NATIONAL SURVEY ON THE LEVEL OF UNDERSTANDING AND AWARENESS IN THE APPRENTICESHIP COMMUNITY ACKNOWLEDGMENTS The Canadian Apprenticeship Forum – Forum canadien sur l’apprentissage (CAF-FCA) gratefully acknowledges the individuals and organizations who contributed their time to this project. CAF-FCA would like to thank everyone who took the time to fill out the survey questionnaire, and especially those who participated in the Telefocus groups. CAF-FCA would also like to thank the project’s working group for their assistance and the Government of Canada for its financial support of this project. Finally, CAF-FCA would like to acknowledge Corporate Research Associates (CRA), Inc. as the service provider who assembled the online survey and conducted the Telefocus groups for this project. The opinions expressed in this research document do n not ot necessarily represent the views or official policies of the CAFFCA or other agencies or organizations that may have provided support, financial or otherwise, for this project.
WORKING GROUP MEMBERS Brian Bickley
Alberta Apprenticeship and Industry Training Board
Pat Blackwood
CAW – Canada
Michèle Clarke
Association of Canadian Community Colleges
Don Daly
Territorial Electric Ltd.
Emmanuel Dick
National Visible Minority Council on Labour Force Development
Shirley Dul
Alberta Apprenticeship and Industry Training
Leonard Harapiak
Manitoba Apprenticeship Trades and Qualifications Board
Daniel McCarthy
United Brotherhood of Carpenters & Joiners of America
Dave Suess
ArcelorMittal-Dofasco
Peter Tartsch
Canadian Union of Public Employees (CUPE)
Lucie Abalain
Human Resources & Skills Development Canada
Nicole Cowan
Human Resources & Skills Development Canada
Kristi Fejedelem
Human Resources & Skills Development Canada
Jean Pageau
Human Resources & Skills Development Canada
Allison Rougeau, Executive Director
Canadian Apprenticeship Forum – Forum canadien sur l’apprentissage
Danielle Matheusik, Project Manager
Canadian Apprenticeship Forum – Forum canadien sur l’apprentissage
TABLE OF CONTENTS Page Background Information ................................ ................................................................ .............1 Introduction ................................ ................................ ................................................................ 5 Executive Summary................................ ................................................................ .....................6 Conclusions ................................ ................................ ................................................................ .7 Detailed Analysis................................ ................................................................ .........................9 Overall Assessment and Awareness................................................................ ......................9
Familiarity with CAF-FCA ................................ ................................................................ ......9 Status of Apprenticeship Training ................................................................ ......................10 Barriers to Accessing, Maintaining and Completing Apprenticeships ................................ .11
Addressing the Nine Barriers ................................ .............................................................. 12 Highest Priority Barrier ................................ ................................................................ .......13 Barrier that Receives Most Attention ................................................................ .................14 Responses to Barriers ................................ ................................................................ .........15 Qualitative Findings ................................ ................................................................ ............18 Apprenticeship Completion Rate ................................................................ ........................20
Additional Actions Required ................................ ............................................................... 22 Apprenticeship Community Leadership ................................................................ ..............23
Emerging Barriers ................................ ................................................................ ...............24 Study Methodology ................................ ................................................................ ..................27 Quantitative Phase ................................ ................................................................ .............27 Qualitative Phase................................ ................................................................ ................28
BACKGROUND INFORMATION Recent feedback from Canada’s apprenticeship stakeholders on the barriers to completing and accessing apprenticeship training: Where do we go from here?
Introduction to the study This report, What’s Happening in Apprenticeship Now: Stakeholders’ Feedback on the Barriers to Apprenticeship, provides the results of a national survey conducted by the Canadian Apprenticeship Forum – Forum canadien sur l’apprentissage (CAF-FCA) with the apprenticeship community in 2008.
Who we are CAF-FCA is the only inclusive national body that brings together all the players in Canada’s apprenticeship community. A not-for-profit organisation, CAF-FCA works under the guidance of its Board of Directors who represent stakeholders in apprenticeship including business, labour, education, provincial/territorial apprenticeship boards, and equity-seeking groups.
Purpose The purpose of the study was to: • • •
enhance understanding of the current perceived status of apprenticeship in Canada; find out the apprenticeship community’s thoughts on future priorities; and get a sense of the effectiveness of stakeholders’ more recent efforts in addressing barriers to completing and accessing apprenticeship training.
Relevance of the study CAF-FCA is committed to reducing barriers to apprenticeship training so that Canadians can have the opportunities they need to train and acquire skills. In an increasingly competitive global environment, including rapid changes in technology and an aging workforce, it is imperative that the apprenticeship community works together to improve access to apprenticeship training. To facilitate access to apprenticeship, it is essential to have an accurate understanding of existing barriers so that policies and programs can be developed to address them. This study helped to further our understanding of the apprenticeship community’s needs.
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Accessing and Completing Apprenticeship Training in Canada: Perceptions of Barriers Report For an initial foundation document, CAF-FCA conducted research on the barriers to accessing and completing apprenticeship training in Canada. That foundation document, entitled Accessing and Completing Apprenticeship Training in Canada: Perceptions of Barriers, was released in January 2004. At that time, broad consultation and discussion with Canada’s apprenticeship community led to the identification of nine barriers to accessing and completing apprenticeship training in Canada: 1. Negative attitudes to apprenticeship and a poor image of the trades. 2. A lack of information and awareness of apprenticeship. 3. Difficulties with unwelcoming workplaces. 4. Costs of apprenticeship to individuals, employers and unions. 5. Concerns over the impacts of economic factors on work and apprenticeship continuation. 6. Concerns about the lack of resources to support apprenticeship. 7. Concerns about apprentices’ basic and essential skills. 8. Shortcomings of workplace-based and technical training. 9. Issues regarding regulations governing apprenticeship. CAF-FCA based much of its subsequent work on trying to address these nine barriers. For example, in an attempt to address the negative attitudes towards apprenticeship, CAF-FCA and Skills/Compétences Canada conducted a national campaign to promote the value of apprenticeship known as “Skilled Trades: A Career You Can Build On.” The legacy materials from this campaign are still used by the apprenticeship community. In an attempt to better understand the costs associated with apprenticeship, CAF-FCA also did return on training investment studies for both employers and apprentices. As a direct follow-up to the Accessing and Completing Apprenticeship Training in Canada: Perceptions of Barriers study, the Board of Directors of CAF-FCA were interested in finding out how far the apprenticeship community had come in the past five years in addressing the issues identified in the foundation report. Thus, this report builds on CAF-FCA’s initial research.
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What’s Happening in Apprenticeship Now: Stakeholders’ Feedback on the Barriers to Apprenticeship Report To understand the current perceived status of apprenticeship in Canada and to get a sense of the effectiveness of CAFFCA and stakeholders’ more recent efforts in addressing these barriers, this study was conducted in two phases. First, an online survey was sent to stakeholders across the country in late 2008. It should be noted that in the online survey, stakeholders self-identified their respective roles in apprenticeship. The roles included: • • • • • • • • • •
Labour representative Employer/business representative Employer association representative Federal/provincial/territorial government representative Sector Council representative Education/Training representative Equity representative Provincial/Territorial Apprenticeship Board representative Employment Counsellor Other
The second phase of research followed in the spring of 2009 when Canada-wide teleconference call discussions took place. This qualitative data augmented the findings gathered from the initial online survey. The culmination of the two stages of this work provides the apprenticeship community with a fuller understanding of our collective progress on addressing the barriers to accessing and completing apprenticeship training while providing an opportunity to share with local, provincial and national apprenticeship stakeholders the variety of resources available to help support the continued success of apprenticeship in Canada.
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Key observations from the research •
• •
• •
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While a large number of stakeholders expressed awareness of the nine barriers to accessing and completing apprenticeship training in Canada, there is only moderate belief among stakeholders that the apprenticeship community is properly addressing these barriers at present. Stakeholders familiar with CAF-FCA were more likely to offer a positive assessment of the status of apprenticeship training in Canada. Opinions varied widely regarding which of the nine barriers are the highest priorities at present. A sizable minority of stakeholders indicated that the lack of information and awareness of apprenticeship, concerns about the lack of resources to support apprenticeship, and negative attitudes toward apprenticeship and a poor image of the trades are the highest priorities. Given the prevailing economic climate at the time the survey was conducted, it was not surprising to find that the barrier perceived to be the highest priority in three years time is related to economic factors. Stakeholders who participated in the qualitative discussions were asked what else needed to happen for the apprenticeship community to effectively address current and emerging challenges, and enhancing apprenticeship’s profile in schools surfaced as one of the best means of both improving the image of a career in trades, as well as realigning perceptions of the required essential skills.
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INTRODUCTION The Canadian Apprenticeship Forum- Forum canadien sur l’apprentissage (CAF-FCA) is a federally chartered, not-forprofit organization which promotes apprenticeship as an effective model for training and education, and influences panCanadian apprenticeship strategies through research, discussion and collaboration with the apprenticeship community. In 2008, CAF-FCA commissioned Corporate Research Associates, Inc. (CRA) to conduct an Apprenticeship Stakeholder Study, to understand the impact CAF-FCA has had on the apprenticeship community, and to better understand stakeholder needs. Specific objectives of this study include to: • • •
Gather information regarding current perceptions of the apprenticeship community; Determine how well barriers to apprenticeship have been addressed to assess the impact and influence of CAFFCA’s work; and Provide an indication of where the apprenticeship community believes further work needs to be done.
In fulfillment of the study objectives, CRA conducted an online study among CAF-FCA stakeholder groups including Labour Representatives, Employer Association Representatives, Employer/Business Representatives, Federal/Provincial/Territorial Government Representatives, Sector Council Representatives, Education/Training Representatives, Equity Representatives, Provincial/Territorial Apprenticeship Board Representatives, and Employment Counsellors. A total of 381 surveys were completed with these various stakeholder groups, from a useable sample of approximately 2038, from December 5, 2008 to February 10, 2009. Follow-up qualitative group discussions with stakeholders were conducted to better understand some of the results from the online study. Specifically, 14 facilitated conference call discussions, each lasting about one hour were held from April 21 to 28, 2009. Definitions for terminology used throughout this report are provided below: Term
Definition
Moderate
Neither high nor low. A mean of 4, 5, or 6 would be considered ‘moderate’.
Sizable minority/Large minority
Just under one-half. A result of 40 percent would be considered a large minority
Majority/Most
More than 50 percent
Vast majority
Nearly all respondents
This report provides an Executive Summary of the findings, a Detailed Analysis of the study results, as well as a Study Methodology. Appended to the online version of the report, at www.caf-fca.org/en/reports/, is a copy of the survey questionnaire. Qualitative documents are also appended to the online version of this report, and include the invitation script and the moderator’s guide.
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EXECUTIVE SUMMARY Findings from the 2008 Apprenticeship Stakeholder Research indicate that while there is moderate awareness of CAFFCA and its mission, there continues to be an opportunity to improve perceptions of the status of apprenticeship training in Canada. Specifically, many stakeholders are familiar with CAF-FCA, and over one-half have visited the main CAF-FCA website in the past. Notably, while a large number of stakeholders express awareness of the nine factors that limit the growth and development of apprenticeship training in Canada, there is only a moderate belief among CAF-FCA stakeholders that the apprenticeship community is properly addressing these nine barriers at present. Opinions are varied when assessing which of the nine barriers are the highest priorities at the present time. A sizable minority of stakeholders believes the lack of information and awareness of apprenticeship, concerns about the lack of resources to support apprenticeship, and negative attitudes toward apprenticeship and a poor image of trades are the highest priorities. With regards to these nine barriers, stakeholders identify a number of challenges in addressing these barriers, including access to technical training and a lack of qualified workers (which refers to two areas: 1) a sense that there are fewer people interested in becoming involved in trades, and 2) that the current training is not resulting in qualified workers), lack of awareness and public knowledge of apprenticeship programs, or that there is limited employer support or commitment to apprenticeship training. Nearly all stakeholders have undertaken dialogue or consultation, participated in a career day or other similar event, or used communication products such as information brochures, toolkits, or guides to address these barriers.
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CONCLUSIONS The following conclusions are drawn from the detailed analysis of the survey results, and are presented for the consideration of CAF-FCA:
There is moderate awareness of CAF-FCA. There is an opportunity to improve the status of apprenticeship training in Canada. One-quarter of stakeholder groups are very familiar with the Canadian Apprenticeship Forum - Forum canadien sur l’apprentissage (CAF-FCA). Additionally, stakeholders offer a moderate assessment of the status of apprenticeship training in Canada today. While very few stakeholders believe apprenticeship training is situated in a weak position, on the other hand very few also believe it is in a strong position.
Stakeholders are aware of the nine barriers to apprenticeship training, and there is moderate agreement that the apprenticeship community is properly addressing these barriers. The vast majority of apprenticeship stakeholders indicate awareness of the nine factors that limit the growth and development of apprenticeship training in Canada. The nine barriers to accessing, maintaining, and successfully completing apprenticeships are as follows: 1. Negative attitudes to apprenticeship and a poor image of trades. 2. A lack of information and awareness of apprenticeship. 3. Difficulties with unwelcoming workplaces or training environment. 4. Costs of apprenticeship to individuals, employers, and unions. 5. Concerns over the impacts of economic factors on work and apprenticeship continuation. 6. Concerns about the lack of resources to support apprenticeship. 7. Concerns about apprentices’ basic and essential skills. 8. Shortcomings of workplace-based and technical training. 9. Issues regarding regulations governing apprenticeship. To a moderate extent, CAF-FCA stakeholders believe that the apprenticeship community is addressing these nine barriers. Most of the initiatives currently underway identified in qualitative discussions pertained to financial assistance, promotional and advertising initiatives to raise the profile of apprenticeship and trades, programs specifically aimed at enhancing apprentices’ essential employability skills, and mentoring programs. Other than in the territories, the apprenticeship completion rate was deemed an issue primarily caused by financial constraints, limited employer support, and a lack of recognition of apprenticeship.
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Stakeholders who took part in the qualitative discussions spontaneously mentioned a number of initiatives they believed could be realized to address existing barriers. Most suggestions pertained to enhancing apprenticeship’s profile in schools, mentoring and support programs for pre-apprentices, better access to education and funding, increased collaboration between apprenticeship stakeholders, and regulatory reviews. It was believed that though the community could use greater leadership, no one organization was deemed best suited to address barriers at a national level. Stakeholders perceive limited access to technical training for apprentices and a lack of qualified workers as the main challenge in addressing the nine barriers. Stakeholders were asked to name what they consider to be the main challenges in addressing these nine barriers. Stakeholders identify a number of challenges, and while responses were varied, no response was mentioned by more than three in ten stakeholders. Specifically, a small number of stakeholders believe the main challenge is access to technical training and a lack of qualified workers, a lack of awareness and public knowledge of apprenticeship programs, or that there is limited employer support or commitment to apprenticeship training. Interestingly, there exists a difference between those barriers that are considered a priority by organizations, and the barriers the respondents’ organization has devoted the most attention. That is, concerns about apprentices’ basic and essential skills is rated the fifth most important priority, but is identified third as the area where organizations are devoting attention.
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DETAILED ANALYSIS Overall Assessment and Awareness There is moderate awareness of CAF-FCA. There is an opportunity to improve the status of apprenticeship training in Canada.
Familiarity with CAF-FCA Four in ten stakeholders are very familiar with CAF-FCA (rated as an ‘8’, ‘9’, or ‘10’ on a 10-point familiarity scale). Overall, familiarity with CAF-FCA has a mean awareness level of 6.6, which can be considered moderate. (Figure 1)
Figure 1 Familiarity with CAF-FCA (On a 1-10 scale, where 1 = not at all familiar and 10 = very familiar) 100%
80%
60% 43%
43%
40%
20%
13%
0% Top 3 Box (very familiar)
Middle 4 Box
Bottom 3 Box (not at all familiar) Figure 1 refers to Q.5 (n=381)
Regionally, familiarity is generally consistent across Canada, although those in Quebec are somewhat less likely to be familiar with CAF-FCA when compared with stakeholders in Atlantic Canada, Ontario or the West. Across stakeholder groups, Sector Council Representatives, Employer Association Representatives, and Equity Representatives are more likely to be familiar with CAF-FCA when compared with Labour Representatives, Employer and Business Representatives, Provincial/Territorial Government Representatives, Federal Government Representatives, Education and Training Representatives, and Provincial and Territorial Apprenticeship Board Representatives.
