CULTURAL LINGUISTIC COMPETENCY FRAMEWORK

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Francine Charland & Associates Page 1

CULTURAL LINGUISTIC

COMPETENCY

FRAMEWORK

A Practical Guide for Agencies and

Service providers in Northeastern

Ontario

prepared for the Northeastern Ontario Francophone Best Start Network thanks to

funding provided by the Ontario and Canadian governments

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Acknowledgements

The Northeastern Ontario Francophone Best Start Network extends its appreciation to Ontario and Canadian governments for providing the necessary funding and support for the successful

completion of this important initiative. The Network equally extends its thanks and appreciation to all members of the Northeastern Ontario Francophone Best Start Network.

Members of the Northeastern Ontario Francophone Best Start Network

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Foreword

In minority communities, offering and accessing quality French language services requires commitment, planning, time and effort on behalf of organizations and the francophone community. As Francophones are dispersed across various regions of Northeastern Ontario, it is crucial and essential for service providers and organizations to establish guiding principles and standardized criteria that will enable them to assess whether they are responding to the needs of the francophone community in an authentic way. These principles and criteria will also help organizations contribute more significantly to building sustainable community capacity.

The Northeastern Ontario Cultural Linguistic Competency Framework, designed for service providers and organizations in Northeastern Ontario, is the result of a collaborative effort. It was developed for the purpose of identifying key elements required to enhance access to and quality of services provided to the French language community. Although this framework is based on research, it is intended as a practical guide for organizations providing programs and services within a minority context. This framework can be used as a self-assessment tool for agencies to help them identify gaps and areas of improvement with respect to the provision of French-language services. It may also be used as a collaborative tool for setting priorities or objectives within a sector or at a community or regional level. The guide also includes examples of tools and strategies to help agencies continuously improve French-language programs and services within their organization.

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Table of contents

Historical context………..p. 5 Purpose ………..p. 5 The Conceptual Framework ………..p. 7 Definitions ………p. 8 Four Key Areas of Focus ………..p. 8 Continuum of Essential Competencies ……… p. 9 Northeastern Ontario Cultural Linguistic Competency Framework ……….. p. 10 Proposed process for implementing the framework ……….. p. 14 Self-Assessment Tool for agencies and organizations……….p. 18 References and Useful Links ………. p. 28

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Historical Context

The issue of cultural and linguistic competence is a relatively recent phenomenon. Within the context of health services, the term “cultural competence” first emerged in the literature in the 1970s. It then gained momentum in the 1990s, particularly in the United States where numerous programs were developed and national standards were established for health systems. A cultural competence conference is now held annually in the United States and the American Government has mandated the enhancement of cultural competence in health services. (Aucoin, 2008)

In Canada, the notion of cultural and linguistic competence has evolved differently. Indeed, it first emerged within the context of multiculturalism. More and more research demonstrated a strong link between the health status of individuals from various cultural backgrounds and their limited access to health services. As a result, these individuals were considered more vulnerable than the general Canadian population. At this time, research and health care providers were mainly concerned with aboriginal and immigrant populations who spoke neither French nor English. (Tuyishime, 2011)

In the late 1990s, with the enactment of the Official Languages Act, the notion of cultural and linguistic competence was explored under a new lens. According to research conducted by Health Canada, at least 50% of Francophones in a minority context did not have access to services in their own language. This situation undoubtedly gave rise to health inequities for this population, thus also defining them as a vulnerable population. (Gauthier, 2011)

Purpose of the Cultural Linguistic Competency Framework

The French Language Services Act of Ontario recognizes that: ‘the French language is an historic language honoured in Ontario (…), and recognized by the Constitution as an official language in Canada.’

In a minority context, the active provision of quality French services requires a dynamic and ongoing commitment on behalf of organizations in all aspects of the planning, implementation and evaluation cycles of organizational performance. The purpose of this framework is to help agencies and organizations in Northeastern Ontario enhance access and quality by providing guiding principles, key conditions, strategies and practical tools to ensure the continuous improvement of quality French language services and programs.

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According to research conducted by Sarah Bowen (Bowen, 2000), the issue of cultural competence affects certain at-risk populations, mainly:

• the Aboriginal and Inuit;

• the visually and hearing impaired; • new immigrants; and,

• official languages’ minority communities.

