guidelines for programme validation

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June 2004

GUIDELINES FORPROGRAMME VALIDATION

BOTSWANA TRAINING AUTHORITY


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BOTA will be recognised nationally and internationally for creating a quality vocational training system 1

Please refer any questions in writing to:

The Chief Executive OfficerBotswana Training AuthorityAttention: Coordinator, Institutional Support Division2nd Floor BIFM BuildingMain MallPrivate Bag BO 340GABORONE

Telephone: (+267) 315 9481/2

Facsimile (+267) 395 2301

E-mail [email protected]

Website: www.bota.org.bw


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TABLE OF CONTENTS

I. FOREWORD............................................................................................................................ 3

II. LIST OF ABBREVIATIONS AND ACRONYMS.....................................................................4

III. DEFINITIONS ..........................................................................................................................5

1.0

INTRODUCTION ...................................................................................................................12

2.0 SYSTEM FOR MANAGING QUALITY (ISO 9000: 2000)....................................................13

3.0 FLOW OF ACCREDITATION APPLICATION PACK..........................................................14

4.0

PROGRAMME VALIDATION ............................................................................................... 15

4.1 What is Validation ..................................................................................................15

4.2 Programme Validation Flow..................................................................................16

4.2.1 Validation of Unit Standards Based Programmes .................................16

4.2.2 Validation of Non Unit Standards Based Programmes .........................17

4.3

Programme Validation Criteria .............................................................................17

4.4 Validation Panels....................................................................................................21

4.5

Validation Event .....................................................................................................21

5.0 CONCLUSION.......................................................................................................................22

6.0 REFERENCES ......................................................................................................................23


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i. FOREWORD

First and foremost I want to express my gratitude to Mrs R G Masisi and Mr V Otsheleng of the

Curriculum Division for having initiated the development of these guidelines.

This document is meant to guide vocational training institutions on quality requirements to be met

when submitting their application packages for accreditation. Programmes and courses submitted

by institutions as part of their application will undergo a process of validation as expressed by this

document.

The purpose of these guidelines is to provide basis for a nationally consistent, high quality

vocational training system that meets the needs of the economy of Botswana and the learner. The

quality requirements underpinned by these guidelines are guided by the accreditation regulations.

The key objective of BOTA is to ensure that institutions continue to meet the quality requirements

by putting in place systems that can support and sustain programmes they offer.

Peter R Fleming

Director, Quality Assurance Department


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ii. LIST OF ABBREVIATIONS AND ACRONYMS

BNVQF Botswana National Vocational Qualifications Framework

ACD Assessment and Certification Division

BOTA Botswana Training Authority

CD Curriculum Division

CEO Chief Executive Officer

DQA Department of Quality Assurance

ISO International Standards Organisation

RAD Registration and Accreditation Division

VT Vocational Training


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iii. DEFINITIONS

Access and equity refers to strategies used to open vocational training to all individuals

in the community, particularly focusing on those groups that have been traditionally under

represented eg access by women and the disabled (ANTA 2003, p. 22).

Accreditation refers to formal recognition of a training institution/assessment centre,

following a formal evaluation of an application against a set of criteria, that the defined

programmes of learning and training and/or awards following formal assessment offered

by a registered organisation have been found to meet required standards and are of ‘good

standing’ – that they are supported by key stakeholders, well staffed, resourced and

administered in line with stakeholder and BOTA expectations and requirements.

Accreditation of learning refers to formal recognition through robust assessment that

learning has occurred, either in formal and/or informal contexts, and that it was effective.

Where accredited learning is used to grant entry into a programme or course it is often

referred to as recognition of prior learning (RPL). Where it leads to the award of credits

towards an award it is often referred to as recognition of current competence (RCC). In

the latter case, credits would be recorded on the national database.

Aligned curricula refers to the curricula developed following the curriculum alignment

processes as stated in the BOTA Guidelines for Preparing Curricula Linked to Unit

Standards

Appointed committees are formal bodies recognised as having rights, authority or

acceptable reputation to represent the interests and views of key stakeholders in a specific

occupational area. Could include professional associations, regulatory boards, industry

training organisations etc.

Assessment refers to identified methods that will be used to indicate whether or not aperson has attained an outcome of learning. It is a process for collecting and interpreting

evidence of ability or competence. It involves:

• collecting evidence with regard to knowledge and skills of a person;

• judging the usefulness of the evidence collected;


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• making decisions about what the evidence says about the knowledge and skills of

a person.

The assessor obtains from the unit standard a benchmark against which to make their

decisions. Assessment may take place as and when the learner is ready. Where the

interpretation of evidence is against transparent performance criteria, assessment can bereferred to as standards-based.

Attitudes refer to performance of skills or use of knowledge within the value system of the

company and society (Strong and Vorwerk, 2001).

Attribute refers to the quality belonging to or forming part of the nature of a person

(Strong and Vorwerk 2001).

Authority (the) refers to the Botswana Training Authority.

Award is the conferment of a qualification or unit standard. The award would follow formal

assessment processes and report the attainment of a meaningful and coherent cluster of

outcomes or results of learning or training.

Botswana National Vocational Qualifications Framework (BNVQF) refers to an

integrated system of nationally recognised qualifications and nationally endorsed

standards for the recognition of vocational skills, knowledge and competencies. The

Vocational Training Act of 1998, set out broad plans for a three-tier vocational

qualifications framework (which will eventually link to a broader National Qualifications

Framework [NQF]) (BOTA website).

Competence-Based Training refers to a system of training that focuses on the ability to

demonstrate a set of skills, knowledge and understanding within a set of relevant values

and ethics (standards). Can also be referred to as standards-based, skill-based,

outcomes-based/expressed training.

Course refers to a prescribed series, sequence, process of learning events – eg lectures

and training. It is a series of learning sessions over a protracted time period (more than

one day) with its own internal coherence leading to an overall learning outcome or set of

related outcomes. A discrete component of learning or training pathway…that equips an


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individual with the knowledge, understanding, attitudes and habits relevant to the

requirements for the award of a unit standard or qualification.

Credit is a value assigned to a unit standard or qualification that represents the notional

learning time required to meet the performance requirements and standards of the unit

standard or qualification. One credit equates to 10 hours of notional learning time.

Criteria refer to established rules, standards or principles, on which a judgement is based

(Longman Group 1978).

Curriculum refers to a course of study offered in a school/training institution or university.

Curriculum documents tend to be quite broad and general in what they say.

Curriculum document refers to a document that reflects essential guiding information on

a particular curriculum or learning programme. It usually covers issues such as the main

purpose of the curriculum, implementation, assessment and monitoring strategies to be

used, and the necessary resources.

Curriculum Development Committees refers to committees established within

institutions or other curriculum developing organisations to handle all curricular matters

within the organisation. The committees would link the institution/curriculum developer with

BOTA, in particular, as well as with their counterparts (sister institutions/curriculum

developers).

Element (of competence) refers to an outcome of learning that is a component of the title

of a unit standard.

Entry requirements refers to the qualifications, knowledge, skills or experience required

for entry to a training programme.

Flexible delivery refers to an approach to training that enables a variety of ways in which

clients can learn and demonstrate competence. Clients can choose, what, where and how

they learn, and are provided training that suits their individual learning needs and styles

(ANTA 2003, p. 22).


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Flexible learning refers to the provision of a range of learning modes or methods, giving

learners greater choice of when, where and how they learn.

Formal learning refers to learning that is largely directed by professional educators and

trainers within dedicated learning organisations. Informal Learning has a less formal

structure and sequence – and is usually outside of organisations that have education andtraining as their core business.

Framework (the) refers to the Botswana National Vocational Qualification Framework.

Collectively, refers to all nationally registered qualifications and their associated unit

standards, the defined and logical relationships between them, and the integrated quality

assurance processes that provide the basis for the accreditation of learning and the

determination of equivalences of vocational qualifications.

Generic skills refers to (often called “core” or “key” skills) the skills required to socialise

and prepare the learner for the ever-changing needs of the world of work (eg Numeracy,

Problem Solving, Team Skills, Entrepreneurship, Information, Communication and

Technology, Communication, Self Management, Work Ready and HIV/AIDS).

Institutions see Training Institutions.

Job specification refers to a description of what the job demands of the employee who

does it and the human skills that are required. It is a profile of the human characteristics

needed by the person performing the job. These requirements include experience,

training, education, and physical and mental characteristics (Cohen and Manion 1996).

