Perfectio — Radiance (Fall 2021 Edition)

votre référence en formation des adultes

RADIANCE

FALL 2021

ta b l e o f c o n t e n t s

INTRODUCTION

AWARENESS

4 A word from the editor in chief

5 Under-Appreciated, Yet Highly Valuable 7 LBS is Supporting Ontario’s Economic Recovery

HIGHLIGHTING Create engaging content

8 A Short Guide to Representation: Showcasing Your Projects to Convince the Authorities, the Media or Potential Partners

10 The Shift to Digital

9 Switching from the "what" to the "why": How to sell your raison d’être

11 Creating Engaging Content on Social Media 14 Seven Tips to Improve the Performance of Your Facebook Page 16 How to Post an Image on Instagram From a Computer 17 Canva, the design tool aiding organizations 19 Traditional Marketing Isn’t Over Just Yet 22 Make the right decisions based on the right data

HIGHLIGHTING Encouraging participation

23 Connect With Your Audiences and Increase Their Participation 26 Enhancing Your Organization’s Communication With Storytelling 28 Closely-Knit: The Cochrane Learning Centre and Community 30 Get in Touch With our Collaborators

PRODUCTION editor in chief: Gabrielle lopez // coordinator: Laurence Buenerd // translation: Bianca Cesario Graphic designer: marie-eve séguin // Printing: Bradda Printing Services inc.

In this publication, the masculine is used solely for stylistic purposes and includes all genders.

The views expressed in this publication are those of the authors and do not necessarily represent the views of the Coalition ontarienne de formation des adultes (COFA).

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introduction

A WORD FROM THE

editor in chief

radiance [RAYD-EE-UHNSS] Energy propagation in the form of vibrations or particles.

SOURCE : LINTERN@UTE1

Gabrielle Lopez This new issue of Perfectio deals with outreach and positive vibes, as we head into the winter months following a some­ what tumultuous year. This issue was conceived as a practical guide to help you showcase your activities. It’s the very last thing to get any amount of time in our busy agendas, but it’s also one of the most important. When we showcase our acti­ vities, we have an opportunity to gain some visibility, acknow­ ledge our colleagues, partners and funders, and show off our work. And according to the article by Marie-Eve Pépin, it’s also an opportunity to affirm who and what we are.

For the COFA network, showcasing our activities means shedding light on our contribution to the social, cultural and economic development of Ontario. All too often, this work remains in the shadows, and is simply not known to the general public and sometimes even some funders.

The Literacy and Basic Skills (LBS) sector has evolved over time. The profile of those people who do benefit or who could benefit from LBS training is no longer that of illiterate people living below the poverty line. Even though there are still some of these profile types among our learners, we have a highly varied clientele today. We have functional illiterates, people who can read and write, but who find it difficult to read a complex text that includes instructions, such as a medication notice. Our learners are also people who may be highly skilled in one field but who have a lower skill level in another. These people are often employed and earn a decent living, but they simply need a little extra help to improve their skills in certain areas, something that would also help them improve their working conditions.

For several years now, our sector has been called upon to focus its efforts on job placement. In so doing, we have noticed that many Ontarians who do not have the essential basic skills find it difficult to complete their learning pathway or to find a well-paying job and keep it. Often, as a result, 1

https://www.linternaute.fr/dictionnaire/fr/definition/rayonnement/

they end up requiring financial assistance over longer periods of time. Renaud Saint-Cyr talks about this finding in an article in this issue: There is a collective cost in repeatedly returning to employment assistance agencies.

LBS is essential to success. Making LBS the first step in a trai­ning pathway or an employment pathway would greatly improve the success rate for job placement. This is especially true since training that would take place over long periods of time is now a thing of the past. Today, our skills development training sessions are modular and often short term.

The Coalition ontarienne de formation des adultes (COFA) has launched an awareness campaign as a means of changing outdated perceptions about LBS. This year, we want to better showcase our work as partners in the success of Francophones, and make a difference in their journey towards employment and in how they participate in the life and culture of their community.

I invite you to discover COFA’s awareness campaign and all the advice about showcasing your activities in the pages of this issue. We have proposed tools to help you prepare enga­ ging content, present conclusive data and relate the honest human stories that play out every day in our centres. Because in the end, as Renelle Bélisle says in the issue’s very last article, “Our goal is for you to succeed.”

Enjoy this issue and showcase your activities in your communities! 

Awareness

Under-Appreciated, YET HIGHLY VALUABLE

By Laurence Buenerd // Coordinator and Copywriter Literacy training, regardless of its name or its various com­ ponents, has always been under-appreciated. It first emerged during the popular education movements of the 1970s and is too multilayered to be easily understood, both by its target audiences and funding agencies. Not only is it unappealing but learners also rarely have the courage to acknowledge par­ ticipating in or completing any literacy courses. Yet, literacy and basic skills (LBS) programs are the foundation of multiple individual success stories.

Ontario is about to introduce its economic recovery plan to overcome the effects that the pandemic has had over the past 18 months: a plan for those who have lost their jobs or who have had to change careers. There is a window of opportunity to promote the key benefits of LBS training and to educate both those who could benefit from it and those who are mind­ ful of making good use of public funds. In the fall of 2021, the COFA initiated an awareness campaign precisely on this topic.

DEVELOPING LEARNING PLANS For Ontario’s economy to truly recover, it is imperative that labour market recovery programs be made available to all individuals who are looking for a job that will provide them with more than basic necessities. The first step in such programs is an essential skills assessment. Based on such an assessment, a learning plan is developed. This plan allows each individual participating in a personalized training program to learn about the skills they need to improve based on their career goals and

the type of training they choose, whether general apprenti­ ceship or secondary or post-secondary education. Once skills for improvement are identified, LBS program practitioners can support learners in developing the essential skills they need to advance to next steps. By being well prepared for what comes next, learners are able to perform at their best, graduate and find a job.

SIGNIFICANT RISK OF FAILURE Renaud Saint-Cyr, executive director of Alpha-Toronto, has worked in the adult education sector for 32 years. He has no­ ticed that without LBS training, people who would have need­ ed it are at a greater risk of failing their courses or completing them with a very low pass mark, which makes it difficult for them to find a job. For this reason, he believes that regardless of the entry gate a person chooses, whether it is Employment Ontario, social services programs or a learning centre, they should first get a basic skills assessment. Once this assess­ ment is shared with the individual’s practitioner, a plan can be put in place and, if LBS training is required, it will fit naturally into it. A person who would like to pursue training in construc­ tion may need to strengthen specific skills related to that field, or other types of skills if they instead choose to focus on early childhood or health, for example.

LBS programs are versatile. They are tailored to the needs of learners depending on the type of learning they want

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Awareness to pursue, and also to various regional, urban or rural contexts.

Organizations that offer LBS training reflect this reality with programs that are adapted to individual contexts and a wide range of issues.

PUTTING THE CART BEFORE THE HORSE Over the course of his career, Mr. Saint-Cyr has too often met individuals who needed LBS training. Because they didn’t get it, their learning journey was difficult and they were more likely to drop out or graduate with a lower grade point average. This impacted their job search or retention. It is not uncommon for these individuals to have to retake training and seek support services. Not having essential skills makes it hard to find and keep a job.

The director of Alpha-Toronto is familiar with the revolving doors phenomenon, which results in some people returning to a new learning centre over and over again. He also continues to hear complaints from practitioners that some learners do not have the skill level required to keep up. His concern is as much about the personal aspect of the individual who fails to complete their training as it is about the community aspect, given that the financial support that was invested in this indi­ vidual will not pay off.

