CrossWorker Qualification Handbook

CrossWorker Qualification Handbook
LEONARDO DA VINCI PROGRAM

Background of the project
Background of the CrossWorker project CrossWorker 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.

Partnership The project is a joint partnership between the following 6 European organisations: JCVU Århus - Denmark (Main contractor) The Training Institute Fundation Pere Tarrés Barcelona - Spain Rusmiddeletaten Oslo Kommune - Norway The Hogeschool Van Arnhem en Niimegen - the Netherlands Media Arts and Education, WAC Performing Arts and Media College London – Great Britain Kolding Pædagogseminarium - Denmark

Links to the websites Oslo kommune Rusmiddeletaten

The aim of the project The 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.

The vision To 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.

The 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 the CrossWorkers personal experiences.

Entrance to the program
A CrossWorker profile A recommendation from their organisation Experiences with Young people at risk Recorded voluntary work

What 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.

Where can it lead to? Youth and Community work Play Work
Connexions PA’s Youth Mentoring Social care The CrossWorker framework can be applied to many situations involving 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.

CrossWorker narrative
Please add your text and files here! Cross Worker narrative Life biography of a CrossWorker at Level 1 Student A: This young person is female and lives with her father. She has found it very difficult to engage fully with her?? Photograph Blog Video clip

Please add your text and files here! Cross Worker narrative Life biography of a CrossWorker at Level 2 Photograph Blog Video clip

Please add your text and files here! Cross Worker narrative Life biography of a CrossWorker at Level 3 Photograph Blog Video Clip

The CrossWorker profile
A pre-requisite which contains following skills or competencies is suggested: Appropriate knowledge How to react to each other Recognise sign of behaviour Be aware of tacit knowledge Self awareness

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.

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.

The outcome from the interviews Motivational factors 1. Character and contents of the job, 2. Personal satisfaction and meaning 3. Social relations with the young people. Qualifications 1. Personal qualifications Social competences 3. Ability of starting up activities Practice 1. Abilities to use personal qualities 2. Being a role model 3. Showing care and attention

Qualifications Pre - CrossWorker training: Essential: Enthusiasm
Motivation -- can do – personnel skills Courage Communications skills: Intercultural communication Awareness – knowing your limits Teamwork Problem solving Respect for self and others Shared values – solidarity Flexibility – speciality Knowledge and experience For young volunteers: Peer mentors - Time variable Access to target group Trust Post - CrossWorker training: Fully awareness of position Recognition of cultural background of client Presence of proximity -client can trust you -you can learn from client Has to be a net worker in the way of working and knowledge Must know the field and combine theories Need to be creative The capability to change Holistic approach Can do – mentality

Qualities of a Cross Worker
Social skills Friendly Patient Responsible Confident Trustworthy Inspirational Spontaneous Attitudes Sense of humour Clarity Empathy Listening Inquisitive Style Ambitious Resolves conflicts Team player Mediator Values Tolerant Understanding Calm Value their work Value integrating people, without being exclusive

Hurdles training Hurdles to overcome
Personal/ professional lives difficult to separate Need to overcome personal feelings/ boundaries Overcoming difficulties, whether personal, internal or external How to live and work with personal difficulties?

CrossWorker Concept of the education
LEONARDO DA VINCI PROGRAM

The 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.

The 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.

The 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.

Partnership The project is a joint partnership between the following 5 European organisations: JCVU Århus - Denmark (Main contractor) The Training Institute Fundation Pere Tarrés Barcelona - Spain Rusmiddeletaten Oslo Kommune - Norway The Hogeschool Van Arnhem en Niimegen - the Netherlands WAC Performing Arts and Media College London – Great Britain Kolding Pædagogseminarium - Denmark

Links to the websites Oslo kommune Rusmiddeletaten

Action and review plan Topic example: Communication skills - Action
Requirement What to do? How to do it? What problems do we foresee? What do we need / who do we need?

Action and review plan Topic example: Communication skills - Plan
Requirement The 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 discussed How 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

Action and review plan Topic example: Communication skills - Review
Requirement What did you do? How did you do it? What problems did we encounter? What did you learn?

Action 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?

