APPRENTICES IN CANADA epanel

Transcription

1 APPRENTICES IN CANADA epanel Research Report The Impact of Digital Technologies, Automation and Technological Change: Apprentice Perspectives July

2 About the Canadian Apprenticeship Forum The Canadian Apprenticeship Forum Forum canadien sur l'apprentissage (CAF-FCA) is a national, not-for-profit organization working with stakeholders in all regions of Canada. We influence pan-canadian apprenticeship strategies through research, discussion and collaboration sharing insights across trades, across sectors and across the country to promote apprenticeship as an effective model for training and education. Our Board of Directors is comprised of representatives of business, labour, the jurisdictional apprenticeship authorities, education and equity-seeking groups. Through our work, CAF-FCA has shed light on a number of key issues affecting apprenticeship, such as the perceived barriers to accessing and completing apprenticeship and the business case for apprenticeship training. For more information, visit the CAF-FCA website at About the Apprentices in Canada epanel The Apprentices in Canada epanel is an online survey panel of apprentices from across the country, in multiple trades and sectors. They share their experiences, opinions and other feedback on issues of interest to the wider apprenticeship community. Members of CAF-FCA gain insights about apprenticeship training from those inside the system, ensuring the supports and resources they develop are targeted and appropriate. Working together to understand and respond to the challenges and barriers apprentices face, the skilled trades community is able to strengthen apprenticeship training in Canada. i

3 Table of Contents 1.0 Summary Context Participant Profile Approach Location Trade Equity Groups Main Findings Digital Technologies Interest in Electronic Log Books Automation Coping with New Challenges in the Workplace: Practices and Approaches Coping with Technological Change: Training Needs Conclusion Table of Figures Figure 1: Common Ways Tradespeople Use Smartphones by Trade Figure 2: Smartphone Use: Carpenter Figure 3: Smartphone Use: Construction Electrician Figure 4: Smartphone Use: Plumber, Steamfitter & Pipefitter Figure 5: Smartphone Use: Automotive Service Technician Figure 6: Desirable Smartphone Applications and Features Figure 7: Desirable Smartphone Applications and Features by Trade Figure 8: Practices When Encountering a Challenge Figure 9: Tradespeople Need More Training to Keep Up with Technological Change Figure 10: Supports Tradespeople Identify as Required ii

4 1.0 Summary Pre-apprentices, apprentices and early-career journeypersons (N=371) shared insights about the use of smartphones on the job, their attitudes toward automation and technological change, and supports required in an Apprentices in Canada epanel survey. Ÿ Tradespeople use smartphones when finding directions to a worksite (60 per cent), looking up codes and regulations (59 per cent) and recording work to show their supervisors (57 per cent) Ÿ Tradespeople are most likely to ask a journeyperson for help when encountering a new technological challenge (84 per cent). They also search online (63 per cent) or watch videos (40 per cent) Ÿ Automotive service technicians are the most concerned about losing their jobs due to automation and believe, more than other trade groups, that training will be required to cope with technological change Ÿ Tradespeople thought these technology enhancements would be useful: an increased number of trades-specific or skills-related applications (80 per cent) smartphones with greater durability to withstand dust and water (65 per cent) improved mobile compatibility of code books and regulatory websites (63 per cent) apprenticeship-specific applications and mobile-compatible information (59 per cent) Ÿ Tradespeople sought online training and learning strategies in these areas: technical skills development and equipment use (64 per cent) finding information online (31 per cent) using smartphones for work-related tasks (30 per cent) essential skills courses (27 per cent) mentoring (26 per cent) 1

5 2.0 Context Skilled trades workplaces are becoming increasingly reliant on mobile technologies and new equipment, systems and techniques requiring 1 enhanced digital skills. As Ken Coates notes in his paper, Future of the Trades-Trades of the Future: Thinking Outside the Tool Box, Diagnostic tools, in everything from automotive repair to electrical work, plumbing and construction, will provide more precision and confidence in field operations. The average worker already has, in their cell phone, a 2 tool of staggering potential. Coates observes, the unique interplay of tools, machines and human intelligence in the skilled trades will become 3 increasingly sophisticated and complex. Ontario employers observed the impact of technological change when surveyed by CAF-FCA 4 in Ninety per cent of businesses used digital technologies such as computers and smartphones at the workplace. Employers identified the latest technological trends, including incorporating electronic sensors and controllers in equipment, the increasing use of diagnostics and electronicsbased testing equipment and the programming of 5 machinery and equipment. Thirty per cent of companies reported tradespeople's work was impacted by technological change in the past 18 months, with the automotive service trade identifying the biggest impact. Across sectors, 90 per cent of employers said journeypersons are the tradespeople most impacted by technological 6 change. When results were analyzed, employers - including many auto shop owners - identified 7 apprentices as the group most impacted. Coping with these technological changes requires high-quality workplace training and skills such as flexibility and adaptability. As Coates states, workers have to be properly trained for the work of today, alert to the prospects for the introduction of distributive technologies, and adaptable to 8 c h a n g i n g s y s t e m s a s t h e y e m e r g e. Tradespeople need exposure to new technologies, constant upgrading and a commitment to 9 continuous personal improvement. According to the 2013 CAF-FCA survey, employers are now placing a premium on the capacity to learn new skills efficiently, adapting to change and thinking 10 independently to solve problems. Understanding technological change and the impact on skills and apprentices is crucial. 1 CAF-FCA, The Impact of Technology on Apprenticeship, (Ottawa: CAF-FCA, 2013). 2 Ken Coates, Future of the Trades-Trades of the Future: Thinking Outside the Tool Box, (Winnipeg: Red River College, 2017), 9. 3 Ibid., N=440 5 CAF-FCA, The Impact of Technology on Tradespeople: Views of Ontario Employers, (Ottawa: CAF-FCA, 2014). 6 Ibid. 7 Ibid. 8 Ken Coates, Future of the Trades-Trades of the Future: Thinking Outside the Tool Box, (Winnipeg: Red River College, 2017), 8. 9 Ibid., CAF-FCA, The Impact of Technology on Tradespeople: Views of Ontario Employers, (Ottawa: CAF-FCA, 2014). 2

6 3.0 Participant Profile 3.1 Approach The epanel survey was implemented from September to November Pre-apprentices with work experience (N=42), apprentices (N=264) and early career journeypersons (N=65) completed the survey online or in writing (total N=371). 3.2 Location Survey respondents from all regions in Canada are represented in the survey. The majority of respondents were from Ontario (N=121), British Columbia (N=92), Alberta (N=57) and Nova Scotia 11 (N=47). 3.3 Trade Most respondents worked as construction electricians (N=65), plumbers, steamfitters and pipefitters (N=46), carpenters (N=37), automotive service technicians (N=32), industrial mechanics (millwrights) (N=25), heavy-duty equipment technicians (N=18), welders (N=15), refrigeration and air conditioning mechanics (N=12) and 12 industrial electricians (N=11). Trade-specific analysis was completed for the automotive service technician, carpenter, construction electrician and 13 plumber, steamfitter and pipefitter trades. Results were also analyzed by training status: prea p p r e n t i c e, a p p r e n t i c e o r e a r l y - c a r e e r journeyperson. 3.4 Equity Groups Seventy-one females and two transgender persons completed the survey. Respondents self-identified 14 as visible minorities (N=35) or Indigenous (N=24). 11 N=369; Two respondents did not identify their location. 12 N=371; All other trades had fewer than 10 respondents. 13 The number of respondents was too low to do trade-specific analysis for the other trades. 14 N=318 3

