training_system_assessment_report

Transportation Trades Supply and Demand Committee

Training Systems Assessment:Four Transportation Trades

Funding provided through the Canada-British Columbia Labour Market Development Agreement

July 24, 2012

Prepared by Heather Stewart andIan MacRae

Sage Transitions

Table of ContentsExecutive Summary! 4

Heavy Equipment Operator (HEO)! 9

Introduction! 9

Recommendations! 9

Overview of findings! 10

Capacity and capability overview! 10

Capacity! 10

Heavy mechanical trades! 13

Introduction! 13

Summary Recommendations! 14

Detail and rationale to support recommendations! 16

Overview of findings! 23

Capability overview! 25

Capacity overview! 28

Research methodology! 31

Process! 31

Research representation! 31

Research themes and results! 35

Structural components! 35

Investment in apprenticeship! 37

Recruitment and assessment! 37

Training institutions! 43

Physical capacity.! 46

Workplaces! 47

TransCDA! 48

ITA and the apprenticeship system! 48

System Considerations! 49

Apprenticeship programs! 50

System of apprentice registration! 50

Registering for training! 51

Coordination in the system! 51

Appendix A - ITA Qualifications Awarded! 52

Appendix B - Apprenticeship Supply & Institutional Utilization Rates (December, 2011)! 53

Appendix C - Projected Supply and Demand for Transportation Trades, by Region!56

Appendix D - Similarities Between This Study and APPSO! 63

Appendix E - Data Sources and Accuracy! 64

Appendix F - Secondary Research Results! 65

1. Best Practices! 65

2. Primary Training Models! 70

3. Barriers to Program Entry and Completion! 74

Appendix G - Northern BC Labour Market Demand Report! 79

Appendix H - References! 80

Appendix I - Transportation Trades Supply and Demand Committee and Sage Transitions staff! 83

Executive Summary

Overview The transportation trades are an essential component in driving the economy of British Columbia. Employees, apprentices and journeypersons in the four trades are employed across many economic sectors of British Columbia including: mining, forestry, construction and infrastructure. Many employers are already having difficulty finding skilled heavy mechanical and heavy equipment operator employees, and there are reports of work and projects being delayed because of the lack of available supply of these employees. A labour supply gap is forecast in the transportation trades over the next five years, and increasing demand from neighbouring jurisdictions will make it more difficult for BC employers to hire the required skilled tradespeople in the transportation trades.

The current and forecast lack of supply is further exacerbated by a number of issues in the apprenticeship system for these trades. In the heavy mechanical trades of heavy duty equipment technician, truck and transport mechanic (commercial transport mechanic) and diesel engine mechanic, institutions are struggling to provide training using outdated curricula, equipment and tools. Many employers have lost confidence in the training system. Some of these employers are reluctant to hire first and second year apprentices, and some are not participating at all in training and supporting apprentices. Heavy Equipment Operators (HEO) are a new trade, with only about 44% participation in the apprenticeship system. The HEO training system is shared by private and public training institutions, some of whom are ITA designated, many of whom are not.

These recommendations are drawn from a very large group of research participants. There were 726 respondents in the Sage Transitions portion of the research and 481 in the research completed by Weicker.

Report structure This report provides a detailed analysis of transportation trades training. Included is a series of recommendations to ensure the apprenticeship system is fit-for-purpose and able to meet the projected demand for skilled transportation trades workers in the coming years. A series of changes to the apprenticeship system are required to ensure the transportation trades industry can continue to facilitate economic growth in a variety of industries across the province of British Columbia. This report begins with a brief overview of the system, followed by an outline of recommendations, findings, capacity and capability for two sub-categories of transportation trades programs. After the overview, a more detailed description of the research process and results is

provided. The final section provides a comprehensive analysis of the core components, issues and concerns that affect the transportation trades training systems.

Purpose and objectives The objective of this research was to assess the training systems of four transportation sector apprenticeship occupations:

• Diesel Engine Mechanic• Heavy Equipment Operator • Heavy Duty Equipment Technician• Truck and Transport Mechanic (Commercial Transport Vehicle Mechanic)

The report will meet the following two objectives:• Assessment of training system. Identify barriers and opportunities within

the post secondary and work-based training systems that inhibit or contribute to adequate training (quality) and supply (quantity) of skilled workers to meet the demand

• Training System Adjustment Recommendations. Develop recommendations to address shortcomings and build on strengths in the system. Recommendations will incorporate information from the training system assessment and from the concurrent labour market research project.

The report provides a detailed analysis of:

Capacity Capacity is the maximum number of apprentices the system can train and supply to the labour market through training institutions. Capacity is affected by physical space and resources including facilities, equipment and machinery.

CapabilityCapability describes how successfully institutions and workplaces prepare apprentices for work. Capability includes factors such as curriculum, instructional expertise in institutions, and training and mentoring in the workplace.

Research processThis report was prepared after an extensive research process that began with reviewing available provincial, national and international research, and was followed by primary research that combined qualitative and quantitative data collection using in-person, telephone, focus group and on-line methods. The primary data collection obtained 726

responses. The very large research sample from primary research provides an accurate and valid representation of stakeholders in the transportation trades industry. The results are representative of every region in the province, all transportation trades occupations and the different sectors including apprentices, journeypersons, instructors, institutions, employees, employers and other stakeholders.

Supply and demand forecastsA review of other labour market and human resource planning research completed in Northern BC suggests that the heightened demand in these regions, will increase the demand for HEO and heavy mechanical trades. Overall, Weicker suggests “although there is currently a reasonable balance between supply and demand, conditions will continue to tighten going forward for most trades to the extent that demand for workers outpaces supply” (p.iii).

Transportation Trades Supply and Demand Committee We appreciated the committee’s advice, guidance and wisdom based on their extensive experience and knowledge of the industry. They provided the contacts, supports and access to industry members, students, instructors, apprentices, journeypersons, unions and stakeholders that resulted in large numbers of respondents for all facets of the research. (Appendix

Heavy mechanical and HEO trades supply and demandOur most important recommendations relate to overall system capacity and capability. It appears that increased demand for all four trades, and competition for tradespersons from Alberta, Saskatchewan and other jurisdictions have, and will continue to, exacerbate the anticipated shortages of skilled tradespeople in transportation trades in BC. Labour market forecasts, though variable and affected by local and international economic conditions, consistently confirm employers are finding increased difficulty in recruiting and retaining the skilled workers they need. Our research confirms that employers are having trouble recruiting sufficient employees, and expecting further labour supply shortages. This issue is worsened by the burgeoning demand in the interior and Northern BC and the accompanying lack of educational institutional capacity and capability in Northern BC.

Heavy Equipment Operator (HEO) findings and recommendations The HEO apprenticeship system is very different from that for the heavy mechanical trades. Thus, the recommendations are different for Heavy Equipment Operators. HEO apprenticeship training is offered at both private and public institutions. There is a wide disparity in program content and length among institutions. The trade is new, and

based on the Weicker report, 56% of those working in the trade are neither apprentices nor journeypersons. We recommend the following steps:

• Keep industry and institutions advised of the progress toward a Red Seal designation.

• Develop a joint accreditation process for the public and private institutions.• Review the process for ITA designation of HEO institutions in BC and

increase capacity by designating more institutions to offer the HEO training. • Develop an industry-wide campaign to promote the benefits of the

transportation trades apprenticeship system: Encourage and persuade employers to train and hire apprentices and journeypersons.

Heavy duty mechanical trades findings and recommendationsThere are many best practices and opportunities to build on current strengths in public post-secondary institutions. There appears to be sufficient institutional capacity across the system, although most schools have wait-lists for all program elements, with the largest wait lists for Heavy Duty Equipment and Commercial Transport Foundation programs.

However, the issues of apprenticeship system capability are very complex. Training requires expensive equipment, tools and facilities and updating curricula to match technology and innovation in the industry. Most training institutions have difficulty keeping up with rapid industry changes required for apprentices to be successful in the workplace.

Employers face similar challenges to training institutions. In employer interviews, all respondents confirmed some difficulty in hiring apprentices and journeypersons. Employer and instructor interviews and apprentice focus groups confirmed that some employers lack the capability to effectively recruit and train apprentices. There appears to be an industry trend to recruit third and fourth year apprentices, rather than first and second year apprentices.

This developing lack of commitment to training “new” apprentices results in many Foundation students and first apprentices experiencing difficulty finding work early in their career, and consequently leaving BC to work in other jurisdictions or abandon their trade. A better coordinated system with improved employer engagement could increase apprentice completion rates and provincial retention of transportation trades workers.

Continuation and completion rates vary among the heavy mechanical and heavy equipment operator trades. Continuation refers to those who transition from

Foundation programs into apprenticeship. Completion rates refer to completion as a journeyperson.

Continuation from Foundation programs for heavy duty equipment technician and truck and transport mechanic (commercial transport mechanic) are reported to be from 20 to 30%. Completion rates from the heavy mechanical trades range as follows, (p. 14, Weicker, June 2012)

• Heavy Duty Equipment Mechanic apprentices varied by cohort from a low of 42% (amongst apprentices who registered in 2006) to a high of 71% (amongst apprentices who registered in 1998 and in 2003).

• Truck and Transport Mechanic apprentices were similar, with a low of 47% (amongst apprentices in who registered in 2006) to a high of 72% (amongst apprentices who registered in 2002).

• Diesel Engine Mechanic apprentices were more varied with a low of 28% amongst apprentices who registered in 2006) to a high of 90% (amongst apprentices who registered in 1998).

The greatest opportunities to increase the available supply of heavy mechanical tradespersons are:

• Build pre-requisites and assessment processes into the Foundation and apprenticeship programs, and attract better qualified applicants who have more chance of successfully continuing in and completing their apprenticeship.

• Provide more training, coaching and support for apprentices in workplaces, and increase the number of apprentices who successfully complete their apprenticeship, and stay in BC. Assessment procedures can be used to identify and support students to obtain all necessary skills for workplace success during their training.

• Provide support, coaching and assessment instruments for employers to use in building supervisory and leadership capacity and thereby improving completion and retention rates; and to meet projected shortages of managerial/supervisory roles.

• Implement the revised program outlines, and incorporate requirements for minimum standards of equipment, tools, instructor qualifications and ongoing instructor professional development.

• Develop Centres of Training Excellence, so that BC becomes recognized for providing high quality training for these trades.

There are complex systemic issues that need to be addressed to ensure the apprenticeship system is working efficiently and effectively to meet increasing demand

in the transportation trades. In HEO and heavy mechanical trades, there is an immediate opportunity to form a committee of key influencers to address the system-wide issues and opportunities in these trades.

Heavy Equipment Operator (HEO)

IntroductionThis section of the report addresses capacity and capability for Heavy Equipment Operators (HEO). Weicker estimates a total of 5,478 employees working in this trade. This is a growing trade, with a new apprenticeship trade which began in 2006, and for which there is high demand in the interior and Northern BC.

Weicker, HEO employees in BC Overall Journeypersons Apprentices Other

Employ ApprenticesEmploy ApprenticesEmploy ApprenticesEmploy ApprenticesEmploy Apprentices

HEO 747 475 214 58

Do Not Employ ApprenticesDo Not Employ ApprenticesDo Not Employ ApprenticesDo Not Employ ApprenticesDo Not Employ Apprentices

HEO 4,731 1,689 3,042

TotalTotalTotalTotalTotal

HEO 5,478 2,164 214 3,101

RecommendationsRed Seal trade status. Provide regular information to employers and apprentices as the Red Seal designation process continues.

Accreditation. Build capability and capacity by developing a joint accreditation process between the private and public institutions. The Private Career Training Institutions Association (PCTIA) has an accreditation process which includes regular institutional audits, and would serve as a model from which to develop a system-wide accreditation system.

