Folio JR - Chifley Course Catalogue

C O U R S E C A T A L O G U E

E X P E R I E N C E

O U T C O M EK N O W L E D G E

CH I F LE Y B U S I N E S S S C H O OL

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www.chifley.edu.au 1300 85 33 77

TABLE OF CONTENTS

WELCOME TO CHIFLEY BUSINESS SCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

CAPABILITY AT CHIFLEY BUSINESS SCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

What is management capability? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Why is Chifley’s capability approach different? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

CORPORATE TRAINING AND CONSULTING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Corporate Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Customised Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Corporate Postgraduate Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Corporate Graduate Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Cooperative Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Linking to Qualifications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Chifley Business School Consulting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Reflection and Self-understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Coaching and Mentoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Leadership Development Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

CERTIFICATE AND DIPLOMA PROGRAMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

For Individuals Pursuing Competency Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

For Organisations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Disciplines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Workplace Effectiveness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Frontline Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Project Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Workplace Assessment and Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Linking Competency Development to Graduate Qualifications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

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SHORT COURSES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

The Public Short Course Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Online Short Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

The Capability Development Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

The Management Snapshots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Linking Short Courses to Graduate Qualifications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

GRADUATE PROGRAMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

The APESMA La Trobe MBA Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

The APESMA La Trobe MBA (Technology Management) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

The APESMA La Trobe MBA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

The Master of Technology in Project Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

The Doctor of Business Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

GETTING CREDIT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Direct credit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Credit for short courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Credit for Frontline Managers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Credit for in-house corporate training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

CHIFLEY PARTNERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

La Trobe University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Stevens Institute of Technology (USA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Charles Sturt University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Anglia Polytechnic University (UK) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

The Norwegian Association of Engineers and the University of Bergen (Norway) . . . . . . . . . . . . . . . . . . . . 62

The Global University Alliance (Singapore, Malaysia, South Korea) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Education and Training Services (India) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

The Centre for Pavement Engineering Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

The Australian Computer Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

The Australian Institute of Project Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

The Australasian Institute of Mining and Metallurgy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Australian Library and Information Association . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

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Australian Institute of Agricultural Science and Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Finance Sector Union . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

The Community and Public Sector Union . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

iedex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Results Consulting (Canberra) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Specialised Training Services (Queensland) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

The Peter Berry Consultancy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

KLR Consulting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Australian Mines and Metals Association . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

BEN CHIFLEY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

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W E L C O M E T O C H I F L E Y B U S I N E S S S C H O O LWelcome to Chifley Business School, Australia’s largest and most successful independent business school.

Chifley Business School is an initiative of the Association of Professional Engineers, Scientists and ManagersAustralia (APESMA), in conjunction with several partners and affiliate organisations. The Board andmanagement of APESMA and its partners represent more than 50,000 professionals, managers andorganisations throughout Australia. With them, we hold a clear vision of the education and training needed if Australian managers – and the organisations they lead – are to continue to be globally competitive.

This vision is encapsulated in three core beliefs:

• Effective management training must lead to more than just knowledge, it must lead to capability - the capacityto use knowledge, skills and experience to achieve outcomes

• Management capability will only be developed through effective partnerships between managers,organisations and training providers

• Management qualifications, if they are to be valued by organisations and managers, must reflect not just theknowledge needed to pass exams, but capability - the capacity to perform.

Chifley Business School is driven by these beliefs.We are committed to:

• The development of training programs and methodologies that enhance management capability

• Forming partnerships focused on the development of management capability in the workplace

• Offering formal management qualifications based on recognition of management capability.

Our understanding of capability, and our vision to lead the world in capability-based management training iswhat sets us apart.

I invite you to review our offering of products, qualifications and capabilities.We look forward to doing businesswith you.

Andrew MacDonaldExecutive Director

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C A PA B I L I T Y AT C H I F L E Y B U S I N E S S S C H O O LThe development of management capability is Chifley Business School’s core focus. It is this focus which setsus apart from other business schools and management education providers. But what do we mean when wesay ‘management capability’, and why is this so different to what others provide?

WHAT IS MANAGEMENT CAPABILITY?

We believe, as illustrated below, that management capability is a manager’s capacity to deliver the requiredoutcome. To develop capability, a manager must integrate new knowledge with all they’ve learned fromexperience, then apply this to achieve the outcome.

Our understanding of management capability implies that:

• There cannot be capability without experience

• Knowledge, rather than being an end in itself, is simply one of the inputs needed to develop capability

• A key to capability development is to encourage managers to take on new knowledge and integrate it withtheir existing experience. Managers must regard knowledge as a tool to be applied to appropriate situations,and to be capable, they must learn when to apply the appropriate tool

• Development and assessment of management capability requires the measurement of applied outcomes.

WHY IS CHIFLEY’S CAPABILITY APPROACH DIFFERENT?

The typical objective of business schools and management education providers is to develop knowledge. Inmost situations, the acquisition of knowledge is treated as the ‘end’, and assessment is designed to testknowledge.This is why:

• Most MBA programs are organised around subjects based on knowledge of a specific area, such as financeor marketing

• Most MBA programs have examinations, which require students to prove they’ve remembered theknowledge that’s been pushed toward them

• Most so-called ‘management development’ programs are simply ‘blocks of knowledge’ lumped togetherwithout an overall, coherent development plan

• Most business schools sell the concept that managers can be developed with little or no experience.

Chifley Business School is committed to developing management capability, not just knowledge.We will striveto unify all our products and practices around the notion of capability, and in so doing we are dedicated tochanging accepted views of what constitutes effective management education.

E X P E R I E N C E

I N T E G R A T E A P P L Y

K N O W L E D G E

+ O U T C O M E

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C O R P O R AT E T R A I N I N G A N D C O N S U LT I N GChifley Business School’s core beliefs and commitments flow from our understanding of management as a corporate activity, and our consequent conviction that corporations are the ultimate purchasers of allour products.

In short, our strategy is built around understanding and meeting corporate needs for management trainingand education. Nowhere is this more evident than in our capacity to respond directly to corporaterequirements by designing and delivering products tailored to meet a corporation’s needs.

To ensure that we deliver on our commitments, Chifley has in place a Business Services Team. Locatedthroughout Australia, these experienced managers have special skills in working closely with corporations to design and deliver corporate training.

CORPORATE TRAINING

Chifley Business School offers a full service in-house and custom-designed training capability.This means thatcorporate clients may specify training initiatives to meet their exact needs. Over the past fifteen years, anenormous diversity of corporate solutions have been tailored. Some examples are:

• ‘In-house’ versions of existing Chifley short courses provided for a group of corporate managers

• Tailored versions of short courses, in which specific content is developed to meet the needs of the corporation

• Fully customised programs designed ‘from the ground up’ to meet a corporate need. For example, theNational High Potential Managers Program, designed specifically to help a national fertiliser producer toprepare its chemical engineers to assume plant management roles

• Corporate implementations of certificate and diploma programs, such as Diploma of Business (FrontlineManagement). Chifley’s particular advantage is to link these programs closely to work roles and projects (see“Certificate and Diploma Programs for Corporate Clients”)

• Internal programs linked to graduate qualifications. Such programs may take many forms, and oftencombine internal short courses with participation in flexible learning graduate programs units

• Use of Chifley learning materials (such as MBA units or short courses manuals) to provide the foundationfor delivery of courses by internal corporate staff.

Chifley’s primary delivery strategy is participative training that involves learning through sharing andundertaking activities - often called experiential or action learning. Chifley’s customised training offers relevanttangible scenarios, simulations and case studies.Adherence to these adult learning principles ensures that whenparticipants return to work they will find it easier to transfer their new-found learning back into the workplace.

Some examples of adult learning methods are:

• Discussion groups

• Group activities

• Role playing

• Interactive workshops

• DVDs

• Skills practice

• Presentations

• Shared experiences

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Customi s ed So lu t i on s

Chifley Business School’s customised training is relevant and meaningful, because it is designed to reflect andreinforce your organisation’s business goals, objectives and culture.

It is designed to develop your employees’ organisation-wide skills, with the key focus on helping theorganisation improve the bottom line.

We assign the most appropriate facilitator to every customised training project, selecting from a nationalnetwork of facilitators who have relevant, current credentials and many years of industry experience in theirrespective fields. Chifley undertakes a five-step implementation plan designed to meet corporate trainingrequirements.

• Design - what is the capability development outcome required, and what is the most effective and cost-efficient way this can be achieved?

• Development - what resources, Chifley or otherwise, need to be marshalled to effectively deliver thedesigned solution?

• Implementation - depending on the requirements of the client, Chifley takes full responsibility for deliveryof the program - from complete participant enrolment and administration services, through the organisationof all training resources, personnel and venues, to participant assessment (if required),to program evaluation, graduation and follow-up.

• Assessment and Articulation - often the need to deliver credit toward a recognised qualification is a keycomponent of corporate training. Chifley is at the leading edge in designing assessments that are practicaland rigorous, and linking corporate training to its suite of relevant qualifications. Linking to qualifications is discussed in more detail below.

• Evaluation - all Chifley programs are evaluated using the Kirkpatrick model.The extent to which the levelsof the model are employed depends upon the requirements of the client. At the first level, reaction, theCustomer Value Management (CVM) construct is used to ensure direct participant feedback may be readilyused for program improvement.

Corporat e Po s tgraduat e Programs

Where an organisation wishes to implement an ‘in-house’ postgraduate program, such as a corporate GraduateCertificate in Management, Chifley Business School is particularly well-placed to be the provider/partner.

Our combination of best-in-class flexible learning intellectual property (FLIP) with experienced facilitators enables:

• Flexible implementation, including a combination of distance learning and tutorial-style learning which canminimise work impact and encourage managers to invest a proportion of their non-work time

• Customisation to meet corporate needs (within the limits allowed by the accreditation process)

• Linking with Chifley Short Courses or in-house corporate programs to fulfil credit requirements.

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Corporat e Graduat e Programs

Many organisations, particularly those who employ technical graduates, operate graduate programs.Typicallythese programs are aimed at maximising the potential of newly hired graduates by giving them broad exposureacross the workplace combined with practical training focused on the application of their technical knowledge.

Whilst these programs are usually excellent in developing technical capability, they frequently neglect thegraduates’ broader workplace effectiveness - capabilities such as managing time and priorities, working effectivelyin teams, or communication skills.Assuming that graduates have these capabilities (when they often do not) canmean that an organisation’s considerable investment in its graduate program is never fully returned.

Chifley Business School’s Diploma of Business program has been specifically designed to focus on improvingeffectiveness in the workplace, and therefore can provide an excellent complement to technically-orientedgraduate programs. The program’s online delivery format means it is a valuable and low-impact addition to a traditional graduate program.

Cooperat iv e Programs

Cooperative programs refer to programs commissioned cooperatively by a group of like-minded organisations.

Chifley Business School has developed the capacity to lead or assist with cooperative programs through ourBusiness Services Team.We work with organisations to deliver cooperative programs in two key circumstances:

• Regional programs - for organisations based in regional areas, or for regionally-located managers, accessinghigh quality management education is often difficult. Chifley Business School works with local organisationsand managers - typically through a ‘local champion’ - to ensure the critical mass is gathered to offer our bestprograms in regional centres.

• Inter-organisation - programs involving a group of managers drawn from a small number of organisationsmay be desirable for a number of reasons, for example; one organisation may not have sufficient critical massto justify its own programs, or organisations may wish to foster cooperation with partners or customers.Whatever the reason, Chifley Business School, through its Business Services Team is able to work with themanagers and organisations involved to develop and deliver the required outcome.

Linking t o Qual i f i ca t i on s

Corporate management training is a cooperative undertaking in which both the organisation and its managersmake an investment, and therefore expect a reasonable return.

From the organisation’s perspective, the return on training investment is typically measured in terms ofperformance outcomes. Chifley treats this as the first, and most important priority, and focuses always on thedevelopment of management capability to perform in the current organisation and role.

