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Apprenticeship Analysis Youth Perceptions of

Careers in the Skilled Trades

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. 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. All the web links noted

in this report were active as of August 2013.

About the Canadian Apprenticeship Forum

iCAF-FCA MEMBER RESEARCH SERIES SEPTEMBER 2013

iiCAF-FCA MEMBER RESEARCH SERIES SEPTEMBER 2013

Table of Contents

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

2.0 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

3.0 Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

4.0 Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

4.1 Characteristics of Survey Respondents . . . . . . . . . . . . . . . . . . . . . . . 6

4.1.1 Age and Grade of Students. . . . . . . . . . . . . . . . . . . . . . . . . . 6

4.1.2 Experience in the Trades . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

4.1.3 Family Members in the Trades . . . . . . . . . . . . . . . . . . . . . . . 7

4.1.4 Perceptions of Academic Performance. . . . . . . . . . . . . . . . . 7

5.0 Making a Career Decision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

5.1 Youth Influencers on Career Decisions. . . . . . . . . . . . . . . . . . . . . . . . 9

5.2 Access to Career Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

5.3 Sources of Career Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

6.0 Comparing Skills Trades to Other Options and Professions . . . . . . 11

6.1 First-Choice Post-secondary Options . . . . . . . . . . . . . . . . . . . . . . . . 11

6.2 Skilled Trades versus Other Professions . . . . . . . . . . . . . . . . . . . . . 11

6.2.1 “Better than” other professions . . . . . . . . . . . . . . . . . . . . . . 12

6.2.2 The “same as” other professions . . . . . . . . . . . . . . . . . . . . 13

6.2.3 “Worse than” other professions. . . . . . . . . . . . . . . . . . . . . . 14

7.0 Youth Perceptions of Tradespeople and Skilled Trades Careers. . . 16

8.0 Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

9.0 Moving Forward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

CAF-FCA MEMBER RESEARCH SERIES SEPTEMBER 2013

1CAF-FCA MEMBER RESEARCH SERIES SEPTEMBER 2013

Across Canada, employers in the skilled trades report difficulty finding people with the skills

1required for their businesses. Given skills shortages, the demographic crunch expected as baby boomers retire and the need to recruit the next generation workforce, it is more important than ever to understand how youth perceive careers in the trades. As the future workforce, their career decisions will play a crucial role in determining the extent to which shortages can be addressed within the country. Understanding their views identifies where misperceptions persist and enables stakeholders to develop effective messages going forward. Assessing change over time provides a further opportunity to reflect upon the relative successes or shortcomings of work to-date, ensuring resources are targeted efficiently in the future.

Based on the pr ior i t ies expressed by apprenticeship stakeholders in general and its members i n pa r t i cu la r, t he Canad ian Apprenticeship Forum – Forum canadien sur l'apprentissage (CAF-FCA) has a mandate to promote apprenticeship as a post-secondary pathway leading to highly valued, satisfying and well-paid careers. This priority is reflected in efforts to connect with students and youth, parents and other youth influencers, as well as educators involved with careers counseling, English, math, science, trades and technology. CAF-FCA develops and distributes information about skilled trades careers and the apprenticeship pathway, increasing understanding and awareness of an often-overlooked option. This work supports and is supported by extensive efforts by the apprenticeship community – labour unions, educational institutions, individual employers and the apprenticeship authorities in each province and territory – to reach out with positive messages about skilled trades careers. This collaborative

1.0 Executive Summary

effort is necessary to overcome the common misperceptions held by those without firsthand knowledge of the skilled trades.

To inform the future of such efforts and assess their relative effectiveness, CAF-FCA undertook a

2national survey with 873 students across Canada in spring 2013, comparing results to findings from a parallel investigation in 2004.

When the results are compared, more youth say they understand the apprenticeship process and have easily found information about the skilled trades. Most have positive perceptions of skilled tradespeople and careers in the skilled trades. These positive views have remained consistent from 2004 to 2013. The apprenticeship community still has work to do when it comes to reaching youth influencers and promoting opportunities for women and apprenticeship as a first-choice post-secondary option. Survey responses indicate that youth today are less likely to believe that tradespeople will always be in demand.

Respondent Profile Over 70 per cent of students who completed the survey in 2013 were aged 15 to 17 and were in

3Grades 10 to 12. More respondents in 2013 had experience in the trades than in 2004.

Main FindingsCollectively, youth responses in 2013 were more positive than in the past in these areas:

Ÿ They were more open to considering a career in the skilled trades

Ÿ A higher percentage viewed a career in the skilled trades as “better than” a career in law, business or accounting

Ÿ They were more aware of available career options

1Skilled Trades Digest, “Tradespeople are in Demand not only in Canada, but also Worldwide”, 10 May 2010. Access through: http://www.academycanada.com/prospective-students/skilled-trades-digest/.2Throughout the report, the terms “youth,” “students,” and “respondents” are used to refer to the individuals who completed the survey.3Grade and age information was not available for the 490 13 to 17 year olds who completed the survey in 2004.


