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LEADERSHIP DEVELOPMENT STRATEGY

The CCL Handbook of Leadership De e!op"en# outlines our perspective and the factors or critical components involved. Our perspective is based on the three-part model of assessment, challenge, and support. A more advanced framework is under study in the Connected Leadership research project. Other authors and organi ations suggest other frameworks and best practices. !he attached bibliography includes CCL and non-CCL materials in these categories" CCL$S PERSPECTIVE Assessment, challenge, and support CCL #andbook Connected leadership research Leading $ourself, Leading Others, Leading the Organi ation TEMPLATES Leader %evelopment &odel in CCL #andbook, p. ' Leadership %evelopment (ramework in CCL #andbook, )* %alton + !ools template for designing and evaluating programs %rath + ,alus template for designing programs -ilson + %alton template for developing e.patriate leaders Other templates by various authors + organi ations %ACTORS & CRITICAL COMPONENTS (eedback-intensive development programs /0*-degree feedback %evelopmental relationships 1e.g., mentors2 Coaching 3tretch assignments Learning from hardships 4valuation 'EST PRACTICES CCL cases Linkage 5nc. 6est ,ractices Other best practices from various sources

'I'LIOGRAPHY CCL$S PERSPECTIVE


6rowning, #.7 8an 8elsor, 4. 19:::2. Three ke(s #o de e!op"en#) *sin+ assess"en#, -ha!!en+e, and s.ppor# #o dri e (o.r !eadership/ ;reensboro, <C" Center for Creative Leadership7 CCL. !his guidebook describes three key elements of self-development. 92 Assessment is information about you and your current situation. 3elf-assessment should be balanced with information from other sources. )2 Challenge comes from new e.periences that re=uire new skills and behaviors. /2 3upport provides guidance and affirmation. 5t may come from someone such as a counselor, coach, or mentor, or something such as a book, video, or a performance development procedure.

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&cCauley, C. %.7 8an 8elsor, 4.7 14ds.2. 1)**'2. The Cen#er for Crea#i e Leadership handbook of !eadership de e!op"en#/ 1)nd ed.2. 3an (rancisco" @ossey-6ass7 Center for Creative Leadership7 CCL. !his book presents two CCL models based on more than /* years of research and practice. !he Leader %evelopment &odel shows individual growth through learning e.periences such as coursework, /0*-degree feedback, developmental relationships, job assignments, and hardships. !he Leadership %evelopment (ramework introduces the concept of leadership as an organi ational capacity and suggests ways to develop the collective leadership necessary for meeting comple. challenges. Additional chapters address the uni=ue challenges of leading across differencesAdealing with gender, racial, and cross-cultural issues. An attached C%-Bom contains a library of 9C related CCL publications. !opics include derailment, resiliency, sense making, global leadership, mentoring, coaching, and /0*-degree feedback.

