Newly hired employees become more proficient faster
Reduce rework and generate less scrap
Training existing employees on new equipment/processes
Experienced skilled workers spend less time training
Safer workers with fewer accidents
On-the-job training happens across the country every day but how that training is delivered can greatly impact the effectiveness of the training. Companies often ask their most knowledgeable, experienced workers to be trainers since they possess the expertise which the trainee needs to learn to do the job. In the manufacturing, maintenance and technical service industries, these trainers are often called Technical Trainers.
But just because they have the experience, it doesn’t mean that these trainers have learned how to pass along that knowledge to others.
“if (the employer’s technical trainers) are trained in effective job instruction, they will make a significant positive difference in how quickly and effectively the trainee is learning” – Pavel Wegrzyn, a mentor/coach with Work Based Learning Consortium
“We’ve seen in our programs with clients that their technical trainer, if they are trained in effective job instruction, they will make a significant positive difference in how quickly and effectively the trainee is learning,” says Pavel Wegrzyn, a mentor/coach with Work-Based Learning Consortium (WBLC).
A key aspect of WBLC’s hybrid approach to training and e-learning includes a train-the-trainer element called the Technical Training Effectiveness Workshop (TTEW), which provides rapid and effective training for the trainers onsite. It equips the employers’ most experienced skilled workers to be more effective in their training efforts.
“When we started thinking of creating the Technical Training Effectiveness Workshop, we asked companies if they felt a train-the-trainer program is needed or would be helpful,” says Rod Jones, Managing Director of WBLC. “Companies said there was nothing they could find that would help their trainers. Or, when there was a program, they’d have to send their trainers off-site for several weeks or send them to a long program where training trainers was only one element.”
There clearly was a need for a rapid, focused program on job instruction training and WBLC set out to address it.
Maximizing Adult Learning Effectiveness
WBLC recognizes how busy trainers are with their work. Leadership coach, facilitator and organizational development consultant Bob Nager worked with WBLC to develop the workshop which consists of two 90-minute virtual sessions. After completing the workshops, trainers are supported by weekly meetings with WBLC mentor coaches.
“Our approach has been to get employers to identify experts on the job, who have been doing their job for years, and then provide them with directly relevant knowledge and a proven time-tested process to be able to effectively do technical training,” says Bob Nager, who also has a Master’s degree in Adult Education, Workplace Learning and Change from the University of Toronto.
“Adults learn much better when they are self-directed and self-motivated,” says Nager. “People will retain knowledge much better when they understand ‘why’. If you just go by rote and teach people material, maybe they’ll learn it, but it won’t work as well as allowing them to understand the reasons why they’re doing things.”
The workshop also includes an experiential learning element where trainees watch a trainer perform a task they are about to learn. The trainees are asked to replicate the task and explain why they are doing what they’re doing – integrating it into their thinking. The examples used in the workshop are crafted by the WBLC Learning team and then put on video to demonstrate the trainer instructing a trainee in tasks that are relevant to the job sector using the program.
A Proven Methodology – from WWII to Modern Lean Manufacturing
Nager explains that the WBLC Technical Training Effectiveness Workshop is based on a methodology called Training Within Industry (TWI) that originated during the Second World War by the U.S. government. TWI has since been adopted by the Lean manufacturing sector.
“Not unlike the challenges facing manufacturers today, the war effort required bringing thousands of people into factories in a very short time, where many had no previous manufacturing experience,” explains Nager. “They recognized they needed to rapidly upskill workers quickly to deliver quality outcomes.”
“The TWI methodology is a tried and tested methodology adopted by the Lean manufacturing sector. We have lots of evidence that it really delivers great outcomes,” adds Nagar.
The training workshop provides technical trainers with an easy-to-use framework for performing their training work. Previous attendees have repeatedly shared with us that WBLC framework gives them confidence in working with their trainees. The technical trainers also are taught to recognize that people learn differently and learn tips on how to factor that into their instructional approach.
After the workshop, the technical trainers have weekly calls with coach monitors to help them with challenges they’re encountering, discuss progress made, answer any questions related to the training methodology, as well as provide tips. These weekly calls are additional support for the trainers and also are used to evaluate the effectiveness of both the TTEW workshop and the trainers themselves.
Valuing the Training
The train-the-trainer workshop has advantages for both the company and the trainers. Sometimes, experienced workers are asked to train others in addition to their regular day-to-day duties. This can be a challenge.
“The Technical Training Effectiveness Workshop demonstrates that the company acknowledges that technical training is as part the trainer’s individual’s job,” adds Nagar. “Now there’s the acknowledgement from the employer. Trainers are pleased to have their training skill recognized, and really start to take pride in bringing their trainees along. It immediately increases their confidence.”
The effect is improved training results, a faster training process, reduced re-training time, less rework and scrap, and safer workers with fewer accidents. The result is faster payback for employers.
“Knowledge obtained from WBLC’s Technical Training Effectiveness Workshop is an enduring asset…it continually pays dividends ” – Rod Jones, Managing Director of the Work Based Learning Consortium
“The good news is the knowledge obtained from the WBLC workshop is an enduring asset because once people know how to do it, as long as they apply it, it continually pays dividends” says Jones.
Trainers are set up for success and there are clear business results – newly hired employees become proficient more quickly and experienced skilled workers spend less time training.
“Companies need qualified people as there are significant skills shortages in some sectors and firms need people to be up to speed and trained quickly,” adds Nagar.
The Technical Training Effectiveness Workshop can be a key element of the training and upskilling solution for your company.
Six-month training program reduced to three months
One of the bedrocks of Work-Based Learning Consortium’s (WBLC) learning and hiring programs has been its CNC Machinist programs, which typically have created proficient and certified CNC Machinists in a six-month period. You can imagine the surprise when WBLC said they could deliver the same results in only three months.
So far, with several cohorts of a newly created CNC Machinist (Level 1) Rapid Upskilling program completed, WBLC is delivering all within that three-month timeframe.
“When I think back about some of the first discussions with companies about building a CNC Machinist program, a common question was ‘how long do you think it will take trainees to complete your CNC Machinist program?’”, recalls Rod Jones, Managing Director of WBLC. “We said we could do it in six months and the industry reaction was skeptical. Industry executives told me it was taking them 12 to 18 months to get anybody anywhere near proficient on CNC Machines.”
“Industry executives told (us) it was taking them 12 to 18 months to get anybody anywhere near proficient on CNC Machines.” – Rod Jones, Managing Director of the Work Based Learning Consortium
But Jones knew he had an advantage, as he was going to approaching the training in a highly structured, competency-based way, with clearly defined learning outcomes and schedules.
Since those discussions, WBLC has partnered with more than 70 companies to train more than 700 employees for skilled manufacturing jobs with a 90+% success rate.
WBLC CNC Machinist upskills produces higher proficiency much faster than traditional on-the-job training.
Why Shorten the CNC Machinist Learning Program?
“We had noticed there were opportunities to be had by tightening the schedule and making some improvements after having worked with the six-month program for some time,” says Pavel Wegrzyn, a mentor/coach with WBLC, who also is a subject matter expert for the creation of this evolution in the Rapid Upskilling program.
Due to the realities of a production environment, there are times when all-hands-on-deck scenarios pop up to meet production requirements, impacting the trainee’s availability for training. This means the training program occasionally slips slightly longer than the three months elapsed time. WBCL recognizes these production realities and has been very flexible in accommodating their clients.
WBLC strives at keeping intakes to roughly eight people per session, which is a size that maximizes learning effectiveness. If a company wants 15 to be run through the training, WBLC can scale up and add additional monitor coaches and split the group into two cohorts.
Benefits of Shortened Training
“I believe we have actually reduced the amount of active time the technical trainers spend training,” adds Jones. “Our corporate partners are happy with that as long as we get the desired results and that is proving to be the case. That’s a tremendous business benefit for the companies we work alongside.”
“we have reduced the amount of active time the (employers) technical trainers spend training.” – Rod Jones, Managing Director of the Work Based Learning Consortium
Jones adds that WBLC isn’t creating journeyman persons in three months, but it is developing Level 1 CNC Machinists with the fundamental knowledge required to make standard parts following work orders effectively and safely, with limited supervision.
The CNC Machinist Raid Upskilling program was created to help companies to find more skilled CNC Machinists to meet growing business demands, taking on more business, or to replace retiring employees. It has been an ongoing challenge for the industry to find highly proficient CNC machinists.
WBLC works to recruit and assess applicants for CNC Machinist positions, who are hired by companies and then trained using WBLC’s blended learning program. This is a mixture of e-learning modules and testing, weekly shop floor assignments, practical skills training by corporate trainers, as well as testing and certification of successful trainees.
