Module 1 - Understanding Behaviour: What Current Research Tells Us About Human Behaviour Under Stressful Circumstances

Duration: 6 hours

Learning Objectives:

1. Examine current research and theories that reflect on service user and staff behaviours 
2. Explore the psychological and behavioural outcomes associated with socio-economic conditions of poverty, social exclusion, trauma and scarcity  
3. Understand intersectionality as a lens to analyze personal and systemic bias

Module 2: The 3-D MicroCoaching Model™

Getting Results through Brief Interventions 

Duration: 3 hours

Learning Objectives:

1. Understand the importance of MicroCoaching as a foundation for a person-centric service, including support roles and short-contact situations
2. Increase use of a common coaching language and terminology
3. Enrich coachee outcomes through the use of MicroCoaching
4. Strengthen intra- and inter-organizational relationships for more effective service delivery 

Module 3: MicroCoaching Competencies

Models for MicroCoaching Behaviour in the Workplace

Duration:  9 hours 

Learning Objectives:

1. Identify and expand upon the key knowledge, skills and supporting behaviours (competencies) necessary for effective MicroCoaching
2. Enrich coachee outcomes through the application of these competencies
3. Increase engagement of coachees in the coaching process
4. Use these competencies to level power in the working relationship
5. Apply the competency tools provided in this program to a case study in preparation for use in the workplace 

An advanced applications follow-up program to examine post-training application of person-centric competencies.

Duration: 2 days (recommended minimum)

Delivery Method: Facilitator-led workshops

Curriculum Overview: Organizations where staff have completed the PCS for Staff program may also choose to engage in a follow-up module which applies the Knowledge-to-Action (KTA) model to advanced applications in the action cycle. This module engages staff and their teams/organizations in examining post-professional development application of competencies. The collaborative process helps ensure effective, inclusive, integrated and coherent team/organizational person-centric services. This advanced applications module also explores the impact of intersectionality on both service providers and users. An understanding of intersectionality enlarges our appreciation of the impacts of the social, political and economic forces that shape human experience. This module explores the PCS Intersectionality Model as a guide to applying PCS competencies in our work with service users, co-workers and community members.

Learning Objectives:

• Explore a sector-specific model of Intersectionality to facilitate person-centric practices that acknowledge and accommodate service users' lived experience.
  

• Facilitate the shift from knowledge to action through problem-identification and problem-solving.
  

• Acquire knowledge of these problems at the team and organizational level.
  

• Assess the barriers and facilitators to knowledge use in day-to-day work (e.g., implementation of the workplace tools in PCS).
  

• Choose interventions to address the issues.
  

• Monitor the effectiveness of these measures.
  

• Evaluate the results.
  

• Sustain the necessary changes for success.

A deep-dive workshop into the underlying research and applications of PCS.

Duration: 5 days (recommended minimum)

Delivery Method: Facilitator-led workshops which also engages the learners in co-facilitation

Curriculum Overview: Conducted as a workshop for municipal, provincial, and community-based staff trainers and other person-centric champions who support knowledge translation and application of person-centric strategies in the workplace through ongoing professional development and coaching. The workshop provides a detailed, behind-the-scenes review of the PCS curriculum and its supporting tools and resources, including the curriculum syllabus and the PCS Learning Resource Guide.

Learning Objectives:

• Build internal organizational and service system capacity for ongoing staff and service users' personal/professional development in PCS by providing background, insight and resources for facilitating and-or supporting internal delivery of PCS for Staff and PCS for Service Users.
  
• Identify the differences between delivering training and facilitating professional development.
  
• Understand the importance of and process for conducting a facilitated dialogue as a primary knowledge transfer process in professional development.
  
• Develop personal and team facilitation learning plans.
  
• Identify necessary supports for effective program delivery and normalization.
  
• Create daily agendas for ensuring a collaborative, consensus-built decisionmaking process with the learning group.
  
• Assist learners to serve as Knowledge-to-Action (KTA) leaders in various roles: coaches, champions, change agents, culture shifters and normalizers, supporting the understanding and application of person-centric strategies in the workplace.
  
• Provide the opportunity to take an in-depth look at the curriculum and the supporting learning materials.
  
• Examine facilitation methods for curriculum delivery and workplace application of the person-centric approach. 
  
• Establish a network and support system for delivering and supporting PCS.
  
• Meet individual learner’s objectives

Preparing for personal, educational and career success.

Duration: 10 half- days6 (recommended minimum)

Delivery Method: Facilitator-led workshops

Curriculum Overview: Facilitator-led workshops are proposed to build service user competencies critical for preparing for, participating and succeeding in stability and employment support programs and, ultimately, employment. Currently under development, this curriculum builds on prior service users' initiatives created by our professional development team which include Movement to Learning, Movement to Improvement and Movement to Employment.

