BSBPEF501

MANAGE PERSONAL AND

PROFESSIONAL DEVELOPMENT
Learner Guide 1
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Table of Contents
Table of Contents ......................................................................................................... 2
Unit of Competency ................................................................................................................. 4
Performance Criteria ................................................................................................................ 5
Foundation Skills ......................................................................................................................... 6
Assessment Requirements ....................................................................................................... 8
Housekeeping Items.......................................................................................................... 11
Objectives ........................................................................................................................... 11

1. Manage work goal development ....................................................................... 12

1.1 - Document team member responsibilities and identify organisational
framework for development of work goals.................................................................... 12
The Transformational Leader ................................................................................................ 13
Trait theories .............................................................................................................................. 16
Contingency theories ............................................................................................................. 16
Great Man theories ................................................................................................................. 17
Participative theories .............................................................................................................. 18
Behavioural theories ............................................................................................................... 19
Situational theories .................................................................................................................. 19
Follower Development ........................................................................................................... 21
Learning Task One ................................................................................................................... 23
1.2 - Support others to develop work goals, plans and activities that align with their
responsibilities .................................................................................................................... 24
SMARTER goals .......................................................................................................................... 24
Learning Task Two .................................................................................................................... 30
1.3 Assess others’ work goals, plans and activities for alignment with organisational
goals and provide feedback to team members .......................................................... 32
1.4 Facilitate access to personal and professional development opportunities that
align to team member goals, plans and activities ....................................................... 32
Learning Task Three ................................................................................................................. 34

2. Facilitate achievement of work priorities ........................................................... 35

2.1 Assess and prioritise personal, team and organisational demands ............ 35
2.2 Use technology to manage work priorities of the team ............................... 35
2.1 - Assess and prioritise personal, team and organisational demands .................. 36
The Priority Matrix ..................................................................................................................... 36
Learning Task Four ................................................................................................................... 37
Action Plans ............................................................................................................................... 41
2.2 Use technology to manage work priorities of the team ........................................ 42

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Learning Task Five .................................................................................................................... 46

2.3 Identify and implement techniques to manage team health and wellbeing in
the workplace .................................................................................................................... 47
Learning Task Six ....................................................................................................................... 49

3. Develop and maintain professional competence ........................................... 50

3.1 - Document own development needs, priorities and plans using applicable
competency standards, where required ....................................................................... 51
Learning Task Seven ................................................................................................................ 54
3.2 Seek feedback from relevant personnel on own development needs .............. 55
Learning Task Eight .................................................................................................................. 57
3.3 Participate in personal and professional development activities that address
identified needs, priorities and plans .............................................................................. 59
Action learning ......................................................................................................................... 60
Coaching ................................................................................................................................... 63
Exchange/rotation .................................................................................................................. 63
Induction .................................................................................................................................... 64
Mentoring ................................................................................................................................... 65
Structured training programs ................................................................................................ 68
Learning Task Nine ................................................................................................................... 68
.4 Participate in networks to enhance personal knowledge, skills and work
relationships ............................................................................................................................... 69
How to network ........................................................................................................................ 71
Where can I network? ............................................................................................................ 72
Learning Task Ten ..................................................................................................................... 74
Learning Task Eleven ............................................................................................................... 77

Appendices ................................................................................................................ 78
Action Plan for .................................................................................................................... 79
Action Plan for .................................................................................................................... 82
Action Plan for .................................................................................................................... 83
Action Items for .................................................................................................................. 84
Action Plan Tracking for .................................................................................................... 85

References and useful links ...................................................................................... 86

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Unit of Competency
Application
This unit describes the skills and knowledge required to create systems and process
to organise information and prioritise tasks.

It applies to individuals working in managerial positions who have excellent

organisational skills. The work ethic of individuals in this role has a significant impact
on the work culture and patterns of behaviour of others as managers at this level are
role models in their work environment.

No licensing, legislative, regulatory or certification requirements apply to this unit at

the time of publication.
Unit Sector
Industry Capability – Workplace Effectiveness

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Performance Criteria

Element Performance Criteria

Elements describe the Performance criteria describe the performance
essential outcomes. needed to demonstrate achievement of the element.

1. Manage work goal 1.1 Document team member responsibilities and

development identify organisational framework for development
of work goals
1.2 Support others to develop work goals, plans and
activities that align with their responsibilities
1.3 Assess others’ work goals, plans and activities for
alignment with organisational goals and provide
feedback to team members
1.4 Facilitate access to personal and professional
development opportunities that align to team
member goals, plans and activities

2. Facilitate 2.1 Assess and prioritise personal, team and

achievement of organisational demands
work priorities
2.2 Use technology to manage work priorities of the
team
2.3 Identify and implement techniques to manage
team health and wellbeing in the workplace

3. Develop and 3.1 Document own development needs, priorities and

maintain plans using applicable competency standards,
professional where required
competence
3.2 Seek feedback from relevant personnel on own
development needs
3.3 Participate in personal and professional
development activities that address identified
needs, priorities and plans

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Foundation Skills
This section describes language, literacy, numeracy and employment skills
incorporated in the performance criteria that are required for competent
performance.

Skill Performance Description

Criteria

Learning 3.1, 3.2, 3.3, 3.4, 3.5 ➢ Investigates and uses a range of strategies to
develop personal competence

Reading 1.2, 3.1, 3.2 ➢ Analyses and interprets textual information from
organisational policies and practices or feedback
to inform personal development planning

Writing 3.2 ➢ Uses feedback to prepare reports that summarise

ways to improve competence

Oral 3.2 ➢ Uses active listening and questioning to seek and

Communication receive feedback

Enterprise and 1.2, 2.1 ➢ Identifies how own role contributes to broader
Initiative organisational goals
➢ Considers organisational protocols when
planning career development of self and others

Teamwork 1.1, 3.2, 3.4 ➢ Selects and uses appropriate conventions and
protocols when communicating with diverse
stakeholders
➢ Uses interpersonal skills to establish and build
positive working relationships with others

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Planning and 1.1, 1.2, 1.3, 2.1, ➢ Plans and prioritises tasks in order to meet
organising 2.2, 2.3, 3.1 deadlines, manage role responsibilities and to
manage own personal welfare
➢ Identifies and uses appropriate technology to
improve work efficiency

Technology Task 1 and 2 all ➢ Uses technology to manage and prioritise work
tasks

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Assessment Requirements
Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the
elements, performance criteria and foundation skills of this unit, including evidence
of the ability to:
➢ develop and implement a plan for own personal and professional
development
➢ manage personal and professional development of at least two other
individuals.
➢ In the course of the above, the candidate must:
➢ identify roles and responsibilities of team members
➢ support two different individuals to develop work goals that align with their
role and responsibilities
➢ facilitate team member access to relevant personal and professional
development activities
➢ use technology to organise and prioritise tasks and commitments of a team or
work area
➢ research and implement techniques for maintaining health and wellbeing of
self and others
➢ develop personal work goals, plans and activities to meet work goals
➢ measure personal work performance, including assessing competency
against competency standards
➢ participate in personal and professional development activities to develop
professional competence.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks

outlined in the elements, performance criteria and foundation skills of this unit,
including knowledge of:
➢ roles and responsibilities of team members
➢ principles and techniques involved in the management or organisation of:
o performance measurement
o personal behaviour, self-awareness and personality traits identification
o personal development plans

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o personal goal setting

o task prioritisation
➢ common personal and professional development activities relevant to the
industry
➢ technology to plan and prioritise work tasks
➢ techniques to manage health and wellbeing in the workplace
➢ organisation’s human resources policies and procedures relevant to
professional development.

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Assessment Conditions

➢ Skills in this unit must be demonstrated in a workplace or simulated

environment where the conditions are typical of those in a working
environment in this industry.

