The document discusses key concepts related to leadership, management, learning and effectiveness. It defines leadership and management, describes several leadership theories and styles, and lists characteristics of effective managers. It also outlines different learning styles and theories, and discusses the seven habits of highly effective people which include being proactive, beginning with the end in mind, putting first things first, thinking win-win, seeking first to understand, synergizing and sharpening the saw.

2. Able to define and know about:
 The meaning of leadership
 The main leadership theories
 The main leadership style
 The purpose of managing
 Characteristics of an effective manager
 The relationship between leadership and
management
 How people learn
 Different learning styles
 7 habits of highly effective people

4.  Leadership is the process of getting people
to do their best to achieve desired result.
 Leadership involves developing and
communicating a vision for the future,
motivating people and securing their
engagement to the task they are expected to
do.

5.  Trait Theory – defines leadership in terms of the
traits (enduring characteristics of behavior) all
leaders are said to possess, was amongst the
earliest approaches to describing leaders and
leadership.
 Leadership behaviour studies
Studies at the Survey Research Centre in
Michigan (Katz et al, 1950) identified two
dimensions of leadership behaviour:
1. Employee-centred behaviour - focusing on relationships
and employee needs.
2. Job-centred behaviour – focuses on getting the job done.

6.  Contingent Leadership –developed by Fiedler
(1967) states that the type of leadership
exercised depends to a large extent on the
situation and the ability of the leader to
understand it and act accordingly.
 Situational Leadership – as described by
Hersey and Blanchard (1974), leaders move
between four different styles – directing,
coaching, supporting and delegating – in ways
that depend on the situation in terms of the
development level of the subordinate and their
own competence and commitment .

7.  The path-goal model – developed by House
(1971) states that leaders are there to define
the path that should be followed by their
team to achieve its goals.
4 leadership styles:
1. achievement-oriented
2. directive
3. participative
4. supportive

8.  Leader/follower theory- states that , ultimately,
leaders depend on the followers they lead.
 Leader-member exchange theory –formulated
by Graen (1976) focuses on the two-way
(dyadic) relationship between leaders and the
people they lead. LMX theory suggests that
effective leaders develop exchange relationship
with each of their subordinates based on trust
and respect which influences the decisions and
performance of team members.

9.  Leadership and emotional intelligence
According to Goleman (2001),
emotional intelligence (the capacity of
leaders to understand the emotional
makeup of people in order to relate to
them effectively), is a critical ingredient in
leadership.

10.  Leadership brand
 Ulrich and Smallwood (2007) stressed
that businesses are responsible for
establishing a leadership brand as an
organizational capability by
introducing and maintaining
processes that help leaders to grow and
develop.
 Social Intelligence – developed by Gardner
(2011), defined as the capacity to get along
well with others, and to get them cooperate
with you.

11.  3 essential roles of leaders by Adair (1973)
1. Define the task
2. Achieve the task
3. Maintain effective relationships

12.  Fig. 1.1 John Adair’s model of leadership
Task
Needs
Individual Group
Needs Maintenance
Needs

13.  The Hay/Mcber research reported by
Goleman (2000) identified the following six
styles and indicated when they might be
used.
1. Coercive – demands compliance (use in
crisis or with problem people)
2. Authoritative – mobilizes people (use when
new vision and direction is needed)

14. 3. Affiliative – creates harmony (use to heal
wounds and to motivate people under stress).
4. Democratic – forges consensus (use to build
agreement and get contributions)
5. Pacesetting- sets high standards ((use to get
fast results from a motivated team).
6. Coaching - develops people (to improve
performance and develop strengths).

15.  Charismatic leaders – rely on their
personality , their inspirational qualities and
their ‘aura’ to get people to follow them
(Burns, 1978).
Conger and Kanungo(1998)
described charismatic leadership as
a process of formulating an inspiring
vision of the future and then
demonstrating the importance of the
articulated vision.

16.  Visionary leaders – are inspired by a clear
vision of an exciting future and inspire their
followers by successfully conveying that
vision to them.
Kouzes and Posner (2003) claimed
that: ‘One of the most important practices
of leadership is giving life and work a sense of
meaning and purpose by offering an exciting
vision.’

17.  Transformational leaders - are able by their
force of personality to make significant
changes in the behaviour of their followers in
order to achieve the leader’s vision or goals.
 Transactional leaders - trade money, jobs
and security for compliance. As Burns (1978:
19) noted: ‘Such leadership occurs when a
person takes the initiative in making contact
with others for the purpose of an exchange
of valued things.

18.  Authentic leaders –
Authentic leadership is based on a
positive moral perspective characterized by
high ethical standards that guide decision
making and behaviour (May et al, 2003). As
Avolio et al (2004) explained, authentic leaders
act in accordance with deep personal values
and convictions to build credibility and win the
respect and trust of followers. By encouraging
diverse viewpoints and building networks of
collaborative relationships with followers, they
lead in a manner that followers perceive and
describe as authentic.

19.  Relational leaders – see leadership as a
practice and process based on establishing
good relationships with all stakeholders.
They regard it as a service to the business
rather than as an exercise of individual
power and understand that people follow and
trust leaders with whom they can relate.

20.  The reality of leadership is that many first
line managers and supervisors are
appointed or promoted to their posts with
some idea, possibly, of what their managerial
or supervisory duties are, but with no
appreciation of the leadership skills they
need to get the results they want with the
help of their team.

