Leading Effectively Series
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Last Thursday I was at a meeting with some of the leadership of the Singapore Ministry of Health. It was a lively and well-informed group and they didn't need any of my expertise about executive coaching. The questions that were occupying them were about why a supervisor, manager or executive needs the same skills that professional coaches use. We teach that leaders can be more effective if they have a coaching mindset and coaching skills, but what does that mean? As they pointed out, executives seldom have time to take a 1/2 hour to hold a "coaching session."
Coaching can be useful for both improving performance and developing others, but it may look quite different in practice. For the active manager, coaching happens in the moment, in the hallway, or walking from a meeting. It doesn't usually require an appointment - just an opportunity.
 Take the not-unusual problem of a direct report coming to you with a complaint about the performance of a peer on a project. This can be approached in a variety of ways, but I think a coaching approach may be the most promising from the desirable results point of view.
Let's consider the alternatives a manager has. Presumably the manager could agree to go talk with the peer and solve the problem. Depending on the approach the manager takes,the peer may be resentful, feel betrayed by the co-worker, or find it helpful to get some assistance. However, no matter how skilled the intervention by the manager, it will not improve the working relationship between the two peers because one of them ran to a greater authority. The best that can be hoped for is compliance in the present project and postponement of the conflict to the next joint project.
So, let us suppose that our imaginary manager resists the temptation to fix the difference between two others. Let us suppose that the manager uses a directive approach to save time and get the problem off his or her plate. "Go. Work this out between you!" seems likes a better option, but it also has some inherent limitations. There's no telling how well prepared the direct report is to actually work it out effectively. It is likely that the only certain result is that the direct report who has come with the problem feels ignored and may add that frustration to the irritation she already feels with the co-worker who's not carrying his share. How likely is it that the next meeting they have will be productive?
Perhaps a coaching approach could yield a positive result without taking a lot of time. What would that look like? One of the key components of a coaching mindset is a determination to let the person coached keep responsibility for the solution. So a coaching leader will respond without taking over the problem. Questions are the preferred medium. "What have you done so far to solve this?" could be a good opening. "What else could you do?" "What do you know about why your colleague is not delivering?"
These questions have the effect of enlarging the range of actions that the direct report can consider. They take about the same length of time as giving advice or issuing an order, but they create the possibility that the person being coached will take a new tack, try a different approach, and keep at it. They reduce the chance that you will make it worse through intervening (since no one can actually solve a conflict between two others). More importantly, they imply that you have confidence in the intelligence, good intentions, and capability of your direct report. More clearly than just announcing, "I have confidence in you!", it communicates the truth of that. The questions above are just the start, but perhaps you would like to give them a try and see what happens.
 When you add coaching to your repertoire of management and leadership skills, you enlarge the range of actions available, you encourage your direct reports to stretch themselves, to consider alternatives. And you create the opportunity for them to feel pride in accomplishment when they do make it work. Coaching approaches are not the best for everything (you still need to direct, organize, advise, and teach), but they are a valuable tool in your box.
~Doug Riddle
My profession is teaching people about leadership. As a result, I am always on the lookout to see when leadership is truly practiced, yet this practice goes unheeded and unnoticed to the outside world. I had a chance to see true leadership one night, in the most unlikely place – the coffee court of a local big box book store in the Virginia suburbs of Washington DC.
You know those coffee courts – where everyone is crammed in to a community of college students finishing papers, professionals seeking free Wi-Fi, and even one or two people reading books or drinking coffee.
I saw an open table, next to a very physically fit gentleman, who looked like a teacher (he was grading papers anyway).
Right before I sat down, the cleaning lady, one of the sometime faceless people who pick up after us, jumped in front of me, cleaned and wiped down my table, then pulled my chair out for me.
‘Thank you,’ I said as I sat down and she nodded with a big smile.
It was what I would consider late for a school night, past 8.30PM, so I ordered a decaf mocha and then began to see if my computer would link up with the free Wi-Fi. Like everyone else, I was surrounded by humanity, but chose to electronically isolate myself.
It was then that the kind cleaning lady showed up with, who appeared to be, her two daughters - one of them clearly a teenager - and a son of about five years old.
The lady was talking to the oldest girl, who began translating from Spanish into English for the gentleman who was sitting behind me.
Sighing heavily and with a sense of embarrassment that can only come from a teen, she translated, “She says I have to talk with you tonight about my Biology Grade.”
