trainee assessment establish and maintain relationships assessment resources... · references to...

Trainee Assessment

Establish and maintain relationships

Unit standard Version Level Credits

28538 Establish and maintain relationships to support young people in the youth development sector

1 4 10

Your name:

Your workplace:

Your date of birth:

Your National Student Number (NSN), if you know it:

Declaration

I was told about and understand the assessment requirements and appeals process.

I have prepared my answers myself.

Any evidence I have provided as my own, I produced myself.

I understand that this assessment may be used for moderation and quality control purposes.

I understand that when I achieve this unit standard my result will be registered with the New

Zealand Qualifications Authority.

I confirm the above declaration: Yes No Date:

Establish and maintain relationships (US 28538 v1) Trainee Assessment – Issue 1.0 | July 2015 2

Assessment summary (completed by assessor)

Trainee’s performance summary

Assessment tasks Assessor’s signature Date achieved

Task 1: Present a case study

Unit standard results

I have assessed the trainee and confirm that the requirements have been met to demonstrate competency in:

Unit standard Version Level Credits

28538 Establish and maintain relationships to support young people in the youth development sector

1 4 10

Assessor’s name: Assessor’s number:

Signature: Date:


Trainee information

Before you start

The assessor/verifier will meet with you and talk about what you need to do.

Read through the Careerforce Qualification and Assessment Guide if you need more

information about the assessment process.

As you go

Follow the instructions for each task.

Answer all questions.

When you finish

Make sure you have completed any parts where the assessor/verifier has said you need to

do more work.

Appeals

If you wish to appeal against the assessment result or process, talk to your assessor. If you are still not satisfied, you can appeal to Careerforce by completing the assessment result appeal form that can be found online at www.careerforce.org.nz/contact/forms

Feedback

Careerforce regularly reviews our assessment and learning resources. As a user, we would appreciate feedback on how you found it. Feedback can be provided to Careerforce via:

our online feedback form at www.careerforce.org.nz/contact/resource-assessment-feedback

email to [email protected]


Definitions Characteristics of the young person may include but are not limited to: physical, spiritual or mental characteristics.

Needs of the young person include but are not limited to: physical comfort, safety, and privacy.

A code of ethics is an agreed set of foundation or guiding principles established by members of the youth development profession. Codes of ethics may be established by local, regional or national youth development organisations. Codes of ethics related to youth development include but are not limited to: the codes of conduct or ethics of a youth development organisation and codes of conduct or ethics of a professional association.

Culture includes but is not limited to cultures based upon: age, class, disability, ethnicity, gender, group affiliation, sexual orientation and cultures within Māori, Pākehā, Pacific Island and Asian groupings, including identification with a culture through birth, adoption, genealogy or whakapapa.

Organisational policies and procedures are the policies, procedures and methodologies of an organisation. They include legislative and regulatory requirements that may apply across an organisation, a specific site or a workplace. Requirements are documented in the organisation’s health and safety plans, contract work programmes, quality assurance programmes, policies, procedural documents and codes of ethics.

The principles of the Youth Development Strategy Aotearoa are: youth participation; quality relationships; a strengths-based approach; shaped by the bigger picture; good information; and connectedness.

Youth/young people are people between 12 and 24 years of age.

Youth culture includes but is not limited to any culture a young person identifies with, including local, national and global contexts.

Subculture includes any group of youth who self-identify as a subculture or subgroup and may include but is not limited to: skaties, gothics/goths, hip hop, gangs, bogans, boy/girl racers, computer nerds, academics, gamers, ravers, church groups, sporting and recreational groups and uniform groups.

The youth development sector is a situation where youth development practice is being used intentionally to promote positive development of young people. Examples include education, sport, community development, religious groups, cultural groups, and interest groups.

Assessment notes

Assessment tasks must be completed in accordance with the principles of the Youth Development Strategy Aotearoa and the Code of Ethics for Youth Work in Aotearoa New Zealand.

This unit standard requires particular depth of disclosure of personal information. All communications with and between people preparing for this unit standard are treated confidentially by the accredited providers and others involved in preparation for assessment.


The scope and limits of confidentiality are defined through negotiation, informed consent and criteria established by legislation, ethical practice, and organisational policies and procedures.

