Academic literature on the topic 'Mentoring in the professions New Zealand'
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Journal articles on the topic "Mentoring in the professions New Zealand"
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Gibbs, Anita, Kerryn Bagley, Dorothy Badry, and Vicky Gollner. "Foetal alcohol spectrum disorder: Effective helping responses from social workers." International Social Work 63, no. 4 (October 23, 2018): 496–509. http://dx.doi.org/10.1177/0020872818804032.
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Foetal alcohol spectrum disorder (FASD) is a lifelong neurodevelopmental disability that often requires extensive intervention and support from the helping professions, notably social work. This article considers why a social work response to FASD is needed and explores social work frameworks and models that underpin current FASD-informed practice. It illustrates the discussion with three international models used in Canada and New Zealand, the Key Worker model, the Communities of Practice model and an advocacy and mentoring model.
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Fyall, Glenn, Jackie Cowan, and Grant Buchanan. "A Profession Within a Profession: Mentoring Ecology of Three New Zealand Primary Schools." New Zealand Journal of Educational Studies 55, no. 1 (April 15, 2020): 5–27. http://dx.doi.org/10.1007/s40841-020-00160-6.
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Dayman, Tracy, and Debbie Woolston. "Practicum - A space for leadership and mentoring." Teachers' Work 19, no. 1 (June 23, 2022): 29–45. http://dx.doi.org/10.24135/teacherswork.v19i1.335.
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Associate teachers (AT) play a crucial role in supporting beginning teachers but there is little research that identifies the practicum as an opportunity for advancing ATs’ leadership capability. While research identifies mentoring as central to the way ATs support beginning teachers entering the profession, there is little explicit discussion of the leadership skills ATs engage in and model to student teachers during a practicum experience. Nor is there explicit acknowledgement of the AT role as a pathway to leadership for early childhood educators.
In this article we draw from a case study located in a provincial New Zealand town and a review of literature to demonstrate that practicum is largely overlooked as a space for early childhood teachers to develop and advance their leadership skills. We argue that mentoring and supervision of student teachers during practicum provides a rich opportunity for associate teachers to increase their own professional knowledge and expertise as leaders within early childhood.
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Langdon, Frances, and Lorrae Ward. "Educative mentoring: a way forward." International Journal of Mentoring and Coaching in Education 4, no. 4 (December 7, 2015): 240–54. http://dx.doi.org/10.1108/ijmce-03-2015-0006.
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Purpose – In recent years mentoring has been promoted as an essential, yet complex, new teacher induction dynamic. Mentors generally develop their knowledge of this role in isolation and in situ, and despite extensive research in the field few studies investigate how mentors learn. Therefore it is important to continue to examine the complex aspects of learning to mentor. The purpose of this paper is to focus on understanding the knowledge, attitudes and skills required by mentors to simultaneously focus on their own learning, new teachers’ learning and student learning. Design/methodology/approach – In this New Zealand study the authors examined a pilot programme aimed at shifting mentoring practices to an educative model. Through a two-year professional development intervention, 22 participant mentors inquired into, analysed and documented their practice. Data were gathered through learning conversations, action research documentation and reflections. They were analysed using qualitative methodology. Findings – Evident was a shift in mentoring practice from a focus on the transmission of knowledge-for-practice to inquiry into knowledge-of-practice. Change was observed after sustained and serious engagement with evidence about mentoring practices. However the shifts did not come easy, nor were they assured. Research limitations/implications – This study is not without limitations. Transferability is potentially problematic. The pilot study was well resourced, therefore expecting the implementation and outcomes to transfer to other contexts without similar resourcing maybe unrealistic. Practical implications – The findings contributed to the development of a mentoring curriculum and national guidelines for mentoring new teachers. Originality/value – While the findings emerged from a situated context, the theoretical and practice issues reported are matters for international attention, particularly the matter of transitioning from a well-practiced, efficient teacher mentor to an adaptive educative mentor.
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Searby, Linda J., and Denise Armstrong. "Supporting the development and professional growth of middle space educational leaders through mentoring." International Journal of Mentoring and Coaching in Education 5, no. 3 (September 5, 2016): 162–69. http://dx.doi.org/10.1108/ijmce-06-2016-0054.
