AP-R643-20 Opportunities To Build Capacity in Traffic Management

Research Report
AP-R643-20
Opportunities to Build Capacity

in Traffic Management
Opportunities to Build Capacity in Traffic Management
Prepared by Publisher
Paul Bennett, Dr Neeraj Saxena, Jonathan Ramsay and Danny Austroads Ltd.
Feigen Level 9, 287 Elizabeth Street
Sydney NSW 2000 Australia
Project Manager Phone: +61 2 8265 3300
austroads@austroads.com.au
Graham McCabe www.austroads.com.au
Abstract About Austroads

The project addresses a recognised lack of traffic management Austroads is the peak organisation of Australasian road
knowledge and skills in young practitioners through the development transport and traffic agencies.
of a series of online learning modules in traffic management.
Austroads’ purpose is to support our member organisations to
This report brings together the results of four progress reports that deliver an improved Australasian road transport network. To
were produced during the project. It covers the various stages of the succeed in this task, we undertake leading-edge road and
project, from the initial literature review of existing learning materials transport research which underpins our input to policy
in traffic management, to the finalisation of the learning module development and published guidance on the design,
webinars and tutorials for uploading to the Austroads website where construction and management of the road network and its
they may be accessed by anyone wishing to improve their knowledge associated infrastructure.
and capabilities in traffic management.
Austroads provides a collective approach that delivers value
for money, encourages shared knowledge and drives
consistency for road users.
Keywords Austroads is governed by a Board consisting of senior

executive representatives from each of its eleven member
Traffic management fundamentals, learning modules, webinars, organisations:
tutorials, audience testing, feedback, capability/learning gap, flexible
online learning materials.
• Transport for NSW
• Department of Transport Victoria
ISBN 978-1-922382-38-2 • Queensland Department of Transport and Main Roads
• Main Roads Western Australia
Austroads Project No. NTM6205
• Department for Infrastructure and Transport South Australia
Austroads Publication No. AP-R643-20
• Department of State Growth Tasmania
Publication date December 2020 • Department of Infrastructure, Planning and Logistics
Pages 63 Northern Territory
• Transport Canberra and City Services Directorate,
Australian Capital Territory
© Austroads 2020
• Department of Infrastructure, Transport, Regional
This work is copyright. Apart from any use as permitted under the Development and Communications
Copyright Act 1968, no part may be reproduced by any process • Australian Local Government Association
without the prior written permission of Austroads. • New Zealand Transport Agency.
Acknowledgements
The project team would like to acknowledge the contributions of Graham McCabe, as Project Manager, and all members of the Project
Working Group (PWG). They would also like to thank all the young practitioners who voluntarily participated in the testing of the beta
version learning module webinars, as well as the PWG members and other practitioners who assisted and/or participated in the testing
and provided feedback to improve the webinars for the final versions.
This report has been prepared for Austroads as part of its work to promote improved Australian and New Zealand transport outcomes by
providing expert technical input on road and road transport issues.
Individual road agencies will determine their response to this report following consideration of their legislative or administrative
arrangements, available funding, as well as local circumstances and priorities.
Austroads believes this publication to be correct at the time of printing and does not accept responsibility for any consequences arising from
the use of information herein. Readers should rely on their own skill and judgement to apply information to particular issues.
Summary
A recent study of Australian and New Zealand roads capability confirmed that road agencies are already
experiencing skill shortages and the existing roads workforce will be under threat from rising activity in other
sectors.
The Austroads Network Task Force and its Traffic Management Technical Reference Group have also
identified a capability/learning gap for novice practitioners (e.g. graduate/junior practitioners) to efficiently
learn traffic management fundamentals and emerging topics in a flexible, modern environment at minimal
cost.
The project was commissioned to address this recognised lack of traffic management knowledge and skills in
young and/or inexperienced practitioners. The project’s objective was to develop a series of ‘short and sharp’
learning modules on a range of fundamental traffic management topics. These modules are freely available
on the Austroads website to anyone who wishes to increase their knowledge and improve their capabilities in
traffic management.
The learning modules were developed as webinars, in which presenters record themselves talking through
slide decks on specific traffic management topics. Some modules also include tutorials to help consolidate
information from the webinar.
The project included a literature review of existing traffic management training materials to scope the range
of topics and identify those materials which could potentially be sourced for inclusion in the learning modules.
After the list of topics for the modules was finalised, the initial versions of the module presentation slide
decks were developed and six were recorded as beta version webinars. The six webinars were then
audience-tested by novice practitioners in traffic management from across Australia and New Zealand.
Feedback helped to improve the quality of the content and presentation when all the modules were later
recorded as webinars.
Twenty-two learning modules were developed, covering a wide range of traffic management topics. Each
module consists of a pre-recorded webinar and six of the modules have supplementary tutorials to aid
learning. The tutorials each consist of a questions sheet and solutions sheet, all of which are available for
download from the Austroads website at https://austroads.com.au/network-operations/traffic-
management/traffic-management-training
Austroads 2020 | page i

Contents
Summary ......................................................................................................................................................... i
1. Introduction ............................................................................................................................................ 1
1.1 Purpose ............................................................................................................................................ 1
1.2 Scope ............................................................................................................................................... 1
1.3 Methodology ..................................................................................................................................... 1
2. Literature Review ................................................................................................................................... 4
2.1 Introduction ....................................................................................................................................... 4
2.1.1 Austroads Guide to Traffic Management............................................................................. 4
2.1.2 Literature Review Deliverables ............................................................................................ 5
2.1.3 Description of Tasks ............................................................................................................ 5
2.2 Review of Existing Learning Materials ............................................................................................. 7
2.2.1 Sourced Materials................................................................................................................ 7
2.2.2 Findings from the Literature Review.................................................................................. 11
2.2.3 Summary of Literature Review .......................................................................................... 16
2.3 Selection Criteria for Learning Module Topics ............................................................................... 17
3. Initial Learning Modules and Audience Testing ............................................................................... 18
3.1 Introduction ..................................................................................................................................... 18
3.2 The Learning Modules.................................................................................................................... 18
3.2.1 Training Structure .............................................................................................................. 18
3.2.2 Selecting the Learning Module Topics .............................................................................. 19
3.2.3 Development of the Learning Modules ............................................................................. 22
3.2.4 Scope of the Learning Modules ......................................................................................... 23
3.3 Planning for Audience Testing ....................................................................................................... 27
3.3.1 Proposed Testing Method ................................................................................................. 27
3.3.2 Development of the Audience Feedback Survey .............................................................. 28
4. Feedback from Audience Testing of Learning Modules .................................................................. 29
4.1 Introduction ..................................................................................................................................... 29
4.2 Audience Testing ............................................................................................................................ 29
4.2.1 Recruitment of Testers ...................................................................................................... 29
4.2.2 Feedback Survey Design .................................................................................................. 32
4.2.3 Feedback on the Beta Learning Module Webinars ........................................................... 34
5. Finalisation of the Learning Modules ................................................................................................ 39
5.1 Introduction ..................................................................................................................................... 39
5.2 Addressing Feedback on the Learning Modules ............................................................................ 39
5.2.1 Addressing Feedback from the Audience Testers ............................................................ 39
5.2.2 Addressing Feedback from the Project Working Group .................................................... 40
5.2.3 Addressing Feedback from Austroads .............................................................................. 41
5.2.4 Updating the Module Numbers.......................................................................................... 41
5.2.5 Recording of the Webinars ................................................................................................ 42
5.2.6 Development of the Tutorials ............................................................................................ 43
5.3 Implementation of the Learning Modules ....................................................................................... 44
Austroads 2020 | page ii

References ................................................................................................................................................... 45
Appendix A Overview of the AGTM Parts .......................................................................................... 49
Appendix B All Learning Materials ..................................................................................................... 51
B.1 University of Sydney ....................................................................................................................... 51
B.2 ARRB.............................................................................................................................................. 52
B.3 Austroads ....................................................................................................................................... 57
B.4 Road Agencies ............................................................................................................................... 58
B.5 Other Australian and New Zealand Transport Organisations ........................................................ 60
B.6 International Transport Organisations ............................................................................................ 61
Tables
Table 1.1: The final list of 22 learning modules within eight units of traffic management ............................... 3
Table 2.1: Material in format group ............................................................................................................... 14
Table 2.2: Details of format ........................................................................................................................... 14
Table 3.1: Initial list of areas and topics identified from literature review ......................................................19
Table 3.2: Final list of areas and topics identified from literature review ......................................................22
Table 3.3: Contents within each learning module ......................................................................................... 24
Table 3.4: Specifications of each learning module ....................................................................................... 27
Table 3.5: Statements assessed in the audience testing feedback survey ..................................................28
Table 4.1: Participating organisations and testers in the audience testing ...................................................30
Table 4.2: Questions asked during the feedback survey .............................................................................. 33
Table 4.3: Number of testers responding to the survey ................................................................................ 34
Table 4.4: Advantages and disadvantages of each quiz format ................................................................... 38
Table 5.1: List of units and modules as numbered in the draft final versions ...............................................42
Table 5.2: Learning modules with supplementary tutorials ........................................................................... 43
Figures
Figure 2.1: Amount of material by sources..................................................................................................... 12
Figure 2.2: Road agency material .................................................................................................................. 13
Figure 2.3: Coverage of AGTM by sources .................................................................................................... 13
Figure 2.4: Source format and AGTM coverage ............................................................................................ 15
Figure 2.5: Modification requirements by format ............................................................................................ 16
Figure 3.1: Mean topic duration allocated by the respondents ...................................................................... 20
Figure 3.2: Median topic duration allocated by the respondents.................................................................... 21
Figure 3.3: Mode topic duration allocated by the respondents ...................................................................... 21
Figure 4.1: Step-by-step procedure for testing the webinars ......................................................................... 32
Figure 4.2: Gender distribution of the testers ................................................................................................. 35
Figure 4.3: Age distribution of the testers....................................................................................................... 35
Figure 4.4: Role of the testers for audience testing ....................................................................................... 36
Figure 4.5: Years of traffic management experience held by the testers .......................................................36
Figure 4.6: Average rating against the survey questions across webinar topics ...........................................37
Figure 4.7: Quiz format preferred by the testers ............................................................................................ 38
Figure 5.1: The templates for tutorial question and solution sheets .............................................................. 44
Austroads 2020 | page iii

1. Introduction
1.1 Purpose
A recent study of Australian and New Zealand roads capability (Austroads 2018) confirmed that:
• road agencies are already experiencing skills shortages
• the existing roads workforce will be under threat from rising activity in other sectors.
The purpose of this project was to address the identified capability/learning gaps amongst graduates and
new practitioners in traffic management by developing a series of short and sharp learning modules on
specific traffic management topics. These modules take the form of a series of online webinars freely
accessible to all via the Austroads website to facilitate flexible, on-demand learning.
1.2 Scope
The scope of the learning modules was to align with the content of the Austroads Guide to Traffic
Management.
Determination of the topics to be covered by the learning modules was one of the initial tasks undertaken in
the project and included a review process, with input from the Project Working Group (PWG) members, to
finalise the list.
It was agreed early in the project that webinars would be the best format for the learning modules, with some
modules to also have short tutorial question and answer sheets to help reinforce the learning from the
webinars. It was also agreed that individual webinars should run for around 15 to 20 minutes, with a target of
300 minutes of recorded webinar time in total.
To keep the learning modules short and sharp, and to cater for those with little or no previous knowledge of
the topics, the webinars are presented at an introductory level with a focus on teaching the fundamentals. In
many of the webinar slides, references are provided to parts of the Austroads Guide to Traffic Management
(AGTM) and other resources where more detailed information on the content can be found.
1.3 Methodology
The project began with a literature review of existing learning materials on traffic management to identify
those from which the project team could obtain permission to source content for the learning modules, and
thereby minimise the effort required to write the content for each module.
An initial list of traffic management topics to cover was tabled and presented at the first PWG meeting.
Online surveys were then conducted in which the PWG members voted on which topics they thought should
be included in the learning modules, bearing in mind that not every field of traffic management could be
included due to the limitations of the project’s budget and timeframe. The final list consisted of 22 topics to
be covered in 22 learning modules. Once this list was finalised, development of the initial versions of the
learning modules commenced.
Austroads 2020 | page 1

The modules are primarily pre-recorded webinars covering a broad range of traffic management topics, with
six of the modules also including tutorials. Each webinar has been recorded with a presenter talking through
a slide deck covering the module’s subject matter. All slide decks have been created in the same Austroads
PowerPoint template to clearly identify them as Austroads learning modules and to ensure a degree of
uniformity in their presentation. All the module webinars are available for viewing from the Austroads
website.
The six modules with supplementary tutorials have practical applications which require mathematical
calculations and/or a degree of analytical thinking to determine desired outcomes. As such, they are the
modules for which it was considered that tutorial exercises would be most beneficial in consolidating learning
of their subject matter. Each tutorial consists of a questions sheet and a solutions sheet. Both question and
solution sheets were created in an Austroads Word template and saved as pdfs. They are also available for
download from the Austroads website.
The literature review of existing learning materials in traffic management is presented in Section 2, while the
initial development of the learning modules is presented in Section 3.
The refinement of the learning modules, from their initial versions to their final versions, involved iterative
reviews and feedback to improve both their technical content and presentation. The reviews and feedback
were provided by a range of practitioners of various levels of experience, as well as from the PWG members,
the Project Manager and Austroads. The largest review conducted was the audience testing of the
beta-version webinars. These were six initial webinars created for testing purposes. Most of the audience
testers of the beta webinars were young, inexperienced practitioners from transport agencies across
Australia and New Zealand, as they are the primary target audience for the modules.
Feedback from the reviews of all the module slide decks and testing of the beta webinars was addressed by
the project team in the process of finalising the learning modules. Feedback was also provided after the final
webinars, covering all 22 module topics, were viewed by the Project Manager, PWG, Traffic Management
Technical Reference Group (TMTRG) and the Network Task Force (NTF).
Planning for the audience testing is covered in Section 3. Feedback from the audience testing is then
presented in Section 4, while the finalisation of the learning modules and outlining of the next steps for
project completion and launching the modules on the Austroads website is presented in Section 5.
Appendix A provides an overview of all 13 parts of the AGTM, while Appendix B lists all learning materials
with a brief description of each. For many of these materials, images in this appendix illustrate their training
brochures, presentation slides or other training materials.
Table 1.1 lists the final 22 learning modules produced within the eight units of traffic management. The last
column uses ticks to indicate the six modules with tutorials.

Table 1.1: The final list of 22 learning modules within eight units of traffic management
Unit Unit of traffic management Module no. Module title Tutorial

1 Introduction to Traffic 1-1 Introduction to the learning modules and
Management objectives and principles of traffic management
2 Traffic Behaviour and Traffic 2-1 The stochastic nature of traffic behaviour 
Theory Fundamentals
2-2 Fundamental speed-flow-density relationships 
2-3 Fundamental microscopic relationships
3 Transport Study, Traffic Data 3-1 Transport and traffic data
and Analysis Methods
3-2 Traffic analysis concepts 
3-3 Capacity analysis 
4 Transport Operations Control 4-1 Objectives and principles of transport operations
Strategies and Systems
4-2 Signalised intersections – operations and control 
strategies
4-3 Unsignalised intersections – stop, give way and
roundabouts
4-4 Overview of traffic management centres
5 Network Operations 5-1 Network operations planning accessibility
Planning
5-2 Network operations planning process
5-3 Road space allocation and road use priority
5-4 Movement and place
6 Network Performance 6-1 Network performance 
Monitoring and Management
6-2 Traffic congestion and management
6-3 Traffic incident and event management
6-4 Traffic modelling
7 Safe System Approach to 7-1 The Safe System approach
Traffic Management
8 Intelligent Transport Systems 8-1 Intelligent transport systems for traffic control
8-2 Managed motorways – operational principles,
managed motorway toolkit

2. Literature Review
2.1 Introduction
This section details the method and findings of the literature review, which involved scoping the extent of
existing learning resources on traffic management, compiling a list of materials that would aid the
development of learning modules and designing an initial structure for the training modules.
The project reviewed learning materials from a variety of sources, including ARRB’s Knowledge Hub,
University of Sydney courses, Austroads project outputs, road agency training manuals and presentations,
independent Australasian transport organisations, and international traffic and transport authorities. The
reviewed materials were analysed and judged on their usability to aid development of the training modules.
Many were deemed ill-suited to use in the training modules and thus were excluded from the list of
recommended materials. Materials that could be used were included in the list of training resources and, at
the conclusion of the literature review, 70 series of materials and resources had been gathered. This
composition of resources was analysed and presented to show the quantity and quality of the materials
covering topics in the AGTM. The format of all learning materials was also considered in the context of how
easily the sources and their contents could be included in the Austroads learning modules.
Secondly, after reviewing past courses and workshops in traffic management, a structure for the course was
recommended. This structure deals with the chosen topics and their order in the series of the course as well
as their presentation format and other considerations. The training structure was designed after reviewing
the composition and structure of the AGTM, the Traffic Management 101 course run by ARRB, and the units
on Transport Networks, Traffic Engineering and Traffic and Mobility Management run by the University of
Sydney. Traffic management fundamentals and some emerging areas of traffic management were proposed
as learning modules. Different topics in each of these areas of traffic management were proposed to be
delivered as short and sharp training webinars. The recommended structure included 25 topics. A maximum
of five hours of webinars was planned to be recorded in total so that the average webinar would run for
around 12 minutes.
2.1.1 Austroads Guide to Traffic Management
The Guide to Traffic Management (AGTM) (Austroads 2020) comprises 13 parts that have been developed
to provide guidance to practitioners in the implementation of efficient, safe and economical management of
road traffic. The AGTM stands alongside other Austroads Guides (such as the Guide to Road Design and
Guide to Road Safety) to capture key transport engineering practices and experience to guide and help
readers. All Austroads Guides are freely available for download from the Austroads website.
The scope of the AGTM is broad, addressing both urban and rural environments. A list of the topics covered
in each part of the AGTM is contained in Appendix A.
While the 13 parts of the AGTM cover most topics in traffic management, the topics to be covered in the
learning modules were limited to a select few which mostly cover the fundamentals, along with some
emerging topics on traffic management. Additional topics could potentially be added to the series of modules
in future Austroads projects.

2.1.2 Literature Review Deliverables
The two main deliverables of the literature review task were:

1. a review of existing learning materials
2. an initial recommended training structure for the learning modules.
Review of existing learning materials
Most of the content to be included in the Austroads learning modules was expected to be sourced from
existing learning materials, primarily from Austroads, ARRB, the University of Sydney and Australian and
New Zealand road agencies.
The review of existing materials in this report covers a wide range from Australia, New Zealand, the UK and
the USA.
Content was evaluated with respect to:

• relevance to the proposed topics to be covered
• alignment with Australian practices, standards and regulations
• linkage to the AGTM
• intellectual property (IP) and permission to source
• likely effort required to incorporate the content into the learning modules.
The review of existing learning materials is covered in more detail in Section 2.2.
Initial recommended training structure for the learning modules
The initial recommended training structure was presented to the PWG for its consideration and feedback.
PWG members were asked to consider the topics included in the initial training structure and note any
additional topics they considered should be included, bearing in mind that the total length of recorded
webinar time for the learning modules should not exceed five hours.
After consideration of feedback from all PWG members, the final structure of the modules was submitted for
approval before they were developed by the project team.
2.1.3 Description of Tasks
The tasks for the literature review were primarily in the form of research. This section outlines the
methodology undertaken for each task.
Task 1: Resource gathering
Task 1.1: Internal research; the project team
This task involved internally searching through the available sources to find usable material.

Task 1.2: Internal research: road agencies
After following up and contacting the members of the PWG directly, each member conducted an internal
search of their own, looking for materials within their jurisdiction. The agencies looked at training manuals
and any conferences or presentations that they had run. It was found that most of the agencies depend on
outside organisations or Austroads to provide this and, therefore, had little to contribute. Those that did
provided materials from presentations to other organisations and training manuals. These were passed on to
the project team to be reviewed.
Task 1.3: Search for external resources
This task began by looking at international transport authorities in the USA and UK. Websites for each
organisation were searched for any webinars, research reports and transport resources and appropriate
resources were found from the USA. Although many organisations had many resources, a lot of the
materials were lengthy research reports or guidelines, that despite being filled with information, would require
such a high level of modification that they were not included in the list of potential resources. Webinars and
lecture presentations were found to be the most useful in these organisations and many were added to the
list of potential resources.
Task 2: Analyse and summarise material
Task 2.1: Read gathered material and judge usability
This task involved reading through all the material and listening to recordings and videos. If after this the
material was relevant to areas of traffic management and could be adapted to the delivery format of the
project, then it was considered usable. Material did not have to be a perfect fit for the webinar format, but if it
was incompatible then even relevant materials were excluded.
Task 2.2: Table list of suitable material
The material deemed usable was then added to a summary table. Columns in this table include a brief
description of the content, the format, length, source, modification requirement and links to the AGTM.
Task 3: Creating recommended training structure
Informed by the material that was gathered and analysed, an initial draft of the training structure was made
by the project team by scanning the topics listed in each of the learning materials. This structure was further
analysed in comparison to the structures of materials such as ARRB’s Traffic Management 101 course, and
a consolidated module list was formed. This was discussed by the project team and the recommended
training structure was finalised.
Task 4: Literature review findings
Finally, the literature review was compiled by analysing and reviewing the material that was found. The
material was organised according to what would best suit adoption into the learning modules.

2.2 Review of Existing Learning Materials

The literature review was a key scoping exercise in reviewing the materials available at the time and
determining the usability of the material for later use when the content for the learning modules would be
written. The first sources of material to be found which included webinars, training courses and university
courses. This material was compiled into a drive containing all relevant material and a brief description of its
content and usability was added to a summary table. The search was expanded to all Australian and New
Zealand road agencies and transport authorities, facilitated via their representative on the PWG. The final
areas of research included online searches of the resources from other transport authorities, both domestic
and international. Images from the gathered material can all be viewed in Appendix B.
Once gathered, the resources were compared to identify the strengths and weaknesses of each resource.
This was helpful in assisting the PWG in determining which areas were more useful for developing the
learning modules.
2.2.1 Sourced Materials
The sourced materials were compiled into a database of resources with information regarding their content
and suitability. In addition to local materials, the project team searched online for accessible materials from
international transport organisations. This mainly included the USA and the UK. Resources were also
searched from private Australasian transport organisations such as universities. To view the content of these
materials, see Appendix B.
In all, over 50 organisations were searched, and 70 series or sections of relevant resources were compiled.
This section provides a brief overview of all sourced learning materials.
University of Sydney
The University of Sydney has, as part of its civil engineering course, unit courses on traffic engineering. After
reviewing these courses, whole units or sections of units deemed usable for this project have been included.
The materials include a wealth of resources in the form of lecture recordings, lecture presentations, course
notes, assessments and worked examples.
The material noted for this project included:

1. Appraisal of Transport Investment – This is a section of a Foundations in Transport and Infrastructure
course relating to AGTM Part 12 that was given in 2019 at the University of Sydney. The presentation
went for 1.5 hours and included 67 slides (Bliemer 2019a).
2. Future Transport – This is a section of a Foundations in Transport and Infrastructure course relating to
emerging technologies that was given in 2019 at the University of Sydney. The presentation went for
1.5 hours and included 83 slides (Bliemer 2019b).
3. Mobility Management – This is a section of a Foundations in Transport and Infrastructure course relating
to AGTM Part 11 that was given in 2019 at the University of Sydney. The presentation went for 1.5 hours
and included 78 slides (Bliemer 2019c).
4. Road Pricing – This is a section of a Foundations in Transport and Infrastructure course relating to road
pricing in Australia that was given in 2019 at the University of Sydney. The presentation went for
1.5 hours and included 85 slides (Bliemer 2019d).
5. Strategic Transport Planning and Modelling – This is a university course relating to AGTM Part 3 that
was given in 2019. The course went for 13 weeks and included approximately 18 hours of lectures and
600 slides (Bliemer 2019e).
6. Traffic Control – This is a section of a Traffic and Mobility Management course relating to AGTM Part 6
that was given in 2018 at the University of Sydney. The presentation went for one hour and included
46 slides (Bliemer 2018a).

7. Traffic Data and Key Concepts – This is a section of a Traffic and Mobility Management course relating
to AGTM Part 2 that was given in 2018. The presentation went for one hour and included 60 slides
(Bliemer 2018b).
8. Theory of Traffic Engineering – This is a university course relating to AGTM Part 2 that was given in
2018. The course went for seven weeks and included approximately four hours of lectures, 90 slides and
assessments (Ramezani 2018a).
9. Traffic Engineering - Analysis – This unit relates to AGTM Part 3 and was given in 2018. The unit went
for three weeks and included approximately four hours of lectures, 30 slides and assessments (Ramezani
2018b).
10. Traffic Engineering - Control – This unit relates to AGTM Part 6 and was given in 2018. The unit went
2018c).
11. Traffic Management – This is a section of a Foundations in Transport and Infrastructure course relating
to AGTM Parts 5, 7, 8 and 9 that was given in 2019 at the University of Sydney. The presentation went for
1.5 hours and included 78 slides (Bliemer 2019f).
12. Traffic Psychology and Road Safety – This is a section of a Foundations in Transport and
Infrastructure course relating to AGTM Part 13 that was given in 2019 at the University of Sydney. The
presentation went for three hours and included 97 slides (Bliemer 2019g).
13. Transport Networks – Network Design – This is a university course relating to AGTM Parts 7 and 12
that was given in 2019. The course went for 13 weeks and included approximately 39 hours of lectures
and 200 slides (Levinson 2018a).
14. Transport Networks – Theory and Applications – This is a university course relating to AGTM Part 4
that was given in 2019. The course went for seven weeks and included approximately 21 hours of
lectures, 300 slides and assessments (Levinson 2018b).
15. Transport Systems – This is a university course relating to AGTM Parts 2, 3, 6, 7 and 9 that was given
from 2016 to 2018. The course went for 13 weeks and included approximately 24 hours of lectures,
280 slides, tutorial questions and assessments (Ramezani 2018d).
ARRB
ARRB’s knowledge transfers are done through webinars, workshops and presentations on up-to-date
information and new research, which is all stored in its professional Knowledge Hub. Through this
Knowledge Hub, several knowledge transfer materials were found, many of which proved to be applicable to
this project with potential to be utilised with minor modifications.
The following are examples of ARRB knowledge transfer materials on traffic management:
1. Managed Motorways – This is based on AGTM Part 2 and was delivered as a two-day workshop in
2013. The workshop went for 20 sessions and included 540 PowerPoint slides and exercises (Burley &
Nash 2013).
2. Microsimulation – This is based on AGTM Part 3 and was delivered as a one-day workshop in 2005.
The workshop included 54 PowerPoint slides (Luk & Bennett 2005).
3. Road Safety and Local Government – This is based on AGTM Part 13 and was delivered in an online
recorded webinar in 2016. The webinar went for over one hour and included 29 PowerPoint slides and a
webinar recording (Hillier 2016).
4. Traffic Control and Communication Devices – This is based on AGTM Part 10 and was delivered in an
online recorded webinar in 2016. The webinar went for over one hour and included 74 PowerPoint slides
and a webinar recording (Nash & Green 2016).
5. Traffic Impacts of Developments – This is based on AGTM Part 12 and was delivered in an online
recorded webinar in 2016. The webinar went for 40 minutes and included 20 PowerPoint slides and a
webinar recording (Geers 2016).

