SLAAMB

Summary Report of the Centre for Aboriginal Apprentice Research (CAAR) November 21, 2008:

The Sioux Lookout Area Aboriginal Management Board (SLAAMB) received a grant from Human Resources Social Development Canada for Aboriginal Apprenticeship Research under the P.C.I.I. back in March, 2007.

The CAAR project will test if apprenticeship and pre-apprenticeship training, delivered by distance, and tailored support can assist remote First Nation workers to advance toward a specific apprenticeship goal , or certification and increase their employment in the trades.

The objectives are:

1- The First Nation trades workers to achieve their designated apprenticeship goals as a result of targeted supports provided to them during the three (3) year pilot period.

2- Project participants (First Nation workers) participate in the construction phases of the Meno-Ya-Win Health Centre and other facilities like the hostel.

3- The employment rate of the First Nation trade workers participating in the construction phases of the Meno-Ya-Win Health Centre and other facilities like the hostel increases over the three (3) year pilot project.

4- First Nation worker skills and capabilities are enhanced by participation in the CAAR project.

5- The strategies used to support apprenticeship and online pre-apprenticeship training in the project provide tools and techniques that are scalable in other similar labour markets.

The anticipated outcomes and results to be achieved:

1 – approximately 150 to 175 participating workers from regional First Nations have achieved their chosen training/employment goals (a range of goals from pre-apprenticeship/upgrading completion to journey person status).

2 – the targeted supports provided to assist participating workers, including online and distance learning supports, promote retention in the CAAR project.

3 – Seventy-five percent (75%) of participating First Nation workers achieve employment in construction or are enrolled in pre-apprenticeship and/or pre-employment skills development courses.

4 – Fifty percent (50%) of employed workers continue to be employed twelve (12) months after they start.

5 – Successful distributed learning tools and formats are disseminated for use in professional development and employment skills development in remote and underserved labour markets.

6 – The Sioux Lookout Centre for Aboriginal Apprenticeship Research disseminates a range of appropriate strategies for use in other remote First Nations.

7 – Lessons learned in the project are disseminated to stakeholders and other similar labour markets.

This summarizes the activities undertaken since April, 2007:

a) A management committee was established almost immediately to oversee the project. The committee members include:

• a local area MTCU apprentice and literacy consultant.

• Four First Nations Councils’ representatives.

• A trade unions representative.

• Representation from the Sioux Lookout First Nations Health Authority and Sioux Lookout Meno-Ya-Win Health Centre.

• Representation from HRSDC.

• Two representatives from Confederation College.

• SLAAMB coordinator as the chair.

The first meeting held April, 2007 then quarterly thereafter.

The main purposes of the management committee are to oversee the project and recommend changes/modifications and other activities as agreed to from time to time.

The management committee adopted the models identified as appendix A and B. Also, the 4 Pathways in CAAR identified as appendix “C”.

b) April, 2007 - RFP was send out for the project evaluator – seven (7) proposals were received with four (4) being requested to submit additional information. Also, the ads for the CAAR project manager, e-learning coordinator and employment counselor/coach mentor were put in local newspapers. The necessary office and computer supplies were purchased.

c) May, 2007, Neil Nelson, PHD (Neil Nelson Management Consulting) from Thunder Bay was selected as the evaluator – his team consists of Bartolo Pilato, Margaret Wanlin, Wolf Morriseau and Robyn Louis. Also, the CAAR project manager, e-learning coordinator and employment counselor/coach mentor were hired. MOU was negotiated and signed with Confederation College to be SLAAMB’s training delivery agency

d) The CAAR team were given orientation to the CAAR project and some training in apprenticeship field then started the plan of delivery. The team then began visiting the thirty (30) First Nation communities to promote the project, recruit participants who had been in a construction field for a number of years to attend (1) the certificate of qualifications (C of Q) tutoring, (2) pre-apprenticeship/pre-employment training, (3) a future GED course and/or (4) employment during construction of new health centre and hostel. It was judged to be much too early to recruit to the Ontario Youth Apprenticeship Program (OYAP).

NOTE: the construction was scheduled to begin summer/ fall, 2007 then was delayed to early spring, 2008 but didn’t begin until July, 2008.

NOTE: The CAAR team has participants sign release of information forms then gathers the participants’ personal information, work history (number of hours in the trade), obtains letter from employer(s) to verify trade hours, does the necessary assessment(s) and then brings all information back to the office.

The CAAR team determines which participants are referred to pre-apprenticeship training and which are forwarded to MTCU for assessment with the expectation of approval and participation in the C/Q (Certificate of Qualification) tutoring. At this time an appointment is made with the local MTCU Training Consultant.

As of June, 2007, there were already 78 participants who thought they had the required hours in carpentry, plumbing and electrical fields. It was planned to have groups of 10-12 participants per class.

It was agreed by the CAAR Team that any participant (s) who missed three (3) classes or didn’t follow the rules of this project would be removed from the course (s).

The first C of Q tutoring class of 9 carpenters, 8 plumbers and 3 electricians started July 23rd/07 with the groups expecting to challenge the respective trade exam August 17/07 – 4 weeks. It was soon discovered that the course had to be extended to 5 weeks. Unfortunately, no one in the 3 groups was successful at challenging the exams the first time.

• Scores for 9 carpenters (45%, 33%, 40%, 39%, 65%, 36%, 36%, 53%, 44%).

• For the 7 plumbers (35%, 38%, 35%, 33%, 62%, 47%, 23%).

• For the 3 electricians (61%, 30%, 53%).

• – a score of 70% is required to pass. The electrician with the score of 61% decided to rewrite his exam the second time and passed it (78%) so we had our first domestic and rural journeyman electrician.

The second class of C of Q tutoring started October 15th/07 and they challenged the trade exams December 7/07 (8 weeks) with 10 carpenters and 4 plumbers. Trades math now added to course. Results for carpenters (54%, 67%, 69%, 45%, 32%, 34%, 40%, 37% &,76%, ) and plumbers (67%, 64%,65% & 44%) - we had our first journeyman carpenter.

It was decided to have a three and half (3 1/2) week intense tutoring for three plumbers and 3 carpenters who were within 10% of passing – January 21/08 to February 13/08.

Unfortunately, none of the plumbers didn’t pass their trade exams but 2 carpenters did pass their trade exams - we now have two more journeyman carpenters

 – now have a total of three (3) journeyman carpenters.

Confederation College delivers MTCU approved carpentry (September 24, 2007 to April 25, 2008) and electrical (February 19, 2008 to September 5, 2008) Pre-apprenticeship training for the local area. Offers seats to the Treaty three (3) Area Management Board (Shooniiyaa Biidoong) and SLAAMB – no electrical participants from SLAAMB but there are two (2) carpentry participants from the SLAAMB area. Six (6) electrical and eight (8) carpentry (2 from SLAAMB) participants complete program. our (4) carpentry participants are waiting to complete their job placements preferably at the construction sites. This activity demonstrates that partnerships can be developed.

First class of pre-apprentice/job-readiness (carpentry) on-line training (sponsored by CAAR) to three (3) remote communities begins January 14/08 to July 25/08 and it includes 240 hours of on the job training supervised by a journey person. Four (4) of each trade completes the course and are now level 1 apprentice. Four (4) carpenters successfully completed the course.

The third class of C of Q tutoring starts March 31/08 and they challenged the trade exams May 20/08 (8 weeks) with 10 carpenters and 3 electricians – now includes two(2) weeks certificate training (WHMIS, Hoisting & Rigging, Propane, Hilti, Occupational Health & Safety, Fall Arrest & First Aid).. The scores for 10 carpenters (49%, 48%, 56%, 28%, 55%, 41%, 43%, 38%, 38%, 37%, ), three electricians (80%, 58%, 62%) and one (1) plumber challenged the exam without tutoring with a score of 54%. – we now have our second domestic and rural journeyman electrician.

Second class of pre-apprentice/job-readiness (carpentry) on-line training to six (6) remote communities begins May 5th/08 and it includes 240 hours of on the job training supervised by a journey person. 4 carpenters are presently completing the course.

SLAAMB holds discussions with the fifteen (15) trade unions about employing as many of our First Nation members as possible – it’s agreed to try to have 40-50% of the workforce on both construction sites be First Nation members. Construction of new hostel began late June, 2008 and new health centre began late July, 2008. We are offering six (6) months wage subsidy to all contractors who take our people as apprentices in the various trades.

The fourth class of C of Q tutoring started June 9/08 and they challenged the trade exams August 15/08 (10 weeks) with 8 carpenters – includes two(2) weeks certificate training (WHMIS, Hoisting & Rigging, Propane, Hilti, Occupational Health & Safety, Fall Arrest & First Aid). This tutoring course was changed – two (2) residential construction overview then six (6) weeks commercial & industrial carpentry.

The scores for 8 carpenters (57%, 64%, 52%, 60%, 61%, 51%, 33% & 48%).

It was agreed to have six (6) of those carpenters who had scores within 19 points of passing do an intense three (3) week carpentry tutoring October 6th to October 24th so this group rewrote the exam October 27th/08. Won’t know the results for about three weeks.

Note: test results of the above group were = 61%, 57%, 60%, 63%, 64% and 71%. **

We now have our fourth (4th) journeyman carpenter. **

Started GED delivery on line to three remote communities – Sandy Lake, Lac Seul and Big Trout Lake (KI) October 6th/08 with completion February 6th/09 and tests the following week. Next delivery starts October 27th/08 with completion February 18th/09 and tests the following week.

The fifth class of C of Q tutoring started October 13th/08 and they will challenge the trade exams January 23rd/09 (12 weeks) with 8 carpenters – includes two(2) weeks certificate training (WHMIS, Hoisting & Rigging, Propane, Hilti, Occupational Health & Safety, Fall Arrest & First Aid). This tutoring course was changed – three (3) residential construction overview then seven (7) weeks commercial & industrial carpentry. Test results won’t be known until mid February/09.