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Purpose – The purpose of this paper is to introduce readers to the special issue on “middle space” education leaders (those individuals who are second-in-command in schools). The special issue contains papers pertaining to mentoring those preparing for and aspiring to the assistant school leader role, as well as papers on programs that support new assistant principals/vice-principals through mentoring and coaching. The authors provide background on middle space leadership and mentoring from existing research literature, introduce the international papers selected for the issue, and identify unifying themes across the papers. Design/methodology/approach – The authors provide highlights of relevant research literature on the importance of mentoring for school leaders in general, but also specifically address the need for mentoring for middle space leaders from the scant literature that exists on the topic. After reviewing the relevant literature, the authors provide an overview of the seven papers that were chosen for the issue through a rigorous peer-review process. Findings – The co-editors of this special issue identify common themes that emerged from the papers chosen for the issue. In general, authors note that middle space leaders have unique mentoring and coaching needs, and there are few formal programs that address their needs. However, there is a growing awareness of the need to support assistant principals through structured mentoring programs, as well as preparing and mentoring those who aspire to the position. Research limitations/implications – The seven papers chosen for the special issue represent a variety of research methodologies. A limitation is that the majority of the studies are qualitative, with small sample populations. However, even with small sample sizes, commonalities can be seen across the studies and across international contexts. Practical implications – This review summarizes the issues facing middle space leaders in education and how they can be effectively addressed. The global audience that can benefit from engaging with the papers in this special issue includes educational leadership faculty, educational governing bodies, policymakers, school district central office personnel, senior principals, and assistant principals themselves. Originality/value – This paper and the seven that follow extend the scant research literature in the realm of middle space leaders in education. They provide unique insights – from different international contexts including the USA, Canada, Hong Kong, and New Zealand – into the need for and potential benefits of mentoring and coaching aspiring and new middle space leaders.
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Daellenbach, Rea, Lorna Davies, Mary Kensington, Susan Crowther, Andrea Gilkison, Ruth Deery, and Jean Rankin. "Rural midwifery practice in Aotearoa/New Zealand: Strengths, vulnerabilities, opportunities and challenges." New Zealand College of Midwives Journal 56 (December 1, 2020): 17–25. http://dx.doi.org/10.12784/nzcomjnl56.2020.3.17-25.
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Background: The sustainability of rural maternity services is threatened by underfunding, insufficient resourcing and challenges with recruitment and retention of midwives. Aims: The broader aim of this study was to gain knowledge to inform the optimisation of equitable and sustainable maternity care for rural communities within New Zealand and Scotland, through eliciting the views of rural midwives about their working conditions and practice. This article focuses on the New Zealand midwives’ responses. Method: Invitations to participate in an online questionnaire were sent out to midwives working in rural areas. Subsequently, themes from the survey results were followed up for more in-depth discussion in confidential, online group forums. 145 New Zealand midwives responded to the survey and 12 took part in the forums. Findings: The New Zealand rural midwives who participated in this study outlined that they are attracted to, and sustained in, rural practice by their sense of connectedness to the countryside and rural communities, and that they need to be uniquely skilled for rural practice. Rural midwives, and the women they provide care to, frequently experience long travel times and distances which are economically costly. Adverse weather conditions, occasional lack of cell phone coverage and variable access to emergency transport are other factors that need to be taken into account in rural midwifery practice. Additionally, many participants noted challenges at the rural/urban interface in relation to referral or transfer of care of a woman and/or a baby. Strategies identified that support rural midwives in New Zealand include: locum and mentoring services, networking with other health professionals, support from social services and community service providers, developing supportive relationships with other rural midwives and providing rural placements for student midwives. Conclusion: Midwives face economic, topographic, meteorological and workforce challenges in providing a service for rural women. However, midwives draw strength through their respect of the women, and the support of their midwifery colleagues and other health professionals in their community.
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Hunter, Jodie. "Supporting Teachers to Successfully Implement a Play-based Learning Approach." Kairaranga 20, no. 2 (January 12, 2020): 3–16. http://dx.doi.org/10.54322/kairaranga.v20i2.315.
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This research paper focuses on the successful implementation of play-based learning (PBL) environments within the New Zealand mainstream primary school sector. In particular, the focus is on the role of Resource Teachers: Learning and Behaviour (RTLB) in supporting the implementation of PBL within the junior classes of Year 0 to Year 2. A review of the literature on PBL explored the pedagogy of play and the importance of the teacher within this learning environment. Through an anonymous online questionnaire, teachers of students in Years 0 to 2 who are currently implementing PBL, shared their experiences of the barriers and enablers towards the successful implementation of PBL. The research results highlighted that there is a need for sustained professional development on the implementation of PBL and the establishment of a mentoring partnership to further develop the competence and confidence of teachers working within a PBL environment.
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Mooney, Shelagh. "Warm workplace relationships." Hospitality Insights 3, no. 1 (June 21, 2019): 12–13. http://dx.doi.org/10.24135/hi.v3i1.43.
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This article addresses the significance of workplace social connections for hospitality workers. When examining high turnover in hospitality, the focus is generally negative, such as shift work and low pay [1]. Surprisingly, for a sector that employs one in 11 people [2], little attention focuses on the positive aspects. In New Zealand, hospitality work is considered inferior, to be endured while waiting for more exciting opportunities [3]. Yet a recent New Zealand study shows that hospitality employees at all levels are fulfilled by being recognised as professionals and from the variety, challenge and growth possibilities of their work. The study drew from boundaryless career theory about the social competencies that enable career success for individuals [4]:
knowing ‘why’ they are engaged in this career (individual motivation and identity);
knowing ‘how’ they are supposed to perform (skills and expertise); and
knowing ‘who’ – significant networks (relationships and reputation).
In the qualitative study, data were firstly collected through focus groups with hospitality professionals who had left the industry after working there for at least 10 years. Then, interviews took place with current hospitality employees in a variety of roles, from general manager to kitchen porter with an average of 25 years’ experience. Thematic analysis was carried out separately on each study before results were combined.
Findings
Positive relationships linked to career social competencies [4] forged hospitality workers’ professional identities, building long careers:
Good relationships supported workers’ professional identity
The findings showed that participants knew clearly ‘why’ they stayed; for example, they loved meeting different people. However, career motivations changed with their life and career stage – sometimes caregiving commitments took priority; at other times, gaining promotion was most important. One housekeeping supervisor explained how she refused a pay rise to move to another hotel because the money was not as important as established relationships. Being viewed as an excellent kitchen porter or manager ensured that employers tailored jobs to employees’ circumstances.
Being professionally excellent was deeply satisfying
Knowing ‘how’ referred to the expertise that experienced employees demonstrated to managers and co-workers. They were dedicated, knowledgeable and passionate. Affirmation by guests was rewarding; one restaurant manager described her intense satisfaction when professional associations rebooked their Christmas functions because “I will look after them”.
Relationships and reputation
Employees gained their reputation by showing ‘the right people’ that they were professionals. Their experience and networks were their ‘pedigree’. Endorsement from peers and managers increased job autonomy and better opportunities at all levels. Mentoring relationships formed organically, and older employees spoke of the enjoyment they experienced from ‘giving back’ in their turn and mentoring others.
Practical implications
This study reveals that strong social connections are founded on respectful relationships between hospitality employers and employees, where workers know they are valued. Employers should ask whether career aspirations are the driving force for individuals, and if so, let employees know there is a plan for their next position. If unable to provide further development over time, managers should facilitate moves among their networks. In turn, they will receive new recruits. To keep professionals who are content to remain at their current level, employers should ask, and provide, what is important to them – certain shifts, a sustainable lifestyle (i.e. a living wage) or an aspect they enjoy. Upskilling remains an important motivator.
Employees do not stay with employers (and co-workers) who show no respect by refusing to put rosters online; giving less than one weeks’ notice of shifts; providing insufficient hours; or not accommodating workers’ study or care-giving commitments. Training plans for new team members accelerate good relationships, and studies show that retention of new employees is increased by induction processes; however, these are frequently missing. In sum, good social relations in the workplace are not a ‘luxury’ option in hospitality environments, they are essential.
Corresponding author
Shelagh Mooney can be contacted at: shelagh.mooney@aut.ac.nz
References
(1) Baum, T.; Cheung, C.; Kong, H.; Kralj, A.; Mooney, S.; Nguyễn Thị Thanh, H.; Ramachandran, S.; Dropulić Ružić, M.; Siow, M. Sustainability and the Tourism and Hospitality Workforce: A Thematic Analysis. Sustainability 2016, 8 (8), 809–831. https://doi.org/10.3390/su8080809
(2) World Travel and Tourism Council. Evaluation of Job Creation in G20 Countries; White Paper; World Travel and Tourism Council: London, 2018; pp 1–10.
(3) Williamson, D. Too Close to Servility? Why Is Hospitality in New Zealand Still a ‘Cinderella’ Industry? Hospitality & Society 2017, 7 (2), 203–209. https://doi.org/10.1386/hosp.7.2.203_7
(4) Defillippi, R.; Arthur, M. The Boundaryless Career: A Competency-Based Perspective. Journal of Organisational Behaviour 1994, 15 (4), 307–324. https://doi.org/10.1002/job.4030150403
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Saunders, John Nicholas. "Using drama-rich pedagogies with the episodic pre-text model to improve literacy." Teachers and Curriculum 22, no. 2 (November 3, 2022): 49–61. http://dx.doi.org/10.15663/tandc.v22i2.401.
