the impact of digital technologies, automation and...

The Impact of Digital Technologies, Automation and Technological Change: Apprentice PerspectivesJuly 2018

APPRENTICES IN CANADA ePANEL

Research Report

www.caf-fca.org

The Canadian Apprenticeship Forum – Forum canadien sur l'apprentissage

(CAF-FCA) is a national, not-for-profit organization working with

stakeholders in all regions of Canada. We influence pan-Canadian

apprenticeship strategies through research, discussion and collaboration –

sharing insights across trades, across sectors and across the country – to

promote apprenticeship as an effective model for training and education.

Our Board of Directors is comprised of representatives of business, labour,

the jurisdictional apprenticeship authorities, education and equity-seeking

groups. Through our work, CAF-FCA has shed light on a number of key

issues affecting apprenticeship, such as the perceived barriers to

accessing and completing apprenticeship and the business case for

apprenticeship training. For more information, visit the CAF-FCA website

at .www.caf-fca.org

About the Canadian Apprenticeship Forum

The Apprentices in Canada ePanel is an online survey panel of apprentices

from across the country, in multiple trades and sectors. They share their

experiences, opinions and other feedback on issues of interest to the wider

apprenticeship community. Members of CAF-FCA gain insights about

apprenticeship training from those inside the system, ensuring the supports

and resources they develop are targeted and appropriate. Working

together to understand and respond to the challenges and barriers

apprentices face, the skilled trades community is able to strengthen

apprenticeship training in Canada.

About the Apprentices in Canada ePanel

iCAF-FCA MEMBER RESEARCH SERIES JULY 2018

iiCAF-FCA MEMBER RESEARCH SERIES JULY 2018

Table of Contents

1.0 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

2.0 Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

3.0 Participant Profile. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

3.1 Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

3.2 Location. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

3.3 Trade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

3.4 Equity Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

4.0 Main Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

4.1 Digital Technologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

4.2 Interest in Electronic Log Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

4.3 Automation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

4.4 Coping with New Challenges in the Workplace: Practices and Approaches . . . . . . . 12

4.5 Coping with Technological Change: Training Needs. . . . . . . . . . . . . . . . . . . . . . . . . . 14

5.0 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Figure 1: Common Ways Tradespeople Use Smartphones by Trade . . . . . . . . . . . . . . . . . . 5

Figure 2: Smartphone Use: Carpenter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Figure 3: Smartphone Use: Construction Electrician. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Figure 4: Smartphone Use: Plumber, Steamfitter & Pipefitter . . . . . . . . . . . . . . . . . . . . . . . . . 8

Figure 5: Smartphone Use: Automotive Service Technician . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Figure 6: Desirable Smartphone Applications and Features . . . . . . . . . . . . . . . . . . . . . . . . . 10

Figure 7: Desirable Smartphone Applications and Features by Trade. . . . . . . . . . . . . . . . . . 11

Figure 8: Practices When Encountering a Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Figure 9: “Tradespeople Need More Training to Keep Up with Technological Change” . . . . 14

Figure 10: Supports Tradespeople Identify as Required . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Table of Figures

1CAF-FCA MEMBER RESEARCH SERIES JULY 2018

Pre-apprentices, apprentices and early-career

journeypersons (N=371) shared insights about the

use of smartphones on the job, their attitudes

toward automation and technological change, and

supports required in an Apprentices in Canada

ePanel survey.

Ÿ Tradespeople use smartphones when finding

directions to a worksite (60 per cent), looking

up codes and regulations (59 per cent) and

recording work to show their supervisors (57

per cent)

Ÿ Tradespeople are most likely to ask a

journeyperson for help when encountering a

new technological challenge (84 per cent).

