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Leading the Learning of Others



Leadership Roles at working areas.





Cognitive and critical reflection skills.

Creative skills to investigate.

Perceptual Accuracy.

Background, Experience and Personality of the Leader

Superior’s Expectations and Style.

Technical and communication skills.


Team Development

Strategic thinking and acting.

Ethical practice and civic –mindedness.




Introduction to Workplace Learning Literature

Leadership is personality projection — the combination of persuasion, coercion, and example — which makes other people do what they want to do. The industry needs to identify natural leaders, train them in management techniques and enable them to take the lead. There are some basic features or characteristics that distinguish leaders from non-leaders (Delanoy & Kasztelnik, 2020). We can quickly classify future leaders if we can describe those characteristics. Intelligence, confidence, imagination, communication skills, and similar characteristics may include leadership qualities such as super average, strong vocabulary, appearance, self-confidence, willingness to work with others. Since such characteristical differences differ in contexts, it is incorrect to classify characteristics as predictors of leadership capacity – millions of Napoleon and Gandhiji are 150 cm high. However, many people also take a line directly or implicitly.

As a leader, you strive to maintain a balance between yourself and your group's objectives. A successful leader manages to get others to follow in the ultimate study. A leader needs to work well with many individuals, such as managers, colleagues, and external groups (Gümüş et al.,2020). However, he (she) is the brightness that illuminates and keeps the fire burning while working with followers.

Leadership Roles at Working Areas

The manager has to play four separate leadership roles in dealing with workers in the working environment. (Golensky & Hager, 2020). These are below –


As management managers, the task of educators should mainly be fulfilled by teaching employees not only to work but also to conduct themselves in appropriate ways. The execution of their everyday work gives a great deal of this (practical) education. Management leaders' working practises, behaviours and behaviour serve as models for supporters. Managers ultimately are also responsible for their workers' structured preparation. Training for skills training is offered. Such skills can be offered directly or by others to managers. No matter who teaches the training, the manager must be sufficiently aware of the values, philosophy of learning, and training strategies to play this role.


The manager must hear, provide advice in his second leadership position as a counsellor, and also avoid and resolve employee problems. Managers must meet two employees' expectations when performing this role. They must be mindful of and careful for individual employees and (ii) help solve a problem. The manager is not supposed to resolve any of the employee's problems; all it implies is to help define the fundamental problem and identify or look for possible solutions.


Several functions include this role:

(i) Evaluation or assessment of subordinates' performance;

(ii) Policy, procedures, and regulations for enforcement;

(iii) the resolution of discomfort and

(iv) Justice exception.

The first feature requires an overview of the standards used to calculate performance. In other words, it is vital to identify and demonstrate to people how the boundaries and rules apply to their circumstances or work environments and how they relate to interpersonal communication. The fulfillment of the third role needs tact and concern for conflict resolution. The ultimate role includes credit and incentives, as well as discipline.


Managers must communicate their ideas, concerns, and views to higher authorities in this capacity. "To do something" about the problems of subordinates may mean that the manager has to fight for improvements to improve policies, morality, and working conditions. To do justice to this position, even in the absence of disagreement, a manager must be able to reflect the view of the subordinate.

Cognitive and Critical Reflection Skills

The first feature of the analysis was to understand the ideological principle of teacher supervision and assessment by eight prominent primary directors. Three shared convictions of the school leaders about supervisory overlap were emerging from the 8 leaders who led high-ranking elementary schools from the selected urban school district. These aspects shape the day-to-day activities of their education and vision for the school building (Paliszkiewicz et al., 2015). The belief that supervision and evaluation overlaps enabled principals to support and track training, too (b) the objectives of continuous improvement, and to (c) establish an educationally aware collective building that informs educational practice, has been largely driven by these concepts of educational leadership. Not only have these leadership values appreciate the opportunity to help and track their school buildings and to advise the leaders when they need a more clear path for teachers who strive and when they need to allow teachers to take advantage of their professional opportunities ( Figure 1).

By encouraging teachers to participate in areas of change, leaders in this study tried, by creating a culture that values the vocational views of teachers while also offering leadership and guidelines required from the main role, to solve the vicious problems of disagreements and friction between supervisory and assessment.

