Management and Leadership
This resource is designed specifically for Unit 2 of the Edexcel BTEC qualification, 'Business and
Management'.
Aim
To introduce students to the topic of management and leadership.
Objectives
At the end of this session, students should be able to:

Determine what makes a leader

Identify the differences between a leader and a manager

Categorise the different types of leader

Research widely from the Internet on the topic

Apply leadership theory to real world examples

Find out about some of the key thinkers on the subject

Create a list of characteristics of effective leaders and managers
1. Initial background research
Use Wikipedia to find the entry for 'leadership'. Either search under this term, or go directly to the
Leadership page. Scroll down to 'Leadership's relation with management' and make notes on the following:

The essential qualities of a leader

The differences between leaders and managers

Pitcher's three types of leader
2. Further leadership styles work
Now find out more about leadership styles from these Biz/ed pages:

Firstly, go to our 'In the News' archive. Enter 'Clough' into the 'In the News' search box and make notes on
this football manager's style of management.

Next, go to the Virtual Factory. Navigate to the 'Day in the Life' feature, which is available from the home
page of the Factory. Go to the outline of the Production Manager's job and try to answer question 1.
You can find the questions from the 'Day in the Life' page.
Image: Nottingham Forest celebrate winning the European Cup in 1980. Under Brian Clough's management,
the club won two European Cups and the Football League championship.
Title: Forest's Cup. Copyright: Getty Images, available from Education Image Gallery
3. Case studies of business leaders
Comparing the styles of successful business leaders can be a useful way to see theory put into practice. Go
to the Harvard Business School's (HBS) 'Working Knowledge' Web section on leadership.
Go to the feature on the HBS Awards for Alumni Achievement 2004. Research into the performance and
style of the following two business leaders:

Minoru Makihara - CEO and president of Mitsubishi 1992-98

A.G. Laffley - CEO of Proctor and Gamble 2000 - current
For each of these two business leaders, find out:

Problems facing their organisation before they took leadership

Solutions put in place by the leader

The style of leadership used
4. Leadership through cartoons
One of the features of management and leadership education is the use
of cartoons and children's characters to throw light on the subjects.
Browse through Amazon listings of books on these subjects. See the
following:

Dilbert: Don't Step in the Leadership

The Tao of Pooh
Here's a typical example, where key aspects of leadership are illustrated through the medium of SpongeBob
SquarePants.
Image: What can SpongeBob tell us about leadership? Copyright: Renato Carvalho
5. Management gurus
One final thought and task - books and articles on management and leadership tend to use a lot of lists. In
fact, I'm using a list right now, although it's only got five items at the moment. One of the most famous
contemporary management gurus is Tom Peters. In an article he wrote in 2001 for Fast Company magazine,
he anticipated some of the key features of leadership in the 21st Century. His list of ideas comes to a total
of fifty!
Of course, everything becomes clearer with hindsight, but Peters should have tempered his enthusiasm for
the work of Kenneth Lay of Enron (see point 18), although he does say that Lay, who apparently is known to
George W. Bush as 'Kenny-boy', and his managers 'have figured out how to operate like a band of pirates'.
Read through as many of these list items as you can and, from this list and the one in the previous task,
make your own top ten ideas for effective leadership.
Summary
A study of management and leadership could take up an entire course of study, or in the case of some of
the management gurus, an entire career. You are not expected to do this, though. What you do need is
summarised below:

Understand some of the theory underpinning the subject

Be able to describe the differences between being a manager and leader

Have some examples, drawn from the real world, of successful business leaders and managers and
their styles
This resource did not set out to cover the theme comprehensively, but it should equip you with the tools to
find and show evidence of appropriate skills in this area.
Case A
You are a manager of the regional office of a firm in the service sector involved with organising hospitality
events for corporate clients. The slowdown in the economy has led to a reduction in companies'
entertainment budgets, which has resulted in falling sales. The Head Office are contemplating merging
regional offices. The outcome would necessitate staff from your office re-locating to an office 20 miles away
if they wanted to retain their posts.
Image copyright: Georg Ehl, stock.xchng
In any event, there are likely to be redundancies amounting to 15% of the current staff, which numbers 55.
The Head Office have made it clear that more aggressive sales techniques are going to be required to help
boost sales to prevent more jobs from being lost in the future.
Case B
You are the manager of the fresh produce department at a large supermarket on the outskirts of a major UK
city. You have steady sales figures, whereas the rest of the departments in the store have sales figures that
have been rising. You have a wide range of staff working for you - a total number of 32 - but only two are
full time and both had taken early retirement from their lifetime careers.
Image copyright: Jelmer Rozendal, stock.xchng
The remaining staff consist of working mothers, students - primarily from the local Further Education (FE)
college - and a string of part-time workers sent from the local job centre. The latter group do not have any
specific desire to work in a supermarket but need to show that they are willing to take jobs offered in order
to ensure they secure benefits. Often they will leave after a couple of weeks. You have heard rumours that
you are to be 'questioned about the disappointing trend in your sales figures' and expected to at least meet
the figures experienced by other departments in the store.
Leadership - Lesson Plan: 2 x 1 hour lessons
A series of 'off the shelf' lesson plans and resources for use in the classroom. These lessons deal with
Leadership and are relevant to the following specifications:

AQA: Module 5, 14.3

Edexcel: Unit 6, sections 5 & 6

OCR: Module 2876
Aim
The lessons seek to encourage some discussion about the nature of leadership, such as what the
characteristics of a 'good leader' are. Also, consider why there might be different - and equally appropriate leadership options for the same situation.
The Presentation covers in more detail than usual some of the principal leadership theories and considers
the problems facing leaders in introducing change. Some aspects of the issues associated with change
leadership are therefore considered in the light of the process by which change can be managed.
The Activity is anticipated to be carried out in small groups - no more than three, ideally - and aims to get
students thinking through the process by which change can be introduced and what type of leadership
approach would be appropriate given different situations. The intention is to try to discourage the idea that
autocratic leadership, for example, is necessarily 'bad' - there may be times when it is appropriate - but that
there are a host of factors that the leader has to consider when leading change in an organisation.
In considering the difficulties, students should show some appreciation of the problems of organisational
change, especially the problems of managing human behaviour. Most people in education will be familiar
with the 'politics' that are an integral part of most staff rooms and the relationship with senior managers,
but students may not be so aware of these subtleties and the discussion forum is a place where such issues
can be raised and aired.
Once the groups have considered their responses to the four situations provided, the whole class can be
brought together to discuss the approaches that each group has decided upon and to debate the issues that
arise from the different approaches and reasons etc. that have been suggested.
It is suggested that the situations be summarised on the board or a large sheet of paper and the different
leadership approaches listed next to them - see below:
This can then provide the basis for students to recognise the different approaches that have been
suggested.
When presenting their ideas and thoughts as well as in the subsequent discussion, students should be
encouraged to use appropriate terminology and concepts. For example, their decision might depend on
whether they adopted a Theory x or Theory y approach to staff, as well as incorporating other facets of
communication skills and motivation theory they may have already covered as part of the course.
Learning Objectives
At the end of the lessons, students should be able to:

Identify the main types of leadership style

Identify the main characteristics of different theories of leadership - trait, transactional, etc.

Demonstrate an ability to apply different leadership styles and characteristics to different
business situations

Demonstrate an understanding of the problems associated with leading change in an
organisation

Show an understanding of the process by which individuals and groups cope with change

Demonstrate an understanding of the advantages and disadvantages of different leadership
approaches to a problem
Resources

PowerPoint Presentation - Leadership [171K] (basic version also available for quicker download [148K])

Mind Map - Leadership

Activity - Leadership
Lesson Structure:
Lesson 1

Ask students to think about one person who they regard as being a good, strong leader. Get the
students to write down 4 things that they think makes this person a strong leader (it can be from any
field). (10 minutes)

Discuss the feedback from this exercise - try to make a list of characteristics that define (at this stage)
what makes a good leader. (10 minutes)

Look at the Mind Map to highlight the different types of leadership style and the theories of leadership can the characteristics discussed so far be classified in any of the styles/theories? (5 minutes)

Show the Presentation and discuss the different styles and theories of leadership encouraging students
to think of when the different styles might be most appropriate. (25 minutes)

Introduce the Activity explaining what the aims and process will be, divide the class into groups suggested to be no more than three. (5 minutes)

Review the main outcomes of the lesson. (5 minutes)
Lesson 2

Remind students of the Activity and its aims. (5 minutes)

Break out into groups and carry out the task. (25 minutes)

Come back together for feedback and discussion of the issues raised. (25 minutes)

Review the main outcomes of the lesson. (5 minutes)
Leadership - Mind Map
Mind Maps have been produced to introduce topics and give students an overview of key topics being
studied. The maps can be viewed as a whole page or, for those who prefer a more linear approach, as a text
version.
View larger version of the mind map.

Types of Leadership Style
o
Autocratic
o
Democratic (Participative)

Persuasive

Consultative



o
Laissez Faire (Free Rein)
o
Paternalistic
Change Leadership
o
The Problem
o
The Solution
o
Selling the idea
o
Resentment and alienation
o
Resignation
o
Acceptance
o
Internalisation
Theories of Leadership
o
Trait
o
Transformational
o
Behavioural
o
Contingency
o
Conversational
o
Transactional
Factors Affecting Style
o
Risk factors
o
Type of business
o
Necessity for change
o
Nature of the task
o
Organisational culture
Motivation - Mind Map
Mind Maps have been produced to introduce topics and give students an overview of key topics being
studied. The maps can be viewed as a whole page or, for those who prefer a more linear approach, as a text
version.
View larger version of the mind map.


Maslow
o
Physiological
o
Safety
o
Affiliation
o
Esteem
o
Self-Actualisation
Drucker
o


Likert
o
Exploitive-authoritative
o
Benevolent-authoritative
o
Consultative
o
Participative-group
Taylor
o


Money!
Scientific Management
Argyris
o
Bureaucratic/Pyramidal
o
Humanistic/Democratic
Herzberg
o
o



Hygiene Factors

Conditions

Pay

Status

Security

Company policies
Motivation factors

Achievement

Recognition

Growth/Advancement

Interest in the job
McClelland
o
Need to Achieve
o
Risk v outcome v success
o
Necessity of feedback
McGregor
o
Theory X
o
Theory Y
Mayo
o
'Hawthorne Effect'
o
Importance of Teamwork
o
Social Collaboration