Senior executives have the power to create an environment that allows people to grow and give their best—or a toxic workplace where everybody is unhappy.Cognitive learning theory in the classroom how executives end up using that power depends in part on their mental health. Sound, stable bosses generally build companies where the rules make sense to the employees, freeing them to focus on performing their jobs well.Cognitive learning theory in the classroom but if the boss psychological makeup is warped, business plans, ideas, interactions, and even the systems, and structures of the organization itself will reflect his or her pathologies.Cognitive learning theory in the classroom in this article I describe four pathologies—and what to do about them.

Senior executives have the power to create an environment that allows people to grow and give their best—or a toxic workplace where everybody is unhappy.Cognitive learning theory in the classroom how executives end up using that power depends in part on their mental health. Sound, stable bosses generally build companies where the rules make sense to the employees, freeing them to focus on performing their jobs well.Cognitive learning theory in the classroom but if the boss psychological makeup is warped, business plans, ideas, interactions, and even the systems, and structures of the organization itself will reflect his or her pathologies.Cognitive learning theory in the classroom in this article I describe four pathologies—and what to do about them.

Meet the SOB—seductive operational bully—or psychopath “lite.” sobs don’t usually end up in jail or psychiatric hospital but they do thrive in an organizational setting.Cognitive learning theory in the classroom sobs can be found wherever power, status, or money is at stake. Outwardly normal, apparently successful and charming, their inner lack of empathy, shame, guilt, or remorse, has serious interpersonal repercussions, and can destroy organizations.Cognitive learning theory in the classroom their great adaptive qualities mean they often reach top executive positions, especially in organizations that appreciate impression management, corporate gamesmanship, risk taking, coolness under pressure, domination, competitiveness, and assertiveness.Cognitive learning theory in the classroom the ease with which sobs rise to the top raises the question whether the design of some organizations makes them a natural home for psychopathic individuals.Cognitive learning theory in the classroom this article describes sobs, and explores ways of identifying such people, both from an organizational and individual perspective.

The organizations we admire, and the places where most people would like to work, are known for having a special environment or corporate culture in which people feel, and perform, at their best.Cognitive learning theory in the classroom I have called these types of organizations, authentizotic. This term is derived from two greek words: authenteekos and zoteekos. As a workplace label, authenticity implies that the organization has a compelling connective quality for its employees in its vision, mission, culture, and structure.Cognitive learning theory in the classroom the term zoteekos means “vital to life.” in the organizational context, it describes the way in which people are invigorated by their work. The zoteekos element of this type of organization allows for self-assertion in the workplace and produces a sense of effectiveness and competency, of autonomy, initiative, creativity, entrepreneurship, and industry.Cognitive learning theory in the classroom

This article studies the phenomenon of organizational stars, a group of people who can be very paradoxical in their behavior. These individuals are true masters of the kōan — the riddles that are used as learning tools in the zen tradition.Cognitive learning theory in the classroom it is their paradoxical behavior, however, what makes them so successful, in this article some of the qualities that turn them into top performers are examined.Cognitive learning theory in the classroom many stars, although walking contradictions, know how to reconcile opposites. They are talented in managing conflicting but necessary ideas or goals.Cognitive learning theory in the classroom in other words, they have the creative ability to manage short-term and long-term orientation, action and reflection, extroversion and introversion, optimism and realism, control and freedom, holistic and atomistic thinking, hard and soft skills.Cognitive learning theory in the classroom in addition, they are great at visioning, possess a solid dose of emotional intelligence, take calculated risks, are accountable for their actions, have great tenacity, possess a high energy level, and make a heroic (although often unsuccessful) effort to attain some form of work-life balance.Cognitive learning theory in the classroom they are also curious, imaginative, insightful, have a wide span of interests, and are open to new experiences. They like to play with new ideas; they find familiarity and routine boring; and they have a great tolerance of ambiguity.Cognitive learning theory in the classroom in addition, stars can make decisions quickly, but can also be extremely cautious. They are rebellious and conservative, playful and responsible, reflective and proactive.Cognitive learning theory in the classroom they like to be sociable but also need to be alone; they are highly imaginative but maintain a solid sense of reality. They are both divergent and convergent thinkers.Cognitive learning theory in the classroom what?S more, their behavior is contagious; others are inspired to follow their example.

