Thursday, November 14, 2013

THIRD MEETING OF THE ROUNDTABLE Delta Beauséjour Hotel, Moncton (New-Brunswick)

2

© 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 : info@aaapnb.ca Site Internet : www.aaapnb.ca Contacts : Carmen Gibbs Directrice générale (506) 852-3313 carmen.gibbs@aaapnb.ca Romain Blanchard Coordonnateur Stratégie globale pour l’intégration des arts et de la culture dans la société acadienne au Nouveau-Brunswick (506) 852-3313 romain.blanchard@aaapnb.ca

3

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!

4

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

5

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

6

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.

7

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.

8

ACTION PLAN N.B. CULTURAL HUMAN RESOURCES

10

11

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

12

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

13

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

14

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

15

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

16

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)

17

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

18

N.B. CULTURAL HUMAN RESOURCES ACTION PLAN FOR THE FIRST THREE YEARS

20

Summary Legend: Priorities:

• level one priority 1

• level two priority 2

• ongoing

21

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

22

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

23

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

1

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

24

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)

25

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

1

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

26

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)

27

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.

28

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

29

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

30

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.

31

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.

32

EVALUATION

34

35

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. !# !# !# !# !#

36

COMMENTS