From the perspective of the individual manager, the expected training return goes beyond capability to portable qualifications. This is a reasonable expectation given today’s dynamic employment market, andChifley works with all managers to ensure their training articulates to recognisable qualifications wherepossible.We are at the leading edge in articulating corporate training because:

• We are able to award management qualifications ranging from Certificate level AQTF through to Masters level;

• We are the only business school in Australia to link AQTF and postgraduate level qualifications;

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• Our postgraduate level qualifications provide for recognition of workplace-based training and developmentvia two mechanisms:

– The Research Project (Unit 301) - the Research Project enables participants to apply learnings to a workplace issue or projects to produce material which is of particular value to their organisation.The Project may be assessed for credit towards the APESMA La Trobe MBA. Participants are requiredto submit a preliminary proposal which outlines the project content, the method of investigation to be used and the format of the final report.

– The Employer-based Unit (Unit 302) - This unit enables participants to take advantage of formalmanagement programs offered by their own organisation or by outside providers.The unit may consistof a single program or a combination of programs requiring a total commitment of about 160 hours.

CHIFLEY BUSINESS SCHOOL CONSULTING

Chifley’s training delivery model places us in a position to offer a unique consulting capability to our corporateclients.This is provided through Chifley Business School Consulting.

Our focus on developing management capability means that our presenters and facilitators:

• are themselves highly experienced and qualified managers; and

• are selected from among Australia’s best consultants and educators on the basis that they maintain boththeir academic and business “currency”.

In short this means that Chifley presenters are never pure ‘academics’. Rather they are practising businessprofessionals with excellent academic qualifications. Frequently this means they are successful consultants.

Chifley Business School understands that corporate clients often wish to extend their relationship with aChifley course facilitator, or may wish to access the extensive expertise offered by the Chifley facilitatornetwork. Chifley Consulting works with our corporate clients to make this expertise available to them.

Chifley Consulting offers market-leading expertise in the following fields:

• Culture change

• Strategic planning

• Business planning

• Performance management

• HR Audit

• Training needs analysis

• Customer Value Management

• Marketing.

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LEADERSHIP

There is no doubt that the key element influencing organisational success is effective leadership.

• Chifley’s focus on capability, and our model for understanding capability, informs us that true leadershipcapability must be built upon the foundation of experience and knowledge. Chifley’s approach to leadershipdevelopment is therefore to focus on these two key elements:

• Experience - work experience, management experience, life experience; and

• Knowledge and understanding - self-understanding and knowledge of how to effectively influence others.

Based on this focus, the Chifley approach is to provide a range of tools and programs that encourageunderstanding of self and others.

Ref l e c t i on and s e l f under s tanding

• 360 Degree Feedback - Chifley makes 360 feedback available either in online format (through ourpartnership with iedex) or in traditional format. 360 instruments may be used to stand alone, or beintegrated with custom-designed leadership development programs.

• Hogan Assessments - Hogan Assessments use three leadership forecast profiles to explore personalbehaviour in response to varying situations, and the impact of this behaviour on others. Hogan Assessmentsare used by nearly half of the US Fortune 100 companies. Chifley offers these products through itsassociation with the Peter Berry Consultancy (PBC), which has the licence for these products in Australia.PBC also offers personalised coaching related to profiles.

• Emotional Intelligence (EQ) - Developing Emotional Intelligence (EQ) is about building behaviouralcapability that allows people to manage their emotions & behaviours more effectively. EQ is a highlyinfluential determinant of personal and corporate competitive advantage because unlike IQ, it can bedeveloped for business success. It’s often said that “IQ gets you the job but EQ keeps you in it”. Chifley offersan extensive range of EQ assessment tools and development programs through its relationship with KLR consulting, including:

• BarOn EQ-i - assessment of emotional intelligence

• BarOn EQ-360 - provides feedback from colleagues using the emotional intelligence scale

• Spectrum 260 - assessment of leadership capability

• MBTI - personality assessment.

Coaching and Mentor ing

Chifley offers a range of coaching and mentoring services, both to our client organisations and individualmanagers.These include:

• Hogan Assessments - specific profile-based coaching (through PBC) linked to the Hogan Assessmentsprofiles.

• Emotional Intelligence - our partners, KLR Consulting, offer feedback sessions and individual coaching basedon assessment and development of EQ.

• Experience-based - Chifley has an extensive network of expert presenters and facilitators working acrossproducts. Our facilitators bring with them an extensive and varied range of experience and expertise,and are available to provide one-on-one coaching and mentoring where circumstances permit.

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An example program, together with indicative timeframes and pricing, is included below.

EFFECTIVE COACHING FOR MANAGERS - 2 DAYS

These days, coaching is an essential skill for every manager. A good coaching conversation enables a managerto help a colleague become better at what he or she does. These coaching conversations focus on facilitatingthe growth and development and so the performance of another person.

A self-paced learning guide is provided to help participants improve their coaching skills and performanceprogressively as part of day-to-day work practices.

Learning Outcomes:

• Learn about the benefits of coaching

• Skills that underpin good coaching practice

• Important coaching tools and techniques

• The similarities and differences between coaching and mentoring

• What a good coaching session looks like

• How to conduct a real-time coaching (or mentoring) session

• How to become a better coach progressively.

Typical duration: 2 days

Typical Investment: $1500 (including GST)

Leader sh ip Deve l opment Programs

Our experience has been that effective ‘leadership development’ programs cannot be ‘pulled off the shelf ’.Thehighly variable characteristics of organisations, and the individuals within them, mean that effective programsare typically designed to specifically meet a set of needs and circumstances.

Using the resources described above, together with our extensive range of graduate and capabilitydevelopment programs, Chifley Business School can tailor leadership development programs, orleadership/management development combined programs to suit particular corporate needs.

Example programs, together with indicative timeframes and pricing, are included below.

PRINCIPLES OF MANAGEMENT - 5 DAYS

This is an interactive program designed to equip active managers with the required tools to succeed in theever-changing business environment. Participants will gain a greater understanding of finance, leadership,negotiation, marketing and change, which are the foundation skills for successful business management.

Learning Outcomes:

• Understanding of general management and its function

• Knowledge and skills to undertake a general management position

• Greater awareness of the role of senior management and how it affects the performance of the business

• Comprehensive understanding of financial accounting

• How to drive a business forward through cultural change.

Typical Duration: 5 days


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STRATEGIC MANAGEMENT - 3 DAYS

This program is tailored to focus on the strategic side of management. Participants will learn the criticalelements of business analysis, strategic alliances and market positioning.

Learning Outcomes:

• Implementing strategic thinking

• Understanding your industry and competitors

• What drives strategic management, e.g. the market, people, organisational finance

• Case studies of both successful and unsuccessful strategic plans

• How to kick start the strategic management process.

Typical Duration: 3 days


LEADING CULTURAL CHANGE - 3 DAYS

This course is designed to give managers the skills to lead an organisation through the difficult and demandingtask of cultural change. Participants will be given a first-hand experience to the challenges of change in adiverse cultural organisation.

Learning Outcomes:

• What is cultural change?

• Managing the change process

• Managing the implications and expectations of change

• Understanding diverse cultures and the difficulties that come with it.

Typical Duration - 3 Days

Typical Investment $3300 (including GST)

WORKPLACE NEGOTIATIONS - 2 DAYS

This course is designed to help managers better negotiate workplace situations to give an organisation a win-win outcome when possible. During the course, participants will take part in a series of specially designedsimulations and exercises to help them gain a greater understanding of the negotiation process.

Learning Outcomes:

• Gain the skills required to reach a fair and achievable agreement/outcome

• Understand different communication styles

• The negotiation process

• Thinking win-win.

Typical Duration: 2 Days


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www.chifleycompetency.edu.au 1300 85 33 77

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C E RT I F I C AT E A N D D I P L O M A P R O G R A M S

Chifley Business School’s key focus is on developing managers to be capable in their roles.

The Australian Quality Training Framework (AQTF) provides an excellent foundation for the development andrecognition of workplace competency. Chifley Business School, as one of the longest-standing RegisteredTraining Organisations (RTO) in Australia, has a wealth of experience designing and implementing trainingprograms aligned with the competency framework.

We specialise in competency development within the following disciplines:

• Workplace Effectiveness: Diploma of Business

• Frontline Management: Certificate IV and Diploma of Business (Frontline Management)

• Project Management: Diploma of Project Management

• Workplace Assessment and Training: Certificate IV in Assessment and Workplace Training.

Chifley offers market-leading competency development solutions to both organisations and individual clients.

FOR INDIVIDUALS PURSUING COMPETENCY DEVELOPMENT

Chifley Business School has extensive experience in offering competency development to individual participants.

The Chifley Online Community is both effective and cost-efficient. It enables individual participants to developcompetencies and achieve formal qualifications in an effective and supportive environment.

Individuals who wish to develop their competency may have:

• The opportunity to do so via individual units of competency or in pursuit of recognised qualifications

• Online delivery of training materials

• Access to trainers and mentors via the online e-community

• Online submission of assessments

• Online re-enrolment and payment.

The Chifley Online Community is fully supported by Chifley’s Client Care team, ensuring that all participantshave access to personal support during business hours.

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FOR ORGANISATIONS

At the corporate level, our objective is to deliver ‘role-driven’ competency development, which we achievethrough our unique ‘reverse-design process’.

Over more than ten years working with corporate clients, we’ve learned that the most effective competency– for both the individual and the organisation – is competency to perform in the current or next role.

We call this ‘role-driven competency’:

• competency to use in the current role, to achieve current role objectives, based on the roles in this organisation.

As opposed to ‘qualification-driven competency’:

• competency development to meet the requirements of an externally imposed qualification framework.

Simply put, this means that Chifley Business School is committed to competency development forperformance first, and competency development for formal recognition second.

This is achieved via the Reverse Design Process.This process designs training to meet role requirements andmaps backwards (or in reverse) to the qualifications framework. It is fundamentally different to the typicalapproach, which begins with the requirements for the qualification and designs forward from that point.

For our corporate clients, this means that competency development is as close to people’s actual roles as possible. Assessments are designed and implemented around the daily work role of the participants ratherthan as artificial exercises.This ensures that:

• Competency is developed for the actual role, rather than for an ‘artificial scenario’

• Disruption to the participants’ work lives is minimised. The ‘training’ is totally integrated with their daily work lives

• Improved competency is implemented immediately to lead to improved performance.

The Reverse Design Process

Based on thisunderstanding, theassessments are

designed around thenormal work tasks.The objective is for the participant or

group to be assessed ‘in role’

Competencies:

• Cert IV

• Diploma

Learning Materials:

• Cert IV

• Diploma

The learning materialsare adapted to meet

both competency and assessmentrequirements

Both the work role,and how the

participant or groupmust actually apply

themselves to performthat role are analysed

and understood

Participants’ role application:

• Daily work tasks and responsibilities

• Projects

Assessment Design:

• Cert IV

Participants’ work role:

• KPIs

• Agreed Objectives

The proposedassessments are thenmapped to the DBFMcompetencies ‘Artificialassessments are usedonly where ‘mapping

gaps’ exist

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DISCIPLINES

Workplac e Ef f e c t iv en e s s

Chifley Business School offers the development of workplace effectiveness competencies linked to theDiploma of Business Qualification.

Workplace effectiveness competencies address the foundation business capabilities a person needs if they are to be an effective member of an organisation. These units of competency, and the Diploma of Businessqualification are particularly relevant to new graduates entering the workplace for the first time.While graduates are often competent in their field of technical expertise (for example, engineering,architecture or IT), they may lack the more general capabilities that will enable their technical expertise to be effectively applied to delivering outcomes.

Chifley Business School’s corporate clients often use these units in conjunction with their graduate programs to ensure the general – as well as technical – development of their new graduate employees.(For more information, please refer to the section Corporate Training and Consulting).

