Running head: MIGRANT SKILLS DEVELOPMENT IN NEW ZEALAND 1
HRD for Societal Development: A Case Study of Migrant Skills Development in New Zealand
Charlene Mutamba
Tracy Pakornsawat
North Carolina State University
MIGRANT SKILLS DEVELOPMENT IN NEW ZEALAND 2
Abstract
Purpose: The purpose of this case study is to explore the use of HRD in Canterbury Business
Association’s efforts to develop immigrants for local employment opportunities.
Design/ Methodology: A qualitative case study approach.
Findings: Analysis from this case study revealed four themes: (a) mentoring, (b) advocacy and
resources, (c) diversity and culture and (d) women. The use of HRD was focused on
employment and creating enterprises that will allow immigrants to be self-employed. This was
primarily achieved through understanding the Migrant Mentoring Program and the Migrant
Enterprise Development Program.
Research Implications: This case study presents another opportunity to theorize the use of HRD
for Societal Development (SD) and to strengthen and transform traditional HRD theory into
multilevel theory in a wider context (Kim, 2012b). This research expands HRD research to other
populations during a time when employment and migration have become global policy level
issues. It adds to the qualitative literature on aspects of community and SD processes, especially
among immigrant populations.
Practical Implications: HRD practitioners in SD contexts can also gain their experience through
trial and error and not only from formal exposure to the field of HRD because of the varied
nature of issues they encounter. This will also enable them to expand the role of HRD into
advocacy in the public space. This presents an opportunity for HRD professionals to improve
their value proposition within and outside the organization while contributing to greater societal
good (Griffiths & Koukpaki, 2012).
Keywords: HRD for societal development, immigrants, non-governmental organizations
(NGOs)
MIGRANT SKILLS DEVELOPMENT IN NEW ZEALAND 3
Human Resource Development (HRD) has been used extensively to address global
concerns such as: environmental threats, crime, social justice, health and safety, poverty and
human rights (Kim, 2012). It is currently used in various contexts of societal development
therefore it is necessary to explore how it is used to bring meaningful and lasting changes for the
public good at multiple levels (Kim, 2012). Societal development is a process of complex
changes in social and societal systems that lead to human development and ultimately benefit
communities, states, nations and global systems. In order to understand societal development,
the definition of human resource development proposed by McLean and McLean (2001) will be
used as
Any process or activity that either initially or over the long term, has the potential to
develop adults’ work based knowledge, expertise, productivity and satisfaction, whether
for personal or group/team gain, or for the benefit of an organization, community, nation
or ultimately, the whole of humanity (p. 322).
The context in which most human resource development interventions take place is very
diverse. It includes environments focusing on health, culture, safety, community, manpower
planning, welfare, poverty, violence, unemployment, women, disabled, entrepreneurship and so
forth.
Problem Statement and Significance
In the 2012 issue of Advances in Developing Human Resources, scholars agreed that
there is a lack of an adequate human resource development framework in societal development
settings. In addition current human resource development theory and practice do not adequately
address the issues and challenges faced in societal development contexts in terms of purpose,
scope, methods or outcomes (Kim, 2012). This study fulfills the need to explore how human
MIGRANT SKILLS DEVELOPMENT IN NEW ZEALAND 4
resource development can be used for different societal development contexts and how HRD
scholars and practitioners address the problem of conceptualizing human resource development
in various community settings. In response to Wang’s (2012) recognition that human resource
development can have a benefit beyond organizational and economic contexts this study
therefore intends to highlight the need for human resource development practitioners to
“reposition themselves as change agents, seek external support and form partnerships which will
empower them in their effort to promote social and national progress” (p.306).
Unemployment has a negative effect on the wellbeing, settlement and adjustment process
of immigrants and their families (Pernice, Trlin, Henderson, North & Skinner, 2009).
Unemployment and underemployment were found to be major predictors of depression, low
mental health and poor adjustment among immigrant populations. Aycan and Berry (1996)
report that unemployment leads to psychological problems whereas having work provided an
income and a status and identity which enabled the individual to develop relationships.