They also search online (63 per cent) or watch

videos (40 per cent)

Ÿ Automotive service technicians are the most

concerned about losing their jobs due to

automation and believe, more than other trade

groups, that training will be required to cope

with technological change

1.0 Summary

Ÿ Tradespeople thought these technology

enhancements would be useful:

§ an increased number of trades-specific or

skills-related applications (80 per cent)

§ smartphones with greater durability to

withstand dust and water (65 per cent)

§ improved mobile compatibility of code books

and regulatory websites (63 per cent)

§ apprenticeship-specific applications and

mobile-compatible information (59 per cent)

Ÿ Tradespeople sought online training and

learning strategies in these areas:

§ technical skills development and equipment

use (64 per cent)

§ finding information online (31 per cent)

§ using smartphones for work-related tasks

(30 per cent)

§ essential skills courses (27 per cent)

§ mentoring (26 per cent)


Ski l led trades workplaces are becoming

increasingly reliant on mobile technologies and

new equipment, systems and techniques requiring 1enhanced digital skills. As Ken Coates notes in his

paper, Future of the Trades-Trades of the Future:

Thinking Outside the Tool Box, “Diagnostic tools, in

everything from automotive repair to electrical

work, plumbing and construction, will provide more

precision and confidence in field operations. The

average worker already has, in their cell phone, a 2tool of staggering potential.” Coates observes,

the “unique interplay of tools, machines and human

intelligence” in the skilled trades will become 3increasingly sophisticated and complex.

Ontario employers observed the impact of

technological change when surveyed by CAF-FCA 4

in 2013. Ninety per cent of businesses used digital

technologies such as computers and smartphones

at the workplace. Employers identified the latest

technological trends, including incorporating

electronic sensors and controllers in equipment,

the increasing use of diagnostics and electronics-

based testing equipment and the programming of 5machinery and equipment. Thirty per cent of

companies reported tradespeople's work was

impacted by technological change in the past 18

2.0 Context

months, with the automotive service trade

identifying the biggest impact. Across sectors, 90

per cent of employers said journeypersons are the

tradespeople most impacted by technological 6

change. When results were analyzed, employers -

including many auto shop owners - identified 7apprentices as the group most impacted.

Coping with these technological changes requires

high-quality workplace training and skills such as

flexibility and adaptability. As Coates states,

“…workers have to be properly trained for the work

of today, alert to the prospects for the introduction of

distributive technologies, and adaptable to 8c h a n g i n g s y s t e m s a s t h e y e m e r g e . ”

Tradespeople need exposure to new technologies,

constant upgrading and a commitment to 9“continuous personal improvement.” According to

the 2013 CAF-FCA survey, employers are now

placing a premium on the capacity to learn new

skills efficiently, adapting to change and thinking 10independently to solve problems. Understanding

technological change and the impact on skills and

apprentices is crucial.

1 CAF-FCA, The Impact of Technology on Apprenticeship, (Ottawa: CAF-FCA, 2013).2 Ken Coates, Future of the Trades-Trades of the Future: Thinking Outside the Tool Box, (Winnipeg: Red River College, 2017), 9. 3 Ibid., 10.4 N=4405 CAF-FCA, The Impact of Technology on Tradespeople: Views of Ontario Employers, (Ottawa: CAF-FCA, 2014). 6 Ibid. 7 Ibid.8 Ken Coates, Future of the Trades-Trades of the Future: Thinking Outside the Tool Box, (Winnipeg: Red River College, 2017), 8.9 Ibid., 14.10 CAF-FCA, The Impact of Technology on Tradespeople: Views of Ontario Employers, (Ottawa: CAF-FCA, 2014).


3.1 Approach

The ePanel survey was implemented from

September to November 2017. Pre-apprentices

with work experience (N=42), apprentices (N=264)

and early career journeypersons (N=65)

completed the survey online or in writing (total

N=371).

3.2 Location

Survey respondents from all regions in Canada are

represented in the survey. The majority of

respondents were from Ontario (N=121), British

Columbia (N=92), Alberta (N=57) and Nova Scotia 11

(N=47).

3.3 Trade

Most respondents worked as construction

electricians (N=65), plumbers, steamfitters and

11 N=369; Two respondents did not identify their location.12 N=371; All other trades had fewer than 10 respondents. 13 The number of respondents was too low to do trade-specific analysis for the other trades. 14 N=318

pipefitters (N=46), carpenters (N=37), automotive

service technicians (N=32), industrial mechanics

(millwrights) (N=25), heavy-duty equipment

technicians (N=18), welders (N=15), refrigeration

and air conditioning mechanics (N=12) and 12industrial electricians (N=11). Trade-specific

analysis was completed for the automotive service

technician, carpenter, construction electrician and 13

plumber, steamfitter and pipefitter trades. Results

were also analyzed by training status: pre-

app ren t i ce , app ren t i ce o r ea r l y - ca ree r

journeyperson.