Ÿ They reported a better understanding of the apprenticeship process

Ÿ If they sought out information about skilled trades careers, it was more readily available

Ÿ In their comments, students recognized the value of hands-on learners, the importance of work you enjoy and the important contribution of tradespeople

In some areas, youth views were relatively consistent in 2004 and 2013:

Ÿ They identify a university degree as their first-choice post-secondary option

Ÿ A quarter of respondents indicated skilled trades careers are better suited to males than females

Ÿ They report that parents, guidance counselors and friends have not encouraged them to consider a career in the skilled trades

Ÿ Students in both 2004 and 2013 observed that skilled trades careers are valued, contribute to quality of life in their communities and offer an opportunity to earn while you learn

Youth responses in 2013 indicated they hold more negative perceptions in the following area:

Ÿ They were less likely to agree that the skilled trades will always be in demand

Based on these findings, progress is being made and youth attitudes in key areas are becoming more positive. There are opportunities to build on these perceptions and expand positive messages to ensure future generations of youth are well-informed and better prepared to pursue opportunities in the skilled trades. Outreach and information can be improved, particularly among youth influencers and female students. With many students still not identifying apprenticeship as their first choice post-secondary option, working with a younger cohort who has yet to identify a first-choice career path would be useful.


2.0 Introduction

As baby boomers retire, there is an increasing demand for skilled tradespeople across Canada. As a country, we need people who can build, operate and maintain our industries, our infrastructure and our machinery. Skilled tradespeople in construction, motive power, manufacturing and service sectors contribute to our quality of life, doing the jobs that keep Canada running. Despite the demand, many students are pursuing post-secondary options that are not leading to well-paying jobs or full-time employment. This situation calls for a coordinated effort to better ensure that youth across Canada have a grasp on where opportunities exist and are not restrained by misperceptions about the value of one career path over another.

As a result, apprenticeship stakeholders have invested significant resources, understanding that if youth remain unaware or uninformed about skilled trades careers, they are unlikely to develop the skills and seek out the experience that positions them to take advantage of opportunities. This investment has yielded websites, advertisements, brochures, posters, presentations and hands-on activities. As we reflect upon a decade's worth of activity, it is worth exploring any changes in attitudes and perceptions. To explore current attitudes and establish benchmarks for future work, CAF-FCA undertook a national survey with 873 youth aged 13 to 17 in spring 2013. In this report, findings are compared with those of a similar survey in 2004.

CAF-FCA's 2013 survey findings are more meaningful when viewed in the context of apprenticeship barriers identified by stakeholders and some of the work in the past decade to address them.

Based on research conducted in 2004 and 2005, apprenticeship stakeholders identified the following

4challenges associated with attracting people to careers in the skilled trades:

Ÿ Youth lack awareness about the skilled trades as a career option

Ÿ Youth do not have access to accurate information and, as a result, hold negative misperceptions of the skilled trades

Ÿ Educators appear reluctant to pass on information about the trades

Ÿ Consumers and the general public do not value the contribution that tradespeople make to society

Ÿ Stereotypes exist that prevent women from pursuing many trades careers

Ÿ Negative impressions of the skilled trades are perpetuated in the media

Subsequent insights from the apprenticeship 5

community in 2009 suggested that negative perceptions and a poor image of the trades were

6the highest priorities for action. In 2011, a lack of information about apprenticeship was identified as a priority barrier.

In an attempt to address these ongoing sources of concern, the apprenticeship community has undertaken a number of activities over the past decade to better inform and engage youth. This

work has taken place at the national, provincial/territorial and community level. Members of the apprenticeship community, including high school teachers, college instructors, government administrators, equity groups, employers and labour representatives have participated in or led a variety of initiatives to share information about apprenticeship and the skilled trades. A few illustrative examples are highlighted below. The majority of this work was completed after 2004. For more insight into various youth engagement initiatives across the country, see

7Volume 8 of the Canadian Apprenticeship Journal.

Ÿ CAF-FCA and Skills Canada collaborated to develop an awareness campaign, “Skilled Trades: A Career You Can Build On.” The initiative created and distributed posters, brochures and other materials that described the value of a career in the skilled trades, distributing more than a million copies to high schools across the country. Advertisements were shown in movie theatres and on television.

Ÿ T h e C a r e e r s i n T r a d e s w e b s i t e (www.CareersinTrades.ca) enables students to learn about various trades and the apprenticeship process. The website generates 500,000 page views every year, and includes a section for educators and parents.

Ÿ CAF-FCA and Skills Canada created and distributed an Educator's Guide with lesson p l a n s f o r t h e c l a s s r o o m . S o m e provincial/territorial apprenticeship authorities built workshops for educators around this guide.

3.0 Context


4CAF-FCA, “Regional Consultations Summary of Key Findings,” (Ottawa: CAF-FCA, 2005). The consultations took place from October 2004 to March 2005. 380 stakeholders participated in sessions across the country. Participants came from a diverse range of stakeholder groups including, business, labour, educators, and equity seeking groups.5CAF-FCA, “What Happening in Apprenticeship Now Stakeholders' Feedback on the Barriers to Apprenticeship,” (CAF-FCA: Ottawa, 2009). The survey had 381 respondents. 6CAF-FCA, “Insights from Canada's Apprenticeship Community Impacts and Next Steps,” (CAF-FCA: Ottawa, 2011). The survey had 501 responses. 7Canadian Apprenticeship Journal, “Engaging Youth: Attracting Young People to Careers in the Trades,” (CAF-FCA: Ottawa, 2013) http://caf-fca.org/index.php?page=volumes&hl=en_CA#volume=29

http://caf-fca.org/index.php?page=volumes&hl=en_CA

Ÿ Jurisdictional apprenticeship authorities and colleges often host information sessions and workshops for youth and parents.

