title: Collaborative processes in the development of the International Competences for Undergraduate Psychology (ICUP) Model

authors: Cranney, J

subjects: basic psychological needs

abstract: Across all nations, undergraduate psychology programmes aim to promote the acquisition of foundational psychology competences. Yet, until recently, a universally recognised model outlining essential competences did not exist. The International Collaboration on Undergraduate Psychology Outcomes (ICUPO) addressed this gap by developing the International Competences for Undergraduate Psychology (ICUP) Model. The aim of this article is to provide guidance about how other groups might successfully approach similar efforts to delineate discipline-specific key competences. We describe the processes that led to the development of the ICUP Model, framed by group development theory (Preparing, Forming, Storming, Norming, and Performing Stages), with additional consideration of individual ICUPO Committee member psychological needs for competence, relatedness, and autonomy. Each group development Stage section (a) describes project activities relevant to the characteristics of that Stage, and (b) lists key strategies employed and lessons learned, as well as commentary on psychological needs. To further enhance the value of this endeavour, the Discussion includes (a) commentary on the strengths and limitations of these theories for understanding and enhancing the effectiveness of such project processes, and (b) actionable insights for educational leaders undertaking similar projects.

text: Collaborative processes in the development of the International Competences for Undergraduate Psychology (ICUP) Model Across all nations, undergraduate psychology programmes aim to promote the acquisition of foundational psychology competences. Yet, until recently, a universally recognised model outlining essential competences did not exist. The International Collaboration on Undergraduate Psychology Outcomes (ICUPO) addressed this gap by developing the International Competences for Undergraduate Psychology (ICUP) Model. The aim of this article is to provide guidance about how other groups might successfully approach similar efforts to delineate discipline-specific key competences. We describe the processes that led to the development of the ICUP Model, framed by group development theory (Preparing, Forming, Storming, Norming, and Performing Stages), with additional consideration of individual ICUPO Committee member psychological needs for competence, relatedness, and autonomy. Each group development Stage section (a) describes project activities relevant to the characteristics of that Stage, and (b) lists key strategies employed and lessons learned, as well as commentary on psychological needs. To further enhance the value of this endeavour, the Discussion includes (a) commentary on the strengths and limitations of these theories for understanding and enhancing the effectiveness of such project processes, and (b) actionable insights for educational leaders undertaking similar projects.

year: 2025

title: Evaluation of effectiveness of the working at heights training in New Zealand

authors: Kambadur, Ravi

subjects: Working at Heights

abstract: Around 2.5 million New Zealanders go to work every day meaning that for a majority of the New Zealanders, being at work constitutes a considerable part of their lives.  Therefore,  the health and safety of the employees at work is of utmost importance.  Among many professions in New Zealand, the construction industry is thriving and it also involves “working at heights”.  Unfortunately, construction and other working at heights professions are risk prone since a large number of deaths and injuries of the workers are reported every year.  Although a majority of the workers undergo training, the industry is still plagued by significantly large number of accidents and deaths.   This study therefore, examined the effectiveness of the working at heights training.  Specifically, the study addressed how effective the training was in improving the employee safety  knowledge, behaviour, risk acceptance, confidence,  commitment and work practices.  Furthermore, the training was also evaluated for its ability to reduce some of the hindrance factors and to improve on the facilitating factors.  
This study adopted a cross-sectional design utilising the self-reported data from 429  participants aged 15 to 64 years.  The participants included the pre-training cohort  with  no prior working at heights training (Pre-training) or the workers who had undergone training (Post-training)  6 Months or 12 Months or 24 Months prior to the survey. The results of the current study illustrate that the training significantly improves the safety knowledge and safety climate and reduces the risky behaviour and personal hindrance factors.  In addition, the results suggest that the safety knowledge and other aspects of the safety climate and attitude would be retained even after 2 years of the training (24 Months).  Comparison of the results between the pre and post-training  surveys indicates that the training is effective in improving the safety knowledge of working at heights.   Among the safety climate parameters, the training was proven to be effective in significantly improving the safety behaviour, confidence and safety commitment.  The training is found to be effective in reducing the risk acceptance behaviour, and improving the employee work practices.  In addition, the survey results clearly indicate that the management provides full support and backs the implementation of the safety regulations with resources.  Finally, the survey confirms that the training is very effective in reducing the personal hindrance factors and improving co-worker relationship factors.  Collectively, the results from the current study confirm that the training is effective in improving the safety knowledge, behaviour and safety climate.  
The implications of  the findings of the current study are several.  The results imply that VHNZ working at heights training is successful in imparting confidence in the workers so that they could stop co-workers from taking risks and therefore reduce injuries and improve the safety record. The results implicate that, for improving the safety record of the employees, it is essential to offer job specific safety training rather than a generic health and safety training. The study results indicate that “refresher training” is essential for the long term retention of the safety knowledge and behaviour.  Therefore, one of the implications for VHNZ is to come up with standard guidelines for the “periodicity” of the refresher training and provide that at appropriate times.

