He Toki Ki Te Mahi
Implementing and
Evaluating Good Practice
for Māori Trade Training
Building on Māori Success
He Toki ki te Rika
A collaborative Māori Trade Training initiative designed to build
Māori Capability and leadership within the building and
infrastructure industries in Canterbury.
Initiated by Tā Mark Solomon in 2011
Over 720 enrolments since
Collaborative Partnership between iwi, Ngāi tahu, Industry, Hawkins Construction
and Training provider, CPIT.
He Toki ki te Rika
 http://www.youtube.com/watch?v=qAWP7pz7D-c
Building on Research and Evaluation
He Toki ki te Rika has a cycle of evaluation to feed
continuous improvement
Apprenticeship up take and success is low
Transition to work requires particular support
Programme sustainability depends on work based
support
He Toki ki te Mahi
Group Training Scheme established under a shared Trust
designed to support He Toki graduates through their
apprenticeship
Focus on growing both individual and collective Māori capability
in the building and infrastructure industries
Not only providing a supportive pathway for Māori tauira and
whānau but supporting employers to provide a culturally
appropriate learning pathway
Te Ako Tiketike
Te Ako Tiketike
Māori as successful workplace learners (Kerehoma et al, 2013),
Te Ako Tiketike Model
Te Ako Tiketike is
primarily an evidenced
based theory model.
This project aims to
articulate what this
means in practice, what
mechanisms, systems,
structures are required
to implement this
model.
(Kerehoma et al, 2013)
Ako Teaching and Learning Project
This core vision of this kaupapa is to increase the culturally responsive practice (CRP)
within NZ industry organisations in order to increase Māori learners success.
There are three distinct aspects of this model:
 Implementation of Te Ako Tiketike
 Organisation professional development and individualised learning plans
 Double Loop Learning informing organisational change process
Research Component
 This project seeks to analyse current apprentice support practices for Māori in
the workplace, implement Te Ako Tiketike and research experience and outcomes
for apprentices.
Intervention Component
 Systems support and guidelines for the Hawkins organisation, employers and subcontractors for working successfully with Māori apprentices and demonstrate how
the model works as a comprehensive organisational framework within the GTS.
Double loop learning model
Actions
Mahia te
mahi
Te Ao Tiketike
Principles
He tikanga
whakaaro
Active
Implementation
Whaka Mahia te
reo
Outcomes
Nga hua
Impact
Evaluation
Whaka Mahia
te reo
(
Double–Loop Learning
Revised
Perceptions
He
whakaaro
hou
Innovation
and systems
change
New
Practices
He
wananga
Simultaneous focus on organisational learning processes and work based relationships
Model of Double Loop Learning for Systems Change: (Adapted from Argyris, 1990; Hargrove, 1990; Macfarlane,
2004)
Research and Evaluation Objectives
 To implement Te Ako Tiketike as a model for success for
Māori learners within Hawkins and He Toki ki te mahi
GTS
 Analyse current organisational practices, support systems
for apprentices and create supported pathway for He Toki
apprentices
 Support organisational change through professional
learning to create a culturally connected workplace that is
responsive to the needs of Māori
 Support Māori leadership within the organisations.
What we have found on the journey
 Needs Analysis
 Global Map
 Next Steps
Needs Analysis – Example
Reflective 360 degree appraisal
(Data)
Socio/cultural environment
Need to address cultural
professional learning and
development for workers within
Hawkins and especially subcontractors.
Professional Learning Element

