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

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.

,repared by &ary 3chwart , CCL Library > 5nformation 3ervices

(ebruary ?, )**'

)**' ..periences such as coursework.reensboro. #e suggests five steps" 92 summari e business objectives and accountabilities. %. &. bosses.repared by &ary 3chwart . 19::02. Charan. Conger. )2 identify anticipated challenges. challenges.7 14ds. global leadership. An attached C%-Bom contains a library of 9C related CCL publications.tremely high-level commitment to leadership development. /2 from managing managers to functional manager. !his si.ecutive talent. 6arner suggests that training and #B leaders should conduct a business analysis that sets the conte. !he steps are" 92 find and use organi ational support for creating a process. something comple. . Besearch shows that leaders say that jobs. '2 define and communicate the critical role of the manager. 1)***2. coaching. C.t for leadership development in their organi ations. Often leadership is thought of as a Eblack bo.#i es/ . is much more transparent. 1)***2. %i e s#eps #o !eadership -o"pe#en-ies/ !raining > %evelopment. and mysterious and unfathomable. /2 specify assumptions. !he Leader %evelopment &odel shows individual growth through learning e. Additional chapters address the uni=ue challenges of leading across differencesAdealing with gender.perience of 9. The !eadership pipe!ine) Ho0 #o b. 9/0-9/:. %ay. @. !his book presents two CCL models based on more than /* years of research and practice.ecutive. developmental relationships. )2 from managing others to managing managers. Fsing /0*-degree feedback at regular intervals is important. !opics include derailment. A. CD909/. '2 from functional manager to business manager.*** corporate partners. 991'2. and /0*-degree feedback. social and relational--not individual7 )2 the .isting one. 1)**'2. &ost organi ations are failing in the competition for e. as is meeting with subordinates. Ho0 #o desi+n an effe-#i e s(s#e" for de e!opin+ "ana+ers and e4e-. sense making. C2 from business manager to group manager. @. !he authors define si. A model for e. 1)**92. and C2 troubleshoot your analysis..i!d #he !eadership1 po0ered -o"pan(/ 3an (rancisco" @ossey-6ass. Organi ations and individuals can directly influence the =uality and =uantity of their leadership. !he pipeline concept in this book is based on the #B planning and succession work done by -alt &ahler at . &ahler found that the key to pipeline success is changing work values with every new assignment.7 #ollenbeck. leadership passages" 92 from managing self to managing others. job assignments. mentoring. and 02 from group manager to enterprise manager. 3. Leadership de e!op"en#) A re ie0 in -on#e4#/ Leadership Guarterly. and the shared e.ecutives. !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. (eedback on performance is important is shaping leadership ability. )2 define the program purpose and the behaviors to be developed. The Cen#er for Crea#i e Leadership handbook of !eadership de e!op"en#/ 1)nd ed.ecutive development evolved from the Center for Creative LeadershipEs program. &any best practice firms demonstrate an e.amines the field of leadership development through three lenses" 92 the concept lens-developing leadership is different than developing leaders. !he author believes the bo.7 %rotter. CCL Library > 5nformation 3ervices (ebruary ?. /0*-degree feedback. C'1/2.ecutive development. <C" Center for Creative Leadership7 CCL. '?-C9. !ools for %eveloping 3uccessful 4. racial. De e!opin+ !eadership -apabi!i#() 2ha#3s inside #he b!a-k bo4/ !he Academy of &anagement 4.4 in the 9:?*s. C2 write the development plan. '2 determine implications.7 <oel. resiliency. B. 4.2.2. /2 use feedback as the baseline for e. TEMPLATES 6arner. 1)**'2. and 02 make the program accountable. .periences for leadership development. B. %ay e. hardships and special projects are the most useful e. 3an (rancisco" @ossey-6ass7 Center for Creative Leadership7 CCL. and cross-cultural issues. and hardships. %.7 8an 8elsor. 9D1/2. %alton.&cCauley. A. 8.E.step model can be used by human resource professionals to design a new program or evaluate an e.

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

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

CCL Library > 5nformation 3ervices (ebruary ?.repared by &ary 3chwart .7 Leslie.periences that develop successful e. Code of #uman Bights. !wenty-two recommendations are made for closing the gap. manufacturing. Also included is the 5nternational Code for 6usiness 4thics and the F.7 %eal. -o. 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/ . @. B>%. -. . Preparin+ for de e!op"en#) Makin+ #he "os# of for"a! !eadership . staff can learn from a variety of e. lessons learned about the process.isting skills. concrete. and off-the-job activities to help incumbent personnel develop. !he Center for Creative Leadership uses process advisors in its LeaderLab program. !his tool describes start-up and fi. &artineau. or leaps in responsibility..amination. B.plains why a gap e. and how to determine if process advising is right for your organi ation. S. 19:::2. and strategic planning. 4mployees in line functions have authority to make final decisions and can measure their output by revenue. . !o build sustainable leadership capacity.r-es/ Leadership in Action.-its. Coa-hin+ for a-#ion) A repor# on !on+1#er" ad isin+ in a pro+ra" -on#e4#/ . (rom the DD suggestions. !his book is designed to help global managers understand and develop skills needed to help their organi ations thrive in the international arena. Lessons can be learned from role models.7 Lombardo. . &.perience by taking challenging jobs such as start-ups. !his report notes the gap in developmental opportunities between staff 1human resources. Lombardo.rocess advisors provide long-term coaching and support that helps advisees understand and develop their goals. &.!#.7 4rnst.posed to the e. !his report describes how CCL developed the role of process advisor. @.-it projects. and continuity of leadership development. !hey are therefore e.periences e. and e. not an event7 create accountability for the participants7 help leaders see the big picture7 use realistic situations7 and train everyone to lead. B. )91)2. and relevant7 make leadership development a process. and -. /-0. <C" Center for Creative Leadership7 CCL.. and hardships that cause self-e.7 4ichinger.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.ecutives. reach. 1)**92. &. fi. A. working under pressure. )**' . .7 OEConnor.outcomes7 put leadership development into an organi ational conte. a process-advising case study.reensboro.periences to enhance global relationships and management styles. 3taff managers can gain developmental e. @. operations. work assignments.periences including success and failure. 19::*2. engineering.B2 and line 1sales. 19:D: 9::: reprint2. Le era+in+ (o.r or+ani6a#ion3s !eadership reso.reensboro.n#ries. an action-learning program for managers that spans si.reensboro. traits. 1)**92.ecutivesE most significant learning e.7 @ohnson. 4ichinger. 4. Liu. Liu and OEConnor discuss the importance of systemic support for leadership development. %ACTORS & CRITICAL COMPONENTS %alton.--ess for #he ne0 +!oba! "ana+er) 2ha# (o.ists between staff and line development. T0en#(1#0o 0a(s #o de e!op !eadership in s#aff "ana+ers/ . C. &. Appendices include a description of the LeaderLabP program. -. working with new people. &.<. need #o kno0 #o 0ork a-ross dis#an-es. 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. A study of )C* e. Organi ations cannot rely solely on training programs or other events to reali e their full leadership potential. months and guides participants through developing and implementing action plans. 1)**)2. &. management2. L. <C" Center for Creative Leadership7 CCL. and e.amples of advisors in action. 8. <C" Center for Creative Leadership7 CCL. A variety of e.periences lead to success. . coursework. A four-part framework builds upon managersE e.res/ 3an (rancisco" @ossey-6ass.uthrie.

7 %ay. challenges. juggling multiple tasks. 3. %. learn to rely on others. the social system.pect.perience by preparing before attending leadership development programs. CCL Library > 5nformation 3ervices (ebruary ?. cope with stress. reflecting on the benefits. Bothwell. &. .7 &artineau. L.reensboro. <C" Center for Creative Leadership7 CCL. A literature search reveals the importance of job assignments in the role of leadership development.#p. )2 seek training for targeted skills. ASTD "ode!s for h. and o. 8. &cCauley.7 -eit el.amines the role of the individual in a developmental situation and organi ational practices that support on-the-job development.. <C" Center for Creative Leadership.reensboro. cause analysis. OIConnor and %ay describe the dynamic relationship between systems and leadership that can increase an organi ationEs capacity to deal with comple. %. -. ))192. !here are three strategies that support personal growth and change" 92 seek challenging assignments."an perfor"an-e i"pro e"en#) Ro!es. <C" Center for Creative Leadership7 CCL. 19:::2. /-?. Attainable. 19::D2. According to &artineau and #annum. intervention. steps in the human performance improvement process are" performance analysis. <egative e. and several common themes.7 6rutus. 3ternbergh. OEConnor. -.imi e their learning e.r de e!op"en# +oa!s) S#ar# 0i#h (o.repared by &ary 3chwart . they e. and take charge of their own careers. roles.reensboro. !his report also e. and issues affecting human performance improvement. Buderman.periences such as coaching. !his guidebook suggests that participants prepare by learning what to e. 1)***2. @. C. C. E a!.periences to support goals on and off the job.J &cCauley. 1)**)2. !he approach to evaluation presented in this book can be applied in a variety of conte.amine the work system.pro+ra"s/ . and evaluation and measurement. Bealistic.ts. 4ffective evaluations keep leadership development initiatives on track and contribute to organi ational learning so that organi ations remain responsive and resilient. &. !his guidebook helps readers to set 3&AB! goals that are" 3pecific. 1)**92.7 Ohlott. volunteering. but the focus here is on the evaluation of leadership development initiatives.periences help managers identify their limitations.r or+ani6a#ion3s !eadership reser e/ Leadership in Action. Tappin+ (o. &easurable. thinking about areas for development.#s/ Ale. Assignments that present new situations and responsibilities help managers broaden perspectives.reensboro. change management. @.a#in+ #he i"pa-# of !eadership de e!op"en#) A professiona! +.+h 7ob e4perien-es) An anno#a#ed bib!io+raph(/ .reensboro.reensboro..ide/ . &artineau.es/ . <C" Center for Creative Leadership7 CCL. 5n particular.r de e!op"en# +oa!s/ . .r a!. !his guidebook contains practical advice for tailoring each strategy to individual needs. 3. @. Learnin+ fro" !ife) T. Se##in+ (o. Mana+e"en# de e!op"en# #hro. -o"pe#en-ies. )**' . and the belief system. <ew assignments that involve creating change and building relationships offer lessons in responsibility and achieving cooperation. . and seeking support in their work environment. 6. !his study presents research on currents trends. Jscratch the surface of any successful organi ation and youEll likely find systems designed to evaluate how well it runs. 3i. <C" Center for Creative Leadership7 CCL..articipants can ma. 5ncludes a chapter with assessment tools. and /2 seek developmental relationships. <C" Center for Creative Leadership7 CCL.rnin+ !ife3s !essons in#o !eadership e4perien-e/ . -hat causes the gap between an organi ationEs leadership potential and the leadership it actually achievesK 3ometimes the problem lies in organi ational systems. <early ?* research based and applied books and articles are annotated. implementation. Rea-hin+ (o. and building relationships with friends and family to develop professional skills. 19::D2. @. and deal with ambiguity. <. 8A" American 3ociety for !raining and %evelopment. %.andria.7 #annum. !he authors suggest ways to integrate work and life e. 1)**'2. . . Life outside the workplace provides valuable lessons for professional development. !his guidebook helps readers use e.