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School Drama Classic is a co-mentoring teacher professional learning programme developed through a partnership between Sydney Theatre Company and the University of Sydney’s School of Education and Social Work. Developed in 2009, this teacher professional learning programme aims to enable primary teachers to develop the expertise and confidence to use drama-rich pedagogy with quality children’s literature to enhance learners’ English and literacy skills. By 2021 it had reached more than 35,000 teachers and students across Australia and more recently in New Zealand. While a growing body of research has explored aspects of the School Drama programme, relatively little focus had centred on student outcomes. This article focuses on one of my doctoral research case studies (Saunders, 2019), a Year 5 class at Gungahlin Public School (pseudonym), a co-educational public school in Sydney’s inner west. A range of data collection methods was employed within this qualitative study, including teacher interview (before, during and after the intervention), student focus groups (during and after the intervention), benchmarking of student literacy (before and after the intervention) and a pre- and post-programme survey for students. Richardson’s (1997) concept of crystallisation was used to analyse the data. The findings suggested positive shifts in student English and literacy outcomes in the selected focus area (inferential comprehension) using drama-rich pedagogy with an episodic pre-text model.
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Carryer, Jenny, Julie Boddy, and Claire Budge. "Rural nurse to nurse practitioner: an ad hoc process." Journal of Primary Health Care 3, no. 1 (2011): 23. http://dx.doi.org/10.1071/hc11023.
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INTRODUCTION: Despite a 10-year history of nurse practitioner (NP) development in New Zealand (NZ) there is no formalised or universal process for ensuring the transition of willing nurses to NP status. This unmet need is of particular interest in the rural context where workforce issues are paramount. The aim of this study was to explore the transition from rural nurse to NP in NZ. METHOD: A qualitative descriptive survey was sent to all NZ nurses with a rural address. Ninety-two questionnaires were returned, of which 21 respondents were working in a rural location and aiming to become an NP. Data analysis included description of demographic data and thematic analysis of open-ended question responses. FINDINGS: Four themes encompassed the experiences of the 21 potential NP candidates: uncertainty about opportunities for employment as an NP and legislative and funding barriers for NP practice; support or resistance from GPs and nurse colleagues, self-doubt, and the importance of mentoring; difficulties with the NP authorisation process; and meeting the NP competencies within the challenges imposed by rural location. CONCLUSION: At the systems level of workforce design, stronger linkages between policy development, investment, employment creation, funding streams, professional regulation and overall communication require attention. KEYWORDS: Rural health; nurse practitioners; workforce; health policy
Dissertations / Theses on the topic "Mentoring in the professions New Zealand"
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Wang, Xiaofeng. "A Matter of Choice- Tertiary Student Term Time Employment: An Investigation of New Zealand Domestic and Chinese International Students." Thesis, University of Canterbury. Management, 2011. http://hdl.handle.net/10092/5323.
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Term time employment of tertiary students has increased dramatically following funding policy changes in the global Higher Education sector. Taking a comparative approach, this study of students at the University of Canterbury, New Zealand, investigates the decision to work during the academic term, the characteristics of such employment, and the perceived impacts on the university experiences of New Zealand domestic and Chinese international students.
The study revealed similarities and differences between the two largest student populations. Compared to their New Zealand peers, Chinese international students are less likely to take term time employment. Among those who have worked, New Zealand domestic students do so for financial reasons, while Chinese international students value the work experience in the host country. Chinese international students receive much lower wages and tend to have shorter employment durations. In terms of perceived impacts, both New Zealand domestic and Chinese international students express a generally positive attitude towards their employment decisions, with a limited but clear awareness of the negative impacts. Interestingly, for those who have never worked, Chinese international students indicate a much stronger willingness to join the student workforce in the future. New Zealand domestic students, however, are much less likely to work if they can afford not to.
This research provides empirical information about international students’ term time employment in the New Zealand context. Specific advice and mentoring services are needed at both university and government levels to provide ‘a more safe and supportive’ employment environment, especially for international students.
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Ingham, Sue. "Turning the tables : students mentoring teachers in ICT professional development. A dissertation in partial fulfilment of the requirements for the degree of Master of Educational Management, Unitec Institute of Technology [i.e.Unitec New Zealand] /." Diss., 2008. http://www.coda.ac.nz/cgi/viewcontent.cgi?article=1012&context=unitec_educ_di.
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Berrio, Eida. "Mentoring experiences and the research productivity and career development of Hispanic faculty in New Jersey institutions of higher education." 1989. http://catalog.hathitrust.org/api/volumes/oclc/21958503.html.
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Miller, Judi. "Professional faces : professionalisation as strategy in New Zealand counselling, 1974-1998 : a thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in Sociology, University of Canterbury /." 2001. http://library.canterbury.ac.nz/etd/adt-NZCU20061110.160353.