7 4.0 Main Findings 4.1 Digital Technologies The majority of tradespeople feel comfortable using digital technologies. Eighty-six per cent of respondents agreed with the statement, I feel comfortable using digital technology as part of my 15 job. Pre-apprentices (94 per cent) were more likely to agree than apprentices or journeypersons 16 (both 85 per cent). Eighty-two per cent of automotive service technicians agreed, which was higher than carpenters (65 per cent) or construction electricians and plumbers, steamfitters and 17 pipefitters (both 63 per cent) Smartphone Usage by Tradespeople Overview Sixty-seven per cent of respondents used smartphones at work. Journeypersons (74 per cent) were more likely to use smartphones than apprentices (68 per cent) or pre-apprentices (45 18 per cent). Eighty-two per cent of automotive service technicians said they used smartphones at work, followed by 72 per cent of construction electricians, 70 per cent of carpenters and 67 per cent of plumbers, steamfitters and pipefitters. Eighty-five per cent of respondents used their personal smartphones when completing workplace tasks. Few employers provided smartphones (10 per cent) or reimbursed smartphone costs (4 per cent). These findings were consistent across 19 respondent and trade groups. Tradespeople used their smartphones to complete these work tasks: Ÿ finding directions to a worksite (60 per cent) Ÿ looking up codes and regulations online (59 per cent) Ÿ recording work and showing it to a supervisor (57 per cent) Ÿ staying connected to what is going on in industry (48 per cent) Ÿ finding user manuals to identify fault codes (45 per cent) Ÿ using smartphones as a part of the diagnostic process (35 per cent) Ÿ accessing blueprints (30 per cent) Ÿ doing orders and billing (19 per cent) Ÿ accessing standard smartphone applications such as the calculator and camera (10 per 20 cent) Trade-Specific Results Smartphone usage varies by trade depending on the nature of the work and the sector. Those in the construction sector move from one site to another whereas automotive service technicians are typically stationary. Carpenters, construction electricians and plumbers, steamfitters and pipefitters used their smartphones when finding directions to a worksite (all 77 per cent), recording their work (73, 68 and 55 per cent respectively) and looking up codes and regulations (69, 70 and 52 per 15 N=356; Only respondents with on-the-job experience answered this question. Percentages may not sum to 100 per cent due to rounding. Eighty-six is the percentage when the strongly or somewhat responses are combined. 16 Strongly and somewhat agree responses were combined. 17 A higher percentage of pre-apprentices in the automotive service technician trade may account for this positive response. 18 N=360; Only respondents with on-the-job experience answered the question. 19 N= N=241; Respondents also had the option of answering other and providing a written response. 4

8 cent). Automotive service technicians used smartphones in the diagnostic process (56 per cent) or for finding user manuals (48 per cent). Other tradespeople were less likely to use smartphones for these purposes (less than 45 per cent). Similar to other tradespeople, automotive service technicians used smartphones to record their work (41 per cent). When examining the top three most common uses of the smartphone, there was a higher level of consensus (more than 60 per cent) among carpenters and construction electricians than among automotive service technicians (less than 60 per cent). Most plumbers, steamfitters and pipefitters used smartphones for finding directions (more than 60 per cent), but other uses of the smartphone varied (less than 60 per cent). 21 Figure 1: Common Ways Tradespeople Use Smartphones by Trade 21 Overall N=241, includes four highlighted trades plus others. 5

9 The survey asked respondents about additional ways smartphones are used at work. Results were 22 examined by trade. In addition to using the smartphone to get directions (77 per cent), record work (73 per cent) and look up codes and regulations (69 per cent), carpenters accessed blueprints (54 per cent), stayed connected to industry (42 per cent), identified fault codes (31 per cent) and completed orders and billing (19 per cent). They were less likely to use smartphones as a part of diagnostic processes (15 per cent) or for standard smartphone functions (15 per cent). 23 Figure 2: Smartphone Use: Carpenter 22 Trade-specific figures are N=27 automotive service technician, N=26 carpenter, N=47 construction electrician and N=31 plumber, steamfitter and pipefitter. 23 N=26 6

