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Skills May 2013

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Half day open training event for HR professionals and managers on skills shortages in Ontario and particularly Toronto, held in downtown Toronto.

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Skills May 2013

  1. 1. Addressing skills issues in theToronto areaby Toronto Training and HRMay 2013
  2. 2. CONTENTS3-4 Introduction5-6 Definitions7-8 Why is there a gap?9-15 The situation in Canada16-18 The situation in Ontario19-21 Global strategies to overcome skills shortages22-23 Drill A24-27 Skills certification28-29 Initiatives where business partners with education30-32 Skills deficiencies33-34 Global leadership skills development35-37 Senior executives38-41 The “middle skills” gap42-43 Drill B44-47 Skills of tomorrow’s employees48 Case study49-50 Conclusion and questionsPage 2
  3. 3. Page 3Introduction
  4. 4. Page 4Introduction to Toronto Trainingand HRToronto Training and HR is a specialist training andhuman resources consultancy headed by Timothy Holden10 years in banking10 years in training and human resourcesFreelance practitioner since 2006The core services provided by Toronto Training and HRare:Training event designTraining event deliveryReducing costs, saving time plus improvingemployee engagement and moraleServices for job seekers
  5. 5. Page 5Definitions
  6. 6. Definitions• Skills gap• Skills shortagesPage 6
  7. 7. Page 7Why is there a gap?
  8. 8. Why is there a gap?• The workforce is rapidly becomingyounger• High unemployment has started toatrophy skills at all levels• Colleges and universities havefocused on teaching to the testPage 8
  9. 9. Page 9The situation in Canada
  10. 10. The situation in Canada 1 of 6• Need for more university, collegeand trades graduates• Strong demand for universitygraduates• University graduates have in-demandskills• Graduates have a close connectionbetween studies and careers• University graduates adapt to jobmarket changesPage 10
  11. 11. The situation in Canada 2 of 6• Opportunities are strongest foruniversity graduates• Job growth for university graduatescontinues in a tough economy• Canada has room to grow• University students get hands-oncareer preparation• Need to narrow the Aboriginaleducation gapPage 11
  12. 12. The situation in Canada 3 of 6INDICATORS• High-school completion• College completion• University completion• PhD graduates• % of graduates in science, maths,computer science and engineering• Students with low-level reading skills• Students with high-level reading skills• Students with low-level maths skills• Students with high-level maths skills
  13. 13. The situation in Canada 4 of 6INDICATORS• Students with low-level science skills• Students with high-level science skills• Adult literacy rate; low-level skills• Adult literacy rate; high-level skills• Performance of disadvantaged schools• Adult participation in education• Equity in learning outcomes• Foreign student index• ROI, tertiary education for men• ROI, tertiary education for women
  14. 14. The situation in Canada 5 of 6LEAGUE TABLE• Canada 2nd out of 16 after FinlandMEASURING EDUCATION PERFORMANCE• Basic participants• Mainstream participants• Advanced participantsSTRENGTHS AND WEAKNESSES• Strengths• WeaknessesPage 14
  15. 15. The situation in Canada 6 of 6SKILLS SHORTAGE• Occupations x 25SKILLS SURPLUS• Occupations x 20Page 15
  16. 16. Page 16The situation in Ontario
  17. 17. The situation in Ontario 1 of 2• Innovation, productivity and riskaversion• Partnerships• Science and technology• International students• Immigration• EducationPage 17
  18. 18. The situation in Ontario 2 of 2• Training programs• Older workers and retraining• Labour market and mobility• National strategyPage 18
  19. 19. Page 19Global strategies toovercome skills shortages
  20. 20. Global strategies to overcome skillsshortages 1 of 2• Additional training and development• Appointing people without the skillscurrently but with potential to learnand grow• Broadening the search outside thelocal region• Increasing starting salariesPage 20
  21. 21. Global strategies to overcome skillsshortages 2 of 2• Partnering with educationalinstitutions to create curriculumaligned to talent needs• Increasing the focus on improvingpipeline• Broadening the search outside thecountryPage 21
