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Level 5
Credits 8
Purpose People credited with this unit standard are able to: provide a safe career assessment environment for Māori clients; provide for the needs of Māori clients in the career assessment process; select and adapt career assessment instruments to match Māori client’s needs; use and interpret assessment instruments for Māori clients; and review the career assessment process for Māori clients.
Subfield Career Practice
Domain
Status
Status date
Date version published
Career Assessment and Measurement
Registered
20 November 2009
20 November 2009
Planned review date
Entry information
31 December 2013
Open.
Accreditation Evaluation of documentation and visit by NZQA and industry.
Standard setting body (SSB) The Skills Organisation
Accreditation and Moderation Action Plan (AMAP) reference 0121
This AMAP can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.
Special notes
1 Definitions
Assessment refers to vocational assessment which is a structured process for gathering information about an individual in order to make career related decisions or plans. The principal concepts of assessment in this context are: it is focused on individuals, it involves an information collection process, and it leads to a careerrelated decision or plan.
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Career refers to the wide range of occupational, family, civic, and political roles which individuals will undertake throughout their adult lives. It includes paid employment, self-employment, unpaid work, multiple jobbing, entrepreneurial enterprise, homebased enterprise, study as an adult, and unemployment. A career is a developmental and lifelong process.
Client refers to people receiving a career related service who may be individuals or groups associated with employment, education, or training, or in some cases may be an organisation.
Ethical practice refers to the code of practice as defined in the constitution of an established career practice association, for example, the Career Practitioner
Association of New Zealand.
He w āhi mahana referred to in this unit standard is a welcoming comfortable environment.
Kai referred to in this unit standard is food products.
Needs , in the context of this unit standard, are those relating to gender, culture, ethnicity, age, religion, philosophy, learning, disability, socio-economic group, career options, and language.
Wairua referred to in this unit standard is spirit.
Whakapapa referred to in this unit standard is genealogy.
Whānau referred to in this unit standard is family in the broad sense.
2 Legislation relevant to this unit standard includes but is not limited to the: Privacy Act
1993, Human Rights Act 1993, Fair Trading Act 1986.
Element 1
Provide a safe career assessment environment for Māori clients.
Performance criteria
1.1
The environment in which career assessment takes place reflects Māori culture and the needs of the Māori client.
Range wairua, time-frame, personal space, non-verbal cues, language, decor, kai, drink.
1.2
Element 2
The language used in the interaction with the Māori client during the career assessment process is in accordance with their needs.
Provide for the needs of Māori clients in the career assessment process.
Performance criteria
2.1 The physical and emotional needs of Māori clients are met in terms of the career assessment process.
Range provision includes but is not limited to
– greeting, welcome, encouragement, whānau ties, background of all parties identified.
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2.2 The purpose and proposed outcomes of the career assessment established with Māori clients are in accordance with the limitations of activity, expectations, time constraints, and their needs.
2.3 The interaction with Māori clients includes the appropriate use of active listening, questioning techniques, and body language.
2.4 The approach used in the career assessment process with Māori clients meets their cultural and personal needs.
Range approach includes but is not limited to – establishment of commonalities, whakapapa, non-judgmental attitude, respect of person, respect of boundaries, he w āhi mahana, active listening.
2.5 Māori client profiles are identified in accordance with age, gender, disabilities, and socio-economic group.
2.6 Queries and/or questions are responded to in accordance with the needs of
Māori clients.
2.7 The procedures of the administration process are explained to Māori clients in accordance with their needs.
Element 3
Select and adapt career assessment instrumen ts to match Māori client’s needs.
Performance criteria
3.1
Māori model of career assessment instruments selected is in accordance with the purpose of the assessment and Māori client profiles.
3.2 The rationale of instrument choice is described in accordance with Māori client profiles, the purpose of the assessment, and the advantages and benefits to the clients.
3.3 Career assessment instruments are adapted as required in accordance with identified needs of Māori clients.
Element 4
Use and in terpret assessment instruments for Māori clients.
Performance criteria
4.1 The explanation of the purpose of and procedures for administration of the career assessment instrument selected are in accordance with the needs of
Māori clients.
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4.2 Analysis of outcomes identifies significant items for interpretation in accordance with the needs of Māori clients.
Range interpretation avoids the use of stereotypes and rigidity.
4.3 The explanation to Māori clients acknowledges the limitations of the instrument and the interpretation of outcomes, and their subsequent impact on careerrelated decisions.
Range explanation avoids the use of stereotypes and rigidity.
4.4 Assistance to Māori clients in prioritising preferences meets the needs of the clients.
Element 5
Review the career assessment process for Māori clients.
Range the review may be self or peer.
Performance criteria
5.1 Feedback from Māori clients is used to evaluate the outcomes of the career assessment process in terms of the established purpose.
5.2 The outcomes of the career assessment process meet the stated purpose and the needs of Māori clients.
5.3 The review of the career assessment process examines the feedback of Māori clients in terms of their needs.
5.4 The review of the career assessment process examines adherence to ethical practice in accordance with legislation and relevant codes of conduct.
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.
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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 The Skills Organisation info@skills.org.nz if you wish to suggest changes to the content of this unit standard.
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New Zealand Qualifications Authority 2020