The issue of cultural competence is fundamental for human services in that it is at the very heart of accessibility, safety, quality and equity of services. Many researchers suggest that the issue of cultural competence is not to be addressed separately as a stand-alone issue or as a special ‘privilege’ to be granted to a client. Rather, cultural competence must be integrated at all levels of a system, including policies, programs, allocation of resources, etc. (Gauthier, 2011)

According to Cross et al., a system that values cultural competence is a system that:

 values diversity;

 conducts self-assessment;

 manages the dynamics of difference;

 acquires and institutionalizes cultural knowledge, and,

 zdapts to diversity and the cultural contexts of communities they serve. (Cross et al., 1989)

Consequently, an organization that integrates the essential elements of cultural and linguistic competence is committed to:

 valuing diversity by planning actions and being sensitive to specific dynamics surrounding intercultural interactions;

 receiving a clear commitment from its leaders;

 incorporating cultural and linguistic competence requirements in quality and safety standards;

 providing ongoing training to all staff on cultural competence;

 demonstrating benefits (business case) : demonstrating the impact on effectiveness and efficiency by providing data on accessibility and quality which includes customer satisfaction;

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Francine Charland & Associates Page 7  conducting benefits-analyses within the community;

 initiating manageable, measurable and sustainable changes (little steps strategy)

 involving the community in order to better understand its needs and exploring strategies for improvement (Cross et al, 1989)

With this in mind, the Northeastern Ontario Cultural Linguistic Competency Framework aims at:

 defining the term « quality service » in accordance with the French Language Services Act;

 establishing, in collaboration with planning tables, common standards and determinants to help organizations promote and enhance access and quality of services for minority groups;

 providing a common self-assessment tool for organizations to address gaps and areas of improvement within the organization and/or at a regional or community level; and,

 providing models and examples of policies, administrative procedures, checklists and strategies to translate the framework into action within an organization.

The Conceptual Framework

The Northeastern Ontario Cultural Linguistic Competency Framework is a juxtaposition of two conceptual frameworks: firstly, the cultural linguistic theoretical framework used in the health field (Cross, Bowen et Gauthier) and, secondly, the ‘construction of one’s identity’ framework used in French language education in the Ontario Politique d’aménagement linguistique (ACELF, Ontario Ministry of Education). The Northeastern Ontario Cultural Linguistic Competency Framework consists of four (4) key areas of focus in a continuum aimed at helping organizations determine where they are with respect to promoting access and providing quality services for minority groups. It also proposes specific steps and strategies to enhance services.

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Definitions

Cultural competence: a set of congruent behaviours, attitudes and policies that come together in a system, agency or among professionals and enables them to work effectively in cross-cultural situations. (Cross et al)

Area of focus: specific key area of activity enabling organizations to categorize actions undertaken and their impact. Each area of focus is mapped on a continuum to enable an organization to determine whether it has put in place the required components to meet the essential requirements at each stage. The continuum includes three stages to monitor an organization’s level of cultural competence. They are: basic level (openness and awareness), intermediate level (application) and advanced level (community leadership model).

Continuum: a continuous series or whole, no part of which is perceptibly different from the adjacent parts. (Jonnaert, 2004, p.28).

Organizational competency: is described as « savoirs » (knowledge-qualifications), « savoir-faire » (skills competency) and « savoir-être » (social skills), deemed to be indispensable for the strategic definition and implementation of the organization’s vision.

Four Key Areas of Focus

The framework has four key areas of focus as follows:

Governance and Management: Principles, policies and practices enabling boards and management teams to create a healthy organizational culture. An infrastructure conducive to planning and management at board of directors, management team and/or working group levels.

Promotion and Awareness : Internal and external communication tools and strategies enabling an organization to promote its purpose, values and principles, objectives, priorities, programs and services.

Access and Quality of Programs and Services: Tools and strategies to recruit and support potential and existing clients. Access is defined as any reasonable access adapted

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to the needs and requirements of a cultural and linguistic group. Quality programs and services is defined as tools and strategies aimed at ensuring that established standards are comparable to those provided to the majority and adapted to the francophone population. Accountability: Tools and strategies to ensure the ongoing monitoring and evaluation of all areas of focus of the competency framework within a culture of continuous improvement.