TEMPLATES
6arner, B. 1)***2. %i e s#eps #o !eadership -o"pe#en-ies/ !raining > %evelopment, C'1/2, '?-C9. &ost organi ations are failing in the competition for e.ecutive talent. 6arner suggests that training and #B leaders should conduct a business analysis that sets the conte.t for leadership development in their organi ations. #e suggests five steps" 92 summari e business objectives and accountabilities, )2 identify anticipated challenges, /2 specify assumptions, '2 determine implications, and C2 troubleshoot your analysis. Charan, B.7 %rotter, 3.7 <oel, @. 1)***2. The !eadership pipe!ine) Ho0 #o b.i!d #he !eadership1 po0ered -o"pan(/ 3an (rancisco" @ossey-6ass. !he pipeline concept in this book is based on the #B planning and succession work done by -alt &ahler at ;4 in the 9:?*s. &ahler found that the key to pipeline success is changing work values with every new assignment. !he authors define si. leadership passages" 92 from managing self to managing others, )2 from managing others to managing managers, /2 from managing managers to functional manager, '2 from functional manager to business manager, C2 from business manager to group manager, and 02 from group manager to enterprise manager. Conger, @. A. 1)**'2. De e!opin+ !eadership -apabi!i#() 2ha#3s inside #he b!a-k bo4/ !he Academy of &anagement 4.ecutive, 9D1/2, 9/0-9/:. Often leadership is thought of as a Eblack bo.E, something comple. and mysterious and unfathomable. !he author believes the bo. is much more transparent. Organi ations and individuals can directly influence the =uality and =uantity of their leadership. Besearch shows that leaders say that jobs, bosses, hardships and special projects are the most useful e.periences for leadership development. (eedback on performance is important is shaping leadership ability. Fsing /0*-degree feedback at regular intervals is important, as is meeting with subordinates. &any best practice firms demonstrate an e.tremely high-level commitment to leadership development. %alton, &. A.7 #ollenbeck, ;. ,. 19::02. Ho0 #o desi+n an effe-#i e s(s#e" for de e!opin+ "ana+ers and e4e-.#i es/ ;reensboro, <C" Center for Creative Leadership7 CCL. A model for e.ecutive development evolved from the Center for Creative LeadershipEs program, !ools for %eveloping 3uccessful 4.ecutives, and the shared e.perience of 9,*** corporate partners. !his si.step model can be used by human resource professionals to design a new program or evaluate an e.isting one. !he steps are" 92 find and use organi ational support for creating a process, )2 define the program purpose and the behaviors to be developed, /2 use feedback as the baseline for e.ecutive development, '2 define and communicate the critical role of the manager, C2 write the development plan, and 02 make the program accountable. %ay, %. 8. 1)**92. Leadership de e!op"en#) A re ie0 in -on#e4#/ Leadership Guarterly, 991'2, CD909/. %ay e.amines the field of leadership development through three lenses" 92 the concept lens-developing leadership is different than developing leaders, social and relational--not individual7 )2 the

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practice lens--methods used to develop leadership include /0*-degree feedback, coaching, mentoring, networks, job assignments, and action learning7 /2 the research lens--%ay summari es previous research in each area. !he conte.tual organi ation and research review of this comple. field are intended to spark interest among future researchers. ;andossy, B.7 4ffron, &.7 #ewitt Associates. 1)**'2. Leadin+ #he 0a() Three #r.#hs fro" #he #op -o"panies for !eaders/ #oboken, <@" -iley. !he authors propose Hthree leadership truthsI about successful companies" 92 the C4O and board of directors provide leadership and inspiration, )2 they identify and develop high-potential leaders, and /2 they create programs and processes that enhance capabilities in a measurable way. Chapter topics include" mentoring, emerging leaders, leadership education, and strategy. 5ncludes appendices with the top )* companies for leaders and a Hstarter kitI for building leaders. Lombardo, &. &.7 4ichinger, B. -. 1)**92. The !eadership "a-hine) Ar-hi#e-#.re #o de e!op !eaders for an( f.#.re/ &inneapolis" Lominger Limited. !he authors suggest that the best way to deal with accelerating change is to stick with fundamentals. !he fundamentals of leadership development are" 92 the competencies and skills for leading in new and different situations, )2 how those skills are learned, /2 who is e=uipped to learn those skills, and '2 what it takes to make skill development work. !his book presents a Jleadership machineJ for developing leaders with a set of research-based practices and a support system. ,alus, C.7 %rath, -. 19::C2. E o! in+ !eaders) A "ode! for pro"o#in+ !eadership de e!op"en# in pro+ra"s/ ;reensboro, <C" Center for Creative Leadership7 CCL. ,alus and %rath focus on a problem that many leadership educators encounter. 6ecause the importance of leadership development is largely implied and not specified, it is difficult to design and evaluate programs that seek to promote it. !he model presented in this report specifies how programs can influence a key aspect of leadership development--the psychological development of the individual. Beady, %. A.7 Conger, @. A. 1)**/2. 2h( !eadership1de e!op"en# effor#s fai!/ &5! 3loan &anagement Beview, ''1/2, D/-DD. !he authors identify three systemic problems with leadership development efforts in many organi ations. (irst, the belief that Eownership is powerE creates a culture of competition rather than buy-in from all stakeholders. !hen, the Eproducti ationE of leadership development relies more on =uick fi.es than linking development efforts to strategic goals. (inally, Emake-believe metricsE report on attendance and cost rather than an organi ationEs actual ability to fill top positions from within. Beady, %.A. 1)**'2. Ho0 #o +ro0 +rea# !eaders/ #arvard 6usiness Beview, D)19)2 !his article is about the importance of developing leaders who can manage the inherent tensions between unit and enterprise priorities. 4.tensive analysis of the Boyal 6ank of Canada, B6C, is given, and how their leaders coped with resistance and tension as they lead changes within the company. A checklist JAre $ou ;rowing ;reat LeadersKJ is included. Bothwell, -. @.7 La anas, #. C. 19:::2. '.i!din+ in1ho.se !eadership and "ana+e"en# de e!op"en# pro+ra"s) Their -rea#ion, "ana+e"en#, and -on#in.o.s i"pro e"en#/ -estport, C!" Guorum 6ooks. 5ntended as a handbook for #B and training professionals starting new leadership development programs, this book begins with background information about the history of such programs and theories of leadership development. !hen it e.plains how to set up a program, how to select and plan what training methods to use, and how to evaluate programs once they are functional. 3chettler, @. 1)**/2. E4-!.si e resear-h #ha# 0i!! -han+e #he 0a( (o. #hink abo.# !eadership/ !raining, '*102, ?*-?C. 5n conjunction with !he Center for Creative Leadership, !raining maga ine seeks to discover perceptions of leadership development. Bespondents are 9*,*** training managers and e.ecutives. !opic areas range from organi ational goals to the effectiveness of leadership development. Besults indicate that the need for leadership training is growing, as D9M of respondents feel that leadership is