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Status of Apprenticeship Training Stakeholders offer a moderate assessment rating in relation to the status of apprenticeship training in Canada today. Very few stakeholders believe apprenticeship training is situated in a weak position, however, very few also believe it is in a strong position. Overall, the majority of stakeholders rated the status of apprenticeship training as a ‘4’ through ‘7’ on a 10-point scale where ‘1’ is in a weak position, and ‘10’ is in a strong position. The mean assessment rating rests in the middle, at 6.0. (Figure 2)
Figure 2 Status of Apprenticeship Training (On a 1-10 scale, where 1 = in a weak position and 10 = in a strong position) 100%
80% 64% 60%
40% 24% 20% 11% 1% 0% Top 3 Box (strong position)
Middle 4 Box
Bottom 3 Box (weak position)
Don't know/No answer Figure 2 refers to Q.4 (n=381)
Regionally, those in Atlantic Canada and Western Canada offer a slightly more positive assessment of the status of apprenticeship training in Canada compared with those in Ontario and Quebec. Additionally, Employer and Business Representatives, Government Representatives, Equity Representatives, and Provincial and Territorial Apprenticeship Board Representatives are somewhat more likely than Labour Representatives, Employer Association Representatives, Sector Council Representatives, Education and Training Representatives, and Employment Counsellors to believe apprenticeship training in Canada is in a strong position. Those who are familiar with CAF-FCA are also somewhat more likely to offer a higher rating in this regard.
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Barriers to Accessing, Maintaining and Completing Apprenticeships Stakeholders are aware of the nine apprenticeship barriers, and there is moderate agreement that the apprenticeship community is properly addressing these barriers. Stakeholders were presented online with a list of nine barriers to accessing, maintaining, and successfully completing apprenticeships, which are as follows: 1. Negative attitudes to apprenticeship and a poor image of trades. 2. A lack of information and awareness of apprenticeship. 3. Difficulties with unwelcoming workplaces or training environment. 4. Costs of apprenticeship to individuals, employers, and unions. 5. Concerns over the impacts of economic factors on work and apprenticeship continuation. 6. Concerns about the lack of resources to support apprenticeship. 7. Concerns about apprentices’ basic and essential skills. 8. Shortcomings of workplace-based and technical training. 9. Issues regarding regulations governing apprenticeship. The vast majority of apprenticeship stakeholders indicate awareness of these nine factors that limit the growth and development of apprenticeship training in Canada, with nine in ten indicating awareness. (Figure 3) Regionally, those in Atlantic Canada and Ontario are somewhat more likely to be aware of these nine barriers compared with those in Quebec or Western Canada. Across stakeholder groups, those less likely to be aware of these nine barriers include Employer Association Representatives, Employer and Business Representatives, and Labour Representatives.
Figure 3 Awareness of Barriers That Limit Growth and Development of Apprenticeship in Canada
Yes, was aware 90%
No, was not aware 9%
Don't know/ No answer 1%
Figure 3 refers to Q.6 (n=381)
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Addressing the Nine Barriers Apprenticeship stakeholders do not believe the apprenticeship community is fully addressing these nine barriers to accessing and completing apprenticeship training, with a mean average performance score of 5.4 on a 10-point scale. Only one in ten stakeholders offer a rating of ‘8’, ‘9’, or ‘10’, on a 10-point poor to excellent scale in this regard. (Figure 4)
Figure 4 Performance of Apprenticeship Community in Addressing Nine Barriers (On a 1-10 scale, where 1 = poor and 10 = excellent) 100%
80%
72%
60%
40%
20%
15%
10%
3% 0% Top 3 Box (excellent)
Middle 4 Box
Bottom 3 Box (poor)
Don't know/No answer Figure 4 refers to Q.7 (n=381)
Perceptions of effectiveness in addressing these nine barriers are consistent across Canada. Across stakeholder groups, Provincial and Territorial Apprenticeship Board Representatives, Sector Council Representatives, Government Representatives and Labour Representatives offer somewhat more positive assessments of the performance of the apprenticeship community in addressing these nine barriers, compared with Employer and Business Representatives, Employer Association Representatives, Education and Training Representatives, Equity Representatives, and Employment Counsellors.
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Highest Priority Barrier Opinions are varied when assessing which of the nine barriers is the highest priority at the present time. It is noteworthy that no single barrier is ‘head and shoulders’ ahead of the others in responses offered for this question. Just under four in ten stakeholders believe a lack of information and awareness of apprenticeship training, concerns about the lack of resources to support apprenticeship training, and negative attitudes to apprenticeship and a poor image of trades are considered high priorities. The remaining six barriers are mentioned by between one-quarter and three in ten stakeholders. (Figure 5)
Figure 5 Barriers Considered Highest Priority (Stakeholders selected up to three barriers) A lack of information and awareness of apprenticeship
38%
Concerns about the lack of resources to support apprenticeship
37% 35%
Negative attitudes to apprenticeship and a poor image of trades
31%
Issues regarding regulations governing apprenticeship Concerns about apprentices' basic and essential skills
29%
Difficulties with unwelcoming workplaces or training environments
29%
Shortcomings of workplace-based and technical training
28%
Costs of apprenticeship to individuals, employers, and unions
27%
Concerns over the impacts of economic factors on work and apprenticeship continuation
26%
0%
20%
40%
60%
80%
100%
Figure 5 refers to Q.8 (n=381)
Regional differences emerge, with those in Atlantic Canada placing greater importance on a lack of information, concerns about the lack of resources, and negative attitudes, while those in the West place priority on concerns about apprentices’ basic and essential skills. Stakeholders in Ontario are somewhat more likely than those elsewhere to believe difficulties in unwelcoming workplaces should be a priority, while no stakeholder in Quebec considered shortcomings of training, or costs of apprenticeships, to be a priority. Across population subgroups, a lack of information and awareness of apprenticeship programs is considered a high priority among most stakeholder groups, as are negative attitudes to apprenticeship, and issues regarding regulations.
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Barrier that Receives Most Attention Notably, while stakeholders are devoting attention to the areas that are deemed important priorities, they are also devoting attention to concerns about apprentices’ basic and essential skills, with three in ten stating as such. Specifically, a lack of information and awareness was mentioned by over one-half of stakeholders as the area their organization has devoted the most attention, followed by negative attitudes to apprenticeship. (Figure 6)
Figure 6 Barriers For Which Most Attention Was Devoted 55%
A lack of information and awareness of apprenticeship
48%
Negative attitudes to apprenticeship and a poor image of trades
30%
Concerns about apprentices' basic and essential skills
25%
Concerns about the lack of resources to support apprenticeship
22%
Costs of apprenticeship to individuals, employers, and unions
20%
Shortcomings of workplace-based and technical training Difficulties with unwelcoming workplaces or training environments
17%
Issues regarding regulations governing apprenticeship
16%
Concerns over the impacts of economic factors on work and apprenticeship continuation Don't know/No answer
0%
6% 4% 20%
40%
60%
80%
100%
Figure 6 refers to Q.9 (n=381)
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Responses to Barriers Stakeholders perceive limited access to technical training for apprentices and a lack of qualified workers as the main challenges in addressing the nine barriers. Stakeholders identify a number of challenges, unaided, in addressing these nine barriers. Fewer than three in ten stakeholders believe the main challenges are access to technical training for apprentices, and a lack of qualified workers, which refers to two areas: there is a sense that there are fewer people interested in becoming involved in trades, and that the current training is not resulting in qualified workers. Please note, these responses were mentioned by survey respondents in an unaided fashion. One-quarter mention a lack of awareness and public knowledge of apprenticeships, while two in ten believe there is limited employer support or commitment to apprenticeship training. Other mentions include a lack of funding, negative perceptions of the trades, and poor economic conditions (the survey was conducted in late 2008). One in ten stakeholders mention a variety of other challenges that do not fall into any of the above mentioned categories. Some examples of additional challenges include: apprentices themselves need to be responsible for their development, changes in government may affect the ability to address barriers, and changes to AIT Chapter 7 are affecting apprenticeship programs. (Figure 7)
Figure 7 Main Challenges in Addressing Barriers (Key Mentions) 27%
Access to schools/training/Lack of qualified workers/certified…
24%
Lack of awareness/information/public knowledge
22%
Lack of employer support/confidence/commitment (cost to…
17%
Lack of funding/resources Negative perception of trades
11%
Poor economic conditions
10%
Lack of employment opportunities/access to apprenticeship … Lack of apprentice support during their course of study
7% 7%
Lack of government support
6%
Too many regulations/government regulations
6%
Lack of standardization/continuity between provinces
6%
Lack of team work/collaboration among stakeholders Other
0%
5% 9% 20%
40%
60%
80%
100%
Figure 7 refers to Q.10 (n=381)
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Nearly all stakeholders have undertaken dialogue or consultation, participated in a career day or other similar event, or used communication products such as information brochures, toolkits or guides, to address these barriers. A number of stakeholders have undertaken research to address the barriers of accessing, maintaining and successfully completing apprenticeships, while one-half have participated in a conference. Just over one-third have undertaken a survey in an effort to address these barriers. (Figure 8)
Figure 8 Activities Undertaken to Address Barriers (% Saying “Yes”) Dialogue/Consultation
84%
Career Day/Other event
79%
Communication products
77%
Research
61%
Conference
52%
Media campaign
45%
Survey
36% 0%
20%
40%
60%
80%
100%
Figure 8 refers to Q.11a-g (n=381)
Regionally, those in Quebec, Ontario and the West are more likely than those in Atlantic Canada to have undertaken dialogue or consultation to address the nine barriers. On the other hand, stakeholders in Atlantic Canada are more likely than their counterparts elsewhere in the country to have participated in a career day or other similar event. Across stakeholder groups, undertaking dialogue or consultation to address these nine barriers is more common among Sector Council Representatives, Employer Association Representatives, and Government Representatives when compared with Labour Representatives, Employer and Business Representatives, Education and Training Representatives, Equity Representatives, Provincial and Territorial Apprenticeship Board Representatives, and Employment Counsellors.
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It is evident that a small number of apprenticeship stakeholders have undertaken other means to address these barriers, such as workshops, implementing a website, or working with community organizations. Four in ten stakeholders who have undertaken other means to address barriers mention activities such as creating an in-house video, providing a newsletter, providing training for employment counsellors and using word-of-mouth, just to name a few. (Figure 9)
Figure 9 Other Activities Undertaken to Address Barriers Workshops/Youth apprenticeship/ education programs
19%
Dedicated websites
13%
Working closely with schools/ other community organizations
7%
Direct contact with employers/organizations
7%
Information/Orientation sessions/meetings
7%
Competitions/Scholarship programs
5%
Other
43% 0%
20%
40%
60%
80%
100%
Figure 9 refers to Q.11h (Other Mentions, n=65)
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Qualitative Findings The opinions expressed by the online survey respondents were mirrored by participants in group discussions. Indeed, it was generally believed that more can be achieved by the apprenticeship community to address the nine barriers identified earlier. Nonetheless, stakeholders identified a number of initiatives currently underway which they believed adequately address at least one of the apprenticeship barriers. Though “We assist apprentices in going to school through this is not an exhaustive list of initiatives, it provides insight as to various ways, including a little additional funding.” projects considered successful. “Our goal this year is to provide the dollars and the
Many of the key mentions pertained to financial assistance programs training to Aboriginal students to get into apprenticeship and trades.” offered by stakeholder organizations. These included individual employers subsidizing apprentices’ wages during the in-school portion of apprenticeship training; trade associations or unions providing grants or loans to fund tuition, transportation, and living costs; various other individual training funds set up to support apprentices; and a labour organization having established a training trust fund that is funded by apprentices, to support the individual cost of training. As may be expected, these types of programs were deemed most useful for apprentices located in rural or remote locations, as they are usually required to travel or move away to complete their “The negative opinion of trade education is not as bad as it training. was a few years ago. There are more and more parents of young people realizing that it is a valid career direction for younger people but there is not enough understanding in the school system of the apprenticeship system to counsel these people appropriately.”
Stakeholders listed many other initiatives related to raising the profile of apprenticeship with key audiences, including students, parents of high school students, teachers, and school counsellors. These included targeted initiatives such as one-on-one meetings with high school and college students to discuss apprenticeship; enhancing awareness and knowledge of apprenticeship and trades among high school teachers by teaming them up with tradespeople; hosting public information sessions about trades and technology, especially targeting students and parents; participating in career fairs and high school career presentations; various student speaking events offered by the homebuilders associations; and organizing site visits and student-employer meetings. Specific initiatives referenced included the Women in Resource Development Committee’s Orientation to Trades and Technology program; a video aimed at high school students distributed by the Apprenticeship Advisory Council; a Saskatchewan provincial “We have a project in [PROVINCE] … that includes promotional program for grade 12 students to partner with occupational health and safety, labour standards, apprentices and tradespeople; and an Alberta Government initiative trade unions kind of information and that has whereby high school students participate in trades while in school as a supplements for safety practices for various trade occupations, that include modules that are part of the ‘hands-on’ initiation to specific trades. K to 12 curriculum.”
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Other more general promotional campaigns initiated by Skills Canada were identified, including an advertising campaign done in partnership with CAF-FCA; provincial and national trades competitions; and a booklet that provides a detailed description of trades.
“We support programs like the Skills Canada in our province. Our workplace essential skills programs that has been funded by our post secondary department and literacy funding within our own ministry which are intended to help those who are indentured more easily through the various levels in the trades and through journeyman status.”
Some initiatives specifically aimed at addressing the shortages with respect to tradespeople’s essential employability skills included the use of the Test of Workplace Essential Skills (TOWES) offered by the Bow Valley College as part of employers’ recruitment process; the literacy and essential skills toolkit distributed by the Saskatchewan Labour Market Commission; various initiatives to work directly with employers on essential skills enhancement; and a common curriculum whereby trades share “We have seen some good work being done with the essential skills training (safety, math, science, language, etc.). TOWES test. I believe that was something developed in Alberta but the local college here has information about that and can assist employers if they are actually looking for the kind of skills set. It has hundreds of occupations that have certain skills set and combination of abilities and it is a practical test that individuals take. It could be used as part of a recruitment test.”
A couple of mentorship programs were also identified, namely a specific initiative that teams up apprentices and journeypersons; and the Apprentice Mentoring Program offered by the Construction Association of Alberta and the Construction Sector Council.
Finally, other initiatives identified included involvement on various boards and committees: the Construction Orientation to Retain Employment (CORE) pre-employment training program offered by the Tradeworks Training Society; the ‘Yes to IT’ program offered by the Roofing Contractors Association of British Columbia; various reviews of provincial apprenticeship programs, including a major one currently “We have a virtual library on the website and people underway in New Brunswick; a toolkit addressing bullying and use it regularly for information. We are constantly harassment prevention named ‘Respect in the Workplace’ sponsored going out and doing outreach in the community, in part by the Construction Owners Association; various outreach going to events and marketing etc. We want to promote apprenticeship and promote [our website] initiatives with parents; an employer recognition award; and the Panand have employers come in and post jobs so there is Canadian Innovation Initiative (HRSDC). real potential for apprentices to connect.”
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Apprenticeship Completion Rate Stakeholders who took part in the qualitative discussions were asked if they considered the apprenticeship completion rate an issue at this time. Though stakeholders believed this area is of concern, they generally did not have sufficient knowledge of the situation to offer an informed opinion of the reasons causing low completion rates. One stakeholder noted the importance of better understanding the barriers prior to working on solutions. Understanding what makes certain individuals successful at completing the program as well as the various challenges influencing unsuccessful applicants was deemed of importance. Nonetheless, stakeholders were under the impression that apprenticeship completion is low in many trades with financial barriers being the greatest impediment to completing apprenticeship. It was believed by many stakeholders that the personal cost of attending school for several weeks, with revenues primarily from employment insurance caused many apprentices to avoid completing their training. This situation was viewed as most prevalent among those who need to travel or move away during this phase of training. It was also perceived as a greater barrier for apprentices who have personal financial responsibilities, such as a mortgage or children. “You hear ‘why do I need to go to school? I am being At the same time, stakeholders believed there are few financial paid, I am fine, they are paying me journeyman’s rate incentives for apprentices to complete their training, as employers do when I am an apprentice’.” not all value such certification. Indeed, it was mentioned that in many instances, the pay increase for certified apprentices was not significantly higher than for other employees, resulting in little incentive for apprentices to complete their certification. Further, the pay structure difference between a third and fourth year apprentice is not significant and does not “Pushing students in trade programs without ensuring entice workers to complete their apprenticeship. they are prepared may impact the completion rate.”
The inability to complete the on-the-job training component of apprenticeship may be affected by the economic downturn, as fewer jobs are currently available in selected trades. Certifications not being required by all employers was also often mentioned as a challenge to completion rate, as employees may not feel the need to complete their training to keep their job or gain employment. Some stakeholders believed that experience gained in the workforce did not always prepare students to complete the in-school portion of their apprenticeship. Similarly, low literacy skills may limit some individuals to successfully complete the in-school component of their training. One stakeholder suggested that this could result from apprenticeship being falsely positioned as an ‘easy’ career choice accessible to anyone.
20
“A lot of it has to do with the training we see them getting in the industry. When apprentices come back in different level, the experience they get in the industry doesn’t necessarily coincide or match the training they get.”
20
Recommended actions to increase the completion rate generally pertained to ensuring stakeholders support apprentices towards the completion of their training. This can take the form of ensuring employers entice their apprentices to complete training, both financially and by guaranteeing a job when they return. A suggestion was also made to educate both apprentices and employers with respect to the benefits of completing the apprenticeship program.
“The company and unions work very well together. Our apprentices go to school, they don’t have to apply for EI, they keep their seniority and when they come back, they can get back [to their employment].”
It was also believed by some stakeholders that more flexible in-school training needs to be offered to increase accessibility. A suggestion was made to offer apprentices located in rural or remote locations the possibility to complete their in-school training online. In some areas, this option (i.e. completing the technical training component online) already exists. Similarly, it was felt that the schedule for the in-school component could be adapted to allow apprentices to continue working at the same time. Evening and weekend courses were suggested to allow apprentices to continue working while training. Again, in some areas, this option already exists. A few differences of opinions exist based on stakeholders’ provinces across Canada. Northern stakeholders were of the impression that the completion rate was not an issue in Nunavut and the Northwest Territories. Indeed, it was believed that stakeholders worked well together, including territorial governments, trade associations, schools and employers, to support apprentices in completing their apprenticeship training. In British Columbia, it was mentioned that apprentices have their on-the-job hours but that in-school space is sometimes limited in lower mainland, while the situation was reversed in the province’s interior, where apprentices have acquired their technical training but are unable to get a job to fulfill their on-the-job training requirement. In Atlantic Canada, another challenge to completing the apprenticeship program is tradespeople leaving their province for more lucrative work in Western provinces. Though it was believed that the economic downturn will slow down this practice, it was still viewed as relevant at this time.
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Additional Actions Required Stakeholders who took part in the qualitative discussions were asked what else needed to happen for the apprenticeship community to effectively address current and emerging challenges. Among the many recommendations, a number of themes appeared more frequently. Enhancing apprenticeship’s profile in schools surfaced as one of the best means of both improving the image of a career in trades, as well as realigning perceptions of the required essential skills. Exposing elementary and high school students to trades was viewed as a means of raising apprenticeship’s profile. Another recommended action to increase awareness of trades entailed using more trade-specific examples in the math and science curriculum, as well as working on providing youth with greater experiential knowledge of trades. Educational support for pre-apprentices was mentioned, in the form of trade-specific essential skills training as well as mentorship, job coaching, onsite guidance and structured orientation programs. It was also believed that apprenticeship officers need to better familiarize themselves with training programs, to be better tooled to advise apprentices.
“One of the things we have to do with young people and the general public is around that image. The more there are promotional materials that demonstrate the lifestyle that is available with the income that is available and also the essential nature of these occupations within our society, the better we will be to move that stigma.”
Increased collaboration between apprenticeship stakeholders was also noted as required to ensure current and future challenges are effectively addressed. It was believed by some stakeholders that greater cross-provincial collaboration would serve to ensure best practices are shared. Overall, many stakeholders believed that the apprenticeship community needs to speak with one cohesive voice representing all stakeholder types. Further, engaging employers was deemed essential, especially as it relates to raising their awareness of the apprenticeship benefits. Many suggestions pertained to better access to education and funding for apprentices, such as training specific to technological changes; increased income supplement for apprentices during the in-school portion of their training; tool allowances; and a common method of assessing apprentices’ basic skills across the country. One stakeholder noted that the wait time to receive employment insurance while in school should be shortened to entice apprentices to complete their training. From a regulatory perspective, it was believed in many instances that the provincial apprenticeship guidelines need to be reviewed and updated to reflect today’s reality. Rethinking the delivery methods of training was also mentioned by a few stakeholders, specifically as it relates to accessibility to training for those living in rural or remote locations (e.g., distant education) and with respect to offering the possibility of completing the in-school portion of the training while working part-time (e.g., scheduling classes during the evenings or on weekends; online courses; etc.). It was however noted that these suggestions could not work under the current funding structure. One stakeholder further mentioned that the number of apprenticeship registration staff should be increased to process applications faster. Other suggestions less often mentioned included better integrating immigrants and new Canadians by simplifying the skills assessment process. Yet another stakeholder mentioned the need to engage employers by providing higher deduction on subsidizing apprenticeship programs.
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Apprenticeship Community Leadership There was generally a belief among stakeholders who took part in the qualitative discussions that there needs to be better and more cohesive leadership to help the apprenticeship community address challenges. That being said, no one organization or type of stakeholder emerges as best suited for this role, though most stakeholders agreed that leadership is required at a national level. A couple of stakeholders “I don’t think you will get the employers involved; they are cautioned against the duplication of efforts currently undertaken all too busy. If you start to get government involved, you are duplicating what they are doing already. So I don’t by many organizations, as it may further dilute resources afforded really have an answer for [who should take the lead].” to the apprenticeship community. Many stakeholders believed that a true partnership would most adequately meet the needs of apprenticeship in general, that is one rallying employers, not-for-profit organizations, educators, apprentices, and governments. One of the challenges identified in achieving a true partnership is employers’ limited interest and involvement as currently witnessed by many stakeholders. It was unclear who should lead such partnership though a few stakeholders mentioned that the Canadian Apprenticeship Forum-Forum canadien sur l’apprentissage may be best positioned for this role. Other organizations each suggested by one or two stakeholders “Apprenticeship needs to be industry-driven. We included Skills Canada and the Canadian Council of Directors of need one organization to rally all stakeholders, an Apprenticeship. The greatest perceived challenge to such organization to understand what industry needs.” organizations acting as a leader is their lack of direct influence over provincial regulations. Because of the regulatory nature of apprenticeship certification, a few “I find very little input from the employers, from the stakeholders believed that governments or public sector organizations unions. Basically we are on our own here. […] would be best suited to effectively lead change. That being said, it was sometimes you feel isolated because nobody seems unclear how one public sector organization could have national to want to step up to the plate to get involved. There is very little help from the other stakeholders.” leadership.
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Emerging Barriers Given the prevailing economic climate at the time the survey was conducted, it is perhaps not surprising that the barrier perceived to be the number one priority in three years time is related to economic factors. Two in ten stakeholders believe concerns over impacts of economic factors will be the barrier that is the highest priority in three years. Just over one in ten stakeholders believe the costs of apprenticeships to individuals, concerns about apprentices’ basic needs, issues regarding regulation, and concerns about the lack of resources will be the highest priority in three years. (Figure 10)
Figure 10 Barriers You Think Will Be Highest Priority in 3 Years Concerns over the impacts of economic factors on work and apprenticeship continuation
21%
Costs of apprenticeship to individuals, employers, and unions
14%
Concerns about apprentices' basic and essential skills
13%
Issues regarding regulations governing apprenticeship
12%
Concerns about the lack of resources to support apprenticeship
12%
Shortcomings of workplace-based and technical training
8%
Negative attitudes to apprenticeship and a poor image of trades
8%
Difficulties with unwelcoming workplaces or training environments
5%
A lack of information and awareness of apprenticeship
4%
Don't know/No answer
3%
0%
20%
40%
60%
80%
100%
Figure 10 refers to Q.27 (n=381)
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A minority of stakeholders (23%) identify other barriers to apprenticeship that are not included in the nine barriers previously mentioned. Specifically, diversity issues such as immigrant, Aboriginal participation and gender issues are named by a small number of stakeholders, as is a lack of provincial standardization of apprenticeships, or employer commitment. Nearly one-quarter of stakeholders mentioned barriers that do not fall under any of these categories, and are therefore classified as ‘other.’ Some examples of barriers that are considered ‘other’ include: English as a second language concerns, Changes to Chapter 7 of the AIT, disparity in pay across various trades, and the impact retirement of the older generation will have on apprenticeship. (Figure 11)
Figure 11 Emerging Barriers Not Examined in Survey (Key barriers mentioned, among those who said there were emerging barriers not examined in survey) 19%
Immigrants/Aboriginal participation/Gender issues
15%
Credit recognition/Lack of provincial standardization
13%
Employer commitment/Lack of confidence/support Lack of funding/resources
9%
Shortage of apprenticeship candidates
8%
Poor economic conditions
6%
Lack of apprenticeship opportunities/access to specific trades
5%
Acceptance standards/Set too high
5%
Lack of employment/work placement opportunities
5%
Lack of skills/knowledge/training opportunities
5% 23%
Other
0%
20%
40%
60%
80%
100%
Figure 11 refers to Q.29 (n=91)
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Among those who believe there are emerging barriers that were not examined in the questionnaire, there are varied responses as to how to overcome these barriers, including increasing awareness, improved training, and more teamwork. One-quarter of those stakeholders who believe there are barriers not examined in this questionnaire offer other ways to overcome these barriers. These responses are varied, and due to the small sample size responding to this question, only 20 stakeholders offered responses that are considered ‘other’, including: Supporting the Red Seal program, offering a training rebate for employers who accept apprentices, and providing a better pension plan. (Figure 12)
Figure 12 Undertake These Activities to Overcome Emerging Barriers (Key Mentions, among those who said there were emerging barriers not examined in survey) Increase awareness/Better promotional initiatives
16%
Improve training/More training opportunities
16%
More teamwork involvement from various stakeholders/parties
12%
More support for underrepresented groups (aboriginals, women, etc.) Provide more funding
10% 9%
More interaction with employers/industry
6%
Be open-minded/proactive (general)
6% 25%
Other
0%
20%
40%
60%
80%
100%
Figure 12 refers to Q.30 (n=82)
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STUDY METHODOLOGY Quantitative Phase Questionnaire Design The questionnaire used for this study was designed by CRA, in consultation with CAF-FCA staff members.
Sample Design and Selection The sample for this component of the study consisted of records from CAF-FCA’s internal stakeholder database. Records consisted of individual contacts representing various stakeholder groups. CAF-FCA contacted stakeholder groups via email, which contained a link asking them to complete the survey online. The survey sought to complete as many interviews as possible, from a useable sample of approximately 2,038. Respondents were asked to identify, at the outset of the survey, which group best describes their current position as an apprenticeship stakeholder, and were provided the list at right from which to select a response. Approximate completion results for individual stakeholder groups are outlined at right as well.
Stakeholder Group
Completed Surveys Unweighted
Labour Representative
41
Employer/Business Representative
42
Employer Association Representative
14
Federal/Provincial/Territorial Government Representative
39
Sector Council Representative
13
Education/Training Representative
168
Equity Representative
12
Provincial/Territorial Apprenticeship Board Representative
15
Employment Counsellor
9
Other (most did not self-identify Group)
28
Total
381
Weighting To ensure the data set was representative of the broader population of stakeholders, weights were established based on the population of stakeholders. Note that only those with an e-mail address were considered to be part of the population.
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Qualitative Phase A total of 14 Telefocus™ groups were conducted with stakeholders from April 21 to 28, 2009. CRA’s Telefocus™ consists of facilitated group discussions conducted via teleconference calls. The following table summarizes recruited participant distribution by stakeholder type and jurisdiction. Audiences specified were based on the stakeholder categories identified on the online survey with groupings described below. Number of groups
Audience 1
Audience 2
Audience 3
Audience 4
Audience 5
Date (2009)
NFL
1
0
3
2
n/a
n/a
April 28
NS
1
1
3
1
n/a
n/a
April 22
NB
1
1
3
1
n/a
n/a
April 23
PE
1
1
3
0
n/a
n/a
April 28
QC
0
n/a
n/a
n/a
n/a
n/a
n/a
ON
2
4
4
2
n/a
n/a
April 21 & 22
MA
1
1
2
2
n/a
n/a
April 28
SK
1
2
2
1
n/a
n/a
April 21
AB
1
2
2
1
n/a
n/a
April 22
BC
1
1
3
1
n/a
n/a
April 23
NU/NWT
1
2
1
2
n/a
n/a
April 23
National
2
n/a
n/a
n/a
10
n/a
April 21 & 22
Labour
1
n/a
n/a
n/a
n/a
5
April 24
Total
14
15
26
13
10
5
69
Jurisdiction
Audience 1: Audience 2: Audience 3: Audience 4: Audience 5:
Employer / Business Representatives; and Employer Association Representatives; Education / Training Representatives Provincial / Territorial Government Representatives; and Provincial / Territorial Apprenticeship Board Representatives Equity Representatives; Sector Council Representatives; Federal Government Representatives; Employment Counsellors; and Other Stakeholders Labour Representatives
In each group, a total of 5 stakeholders were recruited with a goal of 3 to 5 attending the discussion. Participants were recruited from a list of stakeholders who had expressed interest in participating after completing the online survey. Additional sample was provided by CAF-FCA where required to ensure groups are fully recruited. Of the 69 stakeholders recruited overall, 57 attended the discussions. Each discussion lasted between 60 and 75 minutes. Limited interest on the part of the Quebec stakeholders did not enable us to conduct a group in this province. In fact, the online respondent sample did not include any stakeholders from Quebec who had expressed an interest in taking part in the qualitative discussions. Furthermore, subsequent contacts made by CAF-FCA with its stakeholders in this province resulted in only 2 individuals expressing interest, short of the 3 to 5 individuals required to allow for a group discussion. Likewise, limited sample in Newfoundland and Labrador and in Prince Edward Island prevented the recruitment of a stakeholder from Audience 1 and 3, respectively.
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APPENDIXA: QuantitativePhase OnlineQuestionnaire
Apprenticeship Stakeholder Survey
Final
National Survey of the Level of Understanding and Awareness in the Apprenticeship Community SURVEY INSTRUCTIONS: 1.
This research is commissioned by the Canadian Apprenticeship Forum – Forum canadien sur l’apprentissage (CAF-FCA). This survey is not a "test." There are no right or wrong answers. It is your personal opinions that are being sought, so please complete the survey on your own. The survey should take approximately 10 minutes to complete. This paper copy could either be faxed (to 902-453-0344) or scanned/e-mailed (to:
[email protected]). This survey is being administered by Corporate Research Associates (CRA). As a member of the Marketing Research and Intelligence Association (MRIA), CRA follows the specific confidentiality quality control standards established for the research industry. Please complete the survey by no later than Friday, December 19th, 2008. Section A - Introduction
2.
Which of the following best describes your current position as an apprenticeship stakeholder? SELECT ONLY ONE RESPONSE 01 02 03 04 05 06 07 08 09 97 99
3.
