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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

2.1 Leadership styles

The study of leadership throughout history is marked by a focus on great men and women. From these men and women we derive benchmarks for leadership styles and attributes.

Study of political, military and religious leaders has been a constant source of the behaviours and skills that leaders must exemplify to be effective. Inherent in this study has been the belief that great leaders are borne, not developed. The elements that forge 'the great-man' or heroic leader are so innate to the person and their experiences that no-one other individual can hope to codify these attributes and successfully pass them onto another.

Perspectives on leaders are built into our psyche by writes such as literary classics like Homer's Achilles, Machiavelli's The Prince , Shakespeare's Henry V , or military writes on such figures as Caesar , Charlemagne , Napoleon , Frederick the Great , or the myriad of authors highlighting religious, national, moral, political, and current leaders. By the late 1980s and 1990s the management and personal development sections of bookstores began to evidence the rampant quest to prescribe the factors that could make the ordinary worker great leaders (e.g., Bennis, 1989; Kotter, 1990b; Kouzes and Posner, 1987; Manz and Sims, 1989; Yukl, 1989a, Covey, 1992).

This 'great man' view of leadership has raised some questions:

• How do we develop leaders?
• It seems to focus on men, what about women?
• Why do many great leaders have similar behaviours and experiences?
• What about collective leadership or shared leadership?
• What about the importance of the followers, and the prevailing economic and social factors?
• Why have so many great "men' developed followers who succeeded to the leadership mantle?
• Why is it that many great leaders influenced followers more by the rewards received than personal desire to follow a charismatic individual?

By the late 1990s individuals were faced with an overwhelming theory on every aspect on leadership and leading. The fundamental reason for this is that leadership is so complex and open to so many variations in modern organisations that it cannot be explained by one set of prevailing theories and practices. Even faced with the overwhelming array of different ways to lead, and the imperative to seek and implement more effective leadership practices, there is still a need to convince many executives within organisations that workplace leadership exists below their level and does make an essential contribution to team performance and organisational competitiveness (Karpin, 1995:xviii-x).

Generally, managers in Western countries (Eg. US, UK , Australia , Canada , New Zealand , etc.), have been oriented toward the management of structures. As such the focus for the executive manager as leaders has been to produce corporate visions that are underpinned with quantifiable and meaningful objectives and for the supervisory manager to translate goals into meaningful outcomes and resolve problems affecting goal attainment.

Reading 1

Steyrer, J (Winter, 1998) 'Charisma and the Archetypes of Leadership', Organizational Studies , 22 pages. Sourced October 2002, at http://www.findarticles.com/p/articles/mi_m4339/is_5_19/ai_65379679

Activity 1

1. Are cognitive capacity and charisma linked? If so, how?
2. Is transformational leadership a leader-centred approach to leadership?
3. Having read the paper from Steyrer, do you consider charisma to be a fundamental component of leaders you come into contact with n a daily basis? If it is not charisma that is a major factor in their leadership style, what is?
4. Some have argued that the role model - 'be like me' - approach to leadership is far more common in modern workplaces than the charismatic - 'follow me' - typology of leader. Reflect on your experience. Do you agree with this statement?

Activity 2

Charisma lies at the heart of Transformation leadership. Yet what is charisma. Visit the following site and prepare a 200 word description of charisma that you are comfortable described charisma within a transformational leadership context. This is an important exercise as we will revisit this definition in a later chapter.

CHARISMA at http://cbae.nmsu.edu/~dboje/teaching/338/charisma.htm

The changing emphasis to leading has occurred as organisations have to consider how to support and facilitate process improvement; and the complex relationships between individuals, technology, processes, and between processes and the external environment. Increasingly executives and shareholders are also placing organisational operations into a 'customer-driven' environment and challenging staff to respond to client needs. The autonomy and flexibility necessary to achieve these outcomes are enhanced through the formation of teams with 'ownership' of a process and problem solving capabilities.

Today the quest is for a more holistic approach to workplace leadership that encompasses the organisations search for improvement and the need to lead across corporate, process and human dimensions. What is required is an understanding of the different leadership models and how no-one universal model can permit every organisation and supervisory-level manager to make sense of the complexity surrounding leadership in a specific workplace context or point in time.

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