Service Information Gathering, Coordination and Integration

Learning About Community Supports

As LBS programs work to provide the best possible customer service, a shared awareness among community services is essential. Reciprocal knowledge is the key to

• appropriate referrals from other services

• supported access to needed services for LBS clients and learners

Here are five ways to gather and share information in your community.

Interagency Meetings

Many communities have regular interagency meetings where various service providers get together to explain what they do, provide agency updates and share information. Some of these are held as brown bag lunch meetings, while others include speakers, workshops or presentations. These forums are a good way to learn about other service providers and keep informed about new initiatives and programs in your community.

Speed Networking Sessions – Community Development Information Sharing

During a lunch or as part of an interagency workshop or meeting, hold a “Speed Networking” session. This is based on “Speed Dating,” where people have short meetings with multiple potential dates. In Speed Networking, the people are agency representatives and the discussions cover rapid introductions, what each of the agencies do and how they can work together.

Learner Information Boards

The Literacy Council York-Simcoe conducts research on their local community referral services and transition partners. They post the information on a learner information board which is located where the learners enter their agency doors. This way, learners (and practitioners) can easily access the information whenever it is needed. Also, as learners see the information every time they come in, it becomes less foreign and intimidating.

Visits and “Field Trips”

For the PTP Adult Learning and Employment Programs, “getting out” was the answer. Several years ago, they made the decision to focus some of their professional development on improving staff knowledge of next-step destinations and support services for learners. PTP visited a number of schools (for example, Emery, Yorkdale, and Burnhamthorpe Adult Learning Centres run by the Toronto District School Board) and trainers (for example, The Ability Learning Network, The YMCA’s and the Daily Bread’s food services programs) to learn about admissions, programs, etc. Some of their most important learning was gained through visits to service providers. PTP practitioners aren’t the only ones who go visiting. PTP takes learners on field trips to visit other service providers and especially to transition partner programs. And, of course, PTP reciprocates by inviting and welcoming the service providers back for visits at the PTP sites.

Online Communities

As part of the Exploring Learner Pathways: Visualizing the Learning Journey project, MTML (Metro Toronto Movement for Literacy) launched the OKLearn.ca website. According to their Project Background information:

“The OKLearn.ca website is an online toolkit aimed at providing adult learners and the front lines of adult education in Toronto and York Region – teachers, intake staff and assessors – as well as others who refer adults to the broad array of education and training programs, with easy-access visual materials and information that can definitely enrich that all-important initial conversation about next steps along the learning journey.

The site houses pathway charts, information about publicly funded adult education programming in Ontario, and a host of other information pieces that raise awareness about common transition points, the complexity of learners and their needs and how to better navigate the information that exists out there about adult education options.”

MTML also has an online community and staff groups section on its website that encourages discussions and collaboration amongst community partners and LBS programs in the Toronto area.

Strengthening Ontario’s Adult Education System

MTCU research shows that clients want integrated service with effectual procedures for referrals throughout the employment and training system and between service providers from other ministries and the community. Clients want to be able to find services easily, with no hassle. They want staff to be aware of all their needs (not just one particular aspect, e.g., literacy) and for staff from different services to communicate and refer effectively and efficiently.

MTCU research shows clients want integrated service with effectual procedures for referrals throughout the employment and training system and between service providers from other ministries and the community. Clients want to be able to find services easily, with no hassle. They want staff to be aware of all their needs (not just one particular aspect, e.g., literacy) and for staff from different services to communicate and refer effectively and efficiently.

On December 1, 2017, the Ministries of Training, Colleges and Universities, Education, and Citizenship and Immigration, released a consultation paper, Strengthening Ontario’s Adult Education System. From December 1, 2017 until January 31, 2018, Ontarians were asked to share their feedback on the ideas, priorities and proposed plans for:

• finding information about the system

• improving how learners enter adult education programs

• supporting regional collaboration and partnerships

• recognizing individuals’ prior learning

• the development of a core competency framework

What They Heard

Feedback was received through 80 written submissions and 87 in-person regional focus groups held with adult learners. The adult learners and respondents provided creative and thoughtful responses. Report: Improving adult education is a summary of what was heard, categorized under the following themes:

• improved integrated information about programs

• better wrap-around supports for adult learners across programs

• clearer and more coordinated intake, assessment and referrals in programs

• better guidance and pathway planning supporting smoother learner transitions between programs and services

• enhanced regional collaboration among providers and support organizations

Integrating services does not mean that everything is provided by one agency or delivered in one place. It means managing services so that they are not disjointed, they are easy for the client to navigate, and they achieve continuity of service over time. Integration can mean working in conjunction with other Employment Ontario services, across sectors or Ministries to meet the needs and support the clients and learners.

Forming Successful Partnerships

Partnerships, coalitions, affiliations, alliances and collaborations are words to describe an arrangement in which all the parties agree to cooperate to further their common interests. Organizations may partner to increase their reach, achieve their goals and/or accomplish their mission. Publicly funded organizations are increasingly evaluated by the level and quality of their partnerships with other organizations, services and social sectors. As Employment Ontario partners, it is an expectation that we will partner within the EO network and within our community.

Benefits of Partnerships

There are many ways that partnerships can be beneficial to the collaborating parties. Although each individual partnership has its own unique advantages, some general benefits come about by:

• eliminating duplication and addressing gaps

• avoiding competition

• breaking down barriers between programs

• pooling resources

• gaining and sharing expertise and approaches

• providing varied perspectives to plan, evaluate, address problems, find solutions and develop strategies

• exposing partners to larger and more diverse markets

Challenges in Partnering

However, not everything is rosy when you are trying to “feed” a partnership. There are also some challenges that you need to be prepared for:

• Partnerships can take a long time to establish

• Considerable energy may be needed to build and maintain the partnership

• Staff time is needed to manage and support a successful partnership

• It can be challenging to come to mutually satisfactory decisions

• Things that need to be addressed and negotiated for agreement:

  • Partnership and individual goals

  • Areas of responsibility

  • Lines of authority

  • Information sharing and distribution

  • How success is evaluated

Some give-and-take is required. You may not get everything you want, but is it enough to be advantageous? Will it benefit clients and learners? Will it be advantageous to the other partner(s)? If so, a partnership can be formed.

Developing a Partnership

Worthwhile partnerships take some care in building. Establishing community collaboration is a process that 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.)?

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.

Community Literacy of Ontario developed a Partnering Policy and a Partnership Checklist, which may be useful to you. These can be found in the Sample Forms section of this module.

3. Be open to other ideas

• A partnership is not a one-way street. Remember that the relationship also needs to meet the partners’ needs.

• 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 misunderstandings and disputes later.

Terms & References

Partnership Relationship Management

Working effectively with other service providers, local community groups or individuals from, or funded through, other ministries and divisions within the Ministry of Training, Colleges and Universities in order to deliver seamless, well-coordinated services.

Comment

LBS works closely with Ontario Works in local communities even though LBS and OW are associated with separate government ministries (MTCU and MCSS). Effective partnership relationship management is demonstrated when both partners share a common understanding of the client’s needs and are able to view things from a perspective beyond their own programs and services.

Handbook of Employment Ontario Terms & References, CESBA

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 process to determine literacy services needs for the next fiscal year,” LBS Service Provider Guidelines, October 2016. 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 among themselves in a service region.)

Questions and Activities for Reflection

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?