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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

5.3 Ethical and inclusive practices

Ethics shape individual and therefore organisational and societal values and standards. Concepts of ethical behaviour for an individual, a business and a society may vary. An individual may hold views on standards and ethical behaviour that can evolve through both work and life contexts. In many cases standards and values that underpin work may conflict with the individual's ethical basis.

The definition of ethics is much debated. We firstly shall define ethics by determining what it is not. We will particularly concentrate on the relationship between morals and ethics. We will then move on to study how damaging conflict can be avoided when identifying and reporting poor work-based standards and values.

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