Christchurch, New Zealand: A Background
New Zealand has a population of about 4.4 million. The population in New Zealand is
made up of Europeans (71.2%), Maori (14.1%), Asians (11.3%), Pacific peoples (7.6%), Middle
Eastern, Latin American, African (1.1%), other (1.6%), not stated or unidentified (5.4%) (Central
Intelligence Agency, 2015). The majority (89.8%) of the country’s population speaks English.
Like many countries around the world, New Zealand’s population is increasing, and the large
increase in population in the last decade is mostly from immigration. Most immigrants come
from India, China, United Kingdom, Philippines and Germany (Masgoret, McLeod, Tausi,
Ferguson, Plumridge & Duke, 2012). The term immigrant applies to persons, and family
members, moving to another country or region to better their material or social conditions and
MIGRANT SKILLS DEVELOPMENT IN NEW ZEALAND 5
improve the prospect for themselves or their family (International Organization on Migration,
2011).
Christchurch, which is in the Canterbury region, currently has a population of about
375,000 making it the second largest after Auckland and Wellington (Central Intelligence
Agency, 2015). The Quarterly Canterbury Job-matching Report (2014) form the Ministry of
Business Innovation and Employment shows that in the year leading to September 2014,
Canterbury employment rose, unemployment fell, and the number of people outside the labor
force fell. The employment rate was near the all-time high (since the series began in 1986)
recorded in the June 2014 quarter. The unemployment rate has been steadily falling over the
past year. The increase in Canterbury employment since the September 2013 quarter included a
13,800 (38%) rise in the construction industry and a 7,800 (15%) rise in the retail trade, and
accommodation and food services industry group. The total number of actual hours worked in
Canterbury was up 11.1%.
The New Zealand government currently gives preference to immigrants who have
qualifications in fields experiencing skills shortages (Masgoret et al., 2012). Since the
earthquakes that affected the Canterbury region in September 2010 there have been skills
shortages. The region has skills shortages in: construction, engineering, trades (bricklayer,
carpenters, welders, electricians and so forth), and transportation (truck drivers). Local labor
supply is tight and is expected to remain so for the next three years as a large amount of
construction work continues on the rebuild but migrants are the main source of increased labor
supply.
MIGRANT SKILLS DEVELOPMENT IN NEW ZEALAND 6
Canterbury Business Association
Canterbury Business Association (CBA) is a registered charitable not-for-profit
organization which supports immigrants and refugees with employment and business services
mostly in the city of Christchurch. The organization exists to empower immigrants and former
refugees into employment and business. They provide mentoring for job seekers; micro-
enterprise and business development. In addition, the organization promotes and advocates for
the wellbeing of ethnic business people, ethnic women, and recent refugees including disabled
refugees. The organization also aims to work with youth and the elderly from immigrant
backgrounds.
Migrant Mentoring Program. The mentoring program is a voluntary job mentoring
and job experience/placement scheme aimed at facilitating immigrant participants’ efforts to
obtain meaningful work with New Zealand organizations. The organization also runs a Migrant
Enterprise Development Program which started in November 2013 consists of short, sharp,
practical courses with a signature six-point business plan which assists the participants to
translate their ideas into a viable business plan. They also learn about marketing and selling their
ideas, and their products. The organization offers mentoring and other support to help them get
from the idea to implementation. The organization also has a Christchurch International Market
whose objectives are to: create jobs, create new business opportunities for newcomers and access
to market for new products as well as provide immigrants a sense of community and wellbeing.
Research Questions
The research question guiding this study is: What is the role of HRD in CBA’s effort of
developing immigrants for employment in Christchurch, New Zealand? Other questions guiding
this study are:
MIGRANT SKILLS DEVELOPMENT IN NEW ZEALAND 7
1. What are some of the HRD interventions used by CBA to develop immigrants for
employment?
2. What have been some HRD related challenges for CBA’s Migrant Mentoring programs?
Method
A single case study methodology was used to understand CBAs efforts to assist
immigrants in Christchurch, New Zealand find employment. The decision to use a case study is
based on Yin’s (2009) notion that case study research involves the study of a case within a real
life contemporary context or setting. For this case study, a semi-structured interview was
conducted with the Founder of CBA, Taz Mukorombindo, and the organizations documents were
analyzed. Taz initiated and runs the Migrant Mentoring Program and the Migrant Enterprise
Development Program. The interviews were analyzed using open and a priori coding. The case
study was bounded by time (2007-2014), and place (Christchurch, New Zealand). Utilizing the
case study approach provided an in-depth understanding of the specific issues surrounding the
development of immigrants for employment in Christchurch (Creswell, 2013).
An interview was conducted in the fall of 2014 using Blackboard Collaborate web
conferencing software. The interview lasted about 2 hours and the interview technique used
afforded the interviewer a chance to probe for clarity and elaboration of questions. Using a
qualitative research design also afforded my participant a chance to influence human resource
development practitioners. In addition to the interview, secondary source analysis was
conducted on CBA documents. Analysis of the case will involve interviews, documents and
reports that are related to CBA’s efforts to assist immigrants in finding employment.
This case study follows Merriam’s (1998) recommendation that case study methodology
be used when the researcher attempts to get an understanding of an issue or a phenomenon from
MIGRANT SKILLS DEVELOPMENT IN NEW ZEALAND 8
the perspective of those involved in the situation. The interview in this qualitative case study
was conducted with someone who is implementing human resource development interventions
and this makes their perspective an important one in answering the questions proposed in this
study.
The participant was protected through member checking by allowing them to read the
transcript to ensure their views are accurately represented. The participant was purposively
recruited based on the researcher’s prior knowledge of their migration and societal development
efforts. Triangulation is a technique which refers to the use of multiple forms of data collection
to ensure accuracy of the data (Lincoln & Guba, 1985). This qualitative study will utilize
multiple sources as evidence in this study comes from two sources: semi-structured interviews,
and a review of secondary sources. While, semi-structured interviews will be the primary
method of research, documents on CBA efforts and accomplishments will be used to support and
complement the primary approach. All procedures in this study were approved by the IRB
(Institutional Research Board) at North Carolina State University prior to the commencement of
the study.
Data Analysis
The interview was recorded and transcribed verbatim within a week of conducting the
interview. Data analysis was conducted in different phases. First, upon completion of interview,
it was transcribed and the interview notes were placed into a word document. Next, the
interview transcript was analyzed using open coding. Creswell (2013) defines open coding as,
“coding the data for its major categories of information” and categories are, “units of information
composed of events, happenings and instances” (p.86). The third stage involved a priori codes
MIGRANT SKILLS DEVELOPMENT IN NEW ZEALAND 9
derived from the national human resource development and societal development frameworks to
analyze emerging themes.
Participant
Taz Mukorombindo, an immigrant from Zimbabwe founded Canterbury Business
Association in 2007 during his first year as an MBA student. Canterbury Business Association
was created as a not for profit organization which supports immigrants and refugees with
employment and business services. They are involved in supporting ethnic business persons
with information and support towards recovery as a result of the Christchurch earthquakes. He
has also initiated and runs the Migrant Mentoring Program to assist immigrants with job search
and placement. In 2011, the Mentoring Program was selected by the Equal Employment
Opportunities Trust for their Diversity Awards, recognizing organizations that help to promote
harmonious relations and diversity within New Zealand. In addition, the United Nations
Committee on Non-Governmental Organizations recently recommended CBA receive or special
consultative status with the Economic and Social Council.
National Human Resource Development Framework
Swanson and Holton (2009) describe HRD as, “a process of developing and unleashing
expertise for the purpose of improving individual, team, work process, and organizational system
performance (p.4). While Wilson (2012), defines HRD as, “the processes for increasing the
cognitive, affective and behavioral capacities of all people and organizations in a society” (p.9).
These definitions of HRD have been expanded as the field of HRD is explored in different
contexts.
The increasing global environment in which HRD practitioners operate increases the
need for a definition that incorporates an international focus. Peterson (1997) defines
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International HRD as “all of the following: unicultural (for example, HRD in Poland),
intercultural (for example, HRD in a multinational firm with offices in the United States, Peru,
and Sweden), and general (for example, HRD in an international joint venture” (p.64). The
expansion of the definition of IHRD is reflected in Wang and McLean (2001) decision to include
government entities and cooperation across national borders. In addition, Metcalfe & Rees
(2005) define International human resource development as,
“a broad term that concerns processes that address the formulation and practice of human
resource development systems, practices and policies at the global, societal and
organizational level. It can concern itself with how governments and international
organizations develop and nurture international managers and how they develop global
human resource development systems, it can incorporate comparative analyses of human
resource development approaches across nations and also how societies develop national
human resource development policies” (p. 455).
