Post on 22-Aug-2020
APPRENTICES IN CANADA ePANEL
RESEARCH REPORT
Quality of Workplace Training: Apprentice
PerspectivesApril 2018
www.caf-fca.org
The Canadian Apprenticeship Forum – Forum canadien sur l'apprentissage
(CAF-FCA) is a national, not-for-profit organization working with
stakeholders in all regions of Canada. We influence pan-Canadian
apprenticeship strategies through research, discussion and collaboration –
sharing insights across trades, across sectors and across the country – to
promote apprenticeship as an effective model for training and education.
Our Board of Directors is comprised of representatives of business, labour,
the jurisdictional apprenticeship authorities, education and equity-seeking
groups. Through our work, CAF-FCA has shed light on a number of key
issues affecting apprenticeship, such as the perceived barriers to
accessing and completing apprenticeship and the business case for
apprenticeship training. For more information, visit the CAF-FCA website
at .www.caf-fca.org
About the Canadian Apprenticeship Forum
iCAF-FCA MEMBER RESEARCH SERIES APRIL 2018
The Apprentices in Canada ePanel is an online survey panel of apprentices
from across the country, in multiple trades and sectors. They share their
experiences, opinions and other feedback on issues of interest to the wider
apprenticeship community. Members of CAF-FCA gain insights about
apprenticeship training from those inside the system, ensuring the supports
and resources they develop are targeted and appropriate. Working
together to understand and respond to the challenges and barriers
apprentices face, the skilled trades community is able to strengthen
apprenticeship training in Canada.
About the Apprentices in Canada ePanel
iiCAF-FCA MEMBER RESEARCH SERIES APRIL 2018
Table of Contents
1.0 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
2.0 Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
2.1 Apprenticeship Training in the Workplace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
2.2 Reasons Employers Participate in Apprenticeship . . . . . . . . . . . . . . . . . . . . . . . 3
2.3 Apprenticeship Workplace Training Program Best Practices . . . . . . . . . . . . . . . . 3
3.0 Participant Profile. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
3.1 Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
3.2 Location . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
3.3 Trade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
3.4 Equity Groups. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
3.5 Firm Size . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
4.0 Main Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
4.1 Workplace Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
4.2 Safety Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
4.3 Supports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
4.4 Mentoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
4.5 Workplace Communication about Training. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
4.6 Contact with Apprenticeship Administrators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
4.7 Log Book Use. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
4.8 Relevant Skills Development and Progression Toward Completion. . . . . . . . . . . 9
4.9 Attractive Workplace Apprenticeship Program Characteristics . . . . . . . . . . . . . . 9
4.10 Factors Supporting Apprentice Retention. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
5.0 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Table of Figures
Figure A: Employer Engagement Spectrum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Figure B: Employer provided supports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Figure C: Employer-Apprentice Communication about Training . . . . . . . . . . . . . . . . . . . 7
Figure D: “Did your employer record your achieved competencies in a log book or other document?”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Figure E: Workplace Characteristics Attractive to Apprentices. . . . . . . . . . . . . . . . . . . . 10
1CAF-FCA MEMBER RESEARCH SERIES APRIL 2018
Apprentices and early-career journeypersons
(N=292) shared their perspectives about workplace
training, building upon previous CAF-FCA research
with employers. Online survey responses were
gathered from every region in the country. Many
respondents worked in the construction electrician,
carpenter and plumber trades for firms that range in
size from fewer than five employees to more than
100. Journeypersons reflected upon their
experiences as apprentices when completing the
survey. Questions were intended to probe the use
of “best practices” for apprenticeship training in the
workplace as identified by employer champions
and previous apprenticeship research. Insights
include:
Ÿ Seventy-two per cent of respondents
participated in an orientation session when
they began their jobs. Common themes
covered at these sessions included safety (98
per cent), employer expectations (84 per
cent), workplace and team communication (79
per cent), the apprenticeship process (43 per
cent) and career paths within the company
(40 per cent).
Ÿ When asked about supports the apprentices
received from their employers, 26 per cent of
respondents received financial supports, 21
per cent accessed tutoring or upgrading, 20
per cent received textbooks, 16 per cent were
given tools and 15 per cent said their
employers topped up their Employment
Insurance (EI) when attending technical
training. Fifty-seven per cent received no
apprenticeship support from their employers.
Ÿ Respondents were assigned a journeyperson
mentor (64 per cent) or buddy (52 per cent).
Ÿ Thirty-nine per cent of respondents met on a
regular basis with their employers.
Ÿ During training, respondents said they
received feedback about their progress from
1.0 Overview
their employer or journeyperson mentor (49
per cent), discussed training goals (47 per
cent), talked about skill strengths and
weaknesses (44 per cent) and went over
training plans (38 per cent). Forty-four per
cent of respondents provided feedback to
employers about work processes.
Ÿ Fifty-four per cent of respondents said their
employers documented their achieved
competencies in a log book.
Ÿ Seventy-four per cent of respondents thought
employers were teaching them the full scope
of the trade by offering a variety of work
tasks.
Ÿ Eighty-two per cent agreed they were
developing relevant skills and 72 per cent
believed they were making progress towards
completing their apprentice level.
Ÿ Features that attract apprentices to an
employer are a journeyperson willing to teach
(74 per cent), a wide variety of work
experiences (58 per cent), opportunities for
career advancement (56 per cent) and a
positive work environment (53 per cent).
Seven per cent of women sought
discrimination-free workplaces.
Ÿ Factors supporting apprentice retention
include opportunities for career advancement
(70 per cent), a positive work environment (68
per cent), journeypersons willing to teach (47
per cent) and a wide variety of work
experiences (42 per cent). Female
respondents were more likely to look for a
positive work environment compared to men
(81 per cent versus 66 per cent).
2CAF-FCA MEMBER RESEARCH SERIES APRIL 2018
2.1 Apprenticeship Training in the Workplace
Apprentices spend 80 to 90 per cent of their time in
the workplace, learning their trade from an
employer and a journeyperson mentor. In Canada,
employer attitudes toward training and workplace
learning vary based on their level of engagement 1
and experience with apprenticeship. See Figure A.
Employers who train apprentices in Canada (19 per
cent) largely manage their own workplace training 2programs based on their unique business needs.
Bigger companies may have an apprenticeship
training director who manages the program, while
smaller employers tend to use informal and less
structured training approaches.
Although employers have flexibility to direct their
own workplace training programs, there are
2.0 Context
3provincial/territorial regulations. Employers are
expected to meet health and safety requirements, 4
assign the apprentice a journeyperson mentor and
track apprentice skills development in a document
typically known as a “log book” or “blue book.”
Once an apprentice acquires a skill, the employer
or journeyperson signs the book. The book is
based upon provincial/territorial curriculum and
industry standards. During the training, an
apprenticeship administrator may visit the worksite 5
or contact the apprentice to check-in. By the end
of the training period, the log book is submitted for
review by apprenticeship administrators. When
documentation and hours are verified, the
apprentice is eligible to write the certification
examination.
1 Training occurs in all sectors, but overall trends are represented on the continuum. Nineteen per cent of employers hire apprentices according to 2006 and 2011 CAF-FCA surveys. In a 2009 survey, non-participating employers were asked if they were open to hiring an apprentice. Half said they were open and the other half were not open. See CAF-FCA, Employers and Apprenticeship in Canada. (Ottawa: CAF-FCA, 2011) and CAF-FCA, It pays to hire an apprentice: The Return on Training Investment for Skilled Trades Employers in Canada—Phase II Final Report. (Ottawa: CAF-FCA, 2009).
2 See CAF-FCA, Employers and Apprenticeship in Canada. (Ottawa: CAF-FCA, 2011). 3 Regulations in each jurisdiction vary. 4 Not every jurisdiction requires the mentor to be certified. A tradesperson with a significant number of years in the trade can
mentor apprentices in some jurisdictions.5 In New Zealand, training agency staff assess employer workplace training in a more rigorous fashion than is typical in Canada.
