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The Intertwined Competencies of an Executive Leader : Being a Guide ^{[1] [2]}

There are many definitions of leadership. If one were to make a comprehensive list of a leader's array of competencies the process would quickly reveal the multiple and interlaced "topics" that are embedded in the meaning and content of leadership. An author's verbal expression, and a reader's perception of it, perfectly illustrate the initial boundaries that limit the comprehension of  what leadership entails or not. Words, concepts, illustrations and formal learning do not suffice, nor can the wisdom of leadership be framed by boundaries. Maurice Maeterlinck wrote: "But what may this wisdom be that we rate thus highly? Let us not seek to define it too closely; that were but to enchain it". [3] These observations highlight one of the key challenges for leadership educators and learners alike: leadership has to be experienced (the leading), and in multiple ways. The condensed list shown further below strives at encompassing the many and multidimensional competencies expected of a senior executive leader - his/her talents and expertise as a leader-guide...  (wherever appropriate please replace the word "he" by "she" and related pronouns):  

"The guide knows how to lead, by adopting an appropriate leadership style. He knows what the apparently unrelated aspects of intricate decision-making and unconditional esprit de corps actually mean and entail; and what is required in day-to-day activities to sustain these strongholds. He effectively manages a sizeable number of human and operational parameters. He "sees" into the future, envisions, draws the first sketches of the change strategies to be put in place, and is  confident in his decision-making abilities. He pays due attention to the development of the ability of discernment and differentiation; to the multi-angular perception of opportunities and challenges, as well as to the intuitive skills. He is highly aware of the different forms of knowledge and power in organisations and believes in the principle of the round-table. He supports the nurturing of human values  -- respect and trust -- while sharing a 'unique' corporate culture with his operational team. He listens, perceives the expectations of one and every, takes into account the realities, and the related degrees of difficulty in reaching the objectives. He endorses his leadership responsibility towards the people who entrust him with his leader's role. He analyses and overcomes the ambiguities,  uncertainties, and the dilemmas the organisation is confronted with. He seeks, searches, finds, and communicates views, ways, means, ... and co-defines the organisational balance or new equilibrium to be found. He knows how to cope with the unexpected, to face and accept situations of crisis, conflict, or failure, and to adopt a positive and constructive behaviour when changes and transformations are initiated  by and within the organisation. He is a coach, a trainer, a mentor, a confident,... but he can be tough when the conditions requires so. He encourages, and is not afraid to strengthen his team by appointing executives who are more competent than himself. He awakens the innovative skills of his staff, and he considers them as true participating members in the 'largeteam' an organisation is meant to be. He pays much attention to the motivations of the members of the teams and groups. He is fully aware of how his influence and his particular leadership style affects others. He knows how to pinpoint essential data within the unceasing flow of information. He keeps abreast with the many channels and ways of communication within and outside of the organisation (...)."

The above "sample" expresses the "ultimate end results" of a senior leader's developmental scope and learning track, e.g. throughout his(her) lifetime. This is one of the reasons why the participant-centredness and progressive (gradual) learning process are key elements that support the THIERRY mission and programmes. It furthermore highlights the pivotal role of the Faculty members, the coaches, and the participants themselves, in the learning and experience-sharing process. This applies to each leader-level within an organisation, and during each of the successive stages in a leader's development.

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