Experience

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  NorthAble Matapuna Hauora

  • New Zealand
  • Information Services
  • 1 - 100 Employee

  • Evaluation and Marketing Project Manager

    • Jun 2024 - Present

    Tasked with collating, evaluating and analysing NorthAble's entire profile of data from across Te Taitokerau, my aim is to integrate client voices more intentionally and intuitively into our service delivery. Alongside this primary role, I coordinate NorthAble's marketing strategy, using my analysis to engage and communicate more effectively, meeting our clients with their specific, individualised needs in mind.

  • Āhei Project Coordinator

    • Jan 2023 - Jun 2024

    The Āhei program is an internship for rangatahi whaikaha (young people with disabilities), with the goal of helping them into independence and breaking down social stigma against people with disabilities through increased interaction in mainstream society. This includes mentoring individual interns, as well as providing guidance and support to host businesses and brokering paid positions at the end of interns' time on Āhei. I also designed a seminar to educate local businesses on employing people with disabilities.I managed the project from its first cohort in April 2023, designing the program to suit young workers with particular but highly varied needs. We expect to have 45 interns come through the program over the course of our two-year funding contract.

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  Massey University

  • New Zealand
  • Higher Education
  • 700 & Above Employee

  • PhD Candidate

    • Oct 2019 - Present

    WORKING ABSTRACT:This study will examine migrant Afrikaner identity in New Zealand, focusing on two central environments in the performance of Afrikaner culture: the ‘braai’, somewhat comparable to the New Zealand barbeque, though held in much higher regard and significance with respect to cultural values, and the Afrikaans church. It progresses from my smaller, local Master’s research, which also investigated Afrikaner identity in New Zealand. The aim of the proposed study is to explore the adjustments this migrant community makes to their Afrikaner identity during resettlement. During fieldwork, I will also remain open to exploring other aspects of Afrikaner migrant identity – such as identity pluralism, migrant culture or transnationalism – should these themes arise.Blaser (2012) has revealed a potential over-emphasis on apartheid being factored into Afrikaner identity studies. The study will therefore pay close attention to what part this plays in the construction of New Zealand Afrikaner identity. I will also gauge any emphasis on South Africa’s history of racist policies and New Zealand’s own colonial past in regards to Te Tiriti o Waitangi, inquiring as to how Afrikaners see these mutual histories in their similarity of origin and their respective processes of reconciliation. Further, I will investigate what this means for Afrikaners today in terms of ‘fitting’ into New Zealand society, where rapprochement with the indigenous population is a major part of socio-political life.New Zealand hosts the largest per capita proportion of expatriate Afrikaners, an estimated 9% globally (StatsSA, 2016), yet there is relatively little research on this community. The study will contribute to a better understanding of this large contingent of New Zealand’s immigrant population, and its patterns of similarity and difference to wider New Zealand society.

  • Course Tutor and Assignment Marker

    • Nov 2017 - Feb 2020

    I worked on casual sort-term contracts as an assignment marker (essays and short answer tests) and for one year as a course tutor in the following humanities subjects:145.218 DEVELOPMENT AND INEQUALITY (Marker)An investigation into how inequality impedes development in our world. Case studies from the Pacific, Asia and Africa consider the struggles of people disadvantaged by their ethnicity, gender or class.146.210 RITUAL & BELIEF (Marker)A study of selected topics in the field of ritual and belief such as rites of passage, witchcraft, sorcery, shamanism and symbolic representation.230.210 TŪ RANGARANGA: GLOBAL ENCOUNTERS (Tutor)An exploration of our connections, impacts, and roles in the world, and our rights and responsibilities as global citizens. It examines what citizenship means in 21st century Aotearoa/NZ, given its history, cultural diversity, and place in the global arena. The course introduces the notion of global citizenship, and explores the relationship between individuals and collective action in addressing global problems.

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  Voda Plumbingware

  • Northland, New Zealand

  • Brand Officer / Marketing Manager

    • Jan 2019 - Nov 2019
    • Northland, New Zealand

    Foreno Tapware and its luxury sister company, Voda Plumingware, are well-known in the plumbingware industry. I handled the marketing profiles of both companies, both in digital and print marketing. I redesigned the Voda website, adding a sleek, modern touch and overhauled the stock list, adding in vital information and allowing the stock software to speak with the website, making future additions and editing of the website much simpler and streamlined.

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  Starline Group

  • New Zealand
  • Hospitality
  • 1 - 100 Employee

  • Marketing and Website Manager

    • Nov 2015 - Dec 2018

    Starline Group is a leading hospitality supplies company and I worked to increase repeat business at Starline and foster new in this ever increasing sector. I managed the majority portion of the $1 million marketing budget and used this wisely, educating myself to be able to handle tasks that would otherwise be outsourced. This, in particular, allowed me to stretch my creativity and technological knowledge, creating eye-catching advertisements. I also managed the implementation of the new website, and successfully transferred the majority of our customers to ordering online, minimising errors in order fulfilment by customer services. I continued to fine-tune the website's functionality, listening earnestly to customer feedback.

  • Customer Services Manager

    • Aug 2015 - Mar 2016

    I filled this role out of need, due to a staff shortage and budget cuts. I was able to streamline the customer service process, cutting out unnecessary steps in the order creation and fulfilment process. Despite taking on the extra work, my other positions did not suffer due efficient management of time and my honest communication as to what can and cannot be done in any given time-frame.

  • Operations Manager

    • Feb 2014 - Dec 2015

    I took this role after the previous Manager left, the employer saw that I filled the role naturally. I oversaw the stock management software upgrade and added efficiency to the order fulfilment process by moving stock position within the warehouse, making order picking easier and faster, allowing workers to fill more orders in the day. I negotiated down our courier fees, when most prices were increasing, and procured new products for Starline's stock profile.

  • Operations Assistant

    • Jan 2013 - Jan 2014

    I picked orders from the company's warehouse and handled daily packing and dispatch.

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  Ray White Dunedin

  • 12 Wharf Street, Dunedin, Otago, New Zealand

  • Client Liaison & Receptionist

    • Apr 2008 - Apr 2009
    • 12 Wharf Street, Dunedin, Otago, New Zealand

    I handled reception duties and first point-of-call for Ray White Dunedin. After the previous receptionist left suddenly, I filled the position as a temporary worker but was kept on at the request of the owner/manager. I was responsible for the presentation of the office, which saw many client visits and ensured their visit was comfortable and pleasant. I was also tasked with the advertisement of the rental property management profile once the Ray White brand moved to its new online presence.

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  Shishou City No. 1 Middle School (石首市第一中学)

  • Chaotiankou Street, Shishou, Hubei, China

  • Oral English Teacher

    • Nov 2003 - Sep 2004
    • Chaotiankou Street, Shishou, Hubei, China

    The role was devised to aid the Chinese English-language teachers in enhancing the level of spoken English among students. I prepared and taught lesson plans for use in classes of 50-60 students with an age range of 13 to 17 years old. I developed a rapport with my students and, most importantly, had them speaking for proficiently by the end of my term.