Presentation on theme: "CrossWorker Qualification Handbook"— Presentation transcript:
1CrossWorker Qualification Handbook LEONARDO DA VINCI PROGRAM
2Background of the project Background of the CrossWorker projectCrossWorker is a EU Leonardo financed project, Community Vocational Training Program, the general objective of which is the creation of new educational opportunities in the social field, focusing in particular on young people at risk, supplementing and working in partnership with existing traditional education.
3PartnershipThe project is a joint partnership between the following 6 European organisations:JCVU Århus - Denmark (Main contractor)The Training Institute Fundation Pere Tarrés Barcelona - SpainRusmiddeletaten Oslo Kommune - NorwayThe Hogeschool Van Arnhem en Niimegen - the NetherlandsMedia Arts and Education, WAC Performing Arts and MediaCollege London – Great BritainKolding Pædagogseminarium - Denmark
4Links to the websites Oslo kommune Rusmiddeletaten
5The aim of the projectThe aim is to create new educational opportunities in the social field, focusing in particular on young people at ‘risk’ supplementing and working in partnership with existing traditional education.
6The visionTo provide a European framework of innovative training for people with little or no formal education, to validate and build on their personal experiences.This will enable them to provide an opportunity for young people at risk. In order to avoid social exclusion and increase the possibility of education and employment.
7The training program The training program The training program aims to provide the basis for an innovative training in Europe addressed to people who can be considered CrossWorkers, people with very little or no formal education. The training program is validated and constructed on theCrossWorkers personal experiences.
8Entrance to the program A CrossWorker profileA recommendation from their organisationExperiences withYoung people at riskRecorded voluntary work
9What is a CrossWorker? What is a CrossWorker? A CrossWorker is defined as a person with little or no formal academic education, who works either paid or as a volunteer with young people at risk. In general this person has experienced a difficult situation in life, which he or she has overcome, and now has the capacity and ability to guide others, who find themselves in similar circumstances.
10Where can it lead to? Youth and Community work Play Work Connexions PA’sYouth MentoringSocial careThe CrossWorker framework can be applied to many situationsinvolving working withyoung people at risk eg:the arts, sport, volunteering, social care, advocacy etc.The framework can be applied to any Country in the world.
11CrossWorker narrative Please add your text and files here!Cross Worker narrativeLife biography of a CrossWorker at Level 1Student A:This young person is female and lives with her father.She has found it very difficult to engage fully with her??PhotographBlogVideo clip
12CrossWorker narrative Please add your text and files here!Cross Worker narrativeLife biography of a CrossWorker at Level 2PhotographBlogVideo clip
13CrossWorker narrative Please add your text and files here!Cross Worker narrativeLife biography of a CrossWorker at Level 3PhotographBlogVideo Clip
14The CrossWorker profile A pre-requisite which contains following skills or competencies is suggested:Appropriate knowledgeHow to react to each otherRecognise sign of behaviourBe aware of tacit knowledgeSelf awareness
15The CrossWorker profile The CrossWorker profile, can include the following points:o The biography of the person interviewed, his/her personal and professional development.o His/her motivation to carry out the job s/he does.o The skills and competences needed to carry out his/her job.o Professional practice, tasks carried out and relationship with the users.o A personal assessment on the process s/he has lived and on his/her own experience.
16The CrossWorker profile The second part, about the organisation or institution the Cross Worker is working for, includes the following aspects:o Structure and processes that take place in the organization where s/he works.o Aims and values of the organisation s/he works for.
17The CrossWorker profile The outcome from the interviewsMotivational factors 1. Character and contents of the job,2. Personal satisfaction and meaning3. Social relations with the young people.Qualifications 1. Personal qualifications Social competences3. Ability of starting up activitiesPractice 1. Abilities to use personal qualities2. Being a role model3. Showing care and attention
18Qualifications Pre - CrossWorker training: Essential: Enthusiasm Motivation -- can do – personnel skillsCourageCommunications skills:Intercultural communicationAwareness – knowing your limitsTeamworkProblem solvingRespect for self and othersShared values – solidarityFlexibility – specialityKnowledge and experienceFor young volunteers:Peer mentors - Time variableAccess to target groupTrustPost - CrossWorker training:Fully awareness of positionRecognition of cultural background of clientPresence of proximity-client can trust you-you can learn from clientHas to be a net worker in the way of working and knowledgeMust know the field and combine theoriesNeed to be creativeThe capability to changeHolistic approachCan do – mentality
19Qualities of a Cross Worker Social skillsFriendlyPatientResponsibleConfidentTrustworthyInspirationalSpontaneousAttitudesSense of humourClarityEmpathyListeningInquisitiveStyleAmbitiousResolves conflictsTeam playerMediatorValuesTolerantUnderstandingCalmValue their workValue integrating people, without being exclusive
20Hurdles training Hurdles to overcome Personal/ professional lives difficult to separateNeed to overcome personal feelings/ boundariesOvercoming difficulties, whether personal, internal or externalHow to live and work with personal difficulties?
21CrossWorker Concept of the education LEONARDO DA VINCI PROGRAM
22The project Background of the CrossWorker project CrossWorker is an EU Leonardo financed project, Community Vocational Training Program. The general objective of which is the creation of new educational opportunities in the social field, focusing in particular on young people at risk supplementing and working in partnership with existing traditional education.
23The project What is a CrossWorker? A CrossWorker is defined as a person with little or no formal academic education, who works either paid or as a volunteer, with young people at risk. In general this person has experienced a difficult situation in life, which he or she has overcome, and now has the capacity and ability to guide others, who find themselves in similar circumstances.
24The training program The training program The training program aims to provide the basis for an innovative training in Europe aimed at people who can be considered CrossWorkers, people with very little or no formal education. The training program is validated and constructed on the CrossWorkers personal experiences.
25PartnershipThe project is a joint partnership between the following 5 European organisations:JCVU Århus - Denmark (Main contractor)The Training Institute Fundation Pere Tarrés Barcelona - SpainRusmiddeletaten Oslo Kommune - NorwayThe Hogeschool Van Arnhem en Niimegen - the NetherlandsWAC Performing Arts and MediaCollege London – Great BritainKolding Pædagogseminarium - Denmark
26Links to the websites Oslo kommune Rusmiddeletaten
27Action and review plan Topic example: Communication skills - Action RequirementWhat to do?How to do it?What problems do we foresee?What do we need / who do we need?
28Action and review plan Topic example: Communication skills - Plan RequirementThe student should be able to participate in a group discussion.What to do?Bring a CrossWorker group together and choose some topics to discuss.Decide which topics to be discussedHow to do it?Do some research on the subject by using the Internet, newspapers etc.Take some notes and make a contribution or presentation at the final discussion.What problems might we encounter?No access to the Internet or not to be able to find the right resources.No support from the CrossWorker team.What do we need / who do we need?Book a space for the presentation.Organise technical equipment, whiteboard and pens.Decide who will do the presentation
29Action and review plan Topic example: Communication skills - Review RequirementWhat did you do?How did you do it?What problems did we encounter?What did you learn?
30Action and review plan Topic example: Communication skills Requirement Were the students able to participate in the discussion?What did you do?Describe what you did and how did you pass the information to your group?How did you do it?How did you do your research?Who did you invite to corporate in the session.What problems did you encounter?Describe the problems which occurred during the session.What can be done differently next time.What did you learn?Describe what you learnt and reflect on the session.What was good and what to do different next time?