Competencies Recognition

Managing Self

Manage personal work priorities and professional development

Manage effective workplace relationships

Managing Processes

Manage operational plan

Manage workplace information systems

Manage quality customer service

Facilitate continuous improvement

Facilitate and capitalise on change and innovation

Develop a workplace learning environment

Ensure a safe workplace

Managing Others

Ensure team effectiveness

Manage people

Project Management

Manage project scope

Manage project time

Manage project costs

Manage project quality

Manage project human resources

Manage project communications

Manage project risk

Manage project procurement

Manage application of project integrative processes

Diploma of Business -8 units to be selected

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Diploma of Business (Frontline Management) - 11 units

Certificate IV in Business (Frontline Management)5 core and 3 elective units to be completed

Front l in e Management

Chifley Business School offers the development of team leadership competencies linked to the Diploma of Business (Frontline Management) and Certificate IV in Business (Frontline Management) qualifications.

As one of the longest-standing Frontline Management providers in Australia, Chifley Business School has a wealthof experience to offer corporate and individual purchasers. Team leadership competencies address thecapabilities a person needs if they are to be an effective leader of a small team or workgroup. These units of competency, and the Diploma of Business (Frontline Management) qualification are used extensively by both corporate and individual clients to:

• prepare professionals and other team members to take their first steps toward team leadership,

• consolidate initial team leadership experience into management of a wider group or function,

• address identified capability deficiencies for existing team leaders/managers.

Chifley’s Frontline Management course materials form the basis of programs provided in the UK by theUniversity of Strathclyde, and in Norway through the University of Bergen.


Managing Self

Manage personal work priorities and professional development

Manage effective workplace relationships

Managing Processes

Manage operational plan

Manage workplace information systems

Manage quality customer service

Facilitate continuous improvement

Facilitate and capitalise on change and innovation

Develop a workplace learning environment

Manage budgets and financial plans within the work team

Managing Others

Ensure team effectiveness

Manage people

Managing Self

Develop work priorities

Implement effective workplace relationships

Managing Processes

Implement operational plan

Implement workplace information systems

Coordinate implementation of customer service strategies

Implement continuous improvement

Promote innovation and change

Monitor a safe workplace

Managing Others

Promote team effectiveness

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Proj e c t Management

Chifley Business School offers the development of project management competencies linked to the Diplomaof Project Management qualification.

In response to the needs of our target market, Chifley has developed project management training as an areaof key capability across our full range of products. Chifley is a registered education provider with the ProjectManagement Institute, USA.

The development of our project management units of competency has benefited from this broad capability.The course materials have been informed by postgraduate management units, as well as our range of shortcourses, and our network of project management facilitators bring a wealth of experience to the developmentof competent project managers.


Manage project scope

Manage project time

Manage project costs

Manage project quality

Manage project human resources

Manage project communications

Manage project risk

Manage project procurement

Manage application of project integrative processes

Workplac e As s e s sment and Training

Chifley Business School offers the development of workplace training competencies linked to the CertificateIV in Assessment and Workplace Training qualification.

We believe strongly in working with our clients to develop management capability in the workplace. Assistingwith the development of workplace training competencies is a key to providing our clients with an in-housetraining capability. The workplace training competencies equip team members and managers at all levels to lead training - where it’s needed, on a ‘just-in-time’ basis.


Plan assessment

Conduct assessment

Review assessment

Train small groups

Plan and promote a training program

Plan a series of training sessions

Deliver training sessions

Review training

Diploma of Project Management

Certificate IV in Assessment and Workplace Training

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LINKING COMPETENCY DEVELOPMENT TO GRADUATE QUALIFICATIONS

Chifley Business School provides articulation between the Diploma of Business (Frontline Management) andthe APESMA La Trobe MBA program.

Diploma of Business (Frontline Management) recipients who already hold a Bachelors Degree or equivalentmay receive a credit of one unit towards their MBA qualification.

More information on articulation arrangements can be obtained from the Chifley Business School Client CareTeam (1300 85 33 77).

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www.chifleyshortcourses.edu.au 1300 85 33 77

S H O RT C O U R S E SChifley Business School’s short course program is renowned throughout Australia for its practical focus ondeveloping management capability.

The Short Course program is organised on four levels:

• The Public Short Course Program - these premium courses feature renowned presenters, selected fortheir experience and expertise in a chosen field, and their special skills in training and facilitation.

• Online Short Courses - a selection of courses from Chifley’s capability development program is madeavailable online.

• The Capability Development Program - this program features a range of capability-based short coursesdeveloped by Chifley Business School’s best-in-class instructional design team, and delivered by our network of experienced facilitators.

• Management Snapshots - the management snapshots are short, intensive development programs, typicallydelivered in half-day workshops.

THE PUBLIC SHORT COURSE PROGRAM

These premium courses feature renowned presenters, selected for their experience and expertise in a chosen field, and their special skills in training and facilitation.

The schedule features both one-day and two-day courses, and has been organised, where feasible, to provideextended capability development through course progression. This is achieved through advanced courses,which have been specifically designed to take up where the introductory course has left off. For example:

Project Management ➫ Advanced Project Management

Finance for Non-Financial People ➫ Applied Financial Management

Document Writing Essentials ➫ Advanced Document Writing

The courses are offered publicly, and the course schedule may be accessed through the Executive ShortCourses Brochure, or at the website: http://www.chifley.edu.au. Depending on presenter availability,these courses may also be provided in-house to corporate clients, and also customised to adapt to particularcorporate requirements.

The Public Short Course program consists of:

• Business Planning Session: Balanced Score Card, Key Performance Indicators and Cultural Change

• Contract Management • Managing Consultants and Contractors

• Finance for Non-Financial People • Leadership Profiling and Coaching

• Leadership Coaching and Profiling • Leadership and Team Management

• Project Management • Applied Financial Management

• Negotiation Skills • Advanced Project Management

• Risk Management • Effective Marketing for Managers

• Strategic Thinking • Strategic Marketing for Technical People

• Advanced Document Writing • Document Writing Essentials

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BUSINESS PLANNING SESSION: BALANCED SCORECARD, KEY PERFORMANCE INDICATORS AND CULTURE CHANGE

OVERVIEW

A new dynamic course on the importance of business planning, covering the latest theories together with practical case studies.An emphasis on plain English, one-page, executive summaries will be a key focustogether with associated accountabilities, reviews and rewards necessary to get lift-off. This approach to business planning has been used within Top 100 companies and major government bodies.

PERFORMANCE OUTCOMES

At the end of this course, participants will:

• Understand the theory and practice of business planning

• Be able to create their own workplace plans

• Be comfortable with setting and measuring goals

• Be confident of addressing cultural issues to ensure the success of the plan

• Understand the importance of execution/the culture of discipline.

CONTENT

Throughout this course, participants will be exposed to the following:

• Frameworks and methodologies

• Case Studies from the private and public sector

• Aligning strategy with planning

• Setting goals and milestones

• Creating Key Performance Indicators

• Using customer and employee surveys

• Including values and behaviours as part of your plan

• How to put a plan together.

PRESENTER: Peter Berry BA (Hons)

Peter Berry runs his own management consulting business, specialising in excellence in leadership andbusiness. Peter facilitates 30 business planning workshops every year. Clients include Australia Post, Boral,Newcastle Port Corporation, Nylex, Diana Ferrari, Craftsman Press and many more.

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CONTRACT MANAGEMENT

OVERVIEW

This course is designed to provide participants with an understanding of the key concepts, skills and issuesinvolved in contract management. It is suitable for practitioners occupying technical and managerial positionsor others who are seeking to develop an understanding of issues associated with contract management.

There are a number of often-overlooked issues that affect the success of contract management and theseneed to be recognised and dealt with appropriately. This course provides many insights and usefulsuggestions that participants can take away and implement immediately.


Participants will:

• Understand the complex and interrelated issues associated with contract management

• Better appreciate when to call for professional advice

• More confidently identify potential situations which may have undesirable legal consequences

• Effectively manage the contractual environment of projects.

CONTENT

• Understanding the Legal System

• Contract Law

• Duty of Care and Negligence

• Reliable Contracts

• The Tender Process

• Contract Management

• Dispute Resolutions

• Topical Issues

PRESENTER: Damien Smith LLB, B.Com, FAICD,AFAHRl,AFAIM,ACIS

Damien Smith is a practising Solicitor and Management Consultant. He has held positions of Chairman,Executive Chairman and Director of a number of organisations (including a financial institution havingapproximately $3.5 billion under funds management), Executive Officer of the Australian Society ofAssociation Executives (Victorian Division) and National Executive Director of the Exhibition and EventAssociation of Australia.

In his advisory and training presentations, Damien combines his leadership, managerial and legal skills withhis commercial and practical knowledge. He draws on his extensive and varied experiences. He stronglybelieves that enterprises are better able to control their environments when their people know, understandand operate within common value systems and with an appropriate governance framework.

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MANAGING CONSULTANTS AND CONTRACTORS

OVERVIEW

This course is designed to help participants avoid the pitfalls and maximise the benefits from contracting workto others. It provides a comprehensive description of the principal issues involved in selecting and usingconsultants and contractors and is designed to provide participants with practical and immediately useableknowledge and skills.The aims are to make clear both the process and techniques for managing consultantsand contractors and for participants to develop an understanding of and confidence in using best practiceapproaches to maximise the likelihood of successful outcomes – for the client, the consultant and the project manager.


On completion participants will be able to:

• Achieve successful outcomes in managing consultants and contractors by applying best practice approaches

• Clarify and confirm the outcomes required from consultants and contractors through a goodunderstanding of documentation requirements

• Use strategic alliances to optimise contract outcomes.

CONTENT

• Introduction to Project Development and Managing Consultants and Contractors

• Managing Staff, Consultants and Contractors

• Developing Strategic Alliances to Optimise Traditional Contract Outcomes

• Establishing the Contract Environment

• Evaluating Bids and Selecting the Right Contractor/Consultant

• Setting Up and Managing the Contract

• Monitoring Consultant and Contractor Performance

• Completion, Evaluation and Review

PRESENTER: John Coulson B.Ec, MBA,ACA, CPA

John Coulson is a Director of Pivotal Management Consultants Pty Ltd., a Melbourne based managementconsulting firm. He is an experienced management trainer and workshop presenter.

John has authored competitive tendering, strategic alliances, winning bids and outsourcing self-help trainingmanuals and best practice guidelines.

Over many years both at executive level and as an external consultant, John has been involved incontracting of government and private sector business activities and in managing consultants andcontractors in these areas. John’s advice and input has been sought for strategic project development,preparation and evaluation of consultant and contractor submissions and for assisting with the contractmanagement process.

In illustrating the issues involved in successfully selecting and managing consultants and contractors,John will draw on his extensive experience across a range of industries including transport, health,local government and the engineering sector.

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FINANCE FOR NON-FINANCIAL PEOPLE

OVERVIEW

This course is recommended for participants with little or no financial or accounting experience who wishto develop their ability to understand and utilise financial information.


Participants will:

• Understand and analyse the contents of financial reports

• Identify and use appropriate key financial performance indicators

• More effectively use financial data for decision making

• Interact more confidently and effectively with accounting and finance specialists.

CONTENT

Accounting and Financial Terminology

Financial Reports

• Profit & Loss

• Balance Sheets

• Cash Flow Statements

Financial Analysis

• Return on Funds Employed

• Analysing Business Performance

• Key Performance Indicators

Costing

• Cost Drivers

• Cost Concepts and Cost Behaviour

• Cost Reduction Strategies

• Relevant Costs

Project Evaluation

• The Time Value of Money

• Measurement of Economic Worth

• Developing Cash Flows for a Project

• The Discounted Cash Flow Model - NPV, IRR

PRESENTER: Neville Allport MBA (Melb), B.Com (Melb), B.Ed (Melb)

Neville Allport has a wealth of experience in various teaching and consulting roles within the university andcommercial environment. He is currently a business education and management consultant in his ownconsulting company Tanwarra Pty Ltd. He previously worked with the Australian Graduate School ofEntrepreneurship at Swinburne University of Technology. During this time, publications included anaccounting textbook, which was used by universities around Australia. He has conducted training programsfor some of Australia’s major companies, including Amcor, BP, Mobil, BTR Nylex and Shell. He thus brings a broad balance of experience across industry and education.

