1. Bricks & Mortar
Building a Community Response to Employment and Gender Gaps
in Trades and Technology on PEI: A Needs Assessment

3. 3
“As a project manager (in construction), I see myself as an or-
chestra conductor. In an orchestra we have lots of drummers
to pound drums. However, we also need flutists to make the
peeps and chirps and pianists to make music melodic.These
are finesse sides (of construction) and we need more of the
finesse side, or women, all the way along in our projects.”
— Owner/Operator of Island Construction Company
“Today in the IT industry you need to have good communi-
cations skills, not just the technical skills.Women, generally
speaking, have great communication skills. JAVA skills can be
taught in a short period of time, but good communication
skills can’t be taught in a week.”
— Holland College Instructor
Women’s Network PEI (WNPEI) is a not-for-profit
organization that works to strengthen and support the efforts
of PEI women to improve the status of women in our society.
In 2010, the provincial Apprenticeship and Interministerial
Women’s Secretariat departments approached WNPEI
to deliver a career exploration and college prep training
program for low-income women. The goal of the project is
to increase the number of women in non-traditional trades
and technology occupations on PEI while supporting women
to transition from poverty to a sustainable livelihood. With
women representing less than one percent of all registered
apprentices for more than twenty years,WNPEI recognized
it was going to take a multi-pronged approach to make any
significant changes.

4. 4
EXECUTIVE SUMMARY:
Labour market research shows that there is a significant short-
age of skilled workers in trades and technology and that wom-
en are under-represented in these sectors.The overall goal of
the Trade HERizons program is to increase women’s recruit-
ment and retention in employment in non-traditional trades
and technology.
The purpose of this needs assessment report is to identify:
• Benefits of having women working in non-traditional
trades and technology
• Barriers related to women’s recruitment and retention in
trades and technology
• Potential solutions to increasing women’s participation in
these occupations
The key stakeholders involved in this report were Islanders
involved in trades and technology.
This includes employers and industry representatives, wom-
en interested or involved in trades and technology careers,
government representatives, training institutions and com-
munity organizations.
There were several methodologies applied to access infor-
mation from the key stakeholders for this needs assessment
report.They include needs assessment questionnaires and on-
line surveys, interviews, focus groups, job shadows and work
placements,Trade HERizons career exploration program eval-
uations and advisory committee meetings.
The key findings of this needs assessment report can be cat-
egorized into the following areas:
Reality of skilled labour shortages on PEI.
Island employers and industrial organizations recognize that
they have skilled labour gaps. They identify that outmigra-
tion to western Canada is their biggest issue of recruitment
and retention. Additionally, the traditional method of high
school recruitment is not producing the results needed to
fill these shortages. Women are an obvious solution to fill
these skilled labour shortages. As one employer stated,“It’s
a very competitive market. In our business we help people
solve problems. Women can bring a different approach to
solving an issue. The more diversity we have in the work-
place, the more competitive we can be. We need more
women in trades and technology fields. If we only choose
employees who are male, we are limiting our selection base
by 50%.”
Reasons why women are interested in trades and technology.
Women are attracted to trades and technology occupations
because they enjoy problem solving, working with their hands
and making a good wage.
Benefits of women in non-traditional trades and technology.
Employers identify that including women in non-traditional oc-
cupations provides them access to a broader base of talent, in-
creased capacity for innovation,return on investment in human
resources, increased employee satisfaction and lower turnover,
and enhanced productivity.
Challenges of women in trades and technology.
Employers and industry appear to be open to hiring women in
non-traditional areas. However, generally speaking, they do not
have the resources or see the need for policies or accommo-
dations in the workplace for women’s needs.There are others
who see hiring women as a risk, that it could upset the balance
or rhythm of the traditional male-dominated workplace.They
fear that if they create a workplace with family friendly prac-
tices that employees will take advantage of their time and that
women will take maternity leave or will have to take care of
sick children, which leads to lack of continuity in the workplace.
Employer and institutional policies.
While generally, local employers and educational institutions
identify a need for more women to be involved in non-tradition-
al occupations, the needs assessment identified a lack of govern-
ment and industry policies to support an increase in recruitment
and retention of women in trades and technology.
Areas of focus.
There are a number of solutions to this problem which are
easy to implement and will assist employers in filling their
skilled labour shortages and support women who are inter-
ested to find a career in trades and technology.
So what is holding women back from taking on careers in non-
traditional trades and technology?There are a number of soci-
etal, systemic and personal barriers that prevent women from
entering trades and technology.They include:
• Fear of discrimination or being the only female in a training
program or workplace
• Lack of role models and knowledge or awareness about
careers in trades and technology

5. 5
• Lack of supports and policies with regards to: child care/
elder care, transportation, cost of education/training, finan-
cial emergencies, time management, work-life balance
• In the trades, some women expressed concerns around
physical strength, safety and the need for adequate
equipment/facilities
A number of recommendations or suggestions were gener-
ated by the individuals and groups who participated in this
needs assessment report.These recommendations can be cat-
egorized under the following key areas of focus:
• Creating a strategic plan for increasing the number of
women in trades and technology
• Developing a business case for hiring and retaining women
in trades and technology
• Providing incentives for employers to hire women in
trades and technology
• Developing policies and training for respectful and family-
friendly workplaces
• Building support systems for women entering and working
in trades and technology
• Promoting trades and technology as excellent career op-
tions for women

6. 6
INTRODUCTION:
The goal of this project is to increase the number of women in
non-traditional trades and technology occupations on PEI while
supporting women to transition from poverty to a sustainable
livelihood. This is accomplished by creating a “supply” of female
trades and technology employees through career exploration,
skills building, college and work preparation. At the same time,
employers need to be engaged to increase “demand” through
development and promotion of a business case, practical tools
and resources to support a diverse workforce.
The career exploration component encourages women to
explore, prepare for and maintain employment in trades and
technology. WNPEI secured funding from Status of Women
Canada to increase women’s access to employment in non-
traditional trades and technology by building positive relation-
ships between employers, mentors and interested women.
WNPEI met with employers to understand the challenges and
benefits to hiring women, developed networks, created a so-
cial media campaign and started a general conversation about
women in trades and technology on PEI.
(see fig. 1 — next page)
After almost three years of conversations, experience, re-
search, networking, and partnership development with wom-
en,employers,industry representatives,educational institutions,
government and community groups,WNPEI now seeks to de-
velop a broad and sustainable model on PEI to increase wom-
en’s access to employment in non-traditional areas, through
the Status of Women Blueprint project. The following graphic
outlines how Women’s Network encourages the full participa-
tion of women in non-traditional occupations on PEI.
One of the objectives of the Trade HERizons project is to en-
gage participants in developing and adapting innovative strate-
gies and supports to increase recruitment and retention of
women in non-traditional trades and technology, where they
remain under-represented.
The first step in the development of a broader and sustainable
Trade HERizons model was the compilation of the extensive
consultations with key stakeholders in trades and technology
on PEI. The results of these consultations come in the form of
this needs assessment report. Recommendations and potential
solutions from these consultations are listed as Areas of Focus
at the end of this report and will act as a guide for further ex-
pansion of strategies to increase and support women in trades
and technology on PEI.
Purpose of needs assessment report: To identify benefits
and barriers related to women’s recruitment and retention
in non-traditional occupations (trades and technology) and
potential solutions to increasing women’s participation in
these occupations.
Who was involved: Key stakeholders in trades and technology
on PEI including:
• Employers and industry representatives involved in trades
and technology
• Women interested, studying or working in trades and
technology
• Women who studied or worked in trades and technology
and who are no longer in these fields
• Government representatives at both provincial and
federal levels
• Training institution instructors and program developers at
both the secondary and post-secondary levels
• Community organizations involved with economic devel-
opment, skills building and career development (see ap-
pendix for full list of partners)
Methodology used: A variety of methodologies were applied
to capture the best information possible.The methodologies
used in these consultations include:
• 62 Needs assessment questionnaires/on-line surveys
• 54 Interviews: 16 employers
• 62 participants in two focus groups
• 20 participants in twoTrade HERizons evaluations
• 19 Job shadows/work placements
• 18 representatives in two Advisory Committee meetings

7. 7
PEI women transitioning from poverty to a sustainable livelihood
Supporting Island women in trades and technology
Navigating Systems:
Career exploration
Advocacy
Job shadowing
Training preparation
Accessing training
Apprenticeship
Income support
Employment Insurance (EI)
SkillsPEI
Student loans, bursaries, etc.
Employment support services
Wrap-around support
Partnership Development:
Policy recommendations
Employer outreach
Mentorship
Industry
Government
Training institutions
Community organizations
Canadian Coalition of Women in Science,
Engineering,Trades and Technology (CCWESTT)
Advisory committee
Media and public relations
Funding partners
Supply
Trade HERizons Career Exploration Project
SkillsPEI
Demand
Employer and Mentorship Outreach Blueprint Project
Status ofWomen Canada
Current Funding:
Social Enterprise
Charitable Status (corporate and foundation sponsorship)
Provincial and Federal Government support
Future Funding:
(fig. 1)

