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To address common criticisms of MBA graduates, the Weatherhead School of Management developed a new curriculum including a required course called Mana- gerial Assessment and Development. During the course, students develop an assess- ment of strengths and weaknesses on 22 abilities, 11 knowledge areas, and 5 value themes. The assessment incorporates rigorously coded assessment exercises, self- assessment, and assessment from others (i.e., family, friends, coworkers, managers, etc.). In the context of a 12-person Executive Action Team, each student develops a personal Learning Plan to stimulate and guide development during the entire MBA program.

Contends that a typology of skills based on a framework of learning
styles and experiential learning theory, rather than a framework of job
performance or some other personality construct, provides a language and
guidance for assessment methods to describe knowledge at the performance
level of adaptation. It requires development of the concept of learning
skills which are: domainspecific and knowledge‐rich; descriptive of an
integrated transaction between the person and the environment; and
developed by practice. Reviews and reports data from numerous studies to
establish the ESP′s reliability, relational validity, criterion validity
and construct validity. The ESP can be used as a vehicle for providing
personal and organizational feedback on skills, and expectations and
intent regarding skills in jobs and development programmes.

Managing oneself / by Peter F. Drucker -- Management time: who's got the monkey? / by William Oncken, Jr., and Donald L. Wass -- How resilience works / by Diane L. Coutu -- Manage your energy, not your time / by Tony Schwartz and Catherine McCarthy -- Overloaded circuits / by Edward M. Hallowell -- Be a better leader, have a richer life / by Stewart D. Friedman -- Reclaim your job / by Sumantra Ghoshal and Heike Bruch -- Moments of greatness: entering the fundamental state of leadership / by Robert E. Quinn -- What to ask the person in the mirror / by Robert S. Kaplan -- Primal leadership: the hidden driver of great performance / by Daniel Goleman, Richard Boyatzis, and Annie McKee

This is the book that established "emotional intelligence" in the business lexicon--and made it a necessary skill for leaders. Managers and professionals across the globe have embraced Primal Leadership, affirming the importance of emotionally intelligent leadership. Its influence has also reached well beyond the business world: the book and its ideas are now used routinely in universities, business and medical schools, professional training programs, and by a growing legion of professional coaches. This refreshed edition, with a new preface by the authors, vividly illustrates the power--and the necessity--of leadership that is self-aware, empathic, motivating, and collaborative in a world that is ever more economically volatile and technologically complex. It is even timelier now than it was when it was originally published. From bestselling authors Daniel Goleman, Richard Boyatzis, and Annie McKee, this groundbreaking book remains a must-read for anyone who leads or aspires to lead.--

Graduate management education seeks to enhance the likelihood that graduates will be effective leaders, managers, or professionals. This requires programs that are designed to enable students to develop the related competencies, and increasing regulatory pressures require programs to document evidence of success. However, both the design of competency development efforts and the assessment of those efforts remain a challenge for contemporary business schools. Here we examine a 25-year assessment program to illustrate the challenges associated with developing emotional, social, and cognitive competencies among full-time MBA students. We discuss key interventions that yielded positive assessment results and the challenges of maintaining a longitudinal assessment data set. We then examine patterns of competency development across nine cohorts to propose five factors that appeared to affect the variations in competency development over time and cohorts: (a) sequencing effects of emotional versus social competency development; (b) the sawtooth or alternating cohort effect; (c) leadership and organizational climate in the school; (d) events in the world at large, like a global recession; and (e) program structure and design.

PurposeContinued research on the assessment and development of emotional and social intelligence competencies represents an opportunity to further both theoretical and applied applications of behavioral science to the management of human capital. While the field has continued to expand over the preceding decades, research has often trailed application, especially as it relates to cross‐cultural validity. The purpose of this introductory essay to this special issue of CCM serves to focus on cultural issues related to applied use of competencies in diverse cultures.Design/methodology/approachEmotional and social intelligence competencies are defined and an overview provided for the papers that will follow, with original research linking these constructs to performance in various occupations and cultures, as well as issues related to their development.FindingsEmotional and social intelligence competencies are found to represent a practical and theoretically coherent, reliable and valid approach to assessing and developing individuals in diverse cultures.Research limitations/implicationsAs an introductory essay, the paper lays the foundation for the following articles in this special issue.Originality/valueAlthough competencies are in widespread use around the world, issues related to cross‐cultural validation are seldom studied empirically. This introductory essay and subsequent articles will help clarify emotional and social competencies as a behavioral approach to applying emotional intelligence to the practical needs of organizations.