THIRD MEETING OF THE ROUNDTABLE - Association …aaapnb.ca/ftp/RHC_Table3_cartable_EN.pdf · third...
Transcript of THIRD MEETING OF THE ROUNDTABLE - Association …aaapnb.ca/ftp/RHC_Table3_cartable_EN.pdf · third...
Thursday, November 14, 2013
THIRD MEETING OF THE ROUNDTABLE Delta Beauséjour Hotel, Moncton (New-Brunswick)
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© Association acadienne des artistes professionnel.le.s du Nouveau-Brunswick, 2013 140, rue Botsford, bureau 29 Moncton (Nouveau-Brunswick) E1C 4X5 Téléphone : (506) 852-3313 Courriel : [email protected] Site Internet : www.aaapnb.ca Contacts : Carmen Gibbs Directrice générale (506) 852-3313 [email protected] Romain Blanchard Coordonnateur Stratégie globale pour l’intégration des arts et de la culture dans la société acadienne au Nouveau-Brunswick (506) 852-3313 [email protected]
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TABLE OF CONTENTS
TABLE OF CONTENTS ........................................................................................ 3!
AGENDA ............................................................................................................... 4!
A CULTURAL STRUCTURE FOR NEW BRUNSWICK: DEVELOPMENT PLAN 5!
VALUES ................................................................................................................ 6!
ACTION PLAN FOR THE FIRST THREE YEARS .............................................. 19!
NEW CHR STRUCTURE ? ................................................................................. 27!
COMPARISON OF CO-OPERATIVES VS NOT-FOR-PROFIT ORGANIZATIONS (NFPO) ................................................................................................................ 28!
COMPONENTS OF A MISSION STATEMENT .................................................. 30!
PROJECT TIMETABLE (REMINDER) ................................................................ 31!
EVALUATION ..................................................................................................... 35!
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AGENDA
OBJECTIVES
• Validate action plan for a creating a new cultural structure;
• Prioritize actions required in the first three years;
• Work together to define the new structure, confirm the values to be incorporated, create a mission statement.
TENTATIVE AGENDA Facilitator : René Cormier
Time Duration Thursday, November 14, 2013 Presenter
9:30 a.m. 5 min Review background of the project and objectives of roundtable meetings Carmen Gibbs
9:35 10 min Presentation of objectives and agenda for meeting #3 René Cormier
9:45 75 min REVIEW AND UPDATE OF INFORMATION (Table of Contents of the report, preamble, revised statement of values)
Louise Boucher Carmen Gibbs
11:00 15 min BREAK
11:15 75 min ACTION PLAN AND MODELING OF FIRST THREE YEARS Louise Boucher
12:30 1 h LUNCH
1:30 p.m. 90 min STATUS OF A NEW STRUCTURE Louise Boucher
3:00 15 min BREAK
3:15 1 h MISSION STATEMENT Louise Boucher
4:15 40 min PLENARY SESSION René Cormier
4:55 Meeting adjourns: Thank you for your participation! Carmen Gibbs
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A CULTURAL STRUCTURE FOR NEW BRUNSWICK: DEVELOPMENT PLAN
TABLE OF CONTENTS
• Preamble • Relationships among cultural projects: cultural policy (financial support for the
arts), the professional status of the artist (remuneration and social programs), cultural human resources strategy (competencies and sustainable career development);
• Recognition of linguistic duality during development and implementation of a cultural human resources strategy, to ensure inclusivity and respect for New Brunswick’s unique cultural environment comprising three communities (Acadian, anglophone, and aboriginal);
• Consistency with principles of equity and equality set out in the Canadian Charter of Rights and Freedoms (no discrimination based on race, national or ethnic origin, color, religion, sex, age, or mental or physical disability).
• The cultural sector: some unique features
• Cultural human resources: facts and features
• Analytical framework: synthesis
• Mission and values: ongoing consultative authority
• Issues: development throughout the career cycle
• Client groups: a vision of sustainable development for the cultural sector
• Mandates to support the career cycle
• Types of intervention
• Action plan
• Governance
• Possible directions for the transitional committee’s work plan, and road map towards creation of a structure
• Glossary
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VALUES The future HR structure will be guided by values embodied in an ethics code for its administrators (board members) and staff. The five values below have one common premise: cooperation.
