Increasing Women's Participation in Industrial Trades Lisa Stewart Project Submitted in Partial Fulfillment of The Requirements for the Degree of Master of Business Administration The University ofNorthem British Columbia April2009 © Lisa Stewart, 2009 UNIVERSITY OF NORTHE"N BRITISH COLUMBIA LIBRARY Prince George, BC Abstract As private sector industrial employers continue to struggle with the adverse effects caused by a shortage of skilled trade workers, opportunities are created to meet this challenge while reducing the gendered division of labour in north eastern British Columbia. Canadian 2002 statistics illustrated women represented 4% of the industrial skilled trade workforce, which is attributed to a range ofbarriers. I have assembled a diverse group of participants representing stakeholders throughout the apprenticeship system. Action research methodology assisted the stakeholders in assessing barriers identified that may prevent women from entering industrial trades in north eastern BC. Results from this assessment lead stakeholders to discover further opportunities to remove barriers. This project provides a strategy to reduce barriers limiting north eastern BC women's participation in skilled trades. Implementation of the strategy is intended to positively impact the socio-cultural environment affecting young women, and have a positive impact on young women when making career choices. II Ill Table of Contents Abstract ................................................................................................... ii Table of Contents ... .... ....... ... .... ... ........... ... ......... ....... .... ..... ....... .................. ....... .................. .. .. ...... iv List of Tables ................................................................................................................................... v Chapter 1: Introduction .... ........ ........ .... ........................................ ...... ..................... ........................ . ! 1.2 Research Questions ..................................................................... ....... .................... 3 1.3 Significance ..... .. ...................................................... .... ............ ............... ............... 3 Chapter 2: Literature Review ....................... ...................................................... ...................... ........ 4 2.1 Trends and Patterns .......... ...... ............... .. ........ ........ ................ .............................. 4 2.2 BC Apprenticeship System .................................................................................... 6 2.3 Literature Review of Barriers ................................................................................ 7 2.4 Literature Review of Existing Strategies ......................... .......................... ....... ..... 9 Chapter 3: Methodology ........................................................................................... .................... 11 3.1 Approach: Action Research ..... ... ................ ....... ....... ........ ................................... !! 3.2 Participants .......................................................................................................... 12 3.3 Methods ofData Collection ................................................................................. l4 3.4 Participant Benefits ....... ... ... ..... ................................... ........ ............. .. .................. 15 Chapter4: Results ......................................................................................................................... l6 4.2 Relevant Barriers in North eastern British Columbia ................ ...... .... ... ............. 16 4.3 Opportunities ....................................................................................................... 21 4.4 Analysis ......................... ............... ....... ...... ........ ..................... ............... ........ ...... 25 4.5 Key Elements of a Strategy .. ........................... .. ........... ... ....... .............. ........... .... 29 Chapter 5: Conc1usions ................................................................................................................. 34 References ...................................................................................................................................... 36 Appendix 1 Project Information Letter to Participants .................................................................. 38 Appendix 2 Participant Consent Form ................. .................. ............................. ........ .................. 39 Appendix 3 Recruitment Poster .............. ..... ....... ............... .... ............. .. ......... .... ..... ....... ..... ........... 40 lV List of Tables Table 1 Participant Attributes 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 v 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 013 List of Figures Figure 1 Job entry versus potential retirement population ............ . .............. . .. ............ 2 Figure 2 Apprenticeship registration by trade group and gender, 2002 ............. .... .......... 5 Figure 3 Kurt Lewin's action research cycle ...... . .......... ................. .... ................... 11 VI Chapter 1: Introduction Increasing women's participation in skilled trades could be the key to resolving the skilled workforce shortage in British Columbia (BC). A broad number of empirical studies suggest there could be a global skilled workforce shortage in the future. In Canada, the shortage of skilled workers could be attributed to a variety of reasons, including aging demographics, declining fertility rates, and the economic downturn of the 1980s and 1990s. Regardless of the reasons, this issue affects the ability of many sectors to maintain production, not to mention the ability to sustain growth. On October 3, 2008, when the federal Conservatives announced their economic plan, including measures to address the skilled trades shortage, Prime Minister Stephen Harper stated: Canada faces acute shortages of skilled trades people in certain regions and certain sectors and the shortages are expected to worsen due to demographic trends. The fertility rate has fallen below the minimum replacement rate and the baby boom generation is aging. By 2020, almost 18 per cent of Canada's population will be 65 or over, compared to 12.5 per cent in 1999. (Conservative Harper Leadership, 2008) As shown in Figure 1 below, by the year 2014, the number of retirees will exceed the number of new job entrants. According to Skills Canada web site, it is estimated that Canada could be short one million workers by 2020; forty percent of those jobs will be in the skilled trades and technologies. In 1998, that number was less than 20 percent. Government and corporate representatives have begun to realize the negative economic effects of this skills shortage and seek ways to develop a workforce for the future . (Skilled Trades, 2009) 2 Figure 1. Job entry versus potential retirement population. British Columbia Job Entry vs. Potential Retirernent Population • Age 2 D-29 • Age 55 -6, 750 ,000 700 ,000 / _/ 650,000 ----------------- - --------~ ~~--r _ 600 ,000 -------- 2014 retirees outpace new job entrants - - - - 550 ,000 500,000 4 5 0,000 400 ,000 I I I .., II> N N 0 0 0 0 .... 0 0 N 5N ~ N ;; N <;; .., N II> N .... N N N N 0 0 0 N 0 Source: BC Stats P.E.O.P.L.E. 29 Projections Governments and organizations have implemented numerous initiatives and policies aimed at increasing the participation of women in trades. For example, policies, such as the Adult Occupation Training Act, the Equity Act and the National Training Act, governed organizations in Canada with the intent of improving gender equity. Many institutions and organizations were issued a decree to improve the number of women in non-traditional roles. Despite these initiatives, the number of women has not significantly increased. Statistics revealed that women represented 2% of the industrial trades workforce in 1968, reaching only 4% over forty years later. With such underrepresentation, there exists great opportunity to increase the participation of women in trades, which could contribute to reducing the skills shortage, enhance economic growth and increase gender equity. While the statistical data presented in this document represents the workforce demographics at a provincial and national level, this project is specifically targeted to north eastern British Columbia. 