Learning and

Development – The
Learning
Organisation
MGT533/NZD633 Human Resources
Management
Learning Outcome
Learning Outcomes

• Distinguish the characteristics of a learning

organization
• Show how organisations approach learning
and development
• Explain the roles and responsibilities of those
involved in Learning and Development and
who benefits from it
• Explain how training and development
responsibilities are allocated in organisations
• Outline how adults learn
 Activity:

Consider a learning experience you have had this year.

• What things made learning the skill or information easy?
• What things prevented you from learning or made the
learning more difficult?
• Discuss your thoughts with a peer.
• In your groups, as a team,
produce a written definition for:

– Group A – Learning
– Group B – Development
– Group C - Training

Activity
Key concepts in
learning and
development
• Learning: the process of acquiring
and developing new knowledge,
skills, capabilities, behaviours and
attitudes.

• Training: Planned learning events,

programmes and instruction,
enabling individuals to acquire levels
of knowledge and skill needed to
carry out their work effectively.

• Development: This is an extended

and on-going process of assisting
individuals to reach their potential
through the provision of learning
and educational experiences
 The Learning Process

• Learning is happening almost all the

time – when a person asks a question
and it is answered, knowledge is
transferred from one person to
another
• The challenge is to focus learning and
development activity, so that it
enhances the capability of the
organisation and its people
Approaches to Learning
and Development

• Fragmented: not systematic, linked to organisations

goals and plans, often seen as a waste of time. Training
carried out by specialist trainers and knowledge based.
• Formalised: Training and Development is seen as part
of HR Management and is linked to other processes
such as Performance Management. Training covers
knowledge and skills
 The Learning
Organisation

• Training and
Development is
embedded in the
organisation and driven
by organisational goals
and business needs.
• It’s a continuous
process, not a series of
events.
• Learning is encouraged
on and off the job.
 Strategic Learning and
Development

• Training plans should be integrated into the

organisational and HR strategy
• Should be performance related – designed
to achieve improvements in corporate,
functional, team and individual performance
• Everyone in the organisation should be given
the opportunity to learn – to develop skills
and knowledge to the maximum of their
capacity
Characteristics of the
Learning Organisation
• Continuous development underpins the learning organisation
– The organisations that will truly excel in the future will
be the organisations that discover how to tap peoples
commitment and capacity to learn at all levels of the
organisation. (Senge: 1990)

– It is continually expanding its capacity to create its

future, its not enough merely to survive.

– An organisations climate and processes must support

learning and encourage it through job enlargement, job
enrichment, mentoring and teams and project based
work.
 The Learning
Organisation

Learning organisations appear to have five

key skills:
• Solving problems systematically
• Experimenting with new approaches
• Learning from their own experiences
and history
• Learning from the best practices of
others
• Transferring knowledge quickly and
efficiently through the organisation
Creating a learning
culture
• Develop and share the
vision
• Empower employees
• Provide a supportive
learning environment
• Use coaching
techniques to draw out
the talent of others
• Guide employees
through their work
challenges and provide
them with time and
resources
• Encourage networks –
communities of
practice
A new way to see organisations
Traditional Focus Learning Organisation
Focus
Productivity Learning
Workplace Learning environment
Predictability Systems and patterns
Training and staff Self-directed learning
development
Worker Continuous learning
Supervisor/manager Coach and learner
Engagement/activity Learning opportunity
 Discussion Point

• Who’s role is the

development of
employees?
• The answer is both!
• In pairs, brainstorm what
responsibilities you think:
– The manager has?
– The employee has?
as part of learning and
development.
 Whose responsibility is it? – Answer both!

Team Member People Manager

• Primarily responsible • Performing a development needs assessment
• Identifying short and long term development goals with the team member
and activities to achieve these goals • Supporting the HR Team with career coaching in
• Identifying additional knowledge, skills and abilities regards to peoples’ career development
required to achieve stated objectives • Ensuring that development activities support the
• Discuss and obtain concurrence of goals and objectives of the development plan
objectives • Completing the pre and post course evaluation
• Satisfactorily complete all development activities discussions with the team member and ensuring
the evaluation forms are completed.
 Who does what?
• Corporate Managers: development
of executives
• Middle level Managers: training
and development of their
supervisors and team leaders,
implementing of training and
development agreed by top level
management, ensuring their own
skills/knowledge are up to date.
• Team Leaders/Supervisors:
Training and Development of
employees in their work group
Training and
Development
Specialists:

• Assist managers and team leaders with the design and

implementation of training and development
programmes, which meet the identified and defined
needs of the organisation and its staff
• Organise or advise on the availability of off job courses
and programmes which meet training needs
• Develop on job or in house training and development
programmes which meet defined needs and objectives
• Lead training courses and programmes in areas of
specialist knowledge or experience
Training and
Development Challenges
• Constant pressure of increasing business
competition
• Organisations need for more highly skilled people
in a wider range of more complex occupations
and technologies
• Frequent emergence of new concepts e.g. e-
learning and CBL
• Senior Managers unwillingness to spend on T & D
• The repositioning of specialists as internal
consultants or advisors to management
 Who benefits from Learning and Development?
Activity: In groups of three, write down a list of three benefits of
development planning to the individual and to the organisation

Employee Organisation
• Enhance knowledge, skills • Improved employee
and experience capabilities and work
• Supports achievement of load planning
personal growth • Contributes to effective
• Develop career potential employee performance
• Increased job satisfaction • Employee Engagement
• Accept new challenges • Increased productivity
more easily • Reduced absenteeism
• Increased adaptability • Less wastage
• Increased motivation • Reduced accidents/lost
time
• Adaptable workforce
• Motivation is the key to learning – intrinsic
and extrinsic (Adults must want to learn)
• Learning speeds vary
• People learn by doing
• Positive re-enforcement and feedback are
critical to learning
• Information is absorbed better in small
amounts
• Learning must be applied
• Adults want guidance
• Adults learn best in informal situation
• Learning situation results must be
transferable.

How do adults learn?

Learning Styles

• Individuals have
different
motivations for
learning and learn
at different speeds
• Best known and
good introduction
to learning styles
 • Complete the Kolb
Learning Style
Questionnaire and
share your
findings with your
partner.

Activity
 VARK Learning Styles
• Visual – People who learn most by what
they see, they have a preference for
• Individual preferences for pictures, movies and diagrams.
learning vary according to our
• Auditory – Those whose dominant
senses. sense for learning is through their
hearing. They prefer discussion and
lectures.

• Kinaesthetic – Those who learn

predominantly through touch and enjoy
hands on activities and movement.
 Activity

• Complete the
VARK
Questionnaire
The Learning Curve
You and the learning curve….

• Describe a time when you learned a task or activity.

• Explain how you progressed through the learning in
relation to the learning curve.
• What factors influenced your learning at each stage in the
curve?
• What were the main influences on your success?
Career and Personal
Development Planning
Learning outcomes:
• Explain how career, person development
planning and succession planning can be
aligned, to the benefit of the individual and
the organisation
• Apply models of career development
• Identify roles in career planning
• Design a Personal Development Plan
What is a
career?
• Advancement
• Profession
• Life-long sequence
of jobs
• Sequence of job
related
experiences
• Life-long sequence
of work attitudes
and behaviours
 Career
Development
Involves:
• The realisation of a
person’s potential
through better
performance and
higher achievement,
bringing both personal
satisfaction an
material rewards
• Activities which help
people gain greater
control over the
sequence of their jobs
 What is required?

• People must develop self-awareness – need to know who

they are and what they want
• People must develop understanding about themselves
• Understand the environment
• Develop ability to make career choices
• Traditional view – Vertical or horizontal movements
between jobs
Career Planning
• A process for organisations and employees to
identify a sequence of or roles, as well as
possible learning experiences and necessary
training, which will enable individuals to fulfil
their potential and gain personal and job
satisfaction
Career counselling
• Provides employees with information and
assistance so they can better plan their
progress to other positions or roles within the
organisation, or to other organisations
Career planning – Organisations and
individual roles
Succession Planning
• Definition: Succession planning is a process
of identifying and developing potential future
leaders, as well as individuals to fill business
critical positions at Sealord for the short,
medium and longer term.

