Nanwakolas Training
and Employment
Strategy
Strategy Report – July 2016
ACKNOWLEDGEMENTS
On behalf of Nanwakolas Council and my team colleagues, Dave Bazowski and Brian Cruise, I would like to thank
the many people and organizations that have supported and participated in the development of this First Nations
Training and Employment Strategy.




Dallas Smith, Merv Child, Chris Roberts and the Nanwakolas Team for their tremendous support, direction
and encouragement over the last several months.
The Project Steering Committee members representing Da'naxda'xw Awaetlala First Nation, K'ómoks First
Nation, Mamalilikulla First Nation, Tlowitsis Nation and Wei Wai Kum First Nation.
The members of the Employer Advisory Committee and the Education, Training and Employment Service
Provider Advisory Committee.
The over 200 other individuals who participated in this project, from employers, chambers and industry
groups, service providers, local government officials, First Nations youth and Elders, representatives of
other Aboriginal organizations, and federal and provincial government officials.
We would also like to acknowledge Esther Jones and Tiffany Hof, Community and Employer Partnerships,
Employment and Labour Market Services Division, in the Ministry of Social Development and Social Innovation, for
their support of Nanwakolas Council to successfully execute this project.
I would like to single out Chris Roberts of Nanwakolas Council for his tireless and energetic efforts in managing
both phases of this project to completion. He did so with dignity, humour and leadership, and it has been a real
pleasure to work with Chris.
As members of the Steering Committee suggested at its last meeting, help us “not let this Strategy sit on the
shelf” – help us implement it and make it successful for First Nation members, employers, communities and
others.
Thank you.
Sincerely,
Kerry Jothen
Principal + CEO
Human Capital Strategies
All photos provided by Nanwakolas Council and Human Capital Strategies
Front Cover Image - Design by Artist Curtis Wilson - Mulidzas, Titled, Journey, 2014
The Employment Program of British Columbia
is funded by the Government of Canada and
the Province of British Columbia.
Nanwakolas Training and Employment Strategy Final Report
ii
HIGHLIGHTS
1. Introduction
The Nanwakolas Council is comprised of six member First Nations whose traditional territories are located in the
Northern Vancouver Island and adjacent South Central Coast areas of British Columbia. Nanwakolas serves as the
vehicle through which the member First Nations regionally pursue land and marine resource planning and
management and resource-based economic development activities.
This Summary highlights the components of a Nanwakolas Council First Nations Training and Employment Strategy
(the “Strategy”).
Work on an earlier phase of this project, Phase 1, was conducted from December 2014 through May 2015. This
strategy development phase, Phase 2, was conducted from November 2015 to June 2016. The Council member
First Nations that participated in Phases 1 and 2 of this project and formed a Steering Committee to oversee the
work with representatives from:





Mamalilikulla First Nation
Tlowitsis Nation
Da'naxda'xw Awaetlala First Nation
Wei Wai Kum First Nation
K'ómoks First Nation
In 2014, member First Nations engaged in a Community Wellbeing Strengthening planning process that examined
the wellbeing needs and priorities of the member First Nations in the areas of health, culture, resource
stewardship, community and economic prosperity. A common interest identified by the First Nations is the need to
support the First Nations’ members with attaining meaningful employment and associated training opportunities.
This is apropos given the findings and calls to action of the 2015 Truth and Reconciliation Commission of Canada
Report to “redress the legacy of residential schools and advance the process of Canadian reconciliation.” We heard
during this project and engagement of First Nations and stakeholders, the critical importance of recognizing the
residential school trauma and the need to address this as part of education, training and employment goals.
2. Project Terms of Reference
The project terms of reference were prescribed in a contract between Nanwakolas and the BC Ministry of Social
Development and Social Innovation under the latter’s Labour Market Partnership Program. They are to:
1.
2.
3.
Develop a five-year community community-specific training and employment strategy outlining options to
ensure a higher level of inclusion of Nanwakolas member First Nations band members in local and
regional employment.
Convene a structured steering committee to determine the terms of reference.
Engage up to seven member First Nations whose traditional territories are located in the northern
Vancouver Island and adjacent south central coast areas of BC, employers as well as education, training
and employment service providers in consultative and advisory capacities through:
i.
Multi-stakeholder focus groups including:
a. First Nations and other Aboriginal groups
b. Industry groups and employers, and
c. Training/education and employment services
ii.
Advisory committees:
a. Business and industry, and
b. Education and training
iii.
Representation to the steering committee
Nanwakolas Training and Employment Strategy Final Report
iii
iv.
v.
4.
5.
6.
Youth engagement including targeted social media and youth engagement sessions, and
Hold key informant interviews of at least ten key local, provincial and federal government
officials
Utilize and incorporate data and feedback including:
i.
Completed in the Phase 1 studies
ii.
Through review of existing local and provincial labour market information
iii.
Through stakeholder, youth, focus group and advisory committees
iv.
Steering committee feedback, and
v.
Hold steering committee meetings to discuss, obtain feedback and obtain final approval
Deliver at least four community presentations to share the community-specific findings,
recommendations and options for implementation.
Ensure the final strategy document is accessible broadly by distribution of print copies to key stakeholders
and band offices as well as on-line.
The goals of Phase 2 were to:
1.
2.
3.
4.
Develop a five-year Nanwakolas Training and Employment Strategy that maximizes the sustained
education, training and employment opportunities and successes of members of the participating First
Nations.
Follow up on investigating identified key workforce challenges and opportunities identified by the
participating First Nations, industry, service providers and other stakeholders. Address those issues in the
Strategy.
Engagement of First Nations and members, including youth, and other Aboriginal groups, industry groups
and employers, and education, training and employment service providers.
Further explore and confirm specific Strategy funding and partnerships that can be applied leading up to
and during the implementation of the Nanwakolas Training and Employment Strategy.
3. Phase 1 Findings
In the course of the Phase 1 work, areas of focus included the following:
1.
2.
3.
Current Project Landscape
An overview general profile of the Region that included geographic considerations, demographics,
economic sectors, potential stakeholders and partners, strengths and challenges was undertaken.
Regional and Labour Market Analysis
A variety of data sources were tapped in a detailed statistical evaluation that primarily focused on the
Comox Valley, Mount Waddington and Strathcona Regional Districts. Further data on a broader basis
including Vancouver Island and BC were also included. A significant source of timely information comes
from the North Island Employment Foundation Society (NIEFS), a valuable resource and partner in this
Project.
Stakeholder Engagement
In the course of Phase 1, a detailed stakeholder list was developed in consultation between Nanwakolas
Council and Human Capital Strategies (HCS). This list was divided into components that became
cornerstones for engagement in both phases of the project. The components consist of:
1. First Nations and Aboriginal Organizations
2. Regional and Municipal Governments
3. Federal and Provincial Governments
4. Associations, Chambers of Commerce and Economic Development Organizations
5. Education, Training and Employment
6. Employers
In Phase 1, contact was made with individual organizations represented in these six components. These
were done by way of a systematic survey, and follow up emails and telephone connections. About 100
Nanwakolas Training and Employment Strategy Final Report
iv
4.
5.
6.
7.
survey questionnaires were sent with a very useful and informative responses resulting and most
importantly groundwork was laid for Phase 2 engagement.
Profiles of Participating Nanwakolas Council Member First Nations
Profiles of the five participating First Nations were completed focusing on training and employment needs
within the communities and demographic data derived from new surveys conducted or information
gleaned from existing sources. Qualitative and quantitative information was gleaned that included
commentary on barriers and challenges.
Best Practices
As part of the survey process with stakeholders, best practice examples were solicited from within
individual organizations or such practices that organizations were aware of elsewhere. Focus areas
included training, education, employment, employer partnerships and individual organizations. There was
a broad array of creativity leading to selection of the most appropriate to be included in the Strategy
development in Phase 2.
Partnership Opportunities
Building on and in conjunction with best practice examples, Phase 2 incorporated key stakeholders and
project partners. They acted as advisors to the project in a general sense, and specifically with regard to
internal practices within their organizations. Of course beyond the project and during implementation
these partnerships would be critically important.
Funding Opportunities for Strategy Development and Implementation
A general appraisal of the potential funding landscape took place focusing on the various sources of
funding available including both public and private. Again, applications with strong partnership features
are much more likely to be successful.
4. Phase 2 Engagement Findings
The Phase 1 Findings above clearly identified a strong desire by First Nations and regional stakeholders to move
this project forward. Opportunities to improve the education and employment outcomes of their members,
schools and businesses were identified at a high level. Phase 2 of the project enabled a more in-depth and broader
analysis of the preliminary findings related to the need for and also the substantial barriers to education and
employment for Nanwakolas First Nation members and other Aboriginal people in the North Island region.
Two primary groups of stakeholders plus the First Nations and their related organizations, comprising over 250
people, were invited to over 20 engagement meetings to provide their input and recommendations and to share
their best practices in supporting the development of this Nanwakolas First Nations Training and Employment
Strategy. These groups included First Nations band members, including two sessions with youth participants,
regional employers, and high schools, colleges (private and public) and universities and governments as follows
(number of meetings in parentheses):
1.
2.
3.
4.
5.
6.
5.
6.
7.
8.
9.
First Nations and Aboriginal group meeting (1)
Aboriginal youth focus group sessions (2)
Employer Advisory Committee meeting (1)
Employer/industry engagement session (1)
Education, Training and Employment Service Provider Advisory Committee meeting (1)
Individual meetings with education, training and employment service providers (3)
Federal government interviews (3)
Provincial government interviews (9)
Local government meeting (1)
th
May 5 Multi-Stakeholder Forum (1)
Project Steering Committee meetings (3)
The following are the dominant themes that crossed over First Nations and stakeholder sectors:
1.
Lack of funding
Nanwakolas Training and Employment Strategy Final Report
v
2.
3.
4.
5.
6.
7.
8.
9.
Lack of drivers’ licenses and life skills
Lack of social supports, including child care and home support
Disconnect between the training provided by schools and the skills needed by employers
Limited band administrative capacity
Various kinds of work exposure/experience improve educational and employment outcomes
Partnering and building relationship
Prepare for careers, not just entry level jobs
Employers lack understanding of how to engage first nations members
5. Labour Market Trends
While the Nanwakolas region includes a part of Alberni-Clayoquot Region District, the data is this section focuses
on the Comox Valley, Mount Waddington and Strathcona Regional Districts, as they represent the large majority of
Nanwakolas member Nations’ territories and on-reserve populations. In some cases, for comparison sake, this
analysis considered data for the Vancouver/Coast Region and the entire province of BC. The labour market analysis
included:






2011 Demographic and Labour Market Information (NHS 2011)
Current Labour Market Picture (NIEFS 2016)
The Province’s Labour Market Outlook 2014-2024
Potential First Nations labour supply based on federal registered First Nations member statistics (First
Nations Profile)
Job posting trends from the North Island Employment Foundations Society (NIEFS)
Anecdotal information on key sector and occupational growth
NIEFS’ conclusions on recent labour market trends in the region include the following:





Challenging to fill skilled trades positions in a range of industries (i.e. Aquaculture; Forestry; Construction).
With the low Canadian dollar the sales, service and tourism industries have been very strong but continue
to be challenged to find workers who meet their criteria (i.e. auto sales; retail sales; housekeeping; food
and beverage).
There continues to be a mismatch of skills between the available pool of workers and the work available.
This has been particularly evident with the temporary curtailment of both Nyrstar and Quinsam mines
coupled with the continued downturn in the mining and oil and gas industries.
With the continuing drop in oil prices resulting in layoffs in the Oil Sands there is an increase in skilled
workers returning to the area in hopes of work on the major projects.
With respect to the Major Projects (John Hart and NI Hospitals Project) both projects anticipate reaching
their hiring peak by summer 2016. Currently, there are approximately 360 people working on the John
Hart project and upwards of 1000 on the NI Hospitals project.
During our engagement of employers, opportunities were found to exist in several key employment sectors for
both year-round and seasonal career employment within the North Vancouver Island region during our employer
engagement in 2016. Some sectors, notably mining and sawmilling, have been hit hard by world and economic
events. However, other sectors are growing as the local and regional economies evolve.
We found the following sectors to represent the most current and future employment opportunities: Forestry;
Tourism; Aquaculture; Retail Trade; Construction; Health Care; and Mining.
6. Strategic Challenges
Based on a synthesis of Phase 1 and Phase 2 findings, the key strategic challenges that will be addressed in this
Strategy are:
Nanwakolas Training and Employment Strategy Final Report
vi
1.
2.
Understanding employer human resource requirements and effective connections.
The need for a more holistic approach to training that takes into account the multiple needs of Aboriginal
job-seekers.
3. Timely, user-friendly access to funding.
4. The need to bring education and skills training programs to the community.
5. Addressing social needs of Aboriginal people.
6. High school upgrading to assist adults in obtaining the necessary upgrading to move into skills training.
7. The need for foundational training supports including pre-employment training.
8. The need for driver’s training, driver’s licenses and overall access to transportation.
9. The need for high school career programs and a clear path to create success from transitioning from high
school directly into career opportunities.
10. Career counseling should start earlier.
11. Cultural awareness training needed for employers.
7. Strategy Vision
The Strategy Vision is:
Aboriginal people in the region are supported and prepared to attain meaningful and sustainable
employment, advancement and business opportunities with employers through accessible wellness
programs, education and training, credentialing and certification, recruitment and retention and
career development.
Participating First Nations are a workforce supply or talent pool for North Island employers – a ‘goto’ source of job-ready people. First Nation members are enabled to help themselves in terms of
learning, employment and career development. After completion of education, training and other
preparedness, First Nation members are equipped with skills and knowledge to help develop their
communities.
8. Strategic Long-Term Goals
The strategic or long-term goals of this Strategy are:
1.
2.
3.
4.
5.
6.
Increasing Aboriginal participation and success in education and post-secondary education and credential
attainment.
Increase First Nation members’ awareness of and readiness for meaningful employment.
Create mechanisms for effectively connecting First Nation members with employers and employment
opportunities.
Sustain partnerships among First Nations, employers and service providers focused on Aboriginal training
and employment success.
Create and expand flexible, adaptable job training models for Aboriginal employment and career
progression.
Develop and expand job coaching, mentoring and other employment retention models to sustain
Aboriginal employment.
9. Strategy Areas
Based on the findings and direct input from First Nations and stakeholders, this Strategy is composed of the
following ten “Strategy Areas”. Each of these Strategy Areas is further broken down in “Sub-Strategy Areas” and
“Tactics/Actions” in the form of individual “Action Plans.”
1.
2.
Leadership, coordination and management
Ongoing scanning and assessment of labour market supply, demand and gaps to maintain evidence-based
Strategy
Nanwakolas Training and Employment Strategy Final Report
vii
3.
Developing common methods for the assessment of individuals’ education, skills, interests, aptitudes,
qualifications and experiences
4. Ensuring accessible wellness supports (e.g. child care, counseling, accommodation, food, etc.)
5. Increase access to and completion of education and training
6. Employment recruitment, matching and placement
7. Employment/workplace supports and retention (e.g. coaching, mentorships, etc.)
8. Accountability – monitoring, reporting and evaluation
9. Communicate and promote the Strategy and progress
10. Sustaining resources for Strategy implementation
10. Tactics/Actions and Action Plans
Each of the following Sub-Strategy Areas below includes an Action Plan with tactics/actions, timelines, success
measures, timelines, resources and responsibility.
Strategy Area #1: Leadership, coordination and management
 Sub-Strategy Area #1.1: Establish a leadership, operational and advisory structure for the Strategy
implementation
 Sub-Strategy Area #1.2: Obtain agreement on and establish a protocol, structure and resources for the
operational management of the Strategy implementation
 Sub-Strategy Area #1.3: Work with NVIATS, NIEFS and others to ensure effective and value-added
implementation of the Strategy
Strategy Area #2: Ongoing scanning and assessment of labour market supply, demand and gaps to maintain
evidence-based Strategy
 Sub-Strategy Area #2.1: Labour market information partnership with NIEFS and the Campbell River &
District Chamber of Commerce
 Sub-Strategy Area #2.2: Encourage and support individual First Nations to share labour market data with
one another to use to guide this Strategy
Strategy Area #3: Developing and using standardized methods for the assessment of individuals’ education,
skills, interests, aptitudes, qualifications and experiences
 Sub-Strategy Area #3.1: Develop and use a standardized form to collect First Nation member data on
skills, education, training, employment, etc.
 Sub-Strategy Area #3.2: Support First Nations to regularly assess and update information on members’
skills, education, training, employment, etc.
 Sub-Strategy #3.3: Encourage and support individual First Nations to work together to develop and use an
employment-matching database to link members with employers and jobs/careers
 Sub-Strategy Area #3.4: Partner with school districts and post-secondary education institutions to assess
First Nation member skills, education, training, employment, etc.
Strategy Area #4: Ensuring accessible wellness supports (e.g. child care, counseling, accommodation, food, etc.)
 Sub-Strategy Area #4.1: Develop and maintain an inventory of relevant (related to education, training,
employment) existing wellness supports that can be accessed by First Nations and First Nation members
in the region
 Sub-Strategy Area #4.2: Identify wellness support gaps and work with other organizations to ensure they
are addressed
 Sub-Strategy Area #4.3: Work with local government, community organizations, First Nations and
employers to develop options for expanding transportation opportunities for First Nation members to
participate in training and employment
 Sub-Strategy Area #4.4: Apply the findings and calls to action of the Truth and Reconciliation Commission
of Canada Report (2015) to strategies and communications in the implementation of this Strategy
Strategy Area #5: Increase access to and completion of education and training
 Sub-Strategy Area #5.1: Work with educators and employer to create multiple career pathways resources
to support youth with career and associated education and training choices.
Nanwakolas Training and Employment Strategy Final Report
viii

Sub-Strategy Area #5.2: Utilize role modeling of Aboriginal youth and elders successful in their education
and employment choices and generate more awareness and career programming through enhanced
career fairs experiences.
 Sub-Strategy Area #5.3: Improve adult high school completion and literacy/numeracy/other essential skills
through more culturally relevant training and increased program supports.
 Sub-Strategy Area #5.4: More frequent and accessible job readiness training, including safety tickets,
drivers’ license training, etc. is required to better prepare job entrants for success.
 Sub-Strategy Area #5.5: Identify skill areas in demand and support Aboriginal learners to move into
Trades, apprenticeship and other job-specific training.
 Sub-Strategy Area #5.6: Break down barriers of insufficient credentials due to lack of awareness and help
reduce anxieties to increase success in post-secondary education.
Strategy Area #6: Employment recruitment, matching and placement
 Sub-Strategy Area #6.1: Establish an Employers Advisory Group to maintain momentum and grow
relationships formed through the planning process to ensure alignment with skills and occupations
required by regional employers.
 Sub-Strategy Area #6.2: Establish First Nations HR Coordinators Group to promote more cooperation and
joint efforts in the area of human resources, opportunities have been identified in recruitment, training
initiatives and sharing of best practices etc.
 Sub-Strategy Area #6.3: Development of a Youth Advisory Committee that will act as a sounding board for
employers, trainers, educators etc. on topics of what motivates youth for education, training and
employment.
 Sub-Strategy Area #6.4: Expansion or creation of internships, co-op programs, summer employment, job
shadowing and volunteering opportunities to expose Aboriginal youth to real time employment
conditions and realities.
 Sub-Strategy Area #6.5: Build on successes in stewardship programs and pursue expansion of First Nations
Guardian Watchmen Program Operations as there is a great deal of pride and interest from youth in these
resource based management opportunities.
 Sub-Strategy Area #6.6: Promoting First Nations entrepreneurism and self employment as these are
increasingly becoming meaningful contributors to community employment and overall community
development.
Strategy Area #7: Employment/workplace supports and retention
 Sub-Strategy Area: 7.1 Delivery of “Building Bridges through Understanding the Village” workshop for
employers to generate empathy toward First Nations histories of colonialism.
 Sub-Strategy Area #7.2: Establish a First Nations “Champions” Speakers Bureau (coaching and
mentorship) to act as role models and mentors for First Nations youth.
 Sub-Strategy Area #7.3: Increase awareness of Fire Fighters Pathway/Work Experience Programs as there
is significant demand and perhaps gaps in fire-fighting occupations that First Nations can help fill.
 Sub-Strategy Area #7.4: Large employer transfer of knowledge to small employers to share best practices
of developing First Nations attraction, recruitment and retention programs that large employers have
been able to establish.
 Sub-Strategy Area #7.5: Employer-based employee family assistance programs (EFAP) with an Aboriginal
Employee focus to help overcome any home-based, cultural or workplace challenges.
 Sub-Strategy Area #7.6: The role of Elders in a guiding role in employment and education strategies is very
significant, there’s a need to involve them more in supporting and encourage education, training and
employment success.
 Sub-Strategy Area #7.7: Raising employer-First Nation cross-cultural awareness is vital for employment
relationships to succeed; both parties need to be respectful of each other’s important standards, events,
expectations etc.
Strategy Area: Accountability #8: Monitoring, reporting and evaluation
 Sub-Strategy Area #8.1: Develop an accountability framework – including a logic model – with which to
monitor, report on and evaluate the Strategy implementation
Nanwakolas Training and Employment Strategy Final Report
ix