3 1.2 Research Questions The objective of this research is to develop a body of knowledge potentially useful in creating a strategy to increase women's participation in the industrial trades in north eastern British Columbia. With reference to the specific context of north eastern British Columbia, the research questions are: • What are the key barriers to women's participation in the industrial trades? • What opportunities exist to increase women's participation in industrial trades? • What are the key elements of a strategy to increase women's participation in industrial trades? 1.3 Significance There is a long standing segregation in gender representation amongst industrial trades across the country including north eastern BC. This area offers unique opportunities in the industrial trades to both men and women as our energy sector continues to grow. This research project will provide a tailored, research-based strategy for north eastern BC community members including women, employers, educational providers and governments, in order to implement workforce strategies to effectively attract women to the trades. 4 Chapter 2: Literature Review 2.1 Trends and Patterns Women have proven their ability to participate in trades since 1942 when Canada was actively involved in World War II. At that time, a special committee discussed vocational training. During these discussions, a committee member declared, "[t]he proportion of women in our program is increasing rapidly, and I would think that before the end of this summer we will have far more women in training than we have men" (Watt-Malcolm & Young, 2003 , p.2). After the war, the government faced a new challenge of how to entice women back into the domestic services. There exist some inconsistencies regarding available statistical data on women in the trades. Data reported by Statistics Canada (2001) inflated the number of women in certified trades by including the pink trades, positions traditionally held by women, such as cooking, baking and hairdressing. While these are apprenticeship trades, they will not be included in the data or considerations for this project. 5 Figure 2. Apprentice registration by trade group and gender, 2002. ~ and f ~ by r ~ T oral r~ r~ ~ r ~ Gt·oup, Canada, 2002 Food & Services Other Building Construction Electrical & Electronics Motor vehicle and Heavy Equipment Metal Fabrication Industrial Mechanical Total Rt&imalioo Source: Statistics Canada CANSIM Table 477-0052, cited in Canadian Council on Learning According to Sharpe and Gibson (2005), Female registration is greatly concentrated in food and service trades, which account for 65.7 percent of total female registrations. When miscellaneous trades are added, these two groups comprise 78.6 percent of all female registrations. Food and services trades were the only major trade group in which female registrations were greater than male registrations, comprising over 60 percent of total registrations in the group. In all trade groups except for miscellaneous and food and service trades, female registration comprised less than five percent of total registrations. (p.55) 6 In addition, the data gathered from Statistics Canada (2001) on women's participation in skilled trades might be biased in a downward direction due to confidentiality restrictions in the registration process of the apprenticeship programs. 2.2 BC Apprenticeship System The Industry Training Authority (ITA) is a provincial government agency, which became operative in early 2004, with legislated responsibility to govern and develop the industry training system in British Columbia. The IT A provides oversight for industry training and the apprenticeship system. An apprenticeship is a combination of paid work-based training and post-secondary education. Typically, about 80 percent of an apprenticeship includes on-the-job work-based training and the other 20 percent is technical training taken in a classroom or shop setting. The length of an apprenticeship could range from one to five years, but most require four years to complete. The work-based training component of an apprenticeship represents an important commitment between the apprentice and the employer. Prospective apprentices find employers willing to hire them and commit to their training, register their apprenticeship agreement, and document the work-based training as it is performed or completed. Employers should have the facilities, tools, equipment and work-related training to expose apprentices to all aspects of a trade, with a qualified individual Uoumeyperson) overseeing the apprentice's work and training (Industry Training Authority, 2009). The economic climate in the various sectors within British Columbia dictates the availability of apprenticeships and new joumeypersons. 7 Upon successfully completing an apprenticeship, the student earns a governmentrecognized credential certification or ticket and becomes a certified tradesperson. Many trades earn Red Seal trades designations and have nationally recognized certification standards. 2.3 Literature Review of Barriers In order to understand why occupations involving skilled trades underutilize women, an extensive literature review was conducted on relevant articles that focused on entry barriers faced by women. Barriers to participation documented in the literature include: • Negative attitudes towards apprenticeships and poor image of trades • Lack of information and awareness of apprenticeships • Difficulties with unwelcoming workplaces or training environments • Lack of basic essential foundational skills (Canadian Apprenticeship Forum, 2004, p. 2) • Stereotypes and sexism- perception of women on the job site • Physical strength • Lack of childcare, work/life balance issues • Male-dominated environment • Old Boys' Club • Lack ofmentoring programs for women (Women in Leadership Foundation, 2007, p. 8) • Tokenism (Mayer, & Braid, 2007, p. 4). 8 Given the barriers to entry outlined in the literature, it is apparent that a common element among many of the barriers is linked to social acceptance of women doing non-traditional roles. Research shows that parents are the primary influence; gender role or sex-role stereotyping begins in the home and then is reinforced by the child's peers, school experience, and television viewing. Many researchers identified the need to expose women to trades at a young age in order to build familiarity and stimulate acceptance among their family and peers. Although there are over 100 certifiable trades in British Columbia, this project focuses on the industrial trades, which have a high degree of sex-segregation in the following categories: • Boiler Maker • Electrician, Industrial • Heavy Duty Equipment Technician (Mechanic) • Industrial Instrument Mechanic • Industrial Mechanic (Millwright) • Steamfitter/Pipefitter • Welder (A, B or C level) In order to embark on changing such extreme gender segregation, it will be important to understand socio-cultural theory in the wake of young women's career decisions. Cook and Heppner (2005) stated in The Journal of Multicultural Counselling and Development: Career development for women is influenced within the context of multiple environmental influences related to gender. From early childhood, women's 9 perceptions of themselves and their possibilities are shaped by ongoing interactions with others within their immediate environments (micro-system) and by broader socio-cultural dynamics defining a woman's life according to parameters set by the interaction of her gender and other characteristics including race (macro-system). The boundaries between these person, microsystem, and macro-system levels of influence are dynamic rather than static; an individual is an active agent in her lifelong career development, but she is strongly influenced by factors outside of her choosing; gender is a powerful determinant of everyone's career development, whether the person is privileged by her or his status or must struggle against externally defined constraints on career success. 