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Q: What was my mindset before, during, and after the lesson on mindfulness?

A: Beforehand, my understanding about mindfulness was that it was initially about clearing all thoughts in order to bring a sense of inner peace. I initially thought that mindfulness was a short practice that would be a quick-fix solution for stress. However, this understanding changed greatly upon exploring the dynamics of mindfulness. During the lesson, my mindset about mindfulness correspondingly shifted to the idea that when we are mindful, we engage with our thoughts. Essentially, we become present in the moment by being aware of what is happening in said moment. Mindfulness meditation, in particular, was denoted as a useful strategy that can be utilised within the organisation as a tool by people practitioners to help better fellow employees during stressful situations. After the lesson, I realised that true mindfulness is a continuous process that does not simply work as a once-off solution to stressful challenges. I realised that achieving true mindfulness, which can fundamentally alter our lives for the better, can be achieved through the consistency of mindfulness meditation practices.

Q: What about mindfulness makes me curious?

A: This fundamental alteration, or more specifically, the benefits of mindfulness really brought up my curiosity. This curiosity fed into a variety of discussions after the class, as well as personal research I conducted on my own accord. Within this framework of the benefits of being mindful, I discovered that mindfulness is a crucial tool that can be effectively utilised to manage one's stress (Alomari, 2023). As an industrial psychologist, when consulting with fellow employees, teaching mindfulness strategies can help with the pressure and consequent stress that employees have within their roles. I learned that practising mindfulness is associated with significant improvements in cognitive/mental and physical well-being (Hyland et al., 2015). With these improvements to one's life, I am further curious to see how these benefits can play out within a more practical industrial psychological context.

References:

Alomari, H. (2023). Mindfulness and its relationship to academic achievement among university students. Frontiers in Education, 8(0). https://doi.org/10.3389/feduc.2023.1179584

Hyland, P. K., Lee, R. A., & Mills, M. J. (2015). Mindfulness at work: A new approach to improving individual and organizational performance. Industrial and Organizational Psychology, 8(4), 576-602. https://doi.org/10.1017/iop.2015.41

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Q: How is the topic of Job Analysis important to the Industrial Psychology (IP) Profession?

A: One of the main discussions within this topic of Job Analysis, was how critical it is to the IP profession and even more so with the HR function as a whole. Essentially, Job Analysis was denoted as a foundation to many different Human Resource (HR) activities. In this lesson, Job Analysis was further discussed as not only a foundation for various HR activities, but also a precursor to conducting several IP-related functions such as recruitment and talent management. In fact, the basis for conducting various talent procedures begins with conducting a Job Analysis. I also learned within this lesson that the development of personnel strategies by IP practitioners is actualised by conducting a Job Analysis. Beyond these facets, another reason why the topic of Job Analysis is so important to the IP profession is that conducting this said analysis is part of the responsibilities of an IP practitioner. Within this regard, I learned that industrial psychologists need to conduct a Job Analysis, in order to ensure that they understand the requirements of the job and the work context, hence why a Job Analysis is so important to the IP/HR field.

Q: How much of what I learned was new, and how much have I seen before about Job Analysis?

A: The topic of Job Analysis is something that has been discussed and taught at various stages throughout my journey within the IP field. One aspect that I had seen before in this topic, was what a Job Analysis actually entails. The definition or rather the explanation of what a Job Analysis is all about, as in analysing what the job entails, was something that I had seen various times beforehand. Another aspect that I had seen beforehand was the Job Analysis Risk Framework, in which IP practitioners analyse jobs and their impacts on the organisation. Additionally, other aspects of a Job Analysis within the IP world that I had seen beforehand, were the quantitative (numerical, objective) and qualitative (verbal, subjective) approaches to Job Analysis (Brawley & Pury, 2016). However, new aspects I learned of this topic were related to novel approaches to a Job Analysis. Specifically, learning about inductive reasoning and deductive reasoning approaches to Job Analysis was an interesting new aspect I learned during the lesson (Brawley & Pury, 2016). Furthermore, something new about a Job Analysis which I learned was the broadening of the domain of what a Job Analysis entails. In particular, the conceptual framework of a Job Analysis was also discussed within job clusters rather than individual jobs on their own. In this domain, I never before knew that this was even a thing, whereby each job cluster had its own Job Analysis process.

References:

Brawley, A. M., & Pury, C. L. (2016). It's like doing a job analysis: You know more about qualitative methods than you may think. Industrial and Organizational Psychology, 9(4), 753-760. https://doi.org/10.1017/iop.2016.86

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Q: How did my understanding of Competency Profiling change today?

A: My understanding of Competency Profiling was considerably altered within this session. I never could really distinguish between a job analysis and a competency profile until we deciphered this exact difference, within this lecture. I already understood that Competency Profiling is linked to conducting a job analysis, however from today's lesson, I realised how they truly differ. Essentially, the main difference between these two facets is the approach they take to the job and its competencies (Wong, 2020). Competency profiling/modelling takes a top-down approach as the process starts from the top of the organisation, in defining core competencies, and then works itself down into various roles (Wong, 2020). However, a job analysis follows a bottom-up approach, as the process starts from the individual job and works its way up into the broader organisational practice, while it creates its own description of what the job entails. My understanding of Competency Profiling fundamentally changed, as I now comprehend its distinct process compared to that of a job analysis.

Q: What am I sure that I understood/misunderstood about Competency Profiling?

A: When diving into this topic, there were some facets which helped clarify my understanding of Competency Profiling, while at the same time, there were other components which I misunderstood about this topic. What I understood quite well within this discussion was the importance of Competency Profiling within the HR function. In this regard, the development and defining of competencies for a job role is crucial for HR professionals (Wong, 2020). It is critical for HR practitioners to understand this practicality of a Competency Profile in order to understand what they must identify in candidates, and what level of competence must be seen within these roles (Wong, 2020). From this, HR practitioners can deduce if potential incoming candidates not only possess the necessary competencies for a job, but also what level of proficiency candidates possess within these competencies (Wong, 2020). However, this topic did leave me confused about differentiating competencies and skills. Within this discussion over the importance of competencies, I felt that I misunderstood this framework, because it felt like I was describing the skills profile of a job rather than a competency profile. Essentially, I misunderstood the difference between Competency Profiling and the framework of conducting a skills analysis. This topic of Competency Profiling is clearly complex, as it contained facets that I both understood and misunderstood at the same time.

References:

Wong, S. C. (2020). Competency definitions, development and assessment: A brief review. International Journal of Academic Research in Progressive Education and Development, 9(3), 95-114. http://dx.doi.org/10.6007/IJARPED/v9-i3/8223

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Competency Definitions, Development and Assessment: A Brief Review

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Q: What about Competency-based Interviews makes me curious?

A: The topic of Competency-based Interviews (CBIs) was insightful and fascinating within a practical context, as well as from an academic framework. This session and its dynamics sparked a curiosity within me to understand which competencies are going to be most fundamental in the future world of work. Part of the discussion as to why IP/HR practitioners use CBIs is that this method actively assesses a candidate's competencies/competency profile, through the interview questions asked to candidates. However, I am curious to investigate which specific competencies, in this case, we as IP practitioners are interested in assessing. While this question is context-dependent on the type of role being investigated, I am still keen to assess which competencies are generally agreed upon to being the most important for the future world of work. We did briefly discuss how competencies of communication and problem-solving are vital in strong organisations, but I am curious to investigate which other competencies are also important in this regard. Additionally, I am also curious to investigate how CBIs integrate with new evolving technologies like artificial intelligence (AI), and how it can be utilised to enhance the effectiveness of CBIs (Albert, 2019).

Q: How is the topic of Competency-based Interviews important to the IP profession?

A: Within this class, it became fundamentally clear why Competency-based Interviews (CBIs) are so vital to the IP profession. This importance is seen within the fields of talent acquisition and recruitment. Since the structure of CBIs sets out to analyse the competencies of candidates against the job competency profile, IP practitioners can better ensure that there is a greater fit between the applicant and the job itself. Essentially, IP practitioners can facilitate the job-role fit of applicants, and can better achieve this idea of having the right person in the right "seat" that will satisfy the needs of the organisation. In this regard, CBIs are important to the IP profession in terms of recruitment, as these interviews improve the predictive validity that selected applicants will be successful in their roles. This enhanced predictive validity also reduces the potential risk of bias in acquiring talent, as CBIs create a more fair and equitable selection process through the objective criteria utilised in these interviews (Rios et al., 2020). Due to these reasons, CBIs play an important role within the IP profession in terms of supporting the acquisition of talent.

References:

Albert, E. T. (2019). AI in talent acquisition: A review of AI-applications used in recruitment and selection. Strategic HR Review, 18(5), 215-221. https://doi.org/10.1108/SHR-04-2019-0024

Rios, J. A., Ling, G., Pugh, R., Becker, D., & Bacall, A. (2020). Identifying critical 21st-century skills for workplace success: A content analysis of job advertisements. Educational Researcher, 49(2), 80-89. https://doi.org/10.3102/0013189X19890600

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Q: What seemed to be the most/least important ideas in today's lesson on Facilitation?

A: During the workshop, the most important idea discussed about facilitation was the "process" that is put in place. There is a great emphasis within the facilitation framework that is placed on the "how"/process that is followed in order to help achieve the individual's/team's objectives. Some of the least important ideas was regarding the content within this process and more so on the "what" of this process. The full reflection is seen in the attached document.

Q: How does what I learned today, relate to what I already know about Facilitation?

A: The facilitation workshop included a discussion regarding the stages of team development, which is something I already knew quite well. The facilitation process is related to these stages, and even more so, the facilitator's role within these stages demonstrates the pivotal importance as to why IP practitioners need this facilitation skill. The full reflection is seen in the attached document.

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IP Practice Assignment 4 - The Facilitation Workshop

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Q: What did I find most surprising about Performance Management?

A: Within this class, the dimensions of Performance Management (PM) were expanded and discussed in ways which were eye-opening to my current understanding of PM. Some of the innovative aspects addressed in this class, which surprised me, was the rethinking of PM to not just what we do to improve performance, but more so with how we improve performance. I was surprised to hear this new take on PM, as I am used to discussing various ways of measuring performance, but never before have I learned about how we actually conduct this process. In addition to this, I was surprised to see that the removal of performance ratings is an upcoming trend and is a massive change that is taking place within the parameters of PM. Instead, the new trend for the HR field within the dimensions of PM is becoming more concerned with improving productivity by aligning individual goals with organisational objectives. As an upcoming IP practitioner, I was surprised to see how crucial it is to align the goals of individuals and that of the organisation, in order to drive more purpose towards improved productivity.

Q: What did I assume about today's learning before the class started? How did that affect my learning of Performance Management?

A: Coming into this class on Performance Management (PM), I had quite a few assumptions about the components of PM and what it would entail. I assumed that the learning today would be based on what the attributes of PM would be about. Specifically, I assumed that PM is essentially the continuous management of performance in order to drive productivity. I also assumed that the justification for the practice of PM, by IP practitioners, is to not only promote productivity, but also to identify performance gaps and room for improvement, as well as to promote organisational sustainability. Having these assumptions beforehand affected my learning for the better as these assumptions were important to building a foundation for understanding the dynamics and importance of PM. Using these assumptions as a framework for understanding what PM entailed, allowed me to broaden my knowledge of PM which ended up surprising me with how much more there was to learn. Also, these assumptions gave me a key insight into comprehending the fit of PM within the IP/HR practice. Essentially, these assumptions helped frame my understanding of how PM is key to IP/HR practitioners in identifying where shortcomings in performance exist, and how to address these gaps in order to promote sustainability as well as productivity.

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Q: How does what I learned today, relate to what I already know about Assessment Centres?