Establish core ideas to be
communicated and spread

Establish a shared language

Deficit theorizing

Understanding role of culture

Understanding changing
demographics
Pastoral Care Issues
Some students need drug & alcohol
support – this may be outsourced
(EAP) as well as with mentor check
In and other peer support,
coaching work.
Students need support with
commitment, time management,
budgeting skills etc (see below for
further information on these
particular skill supports).
Action (Intervention)
Aspirational (Aim)
Complete a best practice framework for subcontractors –
perhaps have an induction process for this when the
students are placed with them
To reduce resentment within the Hawkins team
towards the extra attention students the future of NZ
society relies on a strong economic work force).
Set PLD date in conjunction with the internal launch
within Hawkins
Reducing racial undertone overt behaviors including
any abusive statements –
PLD focused around planned implementation – staff
believe they have neutral practice (they believe they in a
say what you think culture– there is a need to discuss how
theory drives all behavior (unconscious or conscious).
To include PLD over the course of this research project
to ensure that staff are given regular opportunities to
understand the importance of shifting some
entrenched practice.
PLD team could start with PLD identity, “who am I” – a
session on colonization, racism and social justice –
looking at equity within NZ and the work place.
Mentoring
Tuakana-teina (peer mentoring, peer learning and role
models)Tuakana-teiner
Mentoring project with on site, off site, past trainees –
in site operators and outside agencies such as EAP
Mentoring focused on understanding different
stakeholder needs - Mentoring that will allow students
to understand the pressure that site managers go
Original trades trainees to be involved in mentoring
through and it would raise awareness. Young workers
project – in house Hawkins staff and external supervision.
have different drivers compared to mature workers.
You have to let them know the differences. This is
Glean interest in who would like to be involved in this
where mentoring that aims to meet student needs
process
while at the same time teaching them about the needs
of project managers and how the work that they do
knits in tightly with the support of the entire team.
Global Map - Example
WHĀNAU SUPPORT
AND
ENCOURAGEMENT


Clear difference in
attendance,
retention, attitude
and longevity when
whānau and strong
family base is closely
connected to the
workers.
Nature of support
provided to whānau
to address their
needs and realise
their
aspirations/become
training or work
ready (referrals/
provision e.g. literacy
support, addiction
counselling);Emergin
g issues impacting
whānau readiness to
take up training and
employment
opportunities






Whānau are included
in interview process
Whānau are included
in individual learning
plan
Mentors meet with
whānau – build
connectedness
Possible whānau
create and had
Whānau report and
experience of
Hawkins – Hawkins
extend invite to
Hawkins


Front end relationship,
include whānau from
start, inform them with
clear information on what
to expect. Build on further
in induction rather than at
crisis times.
Whānau included in
student success

Be conscious of checking
relative whānau support
early

Where doesn’t exist –
factor for it – through
other network support
groups – He Toki,
apprentice network,
mentor.

Educate employers on
what whānau is/means
Recommendation For System Support - Example
NEEDS
ANALYSIS
TE AKO TIKETIKE
FACTORS
Socio/cultural environment

Absence of racism policy

Resentment issues/

Negative attitudes – special
treatment of He Toki apprentices

Low nos of Maori staff

Need for cultural pd within Hawkins
and especially sub-contractors.
SUCCESS
INDICATORS
SHORT TERM GOALS –
OCTOBER 2014
INTERVENTION REQUIRED

Arm staff with knowledge of
importance of best practice for now
and future generations, the future of
NZ society relies on a strong
economic work force).

Complete a best practice
framework for subcontractors

Staff PD on culture


Create an induction process for
subcontractors
Organise Mark Katterns to
facilitate a PD session in ChCh
as Hawkins industry based
worker.

Increase awareness of Hawkins
staff/sub contractors. Cultural
practice is embedded


Staff understanding on
changing demographic
landscapes

Monthly tracking processes of
pastoral care intervention
Clearly reference and
communicate expectations on
apprentice treatment - sign off
process, data collection and
management and weekly
mentoring and or study sessions.

Staff understanding on need to
foster leadership

Tracking of numeracy and literacy
engagement

Staff understanding on career
orientation

To include PLD over the course of
this research project to ensure that
staff are given regular opportunities
to understand the importance of
shifting some entrenched practice.

PLD team could start with PLD
identity, “who am I” – a
session on colonization, racism
and social justice – looking at
equity within NZ and the work
place.

Staff can speak with confidence
about how workplace is supporting
Māori

Align with Internal policy
taking place in Hawkins.
ORGANISATIONAL SUPPORT
Professional Learning Element

Establish core ideas to be
communicated and spread

Establish a shared language

Deficit theorizing

Stereotypical behavior

Understanding role of culture

Understanding changing
demographics

Understanding of NT, tikanga etc

Set PLD date in conjunction with
the internal launch within
Hawkins – organize for core
enablers within the organization to
be a part of the PLD building
capacity within the Hawkins team.