3.4 Equity Groups

Seventy-one females and two transgender persons

completed the survey. Respondents self-identified 14as visible minorities (N=35) or Indigenous (N=24).

3.0 Participant Profile


15 N=356; Only respondents with on-the-job experience answered this question. Percentages may not sum to 100 per cent due to rounding. Eighty-six is the percentage when the “strongly” or “somewhat” responses are combined.

16 “Strongly” and “somewhat” agree responses were combined.17 A higher percentage of pre-apprentices in the automotive service technician trade may account for this positive response.18 N=360; Only respondents with on-the-job experience answered the question.19 N=36020 N=241; Respondents also had the option of answering “other” and providing a written response.

4.1 Digital Technologies

The majority of tradespeople feel comfortable

using digital technologies. Eighty-six per cent of

respondents agreed with the statement, “I feel

comfortable using digital technology as part of my 15job.” Pre-apprentices (94 per cent) were more

likely to agree than apprentices or journeypersons 16

(both 85 per cent). Eighty-two per cent of

automotive service technicians agreed, which was

higher than carpenters (65 per cent) or construction

electricians and plumbers, steamfitters and 17

pipefitters (both 63 per cent).

4.1.1 Smartphone Usage by Tradespeople

4.1.1.1 Overview

Sixty-seven per cent of respondents used

smartphones at work. Journeypersons (74 per

cent) were more likely to use smartphones than

apprentices (68 per cent) or pre-apprentices (45 18

per cent). Eighty-two per cent of automotive

service technicians said they used smartphones at

work, followed by 72 per cent of construction

electricians, 70 per cent of carpenters and 67 per

cent of plumbers, steamfitters and pipefitters.

Eighty-five per cent of respondents used their

personal smartphones when completing workplace

tasks. Few employers provided smartphones (10

per cent) or reimbursed smartphone costs (4 per

cent). These findings were consistent across 19

respondent and trade groups.

Tradespeople used their smartphones to complete

these work tasks:

Ÿ finding directions to a worksite (60 per cent)

Ÿ looking up codes and regulations online (59

per cent)

Ÿ recording work and showing it to a supervisor

(57 per cent)

Ÿ staying connected to what is going on in

industry (48 per cent)

Ÿ finding user manuals to identify fault codes (45

per cent)

Ÿ using smartphones as a part of the diagnostic

process (35 per cent)

Ÿ accessing blueprints (30 per cent)

Ÿ doing orders and billing (19 per cent)

Ÿ accessing standard smartphone applications

such as the calculator and camera (10 per 20

cent)

4.1.1.2 Trade-Specific Results

Smartphone usage varies by trade depending on

the nature of the work and the sector. Those in the

construction sector move from one site to another

whereas automotive service technicians are

typically stationary. Carpenters, construction

electricians and plumbers, steamfitters and

pipefitters used their smartphones when finding

directions to a worksite (all 77 per cent), recording

their work (73, 68 and 55 per cent respectively) and

looking up codes and regulations (69, 70 and 52 per

4.0 Main Findings


cent). Automotive service technicians used

smartphones in the diagnostic process (56 per

cent) or for finding user manuals (48 per cent).

Other tradespeople were less likely to use

smartphones for these purposes (less than 45 per

cent). Similar to other tradespeople, automotive

service technicians used smartphones to record

their work (41 per cent). When examining the top

three most common uses of the smartphone, there

was a higher level of consensus (more than 60 per

cent) among carpenters and construction

electricians than among automotive service

technicians (less than 60 per cent). Most

plumbers, steamfitters and pipefitters used

smartphones for finding directions (more than 60

per cent), but other uses of the smartphone varied

(less than 60 per cent).

21 Overall N=241, includes four highlighted trades plus others.

21Figure 1: Common Ways Tradespeople Use Smartphones by Trade


The survey asked respondents about additional

ways smartphones are used at work. Results were 22examined by trade. In addition to using the

smartphone to get directions (77 per cent), record

work (73 per cent) and look up codes and

regulations (69 per cent), carpenters accessed

blueprints (54 per cent), stayed connected to

industry (42 per cent), identified fault codes (31 per

cent) and completed orders and billing (19 per

cent). They were less likely to use smartphones as

a part of diagnostic processes (15 per cent) or for

standard smartphone functions (15 per cent).