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APPLIED FINANCIAL MANAGEMENT (ADVANCED PROGRAM)

OVERVIEW

This course is recommended for participants with a good understanding of financial terminology andtechniques who need to apply this knowledge to make effective business decisions.


Participants will:

• Understand the financial consequences of business and marketing decisions

• Analyse business performance in financial terms

• Analyse business performance in economic value terms

• Identify the drivers of value in their businesses and analyse their impact on returns

• Utilise financial techniques to evaluate their business decisions.

CONTENT

• Analysing business performance - getting the measures right

• Using Discounted Cash Flow in customer and product decisions

• The Investment Decision • The concept of Economic Value

• Weighted Average Cost of Capital (WACC)

• Identifying drivers of profit

- Recognising total costs - Impact of product and market strategy

- Activity Based Costing - Customer & product profitability analysis

- Impact of marketing & pricing decisions

• Identifying drivers of investment

- Recognising the cost of investment - Managing cash flow and working capital

- Improving Return on Investment

PRESENTER: Darrel Drieberg, Director, Marshall Place Associates, Dip Business Studies (Swinburne), CMA

Darrel Drieberg is a corporate strategist, management consultant and an executive management educator.His strengths lie in his ability to structure businesses both strategically and financially, position them inmarkets and assist with the promotion and development of unique products and services. He utilises thesestrengths and his considerable corporate experience in designing and conducting executive developmentprograms in Australia, Asia, North America, Europe and the Middle East.

He has worked in a number of industries including building materials, financial services, fine food, hardware,healthcare, social services, manufacturing, petroleum and transport. His experience covers a number oforganisational forms including government, not-for-profits and companies.

Prior to his current role, Darrel has been:

• Treasurer of the Australian Resources Development Bank Ltd,

• Director of Grindlays Australia responsible for corporate banking and corporate advisory operations inAustralia and Oceania.

• Managing Director of Transequity Limited, a listed public company.

He is a member of the Professional Services Incubator, sits on the Executive Committee of the Institute ofCertified Management Accountants and is a Director of the Healthwise Pharmacies Group. He is anAssociate of the Mt Eliza Business School where he designs and delivers customised and publicmanagement programs and is a major shareholder in Community Management Development Group Pty Ltd,a training company which specialises in executive development programs for the not-for-profit sector in Australia. Darrel is also a principal of Darrel Drieberg Associates, Corporate Advisers. He hasco-authored a book entitled “Financial Management Handbook for Not For Profit Organisations”.

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LEADERSHIP COACHING AND PROFILING

OVERVIEW

Participants will receive three high quality personality profiles and a 360 report card. These four assessmentswill provide profound insights into potential strengths and shortcomings so that the individual can be muchmore effective in working with others and delivering results through others. The background to the profileswill be presented as well as each individual’s results. Coaching will be provided during the program.Participants will complete a detailed personal development plan to bring together the key elements of theirfeedback and their action plan for going forward. The program will accelerate the individual’s leadershipdevelopment and make them a more effective contributor back in the workplace. The quality of the reportsis second to none.

LEARNING OUTCOMES

Participants will:

• Be provided with profound insights into their personality and how it plays out at work

• Achieve an understanding that individuals have different personalities and that we achieve better resultsby understanding these differences

• Have a superior understanding through the 360 of how their work colleagues assess their contribution

• Have a road map for improvement by completing the personal development plan

• Be motivated to contribute more effectively in their job.

Participants will need to complete four questionnaires online prior to attendance at the program so that their reportscan be presented. As part of the 360, 7-10 work colleagues will also need to complete the appraisal on-line.

CONTENT

• Hogan assessments are US-based and provide three profiles of personality. The “Bright Side”, a potentialreport, shows the leadership disposition of an individual in normal times. The “Dark Side” challengereport shows the leadership disposition of a manager when under pressure, stress or insecurity. It explorespotential derailers which may bring a person undone. The “Inside” values report explores the core valuesand goals at the centre of an individual’s identity. It can be used to assess job and organisational fit.Nearly 50% of Fortune top 100 companies have used Hogan Assessments.

• The 360 feedback consists of a self-assessment and an evaluation from 7-10 work colleagues who knowyou well, including the boss, peers and direct reports. The report will include numerical data as well as written comments. Strengths and shortcomings will be crystal clear. The Berry 360 has been used by many companies including Qantas, Australia Post, Nestlé and Boral.

• The four reports presented to participants will total 80 pages of professional feedback, including tips for improvement.

• The personal development plan will be completed during the program and comprehensively bringstogether an executive summary from the four profile reports with a practical action plan for improvement.

• The course format will be highly interactive. Individual and group coaching will be provided.


Peter Berry Consultancy specialises in excellence in leadership and business and has been operating for 15 years. They have used 360 feedback and coaching with many of Australia’s top companies over the pastdecade and worked with Hogan Assessments since 1993.

The program presenter will be either Shayne Nealon or Peter Berry. Shayne has extensive managementexperience in Qantas prior to joining Peter Berry Consultancy. She has worked with Hogan Assessmentsfor more than 10 years and works closely with a range of clients in coaching for high performance.Peter Berry is the Principal of the company. Peter has an extensive background in 360 feedback andlectures regularly on the importance of leadership.

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LEADERSHIP AND TEAM MANAGEMENT

OVERVIEW

This course will enable participants to:

• Understand the new leadership skills for the twenty-first century

• Examine and understand the tension between their own personal preferences, beliefs and values andtheir professional role as a manager charged with achieving the goals of the organisation

• Learn some specific skills, including influencing and negotiating

• Empower themselves and others

• Understand how effective leadership can improve productivity, and what constitutes effective leadershipand team management.


Participants will:

• Identify the role and responsibilities for a motivated and productive workforce

• Understand what is required for a motivated and productive workforce

• Communicate more effectively in a range of situations

• Understand how to build and manage teams

• Use several effective means of giving feedback to staff.

CONTENT

• Leadership

• Effective Communication

• Time Management and Delegation

• Leading Change

• Team Development

• Team Management

• Extending and Developing the Team

PRESENTER: John Crofts B.Ed, Grad Dip Organisation Behaviour

John Crofts has had significant experience in the human resource field in the public, private and internationalarena. He has postgraduate qualifications in Organisation Behaviour, Business and Educational Administration.He has lectured in the tertiary sector, co-authored a book on organisational health, and written and publishedarticles on organisational change. He has successfully conducted his own consultancy business for the past 10 years focusing on helping organisations find better ways of doing business using processes such as Open Space Technology and Real Time Strategic Change. His clients include many of Australia’s best-known organisations.

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PROJECT MANAGEMENT

OVERVIEW

This course aims to:

• Provide participants with an appreciation of projects as a business and their responsibility to meetcorporate mission and customer service outcomes

• To make participants aware of the critical project phases (strategic, initiation, implementation, in use) and the industry best practice project management techniques available to assist the project managerand their team

• To assist participants to understand the importance of trust and trustworthiness in building project teamsand the challenge to address behavioural issues as well as technical issues.


Participants will:

• Understand how project management can be used to achieve business goals

• Appreciate the critical success factors in achieving project outcomes

• Participate in project teams and appreciate the need for teamwork and the roles and responsibilities involved.

CONTENT

• Road Blocks to Project Success

• Improving Enterprise Returns through Project Management

• Project Management Fundamentals

• Project Management Techniques

• Integration Management

• Scope Management

• Time Management

• Cost Management

• (Total) Quality Management

• Human Resource Management

• Communication Management

• Risk Management

• Procurement Management

PRESENTER: John Leijon B.Eng (Manuf) MIE Aust FAIM

John Leijon is a Certified Professional Engineer, a member of The Institution of Engineers Australia and aFellow of The Australian Institute of Management. He is currently the Managing Director of ManatecImplementation Consultants Pty Ltd. He has extensive project management experience in the financial,engineering and manufacturing sectors, having reviewed and improved business processes for a number ofsignificant companies. He also designed and delivered the “Service First” cultural change program forCommercial Union Insurance (now CGU) for 1600 employees in Australia and New Zealand.

Some of the organisations with whom John has consulted and trained include:

ANZ Bank, Daimler-Chrysler, Eastern Energy, Holden, Powercor, Robert Bryce & Co, Rothschild & Son.

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ADVANCED PROJECT MANAGEMENT

OVERVIEW

This course provides an in-depth look at the tools, techniques and processes of project management.It introduces the eight core themes of project management, and explains how they are linked to the threestages of project life (Initiation, Implementation and Termination) .

This short course has global application to all participants regardless of their field of endeavour, but is particularly applicable to those managing complex or high-technology projects.


Participants will:

• Understand the ways in which project organisation and structure can affect the outcome of a project

• Have a comprehensive grasp of the different types of GANTT charts and how they can be used to control and plan projects

• Be able to apply several scientific techniques and formulas to accurately estimate project resources andcritical activities

• Use the Program Evaluation and Review Technique (PERT) and Critical Path Method (CPM) to manageproject schedules

• Appreciate the variety of methods of project cost control

CONTENT

Project Management and Project Success

• Project success requirement and effects of project failure

• Nature of project management

• Requirement for project management

• Forms of project management

Managing Project Life

• Project stages

• Project life cycle resource commitment

• Project and system life cycle comparisons

• Acquisition project requirements

• Developing project plans

• Executing project plans

• Controlling project changes

Project Organisation and Integration

• Organisation structure and design

• Requirements of project organisation

• Project integration and integrators

• The project office

• The project manager

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Managing Project Scope of Work

• Initiating projects

• Planning the project scope

• Defining the project scope

• Verifying the project scope

• Controlling the change in scope

Managing Project Timelines

• Defining and sequencing project activities

• Estimating project activity duration and resources

• Analysing the network of project activities

• Refining networks to meet management objectives

Managing Project Schedules

• Planning event oriented projects [PERT]

• Planning activity oriented projects [CPM]

• Loading resources

• Levelling resources

Managing Project Costs

• Costing projects

• Budgeting and estimating,

• Managing cash flows and timelines

• Controlling and managing costs

Controlling and Analysing Project Performance

• Developing a project control process

• Selecting project control methods

• Controlling projects through authorisations

• Assessing project performance projects

PRESENTER: Dr Brian Irons AM FIEAust, CPEng, MMESA, MRESA

Brian Irons has over 30 years practical experience in engineering, technical, customer and maintenanceservices and manufacturing operations. He has held a broad cross-section of line and staff appointmentswithin this field, up to and including those of Director and Chief Executive. Brian is a Fellow of the Institutionof Engineers (Australia) and has received national recognition for his contribution and leadership in this fieldby being made a member of the Order of Australia.

Brian is an Adjunct Fellow and Leader in Management at Swinburne University of Technology. Prior to hisassociation with Swinburne, Brian was Director of Technical Services seconded to the New Zealand ArmedForces by the Australian Government.

His commitment to research, consulting and program development covers a wide range of industries: fromextractive mining, manufacturing, equipment maintenance and overhaul, to foundry operations, hospitaltechnical services, building and asset management and maintenance, warehousing and transportation.

He is currently working with an ISO 9000-accredited, world-competitive manufacturer to grow operationalsystems effectiveness to world best practice, and with business enterprises to improve quality, riskmanagement, logistics and logistics support operations.

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NEGOTIATION SKILLS

OVERVIEW

This course aims to demonstrate the importance of communication and problem solving skills in thenegotiation process, via a series of negotiation role-plays to give you practical experience.These will assistyou to understand your personal strengths and weaknesses in negotiations.

The workshop will be highly interactive, motivational and energising. Peter Berry’s dynamic style will keepparticipants on the edge of their seats. Participation is encouraged and the role-plays will be instructive and humourous.


Participants will obtain:

• An understanding of negotiations and negotiation processes

• Familiarity with different strategies and tactics

• Enhanced communication and problem solving skills

• Experience in real negotiations across a variety of subjects

• Greater confidence in approaching negotiations.

