CADETSHIP INITIATIVE FUND INTERIM
PROGRESS REPORT
Registered Organisation Name
Pūhoro Charitable Trust
Lead Contact
Kemp Reweti – Acting Manahautū CE
Landline
s9(2)(g)(ii)
Contact Details
Mobile
s9(2)(g)(ii)
E-mail
s9(2)(g)(ii)
Date of report
19 July 2023 (Covers a February to July period of Training)
(For organisations on multi-year agreements)
how many previous interim reports
Not applicable
have been completed during this funding agreement period?
Briefly set out how you identified and recruited/enrolled your cadets (onto the Cadetships
programme).
Pūhoro Cadets were selected across various roles within the organisation, furthermore, our selection
was in alignment with our core values and foundational principles as the Pūhoro kaupapa. These
included the following:
1.
Senior Leadership Team: Cadets were appointed within the organisation's Senior Leadership
Team to develop their leadership skills and contribute to strategic decision-making.
2.
Regional Kaihautū Leads: These Cadets were assigned as tier two leaders. These individuals
play a crucial role in guiding and supporting operations within their respective regions. These
leads were selected to further grow and invest in their development as key staff operating at
the coalface with rangatahi in Pūhoro operating regions.
3.
Operations Staff and Kaihautū:
a.
Data and Analytics: Cadets were designated to develop expertise in data analysis and
analytics, contributing to evidence-based decision-making and organisational efficiency.
b.
Policy: Cadets were appointed to grow their skills in policy development, implementation,
and evaluation processes.
c.
Finance: Cadets were assigned to expand capabilities in financial management and
operations, financial analysis, and reporting.
d.
Student Engagement: Cadets were dedicated to enhancing student engagement strategies
and initiatives, fostering positive interactions and support for students.
e.
Non-Qualified Staff: Cadets without current qualifications were provided opportunities to
develop their skills and knowledge in their respective areas of interest.
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f.
Tertiary Study: Cadets studying at tertiary level are supported to undertake their studies
within agreed work hours.
4.
Diverse Regions: Cadets were chosen from various regions, ensuring representation and
inclusivity across the organisation's geographical scope that we currently are servicing (Pūhoro
currently delivers its services across 10 different regions in Aotearoa).
Additionally and for Pūhoro a key foundational aspect of our kaupapa is that all staff members
demonstrate a commitment to developing their understanding of te reo Māori, tikanga, and
mātauranga Māori. This approach aims to further embed Māori perspectives and cultural competency
throughout our organisation which is fundamental for a Māori kaupapa driven organisation. It is
important to note as part of this commitment the connection of this to our values as an organisation.
For context these are as follows:
OUR VALUES/NGĀ UARATANGA
Tauheretanga
We build meaningful and purposeful relationships to support collective impact
Ūkaipōtanga
We work to ensure Māori have a strong sense of belonging in STEMM
Mā-uitanga
We encourage curiosity and innovation to create opportunities for social, cultural and economic
impact
Ngākau Pono
We act with sincerity and are guided by good practice in governance, management and all our
relationships
The organisation's aspiration is set for all cadets to have Personal Development Plans (Te Mahere
Whāinga) in place. These plans serve as roadmaps for individual growth, outlining specific goals,
learning/training opportunities, and support mechanisms to enhance professional development and
career progression for each staff member in the Pūhoro Charitable Trust.
Briefly describe the impact your participation in the Cadetships initiative is having on your
organisation. How has it affected the culture of the organisation? To what extent has it led to
changes to your organisation’s links to Māori communities?
Affects on the culture of the organisation
As part of our application process as a new Charitable Trust, we expressed the desire with Te Puni
Kōkiri to be able to institute a bespoke Performance Development Plan programme that we could
design from the ground up for the Pūhoro cadets and staff. As a result of this cadetship initiative, we
have successfully designed and implemented Te Mahere Whāinga, a kaupapa Māori approach to staff
development. This process has significantly impacted our staff culture in several positive ways:
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1.
Enhanced Confidence and Happiness: Staff members have become more confident and
happier due to the investment made in their growth and development. The opportunities
provided through Te Mahere Whāinga have empowered them and fostered a sense of self-
assurance in their abilities.
2.
Increased Sense of Value: Staff have expressed that the organisation's investment in their
development has elevated their own sense of value within the organisation. They feel
acknowledged and recognised for their contributions, leading to a greater sense of job
satisfaction and motivation.
3.
Unprecedented Personal Development Opportunities: The implementation of Te Mahere
Whāinga marks the first time that our organisation has offered such comprehensive personal
development opportunities to track, record and progress them. This initiative has allowed
staff to access a wide range of resources, training programs, and experiences to enhance their
professional growth, development and upskilling pertinent to their roles within Pūhoro as
well as providing extension opportunities to gain additional learnings, insights and skills.
4.