Sources of criteria as established by legislation, ethical practice, and organisational policies and

procedures include but are not limited to:

the Official Information Act 1982.

the Privacy Act 1993.

codes of conduct of youth development organisations.

codes of practice issued by the Privacy Commissioner.

youth development codes of ethics.

organisational policies and procedures, strategic plans, kawa or tikanga.


Task 1: Present a case study For this task you are required to prepare and deliver an oral presentation on a case study. Your presentation needs to show how you:

established and maintained a supportive relationship with two young people.

established the essential features of a young person’s identity.

reflected on your own practice and values when working with a young person.

Note: One young person in your presentation must be from your own culture and life

experience and the other from a different culture and life experience.

For this assessment you must:

collect and submit a portfolio of evidence showing that you are able to establish and

maintain a relationship to support two young people.

give an oral presentation to your assessor to support your portfolio of evidence.

get your assessor to verify that you have completed these tasks with competence.

Verification

For this assessment an appropriate supervisor must verify on a verification form that you have completed certain tasks. This will help to guarantee the authenticity of your assessment.

Assessment note

This assessment must be completed in accordance with the principles of the Youth Development Strategy Aotearoa and the Code of Ethics for Youth Work in Aotearoa New Zealand.


1. Preparing for your presentation

Collect a portfolio of evidence

Collect and assemble evidence showing how you established and maintained a relationship with two young people over a period several weeks. Remember that one young person must be from your own culture and life experience and the other from a different culture and life experience.

Confidentiality

When you prepare and present your case study, you must respect the privacy and confidentiality of the young people. Do not use their real names or any other identifying information and make sure you follow your organisation’s guidelines for confidentiality.

Collecting evidence

You need to provide evidence to support your presentation. Read through the requirements for your presentation so you know what you need to include in your portfolio. Label the evidence with your name and number each page. Assemble your evidence in the order in which you refer to it in your presentation.

Examples of evidence may include:

notes from meetings with the young people.

notes from meetings with your supervisor, manager or other youth workers.

documented communication or notes of discussions with people from whom advice is

sought or to whom referrals are made.

documented needs of the young people.

documentation of your development and training needs for development as a youth worker.

a copy of or extract from your job description.

documented feedback from young people.

documented feedback from your supervisor/manager.

a copy of your reflective journal or conversations you have had about establishing and

maintaining the relationships with the young people.

references to or extracts from your organisation’s policies and procedures.

references to the Code of Ethics.

references to the principles of the Youth Development Strategy Aotearoa.

any other relevant items of evidence.

You may find that evidence you gather for this assessment will be useful for assessment for US 28541 Mentor and support young people.


2. Give an oral presentation

Prepare and present an oral presentation to your assessor. You need to refer to your portfolio of evidence and show how you established and maintained supportive relationships with two young people.

Your presentation must include the following five sections:

Part 1: Establishing roles, boundaries and protocols.

Part 2: Understanding youth cultures, subcultures and identity.

Part 3: Using appropriate interpersonal skills, language and behaviours.

Part 4: Knowing when to seek advice and when to end the relationship.

Part 5: Your reflections on your practice and values as a youth worker.

The presentation checklist sets out in more detail what you need to cover in each part.

You will be assessed on the content of your presentation and your portfolio of evidence. Ensure your content covers all the points listed in the checklist.

Other points to note

Your presentation may be done in any size, shape or form – for example, it could be a low-

key discussion, a slide show, or be supported by posters, pamphlets, displays or diagrams.

You may use visual aids such as photos, graphics and images to support your presentation.

You may choose to use technology to give your presentation from a distance if this has been

agreed with your assessor.

The assessor may ask you additional questions if they are unsure about anything you

describe in your oral presentation.

Complete the presentation and evidence checklists provided in this assessment and give

them to your assessor before you begin your presentation.


Evidence checklist

Ask your assessor to complete the evidence checklist provided below to verify your portfolio of evidence. You should also use the checklist yourself to indicate the types of evidence you have submitted in your portfolio. Write NA next to evidence from the checklist below if it does not apply to this assessment.

Evidence checklist

Note to assessor: You have been asked to verify that you have sighted and reviewed the trainee’s portfolio of evidence showing that they established and maintained relationships with two young people.