CONTENT

• 20 Steps In Successful Negotiations

• Communication Skills

• Problem Solving

• Case Studies

• Negotiation Role Plays

• Negotiation Alternatives

• Negotiations Outside of Work

• Improving Yourself

• Course Review


Peter Berry has worked in Human Resources for more than 20 years. He established his own consultancyin 1990.

As an Associate Director at the Mt Eliza Business School, he specialises in change management, businessimprovement and changing culture. It is in these areas of expertise that he has worked with numerousgovernment departments and agencies, and many of the top 100 publicly listed companies. Current clientsinclude TNT, Qantas, Boral, General Electric, Coca-Cola, Australia Post, Nestlé, George Weston Foods,Queensland Emergency Services and Department of Justice in Victoria.

Peter specialises in presentations, training and facilitation of change using employee attitude surveys,360-degree appraisals of managers, organisational self-assessment, customer surveys and enterprisepartnership agreements and is widely regarded as one of Australia’s best public speakers. He has won a number of awards for his workshop skills and presentation.

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EFFECTIVE MARKETING FOR MANAGERS

OVERVIEW

This course aims to help ‘non-marketing people’ understand how marketing works. Regis McKenna has saidthat ‘marketing is everything and everything is marketing’, and in modern organisations, no matter what yourrole, you need to be marketing ‘savvy’ to survive.This course has been designed to provide people with nomarketing education or background, with realistic and useable frameworks they can apply to becomeeffective marketers.


Participants will:

• Be able to place the role of marketing within organisational context

• Understand positioning versus propositioning

• Define, once and for all, the concept of product

• Explore the concept of the value proposition, and how to communicate it to the customer

• Learn the six “M’s” of marketing

• Explore the concept of customer focus

• Examine the four (or is it five, or six?) “P’s” of marketing and how they relate to the six “M’s”

• See some examples of really bad marketing, and some examples of really good marketing

• Develop a marketing plan for a never-before-released product.

CONTENT

• Marketing in the organisational context

• Marketing terminology

• Traditional views of marketing

• The Six ‘M’s’ of Marketing

• Marketing in action - case studies

• Marketing your product

• Customer focus and the value proposition

PRESENTER: Andrew MacDonald BAppSc, MBA

Andrew MacDonald is currently the Executive Director of Chifley Business School.

Andrew has built a successful career as a change leader, strategic marketer and business developmentspecialist. Over a fifteen-year period, he has held several senior executive positions within serviceorganisations, primarily in the consulting and management education sectors. Prior to joining Chifley,Andrew was a partner in Enhance Management, a leading marketing consultancy and research firm basedin Brisbane. During this time, he provided strategic and tactical marketing advice to a range of companiesincluding Telstra, Ergon Energy,Toll Holdings, Conrad Jupiters,Tourism Queensland, and Suncorp Metway. Hehas also held the role of General Manager Marketing for Monash Mt Eliza Business School, as well asimplemented several successful marketing campaigns in the UK.

Andrew has a passionate interest in simple, effective marketing, as well as the measurement andmanagement of customer value. He obtained his MBA from the University of Queensland, where he wasadmitted to the Dean’s Honour Roll for Academic Achievement.

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RISK MANAGEMENT

OVERVIEW

The course provides an enhanced awareness of risk in society and its impact on public and privateorganisations, as well as exposure to emerging issues in risk management.

It develops understanding of the principles, current processes and techniques of risk management, and theability to evaluate risk management practices


Participants will:

• Understand the concept of risk, risk perception and methods to manage risk

• Be aware of different risk analysis techniques

• Be aware of various risk models available and know the circumstances in which they can be applied.

CONTENT

• Identifying Risk Management Issues

• Risk Identification

• Risk Analysis

• Risk Inventory and Prioritising Risk

• Risk Intervention

• Event Management and Recovery

• Cost Benefit Analysis Techniques

• Case Studies

PRESENTER: Dr Joe Griffin BSc (Hons) M.Ed PhD

Joe Griffin has 25 years experience in Training and Organisational Development. In June 1997 Joeestablished C.G.M. International as a consulting company, specialising in Organisational Development,Leadership and Risk Management. Since establishing his consultancy, Joe has consulted to a number ofprivate and government organisations in the areas of risk management, executive development, strategicplanning and organisational development. He recently completed a review of Emergency ManagementEducation and Training provision for senior personnel in Australia.

Joe was commissioned by the Asia Disaster Preparedness Centre to directly negotiate with the Sri LankanGovernment for the establishment of a National Disaster Management Centre. He has also facilitated aStrategic Planning Workshop for the Asian Urban Disaster Management Program in Nepal and Thailand.This program operates in eight countries, requiring the planning and monitoring for both individual andmultiple risk management projects. Joe has also conducted strategic planning workshops for the AsianDisaster Preparedness Centre in Bangkok and has been a National Evaluator for the Australian CustomerService awards for the past three years.

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STRATEGIC MARKETING FOR TECHNICAL PEOPLE

OVERVIEW

This course aims:

• To assist participants to understand the importance and value of developing effective marketingstrategies. A lack of understanding of strategic marketing and the steps in planning and executing amarketing campaign are the reasons why so many businesses fail

• To guide participants through the step-by-step marketing planning process (using a case study) and provide a “toolkit” of practical marketing activities

• To assist participants to gain a competitive edge, increase financial viability, improve customer satisfaction,build customer loyalty, and lift the image and professionalism of their business.


On completion participants will be able to:

• Work through a step-by-step process using a realistic case study to develop a marketing plan

• Develop a customer focused mindset and culture

• Identify sustainable competitive advantage

• Conduct a marketing audit and gather and analyse market information

• Develop effective promotional activities

• Complete a SWOT analysis to develop effective strategies

• Evaluate the pros and cons of the various methods of communicating to customers

• Identify the common problems with the implementation of marketing plans

• Develop a pricing strategy to match perceived value and maximise profit and achieve sales targets

• Develop a marketing promotion budget and calendar

• Increase customer loyalty and retention

• Develop customer “intimacy” through information

• Identify latest “e-commerce” marketing strategies used by leading international organisations.

CONTENT

• Step-by-step marketing planning process • Marketing audit

• SWOT Analysis • Marketing calendar

• Pricing strategies • Marketing services

• Effective promotions • Customer loyalty

• Customer intimacy through information • Future trends in e-commerce

• Customer focused mindset and culture

PRESENTER:Tom Richardson B Bus (Marketing) AFAIM AAMI

Tom is renowned as a specialist in marketing strategic sales and customer focus. His in-depth knowledge,practical tools and models, and infectious enthusiasm guarantee a high level of effectiveness and enhanced performance.

He gained extensive practical sales and marketing management experience during his 20-year workingcareer at Shell, Kodak and Ampol. In 1993 he set up his own consulting and training company and has anenviable client list, including:

Deloitte Touche Tohmatsu, Dept Natural Resources and Environment, Standard & Poors, National Bank,Southcorp, Mobil, Siemens, CSR, Amcor, Orica, Rotra Engineering Gas Technology Services, SkilledEngineering, L’Oreal, Coles Myer.

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STRATEGIC THINKING (ADVANCED PROGRAM)

OVERVIEW

This course aims to give participants the tools and techniques to enable them to think strategically, and toapply this skill to issues within their own organisation.


Participants will:

• Take away a framework for developing their business strategy

• Be thinking at a strategic level

• Have learnt about other best practice organisations

• Understand the relationship between vision, strategy and culture

• Understand the relationship between environment, strategy and capabilities.

CONTENT

The Context For Strategy:

• The Frameworks for Strategic Alignment • Strategic Architecture • ESC Gap Framework

• Looking to the Future • What is your mission?

• Focusing your vision through strategic intent • Looking Outside the Organisation

• Strategy and the business environment • Strategy and changing customer preferences

• Looking Inside the Organisation • Identifying your strategic capabilities

• Do you have a core competence? • Describing your organisational culture

Crafting The Strategy:

• Strategic Positioning • Your uniqueness in the market • Should you be a niche player?

• Are you in death valley? • Value Creation • How to beat bigger competition

• Growth Strategy • Judo Strategy

• Operational excellence, customer intimacy and product innovation

• Which structures, systems and culture will support these strategic positions?

• Platforms you need to build for your future expansion

• How to turn your competitors’ strengths to your advantage

PRESENTER: Graeme A Taylor B Com (Melb) Dip Ed (Melb) M Econ (Monash)

Graeme Taylor as Managing Director and Principal of Hudson Taylor Pty Ltd is a consultant in strategy,strategic marketing, leadership and change management.

Graeme is the former Head of the Global Strategy Centre at Mt Eliza Business School where he spentmore than a decade consulting, program directing in executive education and teaching on MBA programs.He has designed and directed management development programs in Shaping Strategy, ThinkingStrategically, Strategic Marketing and Strategic Leadership. He also designed and directed the flagshipAdvanced Management Program at Mt Eliza over many years.

Currently he is an Associate at:

• Melbourne Business School • Ashridge Management College in England

• University of Adelaide Graduate School of Business, where in 1999 he was awarded the GraduateLecturer of the Year prize.

In executive education and consulting Graeme works in both the public and private sectors.In 2003 he has worked in Australia, Japan, USA, China, Kuwait and the United Kingdom.

His consulting work includes:

• Executive coaching • Developing and implementing business strategies

• Auditing and aligning organisational culture • Strategic leadership

Graeme has published on strategy in the wine industry and is co-author of the book Practical Australian Strategy.

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DOCUMENT WRITING ESSENTIALS

OVERVIEW

This course introduces participants to the essentials of researching and writing all types of documents in abusiness context. From technical specifications to tenders, and from minutes to manuals, we will cover theprinciples of development, communication and editing that will guarantee your document is a success, nomatter what your field of expertise.

Delivered in a stimulating and interactive environment, this course will take participants well beyond theoryand guidelines, to implementing and honing their skills. All of the material covered in the session can beapplied immediately back in the workplace, to make your writing stand out from the crowd.


Participants will:

• Undertake each and every writing project confidently, and with an ordered approach;

• Produce documents that are professionally presented and appropriately structured for their target audience;

• Ensure the quality of their documents’ content and expression; and

• Apply a systematic process to continuously streamline their writing projects.

CONTENT

• Planning for a Well-Managed Writing Project

• Accurately Defining Your Scope

• Researching for Accuracy, Currency and Authority

• Structuring Your Document for Clarity and Conciseness

• Using Style Guides for Consistency and Correctness

• Common Pitfalls of Grammar and Usage

• Reviewing and Proofing

PRESENTER:Tor Hansen BA (Hons), LLB, Dip.Mod.Lang

Tor Hansen is an experienced writer, researcher and trainer. He has worked for Melbourne, Monash andLa Trobe Universities to produce and lecture in many different undergraduate courses. His research hascontributed to a number of academic publications to date.

Tor has contributed to, and managed numerous courseware and learning-systems development projects forwell-known Australian and multinational companies, as well as various Australian governmental bodies. Healso regularly delivers professional development programs for many of these organisations.

As a researcher and writer, Tor believes in comprehensive and clear presentation of content. Tor is anentertaining and engaging trainer, who strives to make challenging subjects simple and enjoyable.

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ADVANCED DOCUMENT WRITING

OVERVIEW

This course is designed to build upon what you learnt in Document Writing Essentials, or your ownexperience of document writing for business contexts.Topics covered in this session address the skills andtechniques employed by professional technical writers.

Specifically, we will learn how to ensure that your documents directly meet the needs of your particularsubject matter, target audience, and any relevant conventions. Above all, this course aims to demonstratethat preparing professional documents can be straightforward, efficient and rewarding.


Participants will:

• Effectively select and work within the most appropriate document form for their subject matter ;

• Synthesise and fully integrate research materials with their argument;

• Control and modify their writing style to meet the requirements of clarity and applicable conventions;

• Proof and edit documents to professional publication standards; and

• Choose an effective form for delivery of the finished document.

CONTENT

• Choosing the Correct Form of Document

• Making Effective Use of Research Materials

• Understanding Writing Conventions

• Working With Plain English

• Advanced Topics in Proofing and Copy Editing

• Choosing an Appropriate Form for Delivery

PRESENTER: Tor Hansen BA (Hons), LLB, Dip. Mod. Lang

Tor Hansen is an experienced writer, researcher and trainer. He has worked for Melbourne, Monash andLa Trobe Universities to produce and lecture in many different undergraduate courses. His research hascontributed to a number of academic publications to date.

