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First Nations and Aboriginal peoples January 2014


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Half day open training event held in Toronto, Ontario

Half day open training event held in Toronto, Ontario

Published in: Business, Career, News & Politics

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  • 1. First Nations and Aboriginal peoples in the Canadian workplace by Toronto Training and HR January 2014
  • 2. CONTENTS 3-4 5-6 7-8 9-10 11-17 18-19 20-24 25-28 29-30 31-36 37-43 44-48 49-50 Introduction Definitions Current topics The business case Comparisons Possible goals to set Intercultural competence Cultural differences Drill Working with First Nations and Aboriginal peoples Retention of First Nations and Aboriginal peoples in work Best practices Conclusion, summary and questions Page 2
  • 3. Introduction Page 3
  • 4. Introduction to Toronto Training and HR Toronto Training and HR is a specialist training and human resources consultancy headed by Timothy Holden 10 years in banking 15 years in training and human resources Freelance practitioner since 2006 The core services provided by Toronto Training and HR are: Training event design Training event delivery HR support with an emphasis on reducing costs, saving time plus improving employee engagement and morale Services for job seekers Page 4
  • 5. Definitions Page 5
  • 6. Definitions • • • • • First Nations Aboriginal Métis Inuit Indigenous populations Page 6
  • 7. Current topics Page 7
  • 8. Current topics • • • • Image and identity Relations with Government Social Justice issues Indigenous peoples and the world Page 8
  • 9. The business case Page 9
  • 10. The business case • Build a stable, local, skilled and reliable workforce • Develop a capacity and reputation for corporate social responsibility • Achieve diversity in the workforce • Reduce support costs to the local First Nations and Aboriginal peoples Page 10
  • 11. Comparisons Page 11
  • 12. Comparisons 1 of 6 Page 12
  • 13. Comparisons 3 of 6 • Completers • Leavers Page 14
  • 14. Comparisons 4 of 6 • Among completers, the percentages of men and women who were employed did not differthis was also true for Inuit leavers • However, off-reserve First Nations and Métis male leavers were more likely than female leavers to have a job Page 15
  • 15. Comparisons 5 of 6 • For First Nations people living off reserve and Métis, the median employment income range for completers was $10000 higher than that for leavers; for Inuit completers, the median income range was $20000 higher Page 16
  • 16. Comparisons 6 of 6 • Overall labour force profile • Off-reserve First Nations workers • Unemployed and the not-in-work labour force Page 17
  • 17. Possible goals to set Page 18
  • 18. Possible goals to set • Improve recruitment and retention • Increase cultural competency to support workplace environments • Provide services specific to the Aboriginal and First Nations community • Increase the number of skilled workers based on supply and demand Page 19
  • 19. Intercultural competence Page 20
  • 20. Intercultural competence 1 of 4 • • • • knowledge empathy self-confidence cultural identity Page 21
  • 21. Intercultural competence 2 of 4 CULTURAL DIFFERENCES • collectivism and individualism • masculine and feminine cultures • uncertainty avoidance • power distance • monochrome and polychrome • structural characteristics • Christianity and Confucianism Page 22
  • 22. Intercultural competence 3 of 4 ASSESSMENT • quantitative assessment instruments • qualitative assessment instruments Page 23
  • 23. Intercultural competence 4 of 4 CHARACTERISTICS TO BE TESTED AND OBSERVED • ambiguity tolerance • openness to contacts • flexibility in behaviour • emotional stability • motivation to perform • empathy • meta-communicative competence • polycentrism Page 24
  • 24. Cultural differences Page 25
  • 25. Cultural differences 1 of 3 • Community is the foremost of all values • The future tense is dominant • The world is understood mythically • Goals are met with patience • Ownership is often communal • Gifts are regarded as social glue Page 26
  • 26. Cultural differences 2 of 3 • Work is often motivated by group need • Aging is a source of wisdom • Eye contact is thought over-assertive • Silences are acceptable anywhere • Assertiveness is noncommunal • Listening skills are prized Page 27
  • 27. Cultural differences 3 of 3 • Soft spoken words carry farthest • Nodding signifies understanding • Handshake is soft, signalling no threat • Collective decisions are consensual • A faith in harmony with nature • Family is extended family • Responds to praise of the group
  • 28. Drill Page 29
  • 29. Drill Page 30