When Work-Based Learning Consortium (WBLC) first started to build its e-learning program years ago, the purpose behind the initiative was to help companies to train their employees at the worksite and avoid the geographic limitations often associated with classroom training.
To give some context, part of the original CNC Machinist training at the time involved classroom and shop floor instruction in the Greater Toronto Area (GTA). This worked well for some companies, but for companies outside of the GTA, it often meant that staff had to be bussed into Toronto for classroom training for several weeks at a time. It wasn’t the ideal situation.
Rod Jones, Managing Director of WBLC says they recognized that a different approach was required and efforts were made to create an e-learning component.
“We knew that the e-learning couldn’t be just a talking head (of) a classroom instructor.” – Rod Jones, Managing Director of the Work Based Learning Consortium
“We knew that the e-learning couldn’t be just a talking head,” says Jones. “It’s not videotaping a classroom instructor. It has to be interactive and engaging for the trainee. But the e-learning also has to be focused on the knowledge and skills that are required in order to perform the job well and successfully.”
Today, WBLC’s e-learning program is part of a comprehensive approach to training and upskilling, which includes interactive e-learning, e-instruction, train the technical trainer workshops, shop floor assignments, on-the-job training, technical language training, monitor coaching and last, but not least, certification of successful trainees.
“Imagine you’re the student, you’ll do some e-learning modules, meet weekly with an e-instructor via a video conferencing program, such as Zoom, and receive practical, hands-on assignments from a technical trainer that reinforces earlier e-learning,” explains Reema Duggal, a lead for the virtual learning initiatives with WBLC. “Mini quizzes help trainees to master each training module. Ultimately, after completing the training, the trainee is assessed by a mentor coach and, presuming they pass, they are certified for the position.”
“We are very focused on creating a high-end e-learning experience that is highly effective at passing along all of the knowledge and skills required to successfully complete the training,” – Reema Duggal, Virtual Learning Lead, Work-Based Learning Consortium
Duggal explains that e-learning builds on technical learning outcomes and technical knowledge elements that were initially defined before the learning programs are created. This involves gathering the knowledge and skills that are required for a successful performance on the job from industry experts, and subsequently translating that information into detailed, digestible units of information.
For example, the early portions of the CNC Machinist program involve teaching the trainees about the machines themselves. Parts of this particular module use images and text, animations, and video. The trainee moves slowly around the outside of a CNC machine and then into the inside, showing parts and learning terminology related to the machine. As the trainee progresses through the e-learning modules, they take periodic quizzes and can’t progress to the next stage until they’ve answered the quiz 100% correctly.
“The pace of the video when teaching the terminology of the CNC machine has been carefully set to ensure new machine operators can easily absorb and comprehend all of specific information they need to know,” Duggal explains. “They are quizzed as things move along. A quiz is typically two to five questions … simple questions … but they must achieve 100% on the quiz before moving to the next stage. The key is for them to know the material. We’re all about comprehension.”
Example of Animation from the WBLC Mold Maintenance Technician e-Learning Program
Some of the modules feature considerably more videos as they demonstrate more complex operations, instructions or tasks. For example, the trainee might be shown a static image of a task they’ll be required to complete, followed by a short video that vividly demonstrates how to complete the task. Also, the e-learning program teaches shop math and trade calculations, introduces to work documents, tool set-up sheets, the tools they’ll use, materials that they’ll machine with, shown the different cutting tools and operations, and then they’ll be shown how to mill a part as well as how to turn a part.
“With blended e-learning, we want trainees to learn the material, work on it out on the shop floor, pass the mini quizzes, and then move along to the next level in the training,” says Duggal, who describes blended learning as not just one thing, but many things that come together to reinforce the learning. “Throughout the training, we’re constantly trying to create a discussion and an interaction based on what they’ve learned. We’re trying to give them competency and expertise that will help them succeed.”
“After experiencing our training, people often comment that what we have created is very comprehensive” she adds.
Tailoring to Each Industry
In addition to developing content, WBLC also adapts the style of the training to reflect the industry being trained. For example, the e-learning created for CNC Machinists has a very different tone from the material created for the Graphics Installer Technician in the sign industry.
“With the graphic installer technician program, our approach is a little less industrial and a little more artsy,” explains Duggal. “We’ve delivered a different tone because that reflects how the people carry themselves and interact with one another. Whereas, the CNC Machinists tend to be more structured. Each industry has a different kind of energy and we want that reflected in our training.”
