Facilitate change for Iwi/Māori social service purposes

Transcription

1 Page 1 of 5 Facilitate change for Iwi/Māori social service purposes Level 6 Credits 6 Purpose This is a generic unit standard for people in Iwi/Māori social service settings who have or intend to have responsibility for facilitating change for Iwi/Māori social service purposes. Change may be to a whanau, hapū, iwi, community, social policy, structure, or service delivery; and may be within or outside the Iwi/Māori social service setting. People credited with this unit standard are able to: facilitate identification and analysis of objectives for change for an Iwi/Māori social service purpose; facilitate the development and choice of strategies for change for an Iwi/Māori social service purpose; facilitate planning for change for an Iwi/Māori social service purpose; and facilitate implementation and evaluation of the plan. Subfield Domain Status Social Services Iwi/Māori Social Services Registered Status date 25 February 2008 Date version published 25 February 2008 Planned review date 31 December 2012 Entry information Accreditation Standard setting body (SSB) Open. Evaluation of documentation and visit by NZQA, industry and teaching professional in the same field from another provider. Community Support Services ITO Limited (Careerforce) Accreditation and Moderation Action Plan (AMAP) reference 0222 This AMAP can be accessed at

2 Page 2 of 5 Special notes 1 People awarded credit in this unit standard are able to implement Te Tiriti o Waitangi in the social services according to the authority and resources available to them, and are able to demonstrate application of this competence to the context of assessment for this unit standard (for further clarification, please refer to unit standard 7928, Implement Te Tiriti o Waitangi in the social services ). 2 Assessment notes: This unit standard may be assessed on the basis of evidence of demonstrated performance in the workplace, or through the use of simulated workplace situations that closely approximate the performance required in workplace settings. Workplace settings can include field education placements. The candidate must demonstrate the use of three of the following roles and three of the following methods, in accordance with the nature of the participants and the Iwi/Māori social services setting: roles educator, enabler, facilitator, leader, presenter, researcher; methods hui, individual dialogue, oral and written opinion or presentation, wānanga, workshop, written report. People awarded credit in this unit standard demonstrate competence in working with service users in an holistic manner according to models of practice within te ao Māori. Service users are responded to in accordance with tikanga practices of te ao Māori and within the Iwi/Māori social services environment in which assessment for this unit standard is taking place. People awarded credit in this unit standard show that their actions through all elements are guided and supported by valid theory for social service practice. Evidence is required of social service theory that is derived from authoritative sources, which may include but are not limited to: body of knowledge related to Iwi/Māori social service work; cultural theory; practice research. Definitions of Māori words will be those relevant and in common usage in an Iwi/Māori social services context. Local iwi or hapū aims and objectives underpin the national standard basis of this unit standard. The definitions of Māori words and concepts in the local dialect must be verified by the local iwi and/or hapū. The context of the unit standard is limited to local rohe or takiwā; where local rohe are also occupied by a number of other iwi or hapū, the tangata whenua or mana whenua view will take precedence. Other iwi or hapū views should be encouraged in order to enrich and enhance understanding of key Māori concepts and practices. Performance of the elements must reflect the roles taken by male and female workers as applicable. 3 Glossary Iwi/Māori may be interpreted to mean an iwi, or Māori whānui, depending upon the focus of the assessment context. Identified concerns, issues, or needs may include but are not limited to alcohol and drug issues; community issues; criminal justice; economic development; employment; hauora; legal issues, planning; recreation; social crisis and change; social policy and services; social structures; Te Tiriti o Waitangi relationships; whenua or environmental issues; whānau, hapū or iwi development. Concerns, issues, or needs may be cultural, economic, educational, emotional, psychological, physical, spiritual, social, structural, or political; or related to age, gender, or sexual orientation.