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Carleton, Yvonne Julie. "Evaluation of a formal mentoring programme in the New Zealand police : a thesis submitted for the degree of Doctor of Philosophy in Psychology at Massey University, Albany, New Zealand." 2004. http://hdl.handle.net/10179/1742.
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Mentoring has been found to be an effective psychosocial buffer to occupational stress (Chao & Walz, 1992; Noe, 1988; Siege1 & Reinstein, 2001). Mentoring provides support for personal confirmation, acceptance, friendship and role modelling (Kram 1985, 1986) The current study was part of an initiative within the New Zealand Police to introduce mentoring as part of a supported induction for new Police Constables into the organisation. The aim was to evaluate the use of mentoring as a psychosocial support in this induction process. Using a Solomon Four Group design the 254 subjects (180 protégé(e)s and 74 mentors) were randomly assigned to four groups. These groups were (i) those who had a pre-test, assigned a mentor and post test (ii) those who had a pre-test and post test (iii) those who had a mentor and a post test (iv) those who had a post test only. Testing included two questionnaires; a Combined Measures Questionnaire – which incorporated six psychometric tests including BDI, BHS, MHI, CMTS, HSCL-21 and ITQ; and a Mentor Relationship Questionnaire. The former was administered at pre- and post- test in accordance with the experimental design while the later [i.e. latter] was only administered at the end of the mentoring programme. There was no clinically significant effect noted in terms of change in psychological well-being or distress for either protégé(e)s or mentors (p > .05). There was a significant effect of mentoring in terms of an increase in intent to quit, F(1,10) = 7.43, p = .02 and a trend toward significance for decreased general distress levels F(1,10) = 4.80, p = .53 for the mentors at the end of the experimental period. These findings are tempered by a small control group (n=2). The main finding of this study was that positive outcomes were reported about the mentor relationship, on the Mentoring Relationship Questionnaire, from both protégé(e)s and mentors. These results were achieved in less than three sessions. From these findings it may be concluded that there is a place for a formal mentoring programme in the induction process of the New Zealand Police organisation.
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Tasi, Bruce Siumanaia. "Supporting youth for work in New Zealand: a case study of the Samoan experience." 2009. http://hdl.handle.net/10292/674.
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Pasifika people are a youthful population group. It is important therefore that Pasifika youth have opportunities to live fulfilling and satisfying lives where they can achieve their dreams, support themselves and their families and make valuable contributions to their local communities, their country and global communities now and in the future. Government and local city councils have become more proactive in developing strategies that will assist young people to be part of an inclusive economy. One of the key areas identified, is the transitioning of low achieving and disengaged school leavers into further education, skills training or employment. Hence the government's and the councils' shared goals of implementing the Mayors' Taskforce for Jobs in 2007, which is to ensure that all youth between 15-19 years of age are in employment, education, training or other activities that lead to their long-term economic independence and wellbeing (Ministry of Youth Development, 2004). Transition courses provide bridging alternatives for youth transitioning from school to employment. They are designed to provide extra help for students who leave school with low or no qualifications. In some cases youth find themselves out of favour with mainstream education and have been forced to end secondary schooling prematurely. Transition learning gives youth a second chance at education by improving their employment marketability. This research highlights the rich stories of Samoan male youths' transitional journeys. The study discusses the critical factors that have contributed either positively or negatively in their ability to transition successfully into the workplace. Eight Samoan male participants were involved in the study ranging from 18-21 years of age. This research topic has evolved from the researcher's involvement in working with South Auckland Pasifika youth for over four years. Some of these youth have been traumatised by their school experiences and have had to face some enormous barriers when transitioning from school into the work place or further tertiary education. After selecting the topic, research frameworks that would be most appropriate for the research were explored. The researcher shares similar cultural and personal experiences to the participants. The framework for the study is therefore aligned to the values of the researcher. Accordingly, the multi-case study approach has been adopted; as such an approach has the potential to reveal what participants feel is significant. The interpretive paradigm underpins this research. The technique for gathering data was through semiformal in-depth interviewing. During the interviews, the participants had the opportunity to discuss the effects that the transitional courses had on them as learners and as Samoan youth. This method of research is culturally appropriate, as it allowed the depth of voices of these young Samoan people to be heard. The themes that have emerged from the findings reflect the broad categories of literature and research findings in the field of transition. The findings also provide new and insightful information about transitional experiences of Pasifika male youth. The research findings from this study focus on key aspects of programme implementation including; the teacher/student relationship, mentoring, student resiliency and the role of the government in youth transition. The research also evaluates the extent to which the transition course curriculum content supports student knowledge and skills in their current work situation. All participants in the study were generally positive about the courses they attended. They discussed the positives in terms of good tutoring, high degree of team cohesion and relevant meaningful learning experiences. The participants cited the negatives as poor teaching, and the low level of some of the literacy and numeracy activities they were expected to complete. Overall they were far more positive about their transitional learning than they were with learning at secondary school. Most felt prepared for work. The study proposes further research in the area of youth transition. Findings from this study will be disseminated to the appropriate government policy makers, city councils, youth services and tertiary providers through presentations at youth development conferences.
