25174 version 1
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Demonstrate knowledge of tikanga Māori relevant to Māori clients of a
career practice organisation
Level
5
Credits
6
Purpose
People credited with this unit standard are able to explain tikanga Māori in
relation to a career practice organisation, and review the application of
tikanga Māori in a career practice organisation.
Subfield
Career Practice
Domain
Career Consultation
Status
Registered
Status date
20 November 2009
Date version published
20 November 2009
Planned review date
31 December 2013
Entry information
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
Career practice refers to the umbrella profession under which the following vocations
sit – career resources, career information, career education, and career consultation
which includes career counselling, career advice, and career guidance.
Tikanga Māori relates to the practices which Māori follow and which are based on
Kaupapa Māori. Examples include powhiri, karakia, and hui. Tikanga Māori values
and concepts include but are not limited to:
Manaakitanga relates to, for example, looking after people, the promotion of
hospitality, tautoko (support for one another) and honest communication.
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Hui is a commonly used process for interacting with Māori groups. Effective hui
depend on a range of factors which may include correct use of tikanga and kawa,
understanding roles and responsibilities of key participants, reading the political
situation and a general understanding of the background and purpose of the kaupapa
at hand.
Kaitiakitanga, stewardship, the responsibility to ensure the sustenance of places,
natural resources and other taonga, and the mauri of those places, resources and
taonga, for this generation and for those to come.
Rangatiranga, recognition – when referring to political issues it is about sovereignty,
chieftainship, leadership, self-determination, when referring to an individual it is about
qualities of leadership and chieftainship over a social group, a hapū or iwi.
Tangihanga, or funeral ceremony, is a vital part of Māori culture today and demands
the attention of hundreds of people. An important obligation is to gather around the
bereaved family, lend support and be part of the work force.
Te Pōwhiri, or welcome ceremonies, for example, whakatau, pōwhiri and mihi, relate
to the appropriate protocols for interaction with meeting strangers and visitors. How
each or a combination of these protocols is handled varies from situation to situation
dependent on the group involved, the purpose of the encounter and the background
which has led to the encounter.
Whānaungatanga, refers to the focus upon relationships.
2
Communication skills that strive for cultural competency come from the
understanding of divergent beliefs, norms, and value systems and a set of
communication skills that enables a person to convey information so that it is
received and understood. Communication skills that will give valuable effect to
interaction with Māori include, for example, knowledge of kinship and other social
systems, demonstrating appropriate behaviour on a marae and delivering statements
in te reo Māori.
3
Resources include but are not limited to:
Barlow, Cleve, Tikanga Whakaaro: Key Concepts in Māori Culture (Auckland: Oxford
University Press, 1991).
Moko Mead, Hirini, Tikanga Māori: Living by Māori Values (Wellington: Huia
Publishers, 2003).
4
This unit standard must be assessed against on the basis of evidence of
demonstrated and repeatable performance in a workplace situation.
5
This unit standard is for application in a specific organisation. It is envisaged that
people seeking credit in this unit standard will have the opportunity to apply this unit
standard in the area in which they work.
Elements and performance criteria
Element 1
Explain tikanga Māori in relation to a career practice organisation.
Performance criteria
1.1
The explanation identifies tikanga Māori in relation to interpersonal
communication with Māori clients.
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1.2
The explanation identifies tikanga Māori in relation to organising and conducting
hui with Māori clients.
1.3
The explanation compares and analyses tikanga Māori as it is used in a career
practice organisation’s environment.
1.4
The explanation includes strategies that can be used to incorporate tikanga
Māori into the career practice organisation.
1.5
The explanation identifies the implications of tikanga Māori for workplace
practices.
Range
implications can include but are not limited to – greeting visitors,
recognition and resourcing to accommodate Māori language
speakers, providing workspace for hui, providing opportunities for
Māori groups to attend hui, formal recognition of karakia in
appropriate situations;
evidence of three implications is required.
Element 2
Review the application of tikanga Māori in a career practice organisation.
Performance criteria
2.1
Review details current policies and practices of a career practice organisation
that have an effect on the application of tikanga Māori.
2.2
Review identifies how tikanga Māori is currently practised within a career
practice organisation.
2.3
Review identifies the outcomes for Māori of the policies and practices of a
career practice organisation.
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.
 New Zealand Qualifications Authority 2016
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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.
 New Zealand Qualifications Authority 2016