Continuum of Essential Competencies

The three stages of progression on the continuum are inspired by the Ontario Ministry of Education’s Aménagement Linguistique Policy for French-Language Education which includes the notion of ‘identity development’.

The three stages of progression are as follows:

Openness and Awareness: where the organization’s leadership openly reflects, discusses and plans for the integration of cultural linguistic competency policy, helping it become more aware of the cultural and linguistic reality and rights of minority groups.

Application: where the organization determines to apply policies and to operationalize them in a focused and sustainable manner. These enable the organization to better identify with the needs of the cultural groups it serves and to incorporate their unique characteristics in program and service delivery.

Community Leadership: where the organization arrives at identifiable actualized determinants within the organization; the organization becomes a positive model within the community (for the purpose of the framework ‘community’ is defined as a virtual or geographic community as outlined in the Ontario’s Aménagement Linguistique Policy for French-Language Education – (Ontario Ministry of Education). The term ‘aménagement linguistique’ is defined as the implementation by educational institutions of planned systemic interventions to ensure the protection, enhancement, and transmission of the French language and culture in a minority setting.

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NORTHEASTERN ONTARIO CULTURAL LINGUISTIC COMPETENCY FRAMEWORK

Awareness and Promotion Governance and Management Access and Quality of Programs and Services

FOUR (4) AREAS OF FOCUS

Reflecting, discussing and planning within the organization to help it become more aware of the cultural and linguistic reality and rights of minority groups.

Openness and Awareness

Stages of organizational development for cultural and

linguistic competency

Application

Community Leadership

Applying and integrating policies and sustainable actions; enabling the organization to identify with a cultural/linguistic group’s needs; by integrating unique characteristics of the minority group’s need in program and service delivery.

Arriving at identifiable actualized determinants within the organization that enable it to be a positive role model for the community (community is defined as virtual or geographic community as outlined in the Aménagement Linguistique Policy for French-Language Education in Ontario– (Ontario Ministry of Education).

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Governance and Management

Principles, policies and practices enabling boards and management teams to create a healthy organizational culture and an infrastructure that is conducive to planning and managing board of directors, management team and/or working group levels.

Governance and administrative policies and guidelines Openness and Awareness Application Community Leadership

 Clearly defined governance roles and responsibilities

 Clearly defined Management roles and responsibilities

Strategic positioning within the community

ESSENTIAL COMPONENTS

Stages of organizational development for cultural and linguistic competency

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Promotion and Awareness

Internal and external communication tools and strategies enabling the organization to promote its purpose, values and principles, objectives, priorities, programs and services.

Administrative policies and guidelines

Openness and

Awareness

Stages of organizational development for cultural and linguistic competency

Application

‘Active Offer’ of service

Community outreach to expand French language services in the community

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Openness and Awareness

Stages of organizational development for cultural and linguistic competency

Application

ESSENTIAL COMPONENTS

Access to and Quality of Programs and Services

Tools and strategies to welcome and support potential and existing clients. Access is defined as any reasonable access adapted to the needs and requirements of a cultural and linguistic group. Quality programs and services is defined as tools and strategies aimed at ensuring that established standards are comparable to those provided to the majority and adapted to the francophone population.

 A client-centered Approach

 Strategic planning

 Planning and Management of Human Resources

 Planning and Management of Resources (publications, educational material)

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Openness and Awareness

Stages of organizational development for cultural and

linguistic competency Application Community Leadership Model

ESSENTIAL COMPONENTS

Accountability

Tools and strategies to ensure the ongoing monitoring and evaluation of all areas of focus of the competency framework within a culture of continuous improvement.

Monitoring and continuous

improvement cycle

Common and shared regional or community performance indicators

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Proposed Process for Implementing the Framework

(based on the Guide for the Improvement of French language Services – Ministerial Conference on Francophone Affairs, New Brunswick)

STEP 1: Ensure awareness and required political support

POTENTIAL OUTCOMES

(Performance Indicators) ACTIVITIES

Governance and senior management awareness of the cultural and linguistic reality and assets of the minority. Scan of current and desired situation (refer to self-assessment tools developed for organizations, p. 22).

