is exactly what this article aims to do. Before we discuss development in place, however, we will take a few pages to look at what makes certain kinds of assignments developmental. Then we will turn to the question of how developmental challenge can be provided in existing jobs.
There are five broad categories of experience that executives generally cite as being potentially developmental:
(1) Challenging jobs, because they teach about the subtleties of leadership—starting up or fixing troubled operations, expanding large operations, working on time-limited projects from crises to systems installations. These represent what leaders do. Such jobs teach how to cope with pressure, learn quickly, or deal with problem subordinates. In absolute terms, challenging assignments are the best teacher: They are most likely to be remembered as developmental, and can teach both the greatest variety and the largest number of lessons.
(2) Other people, mostly bosses, because they serve as models of values. Exceptional people seemed to create a punctuation mark for executives, either by representing what to be or do, or what not to be or do. Whether by serving as a model of integrity or acumen, poor ethics or avarice, certain bosses exemplify how values play out in management settings.
(3) Hardships, because they tell us something about our limits. In our research, managers told of making mistakes, getting stuck in dead-end jobs, having to fire people, and enduring the traumas of life. These events often caused managers to look inward and reflect on their humanity, their resilience, and their flaws.
(4) Coursework, because it can serve as a powerful comparison point, a chance to build self-confidence by sizing oneself against managers from other firms. Executives spoke of coursework as a kind of forum for trading tips, picking different problem-solving methods, and comparing themselves with others.
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