2.4 Literature Review of Existing Strategies There has been little evaluation of the success of various strategies intended to increase women's participation in the trades. The notable exceptions are outlined below. Organizations offer underprivileged women skilled trades counselling and preapprenticeship training to improve their economic independence. A non-profit organization called Women Building Futures (WBF) based in Edmonton has had a reportedly successful strategy. The WBF offer pre-apprenticeship training and low-cost housing to women who hope to escape poverty by entering a trades apprenticeship program. WBF claims a 70 percent success rate in their graduates signing up with employers as apprentices. Additionally, non-profit organizations and education facilities develop outreach programs for young women to increase their exposure to skilled trades. The British 10 Columbia Institute of Technology (BCIT) offers a program called Trades Discovery for Women, which provides female students hands-on experience in several trades and an opportunity to job shadow in local businesses and industries. This type of program allows women to experience the reality of their false perceptions about men's work. The Trades Discovery program resulted in an increased number of women participants in trades programs at BCIT. In 2004, women participants filled 25% of the cohort in the plumbing class and 12% of the 2005 carpentry class (Canadian Council on Learning, 2006). There are several support groups, websites and committees offering resources to organizations and women in non-traditional roles, namely the industrial trades. The following is a partial list: • Canadian Coalition of Women in Engineering, Science, Trades and Technologies (CCWEST) • Women in Leadership Foundation (WIL) • Women in Science, Engineering, Trades and Technologies (WSETT) • Women in Trades and Technology (WITT) • Women in Skilled Trades (WIST) • Skilled Trades Employment Program for Women (STEP for Women) • Career Options for Women • WomenNet • The Skilled Life 11 Chapter 3: Methodology 3.1 Approach: Action Research Kurt Lewin first introduced Action Research (AR) in 1944 and the term appeared in his 1946 paper. Lewin (1946) described AR as "a comparative research on the conditions and affects of various forms of social action and research leading to social action" (p. 34). The framework used "a spiral of steps, each of which is composed of a circle of planning, action, and fact-finding about the results of the action" (Lewin, p. 36). Traditional qualitative research situated the researcher outside the research, observing what other people were doing. In AR, the researcher was the centre of the research, focused on selfimprovement and would inevitably influence what was happening. Action Research Cycle Continuum Figure 3. Author's representation Kurt Lewin's AR cycle. 12 Action Research methodology is well-suited to the objectives of this research. It fosters collective ingenuity to develop sustainable strategies, which will open doors for young women entering industrial trades as their career of choice. This research project focuses on identifying the key elements of a strategy encompassed in the first two steps of Lewin's AR cycle. The findings of this study should provide the necessary components to bring the strategy to fruition throughout the remainder of the AR cycle. The project was approved by the UNBC Human Ethics Review Board. The call for participants, information letter, and letter of consent are provided in Appendix 1, 2 and 3 respectively. The results of this study, presented in this report, will be available from the UNBC library. 3.2 Participants People were asked to participate in this study as representatives of various stakeholders in the apprenticeship system. They were asked to share their insights and experiences related to the underrepresentation of women in the industrial trades. Representatives from the following groups were involved as participants in this study. Representatives from the Career Counsellor or Trades Program Advisor at North Peace Senior Secondary School and Northern Lights College Trades Representative identified opportunities to reduce barriers in the early stages of career development. These representatives shared their knowledge of trades-related programs offered to students, both past and present, within the public school system and identified new opportunities. 13 Representatives of employers and industry offered insight regarding their hiring practices and their expectations of prospective apprentices. While being cognizant of the barriers, these employers identified opportunities to help reduce those barriers. Representatives from the Industry Training Authority (IT A) identified opportunities to reduce the barriers through the foundational programs and apprenticeship educational system. Finally, young women who recently completed an industrial apprenticeship were also involved. These women discussed their perceptions of the apprenticeship system and their suggestions on how to reduce the barriers they had to overcome. The distribution of participants by gender and stake holder group is summarized in Table 1 below. Table 1. Participant Attributes Representative College administration Public School administration Industrial trades worker Industrial employer Parent Total numbers Female Male 6 - 1 2 1 2 12 1 4 - 5 Recruitment of these participants was performed by the researcher making telephone calls to various educational facilities, industrial service providers, parents of young women and private sector industrial firms. In order to recruit young women who are active in the trades, posters were displayed at the local college and a trades program representative from the college invited women from various programs to attend the meetings. 14 3.3 Methods of Data Collection A series of one-on-one meetings, roundtables, focus group meetings and strategy sessions were conducted with all participants to gather the necessary details and identify the key strategic elements needed to increase the participation of women in industrial trades. Two group meetings were held to discuss the following questions: Questions that facilitated the gathering of this information included: 1) Which barriers are relevant to north eastern BC's industrial environment? 2) What opportunities can be identified by each stakeholder in order to reduce the barriers ascertained? Follow-up meetings were then conducted on a one-on-one basis with education program administrators to gather details on current programs offerings. All data collected during this research project was secured in a locked cabinet within a locked office. Participant comments in focus group sessions facilitated by the researcher formed the basis of the results. The questions were posed in an informal and interactive manner in the group setting where the participants were encouraged to talk with other group members, while conveying their perceptions and insights. The participants included a majority representation of young women from the industrial trades, parents of young women, and industry and education representatives. The first focus group session addressed the question, which barriers to females participating in the trades are relevant to north eastern BC's industrial environment? During the session, the participants provided their perspectives on the list of barriers identified in existing research. The majority of the participants attended this meeting with the exception 15 of two male employers. The facilitator displayed each barrier individually in a slide presentation and offered a detailed description of the research and meaning of each barrier. The participants were then asked whether the barrier was relevant in north eastern BC. 3.4 Participant Benefits The participants shared their expertise with the researcher which has been instrumental in the completion of this research. It is hoped, however, that participation in this research offered stakeholders an opportunity to develop gender equity initiatives to relieve the pressures of skilled worker shortages in north eastern British Columbia, along with an appreciation for other participants' ideas and experiences. 16 Chapter 4: Results 4.1 Introduction Results from the focus groups are used to answer the research question posed earlier: What are the key barriers to women's participation in the industrial trades? What opportunities exist to increase women's participation in industrial trades? What are the key elements of a strategy to increase women's participation in industrial trades? The analysis below considers both agreement and disagreement among participants, and whether participants had insufficient information to evaluate the question. 