Tor has contributed to, and managed numerous courseware and learning-systems development projects for well-known Australian and multinational companies, as well as various Australian governmental bodies.He also regularly delivers professional development programs for many of these organisations.

As a researcher and writer, Tor believes in comprehensive and clear presentation of content. Tor is anentertaining and engaging trainer, who strives to make challenging subjects simple and enjoyable.

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ONLINE SHORT COURSES

Chifley Business School, through its alliance with iedex, has made a limited number of the CapabilityDevelopment Program courses available online.

These courses may be accessed at: www.chifleyshortcourses.edu.au

Courses available are as follows:

An Introduc t i on t o e -Bus in e s s S t ra t egy

Be aware of the success factors and pitfalls in e-Business strategy development, and learn how to develop afeasibility case and execution plan.

Contrac t Management

Provides participants with an understanding of the key concepts, skills and issues involved in contract management.

Managing Consul tant s & Contrac t o r s

This course is designed to help participants avoid the pitfalls and maximise the benefits from contracting workto others.

Risk Management

Gives participants an understanding of the principles, current processes and techniques of risk management.

Strat eg i c Al l ianc e s

Develop the skills to choose an effective alliance partner, and to analyse and manage strategic alliances.

Winning Bids

Understand the competitive tender process, and learn how to use market intelligence to contribute to awell-structured and presented bid.

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THE CAPABILITY DEVELOPMENT PROGRAM

The Capability Development Program is comprised of a range of capability-based short courses developedby Chifley Business School’s best-in-class instructional design team, and delivered by our network ofexperienced facilitators.

These programs have been authored by experienced industry professionals, and are typically designed to bedelivered over two days.

Because they are supported by Chifley’s own course materials, the Capability Development Program shortcourses are particularly appropriate to corporate use:

• The materials take the best of expertise and information in a particular area, and combine this with soundeducation process.

• Because the intellectual property is owned by Chifley Business School, we are able to adapt and develop it to meet the needs of our corporate clients.

• The course materials can be used to support courses delivered by an organisation’s own staff.

• New courses - specifically designed to meet an organisation’s identified capability development requirement- can be quickly and easily developed.

The Capability Development Program short courses are listed below:

• Change Management • Excellence in Customer Service

• Environmental Management Skills • Financial Aspects of Project Management

• Financial Skills for Managers • Managing IP and Technology Assets

• Leadership and Team Management • Risk Management

• Fundamentals of Marketing • Principles of Management

• Negotiation Skills • Advanced Performance Management

• Managing Employee Performance • Managing Organisational Performance

• Managing People for Performance • Project Management Skills

• Effective Presentation Skills • Quality Management

• Strategic Planning and Management • Strategic Technology Management

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CHANGE MANAGEMENT This course provides participants with the capability to exploitchange and turbulence as a source of opportunity forthemselves and their organisations.The topics covered include:

• Organisational change

• Opportunity and its sources

• Testing and packaging innovative opportunities

• Successful implementation of change

• Effective initiators of change

• Capitalising on change

• Case studies.

EXCELLENCE IN CUSTOMER SERVICE This course introduces customer service as a core businessstrategy. It focuses on helping participants to develop thecapability to implement the appropriate customer serviceculture and processes.The topics covered include:

• Customer service as a key element of competitive strategy

• Foundations for strategic customer service

• Developing the customer service strategy

• Communicating the customer service strategy

• Implementing the customer service strategy

• Optimising customer service processes

• Integrating HR processes with the customer service strategy

• Ensuring long-term customer commitment.

ENVIRONMENTAL MANAGEMENT This course helps participants to develop the capability SKILLS to successfully manage environmental issues. The topics

covered include:

• Environmental law and legislation in Australia

• Environment impact assessment - theory and practice

• Case studies in EIA

• Environmental auditing

• Environmental management.

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FINANCIAL ASPECTS This course is aimed at developing the financial capabilitiesOF PROJECT MANAGEMENT required to assess and implement major projects.The topics

covered include:

• Project finance

• Overview of management accounting concepts

• Key cost concepts and break-even analysis

• Full costing systems

• Differential costing

• Variance analysis

• Review of project valuation

• Estimating cash flows

• Capital budgeting decisions

• Valuation of public sector projects.

FINANCIAL SKILLS FOR MANAGERS This course introduces participants to the concepts offinancial management and helps them to develop theirfoundation capability in this area.The topics covered include:

• Financial statements - an overview

• Introduction to balance sheets

• How to value assets in the public sector

• Components of the profit and loss statement

• Key financial indicators and ratios

• The financial decision

• Projected financial statements and risk analysis

• Financial analysis of projects

• Financing decisions

• The determination of interest rates.

MANAGING IP AND In the modern information age, the development and

TECHNOLOGY ASSETS management of intellectual property and technology assets isrecognised as a key to competitiveness. This course aims todevelop management capability in leveraging IP for commercialcompetitive advantage.The topics covered include:

• Technology assets

• Protecting technology assets

• Developing a patent strategy

• Developing technology

• Dealing in technology

• The licensing process and negotiation

• Valuing technology

• Technology joint ventures.

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LEADERSHIP AND This course aims to develop and improve participants’TEAM MANAGEMENT capability to lead and manage a work team. The topics

covered include:

• Understanding diversity in the workplace

• Leading performance

• Effective communication

• Delegation

• Leading change

• Learning to work together

• Team development

• Extending the team.

Capability is developed through a combination of syndicatediscussions, case studies, videos, exercises and experientiallearning and involvement.

RISK MANAGEMENT This course introduces participants to the concepts of riskmanagement and helps them to develop their foundationcapability in this area.The topics covered include:

• Risk management within an organisation

• Concepts and types of risk

• Risk management tools and techniques

• Hazard identification, areas of vulnerability and risk analysis

• Risk evaluation, priorities and residual risk

• Risk inventories and their development for an enterprise

and its operations

• Managing pre-conditions of a potential risk event

• Managing the risk event occurrence and consequences

• Selling the cost benefit of risk management initiatives.

FUNDAMENTALS OF MARKETING This course introduces participants to the concepts ofmarketing and helps them to develop their foundationcapability in this area.The topics covered include:

• The marketing philosophy • Product differentiation

• Product augmentation • The marketing mix

• Market segmentation • Product positioning

• Branding • Promotion and distribution

• Marketing strategy • Competitive positioning

• Pricing and promotion • Service marketing

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PRINCIPLES OF MANAGEMENT This course introduces participants to the broad concepts ofmanagement and helps them to develop their foundationcapability in this area.The topics covered include:

• What is management and the ‘management challenge’

• Effective communication

• Managing change

• Team building and problem solving

• Leadership

• Delegation and time management

• Motivation.

Participants are provided with a range of capabilitydevelopment opportunities through worksheets, role-plays,exercises and instruments.

NEGOTIATION SKILLS This course develops negotiation skills through the provision of a clear conceptual framework that will facilitate effectiveplanning and conduct of negotiations.The topics covered include:

• Critical success factors in negotiations

• Basic negotiation strategies, tactics and theories

• Repackaging alternatives

• Planning process and check-lists

• Conduct of the actual meeting

• Various roles played during negotiations

• Non-verbal negotiations

• Conflict management.

Participants will be able to practice their skills through roleplays and participative exercises and benefit from feedbackpertaining to their individual negotiating styles.

ADVANCED PERFORMANCE This course introduces some proven reference frameworksMANAGEMENT for sustaining world best practice in organisations.The topics

covered include:

• Understanding expectations

• A proven structure for sustainable performance excellence

• Why fads fail

• Models for best practice

• Outcomes driven, process-focused improvement

• Types of process improvement

• Choosing the best approach

• The role of ‘organisational values’ in performance improvement

• Performance measurement and feedback

• Understanding change in a practical way.

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MANAGING EMPLOYEE PERFORMANCE This course will look at the conceptual and interpersonalskills that managers require to effectively manage theperformance of their employees.

THE ROLE OF A MANAGER

• What is a “manager”?

• How much time and energy should managing involve?

• What does a manager do?

MANAGING PERFORMANCE

• Traditional performance appraisal schemes

• A new approach - performance management

JOB PLANNING

• Defining the overall goal of the job

• Defining specific performance objectives

DISCUSSING WORK PERFORMANCE

• Appraising performance

• The performance appraisal interview

• Giving performance feedback

• Gaining agreement on issues

• Analysis of the issues

• Action planning

COUNSELLING - STYLES & SKILLS

• Counselling styles

• Core counselling skills

MANAGING ORGANISATIONAL Designed for those in positions which require corporate PERFORMANCE strategy monitoring and implementation, this course will

equip participants with skills in the three key components oforganisational performance.

• Strategic framework for organisational performance

• Defining measures

• The Balanced Scorecard

• Activity Based Management

• Shareholder value

• Capital Decisioning

• Reporting and analysis

• Implementing organisational performance

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MANAGING PEOPLE This course will assist all those who are required to FOR PERFORMANCE manage the performance of others and develop their

capacity for improved performance. It provides participantswith specific skills and understanding needed to manage andimprove the performance of others, including the use ofperformance objectives, developing and using performancemanagement systems, and providing feedback to ensureimproved performance in the future.

On completion of this program, participants will:

• Have learned how to write effective performance objectives

• Understand the difference between behavioural and

results objectives

• Know how to develop a performance management system

• Know how to use a performance management system

• Know how to use techniques for reaching agreement on

performance improvement options

• Understand the need to follow up on improvement strategies

• Have practised their performance management skills in a

range of situations.

PROJECT MANAGEMENT SKILLS This course provides an initial awareness and broadintroduction to project management capabilities in a basic,yet integrated manner. It will demonstrate the bigger pictureto the participants, allowing for further refinement andapplication of those competencies and skills in the workenvironment.The topics covered include:

• Improving enterprise returns through project management

• Roadblocks to project success

• Project management fundamentals

• Project management techniques

• Project integration management

• Project scope management

• Project time management

• Project cost management

• Project continuous improvement

• Project human resource management

• Project communication management

• Project risk management

• Project procurement management.

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EFFECTIVE PRESENTATION SKILLS Professionals at all levels need to be able to make effectivepresentations - to win new business; to inform teammembers; to introduce change; to report to boards andshareholders; to change culture.This course aims to developadvanced presentation capability.The topics covered include:

• Client/audience research

• Objectives clarity

• Preparing your presentation

• Planning your presentation

• Presentation structure

• Presentation devices

• Starting and finishing

• Overcoming nerves

• Flow

• Physical appearance and characteristics

• Being persuasive

• Handling difficult situations

• Handling questions

• Leading discussions.

QUALITY MANAGEMENT This course introduces participants to the concepts ofbusiness process management and improvement and helpsthem to develop their foundation capability in this area.The topics covered include:

• Business strategy and dimensions

• Business processes

• Process selection techniques

• Types of business improvement

• Business process innovation and methodology

• Organisational change management

• Performance measures

• Process enablers

• Project team

• Project timing.

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LINKING SHORT COURSES TO GRADUATE QUALIFICATIONS

Chifley Business School provides articulation between the Short Courses and the APESMA La Trobe MBA program.

Short Course participants who already hold a Bachelors Degree or equivalent may receive a credit of oneunit towards their MBA qualification by completing three Short Courses (two-day) with assessment.

More information on articulation arrangements can be obtained from the Chifley Business School Client CareTeam (1300 85 33 77).

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G R A D U AT E P R O G R A M SThe Chifley Business School Graduate Programs have for more than a decade been Australia’s most successfulpostgraduate management education programs.

These programs, while based on the traditionally accepted model of subjects organised according to areas ofknowledge, focus on the development of capability by fully integrating work and study. They enableprofessionals and managers to further their formal management education while continuing their activeparticipation in the workplace. This immersion model, made possible by Chifley’s award winning flexiblelearning approach, means that managers can integrate new knowledge with experience and apply theirenhanced capability to the achievement of real outcomes.