  22. 22. Page 22Drill A
  23. 23. Page 23Drill A
  24. 24. Page 24Skills certification
  25. 25. Skills certification 1 of 3BENEFITS• Promote and acknowledge job crosstraining• Establish a common standard ofperformance across the organization• Increase productivity andcompetitiveness• Motivate staff• Improve workforce skills• Send out a positive image of theorganizationPage 25
  26. 26. Skills certification 2 of 3FOUNDATION OF A CERTIFICATIONPROCESS• Conduct a competency analysis ofthe occupation by breaking it downinto its major areas of competence,tasks and sub-tasks• Set the expected performancestandard for each task to evaluateproficiency-establish a performancerating scale and define each levelPage 26
  27. 27. Skills certification 3 of 3FOUNDATION OF A CERTIFICATIONPROCESS• Define the skill certification levels• Identify any prerequisites for skillcertification• Decide how the assessment processwill occur• Establish skill certification policiessuch as the application, skillassessment, certification award andcertification maintenance systemPage 27
  28. 28. Page 28Initiatives where businesspartners with education
  29. 29. Initiatives where business partnerswith education• Skills identified as deficient• Partnering for improvement• Business and education partnerships• Professional association partnerships• Training and development programsPage 29
  30. 30. Page 30Skills deficiencies
  31. 31. Skills deficiencies 1 of 2• Hard skills (technical)• Soft skills (employability)Page 31
  32. 32. Skills deficiencies 2 of 2IMPACT OF SKILLS DEFICIENCIES• Lose business or orders to competitors• Delay developing new products orservices• Have difficulties meeting qualitystandards• Increase operating costs• Have difficulties introducing new workpractices• Increase workload for other staff• Outsource work• Decrease productivity
  33. 33. Page 33Global leadership skillsdevelopment
  34. 34. Global leadership skillsdevelopment• Definition• People skills• Process skillsPage 34
  35. 35. Page 35Senior executives
  36. 36. Senior executives 1 of 2• Leadership• People• Communication• ResiliencePage 36
  37. 37. Senior executives 2 of 2SKILLS MISSING• Creativity and innovation• Ethics and corporate socialresponsibility• Professionalism and work ethic• Lifelong learning and self-direction• Critical thinking and problem-solvingPage 37
  38. 38. Page 38The “middle skills” gap
  39. 39. The “middle skills” gap 1 of 3EFFECTIVE INITIATIVES• Multiple employers in the region orindustry sector cooperate with oneanother and with educationalinstitutions to design and fundinitiatives and train/hire graduates• Classroom education is integratedwith opportunities to apply newconcepts and skills in actual orsimulated work settings• Training focuses in offering workerscareer pathways rather than justskills for the initial job
  40. 40. The “middle skills” gap 2 of 3BUILDING SUSTAINABLE SKILLSECOSYSTEMS• Start from positions of strength,common pain and interest• Identify a network integrator• Building skills ecosystems takes timePage 40
  41. 41. The “middle skills” gap 3 of 3EDUCATION LINKS WITH EMPLOYERS• Colleges• Internships• Online educationPage 41
  42. 42. Page 42Drill B
  43. 43. Page 43Drill B
  44. 44. Page 44Skills of tomorrow’semployees
  45. 45. Skills of tomorrow’s employees1 of 3• Strategic imagination• Provocative inquiry• Creative problem solving• Agility• ResiliencePage 45
  46. 46. Skills of tomorrow’s employees2 of 3• Ability to change course in responseto innovations and shifts in thelabour and capital market• When is good enough is indeed goodenough; how much information isenough basis to take action withoutwaiting until all the data is in?• Leaders will need more ability to seediscontinuity and not look at thefuture as an extension of the pastPage 46
  47. 47. Skills of tomorrow’s employees3 of 3CHALLENGES AHEAD• Demographic shift• Work-life balance• Training/skills opportunities• Talent acquisitionPage 47
  48. 48. Page 48Case study
  49. 49. Page 49Conclusion and questions
  50. 50. Page 50Conclusion and questionsSummaryVideosQuestions

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