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Workbook 8Community action and service provision National Diploma in Social Services (Level 6)

“The best way to find yourself is to lose yourself in the service of others”

- Mahatma Gandhi

US 7914, 7976, 7996

2 National Diploma in Social Services (Level 6)

Freephone: 0800 277 486

www.careerforce.org.nz

[email protected]

© Careerforce – Issue 2.0 – June 2013

Table of contents

Getting started 3

Assessment process 4

Resources 5

Referencing 6

Understanding professional terminology 8

Section One - Analyse concerns, issues, needs and resources in the community 10

Section Two - Analyse social service provsion in the community 22

Section Three - Facilitate strategies to effect change in social policies, structures or service delivery 35

Section Four - Practical application of Te Tiriti o Waitangi 50

www.socialservices.org.nz

mailto:[email protected]

2Community action and service provision, Workbook 8

Tēnā koe

Welcome to this workbook on the topic of analysing social service concerns, issues, needs and resources and how to facilitate change in social service provision. Remember that your assessor is available to guide you but you are responsible for the tasks in this workbook. The ITO acknowledges that every organisation is different and different terminology may be used. For the purposes of this workbook, ‘clients’ are referred to as the people who use your services.

Getting started

This workbook has integrated the requirements of the following unit standards.

This workbook requires you to show, either in a real workplace situation, or in a simulated exercise (that is very similar to a workplace situation) how you can:• explain community analysis;• gather information on concerns, issues, needs, and resources in the community; and• prepare and record an analysis of the information gathered on concerns, issues, needs, and resources in the

community.• analyse social services in the community,• analyse the impact of current economic and social policies on social service provision in the community.• prepare an analysis of a social policy, structure, or service delivery;• generate strategies to effect change in a social policy, structure, or service delivery;• facilitate planning to effect change in a social policy, structure, or service delivery; and• facilitate implementation of strategies to effect change in a social policy, structure, or service delivery.

Standard Title Level Credit

7914 v4 Analyse concerns, issues, needs and resources in the community 6 6

7976 v4 Analyse social service provision in the community 6 9

7996 v4 Facilitate strategies to affect change in social policies,structures or service delivery

6 9


Name:

Address:

Telephone (day):

Telephone (night):

E-mail Address:

Legislation, Code of Ethics and agency policies and guidelines

You need to demonstrate your understanding of the legislation relevant to this topic. These may include but are not limited to: Official Information Act 1982, Privacy Act 1993, service provider codes of conduct, codes of practice issued by the Privacy Commissioner, social service codes of ethics, and service provider guidelines, protocols, staff manuals, strategic plans, kawa, or tikanga.

Other legislation, professional Associations Code of Ethics, and agency policies and guidelines will cover the important issue of confidentiality and ethical practice.

Te Tiriti O Waitangi

You are expected to understand and explain how the articles of the treaty are implemented in your practice according to the role, resources and authority invested in you by your agency.

Your work will be treated confidentially by your assessor and the ITO. If your assessed work is selected for moderation, all identifying information will be removed.

To complete this workbook enter the requested information in the blue highlighted fields and use the tab function to move to the next field. You can place the cursor over a field if you need to go back or edit/change an entry.


Step 1Preparation for assessment

Your assessor will make sure that you understand the level and standard of performance required before starting the assessment.You can work with others as you prepare for your assessment but you will be required to demonstrate your personal understanding of all of the material you submit to your assessor.You will set a date with your assessor to submit the completed workbook.You may want to refer to the unit standards themselves for further clarification. They can

be downloaded from the NZQA website

www.nzqa.govt.nz/qualifications-standards/standards/

Step 2Complete the workbook

The workbook sets out the questions you have to answer and the tasks you need to complete to be awarded credit for the unit standards.It is recommended that you use all the space provided as it represents the approximate length of response required.You must complete all activities in the workbook before submitting it to your assessor for marking. The workbook has provided you with space for your written answers. It is recommended that you use all the space provided as it represents the approximate length of response required.