Examples of evidence may include:

Trainee tick to

indicate evidence

submitted

Assessor to tick when evidence verified

notes from meetings with the young people.

notes from meetings with your supervisor/manager/other youth workers.

documented communication or notes of discussions with people from whom advice is sought or to whom referrals are made.

documented needs of the young people.

documentation of your development/training needs for development as a youth worker.

a copy of or extract from your job description.

documented feedback from the young people.

documented feedback from your supervisor/manager.

a copy of your reflective journal or narrative of conversations you have had about establishing and maintaining a relationship with the young people.

references to, or extracts from, your organisation’s policies and procedures.

Continued next page


Evidence checklist

references to the Code of Ethics.

references to the principles of the Youth Development Strategy Aotearoa.

Other relevant items of evidence (write down what they are).

Assessor

Please add any further comments you wish to make on the trainee’s evidence.

Thank you for your help with this verification.

Assessor’s name: Assessor’s number:

Signature: Date:


Verification Form Ask your manager, supervisor and/or senior youth worker who has seen you establish and maintain a relationship with two young people to complete the verification form provided below.

Please answer the questions below.

Verification form

You have been asked to verify that the trainee established and maintained a supportive relationship with two young people in their role as a youth worker.

The trainee is required to establish the identity of the young people they are working with; establish and maintain a supportive relationship with the young people and reflect on their own practice and values when working with the young people. One young person needs to be from the trainees own culture and life experience and one young person from a different culture and life experience.

This to verify their work towards unit standard 28538 Establish and maintain a relationship with two young people.

You have been asked to do this in your capacity as the trainee’s manager, supervisor or senior youth worker who is recognised as having expertise in working with young people in the youth development sector.

Please add comments to support the verification questions below.

Have you had sufficient opportunity to observe the trainee and study the evidence they have collated to be certain the material they are presenting is their own work? Please comment:

Part 1: Establish roles, boundaries and protocols when working with young people

Please tick each question below if you agree the trainee has met the requirements listed below.

Continued next page


Verification form

did the trainee establish appropriate relationship guidelines with the young people? Did this include agreement on the youth workers role and responsibilities and the role and responsibilities of the young people?

Please comment:

did the trainee establish relationship guidelines with the young people that included agreement on the role, function and legal responsibilities of your youth work organization/agency?

Please comment:

did the trainee demonstrate appropriate boundaries and communicate their role and function throughout the relationship with each young person?

Please comment:

Part 2: Understand youth culture, subculture and identity


did the trainee work with the young people to establish their identity in terms of their identification with youth culture and youth subculture?

Please comment:

Continued next page


Verification form

did the trainee identify five essential features of each young person’s identity that are relevant to the youth workers working relationship with the young people?

Please comment:

did the trainee identify four essential features impacting on the development of each young person?

Please comment:

Part 2: Understand youth culture, subculture and identity


did the trainee behave in a way that respected the rights, need’s and responsibilities of each of the young people that they were working with?

Please comment:

Continued next page


Verification form

did the trainee modify their behaviour to maintain the relationship with each young person as and when required?

Please comment:

did the trainee use appropriate interpersonal communication skills when responding to the verbal and non-verbal communications of each young person?

Please comment:

did the trainee identify and manage power inequities in the relationship in accordance with each young person’s needs?

Please comment:

Part 4: Knowing when to seek advice and when to end the relationship.


did the trainee seek advice or refer to others in situations beyond their role or skills base when working with the young people? Advice or referral may include and is not limited to – networks, wider agencies, communities.

Please comment:

Continued next page


Verification form

did the trainee describe the process for ending the working relationship with the young people according to relevant criteria.? (Relevant criteria may include: the young person’s goal has been met, the young person ended the relationship or the purpose of the relationship has been attained, the young person chooses to end the relationship, the relationship is no longer constructive or is no longer functional etc.)

Please comment:

Part 5: Reflecting on own practice and values when working with young people. Please tick each question below if you agree the trainee has met the

requirements listed below.

did the trainee identify opportunities to reflect on their own practice/s and interactions with the young people?

Please comment:

did the trainee identify and describe area’s where their own values, biases, background, opinions and interactions impacted on their relationship with the young people?