Ÿ Stakeholder groups, including CAF-FCA, have created profi les of apprentices and journeypersons to share the success stories of individuals.

Ÿ Schools often provide opportunities for local employers to speak to students.

Ÿ A number of women's organizations have created opportunities for girls to explore trades careers and/or connect with female tradespeople.

Since 2004, there has also been a greater emphasis on providing hands-on learning opportunities for youth, providing firsthand experience with trades-related work:

Ÿ Skills Canada organizes “Try a Trade” exhibits at skills competitions and cardboard boat-

building activities at schools, engaging thousands of students each year. Other organizations, such as employer associations and unions, offer similar opportunities at career days or at summer camps.

Ÿ Youth apprenticeship programs and co-op placements give students opportunities to work in the trades. Some programs provide high school credit for on-the-job training.

The media may also be influencing youth attitudes, particularly through the emergence of reality television shows that reflect trades occupations and popular media personalities. The media has also highlighted skills shortages and the need for skilled tradespeople, creating greater awareness among youth and their parents.


In 2004 and 2013, youth aged 13 to 17 were asked to complete an online survey to assess their attitudes toward careers in the skilled trades. The 2004 benchmark survey questions were devised based on focus groups with apprenticeship stakeholders from across the country. To allow for comparison, the same questions were used in 2013.

In 2004, there were 490 responses in the 13 to 17 age group, selected from a larger youth survey with

81,184 respondents aged 13 to 24. The responses were collected in February and March 2004 using a

9national internet panel to distribute the survey. Questions were asked about respondents' parental education, background and income. Students were asked to identify their age, gender and ethnic origin. Breakdowns were completed by province. Results from French speakers were included in the survey. This survey was administered by Ipsos Reid.

In 2013, youth aged 13 to 17 were asked to complete an online survey between April and July

1 02013. There were 873 responses . Apprenticeship administrators in every jurisdiction were asked to distribute the online survey link to high school teachers, who then asked their students to complete the survey. Teachers were asked to have a wide range of students complete the survey, rather than those exclusively in shop classes or youth apprenticeship programs. In order to keep the survey short and respect concerns about student privacy, CAF-FCA did not ask students to self-identify gender or ethnic group, nor

provide personal information about parental education, occupation, income or geographic location. As a result, the representativeness of the sample in comparison to the population of youth in Canada cannot be analyzed. The 2013 results

11include English-speakers only. The 2013 survey was administered by CAF-FCA using its online survey system.

4.1 Characteristics of Survey Respondents

4.1.1 Age and Grade of StudentsThe students who completed the survey in 2013 were aged 15 to 17 (73 per cent) and were in

12 Grades 10 to 12 (78 per cent).

4.1.2 Experience in the TradesIn 2004, 8 per cent of respondents had worked in the trades, whereas this number was 36 per cent in

132013. It is possible that respondents in 2013 are better informed about careers in the trades, more positive about these careers and more open to pursuing them as a result of a greater proportion reporting they had direct experience working in the trades. The construction sector was mentioned the most often; trades identified included cooking, carpentry, landscaping, mechanic and plumbing. Below, sectors and trades are listed from most frequently to least frequently identified:

Sectors: 1. Construction 2. Automotive 3. Manufacturing


4.0 Methodology

8The margin of error associated with the total sample of 1,184 respondents was +2.9 per cent 19 times out of 20. The results were weighted by age, gender and region to reflect the actual demographic composition of Canadian youth between the ages of 13 and 24 years. This was not done for the 2013 results. Due to differences between the data sets, changes of more than 10 per cent are observed; anything less than 10 per cent is noted as a consistent trend rather than a major change. 9No further description of the internet panel was provided.10This represents the total number. The number of respondents for each individual question varies as some respondents skipped certain questions. 11A French survey was created and distributed, but there were insufficient responses to include in the 2013 analysis. 12Grade and age information was not available for the 490 13 to 17 year olds who completed the survey in 2004. 13Of the 36 per cent (n=257) who had worked in the trades, 191 respondents identified the sectors and/or trades they worked in. Some respondents had worked in multiple sectors and trades. This information was not collected in 2004.

Trades: 1. Cook 2. Carpentry 3. Landscape 4. Mechanic 5. Plumbing6. Hairstylist 7. Welding 8. Electrical 9. Roofing 10. Automotive Repair 11. Automotive Service Technician 12. Machinist 13. Metal Fabrication 14. Painting 15. Heavy Equipment 16. HVAC 17. Piping18. Bricklaying 19. Masonry 20. Sheet Metal 21. Ironworker 22. Gasfitter

4.1.3 Family Members in the TradesIn 2013, 44 per cent of respondents had an immediate family member working in the trades. This is consistent with 2004 findings. 4.1.4 Perceptions of Academic PerformanceIn 2013, survey respondents self-identified as average (53 per cent) or above-average (32 per cent) students in terms of academic performance, whereas 9 per cent identified as being below average. These responses are consistent with the 2004 findings. The accuracy of these perceptions was not tested by examining actual grades.


Youth said that they had made a career decision (19 per cent) or had a good idea of what they wanted to do (42 per cent). Another 40 per cent were undecided. This split is in line with the 2004 results.

In 2013, 46 per cent of respondents agreed they were aware of the career options available in the skilled trades, with only 26 per cent saying they were unaware. In 2004, the reverse was true. Factors such as employment in the trades and the greater availability of communication materials at high schools may be factors contributing to increased knowledge among respondents.

Today's students are more open to considering a career in the skilled trades than in the past, with 42 per cent saying they would consider pursuing a career in this field. In 2004, 29 per cent gave this response. In 2013, almost 40 per cent of students had considered pursuing a career in the trades in the past year, compared to 22 per cent in 2004.

apprenticeship process involved in the skilled trades” and only 24 per cent disagreeing. In 2004, only 32 per cent agreed with the statement and 45 per cent disagreed. It should be noted that this response is subjective, as students were not tested on their apprenticeship knowledge. Even so, this increase is an encouraging sign. In future surveys, it may be interesting to explore the level of knowledge among students considering trades careers as it is important that this group, in particular, understands the apprenticeship process.


5.0 Making a Career Decision

29%

42%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

2004 2013

Would consider a skilled trades career 32%

49%

45%24%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

2004 2013

Agree Disagree

I understand the apprenticeship process

As part of this line of inquiry, it was important to know the degree to which youth understand apprenticeship, especially given its primary role as the training pathway for those who wish to pursue careers in the skilled trades. In 2013, more students indicated that they understood the apprenticeship process than in 2004, with 49 per cent agreeing with the statement, “I understand the

In 2013, 48 per cent respondents said they were aware of how much money they could make as a tradesperson, representing an increase over 2004 (34 per cent). This finding may be aligned with the degree to which students had experience working in the trades.

Student views on whether they would be proud to work in the skilled trades have remained relatively consistent with 40 per cent of respondents agreeing with this statement in 2004 and 46 per cent agreeing in 2013. This question generated a relatively high rate of neutral responses in comparison to the other questions on the survey, perhaps indicating indecision among respondents.

5.1 Youth Influencers on Career DecisionsIn helping them make a career decision, youth did not feel their parents, guidance counselors or friends encouraged them to consider the skilled trades. This was consistent in both survey years.

Students indicated their parents were not encouraging them to enter the trades with only 26 per cent in 2004 and 32 per cent in 2013 agreeing with the statement that their parents encouraged them. These findings suggest that parents may be unconvinced that careers in the trades are a positive choice for their children, either due to negative misperceptions or a lack of knowledge. This finding may encourage stakeholders to consider options for reaching this audience.

According to the survey results, guidance counselors are less discouraging than in the past but, in general, students do not perceive them to be actively promoting the skilled trades as an option. In both 2004 and 2013, less than 20 per cent of students indicated that their guidance counselors had encouraged them to consider a career in the skilled trades. Given that a significant proportion of survey respondents had considered pursuing a career in the skilled trades, this perceived lack of support is problematic.

Despite consistency in the overall findings, there is a notable difference in the number of students disagreeing with the statement, “My guidance counselors have encouraged me to consider careers in the skilled trades.” In 2004, 65 per cent disagreed. In 2013, 46 per cent of students disagreed. This decrease suggests that guidance counselors are less negative than in the past, perhaps indicating that efforts to promote the skilled trades have had an impact with this audience.

Despite the improvement, it would appear stakeholders stand to improve outcomes by continuing to inform counselors about the benefits of this career option.

Youth say their friends are not encouraging them to enter the skilled trades, with fewer than a quarter of youth responding positively in either 2004 or 2013. Although this overall trend has remained consistent over the past decade, an improvement has been noted. In 2004, only 10 per cent of respondents agreed their friends had encouraged them, whereas this number had risen to 23 per cent in

142013. More accessible career information about the trades and more positive media images may have proven positive influences though, as with parents and counselors, more work could be done.

5.2 Access to Career Information Survey findings indicate that more students are looking for career information related to the skilled trades in 2013. Whereas 24 per cent of respondents had looked for information on the skilled trades in the past year in 2004, 39 per cent

15had sought information in 2013.

In 2013, 54 per cent of students reported that information about careers in the skilled trades was readily available at their high school. This figure represents an increase from the 2004 findings, when 35 per cent of respondents agreed this

16information was readily available. This finding may suggest that schools are providing more apprenticeship and skilled trades content than in the past, including posters and brochures. Compared to a decade ago, students may also have greater access to online content at school. This finding suggests that these materials are being accessed by students.


14This finding was derived from the larger youth survey which included youth 13 to 24 and over 1,184 responses. Information for the 13 to 17 group only was not available on this question. Readers should exercise caution around this result.15Ibid.16Ibid.

5.3 Sources of Career Information The internet was the most popular source of information for students investigating careers in the

17skilled trades. Students also talked to high school teachers, particularly shop teachers, or relatives. The top 20 sources of career information mentioned by students are:

1. the internet2. high school teachers/shop teachers 3. relatives 4. guidance counselors

18 5. Career Cruising6. pamphlets, posters & books 7. tradespeople 8. friends 9. presentations in classroom 10. career classes 11. college information sessions 12. conferences 13. career fairs

1914. My Blueprint 15. School trips/tours 16. Construction technology courses 17. Skills Canada 18. newspapers 19. TV20. Apprenticeship office

In 2004, the sources used were similar. Students reported using the internet, educational institutions, print materials, word-of-mouth, trade fairs, career centers, advertisements and libraries.


17183 students mentioned where they found information in 2013. Some students mentioned multiple sources. 18Career Cruising is a company that provides career planning tools to students. Their products are installed in 19,000 schools,

centers and libraries across North America. See . 19MyBlueprint Education Planner is a company that provides a career planning tool to students. It is available to over 400,000

students and is implemented in thousands of elementary and secondary schools across Canada. See .

http://public.careercruising.com/ca/en

http://www.myblueprint.ca/about-us

35%

54%

0%

10%

20%

30%

40%

50%

60%

2004 2013

Information readily available

http://public.careercruising.com/ca/en

http://www.myblueprint.ca/about-us

6.1 First Choice Post-secondary OptionsDespite the increased numbers of youth considering careers in the skilled trades, survey respondents still identify a “university degree” as their first-choice post-secondary option, with 53 per cent of students choosing this option. A “college diploma” was preferred by a quarter of students. An “apprenticeship program” was chosen by less than 20 per cent of students as their first choice. These findings are consistent with 2004 results.

In an effort to maintain consistency with the 2004 survey, the term “apprenticeship program” was retained in this survey. However, in the future, there may be value in changing this term to “Certificate of Qualification,” highlighting that individuals obtain a document similar to a degree or diploma. Although career literature often attempts to portray all career options as equal, these findings reflect that there is still a bias among students toward university post-secondary education. Twenty-nine per cent of respondents in 2013 perceived university as a “much better” option than the skilled trades. This finding is consistent with 2004 results (33 per cent). While students may have been expressing a genuine preference, social context could also be a factor in this response, reflecting the belief that university is more highly valued by others. It is worth noting that 43 per cent of respondents in 2013 gave a neutral response to this question, considerably higher than noted for other questions in the survey. This may indicate that many students remain uncertain or undecided on this issue.

It is interesting to observe that the preference for university does not align with student pursuits after high school. Nationally, only 35.6 per cent of 19-

20year-old high school graduates attend university. 21More than one-third do not finish their degrees.

6.2 Skilled Trades versus Other ProfessionsDespite a consistent preference for university, some changes in student attitudes can be observed. For example, students were asked to say whether they thought skilled trade careers were “better than,” “the same as” or “worse than” careers in business, law or accounting. Today's students are more likely to say that careers in the skilled trades are “better than” other careers, with 25 per cent agreeing with this statement. Only 13 per cent agreed in 2004. There was consistency in the other responses in both 2004 and 2013, with more than half of the respondents rating skilled trades careers as “the same as” other careers and 20 per cent or less indicating the skilled trades are “worse than”

22other careers.

Respondents were asked to further describe their 23point of view as a part of the 2013 survey. Some

students interpreted the question as an opportunity to reflect upon their personal preferences, while others more broadly considered the position of the trades in today's society. Student responses were categorized under common themes with the most popular answers listed first. Bracketed notes highlight where the themes are consistent with the 2004 findings.


6.0 Comparing Skilled Trades to Other Options and Professions

20Klarka Zeman, “A first look at provincial differences in education pathways from high school to college and university,” (Ottawa: Statistics Canada, 2003). See “Choosing University” section. 21Ken Coates and Bill Morrison, “The Graduate's Million Dollar Promise,” Maclean's, January 16, 2013. See

. Also see Ken Coates and Bill Morrison, '. (Toronto: James Lorimer & Company Ltd., Publishers,

2011). 22Readers should exercise caution with this comparison since 2004 findings were derived from the larger youth survey which included youth 13 to 24 and over 1,184 responses. Information specific to the 13 to 17 age group was not available. Differences of less than 10 per cent should not be observed as major changes due to the differences in the data sets.23There were 752 responses to this question, with some students identifying more than one justification for their point of view.

http://www2.macleans.ca/2013/01/16/the-million-dollar-promise/ Campus Confidential: 100 Startling Things You Dont Know About Canadian Universities

http://www2.macleans.ca/2013/01/16/the-million-dollar-promise/

http://www.amazon.ca/Campus-Confidential-startling-Canadian-universities/dp/1552776506

6.2.1 “Better than” other professionsThe active and hands-on nature of trades work was by far the most common reason for saying the trades were “better than” other professions. Respondents in this category considered office work “boring.” Available job opportunities and similar or better pay were also reasons students used to justify their point of view.

