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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

3.4.5 Writing papers and reports

Structure

Remember a well-structured paper or report that seeks to communicate a technical issue to a business reader will have a beginning, a middle and an end. It is not a chance to tell your reader absolutely everything ever written or said on the topic. Analysing a topic will enable you to understand what is required. It will also help you understand the intention of the person who has set the topic. Analysing a topic will help you work out what information you should include as just as importantly, what information you should exclude.

The Introduction

This should explain the scope of the paper (what you are going to cover and why). It may indicate what you understand by the title and reference definition and assumptions.

The Main Body

Develop your ideas/line of argument as fully as you can (with one main topic or idea per paragraph). Tell the story. Build your argument. Describe, explain and justify the points you make. It is not enough just to assert them. Confirm your ideas by referencing published materials, support what you say with examples and diagrams. Most importantly offer new data/evidence to back up the propositions you make.

At all times keep in focus the specification (what you have been asked to do and the main themes of your argument).

The Conclusion

Summarise your main points, draw conclusions and make suggestions if appropriate. Refer back to your objectives for the paper. It if asks a specific question, you have answered it?

List the main headings/sections you are going to write. Remember - beginning middle and end. Write rough notes or main points under each heading. Underline the most important. Cross through the irrelevant. Put question marks through points you are unsure about - decide whether or not to include or reject them later. Group them with circles and relate ideas together with lines and arrows.

Now write up you notes as a draft paper using the headings in logical sequence. Don't worry too much at this stage about precise spelling and grammar.

Read through what you have written and decide whether or not to include points you were unsure about earlier.

Now tackle the English, the spelling, the punctuation and the grammar. Are sentences, sentences?

Be warned - you may have written the draft. The creative work is largely accomplished but final editorial work can be very, very time consuming. Hence don't leave things to the last minute.

LEAVE IT ASIDE FOR A DAY OR TWO before you finalise it. Get a friend to provide the critical final check. Discuss it; clarify points; modify text, and sort the information into a logical structure. Make sure there are page numbers on every page. Review the layout (see below) and check the sequences and content. Cut and paste, add or delete sections.

Ask Yourself

• Overall make sure it is easy to read and 'flows' from key issue to the next issue.
• Does the report answer the question/satisfy the brief?
• Is the content relevant, well sequenced (logically arranged) and to the point?
• Are all the main aspects covered in sufficient depth?
• Is each main point well supported with explanation and evaluation, examples and argument?
• Is there clear distinction between your ideas and other people's ideas? Are all sources acknowledged (references?)
• Is the length what was required? If it is too long can over elaborate sections be made more concise? Can some sections be omitted for reasons that they add little to your main argument?
• Is the report clearly written and well laid out?
• Have I really considered the reader's needs?
• Is the report legible and is the grammar, punctuation and spelling correct?
• Are the sentences and is the sense clear?

Dangers

Take a copy. Put away your computer disk in a safe place. Hand in the original on time.

When a piece of course work is returned to you read the comments made by your tutor. Discuss them with her/him if you need clarification. Remind yourself of these comments before you embark on your next piece of course work.

Group Reports

If you are asked to submit a group report, even though, individually, you may be looking at different aspects (and therefore writing a separate section). Ensure that you:-

Work together to produce a coherent report in both content and style

List each person's contribution on the front of the report

Record Your Sources

For each assignment, you MUST reference all sources. Listing your bibliography is the last step. When you make notes, always record the source whether lecture, journal or book. When completing a piece of written work it is important that you acknowledge all ideas and information that are not your own.

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