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    Resilience training in a restructuring organization : a thesis presented in partial fulfillment of the requirements for the degree of Master of Arts in Psychology, Massey University
    (Massey University, 2006) Bullen, Heather Leanore
    The aim of the present research was to investigate the extent to which resilience training helped to minimize employee stress levels and improve wellbeing during a time of organizational change. The 33 employees involved in this study consisted of three groups. Group 1 received resilience training in 2002 and 2003; Group 2 received resilience training in 2003; and Group 3, the control group, received no resilience training during this study. A baseline measure of stress and wellbeing was collected for all groups before the start of the 2003 resilience training (Time 1, April) and repeated after the resilience training (Time 3, November). Data was also collected on the resilience variables of curiosity and coping at Time 2 (August) and repeated at post training (Time 3, November). The 2003 restructuring was consistent for all groups at Time 1 (April) but subsequent changes during the year impacted more heavily on the resilience trained groups. The results showed that group 1 (Trained in 2002) reported significantly less somatic distress than the other two groups at baseline (Time 1). While none of the hypothesized differences were found at Time 3, the resilience trained groups showed low stress levels and good wellbeing levels despite the organizational stressors. All groups showed reasonable levels of resilient coping and low levels of non-resilient coping at both times. The research shows some support for the effectiveness of the resilience training, although the results are interpreted with caution due to the small sample size and the different exposure to work stressors of the control group. Further research on resilience is recommended.
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    Literacy and language skills in the new vocational training environment : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts (Social Sciences) at Massey University
    (Massey University, 1996) Sutton, Alison Joy
    Significant numbers of New Zealanders do not have adequate literacy, numeracy and spoken English language skills for the demands made of them in the workplace, particularly where workplace reform initiatives have increased the quantity and sophistication of the skills required. Recent reforms in the national vocational education and training system are intended to increase participation in education and training, yet many adults with poor literacy skills never participate in post-school training and therefore may not be able to make use of these new opportunities. Industry Training Organisations (ITOs) are responsible for the design, management and delivery of training for their respective industries, and are national standards-setting bodies for the National Qualifications Framework. ITOs are therefore key stakeholders in the vocational training arena. This study evaluated the extent to which a sample of senior managers from 32 ITOs recognised literacy, numeracy and language skill levels as significant issues and the manner in which literacy skills are being incorporated into industry qualifications on the Framework. The evaluation used an enlightenment evaluation methodology to provide a policy focus to the research. Literacy, numeracy and language skills were regarded as significant by only a small of respondents, but this is likely to change when more workers participate in training and in particular when large numbers of learners are assessed against unit standards. Some ITOs have put strategies in place to support learners with limited literacy skills, but these are not adequate. There was some evidence of poor assessment practices. There was confusion about the most effective way to integrate literacy, numeracy and language skills into qualifications and the methods used were not in keeping with research on the transfer and integration of literacy skills from a training context to on-the-job performance. In order to improve the integration of these skills into the training system national policies and common definitions need to be established, supported by substantial research.
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    A descriptive study of training products and practice, using a field test of the Evaluation of External Training (EET) Tool : a thesis presented in partial fulfilment of the requirements for the degree of Master of Business Studies in Human Resource Management at Massey University
    (Massey University, 1996) Gray, Lance Ian
    The growth of the National Qualifications Framework since its inception in 1993 has seen a corresponding increase in training products entering the market as competition for the training and education dollar increases. What tools do public and private enterprise managers have, to differentiate between good and poor training products? The purpose of the present study is to design, implement and formatively evaluate a tool for assessing the quality of external training products. The tool would be piloted as a field test in the context of a prospective training purchaser evaluating a training product for possible purchase. Using "snowball" sampling, seven informants: five females and two males, provided training products of their choice for evaluation using the Evaluation of External Training (EET) Tool. Informants represented central and local government; small and medium sized private enterprises. The present study was divided into two distinct stages: a background interview and the evaluation interview. The background interview used the qualitative technique of a semi-structured, in-depth interview that allowed the informant to discuss a variety of topical issues without the constraint of predetermined answers. From the background interviews a typology of informants was developed; building on existing research by McMorland (1990). Informants in the present study were differentiated by training context: internal or external to the organisation; and employment type: primary or secondary. Using McMorland's typology three internal trainers were further differentiated to training manager, training coordinator and training consultant. Informants came to training indirectly from other careers where their talent for training was recognised; a lack of a first qualification in training has seen many seek qualifications to support their new career. A typology of informant issues was developed showing the competing demands placed on managers and trainers by the issues of resources and accountability. The fundamental resource issue for informants was time to develop employees to a standard; this was balanced against the managers desire for continuous production. The issue of accountability for informants was stark: accountability ended at the delivery of objectives; transfer of training to the workplace was seen as management's responsibility. The second stage of the present study was a field test of EET (Evaluation of External Training) to the informant's training product. Using a structured interview format all informants were asked to provide evidence of 18 training outputs provided under the four components of needs analysis, design, implementation and evaluation. Four of seven training products passed the threshold of 75% over the 18 outputs as quality training products. Three products that failed to reach the threshold shared similar deficiencies: poor needs analysis and evaluation outputs. These were outputs informants in the present study were not generally required to provide, or rewarded for providing. For the growth of training as a profession it is suggested trainers build relationships with managers that allow for the maximum leverage from the training dollar. EET as a tool was used more in a developmental context than in the purchasing context as proposed because ultimately informants realised their product was not up for actual purchase. The strength of EET is in identifying key outputs of training products; a weakness is that users need training knowledge to be able to converse effectively with trainers. A formative evaluation of EET identified confusing output and quality descriptions which were amended as part of the present study. Throughout the present study there existed a gulf between the language of academic training and the informant's or practitioner's experience with the researcher continually re-phrasing and clarifying "terms".