The second aspect of this analysis was to see how highly functional elementary principles supported individual teachers with differentiated expertise and skills. The concept of these basic principles as a coach in encouraging education supervision was one strong theme. Building managers who led the 8 leading schools, therefore, seemed to be a coach of leadership and encouraged the idea of teamwork to encourage continuous teaching and student performance (Adler & Laasch, 2020). This was largely determined by a) cultivating good, trustful ties between teachers and managers; b) valuing teacher input for efforts to enhance the quality of education; c) distinguishing between the efforts made by teachers to improve the skill of their teachers and to achieve them. These factors were prevalent among the leaders consulted. This suggested a mixture of mutual leadership and attempts to develop the teachers to achieve or improve them continuously.

Creative Skills to Investigate

The ability to convince someone else to seek established goals enthusiastically is defined as leadership. Four different approaches to leadership research have also been discussed: function, behaviour, circumstance, or transformation. The characteristic and behavioural methods show that successful governance depends on a variety of variables, including intellect, determination, and style (Gumus et al., 2020). Leadership is described as the ability to persuade someone else to seek fixed objectives enthusiastically. There were also a discussion of four different approaches to leadership research: work, behaviour, situation, or transformation. Character and methods of conduct demonstrate the dependence of good governance on several variables, including intelligence, definition, and style.

Perceptual Accuracy

It was McGregor who pointed out how awareness plays a leading role. Managers who perceive workers can lose the chance to achieve optional outcomes. Therefore, management consistency in each of the situation models is extremely critical.

Background, Experience, and Personality of the Leader

The experience and expertise of the leader impact management style choice. An individual who has succeeded in the style of a partnership. A leader who has not trusted followers and who for years has organised the mission would similarly use an autocratic style. Unlike Fiedler's opinion, the style of leader can be modified to achieve greater efficiency. In reality, however, the fact that most people are static is challenging.

Superior’s Expectations and Style

Superiors are familiar with a specific type of management and enjoy it. Research has found that a superior who prefers an autocratic job-oriented approach inspires his followers to take a similar approach. The example of the Superior is a strong force in sharing the types of leadership (Ranjan et al., 2015). As supervisors have different bases of influence, their priorities are significant. Superiors generally favour more function-oriented behaviours rather than relationship-oriented ones.

Leaders must be sufficiently professional to properly evaluate the roles that their supporters do. During unstructured tasks, directives or autocratic leadership can be very improper; workers need guidance, freedom of action, and the tools needed to carry out the mission properly. The aim of this order is not easily determined. Leaders must diagnose the tasks of their followers correctly, to make proper choices in leadership style (Kearns et al., 2015). Because of this necessity, a leader must know the job and its specifications in certain technical terms.

Technical and Communication Skills


Since companies are working quickly today, managers should give priority to focusing on themselves for half an hour a week, whether that means learning something new or taking time to prepare ahead of the week, says Bullock.

"Whether it is by online videos or fast online training, this could be looking for easy learning opportunities," he says. "Maybe it is learning how to deal with hard people, have a tough conversation, or how to inspire a motivated person. Learning does not stop at all; it should still be."

Team Development

The growth of your team members is just as critical as your development, says Bullock. A leadership strategy involving the creation of relationships with employees is some of the best managers nowadays, he said. In this context, managers collaborate with employees to create and accomplish objectives and enable employees to take a more autonomous approach to complete their work.

"Today's leaders can check the goals, what they're working on and what they feel once a week for 10 to 15 minutes with people in their team, whether they're overwhelmed or committed, for instance," Bullock said. "It is all about gathering the team's real-time data to ensure that they concentrate on the right stuff at the right time." In addition, retention of talent is more critical than ever as work hopping patterns continue to increase. Leaders should meet their team members every four months to explore the priorities, ambitions, and objectives of the employees and then work together on the course of resources to reach them.

Strategic Thinking and Acting

According to Harvard Business Review, companies must be smooth and open to change today, which is why strategic thinking is one of the most powerful leaders. In the study, HBR was found 10 times more critical than other conducts, including communication and practical tactical behaviours, for the perception of effectiveness as a policy approach to leadership. Strategic thinkers adopt a broad, long-lasting approach to problem resolution and decision-making involving critical analysis, forward-thinking, and planning (Anand et al., 2020). "People must think about the best way to achieve the results that meet the needs of the people they represent," says Bullock. "There are many ways of doing that, including making the vision clear and the position of all in that vision."