23Figure 2: Smartphone Use: Carpenter

22 Trade-specific figures are N=27 automotive service technician, N=26 carpenter, N=47 construction electrician and N=31 plumber, steamfitter and pipefitter.

23 N=26


Construction electricians used smartphones when

finding directions to work (77 per cent), looking up

codes and regulations (70 per cent) and recording

their work (68 per cent). They also used

smartphones for staying connected with industry

(57 per cent), identifying fault codes (43 per cent),

accessing blueprints (40 per cent), diagnostic

assessments (38 per cent) and completing orders

and billing (19 per cent). Only a few respondents

reported using standard smartphone functions (6

per cent).

24Figure 3: Smartphone Use: Construction Electrician

24 N=47


Plumbers, steamfitters and pipefitters used

smartphones most often when finding directions to

worksites (77 per cent). They also used

smartphones when recording their work (55 per

cent), looking up codes (52 per cent), identifying

fault codes and accessing blueprints (both 39 per

cent), and staying connected to industry (35 per

cent). They were less likely to use their

smartphones as a diagnostic tool (23 per cent), for

standard functions (19 per cent) or when

completing orders and billing (16 per cent).

25Figure 4: Smartphone Use: Plumber, Steamfitter & Pipefitter

25 N=31


Automotive service technicians used smartphones

at work differently than other tradespeople. This

finding makes sense given the nature of their work.

Automotive service technicians used their

smartphones as a part of diagnostic processes (56

per cent) and when identifying fault codes (48 per

cent). They also recorded their work (41 per cent),

stayed connected to industry and looked up codes

(both 33 per cent), and found directions to

worksites (30 per cent). They were less likely to

use smartphones for accessing blueprints or

standard smartphone functions (both 15 per cent).

Only 7 per cent of automotive service technicians

utilized smartphones for orders or billing.

26Figure 5: Smartphone Use: Automotive Service Technician

26 N=27


4.1.2 Desirable Smartphone Applications and

Features

4.1.2.1 Overview

When asked about desirable smartphone

applications and features, respondents wanted

trades-specific or skills development applications

(80 per cent), more durable devices that are dust

resistant and waterproof (65 per cent), greater

mobile compatibility on websites hosting trades

codes and regulations (63 per cent), and

applications and mobile-compatible information

related to apprenticeship (59 per cent).

27Figure 6: Desirable Smartphone Applications and Features

27 N=241


4.1.2.2 Trade-Specific Results

There was a high level of consensus among

carpenters about the most desirable supports.

Eighty-eight per cent of carpenters wanted greater

mobile compatibility among code book and

regulatory websites and 85 per cent thought more

trades-specific or skills development applications

would be useful.

The top-ranked support for construct ion

electricians and plumbers, steamfitters and

pipefitters (both 77 per cent) and automotive

service technicians (74 per cent) was more trades-

specific or skills development applications.

Compared to carpenters (88 per cent), fewer

plumbers, steamfitters and pipefitters (71 per cent),

construction electricians (68 per cent) and

automotive service technicians (44 per cent) were

interested in greater mobile compatibility for code

books and regulatory websites.

Carpenters (73 per cent) were the most interested

in applications and mobile-compatible information

related specifically to apprenticeship, whereas

automotive service technicians were the least

interested (37 per cent).

Compared to other trades, there was less

consensus among automotive service technicians

about the most desirable supports, suggesting

un ique too ls responding to the spec ific

technological changes within the automotive sector 28may be required.

29Figure 7: Desirable Smartphone Applications and Features by Trade

28 For most of the options, there was less than 60 per cent agreement among automotive service technician respondents. 29 Overall N=241 for all trades. Trade-specific figures are N=27 automotive service technician, N=26 carpenter, N=47

construction electrician and N=31 plumber, steamfitter and pipefitter. Only those respondents who used a smartphone at work were asked this question.


4.2 Interest in Electronic Log Books30

Fifty-four per cent of apprentices used paper log 31

books and 11 per cent used electronic log books.