See: https://www.careers.govt.nz/courses/workplace-training-and-apprenticeships/workplace-and-industry-training-contacts/.
Figure A: Employer Engagement Spectrum
3CAF-FCA MEMBER RESEARCH SERIES APRIL 2018
2.2 Reasons Employers Participate in
Apprenticeship
Understanding employer attitudes and training
goals provides valuable context when considering
apprentice workplace training experiences and
factors influencing recruitment and retention.
Employers surveyed or interviewed by CAF-FCA
over a number of years identify these reasons for
investing in apprenticeship:
Ÿ Recruiting strategy: Among employers who
hire journeypersons, 58 per cent reported that
their journeypersons had completed at least a
portion of their apprenticeship training with
them, indicating the value of apprenticeship as 6
a way to attract and train talent.
Ÿ “Better fit” with the organization:
Apprentices become familiar with the
workplace machines, customers and the
employer way of doing things.
Ÿ Productivity: CAF-FCA survey results
indicate 63 per cent of employers consider a
journeyperson they trained as an apprentice to
be more productive than an external hire.
These employers estimated, based on their
experience, that a “homegrown”
journeyperson is, on average, 29 per cent 7
more productive.
Ÿ Benefits journeypersons: The majority of
employers (81.3 per cent) indicate that their
journeypersons derive a benefit from training
6 CAF-FCA, It pays to hire an apprentice: The Return on Training Investment for Skilled Trades Employers in Canada—Phase II Final Report. (Ottawa: CAF-FCA, 2009).
7 Ibid.8 Ibid.9 Ibid.10 See CAF-FCA, Apprenticeship Supply and Demand Challenges. (Ottawa: CAF-FCA, 2016). In the fall of 2015, CAF-FCA
hosted four discussion forums across the country in Ottawa, Halifax, Calgary and Vancouver. More than 250 apprenticeship stakeholders participated in the sessions. Participants included employers, labour representatives, high school and college educators, community and industry organizations, apprenticeship administrators and equity groups. The construction, oil and gas, manufacturing and service sectors were represented. Employers represented a variety of sectors and a range of firm sizes from micro (less than 5 employees) to large (over 500 employees).
an apprentice, gaining both assistance with
complex tasks and motivation to model good 8work and safety practices.
Ÿ Financial benefits: For every dollar invested,
employers receive an average return of a 9$1.47.
2.3 Apprenticeship Workplace Training
Program Best Practices
Employers from different sectors, trades and
geographic regions agree maximizing the benefits
from apprenticeship training programs requires
high-quality workplace training. Employer
apprenticeship champions believe greater
consistency in workplace training would improve
apprentice skills sets. They encourage the
widespread implementat ion of these best 10
practices:
Offer an Orientation
Ÿ According to employer champions, clear
communication with apprentices from the
beginning is essential. An effective orientation
provides information about how the
apprenticeship system works, the company's
culture and business goals.
Ÿ Employer champions advise connecting
apprentices with a buddy.
4CAF-FCA MEMBER RESEARCH SERIES APRIL 2018
11 See: https://www.nb-map.ca/. 12 Consultation with a Quebec official
Illustrate a Career Path
Ÿ Employer champions want a well-rounded,
certified Red Seal journeyperson at the end of
the training. They emphasize the
opportunities that come with a Red Seal
designation to their apprentices, promoting
certification as a goal. They show their
apprentices a map of their apprenticeship,
earnings and potential career pathways so
apprentices can envision a future at the
company.
Support Apprentices
Ÿ Employer champions help apprentices
navigate the apprenticeship process, the
paperwork and the financial challenges. They
meet with and communicate regularly,
ensuring each apprentice has a training plan.