8. 8
KEY FINDINGS
The findings from consultations with key stakeholders in trades
and technology on PEI, using the methodologies listed on the
previous page, were compiled into documents which can be
found in the Appendix of this needs assessment report. For the
purpose of this needs assessment report, the key findings from
each of these documents have been categorized into the fol-
lowing areas:
• Reality of skilled labour shortages on PEI
• Reasons why women are interested in trades and technology
• Benefits of women in non-traditional trades and technology
• Challenges of women in trades and technology
• Employer and institutional policies
• Areas of focus or potential solutions to challenges
Skilled Labour Shortages.
In general, employers in trades and technology agree that they
have difficulty finding skilled workers to fill positions within
their businesses.They attribute this to:
• Draw of the west and other competitors/poachers with
better pay and benefits, so that Island employers feel they
cannot compete
• Lack of awareness of the variety of career opportunities in
trades and technology
• Lack of pride with jobs in the trades
• Lack of role models in trades and technology
• Lack of work ethic and loyalty of employees
• Lack of education, training and skills of employees
• Lack of incentives for workers to stay on PEI (e.g.tax rebates)
• People not seeing PEI as a viable place to live and immi-
grant workers not staying
• Many small businesses lack full-time, year-round work
and human resource expertise or plans for recruitment
and retention
Most employers and training institution instructors appear to
be open to or do not have issues with hiring females in non-
traditional trades and technology. Employers just want some-
one to fill their skilled labour gaps. It does not matter if they
are male or female.
However, generally speaking, they do not have the resources
or see the need for policies or accommodations in the work-
place for women’s needs. One employer stated,“I don’t care
if it is a male or female who fills the job, just as long as they
get the job done and make my business turn a profit.” How-
ever, evidence and research support a targeted and gender-
specific approach to recruitment and retention. This does
not mean providing special treatment to women, but recog-
nizing that there can be specific barriers to women’s full par-
ticipation in non-traditional roles and employers and industry
play a role in reducing those barriers. There are significant
benefits to having diversity in the workplace.
Why Women are Interested in Trades and Technology.
In this needs assessment report we spoke with women who
have varying degrees of interest in trades and technology.
Some were women who:
• Expressed interest or participated in theTrade HERizons or
other trades and technology career exploration programs
• Study or work in non-traditional trades and technology
• Studied or worked in non-traditional trades and technol-
ogy, but no longer work in these sectors
It is important to speak to women in different points in their
careers to find out what it is about trades and technology
that interests them and how they got into their fields of work
or study. It is also imperative to understand any barriers or
challenges (perceived or real) women face in their efforts
to enter and maintain a career in non-traditional trades and
technology, and to identify potential solutions to these prob-
lems.
It is fascinating to discover that many Island women and girls
interested in trades and technology have one or more of the
following aspects in their lives:
• Family member involved in a trade or technology
• Grew up on a farm
• Fond of working with their hands (crafts, drawing, etc.)
• Enjoy seeing and figuring out how things work
In addition to this, women interested in trades often state that
they don’t like working behind a desk, need to keep moving,
like working outdoors and making a good wage.
Benefits of Women in Trades and Technology
One of the desired factors for this report is to discern whether
or not employers and instructors, principally male, perceived or
knew first hand of any benefits to having women in non-tradi-
tional trades and technology. If they see the benefits, they can
act as supports to women entering non-traditional trades and
technology and promote the benefits with others in their fields.
Most employers and instructors see many benefits in having
women in trades and technology. In addition to being able to
acquire the career specific technical skills,they see that women,
generally speaking,have soft skills or attributes that men do not
always possess such as:
• Attention to detail
• Proficient in manual dexterity and where repetitive

9. 9
operations are involved
• Good at following instructions and listening
• Loyal and hardworking
• Great at customer service and understanding custom-
er needs
• Patient
• Good at problem solving
• Safety focused
• Better at maintaining work equipment
Employers, instructors and interested women were also
asked the question, “What are the benefits of women en-
tering a career in trades and technology?”This again was to
gather information to use in promoting trades and technol-
ogy with women.
Employers, instructors and women in trades and technology
all agreed that there are a variety of career opportunities
for women interested in non-traditional trades and technol-
ogy. This includes occupations that do not require a great
deal of physical strength or are not extremely technical.The
wages and benefits are good.Trades and technology also af-
ford women the opportunity to stay on PEI or move based
on their personal needs.
Women in trades and technology also state that there are a
number of intangible factors that are beneficial to having a
career in trades and technology, such as: being able to cre-
ate something for family and friends outside of work, doing
work that touches people’s everyday lives, having a great
sense of accomplishment with a finished product, and hav-
ing increased self-confidence.
Challenges of Women in Trades and Technology
In order to increase the number of women entering trades
and technology on PEI, the challenges and barriers for both
employers and women need to be examined. Questions were
asked to employers and instructors as to what they perceive
to be the challenges for them in having women in the trades
and technology workplace and classroom. Interested women
were also asked what barriers they saw to entering these sec-
tors. In addition to this, women working and studying trades
and technology were quite open to describing their experi-
ences in their career journey.
Employers, instructors and women were open to discussing
their apprehension around women entering non-traditional
trades and technology.Their concerns were mainly related to
an all-male work/classroom environment:
Sexual Harassment / Discrimination / Intimidation
There was some concern around having to deal with sexual
harassment of a female student or worker. One employer
thought that his staff would need some training to prevent
sexual harassment before hiring a woman and asked ifWN-
PEI could assist with this training. Both employers and in-
structors also thought that women might feel intimidated
in the classroom or workplace if they were the only fe-
male.Some women stated that being the only female in the
workplace or classroom and not having someone to relate
to was difficult. At the same time, some women say that
they would not want to be perceived as receiving special
privileges for being the only female.Other women felt it was
an honour to be called ‘one of the boys’, as it meant they
fit in or didn’t stick out in the crowd. Finally, some women
were comfortable being the only female in the classroom
and the workplace.
Also, employers and instructors thought women have to
work harder to get ahead on the job and to gain the re-
spect of their male counterparts. When you are one of
the first in the trades and technology sectors, there is no
room for women to be average students or workers. If
women are absent or make a mistake in the classroom
or workplace, it stands out more or is more easily no-
ticed compared to their numerous male counterparts. For
example, learning managers at Holland College say that
when females from their trades or technology classes are
absent, their absence is more noticeable than when their
male cohorts are not there.
Many of the women and girls interviewed who had not
yet entered a non-traditional full-time training program in
trades and technology feared discrimination in the class-
room from their male cohorts.
However, very few women, once they entered a non-
traditional program or workplace, said they recognized
that they had issues, and many downplayed any difficul-
ties they had with male classmates or coworkers. Some
women interviewed said being in an all-male environment
and being teased “helped toughen them up,”or reported
that after a few weeks in the workplace things got normal.
One woman said she cried every day after work for the
first few weeks in a new job after graduating from a post-
secondary program. She was upset about the treatment/
comments from an older male co-worker.Then she said,“I
wasn’t leaving this job, so I sucked it up.” Later she realized
that the same male co-worker treated everyone badly, no
one liked him and he produced poor quality work.
Those women who did state that they had problems
at work or in school used supports such as Trade HE-
Rizons, coworkers, supervisors, or instructors to assist
them in working through the issue. One woman stated
that her supervisor told her to “Get off the rag!” in front
of her male co-workers. Most of her co-workers encour-
aged her to report the supervisor to the business owner,
which she did.The supervisor was then told to apologize
to her, which he did.
It should also be noted, some women were careful in
choosing where they would work or do on-the-job train-
ing, i.e. they were aware of workplaces where women
would not be easily accepted. Some women interviewed
who have left careers in trades and technology note
that they have done so due to unfriendly work environ-

10. 10
ments. In other words, co-workers or supervisors made
the work too difficult to stay. For example, one woman
talked about a co-worker who kept a photograph of his
partner’s genitalia in his toolbox and routinely shared it
with his male co-workers.
Some employers and instructors expressed the fear of
upsetting the rhythm of an all-male work-environment
by hiring a female. One female trades person even said
that one employer told her that his wife would not allow
him to hire a female in his business. Some employers
expressed concerns that customers would not respond
well to a female worker or refuse to allow a woman to
provide the service.
Lack of Role Models,Knowledge and Skills inTrades and
Technology
“You can’t be what you can’t see.”
— Marie Wilson, Founder and President Emeritus of
The White House Project
Employers, instructors and women all said that because
there are so few women in non-traditional trades and
technology, there are very few female role models. If
women don’t see other women in these jobs, they may
not see themselves as being able to develop a career in
trades and technology.
To give some statistics, women represent:
• 47% of the workforce in Canada in 2007 (The
State of Women in Construction in Canada p.13 –
Construction Sector Council)
• 3% of trades people in 2006 (The State of Women
in Construction in Canada p.6 – Construction
Sector Council)
• 17% of technology workers in 2004 (The role of
women in technical professions – Recrutech.ca )
• 25% of workers in IT sectors in 2007 (Current Snapshot
of the Canadian ICT Labour Market p.19 – Information
and CommunicationsTechnology Council)
At our Island training institutions there are few female
teaching staff and employees in non-traditional trades and
technology for women. It is difficult for local institutions
to recruit females in these roles as they are in such high
demand. At Holland College there is one (1) female in-
structor of a program which would be considered a non-
traditional technology, one (1) female program manager,
and there are no female faculty in the trades programs.
However, Holland College does have a number of women
teaching math and physics to the trades and technology
students. UPEI’s computer science department has no fe-
male faculty and the engineering department has three
(3) female faculty members out of a total of 11, of which
one (1) is currently full-time and none are permanent.
Some employers and instructors are concerned that most
women have had little or no exposure to trades and tech-
nology. Hence they lack some of the basic knowledge that
many men have.
Similarly, many women who have not yet entered a
trades or technology program had the same con-
cerns and were fearful that they would get behind in
their school work as a result. They thought many of
their male counterparts have tinkered with, studied or
worked in the fields all of their lives.
However, some Holland College learning managers said
that they are seeing more and more young men who
have never held a screwdriver before entering a trades or
technology program. Another instructor stated that this
can be advantageous for women when they go to study a
trades or technology program:“They are starting off with
a clean slate and haven’t formed any bad habits.Whereas,
we have to work with the men in our programs to get
them to unlearn the bad habits they have developed.”
Conversely, women felt more confident entering non-tradi-
tional careers if they had some previous career exposure,
training or work experiences along with labour market re-
search,including talking with women in trades and technology.
Also, if women going into trades receive an apprentice-
ship log book for their hours (studied or worked), it gave
a boost to their confidence level. One female apprentice
stated,“It felt like getting another notch in my trades’ belt.”
Employers,instructors and women said that there is a gen-
eral lack of awareness about the variety of careers avail-
able in non-traditional trades and technology. In addition
to this, many women have some misconceptions about
non-traditional trades and technology.They see them as:
• Non-nurturing
• Having very little personal interaction
• Hands-on only
• Being dirty (trades)
• Being only for geeks (IT)
The issues of gender stereotyping imposed on children was
raised at the Solve Skills Shortages and Become More Com-
petitive meeting with business, industry, government, training
institutions and community representatives.It was questioned
if career influencers (parents, teachers, guidance counsellors)
impose their perceptions of ‘boys do math and physics’ and
girls do‘non-science’courses,hence limiting career options for
girls. One person also speculated,“Given that guidance coun-
sellors and teachers have university education, they may have
the tendency to push students towards university studies.”
Fear of math or lack of math skills is also a concern for
women. Math is critical for studies in trades and technol-
ogy, but many women lack confidence in their skills. Some
stated that they hated math in school and that they felt
stupid. This was evidenced with the Trade HERizons par-
ticipants. However, with proper learning supports, these

