1. Working with Aboriginal People impacted by Residential SchoolsOccupational Competency 2015
SKILL LEVEL DEFINITIONS
Foundational (Level1) –emerging experiencewith some knowledgeofthe subjectmatter
Operational (Level 2) –Working knowledge ofsubject matter. Able toperformall duties requiring this skill
In-depth (Level 3) –Able toperformall duties requiring this skill and has the necessary knowledge totrainothers onthejobin theFoundational/Operationalskill
Expert (Level 4) –Comprehensiveknowledgeand advanced understanding as it relates tothe organizationalenvironment. Ableto train, lead or consult inthesubject
matter whencalledupon
Although Manitoba’s rich diversity of Aboriginal peoples makes generic statements difficult,there are benchmark behaviours which
can be used when workingwith those impacted by residential schooling. These benchmarks are comprised of four (4) skill levels.
Skill levels arenotnecessarily progressivebutdescribebehaviours bestused when the followingskill levels arerequired;
Foundational,Operational,In-Depth and/or Expert. This competency is adapted from Manitoba Corrections Competency: “Works
with Aboriginal People”as developed by a team led by Barry French with participation including;The Manitoba Métis Federation,
The Assembly of Manitoba Chiefs,Manitoba Corrections,Manitoba Civil ServiceCommission,Manitoba Government and Employees
Union, and reviewed by JusticeMurray Sinclairin 2002.
Definition of this competency
Interacts,communicates, or works with Aboriginal (FirstNations,Métis,Inuitand Non-Status Indians) peoplewho have been
historically or vicariously impacted by residential schooling.
Skill Level 1
(Foundational)
Skill Level 2
(Operational)
Skill Level 3
(In-Depth)
Skill Level 4
(Expert)
Understands basic knowledge of
Aboriginal history, culture, and
spirituality as well as current and
historic issues stemming from
residential schools
Applies basic knowledge of
Aboriginal history and culture,
including current and historic
issues stemming from
residential schools, to
interactions with individuals,
agencies and communities
Demonstrates advanced
knowledge and applied skills
in working with individuals
and groups impacted by
residential schools as well as
to those who provide services
to them
Fosters an organizational
environment supporting
respectful interactions.
Creates effective partnerships
with Aboriginal people and
communities. Embraces
Aboriginal methods and
approaches to service deliver
Key Behaviours Key Behaviours Key Behaviours Key Behaviours
Is sensitive to how their own
beliefs,traditions, education and
values affect all their interactions
Knows the four main Aboriginal
groups and the main tribal
groups in Manitoba
Understands and can explain the
basic history of Manitoban
Aboriginal people from pre-
contact to the present
Demonstrates respect in all
interactions with Aboriginal
people by using culturally
appropriatecommunication skills
Does not assume Aboriginal
clients have in-depth knowledge
of their culture, history or tribal
spiritual beliefs but checks when
appropriate
Understands and can explain
Uses appropriate protocols in
approaching community or
spiritual resources
Informs clients of traditional
ceremonial options they may
wish to participatein and why
Supports, encourages and
demonstrates respect for
Aboriginal co-workers
Understands and can explain
cultural grief
Gains knowledge of the
residential school the client
attended, confirms
experience/consequences
with client and adapts
interventions appropriately
Can adaptgeneric information
Plans and implements
culturally appropriate
programming to meet the
needs of clients and/or staff
Keeps current in issues
relevant to the inter-
relationship of the
organization and Aboriginal
people and communities
Creates and fosters
community healing
opportunities
Advises managers and staff on
best practices when working
with Aboriginal individuals,
agencies and communities
Teaches others about local
Fosters an inclusive
organizational environment
by integrating regional multi-
tribal Aboriginal cultures into
the workplace as well as the
programs and services offered
Champions educating other
leaders about residential
school impacts and mitigation
strategies
Ensures a representative
workforce reflects the
population served
When making changes to
polices, programs or
operating procedures,
includes appropriate
representation from the
Aboriginal community to
guide them
Monitor and compare the

2. Working with Aboriginal People impacted by Residential SchoolsOccupational Competency 2015
SKILL LEVEL DEFINITIONS
Foundational (Level1) –emerging experiencewith some knowledgeofthe subjectmatter
Operational (Level 2) –Working knowledge ofsubject matter. Able toperformall duties requiring this skill
In-depth (Level 3) –Able toperformall duties requiring this skill and has the necessary knowledge totrainothers onthejobin theFoundational/Operationalskill
Expert (Level 4) –Comprehensiveknowledgeand advanced understanding as it relates tothe organizationalenvironment. Ableto train, lead or consult inthesubject
matter whencalledupon
systemic racism
Understands and can explain
vicarious trauma and
intergenerational effects
Understands and can explain the
philosophy and governance
model of residential schools in
Manitoba
Understands and can explain
how residential schools impact
their business/agency
Understands and can explain
why clients may be dysfunctional
in emotion recognition and
management
Knows and makes appropriate
referrals to local Aboriginal
resources
Actively seeks and accepts
knowledge and insights
regarding residential school
impacts
Understands why Aboriginal
people are less likely to have
secondary education or
participate in the economy and
can explain to others
and resources to the specific
circumstances of their client
Seeks information from
colleagues and/or community
contacts to understand
history of relevant client
home community interactions
and issues
Knows and mitigates impact
of phrases, news events,
physical actions, etc. Which
may trigger trauma responses
Uses stories to convey ideas
Understands the value of
positive people and attitudes
as supports for clients
Recognizes the need for the
family and supports of the
client to be involved in the
healing process
Advocates for clients to use
the seven teachings in guiding
choices they make
Knows the power and value of
the Medicine Wheel and can
use it to explain and guide
healing concepts and
strategies
Aboriginal communities
including; preferences in
spirituality, culture, language,
supports/ resources available
Provides or creates
opportunities for others to
participate in various
traditional ceremonies to gain
understanding and
appreciation which will be
used to guide referrals
Trains others in residential
school impacts and mitigation
strategies
Creates opportunities to
facilitateconstructivedialogue
and raise awareness of
Aboriginal issues, challenges
and needs regarding
residential school impacts
Supports staff participation in
residential school events,
conferences and training
with/by/for Aboriginal
organizations when possible
and appropriate
Encourages Aboriginal
participation in secondary
education opportunities
organization’s performance
and remove systemic barriers
impacting effective results
I review my organizations
ability to meet Truth and
Reconciliation
recommendations and
support strategies to do so
Encourages Aboriginal people
to consider a career in their
organization
Promotes and assists
communities in regaining
cultural identity
Promotes credibility of
Aboriginal Medicines and
doctoring
Creates and leverages
opportunities to establish
meaningful partnerships with
other organizations,
communities and
governments to better meet
the needs of Aboriginal clients
impacted by residential school