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Ngetting harder to accomplish today.O Flrich, %.7 Lerr, 3.7 Ashkenas, B. 1)**)2. Genera! E!e-#ri-3s !eadership 52ork1O.#5 Leader to Leader, )', ''-C*. ;eneral 4lectricEs successful leadership process, -ork-Out, brings large groups of employees and managers from different levels and functions of the company together to address problems, by attempting to think and work outside of the system. -ork-Out has given the company a means of continually improving the way it gets work done, and has also become a training ground for leaders. 8icere, A. A.7 (ulmer, B. &. 19::D2. Leadership b( desi+n/ 6oston" #arvard 6usiness 3chool ,ress. !o effectively compete in a rapidly changing, global economy, organi ations must simultaneously develop in two areas" 92 leadership and )2 organi ational structures and processes. Bather than view these as separate challenges, the authors present the concept of a joint developmental focus called strategic leadership development. 5t blends traditional e.ecutive education with new ideas for training partnerships and real-time learning laboratories in organi ations. 3everal systemic models demonstrate how leadership development relates to human resources practices, strategic imperatives, and organi ational life cycles. 3everal case studies argue the benefits and drawbacks of e.ternal and internal training programs. !here are suggestions for designing the appropriate mi. of initiatives for your organi ation and si. e.amples of new paradigm approaches to strategic leadership development" the Center for Creative LeadershipEs LeaderLabP program, A!>!Es Leadership ,rogram for &iddle &anagers, ABA&ABLEs 4.ecutive Leadership 5nstitute, the -orld 6ankEs 4.ecutive %evelopment program, new initiatives at @ohnson > @ohnson, and &5!Es Center for Organi ational Learning. -ilson, &. 3.7 %alton, &. A. 19::D2. In#erna#iona! s.--ess) Se!e-#in+, de e!opin+, and s.ppor#in+ e4pa#ria#e "ana+ers/ ;reensboro, <C" Center for Creative Leadership7 CCL. 4.patriate managers in an ever-changing global economy may be faced with insurmountable challenges due to a lack of proper preparation for foreign country assignments. !he authors address this dilemma through a 3election, %evelopment, and 3upport 13%32 framework. !hey begin with statistics of the high failure rate of e.patriate assignments in organi ations without a systematic approach to e.patriation and repatriation. Although the definition of e.patriate effectiveness is subjective, the authors present a figure of developed criteria to e.plain this concept. !he 3%3 framework is utili ed to present information relevant to human resource managers when developing e.patriate assignments. -oodall, @.7 -instanley, %. 19::D2. Mana+e"en# de e!op"en#) S#ra#e+( and pra-#i-e/ O.ford, 4ngland" 6lackwell 6usiness. !his book analy es management and leadership development from the perspective of both the organi ation and the individual manager. !he authors begin by e.plaining the purpose of management development and then discuss how to identify developmental needs, including managerial competencies and individual needs. !he third section describes management development interventions, including offthe-job development and work-based methods. !he book concludes by addressing how to determine different individualsE development needs, including the uni=ue needs of women, international managers, and senior e.ecutives. Learning objectives and e.ercises are provided for each chapter. $earout, 3.7 &iles, ;.7 Loonce, B. 1)***2. 2an#ed) Leader1b.i!ders/ !raining > %evelopment, 'C1/2, /'/?. Companies that grow and nurture leaders have an advantage in the changing business environment. !he authors identify seven characteristics of these leader-builder companies" 92 a strong vision of the future, )2 consistent behavior among management, /2 an emphasis on the development and replenishment of the leadership talent pool, '2 an emphasis on leadership competencies that support the organi ationEs mission, C2 a strong strategic alignment, 02 a high degree of senior level team unity, and 02 a strong commitment to continuous organi ational renewal. Qenger, @.7 Flrich, %.7 3mallwood, <. 1)***2. The ne0 !eadership de e!op"en#/ !raining > %evelopment, C'1/2, ))-)?. !he problem with many leadership programs is that they produce no lasting results. !o remedy this, the authors offer the following suggestions to practitioners" clarify the business purpose and desired