Step 3Gather evidence and submit to assessor

Evidence of prior learning, such as course materials, essays, assignments, etc can be used to strengthen your evidence.Additional evidence can be submitted (such as work-related documentation) to supplement your answers however, you must answer every question.Always source your evidence and include references in the space provided. Send your completed workbook to your assessor by the date agreed to at your pre-assessment meeting.

Step 4Assessment feedback

Your assessor will determine whether the evidence presented in your workbook, and any other evidence supplied, meets the required standard, and will provide you with feedback.If you are deemed not yet competent (ie your assessor determines that the evidence presented is not sufficient) then you will be asked for further evidence. Whether it is additional tasks for you to complete, or a verbal submission to supplement the evidence already presented, your assessor will work this through with you.

Step 5Reporting of results

If you are deemed competent, you will receive confirmation of this from your assessor. Your assessment results will then be forwarded to the ITO for adding to Record of Achievement (previously named Record of Learning).

Assessment process

http://www.nzqa.govt.nz/qualifications-standards/standards/


Resources

We have listed a number of useful websites for you to look at.

In addition to these we recommend that you consider reading the following books.

Connolly, M. & Harms, L. (Eds.). (2013). (3rd ed.). Social work: contexts and practice. Australia: Oxford University Press.

Walsh-Tapiata, W. & Munford, R. (2000). (2nd Ed.) Strategies for change: Community development in Aotearoa/New Zealand. Palmerston North: School of Social Policy and Social Work Massey University.

Cheyne, C., O’Brien, M. & Belgrave, M. (1997). Social policy in Aotearoa New Zealand: A critical introduction. Auckland, NZ: Oxford University Press.

O’Brien, M. Social work in context: Economics, organisation, politics, and ideology. In Connolly, Chap 4.

Oliver, W.H. (1988). Social Policy in New Zealand: An Historical Overview. Page 3 The April Report: Volume 1: New Zealand Today: Report of the Royal Commission on Social Policy (Te Komihana A Te Karauna Mo Nga Ahuatanga-A-Iwi). Wellington: The Royal Commission on Social Policy.

Shannon, P. (1991). Social policy. Auckland, NZ: Oxford University Press.

Also: Search for local social service directories • agency, organisational or personal databases. • manuals, pamphlets, records. • information from other agencies or organisations. • any other source of information on the community

or social service provision. • such as libraries, research organisations, or Internet

or other electronic sources.

Websites

Community needs assessment guidehttp://www.luc.edu/media/lucedu/curl/pdfs/A_Community_Needs_Assessment_Guide_.pdf retrieved 28 May 2013

Conducting a community assessmentwww.ncrel.org/sdrs/areas/issues/envrnmnt/css/ppt/chap2.htm retrieved 28 May 2013

Ministry of Social Development Community capacity building and social policy - what can be achieved in Social Policy Journal 17www.msd.govt.nz/about-msd-and-our-work/publications-resources/journals-and-magazines/social-policy-journal/index.html retrieved 28 May 2013

Ministry of Social Development Understanding social capital within community/government policy networks in Social Policy Journal 22www.msd.govt.nz/about-msd-and-our-work/publications-resources/journals-and-magazines/social-policy-journal/index.html retrieved 28 May 2013

Ministry Social Development website. Changes in structural design in the New Zealand social services sector in Social Policy Journal 36www.msd.govt.nz/about-msd-and-our-work/publications-resources/journals-and-magazines/social-policy-journal/index.html retrieved 28 May 2013

Performance improvementwww.hrperformanceimprovement.com/Services.wse retrieved 28 May 2013

http://www.luc.edu/media/lucedu/curl/pdfs/A_Community_Needs_Assessment_Guide_.pdf

http://www.luc.edu/media/lucedu/curl/pdfs/A_Community_Needs_Assessment_Guide_.pdf

http://www.ncrel.org/sdrs/areas/issues/envrnmnt/css/ppt/chap2.htm

http://www.ncrel.org/sdrs/areas/issues/envrnmnt/css/ppt/chap2.htm

www.msd.govt.nz/about-msd-and-our-work/publications-resources/journals-and-magazines/social-policy-journal/index.html






http://www.msd.govt.nz/about-msd-and-our-work/publications-resources/journals-and-magazines/social-policy-journal/index.html



http://www.hrperformanceimprovement.com/Services.wse


Referencing

Use the table below to provide a reference list that acknowledges your information sources. You must use the APA referencing style. A guide of how to reference is included in your Getting it Write. Below are also several links which will lead you to websites which are useful.