11. 11
concerns were alleviated and women ended up with the
confidence and ability to undertake math classes.
Women as Caregivers and Personal Supports
It was recognized by employers, instructors and women
who took part in this needs assessment study that, gen-
erally speaking, it is women who take parental leave and
care for sick children and aging relatives. Many employers
felt this leads to a lack of continuity and productivity in
the workplace. Learning managers at Holland College at-
tempt to understand and assist with the timely needs of
both male and female students who are caregivers, but at
the same time said that industry may not be as forgiving.
Also, some employers have the fear that if family-friendly
policies or flex time is offered to employees for personal
appointments or caring for children or elderly, that work-
ers will take advantage of it and will hurt the reputation
of their business.
Employers, instructors and women had other concerns
about women being the caregivers in their families. Again,
because women are generally the principal caregivers in
their households,this may slow their progress in the work-
place or classroom, especially if the have to take care of
a sick child or take an elderly parent to an appointment.
Time commitment for studies in various non-traditional
programs and shift work, overtime and being on-call for
women can be difficult. Women worried that instructors
or employers may see them as slackers or not as commit-
ted as their male counterparts.
Being the principal caregivers in most households, women
had additional concerns with regards to working or study-
ing in trades or technology.These concerns are related to
having enough personal supports, such as:
• Child/elder care
• Transportation (particularly when she has to travel to
remote sites)
• Cost of education/training (tuition,fees,books,tools,etc.)
• Financial emergencies
• Work-life balance and having enough time for family
and studies
Some women also say that their families did not support
their career choices and that made life more difficult for
them. All of these concerns may be particularly true for
women from a certain socio/economic/cultural status, for
example immigrant women.
Having some supports for being the only female in the
classroom and workplace is important for women in non-
traditional trades and technology. Some women find it dif-
ficult not having another woman or someone to relate to
their experience. At the same time, some women stated
that they would not want to be perceived as receiving
special privileges for being the only female, while others
enjoy being the only woman in the class.
Some women who have left careers in trades and tech-
nology understand that they have put the needs of their
family ahead of their career aspirations in these sectors.“I
had better opportunities in my trade elsewhere, but my
father was sick and my mother asked me to move home
to PEI. I haven’t been able to find work in my area since.”
Physical Strength and Safety
In general, women do not have the same physical strength
as men, which can sometimes limit what they can do on
the job. However, as one instructor said,“In the early years,
trades required more physical strength, but with technolo-
gy (lifts, cranes, forklifts, etc.) strength is not as important.”
A trades employer in talking about his lone female worker
said,“When we have a heavy load to lift, I just make sure
my female employee is busy doing something else. I don’t
draw attention to this by saying – ‘You can’t do this’. Also,
she is strong in areas that my male employees are not.
She’s well organized and one of my best workers. So I
focus on what she can do, rather what she can’t.”
Also with regards to some of the trades, some women fear
for their personal safety,i.e.exposure to toxins and solvents,
use of power tools or equipment, working at heights, etc.
This again may be due to lack of exposure to the trades and
to lack of adherence to safety regulations. However, some
females stated their concerns about exposure in manufac-
turing trades to toxins and solvents and how exposure may
affect their health or their ability to have children.
Some women who have left careers in trades have done
so due to injuries.These injuries are usually progressive
ones and due to repetitive movements, not unlike inju-
ries found in many workplaces, both traditional and non-
traditional.
Toilet andWashing Facilities atTradesWorksites
Some employers with mobile work or short term con-
struction jobs say that having a washroom on site was
difficult. One employer said that for a two or three day
job, he doesn’t want to have to pay to set-up a portable
washroom.Another employer with a mobile business said
that he tries to accommodate his female worker by mak-
ing sure that he offers to take workers to a local store for
breaks and at lunch time.
Some employers worried about the cost of having to put
in a separate washroom for female employees. One fe-
male tradesperson stated that in order to go to the wash-
room, she had to cross the long shop and go to the other
end of the building to use the same washroom that the
administrative worker, another female, used. She said this
made it feel really obvious that she was the only female
in the shop.
Some women in trades or interested in trades have said
that not having access to toilet facilities is an issue. One
female trades person said, “I just hold it for eight hours
until I get home.”

12. 12
However, according to Occupational Health and Safety
regulations on PEI:
SECTION 2.3: Every employer shall ensure that toilet
facilities are maintained in proper working order at all
times.
SECTION 2.5: Where ten or more persons are em-
ployed, the employer shall provide separate wash-
rooms and toilet facilities for each sex with a locking
device on the inside.
Employer and Institutional Policies
There are many benefits to having workplace policies. When
they are well-communicated and consistently applied,they act as
a framework for a business to apply its vision to the workplace.
Policies deal with issues from how a business or organization
operates on a day-to-day basis to ensuring compliance with leg-
islation, regulations, business codes, etc.They also assist employ-
ers with factors such as planning for recruitment,hiring practices,
employee behaviour/responsibilities, etc.Workplace policies aid
the employer in creating an environment where employees feel
secure and cared for, potentially producing better results.
Having family-friendly workplace policies such as parental leave,
job sharing, flex time, time off for emergencies, workplace child
care provision, etc. are becoming more and more common
in today’s work world. Studies have shown that employees in
these types of workplaces tend to be more productive, have
higher quality performances and are more committed to their
employer.These types of policies do not apply only to women,
but also men.More and more men are involved with child rear-
ing than in the past. Male parents today want to attend their
children’s school concerts, take them to their appointments
and take extended parental leave to care for their children.
The employers interviewed for this needs assessment report
range from small employers with no human resource policies,
to large employers with unionized work environments that
have human resources staff, personnel policy manuals covering
many workplace topics, and staff orientation.
Most small Island employers interviewed do not have any writ-
ten policies. Larger businesses and training institutions, which
have human resources departments or staff, are able to have
policies that include:
• Personnel policies
• Sexual harassment/fair treatment policies
• Code of conduct/ethics
However, very few employers do training in these areas other
than asking staff or students to read and sign-off on them.
Also, most Island employers and training institutions staff inter-
viewed do not have training or policies in the following areas:
• Diversity in the workplace
• Respectful workplace
• Employment equity
Many employers in the trades sector seemed to think that
family-friendly policies would not function well in their work-
place.They have the perception that employees would take
advantage of such policies and that flex time means em-
ployees are less productive. However, one employer stated,
“If you can work through the maternity leave and the early
childhood years with female employees, you will have a more
loyal and hard-working employee with a woman than with
any man. They seem to appreciate what you’ve done for
them as an employer.”
Because workers in the trades and technology sectors are
mainly male, employers tend to stick to the traditional ways
of doing things – hiring, work hours, leave, etc. One employer
interviewed for this report said that one of his employees had
to leave at 5pm each day because his wife worked shift work at
the hospital and he was responsible for picking up the children
from daycare. The employer said this caused some rumbling
among the other workers when customers bring in an emer-
gency piece of work at 4:55pm to be completed right away
and the other workers had to stay to finish the job, while this
one worker got to leave right at 5pm.
The existence of family-friendly policies (i.e. flexible hours, per-
sonal days, etc.) with the employers interviewed varies from
business to business, industry to industry, and from formal to
informal. For example, in some businesses which have sched-
uled appointments with clients, staff can book personal time
ahead of time. Staggered start times to the work day also
exist. Some trades employers begin their workday before 8am.
Having staggered entry times can be helpful to parents who
can’t access daycares before 7:30am, and also allows the em-
ployer to have a longer day to serve clients.
Some employers have personal days as part of their person-
nel policies. Other workplaces use a results-based approach,
so the work can be completed day, night or weekend; as long
as it is completed at the scheduled date. Many IT businesses
are able to permit their employees to do their work remotely
from home or other locations than the office. For parents
who have small or school-aged children, this type of policy is
helpful on storm days when schools and daycares are closed.
Some employers permit personal time for employees, but
cannot pay for their time away from work, while other em-
ployers do pay for personal time taken within the limits of
the personnel policy. Other employers give personal days de-
pending on personal relationships, rather than seniority. Many
businesses have no personnel policies and follow the basic
regulations from the employment standards act.
Holland College programs have set hours and attendance
policies that students are expected to follow. However, it is
left to the discretion of each individual instructor (known as
learning manager) as to how strictly they wish to enforce
these rules. Most learning managers try to accommodate stu-
dents’ needs around families and illness, but also recognize
that poor attendance is a good indicator for poor perfor-
mance in the program.

13. 13
UPEI professors do not enforce an attendance policy and class
times vary from Monday to Friday. However, there may be
classes where participation is part of a student’s final mark.
Some students take a lighter course load (less than five per
semester) to be able to work part-time or attend to family
issues. It is also important to note that class and study time for
some post-secondary trades and technology programs can be
more than a full-time job (60-70 hours per week).