6. Traffic Management 101 – This is based on all parts of the AGTM and was delivered as nine 1.5-hour
sessions in 2016. The files include almost 500 PowerPoint slides and exercises (Nash 2016).
7. Traffic Signalling Techniques to Support Network Operation Planning – This is based on AGTM
Part 9 and was delivered in an online recorded webinar in 2016. The webinar went for 45 minutes and
included 20 PowerPoint slides and a webinar recording (Espada 2016).
8. Traffic Modelling and Accessibility – This is based on AGTM Part 3 and was delivered as a two-day
workshop in 2011. The workshop went for seven sessions and included 260 PowerPoint slides and Excel
exercises (Luk & Espada 2011).
9. Guide to Traffic Engineering Practice – This is based on AGTEP and relates to AGTM Part 4. It was
delivered as a two-day workshop in 2005. The workshop went for seven sessions and included 280
PowerPoint slides (Luk, Karl & Mihai 2011).
10. Intersection Analysis – This is based on AGTM Parts 2, 4, 6 and 9. It was a three-day workshop in
2014. The workshop went for 12 sessions and included 640 PowerPoint slides (Veith 2014).
11. Traffic Control Devices – This is based on AGTM Part 10. It was a two-day workshop in 2013. The
workshop went for 12 sessions and included 300 PowerPoint slides (Nash & Elazar 2013).
12. Traffic Signals – This is based on Austroads Guide to Traffic Engineering Practice Part 7 and was
delivered as a two-day workshop in 2014. The workshop went for 16 sessions and included notes and
worked examples (Akcelik & Nash 2014).
13. Traffic Theory and Applications – This is based on AGTM Parts 2 and 3. It was a two-day workshop in
2012. The workshop included 171 PowerPoint slides including worked examples (Bennett & Levasseur
2012).
Austroads
Austroads has put together many presentations and workshops on traffic management. These resources are
uploaded to a database of information on its website. Austroads has also embraced the webinar format
recently and thus much of the recent material is highly applicable to many of the learning modules. In
updating various parts of the AGTM, some updated parts were presented with a webinar which could be
useful for the learning modules.
1. Overview of key changes to AGTM Part 3 – webinar presented on 30 November 2017. Key changes
included use cases, emerging data sources, modelling and traffic capacity analysis (Han 2017).
2. Overview of key changes to AGTM Part 5 – webinar presented on 12 September 2017. Key changes
included the concept of movement and place, network operation planning, road allocation and the
establishment of speed limits (Green 2017a).
3. Overview of key changes to AGTM Part 6 and AGRD Part 4 and 4A – webinar presented on 6
November 2017. Key changes to all three guides related to latest practices and guidelines for the
selection and design of intersections, including the latest Safe System practice (Aumann & Steinmetz
2017).
included updated information on driver workload and the Safe System, incorporating human factors
(Green 2017b).
Road agencies (RAs)
As members of the PWG, the RAs are all participants in the project and were asked to conduct searches of
their own resources for materials that could be added within the literature review. Some of the RAs did not
have materials to contribute, as they often leave teaching and learning materials to other organisations.

The main materials reviewed from the road agencies were the training package for graduates, developed by
Main Roads Western Australia (MRWA), and the Department of Planning, Transport and Infrastructure South
Australia (DPTI SA, now Department of Infrastructure and Transport, DIT) learning modules on traffic
management. These materials were identified early on as being a series of learning modules that are concise
and detailed. In addition to these, other materials were compiled and gathered in the literature review.
1. Apply Basic Traffic Management Principles, DPTI SA – This is the training manual for DPTI SA on
traffic management principles developed in 2005. The material is relevant to AGTM Parts 2, 3, 5, 6, 8, 9,
10 and 11 and contains 270 pages of notes and 20 pages of worksheets all in hard copy (DPTI 2005).
2. Pavement Markings and Road Signs, MRWA – This is based on AGTM Part 10 and was delivered as
a workshop in 2015. The workshop went for eight modules and included 350 PowerPoint slides (MRWA
2015a).
3. Road and Traffic Engineering, MRWA – This is based on AGTM Parts 3, 5, 6 and 10. It was delivered
in 2015 as part of 27 modules on road and traffic engineering and the relevant modules have been
identified. These modules include 363 PowerPoint slides and revision questions (MRWA 2015b).
4. Traffic Analysis of Signalised Intersection, MRWA – This is based on AGTM Parts 6 and 9. It was
delivered in 2019 as a four-part lecture series to the University of Western Australia. These modules
include 116 PowerPoint slides (Shah 2019).
5. CoPTTM Part 8 of TCD Manual, NZTA – This 2018 training manual is for temporary on-site transport
management in New Zealand. This resource includes over 600 pages (NZTA 2018).
6. Traffic Engineering Manual (TEM), VicRoads – This 2016 manual contains a supplement to the AGTM
in Victoria. Sections of this manual that are applicable to this project are relevant to AGTM Parts 2, 4, 5,
6, 8 and 10. The resources in these notes contain 410 pages (VicRoads 2016).
Other Australian and New Zealand transport organisations
The last part of the search for suitable learning materials was from outside the road agencies. This was
conducted online, searching through Google for the websites of well-known organisations. Their respective
databases were then searched. Investigation was conducted using the website search function for
‘webinars’, ‘traffic management’, ‘resources’ and ‘transport engineering’, and the results were examined.
Finally, each website was searched for any links to other web pages that would be relevant.
Despite the numerous sources and organisations that have made relevant material, as many are private
organisations, they are not all open to use for this project. This limited the amount of resources that were
compiled in this area.
1. Innovations in Roadspace Management, Monash Public Transport Research Group – This is
based on AGTM Part 4 and was delivered as a lecture presentation in 2019. The lecture included
37 PowerPoint slides (PTRG 2019).
2. Global Road Safety, NZ Ministry of Transport – This is relevant to AGTM Part 13 and was delivered as
a presentation in 2019. The material includes 40 PowerPoint slides (Cliff 2019).
3. Model Behaviour: Strategic Transport Models, Veitch Lister Consulting – This is relevant to AGTM
Part 7 and was delivered in 2019. The material includes 38 PowerPoint slides (Donavan 2019).
International transport organisations
The search for learning materials from international organisations was also conducted online. The main
countries that were searched were the USA and the UK, being both English speaking and having a high level
of similarity with Australian transport systems. The process of searching for international materials was much
the same as from Australasian transport organisations.

In the USA, the US Department of Transport (DoT), Federal Highways Administration (FHWA) and Federal
Transit Administration (FTA) had many transport engineering resources available. The FHWA relied on some
of the webinars conducted by an organisation affiliated with the University of North Carolina and supported
by the US DoT, namely ‘PedBikeInfo’, that conducts research about the safety of pedestrians and cyclists in
the transport system. Although safety considerations are mainly in Part 13 of the AGTM, the information
about these vulnerable road users was applicable to many sections of traffic management. The UK however,
proved to be less helpful. Looking at Transport for London (TFL) was not highly relevant to traffic
management and largely dealt with road design guidelines. The Institute for Civil Engineers and the Institute
of Transport Engineers did not leave much content online, instead preferring users to pay subscriptions. An
international organisation, the Transport Research Board (TRB), had several webinars that were highly
applicable as they discussed transport in general rather than specifically one country’s approach.
A significant problem with much of the research was that, in addition to requiring modification to ensure it is
relevant to Australasia, much of the material was at a highly focused level that assumed fundamental traffic
management knowledge. Therefore, much of the material, while informative, was deemed beyond the scope
of this project.
Regardless, the resources found were as follows:

1. Proven Safety Countermeasures, FHWA – Online booklet relevant to AGTM Parts 5, 9 and 13 and is
available on the FHWA website (FHWA 2020).
2. Designing for Bicyclist Safety, PedBikeInfo – This is relevant to AGTM Parts 2, 4, 9 and 13 and was
delivered as a webinar in 2018. The material includes a 1.5-hour recording and 93 pdf slides (Struve
2018).
3. Improving Intersection Safety for all Road Users, PedBikeInfo – This is relevant to AGTM Parts 6, 9
and 13 and was delivered as a webinar in 2019. The material includes a 1.5-hour recording and 62 pdf
slides (Shaw et al. 2019).
4. State-wide Complete Streets, PedBikeInfo – This is relevant to AGTM Parts 4 and 13 and was
delivered as a webinar in 2014. The material includes 64 pdf slides (Seskin et al. 2014).
5. Liveable Transit Corridors, TRB – This is relevant to AGTM Parts 4, 5 and 10 and was delivered as a
webinar in 2016. The material includes 54 PowerPoint slides (Ferrall et al. 2016).
6. Vulnerable Road Users Safety, Cambridge Systematics – This is relevant to AGTM Part 13 and was
delivered as a webinar in 2016. The material includes 92 PowerPoint slides (Hull 2016).
2.2.2 Findings from the Literature Review
All materials gathered and deemed applicable to the project were added to a table of materials for use as a
reference for compiling the final list of modules. Analysis of this existing training material helped shape the
recommended training structure and content used in developing each module.
Sources of materials
Figure 2.1 shows the division of materials according to their sources. This is useful to see from where the
material compiled for the literature review was sourced.

Figure 2.1: Amount of material by sources
Note: The ‘domestic’ category includes all Australian transport groups, excluding ARRB, Austroads and all Australian
road agencies.
Most of the applicable material came from ARRB and the University of Sydney. It is important to know that
much of the learning material commissioned by Austroads was done through other organisations. It can also
be seen that few domestic and international materials were included. Although many materials were found,
often they were deemed to be ill-suited to the project due to their format, duration and learning objectives
and therefore not included. This was particularly so for international material as it was additionally not suited
to Australasian traffic management. As discussed above, many of the domestic organisations were private
and thus limited the use of their material for this project.
The division of resources from the road agencies is shown in Figure 2.2. The figure highlights that most road
agencies have no training or informative material to provide to practitioners who lack knowledge in transport
management. This indicates that the modules developed in the project will be very useful for RAs in the
future. Furthermore, Figure 2.2 distinguishes between the different formats of the material (see Format of
Materials below for further analysis of formats) and shows that, with the exception of material from MRWA,
all the material from RAs is in the form of lengthy notes or textbooks. The Traffic Engineering Manual (TEM)
and the Code of Practice for Temporary Traffic Management (CoPTTM) are both over 600 pages long and
the then SA Department of Transport, Energy and Infrastructure (DTEI) traffic management training manual
is 270 pages and has not been updated since 2005 (DTEI is now DIT). These manuals and textbooks are
filled with an excess of information regarding road design, standards and technical drawings, which is not
suitable for short courses on basic traffic management principles. This further highlights the clear need for
learning modules that are short and sharp and would allow for users to quickly bridge their knowledge and
capability gaps.

Figure 2.2: Road agency material
Notes Presentation Textbook Workshop
10
9
8
Number of Sources
7
6
5
4
3
2
1
0
DPTI SA MRWA New Zealand Transport VicRoads
Agency
RAs
Coverage of materials
Possibly the most significant analysis of the material was to determine which areas of the AGTM are
covered. While the modules could not cover all topics within the AGTM, it was important that they contained
a wide range of topics covering aspects of all parts of the AGTM. So, selecting materials needed to consider
the broad spread of topics. Figure 2.3 summarises the coverage of the AGTM and shows the sources of the
material.
Figure 2.3: Coverage of AGTM by sources
Some sources have links to multiple Guides and have been added to all parts. Hence, the total number in
Figure 2.3 is 109, which is greater than the number of sources shown above. Most parts appear to have a
large amount of material in addition to a diverse range of sources. The lack of sources for AGTM Part 1 is
not unexcepted as Part 1 is an introduction to the Guides. The figure also indicates a shortage in resources
for AGTM Parts 7, 8, 11 and 12. This meant there were less resources available to use for those parts.

Format of materials
Another key variable of the materials is the way in which they are presented. The desired goal of this project
was to record no more than five hours of learning modules in the form of short and sharp tutorial videos. So,
the more succinct the materials were, the more they were considered useful. All the material was grouped
into six types of format as shown in Table 2.1. Table 2.2 details the type of content included in each of the
format groups.
Table 2.1: Material in format group
Format Sources in format

Course 6
Notes 4
Presentation 22
Textbook 8
Webinar 18
Workshop 12
Total 70
Table 2.2: Details of format
Format Description
Course These materials contain parts of a university course and include recordings or videos,
accompanying slides (in PowerPoint or pdf format) and questions for review.
Webinar These materials include a recoding or video and accompanying slides (in PowerPoint or pdf format).
Workshop These materials include a slideshow (in PowerPoint or pdf format) and accompanying questions
(embedded or otherwise).
Presentation These materials include just a slideshow (in PowerPoint or pdf format).
Notes These materials include notes (in Word, pdf or hard copy format) and accompanying questions
(embedded or otherwise).
Textbook These materials contain just pages of notes (in Word or pdf format).
Figure 2.4 compares the format of the sources according to the AGTM that the material covers.