31The educational design A modular based training programLevel 1Level 2Level 3On part time basisFull time basis
32The principles behind Some of the principles behind the education A theoretical part will make it easier to establish common groundIntegrate the CrossWorkers practiceBuild in time for reflection – the use of a logbookStudent participationThe training programme is rooted in the practical fieldThe value of heterogeneous groups – people have different experiencesTeaching by professionals – teaching by peer to peerAdjust the programme to the actual target group by offering different levelsUse of the students life biography as an educational toolSupervisionThe individualThe group
33Skills and competences Key skillsImproving own learningCommunications skillsProblem solvingWorking with others - team buildingUnderstanding youthRelevant law – knowledgeRelevant society understandingProfessional ethics (values) boundariesWorking safelyChild protectionHealth & safety –Risk assessmentFirst AidConflict resolutionManaging Challenging behaviourDrug & Alcohol awarenessWorking aloneWork / life balance selfAwareness, stress managementSetting boundaries – healthy livingValuing othersEqual opportunitiesDiversity TrainingDisability – equality -Adolescent developmentUnderstanding cultural differences / aspectProject managementPlanning & developmentConsulting and interactionWriting project proposalsMonitoring & evaluationReportingDisseminationPlanning and working to budgetProject delivery
34Key skills or competences The training programme is based on the following key skills or competences:Improving own learning*Communication skills / awareness of languageProblem solvingWorking with others / teambuilding / networkingUnderstanding youthRelevant knowledge of the LawRelevant knowledge of societyProfessional ethics / values, responsibility, knowing boundariesAppropriate knowledge* Be aware of tacit knowledge
35Topics in headlines Project management - participation and leadership Planning and developmentConsulting and interactionWriting project proposalsMonitoring and evaluationReportingDisseminationBudgetingProject deliveryProvides the following skills:1. Improve own learning2. Communication/with Youth3. Working with others4. Problem solving
36Topics in headlines Working safely - example Child protection Health and Safety - risk assessmentFirst aidConflict resolutionManaging challenging behaviourDrug & alcohol awarenessWorking aloneWork / life balance:- self awareness, stress management, setting boundaries, healthy livingprovides the following skills:1. Appropriate knowledge (Law, theory)2. Signs of behaviour3. Self awareness4. How to react to the client or to othersKey skills used:- Be aware of tacit knowledge- Improving own learning- Individual learning plan
37Topics in headlines Valuing others – - example Equal opportunitiesDiversity trainingDisability, equalityAdolescent developmentUnderstanding cultural differences / aspectsValuing others is divided in two topics:Equal opportunitiesIncludes: diversity training, disability, equalityAdolescent developmentIncludes: understanding cultural differences / aspects)Key skills used:1. Improve own learning2. Communication/with Youth3. Working with others4. Problem solving1.Communication/with Youth2.Working with others
38Learning aspect What does the CrossWorker want to learn? I would like to learn:to organisehow to communicatethrough role play and dramahow to write a storyresponsibilityhow to get grip on the situationhow to give and receive feedbackhow to guide people - through a social/youth work pathwayabout others culture and beliefs
39Learning aspect Learning aspect development Individual learning plans Continuing professional developmentLifelong learning
40Fields of focus What do we focus on? Module / level 1 Myself and identityModule / level 2Me and the groupModule / level 3Me and the project
41Role of the educator level 1 level 2 level 3 Guided Facilitating leadershipBackground supportThe role of the educatorFurther education /workTraining assessors
42Didactical principles Focus on both theory and practiseIt is important to provide both a theoretical and practical education. The form and content of the practical part of the education will be determined by where it is taking place, the facilities and resources available, and the work that is already going on.The theoretical part will make it easier to establish a common ground for both for the education and for the CrossWorker – project as a whole.During the theoretical part of the education it is important to keep in mind that CrossWorker, and the CrossWorker – education, is mainly a practical project.
43Didactical principles The educators must have a focus on the practical sides and the practical use of the themes introduced during the theoretical part of the education. The themes taught must reflect this approach. Teaching and presentation of the different themes must therefore be as inspirational as possible. The idea of a common CrossWorker Card is certainly a strong incentive.Furthermore, the theoretical part of the education must also strive to accomplish participation from the students. In this way the education will not discourage the students. Hopefully it may also have positive effect for the participating individuals to access more formal education.
44Didactical principles The theoretical part of the education can be done with different approaches and pedagogical techniques. Here are some suggestions:LecturesGroup workRole play
45The gridThe gridSkills or competencies, which are obtained through the educational programme (at three levels) or skills the students already have before they start their education, can be ticked off gradually, as they acquire the different skills.Below shows an example of such a grid. Each level is ended by an assessment. By the end of the educational programme everything is ticked off and a professional discussion completes the program.
46The gridBelow shows an example of such a grid. Each level is ended by an assessment. By the end of the educational program everything is ticked off and a professional discussion completes the program.GridSkills / knowledgeSt.1St. 2St. 3Possible sources of evidenceImproving own learningVideoProblem solvingPhotoCommunication skillsWebcamWorking with othersWebsiteUnderstanding youthWritten exerciseProfessional ethicsInterviewOverallProfessional discussion
47Objectives General Objective The general objective of the training programme is to train people and give them the theoretical and practical capacity to work as a CrossWorker. This will be achieved by helping them to acquire the necessary knowledge, skills and key competences.
