Introduction Chapter 2, “Leadership: concepts and theories” discusses different styles and approaches in leader’s behavior and work coordination. The authors state that as for leadership development, today’s world includes much of the old and new ideas—and some that are new and truly exciting. Classrooms, business schools, and traveling gurus are still much in evidence. In recreation, parks, and leisure services leadership competencies are changed versions of dimensions and knowledge, skills, and abilities. In contrast, action learning combines the old and new by using a training setting to solve business problems, in essence moving experience into a systematic learning environment. Some current practices are altogether new—for example, using executive coaches, delivering training through interactive media, and including “world tours” (trips for participants to different countries) in development programs. Discussion section Leadership development today is expected to produce specific business results, an expectation that has both good and bad attributes. On the one hand, investments in and visibility of leadership development activities have dramatically increased; on the other, expectations may be too high—development alone cannot hope to solve the competitive challenges of the global marketplace. The authors explain that the content of current leadership development can be broken down into three broad areas: developing desired attributes in the leaders themselves, frequently called competencies ; developing the individual’s capacity to solve business problems; and transmitting the organization’s strategy or values. The content of leadership development is most often shaped by a list of desired competencies. Competencies or a competency model are also the targets of the leadership development efforts in many organizations. These targets of development have changed enormously over twenty years. What was seen as a single dimension of management (only sometimes called leadership and sometimes not present at all) has evolved into multiple competencies. Advocates of competency models welcome the widespread use of explicit behavioral definitions of organizational leadership. The models have not, however, escaped criticisms such as these, which the authors have heard on several occasions: A more direct approach to relating development to business results is to base the content of development directly on a corporation’s strategic directions or its pressing problems. For example, if a company’s strategic thrust requires partnerships and joint ventures, the content of leadership development becomes performing effectively in creating and leading such organizational arrangements (Edginton et al 65). My personal approach to leadership can be explained in following terms. Development content might be determined by identifying problems or opportunities, such as anticipating the needs of future customers in as-yet undeveloped international markets, and assigning them to trainees. In practice, the content of a business-focused approach to development varies widely, depending on the business needs of the organization. For example, one company’s strategy called for restructuring to give more autonomy to its business units. Consequently it created a leadership development