Mining Essentials: A Work Readiness Training Program for Indigenous People

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

• Many graduates either got jobs from industry partners or decided to pursue further education and training. Since the program’s launch, graduation has remained above 60%
• Every learner reported he or she learned more about employment opportunities in the mining industry and about life skills
• Every learner stated that his or her self-esteem and confidence grew throughout the training
• Every learner stated that his or her skills and knowledge of the mining industry grew throughout the training
• Mining industry employer partners reported they were impressed with the learners they met
• Over 90 per cent of learners reported they now know what is necessary to work in the mining industry and viewed their trainers as helpful and enthusiastic
• Trainers and educators agreed that with some additional technical training, most graduates were ready to start work

What challenges have you faced and how were these overcome?

• MiHR cannot apply for training funds. Training sites must find their own dollars. This IS the major barrier.
• Program Delivery Plan by the Training Site: From the pilot test, MiHR saw the need for a rigorous proposal process from delivery sites. In some early applications, while the site met the requirements as written in their proposal, the physical site and administration of the program did not support learner success. Now MiHR and the AFN require sites to submit photos of their potential training location as part of the process for approval and when possible, MiHR staff conduct a site visit and meet the trainers at the start of the training.
• Evaluation of Trainers: While some trainers “looked good on paper”, their training style and level of commitment to the program did not meet the standard required by MiHR and AFN. To support training excellence, MiHR and AFN introduced a trainer qualification process whereby a trainer is evaluated midway and at the completion of the program by the learners and the Site Coordinator. MiHR summarizes these evaluations and debriefs the findings with the trainer. According to MiHR and AFN, this rigour in trainer evaluation has supported quality training in the classroom.
• Support for Training Site in Finding Local Trainers: To help improve access to trainers by communities that may not have someone locally to be a trainer, MiHR now provides a list of qualified trainers Upon request
• Support Training Sites in Finding the Funds to Deliver the Program Locally: To help communities find funding, MiHR tries to identify and communicate funding sources, including new program announcements and calls for proposals, through its networks.

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

• Develop strong partnerships at community, provincial and national levels to support learners;
• Keep in mind that training, even when focused on a particular industry such as mining, can be a stepping stone to other types of work and broader education;
• Have qualified and experienced trainers who have highly relatable life experience to support their connection with learners;
• Always ask industry partners the qualifications and technical training needs for work/workplaces specific to the region and find way to integrate this into ES curriculum;
• Be flexible to meet the local needs of your learners and take into account their life experiences and challenges so that supports can be provided to facilitate their success.
• Participation of an Elder is one of key elements to learner success.

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

“The course was awesome, co-operative, there was no conflict, felt like a home environment, inclusive no matter the level, non-threatening, leads to jobs, perfect for those with no job experience or knowledge of mining, offers hope, faith, supports, and friends.” – Participant at the Temiskaming group interview.

“A lot of the skills that we’ve been learning here are transferable skills that you can take into other careers…It doesn’t have to be mining,” – Constance Lake Participant.

“This supportive training delivery approach allows us to streamline the content to specific industry entry points where the participants have identified a career interest and where they would have a chance to be happy and succeed at the same time. It’s not just enough to succeed – you have to be happy there, because success isn’t really success unless you are happy.” – Kelly Lamontange, Life Skills Coach for the Temiskaming program.

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?

MiHR has developed and documented work tasks for entry-level worker requirements in three areas of the industry: under-ground mining, surface mining, and minerals processing operator. MiHR used the ES profiles developed as part of MiHR’s National Occupational Standards to develop Mining Essentials. The ES occupational profiles developed by ESDC were considered in the development of MiHR’s National Occupational Standards, which were fully developed by committees of industry members.

The ES training takes place through a variety of activities that are facilitated by MiHR-approved trainers at local training sites. These activities may include individual assignments, group discussions and projects, and on-the-job work experience.

How do you assess participant Essential Skills?

Skills Checklist is an assessment component required for graduation. The skills on the checklist are those that are demonstrable, rather than knowledge skills of the program. The checklist is signed off by an observer as each learner demonstrates the skills on the checklist throughout the program. Each learner must demonstrate 85% of the skills on the Checklist to graduate.

The delivery sites may also conduct their own learner assessments using the Test of Workplace Essential Skills and the Canadian Adult Achievement Test.

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

How do you support participant success in the program? Transportation allowance Child care support Individualized counselling Extended family support/counselling Housing Work related clothing/equipment

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

The program’s learning activities are delivered using not only workplace examples, but uses traditional Indigenous teaching methods and mediums to enable learners to better relate to the material and content using relevant cultural context and methods.

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

Desirable qualities of the trainer:

• A good understanding of local Indigenous people and their histories
• Reflective and respectful of Indigenous culture and values
• Aligned with learners’ mission, values and goals
• Flexible in meeting the unique and specific needs of learners
• Able to deliver the program with respect for individual and cultural diversity
• Creative and pro-active
• Professional and accountable to the clients being served
• Committed to the outcomes of the program and success for the students
• Passionate about exploration and mining

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

Assembly of First Nations (AFN) – Co-owner, Cultural advisor. Co-authority on decisions related to quality assurance and approvals

Many other partners (including the Métis National Council, Native Women Association of Canada, and the Inuit Tapiriit Kanatami) were involved in the delivery, development and ongoing advisory.