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He Toki Ki Te Mahi Implementing and Evaluating Good Practice for Māori Trade Training. Building on Māori Success He Toki ki te Rika A collaborative Māori Trade Training initiative designed to build Māori Capability and leadership within the building and - PowerPoint PPT Presentation
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He Toki Ki Te Mahi Implementing and Evaluating Good Practice for Māori Trade Training
Building on Māori Success
He Toki ki te RikaA collaborative Māori Trade Training initiative designed to build Māori Capability and leadership within the building and infrastructure industries in Canterbury.
Initiated by Tā Mark Solomon in 2011
Over 720 enrolments since
Collaborative Partnership between iwi, Ngāi tahu, Industry, Hawkins Construction and Training provider, CPIT.
He Toki ki te Rika
http://www.youtube.com/watch?v=qAWP7pz7D-c
Building on Research and Evaluation
He Toki ki te Rika has a cycle of evaluation to feed continuous improvement
Apprenticeship up take and success is low
Transition to work requires particular support
Programme sustainability depends on work based support
He Toki ki te Mahi Group Training Scheme established under a shared Trust designed to support He Toki graduates through their apprenticeship
Focus on growing both individual and collective Māori capability in the building and infrastructure industries
Not only providing a supportive pathway for Māori tauira and whānau but supporting employers to provide a culturally appropriate learning pathway
Te Ako Tiketike Māori as successful workplace learners (Kerehoma et al, 2013),
Te A
ko T
iket
ike
Te Ako Tiketike Model
Te Ako Tiketike is primarily an evidenced based theory model.
This project aims to articulate what this means in practice, what mechanisms, systems, structures are required to implement this
model.
(Kerehoma et al, 2013)
Ako Teaching and Learning Project
This core vision of this kaupapa is to increase the culturally responsive practice (CRP) within NZ industry organisations in order to increase Māori learners success.
There are three distinct aspects of this model: Implementation of Te Ako Tiketike Organisation professional development and individualised learning plans Double Loop Learning informing organisational change process
Research Component This project seeks to analyse current apprentice support practices for Māori in the
workplace, implement Te Ako Tiketike and research experience and outcomes for apprentices.
Intervention Component Systems support and guidelines for the Hawkins organisation, employers and sub-
contractors for working successfully with Māori apprentices and demonstrate how the model works as a comprehensive organisational framework within the GTS.
Double loop learning model
Actions
Mahia te mahi
OutcomesNga hua
New Practices
He wananga
Revised Perception
sHe
whakaaro hou
Te Ao Tiketike Principles
He tikanga whakaaro
Double–Loop Learning
Active Implementation
Whaka Mahia te reo
Impact Evaluation
Whaka Mahia te reo
(
Innovation and systems change
Simultaneous focus on organisational learning processes and work based relationships Model of Double Loop Learning for Systems Change: (Adapted from Argyris, 1990; Hargrove, 1990; Macfarlane, 2004)
Research and Evaluation Objectives
To implement Te Ako Tiketike as a model for success for
Māori learners within Hawkins and He Toki ki te mahi GTS
Analyse current organisational practices, support systems for apprentices and create supported pathway for He Toki apprentices
Support organisational change through professional learning to create a culturally connected workplace that is responsive to the needs of Māori
Support Māori leadership within the organisations.
What we have found on the journey
Needs Analysis
Global Map
Next Steps
Needs Analysis – ExampleReflective 360 degree appraisal (Data)
Action (Intervention) Aspirational (Aim)
Socio/cultural environment
Need to address cultural professional learning and development for workers within Hawkins and especially sub-contractors.
Complete a best practice framework for subcontractors – perhaps have an induction process for this when the students are placed with them
Set PLD date in conjunction with the internal launch within Hawkins
To reduce resentment within the Hawkins team towards the extra attention students the future of NZ society relies on a strong economic work force).
Reducing racial undertone overt behaviors including any abusive statements –
Professional Learning Element
Establish core ideas to be communicated and spread
Establish a shared language
Deficit theorizing
Understanding role of culture
Understanding changing demographics
PLD focused around planned implementation – staff believe they have neutral practice (they believe they in a say what you think culture– there is a need to discuss how theory drives all behavior (unconscious or conscious).
