The Lower North Shore of Quebec

The LEAP pilot project in the Lower North Shore region targets the English-speaking minority language population in the communities of Chevery and St. Paul’s River, Québec. The first eight weeks of formal delivery was concluded in mid-December 2008 with a follow-up support available through to the end of March 31, 2009.

So far, the LEAP program has had a positive impact on participants’ prospects for engaging in meaningful work and in enabling personal and community change. All participants have taken some form of action as a direct result of the LEAP experience. While this action may be relatively minor at first, for example enrolling in a French Second Language course, it represents a significant kick-start to what participants understand is a longer process.

Using learning technologies, the LEAP coach is able to transcend geographic distance to achieve a balance between objective advisory services and an understanding of local challenges. These technologies include:

Synchronous learning (videoconferencing and webcasting):

Despite the diverse interests among the LEAP participants, there is a common interest in learning in a group setting. There is unanimous opinion among delivery team and participants that the videoconferencing is a highly effective and relevant learning tool. The group videoconferencing environment is described as supportive, inspiring, and thought-provoking. A toll-free teleconference line and webcasting application provides important flexibility for the participants and a way to stay in regular contact.

One-on-one/private phone calls with the LEAP coach:

Participants report high satisfaction levels with the individual coaching sessions, particularly for self awareness and personal development activities. These sessions are instrumental in building confidence and offer the opportunity for discussion on a more intimate and focused level than in the group setting;

Asynchronous learning (online learning modules):

  • Visioning / Core Values / Life-mapping
  • Personality / Attitude Profiles
  • Goal-setting
  • Time Management
  • Computer Skills Development
  • Researching on the Web
  • Effective Communications
  • Persuasive Writing and Speaking
  • Team-Building and Working Cooperatively
  • Financial Self-Management
  • Career Path Strategies
  • Work Search Strategies
  • Exploring Self-Employment
  • The Business Idea
  • Market Research / Marketing Strategies
  • Writing a Business Plan / Work Search Plan
  • Grant and Proposal Writing
  • Developing a Personal Learning Plan

The coaching component of the program lends itself easily to personal focus and was highly valued by the participants. The effectiveness of peer mentoring is also evident as the participants thrived in the group setting despite their varied interests. LEAP participants’ enthusiasm and interest to continue with the program is a strong indicator of the effectiveness of the blended skills development model. In this model, each participant works through a process of self-awareness and reflection, then develops a Personal Learning Plan in consultation with their coach. Their learning plans draw from a menu of lessons and resources, including materials on Lifelong Learning, Business Development, Community Development, and Using Technology.

Other strengths are demonstrated by the quality of talent mobilized in the LEAP Delivery Team (coach, coordinators, facilitators), and by the adaptive and non-prescriptive approach to program development which kept it inclusive and responsive to the participating communities. The delivery team has gained significant new knowledge from working with technology as well as a greater appreciation of the role of self-awareness and self-esteem in life long learning. The reflection process had a particular impact on the on-site facilitators’ increased confidence of their capacity for helping others (team and leadership skills).

One of the greatest strengths of the LEAP pilot was reflected in the collaboration of various organizations and institutions to provide administrative support, access to facilities and equipment, and the sharing of personnel in the development and delivery of the program.

These groups included: