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LEADERSHIP DEVELOPMENT STRATEGY

The CCL Handbook of Leadership Dee!op"en# outlines our perspective and the factors or criticalcomponents involved. Our perspective is based on the three-part model of assessment, challenge, andsupport. A more advanced framework is under study in the Connected Leadership research project. Otherauthors and organiations suggest other frameworks and best practices. !he attached bibliographyincludes 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 Organiation

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 epatriate leaders

Other templates by various authors + organiations

%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'LIOGRAPHYCCL$S PERSPECTIVE

6rowning, #.7 8an 8elsor, 4. 19:::2. Three ke(s #o dee!op"en#) *sin+ assess"en#, -ha!!en+e, ands.ppor# #o drie (o.r !eadership/;reensboro,


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&cCauley, C. %.7 8an 8elsor, 4.7 14ds.2. 1)**'2. The Cen#er for Crea#ie Leadership handbook of!eadership dee!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. !heLeader %evelopment &odel shows individual growth through learning eperiences such as coursework,/0*-degree feedback, developmental relationships, job assignments, and hardships. !he Leadership%evelopment (ramework introduces the concept of leadership as an organiational capacity andsuggests ways to develop the collective leadership necessary for meeting comple challenges. Additionalchapters address the uni=ue challenges of leading across differencesdealing with gender, racial, andcross-cultural issues. An attached C%-Bom contains a library of 9 related CCL publications. !opicsinclude derailment, resiliency, sense making, global leadership, mentoring, coaching, and /0*-degreefeedback.

TEMPLATES

6arner, B. 1)***2. %ie s#eps #o !eadership -o"pe#en-ies/!raining > %evelopment, '1/2, '?-9. &ost organiations are failing in the competition for eecutive talent. 6arner suggests that training and#B leaders should conduct a business analysis that sets the contet for leadership development in theirorganiations. #e suggests five steps" 92 summarie business objectives and accountabilities, )2 identify

anticipated challenges, /2 specify assumptions, '2 determine implications, and 2 troubleshoot youranalysis.

Charan, B.7 %rotter, 3.7


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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 summaries previous researchin each area. !he contetual organiation and research review of this comple field are intended to sparkinterest 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, 5nformation 3ervices (ebruary ?, )**'


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Ngetting harder to accomplish today.

Flrich, %.7 err, 3.7 Ashkenas, B. 1)**)2. Genera! E!e-#ri-3s !eadership 52ork1O.#5Leader to Leader,)', ''-*. ;eneral 4lectricEs successful leadership process, ork-Out, brings large groups of employees andmanagers from different levels and functions of the company together to address problems, by attemptingto think and work outside of the system. ork-Out has given the company a means of continuallyimproving 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, organiations must simultaneouslydevelop in two areas" 92 leadership and )2 organiational structures and processes. Bather than viewthese as separate challenges, the authors present the concept of a joint developmental focus calledstrategic leadership development. 5t blends traditional eecutive education with new ideas for trainingpartnerships and real-time learning laboratories in organiations. 3everal systemic models demonstratehow leadership development relates to human resources practices, strategic imperatives, andorganiational life cycles. 3everal case studies argue the benefits and drawbacks of eternal and internaltraining programs. !here are suggestions for designing the appropriate mi of initiatives for yourorganiation and si eamples of new paradigm approaches to strategic leadership development" theCenter for Creative LeadershipEs LeaderLabP program, A!>!Es Leadership rogram for &iddle

&anagers, ABA&ABEs 4ecutive Leadership 5nstitute, the orld 6ankEs 4ecutive %evelopmentprogram, new initiatives at @ohnson > @ohnson, and &5!Es Center for Organiational Learning.

ilson, &. 3.7 %alton, &. A. 19::D2. In#erna#iona! s.--ess) Se!e-#in+, dee!opin+, and s.ppor#in+e4pa#ria#e "ana+ers/;reensboro, %evelopment, '1/2, /'-/?. 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 thefuture, )2 consistent behavior among management, /2 an emphasis on the development andreplenishment of the leadership talent pool, '2 an emphasis on leadership competencies that support theorganiationEs mission, 2 a strong strategic alignment, 02 a high degree of senior level team unity, and 02a strong commitment to continuous organiational renewal.

