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• Module overview
• 1. Introduction to the effective leader and manager
  • 1.1 The effective workplace manager -The roles and traits approach.
    • 1.1.1 Early proponents of the role approach
    • 1.1.2 Roles and functions
    • 1.1.3 Role of the modern industrial manager
    • 1.1.4 Managerial roles and traits
  • 1.2 The Effective Workplace Manager - The Behaviour Approach
    • 1.2.1 Early behavioural approach to management
    • 1.2.2 Theory X and Y managers
    • 1.2.3 The Blake and Mouton management grid
    • 1.2.4 Behaviours and traits
  • 1.3 The effective workplace manager - The competency approach
    • 1.3.1 International approaches to competency development of managers and leaders
    • 1.3.2 Behaviours and competencies
    • 1.3.3 Competence- an Australian perspective

• 2. Leadership styles

  • 2.1 Leadership styles
  • 2.2. Motivation, commitment and collective responsibility
  • 2.3 Leadership approaches and styles: The situational (contingency) approach
    • 2.3.1 Five decision-making styles
    • 2.3.2 Situated leadership styles
    • 2.3.3 Path goal related leadership styles
  • 2.4 Leadership styles and transformational leadership

• 3. Learning styles and learning to learn

  • 3.1 Learning styles
    • 3.1.1 Personal learning style(s)
    • 3.1.2 The Four Learning Styles
    • 3.1.3 What is Your Learning Style?
  • 3.2 Difference between how adults learn and how children learn
  • 3.3 Learning styles and multiple intelligences
    • 3.3.1 Types of intelligence
    • 3.3.2 Instruction and types of intelligence
  • 3.4 Study skills
    • 3.4.1 Concentration
    • 3.4.2 Set S.M.A.R.T. Learning Goals
    • 3.4.3 Skim reading
    • 3.4.4 Taking notes
    • 3.4.5 Writing papers and reports
  • 3.5 Learning online
    • 3.5.1 Definitions
    • 3.5.2 Are you ready to learn online?
    • 3.5.3 Technical requirement

• 4. Personal development planning

  • 4.1 Personal development needs and career planning
    • 4.1.1 Professional development and goal alignment
  • 4.2 What career do you want?
    • 4.2.1 What are we developing in our transport and logistics leaders?
    • 4.2.2 Human functioning
    • 4.2.3 Assessing current competencies gaps and development needs
  • 4.3 Benchmarking or measuring professional development against organisational goals
  • 4.4 Setting and integrating job performance outcomes
    • 4.4.1 Personal development questionnaire anticipating your future skill needs
    • 4.4.2 Personal improvement plan-Personal and work context
    • 4.4.3 Professional Development Plan

• 5. Modelling high standards of ethics and performance

  • 5.1 Modelling high standards of performance
  • 5.2 Being a role model in an organisation that has integrity and credibility
    • 5.2.1 Corporate culture
    • 5.2.2 Organisational policy to enable integrity and credibility
    • 5.2.3 Individual responsibility
  • 5.3 Ethical and inclusive practices
    • 5.3.1 Ethics, morals and values
    • 5.3.2 Business ethics
    • 5.3.3 Ethics and the law
  • 5.4 Building trust and confidence-Treating people with integrity, respect and empathy
    • 5.4.1 Communicating to develop trust and confidence
    • 5.4.2 Building a culture of trust

• 6. Developing professional networks or communities

  • 6.1 What are communities?
    • 6.1.1 Types of communities
  • 6.2 Harnessing divergent networks
  • 6.3 Harnessing convergent networked communities
  • 6.4 Internal convergent (purpose-driven) networks
  • 6.5 Knowledge and communities
  • 6.6 Public and external networks
  • 6.7 Professional development bodies and networks
    • 6.7.1 Professional management bodies and networks
  • 6.8 Stakeholder management

• 7. Enhancing workplace learning

  • 7.1 Types of workplace learning
    • 7.1.1 Training and education
    • 7.1.2 Workplace training
  • 7.2 Coaching and mentoring
    • 7.2.1 Coaching
    • 7.2.2 Mentoring

• 8. Training needs analysis

  • 8.1 Profiling individuals within organisations
    • 8.1.1 Functional job profiling
    • 8.1.2 Profiling skills gaps using human capital approach
    • 8.1.3 Framing capability inventories
  • 8.2 Linking individual and organisational capabilities
    • 8.2.1 Integrating capability reporting and management
  • 8.3 Developing a learning plan using SWOT analysis
  • 8.4 Implementing a learning plan
    • 8.4.1 Step 1 Prepare a learning project brief
    • 8.4.2 Step 2 Discuss your plan with training personnel
    • 8.4.3 Step 3 Break down your learning plan into its basic elements.
    • 8.4.4 Step 4 Provide costings for each element
    • 8.4.5 Step 5 Provide a list of benefits derived from the learning intervention
    • 8.4.6 Step 6 Discuss your findings with training personnel

