Half day open training event held in Toronto, Ontario.

1. All you need to know about skills
shortages and the skills deficit
by Toronto Training and HR
August 2015

2. CONTENTS
3-4 Introduction
5-6 Definitions
7-8 Basic skills and workplace skills
9-10 Essential skills for Canadian workers
11-12 Skills which Canadian employers want
13-15 Learning (in Canada)
16-17 Aboriginal people
18-22 The skills for jobs blueprint in B.C.
23-27 The skills situation in Australia
28-30 Frequency and use of skills and knowledge
31-33 Perceived importance of skills and knowledge
34-36 Skilled immigrants
37-38 Right brain skills needed for the future
39-40 Benefits of skills recognition
41-42 Support from employers for skills training
43-45 Professional development support from employers for skills training
46-47 Ontario’s skills gap
48 Case studies
49-50 Conclusion, summary and questions
Page 2

3. Page 3
Introduction

4. 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

5. Page 5
Definitions

6. Definitions
• Skills
• Skills gap
• Skills shortage
• Skills deficit
Page 6

7. Page 7
Basic skills and workplace
skills

8. Basic skills
and
workplace
skills
• Basic skills
• Workplace skills
• Portable skills
• Non-portable skills
Page 8

9. Page 9
Essential skills for
Canadian workers

10. Essential
skills for
Canadian
workers
• Reading
• Document use
• Numeracy (math)
• Writing
• Oral communication
• Working with others
• Thinking
• Computer use
• Continuous learning
Page 10

11. Page 11
Skills which Canadian
employers want

12. 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

13. Page 13
Learning (in Canada)

14. Learning
(in Canada)
1 of 2
• Formal learning
• Non-formal learning
• Informal learning
Page 14

15. 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

16. Page 16
Aboriginal peoples

17. 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

18. Page 18
The skills for jobs
blueprint in B.C.

19. 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

20. 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

21. 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

22. 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

23. Page 23
The skills situation in
Australia

24. 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

25. 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

26. 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

27. The skills
situation in
Australia 4 of 4
Future directions (cont.)
• Securing prosperity
through sustained and
balanced investment
• Creating a simpler
system
Page 27

28. Page 28
Frequency of use of skills
and knowledge

29. 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 skillsPage 29

30. 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

31. Page 31
Perceived importance of
skills and knowledge

32. 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

33. 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

34. Page 34
Skilled immigrants

35. 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

36. Skilled
immigrants
2 of 2
Skills needs
• Basic skills
• Soft or transferable
skills
• Language skills
• Technical or
professional skills
Page 36

37. Page 37
Right brain skills needed
for the future

38. Right brain
skills needed for
the future
• Strategic imagination
• Provocative inquiry
• Creative problem
solving
• Agility
• Resilience
Interview questions to
ask
Page 38

39. Page 39
Benefits of skills
recognition

40. 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

41. Page 41
Support from employers
for skills training

42. 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

43. Page 43
Professional development
support from employers
for skills training

44. 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

45. 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

46. Page 46
Ontario’s skills gap

47. Ontario’s skills
gap
• Lost gross domestic
product
• Lost federal tax
revenues
• Lost provincial tax
revenues
Page 47

48. Page 48
Case studies

49. Page 49
Conclusion, summary and
questions

50. Page 50
Conclusion, summary and
questions
Conclusion
Summary
Videos
Questions