• Learning Organisations recognise the value of

nurturing internal talent and retaining and
developing institutional knowledge which
supports personal growth for individuals and
a healthy and sustainable business.
 Career Planning -
Discussing Career
Possibilities
• Carry out the self-analysis
• Organisational Analysis
• Development Planning
• Career Workshops
Career Models
relevant to work
• Career Anchor Model (Edgar Schein:
1978), used to explain why people
pursue their careers in different ways
• The model is made up of three
components of self-awareness:
• Self-perceived talents and abilities
• Self-perceived motives and needs
• Self-perceived attitudes and values
• 5 types of career anchor:
– Security
– Technical/Functional competence
– Managerial competence
– Creativity
– Autonomy
Activity

• Complete the career

anchor model
questionnaire
• Share your results with
your partner
Career Concept
Model

• People have different ideas

about how careers should
develop, based on early career
events and movements which
later influence career decisions
– Linear career
– Steady state career
– Spiral career
– Transitory career
Training
 Models of Training Delivery
• Exclusive internal structure – works best when
there is high volume of training and economies
of scale achieved, useful when technical
expertise is required
• Exclusive external structure - Managers
purchase training from external providers, risk -
training can be ad-hoc and non-strategic
• Co-ordinated external structure – Training
services are outsourced to an external
organisation that undertakes training needs
analysis, training design, selection of providers
and delivery. Advantages, lower cost, greater
expertise
• Eclectic structure – most common, internal and
external, internal training department retains
some expertise and skills in training design and
delivery, works closely with the rest of the
organisation to identify and meet needs and
purchases external training resources
 Job Related Training/Learning

• Learning aimed at equipping

employees with the skills,
knowledge, attitudes and
competencies that are needed for
effective job performance.

Questions:
• What skills knowledge, attitudes
and performance does the
organisation need?
• What training/learning do
employees need to meet those
requirements?
• How should the learning be
provided?
The training cycle

Human Resources Management in New Zealand, 5e, © Pearson 2010

Analysing Needs

• What must the employees be able to

do to meet the job performance
requirements?
• What skills, knowledge and other
abilities are required?
• Who needs learning and of what kind?
• Where in the organisation is learning
needed?
Statutory and Non-
Statutory Training
• Statutory training includes all compliance
training that employees are required to
undergo, as part of their role. This may include
Microsoft Word/Excel etc, Permit to Work
Training, Train the Trainer and Noise and You.

• Statutory Training is assigned to each role

through Position Competencies, which outlines
what training is required by each position.

• Non-statutory training refers to the longer term

need for personal development in an
occupation or organisation
Identifying Needs
• All training should be designed to meet
specific, measurable, and realistic
targets that are based upon defined
needs. Needs exist at:
– Organisation level
– Business or operating unit
– Individual – immediate needs for
skills and knowledge and longer
term development
Organisation Level

• There may be specific training

identified as beneficial to all in an
organisation. e,g
– Commercial awareness
– Project Management
– Building a successful business
case
What is
Development
Planning?
• Planning is bringing the future into the
present so that you can do something
about it now.”
– Alan Lakein

• Creating a Development Plan is the

process of planning a course of
action to get from where you are
now in terms of skills, knowledge,
competencies and experience, to
where you want/need to be in terms
of your future development.

• It is a continuous cycle of self

reflection and action.
How will I get there? - Identifying Learning
Needs

This involves asking questions such as:

• What specific skills, knowledge and
abilities do I possess?
• What do I need to improve to stay where I
am?
• What do I need to improve for future
assignments?
• Determine your barriers and roadblocks
• What do you need to overcome them?
Exploring training needs
How can employee’s identify learning
needs: Ways in which employees can identify learning needs:

– Day to day feedback/formal 1:1 review meetings

– Formal and informal coaching
– Performance reviews – KPI achievement/misses
– Feedback from Direct Manager or other
stakeholders
– Feedback from personality/ability testing (Myers
Briggs/SHL/OPQ)
– Future career plans/goals and
aspirations/Career Coaching with HR
– Personal interest- This is about where you see
yourself in the future, although do remember that
this needs to align with your manager’s
expectations of you in your current or future roles
and also have to be relevant to your professional
development.
 Meeting training needs

• Internal programmes • Combined programmes

– Induction
– On-job
• National Diplomas and
– Off-job Certificates
– Management training • Apprenticeships
• External programmes • Special programmes
– Pre-entry qualifications
– Continuing education
– Management training
– Skills training

Human Resources Management in New Zealand, 5e, © Pearson 2010

Simple Training Needs Analysis Chart
James Helen Silvie Total
1. Reception o o  1
2. Accounts Payments    3
3. Vehicle Delivery  x o 1
4. Bookings  o o 1
5. Parts ordering   x 2
6. Car grooming  x  2
7. Servicing  x o 1
Task competence 6 2 3
 Learning Methods
Learning Method

