Nanwakolas Training and Employment

Strategy

Strategy Report – July 2016

Nanwakolas Training and Employment Strategy Final Report ii

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 iii

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. 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.

2. Convene a structured steering committee to determine the terms of reference. 3. 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

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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 4. 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

5. Deliver at least four community presentations to share the community-specific findings, recommendations and options for implementation.

6. 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. 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.

2. 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.

3. Engagement of First Nations and members, including youth, and other Aboriginal groups, industry groups and employers, and education, training and employment service providers.

4. 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. 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 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 v

survey questionnaires were sent with a 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 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.

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, 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.

6. 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.

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, 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. First Nations and Aboriginal group meeting (1) 2. Aboriginal youth focus group sessions (2) 3. Employer Advisory Committee meeting (1) 4. Employer/industry engagement session (1) 5. Education, Training and Employment Service Provider Advisory Committee meeting (1) 6. Individual meetings with education, training and employment service providers (3) 5. Federal government interviews (3) 6. Provincial government interviews (9) 7. Local government meeting (1) 8. May 5

th Multi-Stakeholder Forum (1)

9. Project Steering Committee meetings (3)

The following are the dominant themes that crossed over First Nations and stakeholder sectors:

1. Lack of funding

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2. Lack of drivers’ licenses and life skills 3. Lack of social supports, including child care and home support 4. Disconnect between the training provided by schools and the skills needed by employers 5. Limited band administrative capacity 6. Various kinds of work exposure/experience improve educational and employment outcomes 7. Partnering and building relationship 8. Prepare for careers, not just entry level jobs 9. 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:

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1. Understanding employer human resource requirements and effective connections. 2. 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 ‘go-to’ 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. Increasing Aboriginal participation and success in education and post-secondary education and credential attainment.

2. Increase First Nation members’ awareness of and readiness for meaningful employment. 3. Create mechanisms for effectively connecting First Nation members with employers and employment

opportunities. 4. Sustain partnerships among First Nations, employers and service providers focused on Aboriginal training

and employment success. 5. Create and expand flexible, adaptable job training models for Aboriginal employment and career

progression. 6. 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. Leadership, coordination and management 2. Ongoing scanning and assessment of labour market supply, demand and gaps to maintain evidence-based

Strategy

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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.

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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

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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 xi

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.

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.

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

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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.

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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.

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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

Key Performance Indicators/Outcomes .............................................................................................................. 69 V Implementation – Supporting Infrastructure ....................................................................................................... 71

Phases and Timelines ........................................................................................................................................... 71 Resource Requirements and Development ......................................................................................................... 71 Major Partnerships .............................................................................................................................................. 75 Governance and Other Roles ............................................................................................................................... 75 Accountability Framework ................................................................................................................................... 75

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May 5, 2016 Multi-Stakeholder Forum, Thunderbird Hall, Campbell River

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.

Nanwakolas Training and Employment Strategy Final Report 2

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

connectedness.”1

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

involvement and participation continues, the wellbeing of the Nation continues expanding.”2

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 3

Figure 1 - Traditional Territories of the Nanwakolas Council Member First Nations

Nanwakolas Training and Employment Strategy Final Report 4

Figure 3 - Individual and Community Wellbeing for First Nations

Figure 2 - Community Wellbeing

Nanwakolas Training and Employment Strategy Final Report 5

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. Commit to meaningful consultation, building respectful relationships, and obtaining the free, prior, and

informed consent of Indigenous peoples before proceeding with economic development projects.

ii. 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.

iii. 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 6

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. 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.

2. Convene a structured steering committee to determine the terms of reference.

3. 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

4. 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

5. Deliver at least four community presentations to share the community-specific findings,

recommendations and options for implementation

6. 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. 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.

2. 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 7

3. Engagement of First Nations and members, including youth, and other Aboriginal groups, industry groups

and employers, and education, training and employment service providers.

4. 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. A five-year Nanwakolas Training and Employment Strategy

2. A Workforce Strategy Implementation Plan

3. Endorsement and participation from Nanwakolas member First Nations and their individual members

4. Buy-in and participation from industry and service provider stakeholders

5. Confirmed funding options for the Strategy

6. Confirmed partnerships for implementation of the Strategy

7. Communications plan targeting all regional stakeholder groups

8. A collaborative tripartite approach: First Nations < > Industry < > Service Providers

The overall project outcomes of Phase 2 were:

1. 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,

2. 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 8

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. Regular reporting (including meeting summaries) to their respective Chiefs and Councils on the work of

the Steering Committee and the progress of the Project.

2. Liaising between the REDO, Chiefs and Councils, NVIATS and the Project Consulting Team.

3. Attending Steering Committee meetings.

4. Reading and maintaining all key information provided to him/her pertaining to the Project activities.

5. Full participation in the activities of the Steering Committee to ensure the inclusiveness of all Nations and

the successful outcome of the Project.

6. 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:

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.

II 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 9

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. 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 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 10

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. 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.

2. 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.

3. 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.

4. 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.

5. 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.

6. 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 11

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. First Nations and Aboriginal group meeting (1)

2. Aboriginal youth focus group sessions (2)

3. Employer Advisory Committee meeting (1)

4. Employer/industry engagement session (1)

5. Education, Training and Employment Service Provider Advisory Committee meeting (1)

6. Individual meetings with education, training and employment service providers (3)

10. Federal government interviews (3)

11. Provincial government interviews (9)

12. Local government meeting (1)

13. May 5th

Multi-Stakeholder Forum (1)

14. 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 12

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. Lack of basic qualifications such as high school completion and drivers’ licenses affect peoples’ ability to

be considered for employment.

2. 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.

3. Students are looking for career based workshops, work experience opportunities, and First Nations career

fairs to support their career planning.

4. Students would like employers and schools to come to their communities.

5. Shyness and anxiety when applying for work and attending job interviews is a significant barrier to getting

jobs.

6. Students and job seekers are willing to travel to education and work opportunities.

7. Child-care within their home communities would benefit youth wanting to attend school and work.

8. Youth go ‘on-line’ to look for work opportunities. Email and social media (Facebook) are the best way to

communicate with them.

9. Parents, elders and friends are influential in helping students identify jobs and training to pursue.

Education, Training and Employment Service Providers

1. The need to improve connections between education and training providers and employers and their

needs.

2. Basic needs such as housing must be met in order for later training and employment to be successful.

3. Training needs to focus on the basic life skills needed by First Nations students, including Aboriginal

languages training.

4. Funding restrictions, including the timing of fund availability and complexity of the systems, create many

barriers to success.

5. Incorrect academic course selection [prerequisites] limits students’ future ability to pursue

apprenticeships and other higher-level training.

6. Bridging between school and work is a difficult transition for some students.

7. Focused effort on laddering and pathways to permit students to “jump around” will lead students to

better educational outcome.

8. Additional professional development and program development time and resources are needed by

teachers.

9. 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 13

from within the training community is important to ensure cultural relevance. Each community is

different.

10. Elders can play a critical role in supporting students who attend schools outside of their home

communities.

11. A difference in the perception of time between schools/employers and First Nations can be challenging to

the smooth functioning of training and work.

12. Labour market information is an important planning tool for training program development.

13. Achieving full time employment may require holding more than one job; year round employment may

mean holding different seasonal jobs.

14. Helping students see career pathways, not just entry-level jobs, will improve educational and employment

outcomes.

15. Self-sustainability of communities requires many trades and other job classifications. Band members will

benefit from looking within their communities for employment opportunities.

16. Micro-enterprise and entrepreneurship are goals of a significant number of First Nations members.

17. The Strategy must be connected to individual band’s economic development strategies.

18. Lack of capacity at the band level is a likely barrier to successful implementation of the Strategy.

19. Culturally sensitive aptitude, skill and interest assessments of students will support appropriate career

planning.

Employers and Industry Groups

1. The need to improve connections between education and training providers and employers and their

needs.

2. Support for ‘close-to-project’ supervisors and managers is important to the success of Aboriginal

employment.

3. Long term and pension earning jobs should be the goal of the Strategy.

4. 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.

5. Lack of educational prerequisites is a significant barrier to entry into many career paths.

6. 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.

7. Many of the educational issues facing Aboriginal youth are systemic and also affect non-aboriginal youth.

8. 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.

9. 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.

10. First Nations employees support each other in the workplace when they are able to work together. Post-

hiring mentorships and elder support are aids to success.

11. 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.

12. Support and engagement from unions will reduce the barriers faced by some employers.

13. Child-care and other home supports, including for single parents, will allow more First Nations members

to seek education and employment.

14. Cultural safety training in some workplaces creates a welcoming environment for First Nations employees.

Nanwakolas Training and Employment Strategy Final Report 14

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 15

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. There are many funding programs for Aboriginal education, training and employment across federal and

provincial programs

2. 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.

3. Contacts will all be invited to the Forum and it is anticipated that some of them or their colleagues will

attend

4. Many funding programs have committed funds in multi-year allocations to service providers.

5. MARR has one of the largest funding programs for First Nations, but it is for LNG-related projects only

($30 million over 3 years).

6. 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.

7. We need to monitor certain programs for new calls for proposals (e.g. SPI, SPF, ITA, provincial Job Grant,

ESS, etc.).

8. The Industry Training Authority Regional Apprenticeship Advisor may be able to help leverage ITA, post-

secondary and other funding through his role and network.

9. 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. Lack of funding

2. Lack of drivers’ licenses and life skills

3. Lack of social supports, including child care and home support

4. Disconnect between the training provided by schools and the skills needed by employers

5. Limited band administrative capacity

6. Various kinds of work exposure/experience improve educational and employment outcomes

7. Partnering and building relationship

8. Prepare for careers, not just entry level jobs

9. 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 16

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 VI/Coast Region British Columbia

Labour force 396,000 2,470,500

Employment 371,400 2,308,100

Unemployment 24,600 162,400

Unemployment rate 6.2% 6.6%

Unemployment rate (Aboriginal) 16.6% 16.4%

Unemployment rate (Youth, 15-24) 12.2% 12.9%

Unemployment rate (Immigrants) 6.6% 6.8%

Participation rate 59.9% 64.1%

% of Labour Force with some PSE 67.3% 69.8%

EI beneficiaries (Regular Benefits)

% of total labour force

9,060

2.3%

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)

Age MWRD CVRD SRD

Three RDs BC

Total % of Total Total % of

Total

15-19 730 3,800 2,700 7,230 6.1 275,165 6.3

20-29 1,255 5,665 3,985 10,905 9.2 568,605 12.9

30-39 1,330 6,265 4,595 12,190 10.3 556,855 12.7

40-49 1,720 8,785 6,135 16,640 14.1 664,365 15.1

50-59 2,115 10,910 7,930 20,955 17.7 677,945 15.4

60-64 850 5,440 3,820 10,110 8.5 677,945 6.6

Total 11,505 63,540 43,255 118,300 100 4,400,055 100

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 17

Table 3: Total Aboriginal Identity Population by Regional District, 2011

Mount Waddington (MWRD), Comox Valley (CVRD) and Strathcona (SRD)

Age MWRD CVRD SRD Total % of Total

15-19 265 325 505 1,095 10.3

20-29 450 400 520 1,370 12.9

30-39 315 380 500 1,195 11.3

40-49 345 430 625 1,400 13.2

50-59 360 270 760 1,390 13.1

60-64 110 140 205 455 4.3

Total 3,050 2,910 4,655 10,615 100

Registered

Treaty Indian

2,535 840 3,015 6,395 n/a

Aboriginal

Identify

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

Total Population (Aboriginal and Non-Aboriginal) Aboriginal in

3 RDs NI Regional Districts Total 3 RDs B.C.

MWRD CVRD SRD Total % Total % Total %

No certificate, diploma or

degree

2,535 9,465 7,335 19,335 19.7 607,655 16.7 3,030 39.1

High school diploma or

equivalent

2,565 14,585 10,525 27,675 28.2 1,009,400 27.7 2,060 26.6

Apprenticeship or trades

certificate or diploma

1,425 7,830 5,620 14,875 15.1 387,455 10.6 890 11.5

College, CEGEP or other

non-university cert. or

diploma

1,495 10,870 6,640 19,005 19.3 628,115 17.2 1,190 15.4

University certificate or

diploma below bachelor

level

360 2,345 1,415 4,120 4.2 208,245 5.7 260 3.4

Nanwakolas Training and Employment Strategy Final Report 18

Bachelor’s degree 585 5,280 2,695 8,560 8.7 805,965 22.1 225 2.9

University certificate,

diploma or degree above

bachelor level

225 3,050 1,465 4,740 4.8 294,725 8.1 85 1.1

Total 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 non-

Aboriginal 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 LF – Aboriginal and Non-Aboriginal Aboriginal in

3

RDs

MWRD CVRD SRD Total

3 RDs

B.C.

Total Population 15+ 9,195 53,430 35,685 98,310 3,646,840 7,745

Employed 5,570 29,265 19,825 54,660 2,171,465 3,795

Unemployed 640 2,850 2,095 5,585 182,775 885

Not in the labour force 2,985 21,315 13,760 38,060 1,292,595 3,070

Participation rate 67.5 60.1 61.4 61.3 64.6 59.7

Employment rate 60.6 54.8 55.6 55.6 59.5 49.0

Unemployment rate 10.3 8.9 9.6 9.3 7.8 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

Occupational Category

% of Total Labour Force

Aboriginal & Non-Aboriginal

Aboriginal 3 RDs B.C.

All Occupations 58,845 2,305,320 4,388

Management 10.6 11.4 7.3

Business, finance and administration 12.7 16.0 9.2

Natural and applied sciences and related 5.9 6.7 5.3

Health 7.0 6.4 2.7

Education, law and social, community and government

services

12.0 11.5 13.9

Art, culture, recreation and sport 2.9 3.4 3.2

Nanwakolas Training and Employment Strategy Final Report 19

Sales and service 23.6 24.0 24.8

Trades, transport and equipment operators and related 16.0 14.6 16.3

Natural resources, agriculture and related production 6.6 2.6 10.3

Occupations in manufacturing and utilities 2.9 3.2 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

Industry Category

% of Total Labour Force

Aboriginal & Non-Aboriginal Aboriginal

3 RDs B.C.

All Industries 58,945 2,305,315 4,375

Agriculture, forestry, fishing and hunting 8.5 2.7 11.4

Mining, quarrying, and oil and gas extraction 2.1 11.0 0.8

Utilities 0.6 0.6 0.5

Construction 8.2 7.9 9.4

Manufacturing 4.1 6.5 6.4

Wholesale trade 2.3 3.9 1.7

Retail trade 14.0 11.6 12.5

Transportation and warehousing 4.5 5.1 4.3

Information and cultural industries 1.3 2.7 0.7

Finance and insurance 2.3 4.0 1.4

Real estate and rental and leasing 2.1 2.4 1.0

Professional, scientific and technical services 4.9 7.8 2.6

Management of companies and enterprises 0 0.1 0

Administrative and support, waste management and

remediation services

4.1 4.3 4.7

Educational services 7.0 7.3 4.9

Health care and social assistance 11.9 10.8 8.5

Arts, entertainment and recreation 2.7 2.5 3.0

Accommodation and food services 6.9 7.8 8.5

Other services (except public administration) 4.5 4.9 3.9

Public Administration 8.1 6.2 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 20

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

Mode of Transportation

% of Total Employed 15+

Aboriginal & Non-Aboriginal Aboriginal

3 RDs B.C.

Total employed 15+ 49,940 1,984,985 3,575

Car, truck or van – as a driver 76.5 71.3 60.4

Car, truck or van – as a passenger 6.8 5.6 11.9

Public transit 3.1 12.6 5.9

Walked 7.3 6.7 14.0

Bicycle 2.8 2.1 3.4

Other methods 3.5 1.7 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

K’omoks First Nation 331 107

Da’naxda’xw First Nation 223 19

Mamalilikulla First Nation 418 8

Tlowitsis First Nation 419 1

Wei Wai Kum First Nation 815 362

Total 2,206 497

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 21

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. To provide client centered information regarding employment opportunities displayed on the NIEFS

website, on-site job board and on Shaw cable.

2. 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. Total job postings for Strathcona, Mount Waddington and Comox Valley regional districts

2. Industry comparisons for total jobs posted – all Regional Districts

3. 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 22

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 5. Mining, Oil & Gas, Transportation

221 – 9.6% 252 – 9.5% 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

7. Education

77 – 3.3% 118 – 4.5% 81 – 5%

8. Mining, Oil & Gas, Transportation

8. Aquaculture 8. Construction/Trades

73 – 3.1% 79 – 3% 62 – 3.8%

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 23

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 24

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 25

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. Retail salespersons – 6,420

2. Retail and wholesale trade managers – 5,170

3. Administrative officers – 3,420

4. Light duty cleaners – 2,800

5. Administrative assistants – 2,740

6. Carpenters – 2,710

7. Food counter attendants, kitchen helpers and related – 2,460

8. Cashiers – 2,270

9. Transport truck drivers – 2,230

10. General office support workers – 2,190

11. 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 26

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. Consider a Job Creation Partnerships (MSDSI) application

2. Consider a Project-Based Labour Market Training (MSDSI) application

3. Approach and partner with recipients of Canada-BC Job Grant, ESS and other provincial funding (e.g.

BCCA, unions, trainers, etc.)

4. Consider federal SPF, SPI and WDP programs – watch for calls for proposals

Nanwakolas Training and Employment Strategy Final Report 27

5. Partner with recipients of Aboriginal Community-Based Training Partnerships Program

6. Partner with colleges and universities helping them use existing or leverage new government funding

7. 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. Understanding employer HR requirements and effective connections

2. 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. 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 ‘go-

to’ source of job-ready people. First Nation members are enabled to help themselves in terms of

Nanwakolas Training and Employment Strategy Final Report 28

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. Increasing Aboriginal participation and success in education and post-secondary education and credential

attainment.

2. Increase First Nation members’ awareness of and readiness for meaningful employment.

3. Create mechanisms for effectively connecting First Nation members with employers and employment

opportunities.

4. Sustain partnerships among First Nations, employers and service providers focused on Aboriginal training

and employment success.

5. Create and expand flexible, adaptable job training models for Aboriginal employment and career

progression.

6. 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:

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

IV 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 “Sub-

Strategy Areas” and “Tactics/Actions” in the form of individual “Action Plans.”

1. Leadership, coordination and management

2. Ongoing scanning and assessment of labour market supply, demand and gaps to maintain evidence-based

Strategy

3. Developing standardized methods for the assessment of individuals’ education, skills, interests, aptitudes,

qualifications and experiences

Nanwakolas Training and Employment Strategy Final Report 29

Figure 8 - A Tripartite Partnership

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 & placement

7. Employment/workplace supports &retention (coaching, mentorships, etc.)

8. Accountability – monitoring, reporting and evaluation

9. Communicate and promote the Strategy and progress

10. 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.

Nanwakolas Training and Employment Strategy Final Report 30

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 31

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 32

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 33

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 34

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 Timeline Resources Responsibility &

Potential Partners

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-to-day 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

Establish in first

week of Strategy

launch

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 day-

to-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 35

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 Measures of Success Timeline Resources Responsibility &

Potential Partners

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

Clear operational roles and policies

Effective operational decisions

Protocol/MOU in

first month of

Strategy

implementation

Operational

policies in first 6

months

Staff

Resources to hire

part-time

contractor to

support the

Operational Team

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 36

Tactics/Actions Measures of

Success Timeline Resources

Responsibility &

Potential Partners

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

By end of first

month

Ongoing

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 37

Tactics/Actions Measures of

Success Timeline Resources

Responsibility &

Potential Partners

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

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

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

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 Timeline Resources Responsibility &

Potential Partners

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 cross-FN LMI report

First Nations data collection capacity

First Nation common data collection achieved

NC annual cross-FN report

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

Staff time

Expertise

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 38

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 Measures of Success

Timeline Resources Responsibility &

Potential Partners

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

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

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

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 39

Tactics/Actions Measures of Success Timeline Resources Responsibility &

Potential Partners

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

Develop

standardized

assessment

model and

process by end

of Year 1

Start to use it

early in Year 2

Staff time

Resources to

research and

develop, and test

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 Timeline Resources Responsibility &

Potential Partners

1. Research/review employment matching models among NC First Nations and other organizations

2. Identify successful practices and critical factors for employment-matching of First Nations members

3. Hold meeting of First Nations and industry groups to discuss options for next steps

4. Collectively develop an employment-matching 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

Research and

discussions in first

6 months

Widespread use of

matching system

by start of year 2

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 40

Tactics/Actions Measures of Success Timeline Resources Responsibility &

Potential Partners

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

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 41

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 Measures of Success Timeline Resources Responsibility &

Potential Partners

1. Locate existing inventories (e.g. NC Community Wellness Report)

2. Use and update existing inventory

3. Distribute to First Nations and others involved in this Strategy

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

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 Resources Responsibility &

Potential Partners

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

Staff time

Funding for

wellness

supports

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 Timeline Resources Responsibility &

Potential Partners

1. Conduct research Identify key Identify and Staff time Nanwakolas

Nanwakolas Training and Employment Strategy Final Report 42

and analysis to isolate the transportation barriers for First Nation members

2. Consult with communities, governments and others

3. Meet to discuss a strategy for increasing member access to suitable transportation

4. Develop and implement a strategy

5. 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 Measures of Success Timeline Resources Responsibility &

Potential Partners

1. Identify TRC implications Identify in first 6 Staff time Nanwakolas

Nanwakolas Training and Employment Strategy Final Report 43

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 44

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.

Tactics/Actions Measures of

Success Timeline Resources

Responsibility & Potential Partners

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

Approval of documents by April 2017

Roll out to teachers by

August 2017

First workshop delivery by December 2017

Review and update, on-going

Approval of documents by April 2017

First workshop delivery by June 2017

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

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 45

Tactics/Actions Measures of Success Timeline Resources Responsibility & Potential Partners

1. 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

2. Revitalize the concept of ‘career fair’ by developing mobile, multi-media and hands- on information for delivery at schools across the region

3. Integrate aptitude, skill and interest assessment tools into career planning processes

4. Use “Gathering Our Voices” network to promote careers and work experience to First Nations youth

5. Develop a strategic partnership/ relationship with the ITA to promote apprenticeship and trades to First Nation students and youth

6. Promote and support First Nation parents and Elders involvement with young people and children regarding career awareness and development and school completion

7. Pursue opportunities to start career awareness in earlier years and grades among First Nation students

8. Develop an update-able inventory of all relevant education, training and employment programs and services

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

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

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/represent at career fairs

In-kind time by high school counselors/ professionals to select tools

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 46

Tactics/Actions Measures of Success Timeline Resources Responsibility & Potential Partners

1. Identify and document resources currently available to support rural and urban First Nations members in completion of high school

2. Identify gaps in high school completion programming and delivery

3. 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

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

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 Measures of Success Timeline Resources Responsibility & Potential Partners

1. Catalogue job readiness training currently in use

2. Identify gaps between current job readiness and employers’ needs

3. Develop job readiness training modules to fill the gaps (i.e. Essential Skills framework)

4. Work with School Districts to integrate job readiness training into career planning program

5. Convene focus group of First Nations and educators to identify best practices for engagement with

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

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

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

Nanwakolas Council

School districts

First Nations

First Nations Safety Council

Nanwakolas Training and Employment Strategy Final Report 47

First Nations learners

6. See Bladerunners partnership in 5.5

7. Promote occupational health and safety and training and certification for it, and the “Safe Nations” initiative

development programs

Document available by June 2017

5.Training available by September 2017

of First Nations and educational institutions, facilitator

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 Measures of Success Timeline Resources Responsibility & Potential Partners

1. Identify job classifications and trades that are in demand in the region served by Nanwakolas Council

2. Engage with North Island College to deliver pre-apprenticeship training for in-demand trades with marketing to First Nations students

3. Engage with private and public colleges to develop and deliver in-demand job-specific training to meet the needs of employers

4. Develop partnership with Bladerunners North Island to expand opportunities for 15 to 30-year-old First Nation members

5. Work with employers throughout training programs to build relationships between the students and the employer community

6. Promote trades careers and apprenticeship

Engage with employers to identify trades and other in-demand job classifications

Applicants for first cohort assessed and approved

Training for in-demand 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

List of in-demand jobs by January 2017

First classes by June 2017

Training identified by May 2017

Development and delivery of new job-specific training as identified

Eighty percent of students in the programs have job offer on graduation

Delivery of presentation at career fairs by June 2017

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

Nanwakolas Council

NIC

Public and private colleges

Employers

High schools

Unions and labour groups

Nanwakolas Training and Employment Strategy Final Report 48

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 job-specific 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 Measures of Success

Timeline Resources Responsibility & Potential Partners

1. Develop more accessible on-site multi-day program for post-secondary familiarization for delivery at

Review of current best practices

Approval of familiarization program by First Nations

Delivery of first

Approval and introduction to high schools by April 2017

Delivery by May 2017

Best practices document approved

School districts and selected Vancouver Island post-secondary schools

Facilitator to collect and collate information

Corporate charitable funders

Nanwakolas Council

High schools, post-secondary schools

Individual First Nations

Nanwakolas Training and Employment Strategy Final Report 49

grade 10, 11, 12. Integrate social and cultural elements into program

2. Also bring institutions to communities to talk about campus life

3. Identify, document and distribute best practices for supporting Aboriginal students at VI post-secondary institutions

4. Arrange for students to come back to communities in summers to show youth what they can be doing

5. Use ‘cohort’ or ‘study group’ models to facilitate access to and successful completion of PSE

6. 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 post-secondary institutions, school districts and First Nation

and distributed by June 2017

Nanwakolas Training and Employment Strategy Final Report 50

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. Employer Advisory Group (Sub-Strategy Area 6.1)

2. First Nations HR Coordinators Group (Sub-Strategy Area 6.2)

3. Service Provider Advisory Group (Sub-Strategy Area 6.2)

4. Youth Advisory Committee (Sub-Strategy Area 6.3)

5. First Nations “Champions” Speakers Group (Sub-Strategy Area 7.2)

6. 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 51

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.

Tactics/Actions Measures of

Success Timeline Resources

Responsibility &

Potential Partners

1. Select and finalize the sectors. Suggest initially:

Aquaculture

Forestry

Healthcare

Construction

Tourism

Mining

Retail 2. Approach and confirm actual

participants for the Committee (Initial approach to existing Committee members)

3. Develop terms of Reference for the Committee

4. Develop Regular meeting timeframes i.e. semi annual

5. 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

Meet on a

semiannual

basis or as

required

Meeting

durations 3

to 4 hours

Participating

sector employer

organizations

will support

their

representatives

in meetings.

Strong in kind

support.

Responsible

organization

will provide

meeting cost

coverage i.e.

meals

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 Timeline Resources Responsibility &

Potential Partners

1. 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

Draft Terms of Reference developed (Fall 2016)

First meeting of Coordinators group (4th Quarter 2014)

Training plan including timing

This could be financed through Federal and Provincial Program Funding

In kind support by individual First Nations

in kind support by Industry

Nanwakolas Council Coordinator

Individual First Nations

NIEFS

Other service providers

Employers

Nanwakolas Training and Employment Strategy Final Report 52

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/HRMA

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 Timeline Resources Responsibility &

Potential Partners

1. 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

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.

In kind from Nanwakolas Council

In kind from First Nations (HR Coordinators Group)

In kind Employers, Educators, Trainers

Nanwakolas Council Coordinator

First Nations’ Youth worker staff

Nanwakolas Training and Employment Strategy Final Report 53

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 Timeline Resources Responsibility &

Potential Partners

1. 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” “Win- Win”

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.

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

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 Measures of Success Timeline Resources Responsibility &

Potential Partners

1. Build on the pride and heritage of First Nations around land and water resources.

First Nations people find a new opportunity for meaningful

Nanwakolas Council initiates a meeting with Employer

In kind from Nanwakolas Council

In kind from

Nanwakolas Council (Ha-may-as Stewardship Network)

Nanwakolas Training and Employment Strategy Final Report 54

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.

6. Improve screening applicants for training

7. Undertake training. Initiate pilot

8. Evaluate for further implementation opportunities.

employment adjacent to their communities

First Nations people acquire new transferable skills applicable to multiple industry applications

Full-time, year-round 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)

First Nations (HR Coordinators Group)

In kind Employers Advisory Committee

in kind Provincial Government agencies

Education/ Trainers

Federal and provincial Funding

Vancouver Island University

Coastal Stewardship Network

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 Measures of Success Timeline Resources Responsibility &

Potential Partners

1. Identify barriers to entrepreneurism and self employment among First Nation members

2. Develop an inventory of entrepreneurship and self employment resources

3. Develop a self employment strategy

Clear sense of barriers

An inventory of relevant resources

A partnership with AtBC and others on promoting and increasing Aboriginal self employment

Initiate by third quarter, Year 1

Staff time

Government information resources

AtBC

Nanwakolas Council

AtBC

Tourism sector employers and associations

Nanwakolas Training and Employment Strategy Final Report 55

as part of the implementation of this broader Strategy, including partnering with AtBC and other organizations

4. 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.

Tactics/Actions Measures of Success Timeline Resources Responsibility &

Potential Partners

1. Educate Employer Advisory Committee members via presentation of “The Village” Workshop by Principal either in person or by Skype.

2. 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

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

In kind efforts by Employer’s Advisory Committee

Employer organizations financing of training sessions

Kathy Camilleri

Nanwakolas Council Coordinator

Employer HR Teams

Nanwakolas Training and Employment Strategy Final Report 56

3. Determine ideal numbers of participants. Arrange for Individual sector teams (multiple employers) to learn from each other and share costs.

4. Undertake the first one (Could include Advisory Committee members)

5. Solicit feedback for the Employer Advisory Committee in order to assess further participation.

6. Consider having more senior levels participate first and work through management levels

7. 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 Measures of Success Timeline Resources Responsibility &

Potential Partners

1. Initiate a discussion at Employer Advisory Committee

2. 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;

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 Council Coordinator

Employer HR Teams

First Nations HR Coordinator group

School Districts in the North island

Post-secondary Schools

Nanwakolas Training and Employment Strategy Final Report 57

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 Measures of Success Timeline Resources Responsibility &

Potential Partners

1. Conduct a mini LMI Study of all Fire Fighting organizations in the region to

First Nations are employed in some fashion gaining important work experience as fire

Nanwakolas Council/NIEFS to coordinate the LMI Survey process. (October/November

Employment Service Providers (LMI Survey process)

Nanwakolas Council Coordinator

NIEFS

Local Fire Hall(s)

Nanwakolas Training and Employment Strategy Final Report 58

determine employment opportunities whether volunteer, part time or otherwise to get a sense of opportunities

2. In the same survey garner entry level requirements and pre employment training including foundation skills required

3. Work with NIC to develop training.

4. Solicit interest from First Nations candidates for positions coming available

5. 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 Measures of Success Timeline Resources Responsibility &

Potential Partners

1. Larger Employers have

developed internal

“Best Practice”

programs that assist in

the attraction

recruitment and

retention of First

Nations Employees.

2. The flip side of that is

that small/medium

employers lack the

knowledge or

resources to develop

that knowledge or

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

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

In kind from Large Employer(s)

In kind from Chamber of Commerce

Federal or Provincial Funding for workshop

Nanwakolas Council Coordinator

Chosen Chamber of Commerce

Nanwakolas Training and Employment Strategy Final Report 59

programming

3. Coordinating with

local Chambers of

Commerce and

Training Institutions

Large Employers share

their best practices

with small Employers

in the form of

workshops

4. This could be

organized by

industry/employer

sectors

5. Consider programs

already in effect that

could be modified i.e.

“Hiring Immigrants

Competently” (Terrace

Chamber)

6. 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 Measures of Success Timeline Resources

Responsibility &

Potential

Partners

1. 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.

2. 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

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.

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

In kind from Large Employer(s)

In kind from First Nations (HR Coordinator Group)

First Nations Health Authorities

orgs

Nanwakolas Council Coordinator

Employer Advisory Committee

Nanwakolas Training and Employment Strategy Final Report 60

pronounced challenges may exist threatening employment

3. 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 Measures of Success Timeline Resources Responsibility &

Potential Partners

1. 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.

2. 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.

3. Provide materials

to Elders to be

able for them to

go back into their

communities to

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

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)

In kind from Nanwakolas Council

In kind from First Nations (HR Coordinators Group)

Financial Support for Facilitator (provincial funding)

Nanwakolas Council

Individual First Nations

Sasamans Society

Nanwakolas Training and Employment Strategy Final Report 61

share information

(provided by

facilitating

consultant) with

fellow Elders

4. Elders to meet

with youth in their

communities

offering

encouragement

and support for

education and

training to youth

at all age levels.

5. Elders provide

support for those

recently employed

who may be facing

difficulties in

maintaining their

employment.

6. 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 Measures of Success Timeline Resources Responsibility &

Potential Partners

1. Nanwakolas

Council to

approach the

Employer’s

Advisory

Committee with

the concept of a

“Cross Cultural

Awareness

Workshop”

(CCAW)

Employers modify

workplace rules

and working

conditions where

possible to

accommodate First

Nations cultural or

Community

requirements

First Nations

prospective

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 Council

Employers Advisory Committee

Education and training providers

Nanwakolas Training and Employment Strategy Final Report 62

2. Reflect TRC

principles and

calls to action

3. 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.

4. Participants are

finalized; a date is

set and the half or

full day facilitated

(two facilitators,

including one First

Nation person)

workshop occurs.

5. The workshop will

focus on both best

practices that

exist and

brainstorming

new ones.

6. Results of the

workshop will be

shared within the

Employer and

First Nation

Communities.

7. Advance other

means for raising

awareness

8. Work with

educators and

cross-cultural

awareness and

curricular

opportunities

9. 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)

for Facilitator (provincial funding)

Nanwakolas Training and Employment Strategy Final Report 63

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 Measures of Success Timeline Resources Responsibility &

Potential Partners

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.

Completed logic

model

Clear output and

outcome measures

Procedures and

polices for using

the Framework

Successful

implementation of

the Framework

In place during

first quarter,

Year 1

Staff time Nanwakolas

Council

Leadership

Committee and

Operations Team

members

Nanwakolas Training and Employment Strategy Final Report 64

Sub-Strategy Area #8.2: Sub-Strategy Area: Conduct regular monitoring and reporting on the Strategy

implementation

Tactics/Actions Measures of Success Timeline Resources Responsibility &

Potential Partners

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

Start by end

of second

quarter, Year

1

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 Measures of Success Timeline Resources Responsibility &

Potential Partners

1. Develop an

Evaluation Plan

2. Conduct a

formative

evaluation

3. Make necessary

Strategy changes

4. Conduct a

summative

evaluation

Successful

completion of an

evaluation

Adjustment of

Strategy

implementation

based on

evaluation findings

Starting end of

Year 1

Staff time 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 65

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 Measures of Success Timeline Resources Responsibility &

Potential Partners

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

Awareness of the

Strategy

Support for the

Strategy

Participation in

Strategy

implementation

First Nation

community

engagement

Communication Plan

before launch

Launch event in first

week

Other actions in Year

1 first and second

quarters

Staff

Additional

funding

Nanwakolas

Council

Member First

Nations

Funders

Launch partners

Nanwakolas Training and Employment Strategy Final Report 66

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 Measures of Success Timeline Resources Responsibility &

Potential Partners

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

Significant ‘visits’

on Strategy

website drawn

by the social

media campaign

Increased

awareness

among key

audiences (First

Nations,

members,

employers,

youth, job-

seekers, etc.)

Social media

campaign

launched in Year

1 first quarter

Ongoing social

media

implementation

by Year 1 second

quarter

Staff

NC and partner

websites and social

media

Communication

funding

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 67

Sub-Strategy Area #10.1: Pursue initial and year 1 funding as per recommended resource options

Tactics/Actions Measures of

Success

Timeline Resources Responsibility & Potential

Partners

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

Confirm

some funding

before launch

Confirm

further

funding

throughout

year 1 and

beyond

Strategy

budget

before launch

Ongoing

effective

budget and

financial

manage-

ment

Staff time

Financial

system and

procedures

Nanwakolas Council

Leadership Committee

Nanwakolas Training and Employment Strategy Final Report 68

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 Measures of Success Timeline Resources Responsibility &

Partners

1. Develop a long-term

sustainability plan

that identifies

medium and long

term funding

options

2. Implement the plan

midway through

year 1

Realistic, informed

long-term

sustainability plan

By end of 6

months

Staff time 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 Timeline Resources Responsibility &

Potential Partners

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

By end of 6

months

Ongoing

Staff time Nanwakolas Council

First Nations

Aboriginal funding

organizations

Governments

Nanwakolas Training and Employment Strategy Final Report 69

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 Performance Measures Targets

1. Strategy Area #1: Leadership, coordination and management

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 70

Strategy Area Performance Measures Targets

5. Strategy Area #5: Increase access to and completion of education and training

Success in education and training leading to readiness and meaningful, sustained employment

Establish baseline participation and completion rate by Year 1 third quarter

6. Strategy Area #6: Employment recruitment, matching and placement

Effective, efficient matching of First Nation members with employment opportunities

Start to match members with jobs by end of Year 1 second quarter

7. Strategy Area #7: Employment/workplace supports and retention

Access to workplace supports and sustained employment

Establish a baseline retention rate by end of Year 1 second quarter

8. Strategy Area: Accountability #8: Monitoring, reporting and evaluation

Ongoing monitoring of and reporting of progress

Accountability Framework in place at launch

9. Strategy Area #9: Communication and promotion

Awareness of and support for Strategy progress

Communication Plan in place at launch

10. Strategy Area #10: Sustaining resources for Strategy implementation 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 71

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 ACTIVITY TIMELINE

Phase 1 Pre-Implementation planning, resource

confirmation and partnership

development

July-October 2016

Phase 2 Strategy launch November-December 2016

Phase 3 Early Strategy ‘wins’ January-June 2017

Phase 4 Strategy consolidation, expansion and

updating

July-December 2017 (end of Year 1)

Phase 5 Ongoing Strategy implementation,

monitoring and updating

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. $0.5 million or 100,000 per year to administer (e.g. staff, travel, meeting costs, communications) the

Strategy.

2. $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 72

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.

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

1. First Nations Resources

(Nanwakolas First Nations and partnering First Nations)

2. Employer & Industry Resources

(Private & public sector employers, industry associations,

unions, etc.)

3. Aboriginal, Institutional, Community Organization

Resources (Aboriginal, community economic

development, training and employment service providers)

4. Government Resources

(Regional/local, provincial and federal agencies)

Nanwakolas Council First Nations Training & Employment Strategy Resources

Nanwakolas Training and Employment Strategy Final Report 73

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 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 74

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

TYPES OF RESOURCES

Cash

Grants

Contributions

Cost-Shared

Tax Credits

Loans

Income Support

Student Assistance

In-Kind Contributions

RECIPIENTS

Individual First Nation members

First Nations

Aboriginal Service Providers

Other Service Providers

Strategy Project Manager

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 75

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 76

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.