The definition of human resource development has also been expanded with the concept
of national human resource development. National human resource development refers to the
development of a national policy to improve the wellbeing of its citizenry and is normally
devised by governmental departments (Kim, 2012). Swanson and Holton (2001) propose that
there is a need for human resource development in developing nations to address the challenges
of developing their human resources as a national asset and source of sustainable development
and competitiveness which calls for a broader definition of national human resource
development. Therefore, the author chooses the definition of HRD that encompasses the different
contexts of human resource development in a global environment as proposed by McLean and
McLean (2001) whereby:
MIGRANT SKILLS DEVELOPMENT IN NEW ZEALAND 11
Human resource development is any process or activity that, either initially or over the
long term, has the potential to develop adults’ work-based knowledge, expertise,
productivity and satisfaction, whether for personal or group/team gain, or for the benefit
of an organization, community, nation or, ultimately, the whole of humanity (p.10).
Thereafter, scholars proposed the concept of National Human Resource Development, as
a theory separate from but derived from human resource development. Hence, this concept of
national human resource development has evolved tremendously in the last decade. Cho and
McLean (2004) propose that it is every effort, such as education, training, cultural activities and
institutional improvement at national and societal levels for the purpose of efficient development
and utilization of national human resources. While, Lynham and Cunningham (2004) describe it
as a process or processes of organized capability and competence based learning experiences
undertaken within a specified period of time to bring about individual and organizational growth
and performance improvement. They expand the scope to include national economic, cultural
and social development.
McLean (2004) argued that national human resource development goes beyond
employment and preparation for employment issues to include health, culture, safety,
community, and a host of other considerations that have not typically been perceived as
manpower planning or human capital investment. While Harrison and Kessels (2004) limited it
to the organizational process which comprises the skillful planning and facilitation of a variety of
formal and informal learning and knowledge processes and experiences, primarily but not
exclusively in the workplace, in order that organizational progress and individual potential can
be enhanced through the competence, adaptability, collaboration and knowledge-creating activity
of all who work for the organization.
MIGRANT SKILLS DEVELOPMENT IN NEW ZEALAND 12
In the evolution of national human resource development, other scholars focused on the
country level perspective. In Kenya national human resource development is synonymous with
education to eradicate “ignorance, disease, and poverty therefore NHRD initiatives should
address population, human resource planning and development, education, manpower training,
employment and labor market policies, poverty interventions, youth development, health, shelter,
housing and other welfare perspectives (Lutta-Mukhebi, 2004 p. 327). While Scotland (2004)
studied NHRD in St. Lucia and concluded that it is a process whereby the private, public, and
other sectors collectively implement programs directed at the development of workforce skills,
knowledge, and attitudes that are driven by national development goals.
National human resource development can also be described as the development of a
national policy of skills development and is normally devised by governmental administration
departments. These initiatives can be regionally oriented within a nation state or incorporate
partnerships with other governments (Metcalfe & Rees, 2005 p.457). Furthermore, national
human resource development is defined as all the activities and efforts that contribute to the
understanding and development of human expertise, that improve workplace learning and
performance, and that yield individual, organizational, and national benefits, within the context
of overall economic, social, and human development (Cox, Estrada, Lynham, & Motii, 2005,
445).
Later, national human resource development in Brazil was described as a systematic
development of human skills, capabilities and knowledge through multilevel learning processes
directed by an organizational, community and national mission and strategy for the purpose of
performance improvement as evidenced in the wellbeing and growth of individuals and the
MIGRANT SKILLS DEVELOPMENT IN NEW ZEALAND 13
organizations, communities and national of which they are an integral part (Hasler, Thompson &
Schuler, 2006 p. 108).
National human resource development is the national effort to maximize social efficiency
for and publicize human resources. These goals can be achieved by enhancing social capital,
such as morality and character, and developing core competencies required for a knowledge-
based economy, leading to individual growth, efficient utilization of management systems and,
ultimately, competency of the whole nation (Ahn & McLean, 2006 p.263). NHRD can also be
viewed as encompassing education and training issues, which include: basic education, industrial
training, productivity and equity in labor forces and workplaces, creation of comparable labor
market data, lifelong learning and management development (Ardichvili, Zavyalova and Minina,
2012). Finally, a broader definition of NHRD is championed by McLean (2006) as,
An undertaking at the top level of government and throughout the country’s society that
coordinates all activities related to human development (HD) to create greater efficiency,
effectiveness, competitiveness, satisfaction, productivity, knowledge, spirituality and
well-being of its residents. It includes education, health, safety, training, economic
development, culture, science and technology and factors influencing HD (p.3).