 The Gentleman replied in a heavily accented, deep voice, “Excellent – I was hoping we would do Biology tonight. Please ask your Mother to leave us for about thirty minutes and we will talk about it.” The teen translated and the mother left.
It was clear to me that this gentleman was her mentor and since I teach mentoring, I thought I would pay a little attention to see how this went. Since my seat was about two inches away from the mentor’s table, it was easy to overhear the conversation.
At CCL, we teach people that good mentors build a relationship, then assess where the mentoree is, challenge them, provide support, and focus on results. Rarely do we get to see an approach like this in action like I got to see that evening.
He began by asking how she was doing and if she was still dating a boy she had talked about during an earlier meeting. She said no, it didn’t work out.
Deftly turning this into a transition, he made a comment about the role chemistry plays in relationships.
She didn’t take the bait – she said that it was more about how guys think and girls think that makes the difference.
So, he said, “it is all about the biology then…”
Still, she didn’t take the bait. Instead she informed him of her low biology grade and that if she did not do better next time, she would be kicked out of the honors class.
Having made his assessment of where she was, and building on a relationship that had obviously had many of these conversations, he asked, ‘is that what you want?’
When I teach we call this both an assessment and a challenging question – it demands an answer, yet poses a focus of the conversation as well.
“No,” she answered. She wanted to do better.
“I want you to do better too – you owe it to yourself and your family. We have worked too hard for too many weeks not to get this right. What do you think we need to do to get on the right track?”
Again, I witnessed a great mentoring technique – providing support while allowing her to take the question and provide the answer, owning it in the same space.
“I think I need to spend more time here and focus better on this stupid biology.”
“Yes, I agree – and would use a different term than stupid – how about difficult or misunderstood.”
“OK, she said, I’ll stick with misunderstood.”
Now, I hate to say it, but this conversation absolutely held me spell bound for about the next twenty minutes. They got right into the topic and his active listening, probing questions, support, and light hearted approach to a tough topic; he was able to get her to see some very difficult concepts.
This was truly mentoring at its best – the presence of the mentor fueling the mentoree’s burning desire to learn. He fed her information like feeding wood to a fire. They were so involved in the conversation over cells and how they were made they failed to notice that her mother had been waiting over 15 minutes at another table for them to finish.
The mother finally walked over and apparently told her daughter they had to leave or they would miss their bus. She translated for her mother about how proud she was of her daughter and of how the mentor was helping her daughter become a better student and a better person.
The Mentor just smiled and said in his heavily accented English, it was the least he could do.
Then, like all good mentors, he focused on results – he reminded her of her test the next week and the problems to study. He then asked her to translate what he just said for her mother. I thought that this is a lesson we also teach in class to mentors – make sure the immediate managers know the development goals of the mentoree and what they need to do to be successful.
The Mother, daughter, and her siblings walked off into the bookstore and out to catch their bus.
I could not resist the temptation to talk with this expert mentor. I leaned across the table and introduced myself. Shaking his hand, I told him my name and what I did.
“Ray,” he said. We talked a bit and I found out he was from Central Africa and was an immigrant just like the girl he was mentoring.
I commented on his superb mentoring style – he just smiled and said ‘it is my duty.’
Caught unawares, I stammered, “…your duty?”
“Yes. I was just t like her once – when I first came to this country. Then a mentor took me under his wing and taught me. I owe it to my mentor to be as good as he was. Sometimes it is the only hope an immigrant has to be successful. I really hope it works for her.”
I replied that in my professional opinion, he did a tremendous job and I think she has very good prospects thanks to him.
Very humbly he said that he had been taught well and he appreciate that someone noticed his efforts.
I replied that I think he will have a permanent place in my teaching repertoire as someone who can turn a biology session into a life lesson through his role modeling of a true leader.
We left each other after coffee and I began thinking of how many times we see leadership in action and we don’t stop to say thanks or provide feedback. That simple act may sustain a difficult relationship or even reinforce someone’s desire to take on the rough role of mentor or leader. What a great gift he was providing for her. I can pretty sure bet that in ten years I would not be surprised to see a Latino woman in her mid Twenties mentoring another willing student.
Ray the Mentor – the gentleman who helped me learn the truths about mentorship.