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outcomes7 put leadership development into an organi ational conte.t7 get the full endorsement of senior management7 start with the desired results7 develop ways of measuring results7 link competencies with results7 make training active, concrete, and relevant7 make leadership development a process, not an event7 create accountability for the participants7 help leaders see the big picture7 use realistic situations7 and train everyone to lead.

%ACTORS & CRITICAL COMPONENTS


%alton, &.7 4rnst, C.7 %eal, @.7 Leslie, @. 1)**)2. S.--ess for #he ne0 +!oba! "ana+er) 2ha# (o. need #o kno0 #o 0ork a-ross dis#an-es, -o.n#ries, and -.!#.res/ 3an (rancisco" @ossey-6ass. !his book is designed to help global managers understand and develop skills needed to help their organi ations thrive in the international arena. A four-part framework builds upon managersE e.isting skills, traits, and e.periences to enhance global relationships and management styles. Also included is the 5nternational Code for 6usiness 4thics and the F.<. Code of #uman Bights. 4ichinger, B. -.7 Lombardo, &. &. 19::*2. T0en#(1#0o 0a(s #o de e!op !eadership in s#aff "ana+ers/ ;reensboro, <C" Center for Creative Leadership7 CCL. !his report notes the gap in developmental opportunities between staff 1human resources, engineering, B>%, ,B2 and line 1sales, manufacturing, operations, management2. 4mployees in line functions have authority to make final decisions and can measure their output by revenue. !hey are therefore e.posed to the e.periences that develop successful e.ecutives. 3taff managers can gain developmental e.perience by taking challenging jobs such as start-ups, fi.-its, or leaps in responsibility. Lessons can be learned from role models, coursework, and hardships that cause self-e.amination. A variety of e.periences lead to success. A study of )C* e.ecutivesE most significant learning e.periences e.plains why a gap e.ists between staff and line development. !wenty-two recommendations are made for closing the gap. ;uthrie, 8. A. 19:::2. Coa-hin+ for a-#ion) A repor# on !on+1#er" ad isin+ in a pro+ra" -on#e4#/ ;reensboro, <C" Center for Creative Leadership7 CCL. ,rocess advisors provide long-term coaching and support that helps advisees understand and develop their goals. !he Center for Creative Leadership uses process advisors in its LeaderLab program, an action-learning program for managers that spans si. months and guides participants through developing and implementing action plans. !his report describes how CCL developed the role of process advisor, lessons learned about the process, and how to determine if process advising is right for your organi ation. Appendices include a description of the LeaderLabP program, a process-advising case study, and e.amples of advisors in action. Liu, L.7 OEConnor, ,. &. ;. 1)**92. Le era+in+ (o.r or+ani6a#ion3s !eadership reso.r-es/ Leadership in Action, )91)2, /-0. Liu and OEConnor discuss the importance of systemic support for leadership development. Organi ations cannot rely solely on training programs or other events to reali e their full leadership potential. !o build sustainable leadership capacity, organi ations must consider" alignment--the link between leadership development and organi ational strategy7 intentionality--purposeful beliefs about leadership and deliberate practices7 and multidimensionality--the variety, reach, and continuity of leadership development. Lombardo, &. &.7 4ichinger, B. -. 19:D: 9::: reprint2. Ei+h#(1ei+h# assi+n"en#s for de e!op"en# in p!a-e) Enhan-in+ #he de e!op"en#a! -ha!!en+e of e4is#in+ 7obs/ ;reensboro, <C" Center for Creative Leadership7 CCL. !his tool describes start-up and fi.-it projects, work assignments, and off-the-job activities to help incumbent personnel develop. (rom the DD suggestions, staff can learn from a variety of e.periences including success and failure, working with new people, working under pressure, and strategic planning. &artineau, @.7 @ohnson, 4. 1)**92. Preparin+ for de e!op"en#) Makin+ #he "os# of for"a! !eadership