He says that Ontario’s Second Career program, which was launched in 2008, is a perfect example of this issue. More than 20,000 Ontarians who lost their jobs during the economic crisis benefited from this financial assistance program, which covered some of their tuition and living expenses. The money invested in this program did not produce the expected out­ comes, in part because participants were deemed suitable for college training too quickly. As a result, more than 50% of parti­cipants were unable to find employment in their chosen field. The purpose of Second Career was undermined by the need to do things quickly.

Today, another concern of Mr. Saint-Cyr is the lack of communi­ cation between different services that work for the same cause, despite receiving funding from the same ministries. However, he is still optimistic for the future and for the new economic recovery plan that will be implemented this fall.

A TINY DROP THAT HAS SUBSTANTIAL IMPACTS Beyond all, Mr. Saint-Cyr believes that it is essential to regularly remind people of the importance of LBS and its benefits, in particular as this type of training requires only limited funding. By its very nature, LBS does not get much publicity through its initial recipients: who likes to talk about their time in a literacy class? Learning centres also tend to want to pro­ tect their learners and their right to remain anonymous.

Mr. Saint-Cyr firmly believes that every person who plans to pursue professional training should systematically have their skill level assessed. He also hopes to be able to work in

simul­taneous partnership with officers of social services or community programs who interact, such as Ontario Works, Employment Ontario or the Ontario Disability Support Program. If each organization encourages its clients to partici­ pate in a skills assessment, learning plans will be established on a solid and realistic basis, and if some clients require LBS training, it will naturally be integrated into their learning plans.

PROGRAMS THAT HAVE PROVEN TO BE EFFECTIVE Although LBS programs are small in the larger context of employment assistance programs, Mr. Saint Cyr feels that they are still essential and they have proven to be effective.

A 2016 eva­ luation, led by the independent firm Cathexis Consulting, concluded that Ontario’s LBS programs meet or exceed the Ministry of Education’s targets. “Workforce assistance programs are expensive programs for taxpayers,” he explains. “That’s why we need to constantly remind people of the importance and relevance of LBS to the entire Ontario community.” [translation] And for some newcomers who have had little education in their home countries, or for Canadians who have had diffi­ culty making their way through the school system, LBS is an opportunity to help them live life to the fullest and thrive in their professional lives. 

Awareness

LBS is Supporting Ontario’s Economic Recovery

By Denis Bertrand

//

Public Relations Consultant

In a document published by the COFA in July 2021, titled L’importance du rôle de l’alphabétisation et de la formation de base dans la relance économique de l’Ontario (available in French), it is noted that “literacy and basic skills training is based on five factors, including personal resilience, business agility, leveraging public investments, systemic gaps, and economic reintegration [translation].”

This is especially important as “nearly half of Ontario adults have inadequate literacy skills [translation].” To address this concern, the COFA is recommending that LBS be placed at the heart of public policies for Ontario’s economic recovery.

The COVID-19 pandemic has prompted both federal and Ontario governments to introduce measures to help reintegrate workers who were impacted by layoffs and changes in the labour market so as to support the economic recovery. However, reports indicate that these types of programs have not been successful in achieving their desired outcomes. For example, in its 2018 Annual Report, the Office of the Auditor General of Ontario indicated that only 10% to 13% of Ontario Works recipi­ ents left the support program for employment within five years.

As a reminder, Ontario Works provides financial assistance and employment support to individuals who are experiencing financial hardship.

LBS programs can help multiply the impact of such invest­ ments in economic reintegration by increasing the literacy and basic skills of learners, which in turn results in increased prosperity and social inclusion.

Many of those who engage in Ontario Works or the Ministry of Children, Community and Social Services’ programs could benefit from an LBS assessment. LBS referral and coordination services increase the likelihood of learners succeeding and being able to learn, and as a result, succeeding in the work­ place or continuing their education.

The COFA team also believes that better coordination between the services provided by government employment assistance programs and LBS programs would enable all stakeholders to work together to better support individuals who need to upgrade their literacy skills to improve their lives. 

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Awareness

A SHORT GUIDE TO REPRESENTATION: SHOWCASING YOUR PROJECTS TO CONVINCE THE AUTHORITIES, THE MEDIA OR POTENTIAL PARTNERS

By Denis Bertrand

//

Public Relations Consultant

If an organization is seeking the attention of the authorities, the media or potential partners, it needs to be prepared to engage with them. Here are the steps to follow: Identify the topic(s) you want to address. Identify no more than two that you will define, including related background, implications and issues for your sector or the community.

Identify the people or the organizations you want to engage with. Find out what interests you have in common.

As appropriate, and depending on your topic(s), put forward a solution or proposal that may be of interest to your contacts.

Define the objectives you hope to achieve.

Explain how you can implement the solution or proposal independently or with the help of those you are reaching out to.

If possible, identify any existing support you may have.

Write a memo that summarizes all the content (maximum of two or three pages) that you will present or leave behind.

If you are speaking to the media, this will be a news release.

Follow up with those whom you engaged with to see if they have any additional questions or if they have reached a decision. If the response is positive, thank them and agree on a mutually beneficial arrangement. If the answer is no, try to get further clarity. Sometimes an unsuspected detail that you may have overlooked can change someone’s mind. If the answer is still no, identify other people to speak with.

Determine if your issues are still relevant or if the situation has changed. Evaluate what you’ve done, adjust your approach and repeat the process. 

Awareness

Switching from the "what" to the "why": How to sell your raison d’être

By Marie-Eve Pépin // President, Missile Communications

In communications, we use the expression "whistling in the wind" to describe when an opportunity to effectively communi­ cate a message has been missed or when a certain strategy falls through. Every single day, you are given an opportunity every time that someone asks you what you do. What do you answer?

What a great opportunity to sell yourself, to talk about your mis­ sion, and your reason for being without giving a boring speech.

To avoid whistling in the wind, you need to start with the "why."

WHY DO YOU DO WHAT YOU DO? One day, one of my professors in the master’s program in leader­ship asked a student up to the front of the class. She told him to “sell me this pencil.” The student made several argu­ ments and described the pencil as being at the cutting edge of technology, and used descriptions that were bordering on the absurd. The professor remained unconvinced. She did not buy the pencil. She then reversed their roles and became the pencil seller. The professor presented the student with a document to sign. Knowing full well that he did not have a pencil, she pro­ ceeded to sell him one! The lesson learned lies in more than the ordinary pencil and its function; the lesson lies in its reason for being, the reason why it is made.

In his 2009 TED Talk, Simon Sinek, the eternal optimist, popula­ rized his “WHY”1 approach. His method for selling is based, first and foremost, on defining the raison d’être. The raison d’être tells people why you do what you do. It’s better to sell your reason for being than to simply say what you do or what you sell. This is the foundation of Sinek’s teachings; good leaders who properly communicate their reason for being inspire con­ fidence and security. They bring about change and success.

You can do it too. Here are a few tips.

FIND YOUR WHY

learners who were successful, who had a notable journey or even from employers who spoke highly of your organization.

The “why” does not emerge overnight. It can sometimes be a long process.

AUTHENTICITY It also takes courage to find one’s reason for being. It’s an in­ trospective exercise. It’s a self-imposed candid line of ques­ tioning. Authenticity is important in this exercise because we cannot invent our reason for being. It exists and it must reflect who you are. All that’s left is to figure out what it is. Ask your­ self if you are successful in getting people out of their comfort zone, if you like to bring about change, if you are able to make a difference for others, if you enjoy what you are doing and are successful in transforming challenges into solutions. These leads, and many others, will get you on the right track.

DARING It pays to be daring as long as it’s authentic! Selling your raison d’être can be done in an original and fun manner in order to leave a lasting impression. There is no harm in saying that you are in the training field because you can change people’s lives, improve their situation and help them to succeed.

