Second Edition Changes

History of the Trades Access Common Core Resources

• Line A – Safe Work Practices
  • A-1 Control Workplace Hazards
  • A-2 Describe WorkSafeBC Regulations
  • A-3 Handle Hazardous Materials Safely
  • A-4 Describe Personal Safety Practices
  • A-5 Describe Fire Safety
• Line B – Employability Skills
  • B-1 Apply Study and Learning Skills
  • B-2 Describe Expectations and Responsibilities of Employers and Employees
  • B-3 Use Interpersonal Communication Skills
  • B-4 Describe the Apprenticeship System
• Line C –Tools and Equipment
  • C-1 Describe Common Hand Tools and Their Uses
  • C-2 Describe Common Power Tools and Their Uses
  • C-3 Describe Rigging and Hoisting Equipment
  • C-4 Describe Ladders and Platforms
• Line D – Organizational Skills
  • D-1 Solve Trades Mathematical Problems
  • D-2 Apply Science Concepts to Trades Applications
  • D-3 Read Drawings and Specifications
  • D-4 Use Codes, Regulations, and Standards
  • D-5 Use Manufacturer and Supplier Documentation
  • D-6 Plan Projects
• Line E – Electrical Fundamentals
  • E-1 Describe the Basic Principles of Electricity
  • E-2 Identify Common Circuit Components and Their Symbols
  • E-3 Explain Wiring Connections
  • E-4 Use Multimeters

Safety Advisory

Disclaimer

Symbols Legend

Important:

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Webbook vs. All Other Formats

Exploring trades training

Websites

• Careers in Trades
• BC Industry Training Authority—Youth Page
• BC Industry Training Authority—Trade Programs
• BC Industry Training Authority – Women in Trades
• BC Industry Training Authority – Indigenous Peoples in Trades
• Skills/Compétences Canada
• BC Centre for Women In The Trades
• Trades Training BC
• Supports and Resources: BC Industry Training Authority
• Skills Exploration 10-12: BC Industry Training Authority [PDF]
• It’s Your Life: Explore a Career in the Resource Trades

Publications

• Apprentice Guidebook: BC Industry Training Authority [PDF]
• Trades Guide: BC Industry Training Authority [PDF]
• Trades Apprenticeship Information: BC Industry Training Authority [PDF]

Jurisdictional training authorities

• Alberta Apprenticeship and Industry Training
• BC Industry Training Authority (ITA)
• Apprenticeship Manitoba
• New Brunswick - Apprenticeship and Occupational Certification
• Newfoundland and Labrador - Apprenticeship and Trades Certification
• Northwest Territories - Apprenticeship, Trades, and Occupation Certification
• Nova Scotia Apprenticeship Agency
• Nunavut - Training and Apprenticeship Opportunities
• Ontario College of Trades
• Prince Edward Island—Workforce and Advanced Training
• Emploi Quebec
• Saskatchewan Apprenticeship and Trade Certification Commission
• Yukon - Education and Schools

Trades Training in British Columbia

You can find the information about a trade you are interested in here: BC Industry Training Authority

To view an example of a program outline for the Steamfitter/Pipefitter program, visit: Steamfitter/Pipefitter: BC Industry Training Authority

Essential Skills and Trades Training

1. reading
2. document use
3. numeracy (math and working with numbers)
4. writing
5. oral communication
6. working with others
7. digital technology (formerly computer skills)
8. thinking
9. continuing learning

• reading
• numeracy (math and working with numbers)
• document use

• are eight times more likely to pass their technical exams
• are likely to make more money on the job
• learn faster and are more likely to enjoy their job
• are less likely to injure themselves or others at work

Read the following documents to find out why essential skills are so important in the trades:

• Why Essential Skills Matter in the Trades [PDF]
• Essential Skills: BC Industry Training Authority

To find out how your essential skills match up to the requirements of a specific trade, visit: Registration to use ITA Essential Skills Tools: BC Industry Training Authority