Work Experience Social Learning Courses and Reading

Lombardo & Eichinger (1996)

 Meeting needs - How am I going to learn –
experience, exposure or education?
70% from work 20% from Social 10% from Education
experience Learning/ Exposure
• Induction courses
• On the job training • Being coached or • Guided reading
• Challenging work mentored • Attending formal
assignments/project • Observing others courses
s – e.g. presenting • Feedback from • Distance learning
for the first time managers and • Management
• Mentoring/buddyin other stakeholders training courses
g a new start within • Joining
your team professional
•Blended
Coachinglearning (a combination
membershipor one or more of above)
organisations
• Job shadowing
 Designing SMART
Objectives
It is important that the goals selected are SMART
Remember if a person cannot measure the goal, then a
person can’t manage their progress towards achieving
it.

• Specific: They should be specific, not vague; deal

with outcomes, not inputs.
• Measureable: They should incorporate an agreed
measure or standard, so that the achievement can
be assessed.
• Achievable: Based upon a person’s capability and
any constraints upon them. They should be
challenging, but within reach.
• Relevant: They should be relevant to the objectives
of Sealord, so that the goals of the individual is
aligned to Sealord strategy
• Time-bound - With a firm date for achieving it.
 Designing training programmes

• What are the objectives?

– What performance-related needs have to be met?
– Specify what trainees will have learned by end of
programme
• How will training be provided?
– Where, when and by whom?
• How will the effectiveness of the training be
measured?

Human Resources Management in New Zealand, 5e, © Pearson 2010

Provide on-job training in the workplace

Provide on-job training in the workplace

Getting ready: Providing Instruction

1. Plan the training 1. Prepare the learner

2. Analyse the job 2. Present the operation

3. Prepare to train 3. Let the learner try

4. Arrange the workplace $. Follow up

 ADDIE Model of Course Design
• Analyse the training
need
• Design the overall
training programme
• Develop the course
• Implement the
training
• Evaluate the courses
effectiveness
Training and Instructional Design: Gagne’s Nine
events of instruction

1. Gain attention
2. Inform the learner of the objectives
3. Stimulate recall of previous learning
4. Present learning stimuli
5. Guide learning
6. Elicit performance
7. Provide Feedback
8. Assess performance
9. Enhance retention and learning transfer
Activity (20 minutes)- work in pairs and create a one
page plan for a training workshop to be delivered, with
the aim of upskilling 3 employees in one of the
following areas:
– Back a trailer through a gate way
– Make 6 new cocktails
– Change a tire
– Create a power point presentation
– Greet one or more people in Maori/or Chinese and teach them to count to ten
and write their name in Maori/Chinese
– Conduct a health and safety audit for a business
• Your plan must include the following
– location and resources needed for the training
– a time line for the training
– Two or three written learning outcomes
– Description of the tasks and activities used with your reasons
– Evidence that you are following the learning sequence
– Statement of how you will evaluate the learning
• Report back to class
Other Training
Methods
• Outdoor training
• E-learning
• Vestibule training
• Simulation Training
• CBT
• Case Studies
• Work Samples
Coaching
and
Mentoring
 Activity

• What is coaching? In
pairs, research it and
produce a written
definition
 What is coaching?
• Coaching is a process where one person
facilitates the thinking, exploration, curiosity
and action planning of another person, in order
that that person can bring about some changes
in their work life.
• It requires powerful questioning, deep listening
and effective feedback to expand
understanding and confidence.’
• It involves a collaborative relationship, rather
than one focussed upon authority
• It is a positive way to make change happen
• It is a process of change
• The coach and coachee work together co-
actively.
• It can be done on a one to one basis or in
groups.
• Coaching skills are critical for a Managers role
and shapes the culture within an organisation,
which should be one one of collaboration,
rather than traditional models of command
and control.
 Activity

Discuss in pairs what you think the benefits of coaching are

for the following:

• A) For the organisation

• B) For a Manager
• C) For a team member/employee
 Benefits of Coaching
For the Organisation:
• Increase in productivity and quality of work
• Improved teamwork across the organisation
• Provides the structure, support and guidance to clarify and achieve goals faster
• Sharpens management, leadership and communication skills

For Employees:
• Better understanding of the business and its customers
• More interesting and better quality work.
• More options in career development and more influence over it
• Better communication with other staff
• More appreciation of own initiatives

For the People Manager:

• Better leadership – especially with highly skilled professionals
• More time for strategic work, networking and new business development
• Decrease in operational management and more tasks for delegation
• More innovation and improvement ideas from employees
• Helps people think more creatively and see more business opportunities
Different types of
coaching
Informal coaching opportunities

These arise during day to day activities including:

• Making people aware of how they are

performing: for example asking them questions
around have thought through what they are
doing.

• When delegating tasks, through ensuring know

what is expected of them and how to complete
the task satisfactorily.

• Using situations that may arise, as

opportunities to promote learning.

• Encouraging people to look at higher level

problems and how to tackle them.
 Formal
Coaching

• This can be carried out by a direct

manager and on occasion with an
executive coach.

• It usually takes place for a short

period of time to address a specific
development need, normally for a
period of up to six months, for a
minimum of one hour per month.
• Transactional Coaching
• :is often called the HOW. It is goal oriented, performance
coaching. It focuses upon doing things. It is:
– Short term in focus
– Focuses upon processes and resources
– Using a specific action plan to achieve desired
results

• Transformational coaching focuses upon the WHO and

WHY? It is all about the being rather than the doing.
• It focuses upon deeper levels with a coachee, such as
motivation, values, attitudes, beliefs and behaviour. It is:
– Long term in focus
– Supports growth and development
– Focuses upon personality
– Primarily about changing attitudes or behaviour
 GROW Model – The most common model
used in coaching – easy to adapt

• GROW consists of four stages:

• Goal
• Reality
• Options
• Will
GOAL - Defines
what we want to
achieve
• What specifically do you
want to achieve?
• What are your immediate
goals?
• How challenging are
these goals?
• What would you like to
work on today?
• How realistic is this goal
for you?
• When do you want to
achieve it by?
• Goals need to be SMART
(P.8)
 REALITY –
Evaluating the
current
situation
• What is the current
situation?
• What are the positives of
it?
• What has been done
already, in order to
achieve this goal?
• What resources are you
going to need?
• What obstacles need to
be overcome?
OPTIONS –
Identifying
potential ways of
reaching the goal
• What are the potential
ways you could take to
reach your goal?
• What are the advantages
and disadvantages of
each of these in turn?
• Which would you give
the best result?
• What would you do if
you had more
time/money? etc
• Have you faced this
situation before? What
did you learn?
• Would you like some
suggestions from me?
WILL – Selecting the
option that the
person is most
motivated to
implement
• What options would you like to
choose?
• What would give you the best
results?
• When precisely are you going to
start and finish each step?
• What might hinder you in taking
these steps or meeting this
goal?
• Are there any potential
obstacles to taking action?
• When will you start the next
action plan?
• When can we next talk to assess
your progress?
 Effective Questioning
The reality is good questions are very powerful and
motivating. They are the language of coaching.
Questioning is a process, that when it fits together can
create a solid result.

One of the most important parts of questioning is being

fully present all the time. Great questioning can’t be
separated from great listening, they are two sides of the
same coin.

• Basic attributes of good coaching questions:

• Open and thought provoking

• Motivating and positive
• Stimulate the coachees’ thinking abilities
• Support creativity
• Focus on solutions and coaching outcomes
• Fill a coachee with energy
• Support action plans
• Simple and easy to understand
 Practice Effective Questioning
Do you think it is a good idea? What are the benefits of this option?
Why don’t you try it this way? What might be the benefits of trying
this option?
Are you sure you want to do it this What other ways have you considered
way? doing it?
Does it make sense to select this What are the advantages of selecting
option? this option?
Do you think you can come up with What other options are open to you?
better options?
Why do you want this goal – don’t What is about this goal that appeals to
you think it is too complicated and you?
you might have difficulty reaching it
especially in the environment your
current employer is in and when your
boss will probably not be very
supportive?
Active Listening
Proper coaching requires a high level of listening
skills:

• Use supportive and encouraging gestures, such as

nods of the head
• Be aware of our barriers and filters when listening
• Make eye contact without staring
• Take notes if necessary
• Stay relaxed and calm
• Ask questions, but do not interrupt
• Allow 20% more time for listening that you think is
necessary