THE APESMA LA TROBE MBA PROGRAM

The APESMA La Trobe MBA Program includes the MBA (Technology Management) and the MBA.

With more than 2,000 active students, and a global community of more than 10,000 graduates, the APESMALa Trobe MBA is the largest in the Southern Hemisphere, and one of the largest in the world.The APESMALa Trobe MBA Program is a global program. Our students come from 50 different countries, and work in morethan 500 organisations.

The success of the APESMA La Trobe MBA – and its graduates – is no accident. As a private provider,Chifley Business School focuses on meeting students’ needs.

• Students benefit from academic input from a wide range of authors, academics and industry professionals,not only from the faculty of one business school.

• We deliver education, not just information. Our students demand skills and knowledge, so we manage oureducational process with this in mind. Our instructional designers are among the best in the world.

• The APESMA La Trobe MBA units are delivered through proven flexible learning techniques.Each student receives:

- A comprehensive Study Guide, which contains workplace activities and case studies, so knowledge maybe integrated and applied on a daily basis – in the workplace

- Access to a dedicated Client Care Centre to help with administrative issues

- Membership of the online communication forum, “e-Communities”, for interacting with other studentsand the Unit Chairs

- Access to an online document archive

- A monthly student newsletter, “GRAD” which contains articles written by the Unit Chairs to extend thematerial presented in the Study Guide

- Online administrative services, including online assignment submission, re-enrolment and results posting.

• The program offers students the opportunity to further integrate work application and capabilitydevelopment by offering a work-based unit and a workplace project as elective options.

• Curriculum Committees and the Higher Education Management Board are made up of leading academicsand industry decision makers.

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• The program is accredited by both the La Trobe University and the Victorian State GovernmentDepartment of Education and Training. In addition, Chifley Business School has formed partnerships withthe following organisations:

– Australian Computer Society (Credit available for the CMACS program)

– Australian Institute of Company Directors (Credit available for the Company Directors Course)

– Australian Institute of Mining and Metallurgy

– Australian Institute of Agricultural Science and Technology

– Australian Library and Information Association

– Centre for Pavement Engineering Education

– Community and Public Sector Union

– Finance Sector Union

– ProVision Eyecare Pty Ltd

– GUA.

The MBA (Technology Management) is endorsed by:

• The Institution of Engineers, Australia

• The Institution of Professional Engineers, New Zealand

• The New Zealand Institute of Architects

• The Australian Computer Society

• The Royal Australian Chemical Institute.

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=

=

=

Any 4 other units

Any 4 other units

Any 2 other units

+

+

+

MBA (Technology Management)

- 12 units

Graduate Diploma of Management

(Technology Management) - 8 units

Graduate Certificate ofManagement (Technology

Management) - 4 units

T h e A P E S M A L a T r o b e M B A ( T e c h n o l o g y M a n a g e m e n t )

GRADUATE DIPLOMA IN MANAGEMENT (TECHNOLOGY MANAGEMENT)

GRADUATE CERTIFICATE IN MANAGEMENT (TECHNOLOGY MANAGEMENT)

The APESMA La Trobe MBA (Technology Management) comprises the following program of study:

101 Financial Management

102 Management Perspectives

201 Economic Decision Making

202 Legal Studies

306 Strategic Management

401 Marketing

402 Contemporary People Management

403 Managing Information Systems




202 Legal Studies



Electives available to MBA (Technology Management) students are as follows:

• 301 - Research Project

• 302 - Employer-based Unit

• 303 - Project Management

• 304 - Business Planning for Innovation

• 305 - Operations Management

• 307 - Management of Professional Services

• 404 - Pathways to Organisational Best Practice

• 405 - Environmental Management

• 406 - Corporate Finance

• 407 - International Business Strategy

• 410 - Strategic Management in Services

• 415 - Engineering Risk Management

• 421 - International Telecommunications Management

• 423 - e-Business Strategy

• 424 - e-Business Implementation

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Graduate Diploma ofManagement - 8 units

=

=

=

Any 4 other units

Any 4 other units

Any 2 other units

+

+

+

MBA - 12 units

Graduate Certificate ofManagement - 4 units

T h e A P E S M A L a T r o b e M B A

GRADUATE DIPLOMA IN MANAGEMENT

GRADUATE CERTIFICATE IN MANAGEMENT

The APESMA La Trobe MBA comprises the following program of study:




202 Legal Studies

306 Strategic Management

401 Marketing

402 Contemporary People Management

423 e-Business Strategy




202 Legal Studies



Electives available to MBA students are as follows:




• 304 - Business Planning for Innovation

• 305 - Operations Management

• 307 - Management of Professional Services

• 403 - Managing Information Systems


• 406 - Corporate Finance

• 407 - International Business Strategy

• 410 - Strategic Management in Services

• 424 - e-Business Implementation

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THE MASTER OF TECHNOLOGY IN PROJECT MANAGEMENT

The Master of Technology in Project Management is delivered in cooperation with Stevens Institute ofTechnology (USA) and awarded jointly with La Trobe University, and in conjunction with the Australian Institute of Project Management.

Project management is a critical business skill. It is essential for technology professionals where outstandingproject completion is one of the ingredients for success.

Successful project management blends a range of business and management skills with processes andapproaches that ensure rigour.The Master of Technology in Project Management presents a range of learningopportunities which have been designed to develop capable project managers.

The Master of Technology is delivered through proven distance education techniques. Participants receiveprofessional and extensive learning materials, and are not required to attend formal lectures, tutorials orseminars at any stage of their studies. In this way, participants can apply what they learn as they learn it withoutinterrupting their careers, and can continue the program if they change employment or move overseas.

Unit s o f S tudy

The APESMA/La Trobe University Master of Technology in Project Management provides a flexible path to theaward of the degree. Participants must successfully complete 8 units.

Participants must complete the following 6 core units:

• 101 - Financial Management

• 102 - Management Perspectives

• 202 - Legal Studies

• 402 - Contemporary People Management


• 501 - Advanced Project Management

Participants must complete any 2 of the following elective units:




• 415 - Engineering Risk Management

• 502 - The Human Side of Project Management

• 503 - Strategic Project Management

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THE DOCTOR OF BUSINESS ADMINISTRATION

Chifley Business School offers the Doctor of Business Administration program in partnership with CharlesSturt University (CSU).The DBA provides candidates with a framework to expand their knowledge in one ormore business and management areas and also to develop, through the dissertation, a significant business ormanagement project.

On completion of the DBA, graduates will have:

• Extended their knowledge in the disciplines underpinning business

• Developed the ability to successfully identify, investigate and resolve problems in business

• Successfully conducted research into complex issues in business and presented the findings of the researchin a dissertation

• Developed senior managerial effectiveness in one of the areas of business research.

Admis s i on Requir ement s

Applicants must normally have completed the APESMA La Trobe MBA, or an another MBA program with a65% average. Applicants who hold a similar qualification from a recognised Australian tertiary institution or aqualification deemed to be equivalent may also apply for entry into this program.

In addition to acceptable academic qualifications, an applicant for admission shall:

• Have a minimum of five years of relevant business experience; and

• Be working in business or have access to business, such that the practical requirements of the program andthe research can be undertaken.

Applicants who meet the admission requirements will be granted provisional admission to the DBA pendingformal admission by the CSU DBA Course Committee.

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G E T T I N G C R E D I TManagement training is a cooperative undertaking in which both the organisation and its managers make aninvestment, and therefore expect a reasonable return.

From the organisation’s perspective, return on training investment is typically measured in terms ofperformance outcomes. Chifley treats this as the first, and most important priority, and focuses always on thedevelopment of management capability to perform in the current organisation and role.

From the perspective of the individual manager, the expected training return goes beyond capability to portable qualifications.This is a reasonable expectation given today’s dynamic employment market.

Chifley offers a range of options to ensure managers are able to obtain recognition for their training investment.

DIRECT CREDIT

Managers may enrol directly into certified programs to ensure credit for work undertaken.These programs are:

• The Diploma of Business - AQTF qualification based on competency development, with Diploma levelqualifications available.

• The Diploma of Business (Frontline Management) - AQTF qualification based on competency development,with Certificate IV and Diploma level qualifications available.

• The Diploma of Project Management - AQTF qualification based on competency development, withDiploma level qualifications available.

• Certificate in Workplace Assessment and Training - AQTF qualification based on competencydevelopment, with Certificate IV level qualification available.

• The APESMA La Trobe MBA program - leads to Graduate Certificate, Graduate Diploma or MBA.

• The Master of Technology in Project Management - awarded in conjunction with La Trobe University

• The Doctor of Business Administration - offered in partnership with Charles Sturt University.

CREDIT FOR SHORT COURSES

Participants on Chifley Business School's Executive Short Courses may obtain credit for one unit towards theAPESMA La Trobe MBA. This option is limited to participants who hold a Bachelors Degree or equivalent,and requires the completion of three short courses of two days duration (with assessment) for credit to be granted for the unit.

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CREDIT FOR FRONTLINE MANAGERS

Graduates of Chifley Business School’s Diploma of Business (Frontline Management) may obtain credittowards the APESMA La Trobe MBA through Unit 302 (the Employer-based unit).

This option is limited to participants who hold a Bachelors Degree or equivalent.

CREDIT FOR IN-HOUSE CORPORATE TRAINING

Chifley works with organisations and managers to ensure their training articulates to recognisable qualificationswhere possible.We are at the leading edge in articulating corporate training because:

• We are able to award management qualifications ranging from Certificate level AQTF through to Masters level;

• We are the only business school in Australia to link AQTF and postgraduate level qualifications;

• Our postgraduate level qualifications provide for recognition of work-based training and development viatwo mechanisms:

– The Research Project (Unit 301) - the Research Project enables participants to apply learnings to aworkplace issue or projects to produce material which is of particular value to their organisation. TheProject may be assessed for credit towards the APESMA La Trobe MBA. Participants are required tosubmit a preliminary proposal which outlines the project content, the method of investigation to be usedand the format of the final report.

– The Employer-based Unit (Unit 302) - This unit enables participants to take advantage of formalmanagement programs offered by their own organisation or by outside providers.The unit may consistof a single program or a combination of programs requiring a total commitment of about 160 hours. Aspart of the assessment, participants may be required to submit a report on the programs undertakenand the application of that knowledge in the workplace.

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C H I F L E Y PA RT N E R SAs a market-focused provider, Chifley Business School has developed relationships with a range of partnersto ensure excellence in service offering and provision.

LA TROBE UNIVERSITY

La Trobe University is Chifley Business School’s key Graduate Programs partner.

La Trobe University, with a student community of more than 22,000 and over 4,000 staff, is one of Australia’slarger universities. It is also one of the country’s top research-intensive universities, known internationally forits dynamism, progressive nature and intrinsic qualities.

La Trobe University takes pride in the excellence of its teaching. Its higher degree programs offer opportunitiesto work with teachers and researchers who have international reputations. Excellent library and informationtechnology facilities and services support them.

The University is committed to a fully diversified international role: it pioneered the development of ‘off-shore’programs of study, and has 5,000 international students enrolled in courses around the world.

STEVENS INSTITUTE OF TECHNOLOGY (USA)

Chifley Business School cooperates with Stevens Institute of Technology to deliver the Master of Technologyin Project Management.

Stevens Institute of Technology is one of the leading technological universities in the United States dedicatedto study and research.Through its pioneering curriculum and its focus on applied research, Stevens is helpingto solve real-world problems in industry and the environment.

Founded in 1870, Stevens offers baccalaureates, masters and doctoral degrees in engineering, science,computer science and management, in addition to a baccalaureate degree in the humanities and liberal arts.

Stevens has a vision to educate leaders, who create, apply and manage innovative technologies whilemaintaining a deep regard for human values.

CHARLES STURT UNIVERSITY

Chifley Business School works with Charles Sturt University to deliver the DBA (Doctor of BusinessAdministration) program.

