Mastering the P Puzzle e Pieces Relationship Building LMP Webinar - - PDF document

10/12/2013 1

Mastering the P Puzzle e Pieces

LMP Webinar Series Webinar 2 December 11, 2013

Relationship Building

1

Welcome!

• Who’s online?
• This webinar is being

recorded

• Slides decks + handouts were

emailed (clo@bellnet.ca)

• Questions at end
• Please post comments in text

chat

2

10/12/2013 2

Webinar recordings for all LMP webinars will be available at:

• Literacy Link South Central: www.llsc.on.ca
• Learning Networks of Ontario:

www.learningnetworks.ca/

• Community Literacy of Ontario:
• www.communityliteracyofontario.ca/

This webinar is being recorded

3

• Literacy Link South Central Labour Market

Partnership (LMP) project

• 7 Literacy Networks in Ontario, including QUILL

and TCLN

• 10 Strategies that were “designed to bring

lower-skilled and marginalized clients closer to employment”

• An Employment Ontario project, funded by the

Ontario government

About this project

4

10/12/2013 3

Best Practices for Multi-Service Centres Debera Flynn, QUILL Learning Network Linking Adult Literacy to Poverty Reduction Jennifer Kirkham, Tri County Literacy Network Webinar hosting and technical assistance Community of Literacy of Ontario

About this webinar

5

Mastering the Puzzle Pieces

Best Practices for Multi-Service Centres

Debera Flynn, QUILL Learning Network

6

10/12/2013 4 QUILL’s role

• to research best practices from multi-service

centres in other jurisdictions

• coordinating local services to enhance

employment outcomes for lower-skilled Ontarians

• achieving effective, efficient and seamless service

for adults with employment goals who don’t have a grade 12 diploma

7

Different Approaches across the QUILL region 1st Approach Single service agencies

• host service coordination activity for Grey Bruce

“Social Networking for Social Services”

8

10/12/2013 5 Single Service Agencies

Annie Oakley

Annie is a 24-year-old sole support parent of three children, aged 3, 6, & 8. She is separated from her spouse – currently in court for custody of children – spouse wants joint custody but Annie wants sole custody and supervised

• visits. She and the kids are living in a farmhouse outside of Chepstow with

no vehicle. She relies on her mother for rides. The rent is $750.00 per month and heat is averaging $500.00 per month during winter months. The landlord refuses to do any upgrades to make the home more energy

• efficient. She has a disconnect notice as she owes $1250.00 in hydro arrears

– she will be disconnected within the next 3 days. She has been out of the work force for the past 10 years. She only has her Grade 9, as she left school when she was pregnant. She has been receiving Ontario Works for past 16 months and, and receives her Child Tax Benefit. She has a bank account, and several debts - MasterCard $3400, Canadian Tire $1200.00, Bell Mobility $560.00. Her spouse refuses to help with bills and Annie is receiving calls from debt collectors. Her youngest child has very little speech and is scheduled to attend junior kindergarten in the fall but she has not registered

• them. Annie states she herself has a learning disability and did not do well in
• school. It has been recommended by some school officials that Annie could

benefit from some parenting courses, but she doesn't know where to go. Annie is aware that she will be required to job search/upgrade in the fall when her youngest attends school.

9

2nd Approach Multi-Service centres

• facilitate discussion on present strengths and
• pportunities for improvement
• research Best Practices from other jurisdictions
• map what the ideal system would look like
• identify concrete steps to move forward

10

10/12/2013 6 Who was involved: Multi-Service Centres in the QUILL region

Stratford Adult Learning Programs

• f Perth (ALPP)

Conestoga College Contact North Kincardine Lake Huron Learning Collaborative Adult Learning Centres – Grey Bruce Georgian Contact North vpi, inc. Huron County Avon Maitland District School Board Partners in Employment Contact North

• St. Marys

Partners in Employment ALPP

Other agencies were invited but did not participate

11

Strengths Opportunities for Improvement

• Very collaborative
• Variety of venues, resources
• Convenience for clients
• Choice, two locations to get

service

• Diversified funding
• People working in the agencies

are experienced

• Rural...difficulty accessing services (especially

transportation)

• Limited resources to service areas (rural)
• Getting the message out
• Limited hours of operation
• Can be confusing, working with more than
• ne agency
• Don’t know two agencies provide the same

service

• We all have our own master and expertise
• Manage client expectations
• Make sure we’re coordinating, not competing

12

10/12/2013 7 Best Practice 1 Ensure appropriate agencies are co-located to match user needs.