AND THEN? You need to say it out loud. Read aloud the “why” you wrote on the paper. Practise saying it in front of people you trust. Watch for reactions. Realign and readjust. Then start again; repeat and practise. A strong message that is well communicated and mastered will have the desired effect. When we state with con­ fidence why we do what we do, the rest, meaning the how and the what (product), will follow naturally2. 

Don’t sell LBS. Sell instead the reason why you chose to work in LBS. To do so, take some inspiration from the stories of SIMON SINEK. "Start with WHY", Simon Sinek, [Online], September 2010, [https://simonsinek.com/about/simon-sinek?ref=mainNav] (Consulted October 3, 2021).

STÉPHANIE BERGER. "Commencer par le pourquoi" and "Le cercle d’or de Sinek," Extraordinarité, [Online], 2021, [https://extraordinarite.com/commencer-par-le-pourquoi/] (Consulted on October 3, 2021).

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Highlighting

The Shift to Digital Based on a workshop from Hanane Abdelmadjid, Communication and Liaison Manager, Le CAP The worldwide COVID-19 pandemic has accelerated the digi­ tization efforts of governments, companies, educational insti­ tutions and organizations offering services to the public. This shift to digital became necessary for institutions, but it also pulled the vast majority of the population into its curve and modified their habits and social interactions.

One of the biggest difficulties facing service organizations almost from the start was their inability to receive people on site at their office. These operational and economical cons­ traints forced organizations to deploy a hybrid and flexible service offering to meet the needs of their beneficiaries. This deployment occurred more or less quickly: in September 2020, a survey conducted among 247 Francophone organizations in Ontario showed that only 57% of these organizations were able to offer most or all of their services1.

Despite everything, the adoption of digital, interactive and participative platforms helped a number of organizations and social businesses keep their head above water by allowing them to continue operations. These organizations acquired the ability, with just a few clicks, to interact with their beneficiaries, to listen to their needs and to collect precious data that repre­ sents a significant advantage in creating loyalty amongst these beneficiaries and a broader audience.

The pandemic has pushed more Canadians to use the Internet and has increased the amount of time spent online.

The Canadian Internet Use Survey, which was conducted from November 2020 to March 2021, found that 75% of Canadians 15 years of age and older engaged in various Internet-related activities more often since the onset of the pandemic and that almost half of Canadians (48%) reported performing at least one of various Internet-related activities for the first time during the pandemic2.

It also resulted in increased social media use: 43% of adults increased their social media use during the pandemic, with a significant increase of 60% among those under 35 years of age3.

and serving as a catalyst for mobilization. Beneficiaries and audiences will remember those organizations that created and maintained this virtual link through which many people felt supported, reassured, and sometimes even inspired.

In parallel, agencies, organizations and companies adapted their online offerings, and the use of social media was extended to governmental agencies, hospitals and service organizations.

As an example, they use them to coordinate certain actions: mental health awareness campaigns coupled with online therapeutic services, coordination of promotional activities for the vaccine among immigrant communities, etc.

Similarly, digital marketing was largely adopted by organiza­ tions and social businesses. With one click, beneficiaries and audiences can be immersed in a participative experience by keeping the message centred around “us” rather than “you.” They rely on inclusive communications that ensure the represen­tativeness of all the ethno-socio-cultural categories (age, gender, social category, ethnicity, sexual orientation, etc.). According to a study by Microsoft4, 63% of the people interviewed believe that a brand that reflects the community’s diversity in its communications is more trustworthy. These stra­ tegies seek to intensify the collective sense of belonging and, ultimately, to increase community involvement. An example might be an inclusive approach to writing and language, such as using « personnes apprenantes » rather than « apprenants » in French texts, or using antidiscrimination approaches to ensure wider access to services.

For many organizations and social businesses, digital marketing may well represent an opportunity to build close relationships with their beneficiaries, to motivate involvement and, one day perhaps, to develop an inclusive leadership that will have a domino effect on the community. By promoting equity, diver­ sity and inclusion in the access to services being offered, these strategies also contribute to the well-being and mental health of the entire Canadian population. 

These virtual forums for exchanges have played a role in faci­ litating communications, retaining the loyalty of users Fédération des communautés francophones et acadiennes du Canada. "L'impact de la pandémie sur les organismes francophones," [Online], February 2021. [https://fcfa.ca/wp-content/ uploads/2021/03/Rapport-de-la-consultation-sur-COVID-19_VF.pdf] 2 Statistics Canada. "Internet use and COVID-19: How the pandemic increased the amount of time Canadians spend online », [Online], June 2021. [https://www150.statcan.gc.ca/n1/en/pub/4528-0001/2021001/article/00027-eng.pdf?st=q4boqijY] 3 Vividata. "Capturing the dynamic consumer habits of Canadians amidst a pandemic: Vividata’s Fall 2020 Survey of the Canadian Consumer," [Online], June 2021. [https://vividata.ca/press_release/capturing-the-dynamic-consumer-habits-of-canadians-amidst-a-pandemic-vividatas-fall-2020-survey-of-the-canadian-consumer/] 4 Microsoft Advertising. Intelligent connections. “The Psychology of Inclusion and the Effects in Advertising: Gen Z,” [Online], 2020. [https://advertiseonbing-blob.azureedge.net/blob/bingads/ media/insight/whitepapers/2020/07-july/inclusive-marketing/microsoft-advertising-whitepaper-the-psychology-of-inclusion-and-the-effects-in-advertising-gen-z-final.pdf].

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Create engaging content

Creating Engaging Content on Social Media

Based on a workshop from Camille Sigouin, Digital Content Producer In May 2021, Camille Sigouin presented on the Assemblée de la francophonie de l’Ontario’s online platform1, where she shared several tips on how to create content to communicate through key social media. The following article contains a summary of her presentation.

WHERE TO POST YOUR CONTENT? The following are Camille Sigouin’s recommendations on three of the most widely used platforms for non-profit and community organizations.

Facebook2

This social network was originally created to share personal information, news and current events with friends and acquaintances with similar interests. Over time, it has become a major advertising platform.

Things worth knowing about Facebook: › 80% of people who use the Internet have a Facebook user account; › By the end of 2020, Facebook had 2.85 billion active users per month; › In Canada, it is the second most popular social network (YouTube is number one); › It serves as a good complement to a traditional website.

Using Facebook effectively helps to: › Increase awareness about an organization and improve its search engine optimization, i.e. its natural referencing, which is what determines the positioning of a website in the search engine results pages. The Facebook page will appear in the first results if a search is made on the organization; › Increase interaction with the community: Facebook allows you to react quickly to questions and comments, create a sense of engagement and build a community by asking questions, creating contests, etc.; › Promote content (images, resources, articles, etc.), such as articles about an organization’s activities, news releases, photos of activities, etc. The activity on the page, exchanges and number of shares will influence the number of people who will see an organization’s publications on their news feed; › Build a community around an organization by creating one or more groups, like a group of volunteers or facilitators, a bit like a coffee corner would help to do.

Paid advertising on Facebook remains affordable for community organizations when it’s well targeted. Posting good content on a regular basis is also a very effective way to promote an organization to potential audiences and clients. In addition, the new cookie management guidelines and the fact that people now have the choice to allow or not allow ad personalization could have a significant impact on the effectiveness of all ads on Facebook, YouTube, TikTok, etc.

https://monassemblee.ca/les-formations-virtuelles-de-lafo AFO has also published a Guide to Social Media, available online on its website, in Pdf format (in French): https://monassemblee.ca/wp-content/uploads/2021/02/GuideMeilleuresPratiques_ MediasSociaux_2021_02_08.pdf 1

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Highlighting

Instagram 3

This social network was originally designed to share photos and videos from a smartphone. The platform has been owned by Facebook since 2012, with similar goals and increasingly, interchangeable publications on either platform. Instagram is now accessible from a computer and also allows publications from a computer for business accounts.

In 2020, Instagram had more than one billion active users per month.

It allows users to post news (or “stories,” inspired by Snapchat), videos on IGTV (Instagram TV, inspired by YouTube) as well as short and entertaining videos (“reels,”inspired by TikTok). The majority of its users are between 16 and 34 years old and it is the social network of choice for influence marketing and influencers.

Using Instagram effectively helps to: › reach younger audiences; › experiment with visual creativity in a different way than with print or Facebook posts, since it is a platform that is highly focused on visual effects; › redirect users to your website or other platforms (like YouTube).

It is also a good platform for driving engagement (for example, through contests to increase the number of followers).

Instagram is also effective for creating engaging content, in addition to promoting services or events. It is the right place to post photos and videos that tell an experience: the kind your organization can offer.

LinkedIn

Camille Sigouin describes LinkedIn as “Facebook in a suit and tie.” This platform is intended for professionals, companies and people looking for employment opportunities, or recruiters. It is meant to create and maintain professional connections.

The platform offers community organizations the opportunity to meet or talk with people of interest in their area of activity.

LinkedIn was created in 2002 and is owned by the Microsoft group, which has made it the largest professional social network in the world. The average user is 44 years old.

Using LinkedIn effectively helps to: › improve your reputation and gain visibility for professionals, businesses and organizations. You can easily publish articles with a direct link to your organization’s website; › like Facebook, LinkedIn is well suited for discussions with respect to publishing new content and responding to questions and comments. It is also a great space to post information related to training, as it is a platform for professionals. This type of publication is particularly attractive content for potential clients; › promote the culture of your organization. This can be done through testimonials (clients, members, employees) and be relevant to promote your services (to potential clients) and your organization (to potential employees). 46 million students are on LinkedIn. Camille Sigouin also feels that, in 2021, LinkedIn provides the right space to have more casual conversations, such as those that might have taken place at the coffee machine or during happy hour. However, she does wonder if the casual atmosphere will last.

AFO has also published a Guide to Social Media, available online on its website, in Pdf format (in French): https://monassemblee.ca/wp-content/uploads/2021/02/GuideMeilleuresPratiques_ MediasSociaux_2021_02_08.pdf 3

Create engaging content

HOW TO POST A PUBLICATION?

3› Create and publish videos. Videos are among the most

The following are Camille Sigouin’s strategic tips for creating great public engagement.

To create a good publication:

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Keep your texts short: the most successful publications are between 80 and 250 characters long, especially if the visual effect that accompanies the text is strong;

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Find the right hashtags and use them;

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Focus on the visual impact, getting help from a graphic designer if necessary. Reusable templates can be used, with text boxes to fill in;

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Use emojis as they reflect a mindset without having to use words.

engaging contents, given their narrative and interpersonal elements. They have become essential for all audiences.

People aged 18 to 25 spend a lot of their time watching videos on social media, mainly on SnapChat, Instagram, TikTok and YouTube. Those aged between 26 and 34 also watch a lot of videos but they are selective about where they come from and interact a lot with commercial brands.

People 55 and older use Facebook as much as YouTube to watch videos, mostly based on recommendations from acquaintances. 

To write quality content:

1 › Create

pillar content. Pillar content sits in the middle of what matters to the organization and what matters to the target audience. It is designed to provide value to the audience and to optimize the organization’s presence in search engines.

What's important for your organization

›

Your content pillars

What's important for your target audience

› The content can be informative or educational as well as humorous or entertaining. For example, the Collège Boréal has regular publications on expressions and sayings used by Franco Ontarians and for which defini­ tions are excluded from the dictionary and illustrated by a humorous example of use in the academic context. Many organizations also periodically publish historical photos of places or activities to generate nostalgia, comments and discussions.

2› Find

the right hashtags and use them. Hashtags will attract users, who may not yet know about the organi­ zation, to your publications. There is no need to use hashtags on Facebook as they do not work well on that platform. On Instagram, five to fifteen keywords can be used, but they should not be integrated into the text as they make it difficult to read. On LinkedIn, a maximum of five keywords related to the organization’s area of activity can be used but they will only be visible on this platform.

Example of publications made by Collège Boréal on expressions used by Franco-Ontarians: Referencing the woolen pom-pom that decorates the end of a winter cap, "Se calmer le pompon" means to calm down. Then used in context in the given example: Do calm you pom-pom down, admissions applications are still open.

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Seven Tips

Highlighting

TO IMPROVE THE PERFORMANCE

OF YOUR FACEBOOK PAGE

By Marie-Eve Séguin // Communications Coordinator, Coalition ontarienne de formation des adultes

Let’s be real: Facebook can be challenging to understand at times, with its many transformations! But, despite the constant changes, I will give you some tips to improve the performance of your page and help you conquer the Facebook community. This social network, which is one of the most popular on the planet, should no longer intimidate you.

The following are some of my tips:

1 SET ASIDE CHUNKS OF TIME IN YOUR CALENDAR Each month, for instance, set aside a whole morning to create content for your Facebook page.

Write several posts that can be used during the following month.

Repeat the exercise each month and this will help you establish a good work routine.

2 PLAN YOUR PUBLICATIONS Create a board with the different types of publications you would like to post on your Facebook page. It’s always a good idea to cover a variety of topics: 80% of your publications should be meant to inform and entertain your audience, and 20% to promote your services . Here are some examples of topics you could cover: › course schedules provided by your centre; › games to engage your followers; › tips and tricks; › questions to your followers; › activities happening in your community.

https://buffer.com/library/social-media-rules-etiquette (Web Page Visited on September 17, 2021).

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Create engaging content

TRY USING FACEBOOK PUBLISHING TOOLS AND, IN PARTICULAR, THE SCHEDULING FEATURE This allows you to create multiple publications ahead of time. All you have to do is create your content and schedule its publication on your page by choosing the date and time that are convenient for you. That’s it!

If you post on multiple platforms (Instagram, Twitter, etc.), there are websites that offer the possibility of scheduling all your publications on different social networks. These websites include:

GIVE PAID ADS A TRY If you’ve noticed that one of your publications is par­ ticularly popular, why not make it even more visible with a paid ad? If you are hesitant and wary of paid ads, I suggest you start with a small budget and put a time limit on it. You’ll see later if it was worth it and how to adjust your strategy if the attempt was rather unsuccessful.

› Buffer; › Later; › Hootsuite.

USE FACEBOOK “STATISTICS” ON YOUR BUSINESS PAGE If you choose to schedule your publications, you’ll want to know the best time to reach your audience. Just look at the “Publications” section from the “Statistics” tab: Facebook will show you the time and day when your followers are most likely to visit your page. You can then choose the best times to publish your content.

ADD VIDEOS TO YOUR PUBLICATIONS Videos have been growing in popularity for some time now. They are widely shared on platforms like TikTok, Instagram Reel, etc. Why not try producing a video yourself? Showing, for example, how to sign up for your programs (using TikTok videos, they don’t have to be perfect and as a bonus, you could reach a younger audience). For videos with dialogue, consider adding subtitles. Many people listen to their videos on mute to keep the noise down. Subtitles will also help indicate which topics are covered in the video. Remember to limit the length of your videos so that your audience doesn’t lose interest.

www.canva.com

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CREATE YOUR VISUAL CONTENT USING THE CANVA WEBSITE2 This is a free website that allows you to create your visual content (you can read my article on this topic on page 17). Try to keep your designs as simple as possible; don’t overload them with text and colours. Put yourself in your audience’s shoes: is your message clear and under­standable? Test it with friends and family.

Although Facebook changes daily, these small changes won’t affect your work, and may even help you improve your produc­ tivity and develop better work habits. If you want to take away one lesson from this article, it’s to dare and try. Don’t be afraid to make mistakes; sometimes we learn and become better as a result (yes, I know, it’s a cliché). But the more we use Facebook, the more natural our reflexes become and the easier it is. Come on, dare to try! 

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How to Post

AN IMAGE ON INSTAGRAM FROM A COMPUTER B y P e g g y M o r i n / / C B I , Tr a n s l a t o r a n d c o o r d i n a t o r , C e n t r e d ’ é d u c a t i o n d e s a d u l t e s d e Ne w L i s k e a r d

Like me, if you’re more comfortable in front of a computer than a cell phone, I suggest you read the following article to learn how to post your images on Instagram from your computer.

Below are the steps to follow to upload one of your posters, or any other image of your choice, to your Instagram page from your computer: 1 › First, visit www.instagram.com and then go to your Instagram page.

2› From your browser, in the upper right hand corner of the screen, click on the three dots to access the settings options.

3› Click on “More Tools” and then on “Develop­er Tools.”

4› Click on the mobile icon.

STEP 3 STEP 4

5› Click on the “Refresh” icon to refresh the page and view the application as if you were on your cell phone.

6› Click on the “+” icon to add content.

7› Choose your image.

8› You can adjust the size of the image by clicking on the two arrows, and rotate the image in the direction you want.

9› Click on “Next.”

10› Write a caption or a message.

11› Add hashtags to increase the visibility of your publication.

12› Click on “Share.” Your image should now be visible on your Instagram feed.

STEP 6

I hope you get a chance to practice using the development tools from your computer to post images on Instagram. 

STEP 10 TO 12

Create engaging content

Canva, the design tool AIDING ORGANIZATIONS

By Marie-Eve Séguin // Communications Coordinator, Coalition ontarienne de formation des adultes

For those community organizations that cannot justify the cost of recruiting a graphic artist into their team or that have dif­ ficulty in obtaining the services of a graphic design agency, the Canva1 software represents a good alternative solution for creating more complex graphic documents than those that can be done in Word.

What is Canva? It’s described on its website as an "online de­ sign and publishing tool with a mission to empower everyone in the world to design anything and publish anywhere."1 Why use Canva? Firstly, because Canva is a free tool. Yes, you read that correctly: FREE! Some features do, of course, require a fee, but the basic package costs nothing. Here are the ad­ vantages of the free account (you will have the option, if you are interested in the software, of opting into the PRO account at a later date): › More than 250,000 free templates; › Different template formats (publications for social net­ works, PowerPoint presentations, letters, invitations, etc.); › Hundreds of free photos and graphics; › The possibility of inviting team members; › The possibility of collaborating and leaving real-time comments; › 5 GB of storage space in the cloud.

Canva is relatively easy to use and allows users to work on graphics projects from a computer or even a cell phone. Here is a short user’s guide to this platform.

USING CANVA You need to start by creating an account. The home page, which functions as a page of recommendations, proposes a wide range of pre-designed templates according to your needs (presentation, poster, social networks publication, etc.) and based on your chosen theme. You can store your creations and share them. https://www.canva.com/about/ Consulted on September 16, 2021.

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HOW TO CREATE A DOCUMENT The “Create” button in the upper right hand corner will open a work space. You will then have the choice of using a pre-de­ signed template or making your own personal creation. If you choose the first option, you will have to select a model that can be easily adapted to your needs: you can redefine the colours, change the lettering, modify the text, add photos, etc. Remem­ ber these templates are only suggestions and that you can add your own personal touch. The left side menu allows you to add elements and text, to download photos, etc.

Here are a few ideas of creations for your organization: › Posters announcing the courses offered; › Facebook publications; › Presentations for your courses; › Certificates for your learners, etc.

A FEW DESIGN TIPS If you are not a graphic artist, here are a few tips to keep in mind when creating your documents:

1 › Keep it simple: We use the KISS design principle, “Keep it

simple, stupid.” While it may be tempting to use everything that is available, it’s important to keep your creations as simple as possible to get your message across clearly, as you would do for a written text. Your message will be better received because it will be easy to decipher.

2› Use two or three fonts at most: If you use too many

lettering styles, your document might be difficult to read.

If you need to diversify the various elements of your text, it would be better to take advantage of the various styles of each font: bold, italics, etc.

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3› Avoid using too many colours:

As with the fonts, limit the number of colours you use. You may, for example, seek inspiration from your centre’s colour palette or logo, and choose one or two main colours and one or two comple­ mentary colours. You can then adapt this colour palette to all your creations, which will provide coherence to your graphic communications and will help your public identify and recognize your publications.

4› Align and balance:

You would never put all the furniture in one corner when setting up a new room. Think about this principle when creating your design: take advantage of the blank page and use each space thoughtfully, with­ out overloading anything.

TO PUBLISH YOUR CREATIONS Once you are satisfied with the document you have created, you have several options. › You can download the document to your computer (by clicking on the “Download” button in the upper right hand corner) by selecting the format in which you want to save the file (PNG, JPG, PDF, etc.). › You can also publish the document on one or several of your platforms, or send it by email (by clicking on the ellipsis next to the “Download” button; several options will appear).

› You also have the option of sharing your documents, with varying end results: » Share a link to modify; » Share a link to use this document as a template; » Share a link to view the document. › Lastly, you can save your creations and return to work on them at a later time.

And presto, it is really easy to create documents in Canva.

MY OPINION Canva is a user-friendly platform that anyone can use, even without any special knowledge of graphic design. I hope that this article will encourage you to visit this platform and give it a try. I have only mentioned a few of the possibilities that are offered by the Canva platform. If you want to learn more, COFA will be offering a more detailed presentation on how to use Canva during one of its sharing communities in Winter 2022. Stay tuned to take advantage of this great opportunity and learn more about this software. Don’t hesi­ tate to try it out; you will not be disappointed! 

Create engaging content

Traditional Marketing

ISN’T OVER JUST YET

Based on a workshop from Caroline Lamarche, Creative Director at Chabo Communications

What is traditional marketing? According to Caroline Lamarche, creative director at Chabo Communications, it can be defined as marketing that is not online, both in terms of media, like paper and billboards, as well as broadcasting, like radio, television and phone calls. Traditional marketing is also used in the context of specific event activities, such as kiosks, banners and promotional objects.

reduced advertising budgets, increased time spent indoors and social media use.

Over 18 months, the pandemic has had many impacts on the lives of persons and on organizations, including in terms of marke­ ting, business-to-consumer relationships, communication habits,

More importantly, the pandemic merely served as a catalyst.

Digital technology was already everywhere in our lives and favoured by marketing professionals for its flexibility as well as the

These changes have resulted in new behaviours. For example, people aged 70 and over have increased their use of social media and video conferencing tools to stay in touch with their loved ones.

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Highlighting possibilities it offers to target audiences with precision and obtain accurate statistics in real time, at interesting costs.

Still, traditional marketing remains relevant and continues to have its place among the many ways to make your organization and its activities known. When used properly, it can be very effective.

One theory in advertising is that you need to use at least three different ways to reach your target audience. Another theory is that repeated messaging is one of the best ways to getting the consumer to take action. According to Ms. Lamarche, this is still true but it’s primarily the scope of the message that will generate a result. For example, the message must be relevant to the target audience’s situation: you won’t sell eyeglasses to someone who doesn’t need them.

To create a message that carries, you need to know and under­ stand these four main influencing factors:

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What is the end goal of the message? To sell, educate, inform, recruit, etc. (action to be prompted).

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In what region is the message being delivered? What is the situation of the target populations, what are their challenges and realities?

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Who are the different target audiences? They should be divided into segments. The “who,” “what,” “where,” “when” and “how” questions can help distinguish between an organization’s different target audiences. For example, age range, education level, need for job training, employment, etc. An active young adult with reading difficulties will not be impacted by the same messages and channels as a grandmother who has a hard time using the software and apps on her tablet or phone.

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What are the current events or trends? For example, part of the workforce hasn’t been driving to work for 18 months, so a radio ad may not reach them.

Moreover, you should think carefully about how to properly identify your target audiences. Once you’ve done this, it is important to develop a communication and marketing strategy.

Ms. Lamarche suggests that the strategy can be as simple as an action plan or as extensive as a plan based on resources and objectives. It should provide an overview, over a defined period of time, based on budget, existing resources and influen­cing factors.

This strategy is meant to: › provide direction for both traditional and non-traditional efforts; › ensure alignment of efforts (whether solely internal or, for example, through an external agency);

IN NORTHERN ONTARIO, ROAD SIGNS ARE OFTEN USED. › distribute tasks within the work team and possibly externally; › facilitate the continuity of activities (in the event of staff turnover); › maximize the budget impact.

A strategy is an investment.

MESSAGING AND COMMUNICATION TOOLS Effective messaging For repetition to be effective in getting the message across to the target audience, it must be coherent, consistently presented, and clearly identifiable to the organization. If these principles are followed, key messages can be tailored to suit different target au­ diences.

The message needs to capture the recipients’ attention, which is why choosing the right vocabulary and language level is im­ portant, as is using key words (free, for example). The message should also include a proposed solution, such as “get a job,” or have the effect of provoking an action, such as “sign up online,” or “call us.”

Targeted communication Traditional marketing limits the possibilities of individual tar­ geting, but you can still target small segments of the audience through mailings based on a small area, or through displays in certain locations. To do this, however, you need to know the consumer habits of the people in these segments: Do they read? What kind of reading do they like? Do they listen to the radio? What programs do they listen to? Do they take the bus?

What community organizations do they go to?

Ms. Lamarche also points out that it is important to remember that those closest to the target audience can also report infor­ mation after receiving the message. This is why a little broader communication may be worthwhile.

Contained costs Yes, traditional marketing is theoretically more expensive than digital marketing but it can be modulated. Hybrid strategies, for example, allow you to have the benefits of both worlds. Ms. Lamarche recommends not rejecting immediately options that seem out of line. If efficiency is the goal, a low-cost but ineffi­ cient option will be an expense rather than an investment.

For this reason, each tool must be evaluated based on the in­ fluencing factors of the target audiences. For example, hand­ ing out a promotional item may be done during a trade show type event, or after a registration. In either case, the type of item will not be the same, nor will its quality. Its usefulness should also be discussed.

Create engaging content

IN MARKETING, IT’S ALWAYS PREFERABLE TO IMPROVE YOUR VISUAL IDENTITY RATHER THAN TO COMPLETELY CHANGE IT. In the case of a printed document, its format and support will depend on the type of text and its length: a pamphlet or a simple card. If the information could quickly become outdated, it should be printed in smaller numbers, for example.

10 FACTS TO KEEP IN MIND 1 › When used appropriately, traditional marketing can be very effective.

Analyzed results

2 › There is no one-size-fits-all formula.

Digital marketing allows you to accurately measure the effective­ ness of your efforts: how many people have seen your message, which audiences have seen it, did it provoke interactions, etc.

3 › You

Traditional marketing is less precise. It gives you an idea of the potential reach of the message by the number of mail­ ings, for example. Ms. Lamarche recommends developing a better understanding of the outcomes by generating statis­ tics with learner questionnaires or surveys, noting the number of inbound calls or registrations during or after a marketing campaign. By collecting and analyzing data, you will be able to adjust your future marketing efforts.

4 › A

5 › The

No one-size-fits-all formula

7 › Repetition

Ms. Lamarche cannot recommend a specific type of marketing tool because each strategy is based on very different variables: the goals pursued, the audiences targeted, the efforts made, the outcomes achieved or not, etc. All of these elements are very important in developing a specific strategy. Since few orga­nizations are fortunate enough to have access to a profes­ sional team, or even to a marketing professional, the decision to use external services on a one-time basis would undoubtedly be a good investment to implement this type of strategy. 

need to know and understand your influen­ cing factors: objective, region, challenges and target audience. strategy is an investment that enhances the final outcomes. message must capture the target audience’s attention and prompt action.

6 › The

reach of the message is just as important as its repetition. only works if the message is coherent, the design is consistent and the brand image is represented.

8 › Timeliness

must be considered when identifying relevant marketing efforts.

9 › Given the partial targeting and costs associated with

traditional marketing, each tool you consider should be carefully evaluated.

10› Any

data you are able to collect will help improve your future marketing efforts.

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MAKE THE RIGHT DECISIONS

BASED ON THE RIGHT DATA B y Wa s s i m E l - Ka s s / / A s s i s t a n t D i re c t o r , A d v a n c e d A n a l y t i c s Solutions Centre, Operations Planning and Performance, Immigration, Refugees and Citizenship Canada

If human intelligence is defined as the intellectual capability of humans to make the right decisions in life, business intelli­ gence can be defined as the intellectual capability of decision makers to make the right business decisions.

Numerous studies over the last decades show evidence that in­ telligence leads to better success and health outcomes (Brown M.I. & Wai J., 2021). This applies both to people and operations.

Decision makers must have timely access to the factual data they need to make the right informed decisions at the right time. Often, the data required to make the right business decision come from different sources and is too large for any human to link it together and process it. This is why business intelligence involves the use of many tools, skills, and processes to integrate data coming from various sources into one central repository and to transform the raw data into more concise and actionable formats, such as reports and dashboards.

Important decisions lose their value and may become obso­ lete if not made on time. For example, failing to take the right measures on time to improve student retention can lead to significant losses for education institutions. To act quickly, insti­ tutions must watch for the early signs that might affect student retention, such as the number of academic failures or dropouts. Specialists in each sector usually know what to look for but need systems to capture this data and tools to present it in a more consumable way to decision makers. Previous experience, client feedback and historical data are also important sources for learning what information is important for decision-making.

Let’s take the “Plateforme canadienne de formation à distance (PCFAD)” project as an example: it is crucial to understand and address the many limitations and constraints that could be faced by learners. This could include the lack of access to appropriate devices (computers, tablets or others) or a reliable

high-speed internet connection, unavailability during certain activities, such as harvesting and hunting seasons, and other family, demographic and sociocultural reasons that would prevent learners from having a normal online learning experi­ ence. Without collecting the right data, it is almost impo­ssible to reach out to more learners or to retain those already en­ rolled in a training program. Surveys are good but a better way to collect data is to do so systematically and automatically, whenever possible. For example, systems can automatically detect slow connections and log this information for further analysis. If a significant number of slow connections are de­ tected, a business might decide to implement a system that automatically decreases video resolutions for clients with slow connections to improve their online learning experience. It is very important to inform users and obtain their consent before collecting any personal data.

If we use again the PCFAD example, access to efficient systems and tools would be essential for its steering committee: it would help make better informed decisions, leading to the implementation of the right programs and conditions to en­ sure the success of learners. This is why business intelligence is paramount. 

Encouraging participation

Connect With Your Audiences

and Increase Their Participation This article summarizes the information included in an inventory that was created in 2021 by Claudie Solar, Louise Brossard and Paula Duguay. Entitled “Comment informer et susciter la participation? Répertoire de moyens pour les intervenantes et intervenants,” [in French] and published by the Institut de coopération pour l’éducation des adultes (ICÉA),1 this inventory was developed from ideas put forward by four organizations2 in Quebec on how to provide information on and encourage participation in their activities.

