196Human Resource Plan - A Call to Action

ACTION SASKATCHEWAN – A BLUEPRINT FOR 2005 THE HUMAN RESOURCES PLAN - “A Call To Action” By: Saskatchewan Chamber of Commerce May 2002

Action Saskatchewan - A Blueprint for 2005 Human Resources Plan May 2002

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The Human Resources Plan “A Call To Action”

Introduction: In 1999 the Saskatchewan Chamber of Commerce launched Action Saskatchewan: A Blueprint for 2005, with the goal of developing a working business plan to address a variety of issues facing our Province. Action Saskatchewan Version 1.0 and Version 2.0 identified key issues such as changing attitudes, taking advantage of our Province’s changing demographics and the need to grow the private sector, in order to make Saskatchewan a great place to live, work, and invest. If Saskatchewan is to have a thriving economy, if the population is to grow, if our workforce is to grow, there are a number of things that must occur. Some of these initiatives will be a result of changes to public policy, while others must be driven by the private sector. Regardless of where the initiative is developed the key driver must be the fundamental truth that “it’s all about Growth”. Background: The first two iterations of the “Action Saskatchewan” initiative quantified and qualified the significant challenges facing Saskatchewan and its people as we approach our Centennial. As we look to the future, sustainability becomes the predominant question. Can we hang on to what we have come to enjoy as a society? Can we support the social programs and infrastructure we have come to rely upon and expect from Government? Can we create a thriving economy that provides opportunity for our youth and a standard of living that meets the expectations of all residents while maintaining a quality of life that is the envy of the world? When asked what the future should look like in Saskatchewan those who responded have focused on prosperity and economic security as being of fundamental importance. They identify the need to develop and maintain a competitive environment that retains the business enterprise that presently exists and the skilled people who have contributed to past successes while attracting new business investment and people to create growth. It is clear that the key to real growth is economic development. Economic development is tied fundamentally to beliefs, perceptions and attitudes about opportunity and success; the availability of an educated, trained and highly skilled workforce; and a competitive environment that is optimistic, forward looking, and which is focused on wealth creation and future sustainability rather than maintenance of the status quo. The purpose of a Human Resources Plan is to provide leaders with a strategic focus and understanding of the resources (people), knowledge base and skill set required bringing their vision into reality. A Human Resources Plan often addresses the innovation, motivation, evaluation, compensation, and performance issues related to the implementation of the vision. Such a plan often considers a gap analysis of required elements essential to bringing the vision to fruition. Where are we now versus where do we need to be!


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This Human Resources Plan seeks to identify potential solutions and spark a dialogue among interested parties, which will focus the debate on a commonly held set of positive beliefs and a common vision for the future of Saskatchewan. It is only through this process that the effective allocation of scarce resources can be achieved and a vibrant growing economy created. Action Saskatchewan V1.0 and V2.0 identified an aging workforce, the skills gap, the productivity gap and a noncompetitive regulatory environment as critical issues moving forward. In Action Saskatchewan Version 1.0 it was observed, “it is possible to radically alter the economic landscape of Saskatchewan and still maintain a worker friendly regulatory environment. There is no contradiction between efficient, highly productive leading edge workplaces and worker safety, financial integrity, respect or dignity. They are not mutually exclusive or at odds with each other in any respect. Indeed the hallmarks of world class business enterprise are respect for worker rights and an appreciation of the essential elements of competition, i.e., safety, productivity, quality and efficiency.” In V2.0 it was noted that “We in the business community feel strongly that sustained economic growth can be achieved only if Government, at all levels, gets out of the business of regulating the work place beyond providing for a basic level of protection for occupational health and safety, workers’ compensation, employment standards and a social safety net, all of which enhance the competitive position of Saskatchewan enterprise. This should not be construed as entering a race to the bottom, as it may be by some. We have no desire to see Saskatchewan become a low wage ghetto, subjected to the vicious exploitation of short term investors who seek simply to pillage and plunder before moving on to greener pasture. Quite the contrary, it should be viewed as a race to becoming the best jurisdiction to live, work and do business in North America. We want sustainable growth, high paying jobs, and excellent working conditions. We want to achieve high standards of performance based on the superiority of our people, our practices and our technology. After all, world class does not mean low class.” In developing this Human Resources Plan we have kept faith with the consultation model followed in V1.0 and V2.0. We undertook broad consultations within the human resource management profession and education profession. A number of HR professionals offered their insight into the issues addressed herein. As well we consulted with administration, parent and trustee representatives active in the Saskatchewan education and skills training system. Their significant contributions to this document were invaluable. We also invited the active participation of representatives of organized Labour. Indeed repeated efforts where made to engage union leaders in a discussion about the future and we specifically sought their input into the framing of this document. These efforts were not successful.


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KEY QUESTIONS: In developing this Human Resources Plan three questions were identified as being of critical importance: 1) What do we need to do to double the size of the private sector in Saskatchewan? 2) What do we need to do to increase our population by 50,000 working people? 3) How do we capitalize on our unique demographics? Efforts to discover the answers to these questions led to some intense discussion and debate, and gave rise to the identification of a variety of opportunities. How then do we grow the Private Sector? The size of Saskatchewan’s private sector was identified in Action Saskatchewan version 1.0, as a roadblock to developing a thriving, vibrant economy. Our relatively small private sector presents a number of challenges in terms of economic growth and prosperity. Our reliance on the public sector has led to a disproportionately large public sector. This has resulted in a narrow tax base, which has stunted economic expansion, and resulted in fewer businesses generating new ideas, technologies and jobs. To sustain and regenerate our current infrastructure and programming, a major requirement will be resurgence in private sector growth. If we are to double the size of the private sector in this province a number of things must occur. It has become painfully obvious that there needs to be a change in attitude and the development of a common vision. We must also create a climate that encourages investment and rewards commitment. This is unlikely to occur without the necessary changes to public policy and the regulatory climate of this Province. Growth cannot occur until the required steps are taken to make Saskatchewan a business friendly environment. Many view this as the most serious impediment to future growth as the current climate limits our ability to attract investment and sustain our existing business sector. Tax policy can and has had a significant impact upon the attraction and retention of private sector enterprise. More should be done in this area. The Government’s focus should not be on seeking investment opportunities for tax dollars but in tax incentives for all businesses. Risking public funds via grants and equity investment in business enterprise is a poor strategy for Government to follow in that it has a tendency to favour a cherished few at the expense of business in general. This strategy has not been very successful in the long term and has created imbalance in the market place resulting In some notable business failures. Government should not pick winners and losers but should focus on the development of a competitive business climate that facilitates business activity rather than participating in business activity. This requires Government to focus on infrastructure and on the regulatory environment.


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Infrastructure means transportation systems such as roads, highways, rail lines and air transportation. It means utilities such as electricity, natural gas, and water and sewage treatment. It also means world-class education and health care systems. Infrastructure also means public policy that supports innovation, technology transfer, research and development as keys to sustainable growth. Infrastructure also means the existence of a readily available, competent workforce. Given the challenges presented by Saskatchewan’s demographics, an aging workforce and the historical loss of our youth to other jurisdictions significant revisions to current public policy are in order. We must develop a marketing strategy which sells our people on Saskatchewan and which will sell Saskatchewan to the world. We must develop an immigration strategy that focuses on targeted immigration to address skill shortages in a proactive manner. Adjustment strategies for retraining older workers and facilitating knowledge and skill transfer from retiring workers to younger workers and youth will also be required. This means greater emphasis must be placed on skill development and developing an education system that will provide a skilled and capable workforce to ensure sustainability and meet the needs and requirements of the future job market. Clearly Government has a vitally important role to play in working closely with the business community to identify and develop the infrastructure necessary to grow our province and make Saskatchewan the best place to live, work, and invest, but Government’s role must be that of facilitator. ATTITUDE & VISION: As we have stated previously, one of the major hurdles we face in this province is in dealing with attitude. We need to develop an attitude that views change and innovation as positive and essential to the future success of our Province. A negative attitude can seriously influence the way we perceive the world around us and how others perceive us. How we perceive ourselves and how we are perceived outside of this province is of critical importance to our sense of optimism about the future and our ability to identify Saskatchewan as the best place for us to live, work and invest. We need a positive attitude and a positive vision of the future in order to make the necessary commitment and determination to see opportunity become reality. Version 1.0 of Action Saskatchewan identified negative attitude, often expressed as “not in my back yard” (NIMBY) or “I can’t do it here” or “its up to the Government”, as one of the most significant impediments to economic development in Saskatchewan. Since that initial discussion both the private and public sectors have reached the conclusion the Saskatchewan is a land of great opportunity and potential. That being said, few people are turning that potential into reality. Why not? There isn’t a shared vision, or common goal, that collectively we can all strive to attain as a Province. Recognizing that Saskatchewan is a land of great opportunity and changing our people’s perception of themselves will be a major step forward. In this regard we have a wonderful heritage of cooperative success in coming together to overcome adversity. The trouble is that our past successes have faded in our collective memory. We don’t generally tell our children what Saskatchewan has to offer. We tend to be


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suspicious and leery of change and pessimistic about the future. We share our concerns but not our optimism. This simply must change. We need to market our potential both as a society and as a marketplace. We need to rekindle a sense of urgency regarding Saskatchewan’s economic reality and in so doing establish a collective will to take the calculated risks necessary to challenge the status quo, try something different and change the “all to common” pessimistic view of Saskatchewan’s future to one of optimism and opportunity. We need to celebrate our successes, our strengths, and broaden our vision of what the future may hold for this province. It is imperative that we solve this “identity crisis” and perception problem, in order for our province to prosper and grow. That is the objective of the Action Saskatchewan initiative. “Up Your Attitude” must become the siren call and a rallying cry for each of us. In a competitive world attitude is everything. Selling the future of Saskatchewan must become the focus of our political, business and labour leaders, educators, coaches and elders. Our ability to succeed in that effort will be intimately tied to our success in fashioning a commonly held vision of what Saskatchewan should be. Growing the private sector will be accomplished when the private sector concludes that Saskatchewan is a superior place to do business in comparison to the next best alternative. This can only happen if Government manages its regulatory activities in a manner that is balanced fair and effective, consistently over time so that investors, markets, managers and employees can predict with a high degree of certainty the outcome of any inquiry and establish what the terms and conditions of an employment relationship and the relative cost of doing business will be. If efforts to increase the size of the private sector are successful then the availability of a trained and highly skilled work force becomes an issue. In Action Saskatchewan :Version 2.0 it was demonstrated that sustainable economic growth could not occur unless the working age population of the province is increased by 50,000 people. This is a daunting challenge. How then do we increase our working age population by 50,000 people? We must first come to grips with the problem. Saskatchewan’s unique demographic profile presents both a challenge and an opportunity. The fundamental issues to be considered include: an aging workforce, limited capacity to accommodate increased labour demand without significantly increased employment participation by members of the Aboriginal community, and population distribution. The dependency ratio – the number of people outside ‘working age’ compared to those of workforce age is the highest in Canada. When compared to the national average, Saskatchewan has an above average number of children and youth as well as an above average number of seniors. The demographic groups in between – aged 20 to 64 – are below the national average.


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This stands in stark contrast to the Province’s needs. We experience out-migration, particularly among the 20 – 25 year old category, at the same time as we experience labour shortages that could be filled by individuals in the same demographic group. Clearly there is a gap between the business community’s needs and our ability to fill those needs from current sources. We need to make better use of our resources by taking advantage of currently untapped resources and selling Saskatchewan to not only those outside of the province, but to everyone in the province. We need to convince our youth that this is a land of opportunity, and continuously reinforce our optimism about the future. The easiest sale we can make is to our youth! Retaining our youth and employing them here, at home in Saskatchewan in meaningful productive careers is probably the quickest way to grow our population. Inviting ex-patriots to come home to live work and invest is another powerful opportunity. Saskatchewan after all has a number of hidden advantages. It is among the least expensive jurisdictions in North America in which to operate a business. It has competitive infrastructure, plenty of arable land and potable water, an enviable quality of life and a willing workforce.


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Targeted immigration also offers significant opportunity to attract new investment to grow the private sector and new skilled and unskilled workers to be employed in an expanding economy. Currently Saskatchewan is the seventh most popular destination for landed immigrants. If this is to change we must market Saskatchewan’s potential to the Immigration officials who are interacting with foreign applicants and develop an immigration policy that enhances Saskatchewan’s appeal to new Canadians. As the baby boom generation moves closer to retirement, Saskatchewan, like many other jurisdictions, is bracing for significant labour shortages in the coming years. But unlike many regions, Saskatchewan has a distinct advantage when it comes to our demographics and the potential that they hold for the future growth of our province. How then do we take advantage of our Province's unique demographics? Fortunately Saskatchewan’s most significant untapped source of human capital is right under our noses, in our First Nations and Metis communities. In sharp contrast to the aging of our general population, the Aboriginal population in Saskatchewan is predominantly young and is continuing to grow. This represents a significant opportunity for our province to derive a competitive advantage by getting aboriginal people to enter the mainstream economy on the skilled labour front. With an aging workforce and skill shortage looming, it is more important than ever to take the necessary steps to ensure that Saskatchewan positions itself to take full advantage of this phenomenon. While the average age of the general working population is around 45 years, the largest demographic group in the Aboriginal community is 5 – 14 years, while the second largest is 15-24 years. Approximately 56% of Saskatchewan’s first nations population in under age 24, while approximately 50% of the metis population is under age 24.

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Since Saskatchewan has the highest number of Aboriginal people – in real and percentage terms – in Canada, we hold a distinct competitive advantage in an era when the entire western world is watching the graying of its baby boom generation. The problem, of course, is the participation rate among Aboriginal youth. First Nations and Metis leaders must be engaged to assist in the design of more effective strategies to prepare their youth for these opportunities.

All public policy development in the labour market must have at its core a plan to facilitate sharply increased participation rates among Aboriginal people.. Even moderate improvements in the participation rate would provide the economy with the capacity to expand labour demand by 20 to 25 per cent. Failing to achieve this objective means Saskatchewan’s economy is now at capacity in terms of labour.

It is estimated that the current workforce will peak in 2008 and then begin to decline rapidly as the baby boom generation moves into retirement. The province’s Aboriginal population is not expected to peak until well into the next decade, with the total numbers in the working age category remaining steady. Under these conditions it is clear that the best opportunity to address the looming labour shortage is to increase the workforce participation level in First Nations and Metis communities. If economic growth creates additional demand for labour such demand can be met by increasing the participation rates of first nations and metis workers in the job market. In terms of looking at the province’s labour market, the Saskatchewan Employment Demand (SED) Forecast 2001, showed projected changes to the provincial economy over a five year period, by examining industry and occupational employment demand. Some of the key findings show that between 2000-2005:

o Saskatchewan is projected to have a total of 44, 585 job opportunities, with an average annual growth rate of 0.5%. Economic activity is projected to account for 29% of total job opportunities and attrition is expected to account for the remaining 71%.

o Total employment is projected to increase by 12, 800 individuals or 3% over the forecast period. Most of those gains will occur in the manufacturing, Business Services and Mining industries.

o Sixty-five percent of all job opportunities over the next five years will require either management skills and/or post-secondary education. Job opportunities in occupations requiring a high school diploma or less still remain in demand.

o Nearly all of the job opportunities in the Health and Social Sciences, Education, and Government occupations are projected to arise through attrition.

o The fastest growing job opportunities are expected to occur in the Natural and Applied Sciences and Processing, Manufacturing and Utilities occupations, with an average annual growth rate of 2.8% for each.


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One important aspect of harnessing this opportunity facing our province will be to strengthen linkages between, the education and skills training system, the business community and Aboriginal communities. This is imperative, in addition to providing skills training and education for all of our province’s youth. To achieve this we must re-examine how education and skills training is delivered in this province. EDUCATION AND SKILLS DEVELOPMENT: A highly skilled and motivated workforce is the single most important element of success in the emerging economy. The economic and social progress of Saskatchewan depends heavily on the education and training of those entering and already in the workplace. The location, and age and racial makeup of the Saskatchewan population are changing. The jobs available now and in the future require greater skill levels and our provincial fiscal capacity to respond is limited. The challenge of matching the needs of the workplace and capabilities of the workforce must be met if the province is to grow and prosper. This chapter addresses issues related to our capacity and willingness to create and support the human capital so necessary for our future success. The public and private sector education and training context, learning outcome and educational delivery priorities, and a proactive educational agenda are discussed. Context Saskatchewan enjoys a proud education and training history. Elementary and secondary students have demonstrated success in national and international learning assessment programs. The educational community has provided international leadership in curriculum development and introduction of new technologies. Teacher education programs at the Universities of Saskatchewan and Regina are recognized nationally for their quality and high standards. A spirit of cooperation and joint effort among the educational organizations also characterizes the elementary and secondary education system in Saskatchewan.

Thirty five percent of Saskatchewan high school graduates enter post secondary programs. Most begin post-secondary studies immediately following high school completion but many return to study several years later and increasingly adults are retraining later in their careers. The majority of these students attend the Universities of Saskatchewan and Regina. A recent survey of high school students’ intentions reported that 75 per cent planned to take post-secondary studies and 56 per cent intended to enrol within 12 months of graduating. The great majority of those surveyed, 80 per cent, planned to attend a Saskatchewan post-secondary institution.

• In 2002, there are 764 publicly funded schools in 97 public, separate and francophone school divisions serving 180,700 students.

• There are also 49 largely faith-based independent schools serving 3,777 students and some 1,740 students are registered as being home schooled.

• About 18,600 of Saskatchewan First Nation students attend schools located on reserves and nearly 4,000 attend a public school off reserve under a tuition arrangement with a public school division.


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There is a growing recognition that most new jobs require post-secondary education and there is a very strong link between education and higher paying occupations. This data suggest Saskatchewan young people are interested in continuing education opportunities.

The Saskatchewan workforce is changing. Over the past twenty years the proportion of women participating in the labour force has increased substantially. At the same time the workforce has aged and a growing proportion is of Aboriginal descent. Unemployment rates are lower and workforce participation rates are higher in Saskatchewan than elsewhere in Canada; however, this is attributed to out-migration of young unemployed workers and to the substantial number of “permanently” employed farmers.

• Twenty-five per cent of Saskatchewan youth aged 18-21 in 1998-99 were enrolled full-time in post-secondary studies.

• Saskatchewan universities offer a comprehensive array of undergraduate, graduate and professional programs and serve 29,500 full and part time students.

• The Saskatchewan Indian Federated College affiliated with the University of Regina enrols 2,000 students in its programs.

• About one-third of high school graduates going on to post-secondary studies attend the Saskatchewan Institute of Applied Science and Technology at one of four campuses located in the major cities. SIAST enrols some 9,400 full-time and 1,600 part-time students, with the Dumont Technical Institute serving 440 Metis adult learners.

• Eight Regional Colleges serve Saskatchewan adults with substantial and growing enrolment in regionally delivered technical- vocational work-related programs and courses.

• The Saskatchewan Indian Institute of Technologies serves 955 students, who are enrolled through t SIIT.

• Saskatchewan is also served by 55 private vocational schools located in the major centres. Over 3,000 students are enrolled in a total of 337 programs offered by these institutions.

• In 1998, the provincial population of those 15 years of age and older was 801,000, which includes 51,000 Registered Indians, or 6.4% of the population. By 2018, the proportion of Registered Indians will increase to 128,000 in a provincial population of 850,000, for those 25 years of age and older, or will comprise 15.1% of the population.

• There are about the same number of Metis and non-status Indians in Saskatchewan as there are Registered Indians. Metis and non-status Indian people are included in the provincial totals but are not specifically identified consequently the numbers of Saskatchewan citizens of Aboriginal ancestry are under-represented in these numbers.

• Fifty-six per cent of women compared to 70 percent of men comprise the workforce. • The proportion of workers older than 35 has increased substantially including those

who are over 55 years of age. At the same time, the proportion of 25-34 year olds in the workforce has decreased.

• The anticipated decline in the non-Aboriginal population over this same time period is in those age groups under 45 years of age.


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In summary, the Saskatchewan workforce will age and First Nations, Metis and non-status Indian Aboriginal people will make up a greater proportion in the future. Together Saskatchewan people must work to ensure every person can participate fully in the economy. Work opportunities in Saskatchewan are also changing. The single greatest decline in the workforce over the past 20 years has been in the agriculture sector, followed by construction and utilities, while growth has been experienced in the services, manufacturing, and forestry, fishing, mining, oil and gas sectors. These growth areas of the economy for the most part demand high skill levels among employees. Priorities The education and training of the Saskatchewan workforce of the future must focus on six priorities: quality, access, equity, efficiency, accountability and partnership. Competition will demand product excellence and this challenge can only be met by a highly skilled and motivated workforce. The rural and remote characteristic of Saskatchewan requires that the education and training system be served by the very best distance learning opportunities. The demographic composition of the population in Saskatchewan will create equity challenges for learning institutions and the work place. Limited provincial government fiscal capacity will dictate that the education system take full advantage of the resources available. The ability and willingness of business and government to work in partnership to serve the learning needs of Saskatchewan students and the workforce is a key distinguishing characteristic of a planned and cooperatively developed future. Quality The Conference Board of Canada identified a set of employability skills for the year 2000 and beyond. These skills were identified as the “skills you need to enter, stay in, and progress in the world of work whether you work on your own or as a part of a team”. The list is included here as the best current comprehensive set of skills and capabilities that businesses and organizations are suggesting that we strive for in our courses and programs. These skills provide a focus for the expectations employers have of the education system. They are essential to the future success of Saskatchewan business and industry. However, the ability to work as a member of a team, to think and solve problems, and to learn independently is equally valuable in other contexts. Adults who take advantage of continuing education opportunities must be able to learn independently, citizens who serve their communities on boards and councils are team members, and to enjoy the arts every person must be able to think critically. We recognize, as well, that quality education includes more than these skills and capabilities. Opportunities to learn how science interprets and explains phenomena, to know Canada’s history and place in the world community, and to appreciate how individuals express themselves through the arts are also components of a quality education.


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Fundamental Skills Personal Management Skills

Teamwork Skills

The skills needed as a base for further development

Communicate -Read and understand information presented in a variety of forms. - Write and speak so others pay attention. -Listen and ask questions to understand and appreciate the points of views of others. -Share information using a range of information and communication technologies. -Use relevant scientific, technological and mathematical knowledge and skills to explain or clarify ideas.

Manage Information -Locate, gather and organize information using appropriate technology and information systems. -Access, analyze and apply knowledge and skills from various disciplines.

Use Numbers -Decide what needs to be measured or calculated. -Observe and record data using appropriate methods, tools and technologies. -Make estimates and verify calculations.

The personal skills, attitudes and behaviours that drive one’s potential for growth

Demonstrate Positive Attitudes and Behaviours

-Feel good about yourself and be confident. -Deal with people, problems and situations with honesty, integrity and personal ethics. -Recognize your own and other people’s good efforts. -Take care of your personal health. Show interest, initiative and effort.

Be Responsible -Set goals and priorities balancing work and personal life. -Plan and manage time, money and other resources to achieve goals. -Assess, weigh and manage risk. -Be accountable for your actions and the actions of your group. -Be socially responsible and contribute to your community.

Be Adaptable -Work independently or as a part of a team. -Carry out multiple tasks or projects. -Be innovative and resourceful: identify and suggest alternative ways to achieve goals and get the job done. -Be open and respond to constructively to change. -Learn from your mistakes and accept feedback. -Cope with uncertainty.

The skills and attributes needed to contribute productively

Work with Others -Understand and work within the dynamics of a group. -Ensure that a team’s purpose and objectives are clear. -Be flexible: respect, be open to and supportive of thoughts, opinions and contributions of others in a group. -Recognize and respect people’s diversity, individual differences and perspectives. -Accept and provide feedback in a constructive and considerate manner. -Contribute to a team by sharing information and expertise. -Lead or support when appropriate, motivating a group for high performance. -Understand the role of conflict in a group to reach solutions -Manage and resolve conflict when appropriate.


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Think and Solve

Problems -Assess situations and identify problems. -Seek different points of view and evaluate them based on facts. -Recognize the human, interpersonal, technical, scientific and mathematical dimensions of a problem. -Identify the root cause of a problem be creative and innovative in exploring possible solutions. -Readily use science, technology and mathematics as ways to think, gain and share knowledge, solve problems and make decisions. -Check to see if a solution works, and act on opportunities for improvement.

Learn Continuously

-Be willing to continuously learn and grow. -Assess personal strengths and areas for development. -Set your own learning goals. -Identify and access learning sources and opportunities. -Plan for and achieve your learning goals.

Work Safely -Be aware of personal and group health and safety practices and procedures, and act in accordance with these

Participate in Projects and

Tasks -Plan and design or carry out a project of task from start to finish with well-defined objectives and outcomes. -Develop a plan; seek feedback, test, revise and implement. -Work to agreed quality standards and specifications. -Select and use appropriate tools and technology for a task or project. -Adapt to changing requirements and information. -Continuously monitor the success of a project or task and identify ways to improve.

The Saskatchewan elementary and secondary school curriculum, like other educational programs in Canada, is organized around areas of study such as language arts, mathematics the sciences and social studies. Since 1986, the curriculum has also included the “Common Essential Learnings”. These are similar to the Conference Board of Canada’s employability skills and are regarded as essential capabilities for post secondary studies and adult learning. The Common Essential Learnings are: Communication, Numeracy, Critical and Creative Thinking, Technological Literacy, Personal and Social Values and Skills, and Independent Learning.


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Common Essential

Learning Definition

Communication Focuses on improving students’ understanding of the language demands in each of the subject areas, based on a recognition that language is central to learning in all subject areas. The goal is to promote students’ learning in all school subjects through improving their language abilities within each subject.

Numeracy Is concerned with developing students’ knowledge, skills and appreciations of mathematical ideas, techniques and applications. The goal is to enable students to cope confidently and competently with everyday situations demanding the use of mathematical concepts, as well as developing their ability to learn new concepts when necessary.

Critical and Creative Thinking

Is intended to better develop students’ abilities to create and to evaluate ideas, processes, experiences and objects. The goal is to develop students who value knowledge, learning and the creative process, who can and will think for themselves, yet recognize the limits of individual reflection and the need to contribute to and build upon mutual understandings of social situations.

Technological Literacy

Is concerned with improving students’ understanding of how technological systems are integral parts of social systems, and that they cannot be fully separated from the political, cultural and economic frameworks which shape them. The goal is to have students appreciate the value of technology in society within the context of its limitations, and see themselves as having roles and responsibilities in shaping public policy related to technological change.

Personal and Social Values and Skills

Examines the personal, moral, social and cultural aspects of each school subject and of the school environment. What is desired are students who are capable of self-reliance and willing and able to work harmoniously in groups and with other groups.

Independent Learning

Focuses on creation of the opportunities and experiences necessary for students to become capable, self-reliant, self-motivated and life-long learners. What is desired are students who value learning as an empowering the other C.E.L.s contribute to the goal of developing independent learners.

The skills and abilities required of the present and emerging workplace must be taught in our schools. The quality required now and in the foreseeable future in the Saskatchewan workplace is skilled application and use of these skills and learnings as a responsible and motivated member of a team. Although specific areas of content may be less important in and of themselves, it is critical to future economic growth that more learners, both younger and mature students, focus their studies in the sciences and technology. Significant growth of the Saskatchewan economy is forecasted to be in areas that require technical skill and


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knowledge. The workforce must have the necessary capabilities to take advantage of these opportunities. Access Saskatchewan is a rural province and many citizens live in remote locations that are difficult to service. Regardless of location every person must have reasonable access to appropriate and essential learning opportunities. This is important not only for children and youth, but is increasingly important for adult learners. Opportunities for adults to retrain perhaps on several occasions during their careers will be a key measure of access to learning opportunities. Development of Community Net and on-line learning is essential to future educational access. However, it must be recognized that not all-possible learning opportunities can be available everywhere. Saskatchewan must make deliberate strategic choices about public investment in education and training. Those who plan education and training opportunities must give major consideration to the positive benefit for the economy. Equity More than other provinces, Saskatchewan must ensure that Aboriginal children, youth and adults have access to and success with quality learning opportunities. A great deal has been accomplished during the past ten years. The school curriculum includes Aboriginal content in all subject areas; Indian languages and Michif are taught in a growing number of Northern and urban schools and in First Nations schools; and, the school social environment has been made more open and welcoming for Aboriginal students and parents. But there is much left to accomplish. Academic success of Aboriginal students is not assured and graduation rates fall significantly behind those of non-Aboriginal students. Participation rates of adult Aboriginal learners at Saskatchewan universities is on par with the non-Aboriginal population but they are under-represented in science and technology and some professions. Establishment of the Saskatchewan Indian Federated College at the University of Regina, and of the Saskatchewan Indian Institute of Technologies and Gabriel Dumont Institute bode well for the future and can serve as important symbols of educational equity. There is no higher priority for this province than to achieve fair and equitable learning opportunities and success for every citizen. Barriers to academic success and full participation in the economy are not limited to race and culture, but include gender, location and some disabling conditions. These, too, must be addressed by education and training institutions and by employers. Full participation for every person in Saskatchewan must be seen as an achievable goal.


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Efficiency The public education sector in Saskatchewan is large and at times cumbersome. The sector must be quick to adapt and resources must be clearly targeted where they are needed most. The recognized need for administrative and planning capacity, the public desire for choice in their children’s schooling, and the requirement that distance not become a barrier to access causes significant financial pressures on the publicly funded education system. On the other hand, every opportunity must be taken to reduce duplication and to focus high program development costs where they are essential rather than to re-develop in Saskatchewan what is already available elsewhere. Accountability Saskatchewan citizens expect the education and training system to be accountable. In general, the public believes K-12 schools and post-secondary institutions are doing a good job, students receive a good education and the system is well governed. At the same time it is recognized that Saskatchewan is not isolated from a highly competitive global knowledge based economy. Economic and social progress depends directly upon the capabilities of the Saskatchewan workforce. For this reason, there is a strong need for the elementary-secondary and post-secondary education sectors to monitor student achievement and to plan on the basis of good information about desired outcomes. Students, parents, employers and taxpayers need similar information to maintain their confidence in the system. Partnership Partnership between business and industry, and the education system is an essential feature of quality, relevance, and efficient operation. There is growing co-operation between small business and major industries and the education system. Many businesses work closely with schools and post-secondary institutions to provide work experience, work training, career awareness and mentorship programs for students. Major industries support a whole range of learning opportunities and provide significant funding for student social and health support programs. Business and industry is a key partner of education and, as learning opportunities improve, all parts of the Saskatchewan economy must become more closely engaged in the education system. A Proactive Agenda A proactive agenda is needed to ensure that the Saskatchewan workforce is well matched to the workplace. Much of what is now in place must be retained, but improvements are needed. A proactive agenda includes a renewed and strengthened effort to meet the learning needs of Aboriginal people. The historical focus on equity within the school system must be retained but must also be strengthened. It is not acceptable for such a large proportion of Aboriginal youth to be unsuccessful in the school system. A strong united


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effort is needed to overcome barriers to their success. Schools need the support of business and industry in meeting this challenge and business and industry must recognize and accept the changes that will occur in the workplace as a greater proportion of Aboriginal young people gain entry to the workforce. A proactive agenda includes a renewed and strengthened effort to ensure all Saskatchewan students learn the workplace skills and capabilities that are essential for future success. The Saskatchewan curriculum, on paper, is well aligned with the expectations of the business community; however, to achieve desired employability outcomes, greater emphasis must be placed on the Common Essential Learnings. These are the skills and capabilities that are key to individual and collective economic and social progress and must not be left to chance. Saskatchewan schools and post-secondary institutions need to know they have the support and encouragement of the business community as they teach these essentials. A proactive agenda includes a renewed and strengthened effort to develop learning opportunities for adult learners. Those who must learn to retain their place in the workforce and those whose jobs disappear as the workplace and economy changes must have access to learning opportunities. A knowledge-based economy demands knowledgeable workers and a viable future plan for educational development must address re-training needs. A proactive agenda includes a renewed and strengthened partnership between business and industry and the education system. Saskatchewan citizens want a strong education system. They want their children to be responsible, knowledgeable, participating and competitive. It is fully recognized that schools, including post-secondary institutions, cannot do this alone. Parents, community, business and industry are key partners in the challenge ahead. Educational institutions recognize that their purpose goes beyond academic success and includes the social, health and spiritual growth of children. For all students, career education and development of workplace skills are recognized objectives of the system. Workplace-based training initiatives, adjustment strategies and prior learning assessment tools and recognition will be of tremendous importance in facing the competitive challenges of the future. Indeed as the Government of Canada observed in its recently released discussion paper, Knowledge Matters: Skills And Learning For Canadians in the new knowledge based economy maintenance of living standards and quality of life are inextricably linked to the competitive challenge in which skills development and learning, innovation and productivity are the key measures of success. The full exploitation of the Canada-Saskatchewan Labour Market Development Agreement will be important in securing the resources necessary to ensure that the Saskatchewan Skills and Learning agenda is developed to its greatest potential. Success in this regard will be achieved when Saskatchewan has:


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1) Established a of foundation lifelong learning for our children and youth, 2) Strengthened accessibility to education and training for all citizens, including first

nations and immigrants, while maintaining our standard of excellence in post-secondary education

3) Developed a world-class workforce that meets the labour demand in a growing economy.

REGULATION: It is possible to create a regulatory environment that offers world-class protection to working people and is seen by employers as offering a competitive advantage to their enterprise! Traditional employment regulations are frequently applied inflexibly by regulators who often do not appreciate the competitive environment in which a business enterprise functions. These regulations tend to be complaint based, which means they are applied retroactively by a policing agency rather than prospectively by the employer who should be fully engaged in regulatory compliance as a way of doing business. We believe that there is a better way! We believe that principled regulation – not regulation to the lowest common denominator, is what is needed. Not “one size fits all” regulation, but regulation based upon clear objectives and a strategic consideration of competitive realities present in a given sector of the economy. Workplaces that are governed by a regulatory regime that demonstrates and exemplifies flexibility and practicality tend to be highly productive and competitive. Effective regulation by definition must provide for the solution-oriented, common sense application of basic standards to workplaces. Education rather than policing will be utilized as the primary compliance tool. Under this model regulation will offer protection to individuals, establish a duty of care for both employers and workers, and ensure that employment standards are applied with common sense in a self-assessment and reporting model similar to the income tax system. This proposed new regulatory model would consist of the following elements:

1. The creation of performance based standards on a sectoral basis, designed to meet clear, agreed-upon public policy goals such as worker protection, job creation and economic development within the context of the competitive realities for each sector.

2. Responsible stewardship of the health, safety and economic welfare of the Saskatchewan workforce via:

• The communication of applicable standards to employers, employees and their representative industry associations or trade unions as applicable.

• Compliance management by the regulated community that may require that a periodic report be filed (ie. all employers, employees,) to satisfy the regulatory body.

• Monitoring and reporting on the aggregate information collected regarding performance towards objectives, by the Regulator.

3. System improvement through a feedback mechanism such as a stakeholder review every five years to determine how effectively the system is functioning, including an analysis of whether public policy goals are being met.


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4. Intervention by exception, with findings subject to review and appeal. 5. Third party enforcement based upon the principles of natural justice and due

process of law. Saskatchewan workplaces can benefit from the competitive advantage that can be gained from the development and implementation of a regulatory regime that encourages self- assessment and compliance with sectoral standards that enhance the operation of employment activities on a competitive basis. The regulatory standards must be transparent, sector specific, practical and balanced. Enforcement must be exception-based and focused on establishing a clear balance between the needs of the industry to operate competitively and the dignity and respect of the working people employed in the sector. Standards should be set at an appropriate level that recognizes the practical methods of operation utilized by a sector and the public policy objectives of Government. It is clear that the relative supply of labour within the sector can work both in favour of improvements in employment standards and economic growth. The current rush to regulate labour standards in the Hog Production Industry is yet another example of traditional thinking, which impedes economic development and fails to recognize the ability of the labour market to address workplace issues over time. This regulatory activity will have a negative impact on investment and growth in this part of the agricultural sector of Saskatchewan’s economy. Similarly, the decisions of adjudicators, Boards and tribunals in regulating Saskatchewan workplaces continue to have a detrimental impact on economic development in the Province and remain a major issue for the business community. There is an overwhelming concern that decisions made in the regulatory arena, often have more to do with pushing an ideological agenda for political expediency, supporting the policies of one’s friends in response to some effective advocacy and less to do with the common sense application of a known regulatory standard to a given set of facts. Unfortunately the perception is that these regulatory bodies are making public policy in respect to workplace issues rather than applying the policy developed by the Government of Saskatchewan and adopted by the Legislature. There is a definite need to correct the bias that has permeated every discussion about human resource planning and labour force development during the past number of years. The business community needs to know that its concerns are being heard and that the concerns of organized labour are being balanced against those of business. This will happen when we have agreed upon standards that are stable and applied in an unbiased fashion. Currently there is a deep and abiding feeling that the interests of business are being subverted in favour of the interests of labour. It has become common for discussions regarding hearings and adjudications by Boards, Commissions and Tribunals held to address disputes arising out of the workplace, to raise questions of procedural fairness and balance. More and more the business community believes that its members can’t get


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a fair hearing. This belief damages economic development as negative perceptions displace positive perceptions of Saskatchewan’s business climate. Balance From an economic development perspective, perception is reality. The issue of balance and fairness in the legislative and regulatory regime, which governs Saskatchewan workplaces, must be squarely addressed. Failure to do so will stifle economic growth and result in our failure to achieve the potential we all desire. Due process demands impartiality on the part of adjudicators, who make clear findings of fact and render timely decisions based on common sense. The parties to a dispute need to know why a decision went a particular way and they need to know and understand the yardstick applied to a particular case. Most importantly they need the assurance over time that the yardstick hasn’t moved. Reliability of outcome is the hallmark of a successful regulatory regime. It is far easier to do the right thing when you know what the rules are! The issue of impartiality is a very important one, especially if the process is to enjoy integrity and the active support of interested parties. The standard applied to Board Chairs and Adjudicators must be very high and they, in the conduct of their duties, must be sensitive to bias and the perception of bias. Co-operation Changes to the legislative and regulatory regime that governs Saskatchewan workplaces should be infrequent and should occur only with the support of business and worker stakeholders to address areas of mutual concern. Change should not come as the result of political expediency but as the product of consensus, which emerges as a result of extensive analysis and discussion. The Saskatchewan Chamber of Commerce has long sought the depoliticization of the process through the establishment of The Saskatchewan Industrial Relations Council. SIRC would be composed of learned practitioners in industrial relations and employment law, appointed by the business community and workers and trade unions. SIRC would meet regularly to discuss issues related to the administration of the legislative and regulatory regime and advise Government on proposals for amendment which have been arrived at via consensus. This process will create stability in that only proposals agreed to by all parties would proceed to Government for implementation. It will also ensure that the acrimony that usually surrounds the amendment of labour legislation is avoided thereby eliminating the detrimental impacts such amendments have on economic development. CONCLUSIONS & RECOMMENDATIONS: The Government of Saskatchewan must fundamentally change it approach to economic development by abandoning forty years of practices, which have at best shown limited short-term economic benefit. Government must embrace a long-term strategy that will address the ongoing viability of Saskatchewan’s economy and the sustainability of our world class social programs. The role of Government must be that of service provider in the health care and education arenas but the role of Government in the economy must be


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that of facilitator and guardian of the infrastructure necessary to the maintenance of a thriving business climate. Government must champion innovation, but from the sidelines. The future is ours for the making, but making our vision a reality will prove a difficult undertaking without bold leadership from the business community and a dynamic supportive and solid commitment from Government to adopt an economic development agenda that moves unflinchingly and consistently towards:

1. doubling the size of the private sector in Saskatchewan, 2. increasing Saskatchewan’s working age population by 50,000 persons, and 3. taking full advantage our Saskatchewan’s demographic reality.

Government action in the form of proactive regulatory reform via the implementation of the self-assessment and compliance model discussed above would be a very positive first step. Government can certainly work much closer with the business community to market and promote Saskatchewan’s strengths and opportunities to all members of our society, particularly our youth and to the broader world. It can also do a much better job of facilitating the creation and articulation of a bold vision of Saskatchewan’s future. Action Saskatchewan holds the promise of doing just that. The Government of Saskatchewan must employ public policy initiatives that promote an innovation agenda, foster the emergence of new strategic partnerships between the business community, First Nations and Metis communities, the education and skills training system and worker organizations, and which will address the skill shortage and knowledge transfer issues presented by our aging workforce. This is a time for all stakeholders to give up their paradigms, to challenge conventional wisdom and accept a new reality – sustainability requires growth. Growth as we have seen will require the goring of some oxen and the slaughter of some sacred cows. The business community must forge strategic alliances with educational institutions and training service providers to bridge the skill and knowledge gaps that already exist and those that will be identified as we move forward. Workplace adjustment policy and the development of a proactive immigration strategy will be of significant importance to the business community going forward. Access to workplace based education and skills training will also be critical. Exploiting new satellite and computer based learning technology will provide a competitive advantage in the knowledge-based economy. Recent developments within the ranks of organized labour suggest that trade union leaders do not share the business community’s concerns regarding economic development in Saskatchewan. Indeed, it appears that for some trade unionists any discussion of economic and regulatory reform is viewed as a threat that must be met immediately with a strong opposition to any proposed business friendly changes in labour laws. The debate usually degenerates into an adversarial diatribe of worker rights verses free enterprise polemics, which is quickly viewed by the public as a struggle between right wing and left wing ideologies. Thus the debate is usually discarded as irreconcilable.


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If that were to happen in the current context, such an impasse will be a significant lost opportunity for the Province to renew its promise and begin its journey to greater prosperity. The issues discussed in this paper are of critical importance to the future of Saskatchewan. They deserve to be widely and publicly debated. The business community must assert itself to ensure that the vast silent majority in this Province understands the issues, develops an informed opinion and expresses that opinion to business, trade union and political leaders. Now is the time for leadership and decisive action from and by the business community. Clearly the way ahead will be controversial. It will require a certain amount of trust and good faith on the part of all interested parties if it is to succeed. It will involve risk taking by Government, by organized labour and by employers but it will hold out the best hope of achieving the vision we all desire – a thriving and prosperous economy which provides good jobs and bright futures to all Saskatchewan people.


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Bibliography

Saskatchewan Post-Secondary Education & Skills Training/Human Resources Development Canada Saskatchewan Employment Demand Forecast 2001 – March 2002 Saskatchewan Post-Secondary Education & Skills Training Annual Report 2000-2001 The Conference Board of Canada Employability Skills 2000+ Saskatchewan Education - Core Curriculum Common Essential Learnings – 1989 Citizenship & Immigration Canada - "Pursuing Canada's Commitment to Immigration" - The Immigration Plan for 2002" Government of Canada - " Knowledge Matters: Skills and Learning for Canadians" Canada's Innovation Strategy

Documents

196Human Resource Plan - A Call to Action