The document discusses the roles of managers and leaders. It provides definitions of management and leadership, comparing the functions of managers versus leaders. Management involves directing people and resources to achieve goals through systems and procedures, while leadership is about inspiring people to willingly work towards a shared vision. The document also examines different leadership styles, including autocratic, democratic, laissez-faire, transactional, and transformational leadership. It notes that the best leaders are flexible and adapt their style to different situations.

1. The Role Of A Manager And A
Leader
David Stonehouse
Senior Lecturer
Tel: 01695 657003
E-mail: stonehod@edgehill.ac.uk
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2. Management &
Leadership in Playwork
“Whether we like it or not, playwork
either within the voluntary sector,
private or council run, playwork has
to be managed and led within a
business environment.”
(Stonehouse, 2011a:7)
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3. Leadership V
Management
“Leadership & management are two
distinctive and complementary
systems of action. Each has its own
function and characteristic activities.
Both are necessary for success in
an increasingly complex and volatile
environment.”
(Kotter, 1990:103)
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4. Manager V Leader
Bennis and Nanus (1985:21) State
“managers are people who do things
right, and leaders are people who do
the right thing.”
Some leaders make unsuitable
managers and some managers make
unsuitable leaders
(Yukl, 2010).
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5. What Is Management?
■ Takes place within a structured organisational
setting & with prescribed roles;
■ Directed towards the attainment of aims &
objectives;
■ Achieved through the efforts of other people; and
■ Using systems & procedures.
(Mullins: 2010)
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6. Three Primary Responsibilities
1. Quality
2. Budget
3. Staff
■ Managers have 24 hr, 7-day/week responsibility for the
quality of the play service
■ Managers ensure that staff have what they need to get
their job done.
■ Managers allocate resources to meet the needs of
children and the play service within the budget.
Chilton (2006:127) when talking about what makes an
effective playworker states that one of a number of skills
is the “management and administration: of the physical
site, personnel, finances, communication systems,
committees, materials and equipment.”
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7. 1.Quality
“providing good play opportunities, and
continuously improving what you do by
using standards” (Conway, 2008:72).
“the standard of how good something is
when measured against other similar
things” (Kilvington and Wood, 2010:121).
■ Policies and Procedures.
■ Listening and gaining feedback
■ Managing complaints,
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8. 2. Budget
The manager will usually be the one
who is responsible for setting the
budget (Davy & Gallagher, 2006).
The manager must only spend the
budget on what has been agreed
and must never overspend
(Stonehouse, 2011a).
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9. Budget Considerations
■ Staff
■ Premises
■ Equipment
■ Training/development of staff
■ Heating, lights, water.
■ Food.
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10. Playwork Skills
When talking about what makes an
effective playworker Chilton
(2006:127) states that one of a
number of skills is the
“management and administration: of
the physical site, personnel,
finances, communication systems,
committees, materials and
equipment.”
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11. 3. Staff
■ Hiring - job descriptions, job
specifications, Attracting quality staff
■ Retaining
■ Firing!!
■ Development/training
■ Managing sickness.
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12. F.W. Taylor (1856-1915)
Scientific Management (1900-1930)
■ “Human beings are predisposed to seek
the maximum reward for the minimum
effort.”
■ “Managers must lay down in detail what
each worker should do, step by step;
ensure through close supervision that the
instructions are adhered to; and, to give
positive motivation, link pay to
performance.”
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13. F.W. Taylor - Scientific
Management
■ Midvale & Bethlehem Steel Company,
Pennsylvania.
■ Identified that there was a ‘one best way
to accomplish a task.’
■ 75 men were loading on average 12 ½
tons of pig iron per man per day.
■ Schmidt through Taylor increased this to
47 ½ tons a day and kept this up for the
three years of the study. 60% pay
increase.
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14. F.W. Taylor - Scientific
Management
■ Higher wages from increased output
■ The removal of physical strain from doing
work the wrong way
■ Substitution of industrial warfare with
industrial harmony
■ Developing countries may be best to
apply Scientific Management to aid their
economies.
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15. Four Overriding Principles of
Scientific Management
1. Replace ‘rule of thumb’ means of
organising work with scientific methods.
Time & motion, expertise of experienced
workers.