To better understand stars, the subject of narcissism, a concept that lies at the heart of leadership, is also addressed.Cognitive learning theory in the classroom it is suggested that a substantial number of stars are constructive narcissists (or reactive narcissists who have learned to modify their behavior).Cognitive learning theory in the classroom it is their moderate narcissistic orientation that fuels the motivational engine of these top performers. Excessive narcissism, however, may lead to pseudo-stars?Self-centered predators, concerned only with satisfying their narcissistic cravings.Cognitive learning theory in the classroom thus human behavior can be compared to a see-saw: humility can lose ground to arrogance and pride, selflessness to selfishness, generosity to greed.Cognitive learning theory in the classroom when leadership is tipped to the negative side and becomes toxic, the dark side of narcissism comes to the fore, and some stars can, and do, damage the organizations they work in.Cognitive learning theory in the classroom in this article the question of how to develop stars is also addressed. Experience has shown that the most effective strategy is to engage in self-assessment, action learning, and shadowing.Cognitive learning theory in the classroom in addition, group interventions, supported by one-to-one coaching, can facilitate the exploration of potential stars? Strengths and weaknesses.Cognitive learning theory in the classroom

This article is based on the responses of 160 senior executives to questions of what success means to them. Eight major categories of success emerged: family, wealth, work/career, recognition/fame, power, winning/overcoming challenges, friendships, and meaning.Cognitive learning theory in the classroom experiences of success depended on “intrinsic” or “external” validation, and the inner scripts that these executives had developed while growing up, which influenced their perceptions of success and how they experienced it.Cognitive learning theory in the classroom the qualities of focus, persistence, and self-mastery, among others, featured in the scripts of many successful people. The darker side of success was partly accounted for by what can be described as the "faust syndrome", the melancholia that follows the sense of everything being completed.Cognitive learning theory in the classroom what the narratives for most of these executives illustrate, is that success is a journey, not a destination.

Manfred kets de vries says that abnormal behaviour is more normal than most are prepared to admit.Cognitive learning theory in the classroom in this insightful article, he describes a number of dysfunctional leadership prototypes found in organisations, offered as a useful form of shorthand for identification purposes – a sort of rough guide to organisational dysfunction – that helps us understand how we can deal with this dysfunction in ourselves or our leaders.Cognitive learning theory in the classroom

The LAQ is based on eight leadership archetypes – strategist, change-catalyst, transactor, builder, innovator, processor, coach, and communicator.Cognitive learning theory in the classroom these archetypes are representations of ways of leading in a complex organizational environment. In this article, we discuss the development, design, and psychometric analysis of the LAQ.Cognitive learning theory in the classroom we detail the conceptual foundations of the questionnaire and the psychometric methods used to confirm the validity and reliability of the instrument.Cognitive learning theory in the classroom we conclude with avenues for future research.

In this article, a number of leadership "archetypes," ways of leading in a complex organizational environment are explored.Cognitive learning theory in the classroom these archetypes represent prototypes for understanding leadership behavior. Ideally, an executive team-representing a number of leadership archetypes-should be able to cover all the leadership needs that are required to make an organization effective.Cognitive learning theory in the classroom

One of the main issues in russian business, both from a political and organizational perspective, is succession. Shekshnia and kets de vries start their exploration of this issue by examining some general psychodynamic factors that influence the succession process.Cognitive learning theory in the classroom they go on to discuss major themes in founder-CEO succession in russia, highlighting its potential pitfalls. They introduce the concept of the “succession paradox,” whereby CEO-founders appear to pass the helm to their successors while keeping a firm grip on the wheel.Cognitive learning theory in the classroom they end with a number of recommendations for coping with this problem, emphasizing that succession is a process rather than an event.