A: Coming into this class, there were various facets discussed which aligned with my pre-existing knowledge about Assessment Centres (AC). More specifically, the fact that an AC is a simulation-based assessment process conducted by multiple assessors using multiple assessment techniques that assess the competencies of candidates, was further enriched (Waghmare & Iyer, 2015). My prior knowledge of the purpose of ACs was reinforced within this discussion, as within the HR world, an AC is a useful tool for recruitment and promotion. Even more so in this regard, due to the fact that an AC uses multiple assessors to make multiple judgements, there is more value within the use of this type of assessment, as recruitment/promotion decisions will have a reduced risk of being biased (Waghmare & Iyer, 2015). Lastly, another aspect discussed which I already knew beforehand, was how an AC is not necessarily a physical centre, but rather refers to an assessment technique that provides comprehensive insights into the various dimensions/competencies of candidates (Waghmare & Iyer, 2015).

Q: How did my understanding of Assessment Centres change today?

A: During this lesson, while I was already familiar with some aspects of what an Assessment Centre (AC) entails, there were several new facets which were discussed which fundamentally altered my understanding of ACs. Beyond the fact that an AC measures a candidate's competencies, I also learned that this measure involves the use of projective techniques to assess the problem-solving capabilities of candidates more specifically. Furthermore, I learned that an AC is also related to assessing the potential within candidates rather than only their displayed competencies (Waghmare & Iyer, 2015). Due to this effectiveness in assessing potential, I learned that an AC actually enhances the value of the use of psychometric testing within the IP/HR domain for recruitment and promotion purposes (Waghmare & Iyer, 2015). Also, especially when compared to standard cognitive and personality assessments, I realised that an AC is fundamental to the IP profession as it gives a more integrated understanding of how a candidate is supposed to perform in the proposed job, hence the simulation facet of this assessment. I also learned that an AC is a particular type of leadership competency assessment, and is predominantly used to assess managers which broadened my understanding of ACs.

References:

Waghmare, S., & Iyer, R. (2015). Assessment centres: An effective tool for competency development. Abhinav-International Monthly Refereed Journal of Research in Management & Technology, 4(10), 1-7. https://www.academia.edu/35383007/ASSESSMENT_CENTRES_ANEFFECTIVE_TOOL_FOR_COMPETENCY_DEVELOPMENT

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ASSESSMENT CENTRES: ANEFFECTIVE TOOL FOR COMPETENCY DEVELOPMENT

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Assessment Centre methodology is a unique tool for identifying key competencies of employees. Extensive Literature Review suggests that assessment centers are a globally valid and reliable method to analyze and predict future potential of candidates.

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Q: How much of what I learned was new, and how much have I seen before about Talent Management?

A: When reflecting on this session, there were various dimensions of Talent Management (TM) which were both new and familiar. One dimension which I was already aware of, was the dynamics of what TM entails. Essentially, I had seen beforehand that TM involves a continuous process of attracting, retaining, and developing talented employees. Along with this, I was already familiar with the step-by-step process of TM in planning how to get talent, in conjunction with the attraction, development and retainment of said talent. However, one of the new aspects I learned about TM was that its primary purpose is to actually create a motivated workforce, which is something I did not know. Another new dynamic I learned was that this step-by-step process of TM is built on specific core practices, such as an HR competency framework, that enables its facilitation. Additionally, another new facet that I learned; was the fundamental importance of succession planning within TM, and how we as IP/HR practitioners need to manage talent for the present as well as for the future. Overall, there was a mixed balance between learning new content compared to the knowledge I already knew about TM.

Q: What seemed to be the most/least important ideas in today's lesson on Talent Management?

A: Within this lesson, the fundamental aspects of Talent Management (TM) became clearer as certain elements stood out as the most or least important ideas of TM. In this regard, I learned that TM is heavily concerned with matching the supply of people to the demands of the organisation. Another key idea of TM is the importance that competencies play so that we as IP/HR professionals can match this supply and demand facet. Essentially, by defining the competencies of a role, as an IP/HR practitioner, we can define what knowledge; skills; and attributes we need to identify during the planning stage of the TM process. From this, the next important idea that builds on this framework is the succession planning that is conducted within TM. This succession planning of looking into the future development of critical positions is key within the management of talent in order to ensure that the right individuals are in the right roles for the long term. However, an idea that was denoted as the least important to TM is the thinking that a specific TM system is universal to all organisations. In actuality, the process of TM will differ from company to company. Another unimportant idea within the framework of succession planning in TM, is the belief that this future development of positions applies to all roles. In reality, the succession planning of roles is only conducted for critical positions.