Books on the topic "Mentoring in the professions New Zealand"
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Silkowska-Masior, Benilda. Making connections: A new model of mentoring for internationally trained professions. Toronto: St. Michael's Hospital, 2003.
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Harris, Peter. Mosby's Dictionary of Medicine, Nursing and Health Professions: Australia & New Zealand Edition. 2nd ed. Sydney, Australia: Mosby Elsevier Australia, 2009.
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1941-, Clark Margaret, ed. Beyond expectations: Fourteen New Zealand women write about their lives. Wellington, N.Z: Allen & Unwin in association with the Port Nicholson Press, 1986.
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(Editor), Alice G. Reinarz, and Eric R. White (Editor), eds. Beyond Teaching to Mentoring: New Directions for Teaching and Learning (J-B TL Single Issue Teaching and Learning). Jossey-Bass, 2001.
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Introduction to Teaching and Learning in the Health Professions Australia and New Zealand Edition. LWW, 2013.
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Stedman's. Stedman's Medical Dictionary for the Health Professions and Nursing, 6th Edition, Illustrated, Australia/New Zealand Edition. 6th ed. Lippincott Williams & Wilkins, 2008.
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Stedman's. Stedman's Medical Dictionary for the Health Professions and Nursing, Illustrated, Fifth Edition, Australia/New Zealand Customized Edition. 5th ed. Lippincott Williams & Wilkins, 2005.
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Tudor, Keith. The Book of Evan: The work and life of Evan McAra Sherrard. resourceBOOKS, 2017. http://dx.doi.org/10.24135/toab.2.
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In many ways Evan McAra Sherrard was a Renaissance man: a master of not one but several trades - agriculture, education, ministry, and psychotherapy - and he liked the fact that he had several strings to his bow. He described his "basic sense of identity" as "a healing minister of religion" and that "my personal competence is as a psychotherapist". To many - family, friends, colleagues, trainees, supervises, and clients - he was compassionate, open hearted, thoughtful, and generous. Evan was intstrumental in setting up the Cameron Centre in Dunedin in the 1960s, the Human Development Team within Presbyterian Support Services in Auckland in the late 1970s, and the Psychotherapy Programme at Auckland Institute (now University) of Technology in the late 1980s. More broadly, he was hugely influentual in the practice, professions and organisation of transactional analysis, psychodrama, psychotherapy, and counselling in New Zealand. This book brings together Evan's mostly unpublished writings in these various fields of interest, together with contributions from some 40 people, including his family, who represent the breadth and depth of influence that Evan's work and life had - and continues to have today.
Book chapters on the topic "Mentoring in the professions New Zealand"
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Vine, Bernadette, Janet Holmes, and Meredith Marra. "Chapter 7. Mentoring migrants: Facilitating the transition to the New Zealand workplace." In Advice in Discourse, 145–66. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/pbns.221.09vin.
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Cossham, Amanda, Peta Wellstead, and Sarah Welland. "LIS Undergraduate Education in New Zealand." In Professional Development and Workplace Learning, 270–88. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch018.
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This chapter reviews and discusses Library and Information Science (LIS) undergraduate education in New Zealand over the past 30 years, and identifies issues and research needs. It examines contemporary issues facing LIS education in a rapidly changing information environment, affected by a particular historical and social context and changes to the higher education sector nationally and internationally. Issues include professionalization, the tension between education and continuing professional development, the difficulty of keeping programmes up to date and reflective of industry needs in times of fiscal restraint, and the complexities of the particular student body, as well as changes in the LIS sector more generally. It highlights research needs and shows how professional associations and LIS educators are addressing these issues through a range of solutions designed to strengthen the library, records, and archives professions.
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Coady, Margaret M. "Psychiatric ethics and the professions." In Psychiatric Ethics, edited by Sidney Bloch and Stephen A. Green, 121–42. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198839262.003.0006.
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The chapter provides a critical analysis of past understandings of the characteristics of professions. Many of these characteristics have lost meaning in the twenty-first century. High status has been diminished partly by professionals’ betrayal of the values they expound, but partly also by social factors such as rapid communication of information and changed understanding of the nature of knowledge, both of which have led to general scepticism about expertise. Professionals’ previous relative autonomy is challenged by government intervention and by the fact that more professionals are employed in large organizations where managers are the power centres. The chapter argues for a ‘new professionalism’ and takes two principles from the Code of Ethics of the Royal Australian and New Zealand College of Psychiatry to demonstrate how carefully deliberated codes of ethics can enunciate the particular values which the professions contribute in a well-functioning society.