A - Cooperation based on dialogue and solidatity
1. Collaborate and agree to work collectively and harmoniously in order to achieve shared goals identified by the group.
2. Ensure that collective interests over-ride persona., corporate or regional interests in order to reach common goals.
3. Share accurate and relevant information to ensure transparency and to equip participants to reach decisions and undertake effective action.
4. Bring participants together before decisions are made, to ensure that potential impacts on them are taken into consideration.
5. Respect the competencies and capabilities of each person.
6. Address differences of opinion with open-mindedness and tolerance.
B - Creativity
1. Use critical thinking and willingness to consider new approaches.
2. Encourage and promote innovation, which means sharing knowledge and information.
3. Seek innovative solutions that take into account our resources and the interests of various partners.
4. Be flexible in making decisions, and prepared to reconsider.
5. Demonstrate reasonable tolerance for risk.
6. Be forward-looking, and keep in mind a long-term perspective.
C - Integrity
1. Act fairly and with integrity, both individually and collectively.
2. Avoid conflicts of interest or appearance of conflicts of interest.
3. Act in the interest of the common good.
4. Encourage and promote ethical behaviour.
5. Ensure that requests and claims are addressed in an equitable manner.
6. Set and meet high standards.
7. Improve the rules of governance.
8. Be accountable.
9. Respect commitments made to client groups.
10. Be courteous, attentive, and discreet in meeting our respective responsibilities.
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D - Equity
1. Given the various assymetries among sub-sectors, and among communities and regions, it will be important to commit to dialogue on issues affecting the sector while recognizing unique situations. A particular approach may or may not be appropriate for all situations, but may reasonably be used when relevant to a particular case.
2. Recognize the different pace at which different communities evolve, and the variety of historical and traditional contexts in which they consider professional development.
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INITIAL AND CONTINUING
PROFESSIONAL EDUCATION
WORKFORCE ENTRY AND SUPPORT
HUMAN RESOURCES
MANAGEMENT (HRM) AND ARTS
CAREER MANAGEMENT
(ACM)
STUDIES AND RESEARCH ADMINISTRATION
AND GOVERNANCE
Train-the-Trainer
Promotion of careers in arts and culture
Human Resources
Management (teamwork)
Statistics on arts
occupations and cultural employment
Support for
organizations
Resources and guides
Entry into the workforce and
career development
support
Arts Career
Management (individual
action plan)
Benchmarks of
compensation in the cultural sector
Planning and
coordinating an annual program
of activities
Training programs
Evolution to new
professional roles
Directory of occupational
profiles in arts and culture
Management of
financial resources
Directory of
continuing education programs
Advocacy, representation
and collaboration
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INITIAL AND CONTINUING PROFESSIONAL EDUCATION
TRAIN-THE-TRAINER RESOURCES AND GUIDES TRAINING
PROGRAMS
DIRECTORY OF CONTINUING EDUCATION PROGRAMS
Guide for professional development management
For independent / self-employed
workers (artists and other freelance or contract workers
For independent / self-employed
workers (artists and other freelance or contract workers
Update Initial
training (language available)
Continuing education needs assessment
For NFPO Boards or
Directors
For NFPO Boards
or Directors
Update Continuing education (language available)
Adult education
techniques and approaches
For managers, salaried employees
and volunteers
For managers, salaried employees
and volunteers
Recognition of peers as
trainers
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WORKFORCE ENTRY AND SUPPORT
PROMOTION OF CAREERS IN ARTS AND CULTURE
ENTRY INTO THE WORKFORCE AND CAREER DEVELOPMENT SUPPORT
EVOLUTION TO NEW PROFESSIONAL ROLES
Choice of programs for young
people Information, support and
referral to appropriate programs
Mentor
Promoting jobs and professions
Notice board Coach
Networking for business
development Access to support for career
transitions
Cultural mediator
Preparing for retirement Cultural manager
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HUMAN RESOURCES MANAGEMENT (HRM) AND ARTS CAREER MANAGEMENT (ACM)
HUMAN RESOURCES MANAGEMENT (TEAMWORK) ARTS CAREER MANAGEMENT (INDIVIDUAL
ACTION PLAN)
Resources for organizational planning Access to distance training opportunities in
French Resources for personnel management techniques Access to distance training opportunities in