3 Page 3 of 5 Participants may include but are not limited to people within a whānau, hapū, iwi, Iwi/Māori social service agency, a community of interest, or a community of locality. Key people include, but are not limited to the people amongst the participants who have the authority to represent those people by virtue of their mana, position, expertise, or knowledge. Nature of the participants is determined by reference to factors that may include but are not limited to the participants' age and stage of development, culture, developmental needs, disabilities, gender, goals, health status, interests, kin relationships, language, sexual orientation, and/or socio-economic status. Change may be to a whānau, hapū, iwi, community, social policy, structure, or service delivery; and may be within or outside the Iwi/Māori social service setting. Social policies include policies of social service agencies or organisations, and central or local government, and 'include all those things deliberately done [ ] to promote wellbeing and to limit the effects of misfortune, primarily in terms of material advantages and disadvantages.' Acknowledgements to Oliver, WH 'Social policy in New Zealand: An historical overview'. The April Report: Report of the Royal Commission on Social Policy/Te Kōmihana a te Karauna mō ngā Āhuatanga-Ā-Iwi, vol. 1 (New Zealand Today), pp Structures may include but are not limited to: cultural, economic, ideological, and kin structures; political and social agencies and organisations; and other arrangements that distribute or process resources, or maintain, manage, govern, or organise society. The term social service worker is used in this unit standard to refer to the person seeking credit. Social service workers include but are not limited to: community workers, counsellors, kaiāwhina, social workers, kaitautoko, youth workers, and others who deliver social services; whether paid or unpaid. Elements and performance criteria Element 1 Facilitate identification and analysis of objectives for change for an Iwi/Māori social service purpose. 1.1 Facilitation enables identification of concerns, issues, or needs within the Iwi/Māori social services setting. 1.2 Facilitation enables analysis of identified concerns, issues, or needs within the Iwi/Māori social services setting and identifies predicted positive and negative impacts of identified concerns, issues, or needs on affected people. 1.3 Facilitation enables identification of objectives for change according to the analysis and enables participants to establish parameters for change. parameters for change kaupapa and experience of the participants and of the people with whom they form alliances, kaupapa and experience of the people who will implement the strategies, potential for effectiveness in achieving objectives, available resources.

4 Page 4 of Facilitation confirms objectives for change according to consultation with key people. Element 2 Facilitate the development and choice of strategies for change for an Iwi/Māori social service purpose. 2.1 Facilitation enables development of strategies relevant to the achievement of established objectives and the kaupapa of the Iwi/Māori social services setting. 2.2 Facilitation enables choice of strategies according to their potential to achieve objectives. 2.3 Facilitation enables choice of strategies that are consistent with relevant resources available to implement those strategies. relevant resources accommodation, alliances for change, cultural expertise, educational resources, finance, financial or legal advice or services, food, grants, people, technological resources, time, transport, oral and written resources. Evidence is required of four. 2.4 Facilitation enables choice of strategies that are consistent with parameters established by the participants and the Iwi/Māori social services setting. Element 3 Facilitate planning for change for an Iwi/Māori social service purpose. 3.1 Facilitation enables development of a plan that covers all factors essential to implementation of the strategies. factors objectives, resources, time frame consistent with the use of resources to achieve objectives, responsibilities and accountabilities of people who will be involved in implementing the plan, contingencies, procedures to be followed in relation to contingencies, methods for evaluating progress towards achieving the objectives. Element 4 Facilitate implementation and evaluation of the plan. 4.1 Facilitation of implementation is in accordance with the plan.

5 Page 5 of Problems encountered in implementation are responded to in accordance with the provisions in the plan for contingencies. 4.3 Facilitation of evaluation uses methods that measure outcomes against the objectives. 4.4 Where necessary, the plan is revised according to the outcomes of the evaluation, and communicated to participants. Please note Providers must be accredited by NZQA, or an inter-institutional body with delegated authority for quality assurance, before they can report credits from assessment against unit standards or deliver courses of study leading to that assessment. Industry Training Organisations must be accredited by NZQA before they can register credits from assessment against unit standards. Accredited providers and Industry Training Organisations assessing against unit standards must engage with the moderation system that applies to those standards. Accreditation requirements and an outline of the moderation system that applies to this standard are outlined in the Accreditation and Moderation Action Plan (AMAP). The AMAP also includes useful information about special requirements for organisations wishing to develop education and training programmes, such as minimum qualifications for tutors and assessors, and special resource requirements. Comments on this unit standard Please contact Community Support Services ITO Limited (Careerforce) info@careerforce.org.nz if you wish to suggest changes to the content of this unit standard.