Assessment

Describe group work and leadership in youth work

Unit standard 16856 / Version 4
Level 3 / Credits 5
Learner information
Your name:
Your workplace:
Your national student number (if known):
Declaration
  • I was told about and understand the assessment requirements.
  • 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:
Assessment result(assessor use only)
Result 1 / Achieved / More evidence required / Date:
Result 2 / Achieved / More evidence required / Date:
Feedback to the learner:
The requirements have been met to demonstrate competency in this unit standard.
Assessor name:
Assessor number: / Date:

US XXXX version X – Moderation and approved Mmmmm YYYY

Trainee assessment issue X.X – Published Mmm YYYY

© Careerforce YYYY

To demonstrate competency, you must be able to: / Outcomes / Tasks
describe group work and leadership theory for youth work. / 1 / 1 and 2
identify and describe boundaries between leaders and youth in a youth work setting. / 2 / 3

Instructions

  • Your answers may be written (either electronically or by hand) or spoken.
  • If you need help with this assessment please contact your assessor.
  • Refer to real or simulated youth work situations when answering questions.
  • Once you have completed your assessment, you must read and confirm the declaration on the cover.

Filled in or written answers

  • If there are open white spaces on a page because you have written shorter answers, this is acceptable.You don’t have to fill the space.
  • If you write your answers, use a pen. If you need to change an answer, write your initials beside any corrections you make.If you need more space, attach extra pages with your answer. Add your name and task number to all extra pages you use.

Verbal answers

  • If you answer verbally, your assessor will write your answer(s), or may use a voice recorder.

Definitions

  • The learner is you, the person being assessed. You may also be referred to as the trainee, student, candidate or employee in some instances.
  • The assessor is the person who will assess you.

Important notes

We recommend that before you start this assessment, you should have achieved:

  • unit standard 16843, Demonstrate knowledge of the meaning of Te Tiriti o Waitangi in youth workOR have equivalent knowledge and/or skills.
  • unit standard 22256, Explain the principles and underlying philosophy of the Youth Development Strategy AotearoaOR have equivalent knowledge and/or skills.

Resources

This is an open book assessment. The following learning resources may be useful when completing this assessment:

  • the Careerforce learning resource for this unit standard.
  • learning materials, books, the internet and your workplace policies and procedures.
  • Convention on the Rights of the Child ( and the Ara Taiohi Code of Ethics for Youth Work in Aotearoa New Zealand ( Sections 4 and 5.
  • Privacy Act 1993 (//privacy.org.nz/).
  • the references listed at the back of this assessment.

Task 1:Group work
Identify a situation in your workplace where a new group was established and what their objective was. An example could be a church group planning a holiday programme.
Group:
Objective:
  1. Describe the group theory that applied in this situation. Ensure you include the stages. An example of a group work theory could be the Tuckman’s model of group development.

  1. Identify what tasks the group had to undertake to achieve their objective.

  1. Identify what the group had to do to maintain a supportive environment.

  1. Identify some of the individual needs of group members.

Task 1 result: / Achieved / More evidence required
Task 2: Leadership
Identify some points on this page and describe them in more detail on the following four pages.
  1. Describefour of the following different leadership styles:
  • authoritarian.
  • authoritative.
  • consensus.
  • democratic.
  • empowering.
  • permissive.
  • situational.

  1. Identify two benefits and two limitations for each leadership style you have chosen in (A).

  1. Identify and describe oneof the following roles, functionsor responsibilities for each leadership style you have chosen in (A):
  • care.
  • control.
  • decision-making.
  • enabling.
  • negotiating.
  • facilitation.
  • guidance.
  • empowering.
  • establishing safety and rules.
  • encouraging self-leadership.
  • inspiration.
  • motivation.
  • programme setting.
  • role modelling.
  • establishing consensus.

Leadership style 1
Description:
Benefit 1:
Benefit 2:
Limitation 1:
Limitation 2:
Role, function or responsibility:
Leadership style 2
Description:
Benefit 1:
Benefit 2:
Limitation 1:
Limitation 2:
Role, function or responsibility:
Leadership style 3
Description:
Benefit 1:
Benefit 2:
Limitation 1:
Limitation 2:
Role, function or responsibility:
Leadership style 4
Description:
Benefit 1:
Benefit 2:
Limitation 1:
Limitation 2:
Role, function or responsibility:
Task 2 result: / Achieved / More evidence required
Task 3: Boundaries
Safe boundaries need to be in place in a youth work relationship between the youth worker and young people they work with.
Sources for this task:
  • A code of ethics of a youth work agency such as the Ara Taiohi Code of Ethics for Youth Work in Aotearoa New Zealand.
AND
  • United Nations convention such as the United Nations Declaration of the Rights of the Child.
OR
  • New Zealand statute such as the Privacy Act 1993.

  1. Give an example from each source (above) of how they help you to create and/or maintain safe boundaries with young people.

Example from source 1:
Example from source 2:
  1. Describe the difference between a relationship you have in your personal life with a young person and a relationship you have with a young person you are supporting as a youth worker.

  1. Describe how you would use risk management in your workplace to create and/or maintain a safe boundary. Give an example.

  1. Describe how you would use occupational health and safety in your workplace to create and/or maintain a safe boundary. Give an example.

  1. Describe how you would use confidentiality in your workplace to create and/or maintain a safe boundary. Give an example.

Task 3 result: / Achieved / More evidence required

References

1Ministry of Youth Affairs. 2002. Youth Development Strategy Aotearoa – Action for child and youth development. Wellington: Ministry of Youth Affairs. Available online from the Ministry of Youth Development (www.myd.govt.nz), along with supporting documents.

2United Nations Declaration of the Rights of the Child which may be found online at

3Convention on the Rights of the Child which may be found online at

4For coverage of Tuckman's 'forming, storming, norming, performing' model refer to the following websites:

5Legislation relevant to this unit includes:

  • Children, Young Persons, and Their Families Act 1989.
  • Crimes Act 1961.
  • Human Rights Act 1993.
  • Health and Safety in Employment Act 1992.
  • Official Information Act 1982.
  • Privacy Act 1993.

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

Feedback

Careerforce regularly reviews our assessment and learning resources. As a user of this assessment we would appreciate feedback on how you found it. Feedback can be provided to Careerforce via our online feedback form at or if you prefer, send us an email to

US 16856 version 4 – Assessment –Group work and leadership in youth work

© Careerforce 2013 – Issue 1.3 – PublishedAugust 20131