➢ This includes access to challenges and situations to demonstrate the

application of performance evidence.
Links

Companion volumes available from the IBSA website:

http://www.ibsa.org.au/companion_volumes -
http://www.ibsa.org.au/companion_volumes

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Housekeeping Items

Your trainer will inform you of the following:

➢ Where the toilets and fire exits are located, what the emergency
procedures are and where the breakout and refreshment areas are.
➢ Any rules, for example asking that all mobile phones are set to silent
and of any security issues they need to be aware of.
➢ What times the breaks will be held and what the smoking policy is.
➢ That this is an interactive course and you should ask questions.
➢ That to get the most out of this workshop, we must all work together,
listen to each other, explore new ideas, and make mistakes. After all,
that’s how we learn.
➢ Ground rules for participation:
o Smile
o Support and encourage other participants
o When someone is contributing everyone else is quiet
o Be patient with others who may not be grasping the ideas
o Be on time
o Focus discussion on the topic
o Speak to the trainer if you have any concerns
Objectives
➢ Discover how to establish personal work goals
➢ Know how to set and meet own work priorities
➢ Learn how to develop and maintain professional competence
➢ Gain skills and knowledge required for this unit

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1. Manage work goal development

1.1 Document team member responsibilities and identify organisational framework
for development of work goals
1.2 Support others to develop work goals, plans and activities that align with their
responsibilities
1.3 Assess others’ work goals, plans and activities for alignment with organisational
goals and provide feedback to team members
1.4 Facilitate access to personal and professional development opportunities that
align to team member goals, plans and activities

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1.1 - Document team member responsibilities and identify organisational framework

for development of work goals

For organisational success, it is important that all leaders inspire and encourage the
people around them. To be a positive role model, leaders need to understand the
different leadership styles that will inspire workers to be a part of the team and to
actively work to improve the organisation’s work processes and procedures.
The Transformational Leader
The History - In 1978 James MacGregor Burns wrote that transformational leadership
is when “leaders and followers make each other
advance to a higher level of moral and
motivation.” Transformational leaders need to be
able to inspire their followers to change and work
towards common goals and objectives.
By 1985, Bernard M. Burns expanded on this
theory to define the transformational leader
based on the impact that they had on their
followers. Bass believed that the transformational
leader gained trust, admiration and respect from
their followers.
The Theory - Bass also believed that there are four
different components of transformational
leadership and they are:
1. Intellectual Stimulation – Transformational
leaders not only challenge the status quo,
they also encourage creativity among
followers. The leader encourages followers
to explore new ways of doing things and new opportunities to learn.
2. Individualised Consideration – Transformational leadership also involves
offering support and encouragement to individual followers. In order to foster
supportive relationships, transformational leaders keep lines of
communication open so that followers feel free to share ideas and so that
leaders can offer direct recognition of each follower’s unique contributions.
3. Inspirational Motivation – Transformational leaders have a clear vision that
they are able to articulate to followers. These leaders are also able to help
followers experience the same passion and motivation to fulfil these goals.

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4. Idealised Influence – The transformational leaders serves as a role model for

followers. Because followers trust and respect the leader, they emulate the
leader and internalise his or her ideals. Hood writes that “idealised influence
can be defined as serving as a charismatic role model to followers.”
Transactional Leadership - Where transformational leadership believes that leaders
are followers, transactional leaders believe that workers are motivated by reward
and punishment. Rewards demonstrate that employees are following orders
whereas a punishment demonstrates that the employees are not.
Unlike the transformational leader, transactional leaders do not inspire personnel. As
the prime purpose of a subordinate is to do what they are told to do, then there
does not seem to be sufficient reason for team members to perceive the
transactional leader as a role model.
The problem with transactional leadership is that it has limited uses and “it restricts
the leader-follower relationship…leaving little room for charisma or inspiration”

(Hood, p.46, 2011).

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Transactional versus Transformational Leadership - Transactional leaders allow

personnel to see rewards, in return for productivity. Conversely, workers learn that
lack of productivity is met with punishment. In transformational leadership, leaders
provide their employees with commitment, dedication and respect, working with
them to develop their skills. Transformational leaders aim to take their followers to the
next level and transcend their own personal limits.
Bass et al (2002) points out the differences between transactional and
transformational leadership in the following table.

Transactional Leaders Transformational Leaders

Leaders rely on standard forms of Leaders arouse emotions in their

inducement, reward, punishment and followers, which motivates them to act
sanction to control followers beyond the framework of what may be
described as exchange relations

Leaders are aware of the link between Leadership is proactive and forms new
the effort and reward expectations in followers

Leadership is responsive and its basic Leaders are distinguished by their

orientation is dealing with present issues capacity to inspire and provide
individualised consideration, intellectual
stimulation and idealised influence to
their followers

Leaders motivate followers by setting Leaders create learning opportunities

goals and promising rewards for desired for their followers and stimulate followers
performance to solve problems

Leadership depends on the leader’s Leaders possess good visioning,

power to reinforce subordinates for their rhetorical and management skills, to
successful completion of the bargain develop strong emotional bonds with
followers

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Is short-term and hard data orientated Leaders motivate followers to work for
goals that go beyond self-interest.

Is preoccupied with purposes and

values, morals, and ethics
Relies on human relations to lubricate
human interactions

Transactional leadership is a management theory, whereas transformational

leadership is a relationship theory.
Other forms of theory include:
Trait theories
We are born with inherited traits. Under trait theory, some of these traits are better
suited to leadership. Rather than finding ways to develop skills, leaders were found
who demonstrated specific traits. These traits made them leaders.
In 1983, McCall and Lombardo researched and identified four main traits a leader
should have to succeed. They are:
➢ Emotional stability and
composure: Calm, confident and
predictable, particularly when
under stress.
➢ Admitting error: Owning up to
mistakes, rather than putting
energy into covering up.
➢ Good interpersonal skills: Able to
communicate and persuade
others without resort to negative or
coercive tactics.
➢ Intellectual breadth: Able to understand a wide range of areas, rather
than having a narrow (and narrow-minded) area of expertise.
Contingency theories
Contingency theory of leadership relies on the ability of the leader to lead based on
their preferred leadership style and the abilities and behaviour of their followers in
different situations.

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Similar in nature to situational theory, contingency theory operates on the belief that
there is no single correct way in which to resolve an issue. Instead it looks at the
resolving a situation based on the variables involved.
Fielder wrote about contingency theory in the 1960s. He believed that a leader’s task
was a task oriented one or a people oriented. To be an effective leader, you would
need to know:
➢ How clearly defined and structured the scope of the job is
➢ How much power the leader has
➢ The relationship between followers and their leader.
Path Goal theory identifies how an individual is dependent on motivation through:
➢ The level of performance they achieve through effort
➢ The probability of reward due to this performance
➢ The value of the reward
This theory is a form of transactional theory where employee is motivated by
rewards.
Great Man theories
The Great Man theories of the 19th century
assumed that:
➢ “The leaders are born and not made
and possess certain traits that are
inherited; and
➢ Great leaders can arise when there is
a great need.”
(Management Study Guide)
This means that some people are born with the
necessary attributes responsible for giving them
authority and power, which remain stable over
time. Such leaders include Julius Caesar and
Queen Elizabeth I. Top executives also seem to
have these traits that set them apart from others.

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Participative theories
The participative style of leadership aims at providing a healthy relationship
between leaders and their followers. Employees are encouraged to provide
opinions and make decisions in their work area. This is with the support of their
leaders who will make a final decision in most areas.
The aim of this style is to assist leaders in identifying potential future leaders who
demonstrate hidden talents within the team, but demonstrate them when given the
opportunity and support. This style will also encourage, motivate and improve team
productivity.
The main participative leadership theories by Lewin (1952) and Likert (1932) focus on
team decision making.
In 1939, Lewin et al, through the University of Iowa Studies, coined the terms for
different types of leadership as:
1. Autocratic – where staff did as they were told
2. Democratic – where staff had some say over their work environment
3. Laissez faire – where there was no management involvement at all and staff
had to resolve issues on their own.
Participative studies emerged in the 1940s and 1950s when two separate sets of
researchers from Ohio State University and the University of Michigan researched
what behaviours effective managers demonstrated. The studies completed by the
University of Michigan, Likert et al penned the Leadership Styles as being either:
Production orientated that requires teams to get the job done with a positive
attitude; or
Employee orientated whereby management takes an interest in their staff and seeks
strong camaraderie.
Stodgill and Coons at the same time referred to two ways of leading as:
Consideration, where managers nurture an environment of trust and interpersonal
relations
Initiating structure where managers tightly structure and define the work of their staff.
Both of these ways of leading were integrated, rather than separate, in regards to
their behaviour. For example, leaders show behaviour that is either high in providing
structure to the work of staff, and high in its focus of relationships or low in providing
structure to the work of staff and low in its focus on relationships.

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Behavioural theories
Behavioural theories rests on the premise
that leaders are not born, they are made;
unlike the Great Man and Trait Theories,
these leaders look at what leaders do and
define success in the actions and
encourage others to act in the same way.
Behavioural theory is a very large field
starting from Pavlov’s classical conditioning,
whereby a dog was given an unconditioned
stimulus (food) which made it salivate
(unconditioned response). He taught the
dog that if it heard a bell, then it would
receive food. After a time the dog would
hear the bell (conditioned stimulus) and
would exhibit a (conditioned response)
where the dog would salivate, in
preparation for the food. By making a connection to the bell, the dog would make
an automatic response to salivate.
Another theorist, B .F. Skinner, believed that learning is a function in overt behaviour;
this means that change in behaviour is a result of changes in the environment. So, if
a worker is not happy with their environment they would not be as productive. As a
manager, it is your responsibility to look for changes in behaviour and act to minimise
the change.
Situational theories
Situational leaders manage according to the situation they find themselves in. To be
effective, leaders need to be versatile.

