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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

Leadership styles

Overview

Leadership styles are not just a template of roles, traits or behaviours, or competencies possessed by the individual isolated from the situation. We will argue each individual has present a leadership style that fits his or her intrinsic motivations and characteristics. Balanced against the individual's style of workplace leadership is the need to adopt an approach consistent with what will motivate and encourage individual and team members. Flamholtz (1986) proposed team leadership and communication leadership styles could be sorted into Autocratic, Benevolent Autocratic, Consultative, Participative, Consensus and Laissez-faire. While the headings and titles vary between different authors we can refer to 'classical' groupings of styles. These tend to be:

• Autocratic
• Laissez-faire
• Paternalistic
• Democratic
• Charismatic

Table 1 Classical styles of leading and communicating with others

Style- Grouping	These style of leaders typically:
Autocratic (non-participative)	Direct and control Seek power and reinforce their authority by not delegating it to others Direct - downward communication Highly interventionist in processes and decisions Authority from position and power
Laissez-faire (free reign)	Loose control and direction of day-to-day operations Non interventionist Organic approaches to setting goals and implementing plans Wide channels of communication
Paternalistic	Reinforces authority Central control and decision making Benevolent direction and leadership systems Controlled communication and feedback channels Hierarchical goals with tangible sanctions and often intangible rewards
Democratic (participative)	Encourages involvement Shared power and responsibility Control and direction shared Tangible and mutual ownership of goals and rewards Multi channel two-way communication, with strong lateral communication
Charismatic	Personality driven Authority and power through peer and group recognition Sells decisions by the power of his/ her personality Intangible rewards and persuasion to gain commitment Narrow communication channels with emphasis on vertical communication

 

These classical groupings of leaders and their styles is a somewhat limited way of viewing leadership styles. The ways leaders act can vary with their personal preferences and their situational context. Let us now move on to study these factors in more depth.

This chapter will illuminate the range of leadership styles and how the adopted style will influence the motivation of others to achieve a desired course of action.

Learning objectives

After completing the work for this chapter you should be able to:

• Apply reflectively the theories of leadership in dealing with issues in a practical management and leadership context
• Examine and differentiate five classical styles of leadership:
  • Autocratic (non-participative)
  • Laissez-faire (free reign)
  • Paternalistic
  • Democratic (participative)
  • Charismatic
• Describe how methods for instilling motivation in subordinates can vary with leadership styles.
• Compare and contrast leadership styles.
• Profile personal leadership styles.
• Identify weaknesses and symptoms for poor leadership styles in a real setting.

Select topics

• 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
• References

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