Integrating Essential Skills into Training - National Adult Literacy ...

Practical Trades Experience Example of Weekly Schedule for Student
Monday Tuesday Wednesday Thursday
Once selected for the program, students will elaborate on where their interests
Trade: Electrical Electrical Mechanical Mechanical
lie, and work will be scheduled accordingly, in cooperation with crew leaders. 7:30- 9:30 Tailboard: Unit Tailboard: Test Academic Academic
Students will spend the other half the day working in their field of interest
gaining hands on experience.
9:30-9:45
Running
Maintenance
Break
Results
Assessment
Break Break Break
Students will attend a two day orientation in Vancouver to cover items such as
Safety Training, HR issues, Environmental and Cross Cultural Awareness and
Respectful Workplace. Additionally, students will receive a week of system and
9:45-12:00 Tailboard: Routines
Review &
Assessment
Preventative
Maintenance:
Review &
Assessment
Academic Academic
component training to ensure an understanding of local plant operations.
12:00-12:30 Lunch Lunch Lunch Lunch
12:30- 2:30 Academic Academic Filter changes Fabrication
Crew Leaders will discuss and review daily and weekly expectations with and oil samples Timing
students to ensure goals are being met.
2:30-2:45 Break Break Break Break
2:45-5:30 Academic Academic Nitrogen and Service hydraulic
Steel inventory and air tools
Review & Review &
Assessment Assessment
Summer Goals- July and August 2006 Long term goals
• Integrate students into BR workforce so there is mutual
• Students can be YTH’s for 1-4 years while in high school
co-operation, respect and understanding.
• Provide a pre-planned, concrete work schedule that
accommodates students for each day
• Have students complete at least one high school
course
• Ensure students are receiving necessary leadership,
supervision and are in an supportive work environment
• Communicate program and rationale to plant
employees
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YTH Summer opportunity will compliment high school, until
graduation
Once graduated, BR will assist students with post secondary
applications, and assist with resourcing academic funding for
pre-apprenticeship training
Apprenticeship with BCH at BR
~
Both internal and external sharing of resources to increase
knowledge for enabling better and more efficient coordination of
trades employment and apprenticeship programs for First
Nations
Application of BR pilot program at other Hydro electric plants
Success- how do we make it work? Current Progress
¾ Integrate educational component including essential skills into
existing program
• Job bulletins were sent out to all Stl’Atl’Imx Band Offices and
High Schools, and a total of 20 applications were received for
¾ Consult with First Nations people to establish program
development and goals
¾ Passionate local leader
¾ “Learn by doing”-communicate results to Corporate as well as
other plants
¾ Sensitivity/awareness of both business and societal contexts
¾ Acknowledge relationship building is fundamental to success
¾ Initiatives are flexible and recognize diversity within community-
Utilize existing infrastructure (Band representatives, schools)
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4 positions
10 students have been short listed, while the other applicants
were notified and encouraged to apply again next year
Teacher has been hired whose has a sufficient amount of
experience teaching in isolated First Nations communities
Continue building and documenting progress in the form of a
comprehensive Triple Bottom Line Business case so that
environmental, social and economic items are included for short
and long term planning.