Capacity and capability. The apprenticeship system has sufficient capacity, but disparate capability, cost, length and contents of the programs being offered. ITA currently has seven approved private institutions on their website, with two pending

approval, and another two that do not appear to be offering HEO programs at this time. PCTIA has several accredited institutions who appear to have large capacity and strong capability but are not designated through ITA, and would like the opportunity to offer the apprenticeship program. The large proportion of private institutions makes it very challenging to assess capacity of HEO training programs because ITA does not have capacity data for private institutions (estimates are provided on the following page). Improved data collection is required for improved capacity estimates.

Encourage employers to hire and train. This is a new apprenticeship program that has not yet received much traction with employers. There are significant opportunities for ITA, transCDA, employers, unions, private and public institutions, PCTIA, and stakeholders to develop a comprehensive industry campaign to encourage employers to hire and train apprentices. A coordinated effort with improved data collection and institutional planning would improve both capacity and capability.

Overview of findings Findings from comprehensive qualitative and quantitative research show the environment for the heavy equipment operator (HEO) trades is markedly different than the heavy mechanical trades. HEO and is still awaiting Red Seal approval. Training programs are primarily offered in private educational institutions, with some apprenticeship and many non-apprenticeship programs.

Capacity and capability overviewIt was difficult to assess the full capability and capacity of the HEO training system, as there are many more private than public institutions offering HEO training. Some of these institutions have been designated by ITA, but data about capacity and capability is only available for public institutions. Private Career Training Institutions Association (PCTIA) provided support in contacting individual private training institutions, but there was no summary capacity and capability available.

Capability Of the training institutions surveyed, there is a wide disparity in curriculum, equipment, tools and instructor qualifications. Those institutions designated through ITA follow the Heavy Equipment Operator program outline, but there are many more non-designated private institutions offering training.

Capacity WorkBC forecasts 2,280 HEO openings from 2010 to 2015, then declining demand. The need for workers is highest in Northern BC. Qualitative research with institutions and

employers confirms that the largest supply gaps are in Northern BC, Northern Alberta and Saskatchewan.

The following table describes institutional HEO training capacity estimates. ITA does not track the capacity of ITA designated private institutions. The following private institution data was collected by direct contact with institutions. Some institutions do not currently offer apprenticeship training, but provide training on heavy equipment.

HEO Institutional Capacity Institution Capacity

Students/year

Program Details ITA Designated

ITA Designated

PCTIA Accredited

Nor thwes t Commun i t y College

36✔

Vancouver Island University 36 ✔

Thompson Rivers University ✔

In ternat iona l Union of Operator Engineers (Maple Ridge)

50 Foundation - 3 weeks HEO technical - 4 weeksOn their equipment - 5 weeks

✔

Taylor Pro (Kelowna) 50 21 week program Foundation - 4 weeks9 weeks of hands-on equipment training for the endorsements

✔ ✔✔

VanASEP - Aboriginal Skills a n d E m p l o y m e n t Partnership

50 Foundation - 3 weeksTechnical - 4 - 6 weeks Practicum - 1 - 4 months

✔

Christian Labour College(Kelowna, Northeast BC and Coquitlam)

- Preparation to write ITA HEO challenge exam (shorter courses)

✔

Interior Heavy Equipment Operator School (Lake Country)

300 Continuous intake course - 10 weeks ✔✔

O’Brien Training (Prince George)

- Introduction to Construction Equipment Operator Training - 40 hours

C o n s t r u c t i o n E q u i p m e n t Operator -125 hours

✔✔

Fox Consulting (Merritt) - Heavy Equipment Operator Course - 240 hours (6 weeks) ✔✔

Institution CapacityStudents/

year

Program Details ITA Designated

ITA Designated

PCTIA Accredited

Operator Training Program(Langley)

- Heavy Equipment Operator Certification (HEOC) ✔✔

The apprenticeship completion data below, shows ITA data about HEO completion. The lack of formal data collection from private institutions makes it very challenging to provide exact information about capacity, utilization or completion rates for HEO. Improving data collection will be crucial for planning and addressing long-term HEO labour force demand.

Apprenticeship completion - 2006 - 2011(Labour Market Information Supply & Demand Study, p. 22)Note: 0 is Foundation, 1 is Technical Training

Heavy mechanical trades

IntroductionThe three heavy mechanical trades of heavy duty equipment technician, truck and transport mechanic (commercial transport mechanic) and diesel engine mechanic represent a total workforce of 8,036 (Weicker, June, 2012). Weicker forecasts increased demand over the next five years in all these trades (p.ii), and in Northern BC, Malatest (Appendix G) estimates a 46% increase in demand in machinery and transportation equipment mechanics (ex. motor vehicle) over the next five years. These trades are vital to the completion of many large projects underway and planned throughout interior and Northern BC. Without an increase in capacity and capability of the apprenticeship system, employers will have more difficulty in finding the skilled tradespeople that they need to complete projects. As large projects move forward, the competition for heavy mechanical tradespeople will exponentially increase the difficulty all employers will face in hiring.

Weicker - Total number of employees in heavy mechanical trades in BC

Overall Journeyperson Apprentice Other

Employ ApprenticesEmploy ApprenticesEmploy ApprenticesEmploy ApprenticesEmploy Apprentices

HDEM 4,504 3,444 862 198TTM 1,582 1,026 457 99DEM 204 145 56 3

Total 6,291 4,615 1,375 300

Do Not Employ ApprenticesDo Not Employ ApprenticesDo Not Employ ApprenticesDo Not Employ ApprenticesDo Not Employ Apprentices

HDEM 677 618 59TTM 741 660 81DEM 327 304 23Total 1,745 1,582 163

TotalTotalTotalTotalTotal

HDEM 5,181 4,062 862 257TTM 2,324 1,686 457 181DEM 531 449 56 26Total 8,036 6,197 1375 464

Summary RecommendationsThe heavy mechanical summary recommendations are presented in a table format, with links to more detail and data that supports each recommendation. More specifics to support the summary recommendations are included in the section entitled, “Detail and rationale to support recommendations”. Detailed themes and research results begin on page 35.

Immediate and high priority recommendationsRecommendations are ordered by priority. Although all the recommendations should be implemented immediately, some will require more time to complete, such as the Centres of Training Excellence.

Recommendation Accountability

Implement a set of system-wide pre-requisites, including an assessment process, to be used by all educational institutions and employers and include a:• an initial career assessment process, using one instrument, or a series

of instruments , to assess interests, personality traits and essential skills

• pre-Foundation and Level 1 assessment process as a prerequisite and program standard

• career and leadership instruments to support employers in retaining and promoting employees

Supporting Data

transCDA, post-secondary institutions, employers, unions and stakeholders,

Implement changes to the heavy mechanical and operators trades for an adapted apprenticeship process and system Including addressing the following issues: curriculum, assessment, equipment, consistent exams among institutions, instructor qualifications and instructor professional development.

Online survey and focus group results

ITA, transCDA, employers, unions, institutions and system leaders and partners

Implement the updated program outline and include a requirement for ongoing instructor professional development.

ITA, transCDA, employers, unions, educational institutions and stakeholders

Recommendation Accountability

Review program and training delivery and explore the opportunities for creating post-secondary institution Centres of Training Excellence to increase system capacity and capability. Consider reducing the number of public post-secondary institutions offering of Levels 1 to 4 of the apprenticeship program and ensure that the available funding is used for more high quality training at these institutions. Retain Foundation program capacity in all institutions.

Supporting Capacity data Supporting Capability data

transCDA, institutions

Develop a process to increase institutional capability by accrediting public post-secondary institutions and assessing continuation and completion rates, and the quality of the training provided. Review programs accredited in health and business faculties, and through the National Sector Council (http://www.supplychaincanada.org/en/accreditations)

Supporting Capacity data

Post-secondary institutions, BCATTA, Trades Training Consortium and transCDA

Re-regulate the industry so that employers are required to hire apprentices and journeypersons.

ITA, transCDA

Address the issue of minimum standards for health and safety in the shops at institutions through the revised Program Outline and accreditation process. Institutions to seek support from their internal health and safety officers and WorkSafeBC to ensure adequate health and safety practices in their shops.

Post-secondary institutions, transCDA and ITA

Medium-priority and medium-term recommendations

Recommendations Accountability

Develop and implement an “employer to employer” communications programs that demonstrates to employers, the financial, business and societal advantages of hiring apprentices. Many employers, for many reasons, are reluctant to hire first and second year apprentices and may be persuaded by their colleagues. Include resources for employers and stakeholders about the roles of transCDA and ITA.

transCDA, ITA

Work with industry members and stakeholders to develop support materials and training for journeypersons to coach, mentor and train apprentices. Investigate the possibility of hiring apprenticeship coordinators to support employers and apprentices.

transCDA, ITA, employers, unions and stakeholders

Promote career opportunities in these trades, and the use of comprehensive career choice assessments in all parts of the system. Build strategic partnerships with school districts, post-secondary institutions, career advisors, employers, unions and associations to support the use of assessments.

transCDA, ITA, employers, unions and stakeholders

Implement a data management system that provides timely, efficient and easily accessible data and reporting.

ITA

Review the current Program Advisory Committee system for these transportation trades in the public post-secondary institutions. Develop a process to engage industry in decision-making and ensure comprehensive connections to and collaboration with industry members in the apprenticeship system.

BCATTA, transCDA, industry members

Detail and rationale to support recommendationsThe following section provides more detail and data to support each of the summary recommendations:

1. Review the available research and reports, and convene a group of key influencers to address the required program-level and structural changes to the apprenticeship system and programs. The group can use the available research to improve the capacity and capability of the transportation trades apprenticeship

system and ensure efficient use of current capacity. Suggestions for participants include: Ministries of Education; Advanced Education, Jobs, Tourism and Innovation; ITA; transCDA; ITO’s; employers; unions; secondary and post-secondary institutions; apprentices and journeypersons.

There needs to be a system-wide review to address these recommendations, and other research. By bringing key influencers together there are opportunities to consider the issues across the entire system, rather than a more segregated and piecemeal approach.

2. Research the opportunities to develop a few post-secondary institutions as Centres of Training Excellence for the heavy mechanical trades. There are substantial regional differences for these trades in British Columbia. Many large training institutions are located in regions with the lowest forecasted employment growth. Not wanting to move for work is already one of the problems identified in attracting people into the transportation trades (32% of survey respondents said that was one of the elements that prevented people from choosing work in the transportation trades). Regional differences in employment growth and vacancies will exacerbate this problem over the next decade. Linking students and apprentices with jobs in different regions will be essential to improve the capability of educational institutions.

Using the following principles to guide the decisions:• Maintain access to Foundation programs throughout the province• Assess the costs of maintaining equipment, tools and materials to offer the

program at each training level• Address the issue of costs for employers and apprentices to attend

institution-based training away from their workplaces• Develop and implement an ongoing evaluation of a system-wide

accreditation process for public and private institutions• Align institutional funding with the results of regular accreditation reviews

Consider the following options in that process:• Ensure these institutions are providing sufficient apprenticeship programs to

meet industry needs• Involve industry in these decisions, to address their competing needs of:

having training available close to their workplace; wanting high quality training offered in institutions

There are significant opportunities to develop different modes of training to meet regional demands where there is currently little institutional capacity or capability. For example, modular training offered in the workplace or in institutions would offer increased access to apprentices. Front-loaded training offers employers the opportunity to hire apprentices with all the theory and practice completed prior to entering the workplace. Partnerships between educational institutions would provide increased capability by pooling available resources and access to employer donations for machinery and equipment.

3. Collaborate with system partners to support and encourage quality inputs (the best candidates) in order to ensure quality outputs (high skilled and qualified journeypersons). Improve institutional and employer capability to support increased apprenticeship completion and employee retention. Recruitment, assessment and selection opportunities are myriad. Our interviews with employers throughout BC, and especially in Northern BC confirm that the shortage of skilled tradespersons is approaching critical proportions. Employers in mining and oil and gas confirm great difficulty in recruiting and retaining skilled trades. Improving continuation and completion rates may be sufficient to meet forecasted demand. If the anecdotal reports of 25% successful continuation of Foundation students into apprenticeship is accurate, an enhanced recruitment and assessment process would substantially increase the numbers of available apprentices. If these increases were accompanied by increased hiring of 1st and 2nd year apprentices by employers, it is very likely the capacity issues would be fully addressed.

Develop a plan and process to provide the best quality candidates for Foundation and apprenticeship programs, including: • Initial career assessment for students and potential apprentices who are

interested in a career in these trades• Comprehensive assessment process to be used as a pre-requisite for program

entry at the Foundation or Level 1• Based on industry research, use essential skills assessment instruments such

as TOWES, that will provide reliable indicators of student success

• Identify who may administer and how these assessments will be used and accessed by educational institutions, employers and other stakeholders

• Work with stakeholders to have a comprehensive set of prerequisites for entry to Foundation and apprenticeship programs included in the Program Outlines for each trade

• Ensure that the assessment includes employability skills such as critical thinking, team work, communications (http://www.conferenceboard.ca/topics/education/learning-tools/employability-skills.aspx). Several instruments already exist to assess these skills, and some are being used within BC institutions

• Develop a path to and support for, training and coaching for potential candidates who do not meet the prerequisites

• Provide career advice about pathways into and throughout the industry• Use the same assessment for all entrants to apprenticeship programs • Use the assessment in high schools, career employment organizations, post-

secondary institutions, employers, employer associations, unions and other stakeholders

In order to maintain sufficient supply of new entrants to the heavy mechanical and operator trades, expand recruitment to include: mature, Aboriginal, female and recent immigrant workers.

Develop and implement a marketing and education program targeted at parents, students, youth, educational institutions, unions, employers and stakeholders to encourage entry to the trade. Promote and encourage the use of more effective recruitment and assessments processes and tools.

4. ITA can demonstrate their leadership by developing, implementing and evaluating an adapted apprenticeship process and system. There are a number of ways that• Approve and implement the revised Program Outline as soon as possible.• Prepare and engage institutions and stakeholders in implementing the

updated Program Outline once approved.• Ensure all institutions are using standardized learning outcomes, level and

standardized exams and competencies.• Collaborate with post-secondary institutions, transCDA, ITA, employers and

trade unions to develop requirements for instructors to complete regular professional development. Include these requirements in the Program Outline. Require instructors to work in industry on a regular basis, and to follow industry professional development requirements. For example,

http://www.conferenceboard.ca/topics/education/learning-tools/employability-skills.aspx




require instructors to complete 30 hours of professional development on current machinery and equipment annually, and return to the work force for a specified period of time every five years.

5. Develop an efficient and effective data management system. Within the current system it is difficult to obtain accurate data. Without accurate and accessible data it is virtually impossible to accurately project future supply, and identify gaps in supply and demand. Ideally, the data management system would track all students and apprentices. This system would track individuals from registration, to post-completion, even between provinces. Data collection is one of the best practices outlined in Appendix F. Germany, Switzerland and the Czech Republic are exemplars of good apprenticeship data collection . The following data collection needs improvement: • numbers of Foundation students entering the system and completing and

continuing• completion rates of apprentices, by year • numbers of apprentices who are deemed inactive and then return to the

system• capacity reports that accurately represent numbers of classes, programs and

students at each institution.

Ted Weicker, provided the following information about his concerns and experiences with the current ITA data systems.

Our major concern is they do not appear to mine the data that they do have to assess the effectiveness and efficiency of the system and feed into strategic decisions.

With respect to the historical data itself, changing ITA policies and information requirements combined with modifications of the system over time resulted in inconsistent collection of data fields in the AIMS. For example, in examining the targeted CITO trades apprenticeships, we found that only less than 4% of all apprentice records have citizenship information and less than 9% have records on Aboriginal identity. Records on education attainment ("Grade Achieved" and "Graduated") or previous participation in foundation programs such as ELTT, ACEIT or SSA were also inconsistent as the fields contained many blanks and "N" (No), which suggests that many of the apprenticeship records were not recorded or were left at the default value (N). The issue was particularly hindering when examining the relationship between education attainment and the impact of foundation programs on completion rates. Likewise, it was noted by ITA staff that some of the record fields (i.e. gender of the apprentice) had default setting that might have been overlooked at the time of data entry. As such, while 11% of the apprentice

records have no gender information, an overriding ratio of male to female apprentices (86.5% vs. 2.5%) may suggest certain validity issues in the database.

! The current Direct Access system, despite much more consistent in terms of data collection, still poses a few issues. One of the expected issues is that there are some information loss with the data conversion from AIMS to Direct Access. The Direct Access no longer keeps track of variables such as citizenship, education level (graduated high school, grade achieved), or information pertaining to sponsor organization such as number of employees or journeymen at the facility. Data previously collected in AIMS were not kept in the current system. Furthermore, data on the start date or created date of converted records from AIMS have been reset to 20090128 which is the date the record was converted. Another related issue is that when we tried to cross-reference course results data with the "highest level achieved" (a new field which should be reflective of the apprentice's current level of courses), there were some inconsistencies on the converted records - ie. records already existed before Direct Access would not get updated until a training result is entered in Direct Access; someone who completed 4 courses and got certified could have a "highest level achieved" =0 because he/she completed the program before the system conversion.

6. Return to a regulated system, like that in Alberta, where employers are required to hire apprentices and journeypersons for these trades. This change would increase commitment to and participation in the apprenticeship system. Alberta regulates the heavy mechanical trades, and to “work as a Heavy Equipment Technician in Alberta, a person must be a registered apprentice, an Alberta-certified journeyperson, or hold a valid recognized credential”. (http://tradesecrets.alberta.ca/index.html?page=setting_industry_standards/ait_board.html). Many employers are reluctant to hire first and second year apprentices, as they are not satisfied with the skills these apprentices bring to their businesses. This results in these apprentices in the early stages of their career: having difficulty finding an apprenticeship, leaving BC to find apprenticeship opportunities in other jurisdictions, or, leaving the trade entirely. This issue is already resulting in lack of supply of 3rd, 4th and qualified journeypersons. Unless employers participate in hiring and training apprentices, the supply issue can only worsen.

7. Provide support and training to journeypersons in training and coaching apprentices in the workplace. There are currently many employers and journeypersons who lack the supports and resources to provide appropriate workplace training to apprentices. There are opportunities for transCDA to

http://tradesecrets.alberta.ca/index.html?page=setting_industry_standards/ait_board.html






collaborate with other Industry Training Organizations, and jurisdictions that have implemented training for employers (sponsors) and journeypersons to help them fulfill their role in training, coaching and mentoring apprentices in the workplace.

8. transCDA can take the lead, with employers and institutions, and work together to actively involve employers in program design and delivery. The current public post-secondary institutional Program Advisory Committee system does not appear to be working effectively. Employers and institutions both reported feeling disconnected from each other. Apprentices suggested that institutions could benefit from stronger connections to industry.

9. Develop and implement a communications and education plan to help system participants better understand transCDA and ITA roles and responsibilities.

10. Collaborate with BC Association of Trades and Technology Administrators (BCATTA), the Trades Training Consortium, Ministry of Advanced Education and educational institutions to develop a process to address issues with institutions that do not meet the minimum accreditation requirements.

11. Industry leaders can encourage and persuade other employers to hire and train apprentices by sharing best practice examples and methods of overcoming challenges. Employers have the influence to collaboratively build a culture that promotes the benefits of workplace training and support for apprentices. transCDA can develop a communication and information plan, with tools for employers and stakeholders to use at conferences, trade shows, industry meetings to promote apprenticeship continuation and completion.

12. Unions play an integral role in these trades and need to be involved in each of these elements. The unions are strongly connected to many tradespeople and have developed a number of best practices. The unions have the opportunity to share these with employers, other unions and through BC Federation of Labour.

13. Review the current system by which apprentices and employers attempt to find the best option for their ongoing schooling. Develop and implement a system that makes better use of the available spaces. In BC there was a central registration system to which many survey respondents suggested a return.

Overview of findingsThe research findings are an excellent representation of transportation stakeholders from across the transportation trades.

Respondents Numbers

Quantitative (online survey) from apprentices, journeypersons

312

Qualitative (focus groups with students and apprentices at institutions)

332

Employers 42

Instructors 28

Stakeholders 12

Total respondents 726

This data combined with that completed, over the same time period by Weicker , who interviewed 466 employers and 15 subject matter experts, provided a large and representative sample from which to make recommendations.

Regional capacity and capability is mapped in this section. Capacity maps are provided by trade, because there are significant regional differences in both capacity and labour demand between trades. Maps are sorted into three categories:

• Diesel Engine Mechanic & Heavy Duty Equipment Technician• Truck and Transport Mechanic (Commercial Transport Mechanic)• All Foundation Students

Heavy Equipment Operator capacity is not mapped due to the lack of data for capacity in private institutions. HEO capacity estimates from private institutions are based on our primary research.

Capability maps show different measures of capability for all transportation trades combined. There were no significant differences between regional ratings of capability between the transportation trades.

There were many positive comments and best practices in our research. Each part of the system has examples of effective and efficient processes that support students and apprentices and meet employer needs. Institutions and instructors have worked hard

to supplement out-dated curriculum to better train students and apprentices for the workplace. Unions have training coordinators who support apprentices and their school and workplace training. Employers provide training, coaching, mentoring and they provide funding for schooling, tools and professional development. ITA has an online information system that works well for apprentices and employers. However there are ways to enhance the system so that it draws on the current strengths and best practices.

We were asked to assess the capacity and capability of the system. The majority of our primary research through focus groups, interviews and online surveys, addressed capability. However, there are capacity findings that are important to this discussion, and included in this report. Capacity is addressed primarily through secondary research, and supplemented, when required by primary quantitative research. Many of the quantitative findings have capacity implications.

Throughout the document we’ve used terms as follows:• “Institution’ to describe public post-secondary institutions• “High school students” for who attend dual credit programs such as ACE-IT and

CTC

Finally, as in any qualitative research, where large numbers of participants have the opportunity to express their views, there are many comments that we would expect and might define as “typical” or “ just venting”. In order to respect those many survey participants who provided thoughtful, reasoned and articulate comments, we have developed themes that reflect the most frequent comments.

Capability overview

Nechako

Northeast

Cariboo

Kootenay

North Coast

Vancouver Island/Coast

OkanaganMainland/Southwest

North Coast

Thompson

Transportation Trades Regional Capability Rankings"Quality of Instruction"

LegendQuality of Instruction

4.18 - Northern BC

4.22 -Mainland/Southwest

4.44 - Kootenays

4.54 - Vancouver Island/Coast

4.56 - Okanagan

4.57 - Thompson-Cariboo

0 150 300 45075Kilometers

¡

Map Produced June, 2012Data Collected by Sage TransitionsBoundries from BCStatsNAD 1983 BC Environmental Albers Projection

Colour regional light/darkness relative to absolute scoreStatistically significant differences between regionsF(6,295) = 2.42, p < 0.05

Nechako

Northeast

Cariboo

Kootenay

North Coast



North Coast

Thompson

Transportation Trades Regional Capability Rankings"Overall Quality of Training"

LegendEquipment Quality Rating

3.40 - Northern BC

3.56 - Okanagan

3.67 - Lower Mainland

3.78 - Kootenays

4.00 - Vancouver Island



¡



Nechako

Northeast

Cariboo

Kootenay

North Coast



North Coast

Thompson

Transportation Trades Regional Capability Rankings"Quality of Facilities"

LegendFacility Quality Rating

3.63 Okanagan

3.67 - Northern BC

3.70 - Lower Mainland

4.20 - Vancouver Island

4.44 - Kootenays



¡



Capacity overview

9

8

7

6

5

4

3

2

1

12

1110

Foundation Capacity &Projected Unfilled Job Vacancies 2010-2015

Legend

Supply/Demand Gap3% - Mainland/Southwest5% - Cariboo10% - Northeast12% - Vancouver Island/Coast12% - Thompson-Okanagan15% - Kootenay21% - North Coast & Nechako

Foundation Capacity

84

EnrolmentsUnfilled Capacity


¡

Map Produced June, 2012Sage TransitionsBoundries from BCStatsCapacity from ITA; Labour Force Projections from WorkBCNAD 1983 BC Environmental Albers ProjectionSee Appendices for Associated Tables

Note: Projected Unfilled Job Vacancies (% of vacancies) Average of all Transportation Trades

1 British Columbia Institute of Technology2 Camosun College3 College of New Caledonia4 College of the Rockies5 Northern Island College6 Northwest Community College7 Selkirk College8 Okanagan College9 Thompson Rivers University10 University of the Fraser Valley11 Vancouver Island University12 Vancouver Community College

VCC

BCIT

Okanagan College

College of the Rockies

Northern Lights College

Northern Island College

College of New Caledonia

Thompson Rivers University

Vancouver Island University

Northwest Community College

Heavy Duty Equipment Technician* Apprentice Capacity &Projected Unfilled Job Vacancies 2010-2015

Legend

Supply/Demand Gap2% - Mainland/Southwest4% - Cariboo9% - Vancouver Island/Coast9% - Northeast11% - Kootenay12% - Thompson-Okanagan24% North Coast & Nechako


¡

Map Produced June, 2012Sage TransitionsBoundries from BCStatsCapacity from ITA; Labour Force Projections from WorkBCNAD 1983 BC Environmental Albers ProjectionSee Appendices for Associated Tables*Includes Diesel Engine Mechanic

Note: Projected Unfilled Job Vacancies (% of vacancies)NOC 7312

430

Enrolment

Capacity

VCC

BCIT

Okanagan College

Northern Lights College

College of New Caledonia

Thompson Rivers University

Truck and Transport Mechanic Apprentice Capacity &Projected Unfilled Job Vacancies 2010-2015

Legend

Supply/Demand Gap3% - Mainland/Southwest7% - Cariboo11% - Northeast12% Thompson-Okanagan15% - Vancouver Island/Coast19% - North Coast & NechakoKootenays


¡

Map Produced June, 2012Sage TransitionsBoundries from BCStatsCapacity from ITA; Labour Force Projections from WorkBCNAD 1983 BC Environmental Albers ProjectionSee Appendices for Associated Tables

Note: Growth Rates for Automotive Service Technicians,Truck & Bus Mechanics and Mehanical Repairers (NOC7321)

240

EnrolmentsCapacity

Research methodology

ProcessThe primary research process used qualitative and quantitative methods to assess the training system of the four trades. Initial interviews with committee members were completed in January and February 2012 to provide context and background to the industry research. The qualitative research (interviews and focus groups) began April 3, 2012 and was completed on May 16, 2012. The quantitative research (online survey) was launched on April 7th, and closed on May 11th. The primary research was completed using an iterative process that began with a series of questions developed for each audience, and then added questions to follow-up on developing themes. Online survey respondents were also asked if they would be available to provide additional information. Specific respondents were contacted to provide more information, and further inform the interpretation of data.

Research representationThere were 644 quantitative and qualitative research participants from across British Columbia and the four occupations and related stakeholders. An overview of the respondents is provided below.

*Of the respondents who completed training in BC (298); 14 quantitative respondents completed training outside of BC

Figure 2. Overview of qualitative research participants

Audience Locations Number of participants

Apprentices and Foundation students

Lower Mainland, Kamloops, Kelowna, Prince George, Vancouver Island

275

Employers Northeast, Central BC, Kootenays, Thompson/ Okanagan, Vancouver Island, Lower Mainland

42

Instructors Northeast, Central BC, Kootenays, Thompson/ Okanagan, Vancouver Island, Lower Mainland

30

0

75

150

225

300

Lower Mainland Thompson-OK Vancouver Is. Northern BC Kootenays

14

3056

164

82

10464650

146

Figure 1. Total* responses from qualitative and quantitative research

Quantitative Qualitative

Audience Locations Number of participants

Stakeholders Northeast, Central BC, Kootenays, Thompson/Okanagan, Vancouver Island, Lower Mainland

12

Total 346

Figure 3. Geographic representation of quantitative participants

Sample Distribution*Sample Distribution* Provincial Distribution

Lower Mainland 49% 146 41%

Thompson-Okanagan 17% 50 17%

Vancouver Island 15% 46 10%

Northern BC 15% 46 21%

Kootenays 3% 10 6%

*Of the respondents who completed training in BC (298); 14 completed training outside of BC

Figure 4. Occupational distribution of quantitative participantsN Sample Provincial Distribution

(ITA Programs)

Diesel Engine Mechanic 68 22% 2%

Heavy Equipment Operator

46 15% 8%

Heavy Duty Equipment Mechanic

176 56% 58%

Truck and Transport Mechanic

167 54% 32%

Percentages are over 100% because some respondents fit into multiple occupations.Some trades intentionally over-represented in the quantitative results to provide sufficient numbers for statistical analyses

Figure 5. Distribution of Respondents by Occupation and GroupStudent Apprentice Journeyperson Non-Apprentice

Employee

Diesel Engine Mechanic

14 21 29 4


33 65 71 7


9 19 10 8


16 74 70 7

Research themes and results This section provides more information about the themes that were developed from primary research, and from which we built our recommendations. By describing the structural components of the system through text and image, the need to implement a system-wide review become apparent, and the following topics logically followed.

Structural componentsThe following model represents the transportation trades industry as an interconnected machine. The core of the engine requires all parts of the system to work smoothly to function effectively. If all elements of the system were to function optimally, it would create a system that produced sufficient, high quality apprentices and workers to meet labour market needs. Our research found evidence that each stage of training quality subsequently impacts quality of future training. For example, there was a strong correlation (0.33) between how well apprentices felt their training prepared them for work, and how they ranked their workplace training. In other words, good in school training substantially improved the experience and quality of workplace training.

��

Collaboration, cooperation and communication between system members at the core of the system is vital to its efficiency. In order to provide sufficient and high quality apprentices and journeypersons to meet industry needs, each part of the system needs to run at peak performance.

BC has a culture that does not encourage or value trades occupations and training as much as it does academic education and occupations. Unlike countries like Germany, Switzerland and Austria that highly value and respect tradespeople and their work, we tend to encourage our young people to follow academic careers.

“ I would never encourage my son to work as a mechanic in BC. There is a distinct lack of respect for tradesmen here, beginning with the top levels of government, and that permeates all of society here. When I moved from Alberta where a good tradesman is highly revered, I went into culture shock. How can the system improve? Respect. Respect your tradesmen. Respect. Respect. Respect”. ! - Journeyperson, 57.

Due to this bias in our culture, parents, counsellors, advisors and other key influencers seem less supportive of those interested in pursuing a career in tradesMany responses about the apprenticeship system, were positive. Apprentices and employers stated that their contact with ITA, or institutions was fully satisfactory. There were comments such as, “I have been an apprentice for two years now. I learn everyday and make good money doing so” There was a common theme though in employer and stakeholder interviews that the apprenticeship system is disconnected from industry and apprentices. There are issues about the lack of oversight of institutions, workplace and organizations involved in apprenticeship. There were concerns expressed about the overall functioning of the apprenticeship system and the support available for all of its participants.

Investment in apprenticeshipThe combination of continuation and completion rate data and anecdotal information suggest that the apprenticeship system for these trades is expensive, and yielding fewer qualified journeypersons than expected. The Labour Market Report prepared by Weicker demonstrates the issues with continuation and completion rates in the heavy duty mechanical trades. There is insufficient data to confirm the numbers of Foundation students who successfully continue to work and move into apprenticeship. Anecdotally, institutions and instructors suggest that only 20% to 25% of Foundation students obtain work in the industry. This percentage was surprisingly consistent among the instructors with whom we talked.

The reasons for low continuation and completion rates are myriad, and are detailed in the remaining findings. However, these are system-wide issues and consequently, system-wide solutions are required.

Recruitment and assessmentA few employers interviewed complete assessments and interviews when hiring apprentices, or promoting employees to apprentices. Other employers and unions have training programs and/or training coordinators who support and manage workplace training, and the transition from work to school and school to work. In our research we interviewed employers and employees who were very satisfied with their training and experience. Some apprentices provided compelling evidence that their interests, abilities and personality traits were well-suited to these trades.

Institutions are using a variety of assessment instruments, and work to chose the best candidates for the training. These assessments include: Accuplacer, ABLE Math and English Trades tests, and institutionally developed instruments. These instruments encouraged some candidates to upgrade before they enter programs, or in some cases, alert instructors to potential issues.

However, there is generally insufficient assessment of students or apprentices as the enter institutions or workplaces. High school students, who account for up to a quarter or more of Foundation classes, are not generally assessed before entry, and frequently lack the maturity, aptitude and essential skills required. Institutional funding and policies encourages putting “bums in seats” and there is an institutional conflict

between having sufficient funding to operate programs and completing rigorous student assessment. While institutions do fail students and apprentices, instructors confirm that they are encouraged to pass students and apprentices as much as possible as large numbers of non-continuers and non-completers are seen negatively in the system.

What respondents think prevents people from entering the occupation

Reason

Aren’t interested in working in the trade 60.0%

Lack of information about the trade 37.2%

Lack of information about employment opportunities 36.2%

Don’t think they have the right skills 35.9%

Don’t want to move for work 32.1%

Don’t think they have the right personal attributes 22.1%

Employers are equally challenged to complete pre-employment assessments as the nature of their business means they use standard interview processes. Figure 6 (below) shows the reasons people choose their occupation.

Figure 6. Reasons for choosing occupation

Question Question Range

Mean Standard Deviation

95% CI

Chose because of interest 1-5 4.64 0.57 ±0.08

Chose because of pay 1-5 4.36 0.76 ±0.10

Chose because of friends 1-5 3.09 1.23 ±0.17

Chose because of family 1-5 2.80 1.34 ±0.19

Chose because of career counsellors 1-5 2.21 1.08 ±0.15

It is clear that career counsellors are not major influences in encouraging students to enter the transportation trades. As can be seen below (Figure 6) a majority (56%) of respondents Strongly Disagree (1) or Disagree (2) they entered into their occupation because of a career counsellor. This is likely reducing the number of entrants into transportation trades programs.

Figure 7. Ratings of occupation choice, influenced by career counsellor

Conversely, an overwhelming majority (98%) report they Agree (4) or Strongly Agree (5) they chose the occupation because of interest, and 93% Agreed or Strongly Agreed that they chose the occupation for an opportunity for a well-paying job.

Figure 8. Ratings of occupation choice, influenced by interest in occupation

Figure 9. Ratings of occupation choice, influenced by opportunity for well-paying job

Friends and family were common reasons for choosing the occupation. Entrants to the transportation trade tend to be influenced by informal sources.

Figure 10. Ratings of occupation choice, influenced by friends

Figure 11. Ratings of occupation choice, influenced by family

Training institutionsDuring the research there were many positive and appreciative comments about the knowledge and experience of instructors and their linkages to the industry. Many employers approach institutions when they are searching for apprentices, and trust instructors to provide them with qualified candidates.

There were no significant differences between ratings of different transportation trades training programs, however there were substantial regional differences in training quality. Overall ratings of training were generally positive, as shown in Figure 9 below. Regional differences are mapped on the capacity and capability overview (pages 21 - 26) and in the charts below.

Many students and apprentices were dissatisfied with poor facilities and equipment used in institutions. They understood the challenges colleges face in keeping their equipment and facilities up-to-date. The institutions are faced with little funding for capital equipment, and an industry where shop equipment and machinery is very expensive. Rapid advances in equipment and machinery make it more challenging for institutions to stay up-to-date. The qualitative results confirm this issue. School facilities and equipment had the lowest overall quality ratings (between Neutral and Good). Figure 11 below shows this is consistent across all regions in British Columbia.

Of 203 responses to the online survey question, “What suggestions do you have to improve training at the institution? If you have attended more than one institution, please make suggestions for all institutions”. 70% of the respondents suggested updated curriculum and equipment were necessary to have the program meet industry standards. The focus group participants and instructor interviews confirmed these comments. The most common and consistent theme among focus group participants

3

3.5

4

4.5

5

Classroom Training

3.763.883.90

4.06

4.34

Figure 12. Average ratings of in-school training

Instruction Quality Class Size Quality of FacilitiesPreparation for Work Quality of Equipment

were issues with curriculum, equipment and instruction. Some examples of these conversations included:

• Reviewing theory and completing practical assignments on engines and components that are not currently used in industry

• Completing out-dated equipment and machinery• Lack of current industry experience by some instructors

Curriculum at some schools needs to be updated. Employers, students and instructors commented on the difficulty institutions face in using old equipment and curriculum to train students and apprentices for an ever-changing and developing industry. Several instructors expressed concern about over-crowded institutional shops, which they felt were not safe. This online survey comment describes this issue, “I think that the ITA'S course curriculum is not up to date as a lot of the info covered is out-dated and does not reflect what is being done in the work place. Although the older equipment is on the roads it is not the majority of what is out there, it still needs to be covered but so does the more recent equipment getting experience on the latest equipment is an asset not only to the apprentices but also to the employer”.

3

4

5

Thompson-OK Vancouver Is. Kootenays Lower Mainland Northern BC

3.4

3.683.78

43.98

3.673.7

4.44

4.24.22 4.184.23

4.444.544.56

Figure 14. Ratings of in-school training by region

Quality of Instruction Quality of Facilities Quality of Equipment

Instructors possess a range of qualifications and many are very passionate about and committed to these trades. They support and care about student success. Most have teaching credentials such as Professional Instructor Diploma. However, there doesn’t appear to be a requirement for regular upgrading or professional development for instructors. Physical capacity. There are currently 10 institutions offering HDET, 8 offering DEM, 13 institutions offering Truck and Transport Mechanic (Commercial Transport Vehicle Mechanic), in an industry where it’s very expensive to deliver programs, and maintain up-to-date equipment on which students and apprentices can work.

Lack of capacity is a complex issueOur review of the data suggests there does appear sufficient capacity in the system in terms of available spaces for students. However the facilities and equipment do not provide the kind of current and high quality instruction that industry requires. Many institutions have shops that are small and confined, without the physical space for the size of machinery and equipment these trades require.

The institutions we visited confirmed that they are working with equipment and tools that are insufficient and out-of-date. Many colleges have received donations from industry, but these are inadequate to their needs. The shops are frequently crowded, and several instructors suggested they were concerned about health and safety in shops where several instructors, and many students at many levels were working in very close quarters, or spread out in yards and in shops. Some institution operate multiple Foundation and apprentice intakes at the same time, thus increasing crowding in shops and classrooms. Instructors and apprentices have confirmed they are concerned that institutions are not meeting WorkSafeBC requirements for numbers of instructors/supervisors in the shops.

The data suggests there are sufficient entrants to the system through Foundation and apprenticeship programs to meet employer needs. However, the institutional continuation and completion rates, combined with apprentices in first and second year struggling to find sponsors, has left a system with fewer and fewer apprentices completing their certificates of qualification, and insufficient journeypersons to meet employer needs.(See Appendix B for Utilization Rates).

The current funding system The current funding systems seems to encourage filling classes, rather than ensuring appropriate candidates are entering programs. Institutions are seeking to fill classes, and assessment and selection appear to be a second priority. Employers are faced with economic and business challenges that frequently don’t permit hiring and training apprentices. Journeypersons are becoming harder and harder to find, with the result that many employers don’t have the capacity to hire and train apprentices.

Institutional review and oversightWhen the system was changed in 2003, public post-secondary institutions were “grandfathered” into the system, and there is no longer any oversight. They are not audited or reviewed for any portion of their program delivery.

WorkplacesSome employers have excellent on-site training programs, training committees and they send apprentices to specialized training on the employer’s equipment and machinery. These employers hire, train and support apprentices. Some employers pay their employees while they’re in training, provide allowances for travel and accommodation, and help with tool purchases. Others don’t hire first and second year apprentices, poach third and fourth year apprentices and journeymen, and provide little training or support to their apprentices. There are some employers who occupy the spectrum between the very good and the very poor.

Unionized employees may receive additional support through their unions. International Union of Operating Engineers has apprenticeship advisors who support apprentices at each stage of their training.

The economics of staying in business means that employers are working very hard, with insufficient numbers of qualified journeypersons to keep their businesses running efficiently and effectively. Employers suggest they are in “Catch 22”, they need to provide service to customers, they have too much work to manage and little time or ability to hire and train apprentices, especially first and second year apprentices. Many employers said they miss the support they had historically received from apprentices counsellors/advisors or through tools such as log books.

Apprentices reported having a range of experiences with their employers. Some apprentices were very satisfied with their workplace training and support from journeypersons. Other apprentices provided many examples of issues in the workplace:• Little or no supervision, training or coaching from journeypersons

• Journeypersons don’t have the time or ability to train, coach or mentor apprentices;

• Spending several years of their apprenticeship performing a few routine tasks and learning little of what was required

• Concern that their inability to learn the full scope of the trade would prevent them from advancing in or completing their trade qualification

• Lack of submission of their hours of work, leading to delay in their progress• Employers who promised to send them to school, but then did not find a

convenient time to do so

Many employers seem to lack current knowledge of the apprenticeship program. Some are unsure of their full responsibility as sponsors, or the requirements to provide on-the-job training and support for their apprentices. In our interviews, employers confirmed their frustration with institutions who are training students and apprentices with out-dated curriculum, equipment, tools and shops. They feel employers are disconnected from the institutions and ITA.

TransCDAThere was little knowledge about the role or function of TransCDA as the Industry Training Organization (ITO) for the transportation trades or about ITA. There are several roles that TransCDA could fulfill that would support industry, institutions, employers, students, apprentices and ITA. The discontinuance of apprenticeship counsellors was identified by many research participants as a hindrance to the system. Institutions have apprenticeship coordinators on staff, whose role has expanded to support apprentices and sometimes employers manage the administration of their apprenticeship. Employers reluctance to hire apprentices is a situation that will only worsen the current shortage of journeyperson.

ITA and the apprenticeship system The apprenticeship system in BC is faced with many challenges posed by a shortage of journeypersons, low continuation and completion rates, and lack of knowledge and understanding of the apprenticeship programs, even by those currently participating in the system. The youth programs that provides dual credit for high school students to enter apprenticeship have resulted in many issues throughout the system. Many school districts are not recruiting and assessing students with an interest in and ability to be successful in school or in the trade. The institutional funding process and system seems to mitigate against high quality inputs and outputs. Curriculum is outdated, meaning the students and apprentices are not receiving training that meets current employer needs. While these issues are comparable to those being faced in other Canadian

jurisdictions and other countries, there are models in other Provinces, and in Germanphone countries that are working more effectively.

“When I went through my apprenticeship, there was an apprenticeship board. I have limited information on how the new system runs but I believe it was a great loss when the board was abandoned. I suspect that the reason our province lacks tradespeople in many trades is because of this. There seemed to be a lot more public advertising back then if I remember correctly. The only advertising I have seen lately is being done on Global news. Hope this has been of some help at least. Thanks”. (From online survey respondent).

Inadequate data collection and reporting from ITA has made this research project even more complex, and the data on continuation and completion rates have substantial gaps.

System ConsiderationsThere were many comments and suggestions that did not fit within the narrower confines of the earlier part of this report, and where the recommendations apply system-wide.

Foundation programs There is inconsistent curriculum, program length and evaluation processes and methods among institutions. Although the Foundation program is a prerequisite to enter apprenticeship in these trades, some employers obtain written exemptions so their apprentices do not attend the Foundation programs. Most employers prefer apprentices to have completed the Foundation level, and are supportive of the requirement for this level of training, before entering the apprenticeship program. A few employers would prefer to hire from within, and are opposed to a long and expensive program for their apprentices. Interviews with many respondents suggest that ITA is becoming less supportive of Foundation or “pre-apprenticeship” programs.

Continuation rates from Foundation are anecdotally reported to be low, but there is lack of data to quantify program results. Employers and instructors confirm that Foundation is the best way for many apprentices to enter the trade, rather than receiving letters of exemption or challenging exams. Some employers reiterated that apprentices needed to “learn the basics” before entering the workplace. Many employers confirmed that with expanded scope of work in this trade, Foundation is very important and needs to remain as a prerequisite. However, the mixed maturity, skill and experience levels of Foundation students, with the addition of high school

students, has contributed to challenging program delivery and low continuation and completion rates.

The lack of recruitment and assessment tools and processes may be the most profound in this program. The following table (Weicker Work Plan Prepared for the Transportation Trades Supply and Demand Committee and presented at the February 8, 2011 meeting, p 14) suggests that an average of 42% of the current apprentices in the system have completed Foundation programs, and first and second year apprentices account for another 32% of apprentices in the system. This data suggests that 75% of the apprentices in the system are at levels 0 through 2. If the continuation rates of Foundation students are as low as 25%, and if first year and second year apprentices encounter great difficulty in finding sponsors and work, the industry will soon be facing even more severe shortages.

Heavy Duty Equipment

Technician (Heavy Duty Equipment

Mechanic



Mechanic



Mechanic


(Commercial Transport Vehicle

Mechanic)



Mechanic)



Mechanic)







Active Inactive Total Active Inactive Total Active Inactive Total Active Inactive TotalNumber of ApprenticesNumber of ApprenticesNumber of ApprenticesNumber of ApprenticesNumber of ApprenticesNumber of ApprenticesNumber of ApprenticesNumber of ApprenticesNumber of ApprenticesNumber of ApprenticesNumber of ApprenticesNumber of ApprenticesNumber of ApprenticesN= 922 580 1,502 30 32 62 231 296 527 68 63 131Highest Level CompletedHighest Level CompletedHighest Level CompletedHighest Level CompletedHighest Level CompletedHighest Level CompletedHighest Level CompletedHighest Level CompletedHighest Level CompletedHighest Level CompletedHighest Level CompletedHighest Level CompletedHighest Level Completed0 42% 59% 49% 36% 64% 47% 47% 54% 51% 56% 38% 47%1 17% 18% 17% 16% 13% 15% 53% 46% 49% 31% 41% 36%2 15% 9% 13% 14% 10% 13% 0% 0% 0% 13% 21% 17%3 11% 2% 8% 23% 6% 16% 0% 0% 0% 0% 0% 0%4 15% 12% 14% 10% 7% 9% 0% 0% 0% 0% 0% 0%Total 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

Apprenticeship programsAfter hearing from 644 focus group and survey respondents, we can only highlight, in this report, some of the issues and concerns raised by students, apprentices and journeypersons. Perhaps, the most important theme is that students, apprentices and journeypersons feel they have no voice. They had many well-articulated and thoughtful comments about the system. They were positive and appreciative about many elements of the apprenticeship system, but there were many examples and stories that demonstrated the lack of support and attention they feel they receive from employers, institutions and ITA.

System of apprentice registration While there may not be an overall lack of capacity, the numbers of apprentices in years 0 - 2, suggest that there will be more competition for spaces in years one and two because of the volume of apprentices in those years of the training. In addition, there

appears to be no overall institutional management system to identify gaps in training spaces, or to ensure that training is available for each apprentice to move through the next stage of their training.

Registering for training Apprentices sometimes find it difficult to obtain information to ensure their progress through the system is seamless and effective. If apprentices register for their training late they miss timely completion of their in-school training. If employers and apprentices are not diligent and knowledgeable about the requirements for recording workplace training hours, the apprentice may find issues with the timely completion of their apprenticeship.

Coordination in the system In order for the system to work effectively and efficiently, each part of the system needs to be clear on their roles and responsibilities. One of the most consistent themes in our research, was the disparate nature of this system, where there is insufficient communications and collaboration between system partners.

Appendix A - ITA Qualifications Awarded

Year Qualification Type Commercial Transport Vehicle

Mechanic

Commercial Transport Vehicle

Mechanic





2007/2008

Apprentice C of Q 81123

88

133180

2007/2008 Challenger C of Q 42123

08

47180

2007/2008

C of C 119119 1313 166166

2008/2009


55

129190


05

61190

2008/2009

C of C 136136 2929 229229

2009/2010


1212

194260


012

66260

2009/2010

C of C 104104 5353 245245

2010/2011


99

194266


09

72266

2010/2011

C of C 285285 1414 308308

Appendix B - Apprenticeship Supply & Institutional Utilization Rates (December, 2011)Heavy Duty Equipment Mechanic Apprentices

BCIT CNC COTR NIC NLC NWCC OC TRU VIU VCC Total

Level 1 Enrolments

21 16 14 10 8 16 15 14 - 16 130

Level 1 Capacity 32 16 16 16 8 16 16 16 - 32 168

Level 2 Enrolments

29 31 14 - 21 - 31 26 32 23 207

Level 2 Capacity 32 32 16 - 32 - 32 32 32 32 240

Level 3 Enrolments

30 43 40 - 10 - 24 16 32 40 235

Level 3 Capacity 32 48 48 - 16 - 32 16 32 48 272

Level 4 Enrolments

32 16 - - 15 - 24 16 32 32 167

Level 4 Capacity 32 16 - - 16 - 32 16 32 32 176

Overall Enrolments

112 106 68 10 54 16 94 72 96 111 739

Overall Capacity 128 112 80 16 72 16 112 80 96 114 826

Utilization Rate 87.5% 94.6% 85% 62.5% 75% 100% 83.9% 90% 100% 77.1% 89.4%

CTVM: Commercial Transport Vehicle MechanicHDEM: Heavy Duty Equipment MechanicHEO: Heavy Equipment OperatorAST: Automotive Service Technician

BCIT: British Columbia Institute of TechnologyCNC: College of New CaledoniaCOTR: College of the RockiesNIC: Northern Island CollegeNLC: Norther Lights CollegeNWCC: Northwest Community CollegeOK: Okanagan CollegeSEL: Selkirk CollegeTRU: Thompson Rivers UniversityVCC: Vancouver Community CollegeVIU: Vancouver Island University

Truck and Transport Mechanic ApprenticesBCIT CNC NLC OC TRU VCC Total

Level 1 Enrolments

47 - 6 - 12 16 81

Level 1 Capacity 48 - 8 - 16 16 88

Level 2 Enrolments

60 - 10 6 9 28 113

Level 2 Capacity 64 - 16 16 16 32 144

Level 3 Enrolments

44 - 11 9 13 14 91

Level 3 Capacity 48 - 16 16 16 16 112

Level 4 Enrolments

47 6 - 10 31 27 121

Level 4 Capacity 48 16 - 16 32 32 144

Overall Enrolments

198 6 27 25 65 85 406

Overall Capacity 208 16 40 48 80 96 488

Utilization Rate 95.25 37.5% 67.5% 52.1% 81.3% 88.5% 83.2%

All Foundation ProgramsBCIT CAM CNC COTR NIC NLC NWCC OC SEL TRU UFV VIU VCC Total

CTVM Enrolments

32 - - - - - - - - - - - - 32

CTVMCapacity

32 - - - - - - - - - - - - 32

CTVM/HDEMEnrolments

- 18 - - - 12 - - - - - - - 30

CTVM/HDEMCapacity

- 18 - - - 18 - - - - - - - 36

CTVM/HDEMACE-ITEnrolments

- - 12 - - 15 - - - - - - - 27

CTVM/HDEMACE-ITCapacity

- - 16 - - 16 - - - - - - - 32

DEM Enrolments

31 - - - - - - - - - - - - 31

DEM Capacity

32 - - - - - - - - - - - - 32

HDEM Enrolments

48 - - - - - - - - - - - - 48

HDEM Capacity

48 - - - - - - - - - - - - 48

HDEM/CTVM Enrolments

- - 16 16 16 - 14 49 18 31 19 33 46 258

HDEM/CTVM Capacity

- - 16 16 16 - 16 54 18 32 18 36 48 270

Overall Enrolments

111 18 28 16 16 35 14 49 18 31 19 33 46 426

Overall Capacity

112 18 32 16 16 44 16 54 18 32 18 36 48 450

Utilization Rate

99.1% 100% 87.5% 100% 100% 79.5% 87.5% 90.7% 100% 96.9% 106% 91.7% 95.8% 94.7%

Appendix C - Projected Supply and Demand for Transportation Trades, by Region

Heavy Duty Equipment Mechanic2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

Mainland/Southwest

Total Demand

10,508 10,624 10,774 10,903 11,176 11,472 11,804 12,042 12,129 12,136 12,159

Mainland/Southwest

Total Supply

10,688 10,810 10,998 11,116 11,380 11,595 11,774 11,907 11,961 11,984 12,014

Mainland/Southwest Supply Gap -180 -186 -224 -213 -204 -123 30 135 168 152 145Mainland/Southwest

Job Openings

465 428 465 449 594 620 660 568 419 340 354

Mainland/Southwest

Job Seekers

645 614 689 662 798 743 630 433 251 188 209

Thompson-Okanagan

Total Demand

3,580 3,467 3,534 3,558 3,618 3,658 3,703 3,749 3,782 3,803 3,821

Thompson-Okanagan

Total Supply

3,639 3,572 3,498 3,600 3,617 3,635 3,665 3,706 3,747 3,786 3,818

Thompson-Okanagan Supply Gap -59 -105 36 -42 1 23 38 43 35 17 3Thompson-Okanagan

Job Openings

472 23 200 156 189 167 169 167 151 137 133

Thompson-Okanagan

Job Seekers

531 128 164 198 188 144 131 124 116 120 130

Vancouver Island

Total Demand

3,194 3,235 3,332 3,425 3,473 3,470 3,430 3,371 3,353 3,349 3,342

Vancouver Island

Total Supply

3,230 3,249 3,304 3,365 3,408 3,428 3,419 3,390 3,371 3,355 3,338

Vancouver Island Supply Gap -36 -14 28 60 65 42 11 -19 -18 -6 4Vancouver Island

Job Openings

17 159 213 209 163 111 72 51 89 101 97

Vancouver Island

Job Seekers

53 173 185 149 98 69 61 70 107 107 93

Kootenay

Total Demand

1,487 1,475 1,554 1,598 1,648 1,627 1,600 1,588 1,584 1,588 1,598

Kootenay

Total Supply

1,505 1,489 1,548 1,570 1,597 1,599 1,591 1,585 1,582 1,582 1,582

Kootenay Supply Gap -18 -14 6 28 51 28 9 3 2 6 16

2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020Kootenay

Job Openings

197 42 133 99 105 34 25 39 46 53 59

Kootenay

Job Seekers

215 56 127 71 54 6 16 36 44 47 43

Cariboo

Total Demand

2,077 2,145 2,175 2,215 2,235 2,225 2,209 2,190 2,173 2,158 2,150

Cariboo

Total Supply

2,093 2,139 2,165 2,196 2,216 2,221 2,214 2,220 2,183 2,166 2,149

Cariboo Supply Gap -16 6 10 19 19 4 -5 -30 -10 -8 1Cariboo

Job Openings

186 134 97 108 89 57 51 47 48 51 55

Cariboo

Job Seekers

202 128 87 89 70 53 56 77 58 59 54

Northeast

Total Demand

929 952 993 1,018 1,028 1,028 1,031 1,040 1,051 1,064 1,074

Northeast

Total Supply

956 956 986 1,014 1,026 1,037 1,046 1,055 1,064 1,071 1,077

Northeast Supply Gap -27 -4 7 4 2 -9 -15 -15 -13 -7 -3Northeast

Job Openings

69 48 66 52 37 27 30 36 40 41 29

Northeast

Job Seekers

96 52 59 48 35 36 45 51 53 48 32

North Coast & Nechako

Total Demand

993 1,014 1,125 1,198 1,214 1,192 1,146 1,115 1,101 1,114 1,156


Total Supply

1,020 1,040 1,094 1,145 1,183 1,188 1,173 1,170 1,161 1,152 1,152


Supply Gap -27 -26 31 53 31 4 -27 -55 -60 -38 4North Coast & Nechako

Job Openings

-27 63 153 117 60 21 -5 9 25 52 80


Job Seekers

0 89 122 64 29 17 22 64 85 90 76

Overall

Total Demand

22,768 22,912 23,487 23,915 24,392 24,672 24,923 25,095 25,173 25,212 25,300

Overall

Total Supply

23,131 23,255 23,593 24,006 24,427 24,703 24,882 25,033 25,069 25,096 25,130

Overall Supply Gap -363 -343 -106 -91 -35 -31 41 62 104 116 170Overall

Job Openings

1379 897 1327 1190 1237 1037 1002 917 818 775 807

2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

Overall

Job Seekers

1,742 1,240 1,433 1,281 1,272 1,068 961 855 714 659 637

Heavy Equipment Operator (Except Crane)2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

Mainland/Southwest

Total Demand

4,898 4,980 5,088 5,123 5,225 5,364 5,543 5,700 5,732 5,713 5,711

Mainland/Southwest

Total Supply

4,989 5,063 5,189 5,248 5,322 5,421 5,526 5,630 5,652 5,643 5,644

Mainland/Southwest Supply Gap -91 -83 -101 -125 -97 -57 17 70 80 70 67Mainland/Southwest

Job Openings

149 203 232 162 232 273 315 296 173 122 140

Mainland/Southwest

Job Seekers

240 286 333 287 329 330 298 226 93 52 73

Thompson-Okanagan

Total Demand

3,245 3,119 3,147 3,140 3,175 3,206 3,284 3,373 3,439 3,477 3,496

Thompson-Okanagan

Total Supply

3,320 3,216 3,206 3,179 3,175 3,184 3,243 3,327 3,401 3,456 3,491

Thompson-Okanagan Supply Gap -75 -97 -59 -39 0 22 41 46 38 21 5Thompson-Okanagan

Job Openings

247 -20 132 96 135 128 175 185 160 132 114

Thompson-Okanagan

Job Seekers

322 77 191 135 135 106 134 139 122 111 109

Vancouver Island

Total Demand

2,422 2,408 2,586 2,731 2,844 2,847 2,768 2,606 2,510 2,428 2,380

Vancouver Island

Total Supply

2,439 2,423 2,555 2,675 2,783 2,812 2,764 2,633 2,534 2,441 2,283

Vancouver Island Supply Gap -17 -15 31 56 61 35 4 -27 -24 -13 97Vancouver Island

Job Openings

130 66 258 225 195 85 3 -82 -18 -8 25

Vancouver Island

Job Seekers

147 81 227 169 134 50 -1 -55 6 5 -72

Kootenay

Total Demand

1,581 1,618 1,664 1,747 1,843 1,794 1,751 1,736 1,727 1,734 1,759

Kootenay

Total Supply

1,618 1,631 1,661 1,715 1,782 1,766 1,743 1,733 1,726 1,728 1,740

Kootenay Supply Gap -37 -13 3 32 61 28 8 3 1 6 19Kootenay

Job Openings

38 92 102 138 152 7 13 40 45 60 77

Kootenay

Job Seekers

75 105 99 106 91 -21 5 37 44 54 58

2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

Cariboo

Total Demand

1,000 1,056 1,033 1,054 1,034 1,027 1,010 990 968 953 946

Cariboo

Total Supply

1,013 1,051 1,031 1,046 1,028 1,026 1,013 996 975 957 945


Job Openings

48 97 18 61 19 31 19 16 13 18 25

Cariboo

Job Seekers

61 92 16 53 13 30 22 22 20 22 24

Northeast

Total Demand

1,153 1,230 1,274 1,360 1,396 1,388 1,384 1,394 1,413 1,433 1,453

Northeast

Total Supply

1,193 1,232 1,265 1,349 1,389 1,399 1,404 1,415 1,429 1,442 1,456


Job Openings

36 111 79 122 73 29 33 48 56 58 58

Northeast

Job Seekers

76 113 70 111 66 40 53 69 72 67 61


Total Demand

626 621 931 1,129 1,236 1,194 1,064 919 830 816 850


Total Supply

646 639 880 1,062 1,193 1,191 1,098 997 885 847 848



Job Openings

-48 22 336 230 141 -6 -95 -115 -62 9 58


Job Seekers

-28 40 285 163 98 -9 -61 -37 -7 40 56

Overall

Total Demand

14,925 15,032 15,723 16,284 16,753 16,820 16,804 16,718 16,619 16,554 16,595

Overall

Total Supply

15,218 15,255 15,787 16,274 16,672 16,799 16,791 16,731 16,602 16,514 16,407

Overall Supply Gap -293 -223 -64 10 81 21 13 -13 17 40 188Overall

Job Openings

600 571 1157 1034 947 547 463 388 367 391 497

Overall

Job Seekers

893 794 1,221 1,024 866 526 450 401 350 351 309

Automotive, Truck and Transport Mechanic*2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

Mainland/Southwest

Total Demand

15,730 15,862 15,958 16,230 16,758 17,291 17,864 18,168 18,304 18,312 18,337

Mainland/Southwest

Total Supply

14,995 16,142 16,303 16,613 17,049 17,465 17,810 17,970 18,051 18,083 18,119

Mainland/Southwest Supply Gap 735 -280 -345 -383 -291 -174 54 198 253 229 218Mainland/Southwest

Job Openings

545 510 484 667 934 952 1,003 745 581 459 478

Mainland/Southwest

Job Seekers

-190 790 829 1,050 1,225 1,126 949 547 328 230 260

Thompson-Okanagan

Total Demand

3,919 3,856 4,943 3,975 4,056 4,112 4,147 4,175 4,193 4,208 4,230

Thompson-Okanagan

Total Supply

3,966 3,964 4,012 4,022 4,053 4,085 4,104 4,129 4,157 4,190 4,226

Thompson-Okanagan Supply Gap -47 -108 931 -47 3 27 43 46 36 18 4Thompson-Okanagan

Job Openings

591 34 184 130 178 156 134 128 119 116 124

Thompson-Okanagan

Job Seekers

638 142 -747 177 175 129 91 82 83 98 120

Vancouver Island

Total Demand

3,711 4,002 4,049 4,152 4,157 4,172 4,159 4,171 4,216 4,277 4,305

Vancouver Island

Total Supply

3,781 3,997 4,020 4,081 4,085 4,121 4,142 4,186 4,231 4,277 4,295

Vancouver Island Supply Gap -70 5 29 71 72 51 17 -15 -15 0 10Vancouver Island

Job Openings

-361 386 148 206 111 121 94 119 153 170 138

Vancouver Island

Job Seekers

-291 381 119 135 39 70 77 134 168 170 128

Kootenay

Total Demand

824 824 847 866 884 880 870 863 860 860 863

Kootenay

Total Supply

841 832 845 852 858 864 864 861 859 857 854

Kootenay Supply Gap -17 -8 2 14 26 16 6 2 1 3 9Kootenay

Job Openings

38 24 47 43 42 20 12 17 20 23 26

Kootenay

Job Seekers

55 32 45 29 16 4 6 15 19 20 17

2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

Cariboo

Total Demand

1,470 1,551 1,575 1,597 1,606 1,602 1,600 1,597 1,595 1,596 1,599

Cariboo

Total Supply

1,482 1,544 1,566 1,584 1,593 1,598 1,601 1,603 1,602 1,600 1,597


Job Openings

88 113 56 58 44 32 34 33 35 36 40

Cariboo

Job Seekers

100 106 47 45 31 28 35 39 42 40 38

Northeast

Total Demand

724 703 732 740 744 743 745 750 756 764 771

Northeast

Total Supply

740 710 727 738 742 749 755 761 766 769 773


Job Openings

96 -4 44 22 19 14 17 20 21 23 23

Northeast

Job Seekers

112 3 39 20 17 20 27 31 31 28 25


Total Demand

555 580 614 641 644 644 634 630 632 645 666


Total Supply

569 593 600 614 629 641 648 660 666 666 664



Job Openings

-27 40 50 43 19 16 6 11 19 28 37


Job Seekers

-13 53 36 16 4 13 20 41 53 49 35

Overall

Total Demand

26,933 27,378 28,718 28,201 28,849 29,444 30,019 30,354 30,556 30,662 30,771

Overall

Total Supply

26,374 27,782 28,073 28,504 29,009 29,523 29,924 30,170 30,332 30,442 30,528

Overall Supply Gap 559 -404 645 -303 -160 -79 95 184 224 220 243Overall

Job Openings

970 1103 1013 1169 1347 1311 1,300 1073 948 855 866

Overall

Job Seekers

411 1,507 368 1,472 1,507 1,390 1,205 889 724 635 623

Appendix D - Similarities Between This Study and APPSO

Data StudyStudy

Sage Transitions APPSO

Number of ResponsesFour Transportation Trades

Medium and Heavy Duty MechanicsNumber of Responses

312 160

Rating of Workplace Training

Quality Satisfaction


32% Very Good 31% Very Satisfied


41% Good 61% SatisfiedRating of Workplace Training 15% Neutral -Rating of Workplace Training

9% Poor 8% Dissatisfied


2% Very Poor 0% Very Dissatisfied

In-schoolInstruction

90% Good or Very Good

77% Satisfied or Very Satisfied

In-schoolTools and Equipment

68% Good or Very Good

60% Satisfied or Very Satisfied

Preparation Success

52% Said preparation was very useful in getting ready for the certification exam

21% Said training prepared them very well for work in their occupation

Preparation Success

52% Said preparation was very useful in getting ready for the certification exam 52% Said training prepared them well

for work in their occupation

Appendix E - Data Sources and Accuracy

Industry Training Authority (ITA) Capacity DataITA has capacity and utilization numbers for apprentices, the data on Foundation students is limited. Foundation students are only tracked in ITA’s system once they are sponsored by an employer. It is currently not possible to track the number of Foundation students who complete programs.

Furthermore, ITA has capacity data from public training institutions but does not have capacity or utilization data for private schools. This is not an issue for most of the transportation trades, but there are more private than public Heavy Equipment Operator institutions.

Finally, apprentices are classed as inactive if they leave the province for more than 18 months. Some completion rate estimates may be conservative because some apprentices may complete their training in other provinces

It is strongly recommended that data be collected that allows ITA to track Foundation students and apprentices throughout the training irrespective of public or private institution, apprentice or Foundation student and province.

Labour Force (WorkBC)WorkBC Labour Market Outlook 2010-2020 uses projections from the Statistics Canada Labour Force Survey, 2006 Census, BC Stats, BC Ministry of Finance, and Ministry of Jobs, Tourism, and Innovation. The labour market outlook provides detailed region projects. However, not all NOC codes conform to the four transportation trades.

Appendix F - Secondary Research Results

1. Best Practices1

This section outlines best practices in vocational education training which are relevant to the transportation trades in British Columbia. Each best practice provides examples of countries or regions that are good examples of the practice. The primary research will help to identify practices that are most needed and most viable for improving capacity and capability in British Columbia. The final report will use case study evidence from the corresponding countries to illustrate how these practices could be implemented in British Columbia.

1.1 Early InterventionsEarly career guidance and support. Career guidance from an early age can significantly affect student’s career choices. For example, information about wage levels and probability of getting a job can alter student’s decisions about career paths (Borghans, De Grip & Heijke, 1996). This is especially pertinent for transportation trades, where wages are relatively high and there is, and will be, strong labour market demand.Examples: South Carolina, Germany

1 These recommendations are heavily drawn from OECD Learning for Jobs: OECD Reviews of Vocational Education and Training and European Centre for the Development of Vocational Education and Training research papers.

Figure 1. Proportion of students who receive some training with local businesses, age 15

Mitigate dropout as early as possible. Disengagement in school starts relatively early. Failure to learn basic numeracy, literacy, problem solving and other basic skills compounds problems later in education. These problems lead to difficulties progressing through education and increased likelihood of dropping out or not obtaining educational qualifications. Interventions are required throughout primary and secondary education to ensure students get the help and support they need, and to meet basic educational requirements. Dropout can also be mitigated early in apprenticeship training. Proper selection procedures and assessment can identify those at risk of dropping out. Then, it may be possible to provide additional support to those who may need it, and are likely at greater risk of dropping out.Examples: Sweden, Czech Republic

Early improvement of numeracy, literacy and science. Highly related to reducing dropout. Programs to ensure all students are meeting minimum requirements for basic

skills such as numeracy, literacy and basic science. This is a systemic issue for the public school system.Examples: Korea, Norway

Subsidizing apprenticeship training commensurate to training quality. Research from Switzerland suggests subsidizing employers and provide incentives increases participation in apprenticeship training (Mühlemann et al., 2005). In Switzerland incentives had little or no effect on employers who already take part in the apprenticeship training system; however incentives were effective for employers who had not previously participated in the apprenticeship system. Mühlemann et al. (2005) suggest subsidizing employers who do not currently participate in the system would be an effective (although expensive) way of increasing the number of apprenticeship places. If politically and practically feasible, the most cost effective method would be offering subsidies only to employers who do not currently participate in the apprenticeship system.Examples: Germany, Austria, France, Switzerland see Figure 2 (below)

Figure 2. Example of public funding and employer contributions in workplace training

Source: OECD, 2009.

1.2 Improvements to Training

Apprenticeship trainers/supervisors require necessary training. This can either be encouraged by credentials or financial incentives. Credentials could be required to train apprentices or subsidizing apprenticeship training can be dependent on the trainers/supervisors complete a certain level of training. Training apprenticeship trainers improve the quality of apprentices (Harris, Simons and Bone, 2000). Until recently all German apprenticeship trainers were required to pass a national exam. This was temporarily suspended, and research suggests untrained apprenticeship trainers have higher dropout rates, decreases the overall perception of the vocational training and its’

quality. However, employers find this process demanding (Hippach-Schneider et al, 2008).Examples: Germany, Switzerland, Austria

Strong data collection and analysis procedures. Strong data collection and analysis should be used to measure progress against student outcomes and industry objectives. This allows a thorough analysis of whether education and training is meeting labour market needs. It can help to inform student choice and inform career counsellors about the facts in the industry. Strong data collection is critical to setting objectives, measuring their success and assessing short- and long-term changes in the industry and in training. Strong data collection and analysis is critical to quality control.Examples: Switzerland, Germany, Czech Republic, Texas

Strengthening industry involvement. Strong and formal, structural relationships with industry helps to ensure training programs are targeted to industry needs. Ad hoc and informal partnerships between institutions and employers are useful for meeting some labour market needs. However, more systematic structural relationships help to ensure curriculum can be developed that improve mobility for apprentices between different employers and regions. Informal and unstable partnerships between education institutions and employers can be adaptive and successful when industry needs are being met. However, these informal relationships are less able to respond to large scale demographic and labour market changes. It is important to build on existing bodies and organizations to create more formal structure of networks between educational institutions, policymakers, industry associations and employers.Examples: England and Wales, Germany, South Carolina, Switzerland, Czech Republic, Austria, Australia

Group Training Organizations (GTOs). Organizing shared training for small and medium-sized enterprises (SMEs). In Australia GTOs are non-profit organizations that focus on training in a specific industry or region. GTOs receive public funding and charge employers a small fee. GTOs select apprentices to fit into a particular organization then arrange and monitor the training. In this system, apprentices may work with multiple employers to ensure they receive the required range of training.Examples: Australia, Switzerland, Norway, British Columbia

Mechanisms for quality control. Systems for quality control throughout the system are important for maintaining a high standard of training, for increasing the reputation of training in the industry, and for ensuring all apprentices are being trained to the same standards. Quality control mechanisms should ensure the standards are well known by all industry stakeholders, including apprentices, employers and educators. Quality

control should focus on providing constructive feedback so trainers are receptive to feedback and improvement. This is heavily dependent on data collection and analysis.Examples: Switzerland, Australia, Germany, Austria

1.3 Public and Industry Links

Improve perceptions of vocational education training. In many countries with the comprehensive high school model (discussed further in the next section) such as Canada, many US states and the United Kingdom, vocational training and apprenticeships are viewed as a “lower class” of education. This is rooted in historical reasons, the structure of training programs and educational requirements. For example, in many European countries vocational training starts at age 15 and vocational training occurs very structured and closely regulated training environments. Consequently, these routes are seen as rigorously assessed training programs to develop highly specialized skills that are economically, socially and culturally valued. In addition, vocational training can be an additional path (instead of a barrier) to many post-secondary educational programs.

This perception has significant effects, including on many of the primary entrance methods to career paths. School advisors who view trades as skilled professions that require high levels of ability and expertise encourage appropriate students to pursue that path as a valued and respectable option. Parents offer similar advice. Finally stigma related to vocational training and careers has the potential to discourage capable, skilled students who may enjoy, and perform very well in, a vocational path.

Changing perceptions and providing information is essential to recruiting skilled workers in the future.Examples: Germany, Switzerland, Norway, Sweden

Training programs are responsive to innovation and local industry needs. Flexible training structures, combined with incentives for meeting industry needs helps to ensure training meets labour market demands. Canada has one of the least strict employment protection atmospheres of any OECD country (see Figure 3, below). This has the potential to increase adaptability of employers, but can also be related to higher worker turnover and less investment in employee training and retention.

Coordination at different administrative levels may provide more room for flexibility and innovation. For example in Sweden, municipalities have significant control of training allowing regional differences to meet local labour market needs. In Australia (and BC) Group Training Organizations operate on a relatively small scale to balance

the needs of apprenticeship training with groups of local small businesses. This allows relatively flexible and responsive training environments without sacrificing training quality.Examples: Australia, Switzerland, Sweden

Figure 3. Strictness of employment protection

2. Primary Training Models

2.1 Model 1: “Dual Approach”Youth apprentices alternate between classroom and workplace training, separate from academic education. In Germany, there are about 60 hours of vocational classroom training each year, which is typically spent in 1-2 week blocks throughout the year. Workplace training occurs with employers, and may be complemented by training from guilds or chambers of commerce to provide a wider range of practical experience. In France, the dual system involves equal time in classroom and workplace-based training.

In Germany about 350 occupations are recognized and about 60% of the young people participate in the dual system. The dual model has been very successful, especially in countries like Germany and Switzerland where vocational training is highly valued and

there is much less stigma attached to vocational training as countries like Canada, the United States and United Kingdom.

Many countries with the dual model have a highly structured, strictly regulated training system with close ties with business and market dependence. The system is standardized from entrance to completion and is generally perceived to produce high quality graduates with the necessary skills to meet industry needs. There is also mobility between the dual system and post-secondary education. About one-fifth of post-secondary entrants completed education in the dual system. So, in this model vocational training is not a barrier to future post-secondary training. A comprehensive review of Germany’s dual system is available at: http://www.bmbf.de/pub/germanys_vocational_education_at_a_glance.pdf

http://www.bmbf.de/pub/germanys_vocational_education_at_a_glance.pdf




Figure 4. Overview of the German Dual Education System

Source: Federal Ministry of Education and Research

2.2 Model 2: Vocational High SchoolsVocational high schools are a separate track from academic high school that award vocational diplomas. For example, in Finland, there are separate academic secondary schools and vocational secondary schools. Each high school stream is 3 years and can lead to post-secondary education and training. In the Finnish system, training is legislated by the Federal government and local governments and training associations are responsible for education standards. Apprenticeships in the Finnish system involves 4 days per week working with an employer and 1 day in the classroom.

Figure 4. Overview of Finnish education system

This vocational preparation in combination with other education and trainingis present in many European countries (Eg. France, Finland) and other countries such as China, Korea and Mexico.

2.3 Model 3: “Comprehensive” High SchoolsComprehensive high schools involve minimal vocational education and training in high school. In this model, vocational training primarily takes place in post-secondary education or after mandatory secondary school training is complete. For example in the United Kingdom (similar to BC) there are fundamental divisions between academic and vocational qualifications. Educational qualifications, especially vocational qualifications are fragmented because the regional governments England, Scotland Wales and Northern Ireland each set their own educational legislation (similar to provincial governments in Canada). Within each region there are many accrediting bodies that must fit into the national requirements for accreditation. Therefore, there is a general,

overarching framework but qualifications vary widely between occupations and regions.

The development of qualifications tends to be formed on an ad hoc basis with no central planning (unlike the dual system or vocational high school systems). In this system learning takes place in an unregulated environment, and a large part of the responsibility for training falls to individual employers. This can create disparate standards of training between regions, institutions and occupations. This can be advantageous when it allows schools or programs to be responsive to local labour market needs and economic changes. However, it can also be a contributing factor to negative perceptions of vocational training, mixed opinions and mixed information about industry and training.

3. Barriers to Program Entry and Completion

3.1 OverviewLow program completion rates are an issue for apprenticeship training in British Columbia and in Canada, whereas other countries have higher completion rates. In Canada about 30%-50% of apprentices complete their program (depending on occupation and length of program, see Figure 5. Heavy duty equipment technicians have one of the highest completion rates (67%). Although specific occupational completion rates are not available, average apprenticeship completion rates are slightly higher (50-60%) in Australia, notable higher in the UK (50-70%) and substantially higher in Europe. Completion rates are about 80% in Austria, France, Switzerland and 86% in Germany. Laporte & Mueller (2011) also suggest that while apprenticeship enrolments have been increasing in Canada, completion rates have been decreasing. International comparisons suggest these higher completion rates are strongly linked to better career guidance and advice, as well as supported transitions from early education to completion of apprenticeship programs.

This topic will be explored in much more depth, with more information specific to the transportation trades in British Columbia in the final report.

Figure 5. Percentage of completers in Canada by nominal program duration in number of years and major trade group, 1995 cohort

Source: Desjardines (2010) Statistics Canada.

Figure 6. Percentage changes in enrolment and completion of apprentices and undergraduates in Canada

Source: Laporte & Mueller, 2011

3.2 DemographicThere is some evidence that having friends or family in trades make it more likely for a person to enter the trades, however there is no evidence having friends or family in the trades increases completion. Other factors that increase the likelihood of completion:

• Finding an employer willing to take on an apprentice• Being a union member• Having a journeyperson present at training• Taking on technical training• Working with medium-sized employers.• Increasing age (up to early 40s)• Having children• Being in a relationship/married

It is important to note all of these relationships are modest and should be interpreted with caution.

3.3 Perception of Vocational Education TrainingOne of the major barriers to entry in the transportation trades is the general perception of trades and vocational education. In British Columbia, and generally across Canada vocational training tends to perceived as a less desirable alternative to academic education. This is rooted in many complex issues including:

• Lack of standardization between industries, provinces, institutions and employers.

• Lack of information/knowledge about the complex skills and abilities required to work in transportation trades

• Lack of knowledge about the industry, labour market, compensation, etc.• Cultural and historical values• Mixed and sometimes incorrect information from friends, parents, career

counsellors, teachers

Not all the issues that cause negative perceptions of vocational education training can be changed. However, one of the key aspects that can be influenced is lack of good information. Information and communication policies could address the current misunderstandings about the transportation trades. This issue, along with specific recommendations will be described in detail in the final report.

3.4 Recruitment & RetentionOne of the issues addressed in the Canadian apprenticeship system is lack of standardized entrance requirements or assessment procedures. This issue is present in other countries including Korea, the United Kingdom and many American states. This is an issue that is present in British Columbia, and preliminary results from the primary research suggest this needs to be addressed to improve the capability of transportation trades training in British Columbia.

Extensive personnel and selection research suggests intelligence (Bertua, Anderson & Salgado, 2005; Schmidt, 2002) and personality characteristics (Barrick et al., 2001) can be used to predict future job performance and success in training. Intelligence is predictive of career performance and success irrespective of occupation. In a thorough meta-analytic review Bertua et al. (2005) found most specific measures of intelligence (for example verbal, numerical, perceptual) where as valid at predicting job performance as measures of general mental ability. They also found measures of intelligence were strong predictors of success in training.

Research on personality training success and job performance finds more mixed results. However, it appears personality characteristics are much more industry- or occupation-

dependent (Barrick et al., 2001) than measures of intelligence. Personality characteristics that determine success may also vary within occupations. For example, Furnham, Crump & Chamorro-Premuzic (2007) found significantly different personality characteristics between managers and non-managers.

There is a large body of research on personnel selection, intelligence and personality. However, one of the key gaps in literature is predictive ability of personality testing within and between specific occupations. There are strong empirical and theoretic reasons to investigate this area further (Costa & McCrae, 1992; Hough, 1992; Barrick et al., 2001; Furnham et al., 2007). The transportation trades in BC would significantly benefit from valid psychometric intelligence and personality testing for recruitment and selection.

Appendix G - Northern BC Labour Market Demand Report Northern BC Resources Human Resources Committee, Final Labour Market Demand Report, R.A. Malatest & Associates Ltd., November 17, 2011, (p.iii)

NOC Select Occupation

2010 (Baseline)

2020 (Projected)

New Jobs

Replace-ments

Total Openings

% Baseline

81 Managers in primary production (ex. agriculture)

768 935 168 362 530 69%

122 Administrative and regulatory occupations

2,907 3,223 316 1,204 1,521 52%

212 Life science professionals

1,204 1,340 136 363 499 41%

724 Electrical trades and telecommunication occupations

2,142 2,218 76 865 942 44%

725 Plumbers, pipefitters and gas fitters

1,130 1,247 117 391 508 45%

727 Carpenters and cabinetmakers

2,527 2,692 166 864 1,030 41%

731 Machinery and transportation equipment mechanics (ex. motor vehicle)

3,999 4,379 381 1,476 1,857 46%

741 Motor vehicle and transit drivers

8,446 9,517 1,071 2,927 3,998 47%

742 Heavy equipment operators

2,780 3,249 470 1,135 1,605 58%

824 Logging machinery operators

1,439 1,686 247 376 623 43%

921 Supervisors, processing occupations

1,020 1,105 85 497 582 57%

923 Central control and process operators in manufacturing and processing

1,053 1,271 217 385 602 57%

Appendix H - References

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Appendix I - Transportation Trades Supply and Demand Committee and Sage Transitions staff

The following individuals provided support and advice throughout the project, and were invaluable in providing feedback on themes, recommendations and next steps.

Transportation Trades Supply and Demand Committee Allan CullenBill CurrieBrian Cochrane Frank CarrDon WrightValerie DicksonGary Macey Dave VallelyGuff MuenchJason WheelerJen RasmussenJim Beiderwieden Jay NotaySteve PerryJoe ElworthyJohn NichollsKate TognottiSandra BaileyKent Brownlow Krista BaxLloyd StammOksana Exell Ray ChappellRussel RobertsonRoger BerrymanRita GunkelRob SimpsonSusan RuskeyVictor GrigolettoWayne TebbGreg Shorland Kent Orrock

Greg Tolliday - Chair

Sage Transitions contractors• Terry Lockhart• Kerry Rempel

training_system_assessment_report

Documents

transportation trades

transportation trades

apprenticeship system

capacity overview

appendix c projected

training institutions

heavy equipment operator

capability overview