16790 version 3
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Facilitate change for Iwi/Māori social service purposes
Level
6
Credits
6
Purpose
This is a generic unit standard for people in Iwi/Māori social service settings
who have or intend to have responsibility for facilitating change for Iwi/Māori
social service purposes. Change may be to a whanau, hapū, iwi, community,
social policy, structure, or service delivery; and may be within or outside the
Iwi/Māori social service setting.
People credited with this unit standard are able to: facilitate identification and
analysis of objectives for change for an Iwi/Māori social service purpose;
facilitate the development and choice of strategies for change for an
Iwi/Māori social service purpose; facilitate planning for change for an
Iwi/Māori social service purpose; and facilitate implementation and evaluation
of the plan.
Subfield
Social Services
Domain
Iwi/Māori Social Services
Status
Registered
Status date
25 February 2008
Date version published
25 February 2008
Planned review date
31 December 2012
Entry information
Open.
Accreditation
Evaluation of documentation and visit by NZQA, industry
and teaching professional in the same field from another
provider.
Standard setting body (SSB)
Community Support Services ITO Limited (Careerforce)
Accreditation and Moderation Action Plan (AMAP) reference
0222
This AMAP can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.
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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 standard 7928,
Implement Te Tiriti o Waitangi in the social services ).
2
Assessment notes:
This unit standard may be assessed on the basis of evidence of demonstrated
performance in the workplace, or through the use of simulated workplace situations
that closely approximate the performance required in workplace settings. Workplace
settings can include field education placements. The candidate must demonstrate
the use of three of the following roles and three of the following methods, in
accordance with the nature of the participants and the Iwi/Māori social services
setting:
roles – educator, enabler, facilitator, leader, presenter, researcher;
methods – hui, individual dialogue, oral and written opinion or presentation,
wānanga, workshop, written report.
People awarded credit in this unit standard demonstrate competence in working with
service users in an holistic manner according to models of practice within te ao
Māori. Service users are responded to in accordance with tikanga practices of te ao
Māori and within the Iwi/Māori social services environment in which assessment for
this unit standard is taking place.
People awarded credit in this unit standard show that their actions through all
elements are guided and supported by valid theory for social service practice.
Evidence is required of social service theory that is derived from authoritative
sources, which may include but are not limited to: body of knowledge related to
Iwi/Māori social service work; cultural theory; practice research.
Definitions of Māori words will be those relevant and in common usage in an
Iwi/Māori social services context.
Local iwi or hapū aims and objectives underpin the national standard basis of this
unit standard. The definitions of Māori words and concepts in the local dialect must
be verified by the local iwi and/or hapū.
The context of the unit standard is limited to local rohe or takiwā; where local rohe
are also occupied by a number of other iwi or hapū, the tangata whenua or mana
whenua view will take precedence. Other iwi or hapū views should be encouraged in
order to enrich and enhance understanding of key Māori concepts and practices.
Performance of the elements must reflect the roles taken by male and female
workers as applicable.
3
Glossary
Iwi/Māori may be interpreted to mean an iwi, or Māori whānui, depending upon the
focus of the assessment context.
Identified concerns, issues, or needs may include but are not limited to – alcohol and
drug issues; community issues; criminal justice; economic development;
employment; hauora; legal issues, planning; recreation; social crisis and change;
social policy and services; social structures; Te Tiriti o Waitangi relationships;
whenua or environmental issues; whānau, hapū or iwi development.
Concerns, issues, or needs may be cultural, economic, educational, emotional,
psychological, physical, spiritual, social, structural, or political; or related to age,
gender, or sexual orientation.
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Participants may include but are not limited to people within a whānau, hapū, iwi,
Iwi/Māori social service agency, a community of interest, or a community of locality.
Key people include, but are not limited to the people amongst the participants who
have the authority to represent those people by virtue of their mana, position,
expertise, or knowledge.