Sub-Strategy Area #8.2: Sub-Strategy Area: Conduct regular monitoring and reporting on the Strategy
implementation
 Sub-Strategy Area #8.3: Sub-Strategy Area: Conduct an annual evaluation of the Strategy implementation
Strategy Area #9: Communication and promotion
 Sub-Strategy Area #9.1: Communicate and promote this Strategy widely to First Nations and stakeholders
in the region, including holding a ‘launch’ event to kick off the Strategy
 Sub-Strategy Area #9.2: Work with First Nations and others to develop and implement an ongoing social
media campaign to promote this Strategy, job readiness preparation, job training and career development
Strategy Area #10: Sustaining resources for Strategy implementation
 Sub-Strategy Area #10.1: Pursue initial and year 1 funding as per recommended resource option
 Sub-Strategy Area #10.2: Develop a long-term sustainability plan with which to pursue longer-term
funding opportunities and ensure Strategy sustainability
 Sub-Strategy Area #10.3: Work with First Nations and governments on maximizing student financial aid
and living allowance during education and training
11. Resource Requirements
The plan for resourcing this Strategy will be multi-year and multi-pronged. While a small number of revenue
sources may provide a significant portion of the necessary resources, they are several funding sources from which
to draw.
1.
First Nations Contributions
o Nanwakolas itself and/or with other First Nations may contribute funding for this Strategy –
either it own cash contributions and/or contributions through existing or new agreements with
employers and other partners.
2.
Aboriginal Organization Contributions
o Some training and other services could be provided by one or more ASET and by other Aboriginal
service providers economic development entities. This could include broader regional or
provincial entities such as the New Relationship Trust, Coastal First Nations, First Nations
Forestry Council, Vancouver Island Economic Trust, etc. (although the latter is not Aboriginal).
3.
Employer and Industry Contributions
o Project owners, contractors, sub-contractors and suppliers on major projects (construction,
mining, forestry, utilities, etc.) will be prime sources of partnership contributions for the
programs and services in this Strategy.
o These contributions may be through IBAs or other types of agreements, and may involve more
than Nanwakolas members.
4.
Government Contributions
o Modest contributions may be available from local governments in the regions, namely
municipalities and regional districts.
o BC provincial ministries will be a prime potential source of funds for this Strategy; particularly:
- MARR’s $30 million Aboriginal Skills Development Fund
- JTST’s Canada-BC Job Fund components
- Ministry of Advanced Education’s project funding and funding for Aboriginal PSE in public
institutions
- Ministry of Social Development and Innovation’s Employment BC Program and Labour Market
Development Agreement components
- Industry Training Authority’s project funding and apprentice/foundation student seat purchase
o Most of the federal government funding for Aboriginal education and training and employment
is channeled through ASETs from ESDC and through post-secondary funding from INAC. Special
funding may be available through INAC’s Strategic Partnership Initiative (SPI) and ESDC’s Skill and
Nanwakolas Training and Employment Strategy Final Report
x
5.
6.
7.
Partnership Fund (SPF) depending on its next call for proposals and criteria. Nanwakolas Council
and its member First Nations may be well positioned with its industry partnerships to show
strong leverage of private sector funding and jobs.
Fee-Payer Contributions
o Employers and members and non-member individuals could pay a fee for receiving services
during the implementation of this Strategy.
In-Kind Contributions
o First Nations, service providers and industry organizations may be able to make in-kind
contributions to this Strategy including such things as heavy equipment, tools, materials, training
curricula, industry subject matter expertise, meeting space, etc.).
o Such contributions can be important for leveraging government funding as they are treated as
bona-fide contributions.
Other/New Revenue Streams
o There are potential creative alternatives for generating revenue for this Strategy. For example,
revenue could be generated by collecting fees from employers when members are matched
through a Nanwakolas employment database. Large employers could pay an annual membership
fee to be part of a Nanwakolas employment partnership. Nanwakolas could tap into large
foundations and private sector donors to fund parts of this Strategy. The latter could include
social benefit investments by major project owners.
A large challenge in resourcing this Strategy could be living costs and tuition costs for members in education and
training. According to First Nations engaged in this project, these costs are supported through federal funding
programs and usually never meet community demand. Therefore, a revenue stream may be needed to
supplement government support for students and trainees.
Annual funding will need to be confirmed before finalizing and implementing this Strategy, otherwise it would
place unreasonable risks on Nanwakolas Council and other partners in Strategy and result in an unsustainable
Strategy.
Once this Strategy is approved by Nanwakolas Council and its member First Nations, a strong value proposition for
the Strategy will be developed to use in securing funding for the first year before launch and then before the end
of Year 1 for the rest of the Strategy term. Nanwakolas Council will work closely with First Nations on this and will
approach potential funders hand-in-hand with First Nations.
The value proposition will focus on training and employment for First Nation members in the North Island region
through a holistic approach to supporting and preparing First Nation members for meaningful, sustained
employment.
12. Major Partnerships
Major partnerships with Nanwakolas Council in the implementation of this Strategy will include the following
entities:







Member First Nations, other First Nations and other Aboriginal organizations
NVIATS
NIEFS
BC Association of Friendship Centres and other Aboriginal organizations
Campbell River and District Chamber of Commerce and other chambers and business groups
Industry associations and major public and private sector employers
Major provincial business groups such as the Business Council of British Columbia and the British
Columbia Chamber of Commerce
Nanwakolas Training and Employment Strategy Final Report
xi
Nanwakolas Council will pursue formal agreements or memoranda of understanding with some of these
organizations, both before and during early Strategy implementation. Most of these partners are delineated in the
aforementioned Strategy Areas.
This is a recognition here that some major partnerships are yet to be developed and will be confirmed before, or in
the early phase of the implementation.
13. Governance and Roles
The governance and roles of key players in the implementation of this Strategy are laid out in the Strategy Area #1
mentioned earlier. The basic structure is suggested as follows on the next page.
14. Accountability Framework
An accountability framework will be prepared before the launch of this Strategy and will include:



A logic model showing alignment between Strategy Areas, Inputs, Outputs, Short and Long-Term
Outcomes, and Key Performance Indicators;
Procedures for monitoring and reporting Strategy results (outputs and outcomes) to appropriate
audiences (funders, First Nations, stakeholders, media, etc.); and,
A plan for the formative (end of Year 1) and summative (end of Year 3) evaluation of the Strategy
implementation.
Nanwakolas Training and Employment Strategy Final Report
xii
The message from the Project Steering Committee and Nanwakolas Council is, please help us ensure this Strategy
does “not sit on the shelf” but rather fully implemented for the betterment of First Nations communities and
members, employers and industries, and all citizens of northern Vancouver Island.
Upon completion and First Nations ratification of this Strategy, Nanwakolas Council will complete an
implementation plan that will include prioritizing and phasing the various Strategy and Sub-Strategy Areas.
Nanwakolas Training and Employment Strategy Final Report
xiii
TABLE OF CONTENTS
Acknowledgements ....................................................................................................................................................... ii
Highlights ...................................................................................................................................................................... iii
I Introduction – Why are we Doing This? ..................................................................................................................1
Purpose ..................................................................................................................................................................1
Project scope and terms of reference ...................................................................................................................6
II Findings – Where are we Today? What do we Know? ..........................................................................................8
Phase I Findings .....................................................................................................................................................8
Phase 2 Engagement Findings .............................................................................................................................10
Labour Market Trends .........................................................................................................................................15
Funding Opportunities .........................................................................................................................................26
Strategic Challenges ............................................................................................................................................27
III Strategic Direction – Where do we Want to be in Five Years? ...........................................................................27
Vision ...................................................................................................................................................................27
Strategic Long-Term Goals ...................................................................................................................................28
Values ..................................................................................................................................................................28
IV Strategy – How do we get from today to our desired future? ............................................................................28
Strategy Areas......................................................................................................................................................28
Tactics/Actions: Action Plans ...............................................................................................................................30
Strategy Area #1: Leadership, Coordination and Management ......................................................................33
Strategy Area #2: Ongoing scanning and assessment of labour market supply, demand and gaps to maintain
evidence-based Strategy ............................................................................................................36
Strategy Area #3: Developing and using common methods for the assessment of individuals’ education,
skills, interests, aptitudes, qualifications and experiences ........................................................37
Strategy Area #4: Ensuring accessible wellness supports (e.g. child care, counseling, accommodation, food,
etc.) ............................................................................................................................................40
Strategy Area #5: Increase access to and completion of education and training ...........................................43
Strategy Area #6: Employment recruitment, matching and placement ..........................................................50
Strategy Area #9: Communication and promotion ..........................................................................................64
Strategy Area #10: Sustaining resources for Strategy implementation...........................................................66
V
Key Performance Indicators/Outcomes ..............................................................................................................69
Implementation – Supporting Infrastructure .......................................................................................................71
Phases and Timelines...........................................................................................................................................71
Resource Requirements and Development .........................................................................................................71
Major Partnerships ..............................................................................................................................................75
Governance and Other Roles ...............................................................................................................................75
Accountability Framework ...................................................................................................................................75
Nanwakolas Training and Employment Strategy Final Report
xiv
May 5, 2016 Multi-Stakeholder Forum, Thunderbird Hall, Campbell River
Nanwakolas Training and Employment Strategy Final Report
xv
I
INTRODUCTION – WHY ARE WE DOING THIS?
PURPOSE
The Nanwakolas Council is comprised of six member First Nations whose traditional territories are located in the
Northern Vancouver Island and adjacent South Central Coast areas of British Columbia. Nanwakolas serves as the
vehicle through which the member First Nations regionally pursue land and marine resource planning and
management and resource-based economic development activities.
“Nanwakolas” means in Kwakwala “a place we go to find agreement”. The Council advocates for “the recognition,
protection and promotion of its member First Nations’ Aboriginal rights and interests in land and marine resource
planning and management discussions with the provincial and federal governments, as well as with industry and
stakeholder groups.”
Human Capital Strategies (HCS) responded to a Request for Proposals (the “RFP”) and was the successful
proponent on a project to develop a Nanwakolas Council Employment and Training Strategy issued in fall 2015.
HCS assembled a project team including professionals who live and work in the Council member First Nations’
traditional territories, and who have collectively completed over 50 First Nations and northern Vancouver Island
consulting projects. The HCS project team was composed of Kerry Jothen, CEO and Principal of HCS; Dave Bazowski
of db Consulting; and Brian Cruise of Cruise HR Solutions Corp.
Work on an earlier phase, Phase 1, was conducted from December 2014 through May 2015. This strategy
development phase, Phase 2, was conducted from November 2015 to June 2016.
The Nanwakolas Council (the “Council”) is comprised of member First Nations whose traditional territories are
located in the Northern Vancouver Island and the adjacent South Central Coast areas of British Columbia (BC) (see
Figure 1 for a map of the traditional territories).
The Council member First Nations that participated in Phases 1 and 2 of this project and formed a Steering
Committee to oversee the work of HCS were:





Mamalilikulla First Nation
Tlowitsis Nation
Da'naxda'xw Awaetlala First Nation
Wei Wai Kum First Nation
K'ómoks First Nation
In 2014, member First Nations engaged in a Community Wellbeing Strengthening planning process that examined
the wellbeing needs and priorities of the member First Nations in the areas of health, culture, resource
stewardship, community and economic prosperity. A common interest identified by the First Nations is the need to
support the First Nations’ members with attaining meaningful employment and associated training opportunities.
In its 2014 report, the Nanwakolas Council defines community wellbeing:
“Community wellbeing (CWB) should be understood and interpreted as referring to all things that
contribute to and determine a First Nation’s wellbeing, their state of happiness, and the quality of
life of all members belonging to a First Nation. Factors contributing to CWB include education,
employment and economy, health, housing, access to resources, recreation and community
1
connectedness.”
Figure 2 provides an integrated holistic concept of CWB with five interconnected and interdependent elements:
culture; community; health; resource management; and economic prosperity.
This concept of CWB asserts that individual wellbeing relates to community wellbeing in a reciprocal relationship:
“Individuals with higher levels of wellbeing are more likely to participate and contribute to
community processes and events, and through involvement and participation in community
processes and events their personal wellbeing is enhanced in return. As this cycle of community
2
involvement and participation continues, the wellbeing of the Nation continues expanding.”
Figure 3 illustrates the relationship of individual wellbeing to the community wellbeing of a First Nation in how the
former strengthens the latter.
1
Nanwakolas Council, Chris Roberts. Nanwakolas Community Wellbeing and Capacity Strengthening Plan. June 2014.
2
Ibid.
Nanwakolas Training and Employment Strategy Final Report
2
Figure 1 - Traditional Territories of the Nanwakolas Council Member First Nations
Nanwakolas Training and Employment Strategy Final Report
3
Figure 2 - Community Wellbeing
Figure 3 - Individual and Community Wellbeing for First Nations
Nanwakolas Training and Employment Strategy Final Report
4
The TRC Report and the Royal Commission on Residential Schools
“It can start with a knock on the door one morning. It is a local Indian agent, or the parish priest, or,
perhaps, a mounted police officer. The bus for residential school leaves that morning. It is a day the
parents have long been dreading. Even if the children have been warned in advance, the morning's
events are still a shock. The officials have arrived and the children must go.” (Honouring the Truth,
Reconciling for the Future, July 23, 2015, page 47)
The Truth and Reconciliation Commission of Canada (the "TRC") was established in 2008 and published its final
report in 2015. The Commission proposed four principles as the basis for a renewed relationship with First Nations:
recognition, respect, sharing and responsibility. The Commission advocated for self-government, economic
development, education, training and the renegotiation of existing treaties.
The TRC provides 94 calls to actions in order to “redress the legacy of residential schools and advance the process
of Canadian reconciliation.” We heard during this project and engagement of First Nations and stakeholders, the
critical importance of recognizing the residential school trauma and the need to address this as part of education,
training and employment goals. The TRC calls to action cover several topics including education, health, language
and culture, professional development, youth programs, etc. and represent significant implications for
governments, service providers and employers.
The federal government has said it will adopt all of the recommendations of the Final Report of the TRC. This will
impact employers, particularly those in natural resource sectors. They will need to ensure that employment,
training and business opportunities are shared with First Nations communities. Employers will also be expected to
have more cultural awareness of First Nations issues, be observant regarding racism, and be more cognizant of
conflict resolution. Under Business and Reconciliation, the Report’s Call to Actions were:
92. We call upon the corporate sector in Canada to adopt the United Nations Declaration on the Rights of
Indigenous Peoples as a reconciliation framework and to apply its principles, norms, and standards to corporate
policy and core operational activities involving Indigenous peoples and their lands and resources. This would
include, but not be limited to, the following:
i.
ii.
iii.
Commit to meaningful consultation, building respectful relationships, and obtaining the free, prior, and
informed consent of Indigenous peoples before proceeding with economic development projects.
Ensure that Aboriginal peoples have equitable access to jobs, training, and education opportunities in the
corporate sector, and that Aboriginal communities gain long-term sustainable benefits from economic
development projects.
Provide education for management and staff
on the history of Aboriginal peoples,
including the history and legacy of residential
schools, the United Nations Declaration on
the Rights of Indigenous Peoples, Treaties
and Aboriginal rights, Indigenous law, and
Aboriginal–Crown relations. This will require
skills-based training in intercultural
competency, conflict resolution, human
rights, and anti-racism
Nanwakolas Training and Employment Strategy Final Report
5
PROJECT SCOPE AND TERMS OF REFERENCE
The project terms of reference were prescribed in a contract between Nanwakolas and the BC Ministry of Social
Development and Social Innovation under the latter’s Labour Market Partnership Program.
Project Description
1.
2.
3.
4.
5.
6.
Develop a five-community community-specific training and employment strategy outlining options to
ensure a higher level of inclusion of Nanwakolas member First Nations band members in local and
regional employment.
Convene a structured steering committee to determine the terms of reference.
Engage up to seven member First Nations whose traditional territories are located in the northern
Vancouver Island and adjacent south central coast areas of BC, employers as well as education, training
and employment service providers in consultative and advisory capacities through:
i.
Multi-stakeholder focus groups including:
a. First Nations and other Aboriginal groups
b. Industry groups and employers, and
c. Training/education and employment services
ii.
Advisory committees:
a. Business and industry, and
b. Education and training
iii.
Representation to the steering committee
iv.
Youth engagement including targeted social media and youth engagement sessions, and
v.
Hold key informant interviews of at least ten key local, provincial and federal government
officials
Utilize and incorporate data and feedback including:
i.
Completed in the Phase 1 studies
ii.
Through review of existing local and provincial labour market information
iii.
Through stakeholder, youth, focus group and advisory committees
iv.
Steering committee feedback, and
v.
Hold steering committee meetings to discuss, obtain feedback and obtain final approval
Deliver at least four community presentations to share the community-specific findings,
recommendations and options for implementation
Ensure the final strategy document is accessible broadly by distribution of print copies to key stakeholders
and band offices as well as on-line.
The goals of Phase 2 were to:
1.
2.
Develop a five-year Nanwakolas Training and Employment Strategy that maximizes the sustained
education, training and employment opportunities and successes of members of the participating First
Nations.
Follow up on investigating identified key workforce challenges and opportunities identified by the
participating First Nations, industry, service providers and other stakeholders. Address those issues in the
Strategy.
Nanwakolas Training and Employment Strategy Final Report
6
3.
4.
Engagement of First Nations and members, including youth, and other Aboriginal groups, industry groups
and employers, and education, training and employment service providers.
Further explore and confirm specific Strategy funding and partnerships that can be applied leading up to
and during the implementation of the Nanwakolas Training and Employment Strategy.
The Phase 2 implementation reflected the following principles:







Building on the findings and outcomes of Phase 1
Leveraging strengths and opportunities of Nanwakolas Council, the participating First Nations and key
stakeholders
Building on/leveraging successful existing education, training and employment models
Flexible implementation of the Strategy so that it can be adapted to meet the needs of individual
Nanwakolas member First Nations
Supporting First Nations leadership of the Training and Employment Strategy.
Building First Nations workforce development capacity
Reducing or eliminating fragmentation, duplication and competition among First Nations and other
Aboriginal groups’ workforce-related activities
The project deliverables of Phase 2 were:
1.
2.
3.
4.
5.
6.
7.
8.
A five-year Nanwakolas Training and Employment Strategy
A Workforce Strategy Implementation Plan
Endorsement and participation from Nanwakolas member First Nations and their individual members
Buy-in and participation from industry and service provider stakeholders
Confirmed funding options for the Strategy
Confirmed partnerships for implementation of the Strategy
Communications plan targeting all regional stakeholder groups
A collaborative tripartite approach: First Nations < > Industry < > Service Providers
The overall project outcomes of Phase 2 were:
1.
2.
A five-year, community-specific training and employment strategy for up to seven Nanwakolas member
First Nation bands will be produced that includes an inventory of local labour force skills and gaps, the
current and informed future labour market needs, a detailed action plan to assist in addressing these
needs and a plan for implementation of the strategy; and,
The strategy will be presented at a minimum of four community presentations and will be available on the
Nanwakolas Council Society website for public and stakeholder reference as well as at the community
band offices.
The key organizational structure for overseeing the development of this Training and Employment Strategy was
the Project Steering Committee. It was formed by Nanwakolas to:


Provide two-way communication between Nanwakolas Council and the Project Consultant Team
members (HCS) on one hand and with representatives of the five participating First Nations and NVIATS;
Provide direction and assistance to the Project Consultant Team;
Nanwakolas Training and Employment Strategy Final Report
7


Facilitate access by the Project Consultant Team to First Nations’ information on workforce strategies and
workforce supply; and,
Ensure timely and meaningful information related to the project is communicated to the members’ Chiefs
and Councils and other Aboriginal organizations.
The Steering Committee was chaired by the Nanwakolas Regional Economic Development Officer (REDO) and
included the following responsibilities:
1.
2.
3.
4.
5.
6.
Regular reporting (including meeting summaries) to their respective Chiefs and Councils on the work of
the Steering Committee and the progress of the Project.
Liaising between the REDO, Chiefs and Councils, NVIATS and the Project Consulting Team.
Attending Steering Committee meetings.
Reading and maintaining all key information provided to him/her pertaining to the Project activities.
Full participation in the activities of the Steering Committee to ensure the inclusiveness of all Nations and
the successful outcome of the Project.
Providing input as needed on the recruitment of Aboriginal individuals to participate in various
engagement activities of the Project.
The Steering Committee met three times and as well individual Committee members attended a number of the
project engagement activities.
The project also included two key advisory committees:
II

The purpose of the Business and Industry Advisory Committee was to advise the Project Consultant Team
(Human Capital Strategies) with in-depth knowledge and insights into specific opportunities and
challenges of attaining meaningful and sustainable employment for First Nations members in or near their
traditional territories.