http://www.waikato.ac.nz/library/study/guides/apa.shtmlhttp://library.ucol.ac.nz/ and search for APA guidehttps://ilrb.cf.ac.uk/citingreferences/apatutorial/index.html - This is an online tutorial

Referencing is an important professional skill which acknowledges rightful owners and creators of work. It supports your own written work and shows that you are researching information which underpins your own arguments. It also helps you avoid plagiarism, which is when people copy the work of others. This is often accidental but it’s important that you can show that your work is your own. Like all skills this is one which you will probably need to practice before you feel completely comfortable with all the rules of referencing.

Reference lists include all the works you have used to complete your workbook. This includes any conversations or discussions you have had with people in order to complete this workbook. The reference list should be in alphabetical order and you should follow the guidelines of APA referencing style.

Reference list

For example:Durie, M. (1998). Whaiora. Māori Health Development. (2nd ed.). Auckland: Oxford University Press

GenoPro (n.d.). Introduction to the Genogram. Retrieved July 18, 2008, from http://www.genopro.com/genogram/

http://www.waikato.ac.nz/library/study/guides/apa.shtml

http://library.ucol.ac.nz/

https://ilrb.cf.ac.uk/citingreferences/apatutorial/index.html


Term Definition

Community

Concerns issues and needs

Key people

Nature of a community

Resources

Legislative criteria

Ethical practice criteria

Service provider guidelines criteria

Understanding professional terminology

Understanding terminology related to the topic of analysing and facilitating strategies for change can be complex. Some of it may be new to you. This section requires you to seek and provide definitions for the terms that are used throughout this workbook. You are encouraged to add to this glossary as and when you come across new words.


Social Policies

Structures

Analysis

Facilitation method

Facilitation role


Question OneExplain the purpose and rationale of community analysis from the perspectives of at least two named theorists.Remember to reference these.

Theorist One:

Theorist Two:

Section One – Analyse concerns, issues, needs and resources in the community


Question TwoFrom a theoretical perspective explain with two scenarios how community analysis can assist in achieving outcomes in terms of meeting community concerns, issues, and needs.

Scenario One:

Scenario Two:


Question ThreeWith regard to one of the scenarios above identify the relevance of social, ethical and cultural factors in community analysis.

Scenario Factors:

Ethical Factors:

Cultural Factors:


Question FourExplain the principles, purpose and procedures for at least two types of community analysis. Types of community analysis may include but are not limited to community profile; cultural analysis; social research; structural analysis.

Community analysis One:

Community analysis Two:


Question FiveIdentify the community in which you are doing/have done community analysis; explain the concerns, issues and needs you identified at the initial stage, and explain why you consider community analysis is/was an appropriate tool in this situation.


Question SixSelect and explain your choice of type of analysis. Give at least three reasons supporting your choice and link these to the community concerns, issues and needs.Types of community analysis may include but are not limited to: community profile; cultural analysis; social research; structural analysis.Evidence is required for at least two types of community analysis.


Question SevenDescribe your research to identify the sources of information available in the community. You need to identify at least three sources from the range which may include but are not limited to key members of the community; library; community and agency databases and records; hapü and iwi; cultural authorities; service provider records.

Source One:

Source Two:

Source Three:


Question EightExplain the purpose of your community analysis.


Question NineGather the information on concerns, issues or needs and complete the following.• Give at least one example of how the information you gathered was in accordance with the purpose in Question Eight.• Explain how the information gathering focused on resources according to their potential or ability to address the purpose, community concerns, issues and needs.• Explain with at least two examples how the information gathered was validated by key people in the

community.

Example one:

Example two:

• Explain with at least two examples how the information gathered was according to cultural protocols and criteria established by legislation, ethical practice, and service provider guidelines.

Example one:

Example two:


Question TenRecord and analyse the information you have gathered within the following range:• community concerns, issues, and needs.• information on resources.• information on personal, cultural, and political factors.