Production and publication of a general statement with respect to the provision of services to the francophone

community.

Assignment of a Manager of

francophone services or assignment of portfolio to existing managerial position Adoption of policies on French language services.

Adoption of goals and administrative procedures for the development and provision of French language services.

Provide awareness and cultural

sensitivity sessions to board of directors and senior management.

Awareness of the organization’s position to undertake necessary steps for

enhancing or strengthening, if required, political support

Clarify and promote political support to guide the board of directors’ and senior management’s efforts.

STEP 2: Ensure adequate support and rationale (guiding

principles)

POTENTIAL OUTCOMES

(Performance Indicators) ACTIVITIES Emphasis on the active offer of French

language services with quality programs equal to those provided in English.

Emphasis on the accessibility to French language services and the provision of these services preferably where the francophone population resides.

Clarify and promote guiding principles for enhancing decision making at board of directors, managers and staff level

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Emphasis on service delivery via units or designated teams preferably fully

bilingual or French-speaking. Emphasis on the francophone community’s participation in the planning and delivery of French language services.

STEP 3: Ensure administrative support as required

POTENTIAL OUTCOMES (Performance Indicators)

ACTIVITIES

Effective and efficient translation and interpretation services to provide

support to those assigned to the delivery of French language services.

Effective and efficient linguistic training program to enhance quality of French communication.

Ensure necessary resources for

translation and interpretation and the provision of linguistic training.

Ensure the provision of necessary

resources and authority to assigned staff and promote services provided to facilitate their mandate.

STEP 4: Ensure appropriate structural and operational support

POTENTIAL OUTCOMES (Performance Indicators)

ACTIVITIES

Prioritization of Francophone

community needs with respect to French language services.

Identification of logical and practical areas for the delivery of French language services.

Official French Language Services designation.

Establish French language services plan or plans for all depts. or with other designated organizations which outline offices/centers and positions designated to these services and strategies in place (documents, forms, videos, signage, texts, web site …) for communicating with the francophone population.

Consultations with the francophone community with respect to needs, priorities, ideas or suggestions re: the provision of French language services. Ensure required signage, designation and appropriate promotion re: active delivery of French language services. Ensure the development, approval, implementation and evaluation of French language services plan(s) where appropriate with community

involvement in defining appropriate strategies.

Establish appropriate community

projects with partners to ensure services are delivered in both official languages by fully bilingual staff located where the

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Official approval of developed plans. Implementation of approved plans. Regular assessment of plan

implementation, where appropriate, and periodical adjustments to plan(s).

francophone population resides.

STEP 5: Promote the uniqueness of being francophone

POTENTIAL OUTCOMES (Performance Indicators)

ACTIVITIES

Increased visibility of the French language :

i.e.

 Postings and signage;

 Documents, forms, texts, internet and other public communications;

 Speeches by representatives of the organization;

 Special events.

Recognition of the French language community :

 Guaranteed representation on boards, planning tables, etc.;

 Active participation in special provincial, national or international events or initiatives;

 Relevant projects and special events highlighting the value of francophone communities to society as a whole  French language promotion

campaign across the region, the province and in Canada

Actively contribute to the visibility of the French population in the area.

Awareness of the demographics in various geographical areas in the region and in the province (demographics, sociocultural characteristics and levels of engagement in various communities and regions).

Develop tools to promote francophone communities; dismiss the concept of “minority” and represent francophones as an important component of a

fundamental and integral characteristic of our country.

STEP 6: Provide leadership for the ongoing recognition and

promotion of francophone issues

PERFORMANCE OUTCOMES

(Performance Indicators) ACTIVITIES

Promote and highlight issues that are key for the vitality of francophone communities such as :

Assume the role of catalyst and champion of francophone issues. Ensure working relationships and

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Francine Charland & Associates Page 18  French Language Early Learning;

 French services in health and social services;

 French education and training;

 French culture and communications;

 The economic development of francophone communities;

 Access to legal services and proceedings in both official languages;

 Francophone immigration;

 The implementation of federal, provincial, territorial and regional agreements to facilitate the

development of priorities.

cooperation between relevant

government and appropriate community agencies.