48Objectives Specific objectives The training programme has to promote personal development as well as changing attitudes of people who have experienced hardships in life or have been in need, providing a positive approach for overcoming difficult situations in the future.The training programme will help to reduce prejudice, stereotyping or social stigmatisation processes of those with whom the Third Sector works.
49The aimAimThe training program aims to provide the basis for a innovative training approach in Europe aimed at people with very little or no formal education, which is accredited and constructed on their personal experiences, providing young people at risk with the opportunity to avoid social exclusion and increase their possibilities for personal and occupational education.
50Target people Target people People with a personal experience of needs or difficulties in life who have overcome them and who are currently or would like to work in organisations or institutions of the Third Sector. Groups of people who want to work professionally as CrossWorkers in these organisations.
51Concept training programme The itinerary for the training programme agreed by all the project partners will be followed according to the following table:Entering the program:60 hours of volunteering work, with a minimum of 20 accredited.Module or level 1“Take off”Module or level 2“Flying”Module or level 3“Landing”15 hours of theoretical training.60 hours of practice as a volunteer (with no expenses covered).Gaining experience by means of small participation or intervention as a volunteer.Realizing small exercises including aspects of the key knowledge, skills and competences on a very simple level.20 hours of theoretical training.60 hours of practice as avolunteer (getting the minimum salary).Showing a different level in communication skills and team work.Begining to plan and develop a personal project of intervention with a social group.80 hours of practice as a volunteer (getting a salary).Dedicate 20 of those 80 to present and disseminate own project and its future planning and assessment.
52Concept training program The outcomeAfter having finished level 3 and completed the intervention project presentation, planning and assessment, a certificate of completion will be awarded. This will entitle that person to work as a professional CrossWorker.
53CharacteristicsEach level can be achieved in the length of time chosen by the person doing the training. In order to give evidence of the number of hours done, the trainee and the professional supervisor will complete a logbook as hours are being completed.Throughout the training programme there will be theoretical and practical aspects of the skills and/or competences that the people following the program have to work through and achieve.The shape and content of the practical part of the training will be determined according to the place where it is implemented, the facilities available and the work being done being undertaken.
54CharacteristicsThe theoretical part of the training programme will encourage participation of the people undertaking the programme. To this end pedagogical techniques that favour interrelation and group dynamics will be applied e.g. group work, dramatisation or group discussion.Taking into account that some of the people who want to take part in the training programme may have difficulties to express themselves in writing it will be possible to provide evidence in a range of ways for the different levels e.g. audiovisual material (filming, CD or video recordings), photos, the creation of a website in the computer, written reports or the notes recorded by the supervisor in the logbook.
55General competences General competence Helping people who have specific personal needs or experiencing a difficult situation in life, so that they can overcome them and confront with success possible adversities or difficulties in the future. The ability to apply the knowledge, skills and key competences acquired during the specific training.
56Goals for different levels Goals for the different levelsLevel 1 - Basicpersonal skillssocial skillscommunication skillsknowledgeLevel 2 – IntermediateLevel 3 – AdvancedKnow where you are goingBe able to set own goals about:- future- career- opportunities- personal goalsBe able to cope with different circumstances
57Achievements After each level: Personal skills: After completing level (number) you have achieved the following (basic, intermediate, advanced) personal skills in:Social skills:After completing level (number) you have achieved the following (basic, intermediate, advanced) social skills in:Communicational skills:After completing level (number) you have achieved the following (basic, intermediate, advanced) communicational skills in:Basic knowledge:After completing level (number) you have achieved the following (basic, intermediate, advanced) knowledge of:
58Level 1Objectives:To introduce the necessary knowledge, skills and key competences which will have to be worked through and achieved throughout the training program.To help gain personal experience by helping and assisting as a volunteer e.g. the organising of an event or activity in the organisation where the volunteering work is being done.
59Level 2Objectives: Acquire communication skills and team work skills which are needed to communicate and relate to the people from the social group with whom the volunteering takes place.Gain an understanding of the skills and knowledge required in order to get started with the planning of an intervention project of his/her own with the social group from the organisation where the volunteering work is taking place.
