Description of work-based learning based on conflict resolution. Reference is made to conflict resolution work of UOC in Barcelona (in assocation with UNITAR) and Veolia in Dublin (in association with ULS).
Text of ICT SUPPORTED WORK-BASED CONFLICT RESOLUTION LEARNING
1.ICT SUPPORTED WORK-BASED CONFLICT RESOLUTION LEARNING A comparative analysis Dr. Alan Bruce, ULS Dublin Maria-Antnia Guardiola, Universitat Oberta de Catalunya, Barcelona
2. Work based learning Nature of work from task to skill to competence Learning and knowledge control and autonomy Serving two masters: self-interest and the organization Knowing enough to do the job Knowing enough to value the mission Achieving autonomy, ethics and responsibility Enshrining innovation and critical reflection 3. Traditional structures-new needs Hierarchic schooling as a preparation for chaos Assembling facts in a post-modern world Coping with change Coping with globalized realities Divided education: academic and vocational Social and interpersonal knowledge Instant, ubiquitous information: ICT and access Shaping values and empathy what is needed? 4. Impacting Conflict Rapid external change and altered internal organizational needs new emphasis on learning required Differences within the workforce cultural ethnic, gender, linguistic Issues on roles and the impact of uncertainty Decline of traditional structures (e.g. trade unions) Issues underlining conflict: productivity, performance, systemic dysfunction, reward and acknowledgement The learning organization: strategy, trust, risk 5. Conflict and Work Impact: low morale, absenteeism, ineffective communications, low productivity Significant disruption and time consuming Responses are challenging: avoid or confront Resolving conflict constructively requires enhanced learning strategies 6. Reasons for work based conflict Poor communications Different values Differing interests Scarce resources Personality clashes Poor performance Contexts of aggression: social structures; economic systems; identity clashes; discrimination; beliefs and culture 7. Themes of Conflict Portrayals of the Other De-humanization In-groups and out-groups Fear and Threat Universal and destructive Demonizing the Other: Prejudice Discrimination Stereotype Victimization 8. UOC and UNITAR UOC Campus for Peace Conflict resolution: academic and applied Critical learning themes linked to humanitarian action and peace construction Training: competence and best practice Field delivery challenges Students diverse and dispersed 9. www.unitar.org/ptp 10. UNITAR Training UN worldwide peace-building and peacekeeping roles Conflict management and conflict resolution recognized as priority areas (2013 Report) UNITAR-UOC program seen as major stepping stone to meet Security Council expectations in sustainable conflict resolution Conceptual and practical tools plus relevant learning exercises Mainstreaming knowledge and skills about conflict resolution is certainly an important element in building peace capacities, ensuring national ownership and strengthening resilience in post-conflict countries 11. Target groups Students represent all components of a modern peace operation including military, police and civilian actors Non-UN staff participate, including NGO representatives working on peace and human rights Participants share key (learning) needs: 1) they require academic qualifications 2) they cannot leave their job or country 3) they need knowledge relevant to their job 4) they need skills that can be used right away 5) they need training up to international standards 6) they need to network to share experience and lessons learned 7) they must combine their studies with their work. Their training needs demand a different type of training not easily met by existing vocational education, liberal education or job training. 12. Innovative training for conflict zones Without a clear knowledge and set of skills to mediate conflicts in a culturally-sensitive manner, to protect civilians in conflict zones or to protect human rights in general, peacekeepers cannot do what the world expects them to do. UN staff may have very limited training on peace and security and few of them know enough about mediation. The UOC course Conflict Resolution provides much-needed information on best practices to avoid the types of mistakes that in the long-term undermine the credibility and legitimacy of peace initiatives. 13. UOC Methodology Development of a significant new level of technological capacity with advanced ICT supported learning enables a significant expansion of scale in recent years for students across the world. UOC School for Cooperation runs different programs on conflict resolution on line and in English. UOCs virtual campus was an efficient system for UN staff taking this program online - students can connect and have a welcoming tutor to help them navigate through the campus. This is a two-way agreement that also benefits UOC students wishing to take any subjects in the UNITAR course catalogue, as their credits will be validated. 14. Strategy for Conflict Resolution The agreement offers ability to undertake practical placements with UNITAR. UOC students will be able to take part in conflict resolution programs run by the United Nations and in peace operations and other post-conflict peacekeeping processes. UOC School for Cooperation has provided conflict resolution training to UN workers on peace missions from October 2013. UOC and UNITAR convention based on sharing program and students. UNITAR secured qualitative online programs to improve staff competence on frontline missions. 15. UOC-UNITAR Focus Intake for academic year 2013-14 is 87 students selected by UNITAR mostly soldiers on peace-keeping missions. The UNITAR/UOC program offers: 1) academic education 2) professional training 3) on-the-job coaching 4) networking. Current development: a Community of Practice so that students and alumni can keep in touch, share lessons learned and best practices, access course material at any time and contact UN experts for support and guidance. 16. Transformed society: a new Ireland Total population: 4.7 million Non-Irish population: 11% Change has occurred in 15 years Ethnic and religious diversity: Largest populations: Polish, Chinese, Nigerian Religions: RC 84%; Other Christian 6%; Islam 1% Highest birth rate in EU Highest inward migration 17. Racism and integration: balance sheet Adaptation to rapid change Implications of altered demographics: schooling Lack of transparent settlement processes: bureaucracy Personal racism: anecdotal witness Institutional insensitivity Robust equality legislation since 2005 Absence of xenophobic, racist political movement Popular acceptance of diversity impact of recession uncertain 18. Challenges for innovative work- based learning on racism Access: recruitment Relevance: avoiding or minimizing conflict Support: guidance, mentoring and advice Benefit: legislative compliance and cost reduction Structure: locating responsibility: HR and policy Value: promoting diversity Personal: confidence, ownership, adaptability Corporate: image, retention, promotion 19. Veolia (Luas tram system) RPA Established 2001- two lines open in 2004 Highly successful in terms of passengers extensions planned Key staff: drivers (100) and revenue protection (300) Security increased since 2009: anti-social behavior and violence 20. Problems and issues Increased racist incidents towards staff: insult and abuse Hostility, poor fare compliance, legal basis Increased stress and absenteeism Attack and injury threat and victimization Issues between staff: avoidance and hostility Bullying and harassment Avoidance, insensitivity, poor communications Prejudice and intolerance 21. Designing training for conflict resolution Focus on diversity management Key principles of engagement: curiosity, shared actions, open communications Roots of conflict Dealing with prejudice and stereotype Understanding difference and fostering curiosity Shared mission, understanding change Rights based strategy Based on real employment context Case studies 22. Operational roll-out 2013 Preliminary meetings: March 2013 Background research and observation: April 2013 Materials design: May-July 2013 Training delivery: July-October 2013 Evaluation and follow-up Future sectors and categories 23. Summary outcomes for conflict training Relevance of content, structure, methods Value for learners in facilitated discussion Focus on racism and racist attitudes helpful Defining delivered benefit through work focus Soft skills critical with hard technologies to support Importance of best practice and solution-focused approach Learning in a time of crisis Anticipating change Communications critical Legacy, sustainability and embedding 24. Thank you Dr. Alan Bruce [email protected] Maria-Antnia Guardiola [email protected]