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http://www.12manage.com/methods_blanchard_situational_leadership.html

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The behaviour of each leader includes:

S1 –Telling/Directing S2 – S3 – S4 Delegating
Selling/Coaching Participating/
Supporting

• High task focus • High task and • Low task/high • Low task and
and low relationship relationship relationship
relationship focus focus focus focus

• Decisions made • Decisions are • Leader • Control of

by leader leaders choice passes day to decision
Characteristics

day decision making is

to followers with follower
• Communication • Direct and with some
one way support people say from
with • Give support leader.
competence, to bolster
• Direct and but lack confidence
supervise people commitment and • Staff work on
who need help motivation projects on
their own.
• Support, praise
and involve
team in decision
making process
to restore
commitment

Follower Development
Follower commitment is distinguished by:
➢ D4 – High Competence/High Commitment – Very experienced on the job
and comfortable with their abilities and, in some instances, more skilled
than their leader.
➢ D3 – High Competence/Variable Commitment – Experienced and
capable but may lack confidence to motivate.
➢ D2 – Some Competence/Low Commitment – May have some skills but
won’t have the ability to do the job, as it may be new to them.

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➢ D1 – Low Competence/ High Commitment – Lacking skills required to do

the job, but has confidence to tackle it.
This also refers to the maturity of the follower. If the follower, for example is a D4, then
they will probably require S3 or S4 level of management support.
To be an effective role model, it is important that you are aware of the different
leadership styles , so that you have the ability to identify and understand the level of
support that your followers need. It is also essential that you demonstrate an image
that the followers will look up and try to emulate. This means that you should be
aware of both the strengths and weaknesses of each type of leadership and use
them when they are appropriate.
Behaviours that you should demonstrate to employees include:
➢ Ethics - Ethical behaviour is the way in which we act. These beliefs are
derived from our peers influences, family values, life experiences, personal
morals and values. It is important to make sure that your behaviour reflects
the behaviours going on around you. As a manager, it is important that
you lead by maintaining a high level of ethical behaviour.
➢ Personal qualities and performance - Every action that you take as a
supervisor/manager will reflect the personal image that you want to
convey to your staff. If you do not maintain your image, you will not
maintain your credibility; once you lose your credibility it is very hard to get
it back.
To maintain your credibility, it is important that you act in an ethical manner. Kehoe
et al (2004, p.18) defines ethics as the ability to:
➢ Show how you act in the interests of all, by considering everyone you work
with when deciding.
➢ Treat all people equally.
➢ Communicate openly and honestly to develop trust.
➢ Show respect for other people’s decisions
➢ Keep information confidential
➢ Act honestly
➢ Model the behaviours you expect from other people
➢ Seek advice and ideas from your peers and acknowledge their
contribution to your performance.

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Learning Task One

What leadership theory do you believe is appropriate for a leader who wants to be
a positive role model? Discuss with class and write the main points that you agree
with.

You have been given a list of behaviours a role model should demonstrate. Choose
the three that you believe are the most important and explain the importance of
each behaviour

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1.2 - Support others to develop work goals, plans and activities that align with their
responsibilities
Planning is a very important part of performing as a role model; your actions will
assist your followers in planning their time and day to meet their goals. A common
management tool that you can use to manage your day is the use and application
of SMARTER GOALS.
SMARTER goals
When setting goals and objectives, it is imperative that you remain realistic. You also
have to make sure that they are achievable. Smarter goals are a way of doing this.
Use your consultation skills to assist in the goal setting process. They are:
Specific - Goals must be specific. You need to know how they are accomplished so
that you can ensure that they are completed. When designing goals, you need to
answer the following:

What should be done Examples

What What should be accomplished? Increase awareness of Smoking by

5%

Why To meet the organisation’s Part of the Health and Wellbeing

legislative requirements. Plan

Who Who is involved Workers involved in meeting the

goals

Where Where is this going to happen The organisation

When When The next six weeks

How How Posters, newsletter

Training and education with an
external provider.

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➢ Measurable - How will you measure the progress on ensuring that the
goals are reached?
➢ Achievable- Are the goals and objectives achievable? Can they be
achieved in a reasonable time period?
➢ Realistic - Consider whether or not the goals are realistic. For example
consider the level of awareness that you want, which is 5% and the
timeframe of six weeks; is this achievable within the time given by using
posters, newsletters and training for staff members?
➢ Time based - Is the due date for the goal, reasonable? Make sure that you
do not procrastinate in achieving the goal occurs. This procrastination
may cause you to miss your goals.
➢ Ethical - Have you made ethical choices? Are the goals engaging
enough to obtain the attention of the workers?
➢ Reward/ Re-evaluate - Were the goals completed? If they are
incomplete, you need to review and re-evaluate them.
Notice that the highlighted headings above spell the acronym for SMARTER goals

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Knowing that you need to plan and organise goals does not automatically mean
that one knows what they are planning for. There are many plans that you will come
across in the organisation. These plans include:

Strategic Plans Are defined by senior management

Deal with questions such as who is the client
Provides a framework for day to day
planning
Usually spans two to five years
Provides organisations with guidance for
decisions and actions
Involves activity that will involve all of
management within the organisation.

Tactical Plans Breaks the strategic plan into short-term

plans
Plans range from one year or less
Plans are developed to determine what the
organisation must do to be successful.
Developed by lower or mid management
as plans related to parts of the organisation
Developed for areas such as marketing.
Personnel, production, finance and plant
facilities.

Operational Plans Is the day-by-day and monthly planning for

what doing
Are designed for all managers working on
the frontline of an organisation
Define how your organisation will operate in
implementing action and monitoring plans.
Are not plans that stand alone plans. They
are key components that make up the
tactical plan and then form part of the
strategic plan

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Your responsibilities and accountabilities will usually be set out in the:

Outputs expressed in position descriptions or duty statements
Position descriptions outline the basic summary and details
of your position, including the selection criteria and key
responsibilities of the position, superannuation, position
summary, type of employment and department.
A duty statement sets out the key activities and tasks of
your job. The benefits of a duty statement are that it
ensures that your position is consistent with others in a similar
role and it can assist you in creating career opportunities.
Regular review of the duty statement can assist you in
determining changes that you may need to make to your
personal goals so that they are aligned with your
organisation’s goals.
The duty statement will provide you with your role
statement, duties and accountabilities.
Statement of conduct outlining an individual's
responsibilities/actions/performance
A statement of conduct outlines the important principles of
ethical and professional conduct and each staff member is
encouraged and expected to maintain this level of
conduct, which may be both professional and consistent
with both the organisations strategic plans and their
profession’s legal requirements.
A statement of conduct will usually include:
➢ Working honestly and in a professional manner
➢ To maintain confidence and trust with customers/stakeholders and to
ensure that this trust and confidence adheres to the requirements of their
profession.
➢ To continuously improve their professional knowledge and skills to ensure
that they are update with the requirements of their industry
➢ To provide staff with helpful, constructive and advice that is professional

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Expectations of workplace performance, as expressed in a performance plan

Performance plans are used to ensure that personnel have the skills, knowledge and
performance levels to operate. A performance management plan is designed to
suit individuals and should be adapted to suit their requirements and the
requirements of their jobs.
Understanding your performance plan can assist you in determining your personal
goals. It is important that you know and understand the strategic, tactical and
operational plans. When you develop your personal plans, you need to be able to
identify their role in the organisation’s plans; for example, your performance plan
identifies that in six months new technology will mean an update in the
organisation’s computing system. To ensure that you are prepared to introduce the
change to the workplace and to ensure that the new technology training is suitable
for your team, you complete training so that you can assist your team in learning the
new technology.

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This example highlights the importance of ensuring that your personal goals are
aligned with the outcomes of your position. This means that you need to know
you’re:
➢ Outcomes: an outcome is what you will deliver or achieve in your position
➢ The Objective: the task that will be completed that relates directly with each
outcome
If you do not align your personal plans with the job description, the duty statement
or the statement of conduct, then conflict will arise. This conflict will impact on your
ability to meet your goals and objectives as a manager. This conflict will also have a
negative impact on your team.
Your personal plans need to ensure that you act SMARTER. Your responsibilities as a
manager means that you must plan your day to complete your assigned tasks. Your
accountability includes who you are answerable to.
Research suggests that high performing organisations link employee plans to
strategies, but fail to make this association clear and fail to follow up. Employee
plans are separate from organisational strategy. Your behaviour as an employee
and leader will impact on the organisation’s objectives.
If you are unable to maintain your image as a role model that team members can
look up to, then you are accountable to your superiors. This accountability can, in
turn, jeopardise your position, as you will be demonstrating that you do not have the
ability to meet your assigned responsibilities. This, in turn, makes you a liability to the
organisation achieving its own goals.
Work with your team to ensure that their personal plans correlate with the
organisation’s strategy. In your role as a role model, you should make sure that all of
your team:
➢ Understand how their actions impact on the rest of the organisation. When
employees understand where the organisation is going and how they can help
achieve success, then they become engaged in the organisation and
productivity will improve.
➢ Are rewarded for the correct behaviour. Rewards do not necessarily mean
remuneration. If you are a role model, your acknowledgement of a job well done
will usually be sufficient reward.
➢ Know where they stand. This means that you are required to continuously update
staff with any changes that will impact on their outcomes. Ensure that you focus
any important updates with links to organisational performance, such as areas
like changes to their outcomes.