English Resources for volunteer management techniques
Resources for management techniques adapted to
contract workers
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STUDIES AND RESEARCH
STATISTICS ON ARTS OCCUPATIONS AND CULTURAL
EMPLOYMENT
BENCHMARKS OF COMPENSATION IN THE
CULTURAL SECTOR
DIRECTORY OF OCCUPATIONAL PROFILES
IN ARTS AND CULTURE
To be determined in consultation
with the educational community Relevant data on employment
(Statistics Canada)
Access to existing profiles To be determined in consultation
with the three communities Gather data for the cultural
sector
New profiles
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ADMINISTRATION AND GOVERNANCE
SUPPORT FOR ORGANIZATIONS
PLANNING AND COORDINATING AN ANNUAL PROGRAM
OF ACTIVITIES
MANAGEMENT OF
FINANCIAL RESOURCES
ADVOCACY, REPRESENTATION
AND COLLABORATION
Recruiting members Setting up the
structure Managing the
budget and financial processes
Relationships within the cultural community
General meetings of members
Internal management (planning and
budget))
Funding
Relationships with the teaching / educational community
Board of Directors Coordinating
activities
Managing grants Relationships with government(s)
Teamwork Evaluation and
accountability Relationships with
the CHRC and the CQRHC (Quebec)
Ad hoc committees
Relationships with the larger
communities (Regional Cultural
Development)
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ADVOCACY, REPRESENTATION AND COLLABORATION
RELATIONSHIPS WITHIN THE CULTURAL
COMMUNITY
RELATIONSHIPS WITH THE
TEACHING / EDUCATIONAL COMMUNITY
RELATIONSHIPS
WITH THE GOVERNMENT
RELATIONSHIPS WITH THE CHRC
AND THE CQRHC
(QUEBEC)
RELATIONSHIPS WITH THE LARGER
COMMUNITIES (REGIONAL CULTURAL
DEVELOPMENT) Recognition of the
cultural sector as a laboratory for
developing support measures for self-employed workers
Updating initial and continuing
professional education programs
Financial
support for coordinators’
positions
Participation in
CRHSC-CQRHC activities
To be determined
Modification of programs to
reflect the needs of the sector
Financial support for continuing education programs
Sharing of knowledge
and experience
with CQHRC
To be determined
Development of new programs that meet the needs of the
cultural sector
Financial
support for CHR entity
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1. Initial and continuing professional education
Level1
Level2
Level3
Comments
1.1. Train-the-Trainer
1.1.1. Guide for professional development management 1
1.1.2. Continuing education needs assessment 1
1.1.3. Adult education techniques and approaches 1
1.1.4. Recognition of peers as trainers 2
1.2. Resources and guides Priorities determined by the communities
1.2.1. For independent / self-employed workers (artists and other freelance or contract workers
1
1.2.2. For NFPO Boards or Directors 1
1.2.3. For managers, salaried employees and volunteers 1
1.3. Training programs 1 Priorities determined by the communities
1.3.1. For independent / self-employed workers (artists and other freelance or contract workers
1
1.3.2. For NFPO Boards or Directors 1
1.3.3. For managers, salaried employees and volunteers 1
1.4. Directory of continuing education programs
1.4.1. Update Initial training (language available)
1.4.2. Update Continuing education (language available)
1
1
See 5.4.2 See5.4.2 and 5.4.4
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2. Workforce entry and support Level1
Level2
Level3
Comments 2.1. Promotion of careers in arts and culture
2.1.1. Choice of programs for young people 2 See1.4.1
2.1.2. Promoting jobs and professions 2 See 5.4.4
2.1.3. Networking for business development 1 To be combined with 5.1.2 after the fondation
2.2. Entry into the workforce and career development support
2.2.1. Information, support and referral to appropriate programs 1
2.2.2. Notice board 1
2.2.3. Access to support for career transitions 2
2.2.4. Preparing for retirement 2
2.3. Evolution to new professional roles See 1.2 and 1.3, Partnership 5.4.2
2.3.1. Mentor
2.3.2. Coach
2.3.3. Cultural mediator
2.3.4. Cultural manager
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3. Human Resources Management (HRM) and Arts Career Management (ACM)
Level1
Level2
Level3
Comments
3.1. Human Resources Management (teamwork) Priorities determined by the communities: adaptation into the other language or new document produced in both official languages
3.1.1. Resources for organizational planning 1
3.1.2. Resources for personnel management techniques 1
3.1.3. Resources for volunteer management techniques 1
3.1.4. Resources for management techniques adapted to contract workers
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3.2. Arts Career Management (individual action plan) Financial support for registration?
