Leadership Without Easy Answers PDF
Preview Leadership Without Easy Answers
Leadership Without Easy Answers Leadership Without Easy Answers Ronald A. Heifetz The Belknap Press of Harvard University Press Cambridge, Massachusetts London, England Copyright© 1994bythe Presidentand FellowsofHarvard College All rights reserved Printed inthe UnitedStatesofAmerica LibraryofCongress Catalogingin Publication Data Heifetz, RonaldA. (RonaldAbadian), 1951 Leadershipwithouteasyanswers/Ronald A. Heifetz. p. em. Includes bibliographicalreferences (p. )and index. ISBN 0-674-51858-6 (acid-free paper) 1. Leadership. I. Title. HM141.H385 1994 303.3'4-dc20 94-15184 CIP To Sousan Contents Foreword by Richard E. Neustadt ix Introduction 1 Part I Setting the Frame 11 1 Values in Leadership 13 2 To Lead or Mislead? 28 3 The Roots of Authority 49 Part II Leading With Authority 67 4 Mobilizing Adaptive Work 69 5 Applying Power 101 6 On a Razor's Edge 125 7 Falling Off the Edge 150 Part III Leading Without Authority 181 8 Creative Deviance on the Frontline 183 9 Modulating the Provocation 207 Part IV Staying Alive 233 10 Assassination 235 11 The Personal Challenge 250 Notes 279 Acknowledgments 339 Index 343 Foreword Richard E. Neustadt This book is the product of teaching. TheKennedySchoolofGovernmentatHarvardUniversityteaches students at four levels: undergraduates in voluntary, noncredit study groups; recent graduates in two-year Masters programs; midcareer students, on average ten years older, in one-year Masters programs; and senior officials, civil as well as military, in a range of short courses called "executive programs." Much of what we teach is adapted from traditional disciplines thought to be particularly rele vant for public policy and its analysis, mainly from economics, political science, political philosophy, and sociology. Some courses, however, are framed not by disciplinary concepts but rather by the questions our experienced students draw urgently from theirownworkinpubliclife. "ExercisingLeadership," acourse offered in various versions at all graduate levels ofour student body, attempts to give students insight on, and useful tools for working in, a range of roles, unofficial and official, where leading others can become essential to effective performance. Some ofour students seek such roles in elective politics, some in the military, some in law or medicine, more in civilian bureaucracies, public, nonprofit and pri vate-but all will have the lead role thrust at them, perforce, as task or opportunity, through the group memberships that mark their professional and personal lives. Knowing this from experience, our more mature students press us for something they can learn about leadership-and take with them back to work. But what? A decade ago we asked Dr. Heifetz, a young psychia trist, as well as a skilled musician, who had also studied with us and
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