Bringing the Clinical Paradigm into Executive Education Programs: Fantasies, Anxieties, and Hopes

Abstract

In this chapter l discuss the challenges of bringing leadership development approaches based on the clinical paradigm into executive education and development programs in companies and business schools. It builds on the program description in the previous chapter to identify the typical anxieties and fantasies associated with introducing methods such as psychodynamically oriented 360-degree instruments, leadership group coaching, and peer coaching. This chapter is based on research into executive education and the experience of designing and delivering programs, as well as consulting, to organizations, program directors, and faculty in business schools. Understanding the concerns and reservations of decision makers, faculty, and program participants should help designers of developmental programs address them and manage stakeholders’ expectations better. The chapter will be a useful resource for academics, educators, coaches, and learning and development professionals involved in designing transformational executive development experiences.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 1 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.