~Clemson Turregano
Recently fired Notre Dame football coach Charlie Weis is an example of a derailed leader. Since the 1980s, CCL has studied managers who had all the makings of achieving the highest levels in their organizations - only to be fired, demoted, or to plateau below expected levels of achievement. By comparing successful managers to those who derail, CCL h as identified five specific factors that increase a leader's odds for derailment: (1) problems with interpersonal relationships; (2) difficulty building and leading a team; (3) difficulty changing and adapting; (4) failure to meet business objectives; and (5) too narrow of a functional orientation. Though he may have exhibited several of these factors, I believe the fifth, too narrow of a functional orientation, ultimately led to Weis’s downfall and firing at Notre Dame.
Weis worked his way up the football ladder under the tutelage of two well-respected professional football geniuses, Bill Parcells and Bill Belichick. He eventually became an offensive coordinator for the New England Patriots under Belichick, and helped coach the offense to many victories, including several Super Bowl victories. Many touted Weis as an offensive guru and five years ago he landed his dream job as head football coach of the University of Notre Dame (Weis in fact graduated from Notre Dame years before). Expectations however were ultimately too much for Weis and his record of 35-27 fell far below people’s expectations. On November 30, 2009, Weis was fired.
One of the derailment factors, “Too Narrow Functional Orientation,” considers a manager’s ill-preparedness for promotion and a manager’s inability to supervise outside of his/her current function. Weis had all the ability to coach offense; however, football is more than just offense. His teams at Notre Dame lacked the defense and special teams play necessary to succeed all-around. Your team can score 30 points a game (which is a lot for offense in football), but if your team relinquishes roughly that many points per game as well, it’s tough to win.
As a leader, it is obvious that there are several skills, talents, and abilities that helped you get to where you are. However, if you do not broaden your skill sets, or have people around you that can help complement your strengths or are there to help out with your weaknesses (or better yet, give you the development you need to turn your weaknesses around), your too narrow of a functional orientation can derail your career just like it did Weis.
On December 10, Notre Dame hired Cincinnati head football coach, Brian Kelly. Ironically, Kelly is known for his defensive mind - completely opposite from Weiss. If he learns any lessons from Weiss, or from CCL, Kelly should consider broadening his skill set, or at the very least, hiring a really good offensive coordinator and special teams coach to supplement his weakness. Photo Credit: Patterbt
 I was shocked with the Tiger Woods news of "transgressions" off the golf course this week.
I was also shocked several months ago when Rick Pitino, head college basketball coach of the Louisville Cardinals, admitted to his own “transgressions” which included an extramarital affair and a certain pay-off.
Many people (me included) identified so much with these people. We saw these people as role models and as leaders. Now, many of those same people, including me, can’t look at them the same, can’t see them as role models or leaders anymore, and in fact, may feel betrayed and hurt. Why have I, and many others, lost respect for these people? Why are we appalled and, maybe in the extreme, maybe feeling a physical repulsion against these people?
In psychology, there is a theory called social identity. To help sustain or even boost our self-esteem, and to make us feel like part of a group, we tend to identify with people who are like us and we have a favorable bias for those who tend to be like us. For me, I identified with Tiger Woods – we are both children of mixed-race marriages, we both have Asian mothers, we both play golf, we are both born in December, we are both in our early 30s, our mothers both told us of strong colors to wear (his mother told him red, my mother told me blue). His golf victories felt like mine. For me, I identified with Rick Pitino – we both are Catholic, we both try to teach others (he on the basketball court and in his public speakings, me with my work, writing and my own teaching at NC A&T State University and other speaking engagements). I was always a big fan of his teams.
When an individual we look up to or identify as a leader, suddenly does something that is in complete contrast to what is our own value system, or that of the group to which we thought we belonged, that’s when we feel a dissonance. We have to try to keep our self-esteem in check, so oftentimes, we try to completely remove ourselves from these people. That’s what I’m feeling right now with these two people, and probably what others feel as well. It’s only natural.
When things like “transgressions” happen to our role models or leaders, it still shocks me, but should it really? We are all human. But, we naturally tend to put leaders under the microscope. We just expect more of our leaders. It’s only natural.
If you are in the position of a role model or leader, you just have to accept that role models and leaders will be scrutinized, and you are no different. You will be put on a pedestal and will continually have a spotlight on you at work, away from work, in meetings, in your community, in the airport, in elevators, with your family, with your friends, with children, behind closed doors, or in other places where people, or you deep down inside, may think you should not be.
