Leaders And Managers


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Presentation for academic course conveners at the University of Canberra, Faculty of Health
Leadership defintion from R.C McConnell (1996) Sport Team Leadership, unpublished DPhil Thesis. University of Waikato, New Zealand. After J.C Rost (1991) Leadership for the Twenty-First Century, New York: Praeger

Published in: Education, Business
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  • Robin McConnell's talk about the differences between managers and leaders
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Leaders And Managers

  1. 1. COURSE CONVENERS AS LEADERS <ul><li>Leadership </li></ul><ul><li>Leadership is an influence relationship through which leaders and followers intend real change that has mutual acceptability and individual commitment. </li></ul>
  2. 2. COURSE CONVENER as LEADER COURSE CONVENER as MANAGER Is essential to the organisation Is necessary in the organisation Needs management skills Does not necessarily need leadership skills Has a clear vision for the course Implements someone else’s vision. Exhibits clear values that prescribe direction Gets values and direction from course prescriptions Establishes the values and goals of the course Orients to practicalities of structures, enrolment, attainment, and course maintenance Has eyes on the horizon Has eyes on the foreground Does the right thing Does things right
  3. 3. Deals with what shapes the course Deals with what is happening in the course Envisions, directs, inspires, motivates Plans, organises, implements, supervises, evaluates, promotes Moves and shakes a course and an organisation, exciting others with a sense of vision Makes things happen through organisational skills Is committed to people’s potential and imagination Is oriented to roles and organisational positions Has a concern for a sustaining vision evoking commitment to the department’s-faculty’s-university’s direction Has concerns for efficiency and effectiveness
  4. 4. Functions with an emphasis upon people and interpersonal issues Functions with an emphasise upon structure, planning, organising, directing Empowers knowledge and its potential Controls knowledge and its potential Is original Is a copy Can not be replaced with a job description Can be replaced with a job description Has the capacity to relate vision to detail Has the capacity to monitor detail Inspires trust Forges control Is concerned with the long term Is focussed on the short term
  5. 5. Is concerned with the long term Is focussed on the short term Has unit conveners who feel significant Knows unit conveners are significant Sees the workplace as a learning place Sees the workplace as a workplace Asks “What can be?” “Why don’t we?” Asks “How?” “When?” Uses power to influence people Uses power to control production Embodies creativity and movement Reflects conservatism and inertia Has a vision that is personal Has goals that are impersonal
  6. 6. Has motivation, personal history, thinking, acting and vision as critical drivers. Has motivation, personal history, thinking and acting as critical drivers. Is above the organisational culture Is embedded in the organisational culture Is primarily proactive Is primarily reactive Shapes ideas Responds to ideas Recognises changes in student and industry needs and desires ahead of time Implements systems to meet demands and deadlines. Takes photographs Develops photographs Envisions the desired state and direction of the course Plans and budgets to meet goals to achieve the regulated state
  7. 7. Has strategies for creating change Allocates resources to meet demands. Stimulates people possibilities Implements people operations Is motivating and enervating Is controlling and problem solving Is the soul and mind of the course Is the body and skeleton of the course Lives with change Locks into consistency Has a sense and inclination towards risk Has a self-imposed system of lock step security
  8. 8. Is often separate from the environment Is the environment Engages open issues Engages in limited choices Is often described in emotional terms by followers, with excitement, warmth and emotion Is often described in operational terms by unit conveners and students Described in competence, organisational conservation and emotion.
  9. 9. <ul><li>“ Seldom do the uncertainties of potential chaos cause problems. Instead it is the instinctive move to impose order on potential chaos that makes trouble for organisations.” (Zalesnik). </li></ul><ul><li>We are what we repeatedly do. Excellence then, is not an act but a habit. (Aristotle) </li></ul>
  10. 10. Leaders go anywhere, provided it’s forward .