Careering

Travel and business restrictions related to the pandemic have hit some rural jobseekers and industries hard, but there is hope on the horizon

Lindsay Purchase

When Selkirk College Instructor Adela Tesarek Kincaid began working with BC communities to help them develop economic resilience plans last year, she had no way of knowing how urgently they would be needed some months later. Initially intended to help keep economies moving after natural disasters, the focus has now shifted to pandemic preparedness.

“I think we’ll be that much better prepared now and going into the future. So I think that’s definitely a strength and a good thing that came out of this,” says Tesarek Kincaid, who is also a Faculty Researcher at the College, located in the West Kootenay region of BC. Local communities drove the creation of the resilience plans with the support of staff and students from Selkirk and Simon Fraser University, alongside Community Futures Central Kootenay.

Unfortunately, there is no single blueprint for dealing with an unprecedented global pandemic, and Canada’s rural communities – each with their own strengths and challenges, unique demographic makeups and industries – will have to chart a path forward while the ground is still shifting beneath them. Here’s how rural areas and industries are being affected by COVID-19 across Canada, and what they believe will help them get through it.

At-risk industries

The lessons of previous economic recessions suggest that communities will experience the crisis differently, depending on how remote they are, their level of community capacity and their economic mix (Canadian Rural Revitalization Foundation, 2020). However, it is expected that certain industries will be hit harder.

Tourism is one such industry. In 2016, one in 10 Canadian workers was employed in tourism, with nearly 20% of the sector located in rural areas (Tourism HR Canada, n.d.).

Philip Mondor, President and CEO, Tourism HR Canada, says that rural areas relying heavily on tourism may face a longer recovery period. “These were some of the first areas to be shuttered and they’re going to be some of the last to open and there’s lots of very sensible reasons for that,” he says. Communities – especially those with large proportions of vulnerable populations – may not have the resources to deal with a sizeable outbreak. Even as physical distancing and travel restrictions are loosened, rural communities may continue to be more cautious.

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This will also affect workers whose jobs are part of the broader tourism economy, Mondor says, such as a gas station attendant employed near a tourist hotspot. “People take for granted that some of the services they have are inherently there whether tourism is around or not. And indeed it’s not true.”

These challenges have started to bear out in the Yukon, which normally has a robust tourism sector but closed its borders to all non-essential travel in April.

“People in the service industry and the tourism industry are just being hit incredibly hard. I think that’s a really big challenge,” says Lana Selbee, Executive Director of Yukonstruct, a Whitehorse non-profit and hub that supports local makers and entrepreneurs.

The territory has plans to lift lift travel restrictions between Yukon and BC on July 1, but in the meantime, it’s looking to other solutions. Selbee says officials and the provincial tourism association are encouraging Yukoners to get out and explore – to be tourists in their own territory to support local businesses.

Across the country in New Brunswick, when the high tourism season would normally be getting under way, closed borders are expected to hurt students and seasonal workers. However, the effects of the pandemic have been more immediate in other sectors, says Charles LeBlanc, Manager, South East Region, Working NB.

The agriculture and fisheries sectors are experiencing a shortage of at least 1,200 workers, positions that would normally be filled by temporary foreign workers, Le Blanc says. Employers have raised wages in a bid to attract more domestic workers, while Working NB has created a new virtual job-matching platform to help boost recruitment.

In a province where 40% of agricultural workers are migrants, Ontario’s farmers are in a similar position (Statistics Canada a, 2020).

“I’m really worried about the farmers, really, really worried about them,” says Madelaine Currelly, CEO of the Community Training and Development Centre, which has locations in Peterborough and Cobourg, ON. “Some of them have been able to bring in international labour, which is what a lot of them have to do in order to survive, but the numbers are just not there where they used to be.”

Currelly is also concerned about the restaurants and shops of Cobourg’s downtown strip. She has spoken to employers who have had to lay off staff, while others have applied for federal funding to help them stay afloat. “It’s really important that the downtown is alive and well and thriving in order for the inhabitants to even have a place to go,” she says.

Students and jobseekers

Despite labour shortages in some areas, Canada’s unemployment rate hit 13.7% in May (Statistics Canada b, 2020). This has presented a major challenge for post-secondary students relying on summer employment to pay tuition and meet program requirements. Over one-third of students have reported having a work placement cancelled or delayed, while 48% of students say they lost a job or were temporarily laid off. (Learn more about the impact of the pandemic on students in this issue’s infographic, “COVID-19 and Canada’s post-secondary students“)

While Tesarek Kincaid has continued to employ research assistants, other students have faced cancelled placements or been unable to find work. “What students have shared with me is that they’re having a hard time amidst all the uncertainty knowing where they’re going to be able to have or gain [work] opportunities,” she says. Some students – not so keen on online learning – aren’t sure whether they’ll register for the next term.

Working NB has been hearing from many students who are concerned that their inability to find work will disqualify them from financial supports for the upcoming year. LeBlanc says WorkingNB’s employment counsellors are being “bombarded” by questions that they don’t have the answers to yet; the federal government will have to provide guidance around the number of insurable hours required to qualify for different programs. “When you’re looking at the recovery of the pandemic, short-term if they have no jobs, well, long-term it means they’re not pursuing education or training, because they don’t have the money to pay for those programs,” he says.

While funding opportunities have emerged for students in response to the pandemic – most notably, the federal Canada Emergency Student Benefit –  it’s not yet clear how many students are falling through the cracks.

The long road ahead

The big question facing rural Canada right now is, what does recovery look like? In a recent report, the Canadian Rural Revitalization Foundation (2020) emphasized the importance of “adopting place-based approaches” to support recovery and resilience. In other words, what is needed to move forward could look different for every community.

Mondor, of Tourism HR Canada, agrees that a community lens will inform next steps. “The strategy to recover employment is not going to be sectoral, per se, it’s going to be more practically, in a very organic way, a community-led concern,” he says.

Skills and infrastructure development, including improved broadband access in rural areas, also have a role to play. Leblanc says equipping people with digital skills has become a critical need. “The unusual and unprecedented nature of the crisis means that it is not only the more educated but also the ones who are in jobs and occupations more amenable to remote work who fare better,” he says. LeBlanc would like to see the government offer digital skills training courses as well as subsidize internet access and computer costs for those who cannot afford the technology.

While the pandemic has undoubtedly brought many challenges to the forefront, opportunities have arisen as well. In the Yukon, with supply chains disrupted and industries hit hard, the focus has shifted to how to better support local businesses and entrepreneurs. “I think for us, it’s really just asking ourselves the question of how do we show up in a different way for our members and the broader community?” Selbee says.

This kind of reflection is emblematic of the local entrepreneurial spirit that gives Selbee hope for recovery. “Crisis often creates a lot more innovation,” she adds.

The road to recovery will be long and hard, with some communities facing more obstacles than others. However, it also evident that across rural Canada, determination and creativity are alive and well. These resources will help communities rebuild – and be prepared to withstand whatever disruptors the future will hold.

Lindsay Purchase is CERIC’s Lead, Content, Learning & Development. She is the Editor of CERIC’s tri-annual magazine, Careering, and the CareerWise website, along with the CareerWise Weekly newsletter. She is always happy to chat about article ideas: lindsay@ceric.ca.

References

Canadian Rural Revitalization Foundation (2020). Supporting rural economic recovery & resilience after COVID-19. Retrieved from http://crrf.ca/covid19/

Statistics Canada, a. (2020). The distribution of temporary foreign workers across industries in Canada. Retrieved from https://www150.statcan.gc.ca/n1/pub/45-28-0001/2020001/article/00028-eng.htm

Statistics Canada, b. (2020). Labour Force Survey, May 2020. Retrieved from https://www150.statcan.gc.ca/n1/daily-quotidien/200605/dq200605a-eng.htm?HPA=1

Tourism HR Canada. (n.d.). Tourism Facts. Retrieved from http://tourismhr.ca/labour-market-information/tourism-facts/

How a school counsellor in a small Texas town employs creativity, flexibility and intentionality to promote career readiness

Lori Olive

This article was also published in the Summer 2020 issue of the National Career Development Association’s Career Developments magazine.

Oakwood, Texas, has a population of 510 residents. In this small, rural town, the Oakwood Independent School District (OISD) is the hub of the community. Student enrolment is typically anywhere between 175-200 PK-12 students at any given time. As the entirety of the school counselling department, my counsellor-to-student ratio falls well within the recommended American School Counselor Association (ASCA) ratio of 250-to-1 (ASCA, 2019). The challenge is not in the number but in the varying grade and maturity levels of the students I work with every day.

With the ultimate goal being “to give all students adequate opportunities to be successful academically, socially, personally, and in their chosen careers and to help students to become productive members of society,” as the OISD School Counseling Mission Statement says, this is no small feat for one school counsellor. Add to this a dynamic lack of resources and limited funding and the task of getting graduating students ready for college, the workforce and the world, and the workload could appear to be a bit daunting. If I am being honest, getting pulled in so many different directions is sometimes overwhelming.

So, what does student academic, social/emotional, and college and career development look like at OISD? Truthfully, it looks different every day. Flexibility is a critical aspect of being the only counsellor in the district. Students are always my first priority. It may seem like that should go without saying but in a rural school district, counsellors have a number of duties, many of which do not fall under our job description. Therefore, advocating for my role as a school counsellor has been critical to making sure my students’ needs are met.

“to give all students adequate opportunities to be successful academically, socially, personally, and in their chosen careers and to help students to become productive members of society”

Supporting students at every level

A key factor in preparing students is to start early at the elementary level. It is here that foundation, trust and rapport is built. At this level, the primary focus is on social and emotional skills. However, this is also where discussions begin about goal setting, interests and career exploration. I either create my own lessons or purchase lessons from resources such as Teachers Pay Teachers. I especially like to use the website Counselor Keri’s career lessons as they are tailored to particular grades and introduce students to various career clusters based on their everyday skills and interests.

Once students reach middle school, the focus becomes more in-depth career exploration and preparation for high school. All middle-school students are required to complete a career exploration course. This course is taught by a certified Career and Technical Education (CTE) teacher. We currently use the ICEV Career Exploration online course for the curriculum. In addition, students are able to start earning high school credits in middle school. This opens the door for more opportunities in high school.

In Texas, all high school students graduate under the Foundation High School Program. It requires each student to earn a minimum of 22 credits in general education and then allows them to add additional credits to earn one or more “Endorsements” across five different content areas (STEM, Business & Industry, Public Services, Arts & Humanities and Multidisciplinary Studies). Students are tasked to select their Endorsement area(s) at the end of eighth grade using Personal Graduation Plans (PGPs). In order to accomplish this goal, I meet with each student to help them figure out what endorsement area(s) captures their interests, knowing that that might change over time.

These requirements were designed to give students more flexibility in choosing their high school courses to help them either to follow a traditional path to college or to move directly into the workforce. Essentially, this was a move to put more career and technical education (CTE) programs into our curriculums and to move away from the one-size-fits-all pathway to graduation. While I agree with the goal of this new graduation program, putting it into place in a rural district has not been without difficulty. Still, we have found ways to meet these challenges and address student needs. It is important to note that OISD has a high population of economically disadvantaged students and we never want cost to be a barrier, so most components of our programs are offered free of charge.

Building pathways

The first thing we do as a leadership team is to be creative and intentional in building our master schedule each year. This involves reviewing the certifications and qualifications of our faculty and adding in elective courses of interests to students. As a Texas “District of Innovation” we are given some latitude with faculty and course offerings. As a result, we are poised to offer four of the five different endorsement areas for Texas students. In addition, since we have an eight-period school day and students can earn high school credits in middle school, they are typically able to graduate with more than one endorsement and quite a well-rounded transcript.

A key component to preparing our students is through our dual-credit program. We do not have enough faculty to offer AP (Advanced Placement) courses like many other schools, so we put a great deal of emphasis on our dual-credit partnership with the local community college. Students who qualify can take both academic and CTE coursework, depending on their individual career interests. Several of our students have graduated with 24-30 college credit hours and are well on their way to earning an associate’s and/or bachelor’s degree. Studies have shown that taking these courses in high school increases the likelihood that students will continue their education after graduation.

Recently, the district has also started to offer our students the opportunity to earn industry certifications. In Texas, this involves completing coursework and then sitting for a certification exam that students can later use for job or college applications. These are typically administered through our CTE programs and we currently offer certifications in small-engine repair and vet science, just to name a couple.

An important piece in providing effective college and career development is using valid assessments. At OISD, we administer the entire College Board suite of assessments (PSAT 8/9, 10, PSAT NMSQT and SAT School Day). In addition, we offer ACT District testing, ASVAB and the TSIA (Texas Success Initiative Assessment). Since OISD picks up any costs for these assessments, we make most of these tests mandatory. This gives us a wealth of data for each student as we plan each year. We then use the results of these assessments to guide instructional offerings and counselling services.

The culmination of all of the above components and programs is college and career counselling. Small numbers afford me the luxury of working with students on an individual basis to help them plan for their futures. I work closely with students on college applications, financial aid and scholarships, as well as helping them decide on a career path. I am a big proponent of the ASVAB Career Exploration Program, College Board Big Future website and the website Texas OnCourse. These are free, valuable resources for counsellors, parents and students to work together in college and career planning. We look at all options and help guide students in their next steps after graduation. Along with working individually with students, I host freshmen orientation, senior college night, and financial aid and scholarship workshops. I also take students on campus tours throughout the school year, visiting community colleges, universities and trade schools.

These are just some of the things we do at OISD to promote college and career readiness for our students. Our graduation rate each year is almost 100%, with about 80-90% attending college or trade school and the remaining 10-20% joining the military or the workforce.  It’s not a perfect system by any means, but it works for us and for our students and we will continue to improve our programs every year.

Lori Olive received her Bachelor’s in Business-Journalism from Baylor University and her Master’s in School Counseling from the University of Texas at Tyler. She has served as an educator and school counsellor for the past 21 years at Oakwood Independent School District in Oakwood, TX and currently serves as the district’s PK-12 school counsellor.

Case studies from the US and Canada show rural communities and industries are adopting creative approaches to attract new talent

Kristin Kirkpatrick and Scott Fisher

This article was also published in the Summer 2020 issue of the National Career Development Association’s Career Developments magazine.

Agriculture to fill talent pipelines with diversity lens

To address the monumental challenge of feeding a rapidly growing global population while using fewer resources, some of the largest agribusiness interests on a worldwide scale have joined forces to think strategically about the pipeline of talent that will be needed to drive rapid innovation in agriculture. Recently establishing an educational and research centre in partnership with Colorado State University, the consortium members of the new Center for an Enhanced Workforce in Agriculture include such invested corporations as ADM, Bayer, Bunge, Cargill, Land O’Lakes, Caterpillar, DuPont and Tyson Foods.

As global population growth booms over the next three decades, reaching around 9.7 billion people by 2050, experts estimate that we’ll need to produce more food in the next 30 years than we have had to produce in all of human civilization. To add complexity to that challenge, we will be seeking to meet the demand for food while needing to use fewer resources and creating a lighter environmental impact than ever before. In fact, earlier this year, the USDA (United States Department of Agriculture) announced its ambition to increase agriculture production by 40% while cutting the environmental footprint by half. Across the industry, there is broad recognition that the solutions to tackle these challenges will focus heavily on innovation that might drive production while lessening environmental impact, most likely through the deployment of existing and emerging technologies such as precision agriculture, genomics, precision breeding, predictive data analytics, and so on. However, we need to focus on more than the technology. We also need to think strategically about building the teams that will create this innovation and the individual contributors needed to power this work.

This focus on the challenge of feeding our future led to the formation of an industry consortium in 2016 called Together We Grow (TWG). Started by Michael D’Ambrose, the Chief Human Resources Officer of ADM, and Secretary Tom Vilsack, who served as the Secretary of Agriculture under former US president Barack Obama, TWG is working across the country to create awareness and opportunities for more people to do the important work of feeding our world. Together We Grow is a consortium of some of the world’s largest agribusiness interests focused on building a skilled, diverse and inclusive agricultural workforce in collaboration with nearly 50 members – including modern food and agriculture companies, educational institutions, government agencies and national non-profits – committed to improving and expanding diversity in agribusiness. For example, member organization Land O’Lakes, a Minnesota-based agricultural co-operative, has been working to more effectively reach and retain Latin talent in agriculture. The consortium sponsors invest in research to create scalable pilot projects and provide a platform to share best practices for building future workforce capacity.

Diversity is a proven strategy for driving innovation. According to research compiled by McKinsey & Company (Hunt, Layton & Prince, 2015; Hunt, Yee, and Prince, 2018) and also by the Harvard Business Review (Rock & Grant, 2016), diverse teams generate more solutions to a given problem, they are more objective and careful when discussing facts, they generate more innovations and they are also more profitable. TWG’s Center for an Enhanced Workforce in Agriculture has defined diversity broadly and is tracking gender, race, ethnicity, sexual orientation and gender identity, ability and veteran’s status as starting points.

Meeting the next 30 years of complex challenges related to global hunger and food insecurity is not something that any one organization can do individually. As a consortium of diverse interests, Together We Grow aims to help more people from diverse backgrounds see their own future as leaders in agriculture.

Growing diversity pipelines among our rural workforce

Professions North/Nord (PNN) is a unique regional Canadian program to develop new talent pipelines among diverse populations. Our strength is in our ability to reach individuals across an area of approximately 800,000 square kilometres. Add to the equation that the area is sparsely populated with large distances between centres and the challenges became daunting. However, the project has prevailed, developing techniques and tools that are well equipped to handle these conditions. These techniques/tools have been applied to further assist in the attraction of skilled professionals to add to our rural/remote/northern workforce. Many of these professionals are immigrants with international training and non-portable credentials that have not been recognized, as new residents of the province.

PNN was established in 2010 and is a part of a network of bridging programs. These bridging programs –mostly in the larger urban areas – facilitate the transition of highly skilled foreign-trained professionals into the labour market. PNN is part of the Faculty of Management at Laurentian University in Northern Ontario. Although it may seem like a very distant and remote area, Northern Ontario has so much to offer to professionals and families. A constant challenge has been to erase inaccurate stereotypes, and to instead highlight the wonderful opportunities and quality of life in our centres and region.

One project that has been developed to promote our centres to highly skilled-yet-unaware-talent pools of professionals located in larger, urban areas was to develop “Spotlights.” These were interactive, live-streamed events that promoted our northern/rural/remote areas with the purpose of attracting new talent to our area. The presenter was located in the city/region that we were highlighting, while all logistical aspects were co-ordinated through our central office—sometimes 16 hours away. During the real-time streaming, individuals had the ability to join in from anywhere; some would join from a classroom, others would join from their home or, in some cases, they would join from their car during a lunch break at their survival job. Not only those in Canada were participants; others were participating from abroad from countries including China. It was a robust and easy-to-use platform. Additionally, screen shares were incorporated – alternating between live video from the central office and the remote presenter – and dynamic chat features allowed for a seamless and fuller experience.

A key lesson learned is that the connection becomes meaningful when it is possible to simulate a realistic, live experience for the audience members. This has been instrumental in promoting our region (rural/remote/northern) to the masses in larger, urban areas that are surprised to learn about the opportunities and quality of life that our region can offer. Once this meaningful connection is established, there is a much stronger message – and more success – in attracting and growing our workforce.

Scott Fisher, MA-IOP, CCDP received his master’s from Colorado State University and has been a Certified Career Development Professional for over 15 years. He is currently a Project Manager for Professions North/Nord at Laurentian University in Sudbury, ON. Fisher serves on the Canadian Council for Career Development (3CD) board, and is a member of CERIC’s Content and Learning Committee.

Kristin Kirkpatrick, MURP is the Executive Director of Together We Grow and the Center for an Enhanced Workforce in Agribusiness hosted at Colorado State University. Kirkpatrick’s professional expertise centres on systems change to drive opportunity and equity. She received her Master’s in Urban and Regional Planning from the University of Colorado and her undergraduate degree from Colorado State University.

References

Hunt, V., Layton, D., & Prince, S. (2015). Why Diversity Matters. Retrieved from https://www.mckinsey.com/business-functions/organization/our-insights/why-diversity-matters

Hunt, V., Yee, L., Prince, S., & Dixon-Fyle, S. (2018). Delivering through diversity. Retrieved from https://www.mckinsey.com/business-functions/organization/our-insights/delivering-through-diversity

Rock , D., & Grant, H. (2016). Why Diverse Teams Are Smarter. Retrieved from https://hbr.org/2016/11/why-diverse-teams-are-smarter