Question ElevenOutline how you ensured your analysis remained consistent with the purposes of the community analysis.


Question TwelveIn your community analysis, identify and record the following.• The perspectives of key people in the community with regard to the community concerns, issues and needs.• The resources currently available and the gaps in the availability of resources.• A summary statement of the findings of the community analysis.• An action plan to meet concerns, issues, and needs in the community.• A record of consultation with key people in the community with regard to the action plan.


Question ThirteenProvide at least two examples that show that the analysis, its recording, and/or the action plan were carried out in accordance with cultural protocols and criteria established by legislation, ethical practice, and service provider guidelines.

Example one:

Example two:


Question OneIdentify a particular community you will use in this assessment and let your assessor know your context or field of interest and competence.

Section Two – Analyse social service provision in the community


Question TwoDescribe the range of current social services available in the particular community you have identified. You need to include at least one provider from each category in the range and may include others.

• Services offered for generic and specific needs

• Services targeted at specific populations

• Central government

• Regional government;

• Local government

• Non-governmental organisations

• Iwi/Māori social services

• Pacific Island social services


Question ThreeAnalyse and explain the historical origins of two contrasting social service providers that you identified in Question Two.


Question FourAnalyse and explain the interrelationships of at least one social service provider identified in Question Two with two contemporary structures.

Contemporary structure one

Contemporary structure two


Question FiveAnalyse and explain at least four impacts of one social service on user groups of the social services. From the range which includes but is not limited to positive outcomes; negative outcomes; adequacy of responses to identified community concerns, issues, or needs; adequacy of response to iwi/Mäori; adequacy of response to tauiwi.

Name the social service group:

Impact one:

Impact two:

Impact three:

Impact four:


Question SixAnalyse and explain the accessibility and availability of three social service providers identified in Question Two to user groups of the social services.

Social service provider one:

Social service provider two:

Social service provider three:


Question SevenAnalyse and explain any gaps in current social service provision to the community.

Question EightIdentify at least one probable cause(s) for the gaps in social service provision you identified in Question Seven. If there are no gaps explain how this has developed.


Question NineConclude your analysis by making at least one recommendation for the development of social service provision in the community, in relation to the lack of, or gaps in, social service provision that you have identified in Questions 4-8.


Question TenAnalyse and explain at least three current central government economic and social policies that are relevant to social service provision.

Policy one:

Policy two:

Policy three:


Question ElevenAnalyse at least three effects of current central government economic policies on actual or predicted provision and social service providers.

Effect one:

Effect two:

Effect three:


Question TwelveAnalyse at least three effects of current central government social policies on actual or predicted social service provision and social service providers.

Effect one:

Effect two:

Effect three:


Question ThirteenAnalyse and explain the extent to which current central government economic and social policies have impacted differently on iwi/Māori and tauiwi in social service provision. Support your answer by reference to at least three current or recent statistics, reports, or research.

Example one:

Example two:

Example three:


Question FourteenIdentify and explain how at least one theorist has influenced your answers above.


Section Three – Facilitate strategies to effect change in social policies, structures or service delivery

This activity requires you to show, either in a real workplace situation, or in a simulated exercise (that is very similar to a workplace situation) how you can: • prepare an analysis of a social policy, structure, or service delivery.• generate strategies to effect change in a social policy, structure, or service delivery.• facilitate planning to effect change in a social policy, structure, or service delivery.• facilitate implementation of strategies to effect change in a social policy, structure, or service delivery.

Preparation

What group are you going to use to demonstrate the skills required for achieving this unit standard? Are you going to focus on:• social policy?• structure?• service delivery?In preparing to facilitate, read the questions in advance. Complete the facilitation, taking detailed notes as you do so, and then write up answers to the following questions.

Prepare an analysis of the social policy, structure, and/or service delivery (or analysis what’s happening at present).

Question OneProvide your assessor with an overview of the group or community to which this assessment applied. State whether the focus of the assessment was a social policy, a structure, or a service delivery.


Question TwoProvide your assessor with an overview of the change model you used for this assessment. Name the theorist involved and explain why you chose this theory.