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pro+ra"s/ ;reensboro, <C" Center for Creative Leadership7 CCL. ,articipants can ma.imi e their learning e.perience by preparing before attending leadership development programs. !his guidebook suggests that participants prepare by learning what to e.pect, thinking about areas for development, reflecting on the benefits, and seeking support in their work environment. &artineau, @.7 #annum, L. 1)**'2. E a!.a#in+ #he i"pa-# of !eadership de e!op"en#) A professiona! +.ide/ ;reensboro, <C" Center for Creative Leadership. According to &artineau and #annum, Jscratch the surface of any successful organi ation and youEll likely find systems designed to evaluate how well it runs. !he approach to evaluation presented in this book can be applied in a variety of conte.ts, but the focus here is on the evaluation of leadership development initiatives. 4ffective evaluations keep leadership development initiatives on track and contribute to organi ational learning so that organi ations remain responsive and resilient.J &cCauley, C. %.7 6rutus, 3. 19::D2. Mana+e"en# de e!op"en# #hro.+h 7ob e4perien-es) An anno#a#ed bib!io+raph(/ ;reensboro, <C" Center for Creative Leadership7 CCL. A literature search reveals the importance of job assignments in the role of leadership development, and several common themes. Assignments that present new situations and responsibilities help managers broaden perspectives, learn to rely on others, and deal with ambiguity. <ew assignments that involve creating change and building relationships offer lessons in responsibility and achieving cooperation. <egative e.periences help managers identify their limitations, cope with stress, and take charge of their own careers. !his report also e.amines the role of the individual in a developmental situation and organi ational practices that support on-the-job development. <early ?* research based and applied books and articles are annotated. &cCauley, C. %.7 &artineau, @. -. 19::D2. Rea-hin+ (o.r de e!op"en# +oa!s/ ;reensboro, <C" Center for Creative Leadership7 CCL. !here are three strategies that support personal growth and change" 92 seek challenging assignments, )2 seek training for targeted skills, and /2 seek developmental relationships. !his guidebook contains practical advice for tailoring each strategy to individual needs. OEConnor, ,. &. ;.7 %ay, %. 8. 1)**)2. Tappin+ (o.r or+ani6a#ion3s !eadership reser e/ Leadership in Action, ))192, /-?. -hat causes the gap between an organi ationEs leadership potential and the leadership it actually achievesK 3ometimes the problem lies in organi ational systems. OIConnor and %ay describe the dynamic relationship between systems and leadership that can increase an organi ationEs capacity to deal with comple. challenges. 5n particular, they e.amine the work system, the social system, and the belief system. Bothwell, -. @. 19:::2. ASTD "ode!s for h."an perfor"an-e i"pro e"en#) Ro!es, -o"pe#en-ies, and o.#p.#s/ Ale.andria, 8A" American 3ociety for !raining and %evelopment. !his study presents research on currents trends, roles, and issues affecting human performance improvement. 3i. steps in the human performance improvement process are" performance analysis, cause analysis, intervention, implementation, change management, and evaluation and measurement. 5ncludes a chapter with assessment tools. Buderman, &. <.7 Ohlott, ,. @. 1)***2. Learnin+ fro" !ife) T.rnin+ !ife3s !essons in#o !eadership e4perien-e/ ;reensboro, <C" Center for Creative Leadership7 CCL. Life outside the workplace provides valuable lessons for professional development. !his guidebook helps readers use e.periences such as coaching, juggling multiple tasks, volunteering, and building relationships with friends and family to develop professional skills. !he authors suggest ways to integrate work and life e.periences to support goals on and off the job. 3ternbergh, 6.7 -eit el, 3. 1)**92. Se##in+ (o.r de e!op"en# +oa!s) S#ar# 0i#h (o.r a!.es/ ;reensboro, <C" Center for Creative Leadership7 CCL. !his guidebook helps readers to set 3&AB! goals that are" 3pecific, &easurable, Attainable, Bealistic,

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and !imed. !he first step is to identify personal valuesAwhat you believe and how you carry out those beliefs. Beaders e.amine five areas--career, self, family, community, and spiritAto determine values and set meaningful goals. !ornow, -. -.7 London, &.7 CCL Associates. 19::D2. Ma4i"i6in+ #he a!.e of 89:1de+ree feedba-k) A pro-ess for s.--essf.! indi id.a! and or+ani6a#iona! de e!op"en#/ 3an (rancisco" @ossey-6ass7 Center for Creative Leadership7 CCL. !his book is based on the Center for Creative Leadership philosophy that feedback from multiple perspectives is key to leadership development. !he authors contend that feedback may be a useful tool for performance appraisal but offers ma.imum benefit when used as an ongoing process that includes assessment, developmental e.periences, personal responsibility, and organi ational support. -itherspoon, B.7 -hite, B. ,. 19::?2. %o.r essen#ia! 0a(s #ha# -oa-hin+ -an he!p e4e-.#i es/ ;reensboro, <C" Center for Creative Leadership7 CCL. !his report elaborates on the coaching relationship between consultants and their clients" chief e.ecutives, board members, and senior managers of organi ations. As a coach the consultantEs role is to provide focused learning regarding a clientEs specific task, his or her present job, a future job, or the clientEs long-range goals. !hese learnings are categori ed into four e.ecutive coaching roles" coaching for skills, coaching for performance, coaching for development, and coaching for the e.ecutiveEs agenda. As the authors describe each role they also provide an e.ample that includes a situation, a process, and results.