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    Learning at work : a model of learning & development for younger workers : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Human Resource Management at Massey University, New Zealand
    (Massey University, 2011) Mason, Robyn Lynette; Mason, Robyn Lynette
    An organisation’s competitiveness is largely determined by the capability of its workforce (Combs, Luthans, & Griffith, 2009; Den Hartog & Verburg, 2004). The development of employee capability is, therefore, an important goal for organisations and human resource practitioners. Because the workforce is ageing, organisations need to pay particular attention to developing the capability of younger, novice workers who will become the core workforce as older workers move out of the labour market. However, little is known about the process by which younger workers learn and develop at work or how organisations may be able to influence this process to enhance the development of their skills, knowledge and abilities. To address this gap in the literature, the present study examined a model of learning and development for younger workers. The model posited that younger workers’ ‘development self-efficacy’ beliefs would mediate the relationship between salient contextual (work environment) and individual factors and motivational components of the development process. A total of 1758 young people aged between 16 and 24 years employed full-time participated in the study. Eligible employees were invited to take part via their organisations. Organisations were selected using a multi-stage stratified random sampling method which enabled a diverse and comprehensive sample of younger workers to be achieved. The method resulted in a sampling frame comprising small, medium and large organisations from four major industries (business, construction, manufacturing and retail) located in nine medium and large urban centres around New Zealand. Participants were asked to complete a questionnaire which contained a series of questions about their learning-related beliefs and attitudes, intentions to participate in development activities, and perceptions of developmental support from their organisation, manager and co-workers. The study found that individual and contextual factors both have an important influence on younger workers’ participation in development activities, but affect this through different aspects of the development process. Development self-efficacy mediates the influence of certain contextual and individual factors on learning motivation. In addition, other individual and contextual factors directly influence young people’s intentions to engage in development activities through their learning attitudes, motivation and career-job beliefs. In addition, there is evidence to suggest that certain factors may be more relevant to the development of younger workers than their more experienced colleagues. Consequently, life-stage is a potentially important factor to consider when developing employee capability.
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    Walking the talk : an investigation of the pedagogical practices and discourses of an international broadcasting organisation : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Adult Education, Massey University, Manawatu, New Zealand
    (Massey University, 2011) Quade, Victoria Nancy Tippett; Quade, Victoria Nancy Tippett
    Increasingly our knowledge of the world around us comes from the media, mediated by professional broadcasters. As the education and training of broadcasters has progressively become associated with educational institutions there has been more theorising about what broadcasters should know and how they should be educated, however the actual educational and training practices of broadcasting organisations remains under researched and under theorised. This research looks at the educational and training practices of an international broadcasting organisation and how they are sustained by the organisational ethos through a series of interviews with people directly involved in the organisation‟s training practices and an examination of a selection of the organisation‟s promotional and policy documents. From this comes a picture of an organisation committed to excellence and also a vision of broadcasting as an emancipatory activity. This commitment and vision is reflected in its inhouse training practices and also its media development work. The interviews with trainers, project managers, administrators and researchers reveal broadcasters who are pragmatic idealists and reflective practitioners and whose passion and commitment to the transformative powers of education and training are undeniable.