Apprentice Mentoring Program - Construction Owners Association of ...

ApprenticeMentoringProgramMay 2007

AcknowledgementsThe following organizations participated in the development of the Apprentice Mentoring Program: A best practice of theConstruction Owners Association of Alberta.Alberta Apprenticeship andIndustry TrainingKellogg Brown & Root(Canada) CompanyAlberta BuildingTrades CouncilLedcor Group ofCompaniesAlberta ConstructionSafety CouncilMerit ContractorsAssociationsBantrel ConstructorsPCL IndustrialConstructors Inc.BoilermakerContractors’ AssociationShell Canada LimitedCanadian NaturalResources LimitedSuncor EnergyChristian LabourAssociation of CanadaSyncrude Canada Ltd.Construction Labour Relations− an Alberta AssociationTIC CanadaConstruction OwnersAssociation of AlbertaTIW WESTERN Inc.International Union of Painters& Allied Trades Local 177Waiward Steel Fabricators Ltd.

ENDORSEMENTS

ACKNOWLEDGEMENTSThe Construction Owners Association of Alberta (COAA) proudly acknowledges those organizations andindividuals who put forth time, effort and/or resources in developing the Apprentice Mentoring Program.Additionally, the COAA would also like to thank the Boilermaker Contractors Association for its generousfinancial contribution toward developing this program.Members of the Effective Use of Apprentices Committee:• Gene Bacon, volunteer, Suncor Energy (retiree)• Gene Bartel, TIC Canada• Larry Bell, Canadian Natural Resources Limited (Committee co-chair)• Brian Bickley, Alberta Apprenticeship and Industry Training• Terry Burton, Shell Canada Limited• Ken Eekes, Christian Labour Association of Canada• Shabbir Hakim, TIW WESTERN Inc.• Doug Hawkins, Construction Labour Relations − an Alberta Association (Committee co-chair)• Verne Kibblewhite, PCL Industrial Constructors Inc.• Roland LaBossiere, Kellogg Brown & Root (Canada) Company• Steve Lamb, Syncrude Canada Ltd.• Chris McEwen, Bantrel Constructors• Don Oborowsky, Waiward Steel Fabricators Ltd.• Shelley Playford, Ledcor Group of Companies• Graeme Proudfoot, Merit Contractors Association• Garth Rattray, Alberta Building Trades Council (International Union of Painters & Allied Trades Local 177)• Larry Schmidt, Alberta Apprenticeship and Industry Training• Mike Yorke, Bantrel Constructors

APPRENTICEMENTORING PROGRAMApprenticeMentoringProgram

1.0 EXECUTIVE SUMMARYIn the construction industry, many stakeholdersbelieve that the successful execution of aconstruction project is largely dependent onthe development and utilization of apprentices.Consequently, there is both desire and aneed, particularly in the Alberta mega-projectenvironment, to explore concepts that mayimprove the manner in which apprentices areutilized on a work site. All stakeholders have acollective responsibility to identify and implementinitiatives that have the potential to positivelyimpact an apprentice’s ability to acquire newskills, thereby positively impacting productivitygains and consequent cost reductions.The Apprentice Mentoring Program (AMP) wasdeveloped by a group of industry stakeholdersas a best practice of the Construction OwnersAssociation of Alberta (COAA). It is providedto companies free of charge, and is intendedto help improve the skills and knowledge ofapprentices on a work site so they are more ableto effectively contribute to a project’s success.The key benefits and potential cost savingsassociated with this program will arise fromimprovements in areas such as safety, teamwork,quantity and quality of work, attendance andturnover, scheduling, reduced rework, and usageof tools, equipment and materials.The COAA is proud to be a leader in this uniqueapproach to sharing in success and is desirousof eliminating unnecessary costs from theconstruction process. Conceptually, the successof the AMP is dependent on a team approachand recognizes that no one employee eithermakes or breaks a mega-project. However, eachapprentice can and does impact the project’soverall success and this program is expected toenhance that success.Finally, best practices in the industry are a resultof seeking and implementing measures forcontinuous improvements. The future adoption ofthe AMP by industry will be largely dependent onits early success. As such, it is critical that all initialusers of the program work diligently and withconviction to facilitate the program’s success.It is understood that the use of an AMP has notbeen a normal practice in the construction ofmega-projects. The program must be developedand administered in a manner that recognizesthe individual apprentice’s as well as the entirecraft workforce’s impact on overall constructionproductivity. As time will tell, this may warrant asubtle change in the construction industry culture.As with any new endeavour and to enhance theAMP’s success, effective communication musttake place that clearly conveys to all stakeholdersthe program’s vision, principles, successes andadministrative requirements. It is also recognizedthat the maximum success associated with theAMP is desired by all stakeholders. That successwill help to ensure continued future investmentin construction projects and continuedemployment of construction craft labour.

