Evaluation of HOST

Appendix C: Case Studies

Conversation Circles

Rationale and History

Conversation circles are a resource for newcomers in the Host program who wish to improve spoken English/French skills with other newcomers; the circles are facilitated by a volunteer [note 16]. Many conversation circles are also organized along certain themes that are discussed each session.

During the 1990s, various service providers were delivering conversation circles in an effort to support more formal language programs such as LINC. An Ontario regional CIC Host evaluation (2001) recommended that the conversation circles become part of Host programming as practicing language skills was identified by many newcomers as a key reason for participating in Host.

In the Ontario region, there are twelve service providers that deliver conversation circles as part of the Host program. This case study describes the conversation circles as delivered by the YMCA in Kitchener, Ontario. Conversation circles were implemented in 1999 at this location in response to newcomers’ desire to practice English. Newcomers indicated to the service provider that there was not sufficient time in LINC classes to practice their language skills. Respondents reported that Host conversation circles are well placed to reinforce and support LINC programs. Newcomers are able to reinforce what was learned in the language classes by practice speaking in a comfortable and open environment. As a group-based activity, conversation circles can also expand the reach of Host using fewer volunteers.

Current Status

The conversation circles at the Kitchener YMCA were initially offered on a weekly drop-in basis. Since then, the program has expanded (in addition to the weekly drop-in program) to include four (4)-week summer sessions at three different levels: beginner, basic and intermediate advanced. These sessions occur five times a week and each session is 75 minutes in duration. There are reported waiting lists of about seven (7) to 10 newcomers for each of the summer sessions.

During the summer session, the YMCA offers six (6) conversation circles in three different locations: the Reception House (with RAP clients), the YMCA Office, and other locations as arranged by the YMCA office (e.g., local community centres, church). A balance of refugees and other immigrants attend the conversation circles located outside the Reception House. Two of these six conversation circles are designed for children (ages 6-15). Parents are able to participate in conversation circles at the same time and location as their children.

There are generally up to 20 participants for each class. In addition to the teacher/facilitator, there are three (3) to five (5) volunteers that help the facilitator with small group exercises, one-on-one practice, as well as translation. Many of the volunteers assisting the teachers are recent newcomers. The teachers generally have professional teaching backgrounds and ESL training.

The conversation circles are organized around themes. These themes are based on suggestions from newcomer clients, during intake, as to what topics they would like to discuss. Classroom activities usually include small and large group speaking practice; guest speakers; field visits (e.g., museums); and games. Children’s conversation circles incorporate a wide variety of games and activities.

The program is primarily promoted by the service provider through its linkages with the Reception House, local ISAP and LINC programs and services. According to key informants, the program is well-known in the local area.

Contribution to Host Objectives/Success

One of the noted key advantages of the program is that it allows newcomers to practice and improve English/French in a comfortable environment. Conversation circles were also reported to contribute to other Host objectives. For example, the conversation circles help clients learn about different aspects of Canada (e.g., health-care system, educational system, etc.). In addition, the program provided opportunities to meet other newcomers and to make new friends. For children, the program is considered to be successful in helping to prepare them for school in the fall by improving their language skills, preparing them for typical classroom norms, routines and activities, and introducing them to Canadian culture.

Volunteer and client key informants indicated that the program is highly successful in terms of improving English skills. Volunteers report that they see improvements in the clients’ language skills, such as increased vocabulary and improved confidence in speaking. The great majority of clients also reported improved language skills [note 17]. In the intermediate course, clients are able to lead the class and to do a full presentation to the class at the end of a four-week summer session. Improvement in language skills was also noted to contribute to improved access to other services.

The conversation circles were reported to contribute to the newcomers’ understanding of Canada and other cultures through discussions of various themes. Participants also reported an increased knowledge on a number of topics such as health, shopping, cooking, transportation, job search, etc. [note 18]. Clients also noted that they made new friends as a result of participating in the conversation circles [note 19]. Volunteer key informants noted that they had benefited considerably from their involvement in the program. There were some noted impacts on volunteers as well, particularly with respect to enhancing their knowledge of other cultures.

Cost Effectiveness and Efficiency

Key informants state that this is an effective and efficient practice based on the following:

• The participation of several volunteers, a minimum of three, during each conversation circle. The volunteers provided more opportunities for modeling and feedback in small group activities and conversations. Their assistance was also invaluable as volunteers were available to assist with different language levels within the class. They also helped with translation when needed. Volunteers were also noted to be beneficial in the children’s conversation circles. They provided opportunities for students to talk one-on-one and to practice skills in a supportive environment.
• Accommodating the needs of both parents and children by having the conversation circles occur at the same time and the same location;
• The intake survey assesses newcomer needs and tailors the program to meet these needs—themes generally reflect newcomers’ information needs;
• The program reaches more newcomers with fewer volunteers;
• The YMCA receives some in-kind and financial contributions that help to support this program [note 20], and
• Very positive client feedback using formal feedback mechanisms.

Sharing with other Service Providers

There is some dissemination of this innovative practice by local service providers. For example, service providers from Hamilton, London and Toronto have attended the YMCA Kitchener conversation circles to gain an understanding of how the program works. Key informants noted that there were no resources available to disseminate this program further. The service provider indicated that it would be useful to share information with other service providers as to how other conversation circles are managed. The Internet and conferences were identified as the best means to disseminate this information. Currently, the Ontario CIC is conducting a review of conversation circles to identify some best practices.

Applicability

Respondents noted that this practice was highly applicable to other regions and cities. There is a reported need for newcomers to enhance their language skills through practice in an open and supportive environment. However, resource issues may limit the applicability of this program. Respondents pointed out that conversation circles require additional resources to manage as scheduling group activities was noted to be very time consuming. In addition, if the service provider does not have suitable facilities, time must be allocated to arranging facilities. Securing facilities that are easily accessible, comfortable, and located in a safe area was noted to be particularly challenging. It was also noted that sufficient resources are needed to manage the more traditional individual matching program in addition to conversation circles.

Research sources:
YMCA Host Programs: Summer Evaluation, Final Reports. 2004
Guidelines for Conversation Circles in Ontario Region, October 2001

Business Mentoring (Volunteer Learning Placements)

Rationale and History

The YMCA Volunteer Learning Placements’ Business Mentoring program was implemented at the YMCA of Greater Halifax/Dartmouth Newcomer Centre in the early 1990’s and completed in 2001. There was an identified need for the program as lack of Canadian workplace experience was consistently raised as an issue by newcomers. In addition, the program was given priority because there were a limited number of local programs available to newcomers to address their employment needs.

The Business Mentoring program provided newcomers with opportunities to “gain experience and self-confidence in the Canadian work setting and to practice workplace language skills.” [note 21] The program was also designed to enhance the newcomers understanding of volunteerism and civic responsibility. The placement allowed the newcomer to be placed in a work setting and to get a feel for the type of job at hand and the employment milieu.

Host was considered a suitable means by which to introduce newcomers to the Canadian workplace setting. There was no noted duplication of this innovative practice with other settlement programs. The Business Mentoring program was not considered to be a job placement program, but applicable to some newcomers. That is, those who had no work experience or those who could not commit to the number of hours expected by other placement programs.

As with all Host programs, the program was also designed to positively impact on the volunteer. By increasing employers’ awareness and acceptance of other cultures and the newcomers’ contributions to the workplace, the placement program aimed to address employment barriers faced by newcomers.

Current Status of Program/Description

While the program was reported to be a success, with sizeable newcomer demand, program funding was eliminated due to funding cuts to Atlantic Canada [note 22].

The goal of the program was to create service learning placements for newcomers by matching eligible newcomers with the Host employer. The Host employer ranged from small businesses, agencies and organizations to larger corporations. The newcomer was obligated to commit a minimum of 20 hours to the Host organization. The length of time to complete the 20 hours was dependent on the organization, but tended to be between10 and 20 weeks, with newcomers spending, on average, one (1) to two (2) hours per week with the Host employer.

The Placements Supervisor [note 23] generally maintained a minimum of 15 placements at any given time. In addition, the Placements Supervisor was also responsible for the following activities [note 24]:

• Meeting with interested newcomers to assess their suitability and interests;
• Developing and delivering Orientation Workshops to prepare newcomer participants;
• Assisting selected newcomers with setting up an interview with a suitable Host employer during which the Host and newcomer toured the organization, discussed expectations, agreed on work times, and completed an application form (if necessary);
• Assisting the newcomer with completing any other steps necessary to starting the placement (e.g., criminal record check) and helping the newcomer to establish realistic goals for the placement; and,
• Meeting with the newcomer (and host) midway through and at the completion of the work placement to assess progress, achieved goals, and level of host and newcomer satisfaction with the experience.

Newcomers were recruited primarily from other YMCA Settlement programs, as well as through linkages with other LINC and ISAP Programs. As was noted earlier, newcomer demand for the program exceeded capacity. During the initial stages of the program, recruiting Host employers was reported to be challenging. However, as the program progressed, a core of Host employers was established, many of whom continued to renew their Host commitments.

Contributions to Host Objectives/Success

The placements were cited to be beneficial with regard to familiarizing the newcomers with the Canadian workplace culture and milieu; increasing self-confidence; improving language skills; and helping the newcomers meet personal goals. With respect to the latter noted benefit, the placements provided opportunities for newcomers to assess their skills and to identify their own employment and training needs. While the program was not considered to be a job placement program, a significant portion of newcomer participants were reported to obtain jobs directly as a result of the mentoring program. Employers were also highly satisfied with the program and many of them continued to volunteer in this program.

Cost Effectiveness and Efficiency

The program relied on volunteers and minimal staffing for program delivery. The flexibility of the program was cited as a key strength in that it allowed newcomers to meet their individual objectives and to gain workplace experience and knowledge on a more informal basis.

Sharing with other Service Providers

At the provincial level, program information was shared through the Immigrant Serving Agencies of Metro (ISAM). At a regional level, program information was shared through the Atlantic Regional Association of Immigrant Serving Agencies (ARAISA). With few opportunities for service providers to come together nationally, sharing of information at the national level was minimal. YMCA staff did a special report on this program which an officer from CIC Halifax shared with CIC staff at a National CIC Settlement meeting in 2000.

Applicability

The program is considered to be transferable to other areas and regions. While the program was thought to be highly compatible with Host objectives, care should be taken to ensure consistency with Host objectives and appropriately focus on learning, gaining experience, and developing self-confidence rather than job placement.

There were noted challenges with regard to limited resources, insurance liability issues, and recruiting and screening appropriate Host employers. The Business Mentoring program was reported to be a labour intensive program for staff and volunteers alike. In order to mitigate potential risks, it is important to ensure that there are appropriate resources available for close monitoring of the program, and enhanced recruiting and screening of potential Host employers.

Research sources:
Document Review: Schedule 1, Description of Services

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16. Guidelines for Conversation Circles in Ontario Region, October 2001

17. YMCA. Final Reports, August, 2004

18. YMCA. Reception House Location, Final Report. August 3 to August 27, 2004.

19. YMCA. Final Reports, August, 2004.

20. Key informants noted that they do their best to leverage other funds. However, funding from other sources is not stable and varies from year to year.

21. Schedule 1. Program Description.

22. CIC Funding to Atlantic Canada was reduced based on decreased immigration numbers.

23. YMCA staff member responsible for coordinating the placements.

24. Schedule 1. Program Description.

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