Figure 2.4: Source format and AGTM coverage
16
14
12
Number of sources
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 ALL N/A
AGTM Part
Course Textbook Notes Presentation Webinar Workshop
It appeared that the formats best suited to the purpose of this project would be webinars and workshops.
Although courses likely contain the most amount of material and content, they would require more work to
comply with the goal of being short and sharp learning modules. Notes and textbooks would also require
modification to change them into the format of slides which are more concise. As shown in Figure 2.4, most
AGTM parts include webinars and workshops. Those parts without webinars all have presentations and
courses which cover most of their content.
Modification requirements of materials
The amount of modification each resource would require was a factor in the likelihood of using their content
in the learning modules. The modification requirement was a measure of how much the material would need
to be changed for it to be used to develop the modules. The required change might be due to:
1. the relevance and the need to consolidate or expand on the material
2. the need to update or modify the content for Australian and New Zealand conditions or standards
3. the need to change the content enough to get around IP issues.
Each source was given a modification requirement of either low, medium or high.
• Low – The material is all relevant but needs to be consolidated to being short and sharp and no revisions
to material are required. The material needs to be adapted to the proposed template.
• Medium – The material needs to be consolidated to being short and sharp and some of the material is
not relevant. Some revisions/updates to the material are required. The material needs to be adapted to
the proposed template.
• High – The material contains sections that are relevant, but the rest is mostly not relevant, so will require
much cutting and consolidation. The material may require some updates/revisions or must be changed for
IP reasons. The material needs to be adapted to the proposed template.
Figure 2.5 analyses the amount of modification needed compared to the type of format and its source. It
highlights, as stated above, that webinars and workshops are most relevant to this project by requiring less
modification.

Figure 2.5: Modification requirements by format
Low Medium High
14
12
10
Number of Sources
0
Course Notes Presentation Textbook Webinar Workshop
Format
Duration of materials
The final variable analysed was the length or duration of the recording and/or slides. The less duration, the
less likely the material would cover enough content and would therefore require expansion. If it had more
content, then it would need to be consolidated and summarised. The duration was simply based on the
number of slides in the presentations or the length of the recording for webinars. Given the goal of making
modules short and sharp, it was important to be concise when developing the modules. Therefore, the
duration of the material aided in determining how many of the materials would be used and how they would
be used in making the content for the modules.
2.2.3 Summary of Literature Review
In total, 70 resources were compiled through the literature review that could have been used to develop the
training materials. Of the resources included, most of them were sourced from transport consultants, ARRB
and the University of Sydney.
The usable materials covered all parts of the AGTM but were scarce on Parts 8, 11 and 12. Many different
formats were searched, with webinars, presentations and workshops being found to be the most useable as
they include presentation-like slides, voice-over recordings and were found to be not overly lengthy.
Materials in the form of notes and textbooks were included but less often, due to the difficulty in the usability
of the format, which meant that some resources were not deemed usable for the project. Resources were
also analysed according to their length and the need to modify resources for use in learning materials.
From the list of resources compiled, there were ample materials from which content could be sourced. While
there were relatively few resources from private Australian or international transport organisations, this was
not of great concern. These resources were, in general, found to be less usable due to either their content
assuming prior knowledge in the subject matter, not being applicable for Australian and New Zealand
practice or standards or their format not being easily modifiable for inclusion in the learning modules.

2.3 Selection Criteria for Learning Module Topics

Due to the limited timeframe and budget of the project, not every topic related to traffic management could
be covered in the learning modules. Thus, topics were prioritised based on key selection criteria. These
were:
1. Fundamental topics to assist novice practitioners in understanding the key principles, concepts and
objectives of traffic management.
It was unanimously agreed by all who took part in the project inception meeting that topics covering the
fundamentals of traffic management should be of the highest priority due to the importance of
understanding the underlying principles, concepts and objectives that form the basis of nearly all practice
in traffic management.
2. Topics that transcend all jurisdictions and are uniformly standardised and/or regulated across all
jurisdictions.
Only content applicable to all jurisdictions should be presented in the learning modules. It was therefore
considered best not to include topics for which there is a high dependency on local standards or
regulations. Such topics are best learned by practitioners through referring to their local standards and
regulation guidelines.
3. Topics that are applicable to all practitioners, whether they work in the public or private sector.
Topics should be relevant for most practitioners, whether they work for a government road agency, a
private consultancy or any other transport-related organisation.
4. Topics for which teaching though webinars best assist in their learning.
Webinars must be engaging to assist learning. Thus, conceptual topics, such as capacity, degree of
saturation and level of service, are favoured over more basic topics such as signage and line markings,
which are more easily learned through looking up written content and diagrams.
5. Emerging topics: those which relate to recently developed concepts and technologies in traffic
management that are growing in uptake and are not yet comprehensively covered in the AGTM.
Emerging topics to be included in the series of learning modules had to be recognised as growing in
acceptance and uptake in their practice. Emerging technologies and concepts around traffic management
that are unproven and yet to be established were avoided.
To limit the chosen topics to a manageable number, a maximum of five hours of recorded webinar time was
set. If the modules prove beneficial in aiding graduates and novice practitioners in their understanding of
traffic management, there could be potential to expand the series to more advanced topics in future
Austroads projects.

3. Initial Learning Modules and Audience Testing
3.1 Introduction
This section summarises the tasks that were undertaken after the literature review. The list of identified areas
and topics in traffic management and transportation engineering, based on the literature review, were
presented to the members in a PWG meeting held on 12 March 2020. A survey was distributed to members
to rank the topics based on relevance. The survey also invited members to propose new topics and/or the
removal of any listed topics they considered less important. Based on the responses received from seven
members, the list of topics was revised to 21 across eight areas of traffic management and transportation
engineering. The combined duration of all learning modules was decided to be approximately 300 minutes.
Once the list was finalised and approved by the Project Manager, the module topics were shared between
the project team for development. All the modules were developed in the same Austroads PowerPoint
template and followed a set style of presentation, approved by Austroads, for consistency. The module
contents also include short quiz questions which are either directly included in the presentation, or available
as a questionnaire in SurveyMonkey.
Webinars for six learning modules were also generated by the presenters which were shared with the PWG
nominated audience (comprising young practitioners) for testing. The audience was requested to complete a
short feedback survey at the end of each webinar addressing aspects such as content, presentation and
delivery.
In summary, the tasks undertaken to develop the initial learning modules and prepare for audience testing
were as follows:
• Distribution of a survey to PWG members to determine the ranking of topics proposed in the literature
review report, to introduce new topics and remove less important topics
• presentation of a summary of the collected responses to PWG members for approval of the final list of
topics
• development of learning module presentations, webinars and quiz questions
• recruitment of young practitioners by the PWG members to test the selected webinars
• development of an audience testing feedback survey.
3.2 The Learning Modules
3.2.1 Training Structure
The learning modules each cover a specific topic of traffic management and are grouped within defined
areas of traffic management. The content of each module has been written into presentation slides
(PowerPoint or Keynote) and all modules have been recorded as webinars in which a presenter talks through
the slides, including some multiple-choice quiz questions at the end of the presentation for participants to test
their learning.
The complete series of webinar videos will be uploaded to the Austroads website, along with tutorials for
select topics. The tutorials consist of short-answer questions and exercises to further assist participants in
their learning of the topics.

The learning modules are designed for flexible self-learning, particularly for young and/or inexperienced
practitioners. From the Austroads website, participants will be able to select and play any of the module
videos at any time. Thus, they can select webinars that cover gaps in their knowledge of traffic management
and obtain an overview of each topic of interest within around 14 minutes. Videos will be able to be paused,
rewound or forwarded such that participants can replay all or parts of them as many times as they wish.
When the presenter runs through the quiz questions, they invite participants to pause the video for as long
as they need to consider their answer. On releasing pause, the presenter reveals the correct answer from
the list of multiple-choice options and explains why that answer is correct.
While the webinars are intended to provide an overview of the fundamentals of each topic, references are
provided throughout the learning modules to relevant parts of the AGTM and other resources where
participants can obtain more detailed information.
Topics with additional tutorials are those that cover aspects of traffic management that all participants should
be able to apply in practice, such as analysing capacity and determining the level of service. These pdf
tutorials will also be made available for download from the Austroads website.
It is important to note that the modules are intended for self-learning. There are no assessments or
certifications provided for completing them. Their target audience is those who are self-motivated to learn,
and benefits gained from undertaking the modules should be realised through increased knowledge and
hence increased capability to partake in traffic management projects.
3.2.2 Selecting the Learning Module Topics
Initially, nine areas of interest were identified after conducting an extensive review of the literature. These
areas comprised 25 topics. This number of topics was considered appropriate to devote the total webinar
time of 300 minutes. This results in an average length of 12 minutes per topic. Table 3.1 shows the identified
areas and topics along with their allotted time.
Table 3.1: Initial list of areas and topics identified from literature review
Time
Area Topic description
(minutes)
Area 1: Introduction to Topic 1: Introduction to the learning modules and broad objectives of 8
Traffic Management traffic management
Area 2: Traffic Behaviour Topic 2: The stochastic nature of traffic behaviour 12
and Traffic Theory
Topic 3: Fundamental speed-flow-density relationships 12
Fundamentals
Topic 4: Fundamental microscopic relationships – time and space, 12
headways and trajectories
Area 3: Transport Study, Topic 5: Transport and traffic data – sources, measuring and counting, 12
Traffic Data and Analysis evaluation and analysis
Methods
Topic 6: Concepts of capacity, level of service and degree of saturation 14
Topic 7: Capacity analysis for uninterrupted flow facilities, interrupted flow 15
facilities and intersections
Area 4: Transport Topic 8: Objectives and principles of transport operations 12
Operations Control
Topic 9: Signalised intersections – operations and control strategies 15
Topic 10: Unsignalised intersections – stop, give way and roundabouts 12
Topic 11: Overview of traffic management centres 10
Area 5: Network Topic 12: Concepts of network operations planning 12
Operations Planning
Topic 13: Concepts of movement and place 14
Topic 14: Road space allocation and road use priority for general traffic, 14
public transport, freight, cyclists and pedestrians
Topic 14a: Parking management 0

Time
(minutes)
Area 6: Network Topic 15: Network performance monitoring and performance indicators 10
Performance Monitoring
Topic 16: Recurrent and non-recurrent congestion – causes and 12
and Management
management strategies
Topic 17: Incident and event management 12
Topic 17a: Traffic modelling 12
Area 7: Safe System Topic 18: The Safe System approach 12
Approach to Traffic
Topic 19: Human factors in the management of Safe System roads 12
Management
Topic 20: Road safety engineering 12
Area 8: Intelligent Topic 21: Intelligent transport systems for traffic control 10
Transport Systems
Topic 22: Managed motorways – operational principles, managed 12
motorway toolkit
Area 9: Emerging Topic 23: Next generation vehicles – electric, connected and autonomous 12
Transport Mobility Modes,
Topic 24: Emerging transport modes and models – micromobility, ride 10
Models and Technologies
share, mobility as a service
A survey was developed in SurveyMonkey to receive feedback from the PWG members on their relative
ranking of the topics and any suggested additions to or removal of topics. The survey also involved
respondents allocating the topic duration which they felt would be appropriate to cover the sub-topics within
each learning module topic. The participants could enter numbers between 5 and 20. Assigning zero against
a topic meant it should not be included. An automatic operator was coded into the survey so that the total
duration was exactly 300 minutes (which was decided in consultation with the PWG members). Participants
were asked to readjust the durations to make the numbers total up to 300 minutes. The survey was shared
with the members and reminder emails were sent to those who did not record their responses. Feedback
from seven members was received and the findings were consolidated to be shared with all members.
Figure 3.1 to Figure 3.3 show the mean, median and mode durations reported by the respondents. Table 3.1
also shows the mean duration allocated against each identified topic.
Figure 3.1: Mean topic duration allocated by the respondents

Figure 3.2: Median topic duration allocated by the respondents
Figure 3.3: Mode topic duration allocated by the respondents
Figure 3.3 shows that no respondents allocated time to Topic14a (Parking management). The findings were
shared with the PWG members and based on the collective feedback the areas and topics listed in Table 3.1
were modified. Table 3.2 shows the final list of areas, topics and their respective durations that came out of
this process. The main modifications made were as follows:
• removal of Area 9 from Table 3.1
• removal of Topics 14a, 19, 20, 23, 24 and 25 from Table 3.1.
While Topics 19 and 20 in Table 3.1 were removed as separate topics, it was decided their content would
still be covered in Topic 18 (The Safe System approach) (in Table 3.2).

