WMC final report Essential Skills feb 3 05

Wood Manufacturing Council

Final Report

January 2005

Advanced Wood Processing Literacy/Essential Skills Project

ACKNOWLEDGMENTS

Wood Manufacturing Council Final Report

This report is the culmination of many contributions. The Steering Committee for the Advanced Wood Processing Literacy and Essential Skills Report and Workshop project wishes to express it sincere appreciation to all organizations and individuals across Canada whose time and effort over the course of this initiative have contributed to its success. The WMC would like to acknowledge the participation and insights of the following groups and individuals.

This study was prepared under the direction of the Steering Committee comprised of representatives of the Canadian advanced wood products processing sector, post-secondary educators in wood products processing and the federal government. It was funded by way of a cost shared contribution agreement between the Wood Manufacturing Council (WMC), representing industry, and the National Literacy Secretariat of Human Resources and Skills Development Canada (HRSDC). The role of HRSDC is gratefully acknowledged, particularly the National Literacy Secretariat and the Essential Skills…….

This report would not have been possible without the participation of individuals who took the time to participate in interviews, complete the survey forms and share their insights and opinions during the workshop. These individuals represent the various segments of the advanced wood products processing sector and the educational institutions offering wood products processing and related courses. Their views are the essence of this study and it is for all these people that the Steering Committee reserves their final thanks.

The Steering Committee: Lorenzo Accettola, Raywal Kitchens Rhonda Bretecher, Loewen Windows Glenda Hill, Shaw Group Ltd. George Rothschild, Algonquin College Ollie Orobko, Red River College Hertha Gebhardt, Gebhardt International Cedar Homes Louise Nichol, OARS Training Viviane Antunes, National Literacy Secretariat, HRSDC Valerie Unwin, Palliser Furniture Tim Hunter, Hunter Lake Flooring Richard Lipman, Wood Manufacturing Council Melissa Comeau, Wood Manufacturing Council

Forum Presenters Chris Bates, Outreach Stream Leader, HRP HRSDC Dr. Kurtis Kitigawa, Conference Board of Canada Sandy McKellar, Wood Manufacturing Council Richard Lipman, Wood Manufacturing Council Andrea Webber, Canadian Trucking Human Resources Council Louise Nichol, OARS training Inc. Janet Regehr, OARS training Inc.

ACKNOWLEDGMENTS


The WMC would also like to thank the Sector Council community, in particular the Construction Sector Council (CSC) and the Canadian Trucking Human Resources Council (CTHRC) for their support and guidance with this project.


TABLE OF CONTENTS

INTRODUCTION....................................................................................................................................1

WHAT IS THE WOOD MANUFACTURING COUNCIL..........................................................................1

CHARACTERISTICS OF THE SECTOR ...............................................................................................2

WMC ESSENTIAL SKILLS INITIATIVE .................................................................................................2

WHAT ARE ESSENTIAL SKILLS ..........................................................................................................4

HOW ESSENTIAL SKILLS ARE USED IN THE WOOD MANUFACTURING SECTOR .......................5

SKILLS SHORTAGES............................................................................................................................9

HOW EMPLOYERS CAN ADDRESS ESSENTIAL SKILLS ..................................................................10

RECOMMENDATIONS ..........................................................................................................................13

APPENDIX A: SURVEY INSTRUMENTS .............................................................................................23

APPENDIX B: FORUM AGENDA ..........................................................................................................25

APPENDIX C: SUMMARY OF ESSENTIAL SKILLS FORUM ...............................................................22

APPENDIX D: FORUM RESULTS VERBATIM .....................................................................................23

Advanced Wood Processing Literacy/Essential Skills Report

Wood Manufacturing Council Final Report 1

INTRODUCTION Making sure that Canadians have the skills and knowledge required for today’s economy is a national challenge. One response to this challenge is seen through the Sectoral Council Partnerships that are supported by the Government of Canada. The Wood Manufacturing Council (WMC) has been working diligently to ensure their council is providing advice and support to employers and workers in their sector.

One major area of concern for this sector is the need to assess the essential skills requirements and needs of current workers as well as those entering this sector. This report describes this council’s journey of discovery and presents recommendations for how they can meet the essential skills needs of their sector.

WMC’s initial Human Resource issues research document, A Situational Analysis of the Advanced Wood Products Sector, identified Literacy and Essential Skills as important issues and were therefore highlighted as areas the Council should consider addressing. In addition, Literacy was often raised in conversations with sector representatives during the consultations following the release of the “Situational Analysis”. At the same time, Human Resources and Skills Development Canada (HRSDC) and the National Literacy Secretariat (NLS) had been sharing the results of their significant body of Essential Skills work and were encouraging the Sector Councils to consider undertaking projects to enhance and upgrade the Essential Skills in their respective sectors.

In this project, WMC undertook an investigation of Literacy and Essential Skills issues in the advanced wood products processing sector. The main objectives of the project were to:

• Increase the awareness of literacy/Essential Skills activity in the sector • Obtain industry direction regarding literacy/Essential Skills and possible roles for WMC • Produce a literacy/Essential Skills strategy document to guide future work • Create stronger linkages between WMC and the sector

The Council retained OARS training Inc. of Winnipeg, MB to undertake the initial research work on Literacy/Essential Skills issues in the sector. This was done through literature searches and reviews, telephone and in-plant interviews, and a review of relevant products and programs. OARS then prepared for the project’s National Steering Committee a report that gives a “situational analysis” of the sector’s Literacy and Essential Skills issues.

This research was then used in the preparation of a one-day Literacy/Essential Skills Workshop in November 2004, which was designed around input from the National Literacy Secretariat, HRSDC, Literacy/Essential Skills experts and sector representatives.

The anticipated results of the project were a greater understanding and awareness of:

*The commonality of essential skills issues across the trade

*The state of development in the essential skill field

*Developments and best practices in essential skills in our sector



The results and recommendations from the Advanced Wood Products Processing Literacy and Essential Skills Workshop project are documented in this report, which will form the framework for future WMC Essential Skills activities.

THE WOOD MANUFACTURING COUNCIL

The Wood Manufacturing Council is the Human Resources Sector Council for the advanced wood products manufacturing sector, which covers such products as wood windows and doors, wood kitchen cabinets, wood residential and office furniture, institutional furniture and fixtures, pre-fabricated wood buildings, engineered wood, hardwood flooring and architectural and other millwork products. This sector has been one of the principal areas of growth within the forest products industry over the last decade.

The Wood Manufacturing Council is one of approximately 30 Sector Council's addressing human resources issues in their industries. Sector Councils are permanent organizations that bring together representatives from business, labour, education and other professional groups in a neutral and cooperative setting to analyze and identify sector wide human resources issues and prioritize and implement strategies to address human resources needs. The major functions performed by sector councils are:

To study current and projected human resource challenges Identify solutions Coordinate and monitor the implementation of identified strategies designed to solve the

human resource challenge

The Wood Manufacturing Council began operation in 2002. The formation of the Council was the result of a partnership between HRSDC, Industry Canada, the National Educational Initiative for Furniture and Wood Products Industries (NEI) and other leaders.

The WMC's mandate is to plan, develop and implement human resources strategies that support the long-term growth and competitiveness of Canada's advanced wood products manufacturing industry and meet the developmental needs of its workforce. The Council works to identify and examine the necessary skills and knowledge required to respond to the changing needs of the industry as well as developing an overall strategic plan to address key issues such as the shortage of skilled workers and the need for national standards for worker competencies.

The Wood Manufacturing Council has conducted a number of initiatives. Its first project resulted in a research document, A Situational Analysis of the Advanced Wood Products Manufacturing Industry. Released in 2003, this document describes the major characteristics of the Canadian advanced wood products manufacturing sector, with special emphasis on human resources issues. The study highlights that Human Resource issues are a major concern for the sector and require further and immediate initiatives to improve recruiting and training.

In 2004, the council launched an occupational analysis program, beginning with the occupations of finisher and wood machinery operator. It also conducted a comprehensive survey of the educational needs of the sector. This survey found that the shortage of skilled staff was one of the most important factors restricting growth in the sector and recommended that strategies for addressing labour market



imbalances include a focus on improving young people’s image of wood manufacturing industries. In response to these findings, the council released a brochure, aimed at a youth audience, that highlights career opportunities in the field.

CHARACTERISTICS OF THE SECTOR

The sector employs about 100,000 workers and is made up of some 8,500 companies. The number and size of firms within this identified sector range from small shops of up to five staff, to very large facilities employing over 500 employees. Canadian companies are generally small in comparison to their international counterparts, with more than 90% of the workplaces in the sector employing less than 100 individuals. The small size of most companies makes HR development difficult for individual firms.

The sector is entering a period of maturation after wrestling with significant changes in the last decade. It is, as a result, more rationalized and more export-oriented. The sector is healthy, with growth in all of its component industries from 1990-2002, but faces significant challenges in competing due to skill and staff shortages.

The increased reliance on a skilled workforce and efficient production techniques is being compromised by a lack of sufficiently knowledgeable workers, especially in skilled and management positions and a lack of new skilled workers from existing educational programs. There are many skill shortages, especially in specialized areas like CNC production process and CAD. There are skill shortages in management, which is commonly staffed by workers who have production background but no formal management training. In the lower-skilled positions, there are fewer shortages, but a high turnover rate. The sector has a poor image overall and has not traditionally promoted itself to new trainees. There are insufficient numbers of students graduating from existing education programs that support of the sector. There is a lack of recruitment of women, and an aging workforce.

WMC ESSENTIAL SKILLS INITIATIVE

Through discussions with sector stakeholders, the WMC realized that the sector was facing a shortage of essential skills in addition to the technical skills discussed above. Trainers in pre-employment programs were finding that, for some students, lack of essential skills was creating a barrier to successful completion of the program. Employers were finding that they were unable to attract job candidates with the required levels of essential skills. They reported evidence of insufficient essential skills among current employees as well. Employers were looking for practical tools and strategies to help them identify and address essential skills training needs.

These essential skills issues were compounded by characteristics of the sector. The small size of most companies not only makes HR development difficult for individual firms, but also means that employers are unlikely to have the expertise and resources required to develop and implement essential skills programs.

The WMC saw the need and opportunity to initiate a project to determine the nature and extent of essential skills shortages and to recommend strategies for addressing these issues. The council obtained



funding from National Literacy Secretariat (NLS) to undertake an investigation of literacy and essential skills issues in the wood-manufacturing sector. The main objectives of the project were to obtain industry direction regarding essential skills and possible roles for WMC and to produce an essential skills strategy document to guide future work.

Project Consultant Early 2004, the Wood Manufacturing Council (WMC) contracted with OARS training Inc. to undertake an investigation of literacy and essential skills issues in the wood-manufacturing sector. OARS training Inc. is a Manitoba-based company with extensive experience in local, provincial and national workforce development projects, specializing in strategic workforce solutions. More than 15 years ago, Louise Nichol, president of OARS training Inc., was trained as a carpenter. Later, Ms. Nichol shifted her career focus toward educational activities. She has taught trades and technology at the community college level and played a leading role in the development of the Women In Trades and Technology (WITT) Council, a National Cross-Sectoral Human Resource Council.

Project Activities The focus of this project was to gather input from employers and other industry stakeholders regarding essential skills issues and possible solutions.

A literature search was conducted to identify ways in which employers and industry organizations in a variety of industries are currently addressing essential skills shortages. Relevant essential skills profiles were reviewed and the data was compiled to gain an over-all perspective of essential skills required in the sector. The occupations reviewed were:

Furniture and Fixture Assemblers and Inspectors Furniture Finishers and Refinishers Other Wood Processing Machine Operators Other Wood Product Assemblers and Assemblers Woodworking Machine Operators

A fax-back survey was distributed to member organizations through the WMC newsletter. The surveys were followed by a series of in-depth telephone and in-person interviews. The surveys and interviews were intended to:

Determine the degree to which member organizations were aware of essential skills What essential skills shortages they were experiencing How the skills shortages were affecting the organizations What training and other strategies they were using to address these shortages How effective these strategies had been What actions they thought the WMC should take with respect to essential skills

The final research activity was a consultative forum that was attended by industry stakeholders from across the country, representing employers, education, government, and industry associations. The forum provided an opportunity to:



Present pre-workshop survey and research findings to the participants Increase participants understanding of essential skills Obtain input and recommendations from participants about the council’s essential skills

strategy

WHAT ARE ESSENTIAL SKILLS?

The Government of Canada has identified the set of skills that are used in most if not all occupations and grouped them together as essential skills. Essential skills are enabling skills that people use to learn technical skills, perform required job tasks and adapt to workplace changes. The essential skills as defined by the Government of Canada are:

Reading text Document use Writing Numeracy Oral communication Thinking skills

- Problem solving - Decision making - Critical thinking - Job task planning and organizing - Significant use of memory - Finding information

Working with others Computer use Continuous learning

In 1994, Human Resources and Skills Development Canada launched a national research study, the Essential Skills Research Project (ESRP), to examine how essential skills were used in various jobs. The ESRP developed ways to talk about these skills, adapting scales from the International Adult Literacy Survey and the Canadian Language Benchmarks and drawing on other sources from the United States, Australia and Great Britain. The ESRP then conducted 3,000 interviews to provide information on what these skills looked like in a broad range of jobs. The workers interviewed were identified by their employers as performing their job in a fully satisfactory manner. Initially, the ESRP focused on occupations requiring a secondary school diploma or less and on-the-job training. (These occupations were identified using the National Occupational Classification.) Additional data collection occurred, and continues, through the National Occupational Standards program and the Interprovincial Standards (Red Seal) program. This provides information about what these skills look like in occupations requiring higher levels of formal education. This research is the basis for the Occupational Profiles. The profiles identify the essential skills required to perform the occupation/trade and provide a description of the level of skill required. Profiles have been completed for six occupations within the wood-manufacturing sector:

Furniture Finishers and Refinishers



Furniture and Fixture Assemblers and Inspectors Other Wood Processing Machine Operators Other Wood Products Assemblers and Inspectors Woodworking Machine Operators Sawmill Machine Operators

HOW ESSENTIAL SKILLS ARE USED IN THE WOOD MANUFACTURING SECTOR As part of the ESRP, essential skills profiles have been completed for six occupations (listed above) related to the advanced wood-manufacturing sector. In order to gain an overall snapshot of how essential skills are used in the sector, information from these profiles was compiled.

The resulting summary provides an overview of how essential skills are used in the sector. However, the profile says little about the specific requirements of an occupation as defined by a particular employer and performed within a specific workplace context. Individual employers will have specific requirements, partly based on the way work is organized, not just how the work is done.

Reading Text Reading text refers to reading material that is in the form of sentences or paragraphs. Reading Text generally involves reading notes, letters, memos, manuals, specifications, regulations, books, reports or journals.

The reading tasks of workers in the wood-manufacturing sector range from Level 1 to Level 3, with the majority of tasks at Level 2. Level 1 tasks include reading work instructions such as work orders, memos, and notes. At Level 2, they read information about products and materials and company memos regarding work procedures and instructions. At Level 3, they consult equipment manuals for set-up, maintenance or trouble-shooting instructions.

The most typical reading task is scanning text to locate specific information. Skimming for overall meaning and detailed reading to understand or learn are also important tasks for these occupations. The most commonly used documents are manuals, specifications and regulations and notes, letters and memos. Reports, books, and journals are less commonly used, but are still important documents.

Document Use Document use refers to tasks that involve a variety of information displays in which words, numbers, icons and other visual characteristics such as line, colour or shape are given meaning by their spatial arrangement. For example, graphs, lists, tables, blueprints, schematics, drawings, signs and labels are documents used in the world of work.

The document use tasks of workers in the wood manufacturing sector range from Level 1 to Level 3. Level 1 tasks include reading product labels, cutting lists, and labels on pallets or materials. At Level 2, they refer to drawings for layout and dimensions, read work orders and production schedules, and document production on time sheets, production forms, or tally sheets. At Level 3, they read assembly drawings and more complex work instructions.



Workers frequently read documents with limited text such as signs, labels and lists. They read and complete forms containing check boxes, numerical information, phrases and sentences. They also read tables and schedules and obtain information from sketches, pictures, icons, drawings, graphs, and charts.

Writing Writing includes both writing texts and writing in documents (for example, filling in forms) and non-paper-based writing (for example, typing on a computer).

The writing tasks of workers in the wood-manufacturing sector range from Level 1 to Level 2, with the most common tasks at Level 1. Level 1 tasks include completing time cards, completing log entries, writing reminder notes to themselves, and writing brief notes to co-workers regarding problems, unusual situations, or work instructions. At Level 2, they complete downtime and other reports documenting problems and the reasons for these problems.

The most common purposes for writing are to keep records, document actions and organize or remember information. To a lesser extent they write to inform or to request information.

Numeracy Numeracy refers to the workers' use of numbers and their being required to think in quantitative terms.

Workers in the wood-manufacturing sector frequently perform numerical estimation, measurement and calculation. Numeracy tasks range in complexity from Level 1 to Level 3. Level 1 tasks include monitoring machine operation by reading machine dials and gauges, measuring parts and materials, and estimating board lengths when cutting. At Level 2, they budget time and sequence tasks to maximize efficiency and production, estimate length of drying time required and consider size and defects while estimating and planning the amount that can be cut from a piece. At Level 3, they set machines to fine tolerances and use precision measuring tools such as calipers.

The most frequently used mathematical foundations are whole numbers, decimals, fractions, and, to a lesser extent, percents, measurement conversions, and spatial concepts such as area, perimeter and volume. Most calculations are done in their heads, though they also frequently make calculations with a calculator or paper and pencil. They frequently perform linear measurement, using both the metric and imperial systems.

Oral Communication Oral Communication pertains primarily to the use of speech to give and exchange thoughts and information by workers in an occupational group.

The oral communication tasks of workers in the wood-manufacturing sector range in complexity from Level 1 to Level 2. The simplest communication tasks include giving brief work instructions to other workers and interacting with supervisors to receive work instructions. At Level 2, they explain work procedures and interact with supervisors, co-workers and millwrights to discuss and solve problems. They also interact with co-workers to coordinate tasks, discuss work in progress, and exchange information.



Workers most commonly communicate in person, primarily with co-workers and supervisors or managers. Less frequently, they interact with customers or suppliers, with those they supervise and direct, and in group discussions. Noise from equipment, coupled with the use of hearing protection, make oral communication on the shop floor difficult at times.

Thinking Skills Thinking skills differentiate between five different types of cognitive functions: problem solving, decision making, critical thinking, job task planning and organizing, significant use of memory and finding information. However, these functions are interconnected.

The use of thinking skills by workers in the wood-manufacturing sector ranges from Complexity Level 1 to Level 3.

Problem solving occurs at Levels 1 and 2. The majority of the problems they encounter relate to the operation of machinery and the quality of materials and products. They meet with managers and operators to determine how to solve quality problems. They trouble-shoot minor machine problems, and refer more complex problems to millwrights or industrial mechanics.

Decision-making occurs at Levels 1 to 3. At Level 1, they judge the condition and quality of boards and decide how to set up and adjust equipment. More complex decisions involve selecting tools, and shutting equipment down for repairs. At Level 3, they sequence tasks, and decide how to cut boards to maximize yield, grade and trim boards, sequence tasks, and decide if boards are useable.

Planning and organizing of tasks is short term. Workers sequence tasks to minimize machine set-up. They coordinate tasks with workers with whom they share tools and work space. They may need to accommodate equipment failure, shortage and quality of materials, and the need for equipment maintenance in their planning. Many tasks are routine and repetitive and are assigned by supervisors.

Workers may need to remember assembly procedures, specifications of common products, codes, lumber specifications, equipment settings, qualities and characteristics of different types of wood, the nature of various defects in wood, and operation and lockout procedures for equipment.

Information is most commonly accessed through verbal communication. Workers request clarification and information from supervisors and seek information from more experienced workers to deal with problems or unusual situations. They consult with supervisors and millwrights regarding equipment problems. They may read about new products or materials.

Working With Others Working with others examines the extent to which employees work with others to carry out their tasks. Employees may work alone, independently, with partners or as team members.

Workers in the wood-manufacturing sector frequently work independently. They work with a partner to perform tasks such as moving large or heavy pieces. They coordinate their work with that of other team members. They interact with supervisors and other workers to solve problems, discuss processes, give or receive training and work instructions, or monitor work.



Computer Use Computer use indicates the variety and complexity of computer use within the occupational group. By far the most important computer application for these workers is the use of computer-controlled equipment or machinery.

Continuous Learning Continuous learning examines the requirement for workers in an occupational group to participate in an ongoing process of acquiring skills and knowledge.

Workers continue to learn, most commonly as part of regular work activity, from co-workers, from training offered in the workplace, and through reading and other forms of self-study. The content of learning typically relates to health and safety and to new equipment, products, or processes.



SKILLS SHORTAGES The research conducted for this project provided clear evidence of essential skills deficits among employees. On the fax-back survey, 83% of respondents stated that they had employees whose work performance would be improved by enhanced reading, writing and numeracy skills.

Employers reported that skill deficits are not limited to production and other shop floor workers. Supervisors, team leaders and other employees can also experience difficulty with essential skills. In the telephone and in-person interviews, respondents identified a number of worker behaviours that lead them to believe that workers are lacking adequate essential skills capabilities. These behaviours include:

Asking for assistance in completing forms Refusal to complete forms Asking the same questions over and over Using interpreters to translate verbal work instructions Requiring oral tests rather that paper and pencil tests Supervisors having difficulty completing performance reviews Measurement errors and poor quality of workmanship Difficulty reading cut lists and blueprints Referring all problems to supervisor or co-worker for solving Unwillingness to be assigned to new or unfamiliar work Difficulty with computer technology Inability to correct certain issues

On the fax-back survey, employers were asked to rank the essential skills according to how problematical they were for employees. Respondents were nearly unanimous in identifying thinking skills and working with others as the most problematical. They also reported significant problems in the traditional literacy skills of document use, numeracy and reading text. These are the skills in which workers are faced with tasks at Level 3. Writing was not identified as a significant issue. This is likely because most writing tasks for these occupations are performed at Level 1.

Essential skill Most complex tasks at: Degree of shortage

Working with others N/A Most problematic

Thinking skills Level 3 Most problematic

Document use Level 3 Significantly problematic

Numeracy Level 3 Significantly problematic

Reading text Level 3 (Majority at level 2) Significantly problematic

Writing Level 2 (majority al level 1) Moderately problematic

Oral communication Level 2 Moderately problematic

Continuous learning N/A Least problematic

Computer use N/A Least problematic



HOW EMPLOYERS CAN ADDRESS ESSENTIAL SKILLS NEEDS The literature search, employer surveys and the forum conducted for this project revealed a wealth of possible approaches for addressing essential skills shortages. Some strategies focus on actions within individual organizations while others consider what groups of employers can accomplish by working collaboratively.

Employers can increase awareness of essential skills within the organization Forum participants said that for essential skills interventions to be implemented, internal stakeholders needed to be convinced of the importance of essential skills to the organization. Supervisors, management and HR staff all needed to understand how developing employees’ essential skills would benefit the organizations. They wanted to increase management awareness and organizational acceptance of essential skills. It was suggested that linking essential skills to lean manufacturing and other continuous improvement initiatives could provide a foundation for essential skills initiatives.

Employers can build partnerships and work collaboratively to promote essential skills Forum participants thought there was value in working collaboratively to address the essential skill needs of the sector. Specifically, they suggested:

Developing networks within the industry and encourage employers to work together Developing mentoring programs Sharing best practices Communicating with contacts in industry and academia to share ideas Developing and capitalizing on links between industry and post secondary education Participating in awareness raising activities

Employers can establish essential skills benchmarks and expectations for performance While there are some commonalities in essential skills requirements across the sector, individual employers have specific requirements. Employers need to identify the essential skills requirements of their workplace before they can implement any other essential skills initiatives.

Essential skills requirements can be expressed as competencies, using behavioural language and incorporating assessment criteria. These competencies can then be used to measure employee performance, develop training, plan for succession, select and place employees, identify training needs and perform other HR functions.

Employers can consider essential skills when selecting, placing, and promoting workers While 59% of survey respondents reported that they had difficulty recruiting employees with the required levels of essential skills, only 28% reported that they assessed essential skills as part of their selection processes. There is no clear and consistent process for conducting these assessments. In the phone and in-person surveys, some indicated that their assessment consisted of checking that the application form was filled out correctly or that the applicant was reasonably articulate in the language of the workplace.

In the phone surveys, employers said that if they have to choose between applicants who have essential skills or who are reliable workers, they will go with reliability and work ethic every time. They reason that



while it is possible to train for technical and essential skills, it is very difficult to instill responsibility and reliability in workers that lack these basic employability skills.

However employee selection is done or what criteria are used, it is clear that employers are hiring individuals with inadequate essential skills. It is important that employers are able to identify applicants (or new hires) who lack essential skills, not necessarily to screen them out, but to match skills to the job assignment and to provide any needed training. Assessment to determine training needs can be conducted after, rather than before, employees have been selected.

Similar issues arise for existing employees. Employees are frequently promoted into new positions based on seniority or technical skill and knowledge. If the new position places significantly higher essential skills demands on the employee, he or she may fail to perform adequately. Considering essential skills when promoting employees and providing training if required could improve succession planning.

Employers can conduct individual and organizational training needs assessment Forum participants expressed a strong interest in assessment tools. They wanted to know the essential skills capabilities of current workers as well as those of applicants for employment. In particular, they wanted access to industry-specific assessment tools that would enable them to diagnose specific skills gaps and develop individual learning plans for employees. Research for this project did not reveal any existing assessment tools that were specific to this industry.

Employers can develop and implement programs to improve essential skills capabilities While 83% of survey respondents identified essential skills deficits among their workers, only 31% reported that they provided some kind of essential skills training. In addition, there appears to be a disconnect between identified learning needs and the training offered to employees. For example, while employers consistently identified thinking skills as a serious issue, only one of them had provided related training. A similar pattern holds for other essential skills.

Research revealed a number of training models. Workplace essential skills training can be offered:

On or off-site Through classroom or one-on-one instruction By trained peer tutors who are supported with learning materials and access to

experienced trainers Through computer- or web-based training By integrating essential skills into technical training By in-house training staff or by community partners

In the telephone and face-to-face surveys, employers reported a lack of industry specific learning materials related to essential skills. Some had also experienced difficulty in locating trainers who were willing or able to deliver contextual literacy or ESL/FSL training. They found that programs such as GED preparation or general literacy training did not have the desired results in improving participants’ workplace essential skills.



During the forum, employers expressed a need for modular learning materials that were specific to the industry and could be easily customizable. For example, they suggested a module on blueprint reading that could be supplemented with drawings from the specific workplace. It was also suggested that employers could review their existing training to see what essential skills are already built into programs.

Participants realized that improving the essential skills of their workers would require sustained commitment. Particular training challenges exist for small employers. Classroom delivery is not an option for them, and they are unlikely to have in-house training or curriculum development expertise.

Employers can promote learning within the workplace and obtain employee buy-in Forum participants emphasized that employee buy-in was critical to the success of any essential skill initiative. They said that employee support could be enhanced by:

Promoting learning within the organization and creating an environment that is conducive to learning

Creating a vision of essential skills and obtaining buy-in at all levels of the organization Involving the entire company in needs assessment, not just shop floor workers Providing incentives for skill development Empowering and involving employees in designing and promoting essential skills

initiatives



RECOMMENDATIONS Research conducted for this project revealed two main avenues by which the WMC can address essential skills shortages within the sector. One approach would see the council act as a focal point for coordinating and supporting sector wide strategies and initiatives such as working collaboratively to increase awareness and promote essential skills, developing sector-wide strategies for recruitment and retention of workers, and supporting the development of pre-employment programs that incorporate essential skills.

A second approach would see the council providing and coordinating resources and information in support of essential skills initiatives undertaken by employers. Specifically the council could support the development of training resources and assessment tools and processes.

Recommendation 1: Work collaboratively to increase awareness and promote essential skills While some employers had detailed knowledge of the essential skills framework, 41% of those who responded to the fax-back survey were unfamiliar with the essential skills framework. Others had a very basic level of awareness, or had never seen the essential skills profiles for occupations in their sector. This speaks to the need to educate member employers about essential skills. If WMC members do not understand how essential skills issues impact their organizations, they are unlikely to use any training or assessment tools the Council might develop. Forum participants had a number of suggestions for collaborative and awareness-raising activities:

Document that essential skills programs provide return on investment Use the WMC as a structure for industry efforts to share best practices, access

resources, collaborate on projects and promote the industry Have regular networking meetings and establish a select number of topics to target for

action with everyone’s best ideas Create a database of contacts and resources, grouping contacts according to learning

needs addressed Write a series of articles and literature including research and case studies targeted to

industry through the council, through provincial associations, trade publications, etc Partner with an industry-specific conference to showcase essential skills issues Ensure target audience for awareness-raising activities include both the decision-makers

and the people directly involved, such as production managers, supervisors, GMs

Recommendation 2: Develop sector-wide strategies for recruitment and retention of workers The issue of recruitment is important for essential skills because the greater the available labour pool, the more likely it is that employers will be able to select workers with adequate essential skills. The WMC has already begun a program to support the recruitment efforts of employers. Research has been conducted into reasons why the sector is having difficulties recruiting workers. Based on the research results, strategies have being developed and implemented to address recruitment issues.

Problems with recruitment are closely tied to perceptions of the industry and the jobs available. To the extent that public perceptions are inaccurate, promoting the industry to prospective employees is an



effective strategy. However, if these perceptions are at all based in reality, it would be useful to consider what can be changed to make the industry more attractive.

The issue of worker retention can be approached in a similar way. If reasons for turnover can be identified, then strategies for retaining workers can be developed and implemented. If there is an adequate reserve labour pool, then turnover can be seen as a part of doing business. In the current labour market, however, it is critical that the industry retain as many skilled workers as possible.

Recommendation 3: Support the development of pre-employment programs that take essential skills into account Pre-employment training has emerged as an important issue within the sector. A number of training programs are running below capacity or have been discontinued altogether. This appears to be a good time to work with industry stakeholders to consider what models of pre-employment training would best serve the sector and how essential skills needs can be accommodated within these programs.

Not all participants in pre-employment programs successfully complete the training, and it is very likely that essential skills are a factor here. Unnecessary barriers to employment in the sector can be created if the essential skills demands of training exceed the skills required in the workplace. The WMC could work with education partners and employers to:

Reduce the essential skills demands of training and design programs that are less text-based and academic than some current programs

Improve selection processes and pre-training assessments of essential skills Develop curricula that incorporate industry standards for essential skills Develop essential skills programs that prepare students for training and employment

Recommendation 4: Support the development of assessment tools and processes As discussed above, forum participants expressed a strong interest in assessment tools and processes. The WMC could play a role in identifying needs and beginning the process of developing assessments. Because employers want assessment tools that are diagnostic in intent and are linked to training, it will be important to do this work in parallel with developing a framework for curriculum development and tracking skills. Some employers would also benefit from access to tools and expertise related to identifying essential skills requirements and establishing benchmarks for essential skills.

Training is not always the appropriate response to perceived skills deficits. Factors such as organizational culture, supervisor attitudes, HR practices and poorly designed documents can negatively affect employee performance. Any assessment tools the WMC decides to develop need to consider the organizational context as well as employee capabilities.

Recommendation 5: Support the provision of essential skills training Forum participants recommended that the WMC initiate a project to develop modularized essential skills curriculum. The curriculum should include explicit guidelines for adapting to the needs of individual workplaces. While no industry-specific curriculum is currently available, a number of other sectors have developed materials that could be used as models.

APPENDIX A: SURVEY INSTRUMENTS


Wood Manufacturing Council Essential Skills Survey



Wood Manufacturing Council Employer Survey page 1 of 4

APPENDIX B: FORUM AGENDA


WOOD MANUFACTURING COUNCIL ESSENTIAL SKILLS WORKSHOP

NOVEMBER 26, 2004

10 Welcome, introduction and workshop objectives Lorenzo Accettola, Raywal Kitchens

15 The WMC – Who we are and how we got here Richard Lipman, Wood Manufacturing Council

15 Educational needs survey results S. McKellar, Wood Manufacturing Council

40 HRSCD’s essential skills strategy Chris Bates, Outreach Stream Leader, HRP HRSDC

15 Break

30 Building essential skills in the workplace Dr. Kurtis Kitigawa, Conference Board of Canada

20 5

Research results: Essential skills in the advanced wood processing sector Promising practices Louise Nichol, OARS training Inc. Janet Regehr, OARS training Inc.

30 Employer issues and success stories Andrea Webber, Canadian Trucking HRC Lorenzo Accettola, Raywal Kitchens Rhonda Bretecher, Loewen Windows

60 Lunch

90 Facilitated process: How can WMC and sector employers address essential skills challenges? Louise Nichol, Janet Regehr

15 Break

30 Recommendations regarding potential essential skills interventions Louise Nichol, Janet Regehr

15 Future action priorities Louise Nichol, Janet Regehr

10 Evaluation and wrap-up Louise Nichol, Lorenzo Accettola

APPENDIX C: SUMMARY OF ESSENTIAL SKILLS FORUM


Recommendation Votes

Develop a toolkit including Assessment tools (position requirements, current/existing employees, hiring

assessment) Trouble-shooting guide that diagnoses specific skills gaps and creates learning

plans Position profiles and training models

38

Establish team to identify needs and begin developing assessment tools 21

Start a shared plan for efficient development of materials and best practices, contacting other sectors for a full range of ideas

17

Have regular networking meetings and establish a select number of topics to target for action with everyone’s best ideas

11

Create a database of contacts – i.e. for training at colleges – group the contacts into learning needs

10

Offer tax rebates/credits to design and deliver essential skills training in the workplace 8

Write a series of articles and literature including research and case studies targeted to industry through the council, through provincial associations, trade publications, etc.

8

Partner with educational organizations to provide support 6

Prove that ES programs are worth the money spent 5

Work to promote the relationship between essential skills and lean manufacturing 4

Partner with an industry-specific conference to showcase essential skills issues – sponsor an essential skills stream – presenters to be recognized leaders in industry, large and small – ensure target audience is not restricted to HR but other decision makers and people directly involved – production managers, supervisors, GMs, etc.

4

Design several models of training that companies can pick and choose from 3

Invite more production managers to these types of meetings 2

Provide financial support and resource material for workshops 2

More lobbying by WMC to subsidize wages or training from federal govt – NLS 1

APPENDIX D: FORUM RESULTS VERBATIM


Topic Strategies/actions for employers Related recommendations to WMC

Develop and implement programs to improve essential skills capabilities

Pilot programs Review existing training and development programs to

evaluate what essential skills exist in current training Modularize industry curriculum for use in the workplace –

keep them simple, easy to use – make learning fun Link to departments of education to spark interest and

education of essential skills at junior and senior high schools

On-line education Curriculum customized to individual needs Have generic curriculum for companies to customize Have a planned commitment to essential skills: devise,

implement, follow-up, begin process over again

Offer tax rebates/credits to design and deliver essential skills training in the workplace

Design several models of training that companies can pick and choose from

More lobbying by WMC to subsidize wages or training from federal govt – NLS

Start a shared plan for efficient development of materials and best practices, contacting other sectors for a full range of ideas

Develop training models

Assess the essential skills of job applicants

Connect to youth – network in the community, with parents, youth groups,

Assessment during hiring process Testing during hiring to find out at what level they are

Increase awareness of essential skills issues throughout the industry

Share/communicate with supervisors/management/HR what essential skills are and their impact on business

Increase management awareness to lead to organizational acceptance of essential skills, then act

Share concepts of ES internally with leadership, HR, supervisors to increase understanding of the need

Use lean manufacturing initiatives to encourage continuous improvement – as a foundation for essential skills improvements

Invite more production managers to these types of meetings

Write a series of articles and literature including research and case studies targeted to industry through the council, through provincial associations, trade publications, etc.

Partner with an industry-specific conference to showcase essential skills issues – sponsor an essential skills stream – presenters to be recognized leaders in industry, large and small – ensure target audience is not restricted to HR but other decision makers and people directly involved – production managers, supervisors, GMs, etc.




Work to promote the relationship between essential skills and lean manufacturing by: - Holding a success story forum with recognition awards

to promote awareness - Looking at this issue in the sector situational analysis

Phase 2 - Providing a list of consultants and consortiums in lean

manufacturing. Work collaboratively to promote essential skills

Develop network within the industry. Employers work together. Develop mentoring programs

Develop and capitalize on links between industry and post secondary education.

Share best practices Communicate with contacts in industry/academia to share

ideas Use council as a clearing house for sharing/clustering for

collaboration

Partner with educational organizations to provide support Start a shared plan for efficient development of materials

and best practices, contact other sectors for range of ideas Have regular networking meetings and establish a select

number of topics to target for action with everyone’s best ideas

Create a database of contacts – i.e. for training at colleges – group the contacts into learning needs

Prove that ES programs are worth the money spent Establish essential skills benchmarks and expectations for performance

Benchmark; match skills to requirements Set performance criteria Clarify the role/structure before setting performance criteria Annual performance review include skills goals Do in-house assessment of current roles for ES

requirements Relate essential skills to occupational standards

Work to establish more essential skills profiles that can be used for benchmarking

Develop position profiles




Conduct individual and organizational training needs assessment

Assess employee skills Conduct training needs assessment throughout the

organization Establish a performance baseline, note changes, publish

results, create action plan Measure against criteria through assessment, determine

gaps, set specific goals to address the identified gaps

Establish a team to identify needs and start assessment development

Develop diagnostic assessment tools for job applicants and current employees that link scores to causes and learning plans

Promote learning and obtain employee buy-in

Involve entire company in needs assessment and obtain buy-in at all levels of the organization

Involve employees in developing documents (e.g. employee manuals etc.)

Create environment that is conducive to learning Have a vision that all employees buy into Provide incentives for skills development Ask and get input and buy-in from employees – how can

we spark your interest in increasing essential skills Employee involvement in decision-making –

empowerment sets attitudes

WMC final report Essential Skills feb 3 05

Documents

Transcript of WMC final report Essential Skills feb 3 05