text: Evaluation of effectiveness of the working at heights training in New Zealand Around 2.5 million New Zealanders go to work every day meaning that for a majority of the New Zealanders, being at work constitutes a considerable part of their lives.  Therefore,  the health and safety of the employees at work is of utmost importance.  Among many professions in New Zealand, the construction industry is thriving and it also involves “working at heights”.  Unfortunately, construction and other working at heights professions are risk prone since a large number of deaths and injuries of the workers are reported every year.  Although a majority of the workers undergo training, the industry is still plagued by significantly large number of accidents and deaths.   This study therefore, examined the effectiveness of the working at heights training.  Specifically, the study addressed how effective the training was in improving the employee safety  knowledge, behaviour, risk acceptance, confidence,  commitment and work practices.  Furthermore, the training was also evaluated for its ability to reduce some of the hindrance factors and to improve on the facilitating factors.  
This study adopted a cross-sectional design utilising the self-reported data from 429  participants aged 15 to 64 years.  The participants included the pre-training cohort  with  no prior working at heights training (Pre-training) or the workers who had undergone training (Post-training)  6 Months or 12 Months or 24 Months prior to the survey. The results of the current study illustrate that the training significantly improves the safety knowledge and safety climate and reduces the risky behaviour and personal hindrance factors.  In addition, the results suggest that the safety knowledge and other aspects of the safety climate and attitude would be retained even after 2 years of the training (24 Months).  Comparison of the results between the pre and post-training  surveys indicates that the training is effective in improving the safety knowledge of working at heights.   Among the safety climate parameters, the training was proven to be effective in significantly improving the safety behaviour, confidence and safety commitment.  The training is found to be effective in reducing the risk acceptance behaviour, and improving the employee work practices.  In addition, the survey results clearly indicate that the management provides full support and backs the implementation of the safety regulations with resources.  Finally, the survey confirms that the training is very effective in reducing the personal hindrance factors and improving co-worker relationship factors.  Collectively, the results from the current study confirm that the training is effective in improving the safety knowledge, behaviour and safety climate.  
The implications of  the findings of the current study are several.  The results imply that VHNZ working at heights training is successful in imparting confidence in the workers so that they could stop co-workers from taking risks and therefore reduce injuries and improve the safety record. The results implicate that, for improving the safety record of the employees, it is essential to offer job specific safety training rather than a generic health and safety training. The study results indicate that “refresher training” is essential for the long term retention of the safety knowledge and behaviour.  Therefore, one of the implications for VHNZ is to come up with standard guidelines for the “periodicity” of the refresher training and provide that at appropriate times.

year: 2020

title: Software development: Involving Tangata Whenua and incorporating Tikanga Māori

authors: Taia, Ivy

subjects: software engineering

abstract: Over the past fifty years, software development (SD) has been dominated by Western approaches, which is widely accepted as the standard way of doing things (Diaz Andrade et al., 2021). Consequently, many software applications for specific Indigenous cultures, especially health interventions and educational software (Dobson, Whittaker, Bartley, Connor, Chen, Ross & McCool, 2017; Fleer, 1989), were developed using traditional software engineering (SE) methodologies. Although these methodologies provide the workflows and methods for developing software, they do not provide guidelines for developing Indigenous software. While there have been numerous studies on diversity, such as gender and ethnicity in the field of Information Systems, there is very little research on the practices of involving Indigenous people and incorporating their traditional customs in the software development process. This thesis examines the participation of Indigenous people in software development. The research specifically focuses on Tangata Whenua (Māori people, the Indigenous population of Aotearoa New Zealand) and Tikanga Māori (Māori cultural methods). Our findings are useful to those attempting to enhance Indigenous representation in software development, especially those wanting to involve Māori people and their cultural methods in the development process and design of software.

text: Software development: Involving Tangata Whenua and incorporating Tikanga Māori Over the past fifty years, software development (SD) has been dominated by Western approaches, which is widely accepted as the standard way of doing things (Diaz Andrade et al., 2021). Consequently, many software applications for specific Indigenous cultures, especially health interventions and educational software (Dobson, Whittaker, Bartley, Connor, Chen, Ross & McCool, 2017; Fleer, 1989), were developed using traditional software engineering (SE) methodologies. Although these methodologies provide the workflows and methods for developing software, they do not provide guidelines for developing Indigenous software. While there have been numerous studies on diversity, such as gender and ethnicity in the field of Information Systems, there is very little research on the practices of involving Indigenous people and incorporating their traditional customs in the software development process. This thesis examines the participation of Indigenous people in software development. The research specifically focuses on Tangata Whenua (Māori people, the Indigenous population of Aotearoa New Zealand) and Tikanga Māori (Māori cultural methods). Our findings are useful to those attempting to enhance Indigenous representation in software development, especially those wanting to involve Māori people and their cultural methods in the development process and design of software.

year: 2025