Leadership is not limited to roles in giving direction to and supporting the employees of an organisation. Leadership is also needed for the development of a new market, develop a large account, the acquisition of a major contract, to deliver this contract or to lead the change of an organisation. Such roles, we will call them ‘Professional roles’, ask for specific combinations of leadership qualities.
But even the domains of Business Development, Sales or Change Management are so extensive that a ‘professional leader’ will not be as good in all aspect of the field.
This is why most of the professional development programs start to create a dedicated language for the specific field they cover, for instance client development, commercial roles or program management.

Unlike the widely accepted leadership theories most of the theories in the fields of Business Development & Sales and Change Management, Program Management and Project Management are related to specific methodologies, and not widely accepted outside the scope of this methodology.

LDpe has witnessed the need for a consequent more generalised language, primarily based on the talents and personality of the professional leader. Therefore LDpe has developed a number of concepts enabling leaders to analyse which part of a specific role they are good at and how they (following the simulation scenarios) can improve their qualities to play the different roles.

The objectives for design of the models are:

1. The breakdown of the specific field must follow the distinction of practical situational dimensions:
    a. For the client development roles model the dimensions are
        (1) customer intimacy and (2) awareness of customer need;
    b. For the commercial roles model the dimensions are
        (1) involvement in the process and (2) commercial behaviour;
    c  For the program management roles model the dimensions are
        (1) internal management (inside the program or project) versus environmental management
             (managing acceptance in the user organisation and the expectations of its management) and 
        (2) mobilizing people versus planning and execution.

2. The specific fields must be related to the basic measurement of a person’s behavioural 
    preferences through the LDT
competence model, such that the leader’s score for the field
    relates to the assessment scores and such that the impact of the simulation scenarios can
    be analysed.