Beyond tone, the sequence in which elements are taught also can vary significantly. For CNC Machinists, the section about materials is introduced in the fifth module, but for the Graphics Installation Technician, the materials section is the second module because it is so crucial that trainees understand vinyl and what surface it can be installed on. Conversely, with CNC Machinists, they are taught about the machines and the parts first, then math and measurement, before turning the trainee’s attention to materials (e.g., milling steel).
“The focus is always on the trainee and what content will work best for them,” Duggal adds. “While it’s subtle, it can really make an important impact.”
Determining the Best e-Learning Approach
“We have an experimental mindset when it comes to developing e-learning and training programs,” says Duggal. “Today, animation may be the most effective way to teach something, but tomorrow some kind of AI transformation may be the best method. We’re always looking for new and effective ways to engage the audience. It’s about opening your eyes and saying ‘what’s the art of the possible’.”
As an example, learning and understanding technical language is one thing, but knowing how to weave it into general conversation on the shop floor is something else. For some of the trainees, it is further complicated by the fact that English may not be their first language. So WBLC decided to turn to artificial intelligence and create short simulations where trainees can practice weaving the terms into conversation.
Working with British Columbia-based artificial intelligence (AI) conversation company, Virtro Technology, WBLC created simulations to teach trainees how to integrate approximately 70 technical terms into regular conversations with managers and co-workers. During the AI simulations, trainees can practice and receive instant feedback. It’s proven to be remarkably successful.
“At the end of the day, what we’re doing is good teaching, good story telling and encouraging good interactions. It’s a fascinating and rewarding part of our industry, and what we do can really make a difference in the everyday lives of our clients,” says Duggal.
In an environment where many manufacturing companies for years have struggled to find entry level and mid-level skilled workers, a new approach was needed.
When people traditionally think about education and job training, people tend to get their education first and then apply for a job. This is a model followed by the traditional school and university or community college system.
“The traditional approach is what I call the supply-push model where we train as many people as we can and hope that they will then be hired by a company,” says Rod Jones, Managing Director of the Work Based Learning Consortium (WBLC). “The challenge has been that this had led to significant gaps for companies in manufacturing where they can’t find the workers they need. It’s been a problem that has been around for years.”
Jones notes that it often has led to employers trying to poach workers from other employers, which doesn’t solve the supply issue.
Employers can’t find the skilled help they need outside of a limited pool of workers and, in recent years, have faced the additional challenge of an aging workforce and reality of upcoming retirements.
At the same time, job seekers often find that they are unable to acquire the technical skills that makes them attractive to employer for in-demand positions.
Changing the Business Model for Upskilling and Reskilling Workers
WBLC has flipped this traditional education and training model upside down by working with employers to hire the employee first, and then provide the requisite training.
“We recognized that we needed to focus on the demand side and implement a demand-pull approach,” says Jones. “We work with industry associations and companies who are short of skilled workers and make them an active part of the process of building the skilled workforce they require. We also require that employers hire the candidates first and then train them.”
“We work with industry associations and companies (who become) an active part of the process of building the skilled workforce they require. Employers hire the candidates first and then train them.” – Rod Jones, Managing Director of the Work Based Learning Consortium
WBLC has placed a heavy emphasis on making sure people who are selected into a program and hired by a company are a good fit for the job that they are being hired for, and for which they will be trained. That means finding potential jobseekers who have the aptitudes and attitudes that will be a good fit for the relevant positions available.
“We’ve developed a demand-driven, employer engaged, competency based approach that has really proven to make a difference. It’s all based around seven principles that are core to everything we do.”
The seven principles include:
Use objective, evidence-based competencies-based processes as the foundation for all selection, hiring, and training decisions and activities
Be strongly industry-driven, with active employer engagement in defining competency-based job profiles/standards for each skilled job position and in delivering ‘on-the-job’ technical learning activities to achieve the defined technical learning outcomes
Match job seekers with skilled jobs on the basis of the job-specific non-technical competencies required for job success, and provide competency gap coaching for those job seekers who are close to being a good match
Be ‘demand-driven’ – build and/or deliver training programs to fill actual current job openings and require that employers hire Trainees as full-time, permanent employees at the start of their learning program (‘earn while they learn’) and/or nominate current employees as Trainees, to meet the company’s skills shortages
Use a ‘blended learning’ method for technical training for job-specific technical knowledge and skills, which includes:
effective ‘on-boarding’ of Trainees and Company Trainers to the learning program
effective use of advanced learning technologies (e-Learning, VR/AI learning, micro-learning)
use e-Learning to carry the principal load for training but support as required with instructor-lead coaching on ‘hands-on’ skills e.g., use of hand and power tools;
closely align e-Learning ‘knowledge’ content with ‘practical skills’ learning on the shop floor
provide Trainees with structured experiential (on-the-job) learning guided by company job experts, who are well supported and guided in their training practices and have access to easy-to-use online tracking of Trainees’ progress
Compensate employers for their key role in providing the Trainee with ‘on-the-job’ learning – subject to the Trainee’s successfully achievement of all required job-specific technical learning outcomes
Use independent, valid, and reliable certification methods (competencies-based) to confirm Trainees’ successful mastery of all required technical learning outcomes.
