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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

3.2 Difference between how adults learn and how children learn

In 1960 Malcolm Knowles (1978:77-78) identified seven conditions that had direct impact on adult learning.

1. The learners feel the need to learn.
2. The learning environment is characterised by physical comfort, mutual trust and respect, mutual helpfulness, freedom of expression, and acceptance of difference.
3. The learners perceive the goals of a learning experience in relation to their goals.
4. The learners accept a share of responsibility for planning and operating a learning experience and therefore have a feeling of commitment towards it.
5. The learners participate actively in the learning process.
6. The learning process is related to and makes use of the experience of the learners.
7. The learners have a sense of progress towards their goals.

Table 1 Climate factors influencing learning

Climate Factor	Trainer/Coach Directed Learning	Self-Directed Learning
Motivation	Formal, authoritative, competitive, judgemental	Informal, mutual respect, consensual, collaborative, participative, supportive
Planning	by trainer/ teacher	Participative
Diagnosis of needs	by trainer/ teacher	Mutual dialogue
Setting goals	by trainer/ teacher	Participative
Designing a learning plan	Logically derived, course structure, curriculum	Learning projects, learning contracts, modularised to meet needs
Learning activities	Determined and sequenced, off-the-job	Independent projects, on-the-job context
Evaluation	by trainer/ teacher	Participative

 

It is also important to differentiate strategies for learning as an adult, and those employed for young people. Many supervisors are familiar with being 'taught' and a young person and try to employ these tactics with adult staff members. This is fraught with problems. Examine the following table as an example of just how differently adults do learn when compared with children.

Table 2 Adult to adult compared with adult to child learning

Factor	Adult-to-adult	Adult-to-child
Means-Ends	Needs to know the ends, (what- objectives) but will work out the means (how) without help.	Concerned with the means, rather than the ends.
Need for feedback	Seeks knowledge of results, wants evaluation of performance to provide specific concrete feedback.	Avoids feedback and evaluation. Seeks approval rather than performance evaluation.
Self-appraisal	Measures own performance against past performance and personal goals	Measures own performance against those of peers - tries to be the same.
Role of money as a reward	Considers money a reflection of achievement, rather than an incentive to work harder.	Is directly influenced in job performance by money incentives. Work varies accordingly.
Sense of responsibility (self-direction)	High personal responsibility for work, if goal achievement is impossible.	Low. Avoids personal responsibility regardless of opportunities for success.
Challenge	Seeks goals with moderate risk.	Seeks goals with either very low or unrealistically high risks.
Job satisfaction	Obtains achievement satisfaction from solving and overcoming difficult problems.	Obtains satisfaction from finishing a task.
Follower vs Leader	Initiates action. Could perceive suggestions as inference, if not properly presented.	Follows others' directions. Looks for suggestions.
Self-expectation	Adjusts level of aspiration to realities of success and failure.	Maintains high or low level of aspiration regardless of success or failure.
Type of frontline manager required	Questions why things are done. Will not respond positively to The Company Policy or "we've always done it this way"	Expects to be told what to do and how to do it.

 

Activity 3

There is also a strong link between multiple intelligences you're your preference for learning and leading.

Go online and complete the multiple intelligences test at http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks1/ic
t/mulitple_int/index.htm

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