This study provided a systematic review of the academic and “grey” literature on “soft” skills in Canada. A key word search was used to pull a broad range of articles and papers which were coded and analysed to explore the ways in which “soft” skills are defined, developed and measured. Key findings include: 1. There is wide agreement that “soft” skills (often termed “professional” or “generic” skills) are among the skills essential to employment across sectors. 2. While there is little agreement, however on how specifically these skills are defined. 3. While much attention is focused on providing Science Technology Engineering and Math (STEM) graduates with training in soft skills, less attention is focused on Social Sciences and Humanities (SSH) graduates because of an assumption, perhaps mistaken, that these graduates will possess soft skills. 4. Employers report a “skills gap” and generally do not feel graduates possess sufficient “soft” skills to perform effectively. 5. There are significant differences in the expectations and perceptions of employers and the perceptions of educators and graduates regarding the level of soft skills graduates possess. 6. While there are some standardized tests for some soft skills – writing and critical reasoning for example, many soft skills can only be assessed in context and just as there is little agreement on definition, there is little agreement on assessment of these skills. 7. There are many stakeholders involved in the development and assessment of soft skills and most agree a combination of formal and informal or experiential learning are required. 8. Because of the way in which soft skills are learned, many segments of the population are disadvantaged in access to the coaching, training and role models needed to develop these skills and cultural biases may play a role in the definition and assessment of soft skills. Moreover the boundaries between “skills” and “personality traits or habits” are blurred particularly with respect to interpersonal skills. A diversity lens is critical. 9. The lack of consistency in definitions and fragmentation of stakeholders involved in soft skills development compounds the problem and more coordination is needed to develop shared expectations and to bridge the gap between supply and demand. 10. More research is needed to systematically assess empirically the ways in which soft skills can be defined, developed and evaluated

This report provides a five year perspective on the progress of women and visible minorities in senior leadership roles in the Greater Montreal area. Specifically, it: Measures the representation of women and visible minorities in senior leadership positions (including boards of directors and senior management) in six sectors: elected officials, public, corporate, voluntary, education, and appointments to government agencies, boards and commissions (ABCs) ; Examines similarities and differences between sectors, as well as variances within sectors; and Suggests best practices to advance women and visible minorities to senior leadership positions.

Rapid technological change, globalization, the demand for skills and education, an aging workforce and greater diversity in the labour market have forever changed the employment landscape. Demographic shifts, the growing participation rates of women and the increased reliance on immigration, in particular, have shaped the Canadian workforce. The talent war has become the single most important competitive issue in virtually every sector and has been a particular issue for employers needing skilled Information and Communication Technology (ICT) workers. Without a talented workforce, Canadian businesses cannot effectively compete. The Royal Bank of Canada has noted that From an economic point of view, how well Canada continues to meet the challenges of diversity will determine our future success in attracting talented immigrants as global competition for talent intensifies with the aging of Western societies...in the face of potential labour shortages, employers will miss out on opportunities for growth unless they recognize the potential of all groups in Canadian society (RBC, 2005). Leading companies are leveraging diversity to achieve their corporate goals. There is growing evidence that providing equitable opportunities for under-represented groups such as women, visible minorities, aboriginal peoples and the disabled produces tangible benefits to corporations, although it does require a long-term, integrated and strategic approach. Large public companies, governments and banks have tended to lead the way in implementing strategies to leverage diversity. Benefits that they have identified as a result include recruitment and retention of highly qualified workers, better alignment with diverse global markets, increased creativity and productivity, and higher overall corporate performance. In spite of the long-term advantages, many employers are not taking full advantage of Canadas diverse workforce. Small and medium enterprises (SMEs) which often have more limited resources, less flexibility and shorter planning horizons tend not to pay as much attention to human resources planning and management, at their peril. Canadian women have made great strides in the workplace, but still face a glass ceiling and are under-represented in management positions and some professions. Indeed, while female participation in law, medicine, business and even engineering has increased dramatically, female participation in computer science has actually declined. Canadas track record on successfully integrating internationally educated professionals (IEPs) into the workforce is also slipping. March 2007 Diversity The Competitive Edge: Implications for the ICT Labour Market A report submitted to the Information and Communications Technology Council (ICTC) Although IEPs are better educated in general, they have higher rates of unemployment and lower rates of career success compared to other Canadians. Although it is not widespread at this time, there is evidence that many well- qualified IEPs who believe that their opportunities here are limited are leaving Canada and, in some cases, returning to their place of origin as those economies grow (Rao, 2001). The Royal Bank of Canada has estimated that there is a significant economic cost associated with failing to ensure internationally-born workers and women achieve their full potential.

The question of whether Canada's economy suffers from labour shortages has been viewed quite differently by employers and economists. The business community almost universally identifies shortages as a problem, especially for skilled workers. That shortages so far have been less severe or widespread than just before the 2008 recession does not mean they are non-existent. Economists are more skeptical, recalling past warnings of shortages that did not materialize while noting that business forecasts of shortages could be motivated by the self-interest of lobbying for measures that boost labour supply and put a lid on wage costs. Moreover, the available data on vacancies and wages seem benign, at least at the national level. This paper attempts to reconcile these two seemingly opposite views. First, it concludes that employers, drawing on their experience with shortages before the recession, have been more innovative in adopting strategies to increase labour supply. These include encouraging employees to delay retirement and work longer hours (nearly one-third of Albertans work over 50 hours a week). However, working incumbent employees more intensively is not sustainable in the long term, especially for older workers. Much concern about shortages is based on the looming retirement of the boomer generation, especially since new sources of labour supply take time to adapt. However, economists note that the track record of predicting shortages based on the need to replace retirees is poor: Europe today is an excellent example of an older society without a shortage of labour. The next point is the existence of a record gap between unemployment for adults and youths. This distorts measures of available labour supply that economists study if employers do not regard youths as substitutes for older workers. The reasons for the high level of youth unemployment at a time of shortages in some sectors partly reflects the skills youths have acquired, especially their marked shift from community colleges to university education over the past decade. Youth unemployment also is high because their participation rate has stayed high, especially among teenagers and full-time students who employers are reluctant to hire. Meanwhile, training conducted by firms has lagged, leaving the public sector increasingly responsible for human capital formation. Not surprisingly, labour market outcomes have deteriorated too. Finally, national wages have not accelerated markedly due to lingering slow growth in central Canada. This has masked a clear upturn in wages in most Western provinces and in Newfoundland. Firms have also resorted to a wide range of non-wage benefits to induce people to join them, partly to avoid having to pay more for their incumbent employees.

From the insights gathered over the past year, we have produced this report, Partnering for a Better Future for Ontario, which examines Ontarians' feedback, using it to shape universities' own commitments to help forge a prosperous and hopeful province, as well as our recommendations to governments and policy makers.We believe that Ontario's brand as an open and cosmopolitan society, with a high quality of life, a large talent pool and an innovative tech and business environment, gives us a global edge at a time when some of Canada's major competitors are becoming more insular. This is Ontario's moment to shine, and our 21 universities will work with our partners across all sectors to drive economic prosperity and improve quality of life in three key ways: 1. Helping students thrive. We are committed to nurturing successful citizens and strengthening Ontario's talent pipeline by preparing every student with the skills they need for the workforce now and in the future, expanding experiential learning in their programs, providing career, social and mental-health support, and ensuring that every young Ontarian who is qualified for a place in university has access. 2. Supporting our communities. We are committed to helping enhance the quality of life for Ontarians through our research and local partnerships in areas such as health care, the aging population, municipal services, infrastructure, transit and arts and culture. 3. Driving a growing, dynamic province. We are committed to helping our economy grow by educating the talented graduates that employers need to be competitive here and abroad; supporting entrepreneurism and innovation; attracting the best talent to Ontario from around the world; and contributing to the clean technologies and low-carbon practices to help promote sustainable growth.

To compete in an interconnected and global marketplace, Canadian companies require an increasingly strong and skilled workforce. However, a lack of comprehensive labour market data, particularly on employment trends and skill requirements, makes it difficult to identify and analyze the current state of the Canadian job market. This shortage of data means recent graduates are left to wonder whether they have the skills and qualifications that employers are seeking, while employers question whether it makes sense for them to invest more in building strong relationships with post-secondary institutions. At the same time, governments are left to wonder whether companies are investing sufficiently in employee training. This report, based on a survey of 90 leading Canadian employers, examines recent and future hiring trends, demographic changes, the job market for young Canadians and the skills and attributes that large Canadian firms are looking for when they recruit employees. It is a follow-up to a report on Skills Shortages in Canada, conducted by the Business Council of Canada (formerly the Canadian Council of Chief Executives) throughout the fall of 2013 and released in two parts during the first quarter of 2014. Overall, the survey results indicate that: 1. Large companies are increasingly looking to recruit or develop employees with strong soft skills (also known as non-cognitive skills). These skills are especially important when identifying and developing future leaders; 2. Large companies generally report that new post-secondary graduates are adequately prepared to enter the workforce, but that expectations for graduates are changing rapidly; 3. Collaboration between post-secondary institutions and the private sector is reasonably healthy, although more is needed; 4. Large companies are investing more in workforce learning and development. In many cases this includes the use of new training methods; and 5. Most respondents believe their companies are well-prepared to handle anticipated demographic shifts, in particular the coming wave of retirements among baby boomers.

Renewed economic growth, a booming job market, and the evolving nature of work are transforming the face of the labor market, resulting in changes in the skill needs of American employers, as well as new and different opportunities for American workers. In the United States, investment in skill development is largely frontloaded" during the first 25 years of life. After that public contributions to formal education are substantially smaller and employer training represents the most sizable investment in further developing the skills of the American workforce. Restrictions on the use of Federal funds which may have been appropriate when specific programs were designed to address the labor market challenges of another era may not be optimal for the future reskilling challenges especially those linked to trade and technological change. Additionally there is an information gap between employers workers and educational institutions. While employers presumably know which skills they value in an employee workers themselves and and their response lags behind the changing demand. Lacking incisive dataeducational institutions have less up-to-date knowledge

The Question: How well is Canada prepared to meet future skills requirements in science, technology, engineering, and math (STEM)? Key Findings: Some Assembly Required: STEM Skills and Canada’s Economic Productivity covers a broad area of issues such as: the relationships among STEM skills and innovation, productivity, and growth; whether Canada has a shortage or surplus of STEM graduates; what future demand for STEM skills in Canada could be; considerations for developing a STEM-literate society; the role of post-secondary education, and immigration and the global market. To conduct their assessment the Expert Panel identified three types of STEM skills. Fundamental skills include reasoning, mathematics, problem solving, and technological literacy. They are important regardless of occupation. These can be learned at an early age. Building on these are, practical skills developed through training in technologies, applied sciences and the trades, and advanced skills that enable engagement in discovery or applied research — including development of new technologies. Supply and demand for STEM skills have been balanced at the national level, over the long-term. However, there is room to improve in the quality and level of STEM skills held by all Canadians. STEM skills are necessary but not sufficient for innovation and productivity growth. A balance of skills must be struck. Leadership, creativity, adaptability, and entrepreneurial ability can help maximize the impact of STEM skills. Long-term economic outcomes matter. A focus on narrowly specialized STEM skills development to meet short-term labour market requirements may have little relevance for meeting long-term skill requirements. It is not possible to definitively determine what skills and knowledge will be required for the jobs of the future. To build capacity and maximize Canada’s potential for innovation, evidence points to the value of early childhood interventions to strengthen fundamental skills. Proactive, long-term strategies to keep a range of economic options open include investments in building fundamental STEM skills while maintaining Canada’s capacity for producing advanced STEM skills. Support for under-represented populations in STEM is important for broadening Canada’s STEM skill supply. STEM skills are global skills. Emigration is more than offset by immigration. Overall, Canada does not appear to be losing skilled individuals.

In 2013, the Council of Atlantic Ministers of Education and Training (CAMET) launched a review of the Atlantic Canada Essential Graduation Learnings, the 1995 framework for curriculum development endorsed by the four Atlantic Provinces. A committee representing each province was formed to ensure the framework, guiding expectations for completion of public education, responded to the changing demands of work and life in the 21st century. A review of literature and research and of national and international documents informed revisions and additions to the 1995 framework. Following departmental consultation and committee collaboration, the updated version of the Atlantic Canada Framework for Essential Graduation Competencieswas finalized in 2015. This document provides a common vision of the competencies--a set of attitudes, skills, and knowledge--beyond foundational literacy and numeracy that prepare learners to engage in a lifetime of transitions and learning. It reflects the regional direction provinces want to take to achieve excellence and provides the flexibility todesign curricula based on provincial priorities and timelines. It is intended to ensure that all Atlantic Canadian students are prepared to seize opportunities and meet the challenges of the future.