• 9. Assess and review workplace learning

  • 9.1 Assessment of workplace learning
  • 9.2 How to assess?
  • 9.3 Applying the principles of assessment in the workplace
  • 9.4 Conducting Competency-Based Assessment
    • 9.4.1 Setting Evidence Requirements
    • 9.4.2 Develop instructions for assessment tool use
    • 9.4.3 Satisfying the assessee needs
    • 9.4.4 Conducting Assessment
    • 9.4.5 Instructions to remove ambiguity
    • 9.4.6 Collecting and judging evidence
    • 9.4.7 Review the assessment processes
  • 9.5 Keeping training records

1.1.3 Role of the modern industrial manager

In 1973, Henry Mintzberg intensively observed five US chief executives as they worked. This followed a number of similar studies by Mintzberg in the late 1960s. Mintzberg aimed to analyse what executive managers actually do, in order that he might develop a theory of effective management. Mintzberg's observations exploded the notion that managers made decisions after careful planning and reflective thinking. He found that managers had little time for reflective thinking because of the number of interruptions they encountered in their work. Rather, Mintzberg concluded that managers perform ten interrelated roles (or behaviours) which he grouped into three categories; interpersonal, informational and decisional. Mintzberg described managerial roles as follows:

Interpersonal Roles

Role	Description	Identifiable Activities
Figurehead	The symbolic head who is required to perform a number of routine social or legal duties	Ceremony, status requests and solicitations
Leader	Responsible for motivating and activating subordinates as well as for staffing, training and associated duties	Virtually all managerial activities involving subordinates
Liaison	Maintains a self-developed network of outsiders and contacts who provide favours and information	Acknowledgments of mail, external board work and other activities involving outsiders

Informational

Role	Description	Identifiable Activities
Monitor	Seeks and receives wide variety of special and current information to develop a thorough understanding of the organisation and the environment so as to be the nerve centre of internal and external information of the organisation	Handling mail and contracts concerned with receiving information (including periodical news and observational tours)
Disseminator	Transmits information received from outsiders and subordinates to organisation members some of it being factual, some involving interpretation and integration of diverse value positions of organisational influencers	Forwarding mail into organisation for informational purposes, verbal contracts involving information flow to subordinates (review sessions and instant communication)
Spokesperson	Transmits information to outsiders about organisation plans, policies, actions and results and serves as an expert about the organisation's industry	Board meetings, handling mail and contracts involving the transmission of information to outsiders

 

Decisional

Role	Description	Identifiable Activities
Entrepreneur	Searches internally and externally for opportunities, initiates improvement projects to bring about change and supervises the design of certain projects	Strategy and review sessions involving initiation or design of improvement projects
Disturbance Handler	Responsible for corrective action when the organisation faces important, unexpected disturbances	Strategy and review sessions involving disturbances and crises
Resource Allocation	Responsible for the allocation of resources thereby making or approving all significant decisions	Scheduling, requesting authorisation, budget activities, and programming subordinates' work
Negotiator	Responsible for representing the organisation at major negotiations	Negotiation

(Mintzberg, 1973: 93)

A number of studies have tested Mintzberg's theory and the evidence generally supports Mintzberg's roles. However, it has been found that the roles change depending on the hierarchical position of the manager, and especially the distinction as to whether they managed people to complete tasks, or set the direction for task completion. For example, the roles of disseminator, liaison, figure-head, negotiator and spokesperson are practised more at higher levels than at lower level management. This seemed to indicate the role of leader was practised more at higher levels than at lower levels. This, however, might be an indicative of higher-level management leadership capacity!

After studying 450 managers, Luthans and his colleagues (Luthans, Hodgetts & Rosencrantz, 1988) defined four managerial roles:

• Traditional Management: Decision making, planning and controlling
• Communication: Exchanging routine information and
  processing paperwork
• Human Resource Management: Motivating, disciplining, managing
  conflict, staffing and training
• Networking: Socialising, politicising and interacting
  with outsiders.

Luthans then studied the percentage of time spent by each category of manager on the managerial roles. The results are somewhat surprising:

	Average Managers	Successful Managers	Effective Managers
ACTIVITY	Percentage of Time
Traditional Management	32	13	19
Communication	29	28	44
HR Management	20	11	26
Networking	19	48	11

(Adapted from Luthans, et al., 1988)

These data provide compelling evidence that different managers assume different roles to attain a standard of performance.

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