EMPLOYMENT SUPPORT Demonstrate an integrated practice theory for employment support

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1 1 of 8 level: 6 credit: 15 planned review date: June 2005 sub-field: purpose: entry information: accreditation option: moderation option: Social Services People credited with this unit standard are able to reflect on and analyse the theoretical framework, values, and practice skills in a practice situation in employment support; and reflect on and analyse the integration of theory, values, and practice skills into a personal practice theory for employment support. Open. Assessment for this unit standard will occur within the context of a qualification in employment support. Assessment should be undertaken after the candidate has achieved credit for the majority of the other unit standards in the qualification that cover the underpinning knowledge and skills required for this unit standard. Evaluation of documentation and visit by NZQA, industry and teaching professional in the same field from another provider. A centrally established and directed national moderation system has been set up by Community Support Services ITO Limited (Careerforce).

2 2 of 8 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 7928, Implement Te Tiriti o Waitangi in the social services). 2 It is anticipated that people seeking credit for this unit standard will demonstrate competence and be assessed in the course of field education, whether or not this takes place through work based situations or fieldwork placements. Evidence is required in relation to two employment support situations. 3 Fieldwork, fieldwork placement, and field education are defined in: Te Kaiawhina Ahumahi Guidelines for Providers of Education and Training in the Social Services within the National Qualifications Framework. Wellington: Te Kaiawhina Ahumahi. Te Wahanga Tuaono - Part Six, Nga mahi a takiwā me nga mahi tuwaenga - Fieldwork and practical experience, Service provider is the work setting of the candidate. 5 Relevant social policy and legislative and regulatory requirements may include but are not limited to: Minister for Disability Issues. April The New Zealand disability strategy: Making a world of difference: Whakanui oranga. Wellington: Ministry of Health; Department of Labour. September Pathways to inclusion: Ngā ara whakauru ki te iwi whānui: Improving vocational services for people with disabilities. Wellington: Department of Labour;

3 3 of 8 Department of Social Welfare Vocational Opportunities Support Programme: Issues, policy, plan. Wellington: Department of Social Welfare; accident compensation legislation, including the Accident Compensation Act 1982 and the Injury Prevention, Rehabilitation, and Compensation Act 2001; Code of Health and Disability Services Consumers Rights 1996; Disabled Persons Community Welfare Act 1975; Disabled Persons Employment Promotion Act 1960; Education Act 1989; Employment Relations Act 2000; Health and Disability Services Act 1993; Health and Disability Services (Safety) Act 2001; Health and Safety in Employment Act 1992; Human Rights Act 1993, Industrial Relations Act 1973; Minimum Wages Act 1983; Privacy Act 1993; Public Health and Disability Act 2000; State Sector Act 1988 (and associated Equal Employment Opportunity EEO strategies); New Zealand Standard (NZS) 8134:2001 Health and Disability Sector Standards: Te Awarua o te Hauora, available from Standards NZ - Paerewa Aotearoa: Wellington. 6 Practice skills include the skills defined in unit standards that are compulsory requirements for any employment support qualification where this unit standard is a compulsory component.

4 4 of 8 7 The following apply to the performance of all elements of this unit standard: a All activities must comply with service provider guidelines, protocols, staff manuals, strategic plans, kawa, or tikanga. b All activities must comply with relevant cultural, legislative, and regulatory requirements, which include but are not limited to: Code of Health and Disability Services Consumers Rights 1996; NZS 8134:2001, Health and Disability Sector Standards; Health and Disability Services (Safety) Act 2001; Health and Safety in Employment Act 1992; Human Rights Act 1993; Official Information Act 1982; Privacy Act Resources related to developing an integrated practice may include but are not limited to: a Association for Persons in Supported Employment. 1992, updated Ethical guidelines for professionals in supported employment. Richmond, VA: Association for Persons in Supported Employment. This resource is available at the APSE web site: b DiLeo, D.; Langton, D Facing the future: Best practices in supported employment. St Augustine, Florida: Training Resource Network Inc. c Rusch, Frank R. (ed) Supported employment: Models, methods and issues. Sycamore, Il.: Sycamore Pub.

5 5 of 8 Elements and Performance Criteria element 1 Reflect on and analyse the theoretical framework, values, and practice skills in a practice situation in employment support. performance criteria 1.1 Significant features of the situation are identified and analysed, and the work undertaken by the candidate is explained. significant features include but are not limited to - outline of the known facts and chronology of the situation; outline of the community; agencies; candidate's work role and function; macro, meso, and micro issues in the situation; outline of the work undertaken by the candidate includes but is not limited to - career planning; job development and marketing; workplace orientation and training, and ongoing employment support; work with diverse groups; developing and enhancing quality; overall evaluative analysis. 1.2 Significant features of the service provider context of the candidate are explained. significant features of the service provider context may include but are not limited to - the service provider's mission statement; the community context of the agency; the kind of concerns, issues, and needs disabled people bring to the service provider; the candidate s role and function. Evidence is required of the candidate s role and function and three other significant features.

6 6 of The theoretical framework that was used to explain and guide the candidate's actions is explained. evidence is required of theoretical explanation or guidance in terms of its relevance to employment support in Aotearoa New Zealand; and the sources may include but are not limited to the resources cited in special note The values that supported and guided the candidate's actions are explained. values that supported and guided the candidate's actions - supported employment ethics, supported employment values, world views. Evidence is required of two supported employment ethics, two supported employment values, and a concise statement of the candidate s world view. 1.5 The practice skills that were used by the candidate are identified, and their application is explained. evidence is required of three practice skills and their application in the employment support practice situation. element 2 Reflect on and analyse the integration of theory, values, and practice skills into a personal practice. performance criteria 2.1 The impact of working in the service provider's context is explained in terms of the development of the candidate s professional identity.

7 7 of The impact on the candidate's professional identity is explained in terms of their role in the service provider. 2.3 New learning from the employment support practice situation is identified and explained. new learning - theory, value base, practice skills. 2.4 New learning is analysed, and personal and professional change and development is explained in terms of the basis for future practice. 2.5 Reflection on and analysis of the theory base, values, and practice skills in the employment support practice situations demonstrates an integrated personal practice practice. 2.6 The practice theory is conscious, coherent, consistent with the candidate's world view, and consistent with criteria established by service provider guidelines and relevant social policy and legislative and regulatory requirements. 2.7 The candidate s developmental needs are identified and explained. developmental needs - personal, professional. Comments on this unit standard Please contact the Community Support Services ITO Limited (Careerforce) info@careerforce.org.nz if you wish to suggest changes to the content of this unit standard. Please Note Providers must be accredited by the Qualifications Authority or a delegated interinstitutional body before they can register credits from assessment against unit standards or deliver courses of study leading to that assessment. Industry Training Organisations must be accredited by the Qualifications Authority 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.

8 8 of 8 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 providers wishing to develop education and training programmes, such as minimum qualifications for tutors and assessors, and special resource requirements. This unit standard is covered by AMAP 0222 which can be accessed at