 clarity 72 classroom 1789 clients responsibilities to 1857 return on investment 1968 clinical approach leaders as coaches 257 listening 2213 Open Leadership program 317 clinical paradigm 314

355

INDEX coaches archetypes 912, 94 5 career development 1824 idealizing 89 intervention 52 limits 61 prole and competence 113 role 278 supervision 184 5 coaching career path 168, 177 Christies 174 development xxxvi-xl executive coaching 24054 external 18998 family businesses 5762 group coaching 120, 269, 294, 31112 internal 1839 leadership 10726 personal change 144 6 reections on 2924 scope 61 solo 1736 see also approaches to coaching; executive coaching coalition partners 47 coercion 3256 cognition 144 cognitive-behavioral approach 2589 cohesion 307, 313 communication cross-cultural 202, 203, 206 families 656, 70, 72 leaders 27 listening 22139 manager 2078 communicators 912, 93, 94 5 competencies 5762, 113 complexities of culture 2034 conferences 194 conferencing 269 conicts executives 43 families 65, 66, 70 oedipal conicts 337 themes, Interpolis 31011 triangle 1468 see also core conictual relationship theme confrontation 1478 confusion 69 Congentus 2067 conscientious personality 88, 89, 90 conscious thought 24 consensus decision-making 2901 consistency 72 constructive narcissism 1112 consultants 1567 consultations, psychoanalysis 32042 Consulting and Coaching for Change (CCC) program 166, 167, 170, 1723, 31516 contracts 2467, 293 core conictual relationship theme (CCRT) 6, 235 corporate governance 276, 285, 288 couch xliii-xlvi counter-transference 7, 2326, 248 couples 31 creative leadership 257 creativity 345 cross-culture coaching 20018 case studies 20516 feedback 214 15 culture 20018 assumptions 2023 clashes 2001 complexities 2034 group coaching 291, 294 layers 2013 synergies 2067 cures, Freud 32930 customers, Interpolis 304 6 decentralization, Interpolis 308 decision-making 224, 57, 65, 2901 decoding xli-xliii deep listening 264 see also third ear listening defense mechanisms 910, 278 feedback 978, 101, 2689 wild analysis 323, 331 defensive behavior 1467 delegation 26 denial 10

356

INDEX depression 1856 development careers 10011, 168, 177, 1824 leadership 10711, 11316, 118 needs 1439 personal 1279, 142, 257 see also executive development diagnostic tests 78 dialogue 214 16 dimensions leadership 96 personality 8791 questionnaires 81 directors, SUEK board 275301 see also chairing a board displaced anger 226, 2289, 232 diversity 201 drivers, personal 312 dummy stallions 47 dyads 45, 63 dysfunctional behavior 44, 142, 1434 economic value-added (EVA) 285 education see executive education effectiveness 78, 96 efcacy 144 5 ego psychology 320, 334, 340 emotional capabilities 5960 emotional intelligence 18, 84, 122, 170 emotions 144 displaced anger 226, 2289, 232 empathy 22630, 2512, 266 exploring 4 see also feelings empathy 12 empathic walls 2278 leaders as coaches 266 listening 22630, 2512 employees, Interpolis 306 empowering 83 enactments 2326 encouragement 153 endings 167, 172 entrepreneurs 175 equi-nality 39, 41 escalation 42 EVA see economic value-added evaluation 1967, 296301 executive coaching 24054 case studies 24050, 254 counter-transference 248 empathy 2512 intuition 248 non-negotiable factors 247 reection 2523 resistance 2489 self-awareness 251, 253 self-efcacy 250 supervision 253 systems approach 24950 terms of contracts 2467 executive development 10726 impacts 11718 key ingredients and processes 11117 leadership coaching 10717 personal/professional link 11011 executive education identity exploration and experimentation 134 8 participants viewpoint 12741 pre-entry experience 130 surprise 1314 traditional 108 executives behavior 35, 36, 38, 40, 41 coaching 367, 38, 41 conict 43 development needs 1439 dyads 45 perspective 100 relationships 367 roles 224 teams 312, 52, 53, 76, 92 triads 4851 expatriate managers 21012 experience 130, 20516, 229 Experiences in Groups (Bion) 324, 331 experimentation, self 1378, 150, 154 5, 158 expert advice 268, 33940 explicit mentalizing 225 exploration family businesses 668 identity 134 7 self 14951, 154 5, 158, 159

