Rather than paying for language classes, organizations may prefer to provide time off for studying or meeting with an internal language coach. This is also an opportunity for internal skills exchange or peer mentoring. It may also be possible to match a new employee in need of improved language skills but in possession of excellent technical skills with an employee who has strong language proficiency but lacks technical abilities.
The guide addresses common issues such as languages skills assessment, foreign credentials and work experience; working with cultural differences; and preparing the workplace. Hiring and Retaining Internationally Trained Workers This website provides links to guides and resources to assist employers in hiring and retaining internationally trained workers.
Resources are identified for multiple provinces. A Guidebook for Building an Immigrant Workforce in the Nonprofit Sector Created by the Calgary Chamber of Voluntary Organizations, the goal of this guidebook is to help nonprofit employers develop an inclusion strategy that will enable them to attract, recruit and retain the best qualified candidates. This guidebook is a practical tool that is employer-focused.
It acknowledges the unique challenges and strengths of the nonprofit sector and is part of a long-term change initiative of focus on developing awareness, attitudes and practices for the creation of culturally competent, inclusive and respectful nonprofits. Maximizing the Talents of Visible Minorities - Employer's Guide A Conference Board of Canada guide designed to help Canadian organizations maximize the talents of visible minority employees.
It provides concrete strategies and tools that can be used by leaders, human resource managers and line managers to create inclusive workplaces that respect, value and promote visible minority talent.
The site also profiles good examples and innovative practices of employers across the country. Creating an inclusive and supportive work environment Back to top. Areas of attention could include: Some helpful guidelines are listed below: Get the word out. Positions should be advertised in a wide variety of places, including community boards, settlement service agencies, employment service centres, cultural community groups, local community centres, local ethnic and community newsletters or newspapers, associations and organizations that serve ethnic communities and language schools.
Efforts should extend beyond standard online and sector specific job boards. Build relationships with cultural groups and organizations that work with diverse communities. Contact local immigrant serving agencies that provide employment advice and services to learn more about their programs. In addition, organizations can take advantage of programs such as temporary foreign worker programs, post-graduation work permits for international students and hire immigrants programs.
Promote the organization as a viable place to work. Individuals may not be considering a nonprofit as a possible employer. Connect with the volunteer base. Individuals will volunteer as a way to gain experience, build networks and find work. Volunteers should be made aware of any positions an organization is advertising, as some may be interested in applying.
Employment officers are among the first to receive new job postings and can be of valuable help to locate candidates.
Resources to facilitate the recruitment of people with disabilities jobs. It provides job search tools, career guidance and resources pertaining to education and employment. Resources to facilitate the recruitment of experienced workers Helping Experienced Workers Make the Leap: These reflections have guided us as we put together this handbook for managers in the sector.
Simple acts like being responsive to applicants who seek information about the position and providing all applicants with an acknowledgement of the receipt of their application can help to maintain respect and breed good will. Even for applicants who may not ultimately be selected, creating a courteous and respectful experience may encourage their future application for a position better suited to their skills.
An interview process may include several elements, including telephone interviews, in-person interviews, interviews with the director, or other elements.
Throughout the process, strive to create a fair and equal experience for each applicant. Several of these considerations may be especially applicable to internal applicants. Interview questions should relate to the job to be performed and the skills and qualifications the candidate brings to the position. The committee should be aware of types of questions to avoid, including questions that could result in a lawsuit.
Topics of questions to avoid include marital status, age, family situation, religious or political affiliation, financial situation debt, owning or renting a home, etc , and health disability, diseases and conditions, medications, etc. Even if a candidate reveals information that you are not allowed to ask, the committee should not pursue the topic further. The search committee should evaluate applicants based on the advertised essential and necessary skills and qualifications. They should remain mindful of personal or institutional biases which may screen out well-qualified applicants.
Wherever possible, search committees should consider the potential benefits diverse or non-traditional applicants could provide to the position, the institution, and the community served by the institution. Throughout the evaluation, all members should be encouraged to contribute their thoughts without being stifled or over-ruled before being heard.
Senior managers should understand the value of diversity and its specific benefit to the institution and community. If you organization has a diversity statement, make that statement publicly available, including available to prospective applicants. Demonstrating a sustained and meaningful interest in the community of diverse librarians can be an important step towards recruiting a diverse staff. Membership allows you to connect with via discussion list, events, etc. Beyond membership, make concerted efforts to attend events or conferences hosted by diverse professionals.
Making your presence known and demonstrating a commitment to the diversity within the profession will send a clear message that diversity is valued within the leadership of your library.
Libraries can leverage internships and other pre-professional positions to help future diverse professionals gain valuable experience and lend new perspectives to the library.
Diverse professionals will do more than just work in the library—they will live in the community and seek connections within their new place. By proactively seeking out the cultural diversity of your location, you can be prepared to demonstrate to diverse candidates that both the library and the community are a place for their personal and professional growth. Jobholders themselves have internalized this insight: This survey noted that employment is much higher among jobs that require an average or above-average level of preparation including education, experience and job training ; average or above-average interpersonal, management and communication skills; and higher levels of analytical skills, such as critical thinking and computer skills.
A central question about the future, then, is whether formal and informal learning structures will evolve to meet the changing needs of people who wish to fulfill the workplace expectations of the future.
Some 1, responded to the following question, sharing their expectations about what is likely to evolve by In the next 10 years, do you think we will see the emergence of new educational and training programs that can successfully train large numbers of workers in the skills they will need to perform the jobs of the future?
It is important to note that many respondents listed human behaviors, attributes and competencies in describing desirable work skills. A diversifying education and credentialing ecosystem: Most of these experts expect the education marketplace — especially online learning platforms — to continue to change in an effort to accommodate the widespread needs.
Some predict employers will step up their own efforts to train and retrain workers. Respondents see a new education and training ecosystem emerging in which some job preparation functions are performed by formal educational institutions in fairly traditional classroom settings, some elements are offered online, some are created by for-profit firms, some are free, some exploit augmented and virtual reality elements and gaming sensibilities, and a lot of real-time learning takes place in formats that job seekers pursue on their own.
A focus on nurturing unique human skills that artificial intelligence AI and machines seem unable to replicate: Many of these experts discussed in their responses the human talents they believe machines and automation may not be able to duplicate, noting that these should be the skills developed and nurtured by education and training programs to prepare people to work successfully alongside AI. These respondents suggest that workers of the future will learn to deeply cultivate and exploit creativity, collaborative activity, abstract and systems thinking, complex communication, and the ability to thrive in diverse environments.
One such comment came from Simon Gottschalk , a professor in the department of sociology at the University of Nevada, Las Vegas: Still others spoke of more practical needs that could help workers in the medium term — to work with data and algorithms, to implement 3-D modeling and work with 3-D printers, or to implement the newly emerging capabilities in artificial intelligence and augmented and virtual reality.
Most participants in this canvassing wrote detailed elaborations explaining their positions, though they were allowed to respond anonymously. Their well-considered comments provide insights about hopeful and concerning trends. These findings do not represent all possible points of view, but they do reveal a wide range of striking observations. Respondents collectively articulated five major themes that are introduced and briefly explained in the page section below and then expanded upon in more-detailed sections.
Some responses are lightly edited for style or due to length. The following section presents a brief overview of the most evident themes extracted from the written responses, including a small selection of representative quotes supporting each point.
They say some parts of the ecosystem will concentrate on delivering real-time learning to workers, often in formats that are self-taught. Commonly occurring ideas among the responses in this category are collected below under headings reflecting subthemes. Educators have always found new ways of training the next generation of students for the jobs of the future, and this generation will be no different.
College education which will still favor multi-year, residential education will need to be more focused on teaching students to be lifelong learners, followed by more online content, in situ training, and other such [elements] to increase skills in a rapidly changing information world. As automation puts increasing numbers of low- and middle-skill workers out of work, these models will also provide for certifications and training needs to function in an increasingly automated service sector.
We will also see what might be called on-demand or on-the-job kind of training programs. We kind of have to, as with continued automation, we will need to retrain a large portion of the workforce. I strongly believe employers will subscribe to this idea wholeheartedly; it increases the overall education of their workforce, which benefits their bottom line.
Nevertheless, I am a big believer in the college experience, which I see as a way to learn what you are all about, as a person and in your field of study. The confidence in your own self and your abilities cannot be learned in a short course. It takes life experience, or four years at a tough college.
At a good college, you are challenged to be your best — this is very resource-intensive and cannot be scaled at this time. Our established systems of job training, primarily community colleges and state universities, will continue to play a crucial role, though catastrophically declining public support for these institutions will raise serious challenges. One potential future would be for those universities to abandon the idea that they have faculty teaching their own courses and instead consist entirely of a cadre of less well paid teaching assistants who provide support for the students who are taking courses online.
People will shift to them because they work, because they are far less expensive and because they are always available. In the hopefully near future, we will not segregate schooling from work and real-world thinking and development.
And, again, the experience of being a student, now confined to grade school, secondary school and university, will expand to include workers, those looking for work, and those who want or need to retrain — as well as what we now think of as conventional education. Via simulation, gaming, digital presentations — combined with hands-on, real-world experience — learning and re-education will move out of books and into the world. The more likely enhancement will be to take digital enhancements out into the world — again, breaking down the walls of the classroom and school — to inform and enhance experience.
Some respondents expressed confidence in the best of current online education and training options, saying online course options are cost-effective, evolving for the better, and game-changing because they are globally accessible.
Already, today there are quite effective online training and education systems, but they are not being implemented to their full potential. These applications will become more widely used with familiarity that is gained during the next decade. Also, populations will be more tech-savvy and be able to make use of these systems with greater personal ease. In addition, the development of virtual reality, AI assistants and other technological advances will add to the effectiveness of these systems.
The most important skills to have in life are gained through interpersonal experiences and the liberal arts. Traditional four-year and graduate programs will better prepare people for jobs in the future, as such an education gives people a general understanding and knowledge about their field, and here people learn how to approach new things, ask questions and find answers, deal with new situations, etc.
Special skills for a particular job will be learned on the job. These skills are imperative to focus on, as the future is in danger of losing these skillsets from the workforce. Many people have gained these skills throughout history without any kind of formal schooling, but with the growing emphasis on virtual and digital mediums of production, education and commerce, people will have less and less exposure to other humans in person and other human perspectives.
But this does not mean that alternative means and paths of learning and accreditation would not be useful as … complementary to the traditional system that has limitations as well.
Will training for skills most important in the jobs of the future work well in large-scale settings by ? Respondents in this canvassing overwhelmingly said yes, anticipating that improvements in such education would continue. However, many believe the most vital skills are not easy to teach, learn or evaluate in any education or training setting available today.
These skills, interestingly, are the skills specific to human beings that machines and robots cannot do … Tiffany Shlain. There will be an increasing economic incentive to develop mass training that better unlocks this value.
Functions requiring emotional intelligence, empathy, compassion, and creative judgment and discernment will expand and be increasingly valued in our culture. These skills, interestingly, are the skills specific to human beings that machines and robots cannot do, and you can be taught to strengthen these skills through education.
I look forward to seeing innovative live and online programs that can teach these at scale. A mindset of persistence and the necessary passion to succeed are also critical.
Some who are pessimistic about the future of human work due to advances in capable AI and robotics mocked the current push in the U. An anonymous program director for a major U. The jobs of the future will not need large numbers of workers with a fixed set of skills — most things that we can train large numbers of workers for, we will also be able to train computers to do better.
Among the many other skills mentioned were: This will include open, online learning experiences e. We will identify opportunities to build a digital version of the apprenticeship learning models that have existed in the past.
Alternative credentials and digital badges will provide more granular opportunities to document and archive learning over time from traditional and nontraditional learning sources.
Through evolving technologies e. You may get a degree in computer software development, but the truth is that you still need to be taught how to write software for, say, the mortgage company or insurance company that hires you.
The key to the future will be flexibility and personal motivation to learn and tinker with new things. Some predict that many more workers will begin using online and app-based learning systems. Employers will accept these more as they prove probative. And online learning will be more prevalent, even as an adjunct to formal classroom learning. New industries such as green energy and telemedicine will increase new employment opportunities. Despite all of these measures, the loss of jobs from artificial intelligence and robotics will exceed any retraining program, at least in the short run.
Online and credentialing systems are more transparent and do a better job on delivering skills. People with new types of credentialing systems are seen as more qualified than traditional four-year and graduate programs. Some respondents hope to see change.
Thus, the educational and training programs of the future will become in their best incarnations sophisticated combinations of classroom and hands-on training programs. The specific models will necessarily be responding to individual industry requirements. They are built on an outmoded attention economy: Pay us for 45 hours of your attention and we will certify your knowledge. I believe that many — not all — areas of instruction should shift to competency-based education in which the outcomes needed are made clear and students are given multiple paths to achieve those outcomes, and they are certified not based on tests and grades but instead on portfolios of their work demonstrating their knowledge.
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