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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

1.1.4 Managerial roles and traits

The Role Approach provides a valid way to categorise the functions of management and establish how leadership also has distinct roles, as part of a theory of management, or as a distinct search for what constitutes effective leader. Yukl (1989:95) compared the similarities and differences in leadership behaviours as reported in the leadership research. Mumford, Fleishman, Levin, Korotkin, and Hein (1988) summarised and integrated these behaviours into a taxonomic model. Regardless of the different research methodologies and the end profile (roles and behaviours), these studies revealed that leaders perform similar roles and functions.

Reading 1

Boylan, P (2002) 'Lecture Notes and Background Papers', Introduction to the theoretical and philosophical basis of modern management , City University : London . Sourced October 2004, at http://www.city.ac.uk/artspol/theorymgt.html .

Activity 1

What Roles do you think a frontline manger/ Supervisor completes in your company?

1. Think of a supervisor within your workplace. It may be your immediate boss or it could be you. Identify the three major roles (time and effort) you believe the supervisor performs. Allocate percentage (%) of time the supervisor would spend in an average week on these activities as part of their normal job:
   
   

   Role	% Time	Classified
   1
   2
   3
   4
   5

   
   
2. Classify these roles
   
   Put a "T" next to those roles you would consider technical.
   Put a "C" next to those roles that would reflect thinking or conceptual roles.
   Put an "H" next to those roles that are related to interaction with people.
   
3. Now revisit the roles identified by Mintzberg. Establish if the roles you have identified above are Interpersonal, Informational or Decisional.
   
4. Now identify what sub-roles the supervisor would be completing (Ie. If it is Decisional is it as an Entrepreneur, negotiator, etc.)
   
5. Reflect on your use of both the Mintzberg and Katz approach. Has using both approaches been complimentary of do they conflict? Would the identification of roles vary over time or as different situations arise?

The trait approach does however have weaknesses. It does not:

• Have a universally agreed set of traits;
• Provide a basis for weighting particular traits vis-avis another trait;
• It is often not placed in a context;
• It is less able to give predictive emphasis to the traits leaders may require in future situations; and
• It is less able to highlight why traits may vary in different cultural contexts.

These traits or qualities may also vary with the personality and intellectual 'power' of the leader, the complexity of the change processes within which the leader is operating and the ability of the team to be motivated to perform (Mant, 1997:100-106). Such variables really bridge the traits approach into the situational (contingency) model's core focus.

The trait approach does however have weaknesses. It does not:

• Have a universally agreed set of traits;
• Provide a basis for weighting particular traits vis-avis another trait;
• It is often not placed in a context;
• It is less able to give predictive emphasis to the traits leaders may require in future situations; and
• It is less able to highlight why traits may vary in different cultural contexts.

These traits or qualities may also vary with the personality and intellectual 'power' of the leader, the complexity of the change processes within which the leader is operating and the ability of the team to be motivated to perform (Mant, 1997:100-106). Such variables really bridge the traits approach into the situational (contingency) model's core focus.

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