3.2.1. Access to distance training opportunities in French 1 $1,200 for training, tutoring, consultation for synchronous training, instruction or tutoring, asynchronous consultation
3.2.2. Access to distance training opportunities in English 1 $400 for asynchronous consultation
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4. Studies and research Level1
Level2
Level3
Comments
4.1. Statistics on arts occupations and cultural employment
4.1.1. To be determined with 5.4.2 See 5.4.2
4.1.2. To be determined with 5.4.5 See 5.4.5
4.2. Benchmarks of compensation in the cultural sector
4.2.1. Relevant data on employment (Statistics Canada)
4.2.2. Gather data for the cultural sector
4.3. Directory of occupational profiles in arts and culture
4.3.1. Access to existing profiles See 5.4.4
4.3.2. New profiles Priorities determined by the communities (produced in both official languages)
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5. Administration and governance Level1
Level2
Level3
Comments
5.1. Support for organizations
5.1.1. Recruiting members
1
5.1.2. General meetings of members See2.1.3 Networking after establishment of new structure
5.1.3. Board of Directors
5.1.4. Teamwork
5.1.5. Ad hoc committees
5.2. Planning and coordinating an annual program of activities
5.2.1. Setting up the structure
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5.2.2. Internal management (planning and budget)
5.2.3. Coordinating activities
5.2.4. Evaluation and accountability
5.3. Management of financial resources
5.3.1. Managing the budget and financial processes
1
5.3.2. Funding
5.3.3. Managing grants
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Administration and governance (continued)
Level1
Level2
Level3
Comments
5.4. Advocacy, representation and collaboration 5.4.1. Relationships within the cultural community
5.4.1.1. Recognition of the cultural sector as a laboratory for developing support measures for self-employed workers
1
Networking after establishment of new structure
5.4.2. Relationships with the teaching / educational community
5.4.2.1. Updating initial and continuing professional education programs
5.4.2.2. Modification of programs to reflect the needs of the sector
5.4.2.3. Development of new programs that meet the needs of the cultural sector
1 See1.3, 1.4 et 2.3
5.4.3. Relationships with government(s) 5.4.3.1. Financial support for coordinators’ positions 5.4.3.2. Financial support for continuing education programs 5.4.3.3. Financial support for CHR entity
1
5.4.4. Relationships with the CHRC and the CQRHC 5.4.4.1. Participation in CRHSC-CQRHC activities 5.4.4.2. Sharing of knowledge and experience with CQHRC
1 Membership as Organisation Plus in the CHRC and participation in PATAC / CAPET (1)
5.4.5. Relationships with the larger communities (Regional Cultural Development)
5.4.5.1. To be determined 5.4.5.2. To be determined
1
(1) Provincial and Territory Advisory Committee (PATAC) / Comité aviseur des provinces et territoires (CAPET)
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NEW CHR STRUCTURE ? Table showing the type of CHR structure envisaged according to its Representativity, Neutrality, and Capacity for collaboration, resource management and delegation of mandates
REPRESENTATIVITY 1 NEUTRALITY 2 CAPACITY TO MANAGE AND
DELEGATE MANDATES 3
Intergovernmental Affairs yes Department of Post-Secondary Education, Training and Labour
yes yes
Department of Tourism, Heritage and Culture
yes
Department of Education and Early Childhood Development
yes
Aboriginal Affairs Secretariat artsnb NBCC Mount Allison University Université de Moncton University of New Brunswick AAAPNB ArtsLinkNB CPSC New NFPO yes yes yes New co-operative yes yes yes
1 Capacity for facilitating co-operation among the three cultural communities Acadian, anglophone, and Aboriginal varying depending on the chain (creation, production, circulation and dissemination, etc.) and the sphere (the arts, industries, heritage, RCD). 2 Individual or organization without vested financial interest, not offering financial contribution and not aimed at a particular clientele (absence of real or perceived conflict of interest). 3 Capacity for making financial agreements, facilitating co-operation among various client groups, and assigning mandates.