This study can be analyzed through the context of HRD for societal development, a
concept which stems from national human resource development.
HRD for Societal Development
Human resource development for societal development is a construct separate from but
embedded in HRD and NHRD (Pakornsawat, 2014). While, there is no formal definition, the key
components in societal development include: a process of complex changes in social and societal
systems, transformation of deeply rooted cultural traditions, social life, customs and institutions
MIGRANT SKILLS DEVELOPMENT IN NEW ZEALAND 14
and it has the purpose of leading human development and the creation of an inclusive identity
and shared sense of belonging.
Human resource development practitioners in not for profit organizations are utilizing
organizational development, training and development and career development methods to
address societal issues whose goal is to promote the public good. Issues addressed in societal
development are often similar to those of national human resource development such as: health,
education, poverty, human rights, social justice and equity. Societal development interventions
can be at the individual, group, organizational or policy level, or somewhere in between, which
is why societal development is a construct separate from, but embedded in HRD and NHRD
(Pakornsawat, 2014).
Human resource development for societal development highlights not only the traditional
HRD interventions but also includes community development, international development,
poverty alleviation, agricultural improvements, consulting, prevention of socially undesirable
activities, educational improvement, entrepreneurship and so forth, all designed to improve
society. The context of human resource development interventions include environments
focusing on: health, culture, safety, community, manpower planning, welfare, poverty, violence,
unemployment, women, disabled, employment creation and so forth (Pakornsawat, 2014).
Societal development efforts are often targeted towards disadvantaged, underrepresented or
vulnerable populations (Budhwani & McLean, 2012) and take place outside organizational or
workplace settings (Kim, 2012a; McLean et al., 2012).
Case Study Research Findings
The thematic analysis of the interview data yielded four themes which will be discussed
in this paper: mentoring, advocacy, diversity and culture and women.
MIGRANT SKILLS DEVELOPMENT IN NEW ZEALAND 15
Theme 1: Mentoring
Rosinksi (2003) proposes that mentors give advice and expert recommendations and talk
about their own experiences as they relate to the mentee. Mentoring is often associated with long
term development and may be an offline and often voluntary relationship. Interviews revealed
that the primary method of developing immigrants for employment used by CBA has been the
Migrant Mentoring Program. The use of mentoring to develop the vulnerable population of
immigrants in Christchurch is in line with Budhwani and McLean (2012) description of societal
development. Immigrants from Greece, Indonesia, Nigeria, Somalia, South Africa, Zimbabwe
and Eastern Europe are often marginalized in the labor market.
As the participant notes, “Unemployment is one of the challenges and adapting to the
culture is also a big aspect of settling into a place.” Therefore, through this program high skilled
immigrants are mentored by volunteers from organizations in Christchurch. A high skilled
immigrant is a person who possesses a combination of education (usually at the tertiary level or
beyond) and an occupation that has high added value in a high productivity sector which is
essential to the country’s development (International Organization on Migration, 2011). CBA
partners with individuals in leadership, management, or business owners. They match the
immigrant’s aspirations to the mentor’s ability. In order to achieve success the organization
keeps a database of businesses who have signed up.
The participant says,
It’s been our experience that a lot of people are just not aware of where to go, where to
start, who to go to and so the mentoring program is a good way to help someone from
overseas get knowledge about the industry.
MIGRANT SKILLS DEVELOPMENT IN NEW ZEALAND 16
The goal of this program is to expose the mentee to information about the New Zealand
labor market including but not limited to industry information and any regulatory bodies that
they must be aware of. The idea is to match an immigrant with a background in accounting with
a New Zealander who is an accountant and is successful in that area for example. The standard
mentorship lasts at least 90 days or more and they encourage a meeting at least once a month or
more and a follow up every two weeks thereafter.
