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Aboriginal Human Resources Development Agreements (AHRDA)

Capacity Self-Assessment 1999

Facilitator's Manual

Evaluation and Data Development
Strategic policy

SP-AH151-11-00E

Human Resources Development Canada (HRDC) has a long tradition in program evaluation. Over the years, the Evaluation and Data Development Branch (EDD) of HRDC has conducted evaluations on a wide range of departmental programs. The experience acquired through this work has helped EDD to continue to improve and refine its techniques and approaches to evaluation.

Recently, however, changes in the delivery nature of some of HRDC programs have affected the role of the Department and the way evaluation is conducted. Now, several programs, such as the Aboriginal Human Resources Development Strategy (AHRDS), are delivered by HRDC partners.

The Department's role has evolved from directly providing services to citizens to supporting partners and promoting the development of their organizational capacity. Partners also play an active role in evaluating the programs they now deliver. In response to these changes, EDD has initiated the "Evaluation Tool Kit". This issue, "The Facilitator's Manual for Aboriginal Human Resources Development Agreements (AHRDAs) Capacity Self-Assessment Workshops" represents the fourth in a series of tool kits designed to build evaluation capacity and knowledge throughout HRDC and its partner organisations. This issue was created to assist AHRDAs build capacity in all areas.

We invite your feedback on thisor any of our publications.

Previous Issues in this Series:

1. Quasi-Experimental Evaluation
2. Contracting HRDC Evaluation Studies
3. Focus Groups

This publication is produced by Human Resources Development Canada. Copies if this publication or others in the series are available from:

Evaluation and Data Development
Strategic Policy
Human Resources Development Canada
Hull, Quebec K1A 0J9

Tel: 1-888-440-4080
Fax: (819) 953-5550
E-mail: edd@hrdc-drhc.gc.ca

Also available on HRDC under Evaluation and Data Development (EDD) site or
Internet: http://www.hrdc-drhc.gc.ca/edd
également disponible en français

Acknowledgements

This tool is designed to assist Aboriginal Human Resources Development Agreement holders build their organizational capacity. The need to develop this tool was identified in the 1999 National Synthesis of the Mid-Term Review of Regional Bilateral Agreements.

The dedication of Francine Whiteduck, Steve Brant and Conrad Saulis from Whiteduck Resources Inc. made this project possible. Since a participatory approach was taken to develop this tool, this work reflects also the contribution of many other individuals and numerous organizations.

Ten Aboriginal human resources development organizations volunteered to participate in in-depth case studies. Effective practices observed from these organizations form the basis of this tool. Sincere thanks are owed to these organizations:

• Federation of Newfoundland Indians
• Grand River Employment and Training
• Kivalliq Partners in Development
• Miawpukek First Nation
• Metis Nation of Alberta
• Metis Nation of Ontario
• Prince George Nechako Aboriginal Employment and Training Association.
• Saskatchewan Indian Training Assessment Group Inc.
• Stó:lõ Nation Human Resources Development
• Treaty 7 Economic Development Corporation

Special thanks are also due to members of the Advisory Committee who provided guidance throughout this project. Members were:

Four Aboriginal groups should also be thanked for their participation in pre-testing sessions. The groups are: The First Nations Human Resources Corporation, The Inuvialuit Regional Corporation, the Mawiw Aboriginal Human Resources Development Commission and the Metis Settlements General Council.

A panel of specialists in Aboriginal organizational development also made a contribution by reviewing the tool. Their comments were very useful. Members of this panel were: Kim Ghostkeeper, Brian Keane, Ron Ryan, Mike Trasher and Robin Wortman.

The Aboriginal Relations Office within Human Resources Development Canada supported the research team by responding quickly to information requests and providing timely feed-back.

What is it For?

This guide is to be used with the capacity self-assessment tool. It contains all the necessary information to organize, conduct and report on capacity self-assessment sessions. The definitions it contains are strictly for the use of this tool. Facilitators should review the guide completely prior to the sessions.

Who is it For?

This guide is primarily intended to be used by people facilitating the capacity self-assessment. Participants are also welcomed to refer to it.

Finding the Information You Want

In preparation of a capacity self-assessment session: Review the Getting organized section. It states what you will need, who should be there, the process to follow in the introduction of the session, as well as additional background to this tool.

During the session, if you wonder about the intent of a question: Look in the chapter "Terminology and Rationale to Questions from the Tool". The chapter is divided in 5 sections. Each section corresponds to a section of the tool. Sections are in the same order as the tool: 1. intervention, 2. socio-economic integration, 3. partnering, 4. administrative and 5. accountability. The page numbering is also the same in both the tool and the Terminology and Rationale. For example, if you wonder what is meant by a question on page 8 of the intervention portion of the tool, look up page 8 of the intervention section of the Terminology and Rationale.

If you are looking for the definition of a particular word, refer to the Glossary of Terms and Meanings.

You will notice that some questions within the tool are italicized. This is to indicate that it is recommended to refer to the appropriate section of the Terminology and Rationale Chapter before answering.

There are 7 components involved in an effective Capacity Self-Assessment:

• Room Logistics
• RBA/AHRDA Profile Sheet
• Welcoming and Introductions
• Presentation to participants
  Overhead Presentation
  Questions and Answers
  A Trial Run of the Tool
• Completing the Assessment
• Closure
• Reporting

Room Logistics

Perhaps the most ideal place to host a capacity self-assessment is in a location that is away from the immediate place of work of the participants. Work demands, client needs and manager needs may tend to interrupt the discussions when the assessments are made at the client work site. However, space limitation may require that the assessments be made in a boardroom or facilities at the work site.

The room should accommodate a minimum of 12 people. It should be a room that is designed to be a meeting space i.e. it should contain a boardroom or round table or should be arranged in a circular format to allow for group discussion. An office (unless it is huge) will not suffice.

The space should also allow for the set up of a flip chart and an overhead projector.

What you will need

• a flip chart
• an overhead projector
• indelible markers
• copies of the tool (copy on overhead, 2 hardcopies)
• copies of the manual

The Capacity Self-Assessment Tool is broken down into five main sections that correspond to the five Capacity Dimensions, namely: Intervention Capacity: Socio-Economic Integration Capacity; Partnering Capacity; Administrative Capacity; and Accountability Capacity.

Each section contains a series of templates, such as in the example below, that are designed to quickly and easily facilitate responses to a number of Capacity Issues (1) which are questions relating to specific Capacity Criteria (2) under one of the five Capacity Dimensions (3). There are five separate indicators (4) representing potential answers to each issue, in which all can be answered, some of them or none of them. Because RBAs/AHRDAs either have capacity or they do not, they are only required to respond if they feel they have the capacity represented by the indicator. Therefore, they would mark ( ) the appropriate "Yes" box (5) beside the capacity indicator they feel they have and then adding up the total (6) at the end. Only when the entire Issue is deemed not to be applicable is the N/A (7) checked ( ) off. The comments section (8) should be used wherever possible to explain answers that may need explaining, particularly an N/A answer.

An explanation of the relationship between the key dimensions, the capacity criteria , the capacity issues, and the indicators is given below. The Capacity Dimensions are based on findings of the mid-term review and best practice case studies. These dimensions have been validated by an advisory committee composed of representatives from a cross section of RBA Holders from various regions of the country as well as some HRDC officials, and establish the basis of the tool.

The Capacity Assessment Tool identifies five key common elements that exist in RBAs. These elements refer to the line of business of the organization (interventions in human resource development), common practices that can be seen any organization (accountability and administrative practices), and linkages where co-operation is necessary to achieve labour force development (socio-economic integration and partnering). These five key dimensions are defined as follows:

• Interventions: All RBAs provide services either directly, or through a third party deliverer to assist individuals to develop the skills and competencies necessary to obtain work. The activities that are carried out to accomplish these objectives are known as interventions. e.g. upgrading
• Administrative: all organizations have structures and processes necessary in their operations. e.g. Accounting
• Accountability: refers to the measuring, monitoring and justification of results of a given organization and the reporting to the stakeholders. e.g. Reports to Chief and council or HRDC
• Partnering: to accomplish the objectives of human resources development, it is necessary to involve other agencies, institutions or those with similar objectives. e.g. Training Centre
• Socio-economic integration: the economy in a given region is a necessary component in human resources development as the business, private and public institutions, and the production and consumption of goods impact how many jobs will exists in a given region. e.g. Economic Development

The Premise of Capacity Assessment

The capacity assessment tool is based on competencies required in effective human resources organizations. These competencies were identified through an analysis of 10 best practice case studies of RBAs. Case studies were identified by an advisory committee comprised of 20 participants from various parts of the country. The competencies are derived based on the organizational structures and authorities, processes, protocols, activities, skills, training and infrastructure that are likely to be seen in an organization that undertakes human resources development.

Within an Indicator, Capacity Exists or it Doesn't

The capacity reflected by each indicator exits or it doesn't. If it exists, then a check mark ( ) is made in the appropriate "Yes" box. Only when the entire Issue is deemed not to be applicable is the N/A checked ( ) off. The comments section should be used wherever possible to explain answers that may need explaining, particularly an N/A answer.

The Capacity Self-Assessment Tool is designed to be simple to use, as each of the 101 Capacity Issues (questions) are presented in the same repetitive format, with only five possible Indicators (answers) being provided. All that is required is for the RBA/AHRDA Capacity Self-Assessment Committee to discuss and "check off' which of the indicators relate to their RBA/AHRDA and to provide any comment that may help to explain their responses. After going through the first few issues, the process should become fairly automatic.

Some thought has gone into the order of each Capacity Dimension section to assist the RBA/AHRDA Capacity Self-Assessment Committee to involve all of its members more fully at the beginning of the process. Intervention Capacity touches everyone involved in the RBA/AHRDA program because this is the basis of the programs and services that are delivered. These first 30 issues should have no difficulty generating discussion.

Consensus First, Majority Second....

Because facilitators are asked to only record answers that appear to be reached by consensus, there will no doubt be plenty of discussion and some disagreement. In the event that consensus cannot be reached on some issues or indicators, a "show of hands" will determine a majority vote. The majority answer will then be recorded as the committee's response. In cases where there is a "draw" or a "tie" on some indicators, a note will be made to revisit the issue and the indicators at the end of the section or at the end of the day.

To Be or Not To Be Applicable

The objective of capacity assessment is to determine where various kinds of capacity exist within each RBA/AHRDA in order to plan future enhancements to the program. Therefore, it is extremely important that all issues be discussed and their indicators responded to in relation to each RBA/AHRDA's individual circumstances. Because of the fact that all RBAs/AHRDAs are different, an occasional issue may not apply to your particular RBA/AHRDA. In this case, a "check mark" ( X ) can be inserted into the appropriate "N/A" box on the tool to make the entire issue "Not Applicable". It is expected, however, that a comment explaining why the issue is not applicable will be recorded in the appropriate "Comment" section provided at the bottom of the page. This will help anyone reviewing the response, to understand why the issue is not applicable.

This facilitator guide is designed to try and reduce the wide interpretation of the many capacity indicators used in the tool, that might otherwise result if RBAs/AHRDAs were left on their own to try to figure out what the authors of the tool were trying to say. It is recognized that there will still be limitations to the tool based on different perspectives. The following chart shows how broad differences in the make-up of RBAs/AHRDAs can result in different perspectives on capacity development.

Capacity Self-Assessment Committees are expected to be set up by each RBA/AHRDA to undertake their Capacity Self-Assessment. Depending on the size of the RBA/AHRDA, committees can range in size from 4 - 10 people. The ideal size for a committee is 6 - 8 people.

Committee members should be very knowledgeable about the RBA/AHRDA programs and services. Because questions cover most activities and processes, there should be a mix of front-line workers, managers and board members. RBAs/AHRDAs that have a close working relationship with a partner and/or a community representative could invite them. They could contribute their perspective on the capacity of the RBA/AHRDA to meet the needs of the community. Here is an example of a capacity self-assessment committee.

Because the RBA/AHRDA Capacity Self-Assessment can take approximately two days to complete, committee members will need to block off time to be available for two complete days. The time and place where the meeting will take place will have been scheduled well in advance to ensure that committee members are available for that time period.

Scoring of the Tool has been made relatively simple in order that the results can be easily retrieved from the Tool and understood by everyone involved in the capacity self-assessment. "Score Cards" have been provided for each facilitator to complete at the end of the capacity assessment.

Our sample below shows how the summary of responses from the Capacity Self-Assessment Tool can be easily recorded on each card. (Refer also to "How the Tool Works")

Once the 5 Capacity Indicators have been recorded on each Capacity Issue in the Tool, add them all together to obtain the final score for each Capacity Criteria. Then record that score in the blank space at the far right of the Score Card. Once the scores for each Capacity Criteria have been tallied, add up the scores for each Criteria and insert that number into the last blank box in the Total row on the bottom right of the Score Card. Once the column is completed, transfer the total score to the blank box at the bottom of the Total Score column, at the left hand side of the Score Card.

The score, in this example, can either be expressed as x / 65, (x out of 65 capacity indicators recorded), or a percentage of capacity indicated for that Dimension, by simply dividing x by 65.

Scores for different dimensions are not added. Scoring is only done by dimension.

The following chart explores the various types of RBAs/AHRDAs that may exist across the spectrum of the RBA/AHRDA program. Understanding and knowing different RBA/AHRDA characteristics can help facilitators to obtain more accurate responses to capacity issues. It may also assist them in completing profile sheets.

Recognizing that there will be differences between RBAs/AHRDAs, a one page profile sheet has been designed for the facilitator to fill out and submit with their completed Capacity Self-Assessment document. (It is actually attached to the front of the tool). This profile sheet is designed to assist the facilitators to familiarize themselves with the RBAs/AHRDAs before the self-assessment.

Once participants are assembled, it is important to let them know:

• Who you are - some personal characteristics such as name, nation, experience
• The purpose of the meeting - The role of AHRDA and the relationship to HRDC
• What you want to accomplish over the next two days
• What you expect from their participation

Introductions

Introductions have always been and are a very important part of most Aboriginal people’s way of doing things. Elders say that traditionally, hours were spent on introductions before a meeting could start. The significance of person’s name, family, clan or nation was given the utmost respect. Many times, one whole day was set aside for introductions. To respect this traditional practice, emphasis should be made on the introductions as it signals the starting point of something important for which people are being asked to provide their thoughts, opinions, experience.

Some individuals in the RBA environment work together all the time. Others may work together occasionally or have only spoken on the telephone to each other. Some individuals may not know each other at all and it may be the first opportunity that they have meet other people working in the RBA environment. Whatever the case, the introductions will be important. It is important that people say their names at least one time. In addition, they should be asked to talk about the role that they have within the community they are working.

At this point the participants should be given the opportunity to get settled before the overhead presentation begins.

Slides should be presented with a brief explanation. The presentation should not take any longer than 15 to 20 minutes.

1) The Mid-Term Review of the RBA program undertaken in 1998 found that:

• Some RBAs needed to build their organizational capacity to deliver labour market programming.
• In particular, RBAs needed to increase their capabilities to:
  • perform functions,
  • solve problems and achieve objectives; and
  • understand and deal with labour market needs in a broad context and in a sustainable manner.

Conclusion:

There was a need to develop tools that lead to improvements in program design, delivery and results.

2) RBAs held a conference in February 1999; “Thinking of Evaluation: RBAs and Beyond” where the participants discussed evaluation and the accountability needs of various stakeholders:

• HRDC is accountable to Parliament for the program it sponsors,
• RBAs have to be accountable to their chiefs and councils,
• Community accountability is important but is not receiving sufficient attention,
• Self-evaluation is one element of the review strategy for the AHRDS and
• Many RBA holders lack the capacity and skills needed to undertake effective evaluation to be accountable to all stakeholders.

Summary

There are many stakeholders in the RBA process and each have different evaluation needs and accountabilities. All those needs can be addressed, as will be seen in the following illustrations.

Conclusion:

The evaluation capacity of RBAs is unknown. There is need to assess the capacity of RBAs to measure the performance of their programs. There is a need to provide tools to strengthen their evaluation capacity.

View Program Performance Components - Hierarchy of Importance to Stakeholders

View Program Performance Components - Hierarchy of Importance (Stakeholder's Perspective)

• Provide AHRDA holders the opportunity to compare their performance against best practices and identify areas for development and improvement.
• Identify gaps in capacity for human resources development.
• Develop capacity building plans.
• Assure all stakeholders that AHRDAs are meeting their needs.

The Capacity Self-Assessment will help in developing a plan to:

• Develop capabilities to respond to client needs,
• Strengthen the human resources skills and abilities within the organization,
• Improve and build upon existing management processes; and
• Strengthen accountability.

View Scope of the Capacity Self-Assessment

Participants should be given the opportunity to pose questions at this point. Listed below are the most commonly raised questions and issues.

Do I have to be here the whole time?

Keeping Copies

You are now ready to proceed with the assessment. You will need to keep a copy of the tool filled out and leave one with the RBA/AHRDA.

For you own copy, use the overhead version of the tool. Fill it out as you go, putting each page on the projector. Use indelible markers. It will be the copy you will be using to prepare your report. For the copy that will stay with the AHRDA, ask a participant to fill-out a paper copy of the tool as you go through the assessment.

Getting Started

Before you start, remind people that there is a manual explaining each issue, and that they should feel comfortable referring to it. Leave a copy in the middle of the table.

Before you go into a capacity dimension, we suggest that you provide a brief introduction to participants. You could read aloud to participants the definition of that capacity dimension that is found at the beginning of each section of the guide.

Making Sure People Understand

As you go through the tool, check people’s body language. If a question does not seem to be clear, do not hesitate to pick-up the manual and read the explanation. Some people may be embarrassed to say that they don’t understand something. If necessary say that you are not sure you understand and read from the manual.

There are a few places where we strongly recommend that people refer to the manual before answering. Those terms are identified with italics in the tool.

Closure

If you were able to compile the score cards for each capacity dimension, show them to people.

The assessment will have more value for the organization if an action plan is developed and someone is put in charge of implementing it. Offer to work with that person on developing the action plan, which will become a capacity building plan. Those plans are part of their AHRDA agreements.

At the end of the session, let participants know that you will prepare a summary of the results and send that to them shortly. Commit to a specific date. Ask someone to be in charge of presenting that report to the board with the capacity building plan.

If a photocopier is available on site, make a copy of the paper version of the filled-out tool. This will be useful if the overhead version is not always readable.

Within a week after the workshop, the facilitator will provide a report to the RBA/AHRDA summarizing the results. A template of that report follows.

Thank you very much for your participation in that process.

Intervention Capacity Summary
Item	Maximum possible	Custom	Actual
Number of criteria	11	11
Number of issues	30	30
Number of indicators	150	150	108
% capacity (this dimension)			72%

A

Accountability Capacity

For the purpose of this Capacity Self-Assessment, there are two main areas of accountability. One deals with financial accountability issues, such as financial controls, reporting, budgeting, expense control and qualified accounting personnel. The other area deals with the capacity to conduct evaluations of the programming that RBA/AHRDA are responsible to implement. To meet the needs of all stakeholders, RBA/AHRDA have identified performance measurement criteria that reflects National Framework Accountability requirements as well as the social development indicators that are relevant to the Aboriginal communities.

Alternate Source of Funding

Funds used to assist individuals seeking employment or interventions that are obtained outside of the RBA/ AHRDA program are considered to be alternative sources of funding.

Apprenticeship

Apprenticeship training are programs in which an individual participates in a determined time frame to learn a specific skill or craft through practise with expertise.

B

Basic Computer Training

Basic computer training includes an introductory computer course, word processing and spread sheets.

C

Capacity Development or Capacity Building

Capacity Building refers is a process by which organizations increase their abilities to: set objectives and priorities, perform functions, solve problems and achieve objectives; and understand and deal with labour market needs in a broad context and in a sustainable manner.

CEDO

CEDO's are community economic development officers who have the responsibility to work on the commercial and business initiatives undertaken in a community.

Criteria statement

Criteria statements are written standards on which a judgement or measurement can be made.

Co-venture

Co-venture is when two or more organizations join their resources to achieve a common objective.

Community-based

Community-based means that an activity, project office, organization or initiative is located in the same geographic place as the people that are being served. Community includes residents, businesses, programs of the community and their staff, and local government leaders.

Community Integration

Community integration refers to how various programs, projects, and initiatives are related to each other in following the vision that is set out for a people to achieve their social, political, economic and cultural objectives.

Community values

Community values are the philosophies, ideas and beliefs, and ways of doing things that a group of people, with similar characteristics and circumstances, define as being important.

Critical data

Critical data is the core information of the human resource development programs and it is the information that HRDC requires in order to fulfill its statutory requirement. Critical data includes: number of interventions, Savings to the Employment Insurance Accounts, Savings to the Social Assistance Accounts, and statistics on the reduction of usage in Employment insurance.

E

Economic self-sufficiency

Economic self-sufficiency means that commercial activity in a community does not have to rely on a government entity to provide moneys but generates moneys through its own means.

Economic integration

Economic integration refers to how various programs, projects, and initiatives are related and work together to achieve the vision that is set out for realizing the objectives to use the resources and production of goods of a community.

Employment readiness

Refers to the skills that a person requires in order to pursue a job. It can include resume writing, job interview skills, training in a specific area of expertise, and communication abilities.

Entrepreneurship

Entrepreneurship is skills associated with business development and typically include: business planning, identifying opportunities, marketing, operations, and finance.

Evaluation

A formal assessment of the effectiveness of a program or project operation.

Evaluation Capacity

The abilities that an organization possess to undertake a formal assessment of the effectiveness of a program or operation.

F

Feedback

Feedback is the return of input, comments, opinion and assessments.

H

High technology

High technology skills and training refers to the use of computers and/or specialized equipment that require specialized knowledge. High technology careers include computer programming, computer engineering, software development and web-site design. It also includes careers that require specialized knowledge such as biology, or specialized knowledge to work in forestry mill operations, culture practices and treatments, etc.

Higher education

Higher Education is training that is completed at the university or college level and typically requires two years (or more) to complete.

High quality Employment development

High quality employment are those jobs which require the person to have specialized knowledge and are typically at the middle or senior management level.

Holistic

Holistic refers to how everything is tied together when taking all the related pieces into account. This approach means taking into account the needs of all the stakeholders (those with an interest) of the RBA/AHRDA program. Holistic thinking/approaches/decisions are common place among various Aboriginal cultures.

I

Intervention capacity

Refers to the competence and abilities held within an RBA organization to provide the programs necessary for human resource development including: purchasing course training, on-the-job training, work experience, life skills, job-search assistance, pre-employment readiness.

J

Jurisdiction

Jurisdiction means that RBAs/AHRDAs have legal and financial responsibility to plan and make decisions regarding Aboriginal people. With respect to Aboriginal Labour market development, the RBAs/AHRDAs are able to influence a more favourable programming relationship with the province/territory because they "come to the table" as an equal partner. However, because jurisdiction is not always clear, it sometimes requires RBAs/AHRDAs to assert themselves as having it.

L

Labour Market Development

Local labour market information is usually a listing and a description that outlines what type of work is available in the local or national market place. It can help RBAs/AHRDAs to monitor trends over time, as well as provide a periodic reflection of how many jobs are being created.

Life skills

Life skills refer to the activities and functions that an individual needs to perform in order to cope with everyday activity. These skills can be psychological in nature such as anger management, conflict resolution, or assertiveness training strategies or can encompass things such as opening a bank account, getting a driver's licence or getting personal papers or budgets in order. Life skills training helps prepare individuals to join the work force.

Local economy

Local economy refers to the various economic development initiatives, business and commercial operations, and industry that exists in the community where clients live. Impacts include more jobs and training, more self-esteem, new businesses, and better standards of living.

N

Networking

The term network is used to mean interactions with a group of people within various organizations and involves maintaining contact lists, attending meetings and having regular contact with other interested parties.

O

Occupational Training

Occupational training is training that leads to work in a certain field or vocation. It is when individuals pursue training in a field that becomes their career.

Outside

When "outside" is used it refers to the programs and activities that are not under the control or authority of the RBA/AHRDA.

P

Private Sector

The private sector are the organization that usually operate on "for profit" basis.

Partnering capacity

Partnering capacity refers to the ability of the RBA/AHRDA to develop linkages and relationships with other organization, agencies, and people to find common solutions and benefits relating to human resources development.

Program evaluation

A formal assessment of the effectiveness of a program or project operation.

Pro-active

Anticipating solutions and problems and taking action.

Q

Quality Employment

High quality employment are those jobs which require the person to have specialized knowledge and are typically at the middle or senior management level.

Quarterly

Quarterly refers to every third month.

R

Rapport

Rapport is when a positive harmonious relationship established between parties enables an easy exchange of information.

Remote

Remote communities are typically more than 100 kilometres from the nearest RBA/AHRDA office or are fly-in communities.

Research

Finding information about a topic.

S

Seasonal employment

Seasonal employment means that employment only last for a few months or a year, or that there is work at only certain times of the year. For example, tourism during the summer months, carpentry in the summer, working at a ski lodge in the winter, etc.

Sectoral training

Sectoral training refers to a specific categorization of trades and occupations. Very often the sectoral training is in fields such as, farming, forestry, mining, fishing, etc., or the primary industries which are typically tied to natural resource development. Sectoral training also includes the industries which are service driven such as education, high technology, and telecommunications.

Self-sufficient

Self-sufficiency with respect to the RBA/AHRDA means that the organization is able to maintain itself without the need for outside expertise. This is not to be confused with economic self- sufficiency.

Self-employment

Self-employment is when an individual works contractually on their own to provide a product or service. It means that the individual does not have an organization or another person acting as an employer.

Stakeholder

A stakeholder is a person or organization who have an interest in the development and delivery of human resources. There are many groups who are affected by human resources development, including: community residents, youth, disabled people, employers, economic development, education, social, health, staff, and local government leaders. With respect to the overall model used in RBA/AHRDA capacity assessment, stakeholders are clients, the RBA organization, the community, and Human Resources Development Canada (HRDC).

Strategy

A strategy is a detailed plan or method that is developed to attain a long-term goal.

Support

Support is assistance that is financial, moral, legal or encouraging in its nature.

Sustainable jobs

Sustainable jobs refers to work that will continue to exist into the foreseeable future.

T

Targeting

Targeting is simply a means of focussing on an opportunity to learn a specific type of skill.

Traditional

Traditional refers to the practices and ways that have been unique to Aboriginal people for generations.

Traditional skills

Traditional skills are those which are unique to Aboriginal people which have been practised for generations.

Transparency

Transparency refers to a process for making activity open to all authorities responsible for the organization and sometimes the public.

U

Up-grading

Up-grading refers to pre-employment services for clients who need up-grading (i.e., grade 8 to 10, or 10 to 12) and are better able to assist clients to obtain the necessary skills to successfully enter the labour force.

Underwrite

Underwrite means to agree to purchase or provide financial support.

Urban

Usually means the concentration of the Aboriginal population in a city setting.

V

Value for Money

This term is used to denote market rates. It means the RBA/AHRDA is getting charged the same price as "others" would for a similar service.

W

Wage subsidy

A wage subsidy is when the RBA/AHRDA pays for a portion of an individual's salary for a specified period of time.

Wellness-healing

Wellness-healing relates primarily to social problems/illnesses usually caused from a cycle of family violence, e.g., "Residential School Syndrome", poverty, substance abuse and/or despair. RBA/AHRDA staff clearly understand this matter by providing appropriate support to clients in a respectful manner while facilitating the client's success.

This section contains the following:

What is Intervention Capacity?

Interventions are the various programs, services, actions and administrative procedures that are provided by RBAs/AHRDAs to assist their clients to attain the skills and experience needed to secure meaningful employment. In the context of the RBA/AHRDA program, the word intervention suggests that there is a process to directly intervene on behalf of the client to organize programs and services that will improve the clients ability to seek employment. This includes: preparing the client to assume responsibility for upgrading their skills and to be ready to enter the workforce; assessing/arranging/negotiating training programs. On behalf of the client; developing programs and services that provide clients access to sustainable occupations and higher quality employment; and holistically incorporating community and cultural values into the design and delivery of the RBA/AHRDA program.

Special Notes for this Section

1. Intervention capacity can be effected by whether an RBA/AHRDA is centralized (all decisions on interventions are made from a central office) or decentralized (intervention decisions are made locally through sub-offices of the RBA/AHRDA).
2. Intervention capacity can be effected by whether an RBA/AHRDA is urban (located and operating primarily in urban centres) or rural (located and operating primarily outside of the urban centres). It is possible, however, to be both.
3. Intervention capacity can be effected by cultural affiliation, (e.g., Metis, Inuit, or First Nation), insofar as federal and provincial jurisdictions may come into play with certain programs and services thereby providing an advantage or disadvantage for RBAs/AHRDAs. Refer to Section 3, Partnering Capacity.

Client intake/orientation is the first point of contact for the client to RBA/AHRDA programs and services. It is critical because it engages the client into the job search process and prepares prospective clients for entry into programs/interventions offered by the RBA/AHRDA.

Employment/Career (E/C) Counselling assist prospective clients to determine appropriate employment/career choices and paths that will help prepare them for entry into programs/interventions offered by the RBA/AHRDA.

Life-Skills refer to the activities and functions that an individual needs to perform in order to cope with everyday needs. These skills can be psychological such as anger management, conflict resolution or assertiveness strategies or can encompass things such as opening a bank account, getting a driver's licence or getting personal papers or budgets in order.

RBAs/AHRDAs help clients access alternative sources of funding beyond what the RBA/AHRDA is able to provide. These alternative sources of funding can come from community, provincial or other federal government programs, or private institutions.

RBAs/AHRDAs utilize a practice for determining the cost-effectiveness of training purchases. This means that the RBAs/AHRDAs have developed a set of criteria statements that are checked off to ensure that the training purchase meets specified conditions.

Career Assessment is an examination of the individual's work and education background in relation to the employment goal that the client has set to achieve.

Pre-employment services are programs, courses or training that is undertaken prior to pursuing employment. Pre-employment services include career counselling, up-grading classes, life-skills training, computer training and résumé assistance, and other services that help an individual to get ready for pursuing a job.

RBAs/AHRDAs have in place programs of various duration which focus on assisting clients to prepare to enter the workforce.

Employment and career information resources can be books, computer terminals, a mini library research centre, the Internet, or a job counsellor, and all sources of information available to the individual to investigate job or career interests.

Effective Placement and Referral Programs are links that the RBA/AHRDA have made with outside agencies, institutions and programs which can be of assistance to individuals who are seeking employment opportunities. For example, a friendship centre or provincial agency may offer services that assist individuals to find job opportunities, or within the RBA program itself, there may exist placement programs when SA funds are being utilized.

Best practices show that RBAs/AHRDAs who provide the growing youth sector access to programs and services are better able and ready to assist their clients to successfully enter the workforce.

RBAs/AHRDAs are organized to ensure that disabled people have access to employment development programs and services that meet their specific needs. Access can mean specific interventions are in place, or it can also refer to helping disabled individuals to obtain links to organizations that may deal with their specific challenges. Disabled people may include, the visually impaired, hearing impaired, mentally challenged and physically challenged.

The RBA/AHRDA should have requirements in place that give considerations to women and in particular, women who may be in need of assistance because of the disadvantages they may be facing. Women are often disadvantaged because of a variety of circumstances (e.g., lack of education, lack of work experience, lack of adequate child care, lack of self-esteem, threats of family violence, etc.). Many of these women will not come forward and the RBA should be alert to their needs.

Occupational training is training that leads to work in a certain field or vocation. It is when individuals pursue training that becomes the principle activity in one's life. Examples of occupational careers are in fields such as, nursing, journalism, broadcasting, fashion designing, trucking, construction, etc.

Apprenticeship training are programs in which an individual participates in order to learn a specific skill or craft in a determined time frame. Very often the programs are controlled by provincial or territorial ministries. An example, some jobs that require apprenticeships include: carpentry, plumbing, welding, electrician, pipe-fitting, etc.

Best practice shows that RBAs/AHRDAs who provide access to high technology training are better able to assist clients who wish to pursue high technology careers in fields such as, computer programming, computer engineering, software development, web-site design, etc. High technology skills and training refers to the use of computers and or specialized equipment that require specialized knowledge.

Sectoral training refers to a specific categorization of trades and occupations. Very often the sectoral training is in fields such as, farming, forestry, mining, fishing, etc., or the primary industries which are typically tied to natural resource development. Sectoral training also includes the industries which are service driven such as education, high technology, and telecommunications.

Higher Education is training that is completed at the university or college level and typically requires two years (or more) to complete.

In many communities seasonal employment is a way of life. Seasonal employment means that employment only last for a few months a year, or that there is work at only certain times of the year. For example, tourism during the summer months, carpentry in the summer, working at a ski lodge in the winter, etc.

In many communities, the ability to make a living using traditional skill is a way of life. Traditional skills are those skills which are unique to Aboriginal people which have been practised for generations. Maintaining and developing these skills allows individuals to stay connected to their culture and to keep skills that are of value to the entire community. Aboriginal people want to maintain these skills and find new opportunities to use them once again. For example, in the Nunavut Territory, living off the land is a vital skills. Using this skill in eco-tourism adventures is a new way to maintain this cultural practise.

Remote communities are typically more than 100 kilometres from the nearest RBA/AHRDA office or are fly-in communities.

NOTE: This capacity issue may not apply to some RBAs/AHRDAs, including those who may be centralized, urban based, or who do not have remote communities within their geographical jurisdiction.

High quality employment are those jobs which require the person to have specialized knowledge and are typically at the middle or senior management level.

High quality employment development are those jobs which require the person to have specialized knowledge and are typically at the middle or senior management level. The training being referred to with respect to this issue, is training that allows people to obtain the skills need to do these jobs. These issues pertain to the notion that middle or senior management level training is being pursued within these types of jobs.

High quality employment development are those jobs which require the person to have specialized knowledge and are typically at the middle or senior management level. The training being referred to with respect to this issue, is training that allows people to obtain the skills need to do these jobs. The RBA/AHRDA should have in place a way to measure the degree to which success is being obtained with respect to finding these types of jobs. The measure should include a minimum number of people being trained for this type of employment.

Holistic refers to how everything is tied together when taking all the related pieces into account. This approach means taking into account the needs of all the stakeholders (those with an interest) of the RBA/AHRDA program. Holistic thinking/approaches/decisions are common place among various Aboriginal cultures.

RBAs/AHRDAs whose training programs reflect community values deliver culturally appropriate programs and services that meet the needs of key stakeholders, particularly those of the client and the community. Community values are the philosophies, principles, ideas and beliefs that the community define as being important.

RBAs/AHRDAs programs allow the client to become involved in their employment development by offering a service where clients can do their own research or work, and take responsibility for their own employment/career development and access to training.

Research and development means that the RBA/AHRDA organization explores different ways and approaches used in employment development interventions this research is sometimes called best practices.

Life-Skills Training refer to the activities and functions that an individual needs to perform in order to cope with everyday activity. These skills can be psychological such as anger management, conflict resolution or assertiveness strategies or can encompass things such as opening a bank account, getting a driver's licence or getting personal papers or budgets in order.

Life-Skills Training Program refer to the activities and functions that an individual needs to perform in order to cope with everyday activity. These skills can be psychological such as anger management, conflict resolution or assertiveness strategies or can encompass things such as opening a bank account, getting a driver's licence or getting personal papers or budgets in order. Basic skills refer to the minimum skills needed to begin a course of employment development. The Indicators below describe the minimum skills.

This section contains the following:

What is Socio-Economic Integration Capacity?

The best way to answer this question in the context of the RBA/AHRDA program is to break the term "Socio-Economic" into two separate parts. The first part, "Socio", refers to the fact that RBAs/AHRDAs are generally community based organizations operating primarily within the Aboriginal community. They can have a tremendous effect on the social well-being of the community by providing programs and services that influence local Labour Market Development and directly or indirectly meeting the community's goals and aspirations for its people and its culture. The second part, "Economic", refers to the fact that RBA/AHRDA programs and services do have an impact on the local economy. They play a significant role in local economic development activities/initiatives by addressing the training needs of local businesses and clients wishing to take advantage of increased local employment opportunities. RBAs/AHRDAs who can integrate their programs and services into the social and economic fabric of the community are able to meet the needs of their clients, the community and local businesses.

Special Notes for this Section

1. Socio-economic integration capacity is critical to the long term viability of the RBA/AHRDA program because it ensures the program's overall relevance to the community and justifies its participation in local labour force development.
2. Socio-economic integration capacity can be effected by whether an RBA/AHRDA is directly affiliated with a community's, or Aboriginal government's, economic development corporation, since some activities may be exclusively the jurisdiction of the parent organization. RBAs/AHRDAs, in this case, should respond to only those issues to which they are directly responsible.

It is important for RBAs/AHRDAs determine their impact on the economy of the Aboriginal community it serves. Local economy refers to the various economic development initiatives, business and commercial operations, and industry that exists in the community where clients live. Impacts include more jobs and training, more self-esteem, new businesses, and better standards of living.

RBAs/AHRDAs need to review and examine what programs they offer to meet the human resource skill development, needs for pursuing economic development in the community or communities they service. The following indicators list the 5 primary examples of these programs.

Local businesses are the commercial operations found in the territory being served by the RBAs/AHRDAs. RBA/AHRDA obtain community based businesses input in their programs and services and are better able to integrate into the local economy and enjoy greater overall program success.

The RBAs/AHRDAs ensure that their Labour Market Development efforts take into consideration the plans of the community, for growth, and economic development initiatives. Economic development refers to the projects and activities designed to increase, monies, jobs, and commercial activity of a community.

RBAs/AHRDAs examine the effects they are having on the residents, clients, businesses, local government and other community programs which they service. This review helps the RBA/AHRDA to ensure that it is helping clients to achieve their training/employment goals and that the it is helping to improve the community goal.

RBAs/AHRDAs develop and offer appropriate client services and provide training based on the expectations of residents (populace), local government leaders, business people, and others, to improve job opportunities.

In some cases, clients approaching the RBAs/AHRDAs for support will be dealing with problems or illnesses that directly affect their mental well-being. These W/H issues relate primarily to social problems/illnesses usually caused from a cycle of family violence, "Residential School Syndrome", poverty, substance abuse and/or despair. RBA/AHRDA staff clearly understand this matter by providing appropriate support to clients in a respectful manner while facilitating the client's success.

Some clients of the RBA/AHRDA will be interested in establishing a business. The client however, may not have the knowledge and abilities to start-up and run a business. In these cases the RBA/AHRDA must be able to support the client in accessing the necessary information and training required to be successful, regardless of the nature of the proposed business.

RBA/AHRDA's offer a variety of initiatives that are specifically intended to help clients who are interested in establishing a business. Initiatives may include wage subsidy and related business training.

RBAs/AHRDAs are directly involved in the various efforts established by the community governing body or professional people that are intended to address business development goals and aspirations.

RBA/AHRDA programming is compatible with the traditions and cultural knowledge of its clients. As such, RBA/AHRDA are aware of the local customs, values, ways of living and interacting, philosophies of the people who make up the community.

RBAs/AHRDAs offer financial support for the development of initiatives that are focussed on the ideas, philosophies and ancient practices of the people. Examples include: the arts and crafts industry or on traditional jobs (fishing/hunting guides).

This section contains the following:

Partnering Capacity
Number of Capacity Criteria	Number of Capacity Issues	Number of Capacity Indicators
4	11	55

What is Partnering Capacity?

Since the beginning of the RBA/AHRDA program, and even before that with the former HRDC "Pathways Programs", it has been largely acknowledged that the success of Aboriginal LMD programs is only limited by the amount of resources available. Notwithstanding, the RBA/AHRDA Program has enjoyed considerable success because of many RBAs/AHRDAs being resourceful with their use of partnerships. By partnering with others interested in Aboriginal or local LMD, such as, post-secondary institutions, economic development organizations, training providers and local businesses, RBAs/AHRDAs have been able to lever their resources through cost-sharing arrangements to allow themselves to expanded their LMD program and service opportunities for their clients in spite of limited RBA/AHRDA resources.

Special Notes for this Section

1. Partnerships can be formally recognized structures with legal documentation outlining each partner's obligations or they can be informal arrangements that are guided by a loose set of guidelines, principles, or protocols.

The private corporate and business sector are the organizations that operate on a "for profit" basis. These organizations are most likely to hire employees that have undertaken interventions and training and are thus important to the RBA/AHRDA program.

The RBAs/AHRDAs takes steps and undertake activities to encourage or promote private sector partnerships in order to develop more opportunities for their clients to participate in the labour market.

Effective communication is when the two (or more) parties involved in a dialogue listen to each other and clearly understand what each other is saying or trying to accomplish. Effective communication involves a "trust" relationship amongst the entities involved. The indicators below identify some of the elements that are found in a productive and mutually beneficial relationship between HRDC and the RBAs/AHRDAs.

Labour market development objectives are plans for improving the employment situation in a given vicinity or market. RBAs/AHRDAs work closely with HRDC to achieve Labour Market Development (LMD) objectives and are more likely to succeed or even exceed their objectives.

Critical data is information that HRDC requires in order to fulfill its statutory requirements. This could be reports on number of interventions, savings to the EI account, Reduction in Employment insurance usage etc. It is the information that is eventually reported to Canada. It is also the data that HRDC requires to make decisions regarding funding applications and allocations.

Effective communication is when the two (or more) parties involved in a dialogue listen to each other and clearly understand what each other is saying or trying to accomplish. Effective communication involves a "trust" relationship amongst the entities involved. The indicators below identify some of the elements that are found in a productive and mutually beneficial relationship between HRDC and the RBAs/AHRDAs. In this issue, the focus is on how well HRDC communicates with the RBA/AHRDA organization.

RBAs/AHRDAs share LMD programs with the province/territory and develop mutually beneficial programming relationships that benefit the RBA/AHRDA and its clients. Establishing programming relationships fosters combined action and avoid costly duplication.

Jurisdiction means that RBAs/AHRDAs have legal and financial responsibility to plan and make decisions regarding Aboriginal people. With respect to Aboriginal Labour Market Development, the RBAs/AHRDAs are able to influence a more favourable programming relationship with the province/territory because they "come to the table" as an equal partner. However, because jurisdiction is not always clear, it sometimes requires RBAs/AHRDAs to assert themselves as having it.

RBAs/AHRDAs maintain regular communication -meaning that there is a process in place for scheduled meeting meetings and for exchange of information - with provincial/territorial representatives.

An effective apprenticeship support program means that the Aboriginal individual is learning a specific skill, trade or craft and is getting the assistance that is required from the RBA. An effective apprenticeship support program would include some of the indicators below.

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Administrative Capacity
Number of Capacity Criteria	Number of Capacity Issues	Number of Capacity Indicators
6	36	180

What is Administrative Capacity?

Almost every aspect of an RBA/AHRDA's operations involve some form of administration: including the planning of strategic and operational activities, managing internal human resources, communications and data systems. Well run RBA/AHRDA administrations that focus on maintaining operational efficiencies and cost-effectiveness in each of these areas, while desiring to be operationally self-sufficient, are engaged in the ongoing development of their administrative capacity. With increased administrative capacity many RBAs/AHRDAs are evolving their service capability to take on new and innovative programs in the area of Aboriginal Labour Market Development. Through well thought out operational policies and procedures, often established from "Lessons Learned" and "Best Practices", RBA/AHRDA management and staff are doing more with less effort, and achieving results that meet or exceed objectives and targets.

Special Notes for this Section

1. Administrative capacity and efficiency can be somewhat greatly effected by whether or not an RBA/AHRDA is directly affiliated with an Aboriginal government or institution that shares in or undertakes some of the administrative responsibilities. In cases where RBAs/AHRDAs are directly affiliated with an Aboriginal government or institution that shares the administrative responsibilities, RBAs/AHRDAs are to respond to each capacity issue as though their combined administration efforts where one and the same.
2. In some RBAs/AHRDAs, particularly those that are decentralized, program administration is often devolved or split between various sub-offices. This may result in the program being administered slightly differently from one sub-office to another. In these cases, the RBA/AHRDA Capacity Self-Assessment Committee may have difficulty agreeing on a response that adequately covers all locations. In the event of a disagreement or lack of a consensus on the issue or indicators, use the majority principle.

A strategic plan is a written document which serves as a framework of reference for results. Strategic plans outline a series of steps and critical endeavours that will be undertaken in a given 5 to 10 year period to help an organization attain its annual goals and objectives. A strategic plan identifies the resources that will be used to assist the process of achieving results. Long term strategic plans translate into operational activities.

RBAs/AHRDAs whose long term strategic plan contains key elements, such as a clearly stated mandate, goals and objectives, activities, proposed budget, partnership opportunities, local labour market needs, stakeholders' needs, client needs, and an assessment of the risks are better able to achieve overall program success.

Managers of the RBA/AHRDA have the responsibility of assuring that all of the people working for them either have personal copies or open access to the Strategic Plan. It is important for these people to read over the plan and to discuss it with the manager since they will be asked questions about the RBA/AHRDA from others. The indicators below help to determine if staff understand the long term strategic plan.

The RBAs/AHRDAs outlines a twelve month plan of action for the entire organization. This plan is based on the Long Term Strategic Plan. Development of this plan is completed within the RBA/AHRDA - it is not necessary to obtain external input or advice regarding the Operational Plan.

RBAs/AHRDAs write their plans under various titles or sections including action steps, time frames, human resource requirements, budgets and communication plans for stakeholders. By compiling the plan under such headings the RBA/AHRDA will have established very clear roles and responsibilities for its staff, the ways it intends to meet the needs of its clients and how it proposes to be successful.

RBA/AHRDA management has responsibility to make sure that the actions and activities it identified as necessary to achieve its goals and objectives, are acted upon. Effective operational planning is in moving forward employment initiatives. The 5 Indicators below determine if operational planning is effective.

The RBA/AHRDA is knowledgeable about what other groups involved in business, employment and social development, want to achieve.

An institution is considered to be aboriginally controlled if the majority of management, decisions, and authorities are in the hands of aboriginal people. This question looks at matters such as: Who are the decision makers of the RBA/AHRDA?; Who does the RBA/AHRDA report to?; Who gives "Authority" to the RBA/AHRDA to exist in this (these) community (ies)?

While the RBA/AHRDA is not the only group involved in identifying and/or establishing the types of skills education and experiences employers seek of employees, labour market development (LMD) is a primary focus for RBAs/AHRDAs. Further, it is necessary that RBAs/AHRDAs take a leading role and responsibility for knowing about Labour Market Development initiatives.

Self-Sufficiency means that there is minimal reliance on others to "run things" (make decisions) for the organization. RBAs/AHRDAs organization mandates, authority structure, statements of how to operate, training purchases, fiscal management, and legal and public accountability are within the realm of Aboriginal control.

A Terms of Reference (TOR) outlines Board authorities and responsibilities, including the appointment of executives, and provide for a process to orient new members to the RBA/AHRDA board. The TOR outlines the roles and responsibilities of the board.

RBAs/AHRDAs maximize their limited funding for expanding services by creating linkages such as, developing partnerships/joint ventures/affiliates, cost sharing programs, etc., and are better able to pursue self-sufficiency development.

Capacity building is a process by which organizations increase their abilities to set objectives and priorities, perform functions, solve problems and achieve objectives; and understand and deal with labour market needs in a broad context and sustainable manner.

A Policies and Procedures Manual is a document that outlines rules by which an organization will function.

An organizational structure depicts the authorities that make up an organization and define the roles and responsibilities for each level within the organization.

RBAs/AHRDAs management provide time and opportunity for new staff to review various documents which describe the organization. This should include the Policy and Procedures Manual, Strategic Plan, Operational Plan and Organizational Chart. Management should allow for these employees to ask questions and seek clarifications as necessary.

RBAs/AHRDAs require clients to sign agreements which places responsibilities onto the client in order for the RBA/AHRDA to maintain its support for the client. Examples of such responsibilities may include attendance requirements for upgrading or training sessions, regular contact with the RBA/AHRDA counsellor, etc. Basically these are conditions which the client knows about because the RBA/AHRDA counsellor explained them to the client prior to him/her signing the contract. This measure assures cost-effective service delivery.

Service Contract Management means that there is a system in place to track contracts.

Sub-agencies are organizations that have been established under the authority of the RBA to provide services to the client and organization. Best practices show that RBAs/AHRDAs who have a formalized process for dealing with affiliated groups, including written policies and procedures, established communication links, lines of authority, financial mechanisms, and appropriate monitoring in place, are better able to manage their sub-agencies and to operate more efficiently.

A human resource plan is a description of a series of steps that will be instituted in the RBA/AHRDA organization to assist all its employees to develop and improve their skills and education to carry out job functions effectively. RBAs/AHRDAs must have competent staffing in place in order for it to be able to meet the full range of needs required by its clients. RBA/AHRDA determines what skills, training and or education are required of its staff to provide all of its services.

The director of the RBA/AHRDA meets with his/her staff members to find out what skills, education and experience they presently have. The director then reviews with the staff person what skills, education and experiences are necessary for the job or position they hold in the RBA/AHRDA. Together they then determine what training is required by the staff person to meet all of the requirements of the job. They may also identify other training wished for by the employee as a means of improving their career opportunities. The final product of this meeting is a Training Plan for the employee.

Team building denotes a process whereby staff/employees work together to achieve a common purpose. RBAs/AHRDAs promote team building to be better able to develop their internal human resources to deliver quality LMD programming.

As a means to assessing the quality of work being provided by any employee the director needs to be able to measure how effective staff members are in relation to employees duties, roles and responsibilities. This process has become to be known as Performance Appraisal. The information obtained through this exercise is important for the organization as it is for the employee. By completing this evaluation the director is able to provide constructive advice to the employee as to how they can perform their job more effectively. This in turn makes the organization more effective to clients and stakeholders.

Job descriptions are used to outline an employee's duties, roles and responsibilities, to identify direct reporting relationship and to identify necessary skills, education and experiences required to do the job. RBAs/AHRDAs use job descriptions for each employee to be better able to develop their internal human resources to deliver quality LMD programming.