60Level 3ObjectivesTo have acquired the necessary knowledge, skills and key competences of the training program. To demonstrate the ability to apply these to making a formal presentation for a small group about the planning and development of the intervention project .
61Contents level 1 Basic theoretical contents: The volunteer. Main motivations and profile.Options. Sense and value of the volunteering activity.Psychological development: beginnings of intellectual, emotional and sociability structures.Basic cognitive skills for learning how to relate to others with assertiveness.Teaching of interpersonal relations and group dynamic techniques (I).Conflict resolutions and social skills.Knowledge and use of new audiovisual and recording techniques (I).
62Contents level 1 Basic practical contents: Small intervention or volunteering activities as for example taking a group of people to the cinema or theatre; it will teach how to manage an activity that has some objectives and a specific aim.Analysis of each trainee needs so that they can complete the general programme with other training aspects in areas where they show a weakness. The needs analysis would take place during the first level of the program. It would be done by the supervisor or mentor through his/her own observations. From there, the trainee would be directed to other short courses that would strenghten certain aspects, as for example techniques for interpersonal relations, group dynamics or conflict resolution.
63Contents level 2 Basic theoretical contents: Communication skills: consciousness of the use of language and ways to improve interpersonal communication.Type of intervention depending on the area. Projects: organisation, team work, functions and levels of intervention.Methodology and phases for the writing of an intervention project:Establishing objectives.Object of intervention.Specific activities.Levels of intervention.Techniques to be used.Resources needed.Assessment indicators.
64Contents level 2 Basic practical contents: Communication skills workshop with dramatisations, role-play and the learning of interpersonal communication skills in a way where they are experienced by the trainee.Starting the writing of the intervention Project following a methodology and the established phases. Periodic revision of the project by the supervisor or mentor assigned to each of the trainees.
65Contents level 3 Basic theoretical contents: Interpersonal relations and group dynamics techniques (II).Involvement of the team within the organization. Rights and duties.Knowledge and use of the new audiovisual and telematic techniques (II).Role-playing techniques for the oral presentation of the intervention project.Assessment of the voluntary work.
66Contents level 3 Basic practical contents: Group dynamics workshop including dramatisation, role-play and techniques of interpersonal relations in a way where they are experienced by the trainees.Workshop including public presentation and group debate techniques for a social intervention project in a way where they are experienced by the trainees.Implementation of the intervention project on the basis of the objectives, specific actions, selected techniques and resources agreed upon with the supervisor or mentor.Assessment of the intervention Project on the basis of the indicators established and from the perspectives of: the person who has written the project, the supervisor or mentor, and of the organisation or institution where the project has been implemented.
67EvaluationThe evaluation is the point in time of the training program where the balance and identification of the key skills as an indicator of achievement takes place.This evaluation can be done from the perspective of the person following the programme or user, from the perspective of the organisation managing and planning the training program and which has sponsored it,and from the perspective of the trainer, as the teacher or guide who follows up the user’s progress.
68Model for evaluationIdentifying some "key skills" as achievement indicatorsUser perspectiveOrganisation or sponsor perspectiveEducators* perspectiveQualitative approach - soft dataImproving own learningRetention - drop outCommunication skillsSocial skillsWorking with othersResponsibilityQuantitative approach - hard dataRecruitmentModules achievedPresence / attendance
69Documentation Documentation and final test During the training the students have to document their activities and the education. The students decide how they do this documentation, and they can do this in any form and/or format they are most comfortable with.The only requirements are that this documentation are of a satisfactory standard.CertificationTo receive the certification for the accomplished training the student must, either alone or in a collaboration with other students present their work.This presentation, which is agreed upon by educator and student, has to be satisfactory; according to the CrossWorker concept.
70The EDAM model E Effectiveness /what works D Discipline structure the EDAM-model as a way of thinking social work:E Effectiveness /what worksD Discipline structureA Awareness / presenceM Multiculturalism
71CrossWorker at the heart Listen, learn, engage and includeCreativity makes a real differenceProgramme: what, how when - outcome is the product
72CrossWorker arena’sThe different arena's the CrossWorker find himself in:individualgroupcrossworkercultureorganisation