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Learning Task Two

Why is it important to match your personal plan against the organisation’s plan?

What is the connection between a SMARTER goal and your plans?

Write a SMARTER goal for a six month training plan on management skills.

Specific

Measurable

Achievable

Realistic

Time-based

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Ethical

Reward/Re-

evaluate

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1.3 Assess others’ work goals, plans and activities for alignment with organisational
goals and provide feedback to team members
1.4 Facilitate access to personal and professional development opportunities that
align to team member goals, plans and activities
Performance is when you achieve your goals in an effective and efficient manner, in
alignment with organisational goals. The tool that you use should benchmark your
performance against others and indicate your strengths and weaknesses.
At this stage you should have determined what skills and knowledge or leadership
style(s) are appropriate for your team. You should also ensure that your activities and
plans align with the organisation’s plans.
To assist you in measuring your performance, you may consider using benchmarks.
An organisation uses its internal processes to measure their work practices by
identifying, understanding and adapting them to ensure that they are considered
best in class from their competitors. In the same manner, you can use your
performance appraisal to benchmark your performance.
These benchmarks can be utilised to assist you in ensuring that you monitor your
performance against reliable measurements. Tracking benchmarks will also assist
you in tracking your own progress and will ensure that you will make appropriate
adjustments to changes in your own performance outcomes and objectives, so that
you are aligned with working conditions, work contexts and contingencies.
Personal performance can be measured against feedback. Feedback provides you
with important information about your behaviour or actions. Based on the feedback
received, you can adjust your current and future behaviour so that your desired
results are achieved.
Feedback will be covered in further detail in Section 2.3 of this learner guide.
Performance may also be measured against performance reviews. Performance
reviews should be conducted over a yearly basis. However, some organisations
perform them more often, especially in work environments that rely heavily on
performance to reach outcomes and objectives.
Performance reviews allow you to review feedback from your superiors, in regards to
your performance in the workplace. They can be either formal or informal and
should be utilised as a way to improve performance. If a problem is identified, then
action should be taken to correct errors in your work or correct problems.
If you wish to have a performance review more often, ask your employer to provide
feedback on a need’s basis. By identifying a problem within a performance review,
you will be catching a small problem before it escalates into a larger problem.
Performance reviews may include reviews of your:

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➢ Work performance – this type of review will help you identify whether you
are meeting the goals set up by your employer by determining whether
you are meeting your outcomes.
➢ Working relationships – as a role model, it is essential that your working
relationships are maintained in a professional manner and that you
maintain your high standards.
➢ Basic Job skills – complacency breeds contempt. This means that if you
are performing the same tasks over an extended period of time, you start
to become comfortable in the position and bad habits may evolve.
There are several different performance reviews that your organisation may use. The
main process is called a performance appraisal. The steps of the performance
appraisal include:

Establishing performance standards

Communicating expectations and standards

Measuring performance

Comparing performance with standards

discussing results and obtaining feedback

Taking corrective action

Your performance appraisal can
assist you in identifying areas of
weakness in your skills. Once the weakness has been identified then you should take
corrective action to minimise the poor performance.

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Learning Task Three

What ways can you use to monitor your performance in the workplace?

Why would you monitor your performance?

Do you feel that your performance appraisal is sufficient way?

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2. Facilitate achievement of work priorities

2.1 Assess and prioritise personal, team and organisational demands
2.2 Use technology to manage work priorities of the team
2.3 Identify and implement techniques to manage team health and wellbeing in the
workplace

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2.1 - Assess and prioritise personal, team and organisational demands

There will be times in which you find yourself facing several types of weaknesses.
These weaknesses may come from changes in your profession. For example, in early
2012 new Federal OHS Legislation was legalised. At the same time, new technology
and changes in your professional practice may have caused you to lose track of
which performance criteria you should have been prioritising.
On top of this, you may have been required to complete a course that your
employer had volunteered you to complete and you may have had a personal
goal to improve your management skills. In these instances, it is important to realise
that you are unable to make instantaneous changes for each weakness, your
course and your personal goals and objectives and the goals and objectives of your
team and organisation.
It is essential that you use your initiative to determine which weaknesses you will
need to prioritise first. One tool that you can use to prioritise your weaknesses and
strengths is the priority matrix.
The Priority Matrix
The Priority Matrix is a tool that you can use when you find that you have a lot of
problems to get through. It is an effective tool that can be used to prioritise your
tasks according to their level of importance, so you can know what is needed to be
performed first and what can wait.
Tasks can be either urgent or not urgent. Urgent tasks need be to done immediately
because they need immediate attention and are usually take our time as you may
be under pressure to get them completed. The non-urgent tasks are tasks that need
to be completed in the future such
as later that day.
Tasks can also be either important
or not important. Important tasks
must be performed and are usually
essential to the importance of
business operations in areas such as
customer service, financing and
planning.
Tasks that are not important are
those that are not essential and
can be completed at any time.

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The Priority Matrix is split into four sections. Look at your weaknesses and list them.
Place the weaknesses into the boxes below within the matrix. Once you have
allocated the tasks into the appropriate quadrant, you should now focus on each
quadrant and allocate a number into the order of importance for each task.

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Learning Task Four

List the tasks that you are required to perform in the workplace and assign them with
the appropriate quadrant.

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If you do not have any tasks that you believe appropriate, use the list of tasks
provided early in this section of the learner guide. These tasks are the tasks that you
need to perform to ensure that you improve your performance by increasing the
skills and knowledge required to improve your weaknesses.
Once you have completed the task, use the space below to prioritise the tasks and
activities.
1. _________________________________________________

2. _________________________________________________

3. _________________________________________________

4. _________________________________________________

5. _________________________________________________

6. _________________________________________________

7. _________________________________________________

8. _________________________________________________

9. _________________________________________________

10. _________________________________________________

When you prioritised these tasks, did you consider the documents that you needed
to correctly prioritise the tasks? Did you discuss the tasks with peers and supervision?
If yes, what did you use? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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If you did not use other documentation or consult with other relevant personnel,
review the tasks. Consult with a team member or your superior and determine
whether the answer if different.
1. _________________________________________________

2. _________________________________________________

3. _________________________________________________

4. _________________________________________________

5. _________________________________________________

6. _________________________________________________

7. _________________________________________________

8. _________________________________________________

9. _________________________________________________

10. _________________________________________________

It is important to make sure that you discuss the order that you prioritise your tasks so
that you meet the objectives and goals relevant to your position. Your position
description and other documentation should be utilised to ensure that the order in
which your task is prioritised does not relate solely on what you believe should be
more important, but on what will actually be the organisation’s requirements.
Feedback is an important tool in this process. It is important that you use feedback
to improve the way in which you perform an action. Feedback will be discussed
further in Section 3.2 of this Learner Guide.

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Action Plans
Once you complete the prioritisation of your tasks, use can use the attached action
plan (Appendix Number One) to use as a document to assist you in managing your
work priorities and professional development.

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2.2 Use technology to manage work priorities of the team

Technology is a tool that you use to improve your performance so that you can
meet your organisational objectives. To obtain the most efficiency in your
technology, you need to make sure that you use the appropriate technology to
manage your work priorities and meet your commitments.
For maximum efficiency on your computer, you should:
➢ Create folders (directories) for electronic documents
➢ Create folders (directories) for emails and faxes
➢ File electronic documents in the correct folder
➢ Put the most used folders on your desktop.
Most computers will have the following computer applications. These applications,
when used correctly, will improve your effectiveness and efficiency. Computer
software includes:
Database - a database is the way in which information can be reduced so that the
amount of information generated is minimised. Data is reduced by grouping and
categorising that data so if fits one program.
Relational databases are very popular within organisations. Data is represented in a
mathematical way through tables with columns and rows. Each table should
describe an entity such as an asset or customer. The columns represent ‘fields’ of
information that represent information.