As closing thoughts, think about these things:
If you are a parent of a star basketball player wanting to go to college, would you want a coach with “transgressions” coming into your house, and convincing you that he/she should coach, teach, and mold, your kid for the next four years on and off the basketball court about how to live life? What type of leader should come into your household? Are you that type of leader?
Another way I myself identified with Tiger, we are both extremely close to our fathers. In talking this week with my major professor from graduate school at UGA, Karl Kuhnert brought this point up: If Tiger’s father, who passed away a couple of years ago, were still around, what do you think he would say to his son about his “transgressions?” If you were Tiger’s mother or father, what would you say?
Finally, what do you think Tiger has to say to his own kids one day about all of this when they are old enough to start understanding, grasping, and comprehending what “transgressions” really are? How can he now be a role model and leader to his kids, or the millions of kids who look up to him, or the millions of kids who are helped by money from his own charity work and foundation?
If you really want to be, or are forced to be, a leader and role model, you just have to accept the fact that more is expected of you.
Rick Neuheisel, UCLA football coach, is on a roll this year. His team is 3-0 (including a defeat of my beloved Tennessee Vols which I am still trying to get over).
 Despite his team beating the Vols, one of the things I like about him, he coined one of the best terms used on the Dan Patrick Show ever – “Passion Bucket.” He said during an interview with Dan Patrick a couple of years ago, when talking about how to defeat UCLA’s main rival, the USC Trojans, “When you’re at UCLA, you have to have your passion bucket full.” Lots of people have since used the term “Passion Bucket” on radio or television or in interviews, like Kobe Bryant, Bob Costas, Tim McCarver, and Kevin Love.
I love the term “Passion Bucket” and have tried to drop the term in conversation when I can. What “Passion Bucket” really means to me, it is a way to measure your enjoyment of life, a way to measure if you are living life to its fullest, a measurement of your energy and enthusiasm and motivation, a measurement of whether you are able to give everything you have, a measurement of how much you love and enjoy yourself and who you are.
 Sometimes your “Passion Bucket” may be overflowing; sometimes it may be empty. Leaders need to pay particular attention to the latter. When your “Passion Bucket” is empty, you won’t get work done; you won’t be a good leader, a good worker; you won’t be a good friend; you won’t be a good husband, wife, father, mother, son or daughter.
What can leaders do when their “Passion Bucket” is low, or empty? I recently had to think about this myself when there was nothing left in my own “Passion Bucket.” That was a rough time; work and non-work stuff was just awful, full of frustration and rejection, trying as hard as you can and nothing good coming as a result, not getting any breaks, a lot of hurt. As you can guess, I could not get work done, I didn’t enjoy life, I forgot what the good things were that made me who I was and made me unique. I was lost. That is a horrible place to be.
How did I start to refill my “Passion Bucket?”
I talked a lot to those closest to me and they listened to my frustrations. I also did the stuff that made me happy. I ran more miles. I played more golf. I listened and played more music. I went to Home Depot and bought all the yellow flowers I could find and planted them. I also really and truly thought about what were the things that made me who I was, the things that made me the individual that I love and that the people in my inner circle loved about me. I just didn’t give lip service to it, I really thought about those things. My inner circle of people also helped me with that as well.
Only you really know how to fill your own “Passion Bucket.” At work, maybe it’s concentrating more on the people you lead and less on the tasks of work (or vice versa). Away from work, maybe it’s journaling or writing. Maybe it’s hiking, or going on vacation. Maybe it’s scrapbooking or throwing a huge party with friends and family. Maybe it’s meditating or getting involved in the community or with certain religious activities. Maybe it’s spending just a bit more time with your spouse or kids. Seeking the advice of a professional counselor can also be invaluable.
 So, if your “Passion Bucket” is empty, allow yourself to take the time to figure out how to fill it back up.
Work, events, even people that you think are close to you can drain your “Passion Bucket” but ultimately, time and only you and those who are truly close to you can help refill your “Passion Bucket” to where you want it.
A full “Passion Bucket” is worth its weight to you at work and away from work, so don’t neglect it.