14. 14
AREAS OF FOCUS:
As part of this needs assessment report, a number of sug-
gestions or recommendations were received from the key
stakeholders in trades and technology on PEI (employers, in-
structors, women, government, industry and community orga-
nization representatives) around to potential solutions/ideas to
increasing women’s participation in non-traditional trades and
technology.These solutions are categorized under the follow-
ing areas of focus:
• Strategic Planning
• Business Case for Hiring Women
• Incentives for Employers
• Workplace/Training Institution Policies andTraining
• Support Systems for Women
• Awareness Raising with Women
Strategic Planning
Business, industry, government and community representa-
tives present at the Solve Skills Shortages and Become More
Competitive meeting held in October 2011 felt it is impor-
tant to develop an overall strategy to increase the number
of women in trades and technology. This plan can be based
on the feedback from this meeting and from information in
this needs assessment report. However, this cannot be done
by one organization alone, but perhaps with working groups
made up from industry, government and community together
with Trade HERizons.The Trade HERizons Advisory Commit-
tee, which is cross-representation of various business, industry,
government and community, could form working groups to
develop plans of action over the next six to seven months.
Another suggestion from the Solve Skills Shortages and Be-
come More Competitive meeting was to do separate plan-
ning for trades and technology as the workplace for these
two areas have very different cultures and physical realities.
There was some feedback at this meeting that trades people
felt excluded from the discussions. Some trades people had
the impression that trades were for second-class citizens or
are marginalized. This point was raised with the Trades HE-
Rizons Advisory Committee. It was agreed that some of the
work done with trades and technology could be separated.
However, this should be a parallel separation, not done in a
hierarchical manner.
Another suggestion received at the Solve Skills Shortages and
Become More Competitive meeting was to target one trade,
work with industry people in that trade and create a pilot
project. It could be difficult to find enough women interested
in one trade or technology to do a pilot program, given the
small Island population. However, it would be an interesting
and exciting opportunity for an employer facing a significant
labour market shortage.
Business Case for Hiring Women
Skills shortages can hurt businesses’ productivity and bottom
line. More information for employers about support programs
like Trades HERizons can be one way to solve skills shortages.
This can include:
• Assisting in the development or support of individual in-
dustry campaigns to increase women in trades and tech-
nology as a way to solve skills shortages.
• Creating and promoting a job bank of women looking
for work in trades and technology on PEI, where employ-
ers can look at their qualifications and then contact Trade
HERizons if they are interested in a particular worker.
• Trade HERizons has the following plans in development
with some industry organizations:
»» Trade HERizons is part of Canadian Women in
Technology (CanWIT) Atlantic Chapter and has
been meeting with their PEI representative.There are
potential plans to do some value-added work with
Innovation and Technology Association of PEI (ITAP)
in promoting IT as a career choice for women at
some of their upcoming events.
»» Employers and instructors who have participated in
this needs assessment are part of Engineers PEI and
have ensured that women are part of career pro-
motion. As well, one employer is part of Engineers
PEI’s outreach team and offered to work together or
consult on career promotion withTrade HERizons.
»» PEI Residential Construction Sector Council is work-
ing to develop a mentorship project with women in
residential construction trades.
»» Construction Association of PEI potentially wants
to pilot a Building Futures for Youth program with
an all-girls carpentry class. This program gives high
school aged youth the opportunity to get co-op
credits, paid work in the construction industry and
hours towards apprenticeship.
Many employers and instructors who participated in this
needs assessment recommended that a business case be built
for hiring women in trades and technology.When it comes to
business, the bottom-line or profit is what is most important.
For this reason, it is essential to build a solid business case for
increasing women in the workforce which needs to be mar-
keted to employers.This includes information such as:
• Women are the key decision makers when it comes to
spending household earnings. One employer said,“Women
are consumers who can no longer be ignored.”Female con-
sumers may feel more comfortable purchasing trades and
technology services or products from a female.This also can
be a great promotional tool for employers.
• Women bring different perspectives in solving problems.
This diversity in idea producing or problem solving for em-

15. 15
ployers can be beneficial for clients.
• Most women do not want to become millionaires or even
identify the need to earn a six-figure salary.They just want
to have a sustainable living and a work-life balance.
Women’s Network PEI, through the Trade HERizons Employer
and Mentorship Outreach project, has developed a colour bro-
chure documenting the business case for hiring women in trades
and technology.This brochure has quotes from employers who
employ women in trades and technology. It has been sent to
employers with whom Trade HERizons project workers have
come in contact, as well as being on WNPEI’s website. In addi-
tion to this, there are also four videos and a number of articles
about Island employers who work with women in trades and
give the benefits of hiring women.These are also available online
through WNPEI’s website. However, there are other ways to
build on and disseminate this information which will be explored.
Incentives for Employers
Employers, industry reps, instructors and women indicated
that in order for employers to take a risk on something new,
i.e. hiring women, they need to have something to motivate
them to take the risk. Incentives for employers who train or
hire women in trades and technology can come in various
forms. Some suggestions received are:
• Ensure pay equity for women.This can make an employer
more attractive to potential female applicants.
• Advocate for more female instructors in non-traditional
trades and technology.These women are highly sought af-
ter at post-secondary institutions, but are difficult for our
Island institutions to contract.
• Offer wage subsidies for employers who hire women in
non-traditional trades and technology.
• Subsidize supervisors’ wages to take time away from
their regular work to train inexperienced workers or
have paid mentors.
• Put forward tax breaks or government contracts to em-
ployers who have a certain number of female employees
in non-traditional roles.
• Create a diversity designation for employers who have
reached a critical mass of female employees in non-
traditional areas.This can be used as a promotional tool
for employers or as a way for government to contract
businesses.
• Assist with development of human resources plans.
• Offer promotional coverage for employers who endorse
diversity and hire women in non-traditional occupations,
e.g. chamber newsletters, newspapers, etc.
• Provide accommodation funding for employers for it such as:
»» Toilets and washroom facilities
»» Tools and equipment for heavy lifting
Workplace/Training Institution Policies and Training
All three groups (employers, instructors and women) inter-
viewed for this report talked about their concern around
discrimination, sexual harassment and the intimidation fac-
tor of being the lone female in a workplace. It is important
that employers and their employees feel well-equipped for
change in the workplace and the work environment be safe.
The following are suggestions to create safe and positive
workplaces for all:
• Development of respectful workplace and diversity
training programs and policies (a happy workplace is a
productive one) for employers, their workers, training in-
stitutions, and their students.
• Positive leadership by management in encouraging a cli-
mate where discrimination is not tolerated by cohorts,
workers, or customers, and where diversity is valued.
• Development of family-friendly policies, recognizing that
women, and increasingly men, require time off to care for
family issues; these policies, when implemented properly,
benefit employers and employees alike.
• Establishment of environments that value an individual’s
strengths, rather than focusing on weaknesses. For exam-
ple, if a woman cannot lift a large load of materials, do
not draw attention to it and make sure she is busy do-
ing something she is good at or better than other male
counterparts.
• Education for employers about the small, low or no cost
changes that can be made to attract and accommodate
more women and make the workplace more positive, i.e.
flex hours, shorter work weeks (same hours, fewer days),
staff meals together during work hours (but not work-relat-
ed), permitting workers to be stakeholders in business, etc.
• Training for employers about paying fair wages. For ex-
ample, in addition to pay equity, have a trial period where
new employees have a base salary that increases consider-
ably once the trial period passes and new employees have
proven themselves.
• Guarantee of safe and clean workplaces.
Support Systems for Women
Employers, industry reps, government reps, instructors and
women who participated in this needs assessment offered a
number of suggestions to support women in entering careers
in trades and technology.They understand that having supports
specific to women’s needs is essential for women in finding
their place in non-traditional trades and technology industries.
These supports can come in many different forms including:
• Continued government support of multi-career exposure
programs likeTrade HERizons.
• Advocacy for coverage of daycare programs and extend-
ed hours of child care coverage.
• Support for coverage of tuition, fees, books and equip-
ment. For example, Skills PEI could give 100% tuition cov-
erage, rather than 70%, to create incentives – not barriers
– for women who study non-traditional occupations.
• Assistance with transportation costs.
• Paid work placements or co-op programs for women to
gain more experience and confidence in training their area.
• Development of bursaries and scholarships for women
studying in non-traditional trades and technology.
• Development of emergency financial fund for women in

16. 16
trades and technology who have greater necessities (lone
parents in particular).
• Study on people who influence career decisions (parents,
spouses/partners, guidance counsellors, career develop-
ment officers, etc.).
• Development of tools and materials to help families of
women in trades and technology understand and support
their female relatives’ non-traditional career choice.
• Assurance of timely apprenticeship and certification rec-
ognition application processes.
• Support or mentorship groups for women in trades and
technology occupations.
Awareness Raising and Role Models for Women
Employers, instructors and women alike stated that girls and
women are not aware of the career opportunities available to
them in trades and technology.This may be in part due to so-
cialization (i.e.“that’s not a woman’s job”), false perceptions on
the part of females, or just not seeing many women working in
or running businesses in these types of occupations.
The following are suggestions from employers, instructors and
women for promoting non-traditional trades and technology
occupations with females:
• Use more women in non-traditional trades and technol-
ogy in training institutions, industry, business and govern-
ment promotional materials.
• Share experiences of women in trades and technology at
conferences, expos, open houses at post-secondary insti-
tutions, high school career days, etc.
• Use video and internet to promote careers in trades and
technology with youth.
• Employ more female instructors to teach non-traditional
programs at both secondary post-secondary institutions.
• Develop promotional materials about benefits of careers
in trades and technology for women. Include work oppor-
tunities, wages, and other benefits.
• Create basic courses and job shadows as a way to in-
troduce women to trades and technology. Offer these
through Habitat for Humanity, Holland College, commu-
nity schools and willing employers.
• Build working relationships with career-based programs
and people such as employment counselling services
and high school guidance/career counsellors to make
them more aware of career and training options in
trades and technology.
• Develop aptitude and interests tests to assist women in iden-
tifying potential career options in trades and technology.
• Develop all-girl trades and technology or gender-balanced
courses in secondary schools for those who do not feel
comfortable being with all boys.
• Organize summer camps for girls connected to trades
and technology, like the former Girls Explore Trades and
Technology summer camps.
• Complete a study to identify attitudinal and interest changes
of girls regarding math/science and trades/technology.