Ethical Practice and Civic-Mindedness

Leaders define the team norm based on their principles, says Bullock. "What you are talking about, doing, and allowing others to become a cultural component of your team," he said. "The team will take it up if you talk about ethics, and do the right thing," he said. "The team appreciates what you admire."

The organisation also dictates ethics and civic thinking by written policies and procedures that leaders can read and respond to periodically (Kim & Beehr, 2020). Many politicians know that these measures do exist, but look for them only in times of crisis, says Bullock. The leaders should know the policies and procedures instead so that they are prepared in an ethical situation.

"Most politicians are not as concerned about ethics as they should," he says. "Misfortunes happen when something drastic happens and the whirlwind takes them. Leaders should be minded about ethics so that they can tackle it efficiently and effectively when a problem occurs."


Innovation has to be a corporate priority for companies to keep pace in today's dynamic environment – and this form of culture takes top priority. Leaders will easily stick to the rut that carries out their daily tasks because people are habitual people, says Bullock. Innovation is a healthy way for leaders to adapt and try something new—such as ideas and better approaches occasionally.

"The leaders need to build a mentally healthy space to try something different, to see how it goes, to even struggle," he said. "We hesitate to try new things in today's fast-paced world."

Again, it begins by setting your example. Bullock advise leaders to have time every week, whether it is a new method or a concept, to try out something new. "Leadership means learning," says Bullock (Fieseler et al., 2015). "The best leaders are those who actively learn to fill the holes and improve the skills that are most important to them."

Conclusion on Workplace Learning Literature

  • In sum, the role of leadership and management may be the same in the development of an organisation in many different capacities. Leadership is nothing if a system-based management framework is not established, with the management as the backbone of values without the leadership work. An examination of the main conclusions of this chapter shall include:
  • Ethically sound and sacrifice convenience for priorities and goals (classical ideals), leaders are committed to innovation and social development (contemporary ideals).
  • Efficient measures for the future management of companies are the creation and systematic organisation of hiring philosophies, internal procedures, budgeting processes, incentives, and types of decision making.
  • Management and leadership are different and identical.
  • Leadership and management are autonomous and dependent on each other, especially when achieving goals within a training organisation, using the iceberg analogy and the five disciplines.

References for Workplace Learning Literature

Adler, N. J., & Laasch, O. (2020). Responsible leadership and management: Key distinctions and shared concerns. In Research Handbook of Responsible Management. Edward Elgar Publishing.

Anand, A., Centobelli, P., & Cerchione, R. (2020). Why should I share knowledge with others? A review-based framework on events leading to knowledge hiding. Journal of Organizational Change Management.

Delanoy, N., & Kasztelnik, K. (2020). Business Open Big Data Analytics to Support Innovative Leadership and Management Decision in Canada. Business Ethics and Leadership4(2), 56-74.

Fieseler, C., Meckel, M., & Ranzini, G. (2015). Professional personae-How organizational identification shapes online identity in the workplace. Journal of Computer-Mediated Communication20(2), 153-170.

Golensky, M., & Hager, M. (2020). Strategic leadership and management in nonprofit organizations: Theory and practice. Oxford University Press.

Gümüş, S., Bellibaş, M. Ş., Gümüş, E., & Hallinger, P. (2020). Science mapping research on educational leadership and management in Turkey: a bibliometric review of international publications. School Leadership & Management40(1), 23-44.

Kearns, K. P., Livingston, J., Scherer, S., & McShane, L. (2015). Leadership skills as construed by nonprofit chief executives. Leadership & Organization Development Journal.

Kim, M., & Beehr, T. A. (2020). Empowering leadership: leading people to be present through affective organizational commitment?. The International Journal of Human Resource Management31(16), 2017-2044.

Paliszkiewicz, J., Gołuchowski, J., & Koohang, A. (2015). Leadership, trust, and knowledge management in relation to organizational performance: Developing an instrument. Online Journal of Applied Knowledge Management3(2), 19-35.

Ranjan, P., Kumari, A., & Chakrawarty, A. (2015). How can doctors improve their communication skills?. Journal of clinical and diagnostic research: JCDR9(3), JE01.

Remember, at the center of any academic work, lies clarity and evidence. Should you need further assistance, do look up to our Management Assignment Help

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