Labour representative Employer/Business representative Employer association representative Provincial/territorial government representative Federal government representative Sector Council representative Education/training representative Equity representative (e.g., representing minorities, immigrants, women, Aboriginal people, persons with disabilities, etc.) Provincial/Territorial apprenticeship board representative Refused Other (PLEASE SPECIFY: __________________)
[ANSWER Q.3 ONLY IF CODE ‘08’ IN Q.2] Please identify with which equity group you are affiliated. ____________________________________________________________________________ ____________________________________________________________________________
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Section B – Overall Assessment and Awareness 4.
Using a scale from ‘1’ to ‘10’ where ‘1’ means “in a weak position” and ‘10’ means “in a strong position,” all things considered how would you assess the status of apprenticeship training in Canada today? SELECT ONLY ONE RESPONSE 01 02 03 04 05 06 07 08 09 10 98
5.
In a weak position
In a strong position Don’t know/No answer
Using a scale from ‘1’ to ‘10’ where ‘1’ means “not at all familiar” and ‘10’ means “very familiar,” how familiar would you say you are with the Canadian Apprenticeship Forum – Forum canadien sur l’apprentissage (CAF-FCA)? SELECT ONLY ONE RESPONSE 01 02 03 04 05 06 07 08 09 10 98
Not at all familiar
Very familiar Don’t know/No answer
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A 2004 report commissioned by CAF-FCA identified nine barriers to accessing, maintaining, and successfully completing apprenticeships. These barriers will each be examined in this survey. The barriers were as follows: 1. 2. 3. 4. 5. 6. 7. 8. 9. 6.
Prior to today, were you aware, at least generally, that these barriers had been identified as factors that limit the growth and development of apprenticeship in Canada? SELECT ONLY ONE RESPONSE 1 2 8
7.
Negative attitudes to apprenticeship and a poor image of trades A lack of information and awareness of apprenticeship Difficulties with unwelcoming workplaces or training environment. Costs of apprenticeship to individuals, employers, and unions. Concerns over the impacts of economic factors on work and apprenticeship continuation Concerns about the lack of resources to support apprenticeship Concerns about apprentices’ basic and essential skills Shortcomings of workplace-based and technical training Issues regarding regulations governing apprenticeship
Yes, was aware No, was not aware Don’t know/No answer
Using a scale from ‘1’ to ‘10’ where ‘1’ means “poor” and ‘10’ means “excellent,” how would you assess the performance of the apprenticeship community broadly defined, that is, employers, labour, governments, educational institutions, and so on, in terms of addressing these nine barriers to the apprenticeship cause? SELECT ONLY ONE RESPONSE
01 02 03 04 05 06 07 08 09 10 98
Poor
Excellent Don’t know/No answer
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8.
Of the nine barriers, which three barriers do you consider to be the highest priority at the present time? PLEASE SELECT A MAXIMUM OF THREE 01 02 03 04 05 06 07 08 09 98
9.
Final
Negative attitudes to apprenticeship and a poor image of trades A lack of information and awareness of apprenticeship Difficulties with unwelcoming workplaces or training environments Costs of apprenticeship to individuals, employers, and unions Concerns over the impacts of economic factors on work and apprenticeship continuation Concerns about the lack of resources to support apprenticeship Concerns about apprentices’ basic and essential skills Shortcomings of workplace-based and technical training Issues regarding regulations governing apprenticeship Don’t know/No answer
On which of these barriers, if any, have you personally or has your organization devoted the most attention? PLEASE SELECT A MAXIMUM OF THREE 01 02 03 04 05 06 07 08 09 98
Negative attitudes to apprenticeship and a poor image of trades A lack of information and awareness of apprenticeship Difficulties with unwelcoming workplaces or training environments Costs of apprenticeship to individuals, employers, and unions Concerns over the impacts of economic factors on work and apprenticeship continuation Concerns about the lack of resources to support apprenticeship Concerns about apprentices’ basic and essential skills Shortcomings of workplace-based and technical training Issues regarding regulations governing apprenticeship Don’t know/No answer
Section C – Responses to Barriers 10.
What do you consider to be some of the main challenges in continuing to address these nine barriers to accessing, maintaining, and successfully completing apprenticeships? ____________________________________________________________________________ ____________________________________________________________________________
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11.
Final
Which, if any, of the following have you and your organization undertaken to address the barriers to accessing, maintaining, and successfully completing apprenticeships? SELECT ONLY ONE RESPONSE PER ASPECT a.
Media campaign
1 2 8
Yes, have undertaken this approach in addressing the barriers No, have not undertaken this approach in addressing the barriers Don’t know/No answer
b.
Research
1 2 8
Yes, have undertaken this approach in addressing the barriers No, have not undertaken this approach in addressing the barriers Don’t know/No answer
c.
Dialogue/Consultation
1 2 8
Yes, have undertaken this approach in addressing the barriers No, have not undertaken this approach in addressing the barriers Don’t know/No answer
d.
Survey
1 2 8
Yes, have undertaken this approach in addressing the barriers No, have not undertaken this approach in addressing the barriers Don’t know/No answer
e.
Career Day/Other event
1 2 8
Yes, have undertaken this approach in addressing the barriers No, have not undertaken this approach in addressing the barriers Don’t know/No answer
f.
Conference
1 2 8
Yes, have undertaken this approach in addressing the barriers No, have not undertaken this approach in addressing the barriers Don’t know/No answer
g.
Communication products such as information brochures, toolkits, guides
1 2 8
Yes, have undertaken this approach in addressing the barriers No, have not undertaken this approach in addressing the barriers Don’t know/No answer
h.
Other (SPECIFY: ___________________________________________)
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12.
IS DELETED
13.
IS DELETED
Final
Section D – CAF-FCA Materials and Conferences 14.
To the best of your knowledge, which, if any, of the following CAF-FCA materials are currently used, or have been used, by you or your organization? SELECT ALL THAT APPLY 01 02 03 04 05 06 07 08 09 10 11 97 98 99
CAF-FCA website CAF-FCA Employer Toolkit “Skilled Trades: A Career You Can Build On” CAF-FCA website CAF-FCA Educator’s Guide CAF-FCA Guide to Apprenticeship CAF-FCA Apprenticeship Portal (apprenticetrades.ca) CAF-FCA Making it Work publication CAF-FCA Aboriginal version of Making it Work publication CAF-FCA Return on Training Investment (ROTI) for Employers (Apprenticeship – Building a skilled workforce for a strong bottom line) CAF-FCA Essential Skills Report (The Link Between Essential Skills and Success in Apprenticeship Training) CAF-FCA Perceptions of Barriers Report (Accessing and Completing Apprenticeship Training in Canada – Perceptions of Barriers) All of the above Don’t know/No answer Other: (SPECIFY: _____________________________________)
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15.
Final
[FOR EACH ELEMENT IN Q.14 THAT WAS SELECTED, ANSWER CORRESPONDING ELEMENT IN Q.15] Using a scale from ‘1’ to ‘10’ where ‘1’ means “not at all” and ‘10’ means “a great deal,” to what extent has the [INSERT SELECTED ELEMENTS FROM Q.14] influenced your organization in terms of … : SELECT ONLY ONE CODE PER ASPECT (i)
CAF-FCA web site
a. 01 02 03 04 05 06 07 08 09 10 98
Strategic planning Not at all
b. 01 02 03 04 05 06 07 08 09 10 98
Business plans/Operational plans Not at all
c. 01 02 03 04 05 06 07 08 09 10 98
Policy development Not at all
A great deal Don’t know/No answer
A great deal Don’t know/No answer
A great deal Don’t know/No answer
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d. 01 02 03 04 05 06 07 08 09 10 98
Research activities Not at all
e. 01 02 03 04 05 06 07 08 09 10 98
Promotional activities Not at all
(ii)
CAF-FCA Employer Toolkit
a. 01 02 03 04 05 06 07 08 09 10 98
Strategic planning Not at all
Final
A great deal Don’t know/No answer
A great deal Don’t know/No answer
A great deal Don’t know/No answer
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b. 01 02 03 04 05 06 07 08 09 10 98
Business plans/Operational plans Not at all
c. 01 02 03 04 05 06 07 08 09 10 98
Policy development Not at all
d. 01 02 03 04 05 06 07 08 09 10 98
Research activities Not at all
Final
A great deal Don’t know/No answer
A great deal Don’t know/No answer
A great deal Don’t know/No answer
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e. 01 02 03 04 05 06 07 08 09 10 98
Promotional activities Not at all
(iii)
“Skilled Trades: A Career You Can Build On” CAF-FCA website
a. 01 02 03 04 05 06 07 08 09 10 98
Strategic planning Not at all
b. 01 02 03 04 05 06 07 08 09 10 98
Business plans/Operational plans Not at all
Final
A great deal Don’t know/No answer
A great deal Don’t know/No answer
A great deal Don’t know/No answer
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c. 01 02 03 04 05 06 07 08 09 10 98
Policy development Not at all
d. 01 02 03 04 05 06 07 08 09 10 98
Research activities Not at all
e. 01 02 03 04 05 06 07 08 09 10 98
Promotional activities Not at all
Final
A great deal Don’t know/No answer
A great deal Don’t know/No answer
A great deal Don’t know/No answer
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(iv)
CAF-FCA Educator’s Guide
a. 01 02 03 04 05 06 07 08 09 10 98
Strategic planning Not at all
b. 01 02 03 04 05 06 07 08 09 10 98
Business plans/Operational plans Not at all
c. 01 02 03 04 05 06 07 08 09 10 98
Policy development Not at all
Final
A great deal Don’t know/No answer
A great deal Don’t know/No answer
A great deal Don’t know/No answer
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d. 01 02 03 04 05 06 07 08 09 10 98
Research activities Not at all
e. 01 02 03 04 05 06 07 08 09 10 98
Promotional activities Not at all
(v)
CAF-FCA Guide to Apprenticeship
a. 01 02 03 04 05 06 07 08 09 10 98
Strategic planning Not at all
Final
A great deal Don’t know/No answer
A great deal Don’t know/No answer
A great deal Don’t know/No answer
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b. 01 02 03 04 05 06 07 08 09 10 98
Business plans/Operational plans Not at all
c. 01 02 03 04 05 06 07 08 09 10 98
Policy development Not at all
d. 01 02 03 04 05 06 07 08 09 10 98
Research activities Not at all
Final
A great deal Don’t know/No answer
A great deal Don’t know/No answer
A great deal Don’t know/No answer
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e. 01 02 03 04 05 06 07 08 09 10 98
Promotional activities Not at all
(vi)
CAF-FCA Apprenticeship Portal (apprenticetrades.ca)
a. 01 02 03 04 05 06 07 08 09 10 98
Strategic planning Not at all
b. 01 02 03 04 05 06 07 08 09 10 98
Business plans/Operational plans Not at all
Final
A great deal Don’t know/No answer
A great deal Don’t know/No answer
A great deal Don’t know/No answer
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c. 01 02 03 04 05 06 07 08 09 10 98
Policy development Not at all
d. 01 02 03 04 05 06 07 08 09 10 98
Research activities Not at all
e. 01 02 03 04 05 06 07 08 09 10 98
Promotional activities Not at all
Final
A great deal Don’t know/No answer
A great deal Don’t know/No answer
A great deal Don’t know/No answer
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Apprenticeship Stakeholder Survey
(vii)
CAF-FCA Making it Work publication
a. 01 02 03 04 05 06 07 08 09 10 98
Strategic planning Not at all
b. 01 02 03 04 05 06 07 08 09 10 98
Business plans/Operational plans Not at all
c. 01 02 03 04 05 06 07 08 09 10 98
Policy development Not at all
Final
A great deal Don’t know/No answer
A great deal Don’t know/No answer
A great deal Don’t know/No answer
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d. 01 02 03 04 05 06 07 08 09 10 98
Research activities Not at all
e. 01 02 03 04 05 06 07 08 09 10 98
Promotional activities Not at all
(viii)
CAF-FCA Aboriginal version of Making it Work publication
a. 01 02 03 04 05 06 07 08 09 10 98
Strategic planning Not at all
Final
A great deal Don’t know/No answer
A great deal Don’t know/No answer
A great deal Don’t know/No answer
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Apprenticeship Stakeholder Survey
b. 01 02 03 04 05 06 07 08 09 10 98
Business plans/Operational plans Not at all
c. 01 02 03 04 05 06 07 08 09 10 98
Policy development Not at all
d. 01 02 03 04 05 06 07 08 09 10 98
Research activities Not at all
Final
A great deal Don’t know/No answer
A great deal Don’t know/No answer
A great deal Don’t know/No answer
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Final
e. 01 02 03 04 05 06 07 08 09 10 98
Promotional activities Not at all
(ix)
CAF-FCA Return on Training Investment (ROTI) for Employers (Apprenticeship –
A great deal Don’t know/No answer
Building a skilled workforce for a strong bottom line)
a. 01 02 03 04 05 06 07 08 09 10 98
Strategic planning Not at all
b. 01 02 03 04 05 06 07 08 09 10 98
Business plans/Operational plans Not at all
A great deal Don’t know/No answer
A great deal Don’t know/No answer
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Apprenticeship Stakeholder Survey
c. 01 02 03 04 05 06 07 08 09 10 98
Policy development Not at all
d. 01 02 03 04 05 06 07 08 09 10 98
Research activities Not at all
e. 01 02 03 04 05 06 07 08 09 10 98
Promotional activities Not at all
Final
A great deal Don’t know/No answer
A great deal Don’t know/No answer
A great deal Don’t know/No answer
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(x)
Final
CAF-FCA Essential Skills Report (The Link Between Essential Skills and Success in
Apprenticeship Training)
a. 01 02 03 04 05 06 07 08 09 10 98
Strategic planning Not at all
b. 01 02 03 04 05 06 07 08 09 10 98
Business plans/Operational plans Not at all
c. 01 02 03 04 05 06 07 08 09 10 98
Policy development Not at all
A great deal Don’t know/No answer
A great deal Don’t know/No answer
A great deal Don’t know/No answer
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Apprenticeship Stakeholder Survey
Final
d. 01 02 03 04 05 06 07 08 09 10 98
Research activities Not at all
e. 01 02 03 04 05 06 07 08 09 10 98
Promotional activities Not at all
(xi)
CAF-FCA Perceptions of Barriers Report (Accessing and Completing Apprenticeship
A great deal Don’t know/No answer
A great deal Don’t know/No answer
Training in Canada – Perceptions of Barriers)
a. 01 02 03 04 05 06 07 08 09 10 98
Strategic planning Not at all
A great deal Don’t know/No answer
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Apprenticeship Stakeholder Survey
b. 01 02 03 04 05 06 07 08 09 10 98
Business plans/Operational plans Not at all
c. 01 02 03 04 05 06 07 08 09 10 98
Policy development Not at all
d. 01 02 03 04 05 06 07 08 09 10 98
Research activities Not at all
Final
A great deal Don’t know/No answer
A great deal Don’t know/No answer
A great deal Don’t know/No answer
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e. 01 02 03 04 05 06 07 08 09 10 98 16.
Final
Promotional activities Not at all
A great deal Don’t know/No answer
[FOR EACH ELEMENT IN Q.14 THAT WAS SELECTED, ANSWER CORRESPONDING ELEMENT IN Q.16] And approximately how often has your organization used the [INSERT SELECTED ELEMENTS FROM Q.14]? Would you say a great deal, occasionally, or not very often? SELECT ONLY ONE CODE PER ASPECT a. 1 2 3 8
CAF-FCA web site A great deal Occasionally Not very often Don’t know/No answer
b. 1 2 3 8
CAF-FCA Employer Toolkit A great deal Occasionally Not very often Don’t know/No answer
c. 1 2 3 8
“Skilled Trades: A Career You Can Build On” CAF-FCA website A great deal Occasionally Not very often Don’t know/No answer
d. 1 2 3 8
CAF-FCA Educator’s Guide A great deal Occasionally Not very often Don’t know/No answer
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Apprenticeship Stakeholder Survey
Final
e. 1 2 3 8
CAF-FCA Guide to Apprenticeship A great deal Occasionally Not very often Don’t know/No answer
f. 1 2 3 8
CAF-FCA Apprenticeship Portal (apprenticetrades.ca) A great deal Occasionally Not very often Don’t know/No answer
g. 1 2 3 8
CAF-FCA Making it Work publication A great deal Occasionally Not very often Don’t know/No answer
h. 1 2 3 8
CAF-FCA Aboriginal version of Making it Work publication A great deal Occasionally Not very often Don’t know/No answer
i.
CAF-FCA Return on Training Investment (ROTI) for Employers (Apprenticeship – Building a skilled workforce for a strong bottom line) A great deal Occasionally Not very often Don’t know/No answer
1 2 3 8 j. 1 2 3 8 k. 1 2 3 8
CAF-FCA Essential Skills Report (The Link Between Essential Skills and Success in Apprenticeship Training) A great deal Occasionally Not very often Don’t know/No answer CAF-FCA Perceptions of Barriers Report (Accessing and Completing Apprenticeship Training in Canada – Perceptions of Barriers) A great deal Occasionally Not very often Don’t know/No answer
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17.
Final
[FOR EACH ELEMENT IN Q.14 THAT WAS SELECTED, ANSWER CORRESPONDING ELEMENT IN Q.17] And does your organization still use the [INSERT SELECTED ELEMENTS FROM Q.14]? SELECT ONLY ONE CODE PER ASPECT a. 1 2 8
CAF-FCA web site Yes No Don’t know/No answer
b. 1 2 8
CAF-FCA Employer Toolkit Yes No Don’t know/No answer
c. 1 2 8
“Skilled Trades: A Career You Can Build On” CAF-FCA website Yes No Don’t know/No answer
d. 1 2 8
CAF-FCA Educator’s Guide Yes No Don’t know/No answer
e. 1 2 8
CAF-FCA Guide to Apprenticeship Yes No Don’t know/No answer
f. 1 2 8
CAF-FCA Apprenticeship Portal (apprenticetrades.ca) Yes No Don’t know/No answer
g. 1 2 8
CAF-FCA Making it Work publication Yes No Don’t know/No answer
h. 1 2 8
CAF-FCA Aboriginal version of Making it Work publication Yes No Don’t know/No answer
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i. 1 2 8 j. 1 2 8 k. 1 2 8 18.
Final
CAF-FCA Return on Training Investment (ROTI) for Employers (Apprenticeship – Building a skilled workforce for a strong bottom line) Yes No Don’t know/No answer CAF-FCA Essential Skills Report (The Link Between Essential Skills and Success in Apprenticeship Training) Yes No Don’t know/No answer CAF-FCA Perceptions of Barriers Report (Accessing and Completing Apprenticeship Training in Canada – Perceptions of Barriers) Yes No Don’t know/No answer
To the best of your knowledge, has your organization distributed copies of any of the CAFFCA’s materials listed below to interested parties? Please click on those materials that have been distributed to interested parties. SELECT AS MANY AS DESIRED 01 02 03 04 05 06 07 08 09 10 96 97 98 99
CAF-FCA Employer Toolkit DELETED CAF-FCA Educator’s Guide CAF-FCA Guide to Apprenticeship DELETED CAF-FCA Making it Work publication CAF-FCA Aboriginal version of Making it Work publication CAF-FCA Return on Training Investment (ROTI) for Employers (Apprenticeship – Building a skilled workforce for a strong bottom line) CAF-FCA Essential Skills Report (The Link Between Essential Skills and Success in Apprenticeship Training) CAF-FCA Perceptions of Barriers Report (Accessing and Completing Apprenticeship Training in Canada – Perceptions of Barriers) All of the above None Don’t know/No answer Other: (SPECIFY: _____________________________________)
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19.
Final
[FOR EACH ELEMENT IN Q.18 THAT WAS SELECTED, ANSWER CORRESPONDING ELEMENT IN Q.19] To the best of your knowledge, approximately how many copies of the [INSERT SELECTED ELEMENTS FROM Q.18] has your organization distributed? IF POSSIBLE, PLEASE PROVIDE A SPECIFIC NUMBER, NOT A RANGE a. CAF-FCA Employer Toolkit RECORD NUMBER: _________________ 98 Don’t know/No answer b.
DELETED
c. CAF-FCA Educator’s Guide RECORD NUMBER: _________________ 98 Don’t know/No answer d. CAF-FCA Guide to Apprenticeship RECORD NUMBER: _________________ 98 Don’t know/No answer e.
DELETED
f. CAF-FCA Making it Work publication RECORD NUMBER: _________________ 98 Don’t know/No answer g. CAF-FCA Aboriginal version of Making it Work publication RECORD NUMBER: _________________ 98 Don’t know/No answer h.
CAF-FCA Return on Training Investment (ROTI) for Employers (Apprenticeship – Building a skilled workforce for a strong bottom line) RECORD NUMBER: _________________ 98 Don’t know/No answer i.
CAF-FCA Essential Skills Report (The Link Between Essential Skills and Success in Apprenticeship Training) RECORD NUMBER: _________________ 98 Don’t know/No answer j.
CAF-FCA Perceptions of Barriers Report (Accessing and Completing Apprenticeship Training in Canada – Perceptions of Barriers) RECORD NUMBER: _________________ 98 Don’t know/No answer
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19a.
To the best of your knowledge, has your organization ever referred individuals or organizations to the following? SELECT AS MANY AS DESIRED 1 2 3 8
20.
CAF-FCA website “Skilled Trades: A Career You Can Build On” CAF-FCA website CAF-FCA Apprenticeship Portal (apprenticetrades.ca) Don’t know/No answer
Have you referred to any of CAF-FCA’s materials in work that you have completed and distributed to interested parties? SELECT ONLY ONE CODE 1 2 8
21.
Final
Yes No Don’t know/No answer
[ANSWER Q.21 ONLY IF “YES” IN Q.20] Approximately how many copies of your work referencing CAF-FCA’s material have you distributed? IF POSSIBLE, PLEASE PROVIDE A SPECIFIC NUMBER, NOT A RANGE RECORD NUMBER: _________________ 98 Don’t know/No answer
22.
Have you ever participated in or attended the biennial CAF-FCA conference? SELECT ONLY ONE CODE 1 2 8
23.
Yes No Refused
[ANSWER Q.23 ONLY IF “NO” OR “REFUSED” IN Q.22] Even though you may not have ever participated or attended the biennial CAF-FCA conference, have you ever utilized information that arose from the conference, such as conference presentations or papers, statistical reports, and so on? SELECT ONLY ONE CODE 1 2 8
Yes, have utilized conference information No, have not utilized conference information Refused
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24.
Final
[ANSWER Q.24 ONLY IF ‘YES’ IN Q.22] Using a scale from ‘1’ to ‘10’ where ‘1’ means “not at all valuable” and ‘10’ means “very valuable,” how valuable would you say each of the following aspects of the conference is, to the apprenticeship community? SELECT ONLY ONE CODE PER ASPECT a. 01 02 03 04 05 06 07 08 09 10 98 b. 01 02 03 04 05 06 07 08 09 10 98 c. 01 02 03 04 05 06 07 08 09 10 98
Networking opportunities Not at all valuable
Very valuable Don’t know/No answer Learning about new materials Not at all valuable
Very valuable Don’t know/No answer Presentations Not at all valuable
Very valuable Don’t know/No answer
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d. 01 02 03 04 05 06 07 08 09 10 98 25.
The conference overall Not at all valuable
Very valuable Don’t know/No answer
Have you ever participated in any of CAF-FCA’s National Forum Dialogues? SELECT ONLY ONE CODE 1 2 8
26.
Final
Yes No Refused
[ANSWER Q.26 ONLY IF “NO” OR “REFUSED” IN Q.25] Prior to today, were you aware that CAF-FCA holds National Forum Dialogues among stakeholders in the apprenticeship community? SELECT ONLY ONE CODE 1 2 8
Yes, was aware No, was not aware Refused
Section E – Emerging Barriers 27.
Three years from now, which one of the nine barriers do you think will be the highest priority? SELECT ONLY ONE CODE 01 02 03 04 05 06 07 08 09 98
Negative attitudes to apprenticeship and a poor image of trades A lack of information and awareness of apprenticeship Difficulties with unwelcoming workplaces or training environments Costs of apprenticeship to individuals, employers, and unions Concerns over the impacts of economic factors on work and apprenticeship continuation Concerns about the lack of resources to support apprenticeship Concerns about apprentices’ basic and essential skills Shortcomings of workplace-based and technical training Issues regarding regulations governing apprenticeship Don’t know/No answer
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28.
Are there any emerging barriers to apprenticeship that have not been examined in this survey questionnaire? SELECT ONLY ONE CODE 1 2 8
29.
Yes No Don’t know/No answer
[ANSWER Q.29 ONLY IF “YES” IN Q.28] Please identify any emerging barrier(s) that have not been examined in this survey questionnaire.
98 30.
Final
Don’t know/No answer
[ANSWER Q.30 ONLY IF “YES” IN Q.28] What sort of activity or activities could the apprenticeship community undertake to overcome these emerging barriers?
98
Don’t know/No answer
Section F – Closing 31.
In which additional ways can CAF-FCA valuably serve the apprenticeship community? Using a scale from ‘1’ to ‘10’ where ‘1’ means “not at all valuable” and ‘10’ means “very valuable,” in your opinion how valuable would each of the following be to the apprenticeship community, if offered by CAF-FCA? SELECT ONLY ONE CODE PER ACTIVITY a.
Conduct more research on the nine barriers
01 02 03 04 05 06 07 08 09 10 98
Not at all valuable
Very valuable Don’t know/No answer
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Apprenticeship Stakeholder Survey
b.
Develop a promotional campaign
01 02 03 04 05 06 07 08 09 10 98
Not at all valuable
Very valuable Don’t know/No answer
c.
Talk to employers about the business case for apprenticeship
01 02 03 04 05 06 07 08 09 10 98
Not at all valuable
Very valuable Don’t know/No answer
d.
Develop communication pieces that share key statistics
01 02 03 04 05 06 07 08 09 10 98
Not at all valuable
Final
Very valuable Don’t know/No answer
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32.
e.
Deliver presentations at events
01 02 03 04 05 06 07 08 09 10 98
Not at all valuable
Very valuable Don’t know/No answer
f.
Provide additional resources for key stakeholders
01 02 03 04 05 06 07 08 09 10 98
Not at all valuable
Very valuable Don’t know/No answer
g.
Any other ways? (SPECIFY: ___________________________)
Are there any additional comments you wish to make about apprenticeship in Canada?
98 33.
Final
I have no additional comments
What is the name of the city, town, or village that is your primary place of work? IF YOU HAVE MORE THAN ONE WORKPLACE, PLEASE PROVIDE THE NAME OF YOUR PRIMARY WORKPLACE COMMUNITY, OR THE WORKPLACE COMMUNITY USED MORE OFTEN
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34.
Final
And could you provide the first three elements of your workplace postal code? IF YOU HAVE MORE THAN ONE WORKPLACE, PLEASE PROVIDE THE POSTAL CODE OF YOUR PRIMARY WORKPLACE OR THE WORKPLACE USED MORE OFTEN RECORD: ___ ___ ___ Refused/Don’t know 97
35.
In the interest of serving you better, CAF-FCA would be interested in learning a little bit more about you. Would you be able to provide us with the following contact information? Please be assured that the information you provide here would not be linked to any of your survey answers above, as Corporate Research Associates, the independent consultant conducting the survey on behalf of CAF-FCA, would instead assemble into a database your contact information along with similar information from other survey respondents. This database would later be made available to CAF-FCA, thereby permitting CAF-FCA to have a comprehensive listing of key contacts in the Canadian apprenticeship stakeholder community. Record Name: ____________________________; Record Daytime Telephone Number and Extension: ______________________________ Record Company/Organization Name: ___________________________________
36.
Would you be interested in participating in a follow-up discussion with a group of three to five stakeholders, like yourself, to further discuss the impact the CAF-FCA had on the apprenticeship community? This group discussion will be held over a teleconference call scheduled in the first few months of 2009. The discussion will last approximately one hour and participants will receive $50 in appreciation of their time. A representative from CRA may call you back in early 2009 to verify if you qualify for this group discussion, based on study quotas. Not all potential participants will qualify, and we apologize in advance if you are not selected for this group discussion. Would you be interested in being considered for this group discussion? If “yes,” please complete the sections below. Please be assured that no effort will be made to link your name to your individual survey responses. Record Name: ____________________________; Record Daytime Telephone Number and Extension: ______________________________ Record Company/Organization Name: ___________________________________
© Corporate Research Associates, 2008
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37.
Final
Finally, if you are interested in having your name included in the free conference registration prize draw mentioned in the e-mail invitation to this survey, please complete the sections below. Please be assured that no effort will be made to link your name to your individual survey responses. Record Name: ____________________________; Record Daytime Telephone Number and Extension: ______________________________ Record Company/Organization Name: ___________________________________
Thank you very much for your participation in our study today!
© Corporate Research Associates, 2008
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Sondage auprès des intervenants de l’apprentissage
Final
Sondage national sur le niveau de compréhension et de connaissance dans la communauté de l’apprentissage INSTRUCTIONS DU SONDAGE : 1.
Cette recherche a été réalisée pour le Forum canadien sur l’apprentissage – Canadian Apprenticeship Forum (FCA-CAF). Ce sondage n’est pas un examen. Il n’y a pas de bonne ou de mauvaise réponse. Nous souhaitons connaître votre opinion personnelle, donc veuillez répondre au sondage par vous-même. Le sondage devrait vous prendre environ 10 minutes. Vous pouvez ensuite envoyer le sondage papier par télécopieur (au 902 453-0344) ou par courriel, après l’avoir numérisé (à
[email protected]). Le sondage est organisé par Corporate Research Associates (CRA). CRA est membre de l’Association de la recherche et de l’intelligence marketing (ARIM) et, par conséquent, respecte les normes de contrôle de la qualité et de confidentialité établies pour l’industrie de la recherche. Veuillez répondre au sondage avant le vendredi 19 décembre 2008. Section A – Introduction
2.
Lequel des postes suivants décrit le mieux votre poste actuel comme intervenant de l’apprentissage? CHOISIR UNE RÉPONSE SEULEMENT 01 02 03 04 05 06 07 08 09 97 99
3.
Représentant de la main d’œuvre Représentant d’un employeur ou d’une entreprise Représentant d’une association d’employeurs Représentant d’un gouvernement provincial ou territorial Représentant du gouvernement fédéral Représentant d’un conseil sectoriel Représentant pour l’enseignement ou la formation Représentant pour l’équité (p. ex., pour les minorités, les immigrants, les femmes, les autochtones, les personnes handicapées) Représentant d’un conseil de l’apprentissage provincial ou territorial Refusé Autre (VEUILLEZ PRÉCISER : __________________)
[RÉPONDRE À LA Q.3 SEULEMENT SI LA RÉPONSE À LA Q.2 EST « 08 »] Veuillez indiquer le groupe visé par l’équité en matière d’emploi dont vous faites partie. ____________________________________________________________________________ ____________________________________________________________________________
© Corporate Research Associates, 2008
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Sondage auprès des intervenants de l’apprentissage
Final
Section B – Évaluation et connaissance globale 4.
Toute réflexion faite, comment évalueriez-vous la position de la formation de l’apprentissage au Canada aujourd’hui? Pour répondre, veuillez utiliser une échelle de 1 à 10 où 1 indique « dans une position faible » et 10 indique « dans une position forte ». CHOISIR UNE RÉPONSE SEULEMENT 01 02 03 04 05 06 07 08 09 10 98
5.
Dans une position faible
Dans une position forte Ne sait pas/Pas de réponse
En utilisant une échelle de 1 à 10 où 1 indique « pas du tout familier » et 10 indique « très familier », quelle est votre niveau de familiarité avec le Forum canadien sur l’apprentissage – Canadian Apprenticeship Forum (FCA-CAF)? CHOISIR UNE RÉPONSE SEULEMENT 01 02 03 04 05 06 07 08 09 10 98
Pas du tout familier
Très familier Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
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Sondage auprès des intervenants de l’apprentissage
Final
Un rapport du FCA-CAF, paru en 2004, cernait neuf obstacles au commencement, à l’accès, à la continuation et à l’achèvement des apprentissages. Il sera question de ces obstacles dans ce sondage. Voici les obstacles en question : 1. 2. 3. 4. 5. 6. 7. 8. 9. 6.
Saviez-vous avant aujourd’hui, ou aviez-vous au moins entendu dire, que ces obstacles avaient été reconnus comme facteurs nuisant à la croissance et au développement des apprentissages au Canada? CHOISIR UNE RÉPONSE SEULEMENT 1 2 8
7.
Les attitudes négatives face aux apprentissages et la mauvaise réputation des métiers. Un manque d’information et de connaissances sur l’apprentissage. Les difficultés que représentent les milieux de formation et les milieux de travail peu accueillants. Les frais de l’apprentissage imputés aux personnes, aux employeurs et aux syndicats. Les inquiétudes portant sur les répercussions des facteurs économiques sur la continuation du travail et de l’apprentissage. Les inquiétudes portant sur les manques de ressources pour appuyer l’apprentissage. Les inquiétudes portant sur les capacités de base et les compétences essentielles des apprentis. Les lacunes des formations en milieu de travail et des formations techniques. Les problèmes de réglementation sur les apprentissages.
Oui, j’étais au courant Non, je n’étais pas au courant Ne sait pas/Pas de réponse
Comment évalueriez-vous l’efficacité dont fait preuve la communauté de l’apprentissage, c’està-dire les employeurs, les syndicats, les gouvernements, les institutions d’enseignement, etc., pour surmonter ces neufs obstacles? Pour répondre, veuillez utiliser une échelle de 1 à 10 où 1 indique « aucune efficacité » et 10 indique « grande efficacité ». CHOISIR UNE RÉPONSE SEULEMENT 01 02 03 04 05 06 07 08 09 10 98
Aucune efficacité
Grande efficacité Ne sait pas/Pas de réponse
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Sondage auprès des intervenants de l’apprentissage
8.
Selon la liste suivante, quels trois obstacles devraient selon vous être les priorités pour l’instant? S.V.P. CHOISIR UN MAXIMUM DE TROIS 01 02 03 04 05 06 07 08 09 98
9.
Final
Les attitudes négatives face aux apprentissages et la mauvaise réputation des métiers. Un manque d’information et de connaissances sur l’apprentissage. Les difficultés que représentent les milieux de formation et les milieux de travail peu accueillants. Les frais de l’apprentissage imputés aux personnes, aux employeurs et aux syndicats. Les inquiétudes portant sur les répercussions des facteurs économiques sur la continuation du travail et de l’apprentissage. Les inquiétudes portant sur les manques de ressources pour appuyer l’apprentissage. Les inquiétudes portant sur les capacités de base et les compétences essentielles des apprentis. Les lacunes des formations en milieu de travail et des formations techniques. Les problèmes de réglementation sur les apprentissages. Ne sait pas/Pas de réponse
Le cas échéant, auquel de ces obstacles avez-vous, personnellement ou avec votre organisme, accordé le plus d’attention? S.V.P. CHOISIR JUSQU’À TROIS RÉPONSES 01 02 03 04 05 06 07 08 09 98
Les attitudes négatives face aux apprentissages et la mauvaise réputation des métiers. Un manque d’information et de connaissances sur l’apprentissage. Les difficultés que représentent les milieux de formation et les milieux de travail peu accueillants. Les frais de l’apprentissage imputés aux personnes, aux employeurs et aux syndicats. Les inquiétudes portant sur les répercussions des facteurs économiques sur la continuation du travail et de l’apprentissage. Les inquiétudes portant sur les manques de ressources pour appuyer l’apprentissage. Les inquiétudes portant sur les capacités de base et les compétences essentielles des apprentis. Les lacunes des formations en milieu de travail et des formations techniques. Les problèmes de réglementation sur les apprentissages. Ne sait pas/Pas de réponse
Section C – Réponses aux obstacles 10.
Quelles sont selon vous les difficultés principales auxquelles il faudra faire face pour surmonter ces neufs obstacles au commencement, à l’accès, à la continuation et à l’achèvement des apprentissages? ____________________________________________________________________________ ____________________________________________________________________________
© Corporate Research Associates, 2008
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11.
Final
Le cas échéant, laquelle des activités suivantes avez-vous entrepris, avec ou sans votre organisme, pour surmonter ces neufs obstacles au commencement, à l’accès, à la continuation et à l’achèvement des apprentissages? CHOISIR UNE RÉPONSE SEULEMENT PAR MÉTHODE – INSCRIRE MOT À MOT POUR LE POINT « h » a.
Campagne de publicité-médias
1 2 8
Oui, nous avons entreprise cette méthode pour surmonter les obstacles Non, nous n’avons pas entreprise cette méthode pour surmonter les obstacles Ne sait pas/Pas de réponse
b.
Recherche
1 2 8
Oui, nous avons entreprise cette méthode pour surmonter les obstacles Non, nous n’avons pas entreprise cette méthode pour surmonter les obstacles Ne sait pas/Pas de réponse
c.
Dialogue/Consultation
1 2 8
Oui, nous avons entreprise cette méthode pour surmonter les obstacles Non, nous n’avons pas entreprise cette méthode pour surmonter les obstacles Ne sait pas/Pas de réponse
d.
Sondage
1 2 8
Oui, nous avons entreprise cette méthode pour surmonter les obstacles Non, nous n’avons pas entreprise cette méthode pour surmonter les obstacles Ne sait pas/Pas de réponse
e.
Journée d’orientation/Autre événement
1 2 8
Oui, nous avons entreprise cette méthode pour surmonter les obstacles Non, nous n’avons pas entreprise cette méthode pour surmonter les obstacles Ne sait pas/Pas de réponse
f.
Conférence
1 2 8
Oui, nous avons entreprise cette méthode pour surmonter les obstacles Non, nous n’avons pas entreprise cette méthode pour surmonter les obstacles Ne sait pas/Pas de réponse
g.
Produits de communication (dépliants, trousse à outils, guides, etc.)
1 2 8
Oui, nous avons entreprise cette méthode pour surmonter les obstacles Non, nous n’avons pas entreprise cette méthode pour surmonter les obstacles Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
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Sondage auprès des intervenants de l’apprentissage
h.
Autre (PRÉCISER :
12.
EST SUPPRIMÉE
13.
EST SUPPRIMÉE
Final
)
Section D – Documents et conférences du FCA-CAF 14.
À votre connaissance, lesquels des documents du FCA-CAF suivants sont actuellement utilisés ou ont déjà été utilisés par vous ou votre organisme? CHOISIR TOUS CEUX QUI S’APPLIQUENT 01 02 03 04 05 06 07 08 09
10 11 97 98 99
Le site Web du FCA-CAF La trousse à outils de l’employeur du FCA-CAF Le site Web « Métiers spécialisés : une carrière pour bâtir ton avenir » du FCA-CAF Le guide de l’enseignant du FCA-CAF Le guide de l’apprentissage du FCA-CAF Le portail de l’apprentissage (apprendsunmetier.ca) du FCA-CAF Le livret « Pour arriver à des résultats! » du FCA-CAF Le livret « Pour arriver à des résultats! » pour une clientèle autochtone du FCA-CAF Le rendement des investissements en formation (RIF) pour les employeurs (L’apprentissage – Une main-d’œuvre qualifiée crée une entreprise prospère) du FCACAF Le rapport sur les compétences essentielles (Liens entre les compétences essentielles et la réussite d’un apprentissage) du FCA-CAF Le rapport sur la perception des obstacles (L’accès et la réussite des programmes d’apprentissage au Canada : Perception des obstacles) du FCA-CAF Tous ceux au-dessus Ne sait pas/Pas de réponse Autre : (PRÉCISER : _____________________________________)
© Corporate Research Associates, 2008
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15.
Final
[POUR CHAQUE ÉLÉMENT CHOISI À LA Q.14, RÉPONDRE À L’ÉLÉMENT CORRESPONDANT À LA Q.15] En utilisant une échelle de 1 à 10 où 1 indique « pas influencé du tout » et 10 indique « beaucoup influencé », à quel point [INSÉRER LES ÉLÉMENTS CHOISIS DE LA Q.14, L’UN APRÈS L’AUTRE] a-t-il influencé votre organisme en termes de …: CHOISIR UNE RÉPONSE SEULEMENT PAR ÉLÉMENT (i)
Le site Web du FCA-CAF
a.
La planification stratégique
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
b.
Les plans d’activités et plans opérationnels
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
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Sondage auprès des intervenants de l’apprentissage
c.
L’élaboration de politiques
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
d.
Les activités de recherche
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
e.
Les activités publicitaires
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
Final
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
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(ii)
La trousse à outils de l’employeur du FCA-CAF
a.
La planification stratégique
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
b.
Les plans d’activités et plans opérationnels
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
c.
L’élaboration de politiques
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
Final
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
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Final
d.
Les activités de recherche
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
e.
Les activités publicitaires
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
(iii)
Le site Web « Métiers spécialisés : une carrière pour bâtir ton avenir » du FCACAF
a.
La planification stratégique
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
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b.
Les plans d’activités et plans opérationnels
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
c.
L’élaboration de politiques
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
d.
Les activités de recherche
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
Final
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
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Sondage auprès des intervenants de l’apprentissage
e.
Les activités publicitaires
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
(iv)
Le guide de l’enseignant du FCA-CAF
a.
La planification stratégique
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
b.
Les plans d’activités et plans opérationnels
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
Final
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
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Sondage auprès des intervenants de l’apprentissage
c.
L’élaboration de politiques
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
d.
Les activités de recherche
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
e.
Les activités publicitaires
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
Final
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
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(v)
Le guide de l’apprentissage du FCA-CAF
a.
La planification stratégique
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
b.
Les plans d’activités et plans opérationnels
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
c.
L’élaboration de politiques
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
Final
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
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Sondage auprès des intervenants de l’apprentissage
d.
Les activités de recherche
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
e.
Les activités publicitaires
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
(vi)
Le portail de l’apprentissage (apprendsunmetier.ca) du FCA-CAF
a.
La planification stratégique
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
Final
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
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Sondage auprès des intervenants de l’apprentissage
b.
Les plans d’activités et plans opérationnels
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
c.
L’élaboration de politiques
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
d.
Les activités de recherche
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
Final
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
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e.
Les activités publicitaires
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
(vii)
Le livret « Pour arriver à des résultats! » du FCA-CAF
a.
La planification stratégique
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
b.
Les plans d’activités et plans opérationnels
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
Final
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
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Sondage auprès des intervenants de l’apprentissage
c.
L’élaboration de politiques
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
d.
Les activités de recherche
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
e.
Les activités publicitaires
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
Final
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
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Sondage auprès des intervenants de l’apprentissage
Final
(viii)
Le livret « Pour arriver à des résultats! » pour une clientèle autochtone du FCACAF
a.
La planification stratégique
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
b.
Les plans d’activités et plans opérationnels
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
c.
L’élaboration de politiques
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
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Sondage auprès des intervenants de l’apprentissage
Final
d.
Les activités de recherche
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
e.
Les activités publicitaires
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
(ix)
Le rendement des investissements en formation (RIF) pour les employeurs (L’apprentissage – Une main-d’œuvre qualifiée crée une entreprise prospère) du FCA-CAF
a.
La planification stratégique
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
20
Sondage auprès des intervenants de l’apprentissage
b.
Les plans d’activités et plans opérationnels
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
c.
L’élaboration de politiques
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
d.
Les activités de recherche
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
Final
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
21
Sondage auprès des intervenants de l’apprentissage
Final
e.
Les activités publicitaires
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
(x)
Le rapport sur les compétences essentielles (Liens entre les compétences essentielles et la réussite d’un apprentissage) du FCA-CAF
a.
La planification stratégique
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
b.
Les plans d’activités et plans opérationnels
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
22
Sondage auprès des intervenants de l’apprentissage
c.
L’élaboration de politiques
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
d.
Les activités de recherche
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
e.
Les activités publicitaires
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
Final
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
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Sondage auprès des intervenants de l’apprentissage
(xi)
Final
Le rapport sur la perception des obstacles (L’accès et la réussite des programmes d’apprentissage au Canada : Perception des obstacles) du FCA-CAF a.
La planification stratégique
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
b.
Les plans d’activités et plans opérationnels
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
c.
L’élaboration de politiques
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
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Sondage auprès des intervenants de l’apprentissage
16.
d.
Les activités de recherche
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
e.
Les activités publicitaires
01 02 03 04 05 06 07 08 09 10 98
Pas influencé du tout
Final
Beaucoup influencé Ne sait pas/Pas de réponse
Beaucoup influencé Ne sait pas/Pas de réponse
[POUR CHAQUE ÉLÉMENT CHOISI À LA Q.14, RÉPONDRE À L’ÉLÉMENT CORRESPONDANT À LA Q.16] Et environ combien de fois votre organisme a-t-il utilisé [INSÉRER LES ÉLÉMENTS CHOISIS DE LA Q.14, L’UN APRÈS L’AUTRE]? Diriez-vous très souvent, de temps en temps ou pas très souvent? CHOISIR UNE RÉPONSE SEULEMENT PAR ÉLÉMENT a. 1 2 3 8
Le site Web du FCA-CAF Très souvent De temps en temps Pas très souvent Ne sait pas/Pas de réponse
b. 1 2 3 8
La trousse à outils de l’employeur du FCA-CAF Très souvent De temps en temps Pas très souvent Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
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Sondage auprès des intervenants de l’apprentissage
Final
c. 1 2 3 8
Le site Web « Métiers spécialisés : une carrière pour bâtir ton avenir » du FCA-CAF Très souvent De temps en temps Pas très souvent Ne sait pas/Pas de réponse
d. 1 2 3 8
Le guide de l’enseignant du FCA-CAF Très souvent De temps en temps Pas très souvent Ne sait pas/Pas de réponse
e. 1 2 3 8
Le guide de l’apprentissage du FCA-CAF Très souvent De temps en temps Pas très souvent Ne sait pas/Pas de réponse
f. 1 2 3 8
Le portail de l’apprentissage (apprendsunmetier.ca) du FCA-CAF Très souvent De temps en temps Pas très souvent Ne sait pas/Pas de réponse
g. 1 2 3 8
Le livret « Pour arriver à des résultats! » du FCA-CAF Très souvent De temps en temps Pas très souvent Ne sait pas/Pas de réponse
h. 1 2 3 8
Le livret « Pour arriver à des résultats! » pour une clientèle autochtone du FCA-CAF Très souvent De temps en temps Pas très souvent Ne sait pas/Pas de réponse
i.
Le rendement des investissements en formation (RIF) pour les employeurs (L’apprentissage – Une main-d’œuvre qualifiée crée une entreprise prospère) du FCACAF Très souvent De temps en temps Pas très souvent Ne sait pas/Pas de réponse
1 2 3 8
© Corporate Research Associates, 2008
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Sondage auprès des intervenants de l’apprentissage
j. 1 2 3 8 k. 1 2 3 8 17.
Final
Le rapport sur les compétences essentielles (Liens entre les compétences essentielles et la réussite d’un apprentissage) du FCA-CAF Très souvent De temps en temps Pas très souvent Ne sait pas/Pas de réponse Le rapport sur la perception des obstacles (L’accès et la réussite des programmes d’apprentissage au Canada : Perception des obstacles) du FCA-CA Très souvent De temps en temps Pas très souvent Ne sait pas/Pas de réponse
[POUR CHAQUE ÉLÉMENT CHOISI À LA Q.14, RÉPONDRE À L’ÉLÉMENT CORRESPONDANT À LA Q.17] Et votre organisme, utilise-t-il toujours [INSÉRER LES ÉLÉMENTS CHOISIS DE LA Q.14, L’UN APRÈS L’AUTRE]? CHOISIR UNE RÉPONSE SEULEMENT PAR ÉLÉMENT a. 1 2 8
Le site Web du FCA-CAF Oui Non Ne sait pas/Pas de réponse
b. 1 2 8
La trousse à outils de l’employeur du FCA-CAF Oui Non Ne sait pas/Pas de réponse
c. 1 2 8
Le site Web « Métiers spécialisés : une carrière pour bâtir ton avenir » du FCA-CAF Oui Non Ne sait pas/Pas de réponse
d. 1 2 8
Le guide de l’enseignant du FCA-CAF Oui Non Ne sait pas/Pas de réponse
e. 1 2 8
Le guide de l’apprentissage du FCA-CAF Oui Non Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
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Sondage auprès des intervenants de l’apprentissage
Final
f. 1 2 8
Le portail de l’apprentissage (apprendsunmetier.ca) du FCA-CAF Oui Non Ne sait pas/Pas de réponse
g. 1 2 8
Le livret « Pour arriver à des résultats! » du FCA-CAF Oui Non Ne sait pas/Pas de réponse
h. 1 2 8
Le livret « Pour arriver à des résultats! » pour une clientèle autochtone du FCA-CAF Oui Non Ne sait pas/Pas de réponse
i.
Le rendement des investissements en formation (RIF) pour les employeurs (L’apprentissage – Une main-d’œuvre qualifiée crée une entreprise prospère) du FCACAF Oui Non Ne sait pas/Pas de réponse
1 2 8 j. 1 2 8 k. 1 2 8
Le rapport sur les compétences essentielles (Liens entre les compétences essentielles et la réussite d’un apprentissage) du FCA-CAF Oui Non Ne sait pas/Pas de réponse Le rapport sur la perception des obstacles (L’accès et la réussite des programmes d’apprentissage au Canada : Perception des obstacles) du FCA-CA Oui Non Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
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Sondage auprès des intervenants de l’apprentissage
18.
À votre connaissance, votre organisme a-t-il distribué des exemplaires des documents du FCACAF détaillés ci-dessous à des parties intéressées? S.V.P. cliquez sur les documents qui ont été distribués à des parties intéressées. CHOISIR AUTANT QUE DÉSIRÉ 01 02 03 04 05 06 07 08 09
10 11 96 97 98 99 19.
Final
Le site Web du FCA-CAF SUPPRIMÉE Le site Web « Métiers spécialisés : une carrière pour bâtir ton avenir » du FCA-CAF Le guide de l’enseignant du FCA-CAF SUPPRIMÉE Le portail de l’apprentissage (apprendsunmetier.ca) du FCA-CAF Le livret « Pour arriver à des résultats! » du FCA-CAF Le livret « Pour arriver à des résultats! » pour une clientèle autochtone du FCA-CAF Le rendement des investissements en formation (RIF) pour les employeurs (L’apprentissage – Une main-d’œuvre qualifiée crée une entreprise prospère) du FCACAF Le rapport sur les compétences essentielles (Liens entre les compétences essentielles et la réussite d’un apprentissage) du FCA-CAF Le rapport sur la perception des obstacles (L’accès et la réussite des programmes d’apprentissage au Canada : Perception des obstacles) du FCA-CA Tous ceux au-dessus Aucun Ne sait pas/Pas de réponse Autre : (PRÉCISER : _____________________________________)
[POUR CHAQUE ÉLÉMENT CHOISI À LA Q.18, RÉPONDRE À L’ÉLÉMENT CORRESPONDANT À LA Q.19] À votre connaissance, environ combien d’exemplaires des documents [INSÉRER LES ÉLÉMENTS CHOISIS DE LA Q.18, L’UN APRÈS L’AUTRE] votre organisme a-t-il distribué? SI POSSIBLE, FOURNIR UN NOMBRE SPÉCIFIQUE, PAS UNE PLAGE a. Du site Web du FCA-CAF INSCRIRE LE NOMBRE : 98 Ne sait pas/Pas de réponse b.
SUPPRIMÉE
c. Du site Web « Métiers spécialisés : une carrière pour bâtir ton avenir » du FCA-CAF INSCRIRE LE NOMBRE : 98 Ne sait pas/Pas de réponse d. Du guide de l’enseignant du FCA-CAF INSCRIRE LE NOMBRE : 98 Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
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e.
Final
SUPPRIMÉE
f. Du portail de l’apprentissage (apprendsunmetier.ca) du FCA-CAF INSCRIRE LE NOMBRE : 98 Ne sait pas/Pas de réponse g. Du livret « Pour arriver à des résultats! » du FCA-CAF INSCRIRE LE NOMBRE : 98 Ne sait pas/Pas de réponse h. Du livret « Pour arriver à des résultats! » pour une clientèle autochtone du FCA-CAF INSCRIRE LE NOMBRE : 98 Ne sait pas/Pas de réponse i.
Du rendement des investissements en formation (RIF) pour les employeurs (L’apprentissage – Une main-d’œuvre qualifiée crée une entreprise prospère) du FCACAF INSCRIRE LE NOMBRE : 98 Ne sait pas/Pas de réponse j.
Du rapport sur les compétences essentielles (Liens entre les compétences essentielles et la réussite d’un apprentissage) du FCA-CAF INSCRIRE LE NOMBRE : 98 Ne sait pas/Pas de réponse k.
Du rapport sur la perception des obstacles (L’accès et la réussite des programmes d’apprentissage au Canada : Perception des obstacles) du FCA-CA INSCRIRE LE NOMBRE : 98 Ne sait pas/Pas de réponse 19a.
À votre connaissance, votre organisme a-t-il adressé les individuels ou les organismes aux éléments suivants? CHOISIR AUTANT QUE DÉSIRÉ 1 2 3 8
Le site web du FCA-CAF Le site Web « Métiers spécialisés : une carrière pour bâtir ton avenir » du FCA-CAF Le portail de l’apprentissage (apprendsunmetier.ca) du FCA-CAF Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
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Sondage auprès des intervenants de l’apprentissage
20.
Avez-vous consulté certains documents du FCA-CAF que vous avez remplis et distribués à des parties intéressées? CHOISIR UNE RÉPONSE SEULEMENT 1 2 8
21.
Final
Oui Non Ne sait pas/Pas de réponse
[RÉPONDRE À LA Q.21 SEULEMENT SI « OUI » À LA Q.20] Environ combien d’exemplaires de votre travail faisant référence aux documents du FCA-CAF avez-vous distribués? SI POSSIBLE, S.V.P. FOURNIR UN NOMBRE SPÉCIFIQUE, PAS UNE PLAGE INSCRIRE LE NOMBRE : _________________ 98 Ne sait pas/Pas de réponse
22.
Avez-vous déjà participé ou assisté à la conférence bisannuelle du FCA-CAF? CHOISIR UNE RÉPONSE SEULEMENT 1 2 8
23.
Oui Non Refusé
[RÉPONDRE À LA Q.23 SEULEMENT SI « NON » OU « REFUSÉ » À LA Q.22] Même si vous n’avez jamais participé ou assisté à la conférence bisannuelle du FCA-CAF, avez-vous déjà utilisé de l’information provenant de la conférence, comme des présentations ou documents, des rapports statistiques, etc.? CHOISIR UNE RÉPONSE SEULEMENT 1 2 8
Oui, nous avons utilisé de l’information provenant de la conférence Non, nous n’avons pas utilisé de l’information provenant de la conférence Refusé
© Corporate Research Associates, 2008
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24.
Final
[RÉPONDRE À LA Q.24 SEULEMENT SI « OUI » À LA Q.22] À quel point chacun des éléments suivants de la conférence est-il important pour la communauté de l’apprentissage? Pour répondre, veuillez utiliser une échelle de 1 à 10 où 1 indique « pas important du tout » et 10 indique « très important ». CHOISIR SEULEMENT UNE RÉPONSE PAR ÉLÉMENT a.
Les occasions de réseautage
01 02 03 04 05 06 07 08 09 10 98
Pas important du tout
b.
Se renseigner sur les nouveaux documents
01 02 03 04 05 06 07 08 09 10 98
Pas important du tout
c.
Les présentations
01 02 03 04 05 06 07 08 09 10 98
Pas important du tout
Très important Ne sait pas/Pas de réponse
Très important Ne sait pas/Pas de réponse
Très important Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
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Sondage auprès des intervenants de l’apprentissage
25.
d.
La conférence dans l’ensemble
01 02 03 04 05 06 07 08 09 10 98
Pas important du tout
Très important Ne sait pas/Pas de réponse
Avez-vous déjà participé aux dialogues de forum national du FCA-CAF? CHOISIR UNE RÉPONSE SEULEMENT 1 2 8
26.
Final
Oui Non Refusé
[RÉPONDRE À LA Q.26 SEULEMENT SI « NON » OU « REFUSÉ » À LA Q.25] Avant aujourd’hui, étiez-vous au courant que le FCA-CAF tient les dialogues de forum national parmi les intervenants dans la communauté de l’apprentissage? CHOISIR UNE RÉPONSE SEULEMENT 1 2 8
Oui, nous étions au courant Non, nous n’étions pas au courant Refusé
© Corporate Research Associates, 2008
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Sondage auprès des intervenants de l’apprentissage
Final
Section E – Obstacles émergents 27.
D’ici aux trois prochaines années, lequel des neufs obstacles suivants pensiez-vous serait la plus importante priorité? CHOISIR UNE RÉPONSE SEULEMENT 01 02 03 04 05 06 07 08 09 98
28.
Y a-t-il des obstacles émergents à l’apprentissage qui n’ont pas été discutés dans ce sondage? CHOISIR UNE RÉPONSE SEULEMENT 1 2 8
29.
Oui Non Ne sait pas/Pas de réponse
[RÉPONDRE À LA Q.29 SEULEMENT SI « OUI » À LA Q.28] S.V.P. identifiez les obstacles émergents qui n’ont pas été discutés dans ce sondage.
98 30.
Les attitudes négatives face aux apprentissages et la mauvaise réputation des métiers. Un manque d’information et de connaissances sur l’apprentissage. Les difficultés que représentent les milieux de formation et les milieux de travail peu accueillants. Les frais de l’apprentissage imputés aux personnes, aux employeurs et aux syndicats. Les inquiétudes portant sur les répercussions des facteurs économiques sur la continuation du travail et de l’apprentissage. Les inquiétudes portant sur les manques de ressources pour appuyer l’apprentissage. Les inquiétudes portant sur les capacités de base et les compétences essentielles des apprentis. Les lacunes des formations en milieu de travail et des formations techniques. Les problèmes de réglementation sur les apprentissages. Ne sait pas/Pas de réponse
Ne sait pas/Pas de réponse
[RÉPONDRE À LA Q.30 SEULEMENT SI « OUI » À LA Q.28] Quelle(s) sorte(s) d’activité(s) la communauté de l’apprentissage pourrait-elle entreprendre pour surmonter ces obstacles émergents?
98
Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
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Final
Section F – Conclusion 31.
De quelles manières le FCA-CAF peut-il servir le mieux la communauté de l’apprentissage? Pour répondre, veuillez utiliser une échelle de 1 à 10 où 1 indique « pas important du tout » et 10 indique « très important », à votre avis à quel point chacun des éléments suivants est-il important pour la communauté de l’apprentissage, si offert par le FCA-CAF? CHOISIR UNE RÉPONSE SEULEMENT PAR ACTIVITÉ a.
Effectuer plus de recherche sur les neufs obstacles
01 02 03 04 05 06 07 08 09 10 98
Pas important du tout
b.
Développer une campagne publicitaire
01 02 03 04 05 06 07 08 09 10 98
Pas important du tout
Très important Ne sait pas/Pas de réponse
Très important Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
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c.
Parler aux employeurs concernant l’affaire de l’apprentissage
01 02 03 04 05 06 07 08 09 10 98
Pas important du tout
d.
Développer des méthodes de communication partageant les statistiques clés
01 02 03 04 05 06 07 08 09 10 98
Pas important du tout
e.
Faire des présentations aux événements
01 02 03 04 05 06 07 08 09 10 98
Pas important du tout
Final
Très important Ne sait pas/Pas de réponse
Très important Ne sait pas/Pas de réponse
Très important Ne sait pas/Pas de réponse
© Corporate Research Associates, 2008
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32.
f.
Fournir des ressources supplémentaires aux intervenants clés
01 02 03 04 05 06 07 08 09 10 98
Pas important du tout
g.
Aucune autre façon? (PRÉCISER :
01 02 03 04 05 06 07 08 09 10 98
Pas important du tout
Très important Ne sait pas/Pas de réponse )
Très important Ne sait pas/Pas de réponse
Avez-vous d’autres commentaires à propos de l’apprentissage au Canada?
98 33.
Final
Je n’ai pas de commentaires supplémentaires
Dans quel village ou ville se trouve votre lieu de travail principal? SI VOUS AVEZ PLUS D’UN LIEU DE TRAVAIL, VEUILLEZ DONNER LE NOM DE LA COMMUNAUTÉ DE VOTRE LIEU DE TRAVAIL PRINCIPAL, OU DE CELUI QUE VOUS UTILISEZ LE PLUS SOUVENT
© Corporate Research Associates, 2008
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34.
Final
Pourriez-vous aussi nous fournir les trois premiers éléments du code postal de votre lieu de travail? SI VOUS AVEZ PLUS D’UN LIEU DE TRAVAIL, VEUILLEZ DONNER LE CODE POSTAL DE VOTRE LIEU DE TRAVAIL PRINCIPAL, OU DE CELUI QUE VOUS UTILISEZ LE PLUS SOUVENT INSCRIRE : ___ ___ ___ Refusé/Ne sait pas 97
35.
Afin de mieux vous servir, le FCA-CAF voudrait en apprendre davantage sur vous. Pourriezvous nous donner les coordonnées suivantes? Soyez assuré que les renseignements que vous nous fournissez ne seront pas liés à vos réponses au sondage. Corporate Research Associates, le conseiller indépendant en charge du sondage pour le FCA-CAF, a l’intention d’utiliser ces renseignements pour créer une base de données avec vos coordonnées et celles des autres répondants. Cette base de données serait ensuite transmise au FCA-CAF pour lui permettre d’avoir une liste complète des personnes-ressources clés de la communauté des intervenants de l’apprentissage au Canada. Inscrire le nom : _____ Inscrire le numéro de téléphone et le numéro de poste pendant la journée : _____ Inscrire le nom de l’entreprise/de l’organisation : _____
36.
Seriez-vous intéressé à participer à une discussion de suivi avec un groupe de trois, quatre ou cinq intervenants comme vous pour discuter des effets que le FCA-CAF a eus sur la communauté de l’apprentissage? Cette discussion de groupe aura lieu par conférence téléphone au cours des premiers mois de 2009. Elle durera environ une heure et les participants recevront 50 $ en reconnaissance du temps passé. Un représentant de CRA vous rappellera peut-être au début de 2009 pour vérifier si vous pouvez participer à cette discussion en groupe en fonction des quotas de l’étude. Tous les participants potentiels ne seront pas qualifiés, et nous vous présentons nos excuses à l’avance si vous n’êtes pas choisi pour participer au groupe de discussion. Seriez-vous intéressé à participer à cette discussion de groupe? Si « oui », veuillez compléter les sections ci-dessous. Nous vous assurons qu’aucun effort ne sera conçu d’associer votre nom à vos réponses individuelles au sondage. Inscrire le nom : _____ Inscrire le numéro de téléphone et le numéro de poste pendant la journée : _____ Inscrire le nom de l’entreprise/de l’organisation : _____
© Corporate Research Associates, 2008
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37.
Final
Enfin, si vous êtes intéressé à participer au concours gratuit de l’enregistrement de la conférence mentionné dans l’invitation du sondage envoyé par courriel, veuillez compléter les sections ci-dessous. Nous vous assurons qu’aucun effort ne sera conçu d’associer votre nom à vos réponses individuelles au sondage. Inscrire le nom : _____ Inscrire le numéro de téléphone et le numéro de poste pendant la journée : _____ Inscrire le nom de l’entreprise/de l’organisation : _____ Merci beaucoup de votre participation à notre étude aujourd’hui!
© Corporate Research Associates, 2008
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APPENDIXC: QualitativePhase InvitationScript
CAN009-1001
FINAL Invite April 2, 2009 – Canadian Apprenticeship Forum Name: __________________________________________ Phone #: _______________________________ Organization Name: _______________________________Participant’s Time Zone: __________________ 1
2
3
4
5
6
7
8
9
10
11
12
13
14
(15)
Teleconference Groups Group 1:
Ontario 1 Tuesday April 21, 2009 at 10amEDT
Phone: Access Code #
1-866-305-1460 7223254
Group 2:
Saskatchewan Tuesday April 21, 2009 at 12pmEDT (10amCST / 10amMDT)
Phone:
1-866-305-1460
Access Code #
7223254
National Stakeholders #1 Tuesday April 21, 2009 at 2pm EDT (11amPDT / 12pm MDT / 12pm Saskatchewan / 1pm CDT / 3pm ADT / 3:30pm NDT)
Phone:
1-866-305-1460
Access Code #
7223254
Group 4:
Manitoba Tuesday April 28, 2009 at 4pmEST (3pmCDT)
Phone: Access Code #
1-866-305-1460 7223254
Group 5:
Nova Scotia Wednesday April 22, 2009 at 9am EST (10am ADT)
Phone: Access Code #
1-866-305-1460 7223254
Group 6:
Alberta Wednesday April 22, 2009 at 11amEST (9amMDT)
Phone: Access Code #
1-866-305-1460 7223254
Group 7:
National Stakeholders #2 Wednesday April 22, 2009 at 1:30pm EST (10:30am PDT / 11:30am MDT / 11:30am Saskatchewan / 12:30pm CDT / 2:30pm ADT / 3pm NDT)
Phone:
1-866-305-1460
Access Code #
7223254
Group 8:
Ontario 2 Wednesday April 22, 2009 at 3:30pm EDT
Phone: Access Code #
1-866-305-1460 7223254
Group 9:
New Brunswick Thursday April 23, 2009 at 1pmEDT (2pmADT)
Phone: Access Code #
1-866-305-1460 7223254
Group 10:
North (YK, NWT, NU) Thursday April 23, 2009 at 3pm EDT (12pmPDT / 1pmMDT / 2pmCDT)
Phone:
1-866-305-1460
Access Code #
7223254
Group 11:
British Columbia Thursday April 23, 2009 at 5pmEST (2pmPDT)
Phone: Access Code #
1-866-305-1460 7223254
Group 12:
Labour Representatives (National) Friday April 24, 2009 at 2pmEST (11am PDT / 12pm MDT / 1pm CDT / 3pm ADT / 3:30pm NDT)
Phone:
1-866-305-1460
Access Code #
7223254
Group 13:
Newfoundland and Labrador Tuesday April 28th at 2pm EDT (3:30pm NDT time)
Phone: Access Code #
1-866-305-1460 7223254
Group 14:
Prince Edward Island Tuesday April 28th at noon EDT (1pm Atlantic)
Phone: Access Code #
1-866-305-1460 7223254
Group 15:
TBD
Phone: Access Code #
1-866-305-1460 7223254
Group 3:
Corporate Research Associates Inc., 2009
CAN009-1001
QUOTAS: (AS OUTLINED IN SAMPLE): - Group 1, 2, 4, 5, 6, 8, 9, 10 & 11 – in each group: - Recruit 1-3 participants who are in AUDIENCE 1 (EMPLOYERS) - Recruit 1-3 participants who are AUDIENCE 2 (EDUCATION) - Recruit 1 specific to AUDIENCE 3 (PROVINCIAL / TERRITORIA) - Group 3 & 7: - For both Telefocus groups recruit a mix of Stakeholders from AUDIENCE 4 - Mix of provinces - Group 12: - Recruit a mix of stakeholders from AUDIENCE 5 (LABOUR) - Mix of provinces Hello, may I speak with [Name on Sample]? Hello, my name is _______________ and I work with Corporate Research Associates, a research company. [if survey sample: I am calling today as a followup to a survey you completed online regarding the Canadian Apprenticeship Forum in November or December 2008.] As you may know, we are currently conducting small group discussions on behalf of the Canadian apprenticeship Forum. You have indicated that you would be interested in participating in these discussions that would last approximately 1 hour and for which you would receive a financial compensation. Would you still be interested in participating? If yes, continue. Otherwise, thank and terminate. Thank you! I would like to invite you to participate in a small group discussion that will be conducted over the telephone at _______(time) on ______________(date) – see schedule above. As I mentioned, this conference call will be used to gather thoughts and opinions of a small group of people on the state of the apprenticeship community in Canada and the role of the Canadian Apprenticeship Forum. You would simply dial a 1-800 number from the comfort of your home or office to join the discussion. Note that what you say during the discussion will remain anonymous and your participation will not influence your relationship with the Canadian Apprenticeship Forum. The discussion will consist of 3 to 5 people and will be informal. This discussion will last approximately 1 hour to 1 hour and 15 minutes and you will receive $50 in appreciation for your time. Are you available to participate? Yes .................................................. 1 Continue No ................................................... 2 Thank and Terminate The discussion will be audio recorded for internal reference only, however all your comments are strictly anonymous in accordance with Canada’s privacy legislation. The recordings will remain with the research firm, Corporate Research Associates, for a period of time, prior to being destroyed. The recordings will not be shared with any third party, including the Canadian Apprenticeship Forum. Are you comfortable with the discussion being audio taped? Yes .................................................. 1 Continue No ................................................... 2 Thank and Terminate There may also be a few representatives from the Canadian Apprenticeship Forum listening to the discussion, for research purposes only. They will not know your identity nor be aware of the organization you represent. Are you comfortable with having others listen to the call? Yes .................................................. 1 Continue No ................................................... 2 Thank and Terminate These are very small groups and having even one person missing can impact the overall success of the group. Once you have decided to attend please make every effort to ensure you do. In the event you are unable to attend, please call_____ (collect) at ________as soon as possible so a replacement may be found. Corporate Research Associates Inc., 2009
CAN009-1001
To connect into the conference call, please dial the toll-free number 1-866-521-6850 and enter the following access code _______ (refer to schedule above for appropriate code) followed by the pound key (#). Again, the date and time of the discussion is ________________. Could we have an email address where we can send you these instructions? Record email address (and verify) or fax # if no email address: _______________________________________ Confirm participant’s Time Zone ______________________________ By respect for the other participants’ time, please call in 5 minutes before the beginning of the conference call. If you arrive late, we will not be able to include you in the discussion, and will not be able to provide you with the $50 incentive. As I mentioned, we will be pleased to send a $50 cheque to participants in appreciation for their time, once the discussion is completed. To whom should we make the cheque payable? ________________________________________________
RECORD NAME - VERIFY SPELLING And where would you like the cheque mailed once the interview is completed – please provide a mailing or postal address? RECORD A MAILING/POSTAL ADDRESS ONLY Adress:______________________________________________________________________ ____________________________________________________________________________ Postal Code: ____________________ Thank you again for taking part in our study. Corporate Research Associates will call you the day before your interview to confirm; we kindly ask that you call_______ at _________ in the event you are unable to make the scheduled interview. Attention Recruiters:
Recruit 5 per Telefocus – See quotas; Confirm spelling of their name in full; Confirm mailing address; Confirm date and time of group Confirm the day before the interview
Corporate Research Associates Inc., 2009
APPENDIXD: QualitativePhase Moderator’sGuide
CAN0091001
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FinalModerator’sGuideApril20,2009 NationalStudyoftheLevelofUnderstandingandAwarenessintheApprenticeshipCommunity Telefocus™groups Introduction&Warmup 5minutes x WelcomeIntroself,roleasmoderator. x Explainpurpose–TodaywearegoingtotalkabouttheapprenticeshipcommunityinCanada aswellastheCanadianApprenticeshipForumandyouropinionofitsroleandpriorities.For someofyouthisisafollowupdiscussiontoasurveyyoucompletedlatein2008. x Studysponsor–CanadianApprenticeshipForum(individualslisteningin) x ExplainTelefocus™–conferencecall;audiotaping;turnoffcellphone&otherdevices;quiet location;nobreaksorinterruptionsfor60minutes x Explainprocess–allopinionsareimportant;nowronganswers;needtounderstand agreement/disagreement;talkoneatatime;identifyyourselfpriortospeaking;individual commentsareconfidential/anonymous;participationisvoluntary; x Participantintroductionsfirstnameandhowlongyouhavebeeninvolvedinthe apprenticeshipcommunity(donotmentionyourorganization’sname) StateofApprenticeshipinCanada 15minutes Whilemostofthediscussiontodaywillentailthefutureoftheapprenticeshipcommunity,I wouldliketobeginbybrieflydiscussingthecurrentsituation.Thereareanumberofbarriers tocompletingandaccessingapprenticeshiptraininginCanadathathavebeenidentifiedin previousresearch.Someofthebarriersthathavebeenhistoricallyidentifiedare: o Alackofinformationandawarenessofapprenticeship. o Concernsaboutthelackofresourcestosupportapprenticeship(lackoffunding fortrainingorsupportofmembersofparticulargroups). o Negativeattitudestoapprenticeshipandapoorimageoftrades. o Issuesregardingregulationsgoverningapprenticeship(ratioofjourneypersons toapprentices–notCAFrole). x Briefly,howifatallhasyourorganizationaddressedthesebarriers? Otherbarriersidentifiedare: o Concernsaboutapprentices’basicandessentialskills(math,literacy,social). o Difficultieswithunwelcomingworkplacesortrainingenvironment (women/disabilities). o Shortcomingsofworkplacebasedandtechnicaltraining(limitedexposureto tasks;training/fieldexperience;ruralcommunitieslackingaccesstotraining facilities). o Costsofapprenticeshiptoindividuals,employers,andunions. o Concernsovertheimpactsofeconomicfactorsonworkandapprenticeship continuation. x Hasyourorganizationaddressedanyofthesebarriers?Ifso,how? © Corporate Research Associates Inc., 2009
CAN0091001
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Istheapprenticeshipcompletionrateanissueatthistime?Ifso,whatarethebarriersto apprenticecompletionrates? Whatstepscouldtheapprenticeshipcommunitytaketoincreasethelikelihoodof apprenticessuccessfullycompletingtheirapprenticeshiptraining?
Arecentsurveyalsoidentifiedotherbarriersthatmaybecomemoreimportantinthenext threeyears.Theyare: o Concernsovertheimpactsofeconomicfactors–economicsituation; o Costsofapprenticeshipstoindividuals; o Concernsaboutapprentices’basicandessentialskills/needs; o Issuesregardingregulationgoverningapprenticeship;and o Concernsaboutthelackofresourcestosupportapprenticeship. x Whatneedstohappenfortheapprenticeshipcommunitytoeffectivelyaddressthese challenges? x Whoshouldtaketheleadonaddressingthefutureprioritiesintheapprenticeship community? Opinions/PerceptionsofCAFFCA 1520minutes Manyorganizationshavearoletoplayintheapprenticeshipcommunity.Oneofthese organizationsistheCanadianApprenticeshipForum–Forumcanadiensurl’apprentissage,also knownasCAFFCAorCAF(pronounceit‘calf’). x HaveyoueverheardofCAFFAC? x WhatimpactifanyhasCAFFCA’sworkhadontheapprenticeshipcommunityingeneral? x Morespecifically,hasyourorganizationbeeninfluencedinanywaybyCAFFCA’swork? o Ifyes,howso?Probe,ifnotmentioned:Intermsofinitiatives/activities? Strategicplanning?Policies/programs?Priorities?Research? Outreach/communications?Format/deliverymethod? x WhichCAFFCApublicationsandresourceshaveyouusedifany?Howhaveyouusedthem? Whatinformationfromthesematerialshasbeenmostinfluential?Whythesematerialsand notothers?Probe,ifnotmentioned: o CAFFCA’sofficialwebsite(www.caffca.org); o EmployerToolkit; o “SkilledTrades:ACareeryouCanBuildOn”website; o Educator’sGuide; o GuidetoApprenticeship; o ApprenticeshipPortal(www.apprenticetrades.ca); o MakingitWorkpublication;AboriginalversionofMakingitWorkpublication; o ReturnonTrainingInvestmentforEmployers; o EssentialSkillsReport; o PerceptionsofBarriersReport; x Doyouknowofotherorganizations’workthathasbeeninfluencedbyCAF?Whichonesandhowso?
© Corporate Research Associates Inc., 2009
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Futureprioritiesinapprenticeshipcommunity 2030minutes Oneofthestakeholders[youmentioned]istheCanadianApprenticeshipForumForumcanadien surl’apprentissage(CAFFCA).CAFFCAisafederallychartered,notforprofitorganization.CAF FCA’smissionistoinfluencepanCanadianapprenticeshipstrategiesthroughresearch,discussion andcollaborationwiththeapprenticeshipcommunity.Italsoaimsatpromotingapprenticeship asaneffectivemodelfortrainingandeducation,contributingtothedevelopmentofaskilled, productive,inclusiveandmobilelabourforce.KeepinginmindCAFFCA’sroleinthe apprenticeshipcommunityandbasedonwhatyouknow… x WhatroleshouldCAFFCAplayinaddressingthechallengesidentifiedearlier? Inarecentsurvey,stakeholdersindicatedtheyseevalueinCAFFCAgettinginvolvedinfive specificareas.Iwouldliketogetyourthoughtsoninitiativesoractionsthatcouldberealizedby CAFFCAwithineachofthoseareas.Let’sdiscusseachareaoneatatime… x Talkingtoemployersaboutthebusinesscaseforinvestinginapprenticeship,namelythenet benefitsfromapprenticeshiptrainingbothfinancialandnonfinancial o Whatinformationdoemployersneedonthebusinesscase?Why?Probe,ifnot mentioned:statisticsspecifictotheirindustry;casestudies;employerprofiles; othersuggestions?IfCAFFCA’sReturnonTrainingInvestmentStudymentioned: Apartfrominformationfoundinthisreport,whichinformationisneeded? o Inwhatwaysorformatsshouldinformationonthebusinesscasebesharedwith employers? x Providingadditionalresourcesforkeystakeholders o Whatresourcesaremissing? o Howshouldtheybedelivered? x Developingapromotionalcampaign o Whattopicortopicsneedpromotion? o Isthereaparticularregion,jurisdiction,orconstituencygrouponwhichthe promotionofthistopic/thesetopicsshouldbefocused? o Whatwouldbethedesiredeffectorimpactofeachpromotionalcampaign? x Deliveringpresentationsatevents o Onwhichtopics? o Towhomandwhy? x Developingkeypiecesthatsharestatistics o Whatinformationismostvaluabletostakeholderslikeyourself? o Inwhatformat? o Howoften? Thatconcludesmyquestions.Anyfinalcommentsbeforeweendthediscussion? © Corporate Research Associates Inc., 2009
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Thanks&Closure: Finally,asacomplementtothisstudy,wewouldliketoinviteyoutosubmitkeydocuments/ materials/pointsofreferencethathavebeeninfluencedbyCAFFCA’swork.Thatwould includeanymaterialsthatreferenceCAFFCA’sworkorwhichcontenthasbeeninfluencedby CAFFCA’swork.Pleaseemailthosedocumentsat
[email protected]byMay15th.These materialswillbeprovidedtoCAFFCAandwillbeusedtoinformtheorganizationonhowitcan bestsupporttheapprenticeshipcommunity.Pleasebeassuredthatthedocumentsorany partsofthecontentwillnotbeusedordistributedwithoutyourconsent. OnbehalfoftheCanadianApprenticeshipForumForumcanadiensurl’apprentissage,thank youforyourparticipation.
© Corporate Research Associates Inc., 2009