Nature of the participants is determined by reference to factors that may include but
are not limited to the participants' age and stage of development, culture,
developmental needs, disabilities, gender, goals, health status, interests, kin
relationships, language, sexual orientation, and/or socio-economic status.
Change may be to a whānau, hapū, iwi, community, social policy, structure, or
service delivery; and may be within or outside the Iwi/Māori social service setting.
Social policies include policies of social service agencies or organisations, and
central or local government, and 'include all those things deliberately done [ ] to
promote wellbeing and to limit the effects of misfortune, primarily in terms of material
advantages and disadvantages.' Acknowledgements to Oliver, WH. 1998. 'Social
policy in New Zealand: An historical overview'. The April Report: Report of the Royal
Commission on Social Policy/Te Kōmihana a te Karauna mō ngā Āhuatanga-Ā-Iwi,
vol. 1 (New Zealand Today), pp. 3-45.
Structures may include but are not limited to: cultural, economic, ideological, and kin
structures; political and social agencies and organisations; and other arrangements
that distribute or process resources, or maintain, manage, govern, or organise
society.
The term social service worker is used in this unit standard to refer to the person
seeking credit. Social service workers include but are not limited to: community
workers, counsellors, kaiāwhina, social workers, kaitautoko, youth workers, and
others who deliver social services; whether paid or unpaid.
Elements and performance criteria
Element 1
Facilitate identification and analysis of objectives for change for an Iwi/Māori social service
purpose.
Performance criteria
1.1
Facilitation enables identification of concerns, issues, or needs within the
Iwi/Māori social services setting.
1.2
Facilitation enables analysis of identified concerns, issues, or needs within the
Iwi/Māori social services setting and identifies predicted positive and negative
impacts of identified concerns, issues, or needs on affected people.
1.3
Facilitation enables identification of objectives for change according to the
analysis and enables participants to establish parameters for change.
Range
parameters for change – kaupapa and experience of the
participants and of the people with whom they form alliances,
kaupapa and experience of the people who will implement the
strategies, potential for effectiveness in achieving objectives,
available resources.
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1.4
Facilitation confirms objectives for change according to consultation with key
people.
Element 2
Facilitate the development and choice of strategies for change for an Iwi/Māori social
service purpose.
Performance criteria
2.1
Facilitation enables development of strategies relevant to the achievement of
established objectives and the kaupapa of the Iwi/Māori social services setting.
2.2
Facilitation enables choice of strategies according to their potential to achieve
objectives.
2.3
Facilitation enables choice of strategies that are consistent with relevant
resources available to implement those strategies.
Range
2.4
relevant resources – accommodation, alliances for change,
cultural expertise, educational resources, finance, financial or legal
advice or services, food, grants, people, technological resources,
time, transport, oral and written resources.
Evidence is required of four.
Facilitation enables choice of strategies that are consistent with parameters
established by the participants and the Iwi/Māori social services setting.
Element 3
Facilitate planning for change for an Iwi/Māori social service purpose.
Performance criteria
3.1
Facilitation enables development of a plan that covers all factors essential to
implementation of the strategies.
Range
factors – objectives, resources, time frame consistent with the use
of resources to achieve objectives, responsibilities and
accountabilities of people who will be involved in implementing the
plan, contingencies, procedures to be followed in relation to
contingencies, methods for evaluating progress towards achieving
the objectives.
Element 4
Facilitate implementation and evaluation of the plan.
Performance criteria
4.1
Facilitation of implementation is in accordance with the plan.
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4.2
Problems encountered in implementation are responded to in accordance with
the provisions in the plan for contingencies.
4.3
Facilitation of evaluation uses methods that measure outcomes against the
objectives.
4.4
Where necessary, the plan is revised according to the outcomes of the
evaluation, and communicated to participants.
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.
Comments on this unit standard
Please contact Community Support Services ITO Limited (Careerforce)
info@careerforce.org.nz if you wish to suggest changes to the content of this unit
standard.
 New Zealand Qualifications Authority 2016