Create loyalty incentives
Ÿ Employer champions offer incentives to their
apprentices to create loyalty. These might
include free tools or a variety of interesting
training opportunities. Champions often find
high-quality on-the-job training can outweigh
the promise of higher wages from another
employer.
Identify the Best Mentors
Ÿ Employer champions say they formalize the
mentoring component of their training, putting
first-year apprentices with the best mentors
and teachers. They ensure the mentor
identifies and addresses any issues with the
apprentice. Some employer champions give
the mentor a bonus to reward good mentoring
in the workplace.
Create a Positive Workplace Culture
Ÿ Employer champions say it is important to
recognize apprentices when they do quality
work and provide opportunities for
professional career development.
Celebrate Completion
Ÿ Employer champions believe in rewarding
apprentice progression and completion.
Examples of supports might include topping
up the completion grant or offering exam
preparation support.
To promote quality training on-the-job, the
jurisdictions offer employer resources and
incentives. The New Brunswick Mentoring
Apprenticeship Program supports qual i ty
mentoring at the workplace through courses for
journeypersons and apprentices and in-house 11
mentoring programs customized for employers.
In Québec, the Commission des partenaires du
marché du travail created the Certificate of Training
Initiative to encourage companies to invest in
training by adopting good practices. The certified
companies benefit from reduced administrative
requirements under the Act to Promote Workforce 12
Skills Development and Recognition.
5CAF-FCA MEMBER RESEARCH SERIES APRIL 2018
13 The ePanel had 922 members when this survey was implemented. 14 There were no responses from Prince Edward Island.15 There were 292 responses to this question. Other trades represented in the survey had less than 10 respondents. 16 N=273 17 N=270
3.1 ApproachThis survey was completed online by 292
individuals between Apri l and July 2017.
A p p r e n t i c e s ( N = 2 6 2 ) a n d e a r l y - c a r e e r
journeypersons (N=30) completed the survey. All 13ePanel members (N=922) were invited to
participate. The online survey link was also
distributed to apprentices by employers and
unions. The survey did not ask apprentices
whether or not they worked for unionized
employers.
3.2 LocationRespondents were from British Columbia (N=75),
Ontario (N=71), Alberta and Nova Scotia (both
N=52), Newfoundland and Labrador (N=11), the
Territories (N=10), Saskatchewan (N=9), New
Brunswick (N=5), Quebec (N=4) and Manitoba 14(N=3).
3.3 TradeConstruction electricians (N=63), carpenters
(N=41), plumbers (N=22), industrial mechanics
(millwright) (N=20), heavy-duty equipment
technicians (N=18), automotive service technicians
(N=17), industrial electricians (N=14) and
refrigeration and air conditioning mechanics (N=10) 15
dominate the sample.
3.4 Equity GroupsThe survey was completed by 223 males, 68
females and 1 transgender person. Results were
analyzed by gender when there were sufficient
responses. Fifteen Indigenous and 11 visible 16minority respondents self-identified. Additional
analysis was not done for these groups due to an
insufficient sample size.
3.5 Firm SizeMost respondents worked for firms with 100 or
more employees (N=84) or 5 to 19 employees
(N=74). Other respondents worked for employers
with 20 to 49 employees (N=46), 1 to 4 employees 17(41) and 50 to 99 employees (N=25).
3.0 Participant Profile
6CAF-FCA MEMBER RESEARCH SERIES APRIL 2018
18 For more examples of effective workplace training practices, see CAF-FCA, Effective Journeyperson Apprentice Mentoring On-the-Job: Tips, Strategies and Resources. (Ottawa: CAF-FCA, 2013).
19 N=25920 N=25921 N=19922 N=16123 N=288
4.1 Workplace OrientationCAF-FCA wanted to better understand how many apprentices experience best practices in apprenticeship workplace training and where
18gaps exist. Employer champions say offering a workplace orientation is a best practice. Seventy-two per cent of apprentices participated
19in orientation sessions. Apprentices from larger firms were more likely to receive an orientation session than those from smaller
20firms:
Common orientation topics included safety (98 per cent), employer expectations (84 per cent), workplace and team communication (79 per cent), the apprenticeship process (43 per cent) and possible career paths within the company
21(40 per cent). Orientation sessions most commonly lasted two to four hours (39 per
22cent). Employers who offered orientation sessions were more likely to discuss training plans and communicate training goals with apprentices.
4.2 Safety TrainingJurisdictions require employers to meet health and safety requirements when training
apprentices. Eighty-four per cent of apprentices 23
received safety training and 16 per cent did not. Employers not providing safety training either did not meet the jurisdictional requirements or the training was pursued by apprentices at an outside organization.
4.3 SupportsEmployer champions agree it is important to provide apprentices with supports during training. Fifty-seven per cent of apprentices received no supports from their employers. Twenty-six per cent received financial supports tied to completion, 21 per cent accessed tutoring or upgrading, 20 per cent received textbooks, 16 per cent were given tools and 15 per cent said their employers topped up their EI during technical training. Less than 10 per cent of respondents said their employers paid tuition or provided a travel allowance during technical training.
Figure B: Employer provided supports
50 - 99 employees 92%
100+ employees 87%
20 - 49 employees 74%
5 - 19 employees 63%
1 - 5 employees 39%
4.0 Main Findings
26%
21%
20%
16%
15%
Financial supports tied to completion
Tutoring
Paid for textbooks
Paid for tools
Employment Insurance top-up
7CAF-FCA MEMBER RESEARCH SERIES APRIL 2018
24 N=27925 N=14826 Multiple responses were permitted27 N=277 28 N=284
4.4 Mentoring
Most jurisdictions require employers to provide
apprentices with a journeyperson mentor.
Employer champions emphasize the importance of
good mentoring and buddies. Sixty-four per cent of
s u r v e y r e s p o n d e n t s w e r e a s s i g n e d a 24journeyperson mentor. Fifty-two per cent were
connected to a buddy, such as an upper-year 25 apprentice or journeyperson.
L i ke emp loye r champ ions , app ren t i ces
emphasized the importance of mentoring in their
comments. Ongoing guidance and mentorship
throughout the training was identified as a priority.
One respondent suggested, “Do not let apprentices
get 'lost' in the shuffle. Stay-on-top of the
apprenticeship program.” Another commented,
“Take time to match apprentices with the best-
suited journeyperson.” A respondent remarked,
“…allow the apprentice to do the work, not just
watch.”
4.5 Workplace Communication about Training
Apprentices were asked about communication with
their employers and journeyperson mentors.
Respondents received feedback about their
progress (49 per cent), discussed training goals (47
per cent), talked about skill strengths and
weaknesses (44 per cent), provided feedback
about work processes (44 per cent) and reviewed 26
training plans (38 per cent). Seventy-four per cent
of apprentices thought they were learning the full 27
scope of the trade through a variety of work tasks.
Thirty-nine per cent of respondents met on a
regular basis with their employers (weekly, bi-28
weekly or monthly).
Figure C: Employer - Apprentice
Communication about Training
Apprentices and journeypersons, like employer
champions, emphasized the importance of training
and two-way communication in their comments.
Common themes included providing a variety of
tasks, offering hands-on training opportunities,
valuing the contribution of apprentices and asking
apprent ices for their feedback. Survey
respondents made these comments:
“Apprentices need to work in a variety of positions
throughout the entire operation in order to develop
a well-rounded understanding of the industry and
the manufacturing processes specific to their
shop.”
49%
47%
44%
44%
39%
38%
Rec eived feed back abou t p rogress
Discussed train in g goals
Discussed stren gth s & weaknesses
App rentice feedb ack so ught
Met with em ployer regu larly
Discussed train in g plan
8CAF-FCA MEMBER RESEARCH SERIES APRIL 2018
29 N=29230 Log books are also known as blue books31 N=29232 N=259
“Provide apprentices with a variety of tasks. Not
the same task over and over again for weeks, if not
months. Sweeping floors and organizing
material…[are] not meaningful tasks.”
“Remember that an apprentice is part of a training
exchange, not just cheap (and easily replaced)
labour.”
“[Apprentices] may be shy or unsure of [the] what or
[the] how. They need to talk about things.”
“Make sure to meet with employees to ensure that
both parties are on the same page when it comes to
the training program.”
“Pay attention to what your apprentice is doing and
learning. You get out of him/her what you put in.”
“Listen to what the [apprentices] have to say.
Sometimes there may be a great idea if someone is
willing to listen.”
4.6 Contact with Apprenticeship Administrators
Apprent iceship admin is t ra tors may v is i t
apprentices at their worksites or correspond with
them by email or phone. Thirty per cent of
respondents said they were contacted by an
apprenticeship administrator, 62 per cent were not
contacted, 7 per cent were unsure and 1 per cent
identified “not applicable” in their province or 29territory. Visits are not required in some
jurisdictions and in others limited staff resources
prevent administrators from visiting apprentice
worksites. Some apprentices may have forgotten
they were contacted.
4.7 Log Book Use
The majority of jurisdictions require employers to
document apprentice skills development during
workplace training. Apprentices identified whether 30
their employers used log books. Fifty-four per
cent answered “yes,” 29 per cent said “no,” 15 per
cent were “unsure” and 2 per cent responded “not 31
applicable.” For the 29 per cent who answered
“no,” their employers may be unfamiliar with their
provincial/territorial requirements or they may not
discuss the log book with their apprentices. Most
of the apprentices in the sample came from
provinces where the log book is a requirement,
making “not applicable” answers problematic.
Based on apprentice responses, larger employers
are more likely to use log books than small- or 32
medium-sized employers.
Figure D: “Did your employer record your
achieved competencies in a log
book or other document?”
Yes
54%No
29%
Uns ure
15%
Not applicable
2%
9CAF-FCA MEMBER RESEARCH SERIES APRIL 2018
33 N=24334 Journeypersons (N=30) responses were eliminated for this analysis. Apprentice (N=262) responses were examined. 35 A linear regression analysis was completed to build a predictive model using multiple independent variables and one
dependent variable. Only findings that are statistically significant at the .001 2-tailed significance level were reported.36 This trend was observed, but no percentages were provided in the data analysis.37 N=292
4.8 Relevant Skills Development and
Progression towards Completion
Apprentices were asked about their skills
development and program progression. Eighty-
two per cent agreed, “I am developing skills relevant
to my trade” and 72 per cent believed “I am
achieving the progress necessary to complete my 33
current level.”
Addit ional analysis using only apprentice 34responses linked specific workplace practices
35with more positive responses. Respondents with
employers who offered a variety of work tasks were
more likely to agree they were developing skills
relevant to their trade (98 per cent) and making
progress towards completion (92 per cent)
compared to those who felt their employers were
not offering a variety of tasks (55 and 44 per cent
respectively).
Practices such as having a buddy, meeting
regularly with an employer or mentor, discussing
strengths and weaknesses, talking about a training
plan, discussing training goals and providing
feedback about work processes positively
impacted responses. Respondents who identified
their employers implemented one of these
practices were more likely to say they were
developing relevant skills (95 per cent) and
achieving progress (91 per cent) than those who did
not (68 and 54 per cent respectively).
Respondents whose employers used log books
were more likely to report they were achieving
progress towards completing their current
apprentice level than others, but no differences
were observed when respondents were asked 36about their skills development.
4.9 Attractive Workplace Apprenticeship
Program Characteristics
Apprentices shared desirable workplace training
characteristics. A journeyperson willing to teach
(74 per cent) was the most desirable feature,
followed by a variety of work experiences (58 per
cent), opportunities for career advancement (56
per cent) and a positive work environment (53 per 37
cent). Employer champions also noted the
benefits of a positive workplace culture.
In the majority of cases, answers did not vary by
gender. However, when asked about what makes
an employer's workplace attractive, 7 per cent
identified discrimination-free workplaces as
desirable and almost all of the respondents were
women. Apprentices and journeypersons shared
their perspectives in their comments. One
respondent advised employers, “Be encouraging.
Don't bully employees. Take responsibility and
hold senior employees accountable for their
behaviour.” Another commented, “Make sure that
you yourself are willing to hire, support and teach
women in the trades. Some people are against this
and, since more women are getting involved in the
trades, it is very important to have a support system
for them.”
10CAF-FCA MEMBER RESEARCH SERIES APRIL 2018
Figure E: Workplace Characteristics Attractive
to Apprentices
4.10 Factors Supporting Apprentice Retention
Factors supporting apprentice retention include
opportunities for career advancement (70 per
cent), a positive work environment (68 per cent),
journeypersons willing to teach (47 per cent) and a 38wide variety of work experiences (42 per cent).
Female respondents were more likely to look for a
positive work environment compared to men (81
per cent versus 66 per cent). Men prioritized
opportunities to work with the state of the art 39technology and career advancement.
74%
58%
56%
53%
16%
13%
10%
5%
Journeyperson willing to teach me
Variety of work experiences
Career advancement
Positive work environment
Asked for input/feedback
State-of-the-art technology
Flexible work schedule
Free tutoring
38 N=29239 No percentages were provided in the data analysis
11CAF-FCA MEMBER RESEARCH SERIES APRIL 2018
Increasing employer involvement in apprenticeship
and improving the quality of on-the-job training are
strategic priorit ies for the apprenticeship
community. This survey, completed by 292
apprentices and early-career journeypersons,
provides important insights about apprentice
experiences during workplace training.
The majority of apprentices participated in a
workplace orientation. Common themes covered
at the orientation sessions were safety, employer
expectations, workplace and team communication,
the apprenticeship process and possible career
paths within the company. Employers who offered
orientation sessions were more likely to discuss
training plans and communicate training goals with
apprentices. Differences based on size of
business were observed. Larger firms are more
likely to offer orientation sessions and use log
books than smaller firms. Small- and medium-
sized firms may require resources and supports so
they can implement workplace training best
practices.
Workplace communication and quality training
were common themes. Apprentices talked about
the importance of providing a variety of tasks,
hands-on training, valuing the contribution of
apprentices and asking apprentices for their
feedback. Most respondents thought their
employers were ensuring they learned the full
scope of the trade by offering a variety of work
tasks, but less than half of apprentices said they
received feedback about their progress or met
regularly basis with their employer. Apprentices
identified ongoing guidance and mentorship as a
priority. Employers should be encouraged to
assign a designated journeyperson mentor and/or
buddy as a way to facilitate learning and workplace
integration. Promoting workplace communication
best practices may encourage more frequent and
effective apprentice and employer communication,
improving apprentice skills acquisition and
workplace productivity.
Apprentices were asked about skills development
and progression. Eighty-two per cent of apprentices
agreed they were developing skills relevant to their
trade and 72 per cent said they were making
progress toward completing their current level.
Based on further analysis, certain factors
contributed to positive apprentice responses.
Apprentices with employers who offered a variety of
work tasks, had a training plan or discussed training
goals with their employer or journeyperson were
more likely to agree they were developing relevant
skills and progressing towards completion.
Apprentices whose employers used log books were
more likely to report they were making progress
toward completing their current apprentice level.
Creating greater awareness about the log book and
how to use it to support training could improve
training and help apprentices be more goal-oriented
about their training.
Apprentices valued employers who offered a
journeyperson willing to teach them, a variety of work
experiences, opportunities for career advancement
and a positive work environment. Similar factors
also support apprentice retention. Employers
should keep these factors in mind when creating
their apprenticeship programs and formulating their
attraction and retention strategies.
5.0 Conclusion
Canadian Apprenticeship Forum2197 Riverside Drive, Suite 404
Ottawa, ON K1H 7X3
email: info@caf-fca.org