Learner-centred approach refers to a training/learning method that is shaped by the

needs of the learner, and recognises and responds to learners as individuals. It is

achieved when:

• focus is on the learner’s development, interests and needs;

• learning builds on the learner's life experiences;

• there is ongoing learning, in which the learner is an active participant; and

• there are many opportunities for talking, sharing and collaborating (Edwards P.

2003 Home page).


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Module refers to a small, self-contained component being integral to a greater whole. It

could be an important part of a course.

Module organisation refers to sequencing of structured activities, opportunities, or

structure for self-directed learning.

Philosophy refers to the external needs to be satisfied (political, economical, social and

technological), which include the graduate profile. In most cases the funding body for a

programme will determine the shape and form the curriculum will take.

Primary research refers to the research that had a direct physical relationship with the

events being reconstructed. This category would include the written and oral testimony

provided by actual participants in, or witness of, an event, but also the participants

themselves. Documents considered as primary source include manuscripts, charters, files,letters, official publications etc (Cohen and Manion 1996).

Programme is a plan of things to be done – a scheme of proceedings for a course of

study.

It is a structured pathway of learning or training leading to an award. Programmes can be

of different lengths – ie there is no fixed time duration. One component of a curriculum that

addresses an instructional (learning) area or course – eg welding, child care, electronics.((ILO International Centre for Advanced Technical and Vocational Training (1987)).

Qualification refers to an award given on successful completion of a course or

programme. The award would follow formal assessment processes, and reports the

attainment of a meaningful and coherent cluster of outcomes or results of learning or

training.

Quality refers to fitness for purpose.

Rationale is the justification and purpose of modules/programme. It is normally put down

to indicate that a need has been identified and would be addressed by the curriculum.

Relevance refers to being pertinent to the matter at hand or applicable to social issues

(Your Dictionary.com 2003 home page).


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Unit standard refers to a registered statement of the outcomes of learning assessed, the

type and quality of evidence that represents performance worthy of the award of credits,

and the contexts in which that evidence should be demonstrated.

Validation refers to a process whereby a new programme proposal is scrutinised to

ensure that the BOTA quality standards criteria are met. It is the procedure, which all new

programmes go through in order to obtain approval for the purpose of accreditation or for

any purposes as determined by BOTA from time to time.

Validity refers to the programme/curriculum having value or a strong firm base, that

curriculum development can be used to defend. It is appropriate in kind and, within that

kind, sufficiently complete and addresses the identified needs.

Vetting Committee refers to the BOTA committee that evaluates decisions emanating

from the DQA quality assurance processes.

Web-based training refers to the training that is available in the web site.


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1.0 INTRODUCTION

Botswana Training Authority (BOTA) is committed to undertaking rigorous validation of VT

programmes offered at Foundation, Intermediate and Certificate levels of the BNVQF. Validation

of learning programmes is one of the requirements for accreditation of VT institutions.

Programmes validated are those submitted with application packs for accreditation.

Validation will confirm that programmes of learning offered by a registered VT institution have

been found to meet required standards and are of ‘good standing’ – that they are supported by

key stakeholders, well staffed, resourced and administered in line with stakeholder and BOTA

expectations and requirements.

The purpose of this document is to give a full description of validation process for consumption by

BOTA and its key stakeholders. This document provides an outline of Accreditation ApplicationPack Flow, showing how the pack reaches Curriculum Division, and also provides detailed

information on validation process. Finally this document is to inform VT institutions on BOTA

requirements and their entitlements on validation of programmes.


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2.0 SYSTEM FOR MANAGING QUALITY (ISO 9000: 2000)

International Standards Organisation 9000 Standard of the year 2000 (ISO 9000:2000) is a quality

management system that most manufacturing and service providing companies, locally andinternationally, have adapted. BOTA as a service-providing organisation has also adapted the

system to ensure that the services provided are of international standard. It is an ISO 9000

requirement that every process is documented hence the production of this document.

ISO 9000:2000 places more emphasis on involvement and commitment of management. In VT as

in the manufacturing industry, quality assurance is usually driven by senior management, who

pass it through managers of training and finally cascade it down through a step-by-step process.

The ISO system for managing quality recognises that the starting point of managing quality is full

understanding of process approach. The illustration above is the perception of process flow in

curriculum development and delivery for VT.

Inputs are usually the elements that have gone through a certain stage of processing, but

sometimes raw –- ie having not undergone any form of relevant vocational training. Various

elements are combined and processed to make up a product. In the case of VT, inputs are

learners, trainers, resource centres, facilities, funds, curriculum, and society just to list but a few.

