Partners Outline Project Description Background Issues Research Questions

Partners

Outline • • • Project Description Background Issues Research Questions Sample Design Preliminary Results 11/4/2020

Project Description • The purpose of this project was to determine if providing an intervention consisting of support and resources will reduce apprentice attrition rates. • We aimed to provide a focused, up-front, supportive education and training intervention for apprentices that emphasized building their resilience.

Project Description • The study involved 26 registered apprentices recruited through the MTCU office in South London, as well as through in-class announcements at Fanshawe. • The intervention program consisted of a series of nine hands-on and two online workshops that were focused on building life skills and resilience to common stressors among apprentices. 11/4/2020

Background • Reasons for non-completion: – Unrealistic expectations of employers and apprentices coming into the apprenticeship – Lack of communication between employers and apprentices through the apprenticeship program – Employers’ concerns regarding the lack of skills demonstrated by the apprentices when entering the apprenticeship.

Main Research Question • Is there any evidence that a specifically designed supportive training intervention is effective at reducing attrition rates in the first six months of an apprenticeship? 11/4/2020

Sub-Questions • What factors do Ontario apprentices identify as reasons for continuation or non-completion of their apprenticeship? • What questions and specific types of support do apprentices identify as meaningful and necessary through the first six months of the apprenticeship?

Design Number of Participants Characteristics 8 Apprentice employers and former apprentices 2. Interviews 26 Apprentices-in-training who did and did not participate in the ARP. Thirty-nine interviews were completed over 12 months 3. ARP (Exit Cards) 11 Apprentices-in-training who completed the ARP 1. Focus groups

Goals of the Intervention Program • Using a community psychology orientation, the workshops were designed to: – Foster resilience and coping skills in apprentices; – Provide a forum for peer support; – Allow ease of access to community resources (childcare, counselling, MTCU, tool and supply bursaries, affordable housing); – Encourage a sense of commitment to the apprenticeship program and to experiential learning.

Workshop Outline Session 1: Introductions and Expectations Session 2: Skills Gaps and Solutions (Online) Session 3: Learning at School vs. Learning on the Job Session 4: Personality, Communication & Working with Others Session 5: Speaker: Employer Expectations Session 6: Employment Standards/ Health and Safety (Online) Session 7: Finances and Budgeting & Entrepreneurship Session 8: Work/Life Balance and Health Session 9: Getting Involved in Your Industry / Learning about Unions Session 11: Roundtable: Accessing Community Resources/ Wrap Up and Feedback

Intervention Evaluation Week 1 2 3 4 5 6 7 8 The topic was interesting 3. 86 3. 60 4. 00 3. 86 2. 86 3. 40 3. 80 I will be able to use the information provided 3. 43 3. 40 3. 67 4. 00 3. 86 3. 00 3. 60 4. 00 The facilitators were helpful 3. 57 3. 60 3. 83 4. 00 2. 86 3. 80 4. 00 I would suggest this program to a friend. 3. 57 3. 20 3. 67 4. 00 2. 71 3. 60 3. 80 Average 3. 61 3. 45 3. 79 4. 00 3. 93 2. 86 3. 60 3. 90 Sessions are numbered as follows: 1. Introductions and Expectations, 2. Learning at School vs. Learning on the Job, 3. Personality, Communication and Working with Others, 4. Employer Expectations, 5. Finances and Budgeting & Entrepreneurship, 6. Work/Life Balance and Health, 7. Getting Involved in Your Industry/ Learning about Unions, 8. Accessing Community Resources/Wrap Up and Feedback. 11/4/2020

Major Themes - Intervention 1. Program Utility – Participants considered it valuable 2. Extra Work – Those who did not participate said that it seemed like extra work 3. Mixed-Trade Group Format – Participants appreciated meeting people from different trades and learning about their profession 11/4/2020

Major Barriers to Completion 1. Financial support and Employment Insurance – Had to leave to earn additional income 2. Support from MTCU and access to ETCs – Felt that they didn’t have anyone to ask questions 3. School curriculum and skills gaps – Employers recognized Essential Skill and knowledge gaps 4. Personal life/family situation – 11/4/2020 Life changes and challenges prevented continuation

Contact Catharine Dishke Hondzel cdishke@uwo. ca Website: www. edu. uwo. ca/HIRG @HIRGUWO 11/4/2020