17. 17
APPENDIX:
The appendix of this report contains the following support
documents used to compile this needs assessment report:
• Key findings from employers
• Key finding from training institutions
• Key findings from women (interested, studying, working)
• Results of Solve Skills Shortages and Become More
Competitive meeting with employers, industry, govern-
ment, training institutions and community
• Employer needs assessment questionnaires
• Training institution questionnaires
• Women needs assessment questionnaires
• Women on-line survey
• Evaluations fromTrade HERizons 2010 and 2011 programs
• Exploring Employment Roles in the PEI Trucking Sector
Council: Barriers, Benefits and Challenges to Increasing
Recruitment and Retention of Women research report
• Trade HERizons Advisory Committee meeting notes
KEY FINDINGS FROM EMPLOYERS
Methodology:
• 16Needsassessmentquestionnaires(11-trades,5-technology)
• 15 Interviews (13 trades, 2 technology)
• 11 employer hosts inTrucking Sector Council action research
Note: Focus groups were not used (other than Solve Skills
Shortages and Become More Competitive meeting) because
employers tend to be quite busy and “time is money”. On-
line surveys were not recommended by trades industry reps
because trades people tend to respond better to phone con-
versations or face-to-face meetings. Also, local IT organization
said that members have been saturated with on-line surveys.
General Observations:
• Some employers reported having issues with retaining
workers to fill skilled labour positions, which could be re-
lated to poor work skills/ethic or “out west” factor
• Most employers do not have issues with hiring females,
they just want someone to fill skilled labour gaps (i.e.
doesn’t matter if male or female)
• Most smaller employers do not have code of conduct/
sexual harassment policies or diversity training. To coun-
teract this gap, some smaller businesses that hire a female
in an all-male environment have a talk with the female (i.e.
to make it clear that if a co-worker or customer treats
them badly, to let management know”) and with staff (i.e.
to prepare them to be more tolerant).
• Larger businesses that have Human Resources depart-
ments, staff or the capacity pay an HR consultant are able
to have more policies. For example Bell Aliant has online
sexual harassment modules that staff have to sign-off on.
• Some employers have family-friendly policies, e.g. work is
results based, and can permit flex hours (in IT) or allow
scheduled time off for appointments or staggered starting
hours (in trades).
Benefits:
Opportunities:
• Variety of work areas in trades and technology in-
dustries where women can work that are not highly
physical or extremely technical
Skills/Abilities:
• Good at multi-tasking
• Detail orientated
• Good attention span to doing repetitive work
• Good at paperwork
• Process oriented, i.e. means and end result are
both important
• Goodatcomingupwithalternativeideas,problem-solving
• Good at following instructions
• Strong work ethic and take their jobs seriously
• Eager to learn
• Proficient in precise and delicate work where manual
dexterity and repetitive operations are involved
• Loyal employees who tend to move less, making employ-
ers less vulnerable to workers leaving to go out west
• Women are loyal and hard-working employees – even
compared to men. If an employer can be flexible and
supportive with female employees through their ma-
ternity leave and early child-rearing years, they will
have very loyal employees
• Are less hard on equipment and treat it as if it
were their own
• Value soft benefits of the workplace
• Value safety
Customer Service:
• Nice to have women for female customers, especially
when business needs to go into someone’s home,
great selling feature for employers
• Good at customer service, more personable, stronger
relationship building skills
• Have patience and ability to translate technical terms
into lay terms
Barriers:
Employers Concerns/Fears:
• Fear of sexual harassment issues and feel lack training/
knowledge in this area (one employer asked WNPEI
to assist with this training)
• Fear of upsetting workers in all-male work environment
• Feel female employees will take maternity leave,
hence the need to hire and train new employees,

18. 18
lack of continuity in work
• Strength issues: women do not have the same upper
body strength as men, which can be limiting
• Easy access to bathrooms for women or just have a
bathroom (especially on mobile or short jobs)
Concerns for Women:
• Stereotypes: women have to work harder to get re-
spect of male co-workers
• Lack of specific industry knowledge
• Long hours or shift work not always good for women
who tend to be main caregivers of children
• Women may be relegated to‘pink collar’ work (lower-
paid jobs traditionally associated with female work-
ers). For example being hired as a carpenter, but
working as a painter; or being hired as a programmer
and working as a data-entry clerk
Lack of Role Models:
• In school, girls perceive those who are interested in
IT as geeks
• Women prefer people-oriented jobs, which isn’t al-
ways conducive to work in highly technical fields
• Women don’t see trades and technology as career
options for them
Solutions:
Business Case for Hiring Women
A solid business case for increasing representation of women
in the workforce needs to be marketed to employers that:
• Women are key decision makers when it comes to
spending household earnings (“women are consum-
ers that can no longer be ignored”)
• Female trades or technology staff could be a selling
point to customers
• Women have a different approach,providing more solutions
to problems employers are trying to re/solve for clients
To Encourage Hiring/ Retaining More Women
• Assist in development or support of individual indus-
try campaigns to increase women in trades and tech-
nology as a way to solve skilled labour shortages
• Have more information for employers about programs
likeTrade HERizons as ways to solve skills shortages
• Start a job bank of women looking for work in trades
and technology on PEI Workplace
Policies/Education:
• Ensure a positive leadership attitude towards women
to create a positive workplace culture where discrimi-
nation is not tolerated (by workers or customers)
• Educate staff on diversity, respectful workplaces
• Provide clear staff orientation on work responsibilities
and employer expectations
• Post sexual harassment policies in every workplace
(required by law)
• Promote family friendly policies, recognizing that
women, and increasingly men, require time off to
care for family issues
• Ensure safe and clean workplaces
• Use a strength based approach to working with staff,
rather than focussing on weaknesses
Role Models/Mentors:
• Enlist job coaches or mentors to assist women in fill-
ing knowledge gap with regards to industry and skills
• Promote positive role models/highlight profile of
women working in the trades. For example, bring a
tradeswoman to school on career days.​
Awareness Raising for Women/Girls:
• Increase awareness of a rewarding career path in
technical trades as a result of higher hourly wages,
enhanced benefits and increased job satisfaction as
compared with more traditional careers
• Work to change the attitudes of a wide range of
stakeholders (educators, career advisors, and employ-
ers) who influence women’s awareness of different
career paths and their career choices
• Show more women in non-traditional occupations in
advertising campaigns
KEY FINDINGS FROMTRAINING INSTITUTIONS
Methodology:
• 18 Needs assessments questionnaires (16 - Holland
College learning managers, 2 - UPEI professors)
• 8 Interviews (7 - Holland College staff,1 - high school teacher)
General Observations:
• Most instructors have close contact with business and in-
dustry (curriculum consulting committees, on-the-job or
co-op placements) and some even run a small business
»» General attitude is that women are as capable as
men in trades and technology, but may desire work
which deals with public or in teams rather than the
purely trades or technical jobs
• Both Holland College and UPEI instructors have indi-
cated that they would like more female students in their
programs. One said, “It’s healthy for guys to get rid of
those stereotypes.”
• Some instructors noted that women tend to be more mature
about career choices and are some of their top students.
• Post-secondary institutions have codes of conduct or fair
treatment policies, including anti-discrimination and sexual
harassment policies
• There are sexual harassment policies at post-secondary
institutions, but for the most part, faculty from post-sec-
ondary institutions do not have diversity training or anti-
sexual harassment training. Any diversity training or dis-
cussion of sexual harassment policy is with students is left
up to the individual teacher.
• In the 1980’s and early 1990’s 30-40% of information tech-
nology/computer science students at UPEI and Holland
College were women
• Enrolment of women in most trades and programs at
Holland College and UPEI are low
• Practically for Holland College:

19. 19
»» The majority of class start times is 9am, end time is
4pm with 1 hour for lunch. However, Georgetown
Centre start time is 8am, end time is 2:30pm with
½ hour for lunch
»» Almost all have regular breaks, one in morning and
one in afternoon
»» Absences follow college’s rules, but are up to the dis-
cretion of learning manager, if apprenticeable trade
(most try to assist the student through if they know
they are trying, but have illness, family issues, etc.).
However, missed time affects apprenticeship hours.
»» There are no rules around fraternization
»» Students are trained in ways of communicating via
the student code of conduct and communications
class (all college students have this class as part of
their program)
»» Not all programs have on the job training components
• Practically for UPEI:
»» Class times vary throughout the day, from Monday
to Friday
»» Class attendance is only necessary if part of profes-
sor’s marking system (i.e. for participation). However,
poor attendance may affect the student’s marks.
»» Computer Science and Engineering programs require
around 60 hours per week for classes and study out-
side the classroom.Many students work part-time and
take fewer than five classes per semester.
»» Computer Science has a cooperative education pro-
gram where students who participate get coop as-
signments with industry
Benefits:
Women’s Skills:
• Problem solving
• Manual dexterity
• Increased patience
• People skills
• Ability to communicate well with customers and un-
derstand their needs
• Attention to detail
• Readiness to read plans and follow instructions
Career inTrades andTechnology:
• Need more people in trades and technology,skills shortages
• Good wages and benefits
• Ability to stay on PEI or move based on personal needs
• Bigger companies are looking for more women
Barriers:
Concerns/Fears:
• Females often are nervous about working with tools,
but some men are too
• Studies show that welding may be toxic to pregnant
women, i.e. cause miscarriages
• Can be intimidating to be the only female in the class-
room or workplace
All Male Environments:
• Lack of respect by men (employers,classmates,coworkers)
• Women have to do better than men to make it
• Sometimes when women want to take a trade or
technology to show people that they can do it, it
can create problems
• Some workplaces don’t want women, especially if
they have a staff that gets along, can imply creating
another washroom/change room and wives don’t like
it. A number of men identified that their wives (or the
wives of their employers) were not comfortable with
the business employing women.
Female Specific Issues:
• Physical strength, some trades require heavy lifting.
However, one learning manager said, “In the early
years, trades required more physical strength, but
with technology (lifts, cranes, forklifts, etc.) strength is
not as important
• Women generally are the caregivers for children/
elders, this may slow their progress in class and in
the workplace
• Time commitment for studies is difficult for all stu-
dents, but especially for those with children (need
support if single parent)
• How computer science is taught – does not use a lot
of group work, more technical and less interactive, this
can be a turn-off for women
Perceptions/MessagingTools:
• See careers in IT as only for geeks,i.e.people who lack
social skills (e.g. Big BangTheory)
• See careers in trades and technology as non-nurturing
fields and only hands-on
• Often careers in trades and technology are described as
building something (programs, buildings, etc.) not defined
by the day-to-day job basis.Women and many younger
men want to know about personal interaction on the job
• Computer science is a very broad career where
there is very little certification (like engineering,
medicine, law, etc.)
Solutions:
Safe Environments:
• Create a safe learning environment from the beginning of
the school year, i.e. students told what will be tolerated
(respectful communication, tolerance, etc.) and won’t be
tolerated (sexual harassment,profanity,yelling,etc.)
• Instructors meet with female students (and parents,
where applicable) before school year starts to see
how to help (if at all) with being in all male environ-
ment and let her know that if she should report any
issues to the instructor
• If an instructor sees an inappropriate behaviour, even
if the female students says it’s ok, instructor needs to
deal with it
• Diversity and respectful workplace training for in-
structors and students
Role Models:
• With more women in trades and technology can lead
to changes in attitudes of men

20. 20
• More female instructors
• Engage female college and university students to talk
about trade or technology they are studying in a wide
variety of venues.
MessagingTools:
• Need to use technology to sell trades and technol-
ogy to younger generations who are more connected
electronically than any other generation
KEY FINDINGS FROM WOMEN
Interested, Studying and Working in Trades and Technology
Methodology:
• 27 Needs assessment questionnaires/online surveys
(10 - interested, 8 - studying, 2 - working, 7 - no longer
studying/working)
• 30 Interviews (4 - studying, 25 - working, 1 - no longer
studying/working)
• 19 Job shadows/placements (10 -Trucking Sector Council
job shadows completed by 2 interested women action re-
searchers, 1 - volunteer job shadow, 8 - work placements)
• 20 participants in Trade HERizons evaluations (11 - 2010,
9 - 2011)
• 9 participants in Focus group with high school students in
all female carpentry class
General Observations:
• Many Island women are interested in trades and technol-
ogy, but have not necessarily been exposed to them
• Many women and girls interested in trades and technology
have the following:
»» Family member involved in a trade or technology
»» Grew up on a farm
»» Like working with their hands (crafts, drawing, etc.)
»» Like seeing how things work
»» Don’t like working behind a desk, need to keep mov-
ing, like working outdoors
• Many women and girls who had not yet entered full-time
training programs in trades and technology feared discrim-
ination in the classroom
• Very few women, once they entered the trades/technol-
ogy classroom, said they felt out of place or had difficulty
with male classmates/coworkers/supervisors. Those who
did used supports (Trade HERizons, coworkers or super-
visors) to deal with it in an effective manner. However,
some women were also careful in choosing where they
would work, i.e. they were aware of the workers/work-
places where women would not be easily accepted.
• Women who had some previous career exposure, train-
ing or work experiences along with labour market research
(including talking with women in trades and technology)
before starting training felt more confident going into post-
secondary programs.Also,if they have a log book from their
apprenticeship, it gave a boost to their confidence.
Benefits of Trades/Technology:
Opportunities:
• Lots of job options and opportunities to be promoted
• Variety within the job (no two days alike)
• Can travel to other places with trades and technologies
• With technology constantly changing, you can always
learning something new
• Work in IT can be flexible, i.e. more ability to work
from home
Financial:
• Financial compensation is good
• Can lead to financial independence (car, home, etc.)
• Cheaper to study a trade or technology at Holland
College and less time than going to university
Personal Interests/Satisfaction:
• Hands-on work
• Can create things outside of work as well for self,
family and friends
• Doing something that touches people’s everyday lives
or that can change the world
• Sense of accomplishment when you can see fin-
ished product
• Gives more self-confidence in both professional and
personal lives
• Women in trades and technology make female clients
feel more comfortable
• Most work environments are welcoming and good at
training or answering questions of new employees
• Many soft skills needed for trades and technology
are skills which women are good at (detail orient-
ed, good at customer service, loyal, safety focused,
strong work ethic, etc.)
Barriers:
Concerns/Fears:
• Fear of math
• Trades are more physically demanding and women
may have limitations
• Intimidation of being only female (no one to relate to,
may be hard to fit in)
• Fear of discrimination
• Fear of not being treated seriously by co-workers or
by customers
• Sexual harassment
• Concerns with foul language
• Concern at having no accessible or clean bathroom
facilities and storage for personal belongings
• Fear of using large equipment and tools (lack of exposure)
• Concerns about safety issues
• Lack of self-confidence
• Pay equity
• Fear of being exposed to toxins (fumes, etc.)
• Fear of heights
• Having to work long hours

21. 21
Perceptions:
• Label of trades and technology programs at com-
munity colleges as being less prestigious than uni-
versity degrees
• Perception of trades as being dirty
• Perception of both men and women that trades and
technology are only for men or male-like females or
women who think like men
• Perception by women that IT is for geniuses or geeks
• Lack of knowledge of industry specific skills
Lack of Supports:
• Upgrading, especially in math
• Child/elder care
• Transportation
• Cost of education/training (tuition, fees, books, tools,
etc.) not accessible for many women
• Where to go in case of financial emergency
• Sometimes family members and friends are not sup-
portive of career choice
Employers/Workplace:
• Some men do not want women in the workplace and
do not like being “bested” by a woman
• Employers do not want to take a chance on some-
thing new and tend to go with what they know
• Some men stop women from doing things, like lift-
ing heavy items
• Awkwardness in workplace of being the first female,
feeling like being in a fish bowl
• Employers/workers do not focus on other strengths,
like small hands can get into small places that large
hands cannot
• Women have to work harder to gain the respect of co-
workers and supervisor in an all-male work environment
• Long work hours or shift work
Solutions:
Raising Awareness aboutTrades andTechnology:
• Create poster: dropping math – say goodbye to
these careers
• Show more women in trades and technology in train-
ing institutions and employer promotional materials
• Have more programs like Trade HERizons so women
have knowledge of other options
• Share experiences of women in trades and technolo-
gy at conferences, expos, and at open houses at post-
secondary institutions
• All female classes or gender equal classes in high
schools for those who do not feel comfortable being
the lone female in a class
• Need to introduce and encourage more girls in high
school, junior high or even elementary school to
trades and technology
• Partner with career-based programs, employment
counselling services and high schools to make them
more aware of career and training options
• Focus on trades that do not require a lot of physical
strength or heavy lifting
Language:
• Make sure language in ads and other written ma-
terials is gender neutral (e.g. journeyperson rather
than journeyman)
• Stop classifying trades and technology as non-tradi-
tional for women
Role Models:
• Have more female instructors in trades and technol-
ogy at high school and in training institutions
Workplace/Training Institutions Policies:
• Create more family friendly workplace policies and
working hours
• Have staff take lunches and breakfasts together
(like a family)
• Diversity,respectful workplace environment,and com-
munications training for employers, workers (both
men and women) and training institutions makes ev-
eryone more productive
Employer Incentives:
• Employers who ensure pay equity can attract more
women
• Give employers incentives to hire women in trades
and technology or to create affirmative action policies
(wage subsidies, tax breaks, contracts only if have so
many females in trades/technology)
Support Systems:
• Create support systems for women (main caretakers
of children) with families, communities, workplaces
• Better daycare systems (e.g. universal daycare, after-
school, extended hours or even overnight for those
who work shift work)
• Training institutions should have internal daycares with
priority given to students (especially lone parents)
• More supportive men (teachers, instructors, family
members, etc.)
• With more women on the job,networks can be developed