Prioritize issues, with the assistance of the local francophone community, and develop a community vision and action plan

Allocate adequate funds to the implementation of this action plan. Highlight and recognize expertise of francophone institutions and agencies in the planning and implementation of projects related to the action plan.

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Self-assessment tool for agencies and organizations

Proposed process :

1. At a Board Meeting or Management team meeting, ask all members to complete the self-assessment individually.

2. Take note of each response to obtain a collective sense of where the organization currently fits on the framework continuum.

3. Explore each area of focus of the framework by discussing which desired stage is appropriate for your organization. Based on examples of

processes and available tools, explore courses of action and strategies to be undertaken. (Please note: the organization may determine that it is best, due to political climate or for other reasons, to aim for a particular stage of a specific area of focus. Not all organizations may or can choose to be at a community role model stage or at a designated status stage.)

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SELF-ASSESSMENT TOOL FOR AGENCIES AND ORGANIZATIONS

LINGUISTIC AND CULTURAL COMPETENCY FRAMEWORK

Instructions: Please circle the answer that best describes your level of agreement or disagreement with the statement provided.

GOVERNANCE AND MANAGEMENT

1. Our organization has adopted a value statement or an

organizational guiding principle recognizing the francophone population.

□ no □ partially □ yes

2. Our organization has adopted a French language services policy.

□ no □ partially □ yes

3. Governance policies ensure guaranteed francophone representation on board of directors.

4. Our organization has established a committee (or another formal mechanism) to provide French language services.

□ no □ partially □ yes

5. Our organization is designated under the French Language

Services Act. .

6. Our organization has developed and provided a linguistic and cultural awareness competency guide for management.

7. Our organization has designated a manager or executive responsible for French language services.

□ no □ partially □ yes

8. Our organization has developed a program or mechanisms respecting the development of linguistic competence

9. Our organization has developed a policy and/or an

administrative procedure on the designation of francophone or bilingual positions.

10. Members of our board of directors represent our organization on community planning tables and/or francophone networks.

□ no □ partially □ yes

11. Members of our management team represent our organization on community planning tables and francophone networks.

12. Members of our board of directors represent our organization on Anglophone decision-making tables.

13. Members of our management team represent our organization on Anglophone decision-making tables.

□ no □ partially □ yes

14. Our organization is a leader in the establishment of French-language networks.

PROMOTION AND AWARENESS

15. Our organization has a policy on French internal signage. □ no □ partially □ yes 16. Our organization has a policy on French external signage. □ no □ partially □ yes 17. Our organization has an awareness program for members of

the board.

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Francine Charland & Associates Page 21 18. Our organization has an awareness and cultural sensitivity

program for staff.

□ no □ partially □ yes

19. Our organization has mechanisms in place for internal signage adapted to the unique characteristics of the francophone population.

20. Our organization has established mechanisms for external signage adapted to the unique characteristics of the francophone population.

21. Our organization provides ongoing cultural sensitivity and awareness training workshops to the board of directors.

□ no □ partially □ yes

22. Our organization gives presentations to community

organizations and related agencies to promote the availability of French language services within the organization.

23. Telephone services are provided in French or in both official languages.

24. Internal and external signage is always bilingual. □ no □ partially □ yes 25. Our resources, brochures and other educational tools are

available in both official languages.

□ no □ partially □ yes

26. Our documents and/or communiques produced in French are of excellent quality

27. Our organization has translation and interpretation services and/or adapts French language resources or is exploring options for the provision of these services

28. Our website, posters, advertisements, press releases and other communication tools (if any) are available in French

□ no □ partially □ yes

29. Internal documents and forms (policies, procedures, agendas, minutes of meetings, etc.) are available in French

30. Our organization provides ongoing cultural awareness and sensitivity training and workshops for staff and new employees