 So, it's college football season again. I was watching ESPN one weekend morning, and Lou Holtz was being interviewed. I know of Lou Holtz from being a famous and successful football coach at the University of Notre Dame (where he won a national championship) and the University of South Carolina. Before that, he was also a successful football coach at Minnesota, Arkansas, NC State, William & Mary, and even coached professionally for the New York Jets.
When I was watching television that morning, he was being interviewed because he was elected to the College Football Hall of Fame. It really struck me as to what he said – it was very refreshing. He said he was thankful for his wife, thankful for his family, the athletic directors who hired him, the coaches who coached with him, the players who played for him, because without all of those people, none of his successes would have been possible.
 Even though so many of us are working nonstop just to survive, I encourage you to take a few moments and think about those who helped you get to where you are today, who helped you be successful, and why. If they are still alive, let them know. Your family, your spouse, your kids, your coworkers, your friends. Get in touch with that high school teacher or college professor who had an impact on your life and thank them. If they aren’t alive anymore, take a moment to think about them. Because without any of these people, deep down inside you know, you would not be where you are today.
If you feel inclined, leave a comment about who you are thankful for. Maybe people will be inspired by who inspired you.
And, by the way, Lou Holtz is also known for his motivational speeches and pep talks both as a football coach, and on television for ESPN and College Gameday, like this one, probably the coolest ever.
 Cochon was the 3rd restaurant I called. We were embarked on an apparently hopeless task: getting a table for 4 in New Orleans on a Friday night in April. We were aiming for 7 pm (I know how crazy that sounds...it was already 6:30 pm) and no one had anything before 9 pm.
At Cochon it was the same story:
“Can you take a party of 4 anytime around 7?”
“I can take you after 9 pm, nothing before.”
“Oh,” I sighed.
“You could take your chances, I suppose. We have tables outside and there might be something in the bar, but no guarantees.”
“Maybe we’ll try that. What’s your name?”
“Why do you want my name? Do you think you’re going to get me in trouble? I’m the assistant manager...no one gets me in trouble!”
“I never say anything bad about the people who feed me.”
(pause)
“Honey, you come right over and I’ll take care of you...we’ll get you a table somehow!”
Good as her word, Audrey had let the hostess, Elaine, know we were coming and a table was waiting right in the middle of the dining room.
I always assume that underneath the role there’s a person. If you can get through to the person, you will often find a solution that works for both of you. Sometimes it takes a little humor (“I never p.o. my food server”) and sometimes it’s merely genuine solicitude for someone who’s been on his feet too long. Either way, we’re both better off if we refuse to let our roles define us or others.
Your always-nice-to-the-waitress friend,
Doug
"Don't send me any more psychologists! I need a coach who understands business!"
 This was the cry of one of my clients a couple of years ago who was fed up with the local executive coaches, all of whom were apparently recycled clinicians. When I came to CCL as a coach 10 years ago, the majority of coaches, even at CCL, were mental health professionals who loved working with leaders. Many were and are outstanding coaches because they have the socratic interviewing skills that encourage those they coach to think more deeply, reflect on how they affect others, and develop greater self-awareness; all of which are critical abilities for self-development as a leader. At the same time, their lack of familiarity with the realities of managing a business could frustrate the leader who didn't want to spend time educating the coach on real life. For a number of years now, CCL has recruited coaches with real world business experience. Sometimes they have to learn to throttle the advice and stories based on their own experiences, but they "get" the world their coachees operate in.
In setting standards for CCL coaches, I've given significant thought to what business acumen is and how it is developed. It's clear that just having business experience doesn't give that to you: there are plenty of business leaders who need more of it, too. Here are four of the key pieces of business smarts that make a coach useful to the business leaders they coach:
1. The most important bit of business acumen is always the understanding of how a particular company makes its money. What does it create and offer that customers want to pay for? How is that different from others who are trying to convince customers to pay them for similar or related services and products?
2. The second element is knowledge of the marketplace in which a company is selling. Who are the competitors? What are the dynamics that drive relationships in it?
3. Element three is the business: Do you understand the interlocking chain of activities and functions that it takes to make a business work? This is the system of essential operations that is the business: sales, marketing, research, supply chain, purchasing, human resources, learning and development, production, etc.
4. Fourth element is language: Do you know the secret language of business? The club handshake? The etiquette of spreadsheets? This is a dynamic language, always in flux, and it requires continuous language lessons. For instance, in the U.S. the top dogs are called "executives," but in some parts of the world, the "executive" is the staff person who executes what his or her seniors direct.
