Automobile Industry: Road Transport Guidelines and Effective Management

This article discusses the personal learning philosophy, intent, key points, capabilities, and inquiry process for the course on road transport guidelines and effective management in the automobile industry.

Running head: AUTOMOBILE INDUSTRY
Automobile Industry
Name of the Student
Name of the University
Author Note

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1. My personal learning philosophy for this course:
The learning philosophy that I plan to follow during the semester 2 of Road Transport
Guideline is that of constructivism, in which focuses on the development of knowledge
through the interactions of ideas and experiences and connectivism which focuses on the
distribution of the knowledge in a group (Duit, 2016; Mattar, 2018). These theories can help
me to develop my knowledge as well as helped me to implement the knowledge in real life.
2. Intent of the study:
Intent of the course is to develop knowledge on the road transport guidelines,
including the legislations, standards, policies and frameworks related to the guidelines, the
NZTA network, road tolls, regional fuel taxes, insurance policies and risk assessment
practices. The aim is to understand about effective transport management (Davies et al.,
2017).
3. Key points of the investigation:
Some of the key points in the investigations that would be conducted during the
semester included the various classes of vehicles and components of road transport.
Additionally, during the academic discourse and investigations during the assignments,
aspects such as insurance policies, taxes and road tolls will also be studied to understand the
overall costs of transportation (Walmsley et al., 2015).
4. Capabilities that needs to be developed progressing through the course:
In order to successful complete the course, the capabilities that I believe needs to be
developed includes computational and numeracy skills which will allow to perform various
calculations on the costs and expenses of transportation, presentation to effectively represent

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data, team working skills in order to study effectively in a group and risk assessment to
analyze the operational risks (Raaijmakers et al., 2018).
5. Process that can help to develop a positive collaborative team:
Positive collaboration can be developed in the team through effective management
and leadership abilities through which it can be possible to develop communication,
coordination, clarity, accountability, mutual respect and honesty in the team and also to
develop a positive environment in the workplace. Its is also vital to set clear goals and
expectations from each member and developing the strengths of the members that can
enhance participation and cohesion in a team (Hoaglund et al., 2014).
6. The inquiry process that can be used to obtain information from the subject:
The inquiry process that can be suitable to obtain the relevant information from the
subject can include individual interviews with each subject, analyzing performance reports
and reviews and also through structured questionnaires.
7. Key dates and milestones for the study:
Milestones: Date
Lecture 1 20/11/2018
Lecture 2 29/11/2018
Lecture 3 6/12/2018
Lecture 4 13/12/2018
Lecture 5 20/12/2018
Lecture 6 27/12/2018

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Lecture 7 3/1/2019
Lecture 8 10/1/2019
Lecture 9 17/1/2019
Lecture 10 24/1/2019

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References:
Davies, A. J., Sadashiva, V., Aghababaei, M., Barnhill, D., Costello, S. B., Fanslow, B., ... &
Ranjitkar, P. (2017). Transport infrastructure performance and management in the
South Island of New Zealand, during the first 100 days following the 2016 Mw 7.8
“Kaikōura” earthquake.
Duit, R. (2016). The constructivist view in science education–what it has to offer and what
should not be expected from it. Investigaçôes em ensino de ciências, 1(1), 40-75.
Hoaglund, A., Birkenfeld, K., & Box, J. (2014). Professional learning communities: Creating
a foundation for collaboration skills in pre-service teachers. Education, 134(4), 521-
528.
Mattar, J. (2018). Constructivism and connectivism in education technology: Active, situated,
authentic, experiential, and anchored learning/El constructivismo y el conectivismo en
tecnología educativa: El aprendizaje activo, situado, auténtico, experiencial y anclado.
RIED. Revista Iberoamericana de Educación a Distancia, 21(2), 201-217.
Raaijmakers, S. F., Baars, M., Schaap, L., Paas, F., Van Merriënboer, J., & Van Gog, T.
(2018). Training self-regulated learning skills with video modeling examples: Do
task-selection skills transfer?. Instructional Science, 46(2), 273-290.
Walmsley, M. R., Walmsley, T. G., Atkins, M. J., Kamp, P. J., Neale, J. R., & Chand, A.
(2015). Carbon Emissions Pinch Analysis for emissions reductions in the New
Zealand transport sector through to 2050. Energy, 92, 569-576.

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