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Databases are usually used to:

➢ Maintain customer records in terms of contact details, orders and
payments
➢ Research data and establish a library catalogue
➢ Identify the relationships between training and meeting organisational
objectives and goals.
A database can be designed as a way in which to increase the security of your
data. This allows you to obtain information that can answer questions.
Databases can be designed to:
➢ Create forms
➢ Design tables
➢ Produce reports
➢ Complete searches and analyses
Word Processing - word processing documents such as Lotus and Microsoft Word
are an important program for business and individuals. Word processing documents
that are created to reflect the organisation’s image must be professional-looking
and visually appealing. The beauty of word processing programs is that they can
demonstrate information in tables, graphs and other formats.
Word processors are an excellent way in which to communicate information and
maintain an ongoing hard copy of events that occur within the organisation. As a
manager, you will come to rely on information in word processing documents to
provide you with historical information that can communicate what you have done
and why you have done it, identify errors or ways in which to improve.
These documents are produced quickly and have improved the efficiency and
effectiveness of your work environment. Today, many organisations are purchasing
visual processors. As the workplace become more dynamic and the demands on
time increase, more and more businesses are relying on technology to process
information.
To save time, less business personnel are travelling. Instead they attend meetings
from their office. These visual meetings save not only time, but also increase the
efficiency and effectiveness of an organisation’s operations.

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Project Management - To manage your personal work priorities and professional

development you may consider using project management. Project planning tools
are an excellent way in which you can meet your goals and objectives and ensure
that you are meeting your personal goals. Programs such as Microsoft Project and
Visio can assist you in developing the tools for project management.
Visual diagrams are more appropriate for the decision-making process. Visio
produces concept maps, diagrams, flow charts and mind maps. Using visual
information provides you with an opportunity to use both sides of the brain.
The left and right sides of your brain processes information in different ways. The left
side of the brain is used for managing, thinking in a logical manner, using rationality
and is skilled at sequencing ideas, whereas, the right side of the brain uses visuals to
form answers, is the dreamer, solves problems intuitively and is skilled at showing
relationships between ideas.
It is the right side of the brain that visual aids to assist in the decision-making process.
A visual aid will allow you to see ideas and form relationships that may otherwise not
have been formed to improve productivity and improve your skills and knowledge
so that you reach your organisational goals and objectives.
Electronic diary and Personal Digital Assistant (PDA) - Personal Information Managers
(PIMS) such as electronic diaries and PDAs are used more and more to assist in the
effective and efficient running of their business or position. Records such as
appointments, phone calls, meetings and contacts can be found at your fingertips.
Searching for information requires a mere tap of keys with a search browser; this will
improve your efficiency and saves the time you would spend searching laboriously
through a paper diary.
The main advantages of electronic diaries and PDAs are that:
➢ You can edit information without having to resort to liquid paper or
scribbling in the diary
➢ You can search for information by entering the person’s name and
viewing information about them quickly, instead of wasting time trying to
manually find the same information in paper diaries,
➢ They can remind you to attend appointments by leaving short reminder
messages
➢ You can view your data is needed. You can also switch through
appointments as required.

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The most efficient and effective use of the electronic diary or a PDA is:
➢ To ensure that you leave the technology turned on. You will waste time if
you keep the technology turned off because you will need to wait for it to
start
➢ Back the data up once a week
➢ Print out weekly schedules.
If the technology is lost or a power failure zaps your files, at least you
will have back files to refer to.

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Learning Task Five

Using the technology that you have access to, use the appropriate computer
applications to present the data in Learning Task Four. If you do not have access to
the internet, discuss which application/s you would use?

Print the document. Why did you use this application/s?

Use an electronic diary, a PDA or your phone to list the functions in your diary. Do
you believe these functions will assist you in improving your performance? How?

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2.3 Identify and implement techniques to manage team health and wellbeing in the
workplace
Your effectiveness and efficiency can be maintained when you maintain an
appropriate work-life balance and control your stress levels. By reducing stress, you
will increase happiness, which ensures that
you are productive in the workplace.
Organisations are culturally changing to
provide and manage work-life balances
to assist workers in implementing work/life
strategies, focusing on their specific
needs, which are aimed at attracting and
retaining employees. Organisations realise
that working with employees to meet their
personal needs improves productivity,
while ensuring that their own goals and
objectives are being met. In turn, these
employers save money due to an increase
in productivity and a return in investment.
If your personal goals and your employers’
goals are out of alignment, then your level
of stress rises. When your stress levels rise, you:
➢ Suffer fatigue; tiredness causes your work productivity to lessen and this
can have a negative impact on your credibility and your position as a role
model. Increases in stress due to frustration when your personal goals are
not met, can also lead to dangerous and costly mistakes
➢ Lose time with friends and family; by missing important family events or
milestones, you may feel left out and harm your relationships, which will
increase your stress levels
➢ Have more trouble meeting employer expectations, especially if you work
more hours. The expectations of your employer will rise and this will have a
negative impact on your productivity.

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To maintain a good work-life balance, it is essential that you take control of your
time. To maintain a work-life balance:
➢ Manage your time safely. Delegate activities wisely when you are unable
to keep up. This means that you should take the time to learn what your
staff want to know and then delegate work to show trust to your team
members and to build their confidence. You should determine which skills
and knowledge your team members would like to learn and then
delegate tasks accordingly.
➢ Learn to say no. If your time is already over burdened then you need to
negotiate with senior management to re-allocate your duties. You can
also delegate your activities to other employees within your team.
➢ Take advantage of flexi hours if they are available to you. Many managers
and employees now negotiate their time so that they vary their hours,
share their jobs or arrange for flexible hours in their contracts of
employment.
➢ Should make sure that you leave work at work. Technology allows you to
connect at any time at any place and no boundary can be made unless
you set your boundaries.
➢ Boost your support system to assist you in ensuring that you maintain a
quality of work life. This means that you need to nurture yourself.
➢ Should nurture yourself. This means that you should participate in physical
activity and ensure that you obtain enough sleep. You should also take
eat healthy foods.
If you find that you are unable to maintain a healthy life and work life balance, then
you need to obtain professional assistance. Many organisations employ counsellors
and mental health professionals as part of their employee assistance program (EAP).
Organisations design EAPs to enhance the emotional, mental and psychological
wellbeing of all employees and if necessary the needs of the family.
The aim of an EAP is to provide preventative and proactive interventions for the
minimisation of personal problems that may affect performance. Employee
assistance may include interventions such counselling, physical fitness access (such
as discounts on gyms) and assistance for gambling, addictions, depression, anxiety
disorders and communication problems.

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Learning Task Six

What is the connection between work-life balance and stress?

What can you do to get a work-life balance to minimise stress?

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3. Develop and maintain professional competence

3.1 Document own development needs, priorities and plans using applicable
competency standards, where required
3.2 Seek feedback from relevant personnel on own development needs
3.3 Participate in personal and professional development activities that address
identified needs, priorities and plan

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3.1 - Document own development needs, priorities and plans using applicable
competency standards, where required
To ensure that you maintain organisational standards, it is important that you take
steps to monitor and assess your performance. It is important that you utilise your job
description, duty statement or statement of conduct as a tool to measure your
professional competency. You need to also gain access to your performance
appraisal and any tool that you have used to monitor your professional
competency.
These documents can assist you in determining your level of personal knowledge
and skills. You have determined ways in which to prioritise your activities to ensure
that you work efficiently and effectively. It is important that you also take steps to
monitor your performance.
Performance can be measured in several different ways including:
➢ Observing people’s reactions to you - for interpersonal relations and to
reinforce your position as a role model, take the time to observe whether
personnel react to you in a positive manner. Particular attention should be
paid to the body language. Is it open? Is
it closed?
➢ Maintaining records of the number of
times that personnel ask for your opinion
- if no one asks for your opinion, a red
flag should be raised. You have either
intimidated them and they will not
approach you or they do not respect
your opinion. Do not make assumptions.
Gather feedback to find out what you
have done wrong. If you are a role
model, you need to find out what you
are doing wrong. Once you find out
what you are doing incorrectly, take
corrective action.
➢ Exposure to other members of
management - Communication is a two
way process. It is important to know
what other members of management
think about your skills and knowledge. Observe their skills and knowledge
to assist you in identifying ways in which you can improve your own
personal skills and knowledge.

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➢ Share information - Managers have a legal obligation to ensure that they

share OHS information with staff. This information should also be supported
with any information that will assist your team in the decision-making
process. Failure to provide and share information can mean that your
team will not make an informed decision.
Informed decisions can only be made when staff is provided with sufficient
information to make a decision that will assist them in meeting their job outcomes.
When you fail to provide this information, staff will not meet their objectives and
goals and this can cost the organisation. You will also lose the trust of your team and
this will affect your reputation and credibility as a manager.
So, how can you ensure that you are demonstrating sufficient skill and knowledge to
ensure that you demonstrate the appropriate skills and knowledge?
Competency standards can be used to measure the level of your performance. A
competency standard is a document used as a frame of reference by your
employer to determine how they expect the job and the performance of the job to
be done and to determine how competent you are at your job. Competency
standards aim to ensure that you can perform are a specified minimal level.
The two main types of competency standards are:
➢ Nationally endorsed units of competency consistent with work
requirements
➢ These are recognised nationwide and service as a basis for assessment
and the issue of formal qualifications.
➢ Enterprise-specific units of competency consistent with work requirements
➢ Organisational standards are in-house and specific to your employer.
In-house standards are developed to ensure that you meet the minimal level for
your employer. If you identify weaknesses in competency standards, corrective
action should be taken to address the issue.

