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Question 4: I know I have good skills to share in a community researchers' teamThe next set of questions were more qualitative in nature and required people to write responses to open-endedquestions. Questions 5–7 concentrated on job-readiness, life skills or personal development and skills relating to theprofession of researcher. This was an observation we made as a research group when reflecting on the responses ofeach individual.We have added them here as thematic headings to the tables of answers below. Each answer given by all theresearchers has been listed under a group heading and incorporated into the tables below.Question 5: I think my best skills for working in a team are:Job-specific Learning Professional Development Personal Development Interviewing getting more information taking photos using language Listening meeting other researchers from anotherplace learning how others work in theircommunity travelling together using interviewingand language skills share things interest in learning listening helpingQuestion 6: Other work I still do, or have done is:Life Experience Professional Experience Job-ready Skills being a parent listening to kids job helping kids being a family school teaching teacher assistant director of Aboriginal organisation public officer of Aboriginal organisation working with groups drivers licence language skills interest in learning ability to focus ontasks24 Final Report: Strengthening Community Research in Remote Service Delivery at Ntaria
Question 7: The most useful things I have learnt so far are:Job Specific Learning Professional Development Personal Development writing surveys interviewing listening talking to local people doing research at the community being a researcher doing research with a group ofresearchers interested in learning andworking at NtariaSummary of Learning Evaluation Worksheet One responsesQuestions 1–4 indicate that many of the community researchers employed in this project had little or no idea aboutwhat ‘research’ in a broad sense meant when they began work on the project; although most had had some experiencewith outsider research in their communities.Many had at some time been a respondent or an informant, but the community researchers in this project had notpreviously been involved in the wider domain of research: in planning, designing, applying or steering research.Despite this lack of hands-on experience the community researchers all identified good skills they brought to a researchteam environment.Questions 5–7 indicate that personal development, job-related skills and life experience were all adding to theresearchers’ ability. In their own words, the researchers described essential features of their work and were aware ofhow these are used.3.4.2.1 Implications for skills development and employment from Worksheet OneThe following observations are drawn from large group discussions based on Learning Evaluation Worksheet One.Strongly positiveThe team represented good knowledge of community boundaries, kin and skin relationships, gender relationto jobs and power, bilingual communication, and deeply felt issues and undercurrents affecting servicedelivery and safety at Ntaria.Could benefit from strengtheningThe capacity for steering research could be made stronger with more access to elders and other decisionmakersMore men on the research team would bring added strength to the work.Areas of deficitCommunity researchers’ capacity to work vs. dealing with unforseen life issuesAccess to transport for getting to workSkills and ability to access and use technologyConflicting priorities and responsibilities to other roles in organisations in the communityThe workplace environmentOther agency support to extend learning and training opportunities outside employment.Final Report: Strengthening Community Research in Remote Service Delivery at Ntaria 25
Page 1 and 2: Final Report:Strengthening Communit
Page 3 and 4: ContentsGlossary ..................
Page 5 and 6: GlossaryUseful terms to understand
Page 7 and 8: Executive summaryThis final project
Page 9 and 10: 1. IntroductionThis section introdu
Page 11 and 12: engage Ntaria residents in doing co
Page 13 and 14: Carole RaggettCommunity ResearcherJ
Page 15 and 16: Describe who commissioned the resea
Page 17 and 18: Critical Success Factor 5: Completi
Page 19 and 20: Action Inquiries only RecruitmentNi
Page 21 and 22: Physical work environment.The most
Page 23: Learning Evaluation Worksheet OneQu
Page 27 and 28: Other comments were added when the
Page 29 and 30: 3.4.2.2 Implications for skills dev
Page 31 and 32: data from a relatively small popula
Page 33 and 34: • Less people die on the roads. I
Page 35 and 36: Ada Lechleitner surveying staff at
Page 37 and 38: Question 3: Would You Drive Unsafe
Page 39 and 40: Question 9: The Car You Drive Is Al
Page 41 and 42: In the case of medical emergency pe
Page 43 and 44: In light of these results we asked
Page 45 and 46: a) Overall FaHCSIA project: LIP Eco
Page 47 and 48: c) 2. Plan and prepareInformed cons
Page 49 and 50: Final Report: Strengthening Communi
Page 51 and 52: Outcomes: The outcomes of analysing
Page 53 and 54: Bush Mechanics: The role of knowled
Page 55 and 56: 4.5 Background to the Wurla Nyinta
Page 57 and 58: From November 2011 to March 2012 a
Page 59 and 60: 2011JanuaryFebruaryNTER RSD/COAG NT
Page 61 and 62: Wurla Nyinta represents the whole c
Page 63 and 64: 4.6.4 Data collected1. Unta antjana
Page 65 and 66: 4. Male-artwa / Female-arrkutja (n=
Page 67 and 68: 6. Ira tjina ungkwanga (Are you rel
Page 69 and 70: 8. Unta etna-akela ultha purtala us
Page 71 and 72: 10. Awa-paka nanha eperra unta wurr
Page 73 and 74: 12. Awa-paka nanha eperra unta wurr
Page 75 and 76:
Table B: The total number of servic
Page 77 and 78:
14. Unta arama Wurla Nyinta-ala cha
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Table D: This bar chart shows for t
Page 81 and 82:
In summary, the tables showing the
Page 83 and 84:
The subsequent research cycle (Vehi
Page 85 and 86:
Schedule A: Local Implementation Pl
Page 87 and 88:
A process for engaging, recruiting
Page 89 and 90:
The involvement of the research tea
Page 91 and 92:
8. Conclusions8.1 Observations abou
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Perceptions of governanceExtensive
Page 95 and 96:
esearchers have facilitated an incr
Page 97 and 98:
ReferencesBrydon-Miller M. 2001. Ed
Page 99 and 100:
Appendix 2: Summary program of acti
Page 101 and 102:
Activity date Deliverable Process31
Page 103 and 104:
These are ideas we take to Wurla Ny
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