The society sees curriculum as a way in which skilled human resources for industry/employment

can be made available, hence the need for curriculum developers to identify the knowledge, skills,

and attributes (KSA) required as building blocks for curriculum. Learners as they will be subjected

to the curriculum see it as a way of developing themselves to meet what ever their interests are,

Feedback loop

INPUTS

• Learners

• Trainers

• Curricula

• Society• Learning Resources

• Graduate etc

PROCESS

• Learning • Training

• Work placement • Research etc

PRODUCTS• Artisans

• Technicians

• Operators

• Caterers

• Receptionists

• Clerks

• Soldiers

• Miners etc


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and most importantly their expectations should be fulfilled. It is therefore important that curriculum

development continues to identify the critical KSA needed for a quality workforce and successful

employment in an occupation (industry) and for the learner as an individual.

The process is facilitation of change from one form to the other. Learning is a process in which

the KSA of an individual can be moulded to meet certain job specifications and societal roles. One

needs to acknowledge that learning can be influenced by a number of variables such as personal

ability (physical or mental), prior learning, learning approaches and society. These variables

should be identified and harnessed for successful implementation of curriculum and should not be

used as barriers for training/learning.

The product is determined by the input and the process hence the need to have a well balanced

mix of the two. It is important to predetermine and continuously review an ideal product of

learning, for VT to meet the ever changing needs of industry, society and learners as individuals –

hence the continuous development of curriculum. The product of training/learning can also be

used to inform curriculum developers on the validity of the programme through tracer studies. In

other words the process flow diagram shown above is cyclic in operation rather than linear.

3.0 FLOW OF ACCREDITATION APPLICATION PACK

Upon submission of the application pack for accreditation from a VT institution, BOTA records it in

the BOTA files and database, before passing it to the Finance Office. It is a requirement that for

an application pack to be processed, an application fee at prevailing rate must be paid.

From the Finance Office where the application fee is recorded, the application pack is passed to

RAD to be evaluated against set criteria. This division will then pass the application pack for

further processing to CD and ACD to have input on issues related to curriculum/programme

development and assessment respectively.

CD will be expected to validate programmes, which form part of the application pack using the

validation criteria (see section 4.3). Validation process will be verifying whether the development

of programme(s) followed quality curriculum development processes – eg Guidelines for

Preparing Curricula Linked to Unit Standards. The outcome of validation is communicated to

RAD, any supplementary information required is communicated to the VT institution in question

through the Director of Quality Assurance. Access to information on application is restricted to


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authorised persons only. RAD will aggregate its findings with those from CD and ACD to

determine whether or not an institution should be accredited.

4.0 PROGRAMME VALIDATION

It is a BOTA requirement that all proposed VT programmes, leading to Foundation, Intermediate

and Certificate qualification levels of the BNVQF undergo a rigorous process of scrutiny known as

validation.

There is no particular sequence in which a programme is compiled. However, a holistic approach

towards curriculum/programme development should be adopted. Programme development should

be seen, as a rigorous task that involves identification of training needs, organisation of learning

modules, identification of training/learning resources, mobilisation of resources, piloting and

adjustment of the programme, implementation and evaluation of the programme. These stages of

curriculum development have been used to guide development of the validation criteria (in section

4.3).

4.1 What is Validation

Programme validation is a process whereby a programme is scrutinised against predetermined

quality requirements by BOTA. In order to assure BOTA that the programme is of quality

standard, a validation panel may be established to act on behalf of BOTA to undertake this

scrutiny, particularly where a programme is developed by CD – eg regarding certain Generic

Skills.

Validation process involves checking validity and fitness for purpose of the programme. The

programme(s) and required evidence (eg prospectus, course catalogues, flyers and news letters)

are scrutinised against validation criteria (section 4.3) with the aim of maintaining and enhancing

quality in VT.

A programme is said to be valid, if it meets the present and near future needs of industry, society

and learners as individuals. Therefore, it is a requirement that rigorous methods of programme

development and delivery are employed.


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4.2 Programme Validation Flow

As part of accreditation, RAD submits the application pack from VT institution to CD for the

purpose of validating the programme(s). The programme and documentation of programme

development would normally form part of the accreditation pack. CD signs for recieving the

programme package and/or documentation of the programme received from RAD. A list of

contents of the package is compiled by CD for record keeping.