2. Scientific Personnel system. Workers
hired, trained and promoted based on
technical competence and ability.
3. Common goals & sharing of organisational
mission. Financial incentives.
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16. Four Overriding Principles of
Scientific Management
1. Relationship between managers and
workers should be cooperative &
interdependent. However, Functional
Foremen (Managers) plan prepare &
supervise, worker’s work.
Henry Ford in 1913 applied Scientific
Management to his Highland Park Plant.
‘Fordism’
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17. Douglas McGregor (1960)
Theory X and Theory Y
■ Theory X – managers believe that that their
employees are basically lazy, need constant
supervision and direction and are indifferent to
organisational needs. emphases external
rewards, workers controlled through rewards and
punishment.
■ Theory Y – managers believe that their workers
enjoy their work, are self motivated, and are
willing to work hard to meet personal and
organisational goals. workers derive satisfaction
from the work itself.
■ Theory Z – Combination of the X & Y.
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18. Neo Human Relations
More psychological approach
Maslow (1943) ‘Hierarchy of Human Needs.’
5 Levels
Self-
actualisation
Esteem needs
Love needs
Safety needs
Physiological needs
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19. Characteristic Differences
MANAGER LEADER
■ Attention to detail ■ Innovator
■ Motivated by reward & ■ Motivator
punishment ■ Role model
■ Low on interpersonal skill ■ Interpersonal skills
■ Reactive than proactive ■ Values staff
■ Strives on efficiency ■ Promoter of positive
■ Sticks to rules, policies & punishment
regulations. ■ Proactive
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20. Formal & Informal
Organisation
Formal Informal
■ Policies & procedures ■ Informal leaders
■ Spans of control ■ Personal animosities
& friendships
■ Organisational charts
■ Grapevine
■ Mission statements
■ Group norms &
■ Job definitions & sentiments
descriptions ■ Emotional feelings,
■ Production efficiency needs & desires.
& effectiveness ■ Prestige & power
measures structures.
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21. What is Leadership?
It is about getting people to do
willingly, that which their instincts
teach them not to do.
(Mullins: 2010)
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22. the University of choice

23. Scotland Forever!!
Charge of the Scots Greys
■ 107 riders killed, 97 wounded, and
228 horses (of the original 416) lost
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24. Leadership Styles
■ Autocratic or Authoritarian Style of Leadership
■ Democratic Style of Leadership
■ Laissez-faire Style of Leadership
■ Transactional Style of Leadership
■ Transformational Style Of Leadership
There are many more!!!!
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25. Autocratic or Authoritarian
Style of Leadership
leader who
■ Tells others what to do
■ Who limit’s discussion on their ideas
■ Communication is only in one direction, from
them to the rest of the staff.
■ Places emphasis on productivity, how much can
get done in the shortest possible time
Sadek and Sadek (2009) liken this type of leader to
a spider sitting within the middle of a web.
Always in complete control of its surroundings.
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26. Autocratic Leadership
Negatives:
A leader who consistently behaves in
an autocratic way could end up devaluing and
de-motivating their staff, leading to problems with
staff retention (Johnston and Nahmad-Williams,
2009).
Positives:
when the leader is the most
knowledgeable person and where time is limited
(Huczynski and Buchanan, 1999).
For example
in an emergency situation
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27. Democratic Style of
Leadership
Leader:
■ Involves others in decision making
■ Team work is promoted and encouraged
■ leader will ask rather than telling
■ Power here shifts away from the leader and is
shared with the team as a whole
■ Communication is in a two way direction with the
leader welcoming and seeking discussion and
feedback
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28. Democratic Style of
Positives:
Leadership
■ greater motivation and commitment within the team
■ team feel valued and respected for their contribution
■ Ownership of any decision is accepted by everyone
Negatives:
■ where there is disagreement within the team conflict might
arise
And as Marquis and Huston (2009:39) state “because many
people must be consulted, democratic leadership takes
more time and, therefore, may be more frustrating for those
who want decisions made rapidly.”
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29. Laissez-faire Style of
Leadership
The Leader:
■ gives complete freedom of action to the
team in making decisions and planning
■ Complete power is given over to the team
■ leader will not interfere with the teams
work, but keeps themselves available if
help is required
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30. Laissez-faire Style of
Leadership
Works well When:
■ The team possesses a high degree of
skill, knowledge and motivation to
accomplish what is being asked of them.