Have cross section of training, employment, and life:

working

Greater or more efficient client outcomes should be the goal

13

Opportunities for Improvement – Ensure appropriate agencies are co-located to match user needs.

• funding
• clothing closet
• personal counselling
• library of resources
• transportation
• common calendar
• legal, financial, Probation and Parole, LEAP
• specialized programing – workshop delivery in

money matters, workplace training, customer service, stress management, special interests

14

10/12/2013 8 Best Practice 2 Implement effective planning and organization strategies for the centre as a whole.

• consult service users
• clearly defined model/structure
• strategic planning meetings/training
• working committees
• new services delivered through existing agencies

15

Opportunities for Improvement – Implement effective planning and organization strategies for the centre as a whole.

• informal and formal discussion and meetings
• calendar of events
• plan specific events
• discuss new services
• common survey for service users
• keep client in mind for best outcomes!
• screen for sharing information
• increased traffic flow
• ask - “Do we have a clearly defined model?”

16

10/12/2013 9 Best Practice 3 Look for ways resources can be shared and/or pooled amongst all the agencies.

• pool budgets
• clearly written agreements
• seek alternate funding sources
• compensate staff for centre work
• advocate for increased/sustained funding

17

Opportunities for Improvement – Look for ways resources can be shared and/or pooled amongst all the agencies.

• more marketing
• pooling resources and act as “champions”
• share “funding” ideas, in kind contributions
• shared admin
• have letters of agreement
• pool budgets

18

10/12/2013 10 Best Practice 4 Ensure there is ease of accessibility of services. Physically, environmentally and geographically  be wheelchair-accessible  centrally located  on transportation routes  proximity to other related agencies  safe environment  appropriate internal spaces

• enhance ‘bricks and mortar’ centres
• customer service charters

19

Opportunities for Improvement - Ensure there is ease of accessibility of services.

• all centres have accessibility
• customer service charters – share and revise if

necessary

• credit courses
• self employment workshops
• small business
• earlier hours
• physical accessibility

20

10/12/2013 11 Best Practice 5 Secure commitments from partnering agencies.

• mission statement
• formal partnership agreement
• common principles of partnership
• shared confidentiality/release of information forms

21

Opportunities for Improvement – Secure commitments from partnering agencies.

• Memorandum/Letters of Agreement
• have referrals and releases

22

10/12/2013 12 Best Practice 6 Have clear understanding of roles and responsibilities amongst partner agencies and their staff.

• client profiles
• multi-agency sharing days
• rientation for new staff
• learn agency missions, priorities, and ‘language’
• time to foster mutual understanding
• agency tours, shadow visits, interagency training

23

Opportunities for Improvement – Have clear understanding of roles and responsibilities amongst partner agencies and their staff.

• give eopg.ca updates to all
• orient new people to all agencies
• referral forms very detailed
• formalize more – contacts
• meet to talk about what we do (2 times per year)

24

10/12/2013 13 Best Practice 7 Encourage communication and information sharing amongst agencies.

• common centre calendar
• interagency staff skills database
• interagency centre committee
• communication protocols
• meetings (formal/informal)
• share lists of common acronyms and definitions

25

Opportunities for Improvement – Encourage communication and information sharing amongst agencies.

• explore and expand participants – education, library,

United Way, newspaper, employers, police/OPP, addiction and gambling

• streamline reports
• wear name tags so people can identify who you are

and what agency you are with

• create a common newsletters
• meet – “Do our boards work together?”