PLD team could start with PLD identity, “who am I” – a session on colonization, racism and social justice – looking at equity within NZ and the work place.
To include PLD over the course of this research project to ensure that staff are given regular opportunities to understand the importance of shifting some entrenched practice.
Pastoral Care Issues Some students need drug & alcohol support – this may be outsourced (EAP) as well as with mentor check In and other peer support, coaching work. Students need support with commitment, time management, budgeting skills etc (see below for further information on these particular skill supports).
Mentoring
Tuakana-teina (peer mentoring, peer learning and role models)Tuakana-teiner
Original trades trainees to be involved in mentoring project – in house Hawkins staff and external supervision. Glean interest in who would like to be involved in this process
Mentoring project with on site, off site, past trainees – in site operators and outside agencies such as EAP
Mentoring focused on understanding different stakeholder needs - Mentoring that will allow students to understand the pressure that site managers go through and it would raise awareness. Young workers have different drivers compared to mature workers. You have to let them know the differences. This is where mentoring that aims to meet student needs while at the same time teaching them about the needs of project managers and how the work that they do knits in tightly with the support of the entire team.
WHĀNAU SUPPORTAND ENCOURAGEMENT
Clear difference in attendance, retention, attitude and longevity when whānau and strong family base is closely connected to the workers.
Nature of support provided to whānau to address their needs and realise their aspirations/become training or work ready (referrals/ provision e.g. literacy support, addiction counselling);Emerging issues impacting whānau readiness to take up training and employment opportunities
Whānau are included in interview process
Whānau are included in individual learning plan
Mentors meet with whānau – build connectedness
Possible whānau create and had
Whānau report and experience of Hawkins – Hawkins extend invite to Hawkins
Front end relationship, include whānau from start, inform them with clear information on what to expect. Build on further in induction rather than at crisis times.
Whānau included in student success
Be conscious of checking relative whānau support early
Where doesn’t exist –
factor for it – through other network support groups – He Toki, apprentice network, mentor.
Educate employers
on what whānau is/means
Global Map - Example
TE AKO TIKETIKEFACTORS
NEEDSANALYSIS
SUCCESSINDICATORS
SHORT TERM GOALS – OCTOBER 2014
INTERVENTION REQUIRED
ORGANISATIONAL SUPPORT
Socio/cultural environment
Absence of racism policy
Resentment issues/
Negative attitudes – special treatment of He Toki apprentices
Low nos of Maori staff
Need for cultural pd within Hawkins and especially sub-contractors.
Arm staff with knowledge of importance of best practice for now and future generations, the future of NZ society relies on a strong economic work force).
Increase awareness of Hawkins staff/sub contractors. Cultural practice is embedded
Monthly tracking processes of pastoral care intervention
Tracking of numeracy and literacy engagement
Complete a best practice framework for subcontractors
Create an induction process for subcontractors
Clearly reference and communicate expectations on apprentice treatment - sign off process, data collection and management and weekly mentoring and or study sessions.
Staff PD on culture
Organise Mark Katterns to facilitate a PD session in ChCh as Hawkins industry based worker.
Staff understanding on changing demographic landscapes
Staff understanding on need to foster leadership
Staff understanding on career orientation
Professional Learning Element
Establish core ideas to be communicated and spread
Establish a shared language
Deficit theorizing
Stereotypical behavior
Understanding role of culture
Understanding changing demographics
To include PLD over the course of this research project to ensure that staff are given regular opportunities to understand the importance of shifting some entrenched practice.
Staff can speak with confidence about how workplace is supporting Māori
Understanding of NT, tikanga etc
Set PLD date in conjunction with the internal launch within Hawkins – organize for core enablers within the organization to be a part of the PLD building capacity within the Hawkins team.
PLD team could start with PLD identity, “who am I” – a session on colonization, racism and social justice – looking at equity within NZ and the work place.
Align with Internal policy taking place in Hawkins.
Recommendation For System Support - Example