Ruben vardanian is one of the leading figures on russia's capital markets, and one of the major shareholders of the investment bank troika dialog, one of the top credit institutions in moscow, and one of the “employers of choice.” the company has played a key role in developing almost all he segments of the country's stock market.Cognitive learning theory in the classroom in contrast to many russian organizations, vardanian is concerned about creating a “best place to work,” and has gone to great lengths to design a company characterized by transparency, open communication, and team work.Cognitive learning theory in the classroom he has been the driving force behind the moscow school of management (skolkovo), of which he is the president. Vardanian's motivation in creating the school is based on his strong belief that it is essential to develop a cadre of entrepreneurs if the russian mindset is to be changed.Cognitive learning theory in the classroom

And reviewing the degree to which his various constituencies are satisfied with his performance. This article also clarifies the peculiar psychological interplay between leaders and their followers and explores the potentially collusive group dynamics between leaders and led.Cognitive learning theory in the classroom through its clinical orientation, this article also extends more traditional studies of

Leadership by studying the “inner theater” of leaders – that is, highlighting significant episodes in leader's lives that influence their leadership style.Cognitive learning theory in the classroom furthermore, the article touches on the significance of the historical moment – the interplay between personality and an important period in a country's history.Cognitive learning theory in the classroom the article ends by making a number of speculations on what kind of leader the russian federation needs to bring it to the next phase of its development.Cognitive learning theory in the classroom

This essay concerns the design of transformational executive programs. A transformational program presupposes a change in behavior of the attending executive so that the latter becomes more effective in personal or organizational change.Cognitive learning theory in the classroom to understand what influences the transformational process three triangular conceptual frameworks (building on the short-term dynamic psychotherapy tradition) are presented: the mental life triangle, the conflict triangle, and the relationships triangle.Cognitive learning theory in the classroom the first shows that cognitive and emotional processes need to be taken into consideration to create changes in behavior. The second describes the sources of thoughts and feelings that may prompt anxiety and cause defensive reactions prohibiting change and productive use of talents.Cognitive learning theory in the classroom the third relationships triangle explains how an individual's previous experiences create patterns of response that are repeated throughout life and can become dysfunctional.Cognitive learning theory in the classroom five major challenges in program design are also examined: selecting participants; identifying the focal issue on which participants need to work; the creation of a safe transitional space that enables the change process; using the group dynamic to foster transformation and to arrive at internalization of the change process; and the educational implications for faculty, facilitators, and coaches.Cognitive learning theory in the classroom

This article looks at the meaning of the noun “complex” in its psychological sense: a cluster of related thoughts, feelings, memories, images and ideas – many of them pushed out of consciousness – dominated by an emotional theme.Cognitive learning theory in the classroom the article explores the nature and origin of complexes and then explores five complexes regularly encountered in organizational coaching and consulting work: the god complex, the sisyphus complex, the nobel prize complex, the monte cristo complex, the troll complex, and the faust complex.Cognitive learning theory in the classroom ways of identifying and coping with a complex are also examined.

Then I will contend that the mindless pursuit of money contributes to a mortgaged life.Cognitive learning theory in the classroom in this context I will explore the relationship between money and health, and money and happiness. Finally, I will discuss ways that the money conundrum can be made more manageable.Cognitive learning theory in the classroom what can be done about managing our needs? And if wealth has been acquired, what is the most appropriate way to deal with it?

Convergent as the years went by.Cognitive learning theory in the classroom the result of their vision is the EU, the most far-reaching plan for economic integration ever to be attempted among a group of sovereign countries.Cognitive learning theory in the classroom its founding covenant, the treaty of rome (1957), aimed at the establishment of a common market, progressively bringing the economic policies of its members into alignment as it wished to promote the harmonious growth of economic activity in the community as a whole, regular and balanced expansion, augmented stability, a more rapidly rising standard of living, and closer relations between the participating states.Today, with a combined GDP the same size as that of the united states, and a population 1.5 times larger, the sense of community and relative simplicity of management the EU originally had has been lost.Cognitive learning theory in the classroom its growth has brought baffling complex ty. There are more candidates for membership waiting in the wings, several post-communist nations and turkey, a culturally, historically, and religiously very different country.Cognitive learning theory in the classroom the manageability and viability of the european union is an issue debated by many political analysts. Navigating through this complex network of relationships requires extremely talented leadership.Cognitive learning theory in the classroom