1. MAKE YOURSELF AND YOUR SERVICES KNOWN According to the inventory, the first recommendation to make yourself known is for an organization to ensure a constant presence in its community and, as much as possible, dissemi­ nate information all year long through various channels.

Two main types of strategies are suggested to disseminate information directly or indirectly.

Direct Contact Direct contact is often more effective than indirect contact be­ cause it puts a face or a voice “on the organization.” Human contact often makes all the difference. Direct contact can be achieved in the following ways: › making door-to-door visits; › setting up an information booth at public events (sidewalk sales, block parties, activities organized by other organi­ zations, etc.);

› participating in neighbourhood activities (i.e., selling ice cream at a neighbourhood party); › establishing a partnership with support organizations (i.e., a social assistance office).

The other most common type of direct contact is a phone call or an in-person visit to the organization. Since the very first contact will determine an individual’s impressions about the organization, a warm and welcoming approach is important.

The first call often takes courage and people who receive a recorded response may not repeat the effort. This is why it is best to answer directly. The person greeting visitors or recei­ ving calls should be a good listener, demonstrate empathy and do their best to address questions or concerns. The informa­ tion given can be related to the organization’s services or to available resources in the community.

Using Creative Approaches to Attract Potential Learners Some organizations choose to offer a service to the public without it being directly related to their mission or to their potential learners, which increases their visibility and their

Visit the ICÉA website at https://icea.qc.ca The Association of single-parent and recomposed families, La Source (Victoriaville, Quebec), Destination Travail (Montreal), the families Stop-over Le Triolet (Montreal) and the employment services of Trois-Rivières.

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chances of meeting people who are interested in their services, or who can pass on the information to acquaintances. For example, an organization that works to promote employability could provide access to the services of an optometrist in its offices, for a small fee.

Indirect Contact Word of mouth is one of the most effective ways to spread the word about an organization’s activities and make potential learners want to learn more. For word of mouth to be effective, it is important to inform as many people as possible, even those who are not directly interested in your activities. For example, a grandmother may hear about services for single mothers and share this information with her granddaughter. There are many ways to vary the channels of outreach. Ideally, to ensure con­ sistent visibility, an organization should use a variety of means to present its services and repeat its messages regularly. These different means include the following: › asking participants to talk about their experience with others. They often find very effective ways to share infor­ mation. They find the right words to reach out to others who are in a similar situation; › asking former participants to attend the organization’s information sessions to share their experiences. In this case, a little training on how to provide information may be needed; › sharing information with staff from other organizations that serve the same target audiences. For example, these indivi­ duals could be professionals from health and social services centres, nurses, social workers, occupational therapists, educators (specialized or not), school personnel and school services centres, employment assistance services, etc.

It may be helpful to establish agreements with other or­ ganizations that provide complementary services; › participating in community organizations’ issue tables is also a relevant and effective way to make yourself known.

Contrary to popular belief, an organization’s website is not suffi­cient to make information accessible. It serves primarily as a reference after an initial direct or indirect contact.

Other recommendations in the inventory to ensure an organi­ zation’s visibility include: › publishing a monthly newsletter; › posting information in public places such as City Hall, con­ venience stores, pharmacies, neighbourhood clinics, etc.; › distributing flyers at public events.

If a website isn’t enough, it should be regularly updated and maintained, as should the social media channels used by the organization.

2. CREATE A DESIRE TO PARTICIPATE IN THE PROPOSED ACTIVITIES While it is important for an organization to make itself known, the information a person receives is not always sufficient to convince them to participate in activities. This is especially true if the person is experiencing difficulties in their daily life. By offering some support services and adapting their offerings, organizations can increase the number of people participating in their activities. For example, single parent families may be interested in: › child care services; › daytime activities while their children are in school or daycare; › transportation assistance, etc.

Encouraging participation

Other people may be interested in: › carpooling opportunities; › free meals during activities, etc.; › accompaniment during an administrative or legal process (divorce, immigration, Sexual assault support centre, etc.).

A final element that can also promote participation is the at­ mosphere in which potential participants are welcomed. To help them feel comfortable, a warm welcome and a good lis­ tening ear are essential. The organization could also: › incorporate elements that reflect different cultural realities into their training courses; › reassure each person of their skills and know-how acquired to date; › offer support or advice; › provide a coffee area for informal discussions or a short break.

3. ACCOMPANY PARTICIPANTS TO THE END Once people have participated in an activity, the challenge is often for them to participate until the end, such as pursuing training until they obtain their first diploma. The final recom­ mendation taken from the inventory is to provide these indi­ viduals with good accompaniment as part of a comprehensive approach to help them achieve their goals.

Accompaniment can involve, for example: › providing relevant information based on a request; › ensuring regular contact and follow-ups; › adapting methods based on the cultural realities of accompanied individuals.

The comprehensive approach consists of always taking into ac­ count the living situation of each person who takes part in the organization’s activities and training. The organization should consider the opportunities for participation based on the indi­ vidual’s situation. For example, there is no point in encouraging a person to participate in an activity if they cannot have their children cared for during that time or if they cannot afford it.

It is not always easy for literacy and basic skills organizations to devote sufficient time, resources and energy to their commu­ nication and recruitment strategies. Yet, long-term efforts are sure to have an impact on the visibility and attractiveness of their services. 

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ENHANCING YOUR ORGANIZATION’S

Communication With Storytelling Based on a workshop from Houda Areski, Communications Specialist

In August 2021, Houda Areski made a presentation on storytelling (or narrative communication) on the Assemblée de la francophonie de l’Ontario online platform1.

The following article is a summary of her presentation.

Storytelling is a technique that uses narrative codes similar to those of stories and narratives in order to capture attention and convey a message to an audience.

Ms. Areski points out that this technique is not exactly recent since narratives have always been part of human history.

STORIES THAT RING TRUE Storytelling is the process of producing a story or stories in a way that is easily understandable and engaging. While in ad­ vertising, the story can be fantastic, for organizations working with communities, it needs to be authentic. The story will fea­ ture either corporate entities (the organizations) or individuals.

Its purpose is to capture the audience’s attention and convince them. The purpose of the story is to inform, educate or raise the awareness of the audience on a specific topic or theme.

To use this technique, Houda suggests reviewing your ways of communicating.

REVISED STRUCTURES She reminds us that online media and the abundance of written material around us have contributed to reducing reading times.

Unlike traditional presentation texts that are structured around an introduction, a body and a conclusion, texts published https://monassemblee.ca/les-formations-virtuelles-de-lafo

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on the Web are focused on immediate effectiveness and aim to convince readers in a period of time that is limited to one or two minutes.

The introduction must contain the essential information to capture the reader’s attention. The body of the text is where the topic is developed, and the conclusion contains additional details, context, etc.

REVISED CONTENT Content is also different. In a traditional presentation text, the framework of the program under discussion is presented first, followed by its objectives, funding, achievements and finally, statements from the people representing the organization.

For a Web narrative, Ms. Areski suggests starting by capturing the reader’s attention with a key accomplishment and its impact, followed by links to the organization’s strategic goals, a key per­ son’s story, data, and possibly a before-and-after comparison.

Encouraging participation

Suggestions for eye catchers: › A call to action, such as starting an article about a training course with a call to register for the next session; › A testimonial or story from an individual, setting the scene, to immerse the reader in the heart of the organization’s actions before developing the theme; › A very telling statistic or a surprising figure.

REVISED ILLUSTRATIONS Illustrations are very important to support the content. Orga­ nizations often publish pictures taken from training sessions, conferences, etc. Ms. Areski suggests replacing them with por­ traits of people in their environment and in the context of their activities. A nice picture can attract readers just as much as a catchy title.

