25174 version 1 Page 1 of 4 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. New Zealand Qualifications Authority 2016 25174 version 1 Page 2 of 4 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. New Zealand Qualifications Authority 2016 25174 version 1 Page 3 of 4 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 25174 version 1 Page 4 of 4 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