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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

4.1 Personal development needs and career planning

Identifying, maintaining and enhancing professional practice is not an isolated activity within an organisation. Enhancing any professional practice suggests a concise expression of expected performance and a systematic approach to developing individual competence where capacity falls short of expected performance. As such the study of professional practice needs to firstly address methods of data collection and appraisal of performance expectations.

For many employees the main trigger for development of professional practice-or as we will more commonly call it professional development-comes from performance appraisal systems adopted by the organisation. Performance appraisals centre on:

The process of identifying, maintaining, enhancing and evaluating the performance capacity of employees in the organisation to deliver current and future organisational goals and objectives related to their job role. The process can also enhance communication with the employee in terms of recognition, feedback, isolation of personal development needs and target talent development relating to future career and learning pathways (Bowles, 1999, 2003).

Performance appraisal should be considered as part of the overall training and development system. Such a process would usually integrate individual development and overall strategic performance requirements; as depicted below.

Figure 1 The strategic appraisal cycle

Figure 2 Performance appraisal and interlocking business processes

Shaded areas represent the operational people management activities a manager within the training and assessment (learning) field will usually hold responsibility.

Whether triggered by the performance appraisal process or other activities, assessment of professional practice should result in a development processes that isolates:

1. Confirmation of current competencies and/or standards of professional practice;
2. Immediate (priority) development needs where an individual's capacity to perform is below that expected in professional practice;
3. Personal development choices or development needs for future career or work needs (low priority);
4. Options to resolve personal development gaps; and
5. Confirmation by all parties of the commitments to implement professional development plan.

Reading 1

Junor, A (1997) ' Lecture 8-2 Issues in Performance Management: Formative Assessment and Individual Development Plans', Unit 3488/HRM2 Lecture 8-2, Performance Appraisal and Competency Based Assessment , Human Resource Management 2, University of Canberra : Canberra . Sourced November 2004 at http://www.canberra.edu.au/uc/lectures/mantech/manpol/sem972/un
it3488/Unit3488+HRM2_Lecture8-2_Performance_Appraisal_and_C
ompetency_Based_Assessment.txt .

Activity 1

Complete the following chart to assess how performance appraisal sessions and processes you may be involved in rank against the listed criteria. The chart lists attributes across two extremes, the planned and formal process (left column) and the les formal or more subjective approach (right column). Ranking occurs by placing a response (a tick) on each line across the spectrum from 1 to 7. For instance on the first line a ranking of 1 (closest to the left hand response) would suggest performance appraisals are very consistent or a ranking of 7 (closest to the left hand column), that the sessions are not at all similar. If you were unsure your ranking would be in the middle column scoring 4. If they were mostly consistent you may respond with a ranking of 2 or 3.

	1.	2.	3.	4.	5.	6.	7.
Consistent								Dissimilar
Known measures								Subjective
Planned								Random
Comprehensive (everyone)								Disconnected (Few staff on key issues)
Known procedures								Appraiser sets procedures
Records kept								Filed by appraiser
Linked to training								No external links
Management tool								Personal tool
Feedback sought								Instructions given
Improving self								Improving attainment of manager's objectives
Recognising achievements								Focussing on faults
Time consuming								Less time consuming
Subtotals

Tally the score for every response from the column head (e.g. 1 though 7) .
Total is NOW = _______

Scoring

62-84

Appraisal and feedback sessions are generally routinised, formal and cyclic. They focus on goal attainment and operational problems. Personal development needs coverage is most likely through indirect or accidental procedures, rather than a deliberate focus. The conduct of the process is also likely to reflect management control, rather than reinforce empowered and participative communication processes.

37-62

Performance and appraisal are more balanced. The processes are likely to balance the needs of the appraiser/manager attaining their goals, whilst, to a limited extent, also acknowledging the needs of the individual employee (appraisee). Achievements are acknowledged and feedback sought, but the means for doing this are often informal or ad hoc. Seeking causes for problems and fault may still be present in the process. The process is still triggered by the management team and controlled by timelines set outside the team or process level's control.

12-36

Appraisal and feedback sessions are targeting known measures and actively seek input from the appraisee/teams; including when sessions are held, feedback and procedures. Management takes a less controlling influence on the appraisal process and seeks feedback from multiple levels within the appraisal and management process. Processes are closely tied to individual improvement and identification of both operational and individual needs.

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