Twenty-five per cent of respondents did not use a

log book and 10 per cent identified a log book was

not required in their jurisdiction. Most apprentices

using paper log books were interested in switching 32to an electronic log book (76 per cent). Plumber,

steamfitter and pipefitter apprentices were the

most interested in electronic log books (90 per

cent) and automotive service technician

apprentices were the least interested (56 per cent).

When CAF-FCA surveyed employers in 2013, 12

per cent of employers used electronic log books

and 31 per cent were interested in using electronic 33log books in the future.

4.3 Automation

Tradespeople were asked to agree or disagree with

a statement about whether they feel likely to lose

their jobs due to automation. Most (68 per cent) do 34

not feel they will lose their jobs. Those just

starting out were more concerned than those who

were advanced in their careers. When the

“strongly” and “somewhat” disagree responses are

combined, journeypersons (74 per cent) are least

convinced automation will result in job loss

compared to 65 per cent of apprentices and 61 per 35

cent of pre-apprentices. Automotive service

technicians (21 per cent) were the most concerned 36about losing their jobs. This finding aligns with the

significant technological changes occurring in the

automotive sector. Computers and digital devices

have increasingly sophisticated diagnostic

capabilities when it comes to fixing cars and the role

of the automotive service technician may evolve

over time.

4.4 Coping with New Challenges in the

Workplace: Practices and Approaches

4.4.1 Overview

When encountering a new challenge at the

workplace, tradespeople:

Ÿ ask a journeyperson mentor for help (84 per

cent)

Ÿ search online for the answer (63 per cent)

Ÿ watch videos by tradespeople on YouTube

(40 per cent)

Ÿ take pictures or videos and send them to

supervisors (32 per cent)

Ÿ find a book with the answer (28 per cent)

Ÿ use trade-specific or skills development

applications (21 per cent)

Ÿ complete workplace training online or

through e-learning programs (19 per cent)

Ÿ watch videos created by colleges (7 per 37

cent)

4.4.2 Results by Pre-Apprentices, Apprentices

and Journeypersons

The responses were analyzed by training status

(pre-apprentice, apprentice or early-career

30 Only apprentices were asked this question.31 Log books are also referred to as “blue books.” 32 N=221 33 CAF-FCA, The Impact of Technology on Tradespeople: Views of Ontario Employers, (Ottawa: CAF-FCA, 2014). 34 N=354; Only respondents with on-the-job experience answered this question. Percentages may not sum to 100 per cent due

to rounding. Sixty-eight per cent combines the “strongly” and “somewhat” responses.35 When the “strongly” and “somewhat” responses are combined. 36 When “strongly” and the “somewhat” responses are combined. The percentages for the other trades were not provided. 37 N=356


journeyperson) to see if there were any differences

in the workplace strategies used. The level of

career advancement, age and familiarity with

technology most likely impacted the answers

provided. For all three groups, the most popular

option was asking a journeyperson mentor for help.

39It makes sense that pre-apprentices (86 per cent)

and apprentices (88 per cent), who have less

experience, would be more likely to ask a mentor

for help than journeypersons who are already

certified (69 per cent). Ensuring journeypersons

receive upgrading and mentor training so they can

teach new trainees about the latest technologies is

important given the reliance on journeypersons for

guidance.

When analyzing the other strategies used,

journeypersons were more likely to take pictures or

videos and send them to a supervisor (40 per cent)

or use a book (37 per cent) than apprentices (30

and 25 per cent) or pre-apprentices (28 per cent for

both options). Apprentices (66 per cent) and

journeypersons (58 per cent) were more likely to

search online for an answer than pre-apprentices

(48 per cent).

Watching videos of tradespeople solving the

problem was another strategy used. Forty-eight

per cent of pre-apprentices, 42 per cent of

journeypersons and 39 per cent of apprentices

watched videos. Pre-apprentices and apprentices,

who are connected to colleges through their

technical training, watched videos created by the

colleges whereas journeypersons, who are already

finished their training, were less likely to do so (10

and 8 per cent compared to 3 per cent).

Trade-specific or skills development applications or

online workplace training were used at a similar

level by pre-apprentices (21 per cent for both

options), apprentices (20 and 19 per cent) and

journeypersons (23 and 22 per cent).

38 Pre-apprentices N=29, apprentices N=262 and journeypersons N=6539 Only pre-apprentices who had work experience were eligible to complete the survey so they would have insights into strategies

used at the workplace.

38Figure 8: Practices When Encountering a Challenge

4.5 Coping with Technological Change:

Training Needs

4.5.1 Overview

Tradespeople recognize coping with technological

change requires continuous learning, upgrading

and training on-the-job. Respondents agreed

training was necessary to keep up with 40technological change (82 per cent). Less than 15

per cent of respondents were neutral or disagreed.

4.5.2 Trade-Specific Results

Automotive service technicians (76 per cent)

“strongly” agreed training will be required to cope

with technological change followed by construction

electricians (43 per cent), carpenters (36 per cent)

and plumbers, steamfitters and pipefitters (29 per

cent). This finding is not surprising given the

significant technological change in the automotive

sector. Few tradespeople (15 per cent or less)

were neutral or said they disagreed, except

carpenters. Twenty-five per cent of carpenters

were neutral indicating this group may be unaware

or less concerned about technological changes in

their trade.


Figure 9: “Tradespeople Need More Training to Keep Up with 41

Technological Change”

40 When “strongly” and “somewhat” responses are combined41 Overall N=358; Group percentages: N=262 apprentices, N=65 journeypersons and N=31 pre-apprentices

4.5.3 Supports Required to Cope with

Technological Change

Tradespeople were most interested in online

training related to developing technical skills and

using equipment (64 per cent). They also wanted

to learn about web-search techniques (31 per cent)

and how to use a smartphone for work-related

tasks (30 per cent). Online essential skills courses

to improve their math, reading and writing skills (27

per cent) and mentoring programs in oral

communication, working with others and teaching

others (26 per cent) were also desired supports.


42 N=35843 Specific percentages were not provided.

Addit ional analysis revealed uti l izing the

smartphone and web searching techniques

particularly interested carpenters (51 and 41 per

cent) compared to other trade groups (30 and 31 43

per cent overall). Pre-apprentices, who are just

starting to develop their skills, had the highest level

of interest in essential skills courses (35 per cent),

followed by apprentices (28 per cent) and

journeypersons (15 per cent).

42Figure 10: Supports Tradespeople Identify as Required

The strong contribution tradespeople make to the

Canadian economy relies on their knowledge, skills

and adaptability. CAF-FCA surveyed pre-

apprentices, apprentices and early-career

journeypersons about the use of d ig i ta l

technologies, approaching new problems at work

and their attitudes toward automation and training

to better understand their experiences and

perspectives.

Tradespeople feel comfortable using digital

technologies on-the- job, especia l ly pre-

apprentices and automotive service technicians.

Smartphone usage is common in skilled trades

workplaces, but varies based on the nature of the

work. Tradespeople in construction use

smartphones when finding directions to a worksite,

looking up codes and regulations online and

recording their work to show supervisors.

Automotive service technicians use smartphones

as a part of diagnostic processes and when finding

user manuals to identify fault codes. They also

record their work to show their supervisors.

Tradespeople believe ongoing training will be

necessary to keep up with technological change.

Not surprisingly, given current trends, automotive

services technicians were the most concerned

about losing their jobs because of automation.

When encountering a new challenge, most

tradespeople ask journeyperson mentors for help,

5.0 Conclusion

making journeyperson skills upgrading, mentor

training and effective workplace communication

important.

Digital tools and the web are commonly used to

solve new workplace challenges. Searching online

for the answer, watching videos, taking pictures

and videos with devices, applications and online

training were all strategies used by tradespeople.

Given how much tradespeople rely on the web, it is

important the content reflects the appropriate

regulatory and health and safety standards for each

jurisdiction. Greater awareness about reliable

web-based sources may be required. Centralized

repositories of high-quality videos would ensure

pre-apprentices and apprentices are learning the

correct way to complete tasks.

Tradespeople suggested supports that would help

them cope with technological change. Digital tools

could be improved by creating skills development

and apprenticeship-related applications and more

durable smartphones. The enhanced mobile

compatibility of websites, code books and

regulations would also help tradespeople.

Tradespeople sought online training related to

technical skills development, equipment use,

essential skills and mentoring. They wanted

information about web-search techniques and

utilizing smartphones for work-related tasks.


Canadian Apprenticeship Forum2197 Riverside Drive, Suite 404

Ottawa, ON K1H 7X3

email: [email protected]

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