22. 22
Trade HERizons
SOLVE SKILLS SHORTAGES
AND BECOME MORE
COMPETITIVE MEETING
RESULTS
October 12, 2011
Number of sectors which attended:
• Business 22 (11 trades, 11 technology)*
• Industry 5 **
• Government 13 (11 - provincial, 3 - federal)
• Training Institutions 6 (4 - Holland College, 2 - UPEI)
• Community 7 (2 - chambers of commerce, 1 - economic
development, 4 - not-for-profit)
Total: 53 ***
* 2 - aerospace, 2 - architecture/engineering, 1 - bioscience,
6 - innovation/technology, 11 - construction/trades
** PEI Residential Construction Sector Council, Canadian
Home Builders Association - PEI, PEI Trucking Sector Council,
Road Builders and Heavy Construction Association, PEI BioAl-
liance. NOTE:There were participants representing both their
business/organization as well as the Aerospace Association of
PEI, Construction Association of PEI and ITAP
*** 27 - female, 26 - male
What challenges do employers/industry face with re-
cruitment and retention of workers?
Awareness about Careers in Trades and Technology:
• There is a lack of awareness about the wide variety of
career opportunities in trades and technology (need a
better model to promote and for industry to commu-
nicate better what they do, career/guidance counselling,
labour market research)
• Need to develop more respect/pride for careers in the
trades (people think trades are for dummies)
Skills/Training/Role Models:
• With increased cost of post-secondary education/training,
people graduating have student loans and need good salaries
to pay off their debts, hence the need to move“outWest”
• Need better role models
• Lack of courses/programs,so students are moving away to study
• Lack of good mathematical skills/foundation
• People need better training
• High school graduates do not have the basic skills to be
ready for the workforce
• Not enough students graduating from trades and technol-
ogy programs to meet demands
Work Ethic/Attitudes:
• With workers there is a general lack of reliability, loyalty
and pride/motivation/initiative to do a good job and to
work hard (they do not want to work overtime)
• Some people just want to work to get their hours for
Employment Insurance (EI) and no more than that (sea-
sonal workforce)
• Employees do not want to work outside the box of their
skills sets
• With young people there is a perception of a lack of work
ethic/drive/desire to learn/respect for employer, equip-
ment, and customers and they possess an overdeveloped
sense of entitlement
• Employers perceive that young people expect right away
(salary, rank, etc.) what it took older trades/technology
workers several years to attain, i.e. wage expectations do
not match experience
• Potential employees being interviewed seem concerned
about work policies, wages, benefits and ask more ques-
tions than employers/interviewers
• Employees range from workaholics to too lax
• Some employees are distracted by electronics (cell phone,
texting) and social media (Facebook) and think they are
multitasking, but can lack efficiency
Employers:
• Some employers cannot offer/guarantee year-round, full-
time work
• Employers feel they cannot compete with the ‘out West’
effect (higher wages, more benefits, lots of work)
• Employers have difficulty finding workers with both skills
and experience (a lot of these workers have gone outWest)
• Sometimes employers may be filtering out potential em-
ployees who lack skills or education, but otherwise might
be good employees (with proper training)
• Because there are so few skilled workers available, they
are able to control wages; this adds pressure for higher
salaries from candidates with little or no experience
• Thereiscompetitionfromothercompanies“poaching”employees
• Less incentive for workers to stay on PEI (e.g.higher wages
in other provinces)
• Most small employers do not have human resources de-
partments, therefore are more reactive than proactive,
and do not always have a succession plan
• Need better tools for recruiting candidates with either
education or experience
• Employers are reluctant to invest time and money in train-
ing/mentoring for new employees because this means put-

23. 23
ting skilled employees to train new workers which reduces
their work capacity/productivity
• Need wage subsidies to assist with training new employees
• Employees are motivated by better benefits,so perhaps em-
ployers can allow employees to hold stakes in the company
• Employers are lacking in communication with employees,
perhaps a generation gap
In and Out Migration
(coming from outside Canada/PEI and leaving PEI):
• More employers are contracting immigrants to fill skills
shortages via Temporary Foreign Worker program and
Provincial Nominee Program and with the incentive of
Canadian Permanent Residence
• Mindset of immigrants seems to be – stay on PEI for a few
years to get experience, then move on
• The ‘From Away’ label makes it difficult to retain employees
• Many people do not see PEI as a good place to live, i.e. too
quiet (gentle Island)
What are the challenges, for both employers and fe-
male workers, to attracting and retaining women?
Employers:
• May have preconceived notions/stereotypes/biases/questions
(this may be generational) about women taking time away
from the workplace for maternity leave and to be care provid-
ers, can’t do early shifts/long hours, single mothers can’t work
shift demands.This is especially disruptive in smaller companies
or where timely service is important
• Fear that women have limitations of physical strength
• Customers may have concerns about women in non-tradi-
tional occupations providing a quality service
• Some careers still operate with a well established“old boys club”
• Concerned how other male employees (particularly older
workers) and their wives will react to females on the job
• Fear that offering flexible works hours will be taken advantage
of or will hurt reputation of business
• Some employers need to recognize that flexibility can in-
crease productivity
• Need to understand that it’s ok to work differently and keep
track of how to do jobs in different ways
• Need to shift culture in order to value everyone’s strengths
and needs of families
• Need stronger human resources skills/training and good
management
FemaleWorkers:
• Desire work-life balance and fear there won’t be workplace
policies to support this
• Need to have family/societal support
• Travel or remote work sites may be difficult as women are
usually principle caregivers to children/elders and may need to
leave work to tend to their needs
• Intimidating for women to go into an all male industry
• Fear of being seen as receiving special privileges
• Fear they don’t have the physical strength or will be prone to
injury, but men experience this too and everyone needs to
learn to work within their means
• Some women, depending upon their socio/economic/cul-
tural status,don’t always have a driver’s licence,transporta-
tion or family support
• Not enough role models in trades and technology for both girls
and women, they don’t see themselves in these careers, not
aware of variety of careers available in trades and technology
• School career guidance: men do physics, women do non-sci-
ence courses,need to change message to influencers (parents,
teachers,guidance counsellors)
• New employee (male or female) need to have the grit to deal
with teasing when starting a new job
Where to from here?
Strategy:
• Develop working groups of industry/education, etc. to
come together withTrade HERizons to develop a strategy,
bring larger group back together in 6-7 months to update
group’s progress
• Create separate plans for trades and technology (work-
places are different)
• Target one trade,talk to industry people and create a pilot project
Mentoring/Marketing to Women:
• Highlight/identify role models/mentors for women
• Develop career days that target women in trades and technology
• Use aptitude tests to help women identify trades and
technology as a career option
• Develop marketing tools to let women know the wages
for trades and technology
Employers/Training Institutions:
• Provide knowledge regarding gender issues for
instructors of non-traditional trades/technology
• Educate employers regarding small changes needed to
the workplace to attract/retain more women
• Assist employers by subsidizing wages of women in
non-traditional jobs
Education:
• Survey high schools regarding perceptions around trades
and technology to identify attitudes and at what age inter-
ests change for girls regarding trades and technology
• Have options for younger students (both boys and girls)
to experience trades and technology activities hands-on
• Find ways to encourage younger girls to see themselves in
trades and technology
• Find ways to encourage parents to value trade and tech-
nology occupations for their children
• Revive summer camp for young girls connected to trades
and technology (Girls ExploreTrades andTechnology)

24. 24
NEEDS ASSESSMENT
QUESTIONNAIRE
Trade and Technology Employers
Goal: To determine challenges employers have or perceive
that they have in training, recruiting and retaining women in
non-traditional trades and technology
Objectives:
• To understand the benefits and challenges that employ-
ers perceive in training, hiring and retaining women in
non-traditional trades and technology
• To determine if there are workplace policies or attitudes
that deter women from entering or working in non-tra-
ditional trades and technology
• To explore potential solutions to the barriers employ-
ers find in training, hiring and retaining women in non-
traditional trades and technology
• To create positive relationships with trades and technol-
ogy employers
• To obtain positive quotes/stories from employers about
women in non-traditional trades and technology
• To find potential ‘champions’ of women in non-traditional
trades and technology
Questions:
INDUSTRY
1. What types of trades or technology employees are hired
in your workplace?
2. Do you think there have been increases in the number
of women being hired in non-traditional trades and tech-
nology? If no, what do you think is the reason for this?
3. What are the challenges that you, as an employer, and
your industry have to make changes in order to increase
the number of women being hired in non-traditional
trades and technology?
4. Do you see any benefits in increasing the number of
women being hired in non-traditional trades and tech-
nology? If yes, what are they?
5. What kind of changes do you think are needed to in-
crease the number of women being hired in non-tradi-
tional trades and technology?
6. What supports do you and your industry need to sup-
port such changes?
WOMEN IN THE WORKPLACE
7. Do you have difficulty retaining trades and technology em-
ployees? If yes, why do you think this is occurring?
8. Have you ever hired women in your trade or technology?
If yes, how many over the last five years? How would you
describe them as employees? Have they taken advantage
of opportunities for advancement in your organization?
9. How did your male employees respond to having to work
with women in non-traditional trades and technology?
10. Did you experience any difficulties integrating female em-
ployees in your workplace? Is so,how were they overcome?
11. Would you consider women good workers, i.e. capable of
doing the job? Why?
12. What are the advantages of having female employees?
Are there any disadvantages?
13. Do you think your female employees faced specific chal-
lenges in the workplace because they are women?
14. Were any of the women who worked for you promoted
to another position within your business?
15. Were the women who worked for you the primary care-
giver of children? What was their marital status?
POLICIES AND PRACTICES
16. How would you describe the atmosphere at your work-
place? Is it open, respectful, inclusive?
17. Do women face any particular physical barriers in your
workplace, more than men (e.g. tool and supply location,
washrooms, etc.)?
18. How are your employees oriented to make their work
needs known or if harassment is taking place?
19. Do you have apprenticeship or mentorship opportunities
for employees in your workplace?
20. Have you introduced any practices or policies to increase
the number of women working in your business? If so, are
there signs that any of these have been successful?
21. What are your work hours and policies around:
a. absences?
b. lateness?
c. fraternization?
d. communication?
e. harassment?
22. Do you have any family friendly policies (e.g.parental leave,
family days, sick days, etc.) or policies to accommodate
employees who are the primary caregiver in their family?
23. Do you do diversity, anti-harassment or gender training
with your employees and supervisors?
24. Would you be willing to review or implement some
best practices policies for hiring and retaining women
in your business? If yes, what would be the best way
for you to do this?