357

INDEX external coaching 18998 branding 1912 cross-cultural 2089 networking 1934, 1956 planning 1923 extrinsic qualities 323 extroverted personality 88, 90 facilitators 102, 27989, 291, 294 faculty 1567 fair process 713 families communication 656, 70, 72 conicts 65, 66, 70 expatriation 21112 genogram exercises 6673 relationships 389, 578, 601, 636 roles 636, 69 rules 64 6, 69 values and behaviors 556, 62 family businesses 5575 coaching competencies 5762 coaching performance 735 denition 57 fair process 713 genogram exercises 668 paradigms 557 systems 636 timelines 69 values 175 father-child relationship 389, 578, 601 fee structure 1923 feedback 413, 76103, 269 cross-cultural 204 5, 214 15 identity exploration 135 importance 112 MAP 1214 Open Leadership program 318 SUEK 2869 workshops 15960 see also 360-degree feedback feelings 131, 146 see also emotions Ferenczi, Sandor 330 nancial literacy 61 Firm & Secure project 3034, 308 exible ofces 305 ying instructors 173, 175 focal issues 1512, 1701 follow-up 989, 11314, 1214 Fragment of an Analysis of a Case of Hysteria (Freud) 2456 free-oating attention 2301 freedom 3078, 313 French coach 214 15 Freud, S. 2301, 2456, 3223, 32931 frustrations 11 GELI see Global Executive Leadership Inventory gender 64 genograms 6673 glass ceiling 208, 21214 GLDP see Global Leadership Development Program Global Executive Leadership Inventory (GELI) 835, 86, 114, 11920, 170 Global Leadership Development Program (GLDP) 116, 124 5 Global Leadership Life Inventory 159 Goldman Sachs 1814, 188, 189 graphs, LAQ 936 group behaviors 334, 324 6, 3302 group coaching 112, 120 building trust 294 feedback 269 group conference call 1214 group dynamics 1528 board meetings 224 contextual issues 212 creative leadership 257 group sizes 1821 internal coaching 188 members 1516 processes 1721 tasks and anti-tasks 24 5 Group Psychology and the Analysis of the Ego (Freud) 331 guidelines for leadership coaching 99 guilt 435

358

INDEX heating transformers 46 high-spirited personality 89, 90 Hilton International 165, 171, 174 5 homeopathic methods 301 homeostasis 42 hotel industry 165, 169, 174 5 hypothetical relationship maps 501 Ibarra, Herminia 172 idealizing 89 identity experimentation 1378, 147 exploration 134 7 transition process 1289 working 172 IGLC see INSEAD Global Leadership Centre IMPACT Training 120 implicit mentalizing 225 imposter syndrome 2603 indifference 44 Individual Action Plan 113 individuals executive education programs 12741 executives 53 group members 1516 personal development 257 processes 1721 see also personal...; self-... infancy 11 inner theater 56, 78 innovation 132 innovators 912, 94 5 INSEAD executive education program 214 16 leadership programs 1079, 11011 small group coaching 112 workshops 15860 INSEAD Global Leadership Centre (IGLC) 78 creation 111, 1901 cross-culture coaching 205 feedback 112 programs 115 inside-outside concept 308 institutions 18 insurance business 21214, 30219 intellectualization 10 interactive synchrony 222 internal coaching 1839 internal transformation 155, 160 internalization 270 interpersonal inuences 29 interpersonal relationships 5, 44 5, 4853 interviews, semi-structured 813 intrapersonal process 5, 29 introverted personality 88, 90 intuition 22630 executive coaching 248 listening 22630, 2312 investment in people 309 Kets de Vries, Manfred 80, 158 knowledge creation 612 laissez-faire personality 88, 89, 90 Land of Cockaigne allegory 3435, 352 languages 201, 203 LAQ see Leadership Archetypes Questionnaire leaders effectiveness 96 parental role 8 roles 91 training as coaches 25571 leadership action plans 11314 authenticity 34653 coaching as a style 309, 31719 Interpolis 3078, 31213 levels 356 open leadership 31516 values 347 Leadership Archetypes Questionnaire (LAQ) 916 leadership coaching 10726 challenges 11617 growth 118 guidelines 99 key ingredients and processes 11117 programs 11516 learning 101