Question ThreeAnalyse and explain the interrelationship of the social policy, structure, or service delivery with other policies and structures, including Te Tiriti o Waitangi and at least two other criteria from the range; other policies may include but are not limited to cultural, gender, economic, historical, political, and social policies and structures.

Te Tiriti o Waitangi example:

Example two:

Example three:


Question FourAnalyse and explain the actual or predicted outcomes and impacts of the social policy, structure, or service delivery on affected people. Outcomes and impacts may include but are not limited to outcomes of the social policy or service delivery, positive and negative impact of the social structure.

Question FiveDescribe options and recommendations for change that you identified while you were completing the analysis of the social policy, structure, or service.


Question SixExplain how you communicated the outcomes of the analysis to the group or community. Describe with at least two examples the roles and methods you used to do this. Comment on how these roles and methods were appropriate to the nature of the group or community.

Example one:

Example two:


Generate strategies to effect change in the identified social policy, structure, and/or service delivery (or consider what could be different).

Question SevenDescribe in a general manner what you thought needed to happen to bring about change in the social policy, structure, or service delivery. Did you see any potential difficulties?


Question EightIdentify and explain the roles and methods you used to assist the group or community to think about changes thatmight be appropriate or necessary in the identified social policy, structure, and/or service delivery. Explain at leastone role and one method you used and comment on how roles/methods matched the nature of the group orcommunity.

Role used that matched the nature of the group:

Method used that matched the nature of the group:


Question NineDescribe the ideas and strategies that your facilitation generated. Identify two ways in which they were based on and/or consistent with the analysis of the social policy, structure, and/or service delivery.

Example one:

Example two:


Facilitate choice of strategies to effect change in the identified social policy, structure, and/or service delivery (or start to plan for change using some of the ideas from the step above).

Question TenDescribe how you started the planning for change process. Give an example of a role and a method you used at this stage. Explain why you chose the role or method and how it matched the nature of the group or community.


Question ElevenExplain how your facilitation enabled the group or community to look at any changes in terms of their available resources. Describe how at least three resources from the range were relevant to the planning process. Resources may include but are not limited to accommodation, alliances for change, cultural expertise, educational, finance, financial advice, legal advice, legal services, food, grants, people, technological resources, time, transport, oral resources, and written resources.

Resource one:

Resource two:

Resource three:


Question TwelveExplain how your facilitation enabled the group or community to select achievable options. Refer to at least three criteria from range which may include but are not limited to: culture, values, and experience of the group or community and of the people with whom they form alliances; culture, values, and experience of the people who will implement the change strategies; potential for effectiveness in achieving objectives; available resources.

Achievable option one:

Achievable option two:

Achievable option three:


Question ThirteenGive your assessor a copy of the plan and explain how it covered at least four factors needed for implementation. Range of essential factors may include but are not limited to objectives, resources that are available to meet objectives, time frame, 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.

Implementation factor one:

Implementation factor two:

Implementation factor three:

Implementation factor four:


Facilitate planning of strategies to effect change in the identified social policy, structure, and/or service delivery (or put the plan into action)

Question FourteenDescribe how you assisted the change process to get underway. Give an example of a role and a method you used, explain why you chose them and how the role/method matched the nature of the group or community.

Question FifteenGive an example of how your facilitation kept the plan on target.


Question SixteenComment on the role of evaluation within the change model you are using. Give an example of how your facilitation was able to use evaluation to measure outcomes against the plan.

Question SeventeenGive an example of any change that was made to the plan as a result of evaluation.


Question EighteenIdentify and describe two points during your facilitation at which the change theory you chose was useful to you and another two points where the theory was of limited use.

Limited use of theory example one:

Limited use of theory example two:

Theory useful example one:

Theory useful example two:


Section Four – Practical application of Te Tiriti o Waitangi

Question OneGive two examples for each application of Te Tiriti 0 Waitangi in the table provided on the next page.

a) How did you build the articles of Te Tiriti o Waitangi into the practice of analysing concerns, issues, needs and resources in the community?