How to Start an Apprenticeship, and Registration

1. Remember that in this period of skilled labour shortages many employers are actively looking for individuals to take on as apprentices. This matching service may also help you:
    Apprentice Job Match: BC Industry Training Authority
2. Do your research. Find out what companies in your area hire apprentices in your field. Call and ask to meet with someone from the company or talk to them over the phone to find out what they are looking for in an apprentice and if they are aware of any upcoming openings in the company. Be prepared before you contact an employer. They are often very busy and knowing the questions you’d like to ask ahead of time goes a long way to showing that you are respectful of their time. If you set a date or time to meet with an employer, be prompt and always remember to send a thank-you note or email afterwards to acknowledge the time they have given you. Remember to take notes during these conversations so that you can follow up on any leads or contact the company and individual again at a later date.
3. A number of trades programs don’t require you to have an industry sponsor to complete the initial levels of training. These programs are known by a number of different names, including Foundation, Pre-Apprenticeship, and Apprenticeship (no industry sponsor). In these types of programs, the training institution takes on the role of an industry sponsor and the additional hours students spend in the shops under the supervision of their instructors (all journeymen) count toward their required apprenticeship hours. Upon successful completion, many of these programs provide the equivalency of Level 1 of apprenticeship training. For more information on these programs visit:
    Foundation Programs: BC Industry Training Authority
   You can also find out where these programs are offered in British Columbia’s public post- secondary education providers by visiting:
    Foundation Training: Trades Training BC
4. If you are in a Foundation program, take advantage of every opportunity to meet with potential sponsors and find out more about their needs for apprenticeships. It is important to keep in mind that when you are in a Foundation program, your instructor is taking on the role of a journeyperson and training and evaluating your practical work in the same way as would be done in industry. This training is recognized as work experience and counts toward the hours required for your apprenticeship. It also provides you with equivalency to a level of apprenticeship training in most trades. Your program may also offer work experience in industry. Often, employers in search of new apprentices will visit training institutions or let your instructors know that they are looking for new apprentices.
5. Keep current. Trades are a hot topic in the news, print, and online, and new or existing companies’ training needs are often the source of stories and may provide you with additional leads.

You can obtain more information on registering your apprenticeship in British Columbia at: Forms: How to Register: BC Industry Training Authority

Apprenticeship Roles and Responsibilities

• Read and make sure that they understand all of the requirements of their specific trade.
• Keep an ongoing dialogue with the journeyperson responsible for their training and any other individuals assisting with their apprenticeship to make sure they are getting feedback on their performance, including their strengths and areas where improvement can be made.
• Meet with their employer to discuss and determine the best time to arrange for technical training each year for the length of their apprenticeship. In general, most trades have three or four levels of apprenticeship training. Remember that technical training opportunities may be very limited. If possible, register ahead of time for the next two to three years of technical training so that you know that your place has been reserved. Also keep in mind that technical training for some trades may be available from a limited number of training suppliers and are not necessarily located in the city where you live. You may need to make plans to travel to another city to complete your apprenticeship training. If you have family or other commitments, it may require some time and effort on your part to make the necessary arrangements ahead of time. Advance planning will help reduce your stress level and make you better prepared to complete your training.
• Keep track of their hours on the job by monitoring the record in the ITA database and bringing to the employer’s attention any discrepancies. On average, employers will update an apprentice’s record every 6 to 12 months.

• Teach the apprentice the skills required for the trade under the supervision of a certified journeyperson or other qualified individual as approved by the ITA.
• Provide the apprenticeship with mentorship and constructive feedback on their performance.
• Work with the apprentice to determine the best time to schedule their technical training each year.
• Track the apprentice’s hours and report them every 6 to 12 months. If there are any discrepancies, they must review them with the apprentice and make any changes as necessary.
• Recommend the apprentice for certification when all of their program requirements are complete (technical training certification and hours of experience).

• Manage BC’s industry trades training and certification system, and work with employers, employees, industry, labour, training providers, and governments to increase opportunities in the trades. This includes:
  • managing apprenticeships, setting program standards, issuing credentials, and increasing opportunities in the trades
  • providing information and assistance online, by phone, or in person to apprentices, employers, and other individuals and organizations associated with trades training
  • registering apprentices and employer/sponsors, maintaining apprentice records, overseeing exams and assessments, and funding training at public and private institutions
  • setting standards for skilled trades training programs, training provider requirements, and for challenging certification (when work hours and experience count toward certification)

• Teach the apprentices according to the competencies detailed in the program description for their program.
• Provide apprentices with feedback on their performance and prepare them to take the level exams or Interprovincial Red Seal exam at the end of their level of technical training.
• Work with employers as required to assist in registering and scheduling apprentices for their programs.

Scheduling Your Technical Training

• Work with your employer to identify the best periods in which to take your technical training. This will ensure that your employer has sufficient employees on site or can make alternate arrangements to get the additional staff needed. Since larger employers may have numerous apprentices, planning will also allow them to stagger technical training across the year.
• Find out ahead of time if any financial support will be coming from your employer. You may have discussed this at your time of hire, and you may need to revisit it.
• Try to schedule multiple years of technical training at the onset. The availability of technical training can be very limited in some programs, and your ability to schedule multiple years of training will allow you to complete longer-range plans.
• Remember that you may have to travel to take your training. Find out where the various approved training providers are for your program so that you can consider this issue when you discuss your training with your employer, family, and friends. It will also allow you to prepare for any additional financial costs with studying away from home or any arrangements you may need to make if you have a family to support.
• Try to keep on schedule with training. For each year of your apprenticeship you should be doing one level of training. If you fall off schedule, try to get back on as soon as possible.
• If you’ve changed your employer/sponsor, make sure all the paperwork necessary is completed with the ITA prior to starting your next level of technical training.
• If you haven’t scheduled your technical training and need to as soon as possible, check with the potential training providers and see if they can add you to a waitlist for upcoming training. You may be provided with only a few days’ warning before a place opens up, so make sure that you’ve discussed this with your employer and any other individuals who would be affected by your quick departure from the job site or home if training is out of town.
• Do your homework and prepare financially for your studies and be aware of the different sources of funding that can assist you during your technical training and how and when to apply for them.

Financial Support for Training

Two very good starting points to look at for funding available for trades training in British Columbia are the Trades Training BC site and the provincial government’s Apprenticeship Training support page:

• Financial Assistance Options for BC Trades Students: Trades Training BC
• Apprenticeship Training Supports: WorkBC

Another source of information about apprenticeship support is the Government of Canada webpage: Support for Apprentices: Government of Canada

Apprentice Interprovincial Mobility

• Use of Red Seal trade name
• Consistent total training hours (in-school and on-the-job)
• Same number of training levels
• Consistent sequencing of training content at each training level

For more detailed information regarding apprentices moving temporarily or permanently transferring from their home jurisdiction to another, visit the ITABC Apprentice Mobility website.

Self-Test

Media Attributions

• “Line B-4: Learning Task 1” audio recording was generated by BCcampus using NaturalReader Commercial based on text written by Camosun College and is licensed under a CC BY 4.0 licence.
• "R" icon by Nathan David Smith is licensed under a CC BY 3.0 licence.
• “Tick” icon by Lars Meiertoberens is licensed under a CC BY 3.0 licence.

1. construction electrician
2. automotive service technician
3. carpenter
4. industrial mechanic (millwright)
5. plumber
6. welder
7. heavy-duty equipment technician
8. cook
9. steamfitter/pipefitter
10. truck and transportation mechanic

A listing of all Red Seal trades can be viewed at: Red Seal Trades

Importance of the Red Seal

Red Seal Exam

Red Seal Occupational Standard (RSOS)

• to describe and group the tasks performed by skilled workers;
• to identify which tasks are performed in every province and territory;
• to develop instruments for use in the preparation of Interprovincial Red Seal Examinations and assessment tools for apprenticeship and certification authorities;
• to develop common tools for apprenticeship on-the-job and technical training in Canada;
• to facilitate the mobility of apprentices and skilled workers in Canada;
• to supply employers, employees, associations, industries, training institutions and governments with analyses of occupations.

Structure of the standard

• Description of the trade: An overview of the trade’s duties, work environment, job requirements, similar occupations and career progression
• Essential Skills Summary: An overview of how each of the 9 essential skills is applied in the trade
• Trends in the trade: Some of the trends identified by industry as being the most important for workers in the trade
• Industry Expected Performance: description of the expectations regarding the level of performance of the tasks, including information related to specific codes, regulations and standards that must be observed
• Language Requirements: description of the language requirements for working and studying in this trade in Canada
• Pie Chart: a graph which depicts the national percentages of exam questions assigned to the major work activities
• Task Matrix and Examination Weightings: a chart which outlines graphically the major work activities, tasks and sub-tasks of this standard and their respective exam weightings
• Major Work Activity (MWA): the largest division within the standard that is comprised of a detailed description of each of the trade tasks and their skills.

• a list of acronyms
• all of the tools and equipment required for a trade
• a glossary of terms associated with the trade

Other RSOS products

• Trade Profile, a quick snapshot of all trade activities in the standard.
• Ellis Chart compares apprenticeship programs across all Canadian jurisdictions
• Curriculum Outline, which organizes the knowledge elements of the RSOS and provides recommendations for training levels.
• On-the-job Training Guide
• Essential Skills Outline, the most important essential skills for each sub-task have also been identified
• Red Seal exam breakdown, provides a list of the number of questions in each task and sub-task
• Exam sample questions

To view an example of all of the resources available, visit the designated trades web site and select a trade: Red Seal Trades

Now complete the Learning Task Self-Test.

Self Test

Media Attributions

• “Line B-4: Learning Task 2” audio recording was recorded by BCcampus based on text written by Camosun College and licensed under a CC BY 4.0 licence.
• “R” icon by Nathan David Smith is licensed under a CC BY 3.0 licence.
• “Tick” icon by Lars Meiertoberens is licensed under a CC BY 3.0 licence.

• teaching apprentices all aspects of the trade
• orienting new apprentices to the workplace, including advising on any company policies and procedures that may need to be followed on the job site
• informing apprentices about the company’s expectations and what they will receive
• helping apprentices better understand their trade, the tools and equipment they use, and safety standards
• developing a training plan for the apprentice
• supervising, mentoring, and/or coaching the apprentice
• providing constructive feedback in all aspects of the job, including priorities and time management
• helping apprentices develop strategies to improve in areas where their skills may fall short, and monitoring their progress in these areas
• providing feedback to the supervisor on the progress of apprentices
• evaluating apprentices’ roles in the workplace for certification

Mentorship

Qualities of a good mentor

• Promotes safe work, this is important, modeling the safe way to do things has a direct impact on reduction in workplace injuries and near misses.
• High standards for quality are also important, it shows how important it is to have a sense of pride in your work and that when work is completed it is done to the highest possible standard.
• Hard working, this models work ethic to apprentices.
• Positive attitude, helps to engage apprentices, promote learning and keep morale high.
• Enjoys teaching, one of the most important qualities that a mentor could have, sharing their knowledge and skills with their mentee should be exciting and fun.  Allowing the mentee to see that their mentor is passionate about sharing their knowledge helps to keep the mentee engaged in learning.
• Good leader, someone who demonstrates calm and composed leadership, can accept feedback and suggestions from others, intervenes when necessary, leads by example, allows others to take initiative, is focused on the goals of the team, praises others for their successes and provides constructive feedback on mistakes.
• Patient and empathetic, understanding that sometimes it takes longer to learn a skill and identifying and removing barriers to learning with patience along with empathy for systemic, structural or personal barriers that an apprentice may face is crucial to their mental well-being which correlates directly to their long-term success.
• Takes the time to teach and explain, even with deadlines and performance targets a mentor who is willing to take time to teach new skills and when necessary review and repeat to reinforce learning is much more likely to have successful learning outcomes with an apprentice than someone who is unwilling to take the necessary time to develop a skill with their mentee.  Good communication skills and listening skills are essential to this for a mentor.
• Targets multiple learning styles, all people learn in slightly different ways, being able to present information to your mentee in a blend of visual, auditory and hands on will help to find their specific learning style.

Qualities of a good mentee

• Dedicated to working safely, a commitment to safety allows others to feel safe in working with you and in your safety.
• Passionate about the trade, this is directly connected to job satisfaction, if you don’t enjoy the work you’re doing it is hard to be satisfied.  Showing genuine enthusiasm and excitement for the work you do illustrates this passion for your trade.
• Strong desire to learn, showing interest and initiative in learning new skills shows your mentor that you are committed to learning and growth.
• Good communication skills, knowing how to communicate and listen effectively goes a long way in ensuring that you get the most out of your mentorship.  Other important communication skills include, problem solving, conflict resolution and engaging in respectful communication.
• Asks questions frequently, this is crucial, if you do not know something or need clarification you must be confident enough to ask your mentor.  Asking questions should be encouraged by a good mentor, it allows the mentee to feel knowledgeable and confident in the skills they are acquiring and prevents unnecessary mistakes from occurring.
• Requests feedback, it’s as simple as asking “How did I do?”  This allows the mentee to have an ongoing assessment of their progress and helps to identify areas that may need improvement.
• Values constructive criticism and views it as a learning opportunity, it’s not personal when a mentor provides constructive criticism of work, the mentor’s goal is to help the continued development of the mentee’s skills and this involves honest critique of work done.  As a mentee constructive criticism should be viewed as a way to continue to improve and grow skill sets in areas that the mentor may identify need additional work.

Other Opportunities

• Many journeypersons hold multiple trade credentials and additional certifications. This allows them to perform multiple functions on job sites and increases their marketability. For example, a metal fabricator may hold a welding ticket, allowing for more versatility.
• Some journeypersons use their credentials to travel and find work in other Canadian provinces or internationally. They may do so by looking for opportunities through employment agencies or by joining large international organizations where travel is one of the expectations of the job.
• Some journeypersons work as subject matter experts for industry, associations, and unions, including working in the role of safety inspectors.
• Many journeypersons pursue supervisory or management positions. In order to do so they may need to take formal education in areas related to administration or business.
• Many journeypersons are entrepreneurial and start their own small businesses.
• Some journeypersons take on positions related to trades training at public or private institutions. Doing this requires pursuing the appropriate qualifications (see below).

• Red Seal or highest level of certification for a trade
• five or more years of experience working in that trade in industry
• previous teaching and/or supervisory experience
• extensive knowledge about the trade
• knowledge and skills necessary to instruct curriculum
• excellent language skills, written and oral
• effective interpersonal skills
• provincial instructor’s diploma (completed or in-progress) an asset
• desire for ongoing professional development
• ability to work as part of a team
• computer literacy
• criminal record check - for positions that include working with vulnerable populations

Self-Test

Media Attributions

• “Line B-4: Learning Task 3” audio recording was generated by BCcampus using NaturalReader Commercial based on text written by Camosun College and is licensed under a CC BY 4.0 licence.
• “Tick” icon by Lars Meiertoberens is licensed under a CC BY 3.0 licence.

• “Line B-4: Summary” audio recording was generated using NaturalReader Commercial by BCcampus and is licensed under a CC BY 4.0 licence.

1. a. True
2. b. False
3. c. 80%-85%
4. d. 15%-20%
5. a. True
6. b. Provincial/territorial
7. d. Over 300
8. c. Construction, services, manufacturing and transportation
9. a. True
10. a. True
11. b. False
12. a. True
13. d. All of the above
14. a. Reading, numeracy and document use
15. a. True
16. b. False
17. a. True
18. c. Making decisions on which job sites you will work on for your employer
19. c. All of the above
20. d. Teaching apprentices based on the ITA’s program outline for their trade and provide them with feedback
21. d. Be proactive and discuss the subsequent levels of technical training needed and how/ when they should be scheduled
22. b. False
23. b. False
24. a. True
25. b. Entry-level

Self-Test 2

1. a. True
2. b. False
3. b. False
4. b. 50 to 60
5. b. False
6. c. After they have successfully completed the Red seal exam and all other requirements for their apprenticeship
7. a. True
8. d. Pie chart
9. c. Between Canadian provinces and territories
10. c. Dress code

Self-Test 3

1. a. True
2. b. False
3. a. True
4. a. True
5. d. All of them
6. a. True
7. b. False
8. d. Requesting feedback
9. b. Strong desire to learn
10. b. False

BCcampus

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Camosun College

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Resources

Media Attributions

• "Line B-4: Introduction" audio recording was generated using NaturalReader Commercial by BCcampus and is licensed under a CC BY 4.0 licence.
• "R" icon by Nathan David Smith is licensed under a CC BY 3.0 licence.

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