359

INDEX Lebanese executive 2067 levels of behavior 337 Lewin, Kurt 325 life balance see work-life balance life stories 15860, 347 lightning rods 47 liminal experiences 1289 linear causal model 389, 434 listening 22139 clinical approach 2213 counter-transference 2326 empathy 22630, 2512 enactments 2326 intuition 22630, 2312 mentalizing 2236 psychoanalytic perspective 2302 self-reection 2634 self-understanding 264 70 third ear 2302, 251 transference 2326 losers 47 low-spirited personality 89, 90 loyalities 1856 Machiavellian roles 47 Malaysian client 21214 Management Acceleration Program (MAP) 100 day follow-up 1214 case study 11921 leadership coaching 114, 115, 118 management literacy 61 managers, Interpolis 31113 MAP see Management Acceleration Program mapping relationships 48, 502, 53 marketing 1916 maybe caveat 266 meanings 228, 2301, 234 mental health 1867 mental life triangle 144 6 mentalizing 2236 mentors 182, 183 merit 73 metaphors 30 Middle East team 2067 mirroring 8 misunderstandings 202 Monte Cristo Complex 12 motivational need systems 56 multi-causality 3940 multi-directionality 39, 40 multiple source feedback 79 narcissism 1112, 76, 143, 2789, 292 National Training Laboratories (NTL) 325 nationalities 201, 2067 need systems 56 negative feedback 42, 45, 978, 205 negative image management 1889 networking 1934, 1956 neutral zones 167, 172 neutrality 2367 new beginnings 167, 1768 nonexecutive chairman, SUEK 275301 note taking 187 NTL see National Training Laboratories observation 266, 3401 observing ego 261 oedipal conicts 337 Omani participant 214 16 open leadership 31516 Open Leadership program 30913, 31618 Open Team program 309, 31213, 31618 opinions 293 opportunities transformation 1423 transition 12741 organizations coaching methods 2678 consultations 32341 families 64 6 intervention xlix-l levels 337 listening 2213 stresses 26 tasks 24 5 PA see Personality Audit painkillers 910 pair relationships 1920

360

INDEX parental role 8 part-time working 207, 209 participants focal problems 1512 selection 1501 viewpoint 12741 participation 57, 134 pathology 435 peer coaching 114, 158 perception of performance 76 perfectionist standards 1234 performance advice 77 assessment 2869, 296301 coaching 735 family businesses 567 improved 1978 perception 76 reection 1002 self-evaluation 100 perpetual third parties 468 personal change 314, 144 6 personal drivers 312 personal growth 1279, 142, 257 personal health 208, 209 personal insight 147 personal journey 16580 personal narratives 1512, 159 personal qualities 1501, 2856 personal values 312 personalprofessional development link 11011 personality archetypes 916 dimensions 8791, 1224 Personality Audit (PA) 8591, 159 Piha, Heikki 231 pilot questionnaires 82 Pinault, Franois 175 Polish executive 2079 positional value 32 positive feedback 42, 45, 205 possible selves 1723 pre-entry experience 130 predicting relationships 4853 pro bono work 196 problem-solving skills 154 processors 912, 94 5 productivity 1978 professional development 10011 professional organizations 1956 programs case studies 11925 CCC 166, 167, 170, 1723, 31516 executive education 214 16 GDLP 124 5 leadership development 10711, 11316, 118 transformational programs 14262 transitional executive education 12741 see also INSEAD; Management Acceleration Program projection 10 prudent personality 89, 90 psychoanalysis listening 2302 surface interpretations 330 wild analysis 32042 psychodynamic approach xxxvi-l case study 25964 leaders as coaches 25764 psychological boundaries 133 psychological foundations 601 psychometric design 803 questionnaires 360-degree feedback 77, 803 dimensions 81 family business coaching 74 GELI 835, 86 interpretation 967 Leadership Archetypes 916 Personality Audit 8591 pilot 82 validation 82 Rabobank 3023 randomness 39 Rank, Otto 329 rational explanation 3 rationalization 10, 75 reactive narcissism 12 reality representations 301 reection coaching 2523, 2924 facilitation 1002