Among the reasons student gave to support their “better than” perspectives:

1. The work is hands-on, active and physical

2. Jobs are available and in demand (consistent with 2004 results)

3. The pay is similar or better than in the other professions (consistent with 2004 results)

4. The work is more exciting than office work or sitting at a desk all day (consistent with 2004 results)

5. The trades provide practical and useful skills that prepare you for the real world and for life beyond your job

6. Trades jobs are interesting and fun

7. There is less time required in the classroom, less studying and less English and math required. The trades are easier to get into

and are not as difficult or stressful as university (consistent with 2004 results)

8. You get to work outdoors

9. You create something and have a stronger feeling of accomplishment; there is higher job satisfaction

10. In the trades, you always get to learn new things and you have a variety of work

11. You have less debt than university (consistent with 2004 results)

12. In some trades, you get more flexibility than other jobs. You get to work your own hours and choose your own work

13. You get to meet new people and you get to work as a part of a team

14. University is a big time and money commitment, but it is less certain whether you are going to be able to get a job at the end of it. Apprenticeship leads to a job you trained for

15. Earn while you learn

16. More opportunity to start your own business or go into management

17. In some trades, there is less talking to people and you get to work on your own

18. You get to use math, science and problem solving skills

19. It is less cutthroat than other professions such as the law

Some examples of how students articulated their viewpoints are shared below:

“Careers in the skilled trades are better than careers such as business, law, or accounting because most of these jobs or careers require hands-on work. I enjoy working with my hands and outdoors. I don't want to be sitting in some small office all day doing paperwork. I want something to look forward to, a career where I am constantly learning and working with my hands. I love working as a part of a team, but I also love working by myself. These careers in the skilled trades are in


13%

67%

20%25%

57%

18%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Better than Same as Worse than

2004 2013

Skilled Trades careers versus other professional occupations

high demand right now because there is a shortage of many qualified technicians and it will continue to grow over time. This means that there are lots of jobs available in the skilled trades and there will be even more in the future.”

“They are better because you work in a shop most of the time and you learn a lot of things, not just about work or tools, but about interpersonal skills as well.”

“They are better because you get to meet new people, make a lot of money, use your hands and you aren't stuck at a desk all day.”

“You need more skill to operate machinery than a keyboard.”

“…trades will always be needed. What tradespeople build and accomplish allow the…rest of the world to run. The skills are also very unique allowing you to apply them in your home life, your social life and your work life.”

“If we didn't have people working in the skilled trades we wouldn't have anything we use. We wouldn't have food, or furniture, or roads or houses.”

Given that many of the justifications outlined have been articulated by apprenticeship stakeholders as advantages to careers in the trades, these statements may indicate that messages are resonating with students. At the same time, they also reflect continuing misperceptions to some degree, since few tradespeople would consider their jobs “easier” than other occupations. Perhaps the students felt these occupations suited their individual skills strengths. Responses along this vein may warrant additional messaging around the importance of good study habits during an

apprenticeship, the requirement for strong math and science skills in many trades, and the expectation that employees will continue to improve their skills.

6.2.2 The “same as” other professionsThe trades were viewed as “the same as” other professions for 67 per cent of respondents in 2004

24and 57 per cent in 2013. Some students argued that all jobs rank the same because they share similar characteristics, like making money. Another common viewpoint was that all jobs take skill and knowledge, making each job different but none better than another. This group of students appears to be absorbing messages about appreciating different ways of learning and training. The findings also suggest that some youth are convinced that the work of tradespeople makes a valuable contribution to society.

1. All jobs are equal because they require hard work, you have to work for a boss and you make money (consistent with 2004 results)

2. Trades jobs are beneficial to society and are required as a part of a thriving economy

3. Every job requires a skill set and, while different, should be chosen based on individual preference and their own skills

4. The pay is similar

5. University, college and apprenticeship are the same because they are forms of post-secondary education that can lead to a job; all professions require training in order to become proficient (consistent with 2004 results)

6. You can be just as happy in the trades as you can in any other kind of job

7. The trades can lead to a good career just like other professions (consistent with 2004 results)


24This finding was derived from the larger youth survey which included youth 13 to 24 and over 1,184 responses. Information for the 13 to 17 age group was not available. Readers should exercise caution around this result.

Students described their viewpoints in their own words:

“I believe that people have a passion for what they do. Therefore, it doesn't matter what career you are in if you enjoy it. Careers aren't worse or better than each other…”

“These careers are just as necessary, important and interesting as careers in business, law or accounting.”

“Just because people in the trades use their hands to do their work and not a computer or pencil doesn't mean their jobs are any better or worse than other careers.”

“I think that jobs in the skilled trades often require similar amounts of education as many other jobs and are necessary for our society to function and, therefore, should receive the same respect.”

“Skilled trades jobs require just as much skill and understanding.”

“Because we require their services as much as we require businessmen, lawyers, and accountants, if not more!”

6.2.3 “Worse than” other professionsCompared to the other options, the lowest percentage of respondents rated careers in the skilled trades as “worse than” other professions. Wh i le many o f the comments re f lec t misperceptions, they are equally important to capture if only to inform future investments in career awareness messaging.

The primary reason for rating skilled trades careers as “worse than” other careers was poor pay. Others said these careers were for academically weak students. Some suggested the physical demands of the work are a disadvantage. Among the most common responses in this category:

1. The positions do not pay as well (consistent with 2004 results)

2. Jobs in the trades are physically demanding3. Trades jobs do not require as much time or

education and, therefore, you do not get a “proper education” (consistent with 2004 results)

4. Trades jobs are not taken as seriously and are less prestigious than other professions such as being a lawyer (consistent with 2004 results)

5. The trades are mainly for those who are not good at school and who are not motivated

6. There are more chances of getting hurt; trades work is more dangerous

7. You have to work in poor conditions; you have to work outside (consistent with 2004 results)

8. There is less opportunity to advance or branch out into other fields (consistent with 2004 results)

9. The work is not as interesting 10. In today's society, employers want to hire

people with degrees11. These jobs are easily replaceable by

technology and are more subject to layoffs (consistent with 2004 results)

12. You have to work long hours13. You do not have as much flexibility as you

are always working under someone else

Students shared the reasoning behind their answers:

“Skilled trades are promoted as an option for students who have difficulty in school. A friend was thinking of becoming a mechanic and many of our teachers stated 'he was better than that.'”

“…a degree is needed in modern day society. In present day, employers always seek those with university degrees over those who do not have one in their possession.”

“…working in the trades is used as a threat to motivate students to work harder in academics…”


Although biases like these remain, students holding these views may benefit from information that challenges their misperceptions. For those who do not choose to pursue a trades career, there continues to be a benefit in understanding the value of and contribution that tradespeople make to society. This calls for continued messaging focused on:

ŸPay: Despite some students' views, research shows that many certified tradespeople earn

25above the average Canadian salary.

ŸEducational Requirements: Educational requirements in math and science can be quite high, challenging the notion that these careers are for students who are weak

26academically. Advances in technology are also demanding that tradespeople have even higher skill levels than in the past. The use of sophisticated electronics is quite common in

27many trades.

ŸTechnological Advances: Technological advances, the increasing use of electronics, new machinery and the use of computers are undermining the notion that the trades are physical demanding and involve poor and/or

28dirty working conditions. Work conditions vary by trade. There are workplace improvements designed to protect employees

from undue strain or danger. Students could benefit from being informed about changes to the traditional trades workplaces.

ŸOpportunity: Employers are diverse and are not all require the same qualifications from prospective employees. There are many opportunities for those who pursue hands-on training through an apprenticeship program. Work in the trades can lead to a varied and interesting career path. Anecdotally, tradespeople often branch out into different fields, including teaching, supervisory and management roles, and even opening their own businesses.

Beyond highlighting the need for such messaging, these findings suggest that a career progression study of tradespeople over a number of years might further substantiate income earned, educational background and anecdotal career paths, providing a basis for evidenced-based messages to youth and their parents, among others.


25Marinka Menard, Cindy K.Y. Chan, and Merv Walker, “National Apprenticeship Survey, Canada Overview Report 2007,” (Ottawa: Statistics Canada), 25-26. . Also see Statistics Canada, Table 202-0102, “Average female and male earnings, 2007 to 2011.”

=. 26For educational requirements in the trades, see the Ellis Chart http://www.ellischart.ca/[email protected], “The Impact of Technology on Apprenticeship Training in Canada,” (Ottawa: CAF-FCA, 2013).28Ibid.

http://www.statcan.gc.ca/pub/81-598-x/81-598-x2008001-eng.pdf

http://www5.statcan.gc.ca/cansim/a26?lang=eng&retrLang=eng&id=2020102&paSer=&pattern=&stByVal=1&p1=1&p2=37&tabMode=dataTable&csid

http://www.statcan.gc.ca/pub/81-598-x/81-598-x2008001-eng.pdf

http://www5.statcan.gc.ca/cansim/a26?lang=eng&retrLang=eng&id=2020102&paSer=&pattern=&stByVal=1&p1=1&p2=37&tabMode=dataTable&csid

Youth perceptions of tradespeople and careers in the skilled trades were evaluated as a part of the survey. A number of positive and negative statements were listed. Respondents had the option to agree or to disagree. Overall, the majority of students agreed with the positive statements and disagreed with the negative statements. Student viewpoints between 2004 and 2013 were relatively consistent. In reacting to the statements, about 30 per cent of respondents in 2013 consistently gave neutral answers, suggesting they were uncertain or


7.0 Youth Perceptions of Tradespeople and Skilled Trades Careers

did not have a definite opinion. In 2004, about 20 per cent of respondents gave neutral responses.

Given differences in the sample groups, changes of less than 10 per cent are presumed to suggest consistency rather than major change.

For most of the statements, half or more of the students agreed with positive statements in each year.

Statement Agreement in

2004 Agreement in

2013 Difference observed

“Skilled tradespersons are creative thinkers” 47% 57% +10

“Skilled tradespeople are respected in society” 41% 49% +8

“You can easily achieve an above average lifestyle working in the skilled trades.”

47%31 54% +7

“Skilled trades offer a career you can build on, expanding into management or owning a business”

58% 62% +4

“Skilled trades are challenging, interesting, and fun”

52%32 56% +4

“Skilled trades offer an opportunity to earn income immediately while being trained”

55%33 58% +3

“Skilled trades are valued careers” 56% 59% +3

“Careers in skilled trades are better than what they used to be”

51%34 53% +2

“People in the skilled trades contribute a great deal to the quality of life in our communities”

65% 67% +2

“Skilled trades are not just jobs; they are careers”

68%35 64% -4

“Skilled trades require formal studies and training just like any other professional position”

65% 58% -7

31This finding was derived from the larger youth survey which included youth 13 to 24 and over 1,184 responses. Information for the 13 to 17 age group was not available. Readers should exercise caution around this result.

32Ibid. 33Ibid. There were a high number of neutral responses for this question. 34Ibid. 35Ibid.

Less than 20 per cent of respondents agreed with negative statements in either year, except when answering the question on whether the trades involved hard physical labour. On that question, a significant proportion of respondents agreed in both years.



