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d as a committed, long-term relationship in which a senior person supports the personal and professional development of a junior person. It may be a formal program or a much more informal process. Recognizing the value of mentoring, organizations are increasingly looking at ways to formalize these types of relationships as part of their leadership development efforts. Action learning is a set of organization development practices in which important real-time organizational problems are tackled. Three kinds of objectives are sought: delivering measurable organizational results, communicating learnings specific to a particular context, and developing more general leadership skills and capabilities (Palus & Horth, 2003). Effective action learning may range from tacit, unfacilitated learning at work to focused and high-impact learning projects to transformations of people and organizations (Marsick, 2002).

Challenging job assignments are a potent form of leadership development and provide many of the developmental opportunities in organizations today. The level of organizational involvement in making job assignments part of their leadership development process runs the gamut from simply providing people with information about developmental opportunities in their current job to a systematic program of job rotation. Using job assignments for developmental purposes provides benefits that go beyond getting the job done and may even result in competitive advantages for the organization (Ohlott,2004). One developmental method has been so pervasive that it deserves somewhat greater attention here: the use of 360-degree feedback to assess leader competencies.

Chappelow (2004) recently noted that perhaps the most remarkable trend in the field of leader development over the past 20 years has been the popularity and growth of 360- degree feedback. Others called it one of the most notable management innovations of the past decade (Atwater & Waldman, 1998; London & Beatty, 1993). To help those organizations disappointed with 360-degree feedback results, here is some of what we have learned over the years about how to implement them effectively (Chappelow, 2004):
An assessment activity is not necessarily developmental. Three-hundred-sixty-degree feedback should not be a stand-alone event. In addition to assessment there need to be development planning and follow-up activities.

Boss support is critical for the process itself, as well as for buy-in for the recipient’s specific developmental goals stemming from the feedback.

The 360-degree feedback process works best if it starts with executives at the top of an organization and cascades downward throughout the organization.

Shoddy administration of a 360-degree feedback process can be fatal.

The timing of the process accounts for other organizational realities that could dilute or confound its impact.

Another kind of leadership development method gaining popularity during the past 20 years has involved teams (Ginnett, 1990). The prevalence and importance of teams in organizations today, and the unique challenges of leading teams, make it easy to forget that teams were not always so pervasive a part of our organizational lives. One way to convey the magnitude of that shift is to share an anecdote involving one o本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。