Apprenticeship: Facing Change Head On - CAF-FCA€¦ · Flipped Classrooms and Social Learning • Student engagement in the classroom is changing and the traditional lecture method

Apprenticeship: Facing Change Head On

National Conference Summary 2018

2 Apprenticeship: Facing change head on | National Conference Summary 2018 caf-fca.org

1.0 Introduction

The Canadian Apprenticeship Forum – Forum canadien sur l’ apprentissage (CAF-FCA) hosted an interactive dialogue session at the 2018 conference in Montréal, Québec. Three hundred stakeholders, including educators, employers, labour representatives, provincial/territorial apprenticeship administrators and equity representatives discussed how change is impacting apprenticeship. Participants from different jurisdictions and sectors identified current technological trends and discussed the impacts for skilled trades workplaces and technical training learning environments. They talked about evolving skills requirements and diversifying the skilled trades workforce. This report summarizes the main discussion findings.


2.0 The Changing Workplace

2.1 Technology

2.1.1 TRENDSThe Speed of Change

• In a fast-paced and changing environment with evolving requirements, stakeholders wondered what it means to be “job-ready”? How can young people prepare for apprenticeships when the technology is changing daily?

• Stakeholders agreed the speed of change is hard to keep up with and experienced journeypersons are struggling to learn about the latest technologies.

The Emergence of Technicians

• There is a declining need for operators and an increasing demand for technicians with diversified skills, problem solving abilities and diagnostics training. The line between the trades and technicians is blurring.

Automotive Trends

• Third party programs are used to diagnose problems with vehicles.

• The new release of programs and software can cause delays and challenges if the delivery software is mismatched.

• Cars are now sending data and codes directly to the customer and technicians.

• There are privacy issues related to vehicle telematics contacting different companies and insurance shops.

• Global cooperation is used to diagnose vehicles and access information.

• In the automotive industry, whole new IT occupations are now required.

“Nowadays, there are more lines of code in a car than a 747.”


Equipment, Software and Systems

• Machines are completing more tasks.

• In some trades, the equipment is specialized and is changing daily requiring specific training. In other trades, there is a mismatch between the technology and industry knowledge and certain equipment is not getting used.

• There is a four-colour printing press reducing pre-production times from 40 to 15 minutes.

• There is a growing need for mechatronics, including electrical and mechanical systems, robotics, electronics, computer, telecommunications systems, control and product engineering.

• There is a lack of consistent software in manufacturing.

2.1.2 SUPPORTSTraining

• Stakeholders need to think about ways to be responsive when dealing with industry change and, if possible, have greater consistency across sectors when training.

• Stakeholders need to manage journeyperson fears about technology and continuous learning should be encouraged. The Red Seal has no requirement for journeypersons to stay current, but technological changes in the trades will make additional training and re-certification necessary. As new legislation comes in, additional training will be required. Computer Aided Design (CAD) may be used to supplement training. Financial supports and time off from work will help journeypersons obtain additional training.

• Employers will require help evaluating journeyperson skills and abilities over time. Different models for proving a tradespeople’s competence should be explored.

Tradespeople recognize coping with technological change requires continuous learning, upgrading and training on-the-job. In a CAF-FCA survey, pre-apprentices, apprentices and journeypersons agreed training was necessary to keep up with technological change (82 per cent). Less than 15 per cent of respondents were neutral or disagreed.1

Employer Consortiums for Technologically Advanced Employers

• Stakeholders could support innovation in apprenticeship training by engaging technologically advanced employers to work together in a consortium. Employers could share apprentices and offer them well-rounded training. Apprentices could learn about how to use the newest equipment and technology.

Adapting to the Youth of Today

• Stakeholders need to help employers embrace a new kind of employee. Young people today want to be engaged, have a voice, use technology and share their knowledge with others. Young apprentices are inquisitive and need to know why they are approaching a task a certain way. They may see things differently offering new insights and helping solve problems on-the-job. Apprentices should be encouraged to share their viewpoints.

• Apprentices need to be taught to self-advocate so they can learn the skills required and progress in their training.

• To appeal to the youth of today, opportunities to work with cutting-edge technology should be described in career awareness materials combatting the negative perception that the skilled trades are “dead-end” careers.

Inventory

• Developing an inventory so there is a common understanding of current key terms and vernacular phrases would be helpful.

1 See the CAF-FCA report: The Impact of Digital Technologies, Automation and Technological Change: Apprentice Perspectives


2.2 Digital Devices

2.2.1 TRENDSInformation Sources

• QR codes are scanned using a device providing instruction about how to install steel.

• Digital devices help employees obtain codes and standards.

• Applications exist for interfacing with codes and faults.

• Stakeholders noted that too much dependence on digital devices is not desirable, especially when troubleshooting. Apprentices still need to learn the fundamentals from their journeyperson mentors.

According to a CAF-FCA survey, when trying to solve a problem on-the-job, pre-apprentices, apprentices and journeypersons use digital devices or technology. They will search online for an answer (63 per cent), watch videos (40 per cent) or take pictures or videos onsite and send them to their supervisors (32 per cent).2

Documentation of Work

• Digital devices are used for testing and quality control. Pictures prove work was completed or help when troubleshooting.

• Schematic photos are taken helping with re-assembly.

• Digital devices help manage invoices streamlining paperwork.

Communication Tools

• Digital devices allow problem solving to occur with a larger group of people who are geographically apart.

• Digital devices support communication between journeypersons and apprentices.

A CAF-FCA survey revealed the use of smartphones is common at skilled trades workplaces. Pre-apprentices, apprentices and journeypersons reported using smartphones at work (67 per cent). Apprentices use smartphones on-the-job when finding directions to a worksite (60 per cent), looking up codes and regulations (59 per cent) and recording work to show their supervisors (57 per cent). Automotive service technicians use smartphones in diagnostic processes (56 per cent) or for finding user manuals (48 per cent).3

Proprietary Software

• Leveraging apprentice knowledge about digital devices to inform journeypersons about the latest trends was considered important, but stakeholders also pointed out the challenges associated with smartphones. Some employers fear their proprietary software or technology may be shared illegally and feel smartphones are a distraction negatively impacting workplace safety and productivity.

“Technology can be used as a valuable learning tool, but effective mentoring and guidance is still at the core of a meaningful apprenticeship.”

2 See the CAF-FCA report: The Impact of Digital Technologies, Automation and Technological Change: Apprentice Perspectives3 See the CAF-FCA report: The Impact of Digital Technologies, Automation and Technological Change: Apprentice Perspectives


2.2.2 SUPPORTSApplications

• Stakeholders are interested in learning about the best way to use applications to communicate with clients or apprentices.

• Stakeholders would like to explore whether QR codes could be used to identify training records and apprentice levels, provide site orientations and track competencies.

Accessible and Portable Information

• Stakeholders suggested providing safety and codes on iPads, smartphones and laptops ensuring the latest information is portable and easily accessible by apprentices. They also agreed there should be one-on-one digital skills training for apprentices and journeypersons.

Smartphones

• Industry stakeholders wanted to share best practices around smartphone use at the workplace and how employees are compensated when their personal devices are used.

• Apprentices should be taught about company smartphone policies and any relevant legislation.

According to a CAF-FCA survey, pre-apprentices, apprentices and journeypersons would like trades-specific or skills-related applications (80 per cent) and greater mobile compatibility on websites with code books and regulations (63 per cent). They would also like to learn about strategies for utilizing smartphones when doing work-related tasks (30 per cent).4



3.0 Changing Learning Environments

3.1 Technical Training

3.1.1 TRENDSTrades Curriculum and Standards

• Ensuring the curriculum is up-to-date when the technology is changing so rapidly is the biggest challenge technical training institutions are dealing with.

• Standards need to be updated more regularly to reflect all the changes in the trades.

Equipment

• Technical training equipment can be different from the equipment used at the workplace making it difficult for apprentices to transition. When apprentices go back to the workplace, they have to re-familiarize themselves with the employer equipment.

Flipped Classrooms and Social Learning

• Student engagement in the classroom is changing and the traditional lecture method may no longer be an effective way to communicate information.

• The flipped classroom is an instructional model where students learn basic subject matter knowledge prior to in-class meetings. Students come to the classroom for active learning experiences. Interactive learning facilitates student engagement in the classroom and helps keep learners focused. Interactive labs may replace classroom learning in the future.

• Social learning supports information sharing among everyone in the classroom. Apprentice knowledge of the latest industry trends and digital technologies informs their peers and instructors. Future iterations of social learning may involve individuals from different levels and trades learning from one another. Apprentices who learn this way may expect employers to provide a similar environment at the workplace. Employers may need to adjust their perceptions of apprentices as employees and see them as learners seeking interactive experiences.


3.1.2 SUPPORTSEmployer Engagement

• Stakeholders felt increased input from advanced technology industries would ensure the training content remains relevant. Faculty may benefit from opportunities to follow an employer for a week so they can learn about the latest industry trends and stay current.

• Employers should be encouraged to provide feedback about the curriculum so practical workplace examples can be integrated into technical training content. There has to be an explicit connection between the in-class content and on-the-job application.

Open to Learning Philosophy

• Technological change requires an “open to learning” philosophy where individuals are always learning from everyone around them. Instructors can teach apprentices, but apprentices can teach their instructors and one another enhancing classroom discussions. Stakeholders suggested adopting “open to learning” approaches in apprenticeship classrooms. They wanted to share best practices and learning outcomes.

• The value of technical training and social learning should be communicated to employers.

“Inspire and motivate people to learn and teach resilience and learning from one’s mistakes. Promote effective mentoring and knowledge transfer.”

Mentoring facilitates collaborative learning between journeypersons and apprentices. Journeypersons teach the apprentices technical skills while apprentices share their knowledge about the latest technologies.5

3.2 Online Learning

3.2.1 TRENDSInteractivity

• Online learning now features simulations, animations, web-based broadcasts, “live” blueprints and videos. The courses are often mobile compatible and interactive for learners.

• Apprentices in online courses can ask the instructor questions via text or Skype.

• Peer-to-peer discussion forums reduce learner isolation.

Content Review

• When learning on-campus or online, apprentices use web-based resources. Opportunities to re-visit and repeatedly review lectures and videos online is helpful when apprentices are struggling with difficult concepts.

• Online systems track student progress and help instructors monitor how individual apprentices are performing. If apprentices are struggling with a particular topic, the instructor can add exercises and tests so apprentices can practice and review the material.

Flexibility

• Online courses provide accessible technical training for apprentices, especially for those in Northern and rural areas. Older apprentices, parents and those who are living in remote or rural areas value online learning options because they do not have to leave their home communities for as long to pursue technical training. Apprentices like the flexibility online learning offers them.

5 See the CAF-FCA report: The Business Case for Essential Skills Training in the Skilled Trades


Cost

• Online learning is not necessarily less expensive than other forms of technical training. Instructors must invest a significant amount of time helping apprentices who are learning online and developing and maintaining online courses is expensive.

3.2.2 SUPPORTSProfessional Development for Faculty

• Stakeholders agreed professional development opportunities for instructors will help them learn about the newest tools and the latest industry trends. Faculty might be more open to integrating new technologies into their classrooms if they observe workplace changes first-hand.

IT Support

• Pairing faculty with IT designers facilitates interactive online instructional design. IT designers can teach trades instructors about uploading and accessing online and digital resources and using applications, smartphones and tablets in the classroom. Mentors, who have taught online trades courses before, can provide new instructors with additional guidance.

• Common mechanisms and platforms where online videos, animations, quizzes and tests can be shared would allow instructors to maximize resources and build upon each other’s work.

Connectivity

• Better internet connections in the North are needed so those in remote and rural areas can benefit from interactive and engaging online courses. When the internet service is not consistent, the interactive elements of the courses do not work causing frustration for learners.

• Increasing bandwidth would support the use of virtual reality technology across the country.

Today’s learners seek online training. Pre-apprentices, apprentices and journeypersons who completed a CAF-FCA survey wanted to learn about techniques for finding information online (31 per cent). They also wanted online essential skills training (27 per cent) and online mentoring programs (26 per cent).6

3.3 Simulators and Virtual Reality

3.3.1 TRENDSSkills Practice

• Simulators and 3D virtual reality head-sets help apprentices practice their skills prior to using actual equipment. Apprentices rehearse difficult or dangerous scenarios in a controlled environment. These tools allow for more efficient gap learning and mitigate risk. The tools assess learner performance, track results and identify areas for improvement.

3.3.2 SUPPORTSTraining

• Instructors require training on the latest simulator and virtual reality technology.

• Instructors should be provided information about how these new learning technologies benefit apprentice learners.

Financial Support

• Ongoing financial supports are needed to pay for simulators and virtual reality tools.



4.0 Changing Skills Requirements

4.1 TRENDSEmerging Skills

• Learning continuously, showing initiative, being adaptable and creativity are skills required to cope with technological change.

• The use of digital devices on-the-job and during technical training means digital skills are increasingly important.

• Communication styles between apprentices and journeypersons are changing and both groups need to work on their communication skills. Young people want to be talked “to,” not “at.” Apprentices need to know it is okay to question how things are done and to suggest new ways of doing things. Journeypersons and employers may require help understanding the needs of new apprentice learners. For apprentices, texting using short forms or vernacular terms may not be appropriate at the workplace. Apprentices may need to learn about appropriate workplace communication protocols.

• Cultural awareness and emotional intelligence are needed at the workplace, especially as skilled trades employers diversify their workforces.

“An inclusive workplace requires engaged mentors where it is okay to make mistakes as a part of the learning. Apprentices need to be comfortable asking questions in an

environment that is safe for them mentally and physically. Apprentices need to feel like a part of the team. Employers need to create a learning culture at the workplace.”

Essential Skills

• Adapting to change, problem solving and using new technologies are difficult without essential skills. There needs to be a continuum of essential skills training from the pre-trades training to post-certification training. Subjects such as math and science remain important.

Employers who participated in a CAF-FCA survey were motivated to provide essential skills training because employees need to keep up with industry (56 per cent) and workplace (48 per cent) changes.7

Employability Skills

• Employability skills, such as arriving on time and having a good attitude, are crucial to maintaining employment as an apprentice. These skills should be taught from elementary school onwards.

“Commitment + loyalty + skills + a good attitude=A job ready apprentice”

“Essential skills get you the job and employability skills help you keep the job.”

“Resilience is an essential employability skill.”



4.2 SUPPORTSPreparing the Future Workforce

• To prepare young people, emerging skills trades requirements and employability skills should be integrated into the Kindergarten to Grade 12 curriculum. Practical examples relevant to the skilled trades should be included in math lesson plans.

• Parents and students need to be better informed about the skills required for apprenticeships.

In a CAF-FCA survey, employers identified what skills they would like their tradespeople to improve upon. Employers would like to see tradespeople improve their ability to continually learn and adapt to new work processes (17 per cent) and think independently to solve problems (16 per cent). Employers valued the ability to work with others (15 per cent). Examples of working with others included giving or following recommendations and resolving conflict when working in a team. Finally, employers wanted tradespeople to improve their digital skills (10 per cent).8


Photo: Skills Canada National Competition


5.0 The Changing Workforce

5.1 TRENDSCareer Awareness

• More guidance counsellors and parents should engage youth in conversations about skilled trades career options and employer hiring expectations.

• Women and immigrants remain under-represented in apprenticeships. New Canadians, in particular, have negative perceptions of skilled trades careers preventing them from pursing this pathway.

Workplace Challenges

• Mentor relationships are increasingly between two individuals who are different from one another in terms of race, ethnicity, age and gender.

• Employees are leaving the trades due to harassment and discrimination. The high turnover rates hurt employers.

• Uniforms may not fit women’s bodies.

5.2 SUPPORTSYouth

• Making “try-a-trade” more available in the Kindergarten to Grade 12 system will provide youth opportunities to learn about the trades.

• In each jurisdiction, the math and science courses required need to be identified so youth take the appropriate courses.

• Having young journeypersons share their experiences with high school students would provide youth a better understanding of how people enter the skilled trades.

• Young people and parents need to visualize a pathway. They need to understand that apprenticeship can be a stepping stone to business ownership and supervisory positions.

• Information about the trades should be clear, accessible and centralized.

“What message are we sending to young people if we keep closing high school trade shops?”


Women

• Making the physical requirements clear ensures both male and female applicants can fulfil the occupational requirements.

• Conversations around including more women in the trades need to translate into action by HR departments. The hiring of women should be prioritized. Recruiting should be targeted beyond the traditional mechanisms that attract men. Apprenticeship stakeholders need to work with the “big players” to hire women. Setting targets, measuring success and being accountable for the results will ensure new hires are from diverse groups.

• Wholistic supports such as coaching, childcare and housing help women and other under-represented groups overcome barriers. These supports should be more widely available.

Immigrants

• Newcomers require more essential skills and language training prior to pursuing technical training.

• Understanding what other countries are doing to overcome language barriers and to create support and mentoring systems for newcomers might provide new ideas about programs that could be tried in Canada.

• Cross-cultural competency training should be offered to managers, journeypersons and apprentices who work at skilled trades companies.

Indigenous Peoples

• Cultural supports should be integrated into technical training enhancing the learning environment for Indigenous peoples.

• Employees should take cultural awareness training so they can learn about Indigenous history and culture. The Truth and Reconciliation Commission curriculum should be adopted.


Employers

• Inclusion needs to be a part of what employers do every day on-the-job to make all their employees feel welcome at the company.

• Employers should be invited to participate in honest conversations about the inappropriate behavior occurring on worksites and what can be done to address it. There needs to be patience, tolerance, respect and honest feedback at skills trades workplaces.

• Employers can review their interview practices to eliminate “unconscious bias” and prepare their staff for new hires. Assessments, tutoring and talking to diverse groups about workplace expectations prepares individuals for the work site.

• Employers can emphasize team work rather than hierarchies by saying, “You work with me, not for me.”

• Informal practices such as organizing pot lucks and welcome wagons can break down barriers and foster team integration.

• Employers can provide diverse employees professional development opportunities.

• Information about custom-made equipment and uniforms should be shared so employers can purchase uniforms that fit women’s bodies.

• Employers should talk to their employees about career advancement, succession planning and knowledge transfer.

“A healthy work environment=retention”

Higher levels of diversity can drive productivity and innovation by introducing new ways of working, strengthening team dynamics, improving decision-making processes and developing more robust problem-solving on-the-job.9

9 See the CAF-FCA the report: Hiring and Retaining Women in the Skilled Trades: The Business Case for Employers


6.0 Conclusion

CAF-FCA engaged apprenticeship stakeholders in a conversation about how change is impacting apprenticeship and the skilled trades. Stakeholders discussed key technological trends related to new equipment and software and how digital devices are impacting problem solving and communication at the workplace. To cope with technological change, stakeholders agreed professional development and upgrading for journeypersons and instructors is vital so they can stay abreast of the latest trends and take advantage of the most current learning technologies. Stakeholders also discussed how social learning is making apprentice learning environments more interactive. Collaborative learning among peers and between apprentices and instructors is now common enhancing classroom discussions. Today’s apprentices want to feel like they are a part of the team and skilled trades employers must adapt by adjusting their communication styles and creating inclusive workplaces. While essential skills, especially in math and science, remain important, stakeholders identified evolving apprentice skills requirements. New devices and equipment, new ways to learn and find information and diversified teams all require adaptability, learning continuously, digital skills and cultural competence. As skills requirements intensify, high quality training and mentoring remains crucial. Stakeholders committed to supporting apprentices as they cope with all these changes.

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Apprenticeship: Facing Change Head On - CAF-FCA€¦ · Flipped Classrooms and Social Learning • Student engagement in the classroom is changing and the traditional lecture method