PurposeThe purpose of this paper is to create a practical system for assessing the need for developmental opportunities for management development while functioning on the job and to assist managers in selecting from those opportunities. This includes assessment strategies, discussion of developmental patterns, and potential gains in organizational commitment and managerial performance.Design/methodology/approachA model is proposed for connecting previously established management competencies to developmental opportunities in the manager's current task and group environments.FindingsSelf‐assessment instruments are presented for general management competencies and for task structure with notes on how managers, their supervisors and/or mentors might complete those ratings, in order to then use the proposed action model for learning/development.Practical limitationsThe potential impact of managerial coaching processes or diversity in organizational cultural contexts on the use of this model are noted.Social implicationsImproved managerial competencies and organizational performance may be obtained from following this model along with increased organizational commitment by the managers.Originality/valueThis paper presents a new model for self‐assessment of managerial development needs, discusses how those can be linked with on‐the‐job tasks within an existing job placement and organization. While the literature documents the value of developmental opportunities, no system exists for the assessment or selection of a developmental plan within an existing job title or organization. The proposed model fills a large conceptual gap in mapping a manager's personal career goals onto the organization's career paths or management development system objectives.

Well-respected experts of higher education, including those at the National Survey of Student Engagement (NSSE) and founding director Dr. Alexander Astin of the Higher Education Research Institute at UCLA, have demonstrated strong correlations between the amount of time and effort students put into “educationally purposeful activities” outside the classroom (e.g., student organizations) and positive outcomes of student success, such as satisfaction, persistence, and academic achievement (Astin, 1984, 1993, 1999; Berger and Milem,1993; Pascarella and Terenzini, 2005). This study evaluates student involvement in on-campus student organizations. What characteristics are most highly correlated with participation? Based on the results of previous studies, we hypothesized that student engagement in on-campus student organizations is positively correlated with proximity to campus and that the closer a student lives to campus, the more apt they are to be involved with on-campus student organizations. Not only will students living closer to campus be more active with on-campus student organizations, but they are also more likely to be involved with on-campus student organizations directly related to their major. We also hypothesized that female students are more apt to be involved in on-campus student organizations related to their major than males. Original survey results and future research ideas are discussed.

Character, leadership and ethics are key to long-term success of healthcare organizations. Good character and strong ethics together assist leaders in making good decisions. Leaders who base their decisions on the Golden Rule (do unto others as you would have them do unto you) make ethical decisions. It is not essential that healthcare leaders adopt any one of the many different leadership theories and styles, but what is essential is that they assess their current character, ethics, and leadership skills and create a plan on how they will continue to grow and develop to the level they would like to be. Leaders that seek to develop good character and strong leadership through continued growth in knowledge and understanding along with a commitment to ethical practices will contribute to organizational success.

Well-respected experts of higher education, including those at the National Survey of Student Engagement (NSSE) and founding director Dr. Alexander Astin of the Higher Education Research Institute at UCLA, have demonstrated strong correlations between the amount of time and effort students put into “educationally purposeful activities” outside the classroom (e.g., student organizations) and positive outcomes of student success, such as satisfaction, persistence, and academic achievement (Astin, 1984, 1993, 1999; Berger and Milem,1993; Pascarella and Terenzini, 2005). This study evaluates student involvement in on-campus student organizations. What characteristics are most highly correlated with participation? Based on the results of previous studies, we hypothesized that student engagement in on-campus student organizations is positively correlated with proximity to campus and that the closer a student lives to campus, the more apt they are to be involved with on-campus student organizations. Not only will students living closer to campus be more active with on-campus student organizations, but they are also more likely to be involved with on-campus student organizations directly related to their major. We also hypothesized that female students are more apt to be involved in on-campus student organizations related to their major than males. Original survey results and future research ideas are discussed.