enhanced construction craft worker: engagement

Enhanced Construction Craft Worker: Engagement ReportJULY 31, 2015

TABLE OF CONTENTS

Executive Summary 1

Figure 1: E-CCW Four Stages of Program Delivery 1

1.0 Introduction 3

1.1 The Need 3

1.2 The Purpose 3

1.3 Research and Engagement Methods 4

Figure 2: Research Methods 4

2.0 Construction Craft Worker Trade for Aboriginal People 5

2.1 Labour Market Priority 5

Figure 3: Strategic Direction 6

2.2 Construction Craft Worker 6

2.3 Enhanced Construction Craft Worker 6

2.4 Issues of Common Misunderstanding 7

3.0 E-CCW Program Context 7

3.1 Steering Committee 7

Figure 4: Steering Committee Directions 7

3.2 Environmental Scan 8

3.3 The Australian Experiences 8

4.0 Community Engagement 9

4.1 National Aboriginal Business Opportunities Conference 9

4.2 NABOC Workshop 9

4.3 NABOC Conference Survey 10

Figure 5: What Needs Would You Like to See Served by the Program? 10

Figure 6: What Concerns Do You Have About the Program? 10

Figure 7: Which Components Do You See as Critical for Success? 10

4.4 Tl’azt’en First Nation 11

4.5 Aboriginal Advisory Council 11

Pre-employment Supports to Help Aboriginal People Enter the Construction Craft Worker Trade

ENHANCED CONSTRUCTION CRAFT WORKER: ENGAGEMENT REPORT JULY 2015

5.0 Industry Engagement 12

5.1 Interviews with Stakeholders 12

5.2 Survey of Aboriginal Apprentices and Trades Training Participants 13

Figure 8: In What Region of BC Do You Live? 13

Figure 9: Have You Ever Worked as a Construction Labourer? 14

5.3 Survey of Employers 14

Figure 10: What are the Main Trades You Employ? 14

Figure 11: Training and Certification 15

5.4 Community Dialogues: Validation 15

6.0 Conclusions And Key Findings 18

6.1 Summary of Research 18

6.2 Summary of Key Findings 18

6.3 Definitions of Key Terms 20

6.4 Program Name 21

Figure 12: Rankings of Preferences from Community Dialogues 21

7.0 Program Model: Enhanced Construction Craft Worker 21

7.1 E-CCW Draft Program Model 21

7.2 E-CCW Components 22

Figure 13: E-CCW Four Stages of Program Delivery 22

7.3 Project Management 22

Figure 14: Representatives on an E-CCW Project Steering Committee 22

Figure 15: E-CCW Project Management Requirements and Features 23

7.4 Stage 1: Recruit, Screen & Assess 23

Figure 16: Recruit, Screen & Assess Potential Workers 23

Figure 17: E-CCW Stage 1 Recruit, Screen & Assess Requirements & Features 24

7.5 Stage 2: Skill Building 24

Figure 18: E-CCW Stage 2 Skill Building Requirements and Features 24

7.6 Stage 3: Training 25

Figure 19: E-CCW Stage 3 Training Requirements and Features 25

7.7 Stage 4: Employment 25

Figure 20: E-CCW Stage 4 Employment Requirements and Features 25


Appendix 1: Secondary Sources 26

Appendix 2: Steering Committee 26

Appendix 3: Environmental Scan 27

Appendix 4: NABOC Workshop Notes 28

Appendix 5: NABOC Survey 30

Appendix 6: Tl’azt’en Nation Meeting Notes 32

Appendix 7: Aboriginal Advisory Council Attendees 34

Appendix 8: Stakeholder Interviews 34

Appendix 9: Aboriginal Apprentice Survey 35

Appendix 10: Sponsors of Aboriginal Apprentices Survey 38


ENHANCED CONSTRUCTION CRAFT WORKER: ENGAGEMENT REPORT 1

EXECUTIVE SUMMARY

Aboriginal people in BC face high levels of unemployment due to factors such as low levels of educational attainment, the lack of jobs in many communities, and colonial legacies of economic disenfranchisement. Now, with major projects planned and underway across rural and remote BC, Aboriginal communities are well placed to benefit from growing employment opportunities, and to provide much-needed labour.

The BC government and the Industry Training Authority (ITA) are committed to reducing barriers and maximizing apprenticeship and employment opportunities for Aboriginal people to enter and succeed in the skilled trades in British Columbia. The B.C.’s Skills for Jobs Blueprint and related research projected the need for over 10,000 construction labourers and helpers, the most in-demand occupation for major projects and the larger construction industry in BC. This served as an impetus for ITA to designate the Construction Craft Worker (CCW) as a BC-recognized trade for construction labourers; it is also a Red Seal trade across Canada. In order to provide Aboriginal people with supported opportunities to access these jobs, ITA committed to creating an entry-level pathway for CCW.

The Enhanced Construction Craft Worker (E-CCW) program is being developed to provide a supported industry-entry pathway for Aboriginal people who do not have related training, certification and experience, and who do not have a clear interest in another trade. The E-CCW provides specialized training and employment support in three areas:

1. Access to upfront assessment and upgrading of essential skills, life skills, work skills, cross-cultural skills and industry-required certificates

2. Construction Craft Worker Level 1 technical training, with classroom supports

3. Connections to apprentice sponsorship and employment, with support

This report provides an overview of the nine sets of research and engagement activities undertaken in the development of the delivery model for the E-CCW program. The various engagement methods received input from over 700 stakeholders. A Steering Committee was formed to guide the research and program development, and an Environmental Scan identified key models for consideration in BC and across Canada.

Community engagement occurred through key primary research activities such as the National Aboriginal Business Opportunities Conference (NABOC) in Prince Rupert, where industry, First Nations, training providers and service agencies all provided input into the early design stages. This was followed up by more targeted focus groups with the Tl’azt’en Nation and with ITA’s Aboriginal Advisory Council.

Industry Engagement involved 15 structured interviews conducted with a broad range of stakeholders from First Nations, employment and training organizations, and labour. Additionally, two online surveys were conducted: a survey of apprentices and trades training participants with Aboriginal identity registered with ITA, which received 173 responses, and a survey of employers of apprentices with Aboriginal identity registered with ITA, which received 49 responses.

From this extensive community and industry engagement process, 50 specific conclusions were drawn and were then incorporated into the E-CCW program delivery model, which includes the following essential elements as presented in the diagram and described below.

Figure 1: E-CCW Four Stages of Program Delivery

E-CCWPROJECT

MANAGEMENTEstablish a Project Steering Committee

Support and mentorship integratedthroughout, with a Community Liaison,

Job Coach, Workplace Mentor andWorkplace Buddy.

Cross cultural componentintegrated through

the program

Stage 1Recruit, Screen

and Assess

Stage 4

Stage 2 Stage 3Recruit with the Aboriginal Community

Through employers, screen potential workers and assess skills

Community Liaison to inform, recruit and liaise

2–8 weeks

Employment

Connections to a job and apprenticeship

Workplace Mentors to provide on-the-job support

Workplace Buddy to provide HR support for employers

Encourage continuation to Level 2 technical training and Red Seal Certification

Skill Building Training

Attitude, work ethic, essential skills, life skills, work skills

Driver’s licence, safety certificates

Camp life, site visits, employer-specific training

4–6 weeks

CCW Level 1 technical training (minimum of 4 weeks)

Support to students while training

Register apprentices with ITA, community graduation

4–8 weeks


In this document the E-CCW Program refers to the trades training program as outlined here and managed by ITA. An E-CCW Project is the training delivered by a training agency.

Project Management

Project management is key to the success of the E-CCW, as it is a partnership program involving employers, communities, service agencies and governments. In order to best ensure that all partners are considered, a Project Steering Committee should be established for each cohort, to identify and integrate the needs of specific communities, employers, employment support agencies, and training providers.

Stage 1: Screen, Recruit, and Assess

The E-CCW program begins with three sets of activities: to recruit potential workers, to screen people out who are not suitable, and to assess people on their skills and experience, in order to fine tune the subsequent skill building. These activities can take 2 to 8 weeks, depending upon the schedule of the project.

Stage 2: Skill Building

The Skill Building stage focuses on upgrading students in essential skills, based on their assessments and the requirements of the trade. Workplace attitude, work ethic and employer expectations, as well as life skills – including money management – will also be addressed. This stage can take from 4 to 6 weeks, depending upon the delivery methods and the depth of upgrading required. Additional training can also be provided to allow the candidates to earn various workplace certificates, and to work towards their driver’s licences as required. The candidates can also be taught about tools, terminology and required skills such as rigging and hand signals, as well as HR related skills.

Stage 3: Training

The Training stage is Level 1 technical training of the CCW trade, which is 4 weeks of in-class training, at a training institute recognized by ITA for the trade. The students can be supported by additional tutoring to address any barriers identified in the earlier training and assessments.

Stage 4: Employment

The final stage is Employment (Section 7.7), which is required. Each apprentice who completes the previous sections, meeting the conditions set by the employer and the Project Steering Committee (PSC), must then be hired into related employment. Once employed, the program participants must be sponsored in their apprenticeship and have their hours tracked. The apprentices must also be supported by the employer through at least two people with specific roles:

• Workplace Buddy, who is another tradesperson

• Workplace Coach, who is someone that the apprentice can go to for HR concerns, including personal and cultural issues

While any British Columbian, including Aboriginal people, can follow the standard recognized pathways into the CCW trade, the E-CCW provides a supported pathway that includes screening, assessment, essential skills, work skills, Level 1 technical training, and employment. Upon completion of the E-CCW pathway, participants are encouraged to complete Level 2 technical training as well as the Red Seal examination that leads to designation.

The next steps of this project are to test the E-CCW program delivery model through the evaluated delivery of one or more pilot projects. E-CCW provides multi-barriered Aboriginal workers with the information, skills, training, supports and connections to jobs, supporting them in becoming certified construction labourers. The program is a supported pathway to address many of the most common barriers at key points during the apprenticeship and employment process including recruiting, screening, assessing, and retention. It also addresses barriers like gaining the necessary essential skills, obtaining a driver’s licence, receiving the proper technical training, and adjusting to camp life. The E-CCW model is based upon a commitment by employers to hire all qualified candidates into skill building, technical training and supported employment, leading to an apprenticeship as a CCW.


PRE-EMPLOYMENT SUPPORTS TO HELP ABORIGINAL PEOPLE ENTER THE CONSTRUCTION CRAFT WORKER TRADE

1.0 INTRODUCTION

1.1 THE NEED

The BC government and the Industry Training Authority (ITA) are committed to reducing barriers and maximizing apprenticeship and employment opportunities for Aboriginal people to enter and succeed in the skilled trades in British Columbia.

The B.C.’s Skills for Jobs Blueprint identified over one million job openings in the province by 2020, with most of those jobs requiring skills and experience. The identification of the need for over 10,000 construction labourers, the most in-demand occupation for major projects and the larger construction industry in BC, served as an impetus for ITA to designate the Construction Craft Worker (CCW) as a BC-recognized trade; it is also recognized as a Red Seal trade across Canada.

In response to the projected job opportunities and to address the high unemployment rates of Aboriginal people across the province, ITA is also mandated to develop a CCW entry program to help multi-barriered Aboriginal people enter and succeed in this trade.

ITA’s Aboriginal Initiatives has conducted nine interrelated research activities to inform the development of a pre-employment support program for Aboriginal people and the CCW trade. This report provides a summary of those activities and key findings. The title for the new program is tentatively set as the Enhanced Construction Craft Worker (E-CCW) program, although other titles are being considered as part of the research process.

This Engagement Summary Report compiles the summaries and key points from all of the research and engagement activities conducted to build the E-CCW program.

Section 1.0 presents an overview of the project, Section 2.0 presents the background information on the CCW trade, Section 3.0 presents summaries of the initial stages of research, and Sections 4.0 and 5.0 present summaries and key points of the community engagement. Section 6.0 provides a summary of key insights gained through the research processes and the outline of the program model, along with definitions of common but specific terms. Section 7.0 is the outline of the E-CCW model, based upon the direction of the research and stakeholder input. The Appendices provide more detail on each of the various research and engagement activities.

The next steps of this project are to validate the E-CCW model and to test it through the evaluated delivery of one or more pilot projects. The E-CCW model is based upon a commitment by employers to hire all qualified candidates into skill building, technical training and supported employment, leading to an apprenticeship as a CCW. The full E-CCW program is then expected to be fine-tuned, and rolled out in 2016.

ITA wishes to acknowledge and thank the Labour Market Partnership Program of the Ministry of Jobs, Tourism and Skills Training for providing financial support for this project.

1.2 THE PURPOSE

First Nations and Aboriginal people are directly impacted by most major development projects in BC, particularly the various proposed oil and gas pipelines and terminals, mines, and hydro projects. Impact Benefit Agreements between First Nations and development companies, as well as the Province of BC, have all identified maximizing employment opportunities for Aboriginal people as a priority for these major projects.

Aboriginal people in BC face high levels of unemployment due to factors such as low levels of educational attainment, the lack of jobs in many communities, and colonial legacies of economic disenfranchisement. Now, with major projects planned and underway across rural and remote BC, Aboriginal communities are well placed to benefit from growing employment opportunities and to provide much-needed labour.

Numerically, construction labourers are the largest occupational group on most construction work sites, as these labourers have a role from start to finish and they support all of the other skilled trades. As such, construction labourer jobs provide excellent entry-level opportunities. As the recognized trade for construction labourers, the CCW pathway is an excellent way to receive training and certification in the construction industry.

Aboriginal people already account for nearly 10% of people taking trades training, which is over twice the proportion of the Aboriginal population in the province. Aboriginal people in BC are encouraged to access career opportunities in construction and on major projects, in accordance with their own particular interests.

However, barriers for industry entry remain for many Aboriginal people, particularly those with low levels of education and training, and those without related work experience. Addressing these barriers is a priority for ITA.


ITA’s An Action Plan for LNG Trades Training identifies the development of a specialized program to target Aboriginal people for the CCW trade1 :

Rationale

• The Construction Craft Worker will emerge as an extremely high-demand occupation for liquefied natural gas (LNG) facility construction projects in the northwest region, for gas plant construction in the northeast region and for pipeline construction throughout the entire north. Consequently, it is an excellent target occupation for Aboriginal peoples in the north who wish to access employment opportunities.

• Compared to some of the other high-demand trades that require relatively advanced levels of education, Construction Craft Worker requires less academic rigour and more of a focus on applied and practical skills. In addition, it is typically a two-year apprenticeship program, compared to four years for other trades.

Intended Outcome

• An entry-level trades training program for Aboriginal peoples in a key industrial construction occupation that will enable access to LNG construction jobs, and to further training opportunities leading to provincial or national certification.

The E-CCW is being developed to provide a supported industry-entry pathway for Aboriginal people who do not have related training, certification and experience, and who do not have a clear interest in another trade. The construction labourer is a common pathway into the skilled trades, as labourers can work throughout the construction cycle.

While any British Columbian, including Aboriginal people, can follow the standard recognized pathways into the CCW trade, the E-CCW provides a supported pathway that includes screening, assessment, essential skills, work skills, Level 1 technical training, and employment. Upon completion of the E-CCW pathway, participants are encouraged to complete Level 2 technical training as well as the Red Seal examination that leads to designation.

1An Action Plan for LNG Trades Training

www.itabc.ca/sites/default/files/docs/Trades-Training/ITA_LNG%20Action%20Plan_Sept10.pdf

1.3 RESEARCH AND ENGAGEMENT METHODS

Starting with a project steering committee, extensive multi-faceted primary and secondary research, including interviews, focus groups and surveys, was conducted to develop the E-CCW program. The research also featured the investigation of a model used in Australia with LNG companies and Indigenous people, which was explored through interviews. All of the research was then validated through targeted focus groups.

The diagram below shows the key steps in the research, with each aspect featured in this report. In total, over 700 stakeholders provided input into the development of this model, including representatives from employers, industry associations, labour, First Nations, Aboriginal employment service agencies, training providers, Aboriginal apprentices, interested apprentices and government.

Figure 2: Research Methods

A number of different experts were engaged to gather the information, including:

• Ingenia Consulting: Environmental Scan

• Laing O’Rourke: Australian Experiences

• Four Directions Management: Stakeholder and Community Engagement

• The Deliberation Network: Community Dialogues - Validation

• Izen Consulting: Interview, Surveys, and Engagement Report

STEERINGCOMMITTEE

AUSTRALIANMODEL

ENVIRONMENTALSCAN

STAKEHOLDERENGAGEMENT

COMMUNITYENGAGEMENT

VALIDATION

ITA SELF-ADMINISTRED

SURVEYS

INDUSTRYINTERVIEWS

APPRENTICEAND SPONSOR

SURVEYS




2.0 CONSTRUCTION CRAFT WORKER TRADE FOR ABORIGINAL PEOPLE

2.1 LABOUR MARKET PRIORITY

Labour market projections for the BC workforce identify significant employment opportunities in the construction trades, due to the impending retirements of older workers, as well as new opportunities generated from current and proposed projects. In particular, there are several major development projects around the growing liquefied natural gas (LNG) industry, involving pipelines and marine terminals across northern BC. These projects provide numerous employment opportunities for local workers, including the Aboriginal workforce in the province.

The BC government commissioned several research reports and strategies to identify employment opportunities and to develop clear strategic pathways to best capitalize upon those opportunities. The British Columbia LNG Workforce Occupations Forecast2 identifies the need for over 11,800 construction labourer jobs, while the B.C.’s Skills for Jobs Blueprint3 outlines the government’s coordinated and strategic approach to developing those jobs. The Ministry of Advanced Education’s Aboriginal Post-Secondary Education and Training Policy Framework and Action Plan 2020: Vision for the Future4 also outlines several key related actions.

More specifically, ITA has been reorganized as the result of the McDonald Report5, with a focus on implementing these strategic priorities. The Industry Training Authority 2015/16–2017/18 Service Plan6 and An Action Plan for LNG Trades Training7 mandate the development of the Construction Craft Worker trade, to provide a clear and certified training and certification pathway for Aboriginal construction labourers. Concurrently, ITA is developing its Aboriginal Skills Training Plan 2015–18, which identifies the CCW program for Aboriginal people as one of its six priority areas. See Appendix 1 for a list of secondary sources.

2 British Columbia LNG Workforce Occupation Forecast

www.workbc.ca/WorkBC/media/WorkBC/Documents/Docs/KPMG-LNG-Forecast.pdf3 B.C.’s Skills for Jobs Blueprint: Re-engineering Education and Training

www.workbc.ca/WorkBC/media/WorkBC/Documents/Docs/Booklet_BCsBlueprint_web_140428.pdf4 Aboriginal Post-Secondary Education and Training Policy Framework and Action Plan:

2020 Vision for the Future

www.aved.gov.bc.ca/aboriginal/docs/Aboriginal_Action_Plan.pdf5 The Industry Training Authority and Trades Training in BC: Recalibrating for High Performance (McDonald Report)

www.jtst.gov.bc.ca/ITA_Review/docs/ITA_Review_Final_Report.pdf6 Industry Training Authority 2015/16 – 2017/18 Service Plan

www.itabc.ca/sites/default/files/docs/about-ita/corporate-reports/ITA%202015-16%20Service%20Plan%20FINAL%20%28Feb%203%29.pdf7 An Action Plan for LNG Trades Training

www.itabc.ca/sites/default/files/docs/Trades-Training/ITA_LNG%2 Action%20Plan_Sept10.pdf

Figure 3: Strategic Direction

Strategy Document Related Information/Actions

British Columbia LNG Workforce Occupation Forecast

• Medium scenario indicates 26,000+ full-time equivalent workers will be needed on LNG pipelines and facilities by 2018

• 9,460–11,820 construction trades helpers and labourers will be needed

B.C.’s Skills for Jobs Blueprint

Encourage partnerships

• School districts, municipalities, industry, post-secondary and Aboriginal communities to create at least 10 new programs together

Invest in initiatives for Aboriginal people

• Aboriginal Youth Worker support networks

• Funding for community-based skills training

• Engage with Aboriginal youth

• Support skills training for urban Aboriginal people through the Off Reserve Aboriginal Action Plan

• Engage Aboriginal people in LNG opportunities

Invest in Community Employer Partnership Program

• $8 million for creating local training and employment opportunities, with a focus on persons with disabilities, youth and Aboriginal people, and on LNG

Aboriginal Post-Secondary Education and Training Policy Framework and Action Plan: 2020 Vision for the Future

• Community-based delivery of programs is supported through partnerships between public post-secondary institutions and Aboriginal institutions and communities

• Financial barriers to accessing and completing post-secondary education and training are reduced for Aboriginal learners

The Industry Training Authority and Trades Training in BC: Recalibrating for High Performance (the McDonald Report)

• ITA should consider creating an internal group training organization with a specific focus on achieving targets to increase participation for all sectors from Aboriginal communities

Industry Training Authority 2015/16–2017/18 Service Plan

• Training investments are informed by labour market information prioritized towards high-demand trades

An Action Plan for LNG Trades Training

• Develop a specialized Construction Craft Worker Foundation Program targeted at First Nations individuals that integrates essential skills and cross-cultural components

www.workbc.ca/WorkBC/media/WorkBC/Documents/Docs/KPMG-LNG-Forecast.pdf

www.workbc.ca/WorkBC/media/WorkBC/Documents/Docs/KPMG-LNG-Forecast.pdf

www.workbc.ca/WorkBC/media/WorkBC/Documents/Docs/Booklet_BCsBlueprint_web_140428.pdf

www.workbc.ca/WorkBC/media/WorkBC/Documents/Docs/Booklet_BCsBlueprint_web_140428.pdf

www.aved.gov.bc.ca/aboriginal/docs/Aboriginal_Action_Plan.pdf

www.jtst.gov.bc.ca/ITA_Review/docs/ITA_Review_Final_Report.pdf

www.itabc.ca/sites/default/files/docs/about-ita/corporate-reports/ITA%202015-16%20Service%20Plan%20FINAL%20%28Feb%203%29.pdf

www.itabc.ca/sites/default/files/docs/about-ita/corporate-reports/ITA%202015-16%20Service%20Plan%20FINAL%20%28Feb%203%29.pdf

http://www.itabc.ca/sites/default/files/docs/Trades-Training/ITA_LNG%20Action%20Plan_Sept10.pdf

http://www.itabc.ca/sites/default/files/docs/Trades-Training/ITA_LNG%20Action%20Plan_Sept10.pdf


2.2 CONSTRUCTION CRAFT WORKER

Labour market projections show that construction labourers will be in high demand in BC on everything from major projects to residential construction, providing excellent industry entry opportunities. The Construction Craft Worker trade is the recognized designation of trained and certified construction labourers.

Construction Craft Worker (CCW) is an apprenticeable trade, requiring two levels of four weeks’ training each and 4,000 hours of work-based training; in general, this takes about two years to complete. The completion of the CCW trade results in a Red Seal designation, recognizing the trade certification across Canada.

The CCW trade, which was developed in BC in 2014, is comparable to related trades across Canada.

Construction Craft Worker Program Description8

A Construction Craft Worker installs utility piping, places concrete, constructs roads, performs selective demolition, performs underground work, assists skilled tradespersons such as Carpenters, Bricklayers and Cement Finishers in construction activities, helps Heavy Equipment Operators secure special attachments to equipment, guides operators in moving equipment and performs labouring activities at construction sites. They are employed by a wide variety of general contractors, municipalities, and oil and gas companies.

Pathways to Certification

In BC, an individual can become certified as a Construction Craft Worker by completing the BC Construction Craft Worker program or by challenging the certification. Apprenticeship programs are for individuals who have an employer to sponsor them, while challenge programs are for individuals who have extensive experience working in the occupation and wish to challenge the certification.

Youths can begin apprenticeship in high school through either the Secondary School Apprenticeship (SSA) program9 or the ACE IT program. The SSA program is available for any trade if an employer is willing to sponsor the student. Trades offered through ACE IT vary by region; interested youth should contact their local school district to find out which technical training programs are being offered through ACE IT in their region.

8 ITA Construction Craft Worker Program Profile

www.itabc.ca/sites/default/files/program-information/construction_craft_worker_profile_july_2014.pdf

9 SSA and ACE IT are ITA’s youth programs, targeting youth in high school pursuing dual credits

Recommended Education

The following education is recommended for apprentices entering this occupation. This is not a prerequisite, but rather a desired level of skill or knowledge that will contribute to success in the industry:

• Grade 10 or equivalent, including English 10, Mathematics 10 and Science 10

ITA Registration

Individuals who wish to begin an apprenticeship in the Construction Craft Worker program must register with ITA, along with their sponsor. Application forms for all programs are available from the ITA website. Online registration through the ITA website is also available for most programs. Those who wish to challenge the Construction Craft Worker certification must complete the Construction Craft Worker Challenge Application and submit it to ITA. Challenge applications are assessed for proof of workplace hours and scope of experience prior to acceptance of the individual into the Challenge pathway.

2.3 ENHANCED CONSTRUCTION CRAFT WORKER

The Enhanced Construction Craft Worker (E-CCW) program is a training and employment program to support multi-barriered Aboriginal people in both entering and succeeding in the CCW trade. To address systemic barriers to training and employment, the E-CCW targets Aboriginal people in BC. The E-CCW provides specialized training and employment supports in three areas:

1. Access to upfront essential skills assessment and upgrading, life skills, work skills, cross-cultural skills and industry-required certificates

2. Construction Craft Worker Level 1 technical training, with classroom supports

3. Connections to apprentice sponsorship and employment, with support

Upon completion of the E-CCW program, participants can choose to complete the CCW Level 2 technical training, thereby earning their Red Seal certification.

The E-CCW is being developed by ITA with input from industry, employers, First Nations, Aboriginal employment and training agencies, using local, national and international best practices.

http://www.itabc.ca/sites/default/files/program-information/construction_craft_worker_profile_july_2014.pdf

http://www.itabc.ca/sites/default/files/program-information/construction_craft_worker_profile_july_2014.pdf


2.4 ISSUES OF COMMON MISUNDERSTANDING

The CCW training program became available in BC in August 2014. Although it has an established history across Canada, at the time of compiling the research for this report, the CCW was still completing its pilot phase.

Engagements with the various stakeholders have identified three very common issues of confusion or misunderstanding, which must be considered when analyzing the feedback and developing marketing strategies for the new E-CCW program.

• Construction Craft Worker (CCW) is a new trade As a new trade, CCW is not yet established on most work

sites in BC. While construction labourers are a large part of the work sites, project labour agreements and pay scales, the different levels and certifications of the CCW trade have not been established yet.

As a result, on most work sites, there is currently no corresponding level of pay increase for achieving levels within the CCW trade. In other words, there is no financial incentive for workers to achieve the certification, and many employers are not yet aware of what CCW training and designation entails.

• Confusion about CCW as a trade versus E-CCW as an entry pathway

The comments around the merits and content of a proposed E-CCW program were often directed at the CCW trade itself: both programs are new, which made it difficult for people to isolate them as two separate entities. Future marketing of the E-CCW must identify how it is related to the CCW trade, but also how it functions as a trades entry program.

• Pilot phase At the time of preparing this report, the CCW trade was

still in the pilot phase; some elements of that program may change, including the curriculum. Planning an enhanced entry program is complicated by the main program still being under review and subject to revision.

3.0 E-CCW PROGRAM CONTEXT

3.1 STEERING COMMITTEE

In 2015, ITA established an Enhanced Construction Craft Worker Program Steering Committee (E-CCW Steering Committee) to drive the design, development and implementation of the proposed E-CCW program. The Steering Committee is charged with validating the concept and approach for program development, as well as engaging key stakeholders to ensure a program that is successful in attracting, retaining and graduating Aboriginal CCWs.

The Steering Committee, which is led by Gary McDermott, Director of ITA Aboriginal Initiatives, is made up of 14 leaders, including alternates, from First Nations organizations, industry, labour, training institutions and government. See Appendix 2 for the list of Steering Committee members.

The E-CCW Steering Committee is a part of ITA’s LNG Action Plan, designed to develop a skilled workforce that is prepared to take advantage of upcoming economic growth in LNG. Integrating essential skills and cross-cultural components into the E-CCW program will provide a supportive entrance into the trades for Aboriginal people, exposure to other trades, and an avenue to achieving Red Seal certification. The E-CCW program is viewed as integral to ensuring increased Aboriginal participation in skills training programs, allowing this traditionally under-represented group to access LNG opportunities in BC.

The table below identifies the specific directions identified by the Steering Committee at each of their three meetings.

Figure 4: Steering Committee Directions

March 24, 2015 April 22, 2015 May 28, 2015

1. Job placement is key to the success of the program. We should look into ways to secure some level of commitment from industry.

2. We should expand our research into existing relevant programs (look into best practices and lessons learned to cut out duplication or possibly create new partnerships).

3. This program should explore multiple industries that have a demand for CCWs.

4. Timeline for engagement should be lengthened.

1. The title of the program needs to be changed. “Aboriginal” needs to be taken out. It comes across like a watered-down version (or lower standard) of the original CCW. Maybe have “Advantage” or “Community- Based” in title.

2. What about non-Aboriginal people who want to take the program? We will apply to the BC Human Rights Tribunal.

3. Need to build a robust communications strategy around this program.

4. A benefit of the Australian experience is the employer commitment to training and jobs.

5. We can build on the expertise of the Aboriginal training organizations already doing this great work.

1. Need to build a robust communications strategy around this program.


3.2 ENVIRONMENTAL SCAN

The Enhanced Construction Craft Worker Essential Skills Environmental Scan provides an overview of programs, service providers and partnerships that integrate essential skills, job readiness, cross-cultural perspectives and individualized apprenticeship supports in trades training. The report provides profiles of seven unique programs:

1. Aboriginal Skills Advancement Program – Kiikenomaga Kikenjigewen Employment and Training Services, Ontario

2. ACCESS Trades – ACCESS, Vancouver, BC

3. Eagle Project – Victoria Native Friendship Centre, Victoria, BC

4. Gabriel Dumont Institute – Saskatoon, SK

5. Orientation to Trades Program – North Shore Micmac District Council, NB

6. Women Building Futures, Edmonton, AB

7. Work Ready – Laing O’Rourke, Australia

The report also provides a high-level scan of barriers to success, candidate screening and assessment, program delivery, cultural components of programming, employment placement, and options for essential skills delivery. Recommendations for ITA flowing from this analysis include the following:

• Outline evaluation criteria and metrics for success at the start

• Define entrance criteria clearly and screen to identify highly motivated applicants

• Determine the amount of training time devoted to cultural considerations – including cultural workshops during the pre-training, creating weekly cultural classes and involving Elders – to help students in pre-and technical training

• Consider having job coaches available to help students get through the E-CCW training, and another set of employment counsellors or apprenticeship coaches once participants are in the workforce

• Consider a longer program length; allowing more time for essential skills upgrading, life skills coaching and a general adaption to a five-day-per-week routine could be helpful

• Build essential skills into the technical training overview and instruction

• Look at ways to involve the community – depending on where the pilot is held, opportunities exist to strengthen the program by involving the local community

See Appendix 3 for the full list of recommendations to ITA.

3.3 THE AUSTRALIAN EXPERIENCES

One of the initial ideas for an employment support program was inspired by the industry-support model used in the recent Australian LNG construction phase, in particular by the master contractor Laing O’Rourke on projects such as:

• Ichthys LNG in Northern Territory

• Wheatstone LNG in Western Australia

On these projects, Laing O’Rourke, with the support of project proponents, implemented targeted employment support programs to attract and retain local Aboriginal and Torres Straight Island workers.

Australia has several similarities to British Columbia: specifically, several LNG projects were proposed and issues relating to the workforce needed to be addressed in order to facilitate success. These issues included10 :

• Remote locations where access to training is limited

• Skills shortage due to:

- Complexity of projects

- Volume of projects in construction during one period (not just LNG)

- Limited training programs available

- Length of time to complete training programs, and even to be selected to work

• Working with Indigenous communities (skilled & unskilled)

• Training requirements at the project, limiting time away from the project

• Training programs leading to formal qualification for:

- Sustainable skills growth

- Knowledge retention

- Long-term careers for local industry and workforce

10 Workforce Training and Development, Australian Hub Context, © 2014 Laing O’Rourke.


What Works

• Increasing the skill levels of Indigenous Australians via formal education and training

• Pre-employment assessment and customized training to get Indigenous job seekers employment-ready

• Non-standard recruitment strategies that give Indigenous people – who would be screened out by a conventional selection process – opportunities for jobs

• The provision of cross-cultural training by employers

• Multiple and complementary support mechanisms to improve the retention of Indigenous employees is crucial. These may include:

- Ongoing mentoring and support/provision of family support

- Flexible work arrangements to allow Indigenous employees to meet work, family and community obligations

- Dealing with racism in the workplace via initiatives such as the provision of cross-cultural training

What Doesn’t Work

• Training plans that take the apprentices and trainees out of the workplace for extended periods of time

• Reduced government funding models that place cost and responsibility on the employer

• Training-only programs without occupational outcomes

• Expecting the projects/operational teams to manage the day-to-day activities of the trainees/apprentices

• When no clear participation rates are established in policy

• Poorly defined roles and responsibilities of the client, contractor and employee in regards to skilling programs

Lesson Learned

• Recruitment, screening – focused on the needs of the clients

• Training – targeted and certified

• Aboriginal Awareness training – for all staff

• On-boarding support through Workplace Coach and Workplace Buddy

• Camp life – make workers and their families aware of expectations

• Partnership – all related agencies

4.0 COMMUNITY ENGAGEMENT

4.1 NATIONAL ABORIGINAL BUSINESS OPPORTUNITIES CONFERENCE (NABOC)

The National Aboriginal Business Opportunities Conference (NABOC) and North Coast Job Fair were held in Prince Rupert April 28–30, 2015. The conference brought together key leaders from First Nations communities, the private sector and government for a three-day business networking event. The event offered two opportunities to communicate this program and to seek input from various industry and First Nations stakeholders.

4.2 NABOC WORKSHOP

Gary McDermott made a presentation on the E-CCW, with a focus on the upcoming labour shortage, and received feedback from participants. Approximately 40 people were in attendance and a lively discussion flowed from the presentation. The common themes identified were a lack of information about the CCW program, the prerequisites for entering the program, access to the training, access to employment and supports around drivers licensing.

After the presentation, many questions were asked and answered. Following is a list of the questions that elicited the most interest from those assembled:

• Will training go ahead even if there are no job placements available yet?

• How will people be selected for the program?

• Currently, ITA does not apply screening practices to other trades – would this change?

• Will the E-CCW begin in time for the Prince Rupert Port Expansion?

• Will the CCW wages be in line with other trades?

• How will craft workers fit into the union?

• Where would the pilot project take place?

• How will cost of living affect access to training?

• How will cultural protocol be respected in the program and on the job site?

See Appendix 4 for notes on the session.


4.3 NABOC SURVEY

A self-administered survey on the E-CCW program was conducted and completed by 123 NABOC attendees. ITA developed the survey to aid in the development and piloting of the E-CCW program for Aboriginal workers.

The majority of survey respondents (60%) identified as members of the community, 20% were training providers, 17% were employers/industry and 3% were employment service providers. The following highlights of the survey results provide an overview of the most common concerns and hopes for the program:

• Most survey respondents felt that increased opportunities and accessibility for Aboriginal people were the key benefits that a CCW entry program could provide

Figure 5: What Needs Would You Like to See Served by the Program?

• Most respondents were concerned about a lack of employers hiring people from the program as well as a lack of long-term jobs

Figure 6: What Concerns Do You Have About the Program?

• When asked which program components would be the most critical for success, transportation and/or driver’s licencing was the most common response, followed by flexible work and training, and ongoing mentor support

Figure 7: Which Components Do You See as Critical for Success?

See Appendix 5 for a complete list of survey questions.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Increased job accessibilityfor Aboriginal people

Increased workforcefor industry to access

Increased opportunities for Aboriginal people to access other trades training

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Flexible work and training arrangements to address family/home life realities

Ongoing mentoring andsupport of the participantand the family

Transportation and/or Driver’s licence acquisition support

Dealing withracism in theworkplace

Financial support/incentives for employersto hire participants

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Lack of long-term jobs

Lack of employers hiring peoplewith this training

Lack of appropriateinstructors


4.4 TL’AZT’EN NATION

Four Directions Management Services facilitated a day-long session on the ACCW program with the Tl’azt’en Nation in their territory in Tache, BC, as a part of a community engagement process. Several common themes emerged from the dialogues that took place:

Accessibility

• Training being offered in Aboriginal communities would help address some accessibility challenges

• Transportation challenges must be addressed

Linkages

• Training needs to be offered in proximity to available jobs

• There need to be direct and indirect linkages to other entities (i.e., Aboriginal Affairs and Northern Development Canada (AANDC), the Prince George Nechako Aboriginal Employment and Training Association (PGNAETA), the College of New Caledonia (CNC), etc.)

Branding

• Concerns about labelling the program “Aboriginal”. There is a desire for a level playing field; programs that seem modified detract from that.

• The program needs to be differentiated from existing programs

Program Structure

• Safety must be a core component of the program and a key way to set CCWs apart from other new labourers

• Industry must buy into the program – will this certification translate to priority hiring and wages above those of a labourer?

See Appendix 6 for the notes from the meeting.

4.5 ABORIGINAL ADVISORY COUNCIL

Dan George of Four Directions Management facilitated a two-day meeting with the Aboriginal Advisory Council (AAC) in Prince George on May 6 and 7, 2015. Seventeen people were in attendance (see Appendix 6 for list of attendees), representing a wide variety of organizations. The E-CCW program, then known as the Aboriginal Construction Craft Worker (ACCW) program, was identified as an ITA priority and was presented at the first session of the council.

The ITA Board reported on comments received around the question of how to effectively bring the ACCW program to the communities. Comments received included:

• There has been a lot of focus on youth; need to also focus on the mature (older) worker

• What are the linkages? It is unclear.

• Terminology and program name are confusing

• Barriers include driver’s licences, racism, community barriers of technology (e.g., cellphone services, Internet, connectivity)

• Qualifying trainers within the Aboriginal community

Concern was expressed that Aboriginal people are only being encouraged to be general labourers. Framing the E-CCW program as providing an opening for Aboriginal people to enter the trades system and continue into other skilled trades will help offset this concern. Additionally, participants emphasized that it is important that the Red Seal CCW program have the same credentials as the non-Aboriginal program and not label the ticket as “Aboriginal”, which may stigmatize an Aboriginal CCW.

After this event, the draft program title was changed to the Enhanced Construction Craft Worker (E-CCW).


5.0 INDUSTRY ENGAGEMENT

5.1 INTERVIEWS WITH STAKEHOLDERS

Fifteen structured interviews were conducted with a broad range of stakeholders from First Nations, employment and training organizations, and labour. A complete list of interview subjects can be found in Appendix 8. The interviews consisted of seven open-ended questions, and all responses were confidential.

Many of the interview participants provided similar feedback with regards to the value of the program and best practices for supporting Aboriginal apprentices. The following provides an overview of the insights and concerns articulated by interview subjects.

Program Concept

• The E-CCW program must be seen as equal to CCW, with the benefit of added cultural components. The Aboriginal aspect must be seen as value added, rather than as a modification that could contribute to stigmatization of Aboriginal workers.

• Integrate the cultural components throughout training period, rather than front-loading them. It is helpful for Aboriginal apprentices to have a daily check-in with community mentors or Elders.

• A focus on connections leads to higher rates of completion. Aboriginal apprentices need a support system capable of identifying trouble before it arises, and the flexibility to recognize and help mitigate challenges once they arise.

• Delivering the program in the community will foster connections, which will be key to success. Must consider added costs, including accommodations for instructors, as well as accommodation for students if not delivered in community.

• Need to prepare apprentices for life in camp or on work sites outside the community.

• Trainers need to be chosen carefully. They need to be invested in the success of program participants. They need to really care.

• Trainers also need enough notice to be able to deliver.

• Trainers need to be skilled in both education practices and in the trades.

• Ideally, trainers are Aboriginal and can function as role models with real-world work experience.

• Program length should not be too compressed.

• E-CCW is great for outside companies to reach Aboriginal workers.

• Need committed sponsors, as most students do not come with their own money.

• Can the program include a community project to practice, build and demonstrate skills?

• Why this program just for labourers? Why not for other trades requiring more skills and with higher ceilings?

Recruit, Screen & Assess

• CCW is not as academically challenging a trade program as some other trades; if success rate is low, it will most likely be due to ineffective or insufficient screening. Need to focus on those applicants who are motivated.

• Those applicants who are assessed to be ready to enter a trade other than CCW should be directed to higher skilled trades.

• Screening process should also include management of expectations in terms of preparing applicants for the realities of the program and for employment opportunities.

• The screening process should ensure that applicants understand what the CCW requires and what it will allow them to do. Again, the management of expectations is key.

• Need to work with First Nations to take initiative, and with other employment service agencies to recruit and assess students. Needs to be ownership in the communities to ensure the students are interested and capable of succeeding in training and employment.

• Attitude, work ethic, soft skills and reliability are all important, but are difficult to measure or demonstrate

• Screen into other trades. Bridge information gaps and build opportunity and mobility.

Skill Building

• Safety-related training and certification should be a key component. This will give program participants an edge with employers over other new construction labourers, as green workers can be a safety liability.

• Life skills and a focus on work site culture are important. Basic employer expectations should be addressed (e.g., showing up on time and prepared to work, contacting employers if absences are required, communicating any challenges).

• Skill building should include cultural components and community support.

• Scissor Lift, First Aid Level 2, is a bonus.

• Need to inform on camp life: the good, the bad, the ugly, all aspects of it.


Technical Training

• Trainers need to be supported so that they can support their students. That means keeping cohort sizes manageable and providing reasonable schedules.

• Without knowing the program model, it is difficult to comment on aspects of the technical training, but several respondents expressed concern that the program would be “watered down”. There is a desire for quality training that puts Aboriginal workers on equal footing with all workers.

• Technical training to be delivered by qualified instructors.

Employment

• Employment opportunities following completion of the program are a must. Once they have completed the program, participants need to have the opportunity to continue building their skills without a significant break.

• Program graduates need to be ready to hit the tools and do the job. While support once hired is useful, they have to be able to do the job.

• Employers need some training as well in order to be able to understand and mitigate the challenges that Aboriginal apprentices may face.

• Employers need to be tuned into racism on the job site so they can address it meaningfully and foster the success of Aboriginal workers.

• Employer buy-in to the value of the training is essential. If employers do not want to hire CCWs, the program will not succeed.

• Need work hours now, before major projects.

• Mentorship must be part of the culture. Mentors do not need to be on-site; for example, the BladeRunners program has off-site mentors.

5.2 SURVEY OF ABORIGINAL APPRENTICES & TRADES TRAINING PARTICIPANTS

A survey was sent to all apprentices and trades training participants with Aboriginal identity registered with ITA, through ITA’s Direct Access system. The survey was sent out via email on Friday May 29 and closed one week later, on June 5, 2015. Respondents were enticed with a gift card through a random draw. The survey goal was 100 respondents. The survey received 173 responses, 146 of which were complete, which was well above the target.

The survey asked 21 questions about respondents’ employment and training experiences, and questions about gaps. See Appendix 9 for the list of survey questions. The majority (82%, or 124 respondents) currently live off-Reserve and in urban centres, or in communities larger than 10,000 people (65%, or 98 respondents). Survey respondents hailed from all areas of the province, as demonstrated in Figure 8 below.

Figure 8: In What Region of BC Do You Live?

Most survey respondents (75%) were currently working in, or had attended training for, a trade. The most common trades cited were Electrician (27%), Heavy Equipment Operator (20%) and Carpenter (18%). Nine respondents (6%) listed Construction Craft Worker. A full 93% of respondents were registered apprentices. Of these, the majority (40%) listed Level 1 as the highest level of in-school technical training that they had completed.

The majority of respondents (64%) entered the trades through a foundation course and 73% intended to go on to ITA certification. When looking for information about working in the trades or apprenticeship, most used a variety of resources. The most common included Aboriginal employment and training agencies, the Internet, friends and family, and WorkBC.

Lower Mainland/Southwest

34% | Count: 51

Vancouver Island/Coast8.7% | Count: 13

Thompson-Okanagan18.7% | Count: 28

Kootenay3.2% Count: 5

Cariboo8.0% Count: 12

North Coast14%Count: 21

Nechako2.7% | Count: 4

Northeast10.7% | Count: 16

34%

TOTALRESPONSES

150


When asked if they have ever worked as a Construction Labourer, most had, and many of them had done so for over a year. Figure 9 below provides greater detail.

Figure 9: Have You Ever Worked as a Construction Labourer?

When asked which program components were most likely to help apprentices succeed in the Construction Craft Worker program training and apprenticeship, the most common response (68.2%) was financial support, followed by career planning and job placement support (52.3%), and construction and work site employment readiness and preparation (48.9%).

Survey respondents’ comments on the E-CCW program generally expressed a need for funding and incentives in order to address financial barriers. It was noted that the system where participants are reimbursed after the fact does not help those who are struggling during the training or those who have families to support. Other concerns expressed were that trainers needed to be fair, competent and kind.

5.3 SURVEY OF EMPLOYERS

A survey was sent to employers of apprentices with Aboriginal identity registered with ITA. The survey was sent out via email on Friday May 29 and closed one week later on June 5, 2015. The survey goal was 50 respondents. The survey received 49 responses, very close to the target. The survey asked 18 questions about their employment and training requirements and about gaps. See Appendix 10 for the list of survey questions.

Survey respondents were operating businesses that employ tradespeople in all regions of the province except for Kootenay and North Coast. The majority were in Lower Mainland/Southwest (36%), Vancouver Island/Coast (18%) and the Northeast (18%). A full 88% of respondents work in the construction industry and the remainder in LNG, save for one respondent in the manufacturing industry. Carpenters were the most common trade they employed (33%), although as the figure below shows there were many other trades listed.

Figure 10: What Are the Main Trades You Employ?11

TOTALRESPONSES

141

◾ NO 32.6% | Count: 46

◾ YES (Less than 6 months) 22.7% | Count: 32

◾ YES ( 6 - 12 months) 14.9% | Count: 21

◾ YES ( More than 12 months) 29.8% | Count: 42

TOTALRESPONSES12

38

◾ Carpenter 33.3% | Count: 11

◾ Concrete Finisher 0.0% | Count: 0

◾ Construction Electrician 12.1% | Count: 4

◾ Crane Operator 6.1% | Count: 2

◾ Heavy Duty Equipment Technician 12.1% | Count: 4

◾ Heavy Equipment Operators 15.2% | Count: 5

◾ Industrial Electrician 3.0% | Count: 1

◾ Lather/Drywall Installers 3.0% | Count: 1

◾ Millright 0.0% | Count: 0

◾ Painter and Decorator 3.0% | Count: 1

◾ Plumber 12.1% | Count: 4

◾ Sprinkler System Installer 0.0% | Count: 0

◾ Steamfitter-Pipefitter 15.2% | Count: 5

11 Because respondents were able to choose more than one answer, percentages reflect what percentage of participants chose each choice. These percentages are likely to add up to more than 100%.

12 Respondents were able to select more than one answer, therefore the total number of respondents is lower than the number of responses received.


Most respondents (98%) reported having apprentices in their employ, with the majority of those (36%) employing one or two apprentices, 45% reported employing three to nine apprentices and 12% reported employing more than 10 apprentices. Over half of respondents (64%) reported employing Aboriginal workers in the past five years.

When asked if hiring Aboriginal workers was a priority for their company, 26% said yes, 61% said no, and 13% said they didn’t know. When it came to ranking their knowledge of Aboriginal issues, 20% said they were very knowledgeable, 30% moderately knowledgeable, 44% somewhat knowledgeable, and 10% not knowledgeable.

Only 12% or four respondents reported that their organization offered any Aboriginal awareness training for staff. When asked if their organization would be interested in offering this type of training, 50% said no, 32% said they didn’t know, and only 18% said yes. This indicates that there is a need for greater education about how Aboriginal awareness training can benefit organizations.

The majority of employers surveyed (71%) reported that they employed construction labourers, and 40% reported employing between three and five construction labourers; 20% of respondents employed more than 10.

Figure 11 below shows the training or certification generally required of construction labourers before hiring, or provided by their organization after hiring. Overall, there were no clear trends.

Figure 11: Training and Certification

Required before hiring

Provided after hiring

Not required

Total Responses

First Aid 7 (41.2%) 4 (23.5%) 7 (41.2%) 17

Construction Safety

6 (37.5%) 10 (62.5%) 1 (6.2%) 16

Fall Protection 4 (23.5%) 11 (64.7%) 4 (23.5%) 17

WHMIS 5 (29.4%) 10 (58.8%) 3 (17.6%) 17

Transportation of Dangerous Goods

4 (23.5%) 6 (35.3%) 8 (47.1%) 17

H2S Alive 6 (35.3%) 3 (17.6%) 9 (52.9%) 17

Driver’s licence 14 (87.5%) 0 (0.0%) 3 (18.8%) 16

Completion of high school

11 (61.1%) 0 (0.0%) 7 (38.9%) 18

Related work experience

14 (73.7%) 3 (15.8%) 5 (26.3%) 19

When asked which components they believed would be the most important to include in the E-CCW program in order to increase the success of Aboriginal participants, essential skills and job readiness were viewed as the most important, followed by assessment and screening of potential participants.

Most respondents (42%) said that, on hiring a new construction labourer, they would place moderate importance on the fact that an applicant has been trained through a Red Seal CCW program, 31% said they would place low importance on this, and 26% said they would place high importance on this certification.

5.4 COMMUNITY DIALOGUES: VALIDATION

Two Community Dialogue sessions were held with 72 invited representatives from First Nations, Aboriginal service agencies, employers, training providers, industry associations, and labour in the resource and construction sectors. Key representatives of these various stakeholder groups were invited to attend one of two Community Dialogue sessions in May 2015, one in the north and one in the Lower Mainland. In total, 72 representatives attended the two sessions:

• 42 participants in Burnaby on Monday, May 25

• 30 participants in Terrace on Wednesday, May 27

The Community Dialogue sessions engaged the stakeholders in table discussion formats, generating feedback on key topics to be validated by these stakeholders. The full groups were represented with an overview of the working draft key concepts of the E-CCW, and were asked for feedback on specific questions and ideas.

For the most part, there were similarities in the content of the discussions at both sessions, with some minor differences. The discussion in Burnaby spent more time on the CCW as a trade, rather than the E-CCW program; the Terrace group spent more time discussing aspects of implementing the E-CCW program.

The discussions at both groups identified the need for partnership delivery with the employer and the Aboriginal community, and that recruitment and as much of the upgrading and training as possible take place within the Aboriginal communities. They all identified the strong role to be played by Job Coaches, Workplace Buddies and Workplace Coaches to guide the worker.

Skills to be screened, assessed and trained for include driver’s licences, safety certificates, attitude and work ethic. Other key issues include adapting for camp life or working outside the community. Working with Elders and other key members of the Aboriginal community are viewed as important for recruiting, and for supporting the worker through the training and the transition from job to career.

The Community Dialogue sessions were facilitated by the Deliberation Network, with small group and full group discussions on key topics. Below is a summary of the main points raised by the Community Dialogue session participants.

What happens in the community?

• Greatest barriers: driver’s licensing, mobile training, finding the right instructors and establishing a connection between training, employment and location


• Bridge employment opportunities via ongoing partnerships with communities that already have construction projects in place

• Sustainability and mobility

• Cultural awareness is paramount; employers need to participate in training so as to accommodate communities’ cultural practices and beliefs (funerals, ceremonies, fishing season); include work culture and harassment

• Opportunities for ongoing training/coaching established through a Pathways to Success Program, as well as a buddy system, so as to build confidence

• On-off reserve daycare

• Establish a practicum placement and a hybrid way of teaching

• Database of apprentices for employers who want to share information

• Clarification of time frame – variability depends on the individual

• Union perception – engaging apprentices before completion of program, or even before program begins

Recruiting

- Proactivity: when marketing to communities, a physical presence is needed

- Establishing cross-provincial communication by recruiting community service providers, friendship centres

- Speak to influential people, such as Elders, who can offer support at home and on the job site

Assessment

- Important to assess people for literacy/numeracy/essential skills, just as much as their physical capacity, so that there are no physical, mental and emotional barriers

- Financial planning and management should be addressed and worked into preparatory training or supports

- Testing tools – ITA online essential skills test

- Identifying passion for distinction

- Drug testing, addiction challenges

What happens at the training & work sites?

On-Boarding

- Sample on-boarding packages that include program outline, how-tos, recommendations and practical applications

- Buddy/coach system absolutely mandatory; ongoing coaching is critical; 80% of program is getting students to complete and continue

- Readiness – have job coach available for both trainees and employers

- Grow positive safety culture and coaching

- Orientation must be hands-on and assisted by mentors to help with policies, safety requirements, etc.

- Dos and Don’ts – competency-based orientation

- Establish a cultural sensitivity to non-Aboriginal workers, foreign workers and Aboriginal workers

- Common assessment

- Hold a competency conversation or chat in order to make individuals aware of the skills they already have and build confidence

Camp Life

- New workers are more adaptable than established construction workers who have been working regular hours for some time (it may be difficult for them to leave home, adapt to a new schedule, etc.)

- Improve lack of confidence between home life and camp life

- Camp life adaption, with cultural understanding from employers/peers

- Camp culture – visuals

- Develop a mock campsite that explores rules, behaviour and etiquette, as well as technical training

- Field camp – 4- or 5-week (example: mining) wraparound training model; an Elder is brought in; self-contained; counsellors, instructors; team approach; significantly different; targets First Nations. (The model is there, would have to have camps in place already.)

Building partnerships

• Industry, training providers, unions and funding providers will all be involved; Bands may establish partnerships with other Aboriginal organizations

• Checklist application process, provided and guided through industry, employer and sponsor, to offer direction and support

• Make sure company and union reps have a way to recruit, as well as have something to offer their labourers. They can retain them, but why? Because they need a skilled workforce, a standardization created by ITA (Red Seal).

• Targets should be qualitative as well as quantitative

• Communication – centralize best practices through education facilities, education, ITA employers

• What worked in Australia? What didn’t?


• Keep it simple

• Third-party partnerships; pick up where industry can’t

• Communicate who can sign off on recommendation for certification

• Partnerships must start with the corporation as a training venture

• Establish the message that employers are building the workforce, removing barriers and providing opportunities for Aboriginals

• Coaches with connections already established, to meet individual participants face to face, union reps come to class

• Cater to skill sets

Summary takeaways

• There is a general lack of knowledge of the Construction Craft Worker trade

• Explore other provincial and national Canadian models, or projects bigger than LNG

• Sustainability

• Information regarding where this program can take place

• Emphasize that this enhanced program is the same as CCW, with additional aspects

• Training providers concerned with the assessment and preparation aspect

• Recognition of qualifications

• Labourer has a soft skill set compared to other trades

• Driver’s licence biggest barrier

• Access to training, how to get people out of their comfort zone

• Note that program will take off once individuals come to know program; industry in BC has not yet been exposed to this trade

• If there is no employer partner, there will be no enhanced program

• Whether it is local or ITA commitments, it is about safety and commitment

• Third-party intervention for industry, or partnership, is important

• Develop an employer-led initiative

• Start program K-12

• Cross-cultural component and sensitivity, not just for Aboriginal workers, but for all workers with different cultural backgrounds

• Connecting employers and prospective employees through work site tours, orientation

• Community advisory committee

• Workshops for employers of tomorrow, engage in classroom

• Cultural components in contracts

• Informal chats instead of “interviews”

• Emphasize similar program in Australia; recognize existing models

• Client is at top of list?

• Industry and employers training together

• Work with high school students (“kids want to be part of the workforce right away”)


6.0 CONCLUSIONS AND KEY FINDINGS

6.1 SUMMARY OF RESEARCH

The development of a pre-employment support program for multi-barriered Aboriginal people to enter the CCW trade involved nine sets of research and engagement activities. The process began with direction from the BC government and ITA, through key documents such as the LNG Workforce Occupations Forecast, the B.C.’s Skills for Jobs Blueprint and the Industry Training Authority 2015/16–2017/18 Service Plan. The various stakeholder engagement methods received input from over 700 stakeholders.

A Steering Committee was formed to guide the research and program development. From the beginning, the model included research into the framework successfully utilized by some contractors and LNG companies in Australia with the Indigenous communities. An Environmental Scan also identified key models for consideration in BC and across Canada.

Primary research and stakeholder engagements were conducted through key industry activities such as at NABOC in Prince Rupert, where industry, First Nations, training providers and service agencies all provided input into the early design stages. This was followed up by more targeted focus groups with the Tl’azt’en Nation and the ITA’s Aboriginal Advisory Council.

After these activities, the provisional name was changed from ACCW to E-CCW, to reflect almost unanimous objections, although the name may continue to evolve before the program is launched. The basic program model was also established, including four stages:

• Stage 1: Recruit, Screen & Assess

• Stage 2: Skill Building

• Stage 3: Training

• Stage 4: Employment

These findings were further explored through targeted interviews with 15 employers, Aboriginal agencies and training providers. The concept was validated through two Community dialogues with 72 key stakeholders. A survey of 168 Aboriginal apprentices and 49 employers provided further insight into the support and program model.

6.2 SUMMARY OF KEY FINDINGS

The various respondents provided a wide range of insights; fortunately, there was widespread agreement on most of the main principles, with individual or group identification of best practices or features.

There are 50 main ideas to be incorporated into the E-CCW program design. These are presented below under the four main stages identified above, along with comments on the program concept, program management and post-program activities.

A. Program Concept

1) General support for the program concept

2) The focus is on employment, which must be a program condition

3) Do not want a separate trade for Aboriginal people

4) Do not like the term “Aboriginal” in the title

5) Holistic approach to recruiting and pre-technical services – individual, community, family, financial management

6) Utilize partnerships and community agencies: complement, don’t duplicate

7) Focus on six main criteria (used by a leading pipeline company):

i. Attitude and work ethic

ii. Driver’s abstract

iii. Drug and alcohol issues

iv. Physically fit to work

v. Grade 10 or equivalent for reading, math and essential skills

vi. Able and willing to work away from home

B. Project Management

8) Project Steering Committee with all related delivery partners: community partners to include First Nations (including all related departments), employers, unions, Aboriginal Skills and Employment Training Strategy (ASETS), training providers, WorkBC and related programs

9) Connection to support system throughout the program

10) Consider delivery in the communities, even the initial stages

11) Respect need for cultural participation – fishing, long house, funerals, etc.

12) Cross-cultural component integrated throughout the program – local Elders and families are all potential resources to support the worker

13) Consider daycare, transportation


C. Stage 1: Recruitment, Screening and Assessment

1) Partner with Aboriginal communities and organizations to recruit, assess and screen

2) Employer part of screening – provide requirements and review candidates

3) The employer to provide a community liaison to assist with recruiting and communicating with the community

4) Focus on those who are highly motivated; not first-come, first-serve system; require people to apply

5) Identify passion and interests

6) High-capacity candidates to be directed to either CCW apprenticeship opportunities or to other trades, in accordance with their interests

7) Informal interviews, chats

8) Health: physical, mental, emotional etc.

9) Drug and alcohol issues

10) Community mentor to work with individual and community on recruitment and family support

11) Conducted in community if possible

12) Tours of camps as part of recruitment to build awareness

D. Stage 2: Skill Building

13) 4–10 weeks depending upon delivery, needs of the workers, needs of the employers, etc.

14) Safety Certificates to be included in pre-technical training: First Aid, WHMIS, Fall Protection, Confined Spaces, Bear Aware, H2S Alive, etc.

15) Add in life skills, money management

16) Add in workplace skills, including physical fitness

17) Essential skills assessments: ITA Essential Skills Suite, Aboriginal Skills Group 3G, SkillPlan

18) Essential skills upgrading

19) Construction safety, basic terminology, tools, skills

20) Work site procedures and expectations: rigging, slinging, hand and radio signals

21) Add driver’s licences

22) Keep one week flexible to meet specific needs of employer or industry – i.e., trenches, pipelines, terminals, commercial, marine, etc.

23) First Aid Level 1 for all, with some getting Levels 2 and 3

24) Cross-cultural training for Aboriginal workers, employers, co-workers, all

25) Component on camp life with individuals and families: communications, living, nutrition, time management, finances, travel, personal issues

26) Deliver in community if possible; consider mobile trades trailers

27) Utilize a work experience project, if possible

28) Visit construction sites and work camp

E. Stage 3: CCW Technical Training – Level 1

29) Same curriculum as CCW program, no subtractions, 4 weeks in length minimum

30) Many apprentices require financial supports during technical training

31) Provide personal support to students while in technical training

32) Register apprentices

33) Cross-cultural training for trainers

34) Deliver in community if possible; consider mobile trades trailers

F. Stage 4: Employment

35) Need to provide incentive to employers to participate and to provide support during early weeks of employment

36) Encourage critical mass of Aboriginal workers – at least three – on the same job site

37) Employer relationships need to consider or include project owner, Engineering, Procurement and Construction Management (EPCM), contractor, sub-contractor

38) For workers new to construction and long shifts, consider work shift to increase gradually, to accommodate new workers: 6 hours, 8 hours, 10 hours, etc. (this addresses workers quitting after one or two shifts due to heavy physical demands)

39) Workplace Buddy – on-the-job support

40) Workplace Coach – to help with HR and related issues

41) Elder on the work site

42) Workplace mentors (Buddy, Coach, Elder) need not be actual supervisors

43) Sponsor apprentices

44) Union membership

45) Keep the program flexible to allow for existing workplace practices to be included

46) Graduation ceremony

G. Post-Program

47) After program, assist with switch to local business

48) Level 2 technical training

49) Red Seal exam

50) Graduates to recruit back in the community


6.3 DEFINITIONS OF KEY TERMS

The input on the program design and the model developed utilizes a number of concepts and terms that come with specific meanings or roles. To provide clarification, many of these terms are listed below with the working definitions.

Aboriginal Awareness Training: A workshop (or set of workshops) for employers, co-workers, training providers and others that presents a description of the history, conditions and unique factors of Aboriginal people, to build understanding.

Apprenticeship Advisors: ITA employees who assist apprentices and employers through the apprenticeship process. There are 15 regionally based Apprenticeship Advisors, six with Aboriginal subject matter expertise.

ASETS: There are 15 regionally based Aboriginal Skills Employment and Training Strategy (ASETS) agencies in BC to provide employment assistance services to Aboriginal people.

Community Liaison: An employee of the proponent, who will build and maintain a relationship with a First Nation, including recruitment and support activities.

Contractor: A large construction company that both employs people directly and utilizes a series of subcontractors.

Cross-Cultural Training: Similar to Aboriginal Awareness training, Cross-Cultural Training can include pieces on the multi-cultural and international workforce expected to be used on most major projects, as well as the culture of the work site and camps.

Elder: An Aboriginal person with experience in the industry and respect in the community hired by the employer to mentor and guide Aboriginal workers.

Employer: The company that hires the apprentices. For this project, the employer may include the proponent, the EPCM, the contractor and the subcontractor.

EPCM: The company hired by the project proponent to be the Engineering, Procurement and Construction Management (EPCM) contractor.

Essential Skills: The nine skills identified by Employment and Skills Development Canada and the Conference Board of Canada as the main skills required for each job. These skills can be assessed for each occupation to determine the levels of skills required to succeed in these jobs.

Impact Benefit Agreement: An agreement between First Nations and the proponents that outlines conditions to support the development project. These conditions may include the transfer of dollars, and provisions for employment and training.

Instructor – Skill Development: The instructor(s) for the Skill Development stage of the program, including essential skills, safety certificates and other skills.

Instructor – Technical Training: The certified instructor for the technical training stage, employed by the training provider.

Labour: The trades union or similar organization that provides skilled labour to employers through collective agreements. Several unions take in CCWs.

Mentors: Experienced workers, ideally Aboriginal and/or members of the local First Nation, who can give first-hand accounts of the trade and job, for recruiting purposes and for on-the-job support.

On-Boarding: A program from the employer that provides direct on-the-job support to the apprentice through a Job Coach, a Workplace Buddy or some other designation.

Project Host: An organization that would be the lead in organizing an E-CCW program and that would be responsible for managing the funds.

Proponent: The company responsible for the major project: a mining or pipeline company, or a property developer. The proponent may have a relationship with the First Nation through an IBA. While the proponent may hire workers directly, they may also use a series of contractors. Their support is essential to mandate the various contractors and subcontractors.

Service Agencies: Employment and training agencies that provide related services, which may include: Aboriginal Skills Group 3G, First Nations schools, friendship centres, Nicola Valley Institute of Technology, Pathways to Success, school districts, STEP, etc.

Sponsor: An employer, union or designated service agency that can be the official sponsor of an ITA-accredited apprenticeship. The sponsor is responsible for signing off on the logged hours towards the apprenticeship.

Subcontractor: A smaller company that is hired by the larger contractor to provide specific services. Subcontractors can be local or provincial companies and are often the employers and sponsors of apprentices.

Training Provider: An ITA-designated public, private or industry institution that provides the technical training for the CCW trade.

WorkBC: The BC government-contracted agency that provides federal and provincial employment assistance services to the general public. There are dozens of locations around the province, each with corresponding regional responsibilities.

Workplace Buddy: A tradesperson designated by the employer, but not necessarily the direct supervisor of the apprentice, that the apprentice can go to for work-related advice.

Workplace Coach: A person designated by the employer as someone the apprentice can go to for HR concerns, including personal and cultural issues.


6.4 PROGRAM NAME

The original name for the program was the Aboriginal Construction Craft Worker. However, early in the engagement process, it became clear that all stakeholders objected to this name. The draft name was switched to Enhanced Construction Craft Worker to reflect the approach that it is tied to the CCW trade and that it provides additional supports to address multiple barriers.Other names or ideas have been suggested, including:

• CCW Pathways

• CCW Aboriginal Launch Program

• Launch Program

• CCW Foundations

• Pre-Employment-CCW

• Pre-Trades CCW

• Employment CCW

Although the two Community Dialogue sessions asked participants about preferred names, although no consensus was reached. The Burnaby group had the highest preference for “Pathways to Construction” at 37%, while the Terrace group preferred “Enhanced Construction Craft Worker” by 40%, which came second in Burnaby.

It is possible that the Terrace group did not prefer the “Pathways” name because there is a similar program called Pathways serving the Aboriginal community in the northwest region.

The chart below ranks the overall preferred name from most popular to least popular. “Enhanced Craft Worker Community-Based Program” and “Pathways to Construction” program were equally the most popular. However, a few participants stated that the word “craft” was confusing. Please note that the percentages may not add to 100% due to rounding.

Figure 12: Rankings of Preferences from Community Dialogues

Ranking Name Responses

1 Enhanced Craft Worker Community-Based Program 31%

2 Pathways to Construction Program 31%

3 Construction Craft Worker Community-Based Program 20%

4 Construction Craft Worker Program Plus 13%

5 Trailblazing Construction Program 4%

7.0 PROGRAM MODEL: ENHANCED CONSTRUCTION CRAFT WORKER

7.1 E-CCW DRAFT PROGRAM MODEL

The E-CCW program is a supported entry-level pathway to employment for multi-barriered Aboriginal workers, to build the skills and safety awareness to work effectively as construction labourers and to receive certifications leading to a Red Seal designation. The program is modelled on effective practices delivered with Indigenous communities on recent LNG construction projects in Australia and incorporates best practices within BC’s industry training and support system. E-CCW incorporates many components already being delivered by employment and training services agencies in BC, but its unique features include Level 1 technical training for CCW, as well as specific employment supports.

E-CCW provides multi-barriered Aboriginal workers with the information, skills, training, supports and connections to jobs, to become certified construction labourers. The program is a supported pathway to address many of the most common barriers at key points, including recruiting, screening, assessing, essential skills, driver’s licences, technical training, camp life, employment and retention.

• The goal for workers is to enter and succeed in the Construction Craft Worker trade

E-CCW provides employers with a model to recruit, screen and train the multi-barriered Aboriginal workforce into key entry-level jobs, providing safe and skilled workers, and leading to advancement and retention. E-CCW is a cost-effective way to focus resources and to reduce risk and maximize rewards for employers. The E-CCW program includes standardized and customized safety and industry training, to ensure that new workers meet safety requirements and can contribute safely to the work site. The program can help employers meet employment commitments.

• The goal for employers is to recruit and retain skilled and safe workers

The E-CCW program will focus on six main areas of workforce development:

1) Attitude and work ethic

2) Industry-required safety certifications, including driver’s licences

3) Fit to work, including: physical, emotional, and drug and alcohol testing

4) Essential skills assessment and upgrading: Grade 10 or equivalent for reading and math

5) Able and willing to work away from home; camp life

6) Construction Craft Worker Apprenticeship with Level 1 technical training and hours


7.2 E-CCW COMPONENTS

The E-CCW activities are presented in a four-stage fully integrated training and employment support program, as presented in Figure 13. At the end of the formal part of the E-CCW program, participants will be encouraged and guided to complete Level 2 technical training and to achieve their Red Seal designation as Construction Craft Workers. At the completion of each project, there should also be reporting and evaluation components to understand the program results and to identify areas for improvement.

Figure 13: E-CCW Four Stages of Program Delivery

The E-CCW has a number of key requirements -– components of the program that are viewed as essential for success, as presented in Section 6.2 above. Numerous suggestions have been made to further enhance success, including other components that are highly recommended, although it may not always be possible to deliver on each and every item.

The stages are described in the following sections, along with the various components. The components are presented as either required or suggested.

7.3 PROJECT MANAGEMENT

The E-CCW is a partnership program involving employers, communities, service agencies and governments. As such, developing the right partnership arrangement is key for the success of the program. A First Nation, or an Aboriginal agency such as an ASETS agency, is essential for recruitment and support, as are employers that must commit to hiring and supporting the graduates. Other partners are required to provide other key services such as the technical training.

In order to best ensure that all partners are considered, a Project Steering Committee (PSC) should be established for each cohort, to identify and integrate the needs of specific communities, employers, employment support agencies and training providers. The PSC will include a full range of service providers, to ensure that local resources are maximized and that the clients can access a full range of supports.

While a PSC may not be absolutely required, the relationships of all the various service agencies must be considered and coordinated to ensure that all gaps and barriers are addressed, funding resources are maximized, and overlap and duplication is minimized. The figure below shows the range of key representatives on a PSC.

Figure 14: Representatives on an E-CCW Project Steering Committee

PSC members may include one or more representatives of these agencies. For example, a First Nation might include a representative from their key departments such as education, economic development or employment, while an Employer might include the major project proponent, as well as the EPCM and the contractor.

E-CCWPROJECT

MANAGEMENTEstablish a Project Steering Committee

Support and mentorship integratedthroughout, with a Community Liaison,

Job Coach, Workplace Mentor andWorkplace Buddy.

Cross cultural componentintegrated through

the program

Stage 1Recruit, Screen

and Assess

Stage 4

Stage 2 Stage 3Recruit with the Aboriginal Community

Through employers, screen potential workers and assess skills

Community Liaison to inform, recruit and liaise

2–8 weeks

Employment

Connections to a job and apprenticeship

Workplace Mentors to provide on-the-job support

Workplace Buddy to provide HR support for employers

Encourage continuation to Level 2 technical training and Red Seal Certification

Skill Building Training

Attitude, work ethic, essential skills, life skills, work skills

Driver’s licence, safety certificates

Camp life, site visits, employer-specific training

4–6 weeks

CCW Level 1 technical training (minimum of 4 weeks)

Support to students while training

Register apprentices with ITA, community graduation

4–8 weeks

E-CCWPSC

FirstNations

Employer

ServiceAgency WorkBC

ASET

LabourTrainingProvider


The PSC would be responsible for securing the commitments from the various parties, overseeing the budget, reporting to the funder, and facilitating communications between the various support agencies. To meet the needs of the particular employers, the PSC would develop the screening provisions, establish the hiring conditions and identify the specific training requirements.

The PSC would also serve as oversight to ensure that the needs of the communities and the individuals are met and addressed. The PSC would have a role in setting the key performance indicators and conditions for reporting and evaluation. This stage may take 2 to 4 weeks, depending upon the ability of the partners to come together.

The Figure below lists the key requirements and suggested features for this stage. It is recommended that each PSC incorporate the requirements and consider the features that make sense for the particular employer and partners.

Figure 15: E-CCW Project Management Requirements and Features

Requirements Suggested Features

• Establish a PSC or equivalent with all partners

• Employer required to hire all the graduates

• Develop common success factors and key performance indicators

• Include support agencies in PSC

• Include related funding agencies in PSC

• Monitor, evaluate and report on key performance indicators

7.4 STAGE 1: RECRUIT, SCREEN AND ASSESS

The E-CCW program begins with three sets of activities: to recruit the potential workers, to screen people out who are not suitable, and to assess people on their skills and experience in order to fine-tune the subsequent skill building. These activities are needed in order to best focus all resources on those candidates with the strongest interest, aptitude, and ability to enter and succeed in the trade. These activities can take 2 to 8 weeks, depending upon the schedule of the project.

These activities may be conducted in conjunction with a number of partners such as the First Nation, the local ASETS agency, a training provider, or other service agency. These activities should be directed by the employer. The employer should also be included in the development of the selection criteria and process, as they must commit to hiring the graduates upon completion of the training.

The purpose of the three sets of activities is to communicate the opportunities to a large number of potential workers, and to allow people to self-select in and out by interest. Some of the candidates may opt to pursue a route directly into CCW, into other related trades or employment opportunities, or into other industries if they do not have an interest in CCW.

It is expected that each stage will start with a larger number of recruits than it ends with, as only those with the highest interest and aptitude will remain, as shown in Figure 16. Interactions with potential workers would be conducted through more informal chats, rather than formal interviews.

Figure 16: Recruit, Screen and Assess Potential Workers

Recruit

Recruiting workers should be done in tandem with the First Nations and local Aboriginal agencies in the region of the employment activities. This outreach may be tied to an Impact Benefit Agreement or other agreements, or may be designed for local outreach. The recruitment should include outreach to leadership and key support people, as well as to the potential workers, both the unemployed and the employed. Cross-cultural training should include potential workers and community staff, as well as employers.

Recruitment efforts should include the families of the workers who show interest, as this will include personal support people in the process. This is particularly important if work camps are involved, as families are key for worker retention. Tours of the work sites, including camps are suggested for potential workers, family members and support workers, to provide first-hand experience of the job and conditions.

Screen

The PSC and, in particular, the employer should help set the standards for screening, which is often providing potential workers with key information about the jobs, in order to allow workers to self-select into the E-CCW program or into other routes. Screening can also include various health standards, physical fitness, and drug and alcohol testing. The screening conditions should mimic the requirements of the employer.

RECRUIT

SCREEN

ASSESS


Assess

The assessment portion includes tasks like an essential skills assessment and a review of the driver’s abstract. The results of the assessments can help determine if the range of supports in the E-CCW are sufficient to address the various barriers identified, or if supports beyond this program are required. For example, some candidates may have literacy, addiction or emotional barriers that will require more support than what is available in this relatively short program.

Figure 17 lists the key requirements and suggested features for this stage. It is recommended that each PSC incorporate the requirements, and consider the features that make sense for the particular employer and partners.

Figure 17: E-CCW Stage 1 Recruit, Screen and Assess Requirements and Features


• Include community liaison from employer for recruitment and ongoing communication

• Keep community informed and involved

• Workers must formally apply – to demonstrate interest

• Conduct recruitment and screening in community

• Informal interviews, chats

Recruit

• Involve employers to communicate job conditions

• Include community support workers

• Include families of the recruits

Recruit

• Involve local and community resources

• Include a tour or information session on camp life for recruits, their families and their community

• Include mentors as recruiters

Screen

• Employers to help set standards

• Address attitude, work ethic and travel

• Address camp life

• Address drug and alcohol us e

• Driver’s abstract

• Health issues – mental and physical

• Ability to travel for training and work

Screen

• Drug and alcohol testing

• Criminal record review

• Not all applicants need to be accepted; people can be screened out

Assess

• Essential skills assessment

• Employers to help set standards

Assess

• Arrange for supports for those who get screened out to address their barriers

7.5 STAGE 2: SKILL BUILDING

The Skill Building stage can range from 4 to 6 weeks, depending upon the delivery methods and the depth of upgrading required. This stage focuses on upgrading students in essential skills, based on their assessments and the requirements of the trade. Workplace attitude and work ethic can be addressed as the candidates learn about the requirements and expectations of the work site. Life skills must also be addressed, including money management.

Additional training can also be provided to allow the student to earn workplace certificates such as First Aid and Fall Protection, as well as to work towards their driver’s licence as required. Employers will set the standards and identify the required safety certificates.

The candidates can also be taught about tools, terminology, and required skills such as rigging and hand signals. At least one week should be reserved to address the particular needs of the employers such as procedures, HR and various skill requirements like marine safety or trenching as appropriate to each employer or project.

Physical fitness and other related activities can be added in, as well as tours of camps and work sites, to help acclimatize students to conditions. Family members can also be trained in camp cycles and communication methods, to reduce stress once the job starts.

Figure 18 lists the key requirements and suggested features for this stage. It is recommended that each PSC incorporate the requirements, and consider the features that make sense for the specific employer and partners.

Figure 18: E-CCW Stage 2 Skill Building Requirements and Features


• Essential skills upgrading to meet required levels

• Industry safety certificates

• Rigging, slinging, hand and radio signals

• Life skills, including money management

• Work skills, including expectations and attitude

• Physical fitness

• Cross-cultural training for candidates and instructors

• Driver’s licence

• Camp life – for students and families

• Tour work camp and/or work sites

• Address living allowances, travel, meals, transportation, daycare, work clothes

• Deliver in the community

• Utilize established essential skills assessment and upgrading, such as ITA Essential Skills Suite, Aboriginal Skills Group or SkillPlan

• Industry certificates to include:- First Aid- CSTS- Fall Protection- Bear Aware- WHMIS- Confined Spaces- H2S Alive

• Begin driver’s licences: Class 7, Class 5

• One week of training specific to employer’s needs

• Practice physical activities – lifting, etc.


7.6 STAGE 3: TRAINING

The Level 1 technical training of the CCW trade is 4 weeks of in-class training, at a training institute recognized by ITA for the trade. The students can be supported by additional tutoring to address any barriers identified in the earlier training and assessments. Figure 19 lists the key requirements and suggested features for this stage. It is recommended that each PSC incorporate the requirements and consider the features that make sense for each particular employer and partnership.

Figure 19: E-CCW Stage 3 Training Requirements and Features


• ITA-designated institution and curriculum

• Register apprentices

• Educational supports

• Graduation ceremony

• Cross-cultural training for instructors

• Address living allowances, travel, meals, daycare

• In community

• Utilize mobile trade trailer

• Financial supports

7.7 STAGE 4: EMPLOYMENT

The essential and required key stage of the E-CCW is the employment component. Each apprentice who completes the previous sections, meeting the conditions set by the employer and the PSC, must then be hired into related employment. Once employed, the program participants must be sponsored in their apprenticeship and have their hours tracked.

The apprentices must also be supported by the employer through at least two people with specific roles. A Workplace Buddy is another tradesperson, not necessarily a direct supervisor, but someone who the apprentice can go to for work-related advice. A Workplace Coach is someone the apprentice can go to for HR concerns, including personal and cultural issues.

The employer need not have these roles as separate workers, but can give existing staff this added responsibility. The point is for the apprentice to feel supported in both their professional and personal development. This support has been shown to increase worker retention, in order to prevent the loss of good workers who already have significant resources invested in them.

Although outside the direct scope of the E-CCW program, the apprentice should also be encouraged to complete the Level 2 technical training, and achieve the Red Seal designation. Ideally, the employment lasts at least until the individual completes their apprenticeship with 4,000 tracked hours: however, it is recognized that projects have fixed cycles. Employers are encouraged to help find laid-off workers related employment

when the initial project is completed. Employers and apprentices may both be eligible for federal and provincial training tax credits, with enhancements for First Nations individuals.

Figure 20 lists the key requirements and suggested features for this stage. It is recommended that each PSC incorporate the requirements, and consider the features that make sense for the specific employer and related partners.

Figure 20: E-CCW Stage 4 Employment Requirements and Features


• Employer to include proponent, EPCM, contractor and subcontractor

• Union, if required

• Detailed site orientation

• Sponsor apprentices

• Workplace Buddy for on-the-job support

• Workplace mentor for HR and other issues

• Cross-cultural training for employers

• Development of communications protocol to address cultural issues – funerals, hunting, fishing, etc.

• All staff to take cross-cultural training

• First block of shifts to graduate into the full workday – 6, 8, 10, 12 hours

• Encourage Level 2 technical training

• Complete at least 4,000 hours

• Encourage Red Seal completion

• Support cultural activities


APPENDIX 1: SECONDARY SOURCES

Industry Training Authority, Aboriginal Participation in Trades and Apprenticeship in B.C., 2013 www.itabc.ca/sites/default/files/docs/discover/REPORT-ITA%20Aboriginal%20Initiatives%20Three%20Year%20Review%20and%20Future%20Direction.pdf

Industry Training Authority, An Action Plan for LNG Trades Training, 2014www.itabc.ca/sites/default/files/docs/Trades-Training/ITA_LNG%20Action%20Plan_Sept10.pdf

Industry Training Authority, Barriers and Successful Approaches to Preparing and Employing Aboriginal Trades People, 2012www.itabc.ca/sites/default/files/docs/info/REPORT-ITA%20Ab%20Init%20Research%20 MNP%202012_v1.pdf

Industry Training Authority, Doing It Right: A Best Practices Guide to Attracting, Training, Employing, and Retaining Aboriginal People in the Trades, 2013http://www.itabc.ca/sites/default/files/docs/info/GUIDE-ITA%20AI%20LMA%20Review%20Pt2-Best%20Practices%20Final.pdf

Industry Training Authority, Industry Training Authority 2015/16–2017/18 Service Plan, 2015 www.itabc.ca/sites/default/files/docs/about-ita/corporate-reports/ITA%202015-16%20 Service%20Plan%20FINAL%20%28Feb%203%29.pdf

Ministry of Advanced Education, Aboriginal Post-Secondary Education and Training Policy Framework and Action Plan: 2020 Vision for the Future, 2012 www.aved.gov.bc.ca/aboriginal/docs/Aboriginal_Action_ Plan.pdf

Ministry of Jobs, Tourism and Skills Training, B.C.’s Skills for Jobs Blueprint: Re-engineering Education and Training, 2014www.workbc.ca/WorkBC/media/WorkBC/Documents/Docs/

Booklet_BCsBlueprint_web_140428.pdf

Ministry of Jobs, Tourism and Skills Training, British Columbia LNG Workforce Occupation Forecast, 2014www.workbc.ca/WorkBC/media/WorkBC/Documents/Docs/KPMG-LNG-Forecast.pdf

Ministry of Jobs, Tourism and Skills Training, The Industry Training Authority and Trades Training in BC: Recalibrating for High Performance, 2014www.jtst.gov.bc.ca/ITA_Review/docs/ITA_Review_Final_Report.pdf

APPENDIX 2: STEERING COMMITTEE

Members

Jeff Beale, Senior Aboriginal Relations Advisor Encana Services Company Ltd.

Dave Earle, Director, Human Resource Services & Government Relations Construction Labour Relations Association of BC

Bruce Falstead, Manager, First Nations Initiatives FortisBC

Tessa Gill, Head of Corporate and Stakeholder Relations Pacific NorthWest LNG

David Hansen, Job Placement Specialist Coast Educational Development and Research (CEDAR)

Dean Homewood, Aboriginal Liaison (Contractor Relations Representative) Construction & Specialized Workers Union Local 1611

Gary McDermott, Director of Aboriginal Initiatives Industry Training Authority

Curtis Mercer, Community Navigator New Relationship Trust

Jeff Nugent, Chief Operating Officer Industry Training Authority

Bev Shuttleworth, Manager, Industry Training Programs Ministry of Jobs, Tourism and Skills Training

Dave Stranger, Instructor - Intro to Trades Northwest Community College

Alternate Members

Jeffrey Anders, Tri-Funds Field Coordinator, Special International Representative LiUNA Northwest Region

Kerry Jothen, Workforce Advisor Kitimat LNG, Chevron Canada

Cordelia Williams, Policy Analyst Ministry of Jobs, Tourism and Skills Training

www.itabc.ca/sites/default/files/docs/discover/REPORT-ITA%20Aboriginal%20Initiatives%20Three%20Year%20Review%20and%20Future%20Direction.pdf





http://www.itabc.ca/sites/default/files/docs/info/REPORT-ITA%20Ab%20Init%20Research%20MNP%202012_v1.pdf

http://www.itabc.ca/sites/default/files/docs/info/REPORT-ITA%20Ab%20Init%20Research%20MNP%202012_v1.pdf

http://www.itabc.ca/sites/default/files/docs/info/GUIDE-ITA%20AI%20LMA%20Review%20Pt2-Best%20Practices%20Final.pdf

http://www.itabc.ca/sites/default/files/docs/about-ita/corporate-reports/ITA%202015-16%20Service%20Plan%20FINAL%20%28Feb%203%29.pdf



http://www.aved.gov.bc.ca/aboriginal/docs/Aboriginal_Action_Plan.pdf

http://www.aved.gov.bc.ca/aboriginal/docs/Aboriginal_Action_Plan.pdf

http://www.workbc.ca/WorkBC/media/WorkBC/Documents/Docs/Booklet_BCsBlueprint_web_140428.pdf

http://www.workbc.ca/WorkBC/media/WorkBC/Documents/Docs/Booklet_BCsBlueprint_web_140428.pdf

http://www.workbc.ca/WorkBC/media/WorkBC/Documents/Docs/KPMG-LNG-Forecast.pdf

http://www.workbc.ca/WorkBC/media/WorkBC/Documents/Docs/KPMG-LNG-Forecast.pdf

http://www.jtst.gov.bc.ca/ITA_Review/docs/ITA_Review_Final_Report.pdf

http://www.jtst.gov.bc.ca/ITA_Review/docs/ITA_Review_Final_Report.pdf


APPENDIX 3: ENVIRONMENTAL SCAN

As ITA develops the Request for Proposal for the Enhanced Construction Craft Worker Program, the following points could be considered:

Defining success from the outset Respondents to the environmental scan noted that a diverse advisory committee might also have a variety of opinions regarding criteria by which to judge program success. Some committee members might define success as having a certain percentage of participants complete the program and obtain an apprenticeship. Others might want to look at program results six months after completion – did people stick with the trade after they completed Level 1? It was suggested that the advisory committee and ITA discuss and clearly outline the evaluation criteria at the start.

Laing O’Rourke offered ITA the following advice:

1) Have unequivocal support from the project team who will be employing the participants. They set the culture and performance benchmark.

2) Don’t set your expectations too high for an immediate success rate. This will come over time. If you try to convert people too quickly, you might set yourself up to fail.

3) Treat the employees equally, no matter where they come from. Win their hearts and minds, not just their wallets.

4) Not every program is a success; that doesn’t mean that it’s wrong. It just needs to be refined.

Clearly define entrance criteria – ITA could clearly define any screening criteria for the pilot program. A determination should also be made as to whether participants must attain a certain level/score on essential skills tests prior to being accepted into the program. For example, ACCESS Trades sets a specific target for math scores (though it should be noted their participants are going to different trades).

Focus the time and funding to be spent on cultural components – In a 12- to 16-week program, ITA should determine the amount of training time devoted to cultural considerations. Having an Elder available as a counsellor and support to participants throughout the program seems to be a helpful element in several programs. Large-scale activities like having students carve a totem pole might be too costly in terms of time and funding for a pilot program. Instead, including cultural workshops during the pre-training, and creating a three-hour cultural class to be taken each week at the site of the technical training institution could help students in pre-and technical training.

Programs like Laing O’Rourke include a one-week camp experience that takes place in the participant’s community. Such experiences help students gain a better understanding of construction camp life. Similarly, Northwest Community College offers a one-week bush camp experience for students in its mining exploration program. In both instances, camps can add a considerable cost to the program and an additional organizational and logistical load. Given the complexities of ensuring a successful pilot for the E-CCW program, including a camp component might best be considered for future iterations after further research into its costs and benefits. (ITA has developed excellent contacts with Laing O’Rourke through a tour of Australia with the firm and could likely get more details and perspectives directly from them.)

Assigning different coaches at different times – As Laing O’Rourke and ACCESS Trades do, ITA could consider having job coaches available to help students get through the E-CCW training and another set of employment counsellors or apprenticeship coaches once participants are in the workforce. Having two different coaches, one in school and another for the workplace, enables each coach to develop strong relationships with either instructors in school programs or various employers hiring the graduates. The challenges students face while at school and in the workplace differ. (Details on these differences can be discussed with Lang O’Rourke or ACCESS.)

Using a longer program length – With participants who may have had difficulties with schooling in the past, having a longer eight-week pre-technical training program might be a safer approach for a pilot program. In some cases, participants may have been out of school for many years and may have had previous negative experiences at either school or in the workplace. Allowing more time for essential skills upgrading, life skills coaching and general adaption to a five-day-per-week routine could be helpful.

Build essential skills into the technical training overview and instruction – SkillPlan or other essential skills providers could work essential skills into the CCW program overview and also develop resources for instructors to use. It might also be helpful for them to work with the technical instructors for the pilot program.

Looking at ways to involve the community – Depending on where the pilot is held, opportunities exist to strengthen the program by involving the local community. Community Elders might become part of the program advisory committee and might also serve directly as counsellors to program participants. A feast and other celebrations could be carried out in the community upon graduation.


APPENDIX 4: NABOC WORKSHOP NOTES

Aboriginal Construction Craft Worker Program – ITAApril 30, 2015, Prince Rupert

Gary McDermottApproximately 40 attendees

Q: Is it open to anyone or just Aboriginals?

A: The Construction Craft Worker program is open to everyone, but there is a specific component to help Aboriginal people overcome the barriers known to us that Aboriginal people face. Note: The other expectation (BC Natural Gas Workforce Strategy Committee) is to have Aboriginal apprentices in all programs, not just Construction Craft Worker.

Q: Uniqueness that is being added is great, but will you take into consideration individuals that have taken a different but similar program? Can you get credit for earlier programs?

A: This is a Red Seal program and so whatever experience they have must meet those requirements. We will be assessing their competency for completing the Level 1 training.

Q: Typical apprentice class is 16 students. Is that true for this program?

A: We will have flexibility between 12 and 16. Sometimes a smaller class size works better.

Q: We are expecting people to finish the program in two years, but the jobs might not be available to satisfy that requirement.

A: We will be training adjacent to a project to try to ensure employment.

Q: Is this going to be available to urban First Nations? (Regarding high incarceration rates of First Nations individuals): Many are ready to be educated. Can it be used to try to get them back into the workforce?

A: We work closely with First Nations and the urban community. We work with urban Aboriginal organizations in Vancouver and we expect to be able to deliver the program in urban areas as well. With regard to the other question, we have worked well with underemployed individuals before. It is important that they have the capacity to go through an essential skills program, [those] who have a desire to work.

Q: The screening process – ITA doesn’t screen for any of its programs now. It is up to the organizations themselves. Would you consider transferring that to other programs as well?

A: Good question. I have to say that this is a special project to work with industry, the training providers and Aboriginal people to develop a model, but I would not want to assume that this is going to happen for all trades. For now, this is

unique to this trade and this project. It is a critical piece for the success of this project.

Q: Is this just for LNG or is there transferability?

A: Not just for LNG. We are hoping that it is going to be adaptable. It could be for ship building, mining, building dams, working in the oil and gas sector. Wherever there is construction going on, we can modify this program to accommodate it.

Q: Where do you see the wage level fitting in?

A: Approximately $25/hour for a construction site.

Q: How do these craft workers intermingle with the unionized trades? Are you going to replace the labourers with these guys? How will they acknowledge the craft workers?

A: I don’t have a background in labour. But this is a trade that has existed in Canada for 10 years. They have a distinct role; they will not be doing carpentry, welding, electrical or operating equipment. So they have a role on a unionized construction site. Although they are working with concrete, it is about preparing the site for that work.

[Additional response from Crystal:] We just ran a Level 1 Construction Craft Worker, labour union 1611. Across Canada, there are agreements among the unions as to what the craft workers do. The things that are built into the CCW are the pieces that fit in with other trades. There is a clear understanding as to when the concrete forming moves over to the next trade.

Q: Can you explain the ladder to trades?

A: There is no process for a Construction Craft Worker to ladder over to another trade. This is a Red Seal trade for someone who has never been on a site before. They will be working among other tradespeople and if they choose to start another trade, then it is an opportunity to do so.

Q: For the non-Aboriginal Construction Craft Worker program, what is the process?

A: Level 1: 4 weeks of technical training. Level 2: another 4 weeks of technical training. This program will be between 15 and 20 weeks in total. A minimum of an additional 10 weeks of training.

Q: Depending on the screening, could it be collapsed a bit?

A: Yes, I was referring to screening…everything.


Q: Where is the pilot going to occur?

A: There will be an RFP, but I imagine that one will be in the north and one in the south. We are fairly certain that the training will be taking place near a construction site, but also close to a First Nations community.

Q: Ultimately, people may or may not like the trade after they are trained. It is important to understand this.

A: We appreciate that. That is why it is so important to have a comprehensive screening process. This program is based on a successful program out of Australia. If you complete the program, you are guaranteed a job.

Q: I completed a Construction Craft Worker at Thompson Rivers University. Would you consider any of that in order to become Red Seal certified?

A: Since you already have experience in this, I expect that this program would not be suitable for you. It is possible that you can challenge the ticket. Always good to have accreditation, so that it transfers easily to another employer.

Q: Key risk to ensure that we overcome in order for it to be successful.

A: They have to have a job at the end. Because this is a new trade, you have to have correct supervision. If the owners don’t tell the contractors that they will do this, they will not do it. The biggest risk here is that a whole bunch of people get trained and then the contractors bring in their own people and bypass all of the locally trained workers. Make sure that recruiting and screening is conducted thoroughly. Be sensitive to the cost of living. Transportation is always a hurdle for our young guys: driver’s licence, access to vehicles.

Q: Can it be considered a job creation program to access funding?

A: Yes, we will be looking to both the provincial and federal governments for support to deliver the training. You don’t want to do this until there are jobs, but you have to be ready/prepared when this happens almost immediately. The employers are going to be looking to avoid problems on their safety record. A credit to the employer and the owner. The trades will run out of trained people at some point. If you have people working alongside that trade, those people will be recruited.

Q: Daycare is another barrier.

A: We understand that, and have built in support to address those very things.


APPENDIX 5: NABOC SURVEY

Aboriginal Construction Craft Worker ProjectSelf-Administered Survey

As of May 2014, there are a total of 14 LNG export facilities that have been proposed for BC along with associated pipelines and further expansion of upstream capabilities. A key area of potential risk is whether there will be sufficient availability of an appropriately skilled and qualified workforce to execute capital projects on a scale that is unprecedented in BC’s history.

ITA is in the process of developing and piloting a training and certification program for Aboriginal people that enables them to access apprenticeship and employment opportunities as Certified Construction Craft Workers (labourers) in the BC industrial construction industry.

The program will include the following components: Information and orientation, recruitment, screening and assessment, essential skills and cross-cultural training, construction craft worker technical training, job placement and apprentice registration, on-the-job training and support, and Red Seal certification.

The purpose of this survey will allow us to further refine the project proposal.

Who do you represent? Please select from the following.

□ Industry/Employer

□ Community ________________________

□ Training Provider/Education Institution

□ Employment Service Providers

What needs do you see served by the Aboriginal Construction Craft Worker Program? Please select from the following.

□ Increased job accessibility for Aboriginal people

□ Increased workforce for industry to access

□ Increased opportunities for Aboriginal people to access other trades training

Other/Comments:

What concerns do you have about the Aboriginal Construction Craft Worker Program?

□ Lack of long-term jobs

□ Lack of employers hiring people with this training

□ Lack of appropriate instructors

Other/Comments:

What suggestions do you have regarding the design of the Aboriginal Construction Craft Worker Program?

□ Focus on cultural content and cross-cultural awareness by employers

□ Pre-employment assessment and customized training plans for participants

□ Ensure there is holistic training and client support

□ Working with communities i.e. developing formal relationships with First Nations

□ Working in communities i.e. hosting training sessions in community

□ Develop strong and diverse partnerships i.e. employment services agencies, post secondary institutes, etc.

□ Variety of industry recognized training and certification

Other/Comments:

Which components of the program would be crucial for success?

□ Transportation and/or Driver’s licence acquisition support

□ Ongoing mentoring and support of the participant and the family

□ Flexible work and training arrangements to address family/home life realities

□ Dealing with racism in the workplace

□ Financial support/incentives for employers to hire participants

Other/Comments:


The following is a list of supports utilized by Indigenous employees at a work sites. Please rank the list by order of importance with the understanding that all of these may be important. ONLY use each number one time i.e. only one support ranked as the most important or number one.

Financial and/or other support to complete secondary education, trade apprenticeship, technical or vocational education

Construction readiness | intro courses for new entrants to the industry

Mentoring scheme for employees

Workplace literacy and numeracy courses

On the job experience as a part of the training

Transportation

Other (please specify):

Are there specific credentials or particular skills that your industry or you as an individual would like to see integrated into the program design?

□ Transportation of Dangerous Goods

□ H2S Alive

□ Project Management

□ Conflict Management

Other/Comments:

Do you have any suggestions as to where we should have the pilot? Where should we hold the training? Why?

□ Communities near the proposed pipelines

□ First Nations communities

□ Out of participant communities i.e. to help them focus on program rather than home obligations

□ On job sites

Other/Comments:

What do you see as some potential issues around accessibility for Aboriginal communities?

□ Fear of the unknown or failure

□ Lack of transportation

□ Lack of educational/skill pre-requisites

□ Not interested in a long-term training or job commitment

Other/Comments:

Would you consider hiring from the Aboriginal Construction Craft Worker Program? Why or Why not? (Industry | Employers only)

□ Yes

□ No

□ Don’t Know

If no or don’t know, why not?

Are you aware of any successful strategies that could be used to increase Aboriginal participation in the skilled trades?

□ Yes

□ No

If yes, what are they?

From your perspective, what are some of the benefits that Employers could realize by recruiting Aboriginal people into the skilled trades?

□ Abundance of skilled employees

□ Strengthened relationships with local First Nations

Other/Comments:

Do you have any other questions, suggestions, comments or concerns about the proposed Aboriginal Construction Craft Worker Program?

Thank you for taking the time to complete this survey. Your responses will help to further refine the Aboriginal Construction Craft Worker Program.


APPENDIX 6: TL’AZT’EN NATION MEETING NOTES

ABORIGINAL CONSTRUCTION CRAFT WORKER PROGRAMTL’AZT’EN FIRST NATION – MAY 5, 2015

1. Introductions and Opening Remarks – Grand Chief Edward John

2. Roundtable Introductions of everyone in the room

3. Gary McDermott, ITA Director of Aboriginal Initiatives

• Certified professional cook and social worker• From Sawridge First Nation (Cree)• Looking for feedback on the program• Gary summarized the apprenticeship process• One million job openings by 2022 due to retirement and

economic growth• Issues affecting trades training for Aboriginal people:

- Lack of information and awareness- Prerequisites- Access to training, i.e., isolated location, lack of public

transportation- Funding- Access to employment (sponsorship)- Driver’s licence- Navigating/understanding the system

• Labour trends show that Construction Trade Helpers and Workers will be in high demand by 2018

- Must complete two levels of in-school training that are 4 weeks in length, complete 4,000 hours of work-based training and pass the Interprovincial Red Seal examination

- Most people are able to finish within 2 years

- Step 1: Recruiting (screening, essential skills, personal assessment)

- Step 2: Training (Construction Craft Worker program, LNG-specific endorsements, camp life)

- Step 3: Employment (employers hire, job coach/buddy, exposure to other trades)

4. Questions from the audience

• Chief Justa Monk: The biggest concern is the lack of opportunities for people; this is the first time I have seen something like this. Will the training be mobile? Will you bring training to Tl’azt’en? It is expensive for us to go to Prince George.

- Gary stated that this is the feedback we need to develop this program. Our goal is to eliminate or decrease barriers to trades training, but we have to make sure the training takes place close to where the employment opportunities are.

• What is the age bracket for trades training? I am a senior but I still would like to go to work. Can I access this training?

- ITA does not employ people, but we will train anyone at any age.

• AANDC has changed its policy for First Nations to fund education; e.g., we can fund trades programs and we can fund people with Grade 10 (vs. Grade 12). Who will the training providers be? Can our Nation apply?

- The provider has to be an ITA-approved training facility, but a partnership between two entities is also acceptable.

• This program should be a last resort for labourers. Participants should have to apply to a specific trade, e.g., electrician, welder, etc. The problem we are facing is that we have trained labourers but they are not getting employment/hours for certification now. Why is it called Aboriginal? Should be applied to all labourers in BC.

- This program will be for all labourers in BC. Right now, we want to recognize that we need to do some front-end work on this program that is specific to Aboriginal people, so that is why we are calling it Aboriginal for this piece. We also hope that participating in this program will expose them to other trades that they may choose to go into.

- This is a pre-apprenticeship program; we want to ensure that participants have the essential skills necessary to get into other trades.

• What is the process for recognizing the past work experience of workers? Is there a way they can challenge some of the apprenticeship requirements?

- Yes, every apprenticeship has a challenge pathway. We look at the hours you have worked in the particular trade and you can challenge the test.

• Will industry recognize this training? Will this certification be used to give priority when hiring workers? Will this certification result in higher wages?

- We are working with industry and yes, this is a recognized trade.

- TransCanada rep: Yes, we are in discussions with ITA and Tl’azt’en to facilitate possible priority hiring.

• Can participants who are doing essential skills with PGNAETA have that time applied to this program?

- Yes this is possible.


• Is the timing right for this? Will we miss out on LNG opportunities because the terminals/facilities might already be built by the time this program is put into action?

- We are already training Construction Craft Workers; in-school training is only 4 weeks long and the rest is on-the-job training.

• Three things:

- PGNAETA has been directed to prepare people for trades training.

- The Construction Craft Worker program prepares people to work on a variety of work sites.

- PGNAETA’s Trades Access Program is a step above this program. It is meant to assist people in challenging the trades path and get them into a foundation program immediately. The main focus is on enhanced literacy and specific certificate attainment so they can challenge the exams.

• What are the success rates of previous pilots? What are the employment stats for the CCW program?

- We haven’t run any pilots of this program yet.

• What type of journeymen can sponsor someone in the CCW program?

- Currently, only a certified CCW, but we are looking at other trades, e.g., construction.

• We want to utilize Red Seals in our community, e.g., older workers who can help support and train our people.

• Can we incorporate a drivers’ training program? We need to also encourage completion of Grade 12 rather than being satisfied with Grade 10.

• How can ITA ensure that employers will hire Aboriginal people who have this training?

- ITA can’t guarantee it, but we’re working with employers to ensure this certification is recognized.

• If Tl’azt’en wanted to host this as a pilot, how would we do it?

- We will be advertising the RFP on BC Bid in June 2015; we will be looking for a partnership that includes a training facility and industry partner.

• How do we deal with unions who won’t recognize this training and want to hire their members rather than our community members?

- We work with unions to try to break down some of the barriers and ask how Aboriginal people can get into these unions.

• Is there a way we can speed up this process so we can get a program for Heavy Equipment Machine Operator? We hear lots of talk, but nothing seems to happen. Our young people need to learn how to operate machines.

- Talk to CNC, as we don’t do the training ourselves; we work in partnership to assist First Nations and post-secondary institutions to provide this type of training together.

• We need to have the training locally; preferably the Fort St. James CNC, as the pipelines are running through here. This is where the work is happening.

5. Aboriginal Construction Craft Worker program informing questions

a) What is your reaction to what you have heard? Are we on the right track? Does this concept have value?

• We are concerned that this training will occur too late; pipelines and terminals will be built by the time we are ready to go.

b) How would you improve the concept? Is there anything that is missing?

• Ensuring the training is recognized by industry and that they are going to hire CCWs..

c) From your perspective, what does success look like for the concept? What will change as a result of the initiative being implemented?

• Aboriginal people becoming certified and getting jobs..

d) What key challenges need to be overcome to ensure concept success?

• Transportation and driver’s licence

• Support – financial, emotional, educational and social

• Ever-present racism

6. Next Steps• Continue with stakeholder engagement

• Refine concept

• Develop program description

• Select training provider

• Deliver pilots by fall 2015

• Perform an evaluation

7. Closing Comments• Gwyn Morgan, ITA Board Chair

- Thank you for allowing us to be here and for sharing your thoughts about this program.

- We are learning from each other every day.

• Chief Monk- This is the first time an organization like ITA has come

to our community to share what is possible with us.

- One small step towards one big future.

• Chief John- We have heard promises in the past with no results.

We will not let that happen again. If we don’t get the jobs, no one will. The road to the mine runs through our community.

- We need ITA to help certify our people so they can get jobs.

- Don't underestimate our forward movement.


APPENDIX 7: ABORIGINAL ADVISORY COUNCILATTENDEES

Wednesday, May 6, 2015 and Thursday, May 7, 2015AAC Meeting - 9:00 a.m. to 3:00 p.m.

LOCATION:

Ramada Prince George, BC

ATTENDANCE:

Karen Abramsen, Okanagan Training Development Council

Arlene Lambert, Métis Nation BC

Jerry Asp, Aboriginal Mining Association

Rhonda Labelle, CCATEC

Helen Boyce, ACCESS

Roger Leclerc, LeRoger Consulting

Jeannie Cranmer, BC Hydro

Susan Kelly, BC Government

Bruce Falstead, Fortis BC Gary McDermott, ITA

Karin Hunt, PGNAETA Dan Pope, Métis Nation BC

SUPPORT

Michael Izen, Izen Consulting

Beverley O’Neil, Numa Communications

Patrice Allen, ITA

GUESTS:

Donna Anderson, ITA Apprenticeship Advisor

Carla Bortoletto, BCAAFC

Rosy Hartman, BCAAFC Walter Sorokovsky, ITA apprenticeship Advisor

FACILITATORS

Dan George, Four Directions Management

Zandra Ross, Four Directions Management

REGRETS

John Chenoweth, NVIT

APPENDIX 8: STAKEHOLDER INTERVIEWS

Jeffrey Anders, Special International Representative, Labourers International Union of North America

Jerry Asp, Vice President Canadian Aboriginal Minerals Association

Terry Baird, Employment Coordinator Tsawwassen First Nation

Allan Bruce, International Representative International Union of Operating Engineers

Randy Callaghan, Field PersonnelAdvisor PCL Construction

Jim Dopson, General Manager Kitselas Development Corporation

Kyle Downie, CEO SkillPlan

Rob Egan, Job Coach ACCESS Trades

Annie Korver, Aboriginal Engagement & Economic Development Trans Mountain Expansion Project

John Nitties, Vice President Corporate Affairs and Finance Laing O’Rourke

Larry Richardson, BC Director of Training Christian Labour Association of Canada (CLAC)

Deirdre Riley, Social Performance Manager BG Group Canada

Clyde Scollan, President & CEO Construction Labour Relations Association of BC

Victoria Sedgwick TransCanada Pipeline

Brent Spiedel, Dean of Trades Northwest Community College


APPENDIX 9: ABORIGINAL APPRENTICE SURVEY

NOTE: This survey includes embedded survey logic, whereby participants would advance to relevant questions depending on their responses. The version below includes all possible questions.

Survey for Aboriginal Apprentices & Trades Training Participants

This survey will help inform the Industry Training Authority (ITA) in the development of the Aboriginal Initiatives Skills Training Plan: 2015-18 to ensure it reflects the needs and priorities of apprentices and employers in BC. This survey is for Aboriginal apprentices and should take should take 5 – 10 minutes to complete. The responses will only be presented in summary format. Your personal identity will remain confidential. For further details about the survey, please contact Michael Izen, at [email protected] or Dorothy Easton at [email protected]. We appreciate your participation.

Background This survey is for BC apprentices and trades training participants who identify as Aboriginal. If you identify as Aboriginal, please continue to complete the survey. If you do not identify as Aboriginal, please exit the survey. Thank you for your interest.

1. In what region of BC do you live?

□ Lower Mainland/Southwest

□ Vancouver Island/Coast

□ Thompson-Okanagan

□ Kootenay

□ Cariboo

□ North Coast

□ Nechako

□ Northeast

2. Do you live:

□ On-Reserve

□ Off-Reserve

3. Which best describes where you live:

□ Urban centre – a community larger than 10,000 people

□ Small community, less than 10,000 people

4. What trade(s) are you currently working in or have attended training for?

□ Construction Craftworker

□ Carpenter

□ Crane Operator

□ Concrete Finisher

□ Construction Electrician

□ Heavy Duty Equipment Technician

□ Heavy Equipment Operators

□ Industrial Electrician

□ Lather/Drywall Installers

□ Steamfitter-Pipefitter

□ Sprinkler System Installer

□ Welder

□ Other, please specify ______________________________

5. What is the highest level of in-school technical training that you have completed for your trade?

□ Level 1

□ Level 2

□ Level 3

□ Level 4

□ Have not completed any technical training

6. Are you a registered apprentice in your trade?

□ Yes

□ No

7. Did you enter trades training through a foundation course?

□ Yes

□ No

□ Don't know

mailto:michael%40izen.ca%20?subject=


8. Did you take a trades preparation or trades exploration course?

□ Yes

□ No

□ Don't know

9. Do you intend to get an ITA certification/ticket in your trade?

□ Yes

□ No

□ Don't know

□ Already received ITA Certification/ticket

When you were looking to become an apprentice or enter a trade:

10. Where did you look for information about working in the skilled trades or apprenticeship?

□ Aboriginal employment and training agencies

□ Industry Training Authority

□ Local First Nations

□ Industry Associations

□ WorkBC

□ Internet

□ Family and friends

□ Teacher

□ Other, please specify __________________________

11. What supports, if any, were most helpful for you in your training program and/or apprenticeship?

For example financial, transportation, job placement, mentor, tutoring, information/assistance about apprenticeship system.

12. What supports that have not been available to you would have been or would be helpful to you in your training or apprenticeship?

13. Are you currently employed?

□ Yes

□ No

14. Are you currently working in a job related to your trades training?

□ Yes

□ No

15. Which industry do you work in?

□ Aerospace

□ Automotive

□ Construction

□ Forestry

□ Liquefied Natural Gas

□ Manufacturing

□ Marine & Shipbuilding

□ Mining

□ Transportation and Transit

□ Tourism & Hospitality

16. Why are you not working in a job related to your trade training?

□ Better pay in present job

□ Could not find a job related to my training

□ Training was inadequate to get a job

□ Did not like job related to my training

□ Did not complete training

□ Did not look for a job related to my training

□ Don't know


17. What is the main reason you are not working?

□ Can’t find a job/no jobs available

□ Wage too low in jobs available

□ Temporarily laid off/seasonal work

□ Need more education/training

□ Studying

□ Don't know


18. Have you ever worked as a Construction Labourer?

□ No

□ Yes (less than 6 months)

□ Yes (6-12 months)

□ Yes (more than 12 months)


Enhanced Construction Craft Worker

Construction Craft Worker (CCW) was recently introduced as a Red Seal trade and apprenticeship program in British Columbia. Construction Craft Workers typically work as construction labourers. ITA is developing an Enhanced CCW training program that will help Aboriginal people access employment and apprenticeship ins construction. The program will include screening and assessment of applicants, essential skills and cross-cultural training, in-class technical training and apprenticeship registration, and job placement and on-the-job training. The responses from this section of the survey will help ITA identify priorities in building the enhanced program.

19. If you have any of the training or certificates listed below, please indicate whether you obtained them before being hired, or if it was provided by your employer.

I obtained My employer before provided

First Aid □ □

Construction Safety □ □

Fall Protection □ □

Transportation of Dangerous Goods □ □

WHMIS □ □

H2S Alive □ □

Driver’s licence □ □

High school completion □ □

20. Which program components do you think are MOST likely to help apprentices succeed in the Construction Craft Worker Program training and apprenticeship.

Select up to 3 components

□ Transportation assistance

□ Mentoring and general support

□ Workplace math, reading, writing skills

□ Career planning and job placement support

□ Construction and work site employment readiness/preparation

□ Financial support

□ Flexible Training arrangements to address family/home-life realities

21. Please provide any other comments or advice about Construction Craft Worker Program for Aboriginal participants.

Thank you for your participation. If you would like to be entered in a draw for a $50 Tim Horton’s gift card, please provide your email address.


APPENDIX 10: SPONSORS OF ABORIGINALAPPRENTICES SURVEY

NOTE: This survey includes embedded survey logic whereby participants would advance to relevant questions depending on their responses. The version below includes all possible questions.

ITA Aboriginal Training Questionnaire for Sponsors

This survey will help inform the Industry Training Authority (ITA) about the development of the Aboriginal Initiatives Skills Training Plan: 2015–18 to ensure it reflects the needs and priorities of apprentices and employers in BC. This survey is for apprentice sponsors and employers of tradespeople. It should take 5–10 minutes to complete. The responses will be presented in summary format only. Your personal identity will remain confidential. For further details about the survey, please contact Michael Izen at [email protected] or Dorothy Easton at [email protected]. We appreciate your participation.

1. In what region(s) of BC does your company employ tradespeople?

□ Lower Mainland/Southwest

□ Vancouver Island/Coast

□ Thompson-Okanagan

□ Kootenay

□ Cariboo

□ North Coast

□ Nechako

□ Northeast

2. What are the main trades that you employ?

□ Carpenter

□ Crane Operator

□ Concrete Finisher

□ Construction Electrician

□ Heavy Duty Equipment Technician

□ Heavy Equipment Operators

□ Industrial Electrician

□ Lather/Drywall Installers

□ Millwright

□ Painter and Decorator

□ Plumber

□ Steamfitter/Pipefitter

□ Sprinkler System Installer

□ Welder

□ Other, please specify_________________________

3. In which industry do you work in? □ Aerospace

□ Automotive

□ Construction

□ Forestry

□ Liquefied Natural Gas

□ Manufacturing

□ Marine & Shipbuilding

□ Mining

□ Tourism & Hospitality

□ Transportation and Transit

4. How many apprentices do you currently employ? □ 0

□ 1-2

□ 3-5

□ 6-9

□ 10+

5. Has your company employed Aboriginal apprentices or labourers in the past five years?

□ Yes

□ No

□ Don't know

6. Is it a priority for your company to hire Aboriginal workers?

□ Yes

□ No

□ Don't know

7. What, if any, challenges have you encountered in recruiting or retaining Aboriginal workers?

8. How would you describe your knowledge of Aboriginal issues?

□ Very knowledgeable

□ Moderately Knowledgeable

□ Somewhat knowledgeable

□ Not knowledgeable

9. Does your organization offer or participate in any Aboriginal Awareness Training for any staff?

□ Yes

□ No

□ Don't know

10. Would your organization be interested in offering or participating in Aboriginal Awareness training?

□ Yes

□ No

□ Don't know


11. How can ITA assist you with supporting Aboriginal apprentices complete successfully?

For example: Information on classroom training, Expectations of apprentices; Cross-cultural support programs; Support for journeypersons providing supervision

12. Do you employ construction labourers?

□ Yes

□ No

Enhanced Construction Craft Worker Program

Construction Craft Worker (CCW) was recently introduced as a Red Seal trade and apprenticeship program in British Columbia. Construction Craft Workers typically work as construction labourers. ITA is developing an Enhanced CCW training program that will help Aboriginal people access employment and apprenticeship in construction. The program will include: screening and assessment of applicants; essential skills and cross-cultural training; in-class technical training and apprenticeship registration; and job placement and on-the-job training. The responses from this section of the survey will help ITA identify priorities in building the enhanced program.

13. How many Construction Labourers do you employ?

□ 1-2

□ 3-5

□ 6-9

□ 10+

14. Please indicate if the following training or certifications are generally required of construction labourers before hiring, or provided by your organization after hiring.

Select all that apply

Required Provided before after Not hiring hiring Required

First Aid □ □ □

Construction Safety □ □ □

Fall Protection □ □ □

Transportation of Dangerous Goods □ □ □

WHMIS □ □ □

H2S Alive □ □ □

Driver’s licence □ □ □

Completion of high school □ □ □

Related work experience □ □ □

15. How important do you think the following components are for inclusion in the Enhanced Construction Craft Worker Program to increase the success of Aboriginal participants?

Select all that apply

Very Moderately Not Important Important Important

Inclusion of cross-cultural content □ □ □

Assessment and screening of potential participants □ □ □

Essential skills and job readiness □ □ □

Work with communities (i.e., developingformal relationships with First Nations) □ □ □

Deliver of technical training in local communities □ □ □

Development of partnerships with employers □ □ □

16. On the hiring of new construction labourers, what importance would you place on the fact that an applicant has been trained through the Red Seal Construction Craft Worker Program?

□ High importance

□ Moderate importance

□ Low importance

□ Not at all important

17. Do you have any other questions, suggestions, comments, or concerns about the proposed Enhanced Construction Craft Work Program?

Thank you for your participation. If you would like to be entered in a draw for a $50 Tim Horton’s gift card, please provide your email address.