Please comment:

Continued next page


did the trainee identify and document areas for their own development?

Please comment:

Please add any further comments you wish to make.

Verifier name:

Signature: Date:


Presentation checklist

Ask your assessor to complete the checklist provided below to verify your oral presentation.

You can also use the presentation checklist yourself to ensure your content covers all the necessary points.

Presentation checklist

The information in this column is for you. The right-hand column is for the assessor to check off for each presentation.

The assessor must fill out this checklist, including comments, for each part of the presentation.

You have provided your portfolio of evidence showing that you have established and maintained relationships with two young people.

Part 1: Establishing roles, boundaries and protocols

In your presentation you must show how you:

explained, confirmed and agreed the role, function and any legal responsibilities you and your organisation have to the young people at the beginning of the relationships.

Comments:

established relationship guidelines that were accepted by the young people. This includes agreement on the role and responsibilities of the trainee/youth worker; the role and responsibilities of the young people; kawa and protocols for the relationship; factors relevant to the identity of the young people.

Comments:

Continued next page


demonstrated and communicated your role, function and boundaries throughout the relationships.

Comments:

established guidelines that are relevant to the culture and background of the young people.

Comments:

established kawa and/or protocols for the relationships and gained the young people’s acceptance of these.

Comments:

Part 2: Understanding of youth cultures, subcultures and identity

In your presentation you must:

demonstrate an understanding of how each young person’s identity is based on their identification with a culture.

Comments:

Continued next page


demonstrate an understanding of how each young person’s identity is based on their identification with a youth subculture.

Comments:

identify and describe five essential features of each young person’s identity that are relevant to your working relationship with them as their youth worker.

Comments:

describe the impact of four essential features of identity on the development of each young person.

Comments:

Part 3: Using appropriate interpersonal skills, language and behaviours to develop rapport with young people


show how your behaviours demonstrated respect for the rights, needs and responsibilities of the young people.

Comments:

Continued next page


state how you developed trust and rapport with the young person. Give at least one example of how you used interpersonal skills to respond to each young person’s verbal and non-verbal communications.

Comments:

describe how the interpersonal skills you used were appropriate for each young person and their needs.

Comments:

for each young person, give at least one example of how you used language to develop trust and rapport.

Comments:

describe the type of language you used and how your use of the language

helped develop trust and rapport. In your examples, show how you used:

– inclusive language.

– the key words of the young person/s within their youth culture.

– aspects of the first language of the young person and their family or whānau (this could include greetings and farewells, key cultural values and the names for family structures).

Comments:


explain whether you needed to modify your behaviour towards each young person in order to maintain rapport, and how the modifications met the needs of the young person.

Comments:

if you did not need to modify your behaviour, give an example of a situation when you might need to do so and describe how you would manage it.

Comments:

identify any power inequities in your relationship with either young person and describe how you managed these to meet the needs of the young person.

Comments:

if you did not identify any power inequities, give an example of a situation where a power inequity could arise and describe how you would manage it.

Comments:

Continued next page


Part 4: Knowing when to seek advice and when to end the relationship


identify a situation where you were at the limit of your role or skills base. (If you have not come across such a situation, give an example of a situation that you might encounter in your role as a youth worker.)

Comments:

describe what advice you sought (or would seek) and/or what referrals you made (or would make). Advice or referral may include and is not limited to – networks, wider agencies, communities.

Comments:

state whether the working relationship has ended, for each young person.

Comments:

if the relationship has ended, identify the criteria that were used to end the relationship (for example: the young person’s goal has been met, the young person ended the relationship or the purpose of the relationship has been attained, or the relationship is no longer functional or constructive).

Comments:

Continued next page


if the relationship has not ended, identify the criteria that could lead to the relationship ending.

Comments:

Part 5: Reflecting on your own practice and values as a youth worker


identify opportunities to reflect on your practices and interactions with the young people.

Comments:

identify and describe areas where your own values, biases, background and opinions may have affected your relationship with the young people.

Comments:

identify areas for your development as a youth worker.

Comments:

Continued next page


show how you documented any areas for development.

Comments:

Assessor’s feedback to trainee

When the assessor agrees you have completed this task successfully, they will sign it off on the assessment summary page at the front of this assessment.

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