Boosted Confidence in Māori Settings: The inclusion of Mātauranga Māori training
opportunities has resulted in increased staff confidence when engaging in Māori settings. By
deepening their understanding of Māori culture, language, and protocols, staff members are
better equipped to work respectfully and effectively with Māori individuals and communities.
For many of our cadets, they are on their own journey
Through the implementation of Te Mahere Whāinga, our organisation has witnessed positive shifts in
staff culture, fostering confidence, value, and cultural competency. These outcomes not only benefit
the professional growth of our staff but also contribute to creating a more inclusive and culturally
responsive working environment for all.
Changes in Māori communities:
1.
Enhanced Facilitation of Hui: The inclusion of te reo Māori and tikanga training has supported
our staff in better facilitating hui with Māori stakeholders. This training has improved their
ability to create culturally appropriate and inclusive spaces for engagement and collaboration.
2.
Heightened Community Engagement: Our cadets have played a crucial role in fostering
higher engagement within Māori communities. Through their grassroots networks and
connections, they have established stronger relationships and increased participation,
resulting in a more interconnected and involved community.
3.
Learning from Te Tihi o Ruahine: A proactive approach was taken by reaching out to a local
Māori organisation Te Tihi o Ruahine, situated nearby. A meeting was held to discuss their
own approaches to professional development plans (PDPs) and office culture. Valuable
mentoring was received, providing insights and guidance for our own growth and
development practices within our own organisation.
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4.
Increased Capabilities: As a result of the initiatives and opportunities offered through our
organisation, there has been an evident increase in capacity. Staff members have developed
new skills, expanded their knowledge base, and gained confidence, enabling them to take on
broader responsibilities and contribute more effectively to their roles.
5.
Continuous Growth and Development: The emphasis on growth and development has
fostered a culture of continuous learning within our organisation. Staff members are
motivated to enhance their skills, knowledge, and capabilities, creating a dynamic and
forward-thinking environment that supports personal and professional growth.
The changes observed in Māori communities, along with the increased capacity and focus on growth
and development, reflect the positive impact of our cadetship initiative. By prioritising te reo and
tikanga training, strengthening community engagement, seeking guidance from local organisations,
and fostering ongoing learning, we have created an environment that supports the holistic
development of our staff and contributes to the well-being and progress of Māori communities. The
opportunity to partner in this way with Te Puni Kokiri to support our cadets and kaupapa has been
invaluable thus far. We look forward to reporting on the further impacts and work undertaken in this
regards in our final report.
Briefly describe the progress your cadets have been making and the training they have been
undertaking, including how this compares to your initial expectations/plans. Please feel free to add
any particular case studies for individual cadets:
With the support of Te Puni Kōkiri through this partnership, Pūhoro have been able to implement,
deliver and increase the following training opportunities for cadets. This has amplified overall the
Pūhoro kaupapa and created direct opportunities for growth, development and training for our
people.
Please see below for a list of training opportunities that have been provided to cadets:
1.
Fortnightly Training: Pūhoro offer 90-minute training sessions to all cadets on a fortnightly
basis. These sessions alternate between a mātauranga Māori focus and a general focus for
overall development. This platform also allows our kaimahi to present and share their
different areas of expertise with colleagues. These training sessions have become a key focus
for cadets and through them have increased their kete of knowledge for each cadet and
supported the growth and development of cadets.
2.
Digital Qualifications: All cadets now have access to a comprehensive suite of Digital
qualifications and credentials. Pūhoro was privileged to meet with 9(2)(b)(ii) and discuss
programmes they have in place and the different technologies they are building. Accordingly,
Pūhoro now has access to 9(2)(b)(ii)
which is an online and interactive digital
qualifications portal. While the uptake is currently low amongst our cadets, we will be
encouraging cadets to participate and acquire Digital credentials by November.
3.
Cultural Professional Development (PD) through Reo and Tikanga Support:
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a.
Beginner Reo and Tikanga Support: Our Mātauranga Māori team designs and delivers
weekly sessions for cadets. These sessions include a wide range of activities and
topics aimed at enhancing te reo Māori capabilities and knowledge of te ao Māori.
b.
Advanced Reo and Tikanga Support: For cadets who have a higher level of
proficiency in te reo Māori and tikanga, we have established an Ohu that meets
weekly for wānanga on various Māori kaupapa. This initiative aims to deepen staff
understanding of kaupapa Māori, tikanga and mātauranga Māori from a more
advanced and deeper standpoint. This Ohu establishment further speaks to our desire
as an organisation to be able to strengthen and train our cadets in ways that meet the
demand of where they currently are at training wise.
4. Workshop Delivery Training:
a.
‘NCEA me te Whānau’ with 9(2)(b)(ii) Pūhoro has partnered with 9(2)(b)(ii)
to provide key training to all of our Kaihautū cadets.