What's your experience of business acumen? I'd love to hear how you frame the business background needed to effectively work with top leadership. Talk back to me.
Doug
There are over 16,000 people who belong to the International Coaches Federation. How many of them could effectively coach the division president of an international bank in the midst of the current crisis?
It probably depends on whom you ask. If you ask the coaches, 15,999 of them might assure you that they could do it. If you were to depend on those who hold ICF credentials, about 400 would have some paper that asserts their ability to be a good coach. If you were to ask the training organizations and schools who received their tuition to get a certificate, all their graduates would presumably be equipped to do leadership coaching. Yet, for all the advertised capabilities, there is no generally-agreed-upon criteria for assuring the capability of a leadership coach to meet the coaching needs of senior execs in major organizations.
Let me spell out for you some of what concerns me about this situation and what I think needs to happen to fix it. Say, I'm the SVP of HR for a global pharma company and I need to find a great coach for one of my executives:
A. Can I count on a graduate of a coaching training program? So far as I can tell, neither the for-profit independent coach training schools nor the coaching programs associated with major (or minor) universities has ever flunked anyone who has paid their tuition and gone through the program.
B. Can I count on a person holding a certification from the International Coaches Federation or the World Association of Business Coaches or any other credentialing program? At this point, the certifications represent that a person has had some formal training and some mentoring and a review of cases (in some instances). Many of these coaches are terrifically talented (CCL employs a number of them who are really wonderful coaches). However, there is no ongoing requirements for review of their work and no measurement of their impact on the organizations in which their coachees work. The certificate guarantees that they have persistence, but not that they are effective coaches.
Here's what needs to happen in the world of leadership coaching:
1. Coach training and coach certification for leadership coaches needs to be targeted to address the special demands of working with leaders in industry, government, education, and the non-profit world.
2. The criteria for certification need to be established based on empirical studies of coaching outcomes, not adherence to a particular philosophy of coaching. The European Mentoring and Coaching Council, for example, does a very nice job of evaluating training programs based on common understandings of best practices in coaching (not necessarily leadership coaching) but the criteria have not been subjected to empirical evaluation. They are based on the beliefs of practitioners, but have never been compared with the outcomes from the coaching work with those who adhere to those practices. The same is true of other accrediting organizations.
3. Leadership coaching must be measured by its effects on the leadership effectivenessof those who are coached. Repeated studies have shown that coachees are poor judges of their own improvement, partly because they have large incentives to rate themselves as much improved. Studies that ask coaches to estimate how much their coaching was worth cannot get at the impact on the people who follow them.
You won't be surprised to know that I have some opinions about how we should be measuring these also. In a later post, I'll cover the kinds of measurement that would be more meaningful for coaching evaluation.
Til then,
Doug
 On a recent "This American Life" podcast (National Public Radio), Will Felps, now a professor of Talent at Erasmus Research Institute of Management of the University of Rotterdam, described his dissertation research on the power of a "bad apple" to spoil the whole environment of a team. The interview is at the beginning of this podcast which you can listen to at this link click here to listen for free. His research suggests that a strong negative personality can have a disproportionate effect on the operations of a team working on a joint task. It seems that bad behavior can be contagious and infects all that is taking place in the work environment. Will says he got the idea for his work originally from the experience of his wife, who was working in an extremely negative workplace. However, when the critical player (a guy he described as "mean, but in a funny way") was overcome by a chronic illness that caused him to be away from work for several days at a time every week, the environment stopped being cold during those days. People encouraged each other and it became a more productive workplace.
The three types of bad behavior Felps looked at in the lab included just such a person (the mean but funny guy who makes fun of others), a confederate who played the disengaged, indifferent slacker, and the seriously depressed person who finds a dark cloud in every sky. In nearly every test group Felps observed, his confederate was able through one of these behavior patterns to influence the group to poor performance. The only exception was one group, where the son of a diplomat used questions to help the group find its direction and get aligned. In that group, his confederate's influence was neutralized. More on this in a later blog.
The implications of this research for coaching skills development among managers is intriguing. More obvious is the thought that selection and promotion needs to take seriously the kinds of attitudes potential leaders bring with them. The "bad apple" already has more power than others in a team. You don't want to poison a larger group with these toxins.
You can find information about Dr. Felps at the Erasmus web site ERIM Doug
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