Te Titohu Arahina Te Hunga Tangata Graduate Diploma in

Professional Supervision Bi-culturalism in Practice

Student Name: Penny Horsfall
Student ID: 200175688
Assessment Title:

Assessment 2 Critical Analysis

Assessment Code:

WHAPS 705

Kaiako: Tania-Rose Tutaki, Hine Moeke Murray

Due Date:
Date Submitted: 26/9/2016
Word Count:
Students please read and sign:
Plagiarism is the use of others work that is submitted as your own. This will
lead to disciplinary action as outlined in Te Wnanga o Aotearoa Tikanga
Ako.
I declare that the attached assignment is my original work and I have made a
copy for my own records.

Signature

__________ Date _______________

Received by the Kaiako

Signature_________________________________ Date_______________________

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Introduction
As part of this konae, I have been asked to view a fellow student Kaitiaki video
session. The student is the Kaitiaki with a Kaumatua as the Kairuku. In doing so, I
will critically analyse the session using the framework E Tipu e Rea which derived
from the whakatauki of Sir Apirana Ngata.

Knowledge
Aronui/Tuauri
Kaitiaki gave a clear and concise explanation of Kaitiaki session. Ethical issues
provided and consent gained. Karakia offered and completed by Kaitiaki.
Whanaungatanga was done really well and Kaitiaki explored the origins of Kairuku
names were a good lead in to Kairuku explaining whanau and iwi connections. In
doing this, there was a lot of interesting talking points and haututu korero evident.
Tangaere wrote Whanaungatanga is not just about forming relationships with other
people. It is also about the building of relationships with the spiritual world and the
environment and through these relationships, the acquisition of cultural values.

Tuatea
There were no tensions evident.

Oranga
Mental well-being
Kairuku spoke of his responsibilities and that over the course of his employment his
role had grown considerably. Kaitiaki did explore challenges eg time management
and report writing. Kairuku provided some key words not enough work hours to
enable this. Kaitiaki did acknowledge Kairuku is doing work right and was supportive
and insightful however could have explored self-care further and strategies in order to
maintain a balance.

Physical wellbeing
Body language was positive.

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Wairua
Kairuku was respectful there was a good flow of wairua throughout the session.

Whanau
Kaitiaki did not say a lot as the korero flowed Kairuku had good insight into role,
system and process oriented and the importance of his work demonstrated his values
and acknowledgement of support and reporting to management.

Kaitiakitanga
Intention
Kaitiaki explored team work and Kairuku having younger staff. Question from
Kaitiaki how is relationship with younger worker Kairuku view established in not
looking at age but rather skills, qualities ability to communicate. Kaitiaki validates
this point with own age introducing tuakana teina, Kairuku agreed this was a good use
of a model that Kairuku understood. Tuakana is an important dynamic of
whanaungatanga drawn from the importance of people, particularly within whanau,
hapu, and iwi

Positioning
Kaitiaki gently steered Kairuku providing some of the important points of his role.
Health and safety, facilities at TWOA and transport Kaitiaki prompted an example
that Kairuku managed regarding an incident with a van. Kairuku provided a brief
analysis and reflection of incident with very little prompting. This was good as
Kairuku explained health and safety implications and reflected on what he thought
could have been done better.

Wairuatanga
Intuitive practice evident throughout Kairuku was at least 35 years older Kaitiaki
validated own values as being similar with Kairuku. Wairuatanga maintained.

Taonga tuku iho

It was evidenced that Kaitiaki teased out these aspects in Kairuku examples are; his
whakapapa, origins of name and influences of tipuna. Kairuku applied his own values,

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work ethics and life experiences to role and the level of responsibility and
relationships that he holds to staff, students contractors and self.

Mana Motuhake
Mana Whakapapa
Whakapapa spoken about was respected and Kairuku was allowed to tell his story to
which he owned and advised of iwi connections Te Aitanga a Mahaki, Kahungungu,
Wales and tipuna Tau-hei-kuri.

Mana Tipuna
Kaitiaki was intuitive acknowledging the whakapapa of Kairuku tipuna and
grandfather. The different stages of Ata were evident Ata whakarongo reflective
deliberation, Ata noho giving quality time in sitting with Kairuku and diligently
listening, Ata korero communicated and spoke with clarity. Kaitiaki demonstrated
by the quality of space, integrity and respectfulness. Ata is considered a vital cultural
tool created to shape and guide understandings of relationships and well-being
(Pohatu, 2004).

Mana Tangata
Kairuku was authentic in his engagement. Kaitiaki explored the challenges of Time
management in light of the restructure over the last couple of years has seen
additional roles being added. Kaitiaki explored the demands of others on his time
Kairuku agreed. Kaitiaki asked critical questions to explore time management and
report writing with Kairuku. Kairuku explained that this was a challenge and clarified
a solution he gave an example of implementing this by doing a chunk each day and
prioritising. Kaitiaki validated this action.

Aki aki te ti
There was much authentic korero occurring in the session and enlightenment attained
by Kairuku when explaining his ability to problem solve and systematic approach in
managing the roles. Kaitiaki agreed with Kairuku whakaaro respect and integrity for
Kairuku was demonstrated.

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Summary
This exercise has been very useful I have come to the conclusion that it is easier to
critique a colleagues video then my own. I have viewed and critically analysed the
video using E Tipu e Rea framework to the best of my ability. Mauri ora.

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References
Pohatu, T. (2004). Ata: Growing Respectful Relationships. He Pukenga Korero, p. 5.

Tangaere, A. (2012). Te Hokinga Ki Te Ukaipo. A socio-cultural construction of

Maori language development: Kohanga Reo and home. Retrieved from
http://researchspace.auckland.ac.nz

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