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COMPARISON OF CO-OPERATIVES VS NOT-FOR-PROFIT ORGANIZATIONS (NFPO)
Mission and Objectives
Co-operative NFPO
The organization is aimed at:
Economic and social vocation
meeting the economic, social and cultural needs of
its members
Social vocation
promoting and advocating for a cause and meeting the needs of a group
Profitability / Viability
Co-operative NFPO
Profitability of the organization
required
(for profit or not-for-profit)
not required
Statistics on survival rate available not available
Sustainability involvement of members interests of members in the cause
Legal operation
Co-operative NFPO
Management is: democratic, mandatory and determined by legislation
designed to promote or advocate for a cause and to meet the needs of a group
By-laws are adopted by: the membership at a general meeting
the board of directors, then ratified by the membership at a general meeting
Organization is governed by:
N.B. Co-operative Associations Act N.B. Business Corporations Act
The legal person: functions as a commercial enterprise
is not necessarily a commercial enterprise
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Powers and Duties
Co-operative NFPO
Ownership, powers and outcomes all members varies depending on membership
category
Right to vote 1 member = 1 vote 1 member = 1 vote
Capitalization
Co-operative NFPO
Basic financial contribution refundable qualifying shares non-refundable membership fees
Additional financial contribution Other shares Donations
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COMPONENTS OF A MISSION STATEMENT What type of organization is (Name)? What are its characteristics?
What is its goal?
Who is intended to benefit from its actions?
In what area or way? For what reason or end (purpose)?
For example, the mission statement of the CQRHC is as follows:
The CQRHC is the permanent cooperative body for the cultural sector. It brings together associations and groups which wish to develop and implement strategies for human resources development, in order to foster recognition of professionalism in the sector.
Another example: CHRC's mission statement is:
CHRC brings together representatives of arts disciplines and cultural industries in the cultural sector to address the training and career development needs of employers and cultural workers including artists, technical staff, managers and all others engaged professionally in the sector.
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PROJECT TIMETABLE (REMINDER)
February 6 or 7, 2014 FOURTH STATUTORY MEETING: GOVERNANCE
Objectives of the Fourth Meeting
• To submit the action plan and priorites for the first three years; • To reach consensus on the way the structure will operate and be
administered, based on the "Governance Structure" document; • Suggest a list of resources to be developed by the implementation
committee and the road map which will lead to the establishment of the new structure;
One Day
MARCH 2014
IMPLEMENTATION PROCESS
1. Submission of Recommendations
The recommendations reached during the Roundtable's discussions will be submitted to the funders at the Department of Post-secondary Education, Training and Labour.
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EVALUATION: THIRD MEETING OF THE ROUNDTABLE ON CULTURAL HUMAN RESOURCES IN NEW BRUNSWICK On a scale of 1 to 5, indicate whether or not you agree with each of the following statements: (1 = agree completely, 2 = agree, 3 = disagree, 4 = disagree completely, 5 = does not apply)
OBJECTIVES AND CONTENT OF THE ROUNDTABLE 1 2 3 4 5
1. The objectives of the Roundtable are clear and accurate;# !# !# !# !# !#2. The content of the meeting met my expectations;# !# !# !# !# !#3. The meeting of the Roundtable met its objectives.# !# !# !# !# !#
PROCESS AND MATERIALS
4. The process used contributed to the ability of the Roundtable to meet its objectives; !# !# !# !# !#
5. The materials provided were well-prepared and were useful to me during the meeting; !# !# !# !# !#
6. The activities and workshops contributed in a positive way to the process. !# !# !# !# !#
FACILITATION AND INTERPRETATION
7. The facilitators were well-prepared and well-organized; !# !# !# !# !#8. The facilitators encouraged everyone to participate and share; !# !# !# !# !#9. The simultaneous interpretation made it possible for me to follow
the discussions and take part in them. !# !# !# !# !#
GROUP AND PARTICIPATION
10. The discussions among the participants were enriching and contributed to my knowledge; !# !# !# !# !#
11. I took part in the discussions; !# !# !# !# !#12. The atmosphere was friendly and motivated people to work
together. !# !# !# !# !#
ORGANIZATION
13. The meeting room was suitable; !# !# !# !# !#14. The food (breaks and lunch) were satisfactory. !# !# !# !# !#