25. 25
NEEDS ASSESSMENT
QUESTIONNAIRE
Technology Employers
Purpose: To identify with employers the issues and challenges
related to women’s recruitment and retention in non-traditional
occupations (i.e. identify barriers and potential or real solutions)
Questions:
1. What type of business do you run?
2. How many employees do you have?
3. What kinds of technology employees are hired in
your workplace?
4. Do you have or have you had any female employees
working in technology? If yes, what has that experience
been like for you as an employer (benefits and challenges)?
5. What types of employee policies do you have in your business?
6. family friendly policies (e.g. parental leave, family days, sick
days, etc.) or policies to accommodate employees who
are the primary caregiver in their family?
7. diversity, anti-harassment or gender training for your em-
ployees and supervisors?
8. What supports do you and your industry need to recruit
and retain more women in your area?
9. Are there any other observations, comments or concerns
you would like to share that have not already been covered?
NEEDS ASSESSMENT
QUESTIONNAIRE
Technology Instructors
Purpose:To identify with technology instructors the issues and
challenges related to women’s recruitment and retention in
non-traditional occupations (i.e. identify barriers and potential
or real solutions)
Questions:
1. What type of program do you run?
2. How many students do you have?
3. Do you have or have you had any female students studying
in your program? If yes, what has that experience been like
for you as an employer (benefits and challenges)?
4. What types of policies do you have in your program?
a. family friendly policies (e.g. parental leave,
family days, sick days, etc.) or policies to ac-
commodate employees who are the primary
caregiver in their family?
b. diversity, anti-harassment or gender training for
your employees and supervisors?
5. What supports do you and your industry need to recruit
and retain more women in your area?
6. Are there any other observations, comments or concerns
you would like to share that have not already been covered?

26. 26
NEEDS ASSESSMENT
QUESTIONNAIRE
Women Interested or Studying in Non-Traditional Trades
and Technology
Goal: To determine the barriers interested women have
in entering and retaining a career in non-traditional trades
and technology
Objectives:
• To discover solutions to women’s barriers to entering and
retaining a career in non-traditional trades and technology
• To assist women in overcoming the barriers to entering and
retaining a career in non-traditional trades and technology
• To find potential participants for Trade HERizons career
exploration program
Questions:
Personal Information and Interest
1. What is your age range? 15-24, 25-34, 35-44, 45-54, 55-64,
65 and over
2. What is your highest level of education?
3. What do you do for fun, i.e. hobbies, sports, etc.?
4. What trade or technology are you interested in?
5. Why are you thinking about getting into this trade or
technology?
6. What do you see are the benefits of working in this trade
or technology?
7. Have you done any training programs in the past?
8. What is your highest level of education?
9. What is your marital status?
10. Are you the principal caregiver to any children? If so, what
are their ages? Are you the principal caregiver to any elders?
11. Do you have any other household incomes?
Barriers and Solutions
12. What do you think are the challenges to start a career in
this trade or technology?
13. Doyouhavesomeideasonhowtoovercomethesechallenges?
14. Have you ever been in a situation (e.g. school, work, family,
etc.) where you were the only female? If yes, what were
the challenges and/or benefits in that experience for you?
15. Do you think there is a difference between men and
women being able to have a successful career in trades
and technology? If yes, what are they?
16. What do you think is needed to increase the number of
women successfully working in non-traditional trades and
technology?
17. Do you think there are things that training institutions (e.g.
Holland College) and employers could do to increase
the number of women being successful in non-traditional
trades and technology? If yes, what are they?

27. 27
NEEDS ASSESSMENT
Women Working in Non-Traditional Trades and Technology
Goal: To learn how women in non-traditional trades and tech-
nology have become successful in their careers
Objectives:
To understand women’s barriers to and experiences to training,
acquiring and retaining a career in non-traditional trades and
technology.
To find best practices that work for women in training, acquiring
and retaining a career in non-traditional trades and technology.
To find potential female mentors or guest speakers who are
working in non-traditional trades and technology
Questions:
Personal Information and Interest
1. What is your age range? 15-24, 25-34, 35-44, 45-54, 55-64,
65 and over
2. What is your highest level of education?
3. What is your trade or technology?
4. How long you been working in this trade or technology?
5. What made you decide to get into this trade or technology?
6. What is your highest level of education?
7. What have been the benefits for you in working in this
trade or technology?
8. What do you do for fun, i.e. hobbies, sports, etc.
9. What is your marital status?
10. Are you the principal caregiver to any children? If so, what
are their ages? Are you the principal caregiver to any elders?
Training, Recruitment, Hiring and Retaining
11. How did you train in this trade or technology (i.e. appren-
ticeship, training institute, etc.)?
12. What was your training experience like?
13. Did you experience any challenges specific to being a
woman in your training? If yes, what were they and how
did you deal with them?
14. Did you experience any benefits specific to being a wom-
an in your training? If yes, what were they?
15. Did you experience any difficulty finding work in your
trade or technology? If yes, what were they and how did
you deal with them?
16. Did you experience any challenges in your workplaces? If
so, what were they and how did you deal with them?
17. Do you think there is a difference between men and wom-
en’s experience s in the training institutions and workplac-
es? If yes, what are they and how did you deal with them?
18. What has been helpful for you in your training, getting and
retaining a job in your trade or technology?
19. What do you think is needed to increase the number of
women entering and having successful careers in non-tra-
ditional trades and technology?
20. What do you think that employers and training institu-
tions could do to increase the number of women en-
tering and having successful careers in non-traditional
trades and technology?
21. Have you seen changes in the workplace that help in-
crease women’s participation in non-traditional trades
and technology?
Mentorship
22. Are you a registered apprentice or do you have your red
seal? If so, what were the benefits and challenges in being
an apprentice?
23. Did you have a mentor who helped you in your career
in non-traditional trades and technology? If yes, what did
they do to help you in your trade or technology?
24. Do you see any benefits to being mentored or being a
mentor? If yes, what are the benefits?
25. Would you be willing to be a mentor to a woman entering
a training program in non-traditional trades and technology?
If yes, what would you be willing to give (e.g. time, phone
calls, e-mails, coffee break meetings, etc.)? Would you be
willing to participate in training (individual or group)?

28. 28
ONLINE SURVEY
Interested Women
WOMEN INTERESTED IN TRADES AND
TECHNOLOGY
Trade HERizons would like to know why women are interest-
ed in having a career in trades or technology.You should only
fill out the questions that you feel comfortable in answering.
However, please know that the results and any personal infor-
mation you have shared will be kept confidential.
BASIC INFORMATION
Residency
Where do you live?
{{ Prince County, PEI
{{ Queens County, PEI
{{ Kings County, PEI
{{ Atlantic Canada
{{ Central Canada
{{ Western Canada
{{ Northern Canada
Age Range
What is your age range?
{{ 15-24
{{ 25-34
{{ 35-44
{{ 45-54
{{ 55-64
{{ 65 and over
Education & Training
What is your highest level of education?
{{ Elementary school
{{ Intermediate or junior high school
{{ Some high school
{{ High school diploma
{{ Some college
{{ College diploma
{{ Some university
{{ University degree
{{ Other, please specify: ____________________
If you completed high school,please indicate which
program you graduated from.
{{ Academic
{{ General
{{ GED
{{ Practical
If you went to university or college, please list the
program(s) you were enrolled in.
_________________________________________
_________________________________________
_________________________________________
Have you done any training programs in the past?
{{ Yes
{{ No
If you answered yes to the question above, please
list the name(s) of the training program(s) you
have participated in.
_________________________________________
_________________________________________
_________________________________________
Marital Status
What is your marital status?
{{ Never married
{{ Married or common law
{{ Separated or divorced
{{ Widowed
Child/Elder Care
Are you the principal caregiver to any children?
{{ Yes
{{ No
If you answered yes to the question above, please
list your child/children’s age(s).
_________________________________________
Are you the principal caregiver to any elders?
{{ Yes
{{ No

29. 29
Income
What is the main source of income for your
household?
{{ Full-time job
{{ Part-time job
{{ Spouse or partner income
{{ Employment Insurance
{{ Income Support
{{ Other, please specify: _____________________
Do you have any other household incomes?
{{ Yes
{{ No
If you answered yes to the question above, please
specify where your other household income
comes from.
{{ Full-time job
{{ Part-time job
{{ Spouse or partner’s income
{{ Employment Insurance
{{ Income Support
{{ Other, please specify: _____________________
INTEREST
Recreational Activities
What do you do for fun? (Please feel free to check
more than one item)
{{ Handcrafts
{{ Arts (painting, sculpture, music, etc.)
{{ Team sports
{{ Individual sports
{{ Reading
{{ Movies
{{ Video games
{{ Shopping
{{ Other(s), please specify; ____________________
Career Interest
What trade or technology are you most interest-
ed in?
{{ Automotive Mechanics
{{ Carpentry
{{ Computer Programming
{{ Electrical
{{ ElectronicsTechnology
{{ Plumbing
{{ Welding
{{ Other, please specify: ______________________
Why are you thinking about getting into this trade
or technology? (Please feel free to check more
than one item)
{{ Family member or friend worked/working in this
field
{{ Enjoy working outdoors
{{ Like working with my hands
{{ Enjoy figuring out how things work
{{ Other(s), please specify: ____________________
What do you see are the benefits of working in
this trade or technology? (Please feel free to check
more than one item)
{{ Better salary
{{ More job opportunities
{{ More mobility (opportunities to move and travel)
{{ Other(s), please specify: ____________________
BARRIERS & SOLUTIONS
Challenges and Benefits
What do you think will be the challenges for you
to start a career in your trade or technology of
interest? (Please feel free to check more than one
item)
{{ Very few women in this field
{{ Employers may not consider hiring women
{{ Adequate child care (hours, location, etc.)
{{ Affordable training
{{ Physically demanding
{{ Math is difficult
{{ Other(s), please specify:
___________________________________________
___________________________________________
___________________________________________
Do you have some ideas on how to overcome
these challenges?
{{ Yes
{{ No
If you answered yes to the question above, please
share your idea(s).
___________________________________________
___________________________________________
___________________________________________