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HR Tutorial - Talent management strategy

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Q: What did I assume about today's learning before the class started? How did that affect my learning of Business Ethics?

A: Within this lesson, my assumptions regarding the fundamentals of business ethics; how organisations need to act in a moral framework; and the particular importance of balancing the relationship between different ethical dimensions, were crucial towards my understanding. These aspects formed the foundation of the key facets that IP practitioners need to adhere to when it comes to fostering an ethical culture. This includes elements such as the harmony they endeavour to find within the ethical dimensions of the self; others; and the greater good, and how IP practitioners cultivate this by fostering change. The full reflection is seen in the attached document.

Q: What am I sure that I understood/misunderstood about Business Ethics?

A: The framework of business ethics was multifaceted and included various aspects that I found to be comprehensible to understand, and others which were challenging to grasp. Specifically, I find this balancing aspect between the three ethical dimensions as something clear to understand. I also understood how ethics entails various aspects including fostering a culture of change. In a practical sense, I also understood how ethical problems and ethical dilemmas differ, and how we as IP practitioners can be aware of this difference. However, differing an ethical dilemma to an ethical conundrum was an aspect I misunderstood due to their similarity. Also, the ethical theory of virtue ethics was another aspect I misunderstood due to the fact that this theory is fundamentally flawed. The full reflection is seen in the attached document.

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IP Practice Assignment 4 - Business Ethics Workshop

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Q: How did my understanding of Training & Development change today?

A: Throughout the Training & Development (T&D) lesson, my understanding of the fundamentals of T&D profoundly evolved. In general, my understanding of T&D focused on the standardised process of skills acquisition, as well as the development that entailed the transfer of knowledge. However, this understanding significantly transformed as I grew to understand the importance of implementing a T&D program that is practical, and applicable to the context in which it is being implemented. Essentially, my understanding of T&D now emphasises the need for IP/HR practitioners to critically assess how to implement a T&D program that can bridge the gap between a theoretical understanding and the practical competence applicable to the employee's role. My understanding of T&D now focuses on how the success and effectiveness of T&D depends on ensuring that the content taught actually applies to the employee's role rather than on the delivery of content. Also, my understanding has grown to appreciate the nuances associated with implementing a T&D program, and how there needs to be an element of practicality that is brought in by IP/HR practitioners. This applicability is needed in order to foster the level of adaptability required within individuals to help achieve organisational goals.

Q: What about Training & Development makes me curious?

A: While engaging within this Training & Development (T&D) class, there were several aspects which stood out to me and sparked my curiosity on the complexities of T&D. One of the most fascinating aspects in this regard, is the evolution of T&D in the digital age of the Fourth Industrial Revolution (4IR). One of the main facets discussed was with regards to the different types of designs of T&D programs which include new and innovative technological training tools that involve virtual reality (VR) and artificial intelligence (AI). Within this domain, I am curious to learn more about these technological developments in T&D, and even more so, how T&D within its tools and platforms will evolve within the rapid transformation in the 4IR. Additionally, I am further curious towards investigating the depths of the T&D of HR competencies. Essentially, I am curious to investigate the T&D needed within the HR context to develop the proficiency needed in IP/HR practitioners. There was a brief discussion over the HR capabilities needed to be developed in an HR T&D program, but I wish to further explore this facet and learn about the fundamental HR competencies that future HR T&D programs need to focus on.

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Culture & Organisational Development Workshop

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Culture & Organisational Development Workshop

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Q: What was my mindset before, during, and after the lesson on Culture & Organisational Development?