• Example: of a powerful question would include:

What are you looking to achieve by this
conversation?
 Start positive -express
SAIL
appreciation for what has
been done well •Start Positive
Initiate a discussion
Say thank you

Actual behaviour/task - be
specific about what actions •Actual Behaviour
you saw or abserved

•Impact of the behaviour

Impact of the behaviour -
state the impact on people,
customer or team

Leave on a high
A short and succinct thanks
Find out if there is anything
to do to help person
continue performing well
 Pinpoint the performance
problemFocus on the issue - be
specific, focus on the facts,
describe behaviour observed.
Ask what the coachee thought of
the situation

Impact -describe /ask the impact

of the behaviur/issue

Do - discuss their ideas for improving next time. Probe:

encourage coachee to talk by asking open questions.
Explore causes and seek agreement - work with the coachee
to find causes. Brainstorm options for next time
Agree the right course of action for next time. Agree on a plan
- a coachee who agrees on a plan is more committed

Embed - agree on how the

performance will be monitored and
AIDE define any consequences/rewards
Outline consequences/rewards and
monitoring steps and close meeting
Finish on an optimistic note where
possible
 Not just what we ask, but HOW we ask

Tone of voice and the stress you put on different words in a sentence are very important in
working with questions.

Activity: Say this sentence out loud, stressing a different word each time

• During our last weekend in Queenstown we took an active part in a cycling contest.
• During our last weekend in Queenstown we took an active part in a cycling contest.
• During our last weekend in Queenstown we took an active part in a cycling contest.
• During our last weekend in Queenstown we took an active part in a cycling contest.
• During our last weekend in Queenstown we took an active part in a cycling contest.
• During our last weekend in Queenstown we took an active part in a cycling contest.
• During our last weekend in Queenstown we took an active part in a cycling contest.
• During our last weekend in Queenstown we took an active part in a cycling contest.
 Designing a Coaching Plan

• Goals should always be

SMART (see slide 16)

• Goals also need to set

with an individual’s KPI’s
in mind.
Activity

• In pairs, prepare
a coaching plan.
Mentoring
• Ongoing relationship – can last a
long time
• Happens when individual needs
guidance or support
• More long term and takes broader
view of person
• Mentor usually passes on
experience and is often more
senior in the organisation
• Focus on career and personal
development
• Agenda set by person being
mentored
• Mentor provides support and
guidance
• Centres on professional and
personal development

Human Resources Management in New Zealand, 5e, © Pearson 2010

Mentoring situations
• Induction – helping people get up to speed
• Support for development – ensuring
effective learning
• Career progression – helping to identify and
support potential talent
• On-job learning – enhancing job-related
knowledge and skills
• Equal opportunity programmes – ensuring
integration and fairness
• Redundancy and outplacement – helping
individuals to manage transition
• New projects – helping rapid assimilation
and delivery
• New job transition – helping employee adjust
• Change programmes – helping people adjust
to change

Human Resources Management in New Zealand, 5e, © Pearson 2010

Evaluating Training – why?
Activity:
• In your
groups,
brainstorm
why we
evaluate
training.
How do we evaluate
training?
• Feedback from training participants, through reactions
and completion of the Course Evaluation Form.

• Assessing performance change: if a person has learned

something from a course, you would expect to see it
reflected in their performance in terms of increased
outputs/quality of work.

• Assessing behaviour change: this would include coaching

for LSI and Wilsons Learning.

• Improved performance rating

• Improved engagement survey rating

Industry Training in New Zealand:
Key features
• Industry Training Act 1992
– Establishes Industry Training Organisations
(ITOs)
• New Zealand Qualifications Framework
– Name changed from National
Qualifications Framework in 2010
– Governed by New Zealand Qualifications
Authority
– Ten levels of qualification – senior
secondary school to post-graduate degree
– All qualifications based on national
standards
• Modern apprenticeships
– Mainly for people aged 16–22
– Combines on-job and off-job training for
people in jobs
Human Resources Management in New Zealand, 5e, © Pearson 2010
 Bibliography:

• Armstrong, M (2016) Armstrong’s Handbook of Strategic

Human Resource Management., Kogan Page London
• Rudman, R. (2012) Human Resources Management in New
Zealand 5th ed., Pearson New Zealand. Chapter 13