2004 Agreement in


“Positions in the skilled trades involve a lot of hard physical labour”

49% 58% +9

“Skilled tradespeople are not imaginative” 6%36 12% +6

“Skilled trades are dead-end positions offering few opportunities for advancement”

11%37 15% +4

“Skilled trades are typically low-paying positions”

12%38 16% +4

“People who don’t do well in school go into the skilled trades”

28% 21% -7

Traditionally, the skilled trades have been male-dominated. To assess whether this stereotype continues to exist in the minds of today's youth, students were asked whether they believe careers are better suited to males than females. Responses in 2004 and 2013 were consistent and differences above 10 per cent were not observed. In 2004, 31 per cent of respondents agreed with the statement “the skilled trades are more suited for males than females” and 41 per cent disagreed. In 2013, 24 per cent agreed and 43 per cent disagreed.


2004 Agreement in


“Skilled trades are more suited for males than females.”

31% 24% -7

36Ibid. 37Ibid. 38Ibid.

In one area, views were more negative. In 2004, students were more likely to agree with the positive statement “careers in the skilled trades will always be in demand” than in 2013 (71 per cent versus 59 per cent). The layoffs and job losses that accompanied the last recession had a negative impact on the trades and, though trades employment recovered relatively quickly in most

39sectors, students may have been influenced by recent history. In some cases, these perceptions may need to be corrected. In the manufacturing sector, for example, although unemployment and jobs losses were experienced in lower-skilled manufacturing, there are skills shortages in

40advanced and emerging manufacturing. More opportunities may be available than students realize and accurate information about jobs in

41demand should be communicated.



2004 Agreement in


“Careers in the skilled trades will always be in demand”

71% 59% -12

39Statistics Canada, The Daily. “Apprenticeable occupations and the employment downturn in Canada.” February 24, 2011.40Conference Board of Canada, “The Need to Make Skills Work: The cost of Ontario's Skills Gap,” (Ottawa: The Conference Board of Canada, 2013), 18. 41Ibid.

In 2013, CAF-FCA undertook a national survey with 873 youth aged 13 to 17. Results were compared to findings from a similar survey in 2004 to assess how youth perceptions of the skilled trades have changed over the past decade. Today, more youth say they understand the apprenticeship process and have easily found information about the skilled trades.

Findings suggest that the apprenticeship community still has work to do with youth influencers and encouraging apprenticeship as a f i r s t - c h o i c e p o s t - s e c o n d a r y o p t i o n . Misperceptions persist when it comes to pay, educational requirements, available opportunities and the nature of skilled trades work. With technological change and increasing demand for

higher skills sets among the skilled trades workforce, communicating those evolving requirements and conditions will be important. G iven the d iverse number o f t rades , generalizations need to be addressed as well, ensuring students are aware of the educational prerequisites associated with particular trades and are aware which trades and sectors are experiencing demand. With ongoing outreach, youth will be better positioned to prepare for their careers and meet future workforce demands.


8.0 Conclusions

Based on the findings of this survey, the apprenticeship community may want to pursue further work in the following areas:

ŸYouth did not feel their parents, guidance counselors or friends were encouraging them to enter the skilled trades. A survey with influencers may clarify their viewpoints and the extent to which additional resources and information would be effective in influencing them. Additional outreach to these groups may be necessary to make substantive progress.

ŸGreater insight might be gathered from under-represented groups, unemployed individuals in their 20s and older workers in transition and compared to views of students. These audiences may require different messages than those for youth in order to attract them to careers in the skilled trades.

ŸA career progression study over a number of years may support the apprenticeship community's ability to provide convincing evidence that careers in the skilled trades lead to varied career opportunities. It could also clarify the amount of money tradespeople make over the course of their careers.

ŸWork to understand skills shortages will help clarify where the opportunities exist. Concerns that youth are not getting adequate career information to align their career

42decisions with their skill strengths, call for more specific demand data. According to a recent Conference Board report, high school students need better labour market information so they can make more informed decisions about viable careers where jobs

43exist.

ŸStudents stand to benefit from a greater understanding of the high school courses appropriate to the trade they wish to pursue. Apprenticeship prerequisites and trade-specific pathways to certification should be better defined.

ŸStudents are getting the majority of their information from the internet. The apprenticeship community stands to benefit from providing interactive, modern content that responds to youth expectations.


9.0 Moving Forward

42Joe Henry, “A Smarter Way to Educate Students about the Future,” Blog post Higher Education Quality Council of Ontario, website. See

43Conference Board of Canada, “The Need to Make Skills Work: The cost of Ontario's Skills Gap,” (Ottawa: The Conference Board of Canada, 2013), iii, 36.

http://www.heqco.ca/en-CA/blog/archive/2013/07/25/joe-henry-a-smarter-way-to-educate-students-about-the-future.aspx

http://www.heqco.ca/en-CA/blog/archive/2013/07/25/joe-henry-a-smarter-way-to-educate-students-about-the-future.aspx

CAF-FCA MEMBER RESEARCH SERIES SEPTEMBER 2013

www.caf-fca.org

2197 Riverside Drive, Suite 404

Ottawa, ON K1H 7X3

tel: (613) 235-4004

fax: (613) 235-7117

email: [email protected]

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