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The following table can be used to assist you in assessing your personal knowledge
and skills.

Skill or Competency Actual Corrective Action

knowledge Standard Performance

It is also important that you seek feedback when you complete this form. Listening to
the opinion of others will allow you to obtain a clear picture of your level of
competence from other perspectives.

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Learning Task Seven

Choose four personal skills and knowledge that you have. Compare the skills with
the competency standard? What is your actual performance level? If it is necessary
to improve your performance how would you do it?

Skill or Competency Actual Corrective Action

knowledge Standard Performance

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3.2 Seek feedback from relevant personnel on own development needs

Feedback is an excellent tool that you can use to determine where you need
assistance and how you can improve. Your performance appraisal is an excellent
way in which to confirm what is
expected of you.
Feedback in performance can be
received in two ways. These are
through constructive feedback and
through positive and negative
feedback.
Negative feedback does not mean
that your performance is bad, but
rather that performance can be
improved to better ensure that
outcomes are reached. Negative
feedback should clearly identify that
you need improvements.
Positive feedback highlights the fact
that you are doing your job correctly,
by demonstrating the appropriate
behaviours and performing the appropriate actions. This does not mean that you
should be complacent. Instead you should consider ways in which to improve your
own performance so you can meet the requirements outlined in the next
benchmark.
When you receive feedback, make sure that you consistently:
➢ Listen carefully to make sure that you understand what the other person is
telling you
➢ Ask questions to clarify what you are being told
➢ Acknowledge all mistakes and achievements
➢ Be patient even if you do not agree with what is being said.
Do not become defensive. Accept the feedback and thank the person giving
feedback. You are asking for the feedback. It is important that you maintain your
image as a role model to look up to. If you are defensive, consider the message that
you are passing to your team members.
A form of feedback that can be used to gain a better understanding of your
strengths and weaknesses is 360 Degree Feedback. 360 Degree Feedback is the

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process where employees, peers, other managers and other personnel can provide
managers with feedback about their performance/
This form of feedback should be performed either in a survey or on-line. A group of
eight to twelve individuals will be required to complete a feedback form about
each other’s workplace competencies. The feedback is anonymous and their
responses aim to provide you with information about your strengths and weaknesses.
360 Degree Feedback is used in two ways:
➢ To measure employee performance (such as through the use of a
performance appraisal)
➢ As a development tool to recognise your weaknesses and strengths so you
can identify where you may be required to take corrective action.
360 Degree Feedback provides you with constructive feedback that assists:
➢ Managers, by saving time
➢ In team development
➢ Personal and organisational performance development
➢ Reducing the risk of discrimination
➢ Can assist when a training needs assessment is required by your employer
to help you identify areas in which you can improve and professional
development strategies to close the gap between actual and expected
performance.

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Feedback, no matter how it is given should be used as a way in which to improve

your performance. If feedback highlights yours strengths, then find a way in which to
improve your strengths by creating more personal benchmarks.
Be proactive in your approach to feedback. Demonstrate to your team members
that it is okay to ask for feedback. You can obtain feedback from:
➢ Colleagues at the same level and more senior managers
➢ Internal or external customers
➢ People from a wide range of social, cultural and ethnic backgrounds and
with a range of physical and mental abilities
➢ Team members
Demonstrate that it is acceptable to ask for feedback. Make sure that you treat all
personnel equally, professionally and with the same level of consistency. Assure
personnel that you will handle all feedback confidentially and make sure that you
reinforce the trust that you have established with them.

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Learning Task Eight

Do you feel that you need to ask for feedback when you need it? Why?

Give an example of a time that you received negative feedback?

Should you be offended by the feedback? What do you think you should do with
the feedback? Why?

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3.3 Participate in personal and professional development activities that address

identified needs, priorities and plans
A learning style represents “how individual choices made during the learning
process affect what information is selected and how it is processed” (DeSimone et
al, 2002, p.102). David Kolb believes that each individuals learning style is based on
that person’s preferred mode of learning. People have four basic modes of learning
and these include:
➢ Learning through feeling
➢ Learning by feeling
➢ Learning by watching
➢ Learning by doing
Most people learn through two of these modes of learning. For instance, you could
be:
➢ Convergent – learn by thinking and doing
➢ Divergent – learn by watching and feeling
➢ Assimilation – learn by thinking and watching
➢ Accommodative – learn by feeling and doing.
If you require more information any Kolb’s Learning Styles, refer to:
http://changingminds.org/explanations/learning/kolb_learning.htm
Which of these is your learning style? Reflect on how your learning style will affect the
way in which you should be trained. HRD managers, supervisors and employees
need to know how they learn.

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When you participate in a training program, you may be exposed to:

➢ Printed media
➢ Visual media (graphs and charts)
➢ Auditory (listening)
➢ Interactive (asking questions and discussing issues
➢ Tactile/manipulative (hands on approach)
➢ Kinaesthetic/psychomotor (role playing and physical activities)
➢ Olfactory (association with smells or taste)
You may need to learn in more than two of the basic modes of learning. This
information can assist you in determining the most appropriate development
opportunities you will benefit most from.
Development opportunities that may be available to you may include:
Action learning
Action learning is the process of challenging what works for others and use that
learning to improve your own processes. Action learning can occur when a group of
people get together to help each other learn from their learning experiences. It is
the process of learning and reflection, with the support of your colleagues to find the
best way in which to meet your organisation’s objectives.
Action learning holds the belief that learning is experiential. By reviewing processes
continuously using Kolb’s learning cycle, you will be able to identify through
experience the best method to use to meet your goals. As trust is developed within a
group, the team will work actively to improve the process.
Action learning also encourages, empathy and active listening and allows
participants in the group to learn new skills. Action learning is an excellent way to
evaluate and refine improvement proposals.
Action learning is “learning for concrete experience a critical reflection on that
experience –through group discussion, trial and error, discovery, and learning form
and with each other. It is a process by which groups of people address actual
workplace issues or problems.. to develop solutions” (Zucker-Skerritt, 2002, p.115).
Experiential experience is one method in which action learning can occur

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Action learning is simple; it offers you a method in which you are raising learning
from an unconscious to a conscious level through techniques of questioning that
probe problems, so knowledge becomes more obvious. (Please note that these
definitions have been adjusted to suit the improvement process and that the
underlying meanings are still the same).
For action learning to succeed, there are three major components that should be
present. These components of action learning are:
➢ The client/sponsor/organisation supports the program financially and if
necessary, morally.
➢ The improvement aims and tasks are to solve complex problems (all
problems no matter how simple can be major if you do not obtain and
maintain management support).
➢ The team of action learners conduct the project. (If you work with a group
of people where improvement occurs, you will usually find that everyone is
consulted and asked for feedback. (Zucker-Skerritt, citing Pedler, 1997).
➢ Definition of a problem
➢ An appropriate evaluation of both learning and the outcomes (Zucker-
Skerritt, siting Dick, 1991).
The outcomes of action learning for the stakeholders can include:
➢ Understanding of group processes and organisational change.
➢ Improved understanding between sections of the organisation.
➢ Ideas for future projects
➢ New skills
➢ A concrete outcome of benefit for the organisation and group
➢ High proven returns on investment in the action learning program.
For the above actions and outcomes to occur, you should be working within a
collaborative learning culture.