This could include, but is not limited to:• co-working or networking with Māori or Tauiwi worker and/or organisation. (Article 1)• demonstrating understanding of meaning of tino rangatiratanga in relation to Maori participants and their

objectives for the community analysis. (Article2)• demonstrating knowledge of accessing iwi, hapu, whanau and Tauiwi resources and expertise and the

importance of this in all situations. (Article 3)

b) How did you build the articles of Te Tiriti o Waitangi into the practice of analysing social service provision in the community?

This could include, but is not limited to:• co-working on analysis with a Māori or Tauiwi worker (Article 1)• analysing impact of current economic and social policies of central government on te tino rangatiratanga in iwi,

hapu, or Māori social service provision (Article 2)• identifying and accessing iwi, hapu, Mäori and Tauiwi social services as appropriate, and analysis in terms of

equality of rights and opportunities. (Article 3)

c) How did the articles of Te Tiriti o Waitangi influence your actions in facilitating strategies to effect change in social policies, structures, and/or service delivery?


Community AnalysisAnalysis of social service

provision

The influence on your actions in facilitating strategies to

effect change in social policies, structures, and/or service

delivery.

Article One Kawanatanga

Example one

Example two

Article Two Tino Rangatiratanga

Example one

Example two


Article Three Oritetanga

Example one

Example two

Article Four

Tino Freedom of religions and customary rights

Example one

Example two

Marking Schedule Understanding professional terminology and referencingAssessment Task Judgement Comments

Task One7914 79767996

• Table is complete.

• Answers are accurate in the

social services context.

Task Two791479767996

• All references used in the workbook are included in the reference list.

• All references are according to APA.• Bibliography includes a minimum of four text

books, and/or journal articles and four web sites.

MARKING SCHEDULE Workbook Eight - Community action and service provision7914, 7976, 7996

Competency decision Understanding professional terminology and referencingAchieved More Evidence Required

Notification to trainee

Credit reporting form to be submitted to ITO

Comments:

Assessor signature: Date:

Comments:

Resubmission decision: Achieved More Evidence Required


Marking Schedule Section One – Analyse concerns, issues, needs and resources in the communityAssessment Task Judgement Comments

Question One79141.1

Trainee explains the purpose and rationale of community analysis from the perspectives of at least two named theorists.

Question Two79141.2

From a theoretical perspective trainee explains with two scenarios how communityanalysis can assist in achieving outcomes in terms of meeting community concerns, issues, and needs.

Question Three79141.3

With regard to one of the scenarios above the Trainee identifies the relevance of social, ethical and cultural factors in community analysis.

Question Four and five79141.4

Trainee explains the principles, purpose and procedures for at least two types of community analysis. Range: types of community analysis may include but are not limited to – community profile; cultural analysis; social research; structural analysis.

Trainee identifies the community in which they are doing/have done community analysis; explains the concerns, issues and needs they identified at the initial stage, and explains why they consider community analysis is/was an appropriate tool in this situation.

Competency decision Understanding professional terminology and referencingAchieved More Evidence Required



Comments:


Comments:




Question Six79141.5

Trainee selects and explains their choice of type of analysis with at least three reasons supporting their choice and links these to known community concerns, issues and needs from the may include but are not limited to – community profile; cultural analysis; social research; structural analysis.

Question Seven79142.1

Trainee describes their research to identify the sources of information available in the community.

Trainee identifies at least three sources from range of available sources which may include but are not limited to – key members of the community; library; community and agency databases and records; hapü and iwi; cultural authorities; service provider records.

Question Eight79142.2

Trainee explains the purpose of their community analysis.

Marking Schedule Section One – Analyse concerns, issues, needs and resources in the community

Question Nine79142.3-2.5

Trainee gathers the information on concerns, issues or needs and completes the following:• Gives at least one example of how

the information they gathered was in accordance with the purpose in Question 8.

• Explains how the information gathering focused on resources according to their potential or ability to address the purpose, community concerns, issues, and needs.

• Explains with at least two examples how the information gathered was validated by key people in the community.

• Explains with at least two examples how the information gathered was according to cultural protocols and criteria established by legislation, ethical practice, and service provider guidelines.

Question Ten79143.1

Trainee records and analyses the information they have gathered within the following categories:• Community concerns, issues, and needs. • Information on resources. • Information on personal, cultural, and

political factors.

