This paper utilizes some of the same literature on relationship marketing and partnership building as previous AMTP papers but applies these variables within the context of the innovative Leadership Behavior Inventory or LBI in the design, implementation, and assessment of learning processes associated with teaching Entrepreneurial Leadership to undergraduate students.  In turn, the focus of this paper will be on utilizing the five factor LBI as the structure, and various teaching/learning pedagogy and related processes as the intervening variables and the relationships that their use is dependent on in order to help entrepreneurs assess then enhance their potential leadership behavior.  In turn, this should foster the decision process necessary to accomplish enterprise building or organizational development thus enhancing the cycle time for such a critical change.  Should the LBI and associated assessment tools and processes indicate such, it may very well be that best practice strategies including bringing in professional management, slowing down the growth of the enterprise to allow for leadership development, or an appropriate exit strategy.  As indicated in fairly recent literature on leadership development, the LBI is an innovative paradigm or research and training tool that can enhance leader behaviors.  Their use along with the incorporation of relationship marketing/partnership building with key team-teachers/colleagues and distinguished entrepreneurs (both include highly successful entrepreneurial leaders) can readily be viewed as Best Practice based on both the emerging theory of leadership and related literature, research on EL Centers and programs, and the authors’ 175 + years of teaching/training, and mentoring of business, academic, not-for-profit, and government leaders as well as entrepreneurs and their related ventures.

“Colleague” relationships are critical to the implementation of each of the teaching /learning tools utilized.  These will be identified along with their perceived effectiveness relative to teaching entrepreneurial leadership utilizing the LBI and transforming potential leader behavior of undergraduate students.  These “colleague” relationships will range from the use of team teachers to colleagues within the college to alums and/or active and retired entrepreneurial leaders in the community, profession, and world.  Some provide more technical content or “Essentials of EL” while others are more focused on “Lessons of EL” while also presenting a topic(s) that is related to course objectives.  Examples range from the team-teacher who was previously a CEO of the U.S. subsidiary of a Dutch company as well as a retired EL and co-founder of a software company that was sold after 25% growth in both profits and revenues for approximately 12 years to a retired faculty colleague who co-founded trading software that was sold to Citi before the recent financial meltdown to a graduate who founded a vending machine firm that incorporates innovative software which takes a traditional business and creates a highly competitive advantage to the use of biographies of successful (Walton) and not-so-successful entrepreneurs.  Many of these partnerships involve long-term relationships with entrepreneurs and/or entrepreneurial leaders whose transformation through this leadership development process can be readily viewed in the context of the LBI.