Journey to Success

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

Cohort 1: May 7, 2018-August 10, 2018 Hospitality & Tourism; 73% retention rate; four placements in Hospitality & Tourism sector via NPAAMB wage subsidy; three participants obtained employment in sector independently.

Cohort 2: September 10, 2018-December 14, 2018 Healthcare; 63% retention rate; four placements in Healthcare sector via NPAAMB wage subsidy.

Cohort 3: January 29, 2019-May 3, 2019 Healthcare; 100% retention as of April 12, 2019.

What challenges have you faced and how were these overcome?

Challenges have included:
• Mental health preventing participants from succeeding in the program. Increased referrals and partnerships with Niagara College health supports and other Indigenous community mental health organizations have helped reduce barriers for participants. The NPAAMB Coach/Mentor has been vital to the success of the program and has taken a preventative approach with the participants.
• Technology barrier. Participants did not have the resources at home (computer) in order to complete homework assignments efficiently. NPAAMB provides access to laptops for participants during class time, and has laptops to loan out to participants who may need one when completing assignments. Niagara College also provides use of computer labs for participants.
• Cell phone use during class. A strict “no cell phone use in class” policy which was shared during the interview process.

What are 3 key lessons you learned from developing or delivering your initiative? What advice from those lessons would you share with others?

• Cultural supports in and out of the class, including instructor, guest speakers, and referrals, and mental health supports are highly effective in maximizing participant retention rates.
• The implementation of a Coach/Mentor is an indispensable asset to the program, primarily as an advocate and empowerment support to the participants. The Coach/Mentor has strengthened the classroom in many ways and directly influenced the retention rate and overall success of the program.
• Connecting participants with the proper technology in order to succeed is crucial to their success and learning journey.

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

Through the Journey to Success program, participants have gained the confidence and skills needed to take the next step in their life to achieve their personal and career goals. Participants not only gain the skills necessary to succeed, they also learn about themselves through the cultural component of the course. Several participants from Hospitality & Tourism program (cohort 1) were unable to secure employment before programming, and by week 13 they had already secured employment independently, crediting the skills, tools and certificates earned during the program as motivators.

Participants are able to participate in a traditional opening and closing circle at the beginning and end of class each day, which also serves as a tool to gauge some of the more difficult to measure improvements made by participants. It is common for participants who have social anxiety to avoid participating in sharing for the first few weeks of program, and eventually open up more as the program continues. Overcoming a social barrier greatly increases their confidence when entering the workforce.

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 a large part of the program and all partners and instructors aim to include essential skill building when possible.

One component of the program is a course instructed by Niagara College entitled “Essential Skills Review”, which embodies a review of all nine of the essential skills.

Essential skills are also interwoven into the curriculum in other courses such as Niagara College’s “Back to Basics”, “Math Literacy”, NPAAMB’s “Walking in Two Worlds” course.

Courses are a mix of lectures, including aural and visual, and implementation and practice.

How do you assess participant Essential Skills?

Niagara College facilitates the Essential Skills for Employment and Education (ESEE) assessment for the program. Participants are assessed during the first two weeks of program and then a follow-up assessment occurs during the last two weeks of the program. The ESEE measures participants progression of reading, numeracy, and document use.

What are the components of the initiative? Occupation-specific skills training Academic upgrading Occupational certifications and/or licensing Work-integrated learning (i.e., internships, co-ops, work placements, etc.) Life skills Career and/or educational planning Job search services Cultural, language, and tradition awareness and/or training

How do you support participant success in the program? Attendance allowance Transportation allowance Child care support Individualized counselling Individualized tutoring Food allowance and/or on-site meals Housing Work related clothing/equipment Job placements Wage subsidies Job retention support Access to other in-house services After program follow-up support

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

NPAAMB’s instructor teaches the “Walking in Two Worlds” course and delivers cultural knowledge, teachings, and lessons to the participants who are able to learn as well as share their own cultural knowledge. The Coach/Mentor begins and ends each day with a traditional circle and shares knowledge and teachings.

The participants are introduced to the Indigenous Student Lounge at Niagara College and are encouraged to use the resources there, as well as Indigenous counseling and advisory services. Participants make use of this on-site resource regularly.

NPAAMB also brings in Elders and other cultural guest speakers to share knowledge with participants.

Participants are encouraged, and have, accessed services with partnered organizations including De dwa da dehs nye>s Aboriginal Health Centre, Indigenous Diabetes Health Circle, and local friendship centres.

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

It is important for program staff to be flexible and adaptable, as well as mental health awareness, excellent communication skills, a high level of awareness of common barriers and challenges facing urban Indigenous youth. The staff in this initiative must have a seamless sense of teamwork and be able to leverage each others’ skills, strengths, and knowledge to harvest a positive and open-minded atmosphere for the participants.

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

Niagara College – partner
YMCA of Niagara Employment Services – partner
Indigenous Diabetes Health Circle – guest speaker
Positive Living Niagara – guest speaker & Naloxone training
De dwa da dehs nye>s Aboriginal Health Centre – guest speaker
Niagara Chapter of Native Women – employer
White Oaks Resort & Spa – employer
Fort Erie Friendship Festival – employer
Grandmother Renee – Elder & guest speaker
Jackie Labonte – guest speaker
Allan Jamieson – guest speaker
Josephine LaValley – guest speaker