Linking management selection and development through stretch assignments

Abstract

This article provides a framework and suggests strategies for incorporating management development considerations into selection processes. Components of developmental jobs which were derived from studies of on‐the‐job learning are described first. How various managerial jobs differ in terms of developmental components and learning outcomes is illustrated with data from the Developmental Challenge Profile. Next, how the developmental challenge framework can be used in a selection context to assess the type and degree of “stretch” a job candidate might experience in an assignment is examined. Additional issues to consider in providing developmental assignments to individuals and in enhancing the development emphasis of succession planning systems are discussed. © 1995 by John Wiley & Sons, Inc.

Leader visioning and adaptability: Bridging the gap between research and practice on developing the ability to manage change

“…We build on a considerable amount of existing work by other researchers (Byham, Smith & Pease, 2002;Eichinger & Lombardo, 1995;McCall & Hollenbeck, 2002;McCall, Lombardo, & Morrison, 1988, McCauley et al, 1995Ohlott, 2004). We refer the reader to those excellent sources for implementing development work assignments.…”

“…For example, the Conference Board found in a survey of 150 companies that experiential learning, or developmental work assignments, represented one of the most effective forms of leader development (Barrett & Beeson, 2002;Ohlott, 2004). Likewise, conceptual and empirical research has supported the efficacy of such learning strategies for leadership growth (McCauley, Eastman, & Ohlott, 1995;McCauley, Ruderman, Ohlott, & Morrow, 1994;Ohlott, 2004;Stumpf, 1989). However, in our experience, few companies utilize a systematic approach to developing leadership capacity with developmental assignments.…”

“…The role of these assignments, called stretch assignments, (McCauley et al, 1995) is to challenge leaders in a way that demonstrates the limitations of their current skill levels for the kinds of tasks they would need to confront at upper levels of organizational leadership. The central premise of stretch or developmental work experiences is to provide challenging assignments to budding leaders that push them to construct new understandings of their more complex operating environment.…”

Performance Appraisal Feedback: A Foundation for Effective Self-Development

“…Numerous literature reviews on training and instructional design, as well as primary empirical research studies, have consistently stressed four instructional design attributes (i.e., content relevancy, learner engagement, challenge, and structure) that contribute to the effectiveness of formal training and development (Campbell & Kuncel, 2001;Gagne & I Medsker, 1996;Goldstein & Ford, 2002;Kraiger, 2003;McCauley, Eastman, & Ohlott, 1995;Noe & Colquitt, 2002;Rigney, Munro, & Crook, 1979;Snow, 1989;Wexley, 1984). Further, prior literature suggests that these attributes determine the quality of any instructional activity, regardless of whether it is a formal activity or self-development activity (Campbell & Kuncel, 2001;Gagne & Briggs, 1979).…”

“…The instructional design attributes of content relevancy, learner engagement, challenge, and structure have consistently been acknowledged for their effect on learning, retention, and transfer (e.g., Azevedo & Bernard, 1995;Knowles, 1980;Kraiger, 2003;McCauley et al, 1995;Shute, Gawlick, & Gluck, 1998;Snow & Lohman, 1984;Rigney et al, 1979;Taylor, 1981). Further, these attributes determine the quality of both formal activities and self-development activities (Campbell & Kuncel, 2001;Gagne & Briggs, 1979).…”