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² Data Sources ² Free at Last ! ² Life’s Surprises ² What is Your “Half-‐Life” ? ² What is Your “Replacement Value” ? ² What University Cannot Teach You ² Life Long Learning is Cri,cal for Career and Life Success ² A Typical Case Study – an I&C Engineer ² Canadian CPD Programs Requirements for Licensed Engineers ² What Can an Individual Do ? ² Q&A period
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Outline of Presenta1on
² Sta,s,cs Canada -‐ Census for 1995, 2000 & 2005 ² Sta,s,cs Canada -‐ Na,onal Household Survey (NHS) 2011 ² Ci,zen and Immigra,on Canada – Immigra,on data ² Engineers Canada -‐ Labour market and employer surveys ² Prism Economics and Analysis Studies ² Council of Ontario Universi,es – Employment Outcomes of Graduates ² The Conference Board of Canada, Sep 4, 2013, Skills Mismatches and the
Economic Impact in Ontario. ² OSPE Employer Surveys ² TD Economics, Oct 22, 2013, Jobs in Canada – Where, What and for Whom?
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Data Sources for Addi1onal Reading on the Labour Market
Free at Last !
² Ager you graduate: ² No more exams ² No more all night study sessions ² No more deadlines for project papers ² You can get a good job, and make lots of money ² And, live happily ever ager !
² Right ?
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² Learning does not stop upon gradua,on but actually accelerates ! ² Supply of engineers into the labour market is currently running 2x
demand. ² Excess supply has been accumula,ng for over 2 decades. ² Liberalized global trade has created a very compe,,ve labour market.
² Parents and youth believe a university or college degree is a ,cket to success – about 60% of Ontario youth now go to college or university.
² Corpora,ons have abandoned their historical training/mentoring roles. ² Corpora,ons ideally want employees who are job-‐ready (academic skills,
sector experience and sog skills are available before hiring). ² The good news -‐ engineering is one of the most sought ager degrees by
employers and pays be4er than most university degree jobs !
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Life’s Surprises
² The compe,,ve engineering labour market means: ² Not enough engineering jobs for all engineering graduates. ² Engineering graduates in Ontario who took non-‐engineering
university level jobs make 16% less money than engineers (median 2011 NHS data).
² Engineering graduates in Ontario who took jobs that do not require a university degree make 52% less money than engineers (median 2011 NHS data).
² Engineering managers in Ontario make 51% more money than engineers (median 2011 NHS data).
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Life’s Surprises
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Note: Data is from the StatsCan 2011 National Household Survey.
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Note: Data is from the StatsCan 2011 National Household Survey for Ontario.
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Note: Data is from the StatsCan 2011 National Household Survey for Ontario.
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Note: Data is from the StatsCan 2011 National Household Survey for Ontario.
² University provides you with excellent academic training and some
exposure to prac,cal experience in your labs and during summer/co-‐op/internships.
² However, 4 years of university does not provide enough ,me to impart:
² Sector specific technical knowledge and skills (codes, standards, prac,ces, terminology, etc.).
² Business specific knowledge and skills (company policies, prac,ces and procedures, etc.).
² Sog skills (organizing, planning, interpersonal & team skills). ² Supervisory and management skills.
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What University Cannot Teach You
² A useful concept if you want to ensure you stay on top of your compe,,on is your “half-‐life”.
² 50% of your useful knowledge and skills either disappear or become obsolete in a specific period of ,me.
² 2 years in the computer and communica,on hardware sector.
² 5 years for most other sectors. ² If you don’t use it you lose it. ² You have a half-‐life (or shelf life) for most employers/clients. ² Life long learning keeps you fresh and up to date !
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What is Your “Half-‐Life” ?
² Another useful concept if you want to survive in a compe,,ve
environment is your “replacement value”. ² Employers/clients retain and reward engineers who contribute to
the company’s or client’s success. ² Your financial rewards track your value. You can and will be
replaced by someone with be4er perceived value. ² Life long learning increases your replacement value and
consequently your financial security and status !
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What is Your “Replacement Value” ?
² Life long learning involves a wide variety of ac,vi,es. ² Yes, it means periodically going back and taking university and
maybe even community college courses.
² It means a4ending seminars, symposiums, workshops and conferences delivered by industry leaders.
² It means geong involved in associa,ons and other groups that support your chosen sector or career.
² It also means maintaining a reasonable life balance among work, personal and family needs.
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Life Long Learning is Cri1cal for Career and Life Success
² Mechanical engineering graduate in 1970 wanted to specialize as an Instrumenta,on and Control (I&C) engineer in the electric power industry.
² Post university knowledge and skills that needed to be acquired: ² Commercial instrumenta,on equipment and applica,on
constraints. ² Commercial control equipment and applica,on
constraints. ² I&C analysis and simula,on methods. ² I&C Installa,on prac,ces. ² I&C industrial codes and standards. ² Power plant equipment and systems.
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A Typical Case Study – I&C Engineer
² As career developed technology changed:
² 1970’s: pneuma,c & hardwired electronic controls systems, EMI/RFI protec,on.
² 1980’s: mini-‐computers and micro-‐computers, CRT based displays, Sogware QA.
² 1990’s: distributed computer systems, smart instrumenta,on, networks.
² 2000’s: internet based devices and communica,on and network security.
² Needed to keep up with new I&C technology. ² Needed to keep up with evolving industrial I&C prac,ces.
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A Typical Case Study – I&C Engineer
² There were also major shigs in the energy marketplace.
² 1960-‐1980 mainly hydraulic, coal/oil and nuclear energy. ² 1980-‐2000 mainly nuclear and gas fired energy (in Ontario) . ² 2000-‐2020 mainly gas fired, renewable energy and nuclear
refurbishment. ² Needed to keep up with new energy produc,on technology. ² Needed to keep up with evolving environmental requirements.
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A Typical Case Study – I&C Engineer
² As engineer matured more senior posi,ons become available.
² 1970’s: design engineer, senior engineer, design engineer specialist.
² 1980’s: work group leader, project leader, unit supervisor. ² 1990’s: sec,on head/department manager overseeing
several groups. ² 2000’s: director, VP, senior management team.
² Needed to develop supervisory, management and business skills.
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A Typical Case Study – I&C Engineer
² Planning to become a licensed engineer? ² Licensed engineers in most provinces must maintain a minimum level of
Con,nuing Professional Development (CPD) ac,vi,es in order to retain their right to prac,ce engineering (use their engineering stamp).
² Professional development courses, seminars, workshops, etc. are supplied by many educa,onal ins,tu,ons and other organiza,ons including OSPE.
² Professional Engineers Ontario (PEO) has a working group that is currently reviewing what type of CPD program should be introduced in Ontario.
² OSPE has recommended several changes compared to other provinces to be4er match the needs of engineers and companies here in Ontario.
² OSPE’s CPD report is at:
h4p://www.ospe.on.ca/resource/resmgr/doc_advocacy/2013-‐06-‐20_ospe_cpd_study_fi.pdf
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Canadian CPD Program Requirements for Licensed Engineers
Canadian CPD Programs for Licensed Engineers
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Note: (1) The Northwest Territories and Nunavut share one regulator, NAPEG. (2) PDHs = Professional Development Hours
Canadian CPD Programs for Licensed Engineers
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Notes: (1) With the excep1on of Quebec and Manitoba there are maximum PDH credits in any year for ac1vi1es in each ac1vity category. (2) The Northwest Territories and Nunavut share one regulator, NAPEG. (3) For ins1tu1ons that issue Con1nuing Educa1on Units (CEUs) for formal training ac1vi1es, the typical conversion is 10 PDHs for each CEU.
² Get a solid academic educa,on – pay a4en,on in class. ² Acquire prac,cal experience – Summer/Co-‐ops/Internships. ² Acquire sog skills – team work, communica,on, etc. ² Stay up to date with an effec,ve life long learning program and
keep reseong your “half-‐life”. ² Contribute to your company/client’s success and increase your
real and perceived “replacement value”. ² Ensure your life long learning program is balanced. ² Enjoy the rewards that go to those who have an effec,ve life
long learning program.
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What Can an Individual Do ?
Questions ?
Notes: This presenta1on can be downloaded at:hcp://www.ospe.on.ca/?page=adv_peochap Would you like to become a member of OSPE? University Engineering Students can now join OSPE for free! Visit: hcp://www.ospe.on.ca/?page=JOIN
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