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