Question Eleven79143.2

Trainee outlines how they ensured their analysis remained consistent with the purposes of the community analysis.


Question Twelve79143.3-3.5

In their community analysis the Trainee identifies and records the following:• The perspectives of key people in

the community with regard to the community concerns, issues and needs.

• The resources currently available and the gaps in the availability of resources.

• A summary statement of the findings of the community analysis.

• An action plan to meet concerns, issues, and needs in the community.

• A record of consultation with key people in the community with regard to the action plan.

Question Thirteen79143.6

Trainee provides at least two examples that show that the analysis, its recording, and/or the action plan were carried out in accordance with cultural protocols and criteria established by legislation, ethical practice, and service provider guidelines.

Competency decision Section One: Analyse concerns, issues, needs and resources in the communityAchieved More Evidence Required



Comments:


Comments:



Marking Schedule Section Two – Analyse social service provision in the communityAssessment Task Judgement Comments

Question One and Two79761.1

Trainee identifies a particular community for use in this assessment and tells assessor their context or field of interest and competence.

Trainee describes the range of current social services available in the community they have identified. They include at least one provider from each of the eight categories and may include others.• Services offered for generic and

specific needs.• Services targeted at specific

populations. • Central government. • Regional government. • Local government. • Non-governmental organisations.• Iwi/Māori social services. • Pacific Island social services.


Trainee analyses and explains the historical origins of two contrasting social service providers that they identified in Question 2.


Question Four79761.3

Trainee analyses and explains the interrelationships of at least one social service provider identified in Question 2 with two contemporary structures.

Question Five79761.4

Trainee analyses and explains four impacts which may include but are not limited to positiveoutcomes, negative outcomes,adequacy of responses toidentified community concerns,issues, or needs; iwi/Maori; tauiwi.

Question Six79761.5

Trainee analyses and explains the accessibility and availability of three social service providers identified in Question 2 to user groups of the social services.

Marking Schedule Section Two – Analyse social service provision in the community

Question Seven79761.6

Trainee analyses andexplains any gaps in currentsocial service provision tothe community.

Question Eight79761.7

Trainee identifies at least one probable cause(s) for the gaps in social service provision identified in Question 7.

If there are no gaps then trainee explains how this has developed.

Question Nine79761.8

Trainee concludes analysis by making at least one recommendation for the development of social serviceprovision in the community, inrelation to the lack of, or gaps in,social service provision that theyidentified in Questions 4-8.

Question Ten79762.1

Trainee analyses and explainsat least three current central government economic and socialpolicies that are relevant to socialservice provision.


Question Eleven79762.2

Trainee analyses and explainsat least three effects of currentcentral government economicpolicies on actual or predictedprovision and social serviceproviders.

Question Twelve79762.3

Trainee analyses at least three effects of current central government social policies on actual or predicted social service provision and social service providers.


Trainee analyses and explains theextent to which current centralgovernment economic andsocial policies have impacteddifferently on iwi/Māori andtauiwi in social service provision.Trainee supports their answer byreference to at least three currentor recent statistics, reports, orresearch.

Question FourteenOverall

Trainee identifies and explains how at least one theorist has influenced their answer above.

Competency decision Section Two: Analyse social service provision in the communityAchieved More Evidence Required



Comments:


Comments:



Marking Schedule Section Three – Factilitate strategies to effect change in social policies, structures or service deliveryAssessment Task Judgement Comments

Question One7996Overall

Trainee provides assessor with an overview of the group or community to which this assessment applied. States whether the focus of the assessment was a social policy, a structure, or a service delivery.

Question Two7996Overall

Trainee provides assessor with anoverview of the change modelused for this assessment, namesthe theorist involved and explainwhy they chose this theory.


Trainee analyses and explainsthe interrelationship of the social policy, structure, or servicedelivery with other policies andstructures, including te Tiriti oWaitangi and at least two othercriteria from range other policiesand structures include the Tiritio Waitangi relationship, and may include but are not limited to - cultural, gender, economic, historical, political, and socialpolicies and structures.

