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• Module overview
• 1. Introduction to the effective leader and manager
  • 1.1 The effective workplace manager -The roles and traits approach.
    • 1.1.1 Early proponents of the role approach
    • 1.1.2 Roles and functions
    • 1.1.3 Role of the modern industrial manager
    • 1.1.4 Managerial roles and traits
  • 1.2 The Effective Workplace Manager - The Behaviour Approach
    • 1.2.1 Early behavioural approach to management
    • 1.2.2 Theory X and Y managers
    • 1.2.3 The Blake and Mouton management grid
    • 1.2.4 Behaviours and traits
  • 1.3 The effective workplace manager - The competency approach
    • 1.3.1 International approaches to competency development of managers and leaders
    • 1.3.2 Behaviours and competencies
    • 1.3.3 Competence- an Australian perspective

• 2. Leadership styles

  • 2.1 Leadership styles
  • 2.2. Motivation, commitment and collective responsibility
  • 2.3 Leadership approaches and styles: The situational (contingency) approach
    • 2.3.1 Five decision-making styles
    • 2.3.2 Situated leadership styles
    • 2.3.3 Path goal related leadership styles
  • 2.4 Leadership styles and transformational leadership

• 3. Learning styles and learning to learn

  • 3.1 Learning styles
    • 3.1.1 Personal learning style(s)
    • 3.1.2 The Four Learning Styles
    • 3.1.3 What is Your Learning Style?
  • 3.2 Difference between how adults learn and how children learn
  • 3.3 Learning styles and multiple intelligences
    • 3.3.1 Types of intelligence
    • 3.3.2 Instruction and types of intelligence
  • 3.4 Study skills
    • 3.4.1 Concentration
    • 3.4.2 Set S.M.A.R.T. Learning Goals
    • 3.4.3 Skim reading
    • 3.4.4 Taking notes
    • 3.4.5 Writing papers and reports
  • 3.5 Learning online
    • 3.5.1 Definitions
    • 3.5.2 Are you ready to learn online?
    • 3.5.3 Technical requirement

• 4. Personal development planning

  • 4.1 Personal development needs and career planning
    • 4.1.1 Professional development and goal alignment
  • 4.2 What career do you want?
    • 4.2.1 What are we developing in our transport and logistics leaders?
    • 4.2.2 Human functioning
    • 4.2.3 Assessing current competencies gaps and development needs
  • 4.3 Benchmarking or measuring professional development against organisational goals
  • 4.4 Setting and integrating job performance outcomes
    • 4.4.1 Personal development questionnaire anticipating your future skill needs
    • 4.4.2 Personal improvement plan-Personal and work context
    • 4.4.3 Professional Development Plan

• 5. Modelling high standards of ethics and performance

  • 5.1 Modelling high standards of performance
  • 5.2 Being a role model in an organisation that has integrity and credibility
    • 5.2.1 Corporate culture
    • 5.2.2 Organisational policy to enable integrity and credibility
    • 5.2.3 Individual responsibility
  • 5.3 Ethical and inclusive practices
    • 5.3.1 Ethics, morals and values
    • 5.3.2 Business ethics
    • 5.3.3 Ethics and the law
  • 5.4 Building trust and confidence-Treating people with integrity, respect and empathy
    • 5.4.1 Communicating to develop trust and confidence
    • 5.4.2 Building a culture of trust

• 6. Developing professional networks or communities

  • 6.1 What are communities?
    • 6.1.1 Types of communities
  • 6.2 Harnessing divergent networks
  • 6.3 Harnessing convergent networked communities
  • 6.4 Internal convergent (purpose-driven) networks
  • 6.5 Knowledge and communities
  • 6.6 Public and external networks
  • 6.7 Professional development bodies and networks
    • 6.7.1 Professional management bodies and networks
  • 6.8 Stakeholder management

• 7. Enhancing workplace learning

  • 7.1 Types of workplace learning
    • 7.1.1 Training and education
    • 7.1.2 Workplace training
  • 7.2 Coaching and mentoring
    • 7.2.1 Coaching
    • 7.2.2 Mentoring