“There are two controlling pieces in our approach,” adds Jones. “One is to set the job standard, meaning defining the technical learning outcomes for the position. This will drive the learning activity for our training program. The second factor is at the front end to make sure the people coming into the program are a good fit.”
A Proven Approach
WBLC has been able to demonstrate that this approach to training and reskilling employees is fast. Training is accomplished in less than half the time of traditional methods and it has proven to be reliable, with a 90% success rate. Finally, it also has proven to be very cost efficient, cutting in half the traditional costs of obtaining the skilled employees that companies need.
“Employers are very happy with our 90% success rate given that many hired had not worked in manufacturing before.” – Rod Jones, Managing Director of the Work Based Learning Consortium
WBLC has worked with more than 80 different companies, helping them to find more than 800 trainees. More than 90% of the trainees who have completed their training achieved WBLC certification.
“We’re proud of our success rate that 90% of trainees achieved their certification,” says Jones. “Many were young people (18-29), who had a high-school diploma and had not worked in manufacturing before. By having a job standard and a certification process, we’ve developed work-based learning programs that lays out a training process that brings trainees along and provides benchmarks that allow them to demonstrate they have learned the competencies set out in the job standard. It’s proven to be a winning model for employers, their trainees, the industry itself, and the government in supporting industry to increase productivity and prosperity.”
We are surrounded by signs. They are on stores, on buildings, on cars, on walls, and on the floor. Entire cars, buses and trucks can be wrapped and converted into mobile signs. They can identify buildings, objects and people, attract customers, convey safety information, or provide directional information. Inside … outside, signs play a very important function in our daily lives.
“Signs are everywhere but they also are ‘ubiquitous yet unknown'” – Karin Eaton, Executive Director of the Sign Association of Canada.
“Signs are everywhere but, as it has been said in the industry, they are also ‘ubiquitous yet unknown’,” says Karin Eaton, Executive Director of the Sign Association of Canada. “Despite being everywhere, very few people think about what goes into sign making. There are so many elements – architecture and design, engineering, manufacturing and installation. There is no one way to get into the sign industry, but often you are born into a sign family, stumble upon it through marriage, or you learn graphic design in school, start working in a sign shop and then move onto other areas.”
Hiring Young Talent and Reskilling Workers
In an evolving industry, there is a desire to attract young talent as well as reskilling people who are interested in career changes.
“Education has always been one of the key strategic areas of importance for us,” adds Eaton. “One of the ironies of the pandemic is that elearning and new technologies, such as Zoom and Microsoft Teams, have become more prevalent and accepted.”
Carl Weger, President and CEO of Sleek Signs and past President of the Sign Association of Canada notes that a lot of the education that is done in the industry is on-the-job training and some of it is manufacturer-based.
Creating the Graphics Installation Technician Program
Work Based Learning Consortium (WBLC) is developing a selection and learning program for the Graphics Installation Technician with the Sign Association of Canada. Graphic Installers often are involved in the application of wraps to cars and buses. Working with industry experts, WBLC has constructed a blended elearning program that also includes instructor-led coaching on hands-on skills as well as a train the technical trainer element. WBLC will screen and assess job candidates, will develop and deliver training for the new hires or employees that could benefit from upskilling, and is developing a certification program to certify all of the graduates.
The Graphics Installation Technician program has several elements:
Graphic signage – trainees need to be knowledgeable about the most important types of signs and graphic installations.
Work Documents – they have to be able to read and interpret all these different work documents.
Math – important to have math skills for measurement, alignment, proportions.
Programs – trainees need to be knowledgeable about the types of machines and programs used in graphical installations. This element teaches what these different programs can do.
Programs and Machines – understand the roles of machines such as a graphic plotter and flatbed CNC machines.
