This paper explores the value and impact of public management education co-created by the authors (from the University of Manitoba) with voluntary sector organizations and personnel in Winnipeg, Canada.
The voluntary sector plays a critical role in delivering public services to the most vulnerable citizens. Horizontal or collaborative policy-making requires voluntary sector organizations to do more than simply deliver services: it requires them to be part of the policy-making process, including decision-making. However, research shows that many voluntary sector organizations do not currently have the capacity to participate in these processes in an effective way. Levasseur and Rounce work with the United Way of Winnipeg (an umbrella organization supporting public service agencies in the province of Manitoba, Canada) and other community organizations to co-create and deliver training to boost knowledge about how government works (including political government and the public service), how public policy is made, and how best to communicate with government about public policy needs, key priorities, and outcomes.
Four key research questions drive this project: 1) What do participants value most about the training on how to better work with government(s)? (or, what do they find most useful?) 2) How do participants use the learning that they do in the sessions? 3) What barriers are there to the integration of this learning into organizational practices? 4) Do participants believe that this training makes a difference in terms of their organizations’ relationships with government?
To answer these questions, training participants complete an online survey that assesses their experiences, knowledge, and application of the learning. We incorporate data from individual workshop session evaluations, evaluations done by the United Way of Winnipeg and other key organizations, and interviews with key stakeholders.
The research draws on the literature related to policy capacity in the voluntary sector, notably the amount of capacity that exists and the barriers to developing greater capacity. Moreover, this research also relies on adult learning theory (for example, Sherman et al 1999), which emphasizes understanding where adult learners start their journey, what they need from it, the importance of social learning (ie. learning from peers), emphasis on practical and applied knowledge, and the need to focus on specific goals. Evaluating the value of training experiences is linked to how we define capacity, or the ability to use resources to achieve goals: in this case, so that organizations can better work with government on key public policy issues. Over 100 voluntary sector personnel have participated in this training over the past three years, and this unique research project investigates whether this training has had an impact on organizations’ ability to participate more fully in government decision-making. Reported results will include their assessment of the value of the training for their understanding of how government(s) work, how to build better relationships with government officials and ministers, and how to better communicate/frame their messaging so that it resonates with government.
Creating and co-creating value through teaching and education in public management