The average length of each webinar was expected to be around 14 minutes and the final duration would be
within ±10% of the allocated time.
Table 3.2: Final list of areas and topics identified from literature review
Time
(minutes)
Area 1: Introduction to Topic 1: Introduction to the learning modules and broad objectives of 8
Traffic Management traffic management
Area 2: Traffic Behaviour Topic 2: The stochastic nature of traffic behaviour 12
and Traffic Theory
Topic 3: Fundamental speed-flow-density relationships 15
Fundamentals
Topic 4: Fundamental microscopic relationships – time and space, 15
headways and trajectories
Area 3: Transport Study, Topic 5: Transport and traffic data – sources, measuring and counting, 15
Traffic Data and Analysis evaluation and analysis
Methods
Topic 6: Concepts of capacity, level of service and degree of saturation 15
Topic 7: Capacity analysis for uninterrupted flow facilities, interrupted 15
flow facilities and intersections
Area 4: Transport Topic 8: Objectives and principles of transport operations 15
Operations Control
Topic 9: Signalised intersections – operations and control strategies 15
Topic 10: Unsignalised intersections – stop, give way and roundabouts 15
Topic 11: Overview of traffic management centres 10
Area 5: Network Topic 12: Concepts of network operations planning 15
Operations Planning
Topic 13: Concepts of ‘movement and place’ (M&P) 15
Topic 14: Road space allocation and road use priority for general 15
traffic, public transport, freight, cyclists and pedestrians
Area 6: Network Topic 15: Network performance monitoring and performance indicators 10
Performance Monitoring
Topic 16: Recurrent and non-recurrent congestion – causes and 15
and Management
management strategies
Topic 17: Incident and event management 15
Topic 18: Traffic modelling 15
Area 7: Safe Systems Topic 19: The Safe System approach 20
Approach to Traffic
Management
Area 8: Intelligent Topic 20: Intelligent transport systems for traffic control 15
Transport Systems
Topic 21: Managed motorways – operational principles, managed 15
motorway toolkit
3.2.3 Development of the Learning Modules
The next step was the development of material for the identified 21 topics.
The slide deck for topics was prepared using a template provided by Austroads. Two software types were
used to develop the slides: Microsoft PowerPoint (pptx) and Apple Keynote (pdf). The aim of each learning
module was to present an overview of the topic within the allocated time, which was consistent with the aim
of the project.

Each member of the project team has recorded at least one learning module for audience testing and all
modules will eventually be recorded as webinars. Each team member recorded the initial modules for testing
from their own workstation. Those developed in PowerPoint were recorded using the recording facilities
within PowerPoint. This enables each slide to be recorded individually so that any slide can be re-recorded
without having to re-record the entire presentation. On completion of the recordings, the PowerPoint slides or
Keynote slides were saved as MP4 video files for audience testing.
The team members used their own microphones to record the voice-overs which provided much better audio
quality than simply using the computer’s in-built microphone. Feedback from audience testing concluded that
the video and audio quality was sufficient. Thus, the final versions of all the modules were also recorded from
each presenter’s workstation.
3.2.4 Scope of the Learning Modules
The structure of each presentation was as follows:

• presenter introduction
• outline of the module
• main content
– subheadings to support the overall structure
• quiz questions
– within the presentation or run externally through SurveyMonkey
• references to further information.
The presentations were designed to have an emphasis on figures and diagrams with supporting text. This
allows the presenter to explain the figure or diagram and elaborate using the text as supporting points. The
modules are presented by multiple different presenters, each with their own style. They were encouraged to
present the slides in the manner they deem to be the most effective regarding the content. However, the
modules remain aligned with the Austroads template to achieve a level of consistency that is identifiable by
the audience.
Each learning module comprised some multiple-choice quiz questions on the concepts discussed to further
augment the understanding by the participants.
The quiz questions were presented in two formats:

• Directly embedded within the slide deck: In this method, the presenter gives some time to think and
reflect on the question asked during the webinar. The presenter asks the viewer to pause the webinar and
select an answer. The correct answer is revealed after a small period.
• SurveyMonkey: In this method, a short quiz questionnaire is prepared on each topic. The weblink to the
questionnaire is presented to the participants at the end of the webinar. Those undertaking the quiz
receive a score and an instantaneous feedback on the questions. The responses also get stored within
SurveyMonkey, which can be downloaded later in an Excel file for some analysis, i.e. average duration to
finish the quiz, average score, total number of responses received etc. However, some potential issues
surrounding the SurveyMonkey approach include long-term subscription and licensing.
While both methods of quiz presentation were deemed suitable for the modules, it was decided that only one
approach should be adopted for the final learning modules to ensure consistency between modules, and the
approach to be chosen across all modules would be informed by the feedback received from the PWG
members and audience testing.
The slide deck for all 21 topics was developed and shared with Austroads for review. Additionally, webinars
on six topics (at least one per presenter) were also recorded for the purpose of audience testing.

Each module was tailored around specific contents that were approved by the PWG members. The contents
included in each module are presented in Table 3.3.
Table 3.3: Contents within each learning module
Area Topic
Area 1: Introduction to Traffic Topic 1: Introduction to the learning modules and broad objectives of traffic
Management management
• introduction to the learning modules; aim, overview of topics, instructors, SMEs,
tutorials
• introduction to traffic management principles and broad objectives:
improving traffic flow efficiency
reducing congestion
increasing productivity
improving mobility, safety, access, amenity and information for all road users
functional road hierarchy and road regulation
introduction to movement and place
Area 2: Traffic Behaviour Topic 2: The stochastic nature of traffic behaviour
and Traffic Theory • probabilistic aspects of traffic flow
Fundamentals
• statistical distributions in traffic
Topic 3: Fundamental speed-flow-density relationships
• the basic traffic variables of speed, flow and density
• fundamental relationship diagrams
Topic 4: Fundamental microscopic relationships – time and space, headways and
trajectories
• traffic headway distributions
• queueing theory
• gap acceptance
Area 3: Transport Study, Topic 5: Transport and traffic data – sources, measuring and counting, evaluation and
Traffic Data and Analysis analysis
Methods • traffic studies and surveys
• data collection requirements/criteria
• sources of traffic data:
speed-volume-occupancy (SVO) data from loop, stud and TIRTL detectors
emerging data sources – probe, Bluetooth, GPS, mobile phone, Google, Waze
and Here
• evaluation and analysis of traffic data and transport data
Topic 6: Concepts of capacity, level of service and degree of saturation
• types of capacity – theoretical, operational and spare capacity
• factors affecting capacity
• level of service:
LOS for interrupted and uninterrupted road facilities
LOS for different modes and aspects of travel – mobility, access, safety, amenity
and information
• degree of saturation – volume to capacity ratio
Topic 7: Capacity analysis for uninterrupted flow facilities, interrupted flow facilities
and intersections
• uninterrupted flow facilities:
capacity for single and multi-lane roads
undivided roads and freeways
• interrupted flow facilities:
capacity for urban arterial roads
• intersection capacity analysis

Area Topic
Area 4: Transport Operations Topic 8: Objectives and principles of transport operations
Control Strategies and • multi-modal traffic control
Systems
• demand management
• maintaining road serviceability and safety
• road user information
Topic 9: Signalised intersections – operations and control strategies
• system overview
• movements and phases
• signal groups
• traffic signal controllers
• traffic detection
• coordination of traffic signals
• brief overview of SCATS and STREAMS and their impact on operations
Topic 10: Unsignalised intersections – stop, give way and roundabouts
• types of intersections
• selection of intersection type
• intersection performance
• other signage
• line markings
Topic 11: Overview of traffic management centres
• role of the TMC
• traffic monitoring
• TMC systems and procedures
• decision support
• operations evaluation
Area 5: Network Operations Topic 12: Concepts of network operations planning
Planning • benefits of network operations planning (NOP)
• NOP process:
network operation objectives
road use priorities
network performance
network strategies
traffic management operation and improvement plans
use and implementation of NOP
evaluation and feedback
• impacts of land use on NOP
• accessibility-based NOP – enhancement of travel time and journey LOS for
targeted road users
Topic 13: Concepts of movement and place (M&P)
• prioritising using the M&P framework – movement categories and place categories
• application of the M&P framework
• road classification systems
• M&P users and modal networks
Topic 14: Road space allocation and road use priority for general traffic, public
transport, freight, cyclists and pedestrians
• road space requirements for general traffic, freight, public transport, cyclists and
pedestrians
• lane use management – vehicle priority lanes, hard-shoulder running, reversible
lanes
• access management
• on-road public transport – stops and priority movements

Area Topic
Area 6: Network Topic 15: Network performance monitoring and performance indicators
Performance Monitoring and • network performance measures and indicators
Management
• monitoring traffic conditions
• detection technologies and telecommunication
• assessing traffic impacts due to new developments
Topic 16: Recurrent and non-recurrent congestion – causes and management
strategies
• types and causes of recurrent and non-recurrent congestion
• strategies to increase road capacity – civil works and road space allocation
• strategies to reduce traffic demand – traffic diversion, trip time dispersion and mode
shift
• strategies to improve efficiency of traffic movement – signal optimisation and use of
intelligent transport systems
Topic 17: Incident and event management
• planning and managing the diversion of traffic around:
unplanned incidents (e.g. crashes, storms)
planned events (e.g. road works, festivals and crowd movements to and from
major events)
• road closures – barriers, signage and signal changes
• traveller information for disruptions – motorists, pedestrians, cyclists and public
transport users
Topic 18: Traffic modelling
• types of modelling:
analytical models
4-step modelling (trip generation, trip distribution, mode choice, route
assignment)
simulation (micro/meso/macro)
• data for modelling
• selecting the most appropriate technique
• calibration, validation and auditing
Area 7: Safe System Topic 19: The Safe System approach
Approach to Traffic • Safe System approach/assessment framework
Management
• road environment elements
• safety concepts and definitions
• achieving a safer road environment
• safe mobility
Area 8: Intelligent Transport Topic 20: Intelligent transport systems for traffic control
Systems • the role of ITS in traffic operations
• overview of various ITS technologies:
purpose and benefits
components and operations
warrants for implementation
Topic 21: Managed motorways – operational principles, managed motorway toolkit
• overview of managed motorways (aka smart motorways)
• operational principles
• the managed motorway toolkit:
Table 3.4 shows the format of the developed slide decks, quiz questions and the webinar file format (for the
ones recorded, as highlighted in yellow). The six webinars (at least one per presenter) were made available
for audience testing.

Table 3.4: Specifications of each learning module
Topic Format Quiz questions Recorded

1 PowerPoint In the slides MP4
2 PowerPoint In the slides No
6 PowerPoint Survey Monkey No
12 PDF In the slides No
18 PowerPoint Survey Monkey MP4
19 PDF In the slides MP4
3.3 Planning for Audience Testing
3.3.1 Proposed Testing Method
It was decided during the PWG meeting on 12 March that each presenter would record at least one of their
initial learning modules as a webinar for audience testing. The PWG members were asked to nominate a
target audience to view and comment on the webinars. The audience comprised mainly young and/or
inexperienced practitioners new to traffic management. The idea behind this task was to receive feedback
from the audience regarding the extent to which each webinar was able to present an overview of the topic,
as well as feedback on the presentation and delivery style, quiz questions provided and other evaluation
criteria. This feedback was later reviewed and discussed with the PWG members and actioned accordingly.
It is important to note that the nominated testers were informed prior to testing about the scope and
objectives of the webinars (i.e. overview of the topics and not in-depth discussion). This helped to set testers’
expectations, so the webinars were evaluated in line with the project objectives.

3.3.2 Development of the Audience Feedback Survey
The audience feedback survey was developed in SurveyMonkey. The survey comprised five questions, the
first of which was to select the learning module topic being evaluated. The second was a matrix/rating-style
question. The survey was intended to be completed by the participants after viewing the webinar delivered
by a given presenter. The survey covered the following aspects of the webinar: content, webinar, presenter,
and overall. The questions asked the participants to provide their level of agreement/disagreement with
several statements related to the webinar which had been watched. Table 3.5 lists the statements which
were included in the questions, which were set as mandatory in the survey. Each statement was assessed
on a Likert scale with five ratings, namely: strongly disagree, disagree, neutral, agree and strongly agree.
Additionally, the participants were also asked to answer three optional written questions. For example, they
were asked to note any information in the webinar they found interesting or confusing. They were also asked
to provide general feedback on the webinar.
Completion of the survey was expected to take under four minutes, resulting in an approximate total time to
test each topic (i.e. watching the complete webinar, answering all quiz questions and completing the survey)
of up to 30 minutes.
Table 3.5: Statements assessed in the audience testing feedback survey
Aspect Area
Contents This webinar did well in providing an overview of the topic.
The contents covered in this webinar were informative.
The subject matter was presented effectively in a logical way.
The quiz questions and feedback were based on the contents covered in this webinar.
The quiz questions helped in consolidating my understanding of the topic.
Webinar The pace of this webinar was satisfactory.
The duration of this webinar was sufficient for the material covered.
The figures and animations used in this webinar helped in understanding.
Presenter The presenter was knowledgeable.
The presenter explained the contents in an interesting way.
Overall I had very little knowledge on the topics prior to attending this webinar.
As a result of this webinar, I gained new knowledge applicable to my work.
I plan to apply what I learnt in this webinar.
I look forward to view other learning module webinars once these are made available on the
Austroads website.

4. Feedback from Audience Testing of Learning

Modules
4.1 Introduction
This section summarises the tasks involved in organising the audience testing of the ‘beta’ webinars, as well
as the follow-up tasks in collating the feedback, summarising survey responses, and identifying key changes
required to the content and presentation when updating the learning modules.
The beta-version webinars, developed for six modules, were shared amongst over 40 young/inexperienced
practitioners from road agencies across Australia and New Zealand, as well as from Urbis and ARRB. These
practitioners had been nominated by the PWG members to conduct the testing.
The project team contacted the nominated testers through email, describing the project objectives and steps
to view and evaluate the webinar(s) assigned to them. The feedback survey, at the end of each webinar,
asked the tester to rate the webinar on indicators such as quality of the content, presentation, audio-visual
and relevance to learning. A few testers, who were assigned two or more webinars, were also given another
short feedback survey to identify their preferred quiz format, i.e. either within the webinar slides or in
SurveyMonkey. Ninety-six responses were received at the end of the survey period. The participant profile
comprised mainly the young professionals with up to one-year experience, who will benefit the most on
completion of the final webinars. Results showed that a majority of the testers liked the content of the
webinars, the use of audio-visual tools and the presentation style. The testers also identified scope of
improvement in audio quality and the pace of the webinars. The results of the second survey showed a slight
majority preference for having the quiz questions in the webinar slides rather than in SurveyMonkey,
indicating they found them more user-friendly and engaging when presented within the slides.
Based on the feedback, a few recommendations were made to further improve the content and relevance of
the webinars to the intended audience, as well as to improve the recording quality. Recordings could be
improved through using high-quality microphones and/or studio facilities available with the project team.
4.2 Audience Testing
4.2.1 Recruitment of Testers
Each PWG member provided the names and email addresses of up to six young/inexperienced practitioners
within their jurisdiction who volunteered to view and evaluate the webinars. Table 4.1 presents the
participating agencies along with the number of nominated testers. The table also shows nominated testers
from Urbis and ARRB to further expand the sample size. The idea behind recruiting this many testers was to
get each of the six beta webinars tested within each organisation in a reasonable timeframe. Thus, 43 testers
were expected to provide comments, with around 10 testers per webinar, which was considered an
appropriate sample size to assess its quality.

Table 4.1: Participating organisations and testers in the audience testing
Type Name No. of testers

Road agency Victorian Department of Transport 6
Transport for New South Wales 5
Queensland Department of Transport and Main Roads 6
Main Roads Western Australia 1
South Australian Department of Planning, Transport and Infrastructure 6
ACT Transport Canberra and City Services 4
Northern Territory Department of Infrastructure, Planning and Logistics 6
New Zealand Transport Agency 2
Other Urbis 4
organisation
ARRB 3
Total 43
The project team circulated an email to the nominated testers, inviting them to the audience testing. The
components of this invitation were:
• participant welcome
• aim of project
• scope of the webinars
• allocation of the webinar to be assessed
• methodology to be adopted
• link to the directory comprising the webinars
• links to the quiz questions for Topics 18 and 19 and the link to the feedback surveys
• completion date.
The testers were first thanked for volunteering in the audience testing process. They were then given an
overview of the objectives of the learning modules and the audience testing process. The text used in the
email is shown below:
Anyone who wishes to broaden their knowledge of traffic management will be able to watch
the webinars, answer their associated quiz questions and tutorial exercises. There will be
no assessment or certification for completing any of the learning modules. They will be
there for the self-motivated who wish to improve their knowledge base and capability to
work on traffic management projects.
The six learning modules that were recorded as webinars for testing are:
• Topic 1: Introduction to the Learning Modules and Objectives of Traffic Management
• Topic 8: Objectives and Principles of Transport Operations
• Topic 11: Overview of Traffic Management Centres
• Topic 18: Traffic Modelling
• Topic 19: The Safe System Approach
• Topic 21: Managed Motorways
There will be 21 learning modules in total that will all be recorded by the end of this project
so it’s important we get your feedback on these beta versions to ensure we produce
learning modules that meet their objective of providing a source of flexible learning on a
range of traffic management topics.

A list of all 21 webinar topics to be developed by the end of the project was also shared with the testers.
The testers were then informed about the scope of the webinars before they commenced viewing them. It
was important to communicate the scope of the webinars beforehand to align their expectations with the
project objectives. The email discussed the scope of the webinars as follows:
Before watching the beta version webinars and providing your assessments via the
feedback survey, it is important you understand the following, so your expectations are
aligned with the objectives for the learning modules:
• The webinars are intended to provide a ‘short and sharp’ overview of their topics. (They
run between nine and 20 minutes)
• They are not to be considered equivalent to classroom lectures. Rather, they are
intended as a starting point for those unfamiliar with the topic. Their focus is to
introduce the fundamentals without going into detail
• All webinars provide specific references to written materials (particularly the Austroads
Guide to Traffic Management) where further information on the topic can be found
• There will be no assessment or certification for completing any of the learning modules.
As the aim of the webinars was to present a short and sharp overview of a learning module, it was necessary
to inform the testers, many of whom were recent university graduates, that the webinars are not to be
compared with university lectures which provide greater detail for more comprehensive studies.
The testers were then allocated to the respective webinars. The allocation was done so that:
1. All six webinars must be assessed per participating organisation.
2. A majority of the testers should not be assigned more than two webinars so that it does not become a
time-expensive exercise for them. Thus, is was preferred that each organisation provided at least three
volunteer testers.
3. Testers doing more than one webinar were allocated at least one webinar with quiz questions within the
slides (Topics 1, 8, 11 and 21) and at least one webinar with quiz questions in SurveyMonkey (Topics 18
and 19).
The testers were shown the steps to view and assess the webinars. Figure 4.1 was shared with the testers in
the invitation email which shows the step-by-step procedure to be followed to assess each webinar. The
order of the steps to be followed was: 1) reading the email (to understand the scope), 2) watching the
webinar, 3) attempting the quiz (within webinar or SurveyMonkey), and 4) completing the feedback survey.

Figure 4.1: Step-by-step procedure for testing the webinars
The testers were given a two-week period for completing the webinars and providing their feedback and
comments through the survey. Another email was sent to the testers one week before the completion
deadline (10 am on 15 June 2020) reminding them to complete their allocated webinars.
4.2.2 Feedback Survey Design
The audience testing feedback survey was created in SurveyMonkey to record a tester’s comments on
completing each webinar video and associated quiz questions. The idea behind the survey was to learn from
the comments given by different testers and modify the webinars to make them more relevant and
user-friendly.
The survey started by asking testers which webinar topic they had just completed. It then asked the tester to
rate their experience on aspects such as the contents, delivery style of the presenter, quality of the audio
and figures used and relevance of the teaching in their day-to-day work. Table 4.2 shows the range of
questions across key aspects that were asked. The testers were shown the questions in a matrix format. The
testers were required to rate their agreement/disagreement against each question (shown in Table 4.2) using
the five-point Likert scale i.e. strongly disagree, disagree, neutral, agree and strongly agree.
The questions listed under Contents asked the testers to rate components such as the topics covered, quiz
questions etc. The feedback was intended to facilitate an improvement in the technical content of the
webinar and make the content more relevant. The questions under Webinar were asked to determine
whether the visual aspects, audio quality and duration were adequate and to suggest appropriate
modifications to ensure the webinars are clear and concise. The questions under Presenter were asked to
ascertain the presenter’s depth of knowledge on the topic and ability to discuss the content in an engaging
way. The questions under Overall were asked to gauge how much the testers had increased their knowledge
of the topic as a result of watching the webinar, particularly if they had little prior knowledge of the topic.

It is noteworthy that the six videos were created by the presenters using workstations and headsets with
microphones (due to work-from-home measures adopted in response to the COVID-19 lockdown). There
were some comments that the audio quality could be improved in most of the webinars. Thus, efforts were
made to improve the audio recordings in the final learning modules, through improved microphone hardware
and audio-filtering software.
Table 4.2: Questions asked during the feedback survey
Type Name
Contents This webinar did well in providing an overview of the topic.
The content covered in this webinar was informative.
The subject matter was presented effectively in a logical way.
The quiz questions were based on the contents covered in this webinar.
The level of difficulty of the quiz questions was appropriate.
Webinar The audio quality of this webinar was satisfactory.
The duration of this webinar was sufficient for the material covered.
The figures and tables used in this webinar helped in understanding.
Presenter The presenter was knowledgeable.
The presenter explained the contents in an interesting way.
Overall I had very little knowledge on the topic prior to attending this webinar.
As a result of this webinar, I gained new knowledge applicable to my work.
I plan to apply what I learnt in this webinar.
I look forward to viewing other learning module webinars once they are made available on the
Austroads website.
The survey also included the following open-ended questions:

• What content covered in this webinar did you find interesting, and why?
• What content covered in this webinar can be further improved, and why?
• Please provide any other comments you wish to make on this webinar.
These questions allowed the testers to provide feedback in general about the likes and dislikes which would
be useful in further fine-tuning the content and delivery of the webinars.
The survey also captured the profile of testers by asking the following questions:
• In what capacity did you view this webinar? (nominated tester, PWG member or other experienced
professional)
• How many years of work experience do you hold in traffic management?
• What is your gender?
• What is your age in years?
While the nominated audience mainly comprised young/inexperienced practitioners, PWG members and
their fellow experienced colleagues were also encouraged to assess the webinars. Thus, it was important to
segregate the feedback received from senior and junior professionals with more emphasis on the latter
category while revising the webinars.

Another short survey, referred to as feedback survey-II, was also created for those testers who were
allocated at least one webinar from topics 1, 8, 11 and 21 (having quiz questions within webinar slides) and
at least one webinar from topics 18 and 19 (having quiz questions in SurveyMonkey). The aim was to
determine which of the quiz formats, within the webinar slides or SurveyMonkey, the testers preferred and
why. The questions asked were as follows:
• Which quiz format will you recommend being applied to all the webinars?
• Could you briefly discuss as to why you have made this choice?
The responses identified that quiz questions within webinar slides was the preferred survey method. Thus, all
22 webinars had quiz questions within their slides for consistency.
4.2.3 Feedback on the Beta Learning Module Webinars
The responses from the feedback surveys were collated after the survey was officially closed. The aim was
to determine the positive aspects and reflect on the areas which needed improvements. This would ensure
the final learning modules would be more relevant and user-friendly.
Table 4.3 shows the number of testers across major cities in Australia and New Zealand who completed the
survey (for each webinar they viewed) along with the total surveys completed. The city information was
deduced by looking up the IP address of the device from which the online survey was completed. The table
shows that 33 participants had completed 96 feedback surveys by the closing date. Since a majority of the
testers were either assigned or voluntarily viewed multiple webinars, the number of feedback surveys was
nearly four times the number of testers providing feedback.
Table 4.3: Number of testers responding to the survey
Testers providing Total responses

City
feedback received
Adelaide 2 7
Brisbane 4 13
Canberra 6 18
Darwin 2 11
Geelong 1 2
Gold Coast 3 9
Melbourne 4 9
Perth 1 6
Sydney 8 18
Tauranga 1 3
Total 32 96
Figure 4.2 to Figure 4.5 show the profile of the testers who responded to the survey. Males have a higher
representation than females; 87% of the testers were nominated testers, followed by PWG members (9%)
and other experienced professionals (4%). The age distribution shows that more than half of the survey
sample was between 20 and 29 years of age. Similarly, 45% of the testers had relevant experience of up to
one year. The last three figures indicate that a majority of the nominated testers are young and
inexperienced professionals. Thus, the feedback received from them helped to improve on the beta versions
of the webinars.

Figure 4.2: Gender distribution of the testers
Male Female Other
0%
22%
78%
Figure 4.3: Age distribution of the testers
20 to 29 30 to 39 40 to 49 50 to 59 60 and above
9% 0%
16%
57%
18%

Figure 4.4: Role of the testers for audience testing
Figure 4.5: Years of traffic management experience held by the testers
Up to 1 1 to 2 2 to 5 5 to 10 10 and above
21%
3% 45%
15%
16%
Figure 4.6 shows the average rating received on each of the 14 statements (shown in Table 4.2) against
each beta version webinar. The average rating was computed as follows:
1. assigning ranks to each of the five ratings, with strongly disagree assigned as 1 and strongly agree
assigned as 5.
2. averaging all ratings against a given statement in a specific topic.
An average rating was also calculated for each statement across different topics (average of each row) and
for all statements across each topic (average of each column).

For example, the average rating against the statement ‘This webinar did well in providing an overview of the
topic.’ across all six webinars is 4.1 which is between agree and strongly agree. Similarly, the overall rating
for Topic one across all 14 statements is 3.8, which is very close to agree.
All six webinars received an overall rating of close to 4, which indicates that the testers agreed to the
statements in general. In other words, the six beta webinars were well-received by the audience.
The statement ‘The audio quality of this webinar was satisfactory’ received an overall rating of 3.7 (across all
six webinars) which indicates some scope for improvement with regard to better sound quality in the final
webinars.
Interestingly, the average rating for the statement ‘I had very little knowledge on the topic prior to attending
this webinar’ is 3.2 across all webinars, which implies that most of the practitioners had an initial
understanding of the concepts discussed in the webinar.
Figure 4.6: Average rating against the survey questions across webinar topics
Similarly, results from feedback survey-II were also compiled to determine the preferred quiz format to be
applied to the final version of all the 21 webinars. Figure 4.7 shows the split between the two methods, where
the within slides format was marginally preferred over the SurveyMonkey option.