The third class of pre-apprentice/pre-employment started October 13th/08 for 9 electricians & 19 carpenters.

Assumptions with resolutions:

1 – participants understand the terminology of the trades (not use jargon); wrong so a definitions and terminology for carpenters, electricians & plumbers booklets (dictionary) were developed. Not approved by MTCU as of this date.

2 - participants have the necessary English skills to understand the tutoring courses; no so Oji-Cree interpreters/translators were made available during the course and the actual trade exams.

3 – participants have the necessary math skills; not accurate so math tutoring was made part of the course.

4 – participants’ work experience was limited so tutoring course was expanded to include commercial & industrial aspects. - participants proof of experience difficult to determine trade specific versus labourer experience. Result: CAAR team involved in more education and due diligence when collecting documents for the C/Q process.

5 – Oji-Cree is the first language for most of the participants so 1) an extra hour was allowed for challenging the trade exams – approved by MTCU.

Further MTCU policy guidelines changes interprovincial examinations are allowed up to four (4) hours for examinee to write.

As the result of this research project and the activities of the CAAR team, we now have concrete results:

a) we have two (2) domestic and rural journeyman electricians.

b) we have three (3) journeyman carpenters.

c) as of October 31st/08, we have 2 journeymen carpenters, 8 carpenter apprentices, 5 labourers, 2 heavy equipment operators, 1 job site superintendent trainee and 1 project manager trainee working at both construction sites.

d) as of October 10/08, we have a total of 316 First Nation people registered in the project either having taken the C of Q tutoring, pre-apprenticeship/pre-employment, looking for work at the construction sites as apprentices, labourers or other work.

e) 26 out of 30 First Nation communities now know more and have a better understanding about apprenticeship, the trades and have the opportunity to participate in various construction jobs.

f) There has been spin – offs as the result of this project with discussions/meetings with mining and private construction companies as well as Hydro One. Also, SLAAMB has been able to enhance its institutional development capacity by opening the “Regional Trades & Skills Centre” located in Sioux Lookout.

g) SLAAMB has a working relationship with the fifteen (15) trade unions about employing as many of our First Nation members as possible – First time ever as stated by the unions.

h) this initiative marks an evolution or turning point:

- assumptions have turned to facts and challenges, which have led to new strategies to achieve success.

- this is template or starting point for many similar discussions of aboriginal activities

- discussions lead to the best practices but also includes critical thinking and due diligence for newly created partnerships with others and any future activities

- stronger, intertwined working partnerships

- the potential exists in another venue to build upon the success and participation of individuals and to use the voice of the participants as role models

Evaluator’s Comments

These are high level observations only. Specific problems and proposals can be made available.

- While the overall list of impacts arising from the CAAR project would bring congratulations to any project, the low rate of success of the CofQ tutorial and challenge module must be addressed.

- The initial assumptions made about the strengths brought by the learners proved to be optimistic.

- The CofQ tutorial has made many well-targetted changes to accommodate the unpredicted learner needs. The date that has not been sufficient to result in an acceptable success rate.

- It may be that the learners’ unpredicted needs are too large to be addressed by the tutorial original model no matter how many weeks are added.

- Our opinion is that a twelve-week tutorial plus two weeks of certificate training (safety) is the maximum length that should be offered. If that is ineffective, either (1) a new model should be developed or (2) the CofQ challenge goal should be abandoned.

- The economic, social, cultural and anti-racism benefits of having a route to challenge the CofQ-here and across Canada-are too important to allow CAAR to abandon this goal with trying to find other routes to success.

- Regarding options to the tutorial models, no alternative presented so far will, in our opinion, lead to better rates of success on the CofQ challenge.

- However, we do believe that an alternative which is both disciplined and visionary-and also well-resourced-can be developed and can raise the success level to an acceptable rate.

- The population of eligible learners in the CAAR catchment area is finite. It may be necessary to expand that area to find enough qualified learners to fully develop and test this method.

APPENDIX “A”

 APPENDIX “B”

CAAR Relationship Model Industry/ Labour Lac Seul Matawa Windigo Shiboogama Relationship Model for the Sioux Lookout Area Aboriginal Management Board and the Centre for Aboriginal Apprenticeship Research initiative.

The focus of this model is Learner Centered. SLAAMB-CAAR are accountable for the initiative and responsible for bringing together key partners.

Trades Unions Ellis Don Meno Ya Win Health Centre Sioux Lookout First Nations Health Authority SLAAMB/ Communities Learner Centred Model Apprenticeship Branch Innovation & Skills Devel. Job Connect Literacy MTCU/ Confedertation College CAAR Tribal Councils APPENDIX “C” 4 Pathways in CAAR:

 • The CAAR project team does the necessary assessments on all potential participants.

 • All participants are encouraged to choose their own career pathways as indicated in the chart.

• If the participants choose either the certificate of qualifications or apprenticeship route, the CAAR Project Team & Kenora’s Apprenticeship Consultant does the final assessment and approval jointly.