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. While assisting multi-industry leaders in their leadership development efforts combined with over 20 years of leadership research, we have identified the skills and behaviors most commonly found in successful leaders.
When leaders are competent or skilled in these 30 competencies, they are more likely to achieve success.
Just as competent doctors must make continual efforts to renew their skills, current leaders should also embark on continuous improvement of their leadership competency. If you want more information on leadership development, visit our page devoted to this subject. Leadership is influencing people by providing purpose, motivation, and direction while operating to accomplish the mission and improve the organization. Neither the United States Army nor any other component of the Department of Defense has approved, endorsed, or authorized this website. The mission of the Goizueta BBA Program is to help our students grow, intellectually, personally and professionally so that they feel enabled, empowered and motivated to make significant positive contributions to the organizations they serve and to society as a whole.
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.
A competent leader has the knowledge, skills, behaviors, attitudes, and motivation to be effective in their leadership position.
We have found that those leaders who consistently schedule leadership development activities get better results.
Also, for more information about each of these 30 leadership competencies, their importance to leadership effectiveness, and the recommendations to improve in each, see The Leadership Compass: Mapping Your Leadership Direction. The definition contains three basic goals: to lead others, to develop the organization and its individual members, and to accomplish the mission. The core leader competencies emphasize the roles, functions, and activities of what leaders do. Developing the organization, the second category, involves three competencies: creating a positive environment in which the organization can flourish, preparing oneself, and developing other leaders.
The core leader competencies are complemented by attributes that distinguish high performing leaders of character.
The goal of the BBA Leadership Development programming is to enhance student self awareness and cultivate each student's personal leadership abilities. 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. These goals are extensions of the Army’s strategic goal of remaining relevant and ready through effective leadership.
The following discussions and figures provide additional detail on component categories and actions that help convey what each competency involves. Leaders and commanders set goals and establish a vision, and then must motivate or influence others to pursue the goals. The environment is shaped by leaders taking actions to foster working together, encouraging initiative and personal acknowledgment of responsibility, setting and maintaining realistic expectations, and demonstrating care for people—the number one resource of leaders.

Ultimately, leaders exist to accomplish those endeavors that the Army has prescribed for them.
Attributes are characteristics that are an inherent part of an individual’s total core, physical, and intellectual aspects. The Goizueta Leadership Competency Model guides the program in identifying the specific competencies that BBA students most need to achieve these objectives. She has the knowledge, skills, and behaviors that lead to effective health and wellness outcomes.
This results in greater accomplishments for the leader, the organization, and others within the organization. The leadership requirements model outlines the attributes and competencies Army leaders develop to meet these goals. The action-based competencies do not include attributes of character (for example, enthusiasm, cooperativeness, flexibility), which are described separately.
Preparing self involves getting set for mission accomplishment, expanding and maintaining knowledge in such dynamic topic areas as cultural and geopolitical affairs, and being self-aware. Getting results, accomplishing the mission, and fulfilling goals and objectives are all ways to say that leaders exist at the discretion of the organization to achieve something of value.
Either the leader and followers communicate directly, or the leader provides an example through everyday actions. Managers focus on tactical activities and often times have a more directive and controlling approach. She has to pass rigorous testing in order to receive a doctorate of medicine and to practice medicine. Leaders develop others through coaching, counseling, and mentoring—each with a different set of implied processes. They develop and execute plans and must consistently accomplish goals to a high ethical standard. Leading by example is a powerful way to influence others and is the reason leadership starts with a foundation of the Army Values and the Warrior Ethos. Leaders also build teams and organizations through direct interaction, resource management, and providing for future capabilities.
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.
Serving as a role model requires a leader to display character, confidence, and competence to inspire others to succeed.
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. Influencing outside the normal chain of command is a new way to view leadership responsibilities.
Recognizing that continual improvement can be achieved in their people and their activities can be a great step towards continued success.
Leaders have many occasions in joint, interagency, intergovernmental, and multinational situations to lead through diplomacy, negotiation, conflict resolution, and consensus building.
To support these functions, leaders need to build trust inside and outside the traditional lines of authority and need to understand their sphere, means, and limits of influence.

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