4.2 Relevant Barriers in North eastern British Columbia The following barriers were presented individually to the group of participants with the question: Is this barrier relevant to women entering industrial trades in north eastern BC? Negative attitudes to apprenticeship and poor image of trades Previous research revealed a negative perception of skilled trades among youth and people influencing them, with many people believing that these jobs are low paying, involved dirty and demanding physical work, and are not intellectually challenging. The participants in the current study agreed that this is not the case in north eastern BC. All participants conveyed the attitude toward apprenticeships and the image of trades in north eastern BC as positive because the area supports an industrial economic environment. Many of the young female participants commented that a career choice in the 17 trades was well thought of by their peers and perceived as equal opportunity for girls as well as for boys. Many of the young women attested to one pitfall, which was a lack of knowledge and support from their parents regarding young girls exploring trades. The employers suggested that the parents of young women do not seem to have resources available to provide necessary information to assist in the encouragement of their children to choose an industrial trade. Lack of information and awareness of apprenticeship Participants strongly agreed that many parents of young women lacked knowledge and understanding of available programs through the public school system. The young women involved mentioned there is a lack of communication at the junior high school level and awareness programs at this stage are not effectively implemented or communicated. A local business owner noticed that parents with no industrial trades experience lacked essential knowledge of career options available to their daughters, and thus, they lack the ability to support and encourage their daughters in a trade-related career choice. Difficulties with unwelcoming workplaces or training environments The young female participants commented that several of the workplaces appeared unwelcoming when the women investigated job opportunities. The young women spoke of several encounters with unwelcoming prospective employers. At times, these women were questioned about the intent of their applications as if the prospective employers were testing the validity of their interest. Others mentioned that some employers appeared interested in their resumes but lost interest when they realized the applicants were female. 18 Many of the women commented that the majority ofthe workplaces willing to hire women accepted and welcomed their employment shortly after they began working. However, one mentioned difficulties with an employer who did not have policies or experience with accommodating a pregnant trade worker. The job requirements were not conducive to her pregnancy and the employer had limited ability to accommodate her with an alternate position. Although eventually successful, the process was uncomfortable for the woman and her employer. Most women found the training environments unwelcoming. The foundational program instructors often had poor attitudes and lack of enthusiasm toward their involvement, which negatively affected all students, not just the female students. Lack of basic and essential foundational skills Participants agreed that the lack of basic foundational skills continues to be a relevant barrier to many women. Typically, young women are not familiar with trades opportunities before entering their senior high school years where foundational programs are offered; therefore, young women were not inclined to enroll into such programs. Young women who attended the foundational programs commented on the lack of female role models participating in the programs and limited exposure to female trades people working in the industry. They felt the absence of women in a role model position has negatively impacted the perception of students in these programs. As one woman stated, "We don't get to see the women to relate ourselves to." Some of the young women who attended foundational programs commented that disengaged instructors limited their foundational knowledge growth. Other participants agreed. 19 Stereotypes and sexism- perception of women on the job site The young female participants conveyed situations when other women in the workforce used their 'female status' to gain additional jobsite privileges and attention. The female participants felt this tarnished the image of all women in the male-dominated workplaces and created negative stereotypes. Other participants from the college administration suggested that, in many cases, diversity was accepted; women could be women as long as they performed equal tasks alongside the men . There appeared to be some disparity on this barrier and the opinions depended on personal experiences. Physical strength All participants commented that physical strength could be an issue for both genders. There is significant overlap in the physical strength of individual men and women, which means that many women are capable of performing the same tasks as men. The young women mentioned they were taught to work smarter, not harder. They noted the majority of the trades were suited to people with an expected level of physical strength and stamina, which, in most cases, could be achieved by women. In modem workplaces, many safety regulations limited the expected levels of physical exertion. This had a positive impact on workplace expectations with regard to physical strength. Lack of childcare, work/life balance issues The representatives from the college administration mentioned lack of childcare presented a problem for women in the schooling phase of their apprenticeship. This caused 20 issues with some female students trying to continue their studies at various levels of the apprenticeship. The young female participants indicated there is a lack of childcare flexibility to meet the extended working hours which are typical in the energy sector. Employers noticed this as a barrier to women and often accommodated time requests for childcare from female more often then their male counterparts. Male-dominated environment Most of the female participants did not recognize a male-dominated environment as a barrier they encountered when entering the workforce. However, they did comment that this is a problem for many other young girls and has prevented them from trying something new. One participant stated that "I won't do it ifl am the only girl." However, another young woman said that being the only female in her workplace was inspirational. Many participants agreed that this barrier depended on the perceptions of the participant and her experiences. They noted that a male-dominated workplace could spawn concern for parents of young girls interested in working in non-traditional roles. "Old Boys" Club Interestingly, the young women disagreed that an "old boys"' club is a barrier. They mentioned the demographics of the workforce in north eastern BC industry has weakened the old boys' club and that the younger generation is more inclusive. All participants agreed with these comments. 21 Lack of mentoring programs for women Both the young women and local employers lamented the lack of mentoring programs available to north eastern BC women entering trades programs. All participants agreed it would be beneficial to have a mentoring program to support young women entering trades. It was also mentioned by all participants that it would be beneficial to have female role models from the industrial trades participate in the discovery and foundational programs as well as career fairs. Tokenism The facilitator described this barrier according to the research by Mayer and Braid (2007) in the study, Winning Ticket: Women in Trades in British Columbia and Yukon. The researchers noted that any identifiable group of employees making up less than 15 percent of the workforce would be identified as a token by their co-workers. The female participants did not recognize this as a concern and commented that most women in non-traditional roles were confident their employment was based on merit not on gender. 