Cultural Points of View - CPOV accredited cultural awareness training
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Cultural Points of View - CPOV accredited cultural awareness training
- 1. Cultural Points of View
- 2. Cultural Points of View - CPOV ... accredited cultural awareness training blended delivery: online/interactive e-learning face-to-face workshops enhanced capacity to work effectively with diverse communities
- 3. CPOV is part of ACE SES DIV PP ACE SES Diversity in Volunteering Partnership Program recruit and retain volunteers from communities that may not traditionally volunteer maximise community safety
- 4. CPOV 3 versions Working with... ... Aboriginal communities ... people with a disability ... people from CALD communities
- 5. CPOV Can be readily customised for a range of workplaces, workers & volunteers adapted for training to work with a wide range of communities
- 6. the paper Background describe & compare the 3 versions - development processes - technologies - training, learning, implementation strategies lessons learned
- 7. ACE SES DIV PP - the partners NSW State Emergency Service Dept of Attorney General and Justice disaster response agency Adult & Community Education Unit (ACE) NSW Dept of Education & Communities state wide policy and funding Community colleges
- 8. ACE SES DIV PP Why CPOV? DIV 2008/09 Volunteer Induction Training (VIT) • Aboriginal community engagement • Public Safety II & First Aid • pilots - need for cultural awareness training CPOV 2009/10 National VET E-Learning Strategy DIV 2010 = CPOV + VIT and First Aid
- 9. CPOV – design rationale why e-learning?
- 10. CPOV - learning design rationale capacity for flexible delivery CPOV also piloted expansion of - learning and training styles - attitudes to e-learning - skills in accessing and using online tools
- 11. CPOV - learning design rationale why blended delivery?
- 12. CPOV – unit of competency BSBDIV301A Work effectively with diversity understanding - culture & diversity - workplace culture - bias, discrimination, policies & legislation skills for - working effectively with diverse communities & individual differences
- 13. Development of CPOV four stage process: consultation and communication strategy training program development phase pilot delivery feedback and evaluation
- 14. Development of CPOV 8 virtual meetings Moodle course learning about the SES learning about aboriginal culture evaluating resources identifying appropriate activities
- 15. the site
- 16. Question for learners – What are the key points each speaker is making? Eric Cook – Be persistent in your Linda Burney. endeavours, value Aboriginal your identity and people have take pride in what views on topics you do other than Aboriginal affairs. Aunty May. Don’t try to learn about the Aboriginal perspective. Learn about the people by interacting with the people – take an inclusive approach – make it part of your life.
- 17. Getting started with Aboriginal culture
- 18. working with the community
- 19. legislation and SES policy
- 20. cultural awareness in practice
- 21. CPOV - version 2 Working with people with a disability Facilitator training 2 day program - 2 sessions about delivering cultural awareness training - 2 sessions about the online resources
- 22. CPOV - version 2 Smaller team face-to-face meeting Developer was also the content expert External expertise was brought in as needed Consultation undertaken Site adapted Extensive testing Facilitator training
- 23. CPOV - version 3 Working with people from culturally and linguistically diverse backgrounds An even smaller team Extensive literature review External consultation undertaken Extensive editing and formatting to ensure consistency across existing 2 versions Version 3 adapted from version 2 Facilitator follow-up workshop to review and critique content in this version
- 24. Conclusions Factors in successful delivery small team facilitator Training mentoring & support annual ACE SES Joint Forum perception of benefits Aboriginal liaison/outreach staff assessment of literacy & computer skills college director actively involved
- 25. Conclusions Some limitations availability of funding availability of trainers capacity of colleges, ACE Unit & SES support staff distances, remote locations language, literacy, numeracy skill levels computer literacy levels
- 26. Cultural Points of View Cultural Points of View http://cca.moodle.com.au/ - click on Cultural Points of View - browse any of the 3 versions until 4 Dec 2011 Ann Brady - Leaning Lines ann.brady@learninglines.com.au Kathryn Couttoupes - NSW ACE Unit kathryn.couttoupes@det.nsw.edu.au
Editor's Notes
- Cultural Points of View - accredited cultural awareness trainingUsing a blended delivery approachThat facilitates flexible deliveryWhat we mean by blended delivery is using amix of online/interactive e-learning resources & strategies andface-to-face workshop sessionsDelivered by local community collegesthe aim of the training is enhanced capacity to work effectively with diverse communitiesAnd be able to deliver the best service possibleto the diversity of people that make up our community
- CPOV was developed For…NSW State Emergency ServiceAs part of the state wide Adult & Community Education and State Emergency Service Diversity in Volunteering Partnership Program ACE SES DIV PP By …the ACE Unit and e-learning advisor Ann BradyThe PP is about recruiting & retaining volunteers from communities that might not traditionally volunteerAnd to include these communities in working for maximum community safety during disasters
- There are currently 3 versions of CPOV The SES priority for the very first version – developed & delivered in 2009 - was a training course for their staff & existing volunteers about working effectively with Aboriginal communities in rural and regional NSWFollowed by another 2 versions Working with people with a disability – developed in 2010And Working with people from culturally and linguistically diverse (CALD) communities inearly 2011 CPOV is now the cultural awareness training of choice for the NSW SES and must be undertaken by local SES units prior to collaborating on a DIV program.