The educational design
A modular based training program Level 1 Level 2 Level 3 On part time basis Full time basis

The principles behind Some of the principles behind the education
A theoretical part will make it easier to establish common ground Integrate the CrossWorkers practice Build in time for reflection – the use of a logbook Student participation The training programme is rooted in the practical field The value of heterogeneous groups – people have different experiences Teaching by professionals – teaching by peer to peer Adjust the programme to the actual target group by offering different levels Use of the students life biography as an educational tool Supervision The individual The group

Skills and competences
Key skills Improving own learning Communications skills Problem solving Working with others - team building Understanding youth Relevant law – knowledge Relevant society understanding Professional ethics (values) boundaries Working safely Child protection Health & safety –Risk assessment First Aid Conflict resolution Managing Challenging behaviour Drug & Alcohol awareness Working alone Work / life balance self Awareness, stress management Setting boundaries – healthy living Valuing others Equal opportunities Diversity Training Disability – equality - Adolescent development Understanding cultural differences / aspect Project management Planning & development Consulting and interaction Writing project proposals Monitoring & evaluation Reporting Dissemination Planning and working to budget Project delivery

Key skills or competences
The training programme is based on the following key skills or competences: Improving own learning* Communication skills / awareness of language Problem solving Working with others / teambuilding / networking Understanding youth Relevant knowledge of the Law Relevant knowledge of society Professional ethics / values, responsibility, knowing boundaries Appropriate knowledge * Be aware of tacit knowledge

Topics in headlines Project management - participation and leadership
Planning and development Consulting and interaction Writing project proposals Monitoring and evaluation Reporting Dissemination Budgeting Project delivery Provides the following skills: 1. Improve own learning 2. Communication/with Youth 3. Working with others 4. Problem solving

Topics in headlines Working safely - example Child protection
Health and Safety - risk assessment First aid Conflict resolution Managing challenging behaviour Drug & alcohol awareness Working alone Work / life balance: - self awareness, stress management, setting boundaries, healthy living provides the following skills: 1. Appropriate knowledge (Law, theory) 2. Signs of behaviour 3. Self awareness 4. How to react to the client or to others Key skills used: - Be aware of tacit knowledge - Improving own learning - Individual learning plan

Topics in headlines Valuing others – - example
Equal opportunities Diversity training Disability, equality Adolescent development Understanding cultural differences / aspects Valuing others is divided in two topics: Equal opportunities Includes: diversity training, disability, equality Adolescent development Includes: understanding cultural differences / aspects) Key skills used: 1. Improve own learning 2. Communication/with Youth 3. Working with others 4. Problem solving 1.Communication/with Youth 2.Working with others

Learning aspect What does the CrossWorker want to learn?
I would like to learn: to organise how to communicate through role play and drama how to write a story responsibility how to get grip on the situation how to give and receive feedback how to guide people - through a social/youth work pathway about others culture and beliefs

Learning aspect Learning aspect development Individual learning plans
Continuing professional development Lifelong learning

Fields of focus What do we focus on? Module / level 1
Myself and identity Module / level 2 Me and the group Module / level 3 Me and the project

Role of the educator level 1 level 2 level 3 Guided
Facilitating leadership Background support The role of the educator Further education /work Training assessors

Didactical principles
Focus on both theory and practise It 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.

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.

The theoretical part of the education can be done with different approaches and pedagogical techniques. Here are some suggestions: Lectures Group work Role play

The grid The grid Skills 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.

The grid Below 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. Grid Skills / knowledge St.1 St. 2 St. 3 Possible sources of evidence Improving own learning  Video Problem solving Photo Communication skills Webcam Working with others Website Understanding youth Written exercise Professional ethics Interview Overall Professional discussion

Objectives 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.

Objectives 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.

The aim Aim The 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.

Target 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.

Concept 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 a volunteer (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.

Concept training program
The outcome After 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.

Characteristics Each 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.

Characteristics The 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.

General 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.

Goals for different levels
Goals for the different levels Level 1 - Basic personal skills social skills communication skills knowledge Level 2 – Intermediate Level 3 – Advanced Know where you are going Be able to set own goals about: - future - career - opportunities - personal goals Be able to cope with different circumstances

Achievements 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:

Level 1 Objectives: 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.

Level 2 Objectives: 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.

Level 3 Objectives To 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 .

Contents 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).

Contents 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.

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.

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.

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.

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.

Evaluation The 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.

Model for evaluation Identifying some "key skills" as achievement indicators User perspective Organisation or sponsor perspective Educators* perspective Qualitative approach - soft data Improving own learning Retention - drop out Communication skills Social skills Working with others Responsibility Quantitative approach - hard data Recruitment Modules achieved Presence / attendance

Documentation 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. Certification To 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.

The EDAM model E Effectiveness /what works D Discipline structure
the EDAM-model as a way of thinking social work: E Effectiveness /what works D Discipline structure A Awareness / presence M Multiculturalism

CrossWorker at the heart
Listen, learn, engage and include Creativity makes a real difference Programme: what, how when - outcome is the product

CrossWorker arena’s The different arena's the CrossWorker find himself in: individual group crossworker culture organisation

CrossWorker Qualification Handbook

Similar presentations

Presentation on theme: "CrossWorker Qualification Handbook"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

CrossWorker Qualification Handbook

Similar presentations

Presentation on theme: "CrossWorker Qualification Handbook"— Presentation transcript:

Similar presentations

About project

Feedback