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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

8.1.3 Framing capability inventories

Capabilities can be mapped by adapting existing measurement systems to produce a picture of possible individual contributions to organisational performance. A customised system maps individual traits and skills to organisational goals or key outcomes. Rather than relating an individual to a specific job, the capability inventory outlines the individual's capacity to contribute to wider organisational performance.

Table 1 Compiling capability data from traditional collection points (Bowles, 2004:Ch10)

Capability field	Examples of information collection points
Competencies (skills and knowledge)	Productivity sheets, downtime records, checklists, procedure manuals, diagnostic ratings, training programs, job descriptions, job analysis forms, skills audits, occupational analysis data, industrial awards, occupational and industry classification data, competency profiles, performance improvement targets
Non-competency-based attributes	Cultural attributes: Cultural audits, climate audits, job satisfaction surveys Traits and values: Attitude surveys, value and climate audits, individual job satisfaction indices, behavioural descriptors, educational programs, job weighting scales Experience: Job selection frameworks, personnel records, job weighting scales, performance appraisal data Behaviours, social interaction and communication: Organisational structures, span of control documentation, reporting relationship documents, workflow systems, quality system work procedures, job sampling, information system audits

 

Building a capability inventory presupposes that management acknowledges learning as a strategic activity, and that the contribution of learning can be measured in terms of current performance and future organisational competitiveness. Where a capability approach has been adopted, it has been used to considerable effect in assessing how far training for individual development achieves immediate outcomes and rationales that relate to the overall effort of building human capital (Bowles 1999).

Capability inventories are a dynamic business tool because they encompass the competencies, cognitive factors and experience required to achieve competitiveness. They also provide a framework for training, career development and organisational improvement.

Table 2 Comparison between skills-based audits and capability inventories

Skills-based approach	Capability approach
Tasks can be described using a single descriptor	It is recognised that tasks vary with time and situation
Information is based on current performance data and projections	People's perceptions are measured as well as their performance
Performance is concrete and can be quantified	Individuals can adapt to context to complete tasks
Evaluation is logic-based	Evaluation is value-based
Tasks define jobs	Tasks may define multiple purposes and futures
Job descriptions define current performance expectations	Job descriptions help to describe future expectations and career pathways
Focus is on portability of individual competencies between jobs	Focus is on capabilities for multiple futures
Audit defines current job roles within an organisation	Inventory identifies organisational current and future performance needs
Aim is to achieve efficiency	Aim is to provide adaptability
Focus is on job performance	Focus is on organisation-wide outcomes

 

Skills-based profiling focuses on functional processes, and as such produces task efficiencies that are one step removed from organisational outcomes. Capability profiling, on the other hand, is linked to strategic outcomes and the readiness to change and meet new challenges. Participants' roles are directly related to key result areas for the organisation. Functional efficiency may be reduced in the short term, but innovation and agility are increased resulting in long-term organisational advantage.

Reading 1

Wheeler, L (October 2002)' Resisting the quick fix: Workforce planning to deliver service to older Australians 2020 , The Myer Foundation: Sydney. Sourced May 2005, at http://www.myerfoundation.org
.au/svc002/GroundControl/SiteContent/UserFiles/0000000088.pdf .

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