These three groups of competencies can be thought of as the Pyramid of Leadership, which collectively form the basic requirements for becoming a leader. Communicate plans and activities in a manner that supports strategies for employee involvement. Skillfully settles differences by using a win-win approach in order to maintain relationships. Selects the best course of action by identifying all the alternatives and then makes a logical assumption. Ues Emotional Intelligence to identify, assess, and control the emotions of oneself and of others.
Establishes goals, deliverables, timelines, and budgets with little or no motivation from superiors (self-motivation rather than passive acceptance). Contributes to and promotes the development of the profession through active participation in the community. These are the skills needed to drive the organization onto the cutting edge of new technologies. Develops high-performance teams by establishing a spirit of cooperation and cohesion for achieving goals. Identifies and reacts to the outside forces that might influence or alter the organization's goals. Provides the means to enable employee success, while maintaining the well-being of the organization. Empower employees by giving them the authority to get things accomplished in the most efficient and timely manner. Recognizes that learning happens at every opportunity (treats mistakes as a learning event). Provides performance feedback, coaching, and career development to teams and individuals to maximize their probability of success. These are the skills and knowledge needed to direct the systems and processes that a leader controls. Each organization requires a different set of professional competencies for each leadership position. NOTE: In this example, the competencies for learning and training professionals are listed. I am often asked whether coaching can really change a leader’s behavior, or transform the way they lead. Someone who is already considering a coaching relationship may already have a degree of self-awareness, understand that there are areas where they could enhance their performance, and be motivated to discover more. For the third group of people, I wonder whether their direct reports share their confidence in their own ability to lead. Even where a leader’s confidence in his or her people’s management abilities is accurate, it can sometimes be rooted in opinion rather than objective feedback.
Whatever the motivation for asking about coaching, there can be few leaders who are not interested in what people really think about them.
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The Change Leadership Competencies template provides a summary of research into key change leader competencies and – based on a comparative analysis of this research – provides a sample change leadership competency framework.
This change leadership competency framework provides the basis for the Change Leadership Assessment and Change Leadership Activity Plans.

The following are brief descriptions of each leadership competency identified by the CUNY Star Model.
Understanding one's skills, knowledge, experience, and dispositions as an individual both personally and professionally with respect to leadership. Consciousness of one's own socio-cultural beliefs, values, and norms within multiple contexts (home, community, work, globally) and awareness of one's social location. The ongoing development of global perspectives, a multicultural worldview, an inclusive disposition, cross-cultural communications skills, and respect for persons perspectives based on socially constructed differences (race, class, gender, ethnicity, ability, religion, sexual identity, age, etc.).
Knowledge and understanding of communities, hierarchies, influences, political landscapes and privileges relevant to one's individual, community and organizational contexts and how that relates to leadership efficacy.
Development and promotion of a healthy balance of one's time, attention, and growth with respect to self, family, community, and career. Development of an inclusive, empowering and healthy environment within teams, groups and organizations. Consistency of, and between, one's moral compass and the group or organization's core values relative to operational contexts. Exemplary depth of knowledge and ongoing learning within one's discipline and in leadership studies, as well as continued professional skills development. The model was built upon general concepts of Critical Pedagogy, Multicultural Education, Culturally Responsive Pedagogy, and a leadership development model presented by the Higher Education Research Institute (1996), in A Social Change Model of Leadership Development: Guidebook version III.
Although leaders do not need to be the Subject Matter Experts (SME) for the tasks that they direct, they must have a basic understanding of the systems and processes that they control. ManagementLeadership and management are terms that are often used interchangeably to depict someone who manages a team of people. We have all worked with challenging leaders – leaders who may lead in name, rather than by example, and who don’t seem to understand our perspective. It can be challenging for senior leaders to obtain objective, honest feedback on their own leadership style. The Malave Leadership Academy, and affiliated leadership programs, strive to provide educational and developmental opportunities for students to develop each of these competencies. Without a strong foundation, the sides of the pyramid will soon crumble and fall as the base gives away. Without some knowledge of the technical skills that they direct, the pyramid soon begins to fall apart and the organization begins to operate in damage control mode.
Sustaining a vision, delivering a major change, or leading an investment program are all important leadership activities.
How many of us would readily challenge someone who repeatedly told us they were a wonderful leader?
Much depends on being able to ask in an appropriate way, the nature of their relationships with direct reports and peers, and the organizational culture. Sometimes the question stems from someone with a challenging relationship with a leader who may possess stronger strategic, operational or technical skills than interpersonal skills. Yet the very best leaders manage to achieve these accomplishments indirectly, through other people. These leaders often engage in self-reflection to gauge the extent to which they can fine-tune their performance. Organizations often need to promote technical and operational specialists to management and leadership positions. Most people would be reluctant to directly respond, especially if that person was in a more senior role. This problem is compounded by the “Whispers” game that occurs in organizations, where people can be somewhat reluctant to pass negative information to senior management. This self-completion questionnaire provides a view of the leader as seen by others, in key competency areas of self-management, organizational capabilities, team building and teamwork, problem-solving and sustaining the vision. Occasionally the people asking the question are very confident in their own abilities to lead, generally dismissive of the idea of coaching, and assert that they cannot see any benefit!

Some experts welcome the progression, while others feel they have to take the role when it is offered, because not to take it would send the wrong message. We often filter what we say to our leaders, especially when that information relates to their interpersonal style. Managers focus on tactical activities and often times have a more directive and controlling approach. Asking whether a coach can change someone’s behavior is a bit like asking how many psychologists it takes to change a light bulb. The performance gains are likely to be incremental, but once a new technique is mastered, it can have a marked impact, not just on the leader, but on the people led.
Such progressions are not always supported with adequate and appropriate training and education. In these instances, coaching can serve as a mirror, allowing leaders to see where their confidence is justified, and where there may be a mismatch between their beliefs and what others see.
The CPI260 can be used with established, high-performing leaders and with emerging leaders seeking promotion from more operational or technical roles.
Of course, the answer is that the light bulb has to want to change – as does the leader being coached. While the tweaks and adjustments may be small, when they are intentional and deliberate, consistent and visible, they can help refine a leader’s performance.
Even where development opportunities are provided, there may be little encouragement or incentive for a new leader to try new approaches. Its valuable insights into leadership style enable the CPI260 to win over leaders who are initially skeptical about the benefits that coaching can deliver.
Being able to organize people to accomplish tasks can be a great asset.LeadershipLeadership is a process by which a person influences others to accomplish an objective and directs the organization in a way that makes it more cohesive and coherent. Interestingly, I find that the reason why people ask about coaching in the first place can provide valuable insight into their motivation and willingness to change.
In these cases, coaching is really about maximizing personal effectiveness and interpersonal influence.
Many technical specialists who struggle with the human element of leadership do not see the value of people management until difficulties arise.
To demonstrate characteristics of a leader you must be more strategically focused and rather than directing employees through tasks, they inspire and motivate employees to drive themselves.  Leaders are also very focused on change. For leaders who value competence highly, as most technical specialists do, coaching may have negative connotations.
However, whether change really results from coaching, with or without the CPI260, depends on a number of factors. Recognizing that continual improvement can be achieved in their people and their activities can be a great step towards continued success. It may be viewed as remedial support or performance management, rather than as a positive intervention to help them become even more effective in their roles.
It depends on the reasons and motivations for seeking coaching, the nature of the coaching relationship, the skill of the coach, and ultimately, by how much the leader really wants to change. In these situations, coaching can help leaders see themselves as others see them and develop their own strategies and style for dealing with the people issues that they find most challenging to handle.

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