title: Incorporating Company and Learner Goals in Workplace Training Programmes

authors: Eaddy, Julie Anne

subjects: workplace education

abstract: There has been an increased awareness and focus on workplace training in recent years. The rapid growth in digital technology and the globalisation of business and trade is often cited as the reason for this increase because they are seen to impact on business production, policies and communication. As in much educational research, there are questions about how positive workplace learning outcomes can be encouraged. 

Although attention is generally given to skills improvement, goals are important in workplace training for a number of reasons. They assist the learning process, give direction to a course or programme, help us measure success and give information about stakeholders’ expectations. However, in workplaces, there can be disparate goals. Companies often aim to align workplace training with business objectives. Employees, as learners, may have individual goals, and as part of the context, tutors and government funders may have additional goals. 

While the four stakeholders in this research are: the government, the company, training staff and learners, the focus is on the companies’ and learners’ goals. It explores learners’ goals for workplace training and how they relate to company goals. 

In order to investigate this research question, I engaged with five workplace training programmes, used interviews, observations and documentation with a qualitative approach to gather data. I interviewed company managers at the beginning and end of the data collection, and I interviewed tutors and learners at different points in their training programme, I observed a training session when possible and collected relevant training and company documents. 

Three factors seemed to contribute to positive learner response to workplace training programmes. These three factors were the tutors’ teaching approach, NZQA qualifications offered in the training, and employees increased sense of belonging in the company and being valued in the company. These three factors also contributed to aligning learners goals to the company goals. This study suggests workplace training programmes can be beneficial to both the company and learner/employees and may be useful, therefore, for people involved in implementing training in the workplace.

text: Incorporating Company and Learner Goals in Workplace Training Programmes There has been an increased awareness and focus on workplace training in recent years. The rapid growth in digital technology and the globalisation of business and trade is often cited as the reason for this increase because they are seen to impact on business production, policies and communication. As in much educational research, there are questions about how positive workplace learning outcomes can be encouraged. 

Although attention is generally given to skills improvement, goals are important in workplace training for a number of reasons. They assist the learning process, give direction to a course or programme, help us measure success and give information about stakeholders’ expectations. However, in workplaces, there can be disparate goals. Companies often aim to align workplace training with business objectives. Employees, as learners, may have individual goals, and as part of the context, tutors and government funders may have additional goals. 

While the four stakeholders in this research are: the government, the company, training staff and learners, the focus is on the companies’ and learners’ goals. It explores learners’ goals for workplace training and how they relate to company goals. 

In order to investigate this research question, I engaged with five workplace training programmes, used interviews, observations and documentation with a qualitative approach to gather data. I interviewed company managers at the beginning and end of the data collection, and I interviewed tutors and learners at different points in their training programme, I observed a training session when possible and collected relevant training and company documents. 

Three factors seemed to contribute to positive learner response to workplace training programmes. These three factors were the tutors’ teaching approach, NZQA qualifications offered in the training, and employees increased sense of belonging in the company and being valued in the company. These three factors also contributed to aligning learners goals to the company goals. This study suggests workplace training programmes can be beneficial to both the company and learner/employees and may be useful, therefore, for people involved in implementing training in the workplace.

year: 2013

title: Rights, reasons, and international norms

authors: Daya-Winterbottom, Trevor

abstract: This article focuses on access to environmental justice. In particular, the article focuses on the right to remedy and redress articulated in Principle 10 of the Rio Declaration 1992 and the effective transposition of the principle in domestic law by interrogating three recent decisions from the senior courts in England and Wales, Ireland, and New Zealand concerning the reasons given for environmental decisions. These decisions provide substantive justification for reasoned decisionmaking so that interested persons are given the human dignity of knowing what was decided and why, for viewing this question from the perspective of a person who did not participate in the proceedings, for avoiding judicial deference on appeal by requiring that original decisions should be objectively reasonable and based on sound evidence, and (as a matter of natural justice) focusing remedial discretion on quashing defective decisions.

text: Rights, reasons, and international norms This article focuses on access to environmental justice. In particular, the article focuses on the right to remedy and redress articulated in Principle 10 of the Rio Declaration 1992 and the effective transposition of the principle in domestic law by interrogating three recent decisions from the senior courts in England and Wales, Ireland, and New Zealand concerning the reasons given for environmental decisions. These decisions provide substantive justification for reasoned decisionmaking so that interested persons are given the human dignity of knowing what was decided and why, for viewing this question from the perspective of a person who did not participate in the proceedings, for avoiding judicial deference on appeal by requiring that original decisions should be objectively reasonable and based on sound evidence, and (as a matter of natural justice) focusing remedial discretion on quashing defective decisions.

year: 2020

title: Hoea Te Waka ki Uta: Critical Kaupapa Māori Research and Mormon Studies Moving Forward

authors: Simon, Hemopereki

abstract: The following is a reflective commentary on the place of Critical Indigenous Studies, with a focus on Kaupapa Māori Research, within Mormon Studies. Specifically, the piece explores the following questions: What does Kaupapa Māori Research look like when engaging in Mormon Studies? What positionality needs to be taken by Kaupapa Māori researchers and Critical Indigenous scholars when engaging in Mormon Studies? What are the main areas Critical Indigenous scholars and Kaupapa Māori scholars should engage when tackling issues around Mormonism? These questions are important in light of the growing importance of the cultural renaissance in Te Ao Māori and the rise of Kaupapa Māori Research.

text: Hoea Te Waka ki Uta: Critical Kaupapa Māori Research and Mormon Studies Moving Forward The following is a reflective commentary on the place of Critical Indigenous Studies, with a focus on Kaupapa Māori Research, within Mormon Studies. Specifically, the piece explores the following questions: What does Kaupapa Māori Research look like when engaging in Mormon Studies? What positionality needs to be taken by Kaupapa Māori researchers and Critical Indigenous scholars when engaging in Mormon Studies? What are the main areas Critical Indigenous scholars and Kaupapa Māori scholars should engage when tackling issues around Mormonism? These questions are important in light of the growing importance of the cultural renaissance in Te Ao Māori and the rise of Kaupapa Māori Research.

year: 2021