Post on 19-Jan-2015
description
First Nations and Aboriginal peoples in the Canadian
workplace
by Toronto Training and HR
January 2014
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CONTENTS3-4 Introduction5-6 Definitions
7-8 Current topics 9-10 The business case 11-17 Comparisons18-19 Possible goals to set20-24 Intercultural competence25-28 Cultural differences29-30 Drill31-36 Working with First Nations and
Aboriginal peoples37-43 Retention of First Nations and Aboriginal
peoples in work44-48 Best practices49-50 Conclusion, summary and questions
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Introduction
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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 banking15 years in training and human resourcesFreelance practitioner since 2006The core services provided by Toronto Training and HR are:
Training event designTraining event deliveryHR support with an emphasis on reducing costs, saving time plus improving employee engagement and moraleServices for job seekers
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Definitions
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Definitions
• First Nations• Aboriginal• Métis• Inuit• Indigenous populations
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Current topics
Page 8
Current topics
• Image and identity• Relations with
Government• Social Justice issues• Indigenous peoples and
the world
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The business case
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 peoplesPage 10
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Comparisons
Comparisons 1 of 6
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Comparisons 2 of 6
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2006
2007
2008
2009
2010
2011
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0
66.2
67.2
67.4
67.4
67.2
66.5
55.2
56.5
56.5
54.3
53.6
56.2
Employment Rate of off-reserve First Nations and Métis and non-First Nations and Métis Populations, 15 years and over
First Nations and Metis Non-First Nations and Metis
Per Cent
Comparisons 3 of 6
• Completers• Leavers
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Comparisons 4 of 6
• Among completers, the percentages of men and women who were employed did not differ-this 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
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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
Comparisons 6 of 6
• Overall labour force profile
• Off-reserve First Nations workers
• Unemployed and the not-in-work labour force
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Possible goals to set
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 demandPage 19
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Intercultural competence
Intercultural competence1 of 4
• knowledge• empathy• self-confidence• cultural identity
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Intercultural competence2 of 4
CULTURAL DIFFERENCES• collectivism and
individualism• masculine and feminine
cultures• uncertainty avoidance• power distance• monochrome and
polychrome • structural characteristics• Christianity and
ConfucianismPage 22
Intercultural competence3 of 4
ASSESSMENT• quantitative
assessment instruments
• qualitative assessment instruments
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Intercultural competence4 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
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Cultural differences
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
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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 non-communal
• Listening skills are prizedPage 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
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Drill
Page 30
Drill
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Working with First Nations and Aboriginal
peoples
Working with First Nations and Aboriginal peoples1 of 5
Focus on what the individual is saying • Look at the speaker,
giving your full attention to what exactly is being said-First Nations and Aboriginal people tend to tell stories as a way of communicating with each other, there is a lesson to be learned or a discussion taking place
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Working with First Nations and Aboriginal peoples2 of 5
• Don’t interrupt the speaker; this is taken as a sign of disrespect
First Nations and Aboriginal people are taught to be respectful to the speaker-many times they use a talking stick with large groups, waiting to hear the speaker who has the stick
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Working with First Nations and Aboriginal peoples3 of 5
• Don’t interrupt the speaker; this is taken as a sign of disrespect (continued).
We are always in such a rush that frequently we tend to speak over each other; this shuts down the speaker and is a sign of disrespect-and we ask when First Nations and Aboriginal employees leave, "Why didn’t they just come and tell me?”
Working with First Nations and Aboriginal peoples4 of 5
• Listen from the heart This is a critical factor in developing listening skills with First Nations and Aboriginal colleagues-if you listen with your heart and not just with your head you will listen more clearly as you will focus on what your colleague is saying
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Working with First Nations and Aboriginal peoples5 of 5
• Clarify what is being said if you are unsure what is being told to you
This will show that you are paying attention and are interested in what the First Nations or Aboriginal person 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
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Retention of First Nations and Aboriginal
peoples in work
Retention of First Nations and Aboriginal peoples in work1 of 6
• Training and advancement
Training is not relevant to the positionLimited course material availableDenied access to training – supervisor deemed it not appropriate to work being performedLack of training fundsTraining is not a priority
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Retention of First Nations and Aboriginal peoples in work2 of 6
• Training and advancement (continued)
Supervisor was too busy to trainSupervisor was threatened when employees received training so no training was provided
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Retention of First Nations and Aboriginal peoples in work3 of 6
• Work environment
Stress in the workplace due to the unprofessional nature of the organization, and staff No willingness to maintain a teamInadequate support systems, development systems, unfair practicesLack of motivation to advance a First Nations and Aboriginal workforcePage 40
Retention of First Nations and Aboriginal peoples in work4 of 6
• Work environment (continued)
Not professionalRacismLack of women, especially in management positionsToo many hours and not enough allocated to spend time with familyOffice politics
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Retention of First Nations and Aboriginal peoples in work5 of 6
• On managementNo rules, structure or follow-upProblems with the supervisorManagement style incompatible with desirable method to be supervisedFeel like the token First Nations or Aboriginal personNot able to advocate for First Nations or Aboriginal issues or colleagues
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Retention of First Nations and Aboriginal peoples in work6 of 6
• On management (continued)
Asked to take a salary cutNot given proper direction, clarification or support on various projectsPoor management style - lack of one on one supportInadequate support systems, development systems, unfair practices
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Best practices
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
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Best practices 2 of 4
• Support Aboriginal businesses
• Break down myths and prejudices
• Tell a new story
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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 rolesPage 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
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Conclusion, summary and questions
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Conclusion, summary and questions
ConclusionSummaryVideosQuestions