IDENTIFYING STORYTELLING OPPORTUNITIES Finally, Ms. Areski suggests asking yourself the following questions to start thinking about the value of storytelling for your organization: › What are the key messages you want to communicate about your organization’s activities? › What are you most proud of? › Who would be able to talk about them? › Can you get in touch with these people?

Her last piece of advice is to explore the publications of other organizations. Be curious, and then don’t hesitate to try things out and ask for advice from your professional circle. 

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Closely-Knit: THE COCHRANE LEARNING CENTRE AND COMMUNITY

By Laurence Buenerd

//

Coordinator and Copywriter

Renelle Bélisle has always been actively involved in her com­ munity. Before becoming executive director of the CochraneIroquois Falls Learning Centre in 2014, she was president of La Ruche, Cochrane’s cultural centre. She was also a teacher for more than 20 years and a town counsellor for four years.

Today, she assists with the community kitchen and serves on various boards, including a shelter for homeless men. Helping the community is an integral part of her DNA. The Cochrane community is comprised of approximately 5,000 people: 49% French-speaking and 50% English-speaking.

Renelle is attentive to her community. She meets regularly with small business owners and local industries to discuss their needs. As a result, the Centre has introduced new first aid training, which is already increasing in popularity. To comply with new provincial guidelines, a certain number of employees are now required to have first aid training. The Centre’s instructor, Samantha Lavender, graduated last year as a first aid instructor.

TIPS ON HOW TO MAKE YOURSELF KNOWN The Centre is constantly looking to promote its activities and training offerings. Renelle is a big believer in face-to-face outreach, through her involvement with other community organizations. “When I serve meals at the Soup Kitchen, for example, I talk to people there and try find out what their needs are. It makes it easier to provide information about what the Centre can do for them,” she explains. If she had one piece of advice to give, it would be to reach out to potential learners in the community. However, she recognizes that it is harder to do so in larger urban areas.

their computer skills, and an organization in Timmins, further south, that works in the area of mental health.

REFERRALS It’s a partnership that works on many levels, through referrals, and also through the exchange of services. For example, one of the shelters in the area offers workshops on violence on the premises of the Centre in Cochrane.

Renelle hopes to attract more young people. She knows that the newly formed partnership with the local Catholic high school, which is expected to begin referring all youth who have not completed high school to the Centre, will help to bring in younger learners. She is also trying to expand her presence on social media.

CHANGES IN OFFERINGS Like many organizations, the Centre increased its virtual pres­ ence in 2020 as a result of the pandemic. The staff commu­ nicated weekly by phone with learners to keep in touch and determine how they could pursue their learning. Thanks to the senior instructor, who is comfortable with video conferencing applications, much of this was done online using Skype, Zoom, Google Meet or Teams. Depending on the time period, some training was offered off-site to meet the needs and preferences of learners.

With training now available online, the Centre will be able to respond to requests from surrounding communities, such as Sudbury and Timmins. However, short courses will be held on-site and in-person.

Through partnerships that have been in place since 2014, several other organizations refer individuals to the Cochrane-­ Iroquois Falls Learning Centre, including Employment Ontario Renelle’s primary focus during this period was to support those and the Conseil scolaire catholique de district des Grandes who were experiencing isolation or depression. Ultimately, the Rivières, which refer primarily individuals who want to improve demand for training increased and participation rates remained

Encouraging participation high, much to the satisfaction of the Ministry. The year 2021 promises to be just as good with a record number of registra­ tions, driven by the highly successful first aid training.

Typically, the courses most in demand are those related to technology, the Ontario Secondary School Diploma (OSSD), the Second Career program, and LBS skills upgrading for college education. Renelle believes that the new train­ ing courses offered by the centre can work as loss leaders.

For example, participants who take the first aid training will have the opportunity to learn about the range of courses that are offered at the Centre.

USE OF TECHNICAL TOOLS Renelle is also embracing new technology. Through a local company, Stardust Technologies, the Centre has acquired two virtual reality headsets and is working on launching its first industry-based first aid training. The 19-module training course is based on realistic scenarios and has already caught the attention of a local logging company.

That said, the Centre is committed to serving all audiences.

Some training courses on the most commonly used software or on specific products, such as iPads, have been broken down into very short modules to accommodate different audiences and learning rhythms. In addition, each new training course is tested by a group of employees at the Centre as part of its mission.

DIVERSIFIED TRAINING The Centre also provides training for the community as a whole, which is not necessarily professional in nature. An example of this is the caregiver training course, which is intended for families who are dealing with the loss of independence of a loved one. “This training is only offered in English at the moment but we are working on translating its content so that it can be delivered in the community [translation],” she says.

In order to reach as many people as possible, the Centre has also chosen to be open year-round. Services are also available in the evenings on Wednesdays to meet the needs of people who are working full time.

Thanks to annual funding from the Ministry, training is free.

Renelle describes the rationale for this approach as a means of returning to school and pursuing a college education: “It is expensive to return to school, so if the training needed to upgrade skills is free, money can be invested in the pursuit of a learning path. [translation]”

HOSPITALITY MAKES ALL THE DIFFERENCE Another important factor in recruitment is the on-site hospita­ lity. People who come to have an informal conversation or find out more information come back to the Centre a few months later with a clearer idea of what they want to do, not only

Renelle Bélisle, Executive Director of the Cochrane-Iroquois Falls Learning Centre with respect to their education, but also with respect to their personal lives, like overcoming an addiction, for example. That’s where the Centre’s support can make a big difference. Renelle talks about support in all areas: food, shelter, clothing, referrals to resources, support with administrative procedures, liste­ning and psychological support, etc. “We look for the resources needed to help people succeed. She insists on the importance of accompanying those who come through the Centre’s doors.

For Renelle, as a member of the community, as well as for the Centre and for its board of directors, the objective is the same: “to help people succeed and to accompany them in their success. We work for people, so to witness their success is our gift. [translation]” 

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Get in Touch With

OUR COLLABORATORS Hanane Abdelmadjid Communication and Liaison Manager Le CAP, centre d'appui et de prévention 613 789-2240 ext. 206 Habdelmadjid@centrelecap.ca centrelecap.ca

Caroline Lamarche Creative Director Chabo Communications 613 632-1551 ext. 229 clamarche@chabo.ca www.chabo.ca/fr

Houda Areski Communication Specialist houda.areski@fulbrightmail.org www.linkedin.com/in/houdaareski

Peggy Morin CBI, Translator and coordinator Centre d’éducation des adultes de New Liskeard 705 647-7304 ext. 221 peggy.morin@cscdgr.education www.ceadenewliskeard.wordpress.com

Renelle Bélisle Executive Director Cochrane-Iroquois Falls Learning Centre 705 272-3513 info@votrecentre.ca www.votrecentre.ca Denis Bertrand Public Relations Consultant 613 745-2322 ext. 227 denis@dbertrand.com Wassim El-Kass Assistant Director Advanced Analytics Solutions Centre, Operations Planning and Performance, Immigration, Refugees and Citizenship Canada Wassim.El-Kass@cic.gc.ca

Marie-Eve Pépin President Missile Communications info@missilecommunications.ca missilecommunications.ca Renaud Saint-Cyr Executive Director Alpha-Toronto alphatoronto@bellnet.ca alpha-toronto.ca Marie-Eve Séguin Communications Coordinator 613 842-5369 ext. 5 meseguin@coalition.ca Camille Sigouin Digital Content Producer csigouin03@gmail.com

1 877 464-0504 | 613 842-5369

INFO@COALITION.CA

WWW.COALITION.CA

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Financement offert par le gouvernement du Canada dans le cadre de la Subvention canadienne pour l’emploi. Prestation des programmes assurée par le gouvernement de l’Ontario.

Les opinions exprimées dans cette publication ne réflètent pas nécessairement celles du ministère.