- The program has been designed to be readilycustomisedfor a wide range of workplaces other than SES e.g. in aged careAnd for training to work with other population groups & communities e.g. youth
- So today we are going to talk about the background and development of CPOVfirst of all I am going to give you a bit more background about the programThen Ann will describe and compare the development processes of the three versions: In terms of - the technologies - the training, learning and implementation strategiesWe will summarise some of the lessons learned as we developed each incarnation and made revisions to maintain consistency across all 3 versions. a lot of people have contributed to development I’d like to mention Jenny Kapp of handykapp e-learning design who did a lot of the early work ann and the bulk of Version 2 but had to withdraw from the project because of ill health
- The DIV partnership was established in 2008 when Office of Volunteering suggested the 2 sectors collaborate on volunteer recruitment & trainingA bit more about the partners =The SES is the NSW disaster response agency for floods, storms and tsunamis,most inland rescue e.g. road crash, vertical & land search rescue. The ACE Unit in the Community & Migrant education Directorate of DECPolicy, planning & funding unit for adult educationTogether plan and manage DIV, including SES CPV versions, through a small Reference CommitteeACE Unit lead in managementAnd of course, at local level the local SES & Community colleges that collaborate to deliver training and engagement projectsCC are the not for profit sector in ACE arena, - community based & managed with voluntary boards – well positioned to deliver the trainingCommunity Colleges Australia provide use of their moodle as platform for the online components
- Why CPOV?4 DIV pilots in 08/09 delivered the VIT – aiming to engage local rural and regional Aboriginal communities This Involved delivery of five Public Safety units & First Aid Certificate. Varying degrees of success in these pilots – high successful completion rates butrecruitment and retention of official volunteers varied– one project didn’t have any success in recruiting ongoing volunteers So an outcome of the only pilots was that the SES requested a training program to ensure local SES units were better prepared for the recruitment programIn 2009/10 with the help of grants from the Innovations fund of the Australian Flexible Learning Framework - now the National VET E-learning Strategy) – the first 2 versions of CPOV were developed. The first version - training for working with Aboriginal communities - was piloted the end of 2009. Version 2 - Working with people with a disability - was developed piloted in 2010 Version 3 – Working with people from culturally and linguistically diverse (CALD) communities in 2011 This time funded by the NSW ACE Unit.
- why e-learning?Training must meet the needs of SES learners who are located in and serve communities across all of NSW Including rural, regional , remote & urban areasVolunteers have limited time to commit to training and volunteer activities so the training program has to be accessible and manageable and should also have capacity to reach as many people as possible (10,000) e-learning strategies and blended delivery are able to help meet such challenges
- While the primary purpose of the CPOV program is to enhance SES capacity for working effectively with the diverse communities Theprojects funded by the Framework incorporated further,broader aims that enabled the project to also work on capacity of ACE and SES sectors for flexible delivery – the CPOV version development also worked onenhancing online training and learning capacities in the SES and ACE sectorstheir further engagement with e-learningand embedding of e-learning in each organisation’s training and learning practicesThus, the project also piloted the expansion in ACE and SES of: learning and training styles attitudes to e-learning learning and skills in accessing and using online toolsandThe CPOV project provided opportunities for trainers, learners, managers from both organisations to explore and trial a range of emerging technologies and social networking tools that integrate e-learning into peoples’ work practices, learning and training.
- Why blended delivery? Cultural awareness training encourages us to look at our attitudes and behaviours as well as learning how to learn about cultures and about working with diversity, non- discriminatory practice and related legislationFacilitated face-to-face group learning experiences can be very effective in promoting this kind of learning as well as engaging learners with the technology so they have the confidence to participate interactive e-learning in the online componentsHence the mix of e-learning and face to face delivery -
- A word about the competency and training contentThese coverunderstanding culture & diversity, – individual differences, cultural groupsaspects of workplace culturebias, discrimination, policies & legislationskills for working effectively with diverse communities & specific communities Now I’ll hand over to Ann
- How we approached the development:Each project followed the same 4-stage process, the first one being the most challenging.As our experience increased we became better at it and each phase became cleaner
- Idea was to engage as many people in the process as we could - we were looking for buy-in/ownershipWe formed a large teamLarge team formed including:project manager; project coordinator; e-learning advisors/developers; content experts; Commuitity liaison office (indigenous communities) SESSES trainers and volunteers; Champions from SES and ACE sectorWanted to meet f2fNature took over and the SES were busy dealing with serious floods which took priority over our project. So our solution was to ‘walk the talk’ and we introduced Discovere – a webinar platform in which the team met approximately 8 times over a 3 month period.Before the first webinar we contacted each person individually and ensured that they were able to access the room which meant that the first session with 20 people ran quite smoothly from a technical perspective. Our 2nd platform was Moodle – we developed the online component of CPOV in Moodle and we wanted the team to experience collaborative online learning as part of the development process.This was unsuccessful – nobody used it and it became a resource repository. It may be that fewer live meetings would have encouraged people to engage more fully in that space?? – it was probalby too much to expect people to engage in 2 different online environments at that stage.In the early webinars we spent time talking about SES culture, Aboriginal culture evaluating existing resources and identifying activities to use in the program – it was a slow process and difficult to gain agreement from all members of the team. So the e-learning developers and content experts physically – this 6 hour meeting moved the project forward quite quickly and decisions were made about what would be on or offline, activities and sequencing.