  • 30. Working with First Nations and Aboriginal peoples Page 31
  • 31. Working Focus on what the individual with First is saying Nations and • Look at the speaker, giving your full attention Aboriginal to what exactly is being said-First Nations and peoples Aboriginal people tend to 1 of 5 tell stories as a way of communicating with each other, there is a lesson to be learned or a discussion taking place Page 32
  • 32. Working • Don’t interrupt the speaker; this is taken as a with First sign of disrespect Nations and First Nations and Aboriginal Aboriginal people are taught to be respectful to the speakerpeoples many times they use a 2 of 5 talking stick with large groups, waiting to hear the speaker who has the stick Page 33
  • 33. Working • Don’t interrupt the speaker; this is taken as a with First sign of disrespect Nations and (continued). Aboriginal We are always in such a rush that frequently we tend peoples to speak over each other; 3 of 5 this shuts down the speaker and is a sign of disrespectand we ask when First Nations and Aboriginal employees leave, "Why didn’t they just come and tell me?”
  • 34. Working • Listen from the heart with First This is a critical factor in Nations and developing listening skills with First Nations and Aboriginal Aboriginal colleagues-if you listen with your heart and peoples not just with your head you 4 of 5 will listen more clearly as you will focus on what your colleague is saying Page 35
  • 35. Working • Clarify what is being said if you are unsure what is with First being told to you Nations and This will show that you are Aboriginal paying attention and are interested in what the First peoples Nations or Aboriginal person 5 of 5 is telling you-like the majority of people in the workforce, First Nations and Aboriginal people want to be heard and feel that they are contributing Page 36
  • 36. Retention of First Nations and Aboriginal peoples in work Page 37
  • 37. Retention • Training and advancement Training is not relevant to of First the position Nations and Limited course material Aboriginal available peoples in Denied access to training – supervisor deemed it not work appropriate to work being 1 of 6 performed Lack of training funds Training is not a priority Page 38
  • 38. Retention • Training and advancement (continued) of First Supervisor was too busy to Nations and train Aboriginal Supervisor was threatened peoples in when employees received training so no training was work provided 2 of 6 Page 39
  • 39. Retention • Work environment Stress in the workplace due of First to the unprofessional nature Nations and of the organization, and staff Aboriginal No willingness to maintain a peoples in team Inadequate support work systems, development 3 of 6 systems, unfair practices Lack of motivation to advance a First Nations and Aboriginal workforce Page 40
  • 40. Retention • Work environment (continued) of First Not professional Nations and Racism Aboriginal Lack of women, especially in peoples in management positions Too many hours and not work enough allocated to spend 4 of 6 time with family Office politics Page 41
  • 41. Retention • On management No rules, structure or followof First up Nations and Problems with the supervisor Aboriginal Management style peoples in incompatible with desirable method to be supervised work Feel like the token First 5 of 6 Nations or Aboriginal person Not able to advocate for First Nations or Aboriginal issues or colleagues Page 42
  • 42. Retention • On management (continued) of First Asked to take a salary cut Nations and Not given proper Aboriginal direction, clarification or peoples in support on various projects Poor management style work lack of one on one support 6 of 6 Inadequate support systems, development systems, unfair practices Page 43
  • 43. Best practices Page 44
  • 44. Best practices 1 of 4 • Commit for the long-term • Bolster skills and education • Review recruitment and hiring practices • Foster cultural awareness • Reach out • Prevent isolation • Leverage goodwill • Focus on retention • Align programs Page 45
  • 45. Best practices 2 of 4 • Support Aboriginal businesses • Break down myths and prejudices • Tell a new story Page 46
  • 46. Best practices 3 of 4 • Partner with education • Question standard job requirements • Review recruitment and career planning processes • Conduct cultural training • Hire more than one Aboriginal person • Promote Aboriginal people to senior roles Page 47
  • 47. Best practices 4 of 4 • Assess business and employment practices that could cause barriers • Develop an Aboriginal hiring and retention strategy • Communicate and celebrate success Page 48
  • 48. Conclusion, summary and questions Page 49
  • 49. Conclusion, summary and questions Conclusion Summary Videos Questions Page 50