4.3 Opportunities In the second focus group session, the participants grappled with the question: what opportunities can be identified by each stakeholder in order to reduce the ascertained barriers to female participation in trades? From this session, participants shared insightful understanding of the various programs and initiatives already in place within the public school system and workplaces. 22 Youth Discovery Programs Two programs offered to youth in north eastern BC are ACE IT and YES 2 IT, both provincially-sponsored programs offered through the local high schools. High school students have access to the Secondary School Apprenticeship program where they can begin an apprenticeship while still enrolled in high school. Foundational programs are offered to people outside the public school system who wish to enter an apprenticeship in a skilled trade but lack the basic knowledge required to gain employment with a sponsor. These programs are funded by the provincial government and offered through the local college. ACE IT ACE IT is an industry training program for high school students. Through an ACE IT program, students can take courses to provide both high school graduation credits and a head start towards completion of an apprenticeship program. ACE IT programs were developed and offered as partnerships between school districts and post-secondary institutions, with classes often taught in colleges. Local employers were involved in the development of ACE IT programs, and students who complete these programs typically have success in finding employment. Students successfully completing an ACE IT program earn credits for at least level one of the technical training (in-class) component of the trade which they are participating in. Through work experience placements, which are a component of the ACE IT program, the students earn credits towards the on-the-job portion of their training as well. Additionally, students may enrol in both ACE IT and the Secondary School Apprenticeship program (dual- 23 credit program). If successful, students are able to complete their first year of post-secondary education by the time they graduate from high school. ACE IT is a gender-neutral program but does not contain any particular information or strategy to increase the participation of female students. According to the program administrators, the 2008/2009 cohort of 61 students included two females in male-dominated trades and 18 females in hairdressing and cooking trades. YES 2 IT YES 2 IT, or Youth Exploring Skills to Industry Training, is a joint initiative ofthe Industry Training Authority (ITA) and the Ministry ofEducation (MOE). YES 2 IT is designed to increase awareness of trades among younger students in grades six to nine, as well as their parents, educators and communities. The program provides an opportunity for youth to engage in hands-on experience, to apply skills used in a variety of trade occupations and to make connections with tradespersons in their communities. In addition, classroom activities support the hands-on experience and parents gain awareness of career opportunities in the trades. According to the high school trades program administrators, the YES 2 IT program cohort for 2008/2009 had 80 students with a 16 percent female enrolment. While the program curriculum involved participation of trades people from the community, the program struggled to engage participants willing to volunteer their time as role models. The program structure and information offers no specific information or strategy to encourage additional involvement of female students. 24 Secondary School Apprenticeship The Secondary School Apprenticeship (SSA) allows students to begin an apprenticeship while still enrolled in high school. This program offers students an opportunity to gain work experience and develop skills while pursuing their career of choice in a skilled trade. Students earn course credits towards their high school graduation and have the opportunity to earn a scholarship that recognizes their successful participation in the program (Industry Training Authority, 2009). Trades Foundational Programs Community members are offered the support of the Northern Opportunities project, a north eastern British Columbia partnership of the Fort Nelson, Peace River North, and Peace River South school districts, Northern Lights College, First Nations, area industry and the community. The project provides young people with a seamless learning pathway from secondary school to post-secondary trades/technology training and careers. This project launched an internet web site resource to assist students, parents and employers in trades and technology training. This web site has no content specifically supporting young women, their employers or parents. (Northern Opportunities, 2009) Northern Lights College offers people a variety of apprenticeship trades foundational programs. These programs prepare students to enter an apprenticeship trade of their choice by providing them with the basic knowledge, skills and technical training that employers seek in new hires. Students are exposed to substantial hands-on exercises that directly relate to the workplace. After successful completion of the foundation portion of the program, students advance into the practicum, hands-on practical experience with an industry employer and level one components of the program. Graduates of the program who obtain 25 employment in the industry receive their Level 1 certification from Industry Training Authority (Northern Lights College, 2009). 4.4 Analysis Analysis of the various programs was based on the similarities and differences among the programs, the effectiveness ofthe curricula and limitations of the program offerings. It was evident through the analysis that the curricula of all the program offerings are wellstructured and include critical components, such as hands-on teaching, field trips and role models. It was also interesting to note that each of these programs contain information and resources depicting an equal representation of men and women while offering nothing specific to target women. It was also evident that every program struggles with participation of role models and industry representatives. The differences identified through the analysis were the target age of audiences and the organizations delivering the programs. Analysis of the relevant barriers to women in north eastern British Columbia indicated that the majority of barriers related to the lack of knowledge and acceptance by the parents and the young women. Knowledge and exposure for young women and their parents should start at the grade eight and nine levels in order to extend the range of viable career options before they enter the career choosing years of high school. Through conversations during this session, it became evident that the private sector industrial representatives' contributions to existing educational programs were essential to bring them into fruition. The framework of the existing foundational and youth discovery programs contain essential elements that offer in-depth exposure to north eastern BC career options, including the industrial trades. While these existing educational programs have little 26 content specifically targeting women, both the employers and young women participants suggested that strategic collaboration with industrial employers to offer equal representation of female role models would positively impact the perception of youth, parents and counsellors with regards to women in trades. Although local businesses often collaborate with education providers to offer financial support, more involvement is required to endorse these programs. While the foundational and discovery programs include presentations and field trips hosted by industry role models, many of those volunteers emanated from corporate community relations or senior management. Notwithstanding the significance of the messages delivered by corporate senior management, these program curricula were better suited for the participation of skilled trades people. While assessing the barriers, young female participants are greatly in favour of having female role models from the trades participating in the discovery programs. Participants agreed mentoring would have a positive influence on the acceptance of women in trades and would be an important component to change the culture causing the labour division. Role models are a consistent component of every discovery program but career counsellors and program facilitators at the high school and college conveyed their failed attempts to engage industrial employers to fulfill this component. These participants discussed difficulties with trying to find employers who could offer role model representatives to participate in these programs. As identified by the participants while assessing the barriers, positive role models from the trades needed to participate in these programs in order to succeed. This would offer young students an opportunity to relate to real individuals and visualize their own potential. 