'EST PRACTICES
Catalyst. 19::D2. Ad an-in+ 0o"en in b.siness11#he Ca#a!(s# +.ide) 'es# pra-#i-es fro" #he -orpora#e !eaders/ 3an (rancisco" @ossey-6ass. !his book is a tool for companies and individuals wishing to diversify leadership roles in their corporations. 5t combines research reports, case histories, and best practices for developing female e.ecutives. !his three-part book begins with a framework for establishing change supported by real-life e.amples of successful initiatives. !he second part uses benchmarking activities fostered by Catalyst. !he final portion details the accomplishments of Catalyst award-winning companies. CCL Case S#.dies http"++www.ccl.org+CCLCommerce+solutions+case3tudies.asp.K Catalog5%R3olutions>Category5%RCase3tudies1Case3tudies2 http"++www.ccl.org+CCLCommerce+assessments+case3tudies.asp.K Catalog5%RAssessments>Category5%RCase3tudies1Case3tudies2 Conger, @. A.7 6enjamin, 6. 19:::2. '.i!din+ !eaders) Ho0 s.--essf.! -o"panies de e!op #he ne4# +enera#ion/ 3an (rancisco" @ossey-6ass. Conger and 6enjamin identify three common approaches to leadership development" individual skill development, instilling organi ational values that promote leadership, and strategic interventions. !his book e.amines the strengths and weaknesses of each strategy, and uses case studies of companies such as (ederal 4.press, <ational Australia 6ank, and 4rnst > $oung to describe best practices in each leadership development approach. !he authors also address the new format of action learning, which they say has great potential as a teaching method but has been hindered by program design flaws. (ulmer, B. &.7 ;oldsmith, &. 1)**92. The !eadership in es#"en#) Ho0 #he 0or!d3s bes# or+ani6a#ions +ain s#ra#e+i- ad an#a+e #hro.+h !eadership de e!op"en#/ <ew $ork" A&ACO&. !his book profiles the leadership development programs of si. major organi ations--Arthur Andersen, ;eneral 4lectric, #ewlett-,ackard, @ohnson > @ohnson, Boyal %utch 3hell, and the -orld 6ank-describing the processes used in these programs and how they advance the organi ationsE strategic objectives. Also included are chapters on corporate universities, leadership development firms, and

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leadership programs in universities. Appendices describe how to transfer best practices to your organi ation, and offer a list of websites on corporate universities. ;iber, %.7 Carter, L. L.7 ;oldsmith, &.7 14ds.2 1)***2. Linka+e In-/3s bes# pra-#i-es in !eadership de e!op"en# handbook) Case s#.dies, ins#r."en#s, #rainin+/ 3an (rancisco" @ossey-6ass. Fsing a case study approach to formal training, /0*-degree feedback, and senior e.ecutive mentoring programs, this book leads off with a forward from -arren 6ennis. 5t then profiles 9C organi ations and their leadership development programs. 4ach case study includes e.amples of the organi ationEs instruments, competencies, evaluations, and training techni=ues that readers can adapt for their own program design. Lraiger, L. 1)**)2. Crea#in+, i"p!e"en#in+, and "ana+in+ effe-#i e #rainin+ and de e!op"en#) S#a#e1of1#he1ar# !essons for pra-#i-e/ 3an (rancisco" @ossey-6ass. %esigned specifically for trainers, this book e.plains how to develop and implement a successful training and development program. 3ome best practices highlighted are" frameworks for developing learning through coaching, using computer technology in training, and choosing appropriate measures for evaluation. Bosier, B. 19::'-9::?2. Co"pe#en-( "ode! handbook, Vo!."es ;1</ Le.ington, &A" Linkage, 5nc. Linkage, 5nc. compiled this four-volume set of corporate competency models as a benchmarking tool for #B and O% professionals. !here are /' leadership competency models including some from CCL clients A!>!, -. B. ;race, 5nternational ,aper, Lraft (oods, and 6ristol-&yers 3=uibb. !here are also models that define leadership in the insurance, health care, retail, utility, technology, communications, and banking industries. 3il er, B. 1)**)2. The =;s# -en#.r( e4e-.#i e) Inno a#i e pra-#i-es for b.i!din+ !eadership a# #he #op/ 3an (rancisco" @ossey-6ass. !his book e.plores how companies can improve selection and development of top e.ecutives. 3il er describes best practices, organi ational behavior, and ways to enhance leadership performance. Contributors to this book include theorists and practitioners who have worked with and studied e.ecutives and issues pertaining to e.ecutive leadership. -alter, ;. &. 19::?2. Corpora#e pra-#i-es in "ana+e"en# de e!op"en#/ <ew $ork" Conference 6oard. !his is a Conference 6oard report of a survey and interviews conducted to determine the training and development practices in large organi ations. (indings indicate that the future of management development will" link development efforts to organi ational strategy, focus heavily on e.perience-based development, involve university-and-business partnerships, provide high-potential managers with risks as well as challenges, institutionali e systems of management development, and invest in pre- and posttraining efforts.

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