The purpose of the Education, Training and Employment (ETE) Service Advisory Committee was to advise
the Project Consultant Team with in-depth knowledge and insights into the specific opportunities and
challenges of attaining ETE services to support meaningful and sustainable employment for First Nations
members in their traditional territories.
FINDINGS – WHERE ARE WE TODAY? WHAT DO WE KNOW?
PHASE I FINDINGS
In order to create an effective work plan for development of the training and Employment Strategy there needed
to be a broad situational scan of existing conditions in a number of relevant areas or sectors that would affect and
direct efforts in Phase 2, the actual development of “the Strategy.” This scan included both primary and secondary
research. Importantly, direct contact and relationship building occurred within key stakeholder and partnership
opportunity areas.
In the course of the Phase 1 work areas of focus included the following:
Nanwakolas Training and Employment Strategy Final Report
8
1.
Current project Landscape
An overview general profile of the Region that included geographic considerations, demographics,
economic sectors, potential stakeholders and partners, strengths and challenges was undertaken.
2.
Regional and Labour Market Analysis
A variety of data sources were tapped in a detailed statistical evaluation that primarily focused on the
Comox Valley, Mount Waddington and Strathcona Regional Districts. Further data on a broader basis
including Vancouver Island and BC were also included. A significant source of timely information comes
from the North Island Employment Foundation Society (NIEFS), a valuable resource and partner in this
Project.
3.
Stakeholder Engagement
In the course of Phase 1, a detailed stakeholder list was developed in consultation between Nanwakolas
Council and HCS. This list was divided into components that became cornerstones for engagement in both
phases of the project.
The components consist of:
1.
2.
3.
4.
5.
6.
First Nations and Aboriginal
Organizations
Regional and Municipal Governments
Federal and Provincial Governments
Associations, Chambers of
Commerce and Economic
Development Organizations
Education, Training and Employment
Employers
In Phase 1, contact was made with individual organizations represented in the six components. These
were done by way of a systematic survey, and follow up emails and telephone connections. About 100
survey questionnaires were sent with very useful and informative responses resulting and most
importantly groundwork was laid for Phase 2 engagement.
4.
Profiles of Participating Nanwakolas Council Member First Nations
Profiles of the 5 participating First Nations were completed focusing on training and employment needs
within the Communities and demographic data derived from new surveys conducted or information
gleaned from existing sources. Qualitative and quantitative information was gleaned that included
commentary on barriers and challenges.
5.
Best Practices
As part of the survey process with stakeholders, best practice examples were solicited from within
individual organizations or such practices that organizations were aware of elsewhere. Focus areas
included training, education, employer partnerships and individual organizations. There was a broad array
of creativity leading to selection of the most appropriate to be included in the Strategy development in
Phase 2.
Nanwakolas Training and Employment Strategy Final Report
9
6.
Partnership Opportunities
Building on and in conjunction with best practice examples, Phase 2 would incorporate key stakeholders
and project partners. They would act as advisors to the project in a general sense, and specifically with
regard to internal practices within their organizations. Of course beyond the project and during
implementation these partnerships would be critically important.
7.
Funding Opportunities for Strategy development and Implementation
A general appraisal of the potential funding landscape took place focusing on the various sources of
funding available including both public and private. Again, partnership applications are most likely to be
successful.
General Findings/Themes in Phase 1
Based on the more detailed analysis found with the foregoing Phase 1 focus areas the following broad
findings/themes emerged which guided and validated the work plan and related Strategy development
contemplated in Phase 2 of this project.
1.
2.
3.
4.
5.
6.
There is a strong desire within the participating Nanwakolas Council to drive changes in the health and
wellbeing of its members and communities. Increased participation of First Nations members in the
regional economies is seen as fundamental to achieving the necessary changes.
There is overwhelming support by stakeholder groups including employers, schools, and governments at
all levels to support this Project and the Nanwakolas Council member Nations generally.
There are many organizations among the stakeholder groups and within the broader region that are
considered strong potential candidates to partner with the Council in the development of training,
education and employment opportunities. Successful partnerships are already in place and will act as
models for future development.
A significantly higher level of education and training is the necessary foundation that must be achieved by
First Nations members in order to increase employment rates and participation in the regional
economies.
There are well-identified substantial barriers to increased education and employment of First Nations
members. Some of these barriers are engrained in the histories and cultures of the First Nations, other
barriers are geographically based and the same as those faced by non-First Nations. Through the
development of best practices, the First Nations and their members, schools, and employers have found
ways to overcome many of these barriers.
The regional economy has its strengths, its weaknesses, and it is evolving. It has always been this way and
this will continue. The aquaculture and healthcare industries are healthy and growing; tourism (both
cultural and ‘green’) is under-developed and has tremendous potential for growth; transportation and
retail are foundation industries that will always need new entrants to their job markets; governments
recognize and are attending to the needs of First Nations to a greater extent than ever before.
PHASE 2 ENGAGEMENT FINDINGS
The Phase 1 Findings above clearly identified a strong desire by First Nations and regional stakeholders to move
this project forward. Opportunities to improve the education and employment outcomes of their members,
schools and businesses were identified at a high level. Phase 2 of the project enabled a more in-depth and broader
Nanwakolas Training and Employment Strategy Final Report
10
analysis of the preliminary findings related to the need for and also the substantial barriers to education and
employment for Nanwakolas First Nation members and other Aboriginal people in the North Island region.
Two primary groups of stakeholders plus the First Nations and their related organizations, comprising over 250
people, were invited to over twenty engagement meetings to provide their input and recommendations and to
share their best practices in supporting the development of this Nanwakolas First Nations Training and
Employment Strategy. These groups included First Nations band members, including two sessions with youth
participants, regional employers, and high schools, colleges (private and public) and universities as follows
(number of meetings in parentheses):
1.
2.
3.
4.
5.
6.
10.
11.
12.
13.
14.
First Nations and Aboriginal group meeting (1)
Aboriginal youth focus group sessions (2)
Employer Advisory Committee meeting (1)
Employer/industry engagement session (1)
Education, Training and Employment Service Provider Advisory Committee meeting (1)
Individual meetings with education, training and employment service providers (3)
Federal government interviews (3)
Provincial government interviews (9)
Local government meeting (1)
th
May 5 Multi-Stakeholder Forum (1)
Project Steering Committee meetings (3)
Below are summary points from each group engagement session during Phase 2.
First Nations and Aboriginal Organizations
1.
The Guardian Program is often cited as a successful program for the training and employment of
Aboriginal youth. This program could be used as a model for the development and delivery of other
training.
2. First Nations are finding it difficult to recruit skilled and experienced employees for their band offices and
their related operations and businesses. This concern is often described as “lack of capacity”.
3. There is a need for leadership development within First Nations and their organizations.
4. Some First Nations have members disbursed over wide geographic areas; some do not have their own
communities. This lack of centralization makes it difficult to engage, train and employ their members.
5. Funding of high school upgrading, post-secondary education and other programs is an on-going roadblock
to achieving employment for First Nations members.
6. Early childhood education and employment life skills are primary focuses of training.
7. Some First Nations have worked with employers to implement workplace changes that reflect the cultural
needs of their employees (e.g. work schedules; mentoring program).
8. First Nations leaders recognize the importance of developing and promoting role models.
9. Lack of drivers’ licenses is a roadblock to attendance at educational opportunities and attainment of
employment for a significant number of potential students and employees.
10. First Nations acknowledge the programs offered to their high school members to support career planning,
but agree that more support and resources are needed.
11. High levels of anxiety by youth related to education and employment create a roadblock to achieving
education and employment goals.
Nanwakolas Training and Employment Strategy Final Report
11
12. Both education and employment outcomes are improved by access to summer employment and other
work experience programs.
13. Several First Nations and Aboriginal organizations provide life and employment skills training to their
members.
14. There is a high level of interest in sharing information and best practices between the First Nations and
their related organizations.
15. There is interest in partnering with employers to support the advancement of First Nations goals.
First Nations and Aboriginal Youth (Under 19 years up to 30 years old)
1.
2.
3.
4.
5.
6.
7.
8.
9.
Lack of basic qualifications such as high school completion and drivers’ licenses affect peoples’ ability to
be considered for employment.
Career planning starts in grade 10. Resume writing, career planning discussions and field trips are useful
parts of the courses available to them. However, many students have established their patterns of
educational behavior and performance well before grade 10. Students would benefit from a much earlier
introduction to the career options open to them and the prerequisite course choices they must make in
order to achieve their academic and career goals.
Students are looking for career based workshops, work experience opportunities, and First Nations career
fairs to support their career planning.
Students would like employers and schools to come to their communities.
Shyness and anxiety when applying for work and attending job interviews is a significant barrier to getting
jobs.
Students and job seekers are willing to travel to education and work opportunities.
Child-care within their home communities would benefit youth wanting to attend school and work.
Youth go ‘on-line’ to look for work opportunities. Email and social media (Facebook) are the best way to
communicate with them.
Parents, elders and friends are influential in helping students identify jobs and training to pursue.
Education, Training and Employment Service Providers
1.
2.
3.
4.
5.
6.
7.
8.
9.
The need to improve connections between education and training providers and employers and their
needs.
Basic needs such as housing must be met in order for later training and employment to be successful.
Training needs to focus on the basic life skills needed by First Nations students, including Aboriginal
languages training.
Funding restrictions, including the timing of fund availability and complexity of the systems, create many
barriers to success.
Incorrect academic course selection [prerequisites] limits students’ future ability to pursue
apprenticeships and other higher-level training.
Bridging between school and work is a difficult transition for some students.
Focused effort on laddering and pathways to permit students to “jump around” will lead students to
better educational outcome.
Additional professional development and program development time and resources are needed by
teachers.
The relationship between the college/university and the chief and council is important to gaining
community support for training offered in local communities. Hiring teachers, advisors and coordinators
Nanwakolas Training and Employment Strategy Final Report
12
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
from within the training community is important to ensure cultural relevance. Each community is
different.
Elders can play a critical role in supporting students who attend schools outside of their home
communities.
A difference in the perception of time between schools/employers and First Nations can be challenging to
the smooth functioning of training and work.
Labour market information is an important planning tool for training program development.
Achieving full time employment may require holding more than one job; year round employment may
mean holding different seasonal jobs.
Helping students see career pathways, not just entry-level jobs, will improve educational and employment
outcomes.
Self-sustainability of communities requires many trades and other job classifications. Band members will
benefit from looking within their communities for employment opportunities.
Micro-enterprise and entrepreneurship are goals of a significant number of First Nations members.
The Strategy must be connected to individual band’s economic development strategies.
Lack of capacity at the band level is a likely barrier to successful implementation of the Strategy.
Culturally sensitive aptitude, skill and interest assessments of students will support appropriate career
planning.
Employers and Industry Groups
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
The need to improve connections between education and training providers and employers and their
needs.
Support for ‘close-to-project’ supervisors and managers is important to the success of Aboriginal
employment.
Long term and pension earning jobs should be the goal of the Strategy.
Summer programs, coop programs, job shadowing and other work experience opportunities with working
professionals will support efforts undertaken at schools to encourage positive education and employment
choices.
Lack of educational prerequisites is a significant barrier to entry into many career paths.
Lack of basic life skills, transportation, Class 5, 3 and 1 Drivers’ licenses and lack of child and parent care
are significant barriers to employment.
Many of the educational issues facing Aboriginal youth are systemic and also affect non-aboriginal youth.
Many employers lack understanding of how to reach out to and engage First Nations members and an
understanding of Aboriginal employees’ needs and personal drivers. A listing of supports would assist
employers in engaging with and supporting Aboriginal job seekers and employees.
A support group modeled on the Employee Family Assistance Program (EFAP) model and with a focus on
bridging the First Nations-Non-First Nations divide would support both employer and school communities.
First Nations employees support each other in the workplace when they are able to work together. Posthiring mentorships and elder support are aids to success.
Training employees on what their jobs are and how they fit into the organization, as well as how to
perform their tasks, will reduce attrition.
Support and engagement from unions will reduce the barriers faced by some employers.
Child-care and other home supports, including for single parents, will allow more First Nations members
to seek education and employment.
Cultural safety training in some workplaces creates a welcoming environment for First Nations employees.
Nanwakolas Training and Employment Strategy Final Report
13
15. Direct support during the recruitment process (e.g. resumes, interviewing skills) increases rates of hiring
of Aboriginal employees.
16. Getting students into the right career streams supports educational and employment success.
17. Political obstacles are built into funding programs.
18. There is a lack of support for fire-fighting programs.
19. Facebook is an effective communications tool.
20. Many students drop out of training programs; admission requirements need to be reviewed; some
programs may have been ‘dumbed down’ to fill seats.
21. Workplace retention is an issue for many employers.
22. Culturally sensitive workplace policies and programs such as seasonal leaves and work schedules will
increase hiring and reduce attrition of Aboriginal employees.
23. Employers are reluctant to provide apprenticeships and other on-the-job training for employees.
Local Government Representatives
1.
The need for the Strategy to link with existing local government planning mechanisms (e.g. Strathcona
Regional District First Nations Relationships Committee).
2. We spoke about transportation issues and it was referenced Island Health is coordinating a Strathcona
Regional Health Network and they should be approached to speak to about that aspect. Transportation is
needed to access health care as well as employment. Is there a way to leverage health care to the benefit
of our project?
3. Local government participants stressed the need to have economic development representatives at the
table.
4. In order to get involvement from the local municipal representatives, we need to better explain the
“business link” to them. “How will attending our meetings benefit their cities?” “What are their business
imperatives?” (i.e. coming wave of retirements, connection to their 5-year strategic plans)
5. Consider joint training initiatives between First Nations and local governments. Both have infrastructure
maintenance needs. Need to work backwards - “Five years from now, where will you be and what will you
need?” This question is for local governments to get them to recognize and prepare for their upcoming
needs.
6. The government representatives stressed the need to involve unions at the Multi-Stakeholder Forum; and
talked about the new leader for CUPE.
7. The representatives very strongly encouraged First Nation members to become more involved as
firefighters where there is a great lack of volunteers at present. Such involvement can lead to
employment opportunities.
8. There is a need for “roadmaps” to certain occupations within regional/municipal world for example
lifeguard training roadmap for youth.
9. Given the apparent lack of understanding of the need to focus on FN members’ employment within
governments, it was suggested that as part of the Strategy, Nanwakolas Council should approach senior
levels of organizations (e.g. regional government boards, city councils, etc.) to present themselves and the
Strategy.
10. Considerable employment opportunities will be available in the technical fields including wastewater
treatment, water filtration, and satellite communication. These positions are currently very difficult to fill.
There will be significant employment opportunities in the general business and finance position, including
bookkeeping, office management, etc.
Nanwakolas Training and Employment Strategy Final Report
14
11. There is a critical need to focus on basic literacy skills, including writing. This applies to all young people
entering the employment market, including technicians.
Federal and Provincial Government Representatives
1.
2.
3.
4.
5.
6.
7.
8.
9.
There are many funding programs for Aboriginal education, training and employment across federal and
provincial programs
Government contacts are generally supportive of the Nanwakolas Council project to develop a Training &
Employment Strategy – they want to see the Strategy and that it is supported by participating First
Nations and that the Strategy will link programming directly to jobs and careers.
Contacts will all be invited to the Forum and it is anticipated that some of them or their colleagues will
attend
Many funding programs have committed funds in multi-year allocations to service providers.
MARR has one of the largest funding programs for First Nations, but it is for LNG-related projects only
($30 million over 3 years).
Some of the service providers (not for profits, companies, public institutions) who have been allocated
funding from government, and who provide services on northern Vancouver Island, may have funds left
for out Strategy.
We need to monitor certain programs for new calls for proposals (e.g. SPI, SPF, ITA, provincial Job Grant,
ESS, etc.).
The Industry Training Authority Regional Apprenticeship Advisor may be able to help leverage ITA, postsecondary and other funding through his role and network.
Specific government funding opportunities (excluding employer/private sector funding opportunities) are
identified in the “Funding” sub-section below.
Summary of Phase 2 Engagement Findings
The following are the dominant findings that crossed over First Nations and stakeholder sectors:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Lack of funding
Lack of drivers’ licenses and life skills
Lack of social supports, including child care and home support
Disconnect between the training provided by schools and the skills needed by employers
Limited band administrative capacity
Various kinds of work exposure/experience improve educational and employment outcomes
Partnering and building relationship
Prepare for careers, not just entry level jobs
Employers lack understanding of how to engage first nations members
LABOUR MARKET TRENDS
While the Nanwakolas region includes a part of Alberni-Clayoquot Region District, the data is this section focuses
on the Comox Valley, Mount Waddington and Strathcona Regional Districts, as they represent the large majority of
Nanwakolas member Nations’ territories and on-reserve populations. In some cases, for comparison sake, this
analysis considers data for the Vancouver/Coast Region and the entire province of BC.
Nanwakolas Training and Employment Strategy Final Report
15
2011 Demographic and Labour Market Information (NHS 2011)
The broader labour market and population in which this project takes place is the Vancouver Island/Coast Region
and British Columbia. Vancouver Island/Coast has approximately 16% of the province’s labour force participants
and has a similar unemployment rate, and Aboriginal, immigrant and youth unemployment rates. However, the
region has an appreciably lower participation rate as per Table 1.
Table 1: Vancouver Island/Coast Region LM Indicators (BC) - 2011
Indicator
Labour force
Employment
Unemployment
Unemployment rate
Unemployment rate (Aboriginal)
Unemployment rate (Youth, 15-24)
Unemployment rate (Immigrants)
Participation rate
% of Labour Force with some PSE
EI beneficiaries (Regular Benefits)
% of total labour force
VI/Coast Region
British Columbia
396,000
371,400
24,600
6.2%
16.6%
12.2%
6.6%
59.9%
67.3%
9,060
2.3%
2,470,500
2,308,100
162,400
6.6%
16.4%
12.9%
6.8%
64.1%
69.8%
53,480
2.2%
Source: Statistics Canada. 2011 National Household Survey: British Columbia and Vancouver
Island/Coast Region. Released September 2013.
As Table 2 shows, the general population (Aboriginal and non-Aboriginal) of the three regional districts tends to
have a smaller proportion of 15 to 29 year olds and a higher proportion of 50 to 64 years than the overall BC
population.
Table 2: Total Population – BC and by Regional District, 2011
Mount Waddington (MWRD), Comox Valley (CVRD) and Strathcona (SRD)
Three RDs
Age
MWRD
CVRD
SRD
15-19
20-29
30-39
40-49
50-59
60-64
Total
730
1,255
1,330
1,720
2,115
850
11,505
3,800
5,665
6,265
8,785
10,910
5,440
63,540
2,700
3,985
4,595
6,135
7,930
3,820
43,255
BC
Total
% of Total
Total
7,230
10,905
12,190
16,640
20,955
10,110
118,300
6.1
9.2
10.3
14.1
17.7
8.5
100
275,165
568,605
556,855
664,365
677,945
677,945
4,400,055
% of
Total
6.3
12.9
12.7
15.1
15.4
6.6
100
Source: Statistics Canada. 2011 National Household Survey: British Columbia and Comox Valley, Mount Waddington and Strathcona
Regional Districts. Released September 2013.
When we switch to those who identify themselves as Aboriginal in the three regional districts in Table 3 one sees a
higher percentage of 15-19 years olds among Aboriginal people in the region, and slightly lower proportion of
older age cohorts. One also sees that Strathcona Regional District has the largest number of Aboriginal persons
among the three districts.
Nanwakolas Training and Employment Strategy Final Report
16
Table 3: Total Aboriginal Identity Population by Regional District, 2011
Mount Waddington (MWRD), Comox Valley (CVRD) and Strathcona (SRD)
Age
15-19
20-29
30-39
40-49
50-59
60-64
Total
Registered
Treaty Indian
Aboriginal
Identify
MWRD
265
450
315
345
360
110
3,050
2,535
CVRD
325
400
380
430
270
140
2,910
840
SRD
505
520
500
625
760
205
4,655
3,015
Total
1,095
1,370
1,195
1,400
1,390
455
10,615
6,395
% of Total
10.3
12.9
11.3
13.2
13.1
4.3
100
n/a
3,045
2,910
4,650
10,605
n/a
Source: Statistics Canada. 2011 NHS Aboriginal Population Profile: Comox Valley, Mount Waddington and Strathcona Regional Districts.
Released November 2013.
According to Table 4, more than two times as many (in percentage terms) Aboriginal persons (39.1%) with no high
school completion compared to the provincial average of 16.7% and the regional average of 19.7%. Conversely,
Aboriginal persons in the region are largely under-represented (and the 3 regional districts to a lesser degree) in
terms of attainment of a Bachelor’s degree or post-Bachelor credential.
Table 5 shows unemployment rates that were higher in 2011 in the 3 regional districts (9.3%) than a provincial rate
of 7.8%. Unemployment among Aboriginal persons in the 3 districts in 2011 averaged 19.1% - more than double
the provincial average.
Participation rates among Aboriginal persons in the region were 5 percentage points lower than the provincial
average and a little below the regional average.
Table 4: Population 15 Years and Older - 2011
3 North Vancouver Island Regional Districts, BC and Aboriginal Identity in the 3 Regional Districts
Education Attained
No certificate, diploma or
degree
High school diploma or
equivalent
Apprenticeship or trades
certificate or diploma
College, CEGEP or other
non-university cert. or
diploma
University certificate or
diploma below bachelor
level
Total Population (Aboriginal and Non-Aboriginal)
NI Regional Districts
Total 3 RDs
B.C.
MWRD
CVRD
SRD
Total
%
Total
%
2,535
9,465
7,335
19,335
19.7
607,655
16.7
Aboriginal in
3 RDs
Total
3,030
%
39.1
2,565
14,585
10,525
27,675
28.2
1,009,400
27.7
2,060
26.6
1,425
7,830
5,620
14,875
15.1
387,455
10.6
890
11.5
1,495
10,870
6,640
19,005
19.3
628,115
17.2
1,190
15.4
360
2,345
1,415
4,120
4.2
208,245
5.7
260
3.4
Nanwakolas Training and Employment Strategy Final Report
17
Bachelor’s degree
University certificate,
diploma or degree above
bachelor level
Total
585
225
5,280
3,050
2,695
1,465
8,560
4,740
8.7
4.8
805,965
294,725
22.1
8.1
225
85
2.9
1.1
9,195
53,430
35,685
98,310
100
3,646,840
100
7,740
100
Source: Statistics Canada. 2011 National Household Survey: British Columbia and Comox Valley, Mount Waddington and Strathcona Regional
Districts. Released September 2013; Statistics Canada. 2011 NHS Aboriginal Population Profile: Comox Valley, Mount Waddington and
Strathcona Regional Districts. Released November 2013.
Table 6 shows differences in occupational profiles between the total BC labour force and the Aboriginal and nonAboriginal workforce in North Island in 2011. Aboriginal persons in the region have lower proportions of their
labour force than the BC average in the first 4 categories of management, business/finance/administration, natural
& applied sciences, and health. However, the Aboriginal labour force in the 3 regional districts have higher
proportions in education/law/social, community and government services, and in trades/transport, natural
resource, and manufacturing and utilities occupations.
Table 5: Labour Force Status 15 Years and Older, 2011
3 North Vancouver Island Regional Districts, BC and Aboriginal Identity in the 3 Regional Districts
Labour Force Status
Total Population 15+
Employed
Unemployed
Not in the labour force
Participation rate
Employment rate
Unemployment rate
Total LF – Aboriginal and Non-Aboriginal
CVRD
SRD
Total
B.C.
3 RDs
9,195
53,430
35,685
98,310
3,646,840
5,570
29,265
19,825
54,660
2,171,465
640
2,850
2,095
5,585
182,775
2,985
21,315
13,760
38,060
1,292,595
67.5
60.1
61.4
61.3
64.6
60.6
54.8
55.6
55.6
59.5
10.3
8.9
9.6
9.3
7.8
MWRD
Aboriginal in
3
RDs
7,745
3,795
885
3,070
59.7
49.0
19.1
Source: Statistics Canada. 2011 National Household Survey: British Columbia and Comox Valley, Mount Waddington and Strathcona
Regional Districts. Released September 2013; Statistics Canada. 2011 NHS Aboriginal Population Profile: Comox Valley, Mount
Waddington and Strathcona Regional Districts. Released November 2013.
Table 6: Labour Force 15 Years and Older, 2011
Proportion of Labour Force by Major Occupational Category
3 Regional Districts, B.C. and Aboriginal Identity in 3 Regional Districts
% of Total Labour Force
Occupational Category
Aboriginal & Non-Aboriginal
All Occupations
Management
Business, finance and administration
Natural and applied sciences and related
Health
Education, law and social, community and government
services
Art, culture, recreation and sport
Nanwakolas Training and Employment Strategy Final Report
Aboriginal
3 RDs
B.C.
58,845
10.6
12.7
5.9
7.0
12.0
2,305,320
11.4
16.0
6.7
6.4
11.5
4,388
7.3
9.2
5.3
2.7
13.9
2.9
3.4
3.2
18
Sales and service
Trades, transport and equipment operators and related
Natural resources, agriculture and related production
Occupations in manufacturing and utilities
23.6
16.0
6.6
2.9
24.0
14.6
2.6
3.2
24.8
16.3
10.3
6.4
Source: Statistics Canada. 2011 National Household Survey: British Columbia and Comox Valley, Mount Waddington and Strathcona Regional
Districts. Released September 2013; Statistics Canada. 2011 NHS Aboriginal Population Profile: Comox Valley, Mount Waddington and
Strathcona Regional Districts. Released November 2013.
In terms of industry participation, Table 7 shows in 2011, Aboriginal persons in the 3 regional districts, where
compared with the provincial labour force, were over-represented in agriculture/forestry/fishing/hunting and
public administration sectors, and under-represented in mining and professional/scientific/technical services.
The last labour force variable covered in this section involves how people get to work. A lower proportion of
Aboriginal persons in the region drove their own vehicle but a higher proportion was vehicle passengers. Less
Aboriginal people used public transit and many more walked. This could relate to less access to transit and/or
closer to home workplaces.
Table 7: Labour Force 15 Years and Older, 2011
Proportion of Labour Force by Major Industry Category
3 Regional Districts, B.C. and Aboriginal Identity in 3 Regional Districts
% of Total Labour Force
Industry Category
Aboriginal & Non-Aboriginal
All Industries
Agriculture, forestry, fishing and hunting
Mining, quarrying, and oil and gas extraction
Utilities
Construction
Manufacturing
Wholesale trade
Retail trade
Transportation and warehousing
Information and cultural industries
Finance and insurance
Real estate and rental and leasing
Professional, scientific and technical services
Management of companies and enterprises
Administrative and support, waste management and
remediation services
Educational services
Health care and social assistance
Arts, entertainment and recreation
Accommodation and food services
Other services (except public administration)
Public Administration
Aboriginal
3 RDs
B.C.
58,945
8.5
2.1
0.6
8.2
4.1
2.3
14.0
4.5
1.3
2.3
2.1
4.9
0
4.1
2,305,315
2.7
11.0
0.6
7.9
6.5
3.9
11.6
5.1
2.7
4.0
2.4
7.8
0.1
4.3
4,375
11.4
0.8
0.5
9.4
6.4
1.7
12.5
4.3
0.7
1.4
1.0
2.6
0
4.7
7.0
11.9
2.7
6.9
4.5
8.1
7.3
10.8
2.5
7.8
4.9
6.2
4.9
8.5
3.0
8.5
3.9
13.6
Source: Statistics Canada. 2011 National Household Survey: British Columbia and Comox Valley, Mount Waddington and Strathcona Regional
Districts. Released September 2013; Statistics Canada. 2011 NHS Aboriginal Population Profile: Comox Valley, Mount Waddington and
Strathcona Regional Districts. Released November 2013.
Nanwakolas Training and Employment Strategy Final Report
19
Table 8: Labour Force 15 Years and Older, 2011
Proportion of Labour Force by Major Industry Category
3 Regional Districts, B.C. and Aboriginal Identity in 3 Regional Districts
% of Total Employed 15+
Mode of Transportation
Aboriginal & Non-Aboriginal
Total employed 15+
Car, truck or van – as a driver
Car, truck or van – as a passenger
Public transit
Walked
Bicycle
Other methods
3 RDs
B.C.
49,940
76.5
6.8
3.1
7.3
2.8
3.5
1,984,985
71.3
5.6
12.6
6.7
2.1
1.7
Aboriginal
3,575
60.4
11.9
5.9
14.0
3.4
4.3
Source: Statistics Canada. 2011 National Household Survey: British Columbia and Comox Valley, Mount Waddington and Strathcona
Regional Districts. Released September 2013; Statistics Canada. 2011 NHS Aboriginal Population Profile: Comox Valley, Mount
Waddington and Strathcona Regional Districts. Released November 2013.
Current Labour Market Picture (NIEFS 2016)
Potential First Nations Labour Supply
According to federal First Nation Profiles as of June 2016, among the five First Nation members of Nanwakolas
Council, there are 2,206 registered members, including 497 on reserve members:
First Nation Member
Registered Members
On-Reserve Members
331
223
418
419
815
2,206
107
19
8
1
362
497
K’omoks First Nation
Da’naxda’xw First Nation
Mamalilikulla First Nation
Tlowitsis First Nation
Wei Wai Kum First Nation
Total
Source: http://pse5-esd5.ainc-inac.gc.ca/FNP/Main/Index.aspx?lang=eng
If the labour force participation rate among these members is 60% (i.e. similar for Aboriginal persons in the region
in the National Household Survey 2011), it would mean over 1,300 are either working or unemployed but available
to work; and 220 members are 15 to 19 years of age.
Job Postings
Another valuable source of labour market information is NIEFS. It provides regular reports on local labour market
information for Campbell River and the North Island. The source of the information is obtained from the NIEFS Job
Posting database that is compiled and analyzed internally and managed by NIEFS.
Nanwakolas Training and Employment Strategy Final Report
20
The Job Posting database is a tool with which NIEFS is able to collect information specifically from local employers
regarding work opportunities in their business or organization. This electronic database serves two functions:
1.
2.
To provide client centered information regarding employment opportunities displayed on the NIEFS
website, on-site job board and on Shaw cable.
It provides specific labour market information on Campbell River and the North Island that allows us to
track and analyze economic trends and supply and demand side labour market transitions in the area.
Information provided below by NIEFS for this project includes the following data:
1.
2.
3.
Total job postings for Strathcona, Mount Waddington and Comox Valley regional districts
Industry comparisons for total jobs posted – all Regional Districts
Employment categories: Casual, Contract, Full-time, Part-time, Seasonal
Figure 4 shows job postings – perhaps considered a proxy for labour demand – for years 2014, 2015 and 2016 in
the three regional districts. NIEFS job postings increased 12.5% in 2015 over 2014, but decreased almost 12% from
May 2015 to April 2016. The seasonal patterns are similar each year with peaks in job postings in May through July,
although postings came up to 2015 levels in March and April 2016.
Figure 4 3-year (May to April) Comparison of Total Job Postings – All Regional Districts
Source: NIEFS. Job Posting Report May 2015-April 2016. May 2016.
Figure 5 shows that 55% of job postings in the 12 months ending April 2016 were full-time, 23% were part-time
and the balance were seasonal, casual or contract positions. Full-time postings were down from 60% in 2015.
Nanwakolas Training and Employment Strategy Final Report
21
Figure 5 Quality of Employment Total Job Postings (n = 2327) May 1, 2015 – April 30, 2016
Source: NIEFS. Job Posting Report May 2015-April 2016. May 2016.
Figure 6 shows stability in job postings by sector over the last three years. Postings were led each year by
tourism/hospitality and forestry. Retail/wholesale postings have dropped from 19% of total in 2014 to 9.6% in
2016. Business services (including security) postings have risen to 12.2% in 2016. Mining and social services
postings have dropped off the top 6 list. Health postings have drooped off since 2014 from 6.5% to 4.8% and 6.1%
of total in the last two years. Construction postings have increased and moved up in ranking in the last two years
to 9.6% in 2016.
May 2015-Apr 2016
n=2327
May 2014-Apr 2015
n=2641
May 2013-Apr 2014
n=2348
1. Tourism/Hospitality
1. Tourism/Hospitality
1. Forestry
509 – 22%
540 – 20.4%
437 – 27%
2. Forestry
2. Forestry
2. Retail/Wholesale
313 – 13.5%
392 – 14.8%
307 – 19%
3. Other Business Services
3. Retail/Wholesale
3. Tourism/Hospitality
282 – 12.2%
315 – 11.9%
173– 10.7%
4. Construction/Trades
4. Construction/Trades
4. Health
223 – 9.6%
257 – 9.7%
106 – 6.5%
5. Retail/Wholesale
5. Other Business Services
221 – 9.6%
252 – 9.5%
5. Mining, Oil & Gas,
Transportation
114 – 4.9%
6. Health
6. Health
6. Social Services
140 – 6.1%
127 – 4.8%
101 – 6.2%
7. Aquaculture
7. Mining, Oil & Gas,
Transportation
118 – 4.5%
7. Education
8. Aquaculture
8. Construction/Trades
79 – 3%
62 – 3.8%
77 – 3.3%
8. Mining, Oil & Gas,
Transportation
73 – 3.1%
81 – 5%
Figure 6 Three-Year Comparison of Total Job Postings by Industry
Source: NIEFS. Job Posting Report May 2015-April 2016. May 2016.
Nanwakolas Training and Employment Strategy Final Report
22
As per Figure 7, almost 44% of NIEFS’ postings over the last year ending in April 2016 were in sales and service
occupations. The next largest categories were trades/transport/equipment operators (17%),
education/law/social/community (11.7%), natural resources, agriculture and related (11%), and business, finance
and administration (8%).
Figure 7 NOC by Percentage of Total Job Postings, May 1, 2015 – April 30, 2016
Source: NIEFS. Job Posting Report May 2015-April 2016. May 2016.
In this NIEFS analysis of the local labour market, Shannon Baikie of NIEFS offered the following comments on the
current trends:

Challenging to fill skilled trades positions in a range of industries (i.e. Aquaculture; Forestry; Construction).

With the low Canadian dollar the sales, service and tourism industries have been very strong but continue
to be challenged to find workers who meet their criteria (i.e. auto sales; retail sales; housekeeping; food
and beverage).

There continues to be a mismatch of skills between the available pool of workers and the work available.
This has been particularly evident with the temporary curtailment of both Nyrstar and Quinsam mines
coupled with the continued downturn in the mining and oil and gas industries.

With the continuing drop in oil prices resulting in layoffs in the Oil Sands there is an increase in skilled
workers returning to the area in hopes of work on the major projects.

With respect to the major projects (John Hart Dam and North Island Hospitals Project) both projects
anticipate reaching their hiring peak by summer 2016. Currently, there are approximately 360 people
working on the John Hart project and upwards of 1000 on the NI Hospitals project.
Future Employment Growth (2014-2024)
In terms of looking into future employment demand in the Vancouver Island/Coast Region, last year the Ministry
of Jobs, Tourism and Skills Training released its BC 2024 Labour Market Outlook for the period 2014-2024. While
not highly disaggregated, the Outlook does include a major regional breakdown of job openings (new jobs +
attrition) by occupation for the Vancouver Island/Coast area.
Nanwakolas Training and Employment Strategy Final Report
23
This region is projected to have 158,900 job openings to 2024, with 67 percent of these coming from replacing
retiring workers and 33 percent driven by expansion. Over this period, the region will represent 17 percent of the
total job openings in BC.
Table 9 shows the fastest growing occupations in terms of employment in the Vancouver Island/Coast regions to
2024. Table 5 shows the fastest growing top 5 industry sectors. The overall employment growth rate is expected to
be 1.3 percent per year. The top occupations and industries in terms of rate of growth are two to five times the
provincial average.
Table 9: Occupations with the Highest Number of Job Openings
Vancouver Island/Coast, 2014-2024
Source: Ministry of Jobs, Tourism and Skills Training. BC 2024 Labour Market Outlook. 2015.
Source: Ministry of Jobs, Tourism and Skills Training. BC 2024 Labour Market Outlook. 2015.
Nanwakolas Training and Employment Strategy Final Report
24
According to the Ministry of Jobs, Tourism and Skills Training 2015 Outlook, the top job openings in the Vancouver
Island/Coast to 2024 will be as follows:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Retail salespersons – 6,420
Retail and wholesale trade managers – 5,170
Administrative officers – 3,420
Light duty cleaners – 2,800
Administrative assistants – 2,740
Carpenters – 2,710
Food counter attendants, kitchen helpers and related – 2,460
Cashiers – 2,270
Transport truck drivers – 2,230
General office support workers – 2,190
Elementary school and kindergarten teachers – 2,010
Anecdotal Information and Key Sector and Occupation Growth
Opportunities were found to exist in several key employment sectors for both year-round and seasonal career
employment within the North Vancouver Island region during our employer engagement in 2016. Some sectors,
notably mining and sawmilling, have been hit hard by world and economic events. However, other sectors are
growing as the local and regional economies evolve.
Forestry – All logging occupations, including truck drivers and on-the-ground loggers need more workers.
Opportunities are not due to growth, but replacement for retirements with the average age of workers close to 60
years. The forest industry is currently healthy and creates well-paying jobs, but it struggles to fill positions because
of the seasonal nature of employment and because trained workers choose to work closer to major population
centers.
Tourism – For example, guest services at lodges, restaurants, arts. There is a need for employees skilled in
management, food and beverage service, and boat operating. (e.g. 60-ton limited master’s tickets). A significant
roadblock is the seasonal nature of their industry.
Aquaculture – For example, fin-fish and shell-fish farmers, support services including net maintenance, scuba
divers, boat operators. The aquaculture industry is a relative newcomer to the region. It has become a significant
employer and source of economic activity and has potential for further growth. The salmon farming industry in BC
employs approximately 3,000 people with 1,620 in the north Island region. The industry expects employment to
grow by 7% to 10% per year over the next few years as new farms sites move into production. The industry has
been working closely with some local First Nations for many years.
Retail Trade – For example, customer service/sales clerks. In aggregate, the retail sector is a very important
employer from large box stores to smaller businesses where entrepreneurial opportunities are created. Turnover
in these businesses in the future presents training and employment opportunities. There is a need for employees
who have or are interested in developing retail based careers with expertise in the various building trades.
Construction – For example, carpenters, plumbers, electricians. The value of these occupations is that they are
transferable into various economic sectors of the economy and therefore provide diversity of opportunity.
Nanwakolas Training and Employment Strategy Final Report
25
Health Care – For example, administration, personal care. Island Health (formerly VIHA) is the largest employer on
Vancouver Island with over 150 work sites, 19,000 employees, and 2,000 different job descriptions. An expected
increase in staff of 1.7% in each of the next three years means an addition of 1,000 jobs to their workforce. They
correctly note that this presents a significant opportunity for long-term stable employment for approximately
2,000 new employees per year. At the present time, Island Health employs approximately 500 aboriginal workers.
Mining – Although in somewhat of a downturn just now there are reasonable considerations that this cyclical
industry will turn around. The two significant operations in the Campbell River area are currently in care and
maintenance mode but could restart in the near to medium future. There are probably 80 or more occupations
represented in this industry locally including the various trades, operations, and administration.
FUNDING OPPORTUNITIES
Based on interviews with government representatives and review of government funding guidelines and other
intelligence, the following points reflect key findings:
In addition to the findings from these interviews, specific government funding opportunities (excluding
employer/private sector funding opportunities):
1.
2.
3.
4.
Consider a Job Creation Partnerships (MSDSI) application
Consider a Project-Based Labour Market Training (MSDSI) application
Approach and partner with recipients of Canada-BC Job Grant, ESS and other provincial funding (e.g.
BCCA, unions, trainers, etc.)
Consider federal SPF, SPI and WDP programs – watch for calls for proposals
Nanwakolas Training and Employment Strategy Final Report
26
5.
6.
7.
Partner with recipients of Aboriginal Community-Based Training Partnerships Program
Partner with colleges and universities helping them use existing or leverage new government funding
Push ITA to provide targeted FTE funding for Foundation and Apprenticeship programs at VIU, NIC and
elsewhere
8. Leverage union or joint (management/union) training board funding for certain trades
9. Work with School Districts and employers to push for ITA funding for ACE-IT programs
10. Approach VIU, NIC and UVic about their Aboriginal Service Plan funding and services to northern VI First
Nations
11. Work with NVIATS on its 2016/2017 delivery plan to see if there are opportunities to partner with it or
match funding for Strategy elements
12. Organizations that do not provide funding may have expertise/advice, in-kind resources and marketing
material that could be used in the Strategy
This is discussed further in the ‘Resources’ sub-section near the end of this Strategy.
STRATEGIC CHALLENGES
Based on a synthesis of Phase 1 and Phase 2 findings, the key strategic challenges that will need to be addressed in
this First Nations Training and Employment Strategy are:
1.
2.
Understanding employer HR requirements and effective connections
Need for a more holistic approach to training that takes into account the multiple needs of Aboriginal jobseekers.
3. Timely, user-friendly access to funding.
4. Need to bring education and skills training programs to the community.
5. Address social needs of Aboriginal people.
6. High school upgrading to assist adults in obtaining the necessary upgrading to move into skills training.
7. Need for foundational training supports including pre-employment training.
8. Need for driver’s training, driver’s licenses and overall access to transportation.
9. Need for high school career programs and a clear path to create success from transitioning from high
school directly into career opportunities.
10. Career counseling should start earlier.
11. Cultural awareness training needed for employers.
III
STRATEGIC DIRECTION – WHERE DO WE WANT TO BE IN FIVE YEARS?
VISION
Aboriginal people in the region are supported and prepared to attain meaningful and sustainable
employment, advancement and business opportunities with employers through accessible
wellness programs, education and training, credentialing and certification, recruitment and
retention and career development.
Participating First Nations are a workforce supply or talent pool for North Island employers – a ‘goto’ source of job-ready people. First Nation members are enabled to help themselves in terms of
Nanwakolas Training and Employment Strategy Final Report
27
learning, employment and career development. After completion of education, training and other
preparedness, First Nation members are equipped with skills and knowledge to help develop their
communities.
STRATEGIC LONG-TERM GOALS
1.
2.
3.
4.
5.
6.
Increasing Aboriginal participation and success in education and post-secondary education and credential
attainment.
Increase First Nation members’ awareness of and readiness for meaningful employment.
Create mechanisms for effectively connecting First Nation members with employers and employment
opportunities.
Sustain partnerships among First Nations, employers and service providers focused on Aboriginal training
and employment success.
Create and expand flexible, adaptable job training models for Aboriginal employment and career
progression.
Develop and expand job coaching, mentoring and other employment retention models to sustain
Aboriginal employment.
VALUES
The Strategy implementation will be guided by the following values or principles:








IV
Leveraging existing resources, structures, partnerships and capacities
Using holistic approaches to wellness, education and training and employment development
Developing sustainable partnerships and ongoing collaboration within and outside First Nations
Respect and inclusiveness
Accountability, openness and transparency
Learning from best practices in preparing First Nation members for training and careers
Directly connecting First Nation members to meaningful, sustainable employment and careers
Cultural awareness, sensitivity and relevance
STRATEGY – HOW DO WE GET FROM TODAY TO OUR DESIRED FUTURE?
STRATEGY AREAS
Based on the findings and direct input from First Nations and stakeholders, this Training and Employment Strategy
is composed of the following ten “Strategy Areas”. Each of these Strategy Areas is further broken down in “SubStrategy Areas” and “Tactics/Actions” in the form of individual “Action Plans.”
1.
2.
3.
Leadership, coordination and management
Ongoing scanning and assessment of labour market supply, demand and gaps to maintain evidence-based
Strategy
Developing standardized methods for the assessment of individuals’ education, skills, interests, aptitudes,
qualifications and experiences
Nanwakolas Training and Employment Strategy Final Report
28
4.
5.
6.
7.
8.
9.
10.
Ensuring accessible wellness supports (e.g. child care, counseling, accommodation, food, etc.)
Increase access to and completion of education and training
Employment recruitment, matching & placement
Employment/workplace supports &retention (coaching, mentorships, etc.)
Accountability – monitoring, reporting and evaluation
Communicate and promote the Strategy and progress
Sustaining resources for Strategy implementation
One over-riding consideration is that a high percentage of many of the First Nations’ members are away from
home (off-reserve). This strategy will need to include Nanwakolas Council to work with First Nations on
increasing their capacity for a) staying in touch with and reaching out to off-reserve members; and b) facilitating
access to strategies for training and employment among off-reserve members. This consideration will be
reflected in Strategy Area and Action Plan implementation as appropriate during the execution of this Strategy.
This strategy is predicated on two fundamental key concepts:
1.
Tripartite partnership – This strategy is based on tripartite partnership between First Nations and
Aboriginal groups, employers and business organizations, and education, training and employment
service providers. Figure 4 illustrates this and the definition of each partner group. Without any of these
partner groups, this strategy will fail.
Figure 8 - A Tripartite Partnership
Nanwakolas Training and Employment Strategy Final Report
29
Figure 9 - A Comprehensive Training and Employment Strategy
2.
Comprehensiveness – This strategy is intended to be comprehensive in addressing a whole range of First
Nations/Aboriginal education, training and employment needs and aspirations as well as a complete
range of solutions and strategy areas. Figure 5 shows a comprehensive range of strategy areas.
TACTICS/ACTIONS: ACTION PLANS
This section breaks down each of the aforementioned Strategy Areas (SAs) each into Sub-Strategy Areas (SSAs) and
then individual Action Plans (i.e. tactics/actions, timelines, success measures, timelines, resources and
responsibility). The full list of SAs and SSAs is provided below:
Strategy Area #1: Leadership, coordination and management



Sub-Strategy Area #1.1: Establish a leadership, operational and advisory structure for the Strategy
implementation
Sub-Strategy Area #1.2: Sub-Strategy Area: Obtain agreement on and establish a protocol, structure and
resources for the operational management of the Strategy implementation
Sub-Strategy Area #1.3: Sub-Strategy Area: Work with NVIATS, NIEFS and others to ensure effective and
value-added implementation of the Strategy
Strategy Area #2: Ongoing scanning and assessment of labour market supply, demand and gaps to maintain
evidence-based Strategy
Nanwakolas Training and Employment Strategy Final Report
30


Sub-Strategy Area #2.1: Labour market information partnership with NIEFS and the Campbell River &
District Chamber of Commerce
Sub-Strategy Area #2.2: Encourage and support individual First Nations to share labour market data with
one another to use to guide this Strategy
Strategy Area #3: Developing and using standardized methods for the assessment of individuals’ education,
skills, interests, aptitudes, qualifications and experiences




Sub-Strategy Area #3.1: Develop and use a standardized form to collect First Nation member data on
skills, education, training, employment, etc.
Sub-Strategy Area #3.2: Sub-Strategy Area: Support First Nations to regularly assess and update
information on members’ skills, education, training, employment, etc.
Sub-Strategy #3.3: Sub-Strategy Area: Encourage and support individual First Nations to work together to
develop and use an employment-matching database to link members with employers and jobs/careers
Sub-Strategy Area #3.4: Sub-Strategy Area: Partner with school districts and post-secondary education
institutions to assess First Nation member skills, education, training, employment, etc.
Strategy Area #4: Ensuring accessible wellness supports (e.g. child care, counseling, accommodation, food, etc.)




Sub-Strategy Area #4.1: Sub-Strategy Area: Develop and maintain an inventory of relevant (related to
education, training, employment) existing wellness supports that can be accessed by First Nations and
First Nation members in the region
Sub-Strategy Area #4.2: Sub-Strategy Area: Identify wellness support gaps and work with other
organizations to ensure they are addressed
Sub-Strategy Area #4.3: Sub-Strategy Area: Work with local government, community organizations, First
Nations and employers to develop options for expanding transportation opportunities for First Nation
members to participate in training and employment
Sub-Strategy Area #4.4: Sub-Strategy Area: Apply the findings and calls to action of the Truth and
Reconciliation Commission of Canada Report (2015) to strategies and communications in the
implementation of this Strategy
Strategy Area #5: Increase access to and completion of education and training






Sub-Strategy Area #5.1: Work with educators and employer to create multiple career pathways resources
to support youth with career and associated education and training choices.
Sub-Strategy Area #5.2: Utilize role modeling of Aboriginal youth and elders successful in their education
and employment choices and generate more awareness and career programming through enhanced
career fairs experiences.
Sub-Strategy Area #5.3: Improve adult high school completion and literacy/numeracy/other essential skills
through more culturally relevant training and increased program supports.
Sub-Strategy Area #5.4: More frequent and accessible job readiness training, including safety tickets,
drivers’ license training, etc. is required to better prepare job entrants for success.
Sub-Strategy Area #5.5: Identify skill areas in demand and support Aboriginal learners to move into
Trades, apprenticeship and other job-specific training.
Sub-Strategy Area #5.6: Break down barriers of insufficient credentials due to lack of awareness and help
reduce anxieties to increase success in post-secondary education.
Nanwakolas Training and Employment Strategy Final Report
31
Strategy Area #6: Employment recruitment, matching and placement






Sub-Strategy Area #6.1: Establish an Employers Advisory Group to maintain momentum and grow
relationships formed through the planning process to ensure alignment with skills and occupations
required by regional employers.
Sub-Strategy Area #6.2: Establish First Nations HR Coordinators Group to promote more cooperation and
joint efforts in the area of human resources, opportunities have been identified in recruitment, training
initiatives and sharing of best practices etc.
Sub-Strategy Area #6.3: Development of a Youth Advisory Committee that will act as a sounding board for
employers, trainers, educators etc. on topics of what motivates youth for education, training and
employment.
Sub-Strategy Area #6.4: Expansion or creation of internships, co-op programs, summer employment, job
shadowing and volunteering opportunities to expose Aboriginal youth to real time employment
conditions and realities.
Sub-Strategy Area #6.5: Build on successes in stewardship programs and pursue expansion of First Nations
Guardian Watchmen Program Operations as there is a great deal of pride and interest from youth in these
resource based management opportunities.
Sub-Strategy Area #6.6: Promoting First Nations entrepreneurism and self employment as these are
increasingly becoming meaningful contributors to community employment and overall community
development.
Strategy Area #7: Employment/workplace supports and retention







Sub-Strategy Area: 7.1 Delivery of “Building Bridges through Understanding the Village” workshop for
employers to generate empathy toward First Nations histories of colonialism.
Sub-Strategy Area #7.2: Establish a First Nations “Champions” Speakers Bureau (coaching and
mentorship) to act as role models and mentors for First Nations youth.
Sub-Strategy Area #7.3: Increase awareness of Fire Fighters Pathway/Work Experience Programs as there
is significant demand and perhaps gaps in fire-fighting occupations that First Nations can help fill.
Sub-Strategy Area #7.4: Large employer transfer of knowledge to small employers to share best practices
of developing First Nations attraction, recruitment and retention programs that large employers have
been able to establish.
Sub-Strategy Area #7.5: Employer-based employee family assistance programs (EFAP) with an Aboriginal
Employee focus to help overcome any home-based, cultural or workplace challenges.
Sub-Strategy Area #7.6: The role of Elders in a guiding role in employment and education strategies is very
significant, there’s a need to involve them more in supporting and encourage education, training and
employment success.
Sub-Strategy Area #7.7: Raising employer-First Nation cross-cultural awareness is vital for employment
relationships to succeed; both parties need to be respectful of each other’s important standards, events,
expectations etc.
Strategy Area: Accountability #8: Monitoring, reporting and evaluation



Sub-Strategy Area #8.1: Develop an accountability framework – including a logic model – with which to
monitor, report on and evaluate the Strategy implementation
Sub-Strategy Area #8.2: Sub-Strategy Area: Conduct regular monitoring and reporting on the Strategy
implementation
Sub-Strategy Area #8.3: Sub-Strategy Area: Conduct an annual evaluation of the Strategy implementation
Nanwakolas Training and Employment Strategy Final Report
32
Strategy Area #9: Communication and promotion


Sub-Strategy Area #9.1: Communicate and promote this Strategy widely to First Nations and stakeholders
in the region, including holding a ‘launch’ event to kick off the Strategy
Sub-Strategy Area #9.2: Work with First Nations and others to develop and implement an ongoing social
media campaign to promote this Strategy, job readiness preparation, job training and career development
Strategy Area #10: Sustaining resources for Strategy implementation



Sub-Strategy Area #10.1: Pursue initial and year 1 funding as per recommended resource option
Sub-Strategy Area #10.2: Develop a long-term sustainability plan with which to pursue longer-term
funding opportunities and ensure Strategy sustainability
Sub-Strategy Area #10.3: Work with First Nations and governments on maximizing student financial aid
and living allowance during education and training
In the rest of this section follows 10 Strategy Areas and 41 Sub-Strategy Areas and individual Action Plans.
Strategy Area #1: Leadership, Coordination and Management
A strategy of this nature needs clear leadership and governance – Who will govern it and how? Who will manage it
on a day-to-day basis and how? How will it be coordinated to maintain effectiveness and cohesion and eliminate
duplication, overlaps and confusion? This Strategy Area includes answers to these questions in order to position
the Strategy for success.
Nanwakolas Training and Employment Strategy Final Report
33
Challenges
 Potential unclear, inadequate or inconsistent Strategy leadership
 Unclear roles and responsibilities among those involved
 Inadequate communication among those involved
 Direct connections between governance and operations of the Strategy
 Appropriate involvement of and advice from key players on the demand and supply side of the regional
labour market
 Central roles for key players in the coordination of the Strategy implementation
Sub-Strategy Area #1.1: Establish a leadership, operational and advisory structure for the Strategy
implementation
Tactics/Actions
Measures of Success
1. Create Leadership
and Management
Committees
2. Create Employer
Advisory Group
3. Create Elder and
Youth Advisory
Committees
4. Create FN HR
Coordinating
Committee
5. Create Operational
Team to manage the
Strategy on a day-today basis
 Effective
leadership
 Clear roles and
responsibilities of
governance and
operations
 Minimal conflict in
roles
 Minimal overlap
and duplication
with others
 Strong day-to-day
management
Timeline

Establish in first
week of Strategy
launch
Responsibility &
Potential Partners
Resources



Volunteer time
for Leadership
Committee
NC, FNs and
NVIATS staff time
Resources to
support all
committees’
participation




Nanwakolas
Council
First Nations
NIEFS
Employers
It is proposed that the following structure (Figure 10 on the next page) be created to oversee, implement and
manage, and advise on this Training and Employment Strategy:

Leadership Committee – Overall governance of the Strategy with NC, each First Nation, Aboriginal Service
Provider, NIEFS and two employers

Operational Team – The project manager, a few First Nations representatives (staff), a Aboriginal Service
Provider staff member, consulting resources and others as needed – this team will be responsible for dayto-day implementation

Elders Advisory Committee – Supporting Elders to advise on Strategy implementation and champion it

Youth Advisory Committee – Enabling Aboriginal youth to provide ongoing input on Strategy
implementation and help ‘spread the word’ to peers and parents

First Nations HR Coordinating Committee – This will be composed of NC, First Nations education/
training/employment coordinators and HR directors/managers from two employers – this committee will
enhance day-to-day coordination of Strategy activities with related initiatives in the region.

Service Provider Advisory Group – Representatives of universities, colleges, private training institutions
and employment service providers will meet bi-annually or as needed with Nanwakolas, NVIATS and
NIEFS to coordinate and add value to the Strategy delivery.
Nanwakolas Training and Employment Strategy Final Report
34
Figure 10 - Training and Employment Strategy Implementation Structure
As each committee in this structure is created, each entity will draft a terms of reference and determine how they
will function. Drafted terms will be reviewed and approved by the Leadership Committee.
Sub-Strategy Area #1.2: Sub-Strategy Area: Obtain agreement on and establish a protocol, structure and
resources for the operational management of the Strategy implementation
Tactics/Actions
1. Develop and
approve protocol
among NC, FNs,
NVIAT on operation
of the Strategy
2. Confirm staffing for
Operational Team
3. Develop and adopt
policies and
procedures for
Operational Team
decision-making
and reporting
Measures of Success


Clear operational
roles and policies
Effective
operational
decisions
Timeline
 Protocol/MOU in
first month of
Strategy
implementation
 Operational
policies in first 6
months
Resources
 Staff
 Resources to hire
part-time
contractor to
support the
Operational Team
Responsibility &
Potential Partners
 Nanwakolas
Council
 First Nations
 NVIATS
 NIEFS
 Employers
Sub-Strategy Area #1.3: Sub-Strategy Area: Work with NIEFS and others to ensure effective and value-added
implementation of the Strategy
Nanwakolas Training and Employment Strategy Final Report
35
Measures of
Success
Tactics/Actions
1. Develop agreement
with NIEFS on
Strategy partnership
2. Ensure effective
ongoing
coordination,
collaboration and
communication
between the
Strategy
implementation and
NVIATS and NIEFS
activities
3. Develop other
partnership
agreements as
necessary
4. Develop plans with
each member First
Nation to address
their individual
unique capacity
needs


An MOU
between NC,
NVIATS, NIEFS
Effective
coordination
Timeline


By end of first
month
Ongoing
Responsibility &
Potential Partners
Resources


Staff




Nanwakolas
Council
Member First
Nations
NVIATS
NIEFS
Industry partners
Strategy Area #2: Ongoing scanning and assessment of labour market supply,
demand and gaps to maintain evidence-based Strategy
This Strategy is based on a good sense of the needs of the regional labour market and employers within it.
However, as we move forth with its implementation, the Strategy will need to be updated annually (or more
frequently in the case of significant acute changes) in terms of scanning labour market demand (e.g. emerging
growth occupations/skills, sectors and major projects), labour supply, particularly within First Nations and the
broader regional market, and demand-supply imbalances (i.e. shortages, surpluses and other mismatches). This
Strategy includes mechanisms to ensure it is guided by regular labour market intelligence-gathering and analysis.
Challenges
 Leverage real-time employment and skills data from employers and industry groups in the region
 Disaggregating broader geographic labour market data
 Obtaining data on First Nation members (i.e. FN labour supply)
 Inclusion of accurate and timely First Nations anticipation of labour demand (i.e. FN Admin HR needs, FNs
business and economic development)
 Identifying occupations and skills needed by employers so that First Nation members can go into
employment during or right after training and other readiness preparation
 Reaching out to off-reserve members
Sub-Strategy Area #2.1: Labour market information partnership with NIEFS and the Campbell River & District
Chamber of Commerce
Nanwakolas Training and Employment Strategy Final Report
36
Tactics/Actions
1. Identify key labour
market information
to be collected on a
regular basis to
inform Strategy
priorities
2. Develop a
partnership
agreement with
NIEFS and the
Chamber
3. Implement labour
market data
collection and
analysis
4. Produce quarterly
and bi-annual LMI
reports pertinent to
the Strategy
Measures of
Success
 Regular, regional
reports on labour
demand and supply
 First Nation capacity
to collect member
data
 Better use of
existing labour
market data
 Close working
relationships with
NIEFS, CRDCC and
others on labour
market data
Timeline
Resources
 Develop data
partnerships in
first six months
 Increase First
Nation capacity
for data
collection by end
of Year 1
 First bi-annual
LM report by end
of six months
 Existing data
sources
 New funds for
data collection
and analysis
 Staff and partner
staff time
 Other partner
time
Responsibility &
Potential Partners





Nanwakolas Council
NIEFS
CRDCC
Industry groups
Individual major
employers
Sub-Strategy Area #2.2: Encourage and support individual First Nations to share labour market data with one
another to use to guide this Strategy
Tactics/Actions
Measures of Success
1. Provide First Nations
with a common set
of labour market
information (supply,
demand, gaps)
2. Develop a common
data collection
template
3. First Nations collect
data and submit to
NC
4. NC produces a crossFN LMI report
 First Nations data
collection capacity
 First Nation
common data
collection achieved
 NC annual cross-FN
report
Timeline
 Provide basic
common LMI
indicators in first
three months
 Develop and use
common data
collection system
by end of Year 1
 Collect data by
end of Year 1
 NC cross-FN
report by Year 2,
first quarter
Resources
 Staff time
 Expertise
Responsibility &
Potential Partners
 Nanwakolas Council
 Individual First
Nations
Strategy Area #3: Developing and using common methods for the assessment of
individuals’ education, skills, interests, aptitudes, qualifications and experiences
A key foundation for the enabling First Nation members to become training and employment ready is a reliable
and culturally relevant assessment model and process in order to determine each members’ starting
point/baseline, referring them to appropriate supports, job readiness and other training and employment
opportunities, and monitoring and supporting them during employment. This would be best done by using a
common assessment approach within and across First Nations, and one that is aligned with assessments
conducted in schools, post-secondary institutions, employment centres, etc. This will need to be balanced with a
flexible, adaptable approach so as to address the unique needs of each First Nation.
Nanwakolas Training and Employment Strategy Final Report
37
Challenges
 Developing a new assessment process that is reliable and culturally relevant
 A group of First Nations agreeing to use one standardized approach
 Compliance with following the common approach on an ongoing basis
 Staff training and costs
Sub-Strategy Area #3.1: Develop and use a common means to collect First Nation member data on skills,
education, training, employment, etc.
Tactics/Actions
1. Develop a common
tool (hard copy and
computer-based)
with First Nations
2. First Nations collect
information on
individual FN
members
3. Include data on
family and
community
experience
4. FNs provide period
summary (no
personal
information)
reports to NC
5. NC provides regular
reports on a profile
of FN members
Measures of
Success
 First Nations use a
common, reliable
form for collecting
and documenting
members’
assessment data
 First Nations
provide
assessment data to
NC
 NC provides a
regular report on
FN member
profiles
Timeline



Draft and
obtain
feedback on
the form by
end of three
months
Finalize form
and
procedures by
end of six
month
First Nations
start to use
form by end of
Year 1
Responsibility &
Potential Partners
Resources


Staff time
Consultant
resources to
develop form and
procedures


Nanwakolas
Council
Member First
Nations
Sub-Strategy Area #3.2: Sub-Strategy Area: Support First Nations to regularly assess and update information on
members’ skills, education, training, employment, etc.
Nanwakolas Training and Employment Strategy Final Report
38
Tactics/Actions
Measures of Success
1. NC and FNs agree
on common
assessment
methodology
2. The Strategy
provides resources
for FNs to expand
member
assessments
3. Members are
referred to
appropriate next
steps after
assessment
4. Assessment results
provide FNs and NC
on patterns of
education, training,
employment and
wellness needs
 Reliable, culturally
relevant assessment
model process is
developed and used
 Assessment referral
options are defined
 Members are
referred to useful
next steps that
advance them along
the training and
employment
continuums
 Assessment data is
analyzed for patterns
in members’
wellness, training and
employment needs
Timeline
 Develop
standardized
assessment
model and
process by end
of Year 1
 Start to use it
early in Year 2
Resources
 Staff time
 Resources to
research and
develop, and test
Responsibility &
Potential Partners
 Nanwakolas
Council
 Individual First
Nations
Sub-Strategy #3.3: Sub-Strategy Area: Encourage and support individual First Nations to work together to
develop and use an employment-matching database to link members with employers and jobs/careers
Tactics/Actions
Measures of Success
1. Research/review
employment
matching models
among NC First
Nations and other
organizations
2. Identify successful
practices and critical
factors for
employmentmatching of First
Nations members
3. Hold meeting of First
Nations and industry
groups to discuss
options for next steps
4. Collectively develop
an employmentmatching capacity
among NC First
Nations by building
on existing or
developing anew
 NC First Nations
have some form of
capacity for
working with
employers to
match their
members for
placement and
employment
 If possible, the
Nations use a
standardized,
common system
 First Nation and
employer
satisfaction with
whatever matching
system is/are used
Timeline


Research and
discussions in first
6 months
Widespread use of
matching system
by start of year 2
Responsibility &
Potential Partners
Resources

Staff time




Nanwakolas
Council
Member First
Nations
NIEFS
Major employers
and industry
groups (incl.
Chambers)
Sub-Strategy Area #3.4: Sub-Strategy Area: Partner with school districts and post-secondary education
institutions to assess First Nation member skills, education, training, employment, etc.
Nanwakolas Training and Employment Strategy Final Report
39
Tactics/Actions
Measures of Success
Timeline
1. Initiate a dialogue
with school districts
and PSE institutions
on strengthening
and harmonizing
assessments
2. Hold a working
session on First
Nation member
skills and
employment
assessment to
compare different
models and tools
and
3. Jointly develop an
enhanced,
standardized
assessment process
for use by schools
and institutions
 A clear
standardized
process and tools
for assessing First
Nations education,
skills and
employment to be
used by schools,
institutions and NC
First Nations
 Discuss and develop
in first 6 months
 Test by month 9
 Implement by end
of year 1
Responsibility &
Potential Partners
Resources
 Staff time
 School and
institution
resources
 Additional funding





Nanwakolas Council
NIC
VIU
UVic
School districts
Strategy Area #4: Ensuring accessible wellness supports (e.g. child care, counseling,
accommodation, food, etc.)
During this project and the extensive engagement of First Nations and stakeholders, we heard clearly and
frequently that without a solid foundation of wellness support and resulting improved community and individual
wellness, many First Nation members will not succeed in education, training and employment. Any training and
employment strategy for northern Vancouver Island First Nations must reflect these needs (i.e. health care,
counseling and therapy, alcohol and drug treatment, family supports, financial supports, child care, transportation,
accommodation, food, etc.).
Not only has community wellness been at the centre of the Nanwakolas Council’s recent work with its members
and partners on economic development and employment, but it is fundamental to addressing the trauma of
residential schools as documented in the Truth and Reconciliation Commission of Canada’s 2015 report and calls to
action.
Challenges
 High costs of wellness supports
 Availability and access to wellness supports
 Integrating wellness supports with training and employment activities
 Support wellness and other supports throughout training and employment
 Achieving collaboration and coordination among various wellness support agencies to ensure all needs
areas are met
 Ensuring access to wellness supports for off-reserve members
Nanwakolas Training and Employment Strategy Final Report
40
Sub-Strategy Area #4.1: Sub-Strategy Area: Develop and maintain an inventory of relevant (related to education,
training, employment) existing wellness supports that can be accessed by First Nations and First Nation
members in the region
Tactics/Actions
1.
2.
3.
Locate existing
inventories (e.g.
NC Community
Wellness Report)
Use and update
existing inventory
Distribute to First
Nations and
others involved in
this Strategy
Measures of Success
Timeline
Resources
 Updated inventory
of wellness
supports that can
be accessed by
First Nation
members in
northern VI
 Increased
awareness of
available wellness
supports among
FNs and their
members and
employers
 Locate and update
in first 3 months
 Distribute by
month 6
 Staff time
 Existing
inventories/ info
on supports
Responsibility &
Potential Partners
 Nanwakolas Council
 First Nations
 First Nation
wellness providers
 Major employers
and industry groups
Sub-Strategy Area #4.2: Sub-Strategy Area: Identify wellness support gaps and work with other organizations to
ensure they are addressed
Tactics/Actions
Measures of Success
Timeline
1. Identify wellness
support gaps (i.e.
no support exists or
it is not accessible)
2. Research how other
communities may
address wellness
gaps
3. Communicate gaps
to First Nations and
partners
4. Identify potential
funders or
providers who can
address gaps
5. Advocate with
funders and
providers on
addressing gaps
 Clear gap
identification and
prioritization for
action
 Identification of
potential funders
and providers
 Advocacy for action
to funders and
providers
 Gap analysis by 3
months
 Identify potential
funders and
providers by 6
months
 Advocacy work
ongoing
Resources
 Staff time
 Funding for
wellness
supports
Responsibility &
Potential Partners
 Nanwakolas
Council
 First Nations
 NIEFS
 Funders
 Other service
providers
Sub-Strategy Area #4.3: Sub-Strategy Area: Work with local government, community organizations, First Nations
and employers to develop options for expanding transportation opportunities for First Nation members to
participate in training and employment
Tactics/Actions
Measures of Success
Resources
 Identify and
 Staff time
Nanwakolas Training and Employment Strategy Final Report
41
1. Conduct research
 Identify key
Timeline
Responsibility &
Potential Partners
 Nanwakolas
2.
3.
4.
5.
and analysis to
isolate the
transportation
barriers for First
Nation members
Consult with
communities,
governments and
others
Meet to discuss a
strategy for
increasing
member access to
suitable
transportation
Develop and
implement a
strategy
Expand and adapt
‘driver license’
training and
enhancement
programs
transportation
barriers
 Identify options
for increasing
access to
transportation by
members for
training and
employment
 Consultation and
collaboration with
others on
developing and
implementing a
transportation
strategy and
specific solutions
confirm barriers by
3 months
 Discussion on
options and
solutions by 6
months
 Implementation of
a strategy and
specific solutions
by end of year 1
 Transportation
assets and
resources
 Additional funding
Council
 First Nations
 Communities
 Local
governments
 Transportation
providers
 Regional Health
Network(s)
Sub-Strategy Area #4.4: Sub-Strategy Area: Apply the findings and calls to action of the Truth and Reconciliation
Commission (TRC) of Canada Report (2015) to strategies and communications in the implementation of this
Strategy
Tactics/Actions
1. Identify
Measures of Success
 TRC implications
Timeline

Identify in first 6
Nanwakolas Training and Employment Strategy Final Report
Resources

Staff time
42
Responsibility &
Potential Partners

Nanwakolas
implications of
TRC Report for
this Strategy
2. Include TRC
messaging in
Strategy
communication
plan
3. Pursue
opportunities to
promote TRC calls
to action through
Strategy tactics
4. Explore
opportunities to
fund and support
Elder participation
in the Strategy
for this Strategy
are identified
 Strategy
communications
reflect relevant TRC
principles and calls
to action
 Opportunities are
pursued for
promoting TRC
Report and calls to
action awareness

months
Promote
awareness
throughout the
Strategy
implementation

Additional funding




Council
First Nations
Communities
Local
governments
Employers
Strategy Area #5: Increase access to and completion of education and training
Phase 2 of this project relied heavily on consultation and engagement of First Nations, First Nations’ organizations
and many stakeholders. All recognized and spoke of the critical importance of post-secondary education and
training to achieving meaningful careers goals. Vancouver Island University President Dr. Ralph Nilson reminded us
at the Multi-Stakeholder Forum that almost eighty percent of future jobs will require post-secondary credentials –
not just access to education, but successful completion of programs and attainment of recognized credentials.
Private and public colleges, universities and the regional school districts were active participants in our
consultations. These education and training providers have first-hand experience in the development and delivery
of training and education for Aboriginal learners; all have their successes and their disappointments. These
education and training providers eagerly shared their knowledge with each other and with the consulting team.
The following action plans are the result of their collective experiences and recommendations.
Challenges
 The many institutional, personal and situational barriers experienced by First Nations members to
accessing and succeeding in post-secondary education and training
 The need to ensure culturally relevant and safe and welcoming basic K-12 education systems are in place
for First Nations learners
 The need to ensure First Nation members have access to basic education (K-12), essential skills and job
readiness training as a solid foundation for subsequent post-secondary and job training and employment
 The need to create and promote awareness of the various career pathways and ways to enter and
navigate them
 Common standards and curricula and transferability among public and private education and training
providers
 Promoting the whole range and levels of education and training to First Nation members and those who
influence them (e.g. Elders, parents, etc.)
 Access to and success in education and training programs among off-reserve members
Sub-Strategy Area #5.1: Pathways
Nanwakolas Training and Employment Strategy Final Report
43
During our consultations with First Nations members, including Aboriginal youth and those providing education
and training services to them, we heard repeatedly of their need for education and training that would lead them
to meaningful employment. Too often, they told us, opportunities were missed or made more difficult because of
inappropriate pre-requisite selection in earlier phases of their education. We also discovered a lack of awareness
of the education and experience needed to achieve employment goals. The term ‘Pathways’ frequently became
part of the discussions and our vocabulary.
Measures of
Success
Tactics/Actions
1.
Create three pathways documents
and accompanying workshops for
in-person delivery:
What I need to achieve by grade 8
[for grade 6, 7, 8 students]
What I need to achieve by grade
12 [for grade 9, 10, 11, 12
students]
Pathways to Meaningful Careers
for Mature Workers Without High
School Completion
Document students’ plans and
review and update semi-annually
2. Create pathways documents into
various jobs and accompanying
workshop for in-person delivery
for adult learners with high school
completion
All pathways planning to focus on
flexibility, enabling multiple entry
and exit points
3. Consider development
North Island First
Nations Career
Handbook modeled on
existing resources
development for the
BC mining sector and
for opportunities in
northwest BC




Approval of
documents
and review
of workshop
materials
Roll out to
teachers
Semi-annual
review of
student
progress
Delivery of
first set of
workshops
Timeline







Approval of
documents by
April 2017
Roll out to
teachers by
August 2017
First workshop
delivery by
December
2017
Review and
update, ongoing
Approval of
documents by
April 2017
First workshop
delivery by
June 2017
Resources

School
districts’
Aboriginal
education
liaisons
Elementary
and
secondary
school
teachers
and career
counselors
ITA,
colleges
and
universities,
employers
1&2.
Facilitator
for delivery
of
workshop



Responsibility &
Potential
Partners

Nanwakolas
Council

Industry
partners

Education
and training
partners
Sub-Strategy Area #5.2: Youth awareness and career programming
Many Aboriginal people – from youth to elders – have been successful in their education and employment.
Identifying these successful role models, providing them with effective communications skills, and showcasing
their successes will provide encouragement to those who are beginning their education and training journeys.
Closely connected to the concept of Pathways is the opportunity to profile careers through Career Fairs presented
as part of the education system. We heard often during our engagement sessions of the need to provide real
examples and hands-on experiences in these Career Fairs.
Nanwakolas Training and Employment Strategy Final Report
44
Tactics/Actions
1.
2.
3.
4.
5.
6.
7.
8.
Role models - Identify several
successful young Aboriginal
students/workers from
various local nations,
industries and companies;
train in public speaking/
presentation; deliver
information related to course
selection, career options, job
readiness
Revitalize the concept of
‘career fair’ by developing
mobile, multi-media and
hands- on information for
delivery at schools across the
region
Integrate aptitude, skill and
interest assessment tools into
career planning processes
Use “Gathering Our Voices”
network to promote careers
and work experience to First
Nations youth
Develop a strategic
partnership/ relationship with
the ITA to promote
apprenticeship and trades to
First Nation students and youth
Promote and support First
Nation parents and Elders
involvement with young people
and children regarding career
awareness and development
and school completion
Pursue opportunities to start
career awareness in earlier
years and grades among First
Nation students
Develop an update-able
inventory of all relevant
education, training and
employment programs and
services
Measures of Success







Selection of role
models
Training of role
models
Schedule of
events for role
models to
participate in
[career fairs,
pathways
workshops,
workplace
interview panels,
etc]
Development of
career fair
materials and
hands-on
exhibits
One career fair
at each high
school in the
region
Selection of
appropriate and
culturally
sensitive
assessment tools
Roll out
assessment tools
to school career
counselors
Timeline
 List of role
models by
January 2017
 Training
completed by
March 2017
 Schedule
created by
April 2017
 Develop
career fair
materials by
April 2017
 First career
fairs by June
2017
 Selection of
assessment
tools by
January 2017
 First use of
assessment
tools by
February
2017
Resources
 First Nations
and
stakeholders
to identify
role models in
their
organizations
 Honorarium
for time spent
by role
models
 Facilitated
training for
role models
 In-kind time
of employers
and schools to
develop
materials and
hands on
exhibits;
facilitator to
coordinate
development
of materials;
employers
and role
models to
attend/repres
ent at career
fairs
 In-kind time
by high school
counselors/
professionals
to select tools
Responsibility &
Potential Partners
 Nanwakolas
Council
 Individual First
Nations
 High schools
 Employers
 School districts
Sub-Strategy Area #5.3: Adult high school completion and literacy/numeracy/other essential skills
Lack of high school completion is a significant barrier to meaningful employment. Stakeholders told us of the need
to ensure that all training is culturally sensitive without reducing the integrity of the Dogwood and other
certificates and qualifications.
Nanwakolas Training and Employment Strategy Final Report
45
Tactics/Actions
1.
2.
3.
Measures of Success

Identify and document
resources currently
available to support
rural and urban First
Nations members in
completion of high
school
Identify gaps in high
school completion
programming and
delivery
Establish targets,
promote and support
high school completion
in remote locations



Current high school
completion options
identified,
documented and
distributed
Gaps identified and
budget approved to
meet high school
completion service
objectives
Promotion and
support plan
implemented
Established annual
targets for
Dogwood
Certificates
awarded
Timeline
Resources
 Document
distributed to
communities by
February 2017
 Budget for
improved
services
approved by
June 2017
 Plan
implemented by
June 2017
 First annual
target measured
December 20 17
 Facilitator to
coordinate with
schools and
create
document
 First Nations,
school districts,
facilitator
 First Nations to
set targets and
support
promotion of
program
 School districts
and colleges to
deliver training
Responsibility &
Potential Partners
 Nanwakolas
Council,
 Training
institutions
 First Nations
Sub-Strategy Area #5.4: Job readiness training, including safety tickets, drivers’ license training, etc
From both First Nations representatives and employers we heard of the need for job readiness training related to
workplace expectations such as attendance requirements, core skills training such as drivers’ licenses, and
successfully bridging from school to work. The development of training modules by employers and Aboriginal role
models and delivered within the high schools by counselors and teachers will better prepare job entrants for
success.
Tactics/Actions
1.
2.
3.
4.
5.
Catalogue job
readiness training
currently in use
Identify gaps
between current job
readiness and
employers’ needs
Develop job
readiness training
modules to fill the
gaps (i.e. Essential
Skills framework)
Work with School
Districts to integrate
job readiness
training into career
planning program
Convene focus group
of First Nations and
educators to identify
best practices for
engagement with
Measures of Success







Catalogue of training
available from First
Nations and schools
List of gaps
employers
encounter in new
First Nations
employees
Training ready for
delivery by career
planning teachers
Roll out to career
planning teachers
Introduce new
training modules to
First Nations trainers
Best practices
identified and
documented
Training available for
teachers through
their professional
Timeline





Catalogue
available by
April 2017
Gap list
created by
April 2017
and
approved/
distributed
by June
2017
Training
materials
developed
by June
2017
Modules
delivered to
schools and
Fist Nations
by August
2017
Nanwakolas Training and Employment Strategy Final Report
Resources





Facilitator to
reach out to
First Nations
and schools
Facilitator to
reach out to
employers and
schools and to
create best
practices
document
Facilitator to
develop training
materials
Facilitator to
introduce
training
materials to
school districts
and First
Nations
Representatives
46
Responsibility &
Potential Partners
 Nanwakolas
Council
 School
districts
 First Nations
 First Nations
Safety Council
6.
7.
First Nations
learners
See Bladerunners
partnership in 5.5
Promote
occupational health
and safety and
training and
certification for it,
and the “Safe
Nations” initiative
development
programs


of First Nations
and educational
institutions,
facilitator
Document
available by
June 2017
5.Training
available by
September
2017
Sub-Strategy Area #5.5: Trades, apprenticeship and other job-specific training
Trades and other technical skills are seen both by Aboriginal communities and the broader public as very positive
career choices. These skills can be used in First Nations’ home communities and in many other areas of
employment. With the support of employers, this strategic area will identify the skill areas in demand and support
more Aboriginal learners to move into apprenticeships and other technical training.
Tactics/Actions
1.
2.
3.
4.
5.
6.
Identify job
classifications and
trades that are in
demand in the region
served by Nanwakolas
Council
Engage with North
Island College to
deliver preapprenticeship
training for in-demand
trades with marketing
to First Nations
students
Engage with private
and public colleges to
develop and deliver indemand job-specific
training to meet the
needs of employers
Develop partnership
with Bladerunners
North Island to expand
opportunities for 15 to
30-year-old First
Nation members
Work with employers
throughout training
programs to build
relationships between
the students and the
employer community
Promote trades
careers and
apprenticeship
Measures of Success







Engage with
employers to
identify trades and
other in-demand job
classifications
Applicants for first
cohort assessed and
approved
Training for indemand jobs
currently available in
each industry
identified
Additional training
developed, as
needed
Regular employer
visits to schools and
student visits to
workplaces
All students engage
in work experience
during their training
Trades promotion
presentation module
for delivery by
Aboriginal role
models with trades
experience
Timeline






List of indemand jobs
by January
2017
First classes
by June 2017
Training
identified by
May 2017
Development
and delivery
of new jobspecific
training as
identified
Eighty
percent of
students in
the programs
have job
offer on
graduation
Delivery of
presentation
at career fairs
by June 2017
Nanwakolas Training and Employment Strategy Final Report
Resources






Industry
associations and
chambers of
commerce,
facilitator
North Island
College and ITA
Industry
associations and
chambers of
commerce public
and private
colleges; facilitator
Employers’ liaisons
Role models;
honorarium for
role models;
employers and
ITA; facilitator to
develop materials
Union training
centres
47
Responsibility &
Potential Partners
 Nanwakolas
Council
 NIC
 Public and
private
colleges
 Employers
 High schools
 Unions and
labour groups
training to Aboriginal
youth and job-seekers
through joint
campaigns with
partners
7. Promote opportunities
with First Nations,
employers and
training providers to
deliver part-time
technical training for
members while
working
8. Develop partnerships
with unions and labour
groups to promote
trades training and
increase access to it
9. Leverage ITA
resources and
knowledge to increase
apprenticeship and
trades opportunities
for First Nations youth
and job-seekers
10. Partner with
employers and
institutions to use
mobile training
facilities to bring jobspecific training to
First Nation
communities
Sub-Strategy Area #5.6: Increasing success in post-secondary education
The need for post-secondary education and training has never been greater than it is today; experts tell us that in
the future almost 80% of jobs will require some kind of post-secondary credential. We heard during our
consultations that many First Nations learners are held back from achieving these credentials due to lack of
awareness of the opportunities and to their anxiety over attending post-secondary training. These barriers to
education and training must be broken down.
Tactics/Actions
1. Develop
more
accessible
on-site
multi-day
program for
postsecondary
familiarizatio
n for
delivery at



Review of
current
best
practices
Approval of
familiarizati
on program
by First
Nations
Delivery of
first
Measures of
Success
 Approval and
introduction
to high
schools by
April 2017
 Delivery by
May 2017
 Best
practices
document
approved
Timeline
 School districts and
selected Vancouver
Island post-secondary
schools
 Facilitator to collect
and collate
information
 Corporate charitable
funders
Nanwakolas Training and Employment Strategy Final Report
48
Resources
Responsibility &
Potential
Partners
 Nanwakolas Council
 High schools, postsecondary schools
 Individual First Nations
2.
3.
4.
5.
6.
grade 10, 11,
12. Integrate
social and
cultural
elements
into program
Also bring
institutions
to
communities
to talk about
campus life
Identify,
document
and
distribute
best
practices for
supporting
Aboriginal
students at
VI postsecondary
institutions
Arrange for
students to
come back
to
communities
in summers
to show
youth what
they can be
doing
Use ‘cohort’
or ‘study
group’
models to
facilitate
access to
and
successful
completion
of PSE
Promote
completion
of math and
science
courses and
experiences
(e.g. camps,
fairs)

program at
each high
school
Best
practices
document
approved
and
distributed
to all VI
postsecondary
institutions,
school
districts
and First
Nation
and
distributed
by June 2017
Nanwakolas Training and Employment Strategy Final Report
49
Strategy Area #6: Employment recruitment, matching and placement
During the course of the of the various engagement processes that have informed the development of this
Training and Employment Strategy a number of themes, challenges, opportunities have consistently presented
themselves. These have been taken into account in the various employment related action plans that are identified
in this section of the strategy. The context for each specific Action Plan is identified as well as the individual Plan
details.
Organizationally the success of the various Action Plans is predicated, in part, on the creation of five new
structures in addition to strong involvement by existing industry and service provider organizations:
1.
2.
3.
4.
5.
6.
Employer Advisory Group (Sub-Strategy Area 6.1)
First Nations HR Coordinators Group (Sub-Strategy Area 6.2)
Service Provider Advisory Group (Sub-Strategy Area 6.2)
Youth Advisory Committee (Sub-Strategy Area 6.3)
First Nations “Champions” Speakers Group (Sub-Strategy Area 7.2)
Elders Advisory Group (Sub-Strategy Area 7.6)
Challenges
 Ensuring Strategy training and readiness is aligned with skills and occupations required by regional
employers
 Coordinating training and employment efforts among First Nations, NVIATS, NIEFS, other service providers
and employers
 Ensuring engagement and input of youth, job-seekers and Elders
Nanwakolas Training and Employment Strategy Final Report
50


Finding and leveraging employer champions for First Nations employment
Supporting off-reserve members in connecting them to employment opportunities
Sub-Strategy Area #6.1: Employers Advisory Group
While developing the Training and Employment Strategy the Employers Advisory Committee provided very capable
and timely direction and participation. Relationships were developed not only with the Employer Organizations but
also with their senior representatives. There needs to be maintenance of the momentum generated.
Measures of
Success
Tactics/Actions
1.
2.
3.
4.
5.
Select and finalize the sectors.
Suggest initially:

Aquaculture

Forestry

Healthcare

Construction

Tourism

Mining

Retail
Approach and confirm actual
participants for the Committee
(Initial approach to existing
Committee members)
Develop terms of Reference for
the Committee
Develop Regular meeting
timeframes i.e. semi annual
Advocacy for training programs
that matches employment
requirements
 Full sector
participation
 Development of
Industry
partnerships
 Joint Funding
Applications
 Committee able
to generate
dynamic Labour
Market
Information
 Sharing of Best
Practice
examples
Timeline


Meet on a
semiannual
basis or as
required
Meeting
durations 3
to 4 hours
Resources


Participating
sector employer
organizations
will support
their
representatives
in meetings.
Strong in kind
support.
Responsible
organization
will provide
meeting cost
coverage i.e.
meals
Responsibility &
Potential Partners



Nanwakolas
Council
Employers
Industry
associations
Sub-Strategy Area #6.2: First Nations HR Coordinators Group
In the course of the extensive engagement with First Nations we have repeatedly heard reference to the need for
more cooperation and joint efforts by First Nations in particular in the areas of human resources. Areas of
opportunities have been identified in recruitment, training initiatives, job postings, sharing of best practices in all
things HR, and internal development of HR capability in persons individually designated with the required
aptitudes.
Tactics/Actions
Measures of Success
Nanwakolas Council
develop a draft Terms
of Reference template
for Coordinators group
(FNHRCG)
2. Nanwakolas Council
consult with NIEFS to
review TOR and plan
3. Invitation sent to all
First Nations in
 Employment job
postings are shared
within and
between First
Nations in the
region
 Training
opportunities are
undertaken jointly
by First Nations for
1.
Timeline
 Draft Terms of
Reference
developed (Fall
2016)
 First meeting of
Coordinators
group (4th
Quarter 2014)
 Training plan
including timing
Nanwakolas Training and Employment Strategy Final Report
Resources
 This could be
financed through
Federal and
Provincial
Program Funding
 In kind support
by individual First
Nations
 in kind support
by Industry
51
Responsibility &
Potential Partners
 Nanwakolas
Council
Coordinator
 Individual First
Nations
 NIEFS
 Other service
providers
 Employers
Northern Vancouver
Island to appoint a
representative to attend
an inaugural session to
review and develop
consensuses around
concept and go forward
steps (Should be a
facilitated session by HR
Professional)
4. Develop a Training Plan
to bring the
Coordinators Group to a
minimum standard of
training.
5. Involve
Industry/Training
Institutions to provide
training.
6. Establish a Service
Providers Advisory
Group to enhance
delivery coordination
for this Strategy
economies of cost
and location of
training
 Reduction of
unemployment
within First Nations
membership




arranged for
Group members
Quarterly
meetings of
group ongoing
Conference Calls
within the group
every month
Participation in
local HR
Committees/HRM
A
Ongoing
professional
development by
Group members
Sector HR
professionals
Sub-Strategy Area #6.3: Development of a Youth Advisory Committee
Extensive discussions with stakeholders and First Nations representatives revealed that there is a need to better
understand what will motivate youth in terms of education, training, employment, barriers etc. That was the basis
of the two youth group engagement sessions undertaken in Phase 2. There was a strong desire expressed on the
part of participants not have those sessions be “one off” but rather build this kind of communication into a
systemic process.
Tactics/Actions
Measures of Success
Establish a group of
Fist Nations Youth
who could act as
advisors and sounding
boards for employers,
trainers, and
educators.
2. Hand pick the
participants including
those that stood out in
the Youth Engagement
Sessions held in Phase
3. Initial meeting Develop
terms of reference in a
facilitated session
4. Second meeting; invite
Employer
representatives and
Educators/Trainers to
consider further steps
 Commitment by
Committee
candidates
 Committee
members
networking with
other youth in
communities
 New initiatives
evolving out of the
Committee
 Continued
involvement by
Educators, Trainers
and Employers
1.
Timeline




Nanwakolas
Council
representative
(Chris Roberts) to
reach out in the
selection process
First meeting
(November 2016)
Further meetings
and steps as
determined by
Committee
Involve the First
Nations HR
coordinator
group.
Nanwakolas Training and Employment Strategy Final Report
Resources



In kind from
Nanwakolas
Council
In kind from
First Nations
(HR
Coordinators
Group)
In kind
Employers,
Educators,
Trainers
52
Responsibility &
Potential Partners


Nanwakolas
Council
Coordinator
First Nations’
Youth worker
staff
including meeting
format and frequency
Sub-Strategy Area #6.4: Expansion or creation of internships, co-op programs, summer employment, job
shadowing and volunteering opportunities
Stakeholders and First Nations representatives were adamant that First Nations youth and unemployed need to be
exposed to real time employment conditions rather than just what is learned in job fairs, job descriptions etc. Part
time opportunities paid and unpaid are of benefit to both potential employees and employers.
Tactics/Actions
Measures of Success
There is a need to
find as many ways as
possible to expose
youth or unemployed
to employment
conditions by
experiencing them.
2. This serves to inform
potential employees
and employers alike.
3. Through the Employer
Advisory Committee
develop a way to
gather current existing
opportunities in the
area of work
experience including
coop programs;
internships; summer
or vacation relief;
volunteer work
(maybe unpaid)
4. Brainstorm where new
opportunities might
exist. Involve the
Volunteer centre in
Campbell River.
 First Nations
youth or
unemployed gain
the knowledge of
good work habits;
exposure to
various
employment
occupational
areas
 Creation of
increased
employment
opportunities
 Employers and
potential
employees get to
“learn from each
other” “WinWin”
1.
Timeline


Nanwakolas meet with
Employer Advisory
Committee to gather
data and brainstorm
(First quarter 2017)
Communication out to
Employer sectors,
Chambers of
Commerce and
Volunteer Centre
soliciting input on
where opportunities
currently exist or could
be developed.
Resources




In kind from
Nanwakolas
Council
Laichkwiltach
Family Life
Society (LFLS)
In kind from
First Nations
(HR
Coordinators
Group)
In kind
Employers
Advisory
Committee
In Kind
Campbell River
Volunteer
Centre
Responsibility &
Potential Partners
 Nanwakolas
Council
Coordinator
 Individual First
Nations
 LFLS
Bladerunners
 Employers
Sub-Strategy Area #6.5: Stewardship Technicians Training Program and expansion of the First Nations Guardian
Watchmen Program Operations.
There is a great deal of pride from First Nations for their Guardian Watchmen Programs. That extends to the
Guardians themselves who attended First Nations Youth Engagement sessions. There is an opportunity to expand
this program in a major way on water and on land, and to develop it into more than a part-time, seasonal program.
Tactics/Actions
1.
Build on the pride and
heritage of First
Nations around land
and water resources.
Measures of Success
 First Nations
people find a new
opportunity for
meaningful
Timeline
Resources
Responsibility &
Potential Partners
 Nanwakolas
Council initiates a
meeting with
Employer
 In kind from
Nanwakolas
Council
 In kind from
 Nanwakolas
Council (Ha-mayas Stewardship
Network)
Nanwakolas Training and Employment Strategy Final Report
53
2. Expand the Guardian
Training Program which
is successfully in place
primarily focused on
the ocean environment.
3. Build a component
focused more on the
land.
4. Develop partnerships
with Forestry
Employers, appropriate
Provincial Government
agencies
5. Pursue continuation of
stewardship training
program.
employment
adjacent to their
communities
 First Nations
people acquire new
transferable skills
applicable to
multiple industry
applications
 Full-time, yearround employment
opportunities
Advisory
Committee to
discuss the
concept.
Discussion
includes analysis
of existing
Guardian
Program and
what can be
learned from it.
(1st Quarter
2017)
 A further meeting
is held with
Forestry
Employers and
appropriate
Provincial
Government
officials and
appropriate
Education
providers (2nd
Quarter 2017)
 Agreements are
developed
between First
Nations and
stakeholders (3rd
Quarter 2017)
 Training and Pilot
Program initiated
(1st Quarter
2018)
6. Improve screening
applicants for training
7. Undertake training.
Initiate pilot
8. Evaluate for further
implementation
opportunities.




 Vancouver Island
University
 Coastal
Stewardship
Network
First Nations
(HR
Coordinators
Group)
In kind
Employers
Advisory
Committee
in kind
Provincial
Government
agencies
Education/
Trainers
Federal and
provincial
Funding
Sub-Strategy Area #6.6: Promoting First Nations entrepreneurism and self employment
Entrepreneurship is increasingly recognized in First Nations communities as a significant contributor to community
member employment and an important economic driver for communities. There exists strong potential for
entrepreneurial opportunities for the Nations member in the Aboriginal cultural tourism sector and these should
be further supported and explored.
Tactics/Actions
1.
2.
3.
Identify barriers to
entrepreneurism and
self employment
among First Nation
members
Develop an inventory
of entrepreneurship
and self employment
resources
Develop a self
employment strategy
Measures of Success
 Clear sense of
barriers
 An inventory of
relevant resources
 A partnership with
AtBC and others on
promoting and
increasing
Aboriginal self
employment
Timeline

Initiate by third
quarter, Year 1
Nanwakolas Training and Employment Strategy Final Report
Responsibility &
Potential Partners
Resources



Staff time
Government
information
resources
AtBC
54



Nanwakolas
Council
AtBC
Tourism sector
employers and
associations
4.
as part of the
implementation of this
broader Strategy,
including partnering
with AtBC and other
organizations
Embed self
employment
promotional content
in K-12 and PSE
curriculum directed at
Aboriginal students
Strategy Area #7: Employment/workplace supports and retention
Facilitating First Nation members’ employment does not stop with placement into a job. Efforts to make this
connection and to sustain meaningful employment for some First Nations members require culturally sensitive
onboarding, ongoing mentorships or job coaches and cultural awareness among all employees. This includes
support from Elders and families, employer rewards and recognition strategies, ongoing wellness supports, etc.
Not all members require such workplace supports, while many of these measures help sustain non-Aboriginal
employment as well.
Challenges
 Cross-cultural awareness among Aboriginal and non-Aboriginal employees
 A workplace culture that is sensitive to a diversity of cultures
 Sustaining supportive and retention practices throughout employment
 Applying relevant recommendations from the Truth and Reconciliation Commission Report and the need
for a recognition of the impacts of the residential school experience on all First Nations generations
 Employer awareness of and access to resources/knowledge of supporting First Nations employees
 Providing employment supports for off-reserve members
Sub-Strategy Area: 7.1 “Building Bridges Through Understanding the Village” workshop for employers
During the course of Phase 1 and 2 we have repeatedly heard reference to the excellence of this workshop, in
particular from First Nations representatives and firsthand experience. It could be a valuable tool for employers to
learn from and to better understand their First Nation partners and their employees.
1.
2.
Tactics/Actions
Measures of Success
Educate Employer
Advisory
Committee
members via
presentation of
“The Village”
Workshop by
Principal either in
person or by Skype.
Seek references
from past
participants


Multiple sectors
and multiple
employees of
employers
participate in the
workshops
Knowledge gained
is translated into
the Employer
organizations
promoting better
awareness of First
Timeline
 Orientation/
Education of
Employer’s Advisory
Committee (Fall
2016)
 First Session (First
Quarter 2017)
 Ongoing further
sessions every 6
months through the
first three years of
the Strategy
Nanwakolas Training and Employment Strategy Final Report
Resources
 In kind
efforts by
Employer’s
Advisory
Committee
 Employer
organizatio
ns financing
of training
sessions
 Kathy
Camilleri
55
Responsibility &
Potential Partners
 Nanwakolas
Council
Coordinator
 Employer HR
Teams
3.
4.
5.
6.
7.
Determine ideal
numbers of
participants.
Arrange for
Individual sector
teams (multiple
employers) to learn
from each other
and share costs.
Undertake the first
one (Could include
Advisory
Committee
members)
Solicit feedback for
the Employer
Advisory
Committee in order
to assess further
participation.
Consider having
more senior levels
participate first and
work through
management levels
Involve First
Nations HR
Coordinators Group
Nations history
and in turn
cultural
considerations
within the
employment
relationships
which should
benefit all
concerned.
has
indicated
that she
would
customize
to
Employer
audience to
some
extent
 For
sessions
undertaken
locally
there is no
cost. Out of
the area it
is $1200
Sub-Strategy Area #7.2: First Nations “Champions” Speakers Bureau (coaching and mentorship)
During the extensive engagement with stakeholders and First Nations we have repeatedly heard reference to the
need for Champions and mentors to be able to act as role models for First Nations youth, job seekers, employed
First Nations people.
Tactics/Actions
1.
2.
Initiate a
discussion at
Employer
Advisory
Committee
Concept is to
develop a
“volunteer” list
of First Nations
employees
employed by
organizations
included in our
key sectors.
These include
Forestry;
Aquaculture;
Mining; Tourism;
Construction;
Health Care;
Measures of Success
Timeline
Resources
 There is a tangible
connection to
success stories that
feature individuals
who can inspire
and provide
practical wisdom
about their
circumstances
related to
attraction,
recruitment, and
retention.
 Each Sector has
several
representatives
located in the
Champions Bureau.
 The Champions are
actively sought
 Communication
and discussion at
the Employer
Advisory
Committee (Fall
2016)
 Setting up of the
Website
configuration
 And solicitation of
Champions to
populate the site
(First Quarter
2017)
 Site goes live (First
Quarter 2017)
 Launch and
marketing of the
Resource (First
Quarter 2017)
 In kind efforts by
Employer’s
Advisory
Committee and
other Sector
organizations to
organize and do
set up
 Employer
organizations to
provide for
reasonable time
off to allow
Champions to
participate
 Provincial/
federal Funding
for first year.
Nanwakolas Training and Employment Strategy Final Report
56
Responsibility &
Potential Partners
 Nanwakolas
Council
Coordinator
 Employer HR
Teams
 First Nations HR
Coordinator
group
 School Districts
in the North
island
 Post-secondary
Schools
Retail
3. The Employer
Advisory
Committee and
First Nations
partners would be
the vehicle used
to reach out for
the volunteers.
4. The Employees
would be
available to
participate in
Public and private
school functions.
They could
address First
Nations youth and
other
demographic
groups within
First Nations
Communities.
5. The Champions
could participate
at career or
“Opportunity
fairs”
6. The members of
this Bureau would
be identified on a
web site link and
contact
information with
appropriate
security
safeguards built
in. The website
would contain a
picture of the
individual and
short bio.
after for events
where they are
able to
communicate their
stories to First
Nations people
Sub-Strategy Area #7.3: Fire Fighters Pathway/Work Experience Program
Regional and local government officials indicated that significant opportunities for employment exist in fire fighting
occupations, in particular for volunteers. This is perhaps a demand gap that First Nation candidates in the North
Island could fill
Tactics/Actions
1.
Conduct a mini
LMI Study of all
Fire Fighting
organizations in
the region to
Measures of Success
 First Nations are
employed in some
fashion gaining
important work
experience as fire
Timeline

Nanwakolas
Council/NIEFS to
coordinate the LMI
Survey process.
(October/November
Nanwakolas Training and Employment Strategy Final Report
Responsibility &
Potential Partners
Resources

Employment
Service
Providers (LMI
Survey
process)
57



Nanwakolas Council
Coordinator
NIEFS
Local Fire Hall(s)
2.
3.
4.
5.
determine
employment
opportunities
whether
volunteer, part
time or otherwise
to get a sense of
opportunities
In the same
survey garner
entry level
requirements and
pre employment
training including
foundation skills
required
Work with NIC to
develop training.
Solicit interest from
First Nations
candidates for
positions coming
available
Determine A Fire
Fighting
organization to
partner with in a
Pilot approach to
the “work
experience”
fighters within and
outside their
communities
 This may lead to
more permanent
work in this
profession or just
provide practical
real experience
useful in the
pursuit of other
opportunities




2016). Results are
assessed.
Assuming there is
demand going
forward, the above
mentioned
organizations bring
together a small
representative
committee from the
firefighting
organizations. They
meet with NIC or
another Training
organization to
develop a plan and
timelines for training
and recruiting.
(December 2016)
Screening and
recruitment of
Training candidates
(January 2017)
Training Program
(January to June)
Employment!

Fire Fighting
Agencies in
kind
North Island
College or
alternate
Federal or
Provincial
Funding


Sub-Strategy Area #7.4: Large employer transfer of knowledge to small employers
Consultation with large employers revealed that they had considerable depth of experience in working with First
Nations, developing progressive attraction, recruitment and retention programs for First Nations. Small to medium
employers simply do not have the resources to do the same. In many cases there is no need to “reinvent the
wheel” but rather network and share experiences and best practices.
Tactics/Actions
1.
2.
Larger Employers have
developed internal
“Best Practice”
programs that assist in
the attraction
recruitment and
retention of First
Nations Employees.
The flip side of that is
that small/medium
employers lack the
knowledge or
resources to develop
that knowledge or
Measures of Success


Small/medium
employers reach
out to First
Nations to fill
employment
gaps/opportunitie
s
Greater numbers
of Aboriginal
people are
achieving
employment in
the small to
medium Employer
Timeline



Nanwakolas
meets with
Chambers of
Commerce to
develop concept
(First Quarter
2017)
Meeting takes
place with
Employer
Advisory
Committee to
solicit support
(First Quarter
2017)
Meeting with
Nanwakolas Training and Employment Strategy Final Report
Resources



In kind from
Large
Employer(s)
In kind from
Chamber of
Commerce
Federal or
Provincial
Funding for
workshop
58
Responsibility &
Potential Partners


Nanwakolas
Council
Coordinator
Chosen
Chamber of
Commerce
3.
4.
5.
6.
programming
Coordinating with
local Chambers of
Commerce and
Training Institutions
Large Employers share
their best practices
with small Employers
in the form of
workshops
This could be
organized by
industry/employer
sectors
Consider programs
already in effect that
could be modified i.e.
“Hiring Immigrants
Competently” (Terrace
Chamber)
Pilot Project is
developed with one of
the Sectors. Consider
retail or Tourism
organizations
above reference
organizations plus
a selected
Training
Organization (First
Quarter 2017)
Pilot Project
workshop is
initiated through
a Chamber of
Commerce i.e.
Campbell River.

Sub-Strategy Area #7.5: Employer-based employee family assistance programs (EFAP) with an Aboriginal
Employee focus
Stakeholders and First Nations representatives identified that First Nations employees may be unable to retain
employment in the face of home based, cultural, or workplace challenges. Internal Resources easily available in
organizations to support and assist employees to overcome these challenges may positively impact home based or
workplace issues prevent loss of employment.
Tactics/Actions
1.
2.
Large employers have
generally introduced
EFAP programs to assist
employees and their
families to overcome
workplace issues that
often have root causes
outside the work place.
Have the large
employers review their
programming to
determine if there are
ways to enhance the
programs to focus on
First Nations where
unique or more
Measures of Success


Retention of
employees who
might otherwise
be lost
EFAP’s are
modified to
provide a greater
degree of
counseling and
other support
for First Nation
employees and
their families.
Timeline


Employer
Advisory
Committee to
reach out to their
sector
organizations to
focus on existing
EFAP programs
(4th quarter
2016)
Small HR
subcommittee of
Employers; with
First nations HR
Coordinators;
First Nations
Nanwakolas Training and Employment Strategy Final Report
Resources

In kind from
Large
Employer(s)
In kind from
First
Nations (HR
Coordinator
Group)
First
Nations
Health
Authorities
orgs



59
Responsibility &
Potential
Partners


Nanwakolas
Council
Coordinator
Employer
Advisory
Committee
3.
pronounced challenges
may exist threatening
employment
Employer Advisory
Committee
Organizations HR
representatives canvas
their internal programs.
Committee canvases to
see if there are existing
templates “Best
Practices” elsewhere or
internally. Results are
shared within Employer
Community

Health
Authorities draft
appropriate EFAP
modifications
(First quarter
2017)
Proposed
amendments are
shared with
Employers for
implementation
(Second Quarter
2017)
Sub-Strategy Area #7.6: The role of Elders in a guiding role in employment and education strategies
There has been continual reference made to the need to involve Elders in supporting roles for youth in particular.
This support could be encouragement to parents and young people alike in the areas of education, training and
employment opportunities, pre and post.
Tactics/Actions
1.
2.
3.
Consult with
Nanwakolas
Council On how
best to organize an
Elder’s network of
support for youth
in their aspirations
towards
education,
training, and
employment.
Arrange a meeting
of handpicked
Elders from the
various First
Nations who could
brainstorm how
best to support
the youth in their
communities. This
should be a
facilitated
meeting.
Provide materials
to Elders to be
able for them to
go back into their
communities to
Measures of Success



Those people who
possess the greater
wisdom and
influence in
Communities are
imparting support
to youth.
An increase in
young people
completing high
school or post
secondary
education.
Higher retention
levels of young
people in their
employment
Timeline





Nanwakolas
Council initiates
an internal
discussion about
how best to
approach the
Elders Network
(October 2016)
Nanwakolas
selects an
appropriate
facilitator for an
Elders meeting
(October 2016)
Planning for
Elder’s Network
meeting including
location and
timing (October
2016)
First meeting of
Elder’s Network
(January 2017)
Follow up by
Network in their
Communities with
First Nations HR
Coordinator
providing
support.
(ongoing)
Nanwakolas Training and Employment Strategy Final Report
Resources



In kind from
Nanwakolas
Council
In kind from
First Nations
(HR
Coordinators
Group)
Financial
Support for
Facilitator
(provincial
funding)
60
Responsibility &
Potential Partners



Nanwakolas
Council
Individual First
Nations
Sasamans
Society
4.
5.
6.
share information
(provided by
facilitating
consultant) with
fellow Elders
Elders to meet
with youth in their
communities
offering
encouragement
and support for
education and
training to youth
at all age levels.
Elders provide
support for those
recently employed
who may be facing
difficulties in
maintaining their
employment.
Elders Advisory
Group available for
consultation on an
ongoing basis
Sub-Strategy Area #7.7: Raising employer-First Nation cross-cultural awareness
First Nations and Employer representatives need to educate each other on “workplace culture” and “First Nations
culture” in order for employment relationships to succeed. Both parties need to be respectful of each other’s
important standards, events, expectations, etc. that are sometimes essential to one party or the other so require
the other party to adapt and compromise where possible. The first step in this process is to understand these
important “cultural” needs. A Cross Cultural Awareness Workshop is truly a “win win” opportunity. However, it
should not end with workshops; more systemic, holistic approaches to raising awareness of the indigenous reality
and the residential school trauma should be promoted.
Tactics/Actions
1.
Nanwakolas
Council to
approach the
Employer’s
Advisory
Committee with
the concept of a
“Cross Cultural
Awareness
Workshop”
(CCAW)
Measures of Success


Employers modify
workplace rules
and working
conditions where
possible to
accommodate First
Nations cultural or
Community
requirements
First Nations
prospective
Timeline
Resources
 Nanwakolas
Council and
Employer Advisory
Committee meet to
discuss the CCAW.
(First Quarter
2017)
 Facilitators and
Advisory
Committee
members and
Nanwakolas
Council
 In kind from
Nanwakolas
Council
 In kind from
Employers
Advisory
Committee and
other employers.
 In kind from First
Nations (HR
Coordinators
Group)
 Financial Support
Nanwakolas Training and Employment Strategy Final Report
61
Responsibility &
Potential Partners
 Nanwakolas
Council
 Employers
Advisory
Committee
 Education and
training
providers
2.
3.
4.
5.
6.
7.
8.
9.
Reflect TRC
principles and
calls to action
NC, First Nations
HR Coordinators
and the Employer
Advisory
Committee
develop a working
plan for the
workshop
including
potential
participant
employer and
First Nation
representative
organizations.
Participants are
finalized; a date is
set and the half or
full day facilitated
(two facilitators,
including one First
Nation person)
workshop occurs.
The workshop will
focus on both best
practices that
exist and
brainstorming
new ones.
Results of the
workshop will be
shared within the
Employer and
First Nation
Communities.
Advance other
means for raising
awareness
Work with
educators and
cross-cultural
awareness and
curricular
opportunities
Consider and
implement
opportunities to
integrate



employees have
clear expectations
of employer
workplace
requirements
First Nations
prospective or
existing employees
have clear
understandings of
the kinds of
support that exist
within employer
organizations.
First Nations
recruitment and
employment
increases as does
retention.
Increased TRC
Report and
implications
awareness
representatives
undertake detailed
planning for the
workshop. (2nd
Quarter 2017)
 Workshop is
undertaken (3rd
Quarter 2017)
 Workshop results
are disseminated
(3rd Quarter 2017)
Nanwakolas Training and Employment Strategy Final Report
for Facilitator
(provincial
funding)
62
indigenous
language learning
in education and
workplace
programs
Strategy Area: Accountability #8: Monitoring, reporting and evaluation
As the classic planning adage says, if an organization does not know where it is going, how does it know if it got
there? Measurement, accountability and reporting will be critical for monitoring the implementation of this
Strategy. Nanwakolas Council, its member First Nations, funders and employers will require this. Clear measures
of intended outputs and outcomes, measures with which to track progress and members, and strong financial
management will all be important parts of managing this Strategy.
Challenges
 Clear success measure criteria.
 Ability to collect data to measure baseline and progress.
 Consistent, regular reporting to various audiences on implementation progress.
 Evaluating Strategy Area progress during the implementation of each and at the end, and adjusting course
appropriately.
Sub-Strategy Area #8.1: Develop an accountability framework – including a logic model – with which to monitor,
report on and evaluate the Strategy implementation
Tactics/Actions
1. Based on Strategy goals
and strategies, develop
a Logic Model including
inputs, activities,
outputs, ST outcomes,
LT outcomes
2. Develop policies and
procedures for
ensuring Strategy
implementation
accountability
3. Develop an
Accountability
Framework for the
Strategy
implementation that
includes the above as
well as decision-making
process, roles and
responsibilities,
indicators and targets,
etc.
Measures of Success




Completed logic
model
Clear output and
outcome measures
Procedures and
polices for using
the Framework
Successful
implementation of
the Framework
Timeline

In place during
first quarter,
Year 1
Nanwakolas Training and Employment Strategy Final Report
Resources

Staff time
Responsibility &
Potential Partners


63
Nanwakolas
Council
Leadership
Committee and
Operations Team
members
Sub-Strategy Area #8.2: Sub-Strategy Area: Conduct regular monitoring and reporting on the Strategy
implementation
Tactics/Actions
Measures of Success
1. Develop a Performance
Monitoring Plan
2. Identify various types
and frequency of
reporting
3. Implement the PMP
4. Implement reporting on
the Strategy
 Completed Plan
 Templates
developed for
reports
 Successful reporting
Timeline
 Start by end
of second
quarter, Year
1
Resources
Responsibility &
Potential Partners
 Staff time
 Nanwakolas
Council
 Leadership
Committee and
Operations
Team members
Sub-Strategy Area #8.3: Sub-Strategy Area: Conduct an annual evaluation of the Strategy implementation
Tactics/Actions
1. Develop an
Evaluation Plan
2. Conduct a
formative
evaluation
3. Make necessary
Strategy changes
4. Conduct a
summative
evaluation
Measures of Success
 Successful
completion of an
evaluation
 Adjustment of
Strategy
implementation
based on
evaluation findings
Timeline

Starting end of
Year 1
Resources

Staff time
Responsibility &
Potential Partners


Nanwakolas
Council
Leadership
Committee and
Operations Team
members
Strategy Area #9: Communication and promotion
A critical success factor in implementing this Strategy – from the start – is promoting awareness among the key
partners, including First Nations, employers, funders, governments and service providers. This includes developing
a strong, flexible communication plan to roll out and update through implementation, starting with a successful
launch. Communication and promotion must be used throughout the Strategy implementation to continue to
engagement – through social media and other means – of First Nations and stakeholders, including employers,
Elders, youth and others.
Challenges
 The need for a successful launch and achieving some short-term ‘wins’ to establish Strategy traction and
encourage others to be involved.
 Having the time and resources to sustain ongoing communication and promotion of the Strategy including
emphasizing progress made and successful results arising from various Strategy Areas.
 Engaging First Nations and stakeholders and confirming their continued participation and roles in the
Strategy implementation.
 Establishing and maintaining a recognizable and positive brand for the Strategy.
Nanwakolas Training and Employment Strategy Final Report
64

Using state of the art social media tactics to achieve success in communication, promotion and
engagement.
Sub-Strategy Area #9.1: Communicate and promote this Strategy widely to First Nations and stakeholders in the
region, including holding a ‘launch’ event to kick off the Strategy
Tactics/Actions
1. Develop a Strategy
Communication
Plan
2. Hold launch event
at the start of
Strategy
implementation
3. Develop media
contact list and
stakeholder
contact list
4. Develop
procedures and
identify key
milestones for
regular
communication of
Strategy progress
5. Develop a Best
Practices
document for
each community
to be used as
guiding principles
for in-community
engagement,
including:
- community goals
- history and
current
community
information
- Current contact
list
- Cultural
information
Measures of Success




Awareness of the
Strategy
Support for the
Strategy
Participation in
Strategy
implementation
First Nation
community
engagement
Timeline



Communication Plan
before launch
Launch event in first
week
Other actions in Year
1 first and second
quarters
Nanwakolas Training and Employment Strategy Final Report
Resources


Staff
Additional
funding
Responsibility &
Potential Partners




65
Nanwakolas
Council
Member First
Nations
Funders
Launch partners
Sub-Strategy Area #9.2: Work with First Nations and others to develop and implement an ongoing social media
campaign to promote this Strategy, job readiness preparation, job training and career development
Tactics/Actions
1. Develop a Social
Media Strategy
with specific
target groups
(First Nations,
employers,
youth, etc.
2. Launch the
Strategy through
a social media
campaign
3. Provide tools to
First Nations,
employers,
others for them
to promote the
Strategy and to
promote First
Nations training
and employment
4. Develop maintain
special
Nanwakolas web
page on the
Strategy
Measures of Success


Significant ‘visits’
on Strategy
website drawn
by the social
media campaign
Increased
awareness
among key
audiences (First
Nations,
members,
employers,
youth, jobseekers, etc.)
Timeline


Social media
campaign
launched in Year
1 first quarter
Ongoing social
media
implementation
by Year 1 second
quarter
Resources



Staff
NC and partner
websites and social
media
Communication
funding
Responsibility &
Potential Partners





Nanwakolas Council
Member First
Nations
Partners
Communication
networks
Media
Strategy Area #10: Sustaining resources for Strategy implementation
Obviously a comprehensive Strategy of this nature and duration will require incremental resources – both cash and
in-kind contributed by First Nations and stakeholders, particularly governments and industry and employers. There
are many funding programs – both Aboriginal-specific and general – available each year from provincial and
federal governments. Employers and industry groups do invest cash and in-kind resources for such activities if a
clear value proposition is presented. First Nations and other Aboriginal organizations may have existing or new
resources that they can contribute to this Strategy if direct benefits to their members are demonstrated. This
Strategy Area involves initially obtaining resource commitments to launch the Strategy and implement for at least
a year, using part of the first year to develop further revenue streams to sustain the Strategy in the longer term.
Challenges
 Potential overlap with other related initiatives in the region.
 A lack of or weak value proposition for employers.
 Aligning funding needs with the cycle or calendar of government funding agencies.
 Launching the Strategy without clear resource contributions for at least the first several months.
Nanwakolas Training and Employment Strategy Final Report
66
Sub-Strategy Area #10.1: Pursue initial and year 1 funding as per recommended resource options
Tactics/Actions
Measures of
Success
1. Identify funding
opportunities before
Strategy is finalized
2. Develop a strong value
proposition for the
Strategy to enable First
Nation and the public
and private sector
investments
3. Pursue funding options
before and at the start
of Strategy
implementation
4. Confirm partner
contributions (cash
and in-kind)
5. Create and maintain a
Strategy budget and
financial reporting
procedures at the
beginning of
implementation
 Resources
including cash to
implement
several key
strategy areas is
confirmed
 Effective financial
tracking and
management
Timeline




Confirm
some funding
before launch
Confirm
further
funding
throughout
year 1 and
beyond
Strategy
budget
before launch
Ongoing
effective
budget and
financial
management
Nanwakolas Training and Employment Strategy Final Report


Resources
Responsibility & Potential
Partners
Staff time
Financial
system and
procedures


67
Nanwakolas Council
Leadership Committee
Sub-Strategy Area #10.2: Develop a long-term sustainability plan with which to pursue longer-term funding
opportunities and ensure Strategy sustainability
Tactics/Actions
1. Develop a long-term
sustainability plan
that identifies
medium and long
term funding
options
2. Implement the plan
midway through
year 1
Measures of Success

Realistic, informed
long-term
sustainability plan
Timeline

By end of 6
months
Resources

Staff time
Responsibility &
Partners


Nanwakolas Council
Leadership
Committee
Sub-Strategy Area #10.3: Work with First Nations and governments on maximizing student financial aid and
living allowance during education and training
Tactics/Actions
Measures of Success
1. Develop an up to
date inventory of
financial assistance
sources that
support Aboriginal
participation in
education, training
and employment
2. Ensure First Nation
members are aware
of sources of and
ways to access
financial assistance
3. Consult with First
Nations and other
Aboriginal
organizations on
ways to maximize
financial assistance
for individuals
4. Advocate with
governments on
financial assistance
funding
 Up to date
inventory
 Member awareness
 Options for
increasing financial
assistance
 Maximized
financial assistance
Timeline


By end of 6
months
Ongoing
Nanwakolas Training and Employment Strategy Final Report
Resources

Staff time
Responsibility &
Potential Partners




68
Nanwakolas Council
First Nations
Aboriginal funding
organizations
Governments
KEY PERFORMANCE INDICATORS/OUTCOMES
Table 10 provides a high-level summary of performance measures and targets for each Strategy Area.
Table 10 Summary of Performance Measures and Targets for each Strategy Area
Strategy Area
1.
Strategy Area #1: Leadership, coordination and
management
Performance Measures
Targets
Clear roles, effective leadership
and performance management
Leadership Committee
and Operations Team in
place at launch. Rest of
structure in place by end
of Year 1 first quarter
2.
Strategy Area #2: Ongoing scanning and
assessment of labour market supply, demand
and gaps to maintain evidence-based Strategy
Strategy is informed and guided by
ongoing labour market information
and intelligence
Updated LMI by Year 1
third quarter
3.
Strategy Area #3: Developing and using
standardized methods for the assessment of
individuals’ education, skills, interests,
aptitudes, qualifications and experiences
Strategy areas are informed and
guided by a clear sense of First
Nation members’ capacities and
needs
Member database
populated by end of Year
1
4.
Strategy Area #4: Ensuring accessible wellness
supports (e.g. child care, counseling,
accommodation, food, etc.)
Increased access to wellness
supports to succeed in education,
training and employment
Wellness support
inventory by end of Year
1 first quarter
Nanwakolas Training and Employment Strategy Final Report
69
Strategy Area
5.
Strategy Area #5: Increase access to and
completion of education and training
6.
Strategy Area #6: Employment recruitment,
matching and placement
7.
Strategy Area #7: Employment/workplace
supports and retention
8.
Strategy Area: Accountability #8: Monitoring,
reporting and evaluation
9.
Strategy Area #9: Communication and
promotion
10. Strategy Area #10: Sustaining resources for
Strategy implementation
Performance Measures
Targets
Success in education and training
leading to readiness and
meaningful, sustained employment
Establish baseline
participation and
completion rate by Year
1 third quarter
Effective, efficient matching of First
Nation members with employment
opportunities
Start to match members
with jobs by end of Year
1 second quarter
Access to workplace supports and
sustained employment
Establish a baseline
retention rate by end of
Year 1 second quarter
Ongoing monitoring of and
reporting of progress
Accountability
Framework in place at
launch
Awareness of and support for
Strategy progress
Communication Plan in
place at launch
Sufficient public and private cash
and in-kind resources with which to
sustain the Strategy
Year 1 funding
confirmed before launch
Year 2 and beyond
funding confirmed
before Year 2)
Nanwakolas Training and Employment Strategy Final Report
70
V
IMPLEMENTATION – SUPPORTING INFRASTRUCTURE
PHASES AND TIMELINES
Table 11 below shows the proposed timelines for the implementation of this Strategy.
Table 11- Strategy Implementation Phases
PHASE
Phase 1
Phase 2
Phase 3
Phase 4
Phase 5
ACTIVITY
Pre-Implementation planning, resource
confirmation and partnership
development
Strategy launch
Early Strategy ‘wins’
Strategy consolidation, expansion and
updating
Ongoing Strategy implementation,
monitoring and updating
TIMELINE
July-October 2016
November-December 2016
January-June 2017
July-December 2017 (end of Year 1)
January 2018 and beyond
RESOURCE REQUIREMENTS AND DEVELOPMENT
Part of the implementation planning before launching this Strategy will be to estimate resource requirements for
its implementation.
The estimated incremental cost of this Strategy is $4.65 million over five years or $0.93 million per year:
1.
2.
$0.5 million or 100,000 per year to administer (e.g. staff, travel, meeting costs, communications) the
Strategy.
$4.15 million or $0.83 million per year to deliver an array of programs and services for this Strategy
(directly and/or via third parties).
The costs are calculated based on the following assumptions.
Based on a registered population of 2,206 members (including off-reserve) among the Nanwakolas’ member First
Nations, a 60% participation rate would mean the potential labour force is over 1,300 members who are employed
or unemployed (and looking for work).
The 1,300 labour force participants will be at various levels of training readiness and employment readiness. This
Strategy assumes six levels of need (in terms of health and wellbeing and of training and employment barriers) and
associates average costs to move them to full or advanced employment (if already employed):






Very high need – Average $15,000 per member over 5 years or less
High need – Average $10,000 per member over 5 years or less
Moderate need – Average $5,000 per member over 5 years or less
Low need – Average $2,500 per member over 5 years or less
Very low need – Average $1,000 per member over 5 years or less
No need – No cost
Nanwakolas Training and Employment Strategy Final Report
71
The numbers of members for each need category are assumed to be as follows:






$12,000 X 50 members = $0.6 million
$10,000 X 100 members = $1.0 million
$5,000 X 300 members = $1.5 million
$2,500 X 300 members = $0.75 million
$1,000 X 300 members = $0.3 million
$0 X 250 members = $0.0 million
Total = $4.15 million
The plan for resourcing this Strategy will be multi-year and multi-pronged. While some revenue sources may
provide a significant portion of the necessary resources, they are several funding sources from which to draw.
2. Employer & Industry
Resources
1. First Nations Resources
(Nanwakolas First Nations and
partnering First Nations)
(Private & public sector
employers, industry associations,
unions, etc.)
Nanwakolas Council First Nations Training &
Employment Strategy Resources
3. Aboriginal, Institutional,
Community Organization
Resources
(Aboriginal, community economic
development, training and
employment service providers)
4. Government Resources
(Regional/local, provincial and
federal agencies)
1.
First Nations Contributions
o Nanwakolas itself and/or with other First Nations may contribute funding for this Strategy –
either it own cash contributions and/or contributions through existing or new agreements with
employers and other partners.
2.
Aboriginal Organization Contributions
o Some training and other services could be provided by one or more ASET and by other Aboriginal
service providers economic development entities. This could include broader regional or
provincial entities such as the New Relationship Trust, Coastal First Nations, First Nations
Forestry Council, Vancouver Island Economic Trust, etc. (although the latter is not Aboriginal).
3.
Employer and Industry Contributions
o Project owners, EPCMs, contractors, sub-contractors and suppliers on major projects
(construction, mining, forestry, utilities, etc.) will be prime sources of partnership contributions
for the programs and services in this Strategy.
o These contributions may be through IBAs or other types of agreements, and may involve more
than Nanwakolas members.
4.
Government Contributions
Nanwakolas Training and Employment Strategy Final Report
72
o
o
o
Modest contributions may be available from local governments in the regions, namely
municipalities and regional districts.
BC provincial ministries will be a prime potential source of funds for this Strategy; particularly:
- MARR’s $30 million Aboriginal Skills Development Fund
- JTST’s Canada-BC Job Fund components
- Ministry of Advanced Education’s project funding and funding for Aboriginal PSE in public
institutions
- Ministry of Social Development and Innovation’s Employment BC Program and Labour Market
Development Agreement components
- Industry Training Authority’s project funding and apprentice/foundation student seat purchase
Most of the federal government funding for Aboriginal education and training and employment
is channeled through ASETs from ESDC and through post-secondary funding from INAC. Special
funding may be available through INAC’s Strategic Partnerships Initiative depending on its next
call for proposals and criteria. Nanwakolas Council and its member First Nations may be well
positioned with its industry partnerships to show strong leverage of private sector funding and
jobs.
5.
Fee-Payer Contributions
o Employers and members and non-member individuals could pay a fee for receiving services
during the implementation of this Strategy.
6.
In-Kind Contributions
o First Nations, service providers and industry organizations may be able to make in-kind
contributions to this Strategy including such things as heavy equipment, tools, materials, training
curricula, industry subject matter expertise, meeting space, etc.).
o Such contributions can be important for leveraging government funding as they are treated as
bona-fide contributions.
7.
Other/New Revenue Streams
o There are potential creative alternatives for generating revenue for this Strategy. For example,
revenue could be generated by collecting fees from employers when members are matched
through a Nanwakolas employment database. Large employers could pay an annual membership
fee to be part of a Nanwakolas employment partnership. Nanwakolas could tap into large
foundations and private sector donors to fund parts of this Strategy. The latter could include
social benefit investments by major project owners.
The largest challenge in funding the Strategy could be living costs and tuition costs for members in education and
training. These costs are supported through federal funding programs and usually never meet community demand.
Therefore, a revenue stream may be needed to supplement government support for students and trainees.
Nanwakolas Training and Employment Strategy Final Report
73
In summary, the range of funding opportunities for this Strategy are summarized in Table 12 below:
Table 12 Range of Funding Opportunities
SOURCES
 Federal Government
o INAC, ESDC, NRCAN, WD
 Provincial Government
o MARR
o Advanced Education
o Jobs, Tourism and Skills Training
o Social Development and Social
Innovation
 Major North Island employers
 Industry associations
 Trade unions and labour groups
 Aboriginal Service Providers
o NVIATS
o Friendship Centres
o Other Aboriginal service agencies
 First Nations
o 5 First Nations
o Other First Nations and Tribal Councils
o New Relationship Trust
o Vancouver Island Trust
RECIPIENTS
 Individual First Nation members
 First Nations
 Aboriginal Service Providers
 Other Service Providers
 Strategy Project Manager
TYPES OF RESOURCES
 Cash
 Grants
 Contributions
 Cost-Shared
 Tax Credits
 Loans
 Income Support
 Student Assistance
 In-Kind Contributions
USE
 Needs Assessment
 Administration
 Database
 Planning
 Coordination and Management
 Development
 Delivery (direct and indirect costs)
 Seat Purchases
 Monitoring and Tracking
 Reporting and Evaluation
Some funding that only First Nations are eligible for may be accessed by the five First Nations as a contribution to
this Strategy.
Annual funding will need to be confirmed before finalizing and implementing this Strategy, otherwise it would
place unreasonable risks on Nanwakolas Council and other partners in Strategy and result in an unsustainable
Strategy.
Once this Strategy is approved by Nanwakolas Council and its member First Nations, a strong value proposition for
the Strategy will be developed to use in securing funding for the first year before launch and then before the end
of Year 1 for the rest of the Strategy term. Nanwakolas Council will work closely with First Nations on this and will
approach potential funders hand-in-hand with First Nations.
Nanwakolas Training and Employment Strategy Final Report
74
The value proposition will focus on training and employment for First Nation members in the North Island region
through a holistic approach to supporting and preparing First Nation members for meaningful, sustained
employment.
MAJOR PARTNERSHIPS
Major partnerships with Nanwakolas Council in the implementation of this Strategy will include the following
entities:






Member First Nations, other First Nations and other Aboriginal organizations
NIEFS
BC Association of Friendship Centre and other Aboriginal organizations
Campbell River and District Chamber of Commerce and other chambers and business groups
Industry associations and major public and private sector employers
Major provincial business groups such as the Business Council of British Columbia and the British
Columbia Chamber of Commerce
Nanwakolas Council will pursue formal agreements or memoranda of understanding with some of these
organizations, both before and during early Strategy implementation. Most of these partners are delineated in the
aforementioned Strategy Areas.
This is a recognition here that some major partnerships are yet to be developed and will be confirmed before, or in
the early phase of the implementation.
GOVERNANCE AND OTHER ROLES
The governance and roles of key players in the implementation of this Strategy are laid out in the preceding
Strategy Area #1 on Leadership, Coordination and Management, the structure is repeated on the next page.
Roles are defined it that Strategy Area actions as well as in other Strategy Areas in the preceding section.
ACCOUNTABILITY FRAMEWORK
An accountability framework will be prepared before the launch of this Strategy and will include:



A logic model showing alignment between Strategy Areas, Inputs, Outputs, Short and Long-Term
Outcomes, and Key Performance Indicators;
Procedures for monitoring and reporting Strategy results (outputs and outcomes) to appropriate
audiences (funders, First Nations, stakeholders, media, etc.); and,
A plan for the formative (end of Year 1) and summative (end of Year 3) evaluation of the Strategy
implementation.
Nanwakolas Training and Employment Strategy Final Report
75
Figure 11 Leadership, Coordination and Management Structure
The message from the Project Steering Committee and Nanwakolas Council is, please help us ensure this
Strategy does “not sit on the shelf” but rather help us full implement it for the betterment of First Nations
communities and members, employers and industries, and all citizens of northern Vancouver Island.
Upon completion and First Nations approval of this Strategy, Nanwakolas Council will complete an
implementation plan that will include prioritizing and phasing the various Strategy and Sub-Strategy Areas.
Nanwakolas Training and Employment Strategy Final Report
76