Cadets have undergone training that enables them to deliver key workshops to
communities, helping whānau better understand and support their rangatahi in
navigating their NCEA studies. This training has been a critical component of further
ensuring that Cadets are able to fufill their role and responsibility to our rangatahi.
b.
Tuakiritanga session training with the Mātauranga Māori team: our Mātauranga
Māori team has trained several cadets to deliver rangatahi focused sessions that
focus on developing their sense of tuakiritanga (self-identity and cultural heritage). An
important element of our service delivery is to ensure we can support our rangatahi
to be culturally anchored, as our rangatahi stand at different points on the spectrum
around how confident or proficient they are in expressing themselves in Te Ao Māori
(The Māori world).
5.
Systems Training:
a.
Salesforce CRM training: Cadets have received specialised training on our new
customer relationship management (CRM) platform, which Pūhoro has recently
migrated to called Salesforce. Puhoro contracted in a systems specialist to train
cadets on the Salesforce system. This has been a huge shift for Pūhoro ensuring that
we have a fit for purpose database as our kaupapa grows. Necessarily, this has meant
that intensive training has been required to equip cadets with the skills needed to
access, analyse and understand data and the new system. This training has also
included, important data entry training, training on how to utilise the system to
create reports, and dashboard training.
b.
Financial Training with 9(2)(b)(ii)
Several
senior leader cadets have undergone training on our financial systems and processes,
enabling them to develop their accounting skills and contribute effectively to financial
operations. This has been led by members of 9(2)(b)(ii)
We have
contracted them to support training in budgeting, reconciliation, forecasting, as well
as recruitment of a new Finance cadet. Furthermore, this will include important
financial modelling of our programme costs and a tool to help us ensure we are able
to remain sustainable with our growth and development. This training has been
crucial to the development of our senior leader cadets and has further enlarged their
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knowledge and understanding of the different aspects of Pūhoro and financial
management practices.
c.
Website development training: Several cadets have had the opportunity to receive
training around the Pūhoro website and how to update, amend and further improve
it. This training has been implemented to ensure that there is a more robust spread of
cadets that are aware of this aspect of Pūhoro which is an outward facing platform
towards the community and is critical to the propagation of the Pūhoro kaupapa.
6.
Skills Training
a.
Leadership (SLT): Our Acting Manahautū has received regular and dedicated training
and mentoring from our Board since February. Additionally, all senior leaders have
participated in specialised psychometric assessments, resulting in customised reports
on their strengths and weaknesses as leaders. This valuable information will be used
to shape dedicated training and coaching programs provided by 9(2)(b)(ii)
coaches to further develop their leadership skills and leverage off the strengths that
have been identified.
b.
Leadership (Regional Leads): Cadets who are Kaihautū Regional Leads meet
fortnightly for updates and skills training with the Mana Urunga Tū Kaihautū
Manager. They develop transferable skills like effective communications, adaptability
and flexibility, and empowerment and inspiration. They apply these against a plethora
of real life situations, systems, and processes in their roles, their regions, and cohorts
of rangatahi. They also develop skills to lead their colleagues effectively.
c.
Communication training with Shelley Davies the 9(2)(b)(ii)
:
All cadets are undertaking a number of certificated writing courses with 9(2)(b)(ii)
These courses aim to enhance the writing capabilities of
participants through plain language foundations. This programme is run by Shelley
Davies who has extensive experience in the communications, leadership and public
communications space. Cadets are working through courses on executive summaries,
effective emailing, technical communication and a toolkit around that, subject
matter, and business writing basics.
7.
Role Exposure opportunities: We have created opportunities for some cadets to learn
aspects of other roles within the organisation. This initiative aims to broaden their capabilities
and provide them with a more comprehensive understanding of different functions within the
organisation as well as be exposed to aspects of roles, responsibilities and the different
functions of roles within the organisation.
8.
Tertiary Study: Several of our cadets are currently engaged in tertiary studies which support
their development within their respective roles within the organisation. We fully support their
academic endeavours and provide them with up to one working day per week to undertake
their studies and other relevant supports to support their educational development and
progress.
To show the expansive training that has been implemented and put in place thanks to our partnership
with Te Puni Kōkiri, please refer to the the
Interim Monitoring Spreadsheet to see which cadets have
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APPENDICES 1- 3 (emailed as attachments with the submission of the report).
Pūhoro has also attached as appendices the following documents which have been, created and
designed as part of the partnership with Te Puni Kōkiri with this cadetship initiative. These are the Te
Mahere Whāinga Performance Development Plan Documents, these help identify key training required,
plot progress and plans for each of the cadets. The names of the documents are the following which are
attached to the email sent to Te Puni Kōkiri with the submission of this report:
1.
Te Mahere Whāinga – Performance Review Closeout 2022.
2.
Te Mahere Whāinga - Perfomance and Development Plan 2023 3.
Te Mahere Whāinga - Performance and Development Check-In
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