When it received the 1997 University of the Year Award - “The University of the First Generation,” CSU wasdescribed as “innovative, adaptive and a model for all universities.” The combination of innovative teaching,state-of-the-art resources and an outstanding graduate employment record has resulted in a University witha distinctive style and an international reputation for excellence. Spread over four campuses, over 25,000candidates study in more than 300 courses in the arts, commerce, education, health/science and agriculture.

The University prides itself on providing quality education and giving candidates a professional edge in theemployment market. CSU is well respected in the marketplace for its vocationally sound courses, industry linksin developing curricula and longstanding associations with industry. CSU constantly seeks industry input intothe structure of its courses, ensuring that they are up-to-date and that the graduates have the advantage of a balanced combination of theory and practical experience.

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ANGLIA POLYTECHNIC UNIVERSITY (UK)

Chifley Business School has a relationship with the APU to offer the APESMA La Trobe MBA as an award of APU.

THE NORWEGIAN ASSOCIATION OF ENGINEERS AND THEUNIVERSITY OF BERGEN (NORWAY)

Chifley Business School works in alliance with the Norwegian Association of Engineers (FLT) and theUniversity of Bergen to offer the APESMA La Trobe MBA, and the Chifley Diploma of Business (FrontlineManagement) programs in Norway.

THE GLOBAL UNIVERSITY ALLIANCE (SINGAPORE, MALAYSIA, SOUTH KOREA)

Chifley Business School works with the Global University Alliance (GUA) to offer the APESMA La Trobe MBAprogram in Singapore, Malaysia and South Korea.

A partnership of fully accredited international universities, the Global University Alliance is dedicated toproviding students from around the world with accessible, rewarding educational experiences by leveragingthe latest interactive web and data-based technologies, and making use of the expertise and resources of ourglobal network of teachers and universities.

Drawn together by their focus on applied knowledge, and innovative approaches to working with industriesand employers, the GUA Member Universities excel in enabling students to master practical and vocationalskills as well as knowledge. GUA member courses are focused on strong research efforts about real issues of the world.

EDUCATION AND TRAINING SERVICES (INDIA)

Education and Training Services for Professionals (ETP) India is based in New Delhi, and provides the APESMALa Trobe MBA program to more than 200 Indian students.

In addition, ETP provides the Chifley Diploma of Business (Frontline Management) program to a range of Indian companies.

THE CENTRE FOR PAVEMENT ENGINEERING EDUCATION

Chifley Business School works with the Centre for Pavement Engineering Education (CPEE) and La TrobeUniversity to offer the Master of Technology in Pavements and Master of Engineering in Pavements programs.

CPEE operates as a partnership between AUSTROADS and the Australian Asphalt Pavement Association(AAPA), and is a non-profit organisation providing value added higher education programs and researchassistance for the pavement industry.

THE AUSTRALIAN COMPUTER SOCIETY

Chifley Business School works in partnership with the Australian Computer Society (ACS) to provide anarticulation pathway to higher-education qualifications for ACS members.ACS members who have completedthe certification program (CMACS) receive credit for their studies when entering the APESMA La Trobe MBA program.

The Australian Computer Society is the recognised association for Information & Communication Technology(ICT) professionals, attracting a large and active membership of over 16,000 from all levels of the ICT industry.A member of the Australian Council of Professions, the ACS is the public voice of the ICT profession and the guardian of professional ethics and standards in the ICT industry, with a commitment to the widercommunity to ensure the beneficial use of ICT.C

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THE AUSTRALIAN INSTITUTE OF PROJECT MANAGEMENT

Chifley Business School offers the Master of Technology in Project Management program in conjunction withthe Australian Institute of Project Management (AIPM).

The Australian Institute of Project Management is the peak body for project management in Australia. Formedin 1976, as the Project Managers’ Forum, the AIPM has been instrumental in progressing the profession ofproject management over the past 25 years.

The AIPM’s role is to improve the knowledge, skills and competence of project team members, projectmanagers and project directors, all of whom play a key role in the achievement of business objectives, not justproject objectives.The AIPM also aims to ensure that those involved at other levels in an organisation and thecommunity generally, understand the key role of project management in today’s society.

AIPM members who enrol in the MTech program or in the APESMA La Trobe MBA program will be entitledto a discount of 10% off the standard enrolment fees for all APESMA provided units.

THE AUSTRALASIAN INSTITUTE OF MINING AND METALLURGY

The Australasian Institute of Mining and Metallurgy (AusIMM) partners with Chifley Business School to provideits members with effective access to high quality management education programs.

AusIMM members enjoy preferential fee scales for the APESMA La Trobe MBA program, and the ExecutiveShort Courses.

AUSTRALIAN LIBRARY AND INFORMATION ASSOCIATION

The Australian Library and Information Association (ALIA) partners with Chifley Business School to provideits members with effective access to high quality management education programs.

ALIA members enjoy preferential fee scales for the APESMA La Trobe MBA program, the Executive ShortCourses and the Certificate and Diploma Programs.

AUSTRALIAN INSTITUTE OF AGRICULTURAL SCIENCE AND TECHNOLOGY

The Australian Institute of Agricultural Science and Technology (AIAST) partners with Chifley Business Schoolto provide its members with effective access to high quality management education programs.

AIAST members enjoy preferential fee scales for the APESMA La Trobe MBA program.

FINANCE SECTOR UNION

The Finance Sector Union (FSU) partners with Chifley Business School to provide its members with effectiveaccess to high quality management education programs.

FSU members enjoy preferential fee scales for the APESMA La Trobe MBA program, the Executive ShortCourses, and the Certificate and Diploma programs.

THE COMMUNITY AND PUBLIC SECTOR UNION

The Community and Public Sector Union (CPSU) partners with Chifley Business School to provide itsmembers with effective access to high quality management education programs.

CPSU members enjoy preferential fee scales for the APESMA La Trobe MBA program, and the Executive Short Courses.

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IEDEX

Melbourne-based training firm iedex is Chifley Business School’s partner in the provision of online training.iedex works directly with Chifley in the administration of our global e-communities capability to support the APESMA La Trobe MBA, as well as in the provision of online competency development and short course programs.

RESULTS CONSULTING (CANBERRA)

Chifley Business School works closely with Results Consulting to develop and deliver corporate programs in Canberra and the ACT. Results Consulting is also a national partner in the delivery of the Chifley Diplomaof Business (Frontline Management).

Results Consulting helps organisations achieve sustainable improvement by aligning human resource strategieswith corporate goals and priorities.

Results Consulting was established in 1997 and has built a solid reputation for delivering quality and effectivehuman resource management solutions.

SPECIALISED TRAINING SERVICES (QUEENSLAND)

Specialised Training Services (STS) is a Queensland-based training provider, working in partnership with ChifleyBusiness School to offer the Chifley Diploma of Business (Frontline Management) program to South-EastQueensland organisations.

STS has an experienced team of trainers offering programs across the AQTF framework. with a focus on business, IT and government.

THE PETER BERRY CONSULTANCY

The Peter Berry Consultancy provides Leadership Development Programs for a number of Australianorganisations using Hogan Assessments (which are used by nearly half of the US Fortune 100 companies).PBC’s 360 evaluation instrument is based on the best practice Baldrige Business Excellence model, and hasbeen fine tuned to reflect eight years of research and data with Australian managers. It has been used by TNT,Australia Post, Qantas, Nestlé and Boral.

KLR CONSULTING

KLR Consulting focuses on the development of organisational capability through emotional intelligence (EQ).KLR offer EQ assessment using a range of approved tools, and development via a range of programs andpersonally designed feedback sessions and coaching implementations.They have developed a range of leadingedge EQ development approaches, including Intrusive Learning, which uses mobile communicationstechnology to offer development opportunities anywhere, anytime.

AUSTRALIAN MINES AND METALS ASSOCIATION

The Australian Mines and Metals Association partners with Chifley Business School to provide its memberswith effective access to high quality management education programs.

AMMA members enjoy preferential fee scales for The APESMA La Trobe MBA, the Executive Short Coursesand Certificate and Diploma Programs.

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B E N C H I F L E YChifley Business School is named in honour of Ben Chifley, Australia’s 16th Prime Minister.

Joseph Benedict (Ben) Chifley was born in 1885 in Bathurst, and lived andworked on his grandfather’s farm until he was 13. He joined the NSWGovernment Railways at 17, and worked as a cleaner and fireman. At the age of 24, he became the youngest first-class locomotive driver in the NSW Railways.

He entered the union movement at the age of 27, and was soon afterdismissed from the Railways because of his part in the Union’s 1917 nationalstrike. He later appealed and was reinstated as a cleaner. Determined to enter parliament, he prepared himself by learning economics and finance, becoming a highly successful private investor and financial manager.

After failing at his first three attempts, Ben Chifley entered the House of Representatives as the member for Macquarie in 1928. As Australia’s Prime Minister from 1945 until 1949, Chifley is remembered for significant public policy achievements such as full employment, welfare state reforms, the Snowy MountainsHydro-Electric Scheme, and the establishment of Trans-Australian Airlines and the Australian NationalUniversity. In 1949 he said, “we have a great objective - the light on the hill - which we aim to reach by working for the betterment of mankind not only here but anywhere we may give a helping hand.”

Chifley Business School (formerly APESMA Management Education) is an initiative of the Association ofProfessional Engineers, Scientists and Managers Australia (APESMA). APESMA is Australia’s pre-eminentprofessional union, and its mission is to enhance the careers of its 25,000 members.

Chifley is Australia’s largest private business school, and is the home of the APESMA La Trobe MBA program,Australia’s largest MBA program. In keeping with APESMA’s mission, the mission of Chifley Business School is to provide individuals at all levels of endeavour with capability-based training and education which will enable them to develop successful professional careers. Since 1987, Chifley Business School has providedservices to more than 20,000 aspiring professionals, with more than 10,000 graduates from its highereducation programs.

Perhaps more than any other public figure in Australian history, Ben Chifley demonstrated that leaders make themselves who they are. Through dedication, application and sheer determination he achieved his vision of what he could become. In his memory, Chifley Business School proudly works with others who share that goal, and our logo is a stylistic representation of his ‘light on the hill’.

Note: Several Australian organisations and institutions bear Ben Chifley’s name, including suburbs in Canberra and Sydney, The Chifley Research Centre, and Chifley College (a secondary school in Sydney), Chifley FinancialServices in Sydney. Ben and Elizabeth Chifley did not have children.

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Chifley Business School contact details:www.chifley.edu.au

1300 853 377

163 Eastern Road GPO Box 1272LSouth Melbourne,Victoria 3205 Melbourne,Victoria 2001

Education and Training for Professionals Pty LtdABN 21 007 354 654 (trading as Chifley Business School)

National Offices:

ACT NSW NT

7 Napier Close Level 1 Survey House

Deakin ACT 2600 491 Kent Street 14 Shepherd Street

Sydney NSW 2000 Darwin NT 0800

QLD SA TAS

The Kenlynn Centre 11 Bagot Street Royal Engineers Building

Level 4 North Adelaide SA 5006 2 Davey Street

457 Upper Edward St Hobart TAS 7000

Brisbane QLD 4000

VIC WA

163 Eastern Road Suite 1

South Melbourne VIC 3205 12-14 Thelma Street

West Perth WA 6005

INDIA

Education and Training for Professionals

C- 38 Pamposh Enclave, Greater Kailash - l

NEW DELHI 110048 INDIA

Telephone: + 91 11 2622 7190/2623 6179

Fax: +91 11 2629 2107

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CH I F LE Y B U S I N E S S S C HO OL

s u c c e e d

CHIFLEY BUSINESS SCHOOL163 EASTERN ROAD

SOUTH MELBOURNE VICTORIA 3205

Telephone: 1300 85 33 77Facsimile: 03 9696 9313

Email: [email protected]

E X P E R I E N C E

O U T C O M EK N O W L E D G E

M73597 Final 29/10/04 3:55 PM Page 68

Folio JR - Chifley Course Catalogue

Documents

Transcript of Folio JR - Chifley Course Catalogue