Cultural Competency/ Expertise Framework Sample Clauses

Cultural Competency/ Expertise Framework. Cultural competency highlights the commonalities of Māori responsiveness. This should include competencies that are Māori, Clinical and Community. This section contains the details of the cultural competency framework against which employees are to be assessed. The purpose of the assessment is to place the employee on the most appropriate of the three levels. Those employees with a basic understanding should be placed on level one, those who are fully competent on level two and those who are advanced/ expert should be on level three. When making decisions the employer should have regard to the placement of other Hauora Māori Workers.
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Cultural Competency/ Expertise Framework. Cultural competency highlights the commonalities of Maori responsiveness. This should include competencies that are Maori, Clinical and Community. This section contains the details of the cultural competency framework against which employees are to be assessed. The purpose of the assessment is to place the employee on the most appropriate of the three levels. Those employees with a basic understanding should be placed on level one, those who are fully competent on level two and those who are advanced/ expert should be on level three. When making decisions the employer should have regard to the placement of other Hauora Maori Workers. Pukenga Maori Motuhake Tuakiri – Identity Secure cultural identity, ready access to tangata whenua cultural, social and physical resources. Au Whanau Whanaunga Displays self awareness. Ko wai au? No hea au? Enables patients/whanau to rediscover their identity & rediscover their mana. Facilitates an environment that acknowledges tangata whenua cultural and spiritual values and beliefs integral to the healing process. Has access to/ knowledge of own Whakapapa/ pepeha. Builds appropriate relationships. Utilises relationships/ networks to seek out appropriate resources. Has access to, or knowledge of, own mana whenua (turangawaewae), Marae, Maunga, Awa, Moana, Waka. Supports patients to establish or enhance bonds with own whanau, hapu or iwi. Promotes, initiates and facilitates the access to resources that emphasise patient/whanau wellbeing. Identifies a tikanga or whakatauki from their turangawaewae and reflects on the core values. Provides awhi, tautoko, aroha for patients/whanau. Understands the impact of colonisation and the Treaty of Waitangi non-compliance on Tangata Whenua. Understands the impact of own culture, values and life experiences on relationships with patients/ whanau. Displays knowledge of local tikanga/ kawa of Tangata Whenua in order to demonstrate respect for their mana whenua. Marae – the employee is able to identify the importance of Whare Tupuna, Maraeatea, Xxx Xxx, Tikanga, Kawa, Kaupapa, Mauri with regards to self and whanau and others. Ukaipo is able to identify food that promotes the growth of the body, the mind, the whanau and the spirit. Participates in and understands the varying forms in which Tangata Whenua partake and contribute. Ko au ko koe ko taua – able to identify the significant relationships within and without the whanau and what is required to maintain these relationships. Whanaungatanga H...
Sample 1

Related to Cultural Competency/ Expertise Framework

  • Cultural Competency 1. All program staff shall receive at least one (1) in-service training per year on some aspect of providing culturally and linguistically appropriate services. At least once per year and upon request, Contractor shall provide County with a schedule of in-service training(s) and a list of participants at each such training.

  • Cultural Competence A. The CONTRACTOR shall participate in the State's efforts to promote the delivery of services in a culturally competent manner to all beneficiaries, including those with limited English proficiency and diverse cultural and ethnic backgrounds, disabilities, and regardless of gender, sexual orientation or gender identity. (42 C.F.R. § 438.206(c)(2).)

  • Target Audience The target audience for this policy includes, but is not limited to, all faculty, trainees/students, and other members of MD Anderson’s workforce, including Facilities Management (FM) Project Managers, FM Operations and Maintenance (O&M) Staff, Contractors, and Stakeholders who request a Scheduled Utility Outage for: • New construction. • Renovation. • Maintenance.

  • Synchronisation Commissioning and Commercial Operation 8.1 The Developer shall provide at least forty (40) days advanced preliminary written notice and at least twenty (20) days advanced final written notice to ESCOM of the date on which it intends to synchronize the Power Project to the Grid System.

  • Excellent Above Average Satisfactory Needs Improvement Unsatisfactory 5 4 3 2 1 5. The instructor demonstrates knowledge of the subject matter.

  • Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-A-1. Reflective Practice Demonstrates limited reflection on practice and/or use of insights gained to improve practice. May reflect on the effectiveness of lessons/ units and interactions with students but not with colleagues and/or rarely uses insights to improve practice. Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning. Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues; and uses and shares with colleagues, insights gained to improve practice and student learning. Is able to model this element.

  • Performance Framework Service Agreements are a central component of the NSW Health Performance Framework, which documents how the Ministry monitors and assesses the performance of public sector health services to achieve expected service levels, financial performance, governance and other requirements. The performance of a health service is assessed on whether the organisation is meeting the strategic objectives for NSW Health and government, the Premier’s Priorities and performance against key performance indicators. The availability and implementation of governance structures and processes, and whether there has been a significant critical incident or sentinel event also influences the assessment. The Framework sets out responses to performance concerns and management processes that support the achievement of outcomes in accordance with NSW Health and government policies and priorities. Performance concerns will be raised with the Organisation for focused discussion at performance review meetings in line with the NSW Health Performance Framework available at: xxxx://xxx.xxxxxx.xxx.xxx.xx/Xxxxxxxxxxx/Xxxxx/xxxxxxxxxx.xxxx Legislation, governance and performance framework 2021–22 Service Agreement 6

  • STATEWIDE ACHIEVEMENT TESTING When CONTRACTOR is an NPS, per implementation of Senate Bill 484, CONTRACTOR shall administer all Statewide assessments within the California Assessment of Student Performance and Progress (“CAASP”), Desired Results Developmental Profile (“DRDP”), California Alternative Assessment (“CAA”), achievement and abilities tests (using LEA-authorized assessment instruments), the Fitness Gram with the exception of the English Language Proficiency Assessments for California (“ELPAC”) to be completed by the LEA, and as appropriate to the student, and mandated by XXX xxxxxxxx to LEA and state and federal guidelines. CONTRACTOR is subject to the alternative accountability system developed pursuant to Education Code section 52052, in the same manner as public schools. Each LEA student placed with CONTRACTOR by the LEA shall be tested by qualified staff of CONTRACTOR in accordance with that accountability program. XXX shall provide test administration training to CONTRACTOR’S qualified staff. CONTRACTOR shall attend LEA test training and comply with completion of all coding requirements as required by XXX.

  • Training Objectives It is important that the objectives for the employee(s) enrolling in this course or program is related to the strategic objectives of the organization for which the employee works. Provide text to explain how the training event meets agency objective(s) and purpose type.

  • Staffing Levels to deal with Potential Violence The Employer agrees that, where there is a risk of violence, an adequate level of trained employees should be present. The Employer recognizes that workloads can lead to fatigue and a diminished ability both to identify and to subsequently deal with potentially violent situations.

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