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Building partnership Angie Hart – University of Brighton Kim Aumann – Amaze. In the beginning…. Using the CoP approach. “CoPs are groups of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by - PowerPoint PPT Presentation
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Building partnership
Angie Hart – University of BrightonKim Aumann – Amaze
In the beginning…
Using the CoP approach“CoPs are groups of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis”.
(Wenger, E., McDermott, R & Snyder, W.M., Cultivating Communities of Practice, HBS Press, 2002)
CoPS
• ‘groups of people informally bounded together by shared expertise and passion for a joint enterprise’. (Wenger and Snyder 2000, pp.139-140).
• ‘share their experiences and knowledge in free-flowing, creative ways that foster new approaches to problems’.
• ‘As a locus of engagement in action, interpersonal relations, shared knowledge, and negotiation of enterprises, such communities hold the key to real transformation – the kind that has real effects on peoples lives’. (Wenger 1998, p.85).
CoP ingredients
• Domain .... has an identity defined by a shared field of interest; shared commitment and competence that distinguishes members from others.
• Community ... members engage in joint activities, discussions, help each other, share information – to pursue their interest in the domain together. They build relationships that enable learning from each other.
• Practice ... members are practitioners who develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems – a shared practice.
A group of people who …
• share similar challenges
• interact regularly
• learn from and with each other
• improve their ability to address their
challenges
• bring out each others tacit knowledge
BOUNCING BACK Building resilience with children and young people
having tough times
• Folk who wanted to develop their thinking and practice around applying a resilient approach to work or home
• Common interest in children, young people and families
Who was involved
• 21 members: 3 parents, 6 academics, 8 voluntary sector practitioners, 4 statutory sector workers
• Monthly 3 hour meetings over 2 years
• Facilitated meetings
• Space to meet, think about and test a range of discrete resilience ideas in their own settings….with a view to developing RT further
• Core group (2 community partners and 2 academics) administered the group and evaluated the CoP activity
Different perspectives Different types of knowledge
In role
• What’s your unique knowledge base?
(regarding children and young people
socially disadvantaged and/or resilience)
Identifying what you bring
In role
• What do you need to happen in the CoP for it to be useful to you?
How we did it
– Group agreement: commitment, research participants
– Group forming time
– Initial training and learning in resilience and RT
– Experimenting with resilience ideas in their own homes or work settings
– Feeding back to group; using group as a resource to critique, refine ideas and practices
– Willing to create and share resources
– Additional support time for parents
COPs
• Add to our understanding of how we come to know and learn
• Raise issues about what knowledge is, whose knowledge we are talking about, how we come to know things, whether different approaches to finding things out result in different knowledge
• Offer a framework that helps to see past the usual way of knowing and learning that happens within organisations & classrooms
• Focus is on engagement with practice and the informal learning that comes with that engagement
• Involve a process (not just an event) – brings out tacit knowledge
Second CoP - East Sussex
• Focus on building resilience with young people 11+
• 15 members: 2 foster parents, 3 voluntary sector workers, 9 statutory workers, 1 academics
• Monthly meetings for 3 hours, for 1 year
• Co-ordinated and facilitated by community partner
• Evaluated by University
Capturing impact
• Interviews with CoP members at beginning and end of the project to capture their: – Understanding of RT– Ways in which they have or have not been able to implement it
into their practice/families– How RT has or has not impacted on their own well-being– Own evaluation of the RT approach
• Evaluators also observing CoP meetings to explore the detail of the transition from theory to practice
CoP products and activity
• Training resources - Resilient Casework examples; Musical Resilient Bingo; workshop exercises tested and refined
• Ready Steady Secondary Course – building resilience with parents and young people anxious about the transition to secondary school
• Kinship Carers Action Research Project• Using RT with staff practice forums• Integrating RT into staff supervision • Building resilience with learning disabled young people
via inclusive arts work
CoP products and activity
• Using RT alongside Under 5s Protective Behaviour course for parents and little ones
• Bullying Workshop for Parents including resilience building ideas
• Applying RT to an organization’s strategic plan• Testing RT as a framework to evaluate a Telephone
Helpline • Understanding Resilience – workshop for local authority
children’s workforce delivered by service users• Applying RT in group work with LGBT young people • Linking resilience and the Common Assessment
Framework tool• RT & Cognitive Behaviour groupwork with women
refugees
East Sussex CoP products
• Foster parents applying RT in their work with ‘looked after children’
• ‘Pick ‘n’ mix’ box of resilience ideas to help client identify their own goals and a plan of action which provides a visual means of evaluating progress
• Tool box to use with young men’s group: each tool engraved to include resilient ideas as a prompt for discussion
• Incorporating RT into parent support course• Evaluation tool to measure resilient outcomes that
incorporates young people’s views about their progress or positive change
East Sussex CoP products
• Creating a range of different games:Magic box + questionnaire to be used over series of sessions with young person to chart progress Children's game using body maps and a series of exploratory questionsBoard game to assist young people to identify their own resilient qualities and those around who can be enlisted to help them
• Organisational Review of Young People’s Pathway Plan, adding a stronger resilience emphasis to review young person’s progress
Challenges
• Need a budget
• So hard to get folk to read even though they kept turning up
• Insufficient challenge for academics
• Raising questions without answers
• Getting beyond the superficial
• Sensitivities might need to be held
Positives
• Sets up relationships for the future
• Built confidence of many – now training, doing more with their organisations
• Developed knowledge base for some
• Further developed RT
• Cross fertilisation between members
CoPs over time…• Accumulate knowledge and become bound by the value they find in learning
about resilience and RT together
• Develop a unique perspective on RT as well as a body of common knowledge, practices and approaches (eg tools, standards, manuals, materials)
• Develop personal relationships and established ways of interacting with each other
• Encourage inclusion by making connections and consolidating learning across potential lines of division in relation to joint enterprise
• Cross boundaries which causes people to look afresh at their own assumptions, facilitated by creation of ‘boundary objects’ - eg language, artefacts and ‘brokering’ - eg linking differing perspectives.