2.0 INTRODUCTION2.1 The need for mentoringThe construction industry is experiencingtremendous growth in Alberta, and in manyparts of Canada, and there are no signs of itslowing down. The number of mega-projects ison the rise and is putting tremendous pressureon the current resources available. There isa growing need for effective apprentices toalleviate some of the resource pressure and tohelp companies achieve greater success.Many stakeholders within the constructionindustry agree that by effectively developing theskills and knowledge of apprentices working ona job site, companies can be better equippedto ensure a project’s success. In fact, the COAArecently identified a need to ensure apprenticesare effectively trained and developed so as tobring improvements to individual job sites andthe construction industry in general.This best practice outlines the elements thatare necessary for implementing an effectiveapprentice mentoring program (AMP). Byfollowing this information, and tailoring theprogram to meet the needs of a specific project,companies can put an AMP in place and beginto reap the benefits of having trained and skilledapprentices on site.2.2 BackgroundIn 2000, the Workforce Development Committeeof the COAA began work on a plan to developapprentices on the work site. Through its work,the committee discovered there was a realneed to help apprentices further their skills andknowledge to benefit both themselves and thecompanies for which they work.In 2006, the Effective Use of ApprenticesSubcommittee was formed to investigate theuse of apprentices on a work site. Committeemembers include representatives from ownercompanies, contractors, labour providers andgovernment agencies. All stakeholders have onecommon interest – to create a program thathelps companies of all sizes develop apprenticesin a manner that has a positive impact on theProvince of Alberta, the apprentices themselvesand the success of the project.In the spring of 2007, the subcommitteecompleted its work and produced this document– a best practice for AMP. The intent of theprogram is to create a best practice thatcompanies of all types – industrial constructioncompanies as well as companies from relatedindustries – can take off the shelf and implementin the workplace.2.3 Case studies of mega-projectapprentice mentoring programsRecently, apprentice mentoring programs havebeen implemented for two mega-projectsin Alberta. The Effective Use of ApprenticesSubcommittee studied these programs to learnmore about what works and what does not workin an AMP. The learnings are presented here andhave been incorporated into this best practice.