Qenger, @.7 Flrich, %.7 3mallwood, 5nformation 3ervices (ebruary ?, )**'


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outcomes7 put leadership development into an organiational contet7 get the full endorsement of seniormanagement7 start with the desired results7 develop ways of measuring results7 link competencies withresults7 make training active, concrete, and relevant7 make leadership development a process, not anevent7 create accountability for the participants7 help leaders see the big picture7 use realistic situations7and 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 theirorganiations thrive in the international arena. A four-part framework builds upon managersE eistingskills, traits, and eperiences to enhance global relationships and management styles. Also included isthe 5nternational Code for 6usiness 4thics and the F.%, B2 and line 1sales, manufacturing, operations, management2. 4mployees in linefunctions have authority to make final decisions and can measure their output by revenue. !hey aretherefore eposed to the eperiences that develop successful eecutives. 3taff managers can gaindevelopmental eperience 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-eamination. Avariety of eperiences lead to success. A study of )* eecutivesE most significant learning eperienceseplains why a gap eists between staff and line development. !wenty-two recommendations are madefor closing the gap.

;uthrie, 8. A. 19:::2. Coa-hin+ for a-#ion) A repor# on !on+1#er" adisin+ in a pro+ra" -on#e4#/ ;reensboro,


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pro+ra"s/;reensboro,


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and !imed. !he first step is to identify personal valueswhat you believe and how you carry out thosebeliefs. Beaders eamine five areas--career, self, family, community, and spiritto determine values andset meaningful goals.

!ornow, . .7 London, &.7 CCL Associates. 19::D2. Ma4i"i6in+ #he a!.e of 89:1de+ree feedba-k) Apro-ess for s.--essf.! indiid.a! and or+ani6a#iona! dee!op"en#/ 3an (rancisco" @ossey-6ass7Center for Creative Leadership7 CCL. !his book is based on the Center for Creative Leadership philosophy that feedback from multipleperspectives is key to leadership development. !he authors contend that feedback may be a useful toolfor performance appraisal but offers maimum benefit when used as an ongoing process that includesassessment, developmental eperiences, personal responsibility, and organiational support.

itherspoon, B.7 hite, B. . 19::?2. %o.r essen#ia! 0a(s #ha# -oa-hin+ -an he!p e4e-.#ies/;reensboro, @ohnson, Boyal %utch 3hell, and the orld 6ank--describing the processes used in these programs and how they advance the organiationsE strategicobjectives. Also included are chapters on corporate universities, leadership development firms, and

repared by &ary 3chwart, CCL Library > 5nformation 3ervices (ebruary ?, )**'
http://www.ccl.org/CCLCommerce/solutions/caseStudies.aspx?CatalogID=Solutions&CategoryID=CaseStudies(CaseStudieshttp://www.ccl.org/CCLCommerce/solutions/caseStudies.aspx?CatalogID=Solutions&CategoryID=CaseStudies(CaseStudieshttp://www.ccl.org/CCLCommerce/solutions/caseStudies.aspx?CatalogID=Solutions&CategoryID=CaseStudies(CaseStudieshttp://www.ccl.org/CCLCommerce/assessments/caseStudies.aspx?CatalogID=Assessments&CategoryID=CaseStudies(CaseStudieshttp://www.ccl.org/CCLCommerce/assessments/caseStudies.aspx?CatalogID=Assessments&CategoryID=CaseStudies(CaseStudieshttp://www.ccl.org/CCLCommerce/solutions/caseStudies.aspx?CatalogID=Solutions&CategoryID=CaseStudies(CaseStudieshttp://www.ccl.org/CCLCommerce/solutions/caseStudies.aspx?CatalogID=Solutions&CategoryID=CaseStudies(CaseStudieshttp://www.ccl.org/CCLCommerce/assessments/caseStudies.aspx?CatalogID=Assessments&CategoryID=CaseStudies(CaseStudieshttp://www.ccl.org/CCLCommerce/assessments/caseStudies.aspx?CatalogID=Assessments&CategoryID=CaseStudies(CaseStudies


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leadership programs in universities. Appendices describe how to transfer best practices to yourorganiation, 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 !eadershipdee!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 eecutive mentoringprograms, this book leads off with a forward from arren 6ennis. 5t then profiles 9 organiations andtheir leadership development programs. 4ach case study includes eamples of the organiationEsinstruments, competencies, evaluations, and training techni=ues that readers can adapt for their ownprogram design.

raiger, . 1)**)2. Crea#in+, i"p!e"en#in+, and "ana+in+ effe-#ie #rainin+ and dee!op"en#)S#a#e1of1#he1ar# !essons for pra-#i-e/3an (rancisco" @ossey-6ass. %esigned specifically for trainers, this book eplains how to develop and implement a successfultraining and development program. 3ome best practices highlighted are" frameworks for developinglearning through coaching, using computer technology in training, and choosing appropriate measures forevaluation.

Bosier, B. 19::'-9::?2. Co"pe#en-( "ode! handbook, Vo!."es ;1

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