• 8. Training needs analysis

  • 8.1 Profiling individuals within organisations
    • 8.1.1 Functional job profiling
    • 8.1.2 Profiling skills gaps using human capital approach
    • 8.1.3 Framing capability inventories
  • 8.2 Linking individual and organisational capabilities
    • 8.2.1 Integrating capability reporting and management
  • 8.3 Developing a learning plan using SWOT analysis
  • 8.4 Implementing a learning plan
    • 8.4.1 Step 1 Prepare a learning project brief
    • 8.4.2 Step 2 Discuss your plan with training personnel
    • 8.4.3 Step 3 Break down your learning plan into its basic elements.
    • 8.4.4 Step 4 Provide costings for each element
    • 8.4.5 Step 5 Provide a list of benefits derived from the learning intervention
    • 8.4.6 Step 6 Discuss your findings with training personnel

• 9. Assess and review workplace learning

  • 9.1 Assessment of workplace learning
  • 9.2 How to assess?
  • 9.3 Applying the principles of assessment in the workplace
  • 9.4 Conducting Competency-Based Assessment
    • 9.4.1 Setting Evidence Requirements
    • 9.4.2 Develop instructions for assessment tool use
    • 9.4.3 Satisfying the assessee needs
    • 9.4.4 Conducting Assessment
    • 9.4.5 Instructions to remove ambiguity
    • 9.4.6 Collecting and judging evidence
    • 9.4.7 Review the assessment processes
  • 9.5 Keeping training records

1.3.3 Competence - an Australian perspective

Given that this Investigative Research Report is intended in the first instance for an Australian audience it is worth noting the specific approach adopted by Australia . In the early 1990s, Australia moved its national vocational education and training system to one based on competencies. The then National Training Board (now the National Training Quality Council - NTQC), defined competency as:

The specification of the knowledge and skills and the application of that knowledge and skill across industries or within an industry to the standard of performance required in employment. (NTB, 1992:10)

In essence a competency is what a person can actually do within a real job. This involves more than just completing a range of tasks. It requires that performance be assessed to an agreed standard, and can be completed in a range of different contexts when considering variables (e.g. type of technology, time) that may impact performance.

A competency standard is the specification or benchmark which describes the knowledge, skill and attitude required to attain performance outcomes. A National Competency Standard is endorsed by the National Training Framework Committee.

This council ensures that the 'standard' is written in a certain format, is validated, involves wide consultation and is advanced by an institution that can support and promote ongoing review. As competencies are identified they must be aligned with the Australian Qualifications Framework (AQF) to enable cross-industry and cross-occupational comparisons and levels of performance to be benchmarked.

Standards can be submitted to the National Training Framework Committee by:

An industry body e.g. the Wholesale, Retail and Personal Services Industry Training Advisory Board

A cross-industry body e.g. Workplace Assessors, Small Business Management Competency Standards Body

An enterprise e.g. Woolworths, McDonald's, Qantas.

Competency standards and combinations of units of competency (competency standards) are matched against the AQF to produce the relevant qualifications that are to be used nationally. Competency standards therefore form the basis for vocational qualifications. According to the national guidelines developed by the Australian National Training Authority (2000: Chapter 2:3):

Note:
National standards define the competencies required for effective performance in the workplace. A competency comprises the specification of knowledge and skill and the application of that knowledge and skill to the standard of performance required in the workplace. This definition of competency encompasses a range of features:

The concept of competency focuses on what is expected of an employee in the workplace rather than on the learning process, and embodies the ability to transfer and apply skills and knowledge to new situations and environments;

In competency standards the emphasis is on outcomes and on the application of skills and knowledge, not just specification;

Competency standards are therefore concerned with what people are able to do (e.g. maintain and use networks), and also with the ability to do this in a range of contexts (e.g. maintain and use networks of suppliers, government agencies).

A combination of units must cover the four primary components of competency:

• Task skills;
• Task management skills;
• Contingency management skills;
• Job/role environment skills.
• See www.anta.gov.au for more details

The development guidelines for national competencies explicitly include knowledge and skills. They also include information as to how the competency may be deployed across different contexts and contingencies (range of variables) and evidence requirements for judging competency attainment (evidence guide).

Under the Australian model, skills and knowledge are subsets of competencies.

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