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Healy, Karen. "Will she be right, mate? Standards and diversity in Australian social work." In Transnational Social Work. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447333364.003.0013.
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Australia is often characterised as a laid-back society. When it comes to the regulation of the Australian health and human services workforce there may be some truth to this depiction. Indeed, many Australian health and human service occupations operate in a largely self-regulated environment with limited government oversight of education or professional standards. This chapter discusses government regulation of the health and human service professions in Australia, and the implications for social workers seeking to relocate to Australia. The concept of ‘professional self-regulation’ is outlined, and the prospects and problems of self-regulation for achieving professional standards and achieving diversity within the social work profession are considered, as are the implications of the self-regulating environment for social workers migrating to Australia. It concludes with a discussion of how the Australian Association of Social Workers is collaborating with other allied health professions and with the New Zealand Social Workers Registration Board to strengthen professional standards and capacities.
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"Connection through Creativity: TOI AKO, a Creative Ageing Mentoring Programme in Tamaki Makaurau, Aotearoa, New Zealand for Older People and People Living with Dementia." In Arts & Dementia, 66–83. De Gruyter, 2020. http://dx.doi.org/10.1515/9783110720556-007.
Full textConference papers on the topic "Mentoring in the professions New Zealand"
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Lopez, Dobrila. "USING A MENTORING PROGRAMME TO PREPARE INTERNATIONAL STUDENTS FOR JOBS IN INDUSTRY IN NEW ZEALAND." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.2033.
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Maranelli, Francesco. "Engineering Melbourne’s “Great Structural- Functional Idea”: Aspects of the Victorian Post-war “Rapprôchement” between Architecture and Engineering." In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online: SAHANZ, 2022. http://dx.doi.org/10.55939/a3998puxe9.
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In 1963, Robin Boyd wrote about a post-war “rapprôchement” between the disciplines of structural engineering and architecture. Etymologically, the term suggests the movement of two entities that draw closer to each other, either in an unprecedented fashion or resuming a suspended interaction. World War II and the “anxieties and stimulations” of the post-war period, to use Boyd’s expression, accelerated the process of overcoming longstanding educational and professional disciplinary barriers. They were the driving forces behind what he denominated the “great structural-functional idea” of the 1950s. Architecture schools embraced modernist/functionalist ideals, producing graduates with considerable technical knowledge - true “romantic engineers.” The global post-war fascination with unconventional structures played its part. Occasionally, Antoine Picon argues, architecture’s “symbolic and aesthetic discourses” walk a “strictly technical path.” Under the banner of Le Corbusier’s Esthétique de l’Ingénieur, architecture and engineering converged. New technologies made collaborations with engineers habitual. According to Andrew Saint, however, partnerships were rarely affairs of equals since “architectural jobs came to architects first.” The diversification and growing number of engineers also transformed them into a labour force, Picon suggests, affecting their prestige and, possibly, their historiographical fortune. Scholarship on post-war Melbourne architecture has generally privileged the architect as the protagonist in the creation of innovative structures, only occasionally acknowledging consultants. This does not reflect the concerted nature of design commissions and frequent evanescence of disciplinary boundaries. This paper aims to highlight the major playing grounds for this alignment within design professions. It also hints at the complex relationship between the contributions of Victorian engineers and their recognition by post-war newspapers and architectural journals, opening the analysis of Melbourne’s post-war architecture to the discourse of professional representation and arguing the importance of “unbiased” histories of the built environment.
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Blumberg, Carol Joyce, Rebecca Nichols, and Megan Murphy. "So, You Have Retired: How Can You Continue to Help the Statistics and Data Science Education Professions?" In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t13b1.
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This paper describes ways retirees have contributed as volunteers to the growth of statistics and data science education at local, national, and international levels, with focus on help given to the American Statistical Association (ASA), its local chapters, and its specialized subject matter sections. Topics include mentoring, developing new materials for primary through post-secondary education, reviewing materials in development, reviewing journal submissions, and volunteering to help with competitions. ASA has benefitted from using volunteers because by having volunteers do certain tasks, ASA employees have more time to work on other ways of improving statistics and data science education. Further, they have regular contact with experts with extensive experience. A major benefit for the volunteers is that volunteering helps them keep current on newest trends.
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Gardiner, Fiona. "Yes, You Can Be an Architect and a Woman!’ Women in Architecture: Queensland 1982-1989." In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online: SAHANZ, 2022. http://dx.doi.org/10.55939/a4001phps8.
