Developing a Partnership
Worthwhile partnerships take some care in building. Building community collaboration is a process which takes time and energy. You should not just jump right into it and you shouldn’t expect another person or agency to either.
1. Do a needs assessment
- What need do you have to fill?
- What outcome are you expecting?
- What are you looking for from partners?
- What can you offer to partners?
- Are you ready to partner? Do you have the capacity? Do you have the support systems for partnering (staffing time, resources, policies, procedures, etc.)?
To help with your needs assessment, try using the three worksheets (Identifying Community Needs, Identifying Needs and Resources in Your Agency and Mapping the Community) provided in Recruitment and Retention of Learners and Volunteers, compiled by Richard Hutchins for the Literacy Coalition of New Brunswick as part of their Community Capacity Building Toolkit. The Toolkit is available from the Copian Library at http://library.copian.ca/browse/series?name=Community+Capacity+Building+Tool+Kit
2. Look for potential partners
- Consider services, values, reputation, etc.
- Successful partnerships are based on shared interests.
- Find out which person or people you should be working with. Make sure they have the authority to commit the organization to a partnership that meets your needs.
- Prepare a list of “benefits” to the prospective partner(s) to act as incentives for both their management and front-line staff to buy-in to the relationship.
3. Be open to other ideas
- A partnership is not a one-way street. Remember that the relationship needs to meet the partners’ needs also.
- Be prepared for potential partners to bring other ideas to the process.
4. Make clear agreements and protocols. Depending on how formal and involved the partnership is, these may be verbal or in writing.
- If all partners have formally agreed on their expectations from the partnership, there will be less chance of misunderstanding and disputes later.
Literacy Services Planning and Coordination Process
Perhaps the most important partnerships LBS programs have are those that happen through Literacy Services Planning and Coordination (LSPC). LBS programs should be as responsive to the needs of their individual communities as possible, yet they need to avoid duplication of services or confusion about services in their communities. They need to work out referral processes. This is accomplished through the LSPC process.
“The annual LBS funding cycle begins with the service providers in each community meeting in a planning and coordination (LSPC) process to determine literacy services for the next fiscal year,” LBS Service Provider Guidelines, April 2013. Bringing all the LBS service providers together annually to create a Literacy Service Plan (LSP), and regularly thereafter to review, evaluate and update the plan, determines:
- if there are obvious gaps in service
- if there are overlaps in services
- which LBS agency will provide what services and to whom they should provide them
- how they will make referrals to each other (An LBS referral form from Hamilton Literacy Council is included in the Sample Forms section of this module as an example of how LBS programs can refer amongst themselves in a service region.)
However, planning for LBS services in isolation from the rest of the community is not in keeping with Employment Ontario’s emphasis on seamless services and EO’s Service Delivery Framework. Because of this, the LSPC process goes beyond the literacy sector to bring other EO and community organizations to the planning table. By including those whose mandates complement LBS and who provide additional services, LBS learners can get the necessary supports and transitions. Of particular importance are other EO and
community partners supported by other Ontario ministries.
The benefits of partnerships, which we talked about earlier, come into play as we extend our service planning to other LBS agencies and to the various community stakeholders. These other partners can provide different perspectives, identify different gaps, etc. to help develop and evaluate a Literacy Service Plan that better works with the community for the benefit of clients and learners.
It is the responsibility of the regional networks to facilitate the LSPC process and complete the Literacy Services Plans. Some examples of what the regional networks are doing to support LBS programs in community service planning are:
- Literacy Link South Central explored what skills and knowledge are needed to effectively implement service planning and coordination. The end result is a variety of tools and resources necessary to build skills and knowledge in service planning. The Literacy Service Planning Institute website is a gathering point for these resources and the corresponding skill building tools. You can find it at www.literacyserviceplanning.ca
- Metro Toronto Movement for Literacy (MTML) has developed the Embarking on a Collaborative Exploration of Adult Learner Pathways Tool which looks at the learning pathways of Anglophone-stream LBS learners whose mother tongue or primary language is not English. This research supports the Ontario learning ministries’ priority of improving and validating learner pathways and strengthening the coordination between LBS programs and language training programs in Ontario (both non-credit and credit). The tool can be found at www.mtml.ca/resources
According to Dictionary.com, one of the meanings of wrap-around is all-inclusive; comprehensive, and this is what supporting learners through coordination and referrals is all about. Using wrap-around pertaining to services started in the 1980’s to help youth with severe challenges stay in their homes. Since then, many different services have adopted the theory.
Case management is the key to making the wrap-around service delivery model work. (Wikipedia defines case management as the coordination of services on behalf of an individual person who may be considered a case in different settings such as health care, nursing, rehabilitation, social work, disability insurance, employment, and law.) Literacy learners often have multiple barriers. These barriers, combined with low skills, make it difficult for learners to know where to get help in their community. Working amongst services to remove these other barriers allows learners to work on their learning goals. For examples, look at:
- The John Howard Society of Central and South Okanagan page about their wrap-around services (www.jhscso.bc.ca/programs/doorways.html)
- The Tillsonburg & District Multi-Service Centre (MSC) workforce literacy and essential skills pilot project that, along with LBS training and other activities, provided wrap-around services. (Case Study: Integrating Essential Skills for Success – Tillsonburg & District MSC (2011) Human Resources and Skills Development Canada (HRSDC) http://library.copian.ca/research/item/12012). At the beginning of the Tillsonburg project, learners completed assessments on their essential skills as well as the Barriers to Employment Success Inventory (BESI), which helps identify the hurdles and obstacles that stand in the way of success and helps users develop action plans. (More information about BESI can be found at JIST Publishing http://jist.emcp.com/barriers-to-employment-success-inventory.html)
1. Think about an experience you had while partnering with another organization. If it was a positive experience, what made it so? If it was a negative experience, what were the challenges?
2. In retrospect, how might these challenges have been addressed?
3. Take some time and reflect on an organization with which you might want to partner (more). What would some advantages be for your agency, for clients/learners and for the other agency?
4. Locate and review a copy of the Literacy Service Plan (LSP) for your community. Are you clear on where your agency fits in the plan? If not, talk to your supervisor or regional network coordinator.
5. How might you become more familiar with the programs and services in your community from which learners may benefit?
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