21.  Leadership development programmes
prepare people for leadership roles and
situations beyond their current experience.
‘Leadership development in the widest sense
involves the acquisition, development and
utilization of leadership capability or the
potential for it’ (Burgoyne, 2010: 43).

23.  Management is the process of making things
happen. Managers define goals, determine
and obtain the resources required to achieve
the goals, allocate those resources to
opportunities and planned activities and
ensure that those activities take place as
planned in order to achieve predetermined
objectives.

24.  To satisfy stakeholders
 Making profit and create value for shareholder
(private sector)
 Produce and deliver valued products/services at
reasonable cost for customers (private sector)
 Effective service delivery to the community
(public sector)
 Exercise social responsibility and provide
rewarding employment and developing
opportunities for employees (In all sectors)

25.  Dynamic, life-giving element in every business. (Drucker,
1955)
 Get results through effective operations
 Manage people, time and resources
 Accountable for attaining goals
 Plan, organise, motivate (lead) and control
 Ability to cope with conflicting and unclear requirements
 They are doers and deal with events as they occur
 Develop sense of purpose and framework for defining
intentions and future directions as strategic thinkers
 Involve in process of strategic management

26.  Characteristics that managers need:
1. Clear sense of purpose.
2. Strong values and personal integrity.
3. Commitment to developing others through
coaching and mentoring.
4. Champion of diversity
5. Ability to engage and communicate across all
levels
6. Self-awareness and taking time to reflect.
7. Collaborative, networked and non-hierarchical
8. Agile and innovative, technologically curious
and savvy.
9. Personal reselient and grit
10. Excellent track record of delivery

27.  Strategic management is an approach to
management that involves taking a broad
and longer-term view of where the business
or part of the business is going and
managing activities in ways that ensure this
strategic thrust is maintained.
 It involves the formulation and
implementation of strategy.

28.  Strategy
Strategies define longer-term goals; they
also cover how those goals will be attained
(strategic planning). They guide purposeful
action to deliver the required result. Strategy
formulation is not necessarily a deterministic,
rational and continuous process.
 Core competencies
Core competencies or distinctive
capabilities describe what the
organization is specially or uniquely
capable of doing.

29.  The resource-based view of strategy
A firm is a bundle of distinctive resources
that are the keys to developing
competitive advantage – the strategic
capability of a firm depends on its resource
capability. Boxall (1996) pointed out that: ‘The
resource-based view of the firm provides a
conceptual basis, if we needed one, for
asserting that key human resources are
sources of competitive advantage.
 Strategic fit
To maximize competitive advantage a firm
must match its capabilities and resources to the
opportunities available in the external
environment.

30.  Strategic capability
The ability of an organization to develop
and implement strategies that will achieve
sustained competitive advantage.
Leadership is a process of social influence, concerned
with the traits, styles and behaviours of individuals that
cause others to follow them. Management is the act of
getting people together to accomplish desired goals.

32.  Developing people is the process of
providing them with learning opportunities to
acquire knowledge and skills needed to
achieve life long learning.

33.  People learn by doing (experiential learning)
and to a much lesser extent by instruction. They
learn from other people – their managers and
co-workers (social learning). Discretionary, self-
directed, learning takes place when individuals
of their own volition actively seek to acquire the
knowledge and skills they need to carry out
their work. The way in which individuals learn
depends largely on how well they are motivated
and is explained by learning theory and
neuroscience.

34.  People will learn more effectively if they are
motivated to learn.
2 motivation theories
1. Expectancy Theory – goal-directed behaviour
is driven by the expectation of achieving
something that individual regards as desirable
2. Goal Theory – motivation is higher when
individual aim to achieve specific goals and
when there is feedback on performance.

35.  Reinforcement Theory - this expresses the
belief that changes in behaviour take place as a
result of an individual’s response to events or
stimuli and the ensuing consequences (rewards
or punishments).
 Cognitive Learning Theory - learning involves
gaining knowledge and understanding by
absorbing information in the form of principles,
concepts and facts and then internalizing it

36.  Experiential learning theory - experiential
learning takes place when people learn from
their experience by absorbing and reflecting
on it so that it can be understood and
applied.
 Social Learning Theory - this states that
effective learning requires social interaction.

37.  Fig. 2.1 The Kolb learning cycle
Concrete
experience

38.  Habit 1 – Be Proactive
› Proactive people recognize that they are "response-
able." They don't blame genetics, circumstances,
conditions, or conditioning for their behavior. They
know they choose their behavior.
 Habit 2 – Begin with the end of mind
› Based on imagination - the ability to envision in your
mind what you cannot at present see with your eyes.
It is based on the principle that all things are created
twice. There is a mental (first) creation, and a
physical (second) creation. The physical creation
follows the mental, just as a building follows a
blueprint.

39.  Habit 3 – Put first things first
› This is about life management – your purpose,
values, roles and priorities.
 Habit 4 – Think win-win
› Win-win sees life as a cooperative arena, not a
competitive one. Win-win is a frame of mind and
heart that constantly seeks mutual benefit in all
human interactions. Win-win means agreements
or solutions are mutually beneficial and
satisfying.
 Habit 5 – Seek First to Understand, then to
be understood

40.  Habit 6 – Synergize
› synergy means "two heads are better than one."
Synergize is the habit of creative cooperation.
 Habit 7 – Sharpen the Saw
› Sharpen the Saw means preserving and
enhancing the greatest asset you have--you. It
means having a balanced program for self-
renewal in the four areas of your life: physical,
social/emotional, mental, and spiritual.