Learning Objective: To build competencies critical for helping service users to prepare for, participate and succeed in stability support and employability improvement programs and, ultimately, employment.

Topics (may include but are not limited to):

• Intersectionality (recognizing the lived experience of individuals according to their unique social and economic identities and circumstances)
  
• 3-D MicroCoaching Model (coaching upward)
  
• Stages of Change Model (planning for change)
  
• Four-Step Problem Solving (informed decision-making)
  
• Moving to Collaboration (optimizing the coaching experience)
  
• Person-Centric Negotiating (collaborative problem-solving)
  
• Consensus Building (building agreement with coaches)
  
• Four-Dimensional Model of Employability (preparing for employment success)
  
• Conference Board of Canada Employability Skills Model (preparing for employment success)
  
• Gap Analysis (plotting the service plan for individual success)

*Please note that service-user training days are generally abbreviated to maximize engagement and accommodate their needs. A typical service user training day would run from 9:30 AM to 3:00 PM with an hour for lunch. A typical half-day would run 9:30 AM to 11:45 AM with a 15-minute break.

A locally-driven problem-solving table for partner collaboration.

This is a customized program that is designed in collaboration with the municipality/department/agency engaged. Each community’s circumstances and different, such that the final implementation plan is designed according to local needs, factors and circumstances.

Duration: 9 hours (recommended minimum)

Delivery Method:

• 3 hours for facilitator-led Initial Consultation and As It was Heard Report
  
• 6 hours for Convening the Partners
  
• Ongoing from there
  

Stages of Establishing the Local Systems Integration Table

Initial consultation

Duration: Up to 3 hours

Consultation led by OMSSA consultants with municipal and provincial representatives to identify facilitating factors and systemic barriers to achieving an effective, inclusive, integrated and coherent local person-centric delivery system that reflects the goals and objectives of Social Assistance Renewal and Employment Services Transformation.

What Was Heard Report

Duration: Included as part of the Initial Consultation

Problem Identification: A summary of issues identified in the initial consultation

Recommendations and draft Terms of Reference for establishing the Service System Integration table. Identification of prospective stakeholders and participants

Convening the Partners

Duration: 6 hours

• Develop a communications strategy for internal and external engagement.
  
• Establish the modality/location, time, agenda and duration for an initial gathering of the stakeholders.
  
• Craft an invitation to key stakeholders, including community service providers.
  
• Table the draft Terms of Reference for stakeholder input (e.g., co-chairs, problem-statement, goals and objectives, timelines, operational procedures, roles and responsibilities, draft charter).
  
• Establish the competency-based framework for Service System Integration table, including the person-centric tools for implementation.
  
• Explore the provincial vision for Social Assistance Renewal and Employment Services Transformation.
  
• Adapt the vision to the local context (e.g., service users' existing and needed resources, budgetary needs). •
  
• Establish local targets and monitoring and measurement requirements.
  
• Develop a work plan and benchmarks.
  
• Measure results and corresponding action plans.
  

Curriculum Overview: This program constitutes a locally-driven problem-solving table engaging the key Social Assistance Renewal and Employment Services Transformation delivery partners, including municipalities, ODSP management, EO delivery agencies, service user representatives, the Service System Managers, and provincial ministries such as the Ministry of Children, Community and Social Services (MCCSS), the Ministry of Labour, Training and Skills Development (MLTSD), and the Ministry of Municipal Affairs and Housing (MMAH).

The purpose is to help ensure an effective, inclusive, integrated and coherent local person-centric delivery system.

The program is designed to operate through the use of PCS competencies, such as Communication Styles, Four-Step Problem-Solving, Moving to Collaboration, Conflict Management and Person-Centric Negotiating. An intersectionality lens is also applied to the process. The work of this collaborative body is determined through the application of the Action Cycle articulated in the KTA model

Learning Objectives

Following the KTA model, this involves creating and nurturing a partners' collaboration to:

• Support service delivery leaders in adapting to and effectively managing the culture shift.
  
• Engage key partners in building and sustaining an effective, inclusive, integrated and coherent local person-centric stability and employment support.
  
• Facilitate the shift from knowledge to action through problem-identification and problem-solving.
  
• Acquire knowledge of these problems in the local context.
  
• Assess the barriers to and factors that enable knowledge use (e.g., implementation of workplace tools in PCS).
  
• Choose interventions to address the issues.
  
• Monitor the effectiveness of these measures.
  
• Evaluate the results.
  
• Sustain the necessary changes for success.
  
• Examine system effectiveness in acknowledging and accounting for intersectionality in service delivery