27 Additionally, the public school discovery program administrators commented on the fact they receive limited funds to provide transportation for field trips - a critical component of the discovery programs and essential for increasing real-life exposure to the trades. The lack of sufficient funding for transportation has limited the scope of the curricula. The industrial representatives had not been aware of this limitation and expressed their willingness to support the costs associated with field trips to their establishments. During the focus group session discussing opportunities to develop key elements of the strategy, the employers suggested the development of a web site to provide resources for young women, their employers and parents in order increase their knowledge of viable career options in the industrial trades. Further investigations and communications with key stakeholders from the Northern Opportunities program have resulted in the potential to update this web site with results from this project research. Further negotiations will be held with the Northern Opportunities board of directors and the researcher of this project. There were indisputable parallels between the aforementioned ecological theory on women's career development and the current labour division within the industrial trades in north eastern BC. Pivotal to a strategy to increase women's participation in trades is the initiation of positive role modelling within the educational programs, beginning with YES 2 IT at the grade 8 and 9 levels. Research by Angela DeSantis shows archetypes of learned gender characteristics were successful in fading stereotypes in the workforce, resulting in noticeable changes in career fields. Identification with role models was critical in the career decision-making process. This same research posited a relationship between role model influence and a variety of career-related outcomes, including attitudes toward non-traditional careers and career choices (DeSantis, 2006). 28 It was agreed to by all participants that in order to ensure the success of role modelling, organizers of the discovery program should strive for fifty percent representation of women role models in the industrial trades. Program organizers should coach volunteers to remain realistic and positive while following a tailored outline of topics for discussion. During the second focus group session, while the participants reviewed opportunities and possible recommendations, there was unanimous agreement that youth discovery and foundational programs in north eastern BC should remain gender-neutral and offer equal opportunity for both males and females. The entire group agreed this would offer a consistent application to support equity and diversity while eliminating discrimination. They added that additional information, support and resources should be available for female students, parents, educators and employers, specifically targeting women and their career opportunities in skilled trades. This information should include facts on attributes recommended for various skilled trades, research to nullify the myths about women in trades and testimonials of successful women in non-traditional roles specifically in skilled industrial trades. All participants stated that young women and their parents needed knowledge and support that the skilled trades were a viable career option and it would be best to deliver this message at the grades eight and nine levels. Preparation for a non-traditional career begins at an early age by the tone set at home. Expectations from parents have a profound influence on young women's entry into non-traditional careers. Providing educational and motivational experiences and resources during these years helps young women gain necessary skills to enter vocational programs and pursue a skilled trade of choice. 29 Further investigations on the internet by using Google with search words "women in trades BC" revealed several government and independently sponsored initiatives aimed at increasing women's participation in trades in other locations ofBC. Some of these sponsors included: the Industry Training Authority, Piping Industry Apprenticeship Board, British Columbia Institute of Technology, BC Energy Plan, BC Construction Association, Work Futures BC, Skills BC and the Government ofBC. The various female only programs offered through these sponsors have common elements and include hands-on workshops for young women and female role models. The majority of these programs are at the exploratory/discovery level for females and are offered in addition to existing gender-neutral skilled trades foundational programs. Many of these programs have potential resources including information on the myths about industrial trades with regards to limitations for women, an animated reference guide on job attributes of various industrial trades and testimonials of women working in various industrial trades. There are also financial grants available from various government organizations for related initiatives throughout the province. Further research should be conducted for possible resources to support the recommendations of this project. 4.5 Key Elements of a Strategy Suggestions by the project participants addressed ways to remove barriers relevant to women entering the trades in north eastern BC. These suggestions were then synthesized with ecological and socio-cultural theory on women's career development resulting in a series of recommendations. The main elements of the recommended strategy are based on collaboration of key stakeholders from within the apprenticeship system. Through this 30 collaboration there will be an efficient exchange of information aimed at removing the barriers women face in north eastern BC. In order to develop a strategy to increase women 's participation in skilled trades in north eastern BC, an unbiased, community-minded group, as opposed to an individual, an institution or a private sector firm, should carry out the strategy. The pre-eminent outcome of this research project was a request for an advisory committee with a mandate to promote north eastern BC women in industrial trades. Participants suggested that committee membership should include representation from industrial organizations, local business, education, government and young women. A representative of the Northern Lights College offered to head this committee; the representative 's association with the college is an essential component to the committee's success since the college is the cornerstone of the apprenticeship system in north eastern BC. The net results generated from this committee's mandate would enhance existing programs and resources while leveraging relations that the college established within the community. Participants also agreed that the committee should become a member of the Canadian Coalition of Women in Engineering, Skilled Trades and Technologies (CCWESTT). As a member, the committee could access the CCWESTT information database on women in trades and additional resources to support a strategy to increase women's participation in skilled trades in north eastern BC. The CCWESTT mandate is aligned with the recommendations and outcomes of this research project. Key elements ofthe strategy for north eastern BC would be as follows: 31 To develop and maintain a resource and support network to facilitate the exchange of information among north eastern BC organizations, businesses, education and governments. • To promote and advocate for the participation of women in industrial trades in north eastern BC. To engage discovery program owners, government and private sector industry. Offer information and support for the Northern Opportunities program in order to update their web page. • To research, measure, evaluate and disseminate information on the integration of women in industrial trades at a local, provincial and national level. • To develop and maintain a role modeling and mentoring program for women in trades through partnering with education providers and industrial representatives while leveraging existing resources through CCWESTT. • To assist in the development of workforce strategies for north eastern BC organizations to adopt, which target women in skilled trades. • To advocate and promote improved childcare availability within the communities represented by the committee. The advisory committee would advocate and partner with various north eastern BC groups and organizations in order to maximize utilization of the committee ' s outcomes. The solution to address every barrier identified in this research is to get more women into nontraditional industrial roles, support the women already employed in these positions and change the culture. Through strategic alliances with employers, educators and government, the committee could become the hallmark for driving workplace diversity and equity for women. 32 The committee would be most effective if key members ofthe community are engaged. It is important to establish communication and possible representation from the following groups, committees and programs. Educational institutions including: Northern Lights College, Piping Industry Apprenticeship Board, North Peace Senior Secondary School, Doctor Kearney Junior High School and Bert Bowes Junior High School. The committee should also engage the Energy Services BC (ESBC) which is a committee representing member firms of employers in the BC energy service sector whose mandate is to promote the growth and development of highly skilled BC energy service companies (Energy Services BC, 2009). Additionally, the committee should work with the Northern Opportunities program which is a north eastern BC partnership of the Fort Nelson, Peace River North, and Peace River South school districts, Northern Lights College, First Nations, area industry and the community with a goal to provide young people with a seamless learning pathway from secondary school to post-secondary trades/technology training and careers (Northern Opportunities, 2009). While this committee membership should be open to anyone who is willing to support the mandate, care should be taken to ensure an even representation of the various stakeholder groups including young women, educators, employers and government. A proportional representation should provide an unbiased approach as the committee sets out to deliver the aforementioned mandate. 4.6 Summary The barriers to entry which north eastern BC women face in the area of industrial skilled trades can be summarized as a result of the socio-cultural environment affecting 33 young women. Many of the barriers are due to a lack of information and awareness by the young women and those around them. Many of these systemic barriers can be removed through collaboration of various stakeholders across the apprenticeship system. Through collaboration, information and knowledge can be easily exchanged in order to tum the sociocultural environment in favour of women entering industrial trades. The recommendation from this project leads to the establishment of an advisory committee advocating for the recruitment of women in industrial trades. As a member of the Canadian Coalition of Women in Engineering, Trades and Technologies, this committee will have access to information and resources to support its mandate. The participants of this committee will represent a diverse cross-section of the stakeholders from the apprenticeship system. This committee will work closely with local education providers, employers, and governments in order to effectively exchange information to reduce the barriers to entry women face in industrial trades. In the continuation of the Kurt Lewin action research cycle, the committee should establish metrics in order to evaluate the progress of their strategy. It should be noted that the recommended strategy will not produce measureable results at the certified journeyperson level for approximately ten to twelve years. Because of this, female student registrations should also be tracked at the discovery and exploratory levels. Program administrators should also monitor female students who transition from Yes 2 It program through to Ace It and the Secondary School Apprenticeship programs. An increase in female students attending these programs in a sequential manner is a good indicator of successfully transforming the social-cultural environment affecting young women's career choices. 34 Chapter 5: Conclusions The results of this research project demonstrated there are barriers to women's participation in the industrial trades in north eastern BC, although not all of the barriers identified in the literature appeared to exist in this context. The three main barriers, which bolstered a negative socio-culture, were lack of young women's information and awareness of apprenticeship, lack of basic and essential foundational skills for young women and lack of mentoring programs for young women entering or enrolled in skilled trades. The cultural culmination ofthese systemic barriers created additional barriers of negative stereotypes and sexism against women in non-traditional roles and unwelcoming workplaces and training environments. As a relevant barrier to many dual income and single parent households in north eastern BC, lack of childcare and work/life balance is recognized as a barrier to both the training and working phase of the apprenticeship program. The research for this project was conducted with a diverse but relatively small group; therefore, the views offered by the participants were limited and not necessarily reflective of the entire community. There may be a slight bias due to the fact that young male trades people were not included. The young women participants in this research have achieved success in various levels of the apprenticeship system; therefore, they did not necessarily represent the views of those who are recommended by the research to be targeted in grade eight and grade nine levels. 35 The significance of this research offers a long awaited strategy to reduce the north eastern BC labour division in skilled trades, while easing the negative affects of the current skills shortage in industrial trades. This research strategy advocates the need for collaboration across all stakeholders in the apprenticeship system in order to address the relevant barriers to women's participation in north eastern BC industrial trades. Through this project, it was revealed that the existing foundational and discovery program curricula included the necessary components to remove many of the relevant barriers such as industrial trades role models and field trips. Because of a break down in communication, these components were not executed due to lack of involvement by private sector industrial employers. Through the recommended strategy proposed by this project, this limitation could be removed, allowing the programs to deliver their comprehensive curricula to both men and women. The effect of this recommended strategy would positively influence the knowledge and acceptance of young women and their parents with respect to industrial trades being a viable career option before these women entered their career decision-making years. With the inauguration of the advisory committee in north eastern BC and its potential membership in the Canadian Coalition of Women in Skilled Trades and Technologies, north eastern BC women and employers have a continuum of research and support for all aspects of promoting women in trades. This plan would be best offered to the community as a whole and should be delivered by a diverse coalition of community representatives rather than an individual, private sector firm or educational institution. As a participant and supporter of this strategy, a representative from the trades department of the local college offered to head the committee as the founding member. 36 References Canadian Apprenticeship Forum. (2004). Accessing and completing apprenticeship training in Canada: Perceptions of barriers experienced by women. Retrieved October 12, 2008 from, http: //www.caf-fca.org/files/access/ 1-Reportjan04_e.pdf Canadian Council on Learning. (2006). Apprenticeship training in Canada. Retrieved October 16, 2009, from http://www.cclcca.ca/CCL/Reports/LessonslnLeaming/apprenticeship-LinL.htm Careers in Trades. (2004). Skilled trades media report: Negative perception towards skilled trades contributes to future labour shortage. Retrieved October 18, 2009, from http://www .careersi ntrades. ca/media/default. asp ?load=optionB Conservative Harper Leadership. (2008). Announcement- Economic plan. Retrieved , from http ://www.conservative.ca/?section_id= 1091§ion_copy_id= 106751 &tpid=3171 & Cook, E. P., & Heppner, M. J. (2005, July 1). Multicultural and gender influences in women's career development: An ecological perspective. Journal of Multicultural Counselling and Development, DeSantis, A. M. (2006, June 1). The influence of role models on women's career choices. Career Development Quarterly. Retrieved January 16, 2009, from http://www.allbusiness.com/human-resources/careers/1184670-1.html Energy Services BC. (2008). About ESBC, Retrieved February 12, 2009, from http: //www. energyservicesbc.org/ Industry Training Authority. (2009). Youth programs. Retrieved January 12, 2009, from http ://www.itabc.ca/Page19.aspx Lewin, K. ( 1946). You and your action research. (pp 34 - 36) Mayer, H., & Braid, K. (2007). A winning ticket: Women in trades in British Columbia and Yukon. (pp. 7). Retrieved October 10, 2008 from http: //www.sfu.ca/- wsweb/documents/WIT-report-final.pdf Northern Lights College. (2009). Dual Credit Programs, Trades and Apprenticeship Division. Retrieved February 12, 2009, from http: //www.nlc.bc.ca/subsite.trades.programs.php 37 Northern Opportunities. (2009). Retrieved February 12, 2009, from http: //www.northernopportunities.bc.ca/ Ontario Chamber of Commerce. (2005, September). Taking action on skilled trades report. Retrieved October 17, 2008, from http: //www.occ.on.ca/policy/reports/39 Sharpe, A., & Gibson, J. (2005). The apprenticeship system in Canada: Trends and issues. Ottawa: Centre for the Study of Living Standards, p 55. Retrieved October 12, 2008 from: http://www.csls.ca/reports/csls2005-04.pdf Statistics Canada, Annual. CANSIM Table 477-0052. Registered apprenticeship training: Completions by major trade groups and sex. Retrieved February 8, 2009 from http: //cansim2.statcan.gc.ca/cgi-win/CNSMCGI.PGM?Lang=E&Arrayld=4770052&Array_Pick= 1&Detail= 1&ResultTemplate=CIIICII_&RootDir=CIII Skilled Trades (2009). Careers in Trades. Retrieved February 8, 2009 from http: //www. careers intrades. calmed ia/default. asp ?load=factO 1 Techsploration. (2008). Retrieved February 10, 2009, from http://www. techsploration.ca Watt-Malcolm, B., & Young, B. (2003). Canadian women in the industrial trades: A historical perspective. Edmonton: University of Alberta. Women in Leadership Foundation. (2004). Women in construction trades: A strategy plan to promote women. Retrieved November 12, 2008 from www.womenbuildingfutures.com 38 Appendix 1 Project Information Letter to Participants (Date) (Name of stakeholder representative) (Name of organization or institution) Dear (Name of stakeholder representative): My name is Lisa Stewart and 1 am studying for an Executive Master of Business Administration at the University of Northern British Columbia under the supervision of Professor Fiona MacPhail. My MBA project focuses on the underrepresentation of women in industrial trades in Northern British Columbia. The purpose of this research is to develop a strategy to increase the participation of women in skilled trades with a focus on removing barriers identified by other bodies of research. Women currently represent 4% of the skilled trades workforce in the industrial sector of Canada. This low level of participation has shown little improvement despite the efforts of government and corporate initiatives for diversity and equity over the past 40 years. Because of this, 1 have chosen to conduct Action Research - a collaborative approach - in order to establish a strategy, which engages the various stakeholders at every stage of the apprenticeship system. This will include career counsellors in the local high school, college representatives for the foundational trades program, contracting firms who typically hire apprentices and Spectra Energy as an industrial representative. Previous strategies and initiatives offered by governments and organizations seem developed in silos, offering little more than lip service. The intent of this research is to develop an action plan, which will engage young women early in their career choices, and offer exposure to trades and industrial workplaces. This request for participation is being sent to you because of your position as a stakeholder in the early stages of the apprenticeship system. As a participant, you will offer subject matter expertise on your stage of the apprenticeship system, which will offer insightful ideas for the creation of a collaborative strategy. Your participation is voluntary and all information collected will be confidential. At the completion of the research, 1 will supply the results of the study and discuss the outcome with you before publication by the UNBC library. This study has been accepted by the Human Ethics Committee of the University of Northern British Columbia and Spectra Energy. If you have any questions, you may contact the UNBC Office of Research at (250) 960-5820. Thank you for your cooperation. Yours sincerely, Lisa Stewart (MBA candidate) Journeyperson Industrial Instrumentation lmstewart@spectraenergy .com (250)262-6148 cell 39 Appendix 2 Participant Consent Form I agree to participate in a program of research conducted by Lisa Stewart through the Faculty of Graduate Studies at University ofNorthern British Columbia (UNBC). A. PURPOSE I have been informed that the purpose of the research is to develop a strategy to increase participation of women in industrial trades. B. PROCEDURES The research will be conducted in suitable facilities offered by participants in Fort St. John, British Columbia. As representatives of selected government educational institutions and/or industrial employers, participants are expected to bring subject matter expertise to a series of individual meetings and brainstorming activities and to take part in the finalizing session to develop a joint strategy. The meetings will be conducted during the month of February. The finalizing session to develop the strategy based on our findings will take place in March 2009. C. CONDITIONS OF PARTICIPATION • • • I understand that I am free to withdraw my consent and discontinue my participation at anytime without negative consequences whatsoever. I understand that my participation in this study is confidential (i.e., the researcher will know, but will not disclose my identity or any others gathered in the research) I understand that the data from this study may be published. I HAVE CAREFULLY STUDIED THE ABOVE AND UNDERSTAND THIS AGREEMENT. I FREELY CONSENT AND VOLUNTARILY AGREE TO PARTICIPATE IN THIS STUDY. NAME (please print) SIGNATURE-------------------------------------------------------If at any time you have questions about your rights as a research participant, please contact Debbie Krebs, Office of Research and Graduate Programs, UNBC, at (250) 960-5650. 40 Appendix 3 Recruitment Poster Poster was formatted for II x I7 resulting in poor resolution on this page. Please refer to next page for details form the lower portion of poster. 41 Lower portion of poster details Women represent only 4% of this workforce. Please join our coalition of industry and education representatives. Our goal is create a collaborative strategy to increase female participation in industrial trades in Northeastern BC. To join, please contact Lisa Stewart at 250.262.6148. February 24, 2009 7:30pm-9:00pm Northern Lights College lTC Building Conference Room Lisa Stewart will facilitate meetings with the coalition as part of her MBA project research through UNBC . Any questions may be forwarded to Lisa Stewart or UNBC Research Ethics Board 250 .960.5650