- In preparation for version 2, the ACE unit engaged St George Sutherland CC before funding was applied for AND funded a Facilitator training program. Facilitator training – to enhance the capacity of CC’s to deliver CPOV and to encourage collaboration between the colleges and the SES. The feedback from this program substantially enhanced the development of the second version.2 day program- 2 sessions about delivering cultural awareness training- 2 sessions about the online resources – in the first session they were learners, in the second they were faciliators of each otehrCommunity college trainers and SES staff – about 20Technical problems arose David Madigan story full support of college director and local IT Person – expanded his capacotutp deliver CA more widely
- The same 4 phases were included:consultation and communication strategy training program development phasepilot deliveryfeedback and evaluation.This time - a small team including: project manager, project coordinator/content expert/e-learning adviser (all one person!); one SES trainer and one Community College representative and a f2f meeting was conducted.We removed the Animoto, Voicethread, Recording technologies, but kept the videos, quizzes, assessment tasks in Moodle. We also kept two forums – a policy and procedures discussion and a Help forum - even though feedback showed they were not popular – but we were determined to try and keep at least one collaborative element in each course.Additional content expertise was engaged as needed – in this case the Cerebral Palsy Alliance provided extensive consultation, the site was built and 30 people from the CBA thoroughly tested the site – giving expert feedback on it’s usability and the content. The hard copy Learner and Facilitator guides were also revised.The face to face components were planned, learners were recruited by St George Sutherland Community College and the Bankstown SES. The program was delivered to SES staff and volunteers in Bankstown.
- Getting ready for version 3:In 2011 the ACE unit funded the CALD version plus a second facilitator training workshop. This workshop was well attended and ran much more smoothly than the previous workshop. David Madigan presented his experiences in Moree Boggabilila/Toumella people which greatly encouraged others. In this workshop we asked each person to become familiar with and present on one topic in one of the versions. The feedback gained through this process was invaluable.Content research in preparation for a CALD version had been ongoing for some time. We reviewed, revised and re-formatted so that the existing two versions looked and felt the same. Both programs began with the same set of activities to broadly introduce cultureWhen this was done we duplicated version 2 and adapted the content using Kathryn’s research and consultation and testing with content experts from Commnity and Migrant Education directorate. We held a follow up meeting with some of the facilitators from our previous facilitator workshop and some new people to test and critique the content and design. This also served as our pilot.
- Conclusions Some of the factors for successful delivery included:A small committed Version development team that can draw on additional expertise when needed has proved more successful than attempting to engage a large team that represents all stakeholders. CPOV Facilitator Training Workshops (with participants nominated by community colleges and local SES across the state) have been very effective in recruiting trainers and building a lot of interest and enthusiasm about delivering CPOV and about participating in the broader ACE SES Diversity in Volunteering Partnership Programcontribute to quality of versions and their delivery - consultations and testingThere are plans to maintain the networks formed in the Facilitator workshop in 2011 through online interactive technology so that the trainers can continue to meet to discuss, problem solve and provide support to each other through the issues in planning, implementation and delivery CPOV courses in 2011/12mentoring and technical support for new trainers – ann did a fantastic jobAlso college IT support staff interest & know-howThe Annual ACE SES DIV PP Joint Forum (now planned for around May each year to fit in with each organisations budgeting and planning cycles) is the starting point for collaborative project planning and developing DIV funding proposals to be submitted to the Reference Committee. local SES perceiving the benefits of the DIV PP and the importance of staff and existing volunteers having skills and knowledge to engage effectively with their diverse local communitiesand then taking the step to apply for funding to undertake a project working with Aboriginal liaison/outreach staff in SES and the colleges – where they exist accurate assessment of participant literacy and computer literacy skills Where College director with community development experience was actively involved in management of local projects were able to sustain the impetus to succeed in difficult circumstances (postponements, disasters, resistance, misunderstandings)
- Some of the limiting factorsavailability of fundingcapacity of colleges, ACE Unit & SES support staffavailability of trainers & distances, remote locationslanguage, literacy, numeracy and computer literacy skill levelsAttitudes to/apprehension about online technologySES now have Community Engagement Officer who are picking it up with great enthusiasmOffice of Volunteering has suggested some further directions for the program.
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