Documentos de Académico
Documentos de Profesional
Documentos de Cultura
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tions will deal with one another in a more cul (CIP) method?developed by Ronald Heifetz and
turally intelligent fashion. his colleagues at Harvard University's John F.
Kennedy School of Government?as the ideal
way to teach it. Leadership is not entirely a
REFERENCES
matter of having the right traits. It also involves
R. S., & Moustafa, K. 2002. How non Americans view
Bhagat,
doing things; it involves behaviors. And these
American use o? time: A cross cultural perspective. In
behaviors, Parks argues, can be taught because
P. Boski, F. J.R. van der Vijver, & A. M. Chodynicka (Eds.),
New directions in cross cultural psychology: 183-192. they are activities that can be analyzed and
Warszawa, Poland: Polish Psychological Association. translated into doable tasks.
Goleman, D. 1995. Emotional New York: Bantam 2004) draws on the work of many, including Katz
intelligence.
Books. (1955) and Mumford, Zaccaro, Harding, Owen,
E. T. 1976. Beyond culture. New York: Anchor Books.
and Fleishman (2000), to highlight the "teach
Hall,
resources, such as the position of a person in an that about half of 165 students who had taken
organization; the latter involves the mobiliza the CIP course believed the method to be "more
tion of people to address tough problems. Sec useful" or "much more useful" than other Har
ond, it distinguishes between technical prob vard courses, and "most useful" or "much more
lems that can be solved with knowledge and useful" than previous leadership or manage
processes already known versus adaptive chal ment training. But this evidence is neither sys
lenges that require learning, innovation, and tematic nor
persuasive.
new patterns of behavior. Third, it distinguishes to avoid
It is hard the feeling that the author
between power and progress; itmeasures lead stacked the evidence in favor of her arguments.
ership effectiveness in terms of progress made When limitations of the method are discussed,
in addressing substantive issues rather than in they are explained away by arguing that the
the mere use of power and influence. And fourth, method, after all, is difficult to adopt completely.
it distinguishes between personality and pres The book seems to avoid dealing with published
ence; it sees leadership as depending less on criticisms of the CIP method, such as this one
charisma or heroism than on skillful interven offered by Andrew Leigh of the John F. Kennedy
tion in complex systems. School of Government:
The book into ten chapters. The first
is divided
The greatest problem with the theory of adaptive
six describe the key features of the CIP method
leadership is that itpresumes that each problem
of teaching through narratives using actual ses atic reality has its own right answer, which will
become clear to all participants ifonly they focus
sions conducted by Ron Heifetz. In the seventh
on the underlying issues. Heifetz and Linsky ap
chapter Parks includes a conversation between
pear to believe that all problems have an inher
Heifetz and herself that details the evolution of ent is to search for it. Miss
truth?the challenge
the CIP method. In the eighth chapter Parks
ing almost entirely is the recognition that many
seeks to address the issue of transferability of problems have no "right" answer?and are them
sets ....
the pedagogy to other settings, academic levels, selves the product of differing of values
and teachers. The ninth chapter proposes a re What happens when adaptive leadership con
fronts relativism? What ifwe believe that indi
vamping of the way leadership has been stud
viduals' criteria for judgment can vary with time,
ied and described so far in traditional literature, circumstance, and culture? (Leigh, 2003: 348).
and it invites the reader to reframe leadership
as "artistry" because this better captures the In conclusion, although this book provides an
essence of the theory of adaptive engaging introduction to the theory of adaptive
leadership
that the CIP method intends to teach. And, fi leadership and the CIP method, it seems to offer
little in the way of new theoretical, empirical, or
nally, in the tenth chapter Parks summarizes the
and weaknesses of the CIP pedagogical insights. The book would have
strengths approach.
This book has an easy and engaging been stronger had support for the theory of
style. It
seems to be aimed at a broad audience of aca adaptive leadership and the CIP method been
the developed more fully and examined more rigor
demics and business consultants. However,
extent towhich this book is a useful addition to ously. There is more work here to be done, and
this book will provoke someone into
the vast number of books on the topic of leader perhaps
ship already in existence is unclear. Ron Heifetz doing it.
has already written about the CIP method and
the theory of adaptive in various ar
leadership REFERENCES
ticles and books (e.g., Heifetz & Linsky, 2002).
Heifetz, R. A., & Linsky, M.2002. Leadership on the line:
An intended distinctive contribution of this
Staying alive through the dangers of leading. Boston:
book seems to be the assessment it offers of the Harvard Business School Press.
effectiveness of CIP as a tool for teaching lead
Katz, R. L. 1955. Skills of an effective administrator. Harvard
ership in the classroom. This assessment seems
Business Review, 33(1): 33-42.
to be based on evidence gathered from class
Leigh, A. 2003. Review of Leadership on the line: Staying
room observations, personal anecdotes, and
alive through the dangers of leading: By Ronald A. Heif
conversations with past graduates of Heifetz's etz and Marty Linsky. Boston, MA: Harvard Business
leadership course. The book does mention a pre School Press. 2002. 241 pp. Leadership Quarterly, 14: