MINISTRY DRAFT OACETT SURVEY REPORT

PROSPERITY DEMONSTRATION PROJECT 

TRAINING NEEDS ASSESSMENT 

FOR THE 

AUTOMOTIVE PARTS MANUFACTURING SECTOR 

5 SURVEY OF TECHNICAL EMPLOYEES 

by 

Colleges of Ontario Network for Education and Training (CON*NECT) 

—A Division of the Association of Colleges of Applied Arts and Technology of Ontario (ACAATO)— 

August 2001

TABLE OF CONTENTS 

Page 

1 INTRODUCTION 

1.1 PARTNER CONTRIBUTIONS ………………………………………… 1 

1.2 METHODOLOGY …………………………………………………… 1 

1.3 SURVEY SAMPLE …………………………………………………… 3 

1.4 SURVEY PROCESS AND TIME FRAME ………………………………… 3 

1.5 RESPONSE RATE …………………………………………………… 4 

2 SURVEY FINDINGS 

2.1 PROFILE OF RESPONDENTS …………………………………………… 5 

2.1.1 Geographic Distribution …………………………………………... 5 

2.1.2 Professional Certification …………………………………………… 6 

2.1.3 Technology Discipline …………………………………………… 6 

2.2 CURRENT EMPLOYMENT PATTERNS ………………………………… 7 

2.2.1 Employment Status …………………………………………… 7 

2.2.2 Job Stability …………………………………………………… 8 

2.2.3 Expected Job Mobility ………………………………………… 9 

2.2.3.1 Reasons for Looking for a Different Position …… 10 

2.2.3.2 Industry Where Employment Will Be Sought …… 17 

2.3 CURRENT TRAINING PATTERNS ………………………………… 18 

2.3.1 Responsibility For Training ………………………………… 18 

2.3.2 Employer Support for Training ………………………………… 19 

2.4 INDUSTRY TRENDS .………………………………….…………………. 20 

2.4.1 Broad Industry Trends Precipitating Training Needs ……………… 20 

2.4.2 Positions on Environmental Technologies ………………………... 21 

2.5 FUTURE TRAINING PRIORITIES …………………………………… 22 

2.5.1 Specific Skill/Knowledge Areas …………………………………… 22 

2.5.1.1 Technical Skills …………………………………………… 24 

2.5.1.2 Information and Technology Skills ………………………… 25 

2.5.1.3 Management/Supervisory Skills ………………………… 26 

2.5.1.4 Personal Development Skills ………………………… 27 

2.5.1.5 Technical Program Management Skills ………………. 28 

2.5.1.6 Sustainable Environmental Technology Skills……………… 29 

2.6 TRAINING DELIVERY ……………………………………………………… 30 

2.6.1 Interest in Learning Technologies …………………………………… 30 

2.6.2 Additional Skills Needed to Use Learning Technologies ……… 31 

2.6.3 Preferred Training Times …………………………………… 32 

APPENDIX 5 - A 

EMPLOYEE QUESTIONNAIRE 

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LIST OF TABLES 

Page 

2.1 PROFILE OF RESPONDENTS 

TABLE 2.1.1 Geographic Distribution of Respondents …………………… 5 

TABLE 2.1.2 Professional Certification of Respondents …………………… 6 

TABLE 2.1.3 Technology Discipline of Respondents ……………………………… 7 

2.2 CURRENT EMPLOYMENT PAT TERNS 

TABLE 2.2.1 Employment Status of Respondents ……………………………… 8 

TABLE 2.2.2 Job Stability of Respondents ………………………………………… 8 

TABLE 2.2.3 Expected Job Mobility Next 24 Months……………………………… 9 

TABLE 2.2.3.1 Reasons for Looking for a Different Position …………………… 10 

2.3 CURRENT TRAINING PATTERNS 

TABLE 2.3.1 Primary Responsibility For Initiating/Delivering Training ………... 19 

TABLE 2.3.2 Employer Supports for Training ……………………………… 19 

2.4 INDUSTRY TRENDS 

TABLE 2.4.1 Industry Trends Precipitating Training Needs …………………… 21 

TABLE 2.4.2 Positions on Environmental Technologies …………………… 21 

2.5 FUTURE TRAINING PRIORITIES 

TABLE 2.5.1 Skill/Knowledge Areas Rated High Priority for Training ………… 22 

TABLE 2.5.1.1 Technical Skills: Regional Breakdown ……………………………… 24 

TABLE 2.5.1.1.1 Technical Skills: Respondents Forecasting Training Next 36 Mos. …. 24 

TABLE 2.5.1.2 ICT Skills Training: Regional Breakdown …………………… 25 

TABLE 2.5.1.2.1 ICT Skills: Respondents Forecasting Training Next 36 Mos. ……… 25 

TABLE 2.5.1.3 Management/Supervisory Skills Training: Regional Breakdown 26 

TABLE 2.5.1.3.1 Management/Supervisory Sk ills: Respondents Forecasting Training Next 36 Mos. 26 

TABLE 2.5.1.4 Personal Development Skills Training: Regional Breakdown 27 

TABLE 2.5.1.4.1 Personal Development Skills: Respondents Forecasting Training Next 36 Mos. 27 

TABLE 2.5.1.5 Technical Program Management Skills Training Regional Breakdown 28 

TABLE 2.5.1.5.1 Tech. Program Management Skills: Respondents Forecasting Training Next 36 Mos. 28 

TABLE 2.5.1.6 Sustainable Environmental Technologies Skills Training: Regional Breakdown 29 

TABLE 2.5.1.6.1 Sust. Environ. Technologies Skills: Respondents Forecasting Training Next 36 Mos. 29 

2.6 TRAINING DELIVERY 

TABLE 2.6.1 Interest in Specific Learning Technologies ……………………… 30 

TABLE 2.6.2 Additional Skills Needed to Use Learning Technologies …………… 31 

TABLE 2.6.3 Preferred Training Times …………………………………………… 32 

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1 INTRODUCTION 

CON*NECT collaborated with the Ontario Association of Certified Engineering Technicians and 

Technologists (OACETT) to design and carry out a training needs survey of technicians and 

technologists, including those currently employed in the automotive parts manufacturing sector. 

1.1 PARTNER CONTRIBUTIONS 

OACETT made the following key contributions to the project: 

• provided strategic advice regarding association membership 

• reviewed the project design with the association's Member Services Advisory Board 

• reviewed the questionnaire 

• arranged for pilot of the questionnaire with technicians and technologists across the province 

• promoted the study through presentations and written articles over several months to raise 

interest in participation 

• provided supervisory, web administration, and other staff to link the survey questionnaire 

server with the OACETT web site, to review and test the electronic version of the 

questionnaire, and to distribute the questionnaire by email to the sample of 8,096 members 

selected 

• reviewed the draft needs analysis report 

• planned follow-up action 

• assisted with dissemination of results 

1.2 METHODOLOGY 

An on-line questionnaire designed for self-completion and electronic return was developed. 

Electronic technology was selected as the distribution method for the survey for several reasons: 

• The sample represented by those on the OACETT email distribution list was approximately 

40% of the total membership and represented a large sample size. 

• Individuals listed had Internet access. 

• Individuals listed were accustomed to communications via the Internet. 

• The electronic method was a cost and time effective method of reaching a large sample size. 

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• The capacity to electronically download responses into a database eliminated the need for 

manual data entry, saving time, cost, and eliminating potentia l human error. 

The content of the survey questionnaire focused on current skill levels; training practices; 

employee mobility; and training needs and priorities. In parallel with the survey of employers in 

the automotive parts manufacturing sector, specific questions addressed the impact of emerging 

new safety and environmental regulations, expanding information technologies, and the need for 

new skills combinations. 

Questionnaire pilot 

The relevance and validity of the questions developed for the survey of technicians and 

technologists were reviewed through a pilot process. The draft questionnaire was sent by 

OACETT to seven members of its Member Services Advisory Board by email. These individuals 

were asked to complete and return the questionnaire as well as recording their comments about 

specific questions and their suggestions to simplify completion of the questionnaire. The seven 

participating individuals provided feedback through written comments received by fax and email, 

and/or review of their input via telephone. Subsequent to the feedback received, minor 

adjustments in the questionnaire draft were made. A copy of the questionnaire may be found in 

Appendix A. 

Conversion to electronic format 

Once the survey content was finalized, the questionnaire was re-designed and programmed for 

distribution and response submission via the Internet (by the Georgian Research Institute at 

Georgian College.) The html form and scripts remained on the Georgian NT server. This format 

enabled Georgian to monitor response rates on a daily basis, respond to and assist individual 

respondents who might experience technical difficulties, and to continuously download responses 

into a database. 

The electronic format provided direct links to the questionnaire from the emailed message to 

members on the OACETT distribution list, and also from the members-only section of the 

OACETT website. This latter link provided survey access for those who wanted to participate but 

who were not on the sample distribution list. 

2

Prior to distribution of the questionnaire to the selected sample, a pretest of the electronic format 

was conducted by Georgian, OACETT, and CON*NECT. This resulted in minor adjustments to 

the program and design. 

An email message promoting the survey, and providing a click-able link to the questionnaire, was 

sent to 8,096 OACETT members (those with current email addresses in the OACETT member 

data base). In an effort to maximize the response rate, OACETT members were also alerted to the 

availability of the questionnaire via the OACETT website, through articles describing the project 

in the InfOACETT newsletter and in the Ontario Technologist, as well as at presentations at 

regional meetings across the province. 

1.3 SURVEY SAMPLE 

Individual contacts for the survey were provided by OACETT. Theoretically, the survey targeted 

all 18,807 OACETT members, together with a strategy for isolating survey respondents who 

worked in the automotive parts manufacturing sector. However, this was the largest possible 

target group and there was no expectation that every single OACETT member would be aware of 

the survey within the agreed-upon two-week response window. A more realistic target group for 

consideration was composed of the 8,096 members on the OACETT email distribution list. The 

actual target group could reasonably be considered to be somewhere between these two large 

groups. 

1.4 SURVEY PROCESS AND TIME FRAME 

The survey was linked to the OACETT website on May 9 th , 2001. An e-mail message promoting 

and requesting participation in the survey, and attaching the link to the server hosting the 

questionnaire, was sent to 8,096 OACETT members—those with current email addresses in the 

OACETT member database—on May 11th by OACETT. Members were also alerted to the 

coming web-site survey through articles describing the project in the InfOACETT newsletter and 

in the March/April 2001 issue of the Ontario Technologist, both of which go to all OACETT 

members via regular mail. 

3

After one week, in an effort to maximize the response rate, OACETT sent an e-mail reminder to 

all members with e-mail addresses. The questionnaire was available to respondents from May 11 th 

to May 30 th . 

1.5 RESPONSE RATE 

By the cut-off date, the web survey had effectively sampled 10% of OACETT's large provincial 

membership of over 18,800 and produced 1,872 valid, electronic questionnaires. This represents 

a response rate of 23% of the 8,096 members directly canvassed to participate. The margin of 

error for a sample of this size is approximately 2% (plus or minus), 19 times out of 20. 

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1 SURVEY FINDINGS 

2.1 PROFILE OF RESPONDENTS 

Of 1,872 survey participants, 160 (8.5%) reported a direct affiliation with the automotive parts 

manufacturing sector. The survey findings reported below inc lude overall findings for all 1,872 

respondents as well as the specific findings for this sub-sector of 160—which are of particular 

interest to this study. 

2.1.1 Geographic Distribution 

As shown in Table 2.1.1, approximately half of all OACETT members responding to the survey 

(52% of respondents in the auto parts manufacturing sector) live and work in Southern Ontario, 

an area including Metropolitan Toronto. 

The next largest group—20% overall and 36% of automotive parts sector respondents— reported 

from Western Ontario. 

The third largest group overall was in Eastern Ontario; however, only 1% of automotive parts 

sector respondents reported from that region. 

Seven per cent of respondents overall (4% from the automotive sector) reported from Northern 

Ontario. 

TABLE 2.1.1—Geographic Distribution of Respondents 

REGION OVERALL (N=1872) AUTOPARTS (N=160) 

Southern Ontario 911 (49%) 83 (52%) 

Central Ontario (excluding Metro Toronto) 638 (34%) 58 (36%) 

Metro Toronto 273 (15%) 25 (16%) 

Western Ontario 377 (20%) 57 (36%) 

Eastern Ontario 245 (13%) 1 ( 1%) 

Northern Ontario 134 ( 7%) 7 ( 4%) 

Outside Ontario/Unknown 205 (11%) 12 ( 7%) 

TOTAL 1872 (100%) 160 (100%) 

5

2.1.2 Professional Certification 

In order to obtain a picture of the current workforce, OACETT members were asked to check a 

formal description of their professional certification, as listed in Table 2.1.2. 

The majority of respondents are Certified Engineering Technologists, followed by the next largest 

group of Certified Engineering Technicians. 

TABLE 2.1.2—Professional Certification of Respondents 

PROFESSIONAL CERTIFICATION 

OVERALL (N=1872) 

Certified Engineering Technologist (CET) 794 (42%) 

Certified Engineering Technician (CET) 361 (19%) 

Certified Technician (CTech) 166 ( 9%) 

Applied Science Technologist (AscT) 41 ( 2%) 

Other 479 (26%) 

N/A 31 ( 2%) 

TOTAL 1872 (100%) 

2.1.3 Technology Discipline 

In order to add further detail to the picture of the current workforce, OACETT members were 

asked to check one of twelve technology disciplines. 

6

As shown in Table 2.1.3, the majority of respondents overall were qualified in mechanical or civil 

engineering, with these two specializations accounting for 44% of the total. Together, electronics 

and electrical comprised a further 28%. Other technology disciplines were each represented by 

fewer than 10%. 

For those working in the automotive parts manufacturing sector, 49% had specialized training in 

mechanical engineering, followed by 11% in electrical engineering. Other technology disciplines 

were each represented by fewer than 10%. 

TABLE 2.1.3—Technology Discipline of Respondents 

TECHNOLOGY DISCIPLINE OVERALL (N=1872) AUTO PARTS (N= 160) 

Mechanical 403 (22%) 78 (49%) 

Civil 406 (22%) 5 ( 3%) 

Electronics 322 (17%) 12 ( 8%) 

Electrical 211 (11%) 18 (11%) 

Environmental 80 ( 4%) 4 ( 3%) 

Building Design/Construction 74 ( 4%) 1 (

2.2.1 Employment Status 

As shown in Table 2.2.1, 83% of respondents overall were full-time employees, with seven per 

cent currently employed on a part-time or contract basis, and six per cent reporting that they were 

self-employed. 

In the automotive parts sub-sector, 90% were full-time employees, with six per cent employed on 

a part-time or contract basis, and three per cent reporting that they were self-employed. 

TABLE 2.2.1—Employment Status of Respondents 

OVERALL (N=1872) AUTOPARTS (N= 160) 

Full-time 1, 553 (83%) 144 (90%) 

Part-time or contract 128 ( 7%) 9 ( 6%) 

Self-employed 108 ( 6%) 5 ( 3%) 

N/A 83 ( 4%) 2 ( 1%) 

Total 1872 (100%) 160 (100%) 

2.2.2 Job Stability 

Overall, as shown in Table 2.2.2, 56% of responding Technicians/Technologists have been in 

their current positions for five years or less. Twenty-seven per cent have held their current jobs 

for more than ten years. 

The automotive parts workforce reported less longevity in their current positions, with more than 

one-third in their present jobs for less than two years, and 65% in their current positions for five 

years or less. Eighteen per cent of Technicians and Technologists working in the auto parts 

sector have held their current positions for more than ten years. 

TABLE 2.2.2—Job Stability of Respondents 

LENGTH OF TIME OVERALL (N = 1872) AUTO PARTS (N=160) 

8

IN CURRENT JOB Number (%) Number (%) 

Less than two years 536 (29%) 55 (34%) 

Two to five years 504 (27%) 50 (31%) 

Six to ten years 221 (12%) 15 ( 9%) 

More than ten years 498 (27%) 29 (18%) 

N/A 113 ( 6%) 11 ( 7%) 

Total 1872 (100%) 160 (100%) 

2.2.3 Expected Job Mobility 

In order to assess expected job mobility—which impacts actual and perceived training needs— 

OACETT members were asked if they expected to be looking for another position in the next 24 

months. Those responding positively were asked to identify their reasons, and the industry in 

which they would be seeking employment. 

Overall 

Of 1,872 individuals, 746 (40%) expect to be looking for a different position in the next 24 

months. Eighty-five people (11% of those expecting to change positions; 5% overall) will be 

seeking employment in the automotive parts industry. 

Focusing solely on the full-time workforce, 564 Technicians/Technologists (36%) will seek 

another position within the next 24 months. Fifty-seven of these (10% of full-time workers 

looking; 4% overall) will be seeking employment in the automotive parts industry. 

Auto-parts Sector 

Of 160 individuals, 83 (52%) expect to be looking for a different position in the next 24 months. 

Fifty-three people (64% of those expecting to change positions; 33% overall) will be seeking 

employment in the automotive parts industry. 

Focusing solely on the full-time workforce, 72 Technicians/Technologists (50%) will seek another 

position within the next 24 months. Forty-one of these (57% of full-time workers looking; 26% 

overall) will be seeking employment in the automotive parts industry. 

9

TABLE 2.2.3—Expected Job Mobility Next 24 Months 

TOTAL WORKFORCE (FT, PT, contract, self-employed, other) 

OVERALL 

(N=1872) 

AUTOPARTS 

(N=160) 

Looking for a different position 746 (40%) 83 (52%) 

Looking in automotive parts sector 85 ( 5%) 53 (33%) 

FULL-TIME WORKFORCE 

OVERALL 

(N=1553) 

AUTOPARTS 

(N=144) 

Looking for a different position 564 (36%) 72 (50%) 

Looking in automotive parts sector 57 ( 4%) 41 (26%) 

2.2.3.1 Reasons for Looking for a Different Position 

Overall 

Overall, 718 respondents (77 within the automotive parts manufacturing sector) provided reasons 

for looking for a new position. A content analysis of responses produced thirteen different areas 

of reasoning by those looking for a different position. Many individuals provided more than one 

reason, and reasons were often related and overlapping (e.g. career advancement and salary 

aspirations). The analysis, however, identified respondents' desire for challenge , and 

opportunities for continuous learning, ongoing skill development, and career advancement as 

significant motivators of job change. 

Table 2.2.3.1—Reasons for Looking for a Different Position 

Reason for Looking for New 

Position 

Overall (N=718) Auto Parts (N= 77) 

1. New challenges 218 28 

2. Career advancement 163 14 

3. Salary/benefits 93 16 

4. Time for a change 72 14 

5. Full-time job stability 57 5 

6. Company re-structuring 56 3 

7. Finishing school 46 4 

10

8. Leaving 'employee' role 38 1 

9. Economic instability 29 2 

10. Reduce commuting time 25 2 

11. Personal reasons 21 2 

12. Currently unemployed 20 0 

13. Self-employed 7 1 

1. New challenges 

A majority of respondents reported that they were looking for new challenges, varied work 

experiences, opportunities to learn more and develop advanced skills, and/or a position that better 

matched their skill sets. Typical comments included: 

• "to broaden my skills" 

• "expansion of skill set and utilize new skills acquired" 

• "gain more knowledge" 

• "I'd like to learn something more" 

• "I would like to acquire more experience in my field" 

• "looking for a better position which will enhance my skills" 

• "to develop my skills and competencies" 

• "to improve my flexible skill by working with different companies" 

• "want to expand my knowledge in electronics" 

• "more challenging opportunities to reflect my current skill level " 

• "keep my skills sharp and venture into other industries" 

• "I feel it is healthy to expand my skill set, and try something new" 

• "to continue life-long learning" 

• "I want a job that is related to my field of work" 

• "expected to work in areas more appropriate to my education" 

• "skills not being utilized" 

• "to look for a position wherein my qualifications and experience is best suited for" 

• "to apply my knowledge and skills in my field of work " 

11

• "because my actual position is not according to my education, experience, skills, etc." 

• "my current position is not challenging enough" 

• "I accomplished what I was hired for. Now I need another challenge." 

• "As a technical person, I am always looking to learn more and I like challenges." 

• "looking for new challenging opportunities" 

• "exposure to new technologies" 

• "the equipment used for drafting is outdated" 

• "to accept a new challenge and new technology" 

2. Career advancement 

Most respondents were looking for a career ladder, more responsibility, and opportunities for 

recognition and promotion. While often paired with a desire for more money, the primary goal 

here seemed to be a broader one of career advancement. Comments included: 

• "upward mobility and pension building" 

• "to secure a more senior job position" 

• "looking for career advancement opportunities within my field" 

• "internal job postings, job upgrade" 

• "further career into director level position" 

• "better chance for advancement" 

• "hoping to advance into a management position" 

• "few, if any, promotion/advancement opportunities" 

• "more advancement opportunities and more opportunity for continuous improvement" 

• "increased responsibility and pay" 

• "advance my career in civil engineering" 

• "no room for further advance" 

• "I don't see any recognition or opportunity for growth in the future" 

• "move my way up the ladder" 

• "trying to move into project management position" 

• "unhappy about the lack of promotability in this position" 

• "to move forward in my career" 

3. Salary/benefits 

12

Most respondents felt that their skills could be better compensated, that salaries should 

correspond to skill levels and years of experience, and that companies should compensate 

employees for 'negative' work conditions including stress, overtime, and unwanted travel. 

Comments included: 

• "I've reached the highest technical level but my salary cannot be risen" 

• "better pay" 

• "poor wage and possibility of advancement" 

• "not satisfied with current position or salary" 

• "pay is too poor for the responsibilities" 

• "more money" 

• "career/salary advancement" 

• "better benefits, higher pay" 

• "less than average pay, not enough vacations" 

• "I am seeking a better salary" 

• "more competitive wage and benefits" 

• "I always like to look for better money" 

• "salaries too low" 

• "to expand my career and get better pay" 

• "to improve my salary and opportunities" 

• "I will be qualified as a Project Management Professional within the year and will be 

seeking a position with a higher pay grid and performance bonus" 

4. Time for a change 

These respondents reported declining job satisfaction with the passage of time, the need for the 

feeling of continual challenge at work, and the desire for opportunities for advancement. 

Comments included: 

• "work is not gratifying" 

• "low pay, working 24 hours a day, bad shifts, too much travel, etc." 

• "poor working environment, no room for advancement" 

• "not satisfied with job duties, will look for other position in same firm" 

• "change of scenery within the same company" 

• "would like to try something different" 

• "job not mentally challenging enough" 

• "always looking for new experience" 

13

• "not happy with job situation" 

• "lack of challenge" 

• "career change to continue life long learning" 

• "I need a change. I think I want to get into the IT world." 

• "for job satisfaction" 

• "change in careers" 

• "need a change and new challenges" 

5. Full-time job stability 

A number of these respondents are looking to move from part-time, self-employment, and/or 

contract positions to full-time positions. Comments included: 

• "looking for a full-time position" 

• "job security, meaning fulltime" 

• "need full-time" 

• "no job security" 

• "no benefits because I am part-time" 

• "I do not want to be on contract" 

• "not enough hours to earn a living" 

• "presently self-employed, not generating enough business to remain afloat…" 

6. Company restructuring 

These individuals reported looking for a different position because their company is undergoing 

restructuring, amalgamation, and/or downsizing. Comments included: 

• "the company was recently sold" 

• "company is down-sizing this year" 

• "reorganization" 

• "industry changing with mega mergers" 

• "downsizing is always threatened!" 

• "deregulation…causing amalgamation and change…shifting of personnel is common 

these days" 

14

• "employer reorganization due to baby-boomer retirements and provincial 

initiatives/directives, etc." 

7. Finishing school 

These respondents are looking for a new or full-time position upon completion of a period of 

training or education, including first-time technical certification and job entry, completion of a 

co-op program, mid-career upgrading of formal qualifications, and graduation from a full- or 

part-time educational program. Comments included: 

• "I will be graduating soon. I will be looking for fulltime work" 

• "I am currently in a co-op position and I will be graduating" 

• "newly graduated" 

• "I will complete my degree in the next 12 months" 

• "finishing co-op program" 

• "just finished college" 

• "currently in training" 

8. Leaving 'employee' role 

These respondents are making personal changes, which include early, semi, or full retirement 

(24), starting a business and/or moving to consulting (11), and returning to full-time schooling 

(3). Comments included: 

• "retired…and testing other fields of endeavor" 

• "retirement …starting my own business" 

• "starting my own company"… 

• "plan to retire and consult" 

• "work as a consultant on a contract basis" 

• "They plan to replace me with an Engineer, so I hope to get accepted to University to 

study engineering." 

• "I intend to study for the Computer and Telecommunication Electronic Diploma Course 

and would like to start a new career in the field of telecommunications." 

9. Economic instability 

15

These respondents are looking for a different position because they do not feel secure in their 

present jobs. Their reasons included a climate of market instability for their company product(s), 

industry instability, and/or ongoing change within the company. Comments included: 

• "constant threat of layoffs" 

• "company under receivership" 

• "due to uncertainty and downturn in business at present, I don’t feel my job is secure 

right now" 

• "unstable industry" 

• "layoffs in the industry" 

• "poor economic performance in northern Ontario" 

10. Reduce commuting time 

These respondents are looking for a different position because they want to work closer to home 

and reduce commuting time for economic, family, and stress-related reasons. Comments 

included: 

• "don't want to commute to the GTA" 

• "location closer to home" 

• "to reduce commuting distance" 

• "to spend more time at home with family" 

• " shorter travel time" 

11. Personal reasons 

These respondents are looking for a different position for health or personal reasons, including 

moving out-of-province. Comments included: 

• "physical strain" 

• "headaches (migraine)" 

• "I'm moving to Alberta (my wife has relocated)" 

• "moving to Manitoba" 

• "relocation to another province" 

• "relocation away from Toronto" 

• "relocation to home town" 

16

• "planning to relocate to the United States" 

12. Currently unemployed 

These respondents are trying to enter the job market. Comments included: 

• "I am currently unemployed" 

• "don't have a job at this point in time" 

• "job termination" 

• "Right now, I don't have a job in Canada and I am trying to get the job." 

13. Self-employed 

Self-employed respondents, who work on a consulting and/or project basis, reported that they are 

engaged in a continual search for new contracts and are therefore "always looking" for different 

positions. Comments included: 

• "as an independent consultant, I am always looking for new assignments" 

• "I work as a sub-contractor in buildings and facilities systems maintenance…so work 

until project lasts." 

• "always looking to get contracts from different companies" 

• "contract will expire in October" 

2.2.3.2 Industry Where Employment Will Be Sought 

Overall 

When asked, "In which industry will you be seeking employment?" 752 respondents commented 

overall. (Previously, 746 respondents indicated they would be "looking for a different position".) 

A scan of the responses revealed that, while many respondents will pursue employment in the 

industry/sector in which they are currently employed (e.g., electrical, utilities, automotive, 

telecommunications, aerospace, government, manufacturing, consulting engineering, municipal, 

construction/civil engineering), many are also open to employment in "any industry". For 

example, respondents suggested they may move from "aerospace manufacturing" to "any 

manufacturing"; "ceiling lifts" to "any mechanical design"; and "local exhaust and ventilation 

systems" to "anything that may relate to mechanical engineering." 

17

Comments revealed that, in fact, most individuals do not identify with a particular company, 

industry, or sector, but rather are interested in a position where their technical knowledge and 

skills can be well used. Comments typifying this view included: 

• "I will move to any industry offering me opportunity" 

• "Any industry with the opportunities and stability" 

• "At the same company I am employed presently, but if I had a better offer I will move." 

• "I will seek employment in an environment-related position regardless of industry." 

• "The industry doesn't really matter. The position should be interesting." 

• "Any one that can use my skills." 

• "Will be seeking employment in any industry that requires the skills I have attained …" 

Automotive Parts 

Of the 752 respondents making comments about the industry where employment would be 

sought, 43 could be linked to the automotive parts sector. (Previously, 83 respondents indicated 

they would be "looking for a different position".) No clear pattern of responses emerged with 

respect to entering or exiting the auto parts industry. While nine of the 43 would include the auto 

parts industry in their employment search, the remainder proposed a variety of potential 

employment areas including industrial engineering/design/mechanical (6), electrical (5), 

chemical/pharmaceutical/cosmetic (4), automation/robotics (4), computer/IT (2), and civil 

engineering (2). 

2.3 CURRENT TRAINING PATTERNS 

2.3.1 Responsibility For Training 

OACETT members were asked, "In your current job, who has the primary responsibility for 

initiating and delivering training?" As shown in Table 2.3.1, there are three common scenarios 

around responsibility for initiating and delivering training. Sharing such responsibility between 

employer and employee was reported most often. 

18

Overall, 39% reported shared responsibility, 25% reported that their employer held primary 

responsibility, while 21% reported that the employee held primary responsibility. 

For those working in the auto parts sector, 48% reported shared responsibility, 26% reported that 

their employer held primary responsibility, while 19% reported that the employee held primary 

responsibility. 

TABLE 2.3.1—Primary Responsibility For Initiating/Delivering Training 


Number (%) 

AUTOPARTS (N=160) 

Number (%) 

Shared between employer and employee 738 (39%) 76 (48%) 

Employer 472 (25%) 42 (26%) 

Employee 393 (21%) 30 (19%) 

Self (self-employed) 122 ( 7%) 8 (5%) 

Union 14 ( 1%) — 

Other or N/A 133 ( 7%) 4 (2%) 

TOTAL 1872 (100%) 160 (100%) 

2.3.2 Employer Support for Training 

Technicians/Technologists reported that their employers support employee participation in 

training in a variety of ways. Of five methods of support canvassed, full or partial tuition 

payment/reimbursement, and job release for courses, conferences and training events were 

reported to receive employer support by a majority of respondents. 

TABLE 2.3.2—Employer Support For Training 

19

OVERALL (N=1764) AUTOPARTS (N=160) 

EMPLOYER SUPPORT FOR TRAINING No. (% /1764) (% /1872) No. (% /155) (% /160) 

Full or partial course tuition 

payments/reimbursement 1200 (68%) (64% overall) 111 (72%) (69% overall) 

Job release for one-time training events, conference 

attendance, etc. 960 (54%) (51% overall) 88 (57%) (55% overall) 

Job release for individual training courses 861 (49%) (46% overall) 83 (54%) (52% overall) 

Career progression incentives linked to training 443 (25%) (24% overall) 43 (28%) (27% overall) 

Salary incentives linked to training 264 (15%) (14% overall) 21 (14%) (13% overall) 

Other 90 ( 5%) ( 5% overall) 8 ( 5%) ( 5% overall) 

Overall 

As this question targeted respondents who were not self-employed, the 108 self-employed survey 

participants (as self -identified in Q. 4) were omitted from the total to provide the first set of 

percentages (calculated on a base number of 1764) in Table 2.3.2 above. The second set of 

percentages is based on the total number of survey participants (calculated on a base number of 

1872). 

Auto Parts Sector 

As this question targeted respondents who were not self -employed, the 5 self-employed survey 

participants (as self -identified in Q. 4) were omitted from the total to provide the first set of 

percentages (calculated on a base number of 155) in Table 2.3.2 above. The second set of 

percentages is based on the total number of survey participants (calculated on a base number of 

160). 

2.4 INDUSTRY TRENDS 

2.4.1 Broad Industry Trends Precipitating Training Needs 

OACETT members were asked which of eight industry trends would affect the skills they need 

and would require training and education in the next two to three years. Their answers are 

20

summarized in Table 2.4.1 below. In every case, a majority of respondents, both overall and 

within the auto parts manufacturing sub-sector, reported that the industry trend investigated by 

the survey would impact their need for training and education. 

Across the board, (1) new/changing information technology was predicted to precipitate the 

largest demand for training, followed by (2) new/changing production technology and (3) 

new/changing industry demand for skilled technicians and managers. 

For the auto parts manufacturing workforce, (1) new/changing production technology and 

processes was predicted to precipitate the largest demand for training, followed by (2) 

new/changing safety regulations and (3) new/changing environmental regulations. 

TABLE 2.4.1—Industry Trends Precipitating Training Needs 

TRENDS PRECIPITATING A NEED FOR 

TRAINING/EDUCATION 


Number (%) Rank 

AUTO PARTS (N=160) 


New/changing information technology 1,441 (77%) 1 115 (72%) 5 

New/changing production technology and processes 1,354 (73%) 2 137 (86%) 1 

New/changing demand for 

highly skilled technicians and managers 1,315 (70%) 3 116 (73%) 4 

New/changing environmental regulations 1,290 (69%) 4 118 (74%) 3 

New/changing safety regulations 1,274 (68%) 5 122 (77%) 2 

Standards/certification of technical workers 1,254 (67%) 6 107 (67%) 6 

New/changing product lines 1,067 (57%) 7 101 (63%) 7 

New and continuing customer requirements 1,078 (57%) 8 86 (54%) 8 

2.4.2 Positions on Environmental Technologies 

Asked how they stood on the development of environmental technologies in their industry, 

OACETT members were provided with four stances and could reply to more than one. Their 

responses are summarized in Table 2.4.2. 

21

POSITION ON 

ENVIRONMENTAL 

TECHNOLOGIES 

TABLE 2.4.2—Positions on Environmental Technologies 


Number (%) 

AUTOPARTS (N= 160) 

Number (%) 

Aware 1,084 (58%) 87 (54%) 

Interested 809 (43%) 76 (48%) 

Involved 292 (16%) 15 ( 9%) 

Would like to become involved 457 (24%) 53 (33%) 

Overall, 58% of Technicians/Technologists reported that they were aware of the development of 

environmental technologies in their industry. Sixteen per cent of respondents are currently 

involved with such technologies and 457 persons (24%) would like to become involved. 

For those working in the automotive parts manufacturing environment, 54% were aware of the 

development of environmental technologies. Nine per cent reported that they are presently 

involved with these technologies. One-third of the 160 automotive respondents would like to 

become involved with environmental technologies. 

2.5 FUTURE TRAINING PRIORITIES 

2.5.1 Specific Skill/Knowledge Areas 

For each of the following skill/knowledge areas, OACETT members were asked to rate both their 

priority on training and their expectation of acquiring training/education within four possible time 

periods. 

TABLE 2.5.1—Skill/Knowledge Areas Rated High Priority for Training 

Skill/Knowledge Area 

OVERALL 

(N = 1872) 


AUTO PARTS 

(N = 160) 


Technical (design, computer applications) 1,266 (68%) 1 104 (65%) 1 

Information & Communications Technology (computer, software, Internet) 1,139 (61%) 2 97 (61%) 2 

Management/Supervisory (leadership, human resources, financial) 999 (53%) 3 86 (54%) 4 

22

Personal Development (team, communication, presentation skills) 995 (53%) 4 96 (60%) 3 

Technical Program Management (proposals, estimating, schedule control) 863 (46%) 5 66 (41%) 5 

Sustainable Environmental Technologies (clean fuels cells, emissions, etc.) 503 (27%) 6 57 (36%) 6 

As shown in Table 2.5.1, both overall, and within the auto parts sector, Technicians and 

Technologists placed the highest priority on training for (1) Technical knowledge and skills, 

followed by (2) Information and Communications Technology. Training in Management/ 

Supervisory skills and Personal Development skills were also rated important by more than half 

of all respondents in both groups. 

With respect to the acquisition of the skills and knowledge listed above, respondents were asked, 

"Is it important to you to obtain formal educational qualifications, e.g. college credits, certificate, 

diploma, or degree?? 

Overall, 1,159 responding Technicians/Technologists (62%) rated formal educational 

qualifications as important to them in acquiring the skills and knowledge cited in Table 2.5.1. 

Within the auto parts sub-sector, formal qualifications were important to 106 (66%) of 

respondents. 

Detailed assessments of respondents' expectations regarding the timing and acquisition of training 

in each of these six skill/knowledge areas follow. 

23

2.5.1.1 TECHNICAL SKILLS 

Overall, 1,266 respondents (68%) rated Technical Skills training as a High Priority; of those 

working in the automotive parts sector, 104 (65%) rated Technical Skill Training as a High 

Priority. The regional breakdown of those rating Technical Skills Training as a High Priority is 

shown in Table 2.5.1.1. 

TABLE 2.5.1.1—Technical Skills Training is High Priority: Regional Breakdown 

REGION OVERALL (N=1,266) AUTOPARTS (N=104) 

Southern Ontario 614 54 

(Central - excluding Metro Toronto) (410) (34) 

(Metro Toronto) (204) (20) 

Western Ontario 270 37 

Eastern Ontario 167 0 

Northern Ontario 88 5 

Outside Ontario/Unknown 127 8 

TOTAL 1,266 104 

24

Table 2.5.1.1.1 summarizes the data on those survey respondents who (a) ranked Technical Skills 

Training as a high priority, (b) value formal educational qualifications, and (c) expect to acquire 

training in Technical skills within the next 36 months. 

TABLE 2.5.1.1.1—TECHNICAL SKILLS: 

Respondents Forecasting Training Next 36 Months 



RANKED HIGH PRIORITY 1,266 (68%) 104 (65%) 

+ Plus + 

Value Formal Education Qualifications 856 75 

+ Plus + 

Expect Training Within 36 Months 804 73 

2.5.1.2 INFORMATION AND COMMUNICATIONS TECHNOLOGY SKILLS 

Overall, 1,139 respondents (61%) rated Information and Communications Technology Skills 

Training as a High Priority; of those working in the automotive parts sector, 97 (61%) rated 

Information and Communications Technology Skills Training as a High Priority. The regional 

breakdown of those rating Information and Communications Technology Skills Training as a 

High Priority is shown in Table 2.5.1.2. 

TABLE 2.5.1.2— Respondents Rating Information and Communications Technology Skills 

Training as High Priority: Regional Breakdown 

REGION OVERALL (N= 1,139) AUTOPARTS (N= 97) 








TOTAL 1,139 97 

25

Table 2.5.1.2.1 summarizes the data on those survey respondents who (a) ranked Information and 

Communications Technology Skills Training as a high priority, (b) value formal educational 

qualifications, and (c) expect to acquire training in Information and Communications Technology 

Skills within the next 36 months. 

TABLE 2.5.1.2.1—INFORMATION AND COMMUNICATIONS TECHNOLOGY 

SKILLS: Respondents Forecasting Training Next 36 Months 



RANKED HIGH PRIORITY 1,139 (61%) 97 (61%) 

+ Plus + 


+ Plus + 


2.5.1.3 MANAGEMENT/SUPERVISORY SKILLS 

Overall, 999 respondents (53%) rated Management/Supervisory Skills Training as a High 

Priority; of those working in the automotive parts sector, 86 (54%) rated Management/ 

Supervisory Skills Training as a High Priority. The regional breakdown of those rating 

Management/Supervisory Skills Training as a High Priority is shown in Table 2.5.1.3. 

TABLE 2.5.1.3— Respondents Rating Management/Supervisory Skills Training as High 

Priority: Regional Breakdown 









TOTAL 999 86 

26

Table 2.5.1.3.1 summarizes the data on those survey respondents who (a) ranked 

Management/Supervisory Skills Training as a high priority, (b) value formal educational 

qualifications, and (c) expect to acquire training in Management/Supervisory Skills within the 

next 36 months. 

TABLE 2.5.1.3.1— MANAGEMENT/SUPERVISORY SKILLS: 




RANKED HIGH PRIORITY 999 (53%) 86 (54%) 

+ Plus + 


+ Plus + 


2.5.1.4 PERSONAL DEVELOPMENT SKILLS 

Overall, 995 respondents (53%) rated Personal Development Skills Training as a High Priority; of 

those working in the automotive parts sector, 96 (60%) rated Personal Development Skills 

Training as a High Priority. The regional breakdown of those rating Personal Development Skills 

Training as a High Priority is shown in Table 2.5.1.4. 

TABLE 2.5.1.4— Respondents Rating Personal Development Skills Training as High 

Priority: Regional Breakdown 









TOTAL 995 96 

27

Table 2.5.1.4.1 summarizes the data on those survey respondents who (a) ranked Personal 

Development Skills Training as a high priority, (b) value formal educational qualifications, and 

(c) expect to acquire training in Personal Development Skills within the next 36 months. 

TABLE 2.5.1.4.1— PERSONAL DEVELOPMENT SKILLS: 





+ Plus + 


+ Plus + 


2.5.1.5 TECHNICAL PROGRAM MANAGEMENT SKILLS 

Overall, 863 respondents (46%) rated Technical Program Management Skills Training as a High 

Priority; of those working in the automotive parts sector, 66 (41%) rated Technical Program 

Management Skills Training as a High Priority. The regional breakdown of respondents rating 

Technical Program Management Skills Training as a High Priority is shown in Table 2.5.1.5. 

TABLE 2.5.1.5— Respondents Rating Technical Program Management Skills Training as 

High Priority: Regional Breakdown 









TOTAL 863 66 

28

Table 2.5.1.5.1 summarizes the data on those survey respondents who (a) ranked Technical 

Program Management Skills Training as a high priority, (b) value formal educational 

qualifications, and (c) expect to acquire training in Technical Program Management Skills within 

the next 36 months. 

TABLE 2.5.1.5.1— TECHNICAL PROGRAM MANAGEMENT SKILLS: 





+ Plus + 


+ Plus + 


2.5.1.6 SUSTAINABLE ENVIRONMENTAL TECHNOLOGIES SKILLS 

Overall, 503 respondents (27%) rated Sustainable Environmental Technologies Skills Training as 

a High Priority; of those working in the automotive parts sector, 57 (36%) rated Sustainable 

Environmental Technologies Skills Training as a High Priority.The regional breakdown of 

respondents who rated Sustainable Environmental Technologies Skills Training as a High Priority 

is shown in Table 2.5.1.6. 

TABLE 2.5.1.6— Respondents Rating Sustainable Environmental Technologies Skills 

Training as High Priority: Regional Breakdown 









TOTAL 503 57 

29

Table 2.5.1.6.1 summarizes the data on those survey respondents who (a) ranked Sustainable 

Environmental Technologies Skills Training as a high priority, (b) value formal educational 

qualifications, and (c) expect to acquire training in Sustainable Environmental Technologies 

Skills within the next 36 months. 

TABLE 2.5.1.6.1— SUSTAINABLE ENVIRONMENTAL TECHNOLOGIES SKILLS: 





+ Plus + 


+ Plus + 


2.6 TRAINING DELIVERY 

2.6.1 Interest in Learning Technologies 

Respondents were asked if they were interested in participating in skills training/education 

delivered with the assistance of information and communications technologies (such as CD-Rom 

or on-line computer programs) and if so, which information and communications technologies 

would be of most interest/benefit to them. 

Overall, 1,471 individuals (79%) were interested in skills training/education delivered with the 

assistance of information and communications technologies (ICT). Among these, Internet and 

Intranet technologies were of interest to almost all (95%). 

In the auto parts manufacturing industry, a similar proportion of individuals (129 or 81%) were 

interested in ICT assisted skills training and education. Of these, a great majority (98%) were 

interested in the Internet. 

Across the board, CD-ROM technologies were next in importance. Computer-based learning 

technologies were distantly followed by other media, including television and VCR, 

teleconferencing, and videoconferencing. 

30

These findings are summarized in Table 2.6.1 below. 

TABLE 2.6.1—Interest in Specific Learning Technologies 

INFORMATION/COMMUNICATION 

OVERALL 

AUTOPARTS 

TECHNOLOGY 

(N = 1872) 

(N = 160) 

Internet/Intranet 1401 (75%) 126 (79%) 

CD-ROM 1074 (57%) 90 (56%) 

TV (cable, satellite, VCR) 357 (19%) 32 (20%) 

Videoconference 313 (17%) 31 (19%) 

Teleconference 182 (10%) 14 ( 9%) 

Other 95 ( 5%) 5 ( 3%) 

2.6.2 Additional Skills Needed to Use Learning Technologies 

Overall, 525 individuals (28%) reported that they would need some additional skills in order to 

participate in ICT assisted training. 

In the automotive sub-sector, 46 persons (29%) reported that they would need additional skills. 

As shown in Table 2.6.2 below, similar skill needs were reported both across the board, and in the 

automotive parts manufacturing sector. 

Almost one-quarter of all Technicians and Technologists (85% of all those reporting a need for 

ICT skills training) focused on the need for training in specific software applications. 

With 75-80% of Technicians and Technologists interested in Internet training delivery and only 

8% reporting a need for additional Internet skills, it would appear that a majority of survey 

respondents are ready, willing, and able to participate in on-line training programs. 

TABLE 2.6.2—Additional Skills Needed to Use Learning Technologies 

OVERALL 

AUTOPARTS 

SKILLS NEEDED 

N= 1872 (%/525) (%/1872) 

N-=160 (%/46) (%/60) 

31

Specific software applications 445 (85%) (24% overall) 37 (80%) (23% overall) 

Internet skills 154 (30%) ( 8% overall) 12 (26%) ( 8% overall) 

Basic computer skills 57 (11%) ( 3% overall) 6 (13%) ( 4% overall) 

Other 41 ( 8%) ( 2% overall) 2 ( 4%) ( 1% overall) 

2.6.3 Preferred Training Times 

Overall, evenings were rated the most preferred time for job-related training and skills upgrading, 

followed by daytime training. Factoring in those who were flexible enough to respond "anytime", 

evening training courses would meet the most preferred time of 922 respondents (49%). 

For those working in the automotive parts sector, evenings were also the most preferred training 

times, followed by daytime training. Sixty-seven persons (42%) ranked evenings their top choice. 

Including those who would be open to training "anytime", evening courses would meet the most 

preferred time of 81 respondents (50%). 

TABLE 2.6.3—Preferred Training Times* 

OVERALL 

(N=1872) 

Ranked 1st 

OVERALL 

(N = 1872) 

Ranked 1 st or 2nd 

AUTO PARTS 

(N= 160) 

Ranked 1st 

AUTOPARTS 

(N=160) 

Ranked 1 st or 2nd 

Evenings 713 (38%) 1,076 (57%) 67 (42%) 105 (66%) 

Daytime 404 (22%) 531 (29%) 35 (22%) 44 (28%) 

Weekends 305 (16%) 670 (35%) 31 (19%) 69 (43%) 

Twilight (4 - 7 p.m.) 226 (12%) 530 (28%) 17 (11%) 43 (27%) 

Anytime 209 (11%) 259 (14%) 14 ( 9%) 19 (12%) 

32

*Some respondents indicated more than one option as their first and/or second priority. 

33

MINISTRY DRAFT OACETT SURVEY REPORT

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