BOTA Curriculum Development Specialist would scrutinise the document(s) against the

programme validation check list. The document(s) submitted will provide evidence to determine if

an institution can provide a suitable vocational training and institutional/industrial environment for

implementing the proposed programme(s).

The key areas to be considered include identification of needs and input sources, programmedevelopment, piloting of the programme, revision and amendment, programme implantation, and

programme evaluation. At present, an institution is required to have been registered or in the

process of being registered for validation to be undertaken.

The CD Specialist or a panel engaged by BOTA will make a recommendation with respect to

approval or non approval of the programme on the programme validation check list at the close of

validation. Once validation is done, the report is submitted to CD Coordinator to check if quality

procedures were followed and report the outcome to RAD Coordinator. The CD Coordinator mayrecommend redoing of validation if any inconsistencies or irregularities are noticed.

Once validation is done the programme package is handed back to RAD and signed for.

4.2.1 Validation of Unit Standards Based Programmes

When unit standards are developed they will express outcomes of learning and VT institutions will

be expected to link their curricula to the available unit standards. BOTA has provided guidance oncurriculum alignment and development process through the “Guidelines for Preparing Curricula

Linked to Unit Standards” (BOTA 2004), which should be followed.


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4.2.2 Validation of Non Unit Standards Based Programmes

During this transition period when unit standards are being/to be developed it is recommended

that programmes be developed such that they explicitly express expected outcomes of learning.

4.3 Programme Validation Criteria

CD or programme validation panel will scrutinise the submitted programme(s) using the criteria

below.


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BOTA will be recognised nationally and internationally for creating a quality vocational training sy

Programme Validation Criteria Table

Area BOTA Requirements Evidence Required

1.Identification of Needsand Input Sources

• Curriculum/programme aligned with identifiedindustry/employer needs;

• Unit standard(s) analysed to adequately inform the

programme;

• National policies accessed to inform theprogramme on, for instance the political,economical, social, technological andphilosophical needs to be satisfied – ie direction ofthe programme is informed by relevant industryneeds and national policy initiatives;

• Programme is comparable with internationalstandards; and

• Outcomes expressed curriculum.

• Curriculum Docuof relevant and c

• Alignment Proces

• Rationale and/or Curriculum Docupolicies and indu

• Source(s) of inforsites, prospectus

• Outcomes of learCurriculum Docu


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AreaBOTA Requirements Evidence Required

2.ProgrammeDevelopment

• Programme development process;

• Title of the programme;

• Duration of the programme(s);

• The qualification level of the programme;

• Articulation or pathway of the programmeidentified;

• Curriculum linked to relevant and current unitstandard(s) registered on the BNVQF; and

• A system for internal programme approval inplace.

• Documented progmethods;

• Title of the progra

• Estimated notionaterms of credits (Hours);

• Curriculum Docuprogramme’s quaBNVQF;

• Curriculum Docurelated programm

• Statement on moDocument showinmapping grid); an

• Report/Statemeninternal approval


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Area BOTA Requirements Evidence required

3.Piloting (trial run of theprogramme)

• Commitment to piloting of programmes;

• Duration of piloting a programme is stated; and

• Intended date of implementation of theprogramme.

• Evidence/indicatibeing/will be pilot

• Duration of pilotin

• Estimated date foprocess indicated

4.Revision andAmendment (ie as aresult of the pilotingprocess)

• Improvements, if any, following the pilotingprocess.

• Evidence/indicatibeen/will be adjupiloting process.

5.Programme

Implementation

• The mode of programme delivery, eg institutionbased; work based; distance or part time;

• Methods of training/learning are stated;

• Assessment strategies are stated; and

• Curriculum Docudelivery mode(s)

• Curriculum Docuapproaches; and

• Curriculum Docustrategies.

6.Programme Evaluation

• Strategies for continuous programme appraisalRevision; and

• Date (year) on which the programme will be

reviewed.

• Curriculum Docuthe programme rand

• The planned yea


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4.4 Validation Panels

Where there is no institution or a CDC to develop a programme, especially for Generic Skills,

such programme will be developed by CD, a validation panel will then be appointed by BOTA to

validate the programme, whose responsibilities would entail to:

assess before implementation that the programme will meet the expectations and quality

requirements of BOTA;

ensure that learners will be provided with the opportunity to achieve identified and

agreed outcomes of learning;

identify and disseminate good practice in programme development and delivery;

explore issues relating to validity and appropriateness of the structure and content of the

programme;

ensure that systems to sustain the programme are in place; and

recommend approval or non approval of the programme to CD.