26

10/12/2013 14 Best Practice 8 Collaborate on activities and ventures when feasible and appropriate.

• website
• directory
• joint newsletters
• cross-training opportunities for clients
• inclusive approach to marketing
• consult on curriculum/training development

27

Opportunities for Improvement – Collaborate on activities and ventures when feasible and appropriate.

• calendar (structured)
• joint flyer
• open house

28

10/12/2013 15 Best Practice 9 Ensure there is a link to employers and/or employment

• pportunities.
• posting job vacancies
• developing curriculum
• employment opportunities within agencies
• client-run businesses/work sites at centre
• employer workshops and other services
• chambers, workforce planning boards, economic

development groups

29

Opportunities for Improvement – Ensure there is a link to employers and/or employment

• pportunities.
• employer night
• link websites

30

10/12/2013 16 Best Practice 10 Implement protocols that enhance referrals and information exchange about shared clients.

• case management approach
• checklist of all agencies involved with client
• common assessment/referral protocols
• inter-agency data management system

31

Opportunities for Improvement – Implement protocols that enhance referrals and information exchange about shared clients.

• meet

32

10/12/2013 17 Challenges

• funding concerns
• ineffective two-way

communication

• adapting to working in a

new/different context

• competing priorities
• different professional cultures
• understanding each other’s

language/protocols

• territorial issues
• too much ‘referring on’ or ‘passing

the buck’

• finding times for staff to meet
• unsuccessful partnerships effect
• n staff morale
• assumption that multi-agency

partnerships must be adopted at all times

33 Multi-Service Centre Actions Education and Employment Resource Centre

• regular bi-monthly meetings with all agencies working in the building
• create a common brochure/card which outlines all the services in the

building

• make better use of TV mounted in the centre, promoting community

agencies outside of the centre

• improve accessibility – resource centre open earlier, evening, weekend or

Saturday

• improve customer service – provide training to all staff, share front desk

duties, share the workload

• recruit new agencies to come in, even if just for one day per month

Centre for Employment and Learning

• evaluate and improve partnerships (develop evaluation process)
• multi-service site meetings (each physical centre, action plans, prioritize

change)

• work more with employers (curriculum development, job postings)
• common calendars and communication (communication protocols,

newsletter)

• rientation for new staff (employee spotlight – where they talk about their

job, what they like about it) Stratford Campus

• formalized meetings between services
• joint marketing tool
• more inclusive and collaborative open houses
• wear nametags
• video orientation

34

10/12/2013 18 QUILL Learning Network Website: www.quillnetwork.ca Email: Debera Flynn execdir.quill@gmail.com

35

Ma Mastering the Puzzle Pieces

Relationship Building

10/12/2013 19

Linking Adult Literacy to Poverty Reduction

December 11, 2013 Jennifer Kirkham

Agenda

1.Welcome and Introductions 2.Background to the Project 3.Highlights and Lessons Learned 4.Opportunities for the Future

10/12/2013 20

Project Background

• Explore how the strategies identified in the 2009-2010

Linking Adult Literacy to Poverty Reduction project, including Bridges out of Poverty, can and have been implemented to facilitate learner and client success

• Online survey with both Literacy and Basic Skills

(LBS) service providers and non-LBS service providers who attended the Bridges out of Poverty workshops in 2009 and 2011

• Follow up survey in 2013
• Roundtable of LBS and non- LBS service providers

10/12/2013 21

Individual Action Strategies

• My agency takes action to increase staff awareness of the impact of

poverty on learners/clients

• My agency ensures all staff receive Bridges out of Poverty training or

information

• My agency takes action to make staff aware of poverty reduction

practices within the local community and beyond

• My agency encourages individuals to become involved in and

collaborate with other on issues related to poverty and poverty reduction

• My agency demonstrates that it values staff who demonstrate strong

relationship building skills

• My agency demonstrates that it values staff with strong

problem solving skills

Individual Action Strategies

• My agency assists staff to empower learners/clients to understand

their role in society in regards to civic participation (LBS only)

• My agency demonstrates that it values staff who demonstrate strong

communication skills

• My agency requires staff to complete a personal assessment tool to

determine their sensitization to poverty

• My agency demonstrates that it values the importance of LBS training

as an important poverty reduction strategy (Non-LBS only)

• My agency requires all staff to have up-to-date information on

community resources for learners/clients (Non-LBS only)

10/12/2013 22

Highlights

• Staff who demonstrate strong relationship

building skills, strong communication skills and strong problem solving skills are important in helping facilitate client/learner success

• The majority of LBS and non-LBS service

providers are currently implementing or have implemented the strategies noted in the Individual Action area

Highlights

• Non-LBS service providers are implementing

Individual Action strategies to a lesser extent

• The only exception is the completion of a

personal assessment tool to determine staff sensitization to poverty

10/12/2013 23

Highlights

• Individual Action strategies have helped

clients/learners In Question:

• Bridges out of Poverty Training
• Completion of a personal assessment tool to

determine sensitization to poverty

Why the Strategies aren’t being Implemented

• Assessment tools (for personal assessment of

sensitization to poverty) are expensive

• No “common” assessment tool (for personal

assessment of sensitization to poverty) for the community

• Bridges out of Poverty training is not mandated –

usually only the converted attend

• Bridges out of Poverty training is a U.S. based

program, so not reflective of how we view diversity in Canada

10/12/2013 24

Why the Strategies aren’t being Implemented

• LBS may have higher implementation due to

higher interaction with learners

• Workers may be cynical – “nothing’s going to

change”

• Limited time; therefore, work with a low number
• f clients (only the motivated clients)
• High caseloads in non-LBS agencies
• Work within an organizational context that may

not support it

Program Elements Strategies (LBS only)

• Instructors are provided with professional development in

communication skills for personal growth and classroom instruction

• Instructors are provided with professional development in

relationship building for personal growth and classroom instruction

• Instructors are provided with professional development in problem

solving skills for personal growth and classroom instruction

• There is an established mentorship program for learners/clients
• Instruction in problem solving skills have been included in the

program

• Instruction in relationship building has been included in the program
• Instruction in financial literacy has been included in the program
• Instruction in health literacy has been included in the

program

10/12/2013 25

Program Elements Strategies (LBS only)

• Learners receive self-advocacy training and information on how to become

politically engaged

• Essential skills training is included in the program
• All staff have up-to-date information and community resources
• Instruction is provided in how to access community resources
• Staff remain current in strategies to improve literacy training programs
• Staff remain current in program interventions to improve poverty reduction
• Training supports from MTCU are available within our program for

transportation and child care

• The program manager completes the Program Self-Assessment Tool

annually

• Our agency participates in the Local Coordination and Planning Annual Work

Plan process to ensure these program elements are addressed

Highlights

• Many strategies help facilitate learner

success, including instruction in essential skills, problem solving, financial literacy, health literacy and how to access community resources

• For the most part, LBS service providers are

currently doing, plan to do or have implemented all of these strategies in the past

10/12/2013 26

Highlights

• Strategies not being implemented to the same extent as
• thers:
• There is an established mentorship program for

learners/clients

• Training supports from MTCU are available within our

program for transportation and child care

• The program manager completes the Program Self-

Assessment Tool annually

Highlights

• Program Elements strategies have helped

clients/learners In Question:

• There is an established mentorship program for

learners/clients

• Training supports from MTCU are available within our

program for transportation and child care

• The program manager completes the Program Self-

Assessment Tool annually

10/12/2013 27

Why the Strategies aren’t being Implemented

• Providing training supports means agencies have a

higher level of auditing and accounting – very time intensive, prescribed process with LOTS of paperwork

• Not sure what mentorship means (mentorship of

learners, instructors, learners to learners, etc.)

• Don’t have the time to complete the Program Manager

assessment tool (what’s the value in doing it?)

Community Engagement Strategies

• My agency encourages staff to become involved with

community poverty reduction activities

• My agency provides regular updates to all relevant

community agencies

• My agency participates in coordinated activities designed to

improve the community information and referral protocol

• My agency regularly participates in professional

development opportunities that include community

• rganizations
• My agency is up-to-date in the poverty reduction strategies

in our community

• My agency has an understanding of the Poverty

Reduction Roundtable within our community

10/12/2013 28

Highlights

• Coordinated community information and referral protocols,

professional development with community organizations and information sharing about agency programs with community agencies are important

• The majority of LBS service providers are currently

implementing all of the Community Engagement strategies

• Non-LBS service providers are currently implementing four
• ut of six of the Community Engagement strategies

Highlights

• The two strategies which do not have as much of a

focus include:

• My agency encourages staff to become involved

with community poverty reduction activities

• My agency has an understanding of the Poverty

Reduction Roundtable within our community

10/12/2013 29

Highlights

• Community Engagement strategies have helped

clients/learners In Question:

• My agency encourages staff to become involved with

community poverty reduction activities

• My agency is up-to-date in the poverty reduction

strategies in our community

• My agency has an understanding of the Poverty

Reduction Roundtable within our community

Why the Strategies aren’t being Implemented

• Lower level staff may not know that the

agency is involved in these initiatives

• Lack of time
• Some people are jaded (“nothing will help”)
• Training is offered in the community and only a

small number can attend from each agency

• Focus is on putting out fires

10/12/2013 30

Top Ten Strategies

1. My agency demonstrates that it values staff who demonstrate strong relationship building skills 2. My agency demonstrates that it values staff who demonstrate strong communication skills 3. My agency regularly participates in professional development opportunities that include community

• rganizations

4. My agency provides regular updates to all relevant community agencies 5. My agency participates in coordinated activities designed to improve the community information and referral protocol

Top Ten Strategies

6. My agency demonstrates that it values staff with strong problem solving skills 7. My agency takes action to increase staff awareness of the impact of poverty on learners/clients 8. My agency encourages individuals to become involved in and collaborate with other on issues related to poverty and poverty reduction 9. My agency takes action to make staff aware of poverty reduction practices within the local community and beyond

• 10. My agency is up-to-date in the poverty reduction

strategies in our community

10/12/2013 31

Impact on Clients/Learners

LBS Providers

• Better able to meet the

needs of clients/learners

• Appropriate client referrals
• Increased involvement in

poverty reduction activities Non-LBS Providers

• Increased and appropriate

referrals

• Increased awareness of

information that assists clients

• Increase in positive feelings

for client/learner

• Better able to meet the

needs of clients/learners

• Increased involvement in

poverty reduction activities

LBS Changes in Practice: 2009 to 2013

Individual Action Strategies 2009 % Currently Doing 2013 % Currently Doing or Plan to Do % Change (2009 to 2013) My agency assists staff to empower learners/clients to understand their role in society in regards to civic participation 66.7% 100% 33.3% My agency takes action to increase staff awareness of the impact of poverty on learners/clients 50% 80% 30% My agency encourages individuals to become involved in and collaborate with other on issues related to poverty and poverty reduction 71.4% 100% 28.6% My agency ensures all staff receive Bridges out of Poverty training or information 28.6% 20% (8.6%)

10/12/2013 32

Non-LBS Changes in Practice: 2009 to 2013

Individual Action Strategies

2009 % Currently Doing 2013 % Currently Doing or Plan to Do % Change (2009 to 2013) My agency requires all staff to have up-to-date information on community resources for learners/ clients 78.6% 88.9% 10.3% My agency demonstrates it values the importance of LBS training as an important poverty reduction strategy 71.4% 80.7% 9.3% My agency ensures all staff receive Bridges Out of Poverty training or information 69.2% 32.2% (37%) My agency takes action to increase staff awareness

• f the impact of poverty on learners/clients

85.7% 66.7% (19%)

LBS Changes in Practice: 2009 to 2013

Program Elements Strategies 2009 % Currently Doing 2013 % Currently Doing or Plan to Do % Change (2009 to 2013) Learners receive self-advocacy training and information on how to become politically engaged 28.6% 100% 71.4% There is an established mentorship program for learners/clients 14.3% 60% 45.7% Instruction in financial literacy has been included in the program 57.1% 100% 42.9% Training supports from MTCU are available within our program for transportation and child care 71.4% 60% (11.4%)

10/12/2013 33

LBS Changes in Practice: 2009 to 2013

Community Engagement Strategies 2009 % Currently Doing 2013 % Currently Doing or Plan to Do % Change (2009 to 2013) My agency is up-to-date in the poverty reduction strategies in our community 71.4% 100% 28.6% My agency encourages staff to become involved with community poverty reduction activities 71.4% 80% 8.6% My agency provides regular updates to all relevant community agencies 85.7% 80% (5.7%)

Non-LBS Changes in Practice: 2009 to 2013

Community Engagement Strategies 2009 % Currently Doing 2013 % Currently Doing or Plan to Do % Change (2009 to 2013) My agency provides regular updates to all relevant community agencies 66.7% 91.7% 25% My agency participates in coordinated activities designed to improve the community information and referral protocol 75% 83.4% 8.4% My agency encourages staff to become involved with community poverty reduction activities 63.6% 45.9% (17.7%) My agency regularly participates in professional development opportunities that include community organizations 91.7% 76% (15.7%)

10/12/2013 34

Why the Changes in Implementation Rates?

Increase in Implementation

• Philosophy/approach is shifting to being more client, person-centred
• Follow up forum to Bridges out of Poverty training
• A lot of agencies have linked with Pathway To Potential (voices

against poverty) eg. Tri-County Literacy Network (TCLN) invites Pathway to Potential (P2P) to the Windsor-Essex LBS Local Planning and Coordination meetings on an annual basis

• Increase in awareness about the importance of learning as a

stepping stone

• OALCF has mandated new aspects

Why the Changes in Implementation Rates?

Decrease in Implementation

• Budget constraints have resulted in reduced funding for professional

development

• Ontario Works (OW) staff are not getting information about agency

fairs

• Not a priority
• Frontline staff are not involved in the poverty reduction initiatives

(information is not shared with frontline staff)

• All aspects/players in the system have gone through massive change

in the last couple of years

• Need to see connection between learning and employment

10/12/2013 35

Key Lessons

• The strategies identified through this project

do make a difference in client/learner lives

• There needs to be a clearer link between

literacy and poverty, learning and employment

Key Lessons

• Poverty training needs to be provided to

frontline staff

• Frontline staff need to be involved in

discussions about how to better meet the needs of their clients/learners. This needs to happen on an ongoing basis

10/12/2013 36

Next Steps

• Create better connections between

community partners

• Provide poverty training in the community for

frontline workers (local training)

• Invite in a speaker on Circles

Next Steps

• Understand what “literacy” is (awareness

campaign of the connection between literacy and poverty reduction)

• Tri-County Literacy Network to partner with

Pathway To Potential and Ontario Works to follow up on the awareness campaign for the community and poverty training/Circles information for frontline staff

10/12/2013 37

What do you think?

How would you rate the level of understanding of the link between literacy and poverty reduction in your community?

• High level of understanding
• Medium level of understanding
• Low level of understanding
• Don't know

Upcoming Webinars

• 1. Industry and Employment Programs: Working

Together in Dufferin County on December 13, 2013

• 2. Labour Adjustment and Literacy Activities on

December 16, 2013

• 3. LBS Practitioners in Linking Learners to

Employment December 17, 2013

10/12/2013 38

Conclusion

• Thank you
• Please fill out the evaluation
• For more information on this

project, please contact us at: tcln@cogeco.net 519-355-1771 1-877-333-4833