Essential Skills for Indigenous Business

What is the overall impact of the initiative and how is this measured?

Earlier cohorts in the program struggled with completion, but for the most recent cohort all participants that completed the program were either employed or seeking further education. Outcomes for the program are collected through pre & post assessments of ES, and through a third party program evaluator.

Changing ES assessments led to improved pre & post results, and more gains for the program. Students were dropping out at the beginning as the program seemed ‘too easy,’ so assessments were changed to be more challenging, resulting in improved completion of the program.

Outcome data is analyzed by a third party program evaluator, who looks for measures of confidence and self-reflected success in students. Part of measuring these outcomes is a list of statements that students can rate how well it applies to them (e.g., “I am satisfied with myself,” “I’m confident in my abilities to do things,” “I don’t feel proud of myself”). Through this evaluation we can make sure that students develop personal resiliency, are confident in their abilities to be resourceful, and feel capable of solving problems or facing difficulties.

What challenges have you faced and how were these overcome?

• Life circumstances of students
• Multiple Intelligences
• Student buy-in
• Addressing employment barriers

Participant challenges:
• Income is always a barrier
• Housing is a huge barrier – Students may have housing, but be under-housed or with not much stability in their housing. There is at least 1 student per cohort that loses their home, and has to navigate being homeless. Many students live in shelters.
• Students in recovery – Some rush into it, and it may be difficult being in a challenging learning environment
• Substance misuse – Active addiction or recovery
• Older adults & elders join program – Their participation in the program is great, but it can challenging for residential school survivors as they have trauma around the school environment that has to be overcome.
• Anxiousness around being in school – Not unique to any age
• Teaching soft skills – We want to make sure students are coachable, trainable, know how to give/receive feedback, and can communicate well. They also need to know how to work well with others, how to collaborate, and how to lead or support a team.
• Access to childcare – We would love to have childcare access on site. We have childcare subsidies that supports the use of licensed facilities, but many licensed facilities have a 1+ year long waiting list. Our approach was revised to pay close family friends for caring for children. Having access to childcare allows so many young parents to take part in the program.

Program challenges:
The initial challenges the program faced were getting employer partners, developing relationships, and finding supports for students (living allowance, childcare, etc.)

Despite these challenges, the program has many benefits by working within NEC. The college is well equipped with different in-house programs, and have elders on site that students can access. The college is also located in a central area of the city that is accessible.

What have participants, stakeholders and partners thought, felt and/or said about your initiative?

Past participants will share the program and their positive experiences with it through word of mouth with their peers.

In the first cohort a young couple joined program, both who were shy but with past retail experience. They became interested in credit union positions, and were hired by Vancity Savings Credit Union after completing the program. The woman from the couple encouraged her younger brother to enroll in program – he also enrolled and worked his way to employment with Vancity Credit Union –with her personal support and encouragement.

Which Essential Skills are covered by the initiative? Reading Text Document Use Numeracy Writing Oral Communications Working with Others Thinking Skills Computer Use Continuous Learning

How are the Essential Skills integrated into your initiative?

Essential skills are focused on that will help students prepare for employer needs and specific roles. The program draws from the Measure Up SkillPlan ES curriculum workbooks, and PTP Adult Learning and Employment Programs.

Part of the program is the Simulation Lab, which mimics job descriptions and activities. Students learn by doing specific jobs or tasks in the lab, and receive ES training leading up to simulation so that they have the background needed to complete task.

How do you assess participant Essential Skills?

TOWES

What are the components of the initiative? Occupation-specific skills training Work-integrated learning (i.e., internships, co-ops, work placements, etc.)

How do you support participant success in the program? Transportation allowance Child care support Individualized counselling Extended family support/counselling Individualized tutoring Food allowance and/or on-site meals Job placements Access to other in-house services Other

How was Indigenous culture integrated into the program content or delivery?

• Friday morning talking circles
• Elder in residence – Elders are on site at the college 4 days/week. They can be found in the longhouse spirit room, and anyone can approach them and sit down with them for half hour.
• Elder visits to the classroom – Elders are invited in to do workshops and ceremony at the beginning and end of program.
• Monday morning smudging to start off the week – An instructor from Squamish territory leads this and brings her culture, experience, and teachings to the class.
• Welcoming Ceremony
• Cultural Studies class – An Instructor from Nisga’a Nation brings in his culture, traditions, sharing, and storytelling through the making of a ceremonial button robe (this can be tailored to the students’ own Nation). These activities help students have quiet reflection time and ground themselves. This reflective, cultural aspect of the program is very self-paced. The approach to this class is to “Enter with an open heart ready to receive teachings.”
• Fist Nations studies class – This is a historical (not cultural) account of First Nations in Canada. It is a political and fact-based class that encourages critical thinking. The class can address difficult topics, but we want to build students’ ability to speak about their history intellectually rather than emotionally. We want to give students the vocabulary to speak on these topics with an intellectual voice.
• Longhouse in the college

What do you think are the most important competencies and attributes for staff involved in this initiative to have?

Ability to work with adult FN learners (understanding of the indigenous ways of knowing, learning styles, sensitivity to life circumstances of students, able to teach to students with varied and diverse experiences, mental health awareness, holistic worldview)

Familiarity/experience working with Essential Skills

Who are your partners, and what is their involvement in the initiative?

DiverseCity Training – Surrey, BC
Elder Roberta Price
Vancity Savings Credit Union (employer partner)
Paladin Security (employer partner)
TD Bank(employer partner)
Parq Vancouver(employer partner)
SPARC BC – third party evaluator