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Discusses the effective use of 360‐degree feedback for enhancing managers’ self‐awareness and challenging them to engage in developmental work. Such feedback is instrumental for an unfreezing process in which managers are motivated to rethink their behaviour and its impact on others. A number of factors are important for maximizing the developmental potential of 360‐degree feedback: providing the manager with good data from multiple perspectives, encouraging openness to hearing and accepting feedback, a developmental plan that is acted on, and organizational support for development. In short, 360‐degree feedback needs to be embedded in a larger management development process.

The purpose of this paper is to present a holistic intra‐individual perspective on leaders, which focuses on four components of the inner person of the leader; Being, Cognition, Spirituality, and Emotion, and on the observable components of Behavior and Relationships.

Existing leadership literature is appraised within the context of the model. Previously‐proposed interrelationships among the components are enumerated. The paper suggests implications of the model regarding research content and methodology as well as leader development.

The model implies that all components should be included in research and that interrelationships among components should be explored. Also implied is the use of methodological pluralism.

Leaders should attend to all components in the model in their self‐development efforts.

The paper takes an unusual approach to understanding leadership: an individual‐level holistic perspective.

This paper addresses the challenges associated with defining and conceptualizing leadership amidst the plethora of theoretical constructs and definitions of leadership and proposes a model for developing transcendent servant-leaders. Based on a review of the literature, three categorical levels of leadership are outlined and discussed that describe the motives that drive leaders, their means of influence, and the outcomes they strive to achieve at each level. These levels include everyday leadership, effective organizational leadership, and transcendent servant leadership. Having delineated these leadership levels, a holistic model for leadership development and education that facilitates the transcendence of effective organizational leaders and ensures their sustaining power of influence is outlined and described.

This paper explores the extent to which the leadership knowledge, skills, and abilities of upper-year student leaders on one private, United States college campus developed as a consequence of their education and experience as an extended orientation leader. Findings reveal that compared to leadership education in the classroom, leadership development is limited by experiences that do not include intentional reflection. We identify key elements in pedagogical frameworks that support and impede the leadership development of students and propose strategies to enhance the learning outcomes established for leadership development.

This issue is a selected bibliography covering the subject of leadership.

Librarians have been urged to emphasize social justice and human rights issues in their library mission, but they may find themselves challenged to provide additional services, such as access to legal information for those who cannot afford an attorney. Social justice services in libraries are seldom adequately funded and providing services in this area is labor intensive. In addition, there is an emotional intensity in library services for social justice that is often not considered in the initial enthusiasm of providing services in this area. Yet there seems to be no limit to the need. An interesting and useful perspective on how a public agency such as a library responds in circumstances of limited resources and unlimited demand can be found in the book Street-Level Bureaucracy: Dilemmas of the Individual in Public Service, by Michael Lipsky. In this perspective, lower level civil servants who interact directly with members of the general public exercise a level of discretion in the amount of services provided and how those services are administered. This chapter explores how this can generate tensions between more traditional library bureaucracy and social justice services, such as providing public access to justice resources in law libraries. However, the “street-level” response is evolving into a sustainability perspective as librarians embrace a more social justice–oriented outlook in library service planning.

NOT for a long time have books and libraries featured in the correspondence columns of The Times and other newspapers as regularly as they have in 1960. Earlier in the year Sir Alan Herbert's lending rights' scheme had a good run, and we have clearly not yet heard the last of it. Indeed, a Private Member's bill on the subject is to have its second reading in Parliament on December 9th. More recently, the Herbert proposals have had a by‐product in the shape of bound paperbacks, and a correspondence ensued which culminated in Sir Allen Lane's fifth‐of‐November firework banning hard‐covered Penguins for library use.