10 Construction electricians used smartphones when finding directions to work (77 per cent), looking up codes and regulations (70 per cent) and recording their work (68 per cent). They also used smartphones for staying connected with industry (57 per cent), identifying fault codes (43 per cent), accessing blueprints (40 per cent), diagnostic assessments (38 per cent) and completing orders and billing (19 per cent). Only a few respondents reported using standard smartphone functions (6 per cent). 24 Figure 3: Smartphone Use: Construction Electrician 24 N=47 7

11 Plumbers, steamfitters and pipefitters used smartphones most often when finding directions to worksites (77 per cent). They also used smartphones when recording their work (55 per cent), looking up codes (52 per cent), identifying fault codes and accessing blueprints (both 39 per cent), and staying connected to industry (35 per cent). They were less likely to use their smartphones as a diagnostic tool (23 per cent), for standard functions (19 per cent) or when completing orders and billing (16 per cent). 25 Figure 4: Smartphone Use: Plumber, Steamfitter & Pipefitter 25 N=31 8

12 Automotive service technicians used smartphones at work differently than other tradespeople. This finding makes sense given the nature of their work. Automotive service technicians used their smartphones as a part of diagnostic processes (56 per cent) and when identifying fault codes (48 per cent). They also recorded their work (41 per cent), stayed connected to industry and looked up codes (both 33 per cent), and found directions to worksites (30 per cent). They were less likely to use smartphones for accessing blueprints or standard smartphone functions (both 15 per cent). Only 7 per cent of automotive service technicians utilized smartphones for orders or billing. 26 Figure 5: Smartphone Use: Automotive Service Technician 26 N=27 9

13 4.1.2 Desirable Smartphone Applications and Features Overview When asked about desirable smartphone applications and features, respondents wanted trades-specific or skills development applications (80 per cent), more durable devices that are dust resistant and waterproof (65 per cent), greater mobile compatibility on websites hosting trades codes and regulations (63 per cent), and applications and mobile-compatible information related to apprenticeship (59 per cent). 27 Figure 6: Desirable Smartphone Applications and Features 27 N=241 10

14 Trade-Specific Results There was a high level of consensus among carpenters about the most desirable supports. Eighty-eight per cent of carpenters wanted greater mobile compatibility among code book and regulatory websites and 85 per cent thought more trades-specific or skills development applications would be useful. The top-ranked support for construction electricians and plumbers, steamfitters and pipefitters (both 77 per cent) and automotive service technicians (74 per cent) was more tradesspecific or skills development applications. Compared to carpenters (88 per cent), fewer plumbers, steamfitters and pipefitters (71 per cent), construction electricians (68 per cent) and automotive service technicians (44 per cent) were interested in greater mobile compatibility for code books and regulatory websites. Carpenters (73 per cent) were the most interested in applications and mobile-compatible information related specifically to apprenticeship, whereas automotive service technicians were the least interested (37 per cent). Compared to other trades, there was less consensus among automotive service technicians about the most desirable supports, suggesting unique tools responding to the specific technological changes within the automotive sector 28 may be required. 29 Figure 7: Desirable Smartphone Applications and Features by Trade 28 For most of the options, there was less than 60 per cent agreement among automotive service technician respondents. 29 Overall N=241 for all trades. Trade-specific figures are N=27 automotive service technician, N=26 carpenter, N=47 construction electrician and N=31 plumber, steamfitter and pipefitter. Only those respondents who used a smartphone at work were asked this question. 11

15 4.2 Interest in Electronic Log Books 30 Fifty-four per cent of apprentices used paper log 31 books and 11 per cent used electronic log books. Twenty-five per cent of respondents did not use a log book and 10 per cent identified a log book was not required in their jurisdiction. Most apprentices using paper log books were interested in switching 32 to an electronic log book (76 per cent). Plumber, steamfitter and pipefitter apprentices were the most interested in electronic log books (90 per cent) and automotive service technician apprentices were the least interested (56 per cent). When CAF-FCA surveyed employers in 2013, 12 per cent of employers used electronic log books and 31 per cent were interested in using electronic 33 log books in the future. 4.3 Automation Tradespeople were asked to agree or disagree with a statement about whether they feel likely to lose their jobs due to automation. Most (68 per cent) do 34 not feel they will lose their jobs. Those just starting out were more concerned than those who were advanced in their careers. When the strongly and somewhat disagree responses are combined, journeypersons (74 per cent) are least convinced automation will result in job loss compared to 65 per cent of apprentices and 61 per 35 cent of pre-apprentices. Automotive service technicians (21 per cent) were the most concerned 36 about losing their jobs. This finding aligns with the significant technological changes occurring in the automotive sector. Computers and digital devices have increasingly sophisticated diagnostic capabilities when it comes to fixing cars and the role of the automotive service technician may evolve over time. 4.4 Coping with New Challenges in the Workplace: Practices and Approaches Overview When encountering a new challenge at the workplace, tradespeople: Ÿ ask a journeyperson mentor for help (84 per cent) Ÿ search online for the answer (63 per cent) Ÿ watch videos by tradespeople on YouTube (40 per cent) Ÿ take pictures or videos and send them to supervisors (32 per cent) Ÿ find a book with the answer (28 per cent) Ÿ use trade-specific or skills development applications (21 per cent) Ÿ complete workplace training online or through e-learning programs (19 per cent) Ÿ watch videos created by colleges (7 per 37 cent) Results by Pre-Apprentices, Apprentices and Journeypersons The responses were analyzed by training status (pre-apprentice, apprentice or early-career 30 Only apprentices were asked this question. 31 Log books are also referred to as blue books. 32 N= CAF-FCA, The Impact of Technology on Tradespeople: Views of Ontario Employers, (Ottawa: CAF-FCA, 2014). 34 N=354; Only respondents with on-the-job experience answered this question. Percentages may not sum to 100 per cent due to rounding. Sixty-eight per cent combines the strongly and somewhat responses. 35 When the strongly and somewhat responses are combined. 36 When strongly and the somewhat responses are combined. The percentages for the other trades were not provided. 37 N=356 12

16 journeyperson) to see if there were any differences in the workplace strategies used. The level of career advancement, age and familiarity with technology most likely impacted the answers provided. For all three groups, the most popular option was asking a journeyperson mentor for help. 38 Figure 8: Practices When Encountering a Challenge 39 It makes sense that pre-apprentices (86 per cent) and apprentices (88 per cent), who have less experience, would be more likely to ask a mentor for help than journeypersons who are already certified (69 per cent). Ensuring journeypersons receive upgrading and mentor training so they can teach new trainees about the latest technologies is important given the reliance on journeypersons for guidance. When analyzing the other strategies used, journeypersons were more likely to take pictures or videos and send them to a supervisor (40 per cent) or use a book (37 per cent) than apprentices (30 and 25 per cent) or pre-apprentices (28 per cent for both options). Apprentices (66 per cent) and journeypersons (58 per cent) were more likely to search online for an answer than pre-apprentices (48 per cent). Watching videos of tradespeople solving the problem was another strategy used. Forty-eight per cent of pre-apprentices, 42 per cent of journeypersons and 39 per cent of apprentices watched videos. Pre-apprentices and apprentices, who are connected to colleges through their technical training, watched videos created by the colleges whereas journeypersons, who are already finished their training, were less likely to do so (10 and 8 per cent compared to 3 per cent). Trade-specific or skills development applications or online workplace training were used at a similar level by pre-apprentices (21 per cent for both options), apprentices (20 and 19 per cent) and journeypersons (23 and 22 per cent). 38 Pre-apprentices N=29, apprentices N=262 and journeypersons N=65 39 Only pre-apprentices who had work experience were eligible to complete the survey so they would have insights into strategies used at the workplace. 13

17 4.5 Coping with Technological Change: Training Needs Overview Tradespeople recognize coping with technological change requires continuous learning, upgrading and training on-the-job. Respondents agreed training was necessary to keep up with 40 technological change (82 per cent). Less than 15 per cent of respondents were neutral or disagreed Trade-Specific Results Automotive service technicians (76 per cent) strongly agreed training will be required to cope with technological change followed by construction electricians (43 per cent), carpenters (36 per cent) and plumbers, steamfitters and pipefitters (29 per cent). This finding is not surprising given the significant technological change in the automotive sector. Few tradespeople (15 per cent or less) were neutral or said they disagreed, except carpenters. Twenty-five per cent of carpenters were neutral indicating this group may be unaware or less concerned about technological changes in their trade. Figure 9: Tradespeople Need More Training to Keep Up with 41 Technological Change 40 When strongly and somewhat responses are combined 41 Overall N=358; Group percentages: N=262 apprentices, N=65 journeypersons and N=31 pre-apprentices 14

18 4.5.3 Supports Required to Cope with Technological Change Tradespeople were most interested in online training related to developing technical skills and using equipment (64 per cent). They also wanted to learn about web-search techniques (31 per cent) and how to use a smartphone for work-related tasks (30 per cent). Online essential skills courses to improve their math, reading and writing skills (27 per cent) and mentoring programs in oral communication, working with others and teaching others (26 per cent) were also desired supports. Additional analysis revealed utilizing the smartphone and web searching techniques particularly interested carpenters (51 and 41 per cent) compared to other trade groups (30 and per cent overall). Pre-apprentices, who are just starting to develop their skills, had the highest level of interest in essential skills courses (35 per cent), followed by apprentices (28 per cent) and journeypersons (15 per cent). 42 Figure 10: Supports Tradespeople Identify as Required 42 N= Specific percentages were not provided. 15

19 5.0 Conclusion The strong contribution tradespeople make to the Canadian economy relies on their knowledge, skills and adaptability. CAF-FCA surveyed preapprentices, apprentices and early-career journeypersons about the use of digital technologies, approaching new problems at work and their attitudes toward automation and training to better understand their experiences and perspectives. Tradespeople feel comfortable using digital technologies on-the-job, especially preapprentices and automotive service technicians. Smartphone usage is common in skilled trades workplaces, but varies based on the nature of the work. Tradespeople in construction use smartphones when finding directions to a worksite, looking up codes and regulations online and recording their work to show supervisors. Automotive service technicians use smartphones as a part of diagnostic processes and when finding user manuals to identify fault codes. They also record their work to show their supervisors. Tradespeople believe ongoing training will be necessary to keep up with technological change. Not surprisingly, given current trends, automotive services technicians were the most concerned about losing their jobs because of automation. When encountering a new challenge, most tradespeople ask journeyperson mentors for help, making journeyperson skills upgrading, mentor training and effective workplace communication important. Digital tools and the web are commonly used to solve new workplace challenges. Searching online for the answer, watching videos, taking pictures and videos with devices, applications and online training were all strategies used by tradespeople. Given how much tradespeople rely on the web, it is important the content reflects the appropriate regulatory and health and safety standards for each jurisdiction. Greater awareness about reliable web-based sources may be required. Centralized repositories of high-quality videos would ensure pre-apprentices and apprentices are learning the correct way to complete tasks. Tradespeople suggested supports that would help them cope with technological change. Digital tools could be improved by creating skills development and apprenticeship-related applications and more durable smartphones. The enhanced mobile compatibility of websites, code books and regulations would also help tradespeople. Tradespeople sought online training related to technical skills development, equipment use, essential skills and mentoring. They wanted information about web-search techniques and utilizing smartphones for work-related tasks. 16

20 Canadian Apprenticeship Forum 2197 Riverside Drive, Suite 404 Ottawa, ON K1H 7X3