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Organizations today face major, discontinuous change that makes strategic management more difficult and more complex than ever. To succeed in this environment, companies need to look at the technical, political, and cultural systems operative within their organizations.

Makes the case that companies intending to become globally competitive must recruit and develop the most talented people, men and women. Describes the experience of one company in developing women for global leadership positions. Shows how this initiative integrated organizational development, team and network building and individual leadership development.

Noel Tichy, who ran GE’s Leadership Development Center, is currently director of the Global Leadership Program at the University of Michigan’s Business School. His teaching model posits that CEO’s must be intimately involved in teaching their teams’ leaders. The basic premise is that companies are successful to the extent that they have leaders at all levels of the organization. Any institution that invests in the development of leaders at all levels is going to get ahead of its competition. It is a principal job of the leader to help develop the next generation of leaders. Unfortunately, many leading companies do not build good leadership pipelines because their leaders do not do the teaching of their own managers. An essential element for a leader to develop the next generation is to present a teachable point of view about how he/she believes they should run the organization. Also needed is a clear idea of what your want to teach them: ideas, product services, distribution channels, customer segments, and values. Leadership is about focusing on human capital as the organization’s most important asset. Unfortunately, many companies make only 10 percent of the investment they should make on development of their people and most of it is spent in the wrong ways. A better approach is to make 80 percent of the development investment be on‐the‐job life experiences. The other 20 percent can be potentially leveraged with very high impact development experiences. If you sit around and read business school cases for three weeks, you’re getting about 20 percent of what you could if you engaged people in action learning real projects. Developing leaders requires a rethinking of the leadership pipeline. You look for those career points where you can leverage the 80% with high impact development, and then you have to build teaching into every single management process.

Inside every great business leader—whether CEO or shop steward—is a great teacher. And the leader's job is to develop others throughout the company.

Growth in the maturing mainframe computer market faded in the 1970s. In the early 1980s, growth in the minimarket stopped. The environment facing Honeywell Information Systems was increasingly hostile. Honeywell is now making cultural transformations to revitalize the company.

The purpose of this article is to examine how senior leaders in organizations can play a greater role in the development of leadership within their organizations. Innovative “leaders developing leaders” programs in PepsiCo, General Electric and Shell are described as examples of tangible and effective ways that can be used for successful leadership development which can also contribute to strategic change and business profitability. Suggestions and various options to incorporate senior executive involvement in leadership development programs are put forward as well as factors that need to be considered when first implementing this approach. At a time when leadership development is recognised as a vital ingredient for organization success, the involvement of senior leaders in the teaching and learning of future leaders has been shown to be a powerful and effective tool.

Organizations often fail to utilize managerial personnel effectively for leadership development and succession planning systems, and many execute these critical practices through separate human resource functions that shift the responsibility for leadership development away from line managers. The purpose of this article is to present a best practices model for optimal development of the leadership pipeline and a series of practical recommendations for organizations.

A group of 30 CEOs and human resource executives across 15 best practice organizations were asked via semi‐structured interviews to describe the content and delivery of their respective organizations' leadership development and succession planning practices.

Analysis of interview data indicated that best practice organizations effectively integrate leadership development and succession planning systems by fully utilizing managerial personnel in developing the organization's mentor network, identifying and codifying high potential employees, developing high potentials via project‐based learning experiences and manager‐facilitated workshops, establishing a flexible and fluid succession planning process, creating organization‐wide forums for exposing high potential employees to multiple stakeholders, and establishing a supportive organizational culture.

The interview data are drawn from a relatively small number of executives and from a single industry, which may limit the overall utility of the findings.

This study offers needed empirical support for the value of integrating leadership development and succession planning practices through utilization of managerial personnel. Management development practitioners will benefit from assessing their respective organizations' current practices vis‐à‐vis those discussed here, while scholars may utilize the best practices model for generating further research on the role of managerial personnel in talent management systems.

Any successful organization must have managers who return three times their value. The often‐quoted statistic is used by Hale and Margerison in their case study on GuinnessUDV, part of consumer goods giant Diageo. In an ever‐more competitive and global marketplace, companies must get the very best out of their most talented individuals. This will not happen by osmosis, and it isn’t an issue that can be left to chance. Action Learning aims to combine the best of both worlds in theory and practice, with workshop experience sitting alongside field experience. They are corporate leadership buzzwords and the USA even has university business school degree programs based on action learning.

This paper examines how a classroom designed process of constructing narratives about oneself, a group, and others helps students develop an authentic leadership voice. We begin by describing the theoretical framework behind our paper, which includes an overview of the notion of authenticity and the linkage between narrative and authentic leadership. Next, we provide an account of a transformative class called Leadership and Storytelling. Following this is a response to the question that inspired our paper: What was it about the course that made it such a meaningful leadership experience for students? The authors offer three key ingredients to the nature of this powerful classroom experience: space, authorship, and taking students to the edge of knowing. We conclude with an exploration of how others can incorporate narrative into their own work to become better leadership educators.