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The success of action learning programs is based on the ability of the teams to have
values that include:
➢ Openness, trust and collaboration
➢ Team spirit, respect for diversity
➢ Tolerance of mistakes from which we learn.
Coaching
Coaching is the process where personnel are assisted in defining and achieving their
goals. The aim of coaching is to improve performance and move towards another
benchmark. An effective coach is one who solves
problems in a solution-focused context.
Coaching works in different ways for everyone. The
aim of coaching is to:
1. Generate goals that are achievable and
realistic
2. Develop an action plan
3. Monitor progress.
It is important to make sure that you stay focused on
achieving your goals. Trained coaches build rapport
and ask questions to create awareness of the person
that they are coaching. Good questioning techniques
allow the coach to facilitate the person they are
coaching and ensure that they achieve the desired
outcomes.
Exchange/rotation
Job rotation is a process in which you can develop your skills by moving into other
positions within the organisation. This is called shadowing. Job rotation should be
used when:
➢ You intend to advance your career
➢ To motivate and stimulate employees who have been in the same
position for a long period of time
➢ To broaden your knowledge
➢ To learn what other departments do

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Job rotation can be used to ensure that you:

➢ Link the jobs that you rotate into correlate with the skills and knowledge
that you are trying to develop
➢ Determine whether the expectations and learning objectives match the
job skills you need; and that your
➢ Expectations are being met.
Induction
Technological innovation and development mean that your workplace is forever
changing. This means that induction is an ongoing process. As the organisation
changes, it is important that you participate in the training and learning that will
introduce you to the changes.
For example, in 2012 a national OHS legislative scheme was introduced to all
Australian State/Territory areas. This means that the OHS legislation will be consistent
across Australia and some of the State/Territory legislation will change safety in the
workplace. Even though learning may not be a formal event, staff will be inducted
into the changes as part of their ongoing learning.
Induction programs require that workplace:
➢ Information is kept up to date
➢ Personnel are given opportunities to develop rapport, share knowledge
and experiences to develop positive working relationships
➢ Information provides you with the big picture so that you can further
develop your skills in alignment with changes to the workplace
➢ Create a confidence in your ability to fulfil your role successfully.

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Mentoring
Successful implementation of mentoring programs only occurs when planning and
design of the mentoring program is prepared correctly. This means that an effective
communication and feedback strategy should be developed. Mentoring
relationships need to be developed on trust and the acknowledgement of the
benefits it will give you.
Mentoring should be performed to develop staff, as part of your induction, career
advancement and supporting staff that are returning to work. A correctly run
mentoring program should build self-esteem, fulfil their own developmental needs
and expose mentors to new ideas.
Conversely, mentees obtain the support in the targeted developmental activities
arising from performance appraisals. It also minimises the chance of mistakes being
made as a second opinion is asked for before the mentee takes action. This
feedback gives the mentees feedback about their own performance through their
exposure to the mentor.
A good mentoring program has:
➢ Clear program goals
➢ Clear responsibilities and
limits to expectations for
both the mentor and
mentee
➢ Information that is easily
accessible
➢ Sufficient resources to
develop knowledge and
skills
➢ A co-ordinator who
monitors and manages the day to day operations of the programs
➢ Voluntary participation from both parties
➢ Matches of mentor skills based on selection criteria based on the
mentee’s needs
➢ Support using training modules and management; and
➢ Party agreement that outputs and outcomes are monitored against
mentee needs according to their performance review or requirements.

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For a successful mentoring program, it is that:

➢ Management demonstrate support for the program
➢ That the needs of the mentee are clear and mentoring is a good solution
in fulfilling the mentee’s needs
➢ Mentors know who their mentees are and what their goals are
➢ Both parties share ownership of their partnership so that support is
encouraged
➢ Resource needs are identified and action is taken to procure the resource
needs
➢ A time line is measured
➢ Outcomes are clearly measured using the appropriate tools to measure
performance levels
➢ You are clear on how the program is designed and evaluated in terms of
degree of formality, learning styles, amounts of mentors
➢ All participants attended orientation on their mentoring program
➢ That problem-solving processes are put in place to minimise risk
➢ The role of all participants is clear.
The roles of each party to the mentoring program must be clear. The following table
lists the possible participants of the mentoring program and their possible roles and
responsibilities inside that plan.

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Mentor Mentee Supervisor

➢ Support mentee ➢ Take responsibility ➢ Needs to be kept

informed of progress
➢ Share expertise and ➢ Initiate meetings
experience mentee ➢ Must provide
➢ Share experiences
needs opportunities for
➢ Listen actively
appropriate
➢ Foster learning
➢ Listen and respect personnel to
➢ Help and clarify issues
other perspectives participate
➢ Answer questions
➢ Learn to find their ➢ Encourage
➢ Actively listen own solutions participants to feed

➢ Spend time with ➢ Spend time with the outcomes into the

mentees mentor personal

development plan
➢ Be accessible and ➢ Give and receive
and annual review.
positive honest and
constructive
➢ Give constructive
feedback
feedback

➢ Are non-judgemental

➢ Respect confidences

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Structured training programs

➢ Structured training is offered by organisations, such as RTOs to meet the
training needs of personnel to enhance their skills. Structured training
programs include:
➢ The training programs objectives and the type of work involved
➢ Details of the training tasks to be learnt and demonstrated through
training
➢ The location where training will occur
➢ Details of the training
➢ Duration and timeframes for the training task
➢ An audit of personnel’s skills is undertaken and what training needs to be
completed
➢ The learning outcomes and what needs to be assessed.
Structured training programs may include learners completing Certificate or
Diploma courses through a nominated external provider.

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Learning Task Nine

Based on the table that you completed in Learning Task Eight, write a report on the
corrective action that you would take in:
Developing your skills based on your actual performance level to the organisation’s
standards.
Write this report using the appropriate computer applications or software.
.4 Participate in networks to enhance personal knowledge, skills and work
relationships
Networks are made up of groups who exchange information and ideas based on
common interests. Networks will help you build contacts while developing your
interpersonal skills. The contacts that you make will provide you with the opportunity
to:
➢ Forge alliances which can provide you
with industry information and give you
opportunities that you did not think you
could obtain access to.
➢ Generate information. There may be
times when you receive conflicting
information. By building relationships with
the network, you will be more informed
and can make decisions based on
reliable contacts.
➢ Assist during negotiations in that you
could obtain special prices during a
meeting that would allow you to under
bid a competitor.
➢ Assist in the development of your staff.
When you are developing staff, members
of your network can provide you with up
to date information that can assist you in
making informed decisions on whether to
train staff in house or externally based on your needs.
Networks will give you an opportunity to communicate, learn new skills and
develop. Networks will inform you about:
➢ The latest trends
➢ New information

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➢ New problem solving techniques

➢ The latest technology and how it can benefit you.
Business contacts and networks may include the following groups and individuals
within them:
Departments or branches of the organisation - Other departments such as the
purchasing department can keep different work sites up to date on market trends or
in the case of the purchasing department, the cost of goods purchased.
Organisations with industry linkages - Your organisation purchases goods from
suppliers for their office and technological needs. These organisations are an
excellent source of information. They will introduce new innovations and give you a
competitive advantage by keeping your organisation up to date with changes and
trends within the industry.
Organisations with similar industry functions - Some organisations deal with sub-
contractors. Other organisations may deal solely with commercial organisations. As
a part of that partnership, each organisation may receive up to date information,
that they will automatically update their partners with.
Potential and current clients - Current clients can be leads for potential clients. It is
important to form relationships within your networks so you can listen for potential
clients. All of your contacts can become potential clients.
Networks may be either formal or informal. Informal networks comprise of staff from
other organisations. You may not become a member of a network until you obtain
credibility with other staff and your colleagues and peers.
Formal networks can include joining associations aimed at providing information
specifically to your industry. For example, Certified Practicing Accountants are
usually members of CPA Australia.

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How to network
When you start to network you need to:
➢ Develop the confidence that will allow you to greet strangers at
conferences
➢ Set up a file of contacts
➢ Know where and when you met these people
It is important that you display:
➢ The correct interpersonal skills.
➢ Active listening skills; take note of what you are
told and remember to maintain eye contact
➢ Positive questioning skills, such as showing interest
in what they are saying and acknowledge the
answers to questions that you are asked.
Smile and be pleasant using open and close ended
questions. Open questions start with What? Why? Where?
How? Open ended questions need more than a yes or no
response. Close-ended questions only require a yes or no
response.
Make sure that when you meet other personnel or potential
members of your network, they you remember:
➢ Their names, the company they work for and their special interests
➢ To exchange business cards
➢ To plan ahead
Act professionally at all times to ensure that you maintain your credibility with your
peers.

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Where can I network?

You can network in a variety of places. Begin by deciding the best places that you
may networks. You might include:
➢ Your workplace
➢ Formal associations
➢ Business functions
➢ Trade fairs
➢ Community groups
➢ Classes and post-graduate courses
Every person that you meet can prove to be a valuable source of information so
make sure that you are aware of your work environment. Know the people that you
work with and listen to everything that you are told.
Maintain confidentiality and never speak without thinking. You may be speaking to
a professional networker who is very experienced and you may unwittingly give
them inside information about the company you work with.
Communication is integral of the networking process. Make sure that you maintain
contact with all of your networks and that you respond to them when they contact
you. Use their preferred communication methods. For example, a busy manager
may prefer an e-mail which they can peruse at their leisure, whereas a manager in a
slow paced position may prefer a telephone acknowledgement.
It is essential that you are consistent with your networks. As a role model, it is
important that you demonstrate the same level of integrity, trust and empathy that
you would demonstrate to your team. Everyone should be treated equally.
This means that to demonstrate:
Integrity - everyone must see that you have a high level moral principle and
professional standards when you interact with them.
Ethical standards - whereby you follow a level of conduct that is governed by your
group or industry.
Empathy - in which you demonstrate sensitivity to other’s feelings.

