All you need to know about skills shortages and the skills deficit by Toronto Training and HR November 2015
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All you need to know about skills shortages and the skills deficit
by Toronto Training and HR
November 2015
CONTENTS3-4 Introduction5-6 Definitions7-8 Basic skills and workplace skills9-10 Essential skills for Canadian workers 11-12 Skills which Canadian employers want 13-15 Learning (in Canada)16-17 Aboriginal people18-22 The skills for jobs blueprint in B.C.23-27 The skills situation in Australia28-30 Frequency and use of skills and knowledge31-33 Perceived importance of skills and knowledge34-36 Skilled immigrants37-38 Right brain skills needed for the future39-40 Benefits of skills recognition41-42 Support from employers for skills training 43-45 Professional development support from employers for skills training 46-47 Ontario’s skills gap48 Case studies49-50 Conclusion, summary and questions
Page 2
Page 3
Introduction
Page 4
Introduction to Toronto Training and HR
Toronto Training and HR is a specialist training and human resources consultancy headed by Timothy Holden
10 years in banking
15 years in training and human resources
Freelance practitioner since 2006
The core services provided by Toronto Training and HR are:
Training event design
Training event delivery
HR support with an emphasis on reducing costs, saving time plus improving employee engagement and morale
Services for job seekers
Page 5
Definitions
Definitions• Skills
• Skills gap
• Skills shortage
• Skills deficit
Page 6
Page 7
Basic skills and workplace skills
Basic skills and workplace skills
• Basic skills
• Workplace skills
• Portable skills
• Non-portable skills
Page 8
Page 9
Essential skills for Canadian workers
Essential skills for Canadian workers
• Reading
• Document use
• Numeracy (math)
• Writing
• Oral communication
• Working with others
• Thinking
• Computer use
• Continuous learning
Page 10
Page 11
Skills which Canadian employers want
Skills which Canadian employers want
• People skills/ relationship-building
• Communication skills
• Problem-solving skills
• Analytical abilities
• Leadership skills
• Industry-specific knowledge and experience
• Functional knowledge
• Technological literacy
Page 12
Page 13
Learning (in Canada)
Learning (in Canada) 1 of 2
• Formal learning
• Non-formal learning
• Informal learning
Page 14
Learning (in Canada) 2 of 2
Average training spend
• Finance, insurance
• Communication, utilities
• Forestry, mining, oil & gas
• Information, culture
• Primary product manufacturing
• Capital intensive tertiary
• Secondary product manufacturing
Page 15
Page 16
Aboriginal peoples
Aboriginal peoples
• Young population
• Keep Aboriginal children in school
• Transition from high school to post-secondary education and/or training
• Retain post-secondary students
• Focus on results rather than paperwork
Page 17
Page 18
The skills for jobs blueprint in B.C.
The skills for jobs blueprint in B.C. 1 of 4
• A head-start to hands-on learning in our schools
• A shift in education and training to better match with jobs in demand
Page 19
The skills for jobs blueprint in B.C. 2 of 4
• A stronger partnership with industry and labour to deliver training and apprenticeships
• Applying the blueprint to industry need
Page 20
The skills for jobs blueprint in B.C. 3 of 4
LNG occupations in demand
• Construction trades, helpers and labourers
• Steamfitters and pipefitters
• Welders
• Concrete finishers
• Transport truck drivers
• CarpentersPage 21
The skills for jobs blueprint in B.C. 4 of 4
LNG occupations in demand (cont.)
• Heavy equipment operators
• Gas fitters
• Purchasing agents and officers
• Crane operators
Page 22
Page 23
The skills situation in Australia
The skills situation in Australia 1 of 4
Workforce development
• Enterprise-specific programs
• Industry sector-specific programs
• Occupational-focused programs
• Regional-focused problem
• Hybrid region/industry/employer programs
Page 24
The skills situation in Australia 2 of 4
Future directions
• Putting learners and enterprises at the forefront of service
• Enabling skills use and productivity in enterprises
• Supporting communities; better targeted and coordinated effort
Page 25
The skills situation in Australia 3 of 4
Future directions (cont.)
• Aspiring to excellence
• Delivering outcomes and understanding the sector’s contribution
• Providing agile and adaptive products and services
• Ensuring better pathways across education sectors
Page 26
The skills situation in Australia 4 of 4
Future directions (cont.)
• Securing prosperity through sustained and balanced investment
• Creating a simpler system
Page 27
Page 28
Frequency of use of skills and knowledge
Frequency of use of skills and knowledge 1 of 2
• Speaking and listening effectively
• Time management skills
• Being respectful of the learner’s life situation
• Accuracy
• Making decisions
• Writing clearly to express ideas
• Organizational and planning skills
Page 29
Frequency of use of skills and knowledge 2 of 2
• Creating a positive learning environment
• Record keeping skills
• Observation skills
• Presentation and explanation skills
• Facilitating the learning process
Page 30
Page 31
Perceived importance of skills and knowledge
Perceived importance of skills and knowledge 1 of 2
• Speaking and listening effectively
• Being respectful of the learner’s life situation
• Writing clearly to express ideas
• Creating a positive learning environment
• Making decisions
• Organizational and planning skills
Page 32
Perceived importance of skills and knowledge 2 of 2
• Time management skills
• Facilitating the learning process
• Accuracy
• Presentation and explanation skills
• Developing and adapting the curriculum to the needs of learners
Page 33
Page 34
Skilled immigrants
Skilled immigrants 1 of 2
Principles of good practice
• Adopt a flexible and calibrated approach
• Consult and evaluate more widely
• Pick the low-hanging fruit
• Reduce opportunity costs
• Adopt mainstream systems to accommodate diversity
Page 35
Skilled immigrants 2 of 2
Skills needs
• Basic skills
• Soft or transferable skills
• Language skills
• Technical or professional skills
Page 36
Page 37
Right brain skills needed for the future
Right brain skills needed for the future
• Strategic imagination
• Provocative inquiry
• Creative problem solving
• Agility
• Resilience
Interview questions to ask
Page 38
Page 39
Benefits of skills recognition
Benefits of skills recognition
• Greater professional pride
• Being more satisfied in my job
• Strengthened linkages with colleagues and the literacy movement
• Increased motivation to develop my skills
• Enhanced qualifications
Page 40
Page 41
Support from employers for skills training
Support from employers for skills training
• Verbal encouragement
• Offered to cover indirect costs of training
• Offered paid work time off to participate in training
• Offered to pay for all the tuition or fees
• Let me take time off with pay to take training
Page 42
Page 43
Professional development support from employers
for skills training
Professional development support from employers for skills training 1 of 2
Accessibility
• Paid release time to participate
• Encouragement by senior people to participate
• Financial support
• Recognition of training taken
• Lists of available programs and institutions
Page 44
Professional development support from employers for skills training 2 of 2
Accessibility (cont.)
• Reimbursement of indirect costs
• Training programs
• Public funding to cover tuition/costs
Page 45
Page 46
Ontario’s skills gap
Ontario’s skills gap
• Lost gross domestic product
• Lost federal tax revenues
• Lost provincial tax revenues
Page 47
Page 48
Case studies
Page 49
Conclusion, summary and questions
Page 50
Conclusion, summary and questions
Conclusion
Summary
Videos
Questions
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