title: The Training Practices of Large Organizations in New Zealand

authors: Reed, Coral Joy

subjects: training practices

abstract: This study explored the formal training practices of 50 large New Zealand organizations. With the increased globalization of businesses organizations are constantly challenged to stay relevant in a rapidly evolving worldwide economy. Employees constitute the human capital of an organization and therefore it is strategically important to ensure that employees are able to perform to the best of their abilities. Organizations require strategies and processes to ensure that their employees are performing to standard, and to identify and remedy shortfalls. The ADDIE Model is a well-established systematic model used to address training requirements (Molenda, 2005; Noe & Winkler, 2009) and as such was used to develop the theoretical model underpinning this research. Formal training practices were defined as training programmes which underwent evaluation after it was implemented. 
The ADDIE model was used to design a 32 question survey directed at the individual who was responsible for the development of the training programme within their own organizations. Large organizations were defined as organizations with 50 or more employees (Statistics New Zealand, 2014). Participants were recruited through the New Zealand Association of Training and Development (NZATD), the Human Resource Institute of New Zealand (HRINZ) as well as existing networks and cold calling.
The findings are compared to a recommended practice model that was developed across both Australia and New Zealand by Noe and Winkler (2009). The differences between common practice and recommended practices, as described by Noe and Winkler, are highlighted and discussed. The findings of this survey showed that the majority of organizations invested a lot in analysing training needs at multiple levels and less in evaluating the learning outcomes of training programmes. Design, development and implementation methods closely aligned with the recommended practices outlined by Noe and Winkler. Notably the majority of organizations focused their evaluation on Level 1 of Kirkpatrick’s Four Tiered Model of Evaluation, which were the reactions of trainees to the training programme. These are the affective outcomes as described by Noe and Winkler. However, very few organizations took evaluation further than this and actually assessed levels 2-4 of Kirkpatrick’s Model.
This research adds to an understanding of formal training practices in large organizations in a New Zealand specific context. Future implications for research include exploring the formal training practices of a much bigger sample of large organizations in New Zealand, which better represents the diversity of the New Zealand economy and industries. The findings highlight an opportunity for best practice guidelines to be developed specifically to the culture of New Zealand, by qualified experts in the field.

text: The Training Practices of Large Organizations in New Zealand This study explored the formal training practices of 50 large New Zealand organizations. With the increased globalization of businesses organizations are constantly challenged to stay relevant in a rapidly evolving worldwide economy. Employees constitute the human capital of an organization and therefore it is strategically important to ensure that employees are able to perform to the best of their abilities. Organizations require strategies and processes to ensure that their employees are performing to standard, and to identify and remedy shortfalls. The ADDIE Model is a well-established systematic model used to address training requirements (Molenda, 2005; Noe & Winkler, 2009) and as such was used to develop the theoretical model underpinning this research. Formal training practices were defined as training programmes which underwent evaluation after it was implemented. 
The ADDIE model was used to design a 32 question survey directed at the individual who was responsible for the development of the training programme within their own organizations. Large organizations were defined as organizations with 50 or more employees (Statistics New Zealand, 2014). Participants were recruited through the New Zealand Association of Training and Development (NZATD), the Human Resource Institute of New Zealand (HRINZ) as well as existing networks and cold calling.
The findings are compared to a recommended practice model that was developed across both Australia and New Zealand by Noe and Winkler (2009). The differences between common practice and recommended practices, as described by Noe and Winkler, are highlighted and discussed. The findings of this survey showed that the majority of organizations invested a lot in analysing training needs at multiple levels and less in evaluating the learning outcomes of training programmes. Design, development and implementation methods closely aligned with the recommended practices outlined by Noe and Winkler. Notably the majority of organizations focused their evaluation on Level 1 of Kirkpatrick’s Four Tiered Model of Evaluation, which were the reactions of trainees to the training programme. These are the affective outcomes as described by Noe and Winkler. However, very few organizations took evaluation further than this and actually assessed levels 2-4 of Kirkpatrick’s Model.
This research adds to an understanding of formal training practices in large organizations in a New Zealand specific context. Future implications for research include exploring the formal training practices of a much bigger sample of large organizations in New Zealand, which better represents the diversity of the New Zealand economy and industries. The findings highlight an opportunity for best practice guidelines to be developed specifically to the culture of New Zealand, by qualified experts in the field.

