Planning the Future of the Project Together

1. Planning the Future of the Project Together ROOTTORI PROJECT

3. HDL- ROOTTORI PROJECT 2010-12 Team of four workers based in three neighbourhoods (E Helsinki/WVantaa) Main learning process: - workers use the basic CABLE process themselves in the 3 areas - network building with NGO, church and municipality, learning and contact making - outreach to find new contacts - workers reflect how the model can be used with residents who are volunteers or activists - learning process with residents (group of 20 maximum, this group recruits the next group) - project and organisation building in the areas with each group

4. ´Thanks!

5. HDL- ROOTTORI PROJECT 2010-12 Objectives: *To create a participatory community development work method and to documentate the process of creating it.(Evaluative method research connected to the project) *To build up a network that will guarantee the future for the work that was built up during the project process. in the neighbourhoods.

6. Roottori Training Program • The program is based on the Cable method • = Community Action Based Learning for Enpowerment • R. project implements it by organizing training program for those who are in danger to be marginalized ( unemployed people, alcoholics, people with mental health problems etc.

7. The Roottori Training • Each training program lasts 6 weeks. • Working two days/week • 5hours / day, • Alltogether about 65 hours and 3-4 training programs • After this training program Roottori workers give consultation for the trainees supporting them to plan and develope their own ideas and mini projects on the residental areas working together with workers on the areas (municipality, third sector, parish).

8. Identity and Motivation 1 • In order to work effectively and creatively a worker/volunteer has to be aware of: • their own identity and how it is shaped by socialisation, migration, professional training • their motivation and expectation towards work and the working field • the fact that their employing agency may not share their motivation and expectation

9. Understanding the ’position’ of the worker • Between employer and community • Between ’system world’ and ’life world’ The world of systems The life worlds of and organisations those with whom ’we’ work Community development worker’s position as between system world and life world

10. Identity and Motivation 2 We are dealing with three dimensions: Expectations, values and Expectations, values and norms of the system world norms of the people ’we’ (maybe the employer) work with Expectations, values and norms based on socialisation and study

11. The A , B and C worlds • We can call the system world the ’A’ world, the people we work with are in different ’B’ worlds and we are in position C’ • Community development work is not only about acheiving concrete results • it is about meaning and interpretation • it is about communication • Each of the ’worlds’ has its own ’interpretation’ of reality and its own ’language’ and ’codes’ • The community development worker is aiming to achieve a ’horizontal’ relationship with those she works with (not top down) • The aim is to enable the ’B’ worlds to be present to the ’A’ worlds without the community development worker acting as advocate or mediator

12. Empty Space! • It is important to find a way to notice the space between ’myself’ and those with whom I work. • An important step in the work is called ’exposure’. • This means taking time to notice how my perception, motivation and expectation (service model) is shaped by my socialisation

13. Process of the training Step 1 Biographical Work – writing and analysing biography so as to be come aware of the socialisation factors which influence your motivation, expectation and practice in the work. Personal work and group work. Step 2 Exposure Process – entering ‘empty space’, experiencing without ‘performing’. Personal reflection on this experience. Step 3 Analysis – sharing the results with a small group (maybe using a symbol to summarise the learning and facilitate communication) Step 4 Service Model – working out how this learning impacts on the working context, structures and processes

14. New and emerging elementsSecond period of Roottori Training 12/2011-6/2012 • Creating ongoing developmental processes for those who have been in the basic training and building a plan together about workshops around themes participants want to work with (begins on December 2011) about 30 participants from three training groups • Opening discussion with professionals and our network concerning the results of above mentioned meeting results

15. ….new elements… You- Me model: • Training trainers, We´ve got a suggestion from participants to train some of them to organize training courses in their own residential areas. Training will be planned connected to former decribed process. • Implementing the model with unemployed people and people with mental illness or other serious social or health problems • Exploring new ethical questions raised by this training model together with those taking part in our processes

16. What´s going to happen after the Training?

17. ´Thanks!