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From the 1970s social and political changes in Australia and the burgeoning feminist movement were challenging established power relationships and hierarchies. This paper explores how in the 1980s groups of women architects actively took positions that were outside the established professional mainstream. A 1982 seminar at the University of Queensland galvanised women in Brisbane to form the Association of Women Architects, Town Planners and Landscape Architects. Formally founded the association was multi-disciplinary and not affiliated with the established bodies. Its aims included promoting women and working to reform the practice of these professions. While predominately made up of architects, the group never became part of the Royal Australian Institutes of Architects, it did inject itself into its activities, spectacularly sponsoring the Indian architect Revathi Kamath to speak at the 1984 RAIA. For five years the group was active organising talks, speakers, a newsletter and participating in Architecture Week. In 1984 an exhibition ‘Profile: Women in Architecture’ featured the work of 40 past and present women architects and students, including a profile of Queensland’s then oldest practitioner Beatrice Hutton. Sydney architect Eve Laron, the convenor of Constructive Women in Sydney opened the exhibition. There was an active interchange between Women in Architecture in Melbourne, Constructive Women, and the Queensland group, with architects such as Ann Keddie, Suzanne Dance and Barbara van den Broek speaking in Brisbane. While the focus of the group centred around women’s issues such as traditional prejudice, conflicting commitments and retraining, its architectural interests were not those of conventional practice. It explored and promoted the design of cities and buildings that were sensitive to users including women and children, design using natural materials and sustainability. While the group only existed for a short period, it advanced positions and perspectives that were outside the mainstream of architectural discourse and practice. Nearly 40 years on a new generation of women is leading the debate into the structural inequities in the architectural profession which are very similar to those tackled by women architects in the 1980s.
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Sage, Jack, and Michael Sankey. "Managing career transitions into post-secondary Learning Designer Jobs: An Australasian perspective." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0103.
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This semi-structured qualitative study maps out the diversity of career paths of Australian and New Zealand (ANZ) learning designers (LDs) and summarises their career advice for those aspiring to be LDs. It identifies that, among the 92 participants, there were many different pathways into the profession both from an academic and from professional backgrounds. It identified that the most common entry points into the postsecondary LD profession come through previously working: as a primary and secondary teacher; in higher education student services, as an English as a Second Language (ESL) professional, a sessional academic seeking job stability; in private industry, such as in film and television and in the area of training and development. Most career transitions into LD were serendipitous, or a natural progression rather than a deliberate and planned process. The study further identified a paucity of LD and associated professions career information in ANZ public domain, which held some back from entering a Learning Design career earlier. This paper concludes with some recommended strategies to address this, to the extent that it is hoped that this paper will aid aspiring LDs in planning their career transitions more effectively.
Reports on the topic "Mentoring in the professions New Zealand"
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Cruickshank, Garry. The Participation of Women Employed in Traditionally Male-Dominated Occupations including Plumbing: 1975 – 2013. Unitec ePress, February 2015. http://dx.doi.org/10.34074/ocds.026.
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In 1975 employment in the majority of trades’ areas was dominated by men, and this fact, associated with a significant wage disparity, generated considerable social debate at that time. A number of newspaper articles in New Zealand highlighted the lack of female participation in traditionally male occupations. Using an intensive literature review and statistical analysis of available records, this paper investigates whether the numbers of women employed as plumbers in New Zealand have changed between 1975 and the present day. Having established that the proportion of female plumbers is almost unchanged during this period, this research then compares this information with data gathered from other trades and exposes the widespread nature of this trend across traditionally male dominated industries. This data is also compared to gender-based employment rates in the non-trades professions. The potential causes underlying this tendency are discussed. Finally the paper reflects on what, if anything, could to be done to alter this situation.
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Cruickshank, Garry. The Participation of Women Employed in Traditionally Male-Dominated Occupations including Plumbing: 1975 – 2013. Unitec ePress, February 2015. http://dx.doi.org/10.34074/ocds.026.
Full textAbstract:
In 1975 employment in the majority of trades’ areas was dominated by men, and this fact, associated with a significant wage disparity, generated considerable social debate at that time. A number of newspaper articles in New Zealand highlighted the lack of female participation in traditionally male occupations. Using an intensive literature review and statistical analysis of available records, this paper investigates whether the numbers of women employed as plumbers in New Zealand have changed between 1975 and the present day. Having established that the proportion of female plumbers is almost unchanged during this period, this research then compares this information with data gathered from other trades and exposes the widespread nature of this trend across traditionally male dominated industries. This data is also compared to gender-based employment rates in the non-trades professions. The potential causes underlying this tendency are discussed. Finally the paper reflects on what, if anything, could to be done to alter this situation.