Figure 4.7: Quiz format preferred by the testers
Table 4.4 shows the advantages and disadvantages of the two methods as described by the testers. They
are evenly distributed across the two methods. The advantages of the within slides format are the ability to
do it immediately after the topic has been discussed (which keeps the concept fresh in mind), the presenter
discussing the correct and the wrong answer etc. On the other hand, the SurveyMonkey format has a
clearer, more interactive approach with the back-end capability to record survey submissions and thus the
level of participation in the quiz. The disadvantage of the first method was the lack of understanding how to
record the answer, while for the latter method it was to do the quiz only after finishing the entire webinar.
Table 4.4: Advantages and disadvantages of each quiz format
Assessment Within slides SurveyMonkey

Advantages • Help understand in real-time • Clearer format
• Do not have to leave the webinar, thus higher • Not wasting time discussing wrong
completion rate answers
• Liked how presenter explained correct and wrong • Layout can fit with more complex
answers questions
• Attempt quiz immediately after the topic discussion • Will show actual participation
so concepts still fresh in mind • More interactive
• More user friendly if watching videos offline • Prefer to submit the question and
know the outcome
Disadvantages • Got confused how to answer • Need to complete the webinar before
the quiz

5. Finalisation of the Learning Modules
5.1 Introduction
This section covers how the learning modules were finalised after addressing feedback from the audience
testing of six beta version learning module webinars, as well as feedback from reviews of all module slide
decks by members of the PWG, the project team and subject-matter experts supporting the project team,
and Austroads.
Feedback from audience testing was mostly from young practitioners, who are the target audience for the
modules. However, the beta webinars were also viewed by some more experienced practitioners who also
provided valuable feedback.
Finalisation included editing all slide decks, recording each module as a webinar and creating supplementary
tutorial question and solution sheets to support the six modules.
5.2 Addressing Feedback on the Learning Modules

The feedback from the reviews can be broadly grouped into the following categories:
• technical feedback on the content within a particular module
• feedback on the format of the content in module slides
• feedback on a presenter’s delivery of a recorded webinar
• feedback on the educational effectiveness of a webinar.
Most of the feedback related to specific modules, but there was also some general feedback, largely from
Austroads and the PWG, that applied to all modules. For the most part, the general feedback related to the
formatting of all the modules to ensure uniformity of approach.
In the process of updating the initial module slides and webinar recordings to produce the ‘draft final’
webinars, each member of the project team addressed the feedback specifically related to their learning
modules, as well as the general feedback that applied to all modules. Through this process, all valid issues
and concerns raised from the reviews were addressed.
The following sections provide more detail on the feedback provided by the audience testers, PWG, the
project team, subject-matter experts supporting the project team and Austroads, and how all this feedback
was addressed by the project team.
5.2.1 Addressing Feedback from the Audience Testers
The audience testers provided valuable feedback, particularly regarding the educational effectiveness of the
webinars from the user’s perspective, but also contributed some valuable feedback on the technical content.
All comments provided were compiled into an Excel workbook. Feedback specific to each of the beta
webinars tested was tabulated in separate worksheets while another spreadsheet was used to tabulate
general comments relevant to all the beta webinars tested.

Many audience testers identified issues with the delivery of the webinars including:
• overwhelming amounts of text on individual slides
• lack of cohesion between content
• only a brief explanation of content
• lack of specific examples for theoretical components
• not enough time to read the text on some slides before the presenter moves to the next slide
• quiz questions being too easy
• inconsistency in the format of the quiz questions (overall preference was to have the questions within the
slides rather than SurveyMonkey)
• presenters not pausing long enough after reading quiz questions to allow viewers time to pause the video
to consider their answer before revealing the correct answer
• presenters explaining why incorrect multiple-choice answers were wrong was considered unnecessary.
As the audience testers were primarily young practitioners, many of whom had only recently graduated,
several commented that they learned new things from the webinars that they had not learned during their
university courses in traffic management. Some, however, commented that some content in a webinar
required more emphasis on new thinking and approaches to traffic management. Examples of such
comments were:
• putting greater emphasis on traffic as representing all modes of transport and not just motor vehicles
• emphasising that transport should primarily be about moving people and freight rather than moving
vehicles and noting the benefits of modes, such as bikes, that occupy less road space than motor
vehicles
• noting safe mobility as being the concept of mobility within the limits of safe operation rather than
considering safety as secondary to mobility
• appreciating that the Safe System approach demands a holistic approach to the safety of the road
system, encompassing safe roads, safe vehicles, safe road use and safe speeds.
The fresh perspectives of the audience testers viewing the modules for the first time picked up where further
information or greater emphasis was required to properly convey the information being delivered. In
addressing these comments, the project team made changes where needed to improve the emphasis or
clarity of the information delivered.
5.2.2 Addressing Feedback from the Project Working Group
Feedback from the PWG was mostly from reviews of the module slide decks. As experienced practitioners,
their feedback on the technical content of each module was sought first and foremost but they also provided
some general comments on the format of the modules.
In addition to the PWG members, technical feedback was also provided by subject-matter experts supporting
the project team on the modules related to their areas of expertise.
Examples (in a general sense) of technical feedback provided by PWG members and other subject-matter
experts included:
• the need to cover certain aspects with greater emphasis
• the need to cover certain aspects that have not been covered at all
• use of the correct terminology
• the need to explain acronyms

• use of the correct units for design values (e.g. flow rates expressed in passenger car units)
• highlighting variabilities that might influence outcomes (e.g. road geometry, % heavy vehicles, weather)
• questioning of statements (e.g. does the statement apply for all situations; note exceptions)
• ambiguity of statements and a need to provide more clarity
• the need to highlight the limitations of the US Highway Capacity Manual
• use of superseded diagrams (e.g. recommend using a more recent diagram that encompasses new
thinking)
• provide more labelling or descriptions on diagrams
• reduce repetition or use alternative images to show other examples.
General feedback provided by PWG members included:

• typos in some of the text
• increase the size of certain images to give them greater emphasis
• note where examples are being shown as there are variations between jurisdictions
• include more New Zealand examples and images
• cross-reference modules. (e.g. if a module touches on movement and place, it should reference
Module 5-4 which is dedicated to this subject).
5.2.3 Addressing Feedback from Austroads
Feedback from Austroads primarily related to ensuring uniformity of presentation of all the learning modules
through consistent conformance to Austroads formatting of all slides. This included the cover and section
slides which Austroads updated after the initial slides were created.
Feedback and direction from Austroads included:

• conformance with the Austroads template, based on the Austroads style guide, for the slide decks
– consistent font sizes and colours
– headings single-line only
– images not to extend over line underneath headings
– all units to be SI unit convention (e.g. 20 km/h not 20km/hr)
– for all images, provide source from where it has been copied
– no use of photos sourced from commercial image providers for which Austroads does not have a
licence
• consistent quiz question and answer format across all module slide decks
• reference the latest AGTM parts. (All parts were updated and published in April 2020.)
5.2.4 Updating the Module Numbers
The initial learning modules were agreed to cover 21 topics across eight different areas of traffic
management. The topics were numbered from 1 to 21 with topic 12, Network Operations Planning, being
split into the two parts of 12a NOP Accessibility and 12b NOP Process, by the University of Sydney when
first created.

In creating the draft final modules, it was decided that for educational materials, unit is a better word than
area to describe the broad fields of traffic management under which the modules are grouped. It was also
decided to refer only to modules rather than topics and number modules prefixed by their unit number. For
example, the three modules under Unit 2 are numbered as 2-1, 2-2 and 2-3. Thus if a fourth module related
to Unit 2 was to be added at a later stage it would be given the number 2-4, allowing it to be listed within
Unit 2 without having to subsequently renumber all modules in units 3 to 8.
Table 5.1 shows the new list of traffic management units with the new numbering for the modules as used for
the draft final versions of the modules. The original topic numbers, used for the initial versions of the
modules, are also shown in the table for comparison.
Table 5.1: List of units and modules as numbered in the draft final versions
Module
Unit Unit of traffic management Topic Module title
no.
1 Introduction to Traffic 1 1-1 Introduction to the Learning Modules and Objectives
Management and Principles of Traffic Management
2 Traffic Behaviour and Traffic 2 2-1 The Stochastic Nature of Traffic Behaviour
Theory Fundamentals
3 2-2 Fundamental Speed-flow-density Relationships
4 2-3 Fundamental Microscopic Relationships
3 Transport Study, Traffic Data and 5 3-1 Transport and Traffic Data
Analysis Methods
6 3-2 Traffic Analysis Concepts
7 3-3 Capacity Analysis
4 Transport Operations Control 8 4-1 Objectives and Principles of Transport Operations
9 4-2 Signalised Intersections – Operations and Control
Strategies
10 4-3 Unsignalised Intersections – Stop, Give Way and
Roundabouts
11 4-4 Overview of Traffic Management Centres
5 Network Operations Planning 12A 5-1 Network Operations Planning Accessibility
12B 5-2 Network Operations Planning Process
13 5-3 Road Space Allocation and Road Use Priority
14 5-4 Movement and Place
6 Network Performance Monitoring 15 6-1 Network Performance
and Management
16 6-2 Traffic Congestion and Management
17 6-3 Traffic Incident and Event Management
18 6-4 Traffic Modelling
7 Safe System Approach to Traffic 19 7-1 The Safe System Approach
Management
8 Intelligent Transport Systems 20 8-1 Intelligent Transport Systems for Traffic Control
21 8-2 Managed Motorways – Operational Principles,
Managed Motorway Toolkit
5.2.5 Recording of the Webinars
More care was taken in the recording of the draft final learning modules than for the beta versions for
audience testing. This was because the draft final webinars were intended to be the final recordings.
Having learned the tools for recording slides in PowerPoint when recording the beta versions, more attention
was paid to the presenter’s delivery and ensuring clear audio recordings in the draft final webinars.

Improvements in the presenter’s delivery included:

• less verbatim reading of text in the slides
• talking at a relaxed pace that is not too fast or too slow
• taking necessary pauses and allowing time for viewers to digest the content in each slide
• minimising ‘ums’ and ‘ahs’ through more rehearsal of what to say on each slide before recording.
The webinars were recorded during the COVID-19 pandemic. At the time, strict stage 3 restrictions in
Melbourne meant all project team members had to work from home. This prevented the use of the webinar
recording studio in the Melbourne office. However, every effort was made to record the draft final webinars to
a high-quality recording standard from the home workstations.
Improvements in the recording of the webinars included:

• use of better input microphones
• quieter means of changing slides during recording e.g. using arrow keys instead of mouse clicks
• recording in sound-insulated environments or at the quietest times, such as late at night
• the use of software such as Adobe Premiere Pro to remove background noises on some webinars
post-recording.
All webinars have been saved as MP4 video files. It is noted that some differences between slide decks are
eliminated once recorded as videos. An example is some slide decks having quiz answers revealed
underneath their question through use of a fade-in transition, while in other slide decks, the answers are
written underneath the question on the next slide. In both cases, the answers seamlessly appear underneath
the questions when viewed in the webinar video.
5.2.6 Development of the Tutorials
Tutorials have been developed for the six modules shown in Table 5.2. Tutorial question and solution sheets
were created in an Austroads Word template and saved as pdfs. The tutorial question and solution sheets
will also be uploaded to the Austroads website where viewers of the webinars will be able to download them
and undertake the tutorials to consolidate their learning of the subject matter.
Table 5.2: Learning modules with supplementary tutorials
Module no. Module title Tutorial questions

2-1 The Stochastic Nature of Traffic Behaviour 2
2-2 Fundamental Speed-flow-density Relationships 3
3-2 Traffic Analysis Concepts 3
3-3 Capacity Analysis 4
4-2 Signalised Intersections – Operations and Control Strategies 3
6-1 Network Performance 5
The six modules for which tutorials were created are those for which it was considered that tutorial exercises
would be most beneficial in consolidating learning of the subject matter. They are modules for which their
practical application requires mathematical calculations and/or a degree of analytical thinking to determine
the desired outcomes.

The Austroads-branded templates for the tutorial question and solution sheets were created by the project
team, in keeping with the Austroads style guide. They include formatting for headings, questions and
solutions, as well as specific formatting for equations and tables. The templates were sent to Austroads for
approval to use before being populated with questions and solutions. Austroads endorsed their use after
some minor changes to fonts from Calibri to Arial.
The A4 size templates for both the question and solution sheets are shown in Figure 5.1.
Figure 5.1: The templates for tutorial question and solution sheets
5.3 Implementation of the Learning Modules

The publication of this research is accompanied by:
• all webinars and tutorials being made available on the Austroads website
• a dissemination webinar to launch the learning modules
• promotion of the learning modules through Austroads communication channels and other relevant bodies
As most of the learning modules cover the fundamentals of traffic management, they are expected to remain
relevant and not change too much over time. However, widely accepted guidance on some aspects of the
content will likely change over time. These learning modules will be maintained by Austroads under the
direction of the Network Task Force.

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Espada I, 2016, Traffic Signals Techniques to Support Network Operation Planning, webinar covering AGTM
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Appendix A Overview of the AGTM Parts
Part Title Content

Part 1 Introduction to • Introduction to the discipline of traffic management.
Traffic • Breadth of the subject and the relationship between the various Parts of the Guide.
Management
Part 2 Traffic Theory • An introduction to the characteristics of traffic flow and the theories, models and
statistical distributions used to describe many traffic phenomena.
• Processes that practitioners should consider.
Part 3 Traffic Studies • Traffic and transport data collection surveys and studies.
and Analysis • Traffic analysis for mid-block situations (including freeways/motorways).
• Analysis of signalised and unsignalised intersections, including roundabouts.
Part 4 Network • Broad strategies and objectives of managing road networks to provide effective
Management traffic management for all road users.
• Network needs for heavy vehicles, public transport users, pedestrians, cyclists and
private motor vehicles.
• Guidance on transport networks and network operation planning.
Part 5 Road • Guidance on managing mid-block traffic conditions.
Management • Good practice for access management, allocation of space to various road users,
lane management.
• Application of speed limits.
Part 6 Intersections, • Types of intersection and selection of intersection type.
Interchanges and • Appropriate use and design of various intersection types.
Crossings
• Traffic management issues and treatments for intersections, interchanges and
other crossings.
Part 7 Traffic • Principles for planning the management of traffic in activity centres and associated
Management in transport nodes.
Activity Centres • Techniques for traffic management in activity centres.
• Examples and key considerations for various types of centres.
Part 8 Local Area Traffic • Planning and management of road space in a local area.
Management • Guidance on selection, design, application and effectiveness of traffic control
measures on an area-wide or at least whole-of-street basis.
Part 9 Traffic Operations • Applications used in traffic operations.
• System configuration an operation guidance.
• Current practice for common systems including network monitoring, traffic signals,
congestion management, incident management, freeway/motorway management
and traveller information.
• Related systems integration and interoperability issues.
Part 10 Traffic Control and • Signing and marking schemes.
Communication • Traffic signs, static and electronic.
Devices
• Pavement markings and delineation.
• Traffic signals and islands.
Part 11 Parking • Parking policy.
• Demand and supply.
• On-street and off-street parking.
• Parking guidance and control devices.