A: Within this lesson, my mindset about Culture & Organisational Development (C&OD) was profoundly affected for the better. Before the lesson, my mindset about C&OD was related to the relationship between an organisation's culture and status, and how said culture can only affect the brand reputation of an organisation. As the lesson progressed, my mindset shifted to understanding how C&OD is related to the strategic importance of building a company culture of trust in order to facilitate the change management process of ADKAR: Awareness of the need for change, desire for change, knowledge on how to change, ability to build change, and the reinforcement of change (Angtyan, 2019). My mindset after the lesson then centred on how IP/HR practitioners need to be functional in this ADKAR process in order to drive organisational development (Angtyan, 2019). Essentially, I realised that the IP/HR role demands strategic involvement to reinforce the cultural foundations of the organisation, in order to drive sustainable organisational development through the ADKAR change process.

Q: What did I find most surprising about Culture & Organisational Development?

A: Throughout this lecture on Culture & Organisational Development (C&OD), the role that trust plays within this context, was something that greatly surprised me. I was surprised to learn how organisational culture can be built from a foundation of trust. Essentially, I was amazed to learn that we, as IP/HR practitioners, have a responsibility to demonstrate integrity; reliability; and accountability within our actions and behaviours with others. In this regard, I learned that the trust we share and build within the organisation is a direct expression of the behaviours we demonstrate. Consequently, these behaviours affect the level of trust within various workplace relationships. These behaviours can also drive harmonious organisational culture as it builds the cooperation needed among individuals for organisational development. I was struck by the fact that the foundation of trust, within the organisational culture, actually acts as a catalyst for various change efforts that promote the development of the organisation. Additionally, I was surprised to learn that IP/HR practitioners need to cultivate a culture of trust as it enables transparent collaboration among individuals and leads to a greater acceptance of organisational development efforts. All things considered, I was surprised to learn how trust acts as a foundation for C&OD.

References:

Angtyan, H. (2019). ADKAR model in change management. International Review of Management and Business Research, 8(2), 179-182. https://www.irmbrjournal.com/papers/1560753273.pdf

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Q: How is the topic of Employee Relations important to the IP profession?

A: This lecture on Employee Relations (ER) highlighted a variety of aspects that denoted the significance of ER within the IP/HR field. Specifically, this was made evident through the connection between the three fundamentals of ER in fostering an equitable; productive; and coordinated environment, in conjunction with the responsibility of the IP practitioner to shape and sustain this environment. ER is key towards the IP practitioner's role in this regard, as the IP profession in itself needs to craft an environment that is built on harmony with effectiveness, and these three fundamentals of ER relate exactly to this. The dynamics of ER encourage a more free-flowing communication channel which helps the IP profession to: resolve conflict with disciplined grievance procedures, develop higher levels of employee commitment to the organisation, and consequently mitigate organisational turnover. The interplay of ER is needed within the IP profession in order to ensure that various decision-making processes, such as recruitment and dismissals, are conducted fairly and in accordance with the governing labour law that needs to be adhered to. The framework of ER builds the foundation for these key responsibilities within the IP profession.

Q: What did I find most surprising about Employee Relations?

A: In this Employee Relations (ER) lecture, the facet which surprised me the most was the added influence that IP professionals have over the dynamics of ER. Something I always had an idea on was with regards to how ER interacts within the IP/HR role and specifically how ER cultivates various IP-related behaviours within this relationship. However, I was surprised to learn that this relationship also operates the other way around in that IP professionals also take on a strategic role to mould and direct the ER of the organisation on a day-to-day basis. This surprise in the duality of the role of IP/HR practitioners in influencing ER effectiveness was actually fairly straightforward to comprehend, because the analysis of this domain speaks to the dynamics of ER and its intricacies. Specifically, aspects such as the IP practitioner assisting in designing and implementing HR policy can speak to ER, as this ensures that the organisation adequately promotes fairness and inclusivity. In this way, the IP/HR field directly influences effective ER success. This was something that surprised me, seeing as it opened up a new understanding on the relationship between the IP practitioner and the ER dynamics within the organisation.