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In this paper the author addresses the discrepancy between the high level of interest in the topic of leadership, and an equivalent level of good research or understanding about it. The paper begins with a retrospective look at the issues raised by the 1992 Commonwealth Government task force that examined leadership and management development, culminating in the Karpin Report, and then covers three different issues: the current topics under discussion in management development and their influence on the development of leadership skills; leadership theories and contemporary ideas about what makes a good leader; and leadership development issues for the future. Show less

The author discusses what it means to be a manager in the post-Karpin era. He argues that we need to rethink how we develop our managers. Show less

This paper resulted from the 1997 A.W. Jones Lecture, Adelaide, 26 March 1997, delivered by the author. It addresses the expectations of students as they enter and leave the educational system with a specific focus on the relationship between education and work. The changes that have taken place and that continue to take place in the world of work are discussed, and the author offers a projection of the skills that will be necessary for the future. Competency based training, economic rationalism and equality of opportunity are touched on and the conclusion that an educational system that develops a full range of the skills needed by society, and which encourages the diversity of interests and capacities of individual students may well represent the best investment in social and intellectual capital for the future. Show less

In this paper the author uses the Karpin analysis of the changes taking place in management as a basis for commenting on the implications these have for management development and for vocational training and development more generally. Show less

In this discussion of organisational pressures for change in management, the author considers the skills that managers are now required to demonstrate, and argues that the most important skill for the future might well be to have the capacity to think radically - constantly reassessing the nature and effectiveness of what is being done. He stresses the importance of managing people effectively, with participative management a key element. Show less

This paper addresses the ongoing challenge of matching training output with industry needs, more recently with the additional problem that the nature of change is itself changing. There is movement towards an environment where there is likely to be a qualitative change in industry expectations, as we see new approaches to work, work organisations and occupations emerging. Show less

This paper looks at competency-based training in management and, in particular, the issue of assessment: (1) What are we assessing? Much of the work to date on competencies has been RPL focussed, looking at what has happened before, and with a learning bias; (2) How are we assessing? A big step forward has been to move away from 'examination' to the portfolio concept. However, the portfolio is only half a step closer to looking at evidence of competencies in practice. The path for the future has to be the simulator and we have a lot to learn from airline pilots; (3) Are we clear what we are assessing? Debate tends to obscure some of the key issues. Are we assessing ability in a 'potential' sense, or ability in a 'realised' sense? If the former, then how does that help actually improve performance? If the latter, how do we deal with the 'situational' variables?

The assessment side of competency-based training is the least developed. For those of us who have been conservative in our approach to assessment, this is the issue that will really deliver the promised benefits of this approach. Show less

This report is based on the outcomes of a national summit on management skills, convened by the Australian Institute of Management - Victoria. It sets out a series of reforms and developments that the Institute sees as critical in facing the challenges over the next few years. Priority areas for management development and implications for training providers are covered. Show less

This report aims to develop a typology of the ways and means of promoting greater interaction between TAFE and industry; examine examples (in New South Wales and Victoria, with a more limited coverage in Queensland) which are most likely to improve linkages at the moment, and identify factors which might facilitate or impede TAFE and industry interaction; and recommend a preferred course of action to promote greater interaction. Show less

In September 1978, the Education Research and Development Committee (ERDC) funded a study of implications of the use of leave provisions for educational purposes. With the advent of increasing interest in recurrent education, particularly with developing mechanisms by which people can alternate between time spent in pursuing various forms of education, and in employment, the provision and nature of educational leave schemes has been a matter of increasing importance. The primary purpose of this ERDC project is to develop a better understanding of the forms of leave that are currently available for educational purposes, and on an action research basis, to stimulate the development of these and alternative forms of leave provision for educational purposes. Show less