3.0 THE APPRENTICE MONITORING PROGRAMTo guide the efforts behind developing an AMP,the Effective Use of Apprentices Subcommitteemembers outlined the vision and missionstatement of the program upfront.3.1 Vision of an AMPAn AMP is one that helps employers choosethe best journeypersons to act as mentors andprovides the mentee with additional tools andskills to maximize the value of the experiencefor both parties. The resultant outcome is thatthe program is recognized and supported byindustry as a desired and effective tool thatproduces highly effective journeypersons,thereby maximizing safety, employee jobsatisfaction, efficiency and productivity for allstakeholders.3.2 Mission statementThe AMP has been developed to create anenvironment that encourages experiencedjourneypersons to mentor new apprentices tobecome safe, skilled, competent and effectivejourneypersons and leaders.3.3 Purpose of mentoringThe establishment of a structured mentoringprogram is intended to provide the menteewith the foundation and tools to achieve agreater level of competency in their chosencareer path. Mentoring promotes andencourages knowledge transfer, fosters amore inclusive work environment, and ensuresgreater organizational commitment.On-site mentoring helps the new workerquickly adapt to the employer’s culture, createrapport with his or her immediate team and findproductive ways to achieve necessary learningsand goals.Mentoring brings value to everyone involved inits practice − mentees, mentors, supervisors andthe organizations for which they work.3.4 Objectives of an AMPThe objectives of an AMP are to:• Provide support and assistance tonewcomers in the workplace• Assist them in overcoming the barriersthey face• Help improve current worker safety andhealth programs• Engage and propel participants intoheightened levels of learning.3.5 Benefits of mentoring3.5.1 Enhanced safetyConstruction work often involves avariety of hazards that must be managedeffectively to ensure the safety of allworkers. Safety is everyone’s responsibilityand is an absolute requirement for theeffective implementation of an AMP. Infact, safety leadership is expected andrequired at all levels.One of the biggest benefits to establishingan AMP is the enhanced focus on safetyand the ongoing commitment by allparticipants to maintain a safe workplace.In fact, an essential component of anymentor and mentee relationship is toprovide support for the elements of asafety-focused project.An AMP helps to provide a solidsafety foundation for the mentee andrecognizes the importance of safety to allstakeholder activities. Consequently, theplan created by the mentor and menteemust incorporate a safety focus andemphasize the importance of the mentor/mentee role in establishing a “no injury”safety culture.• Mentees have an opportunity to gainwisdom from someone who has traveled thepath before them• Mentors have an opportunity to investthemselves in someone who seeks what theycan offer• The organization has the opportunity toshare information and spread the acquiredlearning and knowledge of its workers.10

4.6 Ongoing monitoringThorough and ongoing monitoring of thementor and mentee relationship must be inplace throughout the program. This will help toidentify and alleviate any potential problems inthe early stages and help to ensure continuedsuccess for the duration of the program. Often,when problems are caught early and dealt withimmediately, they cease to become bigger issueslater on.4.7 Effective recognitionTo build pride and a sense of accomplishmentamong participants, the implementation ofa recognition or awards program should beconsidered. When used properly, recognition canhelp to give participants positive reinforcementfor their actions and behaviours.As a caution, however, when these programsattempt to distinguish some participants fromothers, unintended negative consequences orperceptions can arise from those individualswho are not recognized. Therefore, indeveloping a recognition program, keep inmind that people should be recognized forthe value of their participation in the program,not as a competition against each other. It isrecommended that such programs avoid awardsthat single out an individual − such as the topmentor or mentee award − and instead focus onoverall participation and contributions.13

5.0 A CLOSER LOOK AT MENTORS AND MENTEES5.1 Stages in a mentoringrelationshipTypically, the mentoring relationship has fourdistinct phases:• Phase oneDuring phase one, both the mentor andmentee are getting to know each other. Theyare beginning to build trust and developingexpectations of each other. The interactionthat occurs at this stage will lay the foundationfor a strong and beneficial relationship.• Phase twoThis phase is typically the most rewardingtime for both the mentor and mentee. Themutual trust that has developed betweenthe two can give both parties the confidenceto challenge the ideas and knowledge ofeach other.• Phase threeTypically, the relationship begins to drawapart during the third phase. It is importantat this stage for the mentor to step backfrom the formal relationship and discuss,together with the mentee, how they wish tocontinue their relationship.• Phase fourIn the fourth phase, the mentor-menteerelationship enters a new stage whereboth parties can regard one another asequals. They continue to have some formof interaction, although it is now on a morecasual basis.5.2 Successful mentors5.2.1 Desired characteristics of a mentorCharacteristics of an effective mentorinclude:• Being aware of organizational goals,policies, functions, communicationchannels and training programs• Showing a willingness to sharepersonal experiences relevant to theneeds of the mentee• Possessing tact, diplomacy andsensitivity, and being culturally awarewhen working with others• Demonstrating proficiency,initiative, a strong work ethic andsafe work practices• Being a goal setter, and a positive,sincere, ethical and effective teacher• Maintaining current, up-to-datetechnological knowledge and/or skills• Having patience, encouragingcalculated learning risks, allowingmistakes and being a strong motivator• Being an active listener − validating amentee’s questions and concerns• Demonstrating enthusiasm andcelebrating a mentee’s successes• Being approachable and respectful,which puts the mentee at ease andencourages interaction• Being able to cultivate a mentee’sabilities for both the current job andfuture opportunities• Having pride in his or her craft.5.2.2 Expectations for a mentorThere are certain expectations andbehaviours that are critical for aneffective mentor to possess:• Respect confidentiality• Be open and honest• Give open, constructive feedback• Maintain regular contact with mentee• Keep the relationship on track• Share business knowledge• Help identify organizational cultureand political environment• Model and teach leadershipbehaviours and attitudes• Be a role model, counsellor, teacherand advisor• Give the mentee time to solveproblems, do not be quick to providethe solution• Avoid being judgmental• Be flexible14

• Do not expect to provide all theanswers• Encourage and stretch the mentee’sassignments and performance• Regularly refer back to mentoringgoals• Do not assume the supervisor’s role.5.2.3 Strategies for effective mentoringMentors help mentees with workplacelearning through reflection and dialogue.Here are some strategies to initiateconversations and enhance learnings.Ask the mentee:• What did you learn from theexperience?• What do you think this means?• What general lessons can be drawnfrom your understanding?• How can you apply this?• What is the effect on your goal(s)?Discuss:• New projects• Conflict at work• Career advancement ideas• Development activities andopportunities• Perspective on the organization’sculture and political environment• Work-related courses or classes• Leader competencies• Work challenges.5.2.4 Selection process for mentorsAn AMP has specific criteria and acomprehensive selection process toproperly select mentors. Following aresome items and approaches to be used inchoosing mentors:• Mentor application• Prior experience• Peer support for a mentor'sapplication• People-to-people interaction skills• The quality of previous work, includingteaching, which is usually based on theobservation of a mentor candidate.5.3 Successful mentees5.3.1 Desired characteristics of a menteeCharacteristics of a successful menteemight include:• Having an eagerness to learn• Demonstrating a strong commitmentto safety• Working as a team player• Being patient, tolerant and respectfulof individual differences• Showing a positive attitude• Accepting and acting upon feedback• Applying learnings back on the job• Effectively communicating andworking cooperatively with others• Knowing when to ask for help• Having a sense of personalresponsibility and commitment• Being willing to meet on a regularbasis• Being open to thinking of a mentoras a learning leader who facilitatesa learning process, rather than asa guru who is passing down "theword" to an individual• Understanding that growth includesthe acquisition of attitudes andcapabilities as well as skills andbehaviors• Viewing development as beingenhanced by open dialogue and freeformthinking.• Self-nomination• Past collaborative successes• Leadership of adults15

5.3.2 Expectations for a menteeThere are certain expectations andbehaviours that are critical for a menteeto possess to ensure a successfulmentoring relationship:• Set realistic goals• Listen and observe• Be motivated to find and act onopportunities• Identify areas of opportunity• Ask for challenging work• Welcome new ideas and feedback• Accept constructive feedback• Learn from experiences• Apply new skills and abilities• Willingly accept challenges andchange• Complete planned activities• Discuss the mentoring relationshipregularly• Discuss issues openly• Take responsibility for your career• Interact positively with your mentor• Do not expect the mentor to makeyour decisions• Develop yourself outside thementoring partnership• Help and mentor others whereappropriate.5.3.3 Expanding learning experiences formenteesMentees learn from experiences andshould be constantly looking for newexperiences to include in their actionplans. Ongoing discussions with mentorsregarding these experiences can helpmentees gain an even greater benefitfrom the learnings. Following are someopportunities that mentees can pursue togain additional learning experiences:• Volunteer to work on a newassignment• Reflect on a conflict situation at work• Determine the organization’s prioritiesand any pending changes• Accept leadership opportunities• Do a presentation• Participate in community service• Attend work-related classes• Take a lead on a project orassignment• Shadow an employee• Mentor another employee• Read and review professional booksand articles on a chosen trade.5.4 Removal from the mentoringprogramThe AMP employs a “no fault termination”guideline that reinforces the fact that allmentoring partnerships are voluntary. If, at anytime, the mentee, mentor or AMP coordinatordecide that the mentorship has gone as faras it can, the relationship can be concluded inconsultation with the AMP coordinator. It shouldnot be artificially continued with both partnersjust going through the motions. However, beforeending the mentor and mentee relationship, thefollowing actions should be considered.Both the mentor and mentee should:• Talk to each other about continuing orterminating the mentorship• Get help from the AMP coordinator or othertrusted advisors• Discuss issues with the AMP coordinator.The AMP coordinator should:• Determine logically and discreetly whether thementorship can be saved, whether it is worthsaving, or whether it should be concluded• Decide whether the mentor and/or menteeare good candidates for a future relationship.This decision should be recorded in theappropriate AMP administration file.16

6.0 ROLES AND RESPONSIBILITIES6.1 OwnersThe successful implementation of an AMP isdependent, to a large degree, on the direct andindirect support from the owner. As part of theirroles and responsibilities, owners need to:• Be obvious, visible, engaged champions ofthe program• Consider making the program a contractualrequirement• Offer ongoing and complete support byproviding the contractor with sufficientresources to effectively develop, implementand administer the AMP• Provide testimonials as to the value the AMPbrings to their project• Participate in the orientation of mentors andmentees, when requested• Participate in any recognition programassociated with the program, whenrequested• Give open, honest and constructivefeedback to participating contractors on theadministration of the program• Support the contractor’s efforts in findingand providing new and challengingopportunities for the mentee.6.2 Engineering procurementconstruction managers (EPCM)For projects where EPCMs are selected byowners to manage the construction effort, itis essential that they are integral supportersof the program. As part of their roles andresponsibilities, EPCMs need to:• Be obvious, visible, engaged champions ofthe AMP• Ensure sufficient resources are madeavailable to allow the program to be properlyimplemented and administered• Participate in the orientation of mentors andmentees, when requested• Support the contractor’s efforts in findingand providing new and challengingopportunities for the mentee and mentors• Keep project management apprised ofthe AMP and its impact on the current project• Encourage contractor participation inthe AMP• Looks for ways to improve the program.6.3 ContractorsThe contractor role is essential to the successof the AMP. Quite early in the process, itbecomes obvious to the mentor and menteethat their employer’s support is critical to thelearning relationship. As a result, the successof the program is dependent on the contractorembracing and supporting the AMP at the outsetof the current project. Contractors need to:• Assign a senior level manager to bechampion of the AMP• Market the AMP to foremen and potentialmentor and mentees• Arrange for orientation for and betweenthe mentors and mentees and ensure theyunderstand their respective roles• Participate in any recognition programassociated with the AMP• Assign a dedicated resource to manage theprogram on their behalf• Encourage potential mentors to participatein the program• Match mentors and mentees• Keep the EPCM management apprised ofthe program and its impact on the currentproject• Monitor the AMP and suggest changes toenhance program effectiveness• Support efforts in finding and providingnew and challenging opportunities for thementee and mentor.• Participate in any recognition programassociated with the AMP, when requested• Give open, honest and constructive feedback toparticipating contractors on the implementationand administration of the program17

6.4 Labour providersThe labour provider, although not directlyinvolved in the day-to-day management oradministration of the AMP, plays a vital role inits implementation and success. The individualswho participate as mentees and mentors inthe AMP are normally individuals dispatchedby the labour provider. Consequently, thelabour provider interacts with these mentorsand mentees during the course of the businessrelationship and can positively influenceparticipation and support for the program.Labour providers need to:• Be visible champions of the program• Encourage individual mentors and menteesto participate• Encourage contractors to participate• Monitor the program and suggest changesto enhance program effectiveness• Participate with the EPCM and thecontractor in the program’s implementation• Promote the AMP in their newsletters andother communication vehicles• Participate in any recognition programassociated with the AMP, when requested.6.5 Foremen and all levels ofsupervisionFrontline supervisors have the primaryability to control the level of success of anymentoring program, therefore, it is criticalthat they be given the tools, authority andknowledge required to manage this successfully.Expectations and responsibilities of the foremenshould be communicated clearly. Specifically,foremen need to:• Have a clear understanding of theapprentices’ capabilities and previous workexperience• Ensure proper training and/or supervision isprovided before assigning work• Participate in any recognition programassociated with the AMP, when requested• Maintain open lines of communication• Encourage feedback from mentors andmentees• Be visible champions of the program• Periodically review apprentices’ Blue Booksto help set goals relative to recent technicaltraining and recognize past achievements.6.6 MentorsStructured or planned learning is thecornerstone to successful mentoring. Thementor’s role is to promote intentional learning,which includes capacity building through avariety of methods such as instructing, coaching,providing experiences, modeling and advising.Mentors need to:• Demonstrate a willingness to commit to thementoring process• Attend formal mentoring training, progressreviews and forums• Participate in open and honest discussionswith all stakeholders• Develop an action plan• Meet (or connect) with the mentee on aregular basis, as per an agreed-to schedule,to review program progress and plan futureactivities, including areas for improvement• Assume four main coaching roles:• Teacher − assist mentee in settingdevelopmental goals and plans toachieve them• Consultant − discuss work-relatedconcerns impeding performance orcareer growth• Guide − share organizational knowledgegained from personal experience• Challenger − provide objective andhonest feedback.• Guide and coach journeypersons intobecoming mentors• Assist in the identification of mentoring pairs• Provide guidance in setting goals andlearning objectives for apprentices• Provide challenging opportunities whenpossible18

In addition, to be effective, mentors need tounderstand what they do not need to do andwhat they are not accountable for. Specifically,mentors are not:• Accountable for managing a mentee’s careerpath• Accountable for a mentee’s work ethic• Accountable for a mentee’s attendance• Accountable for a mentee’s social interaction• Accountable for a mentee’s financial affairs• On call twenty-four hours a day• The mentee’s personal counsellor.6.7 MenteesSetting clear and measurable goals andobjectives are critical to a mentee’s success in amentoring relationship. Without proper goals, itwill be difficult for the mentee to know if he orshe is on the right path and going in the rightdirection. Specifically, mentees need to:• Complete mentee applications• Attend mentee and mentor orientations• Define specific goals and objectives –identify short and long range objectives thatlead to achieving the goal• Meet (or connect) with the mentor on aregular basis, as per an agreed-to schedule,to review program progress and plan futureactivities, including areas for improvement• Discuss expected length of the partnership• Sign a mentoring agreement• Begin developing a mentoring action plan• Complete the mentoring action plan• Break goals into very specific objectives• Identify activities that can be undertaken tomeet an objective• Follow the mentoring action plan• Complete the recommended initial programevaluation and additional evaluations atleast quarterly thereafter, and give honestfeedback• Complete final program evaluation• Take the necessary administrative steps toterminate the mentorship when appropriateand timely• Promote the mentorship program with coworkers• Be positive examples, be leaders and be safein all things they do.• Ensure their supervisors know aboutand support mentoring − supervisorsare a valued source of information andcan provide information about careerdevelopment and performance feedback.Mentees are encouraged to obtain supportfrom supervisors for challenging assignmentsand regular meetings with mentors• Ensure they are linked with a compatiblementor. Look for these characteristics in amentor:• Respected and trusted• Located at or near the place of work• Recognized as a leader• Experienced in the areas the menteeneeds to learn• Known for being honest and open• Easy to talk to• Able to explain how things work in theworkplace• Get to know their mentor's interