First Nations and Aboriginal peoples
in the Canadian workplace

by Toronto Training and HR

January 2014
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
T...
Introduction

Page 3
Introduction to Toronto Training
and HR
Toronto Training and HR is a specialist training and
human resources consultancy h...
Definitions

Page 5
Definitions

•
•
•
•
•

First Nations
Aboriginal
Métis
Inuit
Indigenous populations

Page 6
Current topics

Page 7
Current
topics

•
•
•
•

Image and identity
Relations with Government
Social Justice issues
Indigenous peoples and
the wor...
The business case

Page 9
The
business
case

• Build a stable, local, skilled
and reliable workforce
• Develop a capacity and
reputation for corpora...
Comparisons

Page 11
Comparisons
1 of 6

Page 12
Comparisons
3 of 6

• Completers
• Leavers

Page 14
Comparisons
4 of 6

• Among completers, the
percentages of men and
women who were
employed did not differthis was also tru...
Comparisons
5 of 6

• For First Nations
people living off
reserve and Métis, the
median employment
income range for
comple...
Comparisons
6 of 6

• Overall labour force
profile
• Off-reserve First
Nations workers
• Unemployed and the
not-in-work la...
Possible goals to set

Page 18
Possible
goals to set

• Improve recruitment and
retention
• Increase cultural
competency to support
workplace environment...
Intercultural competence

Page 20
Intercultural
competence
1 of 4

•
•
•
•

knowledge
empathy
self-confidence
cultural identity

Page 21
Intercultural
competence
2 of 4

CULTURAL DIFFERENCES
• collectivism and
individualism
• masculine and feminine
cultures
•...
Intercultural
competence
3 of 4

ASSESSMENT
• quantitative assessment
instruments
• qualitative assessment
instruments

Pa...
Intercultural
competence
4 of 4

CHARACTERISTICS TO BE
TESTED AND OBSERVED
• ambiguity tolerance
• openness to contacts
• ...
Cultural differences

Page 25
Cultural
differences
1 of 3

• Community is the
foremost of all values
• The future tense is
dominant
• The world is under...
Cultural
differences
2 of 3

• Work is often motivated
by group need
• Aging is a source of
wisdom
• Eye contact is though...
Cultural
differences
3 of 3

• Soft spoken words carry
farthest
• Nodding signifies
understanding
• Handshake is
soft, sig...
Drill

Page 29
Drill

Page 30
Working with First Nations
and Aboriginal peoples

Page 31
Working
Focus on what the individual
with First is saying
Nations and • Look at the speaker,
giving your full attention
Ab...
Working
• Don’t interrupt the
speaker; this is taken as a
with First
sign of disrespect
Nations and
First Nations and Abor...
Working
• Don’t interrupt the
speaker; this is taken as a
with First
sign of disrespect
Nations and (continued).
Aborigina...
Working
• Listen from the heart
with First This is a critical factor in
Nations and developing listening skills
with First...
Working
• Clarify what is being said if
you are unsure what is
with First
being told to you
Nations and
This will show tha...
Retention of First Nations
and Aboriginal peoples in
work

Page 37
Retention • Training and advancement
Training is not relevant to
of First
the position
Nations and Limited course material...
Retention • Training and advancement
(continued)
of First
Supervisor was too busy to
Nations and train
Aboriginal Supervis...
Retention • Work environment
Stress in the workplace due
of First
to the unprofessional nature
Nations and of the organiza...
Retention • Work environment
(continued)
of First
Not professional
Nations and Racism
Aboriginal Lack of women, especially...
Retention • On management
No rules, structure or followof First
up
Nations and
Problems with the supervisor
Aboriginal Man...
Retention • On management
(continued)
of First
Asked to take a salary cut
Nations and Not given proper
Aboriginal directio...
Best practices

Page 44
Best
practices
1 of 4

• Commit for the long-term
• Bolster skills and education
• Review recruitment and
hiring practices...
Best
practices
2 of 4

• Support Aboriginal
businesses
• Break down myths and
prejudices
• Tell a new story

Page 46
Best
practices
3 of 4

• Partner with education
• Question standard job
requirements
• Review recruitment and
career plann...
Best
practices
4 of 4

• Assess business and
employment practices that
could cause barriers
• Develop an Aboriginal
hiring...
Conclusion, summary and
questions

Page 49
Conclusion, summary and
questions
Conclusion
Summary
Videos
Questions

Page 50
First Nations and Aboriginal peoples January 2014
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First Nations and Aboriginal peoples January 2014

  1. 1. First Nations and Aboriginal peoples in the Canadian workplace by Toronto Training and HR January 2014
  2. 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. 3. Introduction Page 3
  4. 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. 5. Definitions Page 5
  6. 6. Definitions • • • • • First Nations Aboriginal Métis Inuit Indigenous populations Page 6
  7. 7. Current topics Page 7
  8. 8. Current topics • • • • Image and identity Relations with Government Social Justice issues Indigenous peoples and the world Page 8
  9. 9. The business case Page 9
  10. 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. 11. Comparisons Page 11
  12. 12. Comparisons 1 of 6 Page 12
  13. 13. Comparisons 3 of 6 • Completers • Leavers Page 14
  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. 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. 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. 17. Possible goals to set Page 18
  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. 19. Intercultural competence Page 20
  20. 20. Intercultural competence 1 of 4 • • • • knowledge empathy self-confidence cultural identity Page 21
  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. 22. Intercultural competence 3 of 4 ASSESSMENT • quantitative assessment instruments • qualitative assessment instruments Page 23
  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. 24. Cultural differences Page 25
  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. 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. 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. 28. Drill Page 29
  29. 29. Drill Page 30
  30. 30. Working with First Nations and Aboriginal peoples Page 31
  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. 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. 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. 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. 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. 36. Retention of First Nations and Aboriginal peoples in work Page 37
  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. 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. 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. 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. 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. 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. 43. Best practices Page 44
  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. 45. Best practices 2 of 4 • Support Aboriginal businesses • Break down myths and prejudices • Tell a new story Page 46
  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. 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. 48. Conclusion, summary and questions Page 49
  49. 49. Conclusion, summary and questions Conclusion Summary Videos Questions Page 50

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