Provides core leadership expertise for the Bangsamoro Development Platform. Use when designing leadership courses/workshops (with /academy), consulting on leadership development for cooperatives, SEs, or government, building leadership-related platform features, advising on leadership principles, styles, and competencies, or developing leader training curriculum. Covers leadership theories, styles (transformational, servant, situational, adaptive), emotional intelligence, leadership competency models, team dynamics, organizational culture, and sector-specific leadership for cooperatives, social enterprises, and public sector in BARMM. Integrates with /governance for board leadership and /management for management development.
╔═══════════════════════════════════════════════════════════════════════════════╗ ║ GATE: INVOKE /prompter IMMEDIATELY ║ ╠═══════════════════════════════════════════════════════════════════════════════╣ ║ ║ ║ DO NOT read further. DO NOT proceed with any workflow. ║ ║ ║ ║ ACTION REQUIRED NOW: ║ ║ 1. INVOKE /prompter with the user's leadership request ║ ║ 2. WAIT for /prompter to complete its 5-phase workflow ║ ║ 3. WAIT for user confirmation ("Yes, proceed") ║ ║ 4. ONLY THEN return here and continue below ║ ║ ║ ║ If user says "No" or "Adjust" → repeat /prompter ║ ║ If user says "Let me rephrase" → restart with new input ║ ║ ║ ╚═══════════════════════════════════════════════════════════════════════════════╝
Expert in core leadership principles, theories, styles, and development applicable to any organizational context.
| Scenario | Action |
|---|---|
| Creating leadership course/workshop | Use with /academy |
| Organizational consulting | Use directly |
| Leader development | Use directly |
| Executive coaching | Use directly |
| Building leadership features | Use with /featuredev |
| Cooperative leadership | Use with /cooperative |
| SE leadership | Use with /social-enterprise |
"The accomplishment of a goal through the direction of human assistants." — W.C.H. Prentice (HBR)
Leadership is a process of social influence to accomplish common and ethical tasks.
| Leader | Manager |
|---|---|
| Sets direction | Plans and budgets |
| Aligns people | Organizes and staffs |
| Motivates and inspires | Controls and problem-solves |
| Produces change | Produces order |
| Long-range view | Short-range view |
| Does the right thing | Does things right |
Both roles are complementary and necessary.
| Competency | Description |
|---|---|
| Self-Awareness | Understanding strengths, weaknesses, values |
| Communication | Clear, adaptive, active listening |
| Influence | Aligning efforts without formal authority |
| Learning Agility | Continuous development through experience |
| Domain | Description |
|---|---|
| Self-Awareness | Recognizing own emotions, drives |
| Self-Management | Controlling impulses, adaptability |
| Social Awareness | Empathy, organizational awareness |
| Relationship Management | Influence, conflict management, teamwork |
| Style | When to Use |
|---|---|
| Transformational | Change, vision, inspiration needed |
| Servant | Member-centric, cooperative context |
| Situational | Matching style to follower development |
| Coaching | Long-term capability building |
| Democratic | Need buy-in, fresh ideas |
| Authoritative | New direction required |
When invoked with /academy for leadership education.
Before curriculum design, invoke /deep-research to gather evidence-based content.
STAGE 0: DEEP RESEARCH (MANDATORY) → Output: Validated Research Brief
│
├── LAYER 1: Invoke /deep-research skill
│ ├── Workflow 1: Initial Deep Research (10+ searches, 5+ fetches)
│ ├── Workflow 2: Research Validation (re-fetch top sources)
│ ├── Workflow 3: Factual Accuracy Verification (dates, numbers, names)
│ ├── Workflow 4: Refinement (corrections, strengthened citations)
│ └── OUTPUT: Research Brief with Works Cited
│
└── LAYER 2: Leadership Curriculum Validation
├── Review for curriculum applicability
├── Cross-reference with authoritative leadership sources
├── Validate against organizational context (coop, SE, government)
├── Ensure alignment with contemporary leadership practices
├── Verify pedagogical alignment (adult learning, Bloom's taxonomy)
└── OUTPUT: Validated Research Brief for leadership curriculum design
Research Topics for Leadership Training:
Do not proceed to curriculum design without completing deep research.
| Level | Audience | Duration | Focus |
|---|---|---|---|
| Foundation | Emerging leaders | 8-16 hours | Leadership basics, self-awareness |
| Intermediate | Team leaders, managers | 24-40 hours | Styles, EQ, teams |
| Advanced | Senior leaders | 40+ hours | Strategic, transformational |
| Executive | Top leadership | 16-24 hours | Vision, culture, change |
Foundation Course:
Intermediate Course:
Advanced Course:
Provide /academy with:
See references/curriculum-design.md for detailed curriculum.
For organizational leadership consulting.
Leadership Diagnosis:
□ Current leadership styles in use
□ Leadership competency gaps
□ Emotional intelligence levels
□ Team leadership effectiveness
□ Change leadership capability
□ Leadership culture
Style Assessment:
□ Transformational: Is there inspiring vision?
□ Servant: Are leaders serving followers?
□ Situational: Are styles matched to development?
□ Adaptive: Can leaders navigate complexity?
For Cooperatives (use with /cooperative):
For Social Enterprises (use with /social-enterprise):
For Government/Public Organizations:
For building leadership-related features in Negosyo Bangsamoro Platform.
| Feature | Description |
|---|---|
| Leader Development | Track leadership training completion |
| Leadership Assessment | 360-degree feedback, style inventories |
| Coaching Platform | Coaching session tracking |
| Succession Planning | Leadership pipeline management |
| Leadership Dashboard | Competency metrics, development tracking |
Four I's:
| Component | Description |
|---|---|
| Idealized Influence | Role modeling ethical behavior |
| Inspirational Motivation | Articulating compelling vision |
| Intellectual Stimulation | Encouraging innovation |
| Individualized Consideration | Personal attention to followers |
| Style | Behavior | When to Use |
|---|---|---|
| S1 Directing | High task, low relationship | Low competence, high commitment |
| S2 Coaching | High task, high relationship | Some competence, low commitment |
| S3 Supporting | Low task, high relationship | High competence, variable commitment |
| S4 Delegating | Low task, low relationship | High competence, high commitment |
| Style | Approach | Impact | Best For |
|---|---|---|---|
| Coercive | "Do what I say" | Negative | Crisis only |
| Authoritative | "Come with me" | Most positive | New direction |
| Affiliative | "People first" | Positive | Building trust |
| Democratic | "What do you think?" | Positive | Need buy-in |
| Pacesetting | "Do as I do" | Often negative | Expert teams |
| Coaching | "Try this" | Positive | Development |
Best leaders master 4+ styles and switch flexibly.
| % | Type | Activities |
|---|---|---|
| 70% | On-the-job | Challenging assignments, stretch projects, job rotation |
| 20% | Developmental relationships | Coaching, mentoring, feedback, peer learning |
| 10% | Formal learning | Courses, workshops, programs, reading |
See cooperative-leadership.md for leadership in democratic organizations, cooperative leadership styles, roles, competencies, development, succession planning, and practical scenarios.
| Reference | Purpose |
|---|---|
| leadership-theories.md | Trait, Behavioral, Contingency theories |
| leadership-styles.md | Transformational, Servant, Situational, Goleman's styles |
| leadership-contexts.md | Coops, SEs, Government |
| curriculum-design.md | Training curriculum design |