Part Title Content

Part 12 Traffic Impacts of • Guidance on the need and criteria for impact assessment.
Developments • Detailed procedure for identifying and assessing traffic impacts and mitigating their
effects.
• Assessment of safety, infrastructure and environmental effects.
Part 13 Road • Principles and management of the safety of road environments within a traffic
Environment management context.
Safety • Links to relevant sections of the Guide to Road Design and Guide to Road Safety.

Appendix B All Learning Materials
B.1 University of Sydney

1. Appraisal of Transport Investment – This is a section of a Foundations in Transport and Infrastructure
course relating to AGTM Part 12 that was given in 2019 at the University of Sydney. The presentation
went for 1.5 hours and included 67 slides (Bliemer 2019a).
2. Future Transport – This is a section of a Foundations in Transport and Infrastructure course relating to
emerging technologies that was given in 2019 at the University of Sydney. The presentation went for
1.5 hours and included 83 slides (Bliemer 2019b).
3. Mobility Management – This is a section of a Foundations in Transport and Infrastructure course relating
to AGTM Part 11 that was given in 2019 at the University of Sydney. The presentation went for 1.5 hours
and included 78 slides (Bliemer 2019c).
4. Road Pricing – This is a section of a Foundations in Transport and Infrastructure course relating to road
pricing in Australia that was given in 2019 at the University of Sydney. The presentation went for
1.5 hours and included 85 slides (Bliemer 2019d).
5. Strategic Transport Planning and Modelling – This is a university course relating to AGTM Part 3 that
was given in 2019. The course went for 13 weeks and included approximately 18 hours of lectures and
600 slides (Bliemer 2019e).
6. Traffic Control – This is a section of a Traffic and Mobility Management course relating to AGTM Part 6
that was given in 2018 at the University of Sydney. The presentation went for one hour and included
46 slides (Bliemer 2018a).
7. Traffic Data and Key Concepts – This is a section of a Traffic and Mobility Management course relating
to AGTM Part 2 that was given in 2018. The presentation went for one hour and included 60 slides
(Bliemer 2018b).
8. Theory of Traffic Engineering – This is a university course relating to AGTM Part 2 that was given in
2018. The course went for seven weeks and included approximately four hours of lectures, 90 slides and
assessments (Ramezani 2018a).
9. Traffic Engineering - Analysis – This unit relates to AGTM Part 3 and was given in 2018. The unit went
2018b).
10. Traffic Engineering - Control – This unit relates to AGTM Part 6 and was given in 2018. The unit went
2018c).
11. Traffic Management – This is a section of a Foundations in Transport and Infrastructure course relating
to AGTM Parts 5, 7, 8 and 9 that was given in 2019 at the University of Sydney. The presentation went for
1.5 hours and included 78 slides (Bliemer 2019f).
12. Traffic Psychology and Road Safety – This is a section of a Foundations in Transport and
Infrastructure course relating to AGTM Part 13 that was given in 2019 at the University of Sydney. The
presentation went for three hours and included 97 slides (Bliemer 2019g).
13. Transport Networks – Network Design – This is a university course relating to AGTM Parts 7 and 12
that was given in 2019. The course went for 13 weeks and included approximately 39 hours of lectures
and 200 slides (Levinson 2018a).
14. Transport Networks – Theory and Applications – This is a university course relating to AGTM Part 4
that was given in 2019. The course went for seven weeks and included approximately 21 hours of
lectures, 300 slides and assessments (Levinson 2018b).

15. Transport Systems – This is a university course relating to AGTM Parts 2, 3, 6, 7 and 9 that was given
from 2016 to 2018. The course went for 13 weeks and included approximately 24 hours of lectures,
280 slides, tutorial questions and assessments (Ramezani 2018d).
B.2 ARRB
1. Managed Motorways – This is based on AGTM Part 2 and was delivered as a two-day workshop in
2013. The workshop went for 20 sessions and included 540 PowerPoint slides and exercises (Burley &
Nash 2013).
2. Microsimulation – This is based on AGTM Part 3 and was delivered as a one-day workshop in 2005.
The workshop included 54 PowerPoint slides (Luk & Bennett 2005).

3. Road Safety and Local Government – This is based on AGTM Part 13 and was delivered in an online
recorded webinar in 2016. The workshop went for over an hour and included 29 PowerPoint slides and a
webinar recording (Hillier 2016).
4. Traffic Control and Communication Devices – This is based on AGTM Part 10 and was delivered in an
online recorded webinar in 2016. The workshop went for over an hour and included 74 PowerPoint slides
and a webinar recording (Nash & Green 2016).
5. Traffic Impacts of Developments – This is based on AGTM Part 12 and was delivered in an online
recorded webinar in 2016. The workshop went for 40 minutes and included 20 PowerPoint slides and a
webinar recording (Geers 2016).

6. Traffic Management 101 – This is based on all parts of the AGTM and was delivered as nine 1.5-hour
sessions in 2016. The files include almost 500 PowerPoint slides and exercises (Nash 2016).
7. Traffic Signaling Techniques to Support Network Operation Planning – This is based on AGTM
Part 9 and was delivered in an online recorded webinar in 2016. The workshop went for 45 minutes and
included 20 PowerPoint slides and a webinar recording (Espada 2016).
8. Traffic Modelling and Accessibility – This is based on AGTM Part 3 and was delivered as a two-day
workshop in 2011. The workshop went for seven sessions and included 260 PowerPoint slides and Excel
exercises (Luk & Espada 2011).

9. Guide to Traffic Engineering Practice – This is based on AGTEP and relates to AGTM Part 4. It was
delivered as a two-day workshop in 2005. The workshop went for seven sessions and included 280
PowerPoint slides (Luk, Karl & Mihai 2011).
10. Intersection Analysis – This is based on AGTM Parts 2, 4, 6 and 9. It was a three-day workshop in
2014. The workshop went for 12 sessions and included 640 PowerPoint slides (Veith 2014).

11. Traffic Control Devices – This is based on AGTM Part 10. It was a two-day workshop in 2013. The
workshop went for 12 sessions and included 300 PowerPoint slides (Nash & Elazar 2013).
12. Traffic Signals – This is based on Austroads Guide to Traffic Engineering Practice Part 7 and was
delivered as a two-day workshop in 2014. The workshop went for 16 sessions and included notes and
worked examples (Akcelik & Nash 2014).

13. Traffic Theory and Applications – This is based on AGTM Parts 2 and 3. It was two-day workshop in 2012.
The workshop included 171 PowerPoint slides including worked examples (Bennett & Levasseur 2012).
B.3 Austroads
included use cases, emerging data sources, modelling and traffic capacity analysis (Han 2017).
2. Overview of key changes to AGTM Part 5 – webinar presented on 12 September 2017. Key changes
included the concept of movement and place, network operation planning, road allocation and the
establishment of speed limits (Green 2017a).
3. Overview of key changes to AGTM Part 6 and AGRD Part 4 and 4A – webinar presented on 6
November 2017. Key changes to all three guides related to latest practices and guidelines for the
selection and design of intersections, including the latest Safe System practice (Aumann & Steinmetz
2017).
included updated information on driver workload and the Safe System, incorporating human factors
(Green 2017b).

B.4 Road Agencies

1. Apply Basic Traffic Management Principles, DPTI SA – This is the training manual for DPTI SA on
traffic management principles developed in 2005. The material is relevant to AGTM Parts 2, 3, 5, 6, 8, 9,
10 and 11 and contains 270 pages of notes and 20 pages of worksheets all in hard copy (DPTI 2005).
2. Pavement Markings and Road Signs, MRWA – This is based on AGTM Part 10 and was delivered as a
workshop in 2015. The workshop went for eight modules and included 350 PowerPoint slides (MRWA
2015a).

3. Road and Traffic Engineering, MRWA – This is based on AGTM Parts 3, 5, 6 and 10. It was delivered
in 2015 as part of 27 modules on road and traffic engineering and the relevant modules have been
identified. These modules include 363 PowerPoint slides and revision questions (MRWA 2015b).
4. Traffic Analysis of Signalised Intersections, MRWA – This is based on AGTM Parts 6 and 9. It was
delivered in 2019 as a four-part lecture series at the University of Western Australia. These modules
include 116 PowerPoint slides (Shah 2019).
5. CoPTTM Part 8 of TCD Manual, NZTA – This 2018 training manual is for temporary on-site transport
management in New Zealand. This resource includes over 600 pages (NZTA 2018).

6. Traffic Engineering Manual (TEM), VicRoads – This 2016 manual contains a supplement to the AGTM
in Victoria. Sections of the manual that are useable for this project are relevant to AGTM Parts 2, 4, 5, 6,
8 and 10. The resources in these notes contain 410 pages (VicRoads 2016).
B.5 Other Australian and New Zealand Transport Organisations

1. Innovations in Roadspace Management – Monash Public Transport Research Group – This is
based on AGTM Part 4 and was delivered as a lecture presentation in 2019. The lecture included
37 PowerPoint slides (PTRG 2019).
2. Global Road Safety, NZ Ministry of Transport – This is relevant to AGTM Part 13 and was delivered as
a presentation in 2019. The material includes 40 PowerPoint slides (Cliff 2019).

3. Model Behaviour: Strategic Transport Models, Veitch Lister Consulting – this is relevant to AGTM
Part 7 and was delivered as a presentation in 2019. The material includes 38 PowerPoint slides
(Donavan 2019).
B.6 International Transport Organisations

1. Proven Safety Countermeasures, FHWA – Online booklet relevant to AGTM Parts 5, 9 and 13 and is
available on the FHWA website (FHWA 2020).

2. Designing for Bicyclist Safety (PedBikeInfo) – This is relevant to AGTM Parts 2, 4, 9 and 13 and was
delivered as a webinar in 2019. The material includes a 1.5 hour recording and 93 pdf slides (Struve
2018).
3. Improving Intersection Safety for all Roads Users, PedBikeInfo – This is relevant to AGTM Parts 6, 9
and 13 and was delivered as a webinar in 2019. The material includes a 1.5 hour recording and 62 pdf
slides (Shaw et al. 2019).

4. State-wide Complete Streets (PedBikeInfo) – This is relevant to AGTM Parts 4 and 13 and was
delivered as a webinar in 2014. The material includes 64 pdf slides (Seskin et al. 2014).
5. Liveable Transit Corridors (TRB) – This is relevant to AGTM Parts 4, 5 and 10 and was delivered as a
webinar in 2016. The material includes 54 PowerPoint slides (Ferrall et al. 2016).
6. Vulnerable Road Users Safety, Cambridge Systematics – This is relevant to AGTM Part 13 and was
delivered as a webinar in 2016. The material includes 92 PowerPoint slides (Hull 2016).


AP-R643-20 Opportunities To Build Capacity in Traffic Management

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AP-R643-20 Opportunities To Build Capacity in Traffic Management

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Research Report

Opportunities to Build Capacity

Abstract About Austroads

Keywords Austroads is governed by a Board consisting of senior

Austroads 2020 | page i

Austroads 2020 | page ii

Austroads 2020 | page iii

Austroads 2020 | page 1

Austroads 2020 | page 2

Unit Unit of traffic management Module no. Module title Tutorial

Austroads 2020 | page 3

2.1.1 Austroads Guide to Traffic Management

Austroads 2020 | page 4

2.1.2 Literature Review Deliverables

The two main deliverables of the literature review task were:

Review of existing learning materials

Content was evaluated with respect to:

Initial recommended training structure for the learning modules

2.1.3 Description of Tasks

Task 1: Resource gathering

Task 1.1: Internal research; the project team

Austroads 2020 | page 5

Task 1.2: Internal research: road agencies

Task 1.3: Search for external resources

Task 2: Analyse and summarise material

Task 2.1: Read gathered material and judge usability

Task 2.2: Table list of suitable material

Task 3: Creating recommended training structure

Task 4: Literature review findings

Austroads 2020 | page 6

2.2 Review of Existing Learning Materials

2.2.1 Sourced Materials

The material noted for this project included:

Austroads 2020 | page 7

Austroads 2020 | page 8

Road agencies (RAs)

Austroads 2020 | page 9

Other Australian and New Zealand transport organisations

International transport organisations

Austroads 2020 | page 10

Regardless, the resources found were as follows:

2.2.2 Findings from the Literature Review

Austroads 2020 | page 11

Figure 2.1: Amount of material by sources

Austroads 2020 | page 12

Figure 2.2: Road agency material

Notes Presentation Textbook Workshop

Figure 2.3: Coverage of AGTM by sources

Austroads 2020 | page 13

Table 2.1: Material in format group

Format Sources in format

Table 2.2: Details of format

Austroads 2020 | page 14

Figure 2.4: Source format and AGTM coverage

Modification requirements of materials

Austroads 2020 | page 15

Figure 2.5: Modification requirements by format

Low Medium High

2.2.3 Summary of Literature Review

Austroads 2020 | page 16

2.3 Selection Criteria for Learning Module Topics

Austroads 2020 | page 17

3. Initial Learning Modules and Audience Testing