year: 2014

title: Finding equity without the law of equity: asset management, fiduciary duty and financial consumer protection in China

authors: Li, Wenhua

subjects: Social Sciences

abstract: Asset or wealth management is a booming business in Mainland China. In a civil law system, how do Chinese law and Chinese courts deal with disputes arising out of an asset management relationship, in the absence of the branch of law of equity and trusts? The Chinese lawmakers, regulatory bodies, judges and asset management institutions are faced with challenging legal issues. Who is the owner of the assets under management? What is the nature of the relationship between the investor and the asset manager? Is an investor of an asset management product a consumer? This paper investigates the developments, the current position and the possible future of the law and practice concerning the legal issues that may arise out of the investor-manager relationship in the asset management businesses in Mainland China. The paper would also shed light on how Chinese law and courts deal with issues that would call for the intervention of the principles of equity and trusts in common law jurisdictions.

text: Finding equity without the law of equity: asset management, fiduciary duty and financial consumer protection in China Asset or wealth management is a booming business in Mainland China. In a civil law system, how do Chinese law and Chinese courts deal with disputes arising out of an asset management relationship, in the absence of the branch of law of equity and trusts? The Chinese lawmakers, regulatory bodies, judges and asset management institutions are faced with challenging legal issues. Who is the owner of the assets under management? What is the nature of the relationship between the investor and the asset manager? Is an investor of an asset management product a consumer? This paper investigates the developments, the current position and the possible future of the law and practice concerning the legal issues that may arise out of the investor-manager relationship in the asset management businesses in Mainland China. The paper would also shed light on how Chinese law and courts deal with issues that would call for the intervention of the principles of equity and trusts in common law jurisdictions.

year: 2022

title: The centrality of relationships for pedagogy: The Whanaungatanga Thesis

authors: Bishop, Russell

subjects: addressing educational disparities

abstract: Te Kotahitanga is a research and professional development project that seeks to reduce educational disparities between indigenous Māori students and their non-Māori peers in New Zealand secondary schools. While evidence of the impact of the project on teachers’ practice and the associated gains made by Māori students has been published previously, in order for the work of Te Kotahitanga to contribute to the broader educational research community, its pedagogical premises require empirical verification. To do so, we must first establish the validity of the pedagogical data by addressing two questions: (a) To what degree can the data gathered in the collaborative processes of Te Kotahitanga be used as a measure of pedagogical quality? and (b) Do these data support the foundational hypothesis of the project, that “extended family” relationships, as understood by Māori people when using the Māori term, whanaungatanga, are a central necessary component of overall pedagogical quality? This article provides an account of the context of this work then presents an analysis directed to these questions in turn. First, our analysis of the observational data gathered during the Te Kotahitanga professional development process is presented, followed by the measures that were developed for each of the main dimensions of pedagogy addressed in this work. Second, using these measures we present our analysis of the inter-relation among these dimensions of pedagogy to test the Whanaungatanga pedagogical thesis.

text: The centrality of relationships for pedagogy: The Whanaungatanga Thesis Te Kotahitanga is a research and professional development project that seeks to reduce educational disparities between indigenous Māori students and their non-Māori peers in New Zealand secondary schools. While evidence of the impact of the project on teachers’ practice and the associated gains made by Māori students has been published previously, in order for the work of Te Kotahitanga to contribute to the broader educational research community, its pedagogical premises require empirical verification. To do so, we must first establish the validity of the pedagogical data by addressing two questions: (a) To what degree can the data gathered in the collaborative processes of Te Kotahitanga be used as a measure of pedagogical quality? and (b) Do these data support the foundational hypothesis of the project, that “extended family” relationships, as understood by Māori people when using the Māori term, whanaungatanga, are a central necessary component of overall pedagogical quality? This article provides an account of the context of this work then presents an analysis directed to these questions in turn. First, our analysis of the observational data gathered during the Te Kotahitanga professional development process is presented, followed by the measures that were developed for each of the main dimensions of pedagogy addressed in this work. Second, using these measures we present our analysis of the inter-relation among these dimensions of pedagogy to test the Whanaungatanga pedagogical thesis.

year: 2013