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Official Languages Program in Organizations Subject to the Act:
Appendix (Audit Guide)

March 1996

APPENDIX A - Definitions

Active offer (Offre active)	indicating clearly and spontaneously to members of the public that services of comparable quality are available in the official language of their choice at designated offices and service points. In this context, reception in both official languages becomes particularly important. The public must feel that they have been given the choice of expressing themselves in either official language and that the office/service point is truly able to provide service in the official language of their choice. For example, the public should be greeted bilingually so that clients can choose the language in which they wish to express themselves and be served.
Automated system: (Système automatisé)	for service to the public purposes, means an automated system made available to the public by a federal office or service point through which the public may obtain a service consisting of material or information originating with the institution; for language of work purposes, means a regularly or widely used automated system in a federal institution (including keyboards, instructions, manuals, managestional devices and other software) used for the processing and communication of data required or produced by a federal institutions after January 1, 1991 (this also applies to systems that are acquired but updated after the above date).
Bilingual position: (Poste bilingue)	expression used in the Public Service to designate a position in which at least one duty requires the knowledge and use of both official languages. Some Crown corporations do not use the expression "bilingual position" but have duties which require the use of both official languages.
Central services: (Services centraux)	internal services of a federal institution that are necessary for employees to carry out their job-related responsibilities, e.g. administrative, financial, legal, staffing, evaluation, audit and library services.
Communication: (Communication)	includes any communication, whether written, verbal, visual, televised or electronic. The content and format must always reflect the equality of status of both official languages in federal institutions. Communications include signs, advertising, brochures intended for the public and for employees, publications and reports as well as information sessions and consultations.
Computer system: (Système informatique)	means any system and software used for communications purposes or to perform a task, for example, electronic mail,word processing software, computers and automated terminals, etc.
Conducive work environment: (Milieu de travail propice)	work environment with an infrastructure that facilitates the use of both official languages and in which employees can work in the official language of their choice.
Equitable participation: (Participation équitable)	a principle based on the concept that, regardless of their ethnic origin or first official language learned, English-speaking and French-speaking Canadians should have equal opportunities to obtain employment and advancement in federal institutions and, consequently, that the composition of the workforce of federal institutions should tend to reflect the presence of both linguistic groups in Canada, taking into account the characteristics of individual institutions, including their mandates, the public they serve and their location.
Imperative staffing: (Dotation impérative)	applies to a bilingual position which must be staffed by a candidate who meets the language requirements of the position at the time of the appointment.
Language requirements: (Exigences linguistiques)	means the essential language requirements in either official language or both official languages that enable employees to perform their duties in a manner which enables the institution to discharge its official languages obligations.
Nature of the office: (Vocation du bureau)	this concept is used in respect of services whose nature is such that they must be provided in both official languages without referring to the level of demand; this includes notably offices providing various specific services that concern the health, safety or security of members of the public (for example, signage or the provision of first aid services), offices whose location makes it reasonable to provide services in both official languages (for example, in national parks or in the Yukon and the Northwest Territories) or offices that have a national or international mandate (for example, diplomatic missions and offices organizing events of national or international significance).
Personal services: (Services personnels)	internal services which an institution provides to its employees as individuals, including pay and benefits services, health-related services, career guidance and counselling.
Regularly and widely used instruments: (Instrument d'usage courant et généralisé)	common work tools: e.g. procedures manuals, policy manuals, guidelines, forms, questionnaires, etc., whether distributed electronically or on paper and produced by or on behalf of a federal institution. Can also include computer software.
Service point: (Point de service)	a place where a service is provided in person, in writing, by telephone or by an automated system such as a counter, a video, a recorded message or a computer terminal.
Services provided to the travelling public pursuant to a contract: (Services conventionnés)	services, as described in the Official Languages Regulations, provided to the travelling public by third parties at federal airports, train stations and ferry terminals that must be in both official languages, at offices where there is significant demand. This includes, for example, restaurants, foreign exchange offices, duty-free shops, self-service equipment (banking machines), passenger screening and boarding services, public announcements and the provision of other information to the public, and carrier services.
Significant demand: (Demande importante)	for a given federal office or service point, significant demand for services in English and French is determined using two types of rules: rules of general application based primarily on census data (number and proportion) on the linguistic minority population; rules governing certain specific services based primarily on the volume of demand in the minority language because for these services, the use of demographic data is not relevant.

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APPENDIX B - Documents to be obtained at the beginning of the audit

As soon as possible upon beginning the audit, the auditors should contact those responsible for official languages in their institution in order to obtain the following documents:

• Official Languages accountability framework;
• letter of understanding between the Treasury Board and the department or agency or between the Treasury Board and the Crown corporation;
• copy of the annual management report to the Treasury Board Secretariat required under the letter of understanding or the agreement;
• up-to-date list submitted to the Treasury Board by the institution of its offices required to provide services in both official languages (including the National Capital Region) pursuant to the Official Languages Act and the Official Languages (Communications with and Services to the Public) Regulations;
• language training plans;
• internal policies and procedures;
• complaints records and corrective measures taken or planned;
• statistics and data derived from, among other sources, the Position Classification Information System (PCIS) and the Language Training Module (LTM), such as:

• miscellaneous documents such as:

Auditors are also encouraged to consult the Official Languages Information Network (OLIN) which contains all the relevant references with respect to official languages, including the Act, the Regulations, guidelines and circulars, as well as reports and statistics.

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APPENDIX C - Legislation and main policies

The Canadian Charter of Rights and Freedoms, 1982;

The Official Languages Act, 1988;

The Official Languages (Communications with and Services to the Public) Regulations, 1991;

The Public Service Official Languages Exclusion Approval Order and the related regulations;

The Treasury Board Official Languages Policies, Official Languages volume, Treasury Board Manual, June 1993; and

Other official languages policies are set out in other volumes of the Treasury Board Manual or in Treasury Board circulars:

•  
• Educational Allowances for the Children of Federal Employees, Chapter 7-3, Appendix B, Treasury Board Manual, Volume - Employee Services
•  
• Treasury Board Directives for Deployment and Deployment Recourse, Chapter 1-7, Appendix A, Treasury Board Manual, Volume - Human Resources
•  
• Appendix F, Official Languages, Treasury Board Manual, Volume - Contracting
•  
• Annex A, Official Languages, Appendix C, Chapter 1, Treasury Board Manual, Volume - Communications
•  
• Federal Identity Program, Chapter 2, Treasury Board Manual, Volume - Communications
• ALIGN="CENTER">
• Official Languages and Information Technology, Chapter 2-1, Appendices A and C, and Standard number 5, Appendix A to Guidelines, Treasury Board Manual, Volume - Information Management

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APPENDIX D - Principal Obligations of Federal Institutions Regarding Official Languages

I.    SERVICE TO THE PUBLIC

•  
• The Federal Institution must:

1. Communicate with the public in either official language:

• at its head or central office (OLA, sec. 22);
• at its offices in the National Capital Region (OLA, sec. 22);
• at its offices in other regions of Canada or elsewhere where there is significant demand pursuant to the Official Languages (Communications with and Services to the Public) Regulations (OLA, sec. 22 and 23; Regulations);
• in any circumstances prescribed by the Regulations where the nature of the office justifies it (OLA, sec. 24; Regulations);
• in any circumstances prescribed by the Regulations where services to the travelling public are provided by a third party under contract (OLA, sec. 23; Regulations);
• at any office of a federal institution, in Canada or elsewhere, that reports directly to Parliament on any of its activities (OLA, sec. 24).

2. Ensure that the services described in 1. are provided in both official languages where the services are provided by a third party on behalf of a federal institution (OLA, sec. 25).

3. Where a federal institution regulates organizations with respect to any of their activities in the areas of health, safety and security of the public, it must ensure, through its regulation of these organizations, wherever it is reasonable to do so, that the public can communicate with the regulated organizations and obtain services in both official languages (OLA, sec. 26).

4. Provide the services described in 1. and 2. effectively in both official languages (for example, at the required linguistic level, both with respect to written and oral communications (OLA, sec. 27).

5. Ensure that the services described in (1) and (2) are offered actively in both official languages by ensuring compliance with the following (OLA, sec. 28):

• reception services, both telephone and in-person, are bilingual and the ensuing services are delivered in the caller's choice of language;

6. Use the media that will allow effective communication in each official language when communicating with the public in both official languages (OLA, sec. 30 and the letter clarifying the obligations set out in sections 11 and 30 of the OLA, May 6, 1991).

7. Ensure that the signs identifying all offices are in both official languages and that each language is given equal prominence (OLA, sec. 29).

8. Publish notices or announcements required or authorized by an Act of Parliament in at least one English-language and one French-language publication in each region concerned or, if such publications do not exist, publish these in both official languages in at least one publication in general circulation in the region concerned (OLA, sec. 11 and the letter clarifying the obligations set out in sections 11 and 30 of the OLA, May 6, 1991).

9. Provide any documents tabled in the Senate or House of Commons in both official languages (OLA, sec. 8).

10. Ensure that federal-provincial agreements which meet criteria set out in the Act are made in both official languages (OLA, sec. 10).

11. Ensure the respect of the equality of status of both official languages when a federal institution and a third party acting on its behalf, organizes, hosts or participates in fairs, exhibitions, competitions or games of national or international scope that are open to the general public (Regulations, paragraphs 10(b) and 10(c)).

12. Ensure that federal institutions providing grants or contributions to voluntary non-governmental organizations serving the public composed of members of both official language communities take the necessary measures to ensure that the recipients respect the spirit of the OLA.

II.     LANGUAGE OF WORK

•  
• The Federal Institution must:

1. Ensure that work environments are conducive to the effective use of both languages, so as to accommodate the use of either official language by its employees, in the following locations:

• the National Capital Region;
• New Brunswick;
• certain parts of the Gaspé Peninsula, Western Quebec and the Eastern Townships;
• the Montreal Region; and
• certain parts of Northern and Eastern Ontario (OLA, sec. 35).

2. In the regions described in 1.:

• provide personal and central services, and regularly and widely used work instruments in both official languages, including regularly and widely used automated systems acquired or produced by the institution since January 1, 1991 (OLA, sec. 36);
• ensure that supervisors, where it is appropriate to do so, are able to communicate effectively (for example, at the required linguistic level) in either official language with their subordinates in bilingual positions (OLA, sec. 36);
• ensure that senior management as a whole is able to function in both official languages (OLA, sec. 36) and that managers have the necessary linguistic knowledge.

3. At offices of the institution in regions other than those described in 1., ensure comparable treatment of English as minority language and French as minority language, as well as comparable treatment of English as majority language and French as majority language (OLA, sec. 35).

4. Ensure that its head or central offices communicate in the language(s) of the office receiving the communication.

5. Ensure that every federal institution that has authority to direct, or provides services to (central agencies or common service organizations), other federal institutions accommodates the use of either official language by officers and employees of those institutions (OLA, sec. 37).

III.     EQUITABLE PARTICIPATION

• The Federal Institution must:

1. While fully respecting the merit principle, ensure that all Canadians, both English-speaking and French-speaking, have equal opportunities to obtain employment and advancement in the institution (OLA, sec. 39).

2. Ensure that its staff tends to reflect the presence of the two official language communities in Canada, taking into account notably the institution's mandate, location and clientele (OLA, sec. 39).

IV.     MEASURES SUPPORTING INSTITUTIONAL BILINGUALISM

LANGUAGE REQUIREMENTS OF POSITIONS OR FUNCTIONS

• The Federal Institution must:

1. Ensure that the language requirements of functions or positions are based on real requirements for communications with the public or with federal employees (OLA, sec. 91 and the letter of July 4, 1991 on section 91 of the OLA and hiring practices.

2. Ensure compliance with TBS policies on imperative and non-imperative staffing of bilingual positions.

A. Language Training

• The Federal Institution must:

1. Give employees who meet the eligibility criteria in TBS policies access to language training at government expense.

2. Ensure compliance with TBS policies on language training.

B. Producing Texts in Both Official Languages

• The Federal Institution must:
  • Ensure compliance with the TBS policies on the production of texts in both official languages.

C. BILINGUALISM BONUS

• The Federal Institutions must:
  • Ensure compliance with the TBS policies on the bilingualism bonus.

Abbreviations

OLA: Official Languages Act

OLEEB: Official Languages and Employment Equity Branch of the Treasury Board Secretariat

Regulations: Official Languages (Communications with and Services to the Public) Regulations

TBS: Treasury Board Secretariat

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APPENDIX E - Obligations Specific To Certain Types Of Institutions

SERVICE TO THE PUBLIC (audit objectives to be developed)

1. Use of the media (sections 11 and 30 of the Official Languages Act; Chapter 1-5, Part I, Official Languages volume, Treasury Board Manual)

2. Documents tabled in the Senate and the House of Commons (section 8 of the Official Languages Act);

3. Treaties and agreements concluded with other States, and federal-provincial agreements (section 10 of the Official Languages Act)

4. Grants and contributions made to voluntary non-governmental organizations serving the public (Chapter 1-4, Part I, Official Languages volume, Treasury Board Manual)

5. Participation in events of national and international scope open to the general public (paragraphs 10(b) and 10(c) of the Official Languages Regulations and Chapter 1-3, Part I, Official Languages volume, Treasury Board Manual)

6. Regulatory authority in the area of public health and safety (section 26 of the Official Languages Act)

LANGUAGE OF WORK (audit objectives to be developed)

1. Communication between the offices of central agencies or common services organizations which have authority to direct other institutions or which serve them (section 37 of the Official Languages Act and Chapter 2-3, Part II, Official Languages volume, Treasury Board Manual)

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APPENDIX F - Guide to Internet Use in the Federal Government - Section on the Use of the two Official Languages on the Internet

Issue

The Official Languages Act ensures respect for English and French as the official languages of Canada and the equality of status and equal rights and privileges as to their use in all federal institutions, including Crown corporations.

The circumstances in which federal offices using the Internet must provide their information in both official languages are set out below. This guidance reflects the requirements of the Official Languages Act and its Regulations.

Guidance

• Offices required to serve the public in both official languages must ensure not only that information originating with them and put on the Internet as a service to the public is available in both official languages, but also that both official language versions of that information are posted on the Internet at the same time.
• An office that is not required to serve the public in both official languages may put on the Internet in only one official language communications intended for the public in the area it normally serves but must indicate that these communications come from an office that does not have to provide services in both languages.
• All communications put on the Internet must be identified by the bilingual departmental FIP signature or other institutional identification to identify the source of the communication (the FIP sets out principles regarding the order of the official languages in the signature as well as in other applications). As well, when an office must provide these communications in both official languages, the two languages must be presented in such a way that upon entry to the departmental site (e.g., WWW home page or gopher menu) it is clear to users that the presentation style gives equal treatment to each language. This can be done, for example, by presenting access instructions in both languages and then directing users to each separate language version through appropriate devices. See also the Federal Identity section of this guide.
• An office required to serve the public in both official languages must ensure that, when it puts on the Internet material originating from another federal office, this material is presented in both official languages. Unilingual material originating with, or made available by, organizations other than federal institutions may be posted on the Internet by a federal office as material of possible interest to its clientele, as long as it does not alter the material and clearly indicates its non-federal source.
• Official languages policy related to language of work requires regularly and widely used work instruments acquired or produced by or on behalf of a federal institution to be available in both official languages in regions designated as bilingual for language of work. Thus, material placed on the Internet as this type of work instrument or as a central service to employees working in a bilingual region must be available in both official languages. Federal institutions should also ensure that regularly and widely used software for gaining access to material on the Internet can be used by employees in either official language in bilingual regions. In unilingual regions, this software should be available in the language of work of those regions.
• Offices must ensure that, when communications to the public are put on the Internet by another person or organization on their behalf, these communications respect all official languages requirements that would apply if these offices were providing them.
• Offices must ensure that the French version of any document that they put on the Internet includes any accents required in French. Employees required or entitled to use the French version of documents should also be able to view and print them with accented characters.
  
  

APPENDIX G - Evaluation Questionnaire for Managers

N.B.: This questionnaire is primarily designed to be used by managers to help them quickly assess the official languages situation in their organization. It may also be used by persons responsible for official languages who want to get a snapshot of the official languages situation. Internal auditors may also find it useful when developing their audit program or when planning their audits to identify areas on which to focus their official language audits.

Introduction

The purpose of this questionnaire is to enable line managers and those responsible for official languages in the departments and agencies to quickly evaluate on their own the overall official languages situation in their area of responsibility. It consists of a series of questions which managers can ask themselves in order to assess the performance of their organization/unit in terms of its official languages responsibilities. In light of this self-evaluation, it will then be up to managers to take any measures necessary to correct or improve the situation.

The questionnaire is divided into four parts:

I     service to the public;

II     language of work;

III    equitable participation; and

IV    program management.

Managers are invited to complete the parts of the questionnaire relevant to their specific situation, that is, in light of their official languages obligations. For example, a manager responsible for a unit mandated to serve the public in both official languages should complete parts I, III and IV, while a manager of a unit which is also mandated to serve the public in both official languages and is located in a region designated bilingual for language of work purposes should complete part II as well. Similarly, a manager may wish to evaluate only program management or a support measure such as language training. Only the relevant part need then be completed.

Managers play a crucial role in the area of official languages. They are the ones who have to translate official languages legislation and government policy into reality. It is through their activities and what they do on a daily basis that their institution can determine whether it is meeting its obligations regarding service to the public and language of work, and whether it is meeting the government's commitment regarding equitable participation.

"The Act and the Regulations made thereunder give effect to the language guarantees in the Canadian Charter of Rights and Freedoms. The challenge for managers is to implement these provisions in a fair and reasonable way. They must pay particular attention the obligations regarding service to the public and language of work. In possible cases of non-compliance, the Act provides recourse, first to the Commissioner of Official Languages, then, if necessary, to the Federal Court of Canada."

Part I - Service to the public

Under the Official Languages Act and Regulations and the policies made thereunder, managers must ensure that their offices provide prompt, courteous service of comparable quality in both official languages at all times everywhere in Canada where they are required to do so. More specifically, in offices and service points that are obligated to provide their services in both official languages, managers must ensure that the public are able to communicate with these offices and receive services in the official language of their choice at all times. It is also the responsibility of the managers of these offices to provide an active offer of service in both official languages and to inform their clients of the location of these offices and of the availability of the service in the official language of their choice in these locations.

		Yes	No
1.	What are my unit's language obligations regarding service to the public?
-	What measures are in place for meeting these obligations?
2.	Am I able to offer service of comparable quality in both official languages at all times?	____	____
-	Is back-up always available in order to provide this service?	____	____
-	If not, have I made temporary administrative arrangements?	____	____
3.	Do the employees assigned to provide service to the public have sufficient language proficiency to ensure that my clients' needs are met, given the nature of the institution's activities?	____	____
-	For example, have I considered:
·	determining whether the linguistic profile of the positions assigned to provide service to the public and the linguistic skills of the incumbents of those positions were adequate?	____	____
·	planning language training?	____	____
·	using translation services?	____	____
·	using staff deployments or assignments?	____	____
·	using imperative staffing (first see conditions for use of imperative staffing, Chap. 4-2, Part I, "Official Languages" Volume, Treasury Board Manual)?	____	____
·	using third parties, for example, contract employees?	____	____
·	reallocating resources?	____	____
·	making temporary use of certain administrative arrangements, such as using automated systems, entering into service agreements with other federal offices in the region that have satisfactory bilingual capacity, or implementing other measures?	____	____
4.	Have I informed my employees of their official languages responsibilities?	____	____
-	For example, have I considered:	____	____
·	setting official languages objectives when preparing annual plans or reminding employees of the existence of such objectives?	____	____
·	incorporating service to the public in both official languages in performance appraisals?	____	____
·	organizing information sessions and making employees aware of the importance of service in both official languages?	____	____
·	discussing possible improvements with employees?	____	____
·	distributing information documents, brochures, memorandums, directives, etc.?	____	____
·	including the "official languages" aspect in my service standards?	____	____
5.	Is service of comparable quality in each official language?	____	____
-	What quality control measures are in place?
-	What do they reveal about the comparable quality of service in both official languages?
-	Do I conduct regular inspections (or follow-ups, controls, evaluations, etc.)?	____	____
-	What are the results of my observations?
-	Do I conduct regular surveys?	____	____
-	Do these surveys also deal with the quality of service in the minority official language?	____	____
-	What are the clients' reactions? Are they satisfied with the quality of service in each language?	____	____
-	Do I rely primarily on complaints to form an idea of the quality of service?	____	____
-	What does an analysis of complaints reveal?
-	What conclusions can I draw from my meetings with minority official language groups?
6.	Do I ensure that services are actively offered in English and French at all times?	____	____
-	Are the following elements present:
·	official languages symbol?	____	____
·	notices and signs in both languages?	____	____
·	bilingual in-person reception?	____	____
·	bilingual telephone reception?	____	____
·	access to automated services and availability of these services in both official languages?	____	____
·	bilingual public messages (oral and written)?	____	____
·	availability of publications in both official languages.	____	____
-	What steps have I taken to ensure this?	____	____
-	Are they really sufficient?	____	____
7.	Are all the employees assigned to provide service to the public able to refer clients to bilingual employees or employees proficient in the other official language?
	Have I considered:
·	whether employees who can provide services in both official languages are present at all times?	____	____
·	language training and alternative interim arrangements?	____	____
·	using special measures when bilingual employees are absent?	____	____
·	using third parties?	____	____
-	If not, what options are available to me and what specific steps should I take?
8.	Have I clearly identified who my clients are?	____	____
-	Am I aware of their needs, expectations and specific characteristics?	____	____
-	Am I able to take these into account and respond to them?	____	____
-	Do I keep abreast regularly of changes in the needs of my clients and of minority clients?	____	____
9.	Is it clear to our clients that we offer our services in both official languages at all times?	____	____
-	How are our clients made aware of this?
-	For example, have I considered:
·	using the official languages symbol?	____	____
·	prominently displaying the official languages symbol in strategic locations?	____	____
·	displaying signs in both official languages?	____	____
·	displaying publications in visible locations giving equal prominence to each official language?	____	____
·	publishing announcements and printing publications in both official languages?	____	____
·	meeting with representatives of associations of official languages minority communities?	____	____
·	reminding employees assigned to provide service to the public that they are required to answer the telephone in both official languages?	____	____
10.	Are operations organized in such a way that services and the resulting communications are always provided in the language chosen by the client, either orally or in writing?	____	____
11.	Are official languages complaints resolved satisfactorily and as quickly as possible?	____	____
-	For example, what steps should be taken:
·	to inform employees of the nature of the complaints received?
·	to involve employees in the development of corrective measures?
·	to follow up on complaints (contact the client again, check that the situation has been corrected)?
-	Do I compile data on the type, nature and frequency of complaints?	____	____
12.	In the case:
a)	of services provided in partnership with other institutions, have I ensured that my institution's language obligations were met?	____	____
b)	of organizations which receive grants and contributions, have I ensured that the services provided by these organizations were available in both official languages where required by legislation?	____	____

Part II - Language of work

In the National Capital Region and in the bilingual regions designated in the official languages policies, managers must ensure that the work environment is conducive to the use of both official languages and accommodates the use of employees' official language of choice in their work. To this end, they must: ensure that personal and central services and regularly and widely used work instruments provided to their employees who work in bilingual regions are available in both official languages; provide supervision in both official languages for their employees who work in bilingual regions, in keeping with the linguistic designation of their positions; ensure that the members of the EX group, as a whole, are able to function in both official languages; ensure that information technology goods and services are acquired and are usable in both official languages; ensure that meetings at which members of both linguistic groups are present are conducted in both official languages and that those present can participate in the official language of their choice; ensure that training and development courses are available and offered in both official languages; and ensure that grievances are handled in the official language in which they are presented. Elsewhere in Canada, the language of internal communications shall be English or French, depending on the language which predominates in the region in which the organization is located. The manager must ensure that the treatment of both official languages in a minority situation is comparable from one unilingual region to the other. Irrespective of the region in which the employee works, his or her official languages rights must not prevent the organization in which he or she works from meeting its other language obligations, notably and especially regarding service to the public and/or services to other employees.

		Yes	No
1.	What rights do employees have regarding language of work?
-	What specifically are my responsibilities regarding language of work?
2.	Are my employees aware of their official languages rights and responsibilities?	____	____
-	What steps have I taken to inform them of their rights and responsibilities:
·	distributing the official languages policy on language of work?	____	____
·	distributing various brochures on language of work?	____	____
·	holding information sessions?	____	____
·	organizing meetings with those responsible for official languages in the organization, the institution, the Treasury Board Secretariat and the Office of the Commissioner of Official Languages?	____	____
·	holding periodic discussions of the situation with employees?	____	____
·	including the "official languages" aspect when welcoming new employees?	____	____
·	other steps?
3.	Have I clearly informed my employees that they can file their grievances in the official language of their choice?	____	____
-	Have I ensured that their union representatives and their supervisors know this?	____	____
-	Have I taken steps to ensure that grievances are handled in the official language in which they were presented?	____	____
-	What steps have I taken in this regard? Are they sufficient?	____	____
	Bilingual regions :
4.	Have I asked my employees who hold bilingual positions and who work in bilingual regions which official language they prefer to work in?	____	____
-	How did I do so?	____	____
-	Was this sufficient to give me a true indication of which official language they prefer to work in?	____	____
5.	Do my employees who work in bilingual positions and who work in bilingual regions really have the opportunity and the possibility of working in the official language of their choice?	____	____
-	What steps have I taken to give them the opportunity and the possibility of doing so:
·	in my written and oral communications, do I regularly invite and encourage them to use either official language?	____	____
·	do I take the necessary steps to ensure that the training and development courses they are required to take are in fact offered in both official languages?	____	____
·	do I ensure that supervisors are aware of employees' language-of-work rights and of ways of creating and maintaining work environments conducive to the use of both official languages?	____	____
·	do I ensure that regularly and widely used work instruments provided to them are available in both official languages?	____	____
·	when I acquire or order information technology goods and services, do I ensure that they will be available in both official languages?	____	____
·	when assigning work, do I make it clear to employees that they can work in the official language of their choice and if deadline or workload constraints prevent me from doing so, do I arrange for the work to be done in the employee's official language of choice as much as possible, or take appropriate measures, such as using translation when documents must be available in both official languages?	____	____
·	do I set an example by clearly indicating that they can use their language of choice in meetings and by asking supervisors to adopt the same approach?	____	____
·	do I encourage an attitude that is open and receptive to the use of both official languages?	____	____
·	do I ensure that unilingual employees of the majority official language and supervisors have a positive and open attitude toward the routine use of the minority official language and that they encourage its use in the workplace?	____	____
6.	Do my employees who work in bilingual regions have access at the same time in both official languages to the work instruments required in the performance of their duties?	____	____
-	For example, have I considered:
·	having them translated, in the case of instruments for internal use?	____	____
·	directly acquiring regularly and widely used work instruments in both official languages?	____	____
·	adopting interim measures, such as pooling or exchanging bilingual work instruments with other federal offices in the region?	____	____
·	developing a plan and strategy for making work instruments available in both official languages, with objectives, timetables and follow-up?	____	____
·	reminding the units responsible for acquiring and distributing work instruments about my requirements for bilingual work instruments?	____	____
7.	Do the regularly and widely used information technology systems, especially the software, available in my organization enable my employees to use the official language of their choice?	____	____
-	For example, have I considered:
·	taking the necessary steps to acquire bilingual information technology systems?	____	____
·	adopting interim measures, such as installing temporary stickers on keyboards?	____	____
·	drawing up a plan and strategy for making information technology systems available in both official languages, with objectives, timetables and follow-up?	____	____
·	signing contracts with third parties, acquiring software in each language?	____	____
·	reminding the units responsible for purchasing and distributing information technology systems of my requirements for bilingual information technology systems?	____	____
·	specifying official languages requirements when indicating training needs for new systems and software?	____	____
8.	Are meetings that are attended by members of both linguistic groups conducted in both official languages?	____	____
-	Are employees aware that they can express themselves in the official language of their choice? Were they clearly informed?	____	____
-	Are agendas, presentations and minutes drafted or distributed in both official languages?	____	____
-	For example, have I considered:
·	making it clear at the start of meetings that participants are free to use the official language of their choice?	____	____
·	addressing employees in the official language of their choice?	____	____
·	distributing agendas, minutes and other documents in both official languages?	____	____
·	clearly indicating in agendas and notices of meetings that the meetings will be bilingual?	____	____
·	speaking in the official language least used during the meeting?	____	____
·	other measures such as alternating the official language in which the minutes and agendas are prepared?	____	____
·	reminding my supervisors of their responsibilities at meetings held in both official languages?	____	____
9.	Do I consider the language preferences and skills of my employees who hold bilingual positions when assigning them projects or duties?	____	____
-	For example, have I considered:
·	encouraging them to work together in the official language of their choice?	____	____
·	encouraging employees to maintain and improve their second language proficiency?	____	____
·	making revision or writing assistance services available to employees?	____	____
·	acquiring machine translation software in order to enable employees to read information for internal use in the official language of their choice?	____	____
10.	Are employees who hold bilingual positions supervised and evaluated in the official language of their choice and other employees in the language in which they are required to perform the duties of their positions?	____	____
-	For example, have I considered:
·	reminding my supervisors of their obligations and employees of their rights in this regard?	____	____
·	using temporary measures such as translation or assistance from fellow supervisors?	____	____
·	encouraging supervisors to become bilingual or to upgrade their language skills?	____	____
·	allowing employees to choose the language in which they will be evaluated?	____	____
11.	Are the training and development services and personal and central services provided to my employees available in both official languages?	____	____
-	Are they of comparable quality in each language?	____	____
-	Are they available at the same time in each language without having to be requested?	____	____
-	Is the necessary equipment and documentation available in both official languages?	____	____
-	What steps did I take to ensure that this was the case?	____	____
-	For example, have I considered:
·	asking the employees?
·	asking the units responsible for providing these services to take the necessary steps to correct the situation?	____	____
·	encouraging employees to exercise their rights in this regard?	____	____
12.	If I supervise EXs in the NCR or bilingual regions, have I identified their positions bilingual?	____	____
-	If not, why not?	____	____
-	Have I drawn up a plan and objectives to enable EXs to attain level CBC by March 1998?	____	____
-	Will I meet the March 31, 1998 objective?	____	____
-	If not, what steps should I take?	____	____
-	Am I monitoring the situation regularly?	____	____
-	If not, have I considered:
·	reminding EXs of the important role they play in creating and maintaining work environments conducive to the use of both official languages and the example which they must set for their employees?	____	____
·	encouraging EXs to practise their second language daily in order to maintain their proficiency?	____	____
·	setting an example myself through my attitudes and conduct?	____	____
	Unilingual regions :
13.	Is the situation of the minority official language in my administrative unit comparable to that of other units in my institution in other unilingual regions?	____	____

-	How did I ensure that this was the case?
-	Do I have regular contacts with my counterparts on this subject?	____	____
-	For example, have I considered:
·	placing this item or having it placed on the agenda of meetings with my counterparts?	____	____
·	comparing the situation regarding work instruments and information technology systems in my administrative unit with the situation in other unilingual regions	____	____
14.	If I provide personal and central services or training and development services to employees working in bilingual regions, are these services:
·	offered in both official languages?	____	____
·?	available in each language at the same time	____	____
·	of comparable quality in each language?	____	____
-	How did I ensure that this was the case?
-	Have I instituted measures to ensure quality control of these services in each language?	____	____
-	Do I conduct periodic checks?	____	____
-	Do I merely monitor the number of complaints received?	____	____
-	Do I conduct regular surveys on my clients' satisfaction with the official language in which services are provided?	____	____
-	Have I included the "official languages" aspect in my service standards?	____	____
15.	If my office or organization has authority either to direct or to provide services to other offices of my institution or other federal institutions, do I ensure that communications from my organization respect the language of work of these other offices?	____	____
-	What steps have I taken to this end?
-	How do I ensure that this is the case?
-	Do I occasionally monitor communications between regions, for example, by means of observation, review of files, surveys, etc.?	____	____
-	Do I receive any complaints about this?	____	____

Part III - Equitable participation

Under the Official Languages Act, the federal government is committed to ensuring that English-speaking and French-speaking Canadians, without regard to their ethnic origin or first language learned, have equal opportunities to obtain employment and advancement in federal institutions and that the composition of the workforce of federal institutions tends to reflect the presence of both official languages communities in Canada, taking into account their mandates, the public they serve and their location. Federal institutions and their managers therefore have a duty to support this commitment by ensuring that employment opportunities are open to all English-speaking and French-speaking Canadians.

		Yes	No
1.	Does the workforce of my administrative unit reflect the presence of both official languages communities in the region (or regions) in which it is located?	____	____
-	Do English-speaking and French-speaking Canadians have equal opportunities to obtain employment and advancement in my administrative unit?	____	____
-	To ensure this, do I rely solely on the proportion of members from each linguistic group in my unit and on the fact that it is the same as at the national level?	____	____
-	Do I also take into account my unit's mandate and location and the public it serves?	____	____
2.	Is the presence of both official languages communities reflected in all occupational groups?	____	____
-	For example, have I considered:
·	assignments and deployments?	____	____
·	analysing how the resources in my administrative unit are organized and reallocating them?	____	____
-	Have I questioned whether the organization of work within my unit might be an obstacle to the recruitment and advancement of both linguistic groups?	____	____
-	What steps should I take to correct the situation?
3.	When I staff a position, do I take the necessary steps to attract candidates from both linguistic groups?	____	____
-	For example, have I considered:
·	providing the necessary documentation in both official languages at the same time?	____	____
·	announcing competition notices in both official languages even if the position is unilingual?	____	____
·	expanding the area of competition?	____	____
·	setting up bilingual selection boards, i.e. whose members are able to function in both official languages?	____	____
·	contacting educational institutions of the minority official language community?	____	____
·	publishing notices in minority groups media?	____	____
·	using imperative staffing only when this is necessary for performance of the duties of the position?	____	____
4.	Do I use training and development programs to broaden the pool of qualified individuals from each official language group in a particular work sector?	____	____
-	For example, have I considered:
·	offering professional development courses in both official languages?	____	____
·	setting career goals in performance appraisals?	____	____
·	drawing up a human resources plan?	____	____
·	drawing up training plans?	____	____

ATTENTION, some measures are UNACCEPTABLE:

-	Do I:
·	set recruitment quotas?	____	____
·	identify the language requirements of positions based on the linguistic group I want to reach?	____	____
·	use unacceptable methods or imperative staffing to reach my equitable participation target?	____	____
-	If I answered yes to any of the above questions, the steps I am taking are totally inappropriate and unacceptable and I should reread the policy on equitable participation since I am not providing equal opportunities for employment and advancement to the members of both linguistic groups.

Part IV - Program management

Managers are responsible for managing measures which support the official languages program, namely: i) the bilingualism bonus; ii) language training; and iii) translation. They are also responsible for determining the language requirements of positions in their unit.

		Yes	No
1.	Do I ensure that employees who are entitled to the bilingualism bonus receive it, especially in the case of employees hired for terms of three months or more, including students?	____	____
-	Do I know the conditions under which eligible employees can receive the bilingualism bonus?	____	____
-	Do I ensure that employees who are receiving the bilingualism bonus continue to meet the language requirements of their bilingual position?	____	____
-	If there are doubts about employees' language skills, do I take the necessary steps to have them retake the SLE?	____	____
2.	Do my employees who are required or who are eligible to take language training really have access to this training?	____	____
-	Have I instituted mechanisms to ensure that the training is received and provided in a timely manner?	____	____
-	In particular, have I considered:
·	drawing up a language training plan?	____	____
·	monitoring the language training plan?	____	____
·	analysing the effectiveness and cost-effectiveness of training (disturbing employees on training as little as possible and avoiding unnecessary costs by cancelling courses at the last minute)?	____	____
-	Do I take the necessary steps to ensure that they are able to attend this training regularly? For example:	____	____
·	adopting measures so that the work can be done when employees are absent on language training (for example, reorganizing duties, contracting out, acting appointments).	___	____
3.	Do my employees have the opportunity to maintain their language skills after they return to work?	____	____
-	Do I give them the opportunity to practise what they have learned?	____	____
-	Do I encourage employees whose first official language is the second language of employees who have returned from language training to provide their colleagues with opportunities to practice their new language skills?	____	____
-	Do I pair employees from the two linguistic groups?	____	____

-	For example, have I also considered:
·	encouraging oral and written communications with employees in their second official language?	____	____
·	instituting innovative approaches for practising second language skills (bilingual coffee breaks, working with colleagues who are proficient in the second language, etc.)?	____	____
·	encouraging employees to take advantage of all opportunities to use their second official language?	____	____
4.	Do I have all documents translated which should be translated?	____	____
-	What criteria do I use to determine whether a document should be available in both official languages?
-	Do these criteria comply with the policy on producing texts in both official languages?	____	____
-	Do I have sufficient bilingual capacity within my organization to have short, non-technical texts translated and revised?	____	____
-	Is this a cost-effective practice for my organization?	____	____
-	Would it be less expensive to use translation services?	____	____
5.	Have I taken steps to ensure that the quality of each version is comparable?	____	____
-	What are those steps?
-	What are my quality criteria?
-	Do they depend on the topic and intended audience of each document?	____	____
-	Do the steps taken provide sufficient assurance of quality?	____	____
-	For example, have I considered:
·	comparative readings of samples from each version?	____	____
·	using the central writing assistance or revision services available within my institution?	____	____
·	using writing or revision service contracts?	____	____
6.	Do I ensure that the most efficient and economical translation services provider is chosen?	____	____
-	What are my criteria in this regard?
7.	Do the language requirements of the positions in my organization correspond to the work required and are they based on actual needs?	____	___
-	Do I review them and set them objectively before filling positions?	____	____
-	Do they take into account the language obligations of my organization?	____	____
-	Do I use imperative staffing within the limits set out in the policy on staffing bilingual positions?	____	____
-	Do I know the rights of unilingual and bilingual incumbents of positions whose language requirements or linguistic profiles have changed?	____	____

APPENDIX H - Guide On Identification Of The Language Requirements Of Positions

- to be published at a later date -

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APPENDIX I - Questionnaire on the use of the two official languages at work

(Departments and Agencies)

OBJECTIVES OF THE QUESTIONNAIRE

I.     OBJECTIVES OF THE QUESTIONNAIRE

To determine if employees have been informed of their language of work rights. (Treasury Board Manual - Official Languages, Chap 2-1, Appendix A).

To determine if the work environment is conducive to the effective use of both official languages and accommodates the use of either language. (Official Languages Act, Section 35).

To determine if the federal institution is meeting its obligations in making available specific services in both official languages. (Official Languages Act, Section 36).

II.     QUESTIONS DIRECTLY RELATED TO THE OBJECTIVES

Objective 1:	Question 7
Objective 2:	Questions 8, 9, 10
Objective 3:	Questions 11, 12, 13, 14, 15

III.     USE OF INFORMATION OBTAINED WITH THE QUESTIONNAIRE

The information obtained by means of the questionnaire will be used by the department to manage its Official Languages Program. This would include the information required for the Letters of Understanding negotiated with Treasury Board and for the Annual Management Reports.

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EXAMPLE COVER PAGE¹

____________________________________________________________________________
NAME OF THE DEPARTMENT

QUESTIONNAIRE ON THE USE OF THE OFFICIAL LANGUAGES AT WORK

I.     PURPOSE

The purpose of the survey is to determine if the work environment is conducive (alternative: favourable) to the use of either official language.

ALTERNATIVE PURPOSE: The purpose of the survey is to determine if employees have the opportunity to work in the official language of their choice (alternative: their preferred official language).

II.     FOR WHOM IS THIS QUESTIONNAIRE INTENDED?

For employees in the designated bilingual regions for language of work purposes.

III.     COMPLETED QUESTIONNAIRES ARE CONFIDENTIAL

All reports will be based on grouped data to preserve the anonymity of individual respondents.

IV.     HOW LONG WILL IT TAKE TO COMPLETE THE QUESTIONNAIRE?

It will take approximately 10 minutes to complete the questionnaire, but you may wish to take additional time to formulate written comments.

V.     IF A QUESTION IS NOT CLEAR FOR YOUR SITUATION

And you feel your answer may be misinterpreted, please feel free to qualify your answer in the margin, or on the last page of the questionnaire.

VI.     IF YOU HAVE ANY QUESTIONS ABOUT THE QUESTIONNAIRE

Please feel free to call... (Telephone number, name of unit.)

VII.     YOUR COOPERATION IS REQUESTED

We know you are busy, but it would be appreciated if you would participate in the present survey, as a high response rate will give a truer picture of the existing situation.

VIII.     PLEASE RETURN YOUR COMPLETED QUESTIONNAIRE IN THE ENVELOPE PROVIDED WITHIN ONE WEEK

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1    A cover page or a covering letter addressed to each respondent is optional, but if used, should be tailored to suit the department

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ADAPTING THE QUESTIONNAIRE

I.     PURPOSE

This section offers suggestions to the Directors of Official Languages for adapting the questionnaire to meet the requirements of their department.

II.     LAYOUT OF QUESTIONNAIRE

Employee data and functions:	questions 1 to 6
Program knowledge:	question 7
(Objective 1)
Use of the official languages at work:	questions 8 to 10
(Objective 2)
Department's duties:	questions 11 to 15
(Objective 3)
Comments:	question 16

III.     OVERVIEW

Adapting the questionnaire to the needs of a particular department consists of two steps:

1.     review need for questions: retain or delete;

2.     decide which alternative to use in retained questions.

IV.     REVIEW NEED FOR QUESTIONS: RETAIN OR DELETE

Question 1 is required to the extent that the department wishes to make its analysis of the questionnaires by unit (or sector, branch, division, etc.) and region. The wording of this question should be modified to meet the needs of the department, or deleted if not required. For example, a department may prefer to analyse the data according to occupational categories and by region rather than by work unit and region. If this were the case, item 1a) could be phrased as follows:

CLASSIFICATION OF YOUR POSITION:

Group _____ Level _____

Note: Respondents are requested to indicate the group and level of their position in order to reduce the risk of error. Occupational categories can be easily and accurately derived from these data at the analysis stage.

Question 2 on First Official Language is mandatory, as the analysis of completed questionnaires is made by comparing Anglophones and Francophones. The definitions used are the ones given in the Treasury Board Manual - Official Languages,

Chapter 3-0, page 2.

Question 5 is mandatory, as the analysis of completed questionnaires should be made according to the language requirements of positions: Bilingual, English-essential, French-essential, English or French (either/or).

Questions 3, 4 and 6 are not required to meet the stated objectives of the questionnaire, but recommended on the basis of being useful in describing the linguistic profile of respondents and interpreting the results.

Question 7 (objective 1) provides essential information for reporting on the program, but could be omitted if the information can be obtained by other means.

Questions 8 to 15 are essential, as these questions deal with objectives 2 and 3 of the questionnaire. However, questions 12 (computer programs) and 14 (training) can be deleted if not applicable, or if there is another source of information.

Question 16 should be retained as the comments of respondents often provide clues for explaining results and anecdotes to enliven the official report.

V.     DECIDE WHICH ALTERNATIVE WILL BE USED

In question 1, a choice must be made between the model which appears in the questionnaire and the one presented in section IV.

In question 8, a choice must be made between the two item alternatives presented in the questionnaire. The first will provide statistics on the overall use of English and French in the department but will not allow a distinction between the speaking and writing skills. The second will yield the opposite results, that is, it will be possible to report separately for the speaking and writing skills but not on the overall use of the two languages. Please note that the two alternatives should not be combined within the same questionnaire since responses to the general question could contradict those for the speaking and writing skills.

VI.     ADAPTING A QUESTIONNAIRE AND ANALYSING RESPONSES

Considering the methodology to be used for analysing questionnaires should constitute an integral part of adapting a questionnaire. It is recommended that the authority (e.g. systems, computer programmers, statisticians) that will be handling the data processing should be consulted before finalizing the design of the departmental questionnaire. (See section entitled "Analysing Questionnaires".)

VII.     OTHER CONSIDERATIONS

1. It will be necessary to renumber the final version of the questionnaire, change the "Go to question X" notes, etc.

2. The name of the department may appear on the questionnaire, as well as on the cover page.

3. It is suggested that the modified questionnaire be pretested before its use in the survey.

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ANALYSING QUESTIONNAIRES

I.     PURPOSE

This section makes suggestions for the analysis of questionnaires on the use of the official languages at work.

II.     DATA PROCESSING - QUESTIONNAIRE DESIGN

As noted in the section entitled "Adapting the Questionnaire", discussions with the authority that will handle the data processing (e.g. systems, computer programmers, statisticians) should take place before finalizing the design of the questionnaire. These discussions should include planning how the raw data will be summarized to facilitate the analysis and to prevent any possibility of associating statistical data with an identifiable individual.

III.     INITIAL ANALYSIS OF ALL QUESTIONNAIRES

It is essential that data be tabulated separately for Anglophones and Francophones, as defined by First Official Language.

Appendix A shows the tables that would be required to summarize the responses to the questionnaire.

It will be noted that, for questions 11 to 15 , it is possible to combine "Always" and "Often" into one category, and "Seldom" or "Never" into another.

IV.     ANALYSIS USING OTHER PARAMETERS

It will often be appropriate to make one or more analyses by selecting the respondents according to parameters provided by the following questions:

- question 1 on work units and regions;

- question 5 on the language requirements of positions.

The summarizing tables would be similar to those displayed in Appendix A.

V.     WHICH QUESTIONNAIRES SHOULD BE ACCEPTED?

It is recommended that only those questionnaires containing responses to the following items be retained for data processing:

1. questions 1 and 5 (as discussed in the preceding section);

2. question 2 on the First Official Language;

3. at least one question among those numbered from 7 to 15 inclusively (which cover the 3 objectives of the survey).

VI.     THE DISSATISFIED RESPONDENTS

In questions 9 to 15, there are three possible responses:

- SATISFIED;

- DISSATISFIED - I would prefer to use ENGLISH more often;

- DISSATISFIED - I would prefer to use FRENCH more often.

In an analysis to determine if the program is reaching its objectives with respect to Anglophones, it is necessary to combine under an appropriate heading:

- Anglophones who are SATISFIED; and

- Anglophones who are DISSATISFIED and who would prefer to use French more often (that is, the work environment does not impede their use of English).

Note that the program fails to reach its objectives only in the case of Anglophones who are DISSATISFIED and who would prefer to use English more often.

A similar analysis with respect to Francophones would require combining those who are SATISFIED with those who are DISSATISFIED and who would prefer to use English more often. Hence, the program fails to reach its objectives only in the case of Francophones who are DISSATISFIED and who would prefer to use French more often.

VII.     THE OFFICIAL REPORT ON THE LANGUAGE OF WORK SURVEY

The official report could include the following elements, but should be presented in accordance with normal corporate practice for similar reports:

• one page executive summary;
• objectives of the survey and/or introduction;
• brief outline of the methodology (refer to appendix);
• statement on the response rate;
• description of the major findings (facts);
• an analysis of the major findings; this could include a comparison with:

SURVEY DATA

1a	Work Unit:	Anglos	Francos	Ang + Fra
	A	N H%	N H%	HT 100%
	B	N H%	N H%	HT 100%
	Total	TA H%	TF H%	GT 100%
1b	Region:	Anglos	Francos	Ang + Fra
	A	N H%	N H%	HT 100%
	B	N H% N H%	N H%	HT 100%
	Total	TA H%	TF H%	GT 100%
2	My First Official Language is:	Anglos	Francos	Ang + Fra
	English	N
	French		N
	Total	TA H%	TF H%	GT 100%
5	The language requirements of my position are:	Anglos	Francos	Ang + Fra
	Bilingual	N %	N %	HT %
	English-essential	N %	N %	HT %
	French-essential	N %	N %	HT %
	Either English or French	N %	N %	HT %
	Total responses	TA 100%	TF 100%	GT 100%

3	I speak English:	Anglos	Francos
	Fluently	N %	N %
	Relatively fluently	N %	N %
	With difficulty	N %	N %
	Not at all	N %	N %
	Total responses	TR 100%	TR 100%
	No response	N	N
	Total	TA	TF
4	I speak French:	Anglos	Francos
	Fluently	N %	N %
	Relatively fluently	N %	N
	With difficulty	N %	N %
	Not at all	N %	N %
	Total responses	TR 100%	TR 100%
	No response	N	N
	Total	TA	TF
6	I am required by my department to have a knowledge of both English and French to provide:	Anglos	Francos
	Services to the public	N1	N1
	Internal services	N2	N2
	Supervision	N3	N3
	(Optional)
	Total responses	TR	TR
	No response	N	N
	Total	TA	TF
	Notes:
	"Other" responses should be distributed among the three categories above, according to content. - +N2+N3 will normally be greater than TR (multiple responses permitted).
7	I have been informed of my rights and obligations concerning the use of either official language work:	Anglos	Francos
	Yes	N %	N %
	No	N %	N %
	Don't know	N %	N %
	Total responses	TR 100%	TR 100%
	No response	N	N
	Total	TA	TF
8	In carrying out my duties, including all communications with the public and other employees, I use:	Anglos	Francos
	English only	N %	N %
	Mostly English	N %	N %
	French only	N %	N %
	Mostly French	N %	N %
	English and French equally	N %	N %
	Total responses	TR 100%	TR 100%
	No response	N	N
	Total	TA	TF

 ALTERNATIVE QUESTION 8:

Response tabulation for 8a, Method A

8a	In carrying out my duties, including all communications with the public and other employees, I speak:
	(in percentage of time)
	In English	In French		Anglos		Francos
	0 to 5%	95 to 100%		N %		N %
	6 to 39%	61 to 94%		N %		N %
	40 to 60%	40 to 60%		N %		N %
	61 to 94%	6 to 39%		N %		N %
	95 to 100%	0 to 5%		N %		N %
	Total responses			TR 100%		TR 100%
	No response			N		N
	Total			TA		TF
	Response tabulation for 8a, Method B
8a	In carrying out my duties, including all communications with the public and other employees, I speak:			Anglos		Francos
	In English			%		%
	In French			%		%
	Total			100%		100%
	(Optional addition)
	Total responses			TR		TR
	No response			N		N
	Total			TA		TF
8b	I write: (same table as for question 8a)
9	Concerning the opportunity to work in the official language of my choice when I am not serving the public or other employees, or providing supervision, I am:
			Anglos		Francos
	Satisfied		N %		N %
	Dissatisfied, I would prefer:
	English more often		N %		N %
	French more often		N %		N %
	Total responses		TR 100%		TR 100%
	No response		N		N
	Total		TA		TF
	Question 10a: Response tabulation Method A
10a	At internal staff meetings that I attend: (in percentage of time)
	English is spoken	French is spoken	Anglos		Francos
	0 to 5%	95 to 100%	N %		N %
	6 to 39%	61 to 94%	N %		N %
	40 to 60%	40 to 60%	N %		N %
	61 to 94%	6 to 39%	N %		N %
	95 to 100%	0 to 5%	N %		N %
	Total responses		TR 100%		TR 100%
	No response		N		N
	Total		TA		TF
	Question 10a: Response tabulation Method B
10a	At internal staff meetings that I attend:		Anglos		Francos
	English is spoken		%		% of time
	French is spoken		%		% % of time
	Total		100 %		100 %
	(Optional)
	Total responses		TR		TR
	No response		N		N
	Total		TA		TF
10b	Concerning this use of English and French at meetings, I am:		Anglos		Francos
	Satisfied		N %		N %
	Dissatisfied, I would prefer:
	English more often		N %		N %
	French more often		N %		N %
	Total responses		TR 100%		TR 100%
	No response		N		N
	Total		TA		TF
11a	The Internal Services that I use are provided in English:		Anglos		Francos
	Always or often		N %		N %
	Seldom or Never		N %		N %
	Total responses		TR 100%		TR 100%
	Don't know (or Don't use)		N		N
	No response		N		N
	Total		TA		TF
11b	The Internal Services that I use are provided in French:		Anglos		Francos
	Always or often		N %		N %
	Seldom or Never		N %		N %
	Total responses		TR 100%		TR 100%
	Don't know (or Don't use)		N		N
	No response		N		N
	Total		TA		TF
11c	Concerning the provision of Internal Services, in either official language, I am:		Anglos		Francos
	Satisfied		N %		N %
	Dissatisfied, services should be provided in:
	English more often		N %		N %
	French more often		N %		N %
	Total responses		TR 100%		TR 100%
	No response		N		N
	Total		TA		TF
	Computer programs (software):
12a	(same tables as for question 11)
12b
12c
	Work instruments:
13a	(same tables as for question 11)
13b
13c
	Professional training courses:
14a	(same tables as for question 11)
14b
14c
	Communications with my supervisor:
15a	(same tables as for question 11)
15b
15c

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CONFIDENTIAL (WHEN COMPLETED)

QUESTIONNAIRE ON THE USE OF THE OFFICIAL LANGUAGES AT WORK

Please check only one box in each question (except question 6).

EMPLOYEE DATA AND FUNCTIONS

1a     Work unit:

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b     Place of work:

    .............................. ...................
    (city/town/village) (province)

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2     My First Official Language is:

    [   ] ENGLISH [    ] FRENCH

FIRST OFFICIAL LANGUAGE: official language with which an employee has a primary personal identification (that is the official language in which a person is generally more proficient).

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3	I SPEAK English:	4	I SPEAK French:
	[   ] FLUENTLY [   ] RELATIVELY FLUENTLY [   ] WITH DIFFICULTY [   ] NOT AT ALL		[   ] FLUENTLY   [   ] RELATIVELY FLUENTLY [   ] WITH DIFFICULTY [   ] NOT AT ALL

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5	The language requirements of my position are:
	[   ] BILINGUAL [   ] FRENCH-ESSENTIAL	[   ] ENGLISH-ESSENTIAL [   ] EITHER ENGLISH OR FRENCH
	If your position is identified bilingual Go to question 6, otherwise Go to question 7.

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6	My position has been identified bilingual to provide the following services: (Check One or More)
	[   ] SERVICES TO THE PUBLIC [   ] INTERNAL SERVICES to other employees [   ] SUPERVISION [   ] OTHER (please describe) INTERNAL SERVICES: services provided by a department to employees, such as pay and benefits, administrative, legal and library services, etc.

 

PROGRAM KNOWLEDGE

7	My department has informed me of my rights and obligations concerning the use of either official language at work:
	[   ] YES	[   ] NO	[   ] DON'T KNOW

USE OF THE OFFICIAL LANGUAGES AT WORK

8	In carrying out my duties, including all communications with the public and other employees, I use:
	[   ] ENGLISH ONLY [   ] MOSTLY ENGLISH [   ] FRENCH ONLY [   ] MOSTLY FRENCH [   ] ENGLISH AND FRENCH EQUALLY

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	ALTERNATIVE
8a	In carrying out my duties, including all communications with the public and other employees:
	I SPEAK in English  I SPEAK in French	[   ] % of the time [   ] % of the time ---- 100%	(Fill both boxes)
	If your duties do not require that you WRITE, Go to question 9.
8b	In carrying out my duties at work, including all communications with the public and other employees:
	I WRITE in English  I WRITE in French	[   ] % of the time [   ] % of the time ---- 100%	(Fill both boxes)

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9	The Department has the obligation to create a work environment where employees are able to communicate in the official language of their choice in all circumstances, except when they are required to provide specified services. Concerning the opportunity to work in the official language of my choice when I am not serving the public or other employees, or providing supervision, I am:
	[   ] SATISFIED
	[   ] DISSATISFIED	I would prefer to use ENGLISH more often
	[   ] DISSATISFIED	I would prefer to use FRENCH more often
	Please feel free to give the reasons for your dissatisfaction in the margin or in section 16 which is reserved for comments.

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10a	At internal staff MEETINGS that I attend:
	ENGLISH is spoken FRENCH is spoken	[   ] % of the time  [   ] % of the time ----- 100%		(Fill both boxes)
b	Concerning this use of English and French at MEETINGS, I am:
	[   ] SATISFIED
	[   ] DISSATISFIED		I would prefer that ENGLISH be spoken more often
	[  ] DISSATISFIED		I would prefer that FRENCH be spoken more often

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DEPARTMENT'S DUTIES

11a	The INTERNAL SERVICES that I use are provided in ENGLISH:
	[   ] ALWAYS	[   ] OFTEN	[   ] SELDOM	[   ] NEVER
	[   ] DON'T KNOW OR DON'T USE
	INTERNAL SERVICES: services provided by a department to employees, such as pay and benefits, administrative, legal and library services, etc.
b	The INTERNAL SERVICES that I use are provided in FRENCH:
	[   ] ALWAYS	[   ] OFTEN	[   ] SELDOM	[   ] NEVER
	[   ] DON'T KNOW OR DON'T USE
c	Concerning the provision of INTERNAL SERVICES in either official language, I am:
	[   ] SATISFIED
	[   ] DISSATISFIED		these services should be provided  in ENGLISH more often
	[   ] DISSATISFIED		these services should be provided in FRENCH more often
	If you use COMPUTER PROGRAMS (software), please answer question 12, otherwise Go to question 13.
12a	The COMPUTER PROGRAMS that I use are available, at work, in ENGLISH:
	[   ] ALWAYS	[   ] OFTEN	[   ] SELDOM	[   ] NEVER
	[   ] DON'T KNOW
b	The COMPUTER PROGRAMS that I use are available, at work, in FRENCH:
	[   ] ALWAYS	[   ] OFTEN	[   ] SELDOM	[   ] NEVER
	[   ] DON'T KNOW
c	Concerning the availability of COMPUTER PROGRAMS in either official language, I am:
	[   ] SATISFIED
	[   ] DISSATISFIED		these programs should be available in ENGLISH more often
	[   ] DISSATISFIED		these programs should be available in FRENCH more often
	If you use WORK INSTRUMENTS (documents such as directives and circulars provided by the department) in the course of your work, please answer question 13, otherwise Go to question 14.
13a	The WORK INSTRUMENTS that I use are available in ENGLISH:
	[   ] ALWAYS	[   ] OFTEN	[   ] SELDOM	[   ] NEVER
	[   ] DON'T KNOW
b	The WORK INSTRUMENTS that I use are available in FRENCH:
	[   ] ALWAYS	[   ] OFTEN	[   ] SELDOM	[   ] NEVER
	[   ] DON'T KNOW
c	Concerning the availability of WORK INSTRUMENTS in either official language, I am:
	[   ] SATISFIED
	[   ] DISSATISFIED		these instruments should be available in ENGLISH more often
	[   ] DISSATISFIED		these instruments should be available in FRENCH more often
	If you have attended a PROFESSIONAL TRAINING COURSE provided by your department in the last 2 years, please answer question 14, otherwise Go to question 15.
14a	The PROFESSIONAL TRAINING COURSES that I attend are available in ENGLISH:
	[   ] ALWAYS	[   ] OFTEN	[   ] SELDOM	[   ] NEVER
	[   ] DON'T KNOW
b	The PROFESSIONAL TRAINING COURSES that I attend are available in FRENCH:
	[   ] ALWAYS	[   ] OFTEN	[   ] SELDOM	[   ] NEVER
	[   ] DON'T KNOW
c	Concerning the availability of PROFESSIONAL TRAINING COURSES in either official language, I am:
	[   ] SATISFIED
	[   ] DISSATISFIED		these courses should be available in ENGLISH more often
	[   ] DISSATISFIED		these courses should be available in FRENCH more often
15a	My immediate SUPERVISOR is able to discuss work assignments with me in ENGLISH:
	[   ] ALWAYS	[   ] OFTEN	[   ] SELDOM	[   ] NEVER
	[   ] DON'T KNOW
b	My immediate SUPERVISOR is able to discuss work assignments with me in FRENCH:
	[   ] ALWAYS	[   ] OFTEN	[   ] SELDOM	[   ] NEVER
	[   ] DON'T KNOW
c	Concerning my communications with my SUPERVISOR in either official language, I am:
	[   ] SATISFIED
	[   ] DISSATISFIED		these communications should be in ENGLISH more often
	[   ] DISSATISFIED		these communications should be in FRENCH more often

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COMMENTS

16	YOU ARE INVITED TO MAKE COMMENTS ON:
	- any of the previous questions; - items not covered in the questionnaire; - what could be done to promote the use of both official languages in your work area.               Thank you for taking the time to complete this questionnaire.

 

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APPENDIX J - Questionnaire on Client Satisfaction ;

Questionnaire on Client Satisfaction with the Offer and Delivery of Services in either Official Language User's Guide 

INTRODUCTION

The public's right to communicate with federal institutions and obtain service of comparable quality in the official of its choice is a fundamental element of the languages program. To ensure high-quality service, it is important to determine client satisfaction and respond to clients' needs. The area of official languages is no exception. With this in mind, the Official Languages and Employment Equity Branch has developed a questionnaire an user s guide to help federal institutions evaluate the satisfaction of their clients with the offer and delivery of services in the official language of their choice.

Federal institutions can use the questionnaire in offices where they must provide their services in both official languages as required by the Official Languages Act and pursuant regulations. The questionnaire is designed for use in offices where services are offered to clients in person.

This guide includes a questionnaire which has been tested in various regions of the c also includes descriptions of four me can be used to obtain responses to the questionnaire, with the advantages and disadvantages of each method. The four survey methods are:

1. survey using the intercept t method;

2. reply card survey with deposit box on premises;

3. reply card survey with postage prepaid cards; and

4. integration of the questionnaire in an institution's client satisfaction survey.

The guide also provides an outline of the steps to take for processing survey responses and nalyzing results. It includes the camera-ready copy of the questionnaire for three of the four survey methods, with printing instructions.

INTERCEPT METHOD

Description

The survey is carried out by an interviewer who speaks with clients as they leave the office. This interviewer should not be an employee of the office. Each interview lasts approximately two or three minutes.

Advantages

The intercept method:

• results in a higher participation rate than that of the other methods described in this guide;
• allows the gathering of responses based on the client's most recent transaction;
• allows the interviewer to ask clients to clarify their comments, where necessary;
• provides control over variables in the environment that could affect results (for example, preventing a situation where a client responds to the questionnaire more than once in a single visit to the office); and
• provides almost immediate results, allowing for the prompt correction of a problem, where required.

Disadvantage

• This method is more expensive than the others mentioned in the guide, owing to the cost of hiring interviewers.

Steps to Follow

• Print a sufficient number of questionnaires for the survey, using the camera-ready Copy supplied in this guide.
• Determine the dates and duration of the survey. Two or three weeks appears to be the most appropriate period.
• Post notices, informing clients about the survey and asking them to respond to the interviewer's festoons, in key places around the office for the duration of the survey.
• Intercept clients as they leave the office after having obtained service. Avoid impeding the smooth running of the office.
• Use both official languages when approaching clients, -in Quebec,, "Bonjour, Good morning"; elsewhere, "Good morning, bonjour".
• Interviewers should introduce themselves and ask the client if he or she would answer some brief questions about the service he or she has just received: "Hello, my name is ___________ would like to ask you so some questions about the service you have received at this office. It should only take two or three minutes."
• Record the client's answers on the response sheet. Then thank the client for having participated in the survey.
• Ensure that interviews are carried out at various times of the day and on different days of the week, so that a representative sample of the office's clientele is obtained. This may be achieved by alternating morning and afternoon sessions and business days.
• Ensure that the employees of the office are never directly involved in the process.

REPLY CARD IN DEPOSIT BOX

Description

The survey is carried out by means of a reply card which is filled out by the client on the office premises, and deposited in a box situated near the exit. 'The cards should be left in a place that is visible and accessible to clients. Office employees should not be involved directly in the process, so as not to intimidate clients or influence their responses.

Advantages

• This method entails minimal costs. (It is the least expensive of the methods described in this guide.)
• Results are available quickly - they can be tallied at the end of each day.
• Disadvantage
• The response rate is relatively low - much lower than that of the intercept method.

Steps to Follow:

• Print a sufficient quantity of reply card questionnaires, using the camera-ready copy supplied in the centre pages of this guide. Ensure that cards are printed in English and French back to back.
• Ensure that the reply cards a s are placed in a location that is visible and accessible to clients (usually near the exit).
• Put an attractive, easily recognizable box clearly indicating its function near the reply cards.
• Indicate on the box that completed questionnaire reply cards are to be deposited in it. For example, "Would you please fill in this questionnaire and drop it in this box?" «Nous vous prions de bien vouloir remplir le présent questionnaire et de le déposer dans cette boîte».
• Leave two piles of reply cards next to each other, one with the English side up, the other with the French side up.
• Name someone to empty the deposit box and restock the reply cards as necessary, and to ensure that there is always a sufficient number of cards and pencils.
• Empty the box every day. If the response rate is very low (that is, less than 5 per cent of the total number of clients visiting the office in the first few days of the survey), it may be advisable to relocate the box and the cards to obtain a higher response rate.
• Post notices in key places around the office, informing clients about the survey and inviting them to respond to the questionnaire.
• Do not allow clients to return the cards to any individual, nor to deposit them elsewhere than in the designated box. Ask clients to use the deposit box.
• Ensure that the employees of the office are never directly involved in the process.
• Consider usin another method of obtaining responses to the questionnaire if, after the first month, the response rate is less than 5 per cent of the total number of clients visiting the office.

REPLY CARD SURVEY WITH POSTAGE PREPAID CARDS

Description of the Method

The survey is carried out by means of a re I card that is filled out and mailed by the client of the office. The cards should be left in a place that is visible and accessible to clients. Office employees should not get involved, so as not to influence clients or bias their responses.

Advantages

• The response rate is usually fairly high.
• There is a greater probability of reliable results than with e deposit box method.

Disadvantages

• Delays may be caused by the need to obtain from Canada Post the pre-addressed reply cards, a business reply permit, etc.
• There may also be delays in obtaining results, since clients may not always return their card immediately.

Steps to follow

• Determine to what address reply cards will be sent. This address could be that of the office carrying out the study.
• Obtain the permit numbers and the standard addressing formats from the representative of Canada Post for on. A few hundred dollars is needed for the business reply permit and for a deposit that must be made to a Canada Post account, which is debited every time a card is returned. Thus the total cost is dependent upon the number of cards returned.
• Print a sufficient number of reply card questionnaires, using the camera-ready copy supplied in the centre pages of this guide, and the camera-ready copy supplied by Canada Post.
• Designate someone to distribute the reply cards clients of the office. This person should not be a member of the staff that offers the service directly to clients.
• For the duration of the survey, post notices in key places around the office to inform clients about the survey and stimulate their interest.
• Give clients a reply card as they leave the office after being served.
• Use both official languages when approaching clients, starting with the majority language of the province or territory - in Quebec, "Bonjour, Good morning"; elsewhere, "Good morning, bonjour".
• Explain to the client, in giving him or her a reply card, that it is for a survey a out services offered in both official languages.
• Explain that the card is postage paid, and that all the client has to do is to fill it out and drop it in a mailbox. Thank the client for participating in the survey.

INTEGRATING THE QUESTIONNAIRE WITH ANOTHER SURVEY

Description of the Method

This method can be used when the institution already has in place a method for obtaining feedback on the level of client satisfaction. Questions on the language of service can simply be added to the existing questionnaire.

Advantages

This method:

• saves time, since the structure is already in place;
• integrates official languages into the general administration of the office; and
• entails minimal costs.

Disadvantages

• There may be a negative impact on response rates because the questionnaire is longer and has more questions.
• It is necessary to redo the page layout of the institution's existing questionnaire to incorporate the new questions.
• The official languages dimension is less visible.

Steps to Follow

• If there are any questions about the offer and delivery of services in both official languages in the existing questionnaire, replace them with those in the questionnaire enclosed in this guide. If not, add these questions.
• Use the methods of distribution, gathering and analysis of data used for the questionnaire already in place.

COMPILATION AND ANALYSIS OF RESULTS

Two possible methods of analyzing the results of the survey follow: analysis by the staff of the institution carrying out the survey, and by a private firm. Note that the choice of which of these methods to use is not dependent on the method adopted for carrying out the survey.

Analysis by the Institution Carrying Out the Survey:

• when there are few clients and the processing of results does not lead to a significant increase in workload;
• when the staff of the institution has the means to process and analyze the results (either manually or by means of a computer program for statistical processing and analysis);
• when there is little possibility of intentional or unintentional bias on the part of the person doing the analysis and drawing conclusions.

Advantages

• Direct costs are minimal.
• Analysis may be more complete, since staff may
• be aware of particular events or conditions that account for the results.

Disadvantages

• There is a possibility of bias, since the institution is in effect assessing its own performance.
• There is a possibility that the staff does not have time to do the analysis.

Note: the person responsible for compilation and analysis should not be one of those providing the service in question.

Analysis by a Private Firm:

• when the budget allows;
• when ;justified by a large number of questionnaires;
• when there is insufficient in-house expertise;
• when the in-house personnel with the appropriate expertise cannot devote the required time to the task;
• when the management of the institution considers that the results may have unfavourable consequences for the office staff;
• when the management of the institution considers that it would be preferable to have recourse to a third party to ensure the objectivity and impartiality of the analysis.

Advantages

• Proven expertise is obtained for the analysis of survey results.
• There is a possibility of more thorough analysis.
• The analysis of results is objective and impartial.
• Conclusions are communicated directly to management.

Disadvantages

• Direct costs are higher.
• It may be difficult to justify' hiring a private firm if the number of questionnaires to process and analyze is small.

Procedures for Processing and Analyzing Responses

This procedure for processing and analyzing responses may also be use by a private firm.

For each of the multiple choice questions (nos. 1 to 4), processing and analysis could consist of:

• counting the number of responses to the survey;
• enumerating the various responses to each question;
• counting the number of invalid responses (such as where more than one choice is selected) and subtracting from the total;
• calculating the corresponding percentages (for example, 45 per cent yes, 55 per cent no);
• analyzing the results; and
• drawing conclusions based on the response rate, is calculated on the basis of the overall number of visits to the office, which may in turn vary from one time of year to another and from one office to another. The interpretation of results should take into account particular events that may have occurred during the period of the survey, as well as the participation rate.

Supplementary Processing and Analysis

1) By the official language in which clients were served:

2) By the official language in which clients responded to the questionnaire:

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