Mullins (2010) stresses the importance
when discussing this leadership style that
it has to be a genuine laissez-faire style,
where the team has the skill and ability
and the leader trusts the team.
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31. Laissez-faire Style
Does not work when:
■ staff members do not have the necessary ability
or skills.
This can then lead to high levels of stress
As Northouse (2009:44) states “because people are
directionless and at a loss to know what to do,
they tend to do nothing.”
Gill (2008) argues, laissez-faire leadership can
become no leadership at all.
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32. Transactional leadership
The leader enters into a transaction with the
employee
who agrees to take part, or work in a
certain way, in return for some form of
reward or compensation (Lawler, 2007)
Or
to prevent some form of punishment from
taking place (Mullins, 2010).
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33. Transactional Leadership
As Mullins (2010:391) states this type
of leadership
“appeals to the self-interest of
followers.”
This style contrast with the
Transformational or Charismatic
Leadership style.
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34. Transformational Style Of
Leadership
“is a process of engendering higher levels
of motivation and commitment among
followers” (Mullins, 2010:391).
• Actively develop relationships with their
co-workers.
• The work place & meaning of work are
transformed
• Employees pursue active goals.
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35. Transformational Leaders
“Act as mentors to their followers by
encouraging learning, achievement,
and individual development.
They provide meaning, act as role
models, provide challenges, evoke
emotions, and foster a climate of
trust.”
(Harms and Crede, 2010:6)
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36. Transformational Leadership –
Four Basic Components.
■ Idealised Influence – Charisma of the leader.
Are they perceived as being confident and
committed. Do they engender respect and
admiration from their followers;
Leader aims for the employee to
“transcend their own self-interest for the sake of the
team, department, or organisation”
(Daft and Marcic, 2009:427)
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37. Transformational Leadership –
Four Basic Components.
■ Inspirational Motivation – behaviour of the
leader provides meaning & challenge to the
workers. The leader sets challenging goals but
ones which are attainable.
“inspirationally motivate employees by clearly
articulating an appealing vision of the
organisation’s mission and future.”
(Wright and Pandey, 2010:75)
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38. Transformational Leadership –
Four Basic Components.
■ Intellectual Stimulation – promotes intelligence
& new ways of working. Encourages creative
thinking, risk taking, to participate at an
intellectual level and for followers to challenge
their own assumptions.
■ Individualised Consideration – Leader has
special concern for workers growth &
development. Through mentoring, empowering,
encouraging and being in frequent contact.
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39. Transformational Leaders
■ Have a clear collective vision
■ & they manage to communicate it
effectively to all employees.
■ Trust their subordinates and leave
them space to breathe and grow.
■ Stimulate employees to be more
innovative.
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40. Transformational Leaders
■ Actively develop relationships with
their co-workers, who become more
active, motivated & inspired
■ The work place & meaning of work
are ‘transformed.’
■ Employees pursue organisational
goals.
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41. Guidelines for Leaders
• Articulate a clear and appealing vision.
• Explain how the vision can be attained.
• Act confident and optimistic.
• Express confidence in followers.
• Use dramatic, symbolic actions to
emphasize key values.
• Lead by example.
(Yukl, 2010)
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42. Battle of Agincourt 25 October 1415 (Saint Crispin’s Day)
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43. St Crispin’s Day Speech From
Henry V
■ He was present
■ He was flexible and fair
■ He was honest
■ He was involved
■ He was clear
■ He was timely
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44. Key Qualities
■ Knowledge & skill,
■ Effective communication of ideas,
■ Confidence,
■ Commitment,
■ Energy,
■ Insight into the needs of others
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45. Additional Qualities
■ Ability to listen
■ Ability to reserve judgement
■ Give direct & positive feedback
■ Recognise individual values through
respect for others
■ & use humour.
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46. “The Dark Side of
Charisma” Yukl (2010)
■ The leader may take unnecessary risks
■ Or deny problems or failures as they occur
■ People over rely upon the leader, accepting
everything they say and do to be correct.
■ No-one feels able to question decisions or voice
opposition
Yukl (2010:275) states Leaders demonstrating
this failing may “make more risky decisions that
can result in a serious failure.”
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47. So Which Style Is Best?
Anon (2010:21) states “Leaders must learn to adapt
their leadership styles and strategies to meet the
needs of various complex situations.”
“The key to a great leader is not then to be rigid in
their choice of style, but to move between the
different styles as the situation demands. It is this
flexibility and level of skill which makes the leader
stand out not just as a leader, but as a great leader”
(Stonehouse, 2011b:11).
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48. Bibliography
Anon. (2010) ‘The Changing Face of Leadership.’ Strategic Direction. 26 (1) pp.21-23.
Bennis, W. & Nanus, B. (1985) Leaders. The Strategies For Taking Charge. New York:
Harper & Row.
Burnes, B. (2000) Managing Change: A Strategic Approach to Organisational Dynamics.
Third Edition. London: Prentice Hall.
Chilton, T. (2006) ‘Adventure Playgrounds in the Twenty-First Century.’ In: Brown, F. (ed)
Playwork: Theory and Practice. Buckingham: Open University Press. Pp.114-127
Conway, M. (2008) ‘Quality in Play: Underpinning Thoughts’ In: Brown, F. & Taylor, C. (eds)
Foundations of Playwork. Berkshire: Open University Press. pp.72-75.
Daft, R.L. and Marcic, D. (2009) Understanding Management. Sixth Edition. United States:
South-Western Cengage Learning.
Davy, A. & Gallagher, J. (2006) New Playwork: Play and Care for Children 4 – 16. Fourth
Edition. London: Delmar Cengage Learning.
Gill, R. (2008) Theory and Practice of Leadership. London: Sage Publications Ltd.
Harms, P.D. & Crede, M. (2010) ‘Emotional Intelligence and Transformational and
Transactional Leadership: A Meta-Analysis. ‘Journal of Leadership & Organisational
Studies. 17 (1) 5-17.
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49. Bibliography
Huczynski, A. & Buchanan, D. (1999) ‘Can Leaders Change Their Styles?’ In: Billsberry, J.
(ed) The Effective Manager: Perspectives and Illustrations. London: Sage Publications.
Pp 42-46.
Kilvington, J. & Wood, A. (2010) Reflective Playwork: For All Who Work With Children.
London: Continuum International Publishing Group.
Kotter, J.P. (1990) What Leaders Really Do. Harvard Business Review. May – June
pp 103-111.
Johnston, J. & Nahmad-Williams, Lindy. (2009) Early Childhood Studies. Essex: Pearson
Education Limited.
Lawler, J. (2007) ‘Leadership in Social Work: A Case of Caveat Emptor?’ British Journal of
Social Work. 37:Pp. 123-141.
Marquis, B. L. & Huston, C. J. (2009) Leadership Roles and Management Functions in
Nursing. Sixth Edition. Philadelphia: Lippincott Williams & Wilkins.
Mullins, L.J. (2010) Management and Organisational Behaviour. Ninth Edition. London:
Financial Times Prentice Hall.
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50. Bibliography
Northouse, P.G. (2009) Introduction to Leadership, Concepts and Practice. London: Sage
Publications Ltd.
Sadek, E. & Sadek, J. (2009) Good Practice in Nursery Management. Third Edition.
Cheltenham: Nelson Thornes.
Senge, P. M. (2006) The Fifth Discipline: The Art And Practice of the Learning
Organisation.
London : Currency Doubleday.
Stonehouse, D. (2011a) ‘Are You A Manager Or Leader Of Playwork? Part One.’ IP-DiP:
For
Professionals In Play. Weekly. 14th January (31) pp. 7-11.
Stonehouse, D. (2011b) ‘Are You A Manager Or Leader Of Playwork? Part Two.’ IP-DiP:
For
Professionals In Play. Weekly. 21st January (32) pp. 7-11.
Wright, B. E. & Pandey, S. K. (2010) ‘Transformational Leadership in the Public Sector:
Does Structure Matter?’ Journal of Public Administration Research and Theory. 20:
Pp. 75-89.
Yukl, G. (2010) Leadership in Organizations. Seventh Edition. New Jersey:Pearson.
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