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Treat people how you want to be treated by demonstrating positive behaviour such
as:
➢ Being hard working
➢ Showing respect
➢ Being positive
➢ Co-operating; and
➢ Being loyal
➢ Demonstrating confidentiality
➢ Following your duty of care
➢ Ensuring that you do not demonstrate any discriminatory practices
➢ That you take steps to ensure that you do not participate in any activities
that are a conflict of interest.

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Learning Task Ten

Briefly review the work network that you are a member of. If you are not a member
of a network, briefly outline how you would develop a network.

How could you improve your network?

What would you need to do to maintain your credibility?

To maintain a competitive edge in your industry, leaders need to make sure that
they continuously update their skills and knowledge to ensure that they are reactive

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to the needs of the organisation. We have already established that two ways in
which to improve your skills is by:
1. Using your job description, duty statement or statement of conduct to identify
whether you are meeting the organisation’s standards.
2. Using feedback from work colleagues, peers, clients and associates to identify
weaknesses in your behaviour, skills or knowledge.
In both instances, where you identify behavioural, leadership knowledge and skills,
you arrange to ensure that you bridge the gaps
between your organisation’s standards or your
personal goals.
Another way in which you can maintain a strong
competitive advantage is to be proactive in
identifying changes within your industry to identify
deficiencies in your skills and acting to breach that
gap before the change is implemented. By being
proactive, you are learning the skills before your
competitors. This means that your clients will be
ahead of their competitors if you are proactive in
areas relating to them. This will not only increase
your organisation’s credibility, it will also mean that
you will also increase your organisation’s bottom
line.
Not only will you be ahead of your competitor,
you will also build your credibility within your
network and with your client.
To achieve success:
➢ Try to be proactive. Look at the changes that will be occurring in the
market (such as technological innovation) and take steps to ensure that
you update your skills.
➢ Try to solve problems and ask for other people’s opinions. People have
different experiences and may give you a perspective that you did not
originally consider.
➢ Challenge the way you do things. By trying new things, you may actually
find ways in which to increase your performance.

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Consult with team members and where appropriate consult with your:
➢ Mentor or coach: a coach is usually someone you can learn from,
whereas a mentor is someone you can learn from but also use as a role
model. Both mentors and coaches will support you and assist in the
learning process.
➢ Training Manager: if you work for a large organisation take advantage of
the in-house training offered to most staff. It is part of the training
manager’s job to ensure that the training offered meets workers needs.
➢ Colleague: approach colleagues who may be in a position to assist you.
They may have already achieved the goal you are trying to attain. Know
what your colleagues can do. If you know what they can do, you can
save time by approaching them directly.
➢ Trainers and Consultants: consultants can advise you on what learning
strategies you need to follow to complete a task. If the consultant cannot
assist you, contact your trainer and they can recommend how you can
attain your learning goals.
In short, you should know:
➢ What you want to achieve. If you need to learn a specific task, know
exactly what that task is for and what steps you need to follow to attain a
competent level
➢ What you need to achieve. Be clear on what the goals are and what the
end product is. If you are unclear of the results, then you could be wasting
time.
➢ The advantages of what you are doing. Success means that you are
saving time and money. You may also be obtaining credibility.
What resources do you need?
When planning activities, be clear on what resources you will need to achieve
success. When participating in a new task, you may need to be aware of any
legislation that may impact on your task. If you are unsure, consult with the
appropriate legislative party.
What training may you need to participate in?
By following these steps, you should be able to stay on top of changes. This will assist
your organisation in their goals to maintain a competitive edge over your
competitors.

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Learning Task Eleven

How do you develop new skills to have a competitive edge in your industry? If you
do not develop new skills, go to the next question.

What skills do you need to develop a competitive edge in your industry?

How would you develop those skills?

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Congratulations!
You have now finished the unit ‘Manage Personal Work Priorities and Professional
Development’

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Appendices
Action Plan for
Project: Date:
Goals:

Measures of Success:

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Scope of Organisational Impact:

Staffing and Participants:

Name Role Time Commitment

Tracking and Reporting Process:

Dependencies, Risks, and Constraints:

Estimated Completion Date for All Activities:

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Action Plan for

Action Item Number: Owner: Due Date:

Description of Activity:

Deliverable(s):

Resources Needed:

Action Item Number: Owner: Due Date:

Description of Activity:

Deliverable(s):

Resources Needed:

Action Item Number: Owner: Due Date:

Description of Activity:

Deliverable(s):

Resources Needed:

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Action Plan for

Action Item Number: Owner: Due Date:

Description of Activity:

Deliverable(s):

Resources Needed:

Action Item Number: Owner: Due Date:

Description of Activity:

Deliverable(s):

Resources Needed:

Action Item Number: Owner: Due Date:

Description of Activity:

Deliverable(s):

Resources Needed:

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Action Items for

Action Item Number: Owner: Due Date:

Description of Activity:

Deliverable(s):

Resources Needed:

Action Item Number: Owner: Due Date:

Description of Activity:

Deliverable(s):

Resources Needed:

Action Item Number: Owner: Due Date:

Description of Activity:

Deliverable(s):

Resources Needed:

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Action Plan Tracking for

Action
Item Date Date
Number Started Completed Comments

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References and useful links

➢ Burke, R. J., & McKeen, C. A. (1989). Developing formal mentoring programs in
organizations. Business Quarterly, 53(3), 76-79.

➢ Bass,B. M,(1985). Leadership and Performance. N.Y: Free Press.

➢ Bass, Cacioppe, Gronn, Hughes.et.al, Popper & Zakkai by Vanisha Balgobind in

June 2002 “The impact of Transformational Leadership on Subordinate Job
satisfaction” dissertation work –. Comparison studies of different transformational
authors.

➢ Behavioural Leadership Theories URL Address:

http://leadershiptextbook.org/Behavioral_Leadership_Theories Access Date:
24.08.2011

➢ Burns, J.M. (1978). Leadership. N.Y: Harper and Raw.

➢ Conway, C. (1998). Strategies for mentoring. Chichester: John Wiley & Sons Ltd

➢ Davidson, P., and Griffin, R.W. (2003) Management: An Australasian Perspective.

John Wiley and Sons. Australia.

➢ DeSimone, R.L., Werner, J.M., and Harris, D.M. (2002). Human Resource
Management. Third Edition. Thomson West Southern, Australia.

➢ Hood, J.D (2007). Transformational and transactional leadership styles: An

exploratory. Capella University.

➢ Kehoe, D; and Godden, S. (2004). You lead, they’ll follow: How to inspire, lead
and manage people. Really. Volume Two. The McGraw-Hill Companies.
Australia.

➢ Klasen, N., & Clutterbuck, D. (2002). Implementing mentoring schemes. Oxford:

➢ Butterworth-Heinemann.

➢ Klein, P, TechWeb, Eight ways to assess your own performance URL Address:
http://www.microsoft.com/microsoftservices/en/us/article_8_Ways_to_Assess.asp
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Access Date: 26.08.2011

➢ Lacey, K. (1999). Making mentoring happen: a simple and effective guide to

implementing a successful mentoring program. Warriewood, NSW: Business &
Professional Publishing Pty Ltd.

➢ Leadership With You: Your Number One Guide to Leadership Theories of

Leadership: The Contingency Theories of Leadership URL Address:
http://www.leadership-with-you.com/fiedlers-contingency-theory.html Access
Date: 22.08.2011

➢ Lewin, K., Lippett, R. & White, R. (1939). Patterns of Aggressive Behavior in

Experimentally Created Social Climates, Journal of Social Psychology, 10, 271-
301.

➢ Likert, R. (1961). New patterns of management, McGraw-Hill.; Kahn, R. & Katz, D.

(1960). Leadership practices in relation to productivity and morale, in D.
Carwright & A. Zander (eds), Group dynamics: Research and theory,Row
Peterson.

➢ Management Study Guide

➢ Leadership Theories: Great Man Theory of Leadership URL Address:

http://www.managementstudyguide.com/great-man-theory.htm Access Date:
24.08.2011

➢ Marshall, S., Adams, M., & Cameron, A. (2002). Mentoring academic staff:
Lessons from the field, viewed 18/02/03
http://www2.auckland.ac.nz/cpd/HERDSA/HTML/StaffDev/marshall.HTM

➢ McCall, M.W. Jr. and Lombardo, M.M. (1983). Off the track: Why and how
successful executives get derailed. Greenboro, NC: Centre for Creative
Leadership

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➢ Mentoring Australia. (2000). Mentoring: Benchmarks for effective and responsible

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LMD-20_1.1_BSBPEF501 Learner Guide Version 1 - 8 January 2022