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