A validation panel may be comprised of members from the industry, trainers, assessors, and

institutions of higher education.

4.5 Validation Event

The Curriculum Specialist may undertake validation of programme(s) or a panel of experts

appointed by CD to act on behalf of BOTA. In a case where a validation panel is engaged

copies of programme documents will be distributed to the panel two weeks in advance of the

programme validation meeting. Programme validation should be scheduled at least three

weeks before the Vetting Committee meeting, which takes place once a month.

The time required for completing the validation predominantly depends on the size of the

programme(s), organisation of material submitted for accreditation and whether the institution is

likely to meet the validation criteria. It is estimated that validation of one programme where all

required materials submitted would take one to two days.


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5.0 CONCLUSION

This document is produced as an effort to assist VT institutions on programme validation

requirements. It is an ISO quality management requirement that processes considered to be of

importance to an organisation are documented.

BOTA has adapted ISO 9000:2000 as its system for managing quality, however it should be

pointed out that, there are various quality management systems that VT institutions can choose

to adapt. Adapting a quality management system will allow an institution to consider issues of

customer (learners, industry/employers and society) satisfaction.

Programme validation is one of the processes undertaken by BOTA to determine whether or not

an institution should be awarded accreditation. It is through the validation process thatrelevance and quality of programmes is determined. BOTA advocates the use of holistic

approaches towards curriculum development, in order to ensure that VT addresses the needs of

key stakeholders. In essence, validation is used to enhance the quality of VT through systematic

and coherent methods of curriculum development and delivery.

ACD and CD only handle the assessment and curriculum parts of accreditation respectively,

while RAD handles the overall issues of accreditation. It is the Director of Quality Assurance

who communicates with institutions regarding decisions on issues of accreditation, while theCEO of BOTA is responsible for appeals against accreditation decisions within the BOTA

structures.


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6.0 REFERENCES

a) Botswana Training Authority [Online] (2003); http://www.bota.org.bw/; Accessed;

[December 2003].

b) Botswana Training Authority (2003); Draft Regulations for Apprenticeship and IndustrialTraining; Gaborone, BOTA.

c) Botswana Training Authority (2003); Draft Regulations for the Registration of National

Vocational Qualifications on the Botswana National Qualifications Framework;

Gaborone; BOTA.

d) Botswana Training Authority (2004); Accreditation of Vocational Training Institutions and

Assessment Centres; Gaborone; BOTA.

e) Botswana Training Authority (2003); Regulations for the Registration and Accreditation

of Trainers, Assessors and Moderators; Gaborone; BOTA.f) Botswana Training Authority (2003); Regulations for the Registration of

Institutions/Assessment Centres; Gaborone; BOTA.

g) Cohen, Louis and Manion, Lawrence (1996); Research Methods in Education. 4th ed;

London; Routledge.

h) Edwards Pamela (2003); Student Centred Learning [Online];

http://www.tedi.uq.edu.au/TEN/TEN_previous/TEN6_97/ten6news1.html; Accessed

[November 2003].

i) Liverpool John Moores University (2004), Programme Validation (Online);http://cwis.livjm.ac.uk/quality/PROGVALI/Valwelcome.htm; Accessed [06 Feb. 04]

j) Longman (1981); Dictionary of Contemporary English; Longman Group; UK.

k) New Zealand Qualifications Authority; (2003) Glossary (Online);

http://www.nzqa.govt.nz/about/glossary/; Accessed [December 2003]

l) Republic of Botswana (1997); National Policy on Vocational Education and Training;

Gaborone; Botswana Government Printers.

m) Republic of Botswana (1998); Vocational Training Act No 22 of 1998; Gaborone;

Botswana Government Printers.n) Strong Liza and Vorwerk Chris (2001); Designing Outcomes-Based Learning

Programmes for the Workplace; Randburg; Knowledge Resources (Pty) Ltd.

o) Werther William B (Jr) and Davis Keith (1992); Human Resource and Personnel

Management; 4th ed; Singapore; McGraw-Hill Inco.


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