Materials and installation surfaces – Understanding the different materials, such as vinyl that goes into a graphic install.
Learning the characteristics of materials, read the manufacturer product, understand the surface and then choose the materials.
And, demonstrating efficient use of measurement and tools used in that job.
Participants will be asked to do a series of five projects – three installs and two removals.
The Graphics Technician Installation Technician program is funded by Future Skills Centre, a pan-Canadian initiative dedicated to helping Canadians gain the skills needed to thrive in a changing labour market. This is the first initiative with the Sign Association of Canada and is being undertaken to test and confirm their industry’s interest in specific training programs and national certification.
The Value of Certification
“The certification element has a number of advantages. It establishes a baseline of quality, validates the career choice for employees, increases interest from potential applicants to the sector and, over time, increases the capability of company employees, while also increasing retention rates,” says Rod Jones, Managing Director of WBLC. “The certification provides an independent, valid and reliable means of affirming that the trainee has actually acquired the competency, knowledge and skills that they need to do the work. This is beneficial both for the trainee and the industry as a whole.”
A National Program
“This program should result in producing a person with a broader set of skills and accreditation, which should be appealing to many in this industry” – Carl Weger, President and CEO of Sleek Signs and past President of the Sign Association of Canada
The program will begin training people in the late spring and summer 2023 with at least nine companies, located across Canada from British Columbia to Nova Scotia, involved in the program launch.
“As a national association, we felt it was really important to have national representation in this pilot,” says Eaton. “It was really important for us to select companies across Canada of different sizes, so that we have a better understanding whether you are a big company or small, more remote or in a crowded urban setting, we discover the effectiveness of the program. This is really exciting. My hope is that it will lead to elearning in other areas, too, down the road.
Rod Jones of the WBLC says he and his team also are enjoying working on this initiative.
“We’re very pleased to be working with the Sign Association of Canada on our first pan-Canadian initiative,” adds Jones. “Together, we can help train new or upskill employees for Sign Association of Canada member companies. We are using the same, proven methodologies that we’ve established with other industries, but it’s rewarding to teach different technical knowledge and skills to a new group of people.”
Carl Weger adds that there are likely more than 10,000 organizations nationwide, in almost every large and small community across the country.
“This program should result in producing a person with a broader set of skills and accreditation, which should be appealing to many in this industry,” adds Weger.
Many industrial sectors across Canada are experiencing huge disruption with the advent of new technologies and automation, and most are experiencing a shortage of skilled workers. Using rapid upskilling and reskilling, Work-Based Learning (WBL) programs help diverse job seekers – especially those in underrepresented groups such as women and new Canadians – to find or transition to in-demand skilled jobs in industrial sectors. The programs allow:
unskilled/semi-skilled job seekers and skilled workers in transition to get hired
current employees to acquire industry-valued skills and achieve recognized certification
employers to meet their critical skills needs, efficiently and reliably.
Training / Career Services Provided
The WBLC worked-based learning model circumvents traditional CV-based recruitment approaches. It maps competencies for target jobs, identifies candidates who have been or are at risk of being displaced, refers them for interviews and delivers theoretical knowledge and on-the-job training so people can obtain an industry-recognized credential. Employees ‘earn while they learn’.
Since early 2014, over 60 advanced manufacturing employers in Ontario have partnered with WBLC to hire and train unskilled job seekers or upskill current workers or those in transition – a total of more than 650 employees – for skilled jobs at entry-level or mid-level, with a success rate of over 85%.
In the initial phase of the project, WBLC and the Canadian Association of Mold Makers partnered to upskill displaced workers, providing training needed to fill vacancies in mold-making and injection-molding trades in Kitchener-Waterloo and the GTA where companies reported a skilled worker shortage. That initiative helped transition 24 mid-career workers to new or ongoing full-time, permanent employment as skilled workers.
WBLC and its partners are expanding the range of industrial sectors and the provinces in which the value of rapid upskilling will be shown via four (4) new WBL Programs. WBLC will also implement ‘rapid upskilling’ via accelerated delivery of three (3) existing, proven WBL programs for skilled jobs in advanced manufacturing.
In addition, this project will develop and implement three training innovations:
a systematic process to identify the employers’ needs to upskill/reskill their employees and meet their skills shortages
structured Competency Gap Coaching to bridge non-technical competency gaps (transversal skills) for current skilled employees
an AI-driven Technical Workplace Language Fluency training to assist immigrants and workers in transition in advanced manufacturing workplaces.