31. Our organization has developed promotional communication strategies geared to the francophone population

□ no □ partially □ yes

32. Our organization is actively involved in community francophone causes and projects

ACCESSIBILITY AND QUALITY OF PROGRAMS AND SERVICES

33. Our organization has a policy on equal access to quality of French language programs and services

□ no □ partially □ yes

34. Our organization has a policy on the quality of services provided to the francophone population

□ no □ partially □ yes 35. Our organization has a recruitment, hiring and selection policy

for francophone employees

□ no □ partially □ yes 36. Our organization implemented mechanisms to greet and

support French-speaking clients

□ no □ partially □ yes 37. Our organization has quality standards for access to services

comparable to the majority

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Francine Charland & Associates Page 22 38. Signage in the reception area indicates the availability of French

language services

□ no □ partially □ yes 39. Our francophone clients are greeted in French from the outset

in a comfortable cultural-linguistic environment

□ no □ partially □ yes 40. A percentage of positions within our organization are French

designated

□ no □ partially □ yes 41. Francophone professionals within our organization are

available at all times

□ no □ partially □ yes

42. The current waiting time is the same for English or French language services

43. Our organization has implemented a policy which ensures the availability of French-speaking staff during hours of operation

44. Staff providing French language services have a good command of the language (reading, speaking, writing)

□ no □ partially □ yes 45. Professionals in the system and/or related sectors (social

services, education, etc.) know where to refer francophone clients requiring services

□ no □ partially □ yes

46. French language courses are provided to employees. □ no □ partially □ yes 47. Francophone clients have access to specialized services in

French by the right person, at the right time and at the right place.

48. Our organization has adopted a differential approach to better meet the needs of the francophone population .

□ no □ partially □ yes

49. Our organization has set goals and objectives specifically addressing francophone community needs.

50. Our organization has implemented a process to focus strategically on francophone community needs.

51. Our organization has established formal mechanisms for recruiting qualified francophone staff.

□ no □ partially □ yes

52. Our organization’s succession planning includes a cultural linguistic competence component.

53. Our organization is actively involved with partners and networks and postsecondary institutions to address the shortage of French-speaking professionals.

54. Our organization is actively involved in community projects and partnerships to promote the delivery of French language services.

□ no □ partially □ yes

55. Our organization has aligned its strategic objectives in whole or in part with francophone regional community objectives.

56. Our organization aligns its strategic objectives in whole or in part with provincial or Canada-wide goals for the francophone community.

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ACCOUNTABILITY

57. Our organization has a client complaint policy. □ no □ partially □ yes 58. Our organization has formal mechanisms to manage and

address internal and/or external complaints.

□ no □ partially □ yes

59. Our organization has formal mechanisms for gathering

quantitative and qualitative data on its French-speaking clients.

60. Our organization established a process to assess customer satisfaction as it relates to the delivery and quality of French language services.

□ no □ partially □ yes

61. Our organization has implemented formal mechanisms to stay abreast of the francophone population’s needs.

62. Our organization has a program or process to assess staff’s linguistic competencies.

63. Our organization has implemented strategies to monitor the consistent application of selected components of the cultural linguistic competency framework as prioritized by

management .

□ no □ partially □ yes

64. Our organization actively participates in a community and collaboratively-based approach to gather quantitative and qualitative data on the francophone population in line with commonly shared indicators.

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GOVERNANCE AND MANAGEMENT

STAGE

ESSENTIAL COMPONENT

EXAMPLES OF TOOLS AND STRATEGIES

OPENNESS AND

AWARENESS

Policies, guidelines and procedures

 Organizational values and guiding principles recognizing Francophone community rights

 French language services policy

GC001 Sample values and guiding principles

GC002 Example of a French Language Services policy

APPLICATION

Governance tools

 Guaranteed francophone representation on Board of directors

 Committee or other formal mechanism to address French language services

 Formal designation of the organization as French language provider Management tools

 Management guide on the provision of French language services

 Manager responsible for French language services

 Designated French language or bilingual within the organization

 Programs or mechanisms in place to develop staff’s linguistic competencies

GC003 Example of Manager’s Guide for the provision of French Language Services (in English agencies) GC004 Sample administrative procedure and mandate for

manager responsible for the provision of French language services

GC005 Sample administrative procedure on designated French-language and bilingual positions within the organization

GC006 Components of a program to develop staff’s linguistic competency

COMMUNITY

LEADERSHIP

Strategic Positioning within the Community

 Active participation of Board members, senior management and the organization at francophone planning tables and networks

