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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

2.4 Leadership styles and transformational leadership

The situational studies of Edwin Hollander (1964; 1978) also laid the early foundations for placing Situational (Contingency) models into a dynamic transactional process. This approach focuses on how situations and contingencies change and leadership is bound in how these changes impact the interaction between a particular leader and a particular follower over time.

Burns (1978), and later Bass and Avolio (1995) determined from extensive research (Bass 1985 & 1990; & Avolio 1995) that the determinants of an effective leader is their ability to enhance group effectiveness. Bass and Avolio individually and together (1995) promoted transformational and transactional leadership theories that draw many parallels from McGregor (1960) and Likert's (1961) earlier work. As stated by Avolio:

Transformational leadership would involve establishing ones beliefs and values and being consistent with them; determining the course for change in the future and articulating it as a vision; stimulating coworkers and oneself to challenge traditional ways of thinking; and developing oneself and others to the highest level of potential. (1995)

Bass' study of transactional leaders emphasises how transaction or exchange takes place between leaders, colleagues, and followers. Leadership is based on using this exchange to achieve specific leader expectations. The leader uses the exchange process to guide understanding of the followers and shape action by reinforcing what the followers will receive, or not receive, if expectations are respectively satisfied or not satisfied.

Transformational leadership in contrast with transactional leadership emphasises a different approach to leadership. Transformational leaders use 'higher order' aspects to their relationship with followers to achieve outcomes (Liethwood & Steinbach, 1991). Rather than rely on exchanges transformational leaders motivate followers to achieve exceptional outcomes through setting and communicating visions for outcomes that extend beyond individual self-interest and achieve shared outcomes desired by the group. As such it is the manager who controls and coordinates attainment of goals, while it is the leader that helps shape the vision, articulate the direction, set goals, and orients the teams to outcomes that transform action into goals attainment (Bennis & Nanus, 1985:21, Bennis 1989:46).

Reading 2

Sutcliffe , N (1997), 'The Flamholtz Leadership Effectiveness Framework Overview', excerpted from The Role of Leadership in Business Process Reengineering: An Empirical Study of the Relationship Between Leadership Behavior and the Reengineering Outcome, . Sourced November 2003 at http://condor.depaul.edu/~nsutcli1/IS%20483%20IS%20Managemen t%20Readings/flamholtz_LE_framework.htm .

Reading 3

Parry, KW (16 April, 1998), Leadership Profiles Beyond 2000:How Australian Leadership is Different , Address to the Senior Executive Service of the Australian Public Service; National Press Club, Canberra . Available at http://www.apsc.gov.au/media/parry160498.htm .

Activity 4

Access the above reading from Parry. Now complete the following.

1. Do you think this site has confirmed your experience?
2. Do you believe Australian styles of leadership are different?
3. Compare the findings from Parry with the overview on how Flamholtz views styles as part of the leaders role to manage transformation/change. Are Australian leaders different because there are fewer leaders that Flamholtz would classify under the strategic typology? Are Australian managers predominantly operationally focussed? Are Australian managers, for instance, undertaking more routine/programmable tasks?
4. Have you completed a Multifactor Leadership Questionnaire (MLQ) or a Full Range Leadership Questionnaire (FRLQ)? These are only available from commercial providers. However, it may be useful to complete such tools as they will give some insight into your transformational leadership style, as per the original Avolio and Bass parameters.

Activity 5

Before we complete this chapter it is important you understand that while we can given some insight into your leadership style, there are aspects you even hide from yourself! This suggests a formal tests should be completed by a trained psychologist before you get an accurate picture of your leadership styles and associated attributes.

A tool that actually illustrates how individuals - including leaders - can get to understand their deeper aspects is the Johari Window. To examine this tool see Chapman, A (Revised, 2004), Johari Window , at http://www.businessballs.com/johariwindowmodel.htm .

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