361

INDEX reectioncontinued leaders as coaches 2624, 2667 leadership development 11112 self 16870 reframing technique 153 rehearsal 153 relationships building 211 executives 367 families 389, 578, 601, 636 family businesses 62, 68 maps 48, 502, 53 pairs 1920 therapeutic 62, 735 triads 4853 triangle 1489 trust 101 repression 10 resistance to coaching 2489 response processes 10810 responsibilities coaches 1857 management 3078, 313 restructuring 166, 3036 return on investment 110, 1968 roles advisory 589 coaches 278 executives 224 families 636, 69 family businesses 56 leaders 8, 91 third parties 467 rules boards 294 5 families 64 6, 69 systems 337 SAP 116, 124 5 scapegoats 44, 467 scheduling 22 science 21617 scope, coaching 61 self-assessment 204 5 see also Global Executive Leadership Inventory self-awareness 13, 251 clients 2624 coaches 251, 253 executives 102 family business advisers 59, 60 self-control 226 self-decentred listening 231 self-discovery 16580 self-effacing personality 88, 90 self-efcacy 153, 250 self-esteem 22, 878, 90 self-evaluation 100 self-experimentation 150, 154 5, 158 self-exploration 134 7, 14951, 154 5, 158, 159 self-improvement 287 self-reection 76103, 16870, 2624, 2667 see also 360-degree feedback self-understanding 264 70, 310 self-usage 25571 semi-structured interviews 813 sense making 136 Serving Your Leadership Agenda (SYLA) 113, 11921 Shackleton, Ernest 3489 shadow-coaching 173, 176 shortcomings 2878 shuttle diplomacy 52 Siberian Coal and Energy (SUEK) 275301 Singaporean participant 21516 social desirability factor 79 Soglasco 21012 solo coaching 1736 Sometsaa 210 South Korea 213 spatial context 1314 stable triads 4853 Standard and Poor rating agency 276, 285 stonemason illustration 341 storytelling 1512 strategists 912, 94 5 strengths 263 stresses 26 styles of coaching 256, 309, 31719 subjective reality 7 substitutes 22 success coaches 199

362

INDEX measurement 11718 models 2778, 282 SUEK see Siberian Coal and Energy supervision of coaching 184 5, 253, 26970 support 153 support groups 155 surface interpretations 330 surprise 1314 Swiss company 2078 SYLA see Serving Your Leadership Agenda synergies 2067 systems denition 313 family businesses 5575 interpersonal relationships 501 levels 337 perspective 34 systems approach 2954 leaders as coaches 258 lessons in coaching 24950 Tavistock Institute of Human Relations 324 tasks 24 5 Tavistock Institute of Human Relations 3234 teaching 612, 108 teaching leaders to coach 25571 coaching approaches 25764 defense mechanisms 2689 methods 2679 self-understanding 264 70 training tools/techniques 2556 use of self 25571 teams 312 building 84 coaching 52 see also executives technical competencies 5762, 113 telephone conferencing 269 teleworking 305 temporal boundaries 1323 tenacity 84 terminating contracts 293 theories 2931, 1312 therapeutic approach xlvi-xlix 135, 156 therapeutic relationships 62, 735 third ear listening 2302, 251 see also deep listening third parties 468 three triangle framework 144 9 360-degree feedback 269 threesomes 1819, 20 time factors 2523 time horizons 26 time management 123 timelines 69 tools for coaching 5962, 1334 trading career 190 transactors 912, 94 5 transference 69, 2326 case study 2456 relationship 1489 wild analysis 3389 transformation internalization 155 opportunities 12741 time scale 1789 transformational programs 14262 design 14957 development needs 1439 example 15860 faculty and consultants 1567 journey 1578 participant selection 1501 transition 1767 transitional spaces 129, 1525, 1668, 172 translation 82 transparency 723 trauma, birth/childhood 40 triads 4653 triangles conict 1468 mental life 144 6 relationships 1489 triggers 143 trust authentizotic organizations 347, 34950 building 2813, 2924 clients 1859 coaching 1735 group members 215

363

INDEX trustcontinued Open Leadership program 310 participants 152 professional 1756 relationships 101 trustful personality 88, 90 turning away 235 two-way relationships 4853 unconscious sphere 34 enactments 2356 experience 17 meanings 2301 mental life 32042 thought 234 see also wild analysis understanding 335, 340 unique stochastic process 40 unpredictable change 33 utopian longings 3434 validation of questionnaires 82 values family businesses 556, 62 Interpolis 3078, 312 leadership 347 organizational 3078 personal 312 vigilant personality 88, 90 vision 26 Interpolis 31314 SUEK 284 6 visioning 83, 85 wage differentials 349 weaknesses 263 web sites 194 5 wild analysis 32042 avoiding harm 3212 case studies 3213, 3269, 33241 observation/intervention 3401 organizational consultations 32341 stonemason illustration 341 types of problems 334 5 unconscious mental life 32042 Wild Psychoanalysis (Freud) 3223 withdrawal 2789 womens issues 1889 work-life balance 84, 85, 2079, 21516 working alliances 2812, 2923 working identity 172 workplace 16, 24 5 workshops 15860 worldviews 62, 2778 Zaleznik, Abraham 320

364