Success in the migrant mentoring program is measured through placement. In the past
seven years, more than 100 immigrants completed the mentoring program successfully and were
placed in jobs that match their education and skills. In 2014, 30 people had signed up for the
program and some were already successfully employed. Currently, the mentoring program works
with high skilled immigrants who generally possess at least a bachelor’s degree. Most of these
immigrants do not require additional skills training such as doctors, lawyers, teachers who just
want their credentials to be recognized. Additionally, some possess qualifications in clerical,
administrative, accounting or technology fields. Most of the high skilled immigrants who
successfully completed the program came from India, Kenya, Mexico and other part of South
America.
CBA has offered training based on the needs of immigrants particularly in developing
businesses. Some of their training includes: Accident compensation insurance training for new
businesses, food license training, health and safety training for restaurant industry, and some
courses from the Revenue department on tax management for small businesses.
However, it is their goal to expand the mentoring program to assist those seeking new
skills and trying to develop work experience. In addition, they would like to expand on work for
helping immigrants receive recognition for their previously held qualifications. They are working
MIGRANT SKILLS DEVELOPMENT IN NEW ZEALAND 17
continuously to recruit more mentors and recognizable sponsors of the program. When they
previously received sponsorship from the local Polytechnic Institute and some mentors from
organizations like IBM, it helped to raise awareness.
Theme 2: Advocacy and Resources
Analysis of the interview and organization documents revealed that part of work CBA
does in preparing immigrants in Christchurch involves advocacy. They work collaboratively with
other organizations and government entities such as the Ministry of Social Development. They
also work with the Human Rights Commission and Equal Employment Opportunities Trust to
support fairness in employment practices. Advocacy is related to Kim’s (2012) notion that
nongovernmental agencies work as change agents in developing and leading change.
In CBAs work they have found that most immigrants seeking mentorship already possess
the necessary skills required for the job. In trying to get resources for the immigrants, the
participant notes that, “…there is a misallocation of resources in terms of support because
government is not the best because they lack an understanding of how to help people.” He
believes this is because most immigrants are painted with a broad brush and employers are not as
willing to give anyone a chance.
Interview analysis showed that the government currently provides support for immigrants
but it is mostly welfare related. However, because CBA is more focused on employment,
business and entrepreneurship, they would like to see support from the government align with
those goals. He points out that, “There is some competition with existing charities who are
working with immigrants but whose outcomes are debatable, however we are now able to also
consult with government to try and get them to think of different approaches.”
MIGRANT SKILLS DEVELOPMENT IN NEW ZEALAND 18
Despite the achievements of CBA in advocating for immigrants in Christchurch, they
would like the government to sign the bill on the rights of migrant workers because current
employment laws have loopholes. Taz notes that there have been issues of underpayment and
mistreatment of immigrant workers; however, there are never any prosecutions because the law
is not stringent enough. He advocates for New Zealand to adopt international standards for
dealing with immigrants.
Theme 3: Diversity and Culture
The interview revealed that there was a need to promote diversity in the local job market
but which would only be achieved through training employers as well. Their work includes
affiliation with the Human Rights Commission and the Equal Employment Commissions Trust.
In addition, they conduct workshops on diversity management. This was their way of
championing diversity and its economic advantages to the employers. Currently they are
focusing on fairness in employment practices during the rebuilding effort in Christchurch since
the earthquake. Taz now sits on the board of an organization called Multicultural New Zealand
as an advocate for immigrant issues.
The participant believes that while language and culture are part of the mentorship
process they should be still employed. He points out that, “there may be cultural issues but a lot
of people who may have accents are still competent individuals.” When an immigrant lacks
English language proficiency, volunteer opportunities, which boosts their confidence when
looking for a job, also helps them get a reference for paid employment opportunities.
Theme 4: Women
Wang (2012) proposes that HRD practitioners reposition themselves as change agents,
seek external support, and form partnerships which will empower them in their effort to promote
MIGRANT SKILLS DEVELOPMENT IN NEW ZEALAND 19
social and national progress. In this study, CBA hopes that women acquire relevant skills that
they may develop into a micro enterprise. In addition, those who are already equipped with
certain skills, especially pertaining to the arts, crafts and cooking, will have an outlet through
which they may learn basic marketing and business techniques that will help them transform
their skills and talents into micro businesses, which in turn, over time, may be transformed into
macro enterprises.
Interview analysis showed that women are more likely to seek self-employment because
of the barriers to employment even when they are skilled individuals. Therefore, CBA spent the
last two years developing the concept of an international market for food, arts and crafts. It began
with a market of 15-20 people who open their stalls over the weekend. This is in line with their
goal of becoming an incubator for micro-enterprise and as a strategy for creating a way to full
employment for those immigrants who cannot successfully integrate into the New Zealand labor
market.
To facilitate the continued development of micro-enterprises, CBA has commissioned
research with the help of the University of Canterbury to look for a viable covered market space.
He adds that, “I am excited because I think it will create opportunities and a lot of women could
benefit from this in order to support themselves possibly.”
Recommendations for Practice
Based on the study findings, the following recommendations are made. First, it is
recommended that many practitioners in societal development contexts also gain their experience
through trial and error and not only from formal exposure to the field of human resource
development because of the varied nature of issues have they faced. Secondly, diversity efforts
should incorporate all sectors of society so that all stakeholders buy into the initiatives. As a
MIGRANT SKILLS DEVELOPMENT IN NEW ZEALAND 20
result diversity should be designed and implemented by incorporating cultural, lingual, ethnical,
and religious diversity as recommended by Budhwani and McLean (2012). Efforts should also be
made to understand how gender-related issues influence, and in turn are influenced by, various
aspects of societal development. Finally, there are many opportunities such as these for human
resource development professionals to improve their value proposition within and outside the
organization while contributing to greater societal good (Griffiths & Koukpaki, 2012). This can
be accomplished through the work of human resource development practitioners in becoming
advocates for societal issues. One of the issues of greatest concern to the general public and
policymakers is the economic adaptation of immigrants (Potocky-Tripodi, 2004). Therefore, this
is an opportunity for human resource development practitioners to help address a societal issue.
Recommendations for Future Research
Several recommendations for future research are suggested. First, more scholarly efforts
to theorize the use of human resource development for societal development should be explored
to strengthen and transform traditional human resource development theory into multilevel
theory in a wider context (Kim, 2012b). More diverse sources of data are necessary to better
understanding this concept, therefore more empirical studies are required. Secondly, more
research in immigrant populations is needed in human resource development as migration and
employment becomes a more prominent global policy level issue. Third, it is recommended that
human resource development scholars conduct qualitative, quantitative and mixed method
studies to understand various aspects of community and societal development processes,
especially among immigrant populations. Human resource development in nonprofit, non-
governmental organizations (NGOs) whose mission is oriented for the public good is becoming
MIGRANT SKILLS DEVELOPMENT IN NEW ZEALAND 21
increasingly important, therefore there is need for more research that affirms the use of human
resource development practices.
Conclusion
Although the themes of this case study research may not be applicable to other
communities, they offer a different perspective on the use of human resource development in
societal development. For, even when immigrants possess high levels of education and work
experience, migrant workers sometimes find themselves with worse employment conditions in
the new country than their country of origin (Matto, Neagu & Ozden, 2008). Therefore, this case
study was an attempt to understand how human resource development interventions are currently
used to assist immigrants. This case study utilized the experience of one organization in assisting
migrants for employment for greater societal good.
In conclusion, the primary human resource development interventions used by CBA are
mentorship and training. These human resource development interventions are mostly through
their Migrant Mentoring Program and the Migrant Enterprise Development Program. In working
with high skilled immigrants, they found that most already possessed by the education and
credentials required for employment but perhaps needed assistance in understanding the
language and culture. A New Zealand mentor already working and successful in their field of
expertise was the right mentor for most of those seeking employment. In addition, immigrants
needed some information on the industry labor market regulations as well as regulatory bodies so
they could find suitable employment.
As a result, CBA has assisted more than 100 high skilled immigrants in obtaining suitable
employment in Christchurch and may others especially women in setting up micro-enterprises.
However, they still face challenges in securing funding for program continuity, in advocating for
MIGRANT SKILLS DEVELOPMENT IN NEW ZEALAND 22
the government to use non-welfare forms of assistance to immigrants who want to be employed
as well as discrimination in labor market.
MIGRANT SKILLS DEVELOPMENT IN NEW ZEALAND 23
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