Question Four79961.2

Trainee analyses and explains the actual or predicted outcomes and impacts of the social policy, structure, or service delivery on affected people. Range outcomes and impacts may include but are not limited to - outcomes of the social policy or service delivery, positive and negative impact of the social structure.


Question Five79961.3

Trainee describes options and recommendations for change identified while completing the analysis of the social policy, structure, or service.

Question Six79961.4

Trainee explains how they communicated the analysis outcomes. Describes with two examples the roles and methods used to do this. Comments on how these roles and methods were appropriate to the nature of the group or community.

Question Seven and Eight79962.1

Trainee describes in a general manner what they thought needed to happen to bring about change in the social policy, structure, or service delivery. Did they see any potential difficulties?

Trainee identifies and explainsthe roles and methods used toassist the group or community tothink about changes that mightbe appropriate or necessary in the identified social policy, structure, and/or service delivery.Explains at least one role andone method used and commentson how roles/methods matchedthe nature of the group orcommunity.

Marking Schedule Section Three – Factilitate strategies to effect change in social policies, structures or service delivery

Question Nine79962.2

Trainee describes the ideas and strategies that their facilitation generated. Identifies two ways in which they were based on and/or consistent with the analysis of the social policy, structure, and/or service delivery.

Question Ten79963.1

Trainee describes how they started the planning for change process. Gives an example of a role and a method used at this stage.

Explains why they chose the role or methodand how it matched the nature of the groupor community.

Question Eleven 79963.2

Trainee explains how their facilitationenabled the group or community to lookat any changes in terms of their availableresources. Describes how at least threeresources from range were relevant to theplanning process.

Resources may include but are not limitedto - accommodation, alliances for change,cultural expertise, educational, finance,financial advice, legal advice, legal services,food, grants, people, technologicalresources, time, transport, oral resources,and written resources.

Question Twelve 79963.3

Trainee explains how their facilitationenabled the group or community to selectachievable options. Refer to at least threecriteria from range - culture, values, andexperience of the group or communityand of the people with whom they formalliances; culture, values, and experience ofthe people who will implement the changestrategies; potential for effectiveness inachieving objectives; available resources.



Trainee gives assessor a copy of the plan and explains how it covered at least four factors needed for implementation.

Range of essential factors may include but are not limited to - objectives, resources that are available to meet objectives, time frame, 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.

Question Fourteen79964.1

Trainee describes how they assisted the change process to get underway.

Gives an example of a role and a method used, explains why they chose them and how role/method matched the nature of the group or community.

Question Fifteen79964.2

Trainee gives an example of how facilitation kept the plan on target.

Question Sixteen79964.3

Trainee comments on the Role of evaluation within the change model they used.

Gives an example of how their facilitation was able to use evaluation to measure outcomes against the plan.

Question Seventeen79964.4

Trainee gives an example of any change that was made to the plan as a result of evaluation.

Question Eighteen79964.4

Trainee identifies and describes two points during their facilitation at which the change theory they chose was useful to them and another two points where the theory was of limited use.

Competency decision Section Three: Factilitate strategies to effect change in social policies, structures or service deliveryAchieved More Evidence Required



Comments:


Comments:



Marking Schedule Section Four – Practical application of Te Tiriti o WaitangiAssessment Task Judgement Comments

Question One7914 79767996Special notes 1and overall

Articles of Te Tiriti O Waitangi discussed with regards to:a) practice of analysing concerns, issues, needs

and resources in the community.b) practice of analysing social service provision in

the community.c) the influence on your actions in facilitating

strategies to effect change in social policies, structures, and/or service delivery.

Competency decision Section Four: Practical application of Te Tiriti o WaitangiAchieved More Evidence Required



Comments:


Comments:



IMPORTANT: ON WORKBOOK COMPLETION THIS PAGE IS TO BE SIGNED BY

BOTH ASSESSOR AND TRAINEE AND RETURNED TO CAREERFORCE

Assessment Task Assessed as CompetentAssessor Signature / CommentsAssessor Name:

Trainee Signature / CommentsTrainee Name: Date

Section 1

Section 2

Section 3

Section 4

community action and service provision - careerforce … · · 2015-12-16workbook 8 community...

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