Erik de Haan (author)

Erik de Haan is a UK-based author and the Director of Ashridge Business School's. Centre for Coaching and Professor of Organisation Development and Coaching at the VU University Amsterdam. He specialises in working with the organisational unconscious and in surfacing hidden levels of the company or group culture. Erik de Haan is presently the Programme Director of Ashridge's MSc in Executive Coaching and Ashridge's Postgraduate Certificate in Supervision.

Education

De Haan studied Theoretical Physics in Amsterdam and gained his PhD at Utrecht University with his research into learning and decision-making processes in perception (1994). He studied counselling with metanoia, group dynamics with the Tavistock Institute and then acquired his MA in psychodynamic psychotherapy with the Tavistock Clinic. De Haan has worked with universities, hospitals and multinational companies, including Aegon, BP, Heineken, Nike, Credit Suisse, Boston Consulting Group, Nokia, Qualcomm and Vodafone.

Bibliography

(2014) The Leadership Shadow:How to Recognize and Avoid Derailment, Hubris and Overdrive. Co-authored with Anthony Kasozi.

In today's fast paced, interconnected, and mercilessly competitive business world, senior executives have to push themselves and others hard. Paradoxically, to succeed as leaders, they also need to relate to others very well. Under stress and challenge, the qualities executives have relied on to get them to the top and to achieve outstanding results can overshoot into unhelpful drives that lead to business and personal catastrophes.The Leadership Shadow draws on the lived experience of executives to make sense of what actually happens when their drivers overshoot and they act out the dark side of leadership. It shows how executives can find stability in the face of uncertainty, resilience in the face of gruelling demand, and psychological equilibrium as a leader in the face of turbulence.

(2013) Behind closed doors: stories from the coaching room. Co-edited with Ann Baldwin, Nicola Carew, Stephanie Conway, Jude Elliman, Jacqui Hazell, Andrew Martin, Saskia Mureau, Paul O'Connell, Nick Pounder, Paul Rutherford & Christina Wanke.

A presentation of twelve accounts from executive coaches, this work connects theory with practice by showing what happens inside coaching relationships, and how these relationships can impact both participants. The contributing coaches offer accounts from a particular aspect of their individual practice, often focusing on such themes as humor, listening, emotions, power, and motivation. Their stories provide insights into the coach’s reflections and experiences, the evolving relationships between coach and coachee, and the effects and outcomes for clients.

(2012) Coaching relationships: relational coaching field book. Co-edited with Charlotte Sills.

The fields of executive coaching, counselling and consulting are, in principle, `all about the client' and his or her development. Until recent years, coaching theory and methodology have shown a bias towards models, approaches and techniques - in other words, the focus has been more on what the coach does than on the client. Even where models have emerged to help us understand the client and his personality or patterns, the emphasis quickly turns to what the coach should do and how she or he should intervene. Coaching Relationships recognises the fact that coaching involves interplay between two people's frames of reference, desires, beliefs and assumptions as well as their habitual ways of being in the world. This leads to an unpredictability that is both exciting and unsettling. It is this perspective on the coaching relationship that this book addresses. All five parts of the book are fully focused on executive coaching practice as it really happens. Part I explores three different theoretical and philosophical `allegiances' in ways of working in and with the relationship. Part II introduces more radical ways of thinking that have been opened up by the relational turn. Part III highlights some consequences of the relational turn for how coaches may approach contracting and supervision. Part IV of the book inquires more deeply into the coaching relationship under various aspects and part V of the book contains three case studies of what works in coaching.

(2011) Supervision in action: a relational approach to coaching and organisation supervision.

Supervision in Action aims to help professional supervisors, consultants and coaches to ‘take care of themselves’. In other words to practice the art of learning from their own experience in their practice. Self care (epimeleia heautou) was for the ancient Greeks a guiding principle directed at quality of life and quality of professional work. In Plato’s dialogue Alcibiades we see how the future general is taught the care of himself by ‘supervisor’ Socrates. Socrates bases the care of the self on the well-known adage of ‘know thyself’ (gnoothi seauton) of the Delphic oracle. This book asks supervisors to

• Realise in their actions what their own emotions are telling them
• Mirror their supervisory relationships into those of their supervisees
• Invite doubt, tolerate tension and wait patiently for the find that will not
• Develop compassion in taking care that others take care for themselves

(2008) Relational coaching: journeys towards mastering one-to-one learning.

A different way of looking at coaching that puts the relationship, from the perspective of the coachee, at the centre. Exploring both age–old tradition and reliable studies in recent decades, it sets out ten commandments to for improving practice. The book begins with a complete overview of the profession and the latest developments in coaching. The second part of the book presents quantitative and qualitative research into effects and experiences of coaching. Part three looks at what makes a good coach and the mechanisms used to verify coaches understanding of their profession.

(2005) Fearless consulting: temptations, risks and limits of the profession.

Drawing on inspirations from diverse sources including history, tragedy, philosophy and consultants themselves, Erik de Haan asks what it means to be a consultant and the dilemmas it can entail.

(2004: revised second edition 2013) Coaching with colleagues: an action guide to one-to-one learning. Co-authored with Yvonne Burger.

This edition includes case studies, tools and models, practical exercises and techniques, and specialist chapters, including one-on-one coaching and ethics. It looks at the history and development of coaching.

(2004) Learning with colleagues: an action guide to peer consultation.

Learning with Colleagues relates to personal development, enabling individuals to enter into a deeper relationship with colleagues in order to learn from them and with them.

(2003) The consulting process as drama: learning from King Lear.

Drawing comparisons between consultancy and the classical tragedy King Lear, the author explores the core theme of responsibility. Arguing that King Lear is vital in gaining an understanding of consulting, leadership and management, the author explores in detail the lessons to be learnt from this tragedy for the manager and the management consultant.

References

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