and results.7 London.asp. coaching for performance. family. !he final portion details the accomplishments of Catalyst award-winning companies. !his book is based on the Center for Creative Leadership philosophy that feedback from multiple perspectives is key to leadership development. case histories. B. and strategic interventions.--essf.ecutives. !his book is a tool for companies and individuals wishing to diversify leadership roles in their corporations. <ational Australia 6ank. Ad an-in+ 0o"en in b. !ornow. 'EST PRACTICES Catalyst. personal responsibility.ecutive coaching roles" coaching for skills.amine five areas--career. -. !he first step is to identify personal valuesAwhat you believe and how you carry out those beliefs.press. and .siness11#he Ca#a!(s# +. (ulmer.+h !eadership de e!op"en#/ <ew $ork" A&ACO&.ecutives. !his three-part book begins with a framework for establishing change supported by real-life e. and best practices for developing female e. instilling organi ational values that promote leadership.imum benefit when used as an ongoing process that includes assessment.org+CCLCommerce+solutions+case3tudies. CCL Case S#.a! and or+ani6a#iona! de e!op"en#/ 3an (rancisco" @ossey-6ass7 Center for Creative Leadership7 CCL.org+CCLCommerce+assessments+case3tudies. and the -orld 6ank-describing the processes used in these programs and how they advance the organi ationsE strategic objectives. @ohnson > @ohnson.amines the strengths and weaknesses of each strategy. !his book profiles the leadership development programs of si. 6.ccl.periences. !he authors also address the new format of action learning. )**' . Ma4i"i6in+ #he a!. which they say has great potential as a teaching method but has been hindered by program design flaws.dies http"++www. -. 19::D2. major organi ations--Arthur Andersen. and organi ational support. his or her present job. !his book e.ccl. 19::?2. CCL Library > 5nformation 3ervices (ebruary ?.ample that includes a situation. leadership development firms. !he second part uses benchmarking activities fostered by Catalyst. -itherspoon.7 -hite. 19:::2. @. a process. <C" Center for Creative Leadership7 CCL. developmental e.--essf. . board members. '.7 . Boyal %utch 3hell. !hese learnings are categori ed into four e. !he authors contend that feedback may be a useful tool for performance appraisal but offers ma. Conger and 6enjamin identify three common approaches to leadership development" individual skill development. A.K Catalog5%R3olutions>Category5%RCase3tudies1Case3tudies2 http"++www. self.oldsmith. and uses case studies of companies such as (ederal 4. As the authors describe each role they also provide an e. #ewlett-.reensboro. The !eadership in es#"en#) Ho0 #he 0or!d3s bes# or+ani6a#ions +ain s#ra#e+i. 5t combines research reports.7 6enjamin.7 CCL Associates.! indi id.e of 89:1de+ree feedba-k) A pro-ess for s. Also included are chapters on corporate universities.ide) 'es# pra-#i-es fro" #he -orpora#e !eaders/ 3an (rancisco" @ossey-6ass.. coaching for development. .eneral 4lectric.r essen#ia! 0a(s #ha# -oa-hin+ -an he!p e4e-.ecutiveEs agenda.#i es/ . or the clientEs long-range goals. Beaders e. &. &. and coaching for the e.and !imed. %o. B. &. and spiritAto determine values and set meaningful goals. B.amples of successful initiatives. 1)**92.asp. 19::D2. and 4rnst > $oung to describe best practices in each leadership development approach.ad an#a+e #hro.ackard. As a coach the consultantEs role is to provide focused learning regarding a clientEs specific task.! -o"panies de e!op #he ne4# +enera#ion/ 3an (rancisco" @ossey-6ass.K Catalog5%RAssessments>Category5%RCase3tudies1Case3tudies2 Conger. community. !his report elaborates on the coaching relationship between consultants and their clients" chief e.repared by &ary 3chwart . a future job.i!din+ !eaders) Ho0 s. and senior managers of organi ations.

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