 Active participation of Board members, senior management and the organization at Anglophone planning tables and networks

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PROMOTION AND AWARENESS

STAGE

ESSENTIAL COMPONENT

OPENNESS AND

AWARENESS

Policies , guidelines and administrative procedures

 External and internal communication policy

 Cultural awareness and sensitivity training for all board members

 Cultural awareness and sensitivity training for all staff

PS001 Sample policy on internal and external communication PS002 Sample components of an awareness and sensitivity

program for Board members

PS003 Sample components of an awareness and sensitivity program for staff

APPLICATION

Active Offer of Services

 External and internal signage strategies

 Ongoing training and/or workshops for Board members, staff and new employees

 Promotional strategies on French language services

 Bilingual or French

PS004 Examples of internal and external signage strategies PS005 Example of training and/or workshops for Board

members, staff and new employees PS006 Examples of promotional tools

COMMUNITY

LEADERSHIP

Community outreach to promote and enhance French language services

 Communication and promotion strategies using a differentiated approach for francophone population

 Active participation of the organization, Board members, management in local or regional francophone projects or causes

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ACCESSIBILITY AND QUALITY OF PROGRAMS AND SERVICES

STAGES

ESSENTIAL COMPONENTS

EXAMPLES OF TOOLS AND

STRATEGIES

OPENNESS AND

AWARENESS

Policies, guidelines and administrative procedures

 Policy on equal access for francophones

 Policy on quality of services for francophones

 Recruitment, hiring and selection policy for francophones

AQ 001 Sample policy on equal access for francophones

AQ 002 Sample Recruitment, hiring and selection policy for francophones

APPLICATION

Client-centered approach

 Strategies for greeting and supporting francophone clients

 Quality standards for accessing and providing services comparable to those provided for the majority Strategic Planning

 Establishing goals and strategic objectives specifically focusing on francophone needs

 Differentiated approach for francophones Human Resources planning and management

 Formal recruitment, hiring and selection strategies for qualified francophone staff

 Succession planning qui includes cultural linguistic competency component Resources planning and management

 Documents and resources available in both official languages

 Forms and documents available in both official languages

 Translation, interpretation and adaptation of resources services are available

AQ 003 Examples of greeting and support strategies for francophones AQ 004 Example of quality standards

comparable to those provided to majority

COMMUNITY

LEADERSHIP

Alignment with community goals and objectives

 Partnerships and networks to influence funding bodies and postsecondary institutions re : eliminating shortage of French-speaking professionals

 Active participation in collaborative community projects for francophone community

 Alignment of organization’s goals and objectives with local and regional francophone community goals

 Alignment of organization’s goals and objectives with provincial or Canada-wide francophone population vision

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ACCOUNTABILITY

STAGE

ESSENTIAL COMPONENTS

OPENNESS AND

AWARENESS

Policies, guidelines and administrative procedures

 Client satisfaction policy

 Complaint policy

IM 001 Example of complaint policy

APPLICATION

Ongoing monitoring and evaluation cycle

 Formal strategies to manage and address internal and external complaints

 Formal mechanisms to collect quantitative and qualitative data on the francophone population

 Process to assess francophone clients’ level of satisfaction

 Formal mechanisms to assess staff’s language skills

 Formal strategies to assess how selected components of the framework (as prioritized by management) are integrated and operationalized within the organization

 Formal process to assess staff’s language skills

IM 002 Example of client satisfaction evaluation tool IM 003 Components of a language skills assessment

tool

COMMUNITY

LEADERSHIP

Community alignment

 An integrated and collaborative community approach to collect relevant quantitative and qualitative data on the francophone community using common performance indicators

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REFERENCES AND USEFUL LINKS

Affaires intergouvernementales du Gouvernement de l’Ile du Prince Edouard Affaires acadiennes et francophones du Gouvernement de l’Ile du Prince Edouard

Aucoin, Léonard. 2008. Compétences linguistiques et culturelles des organisations de santé, Analyse critique de la littérature, Rapport présenté à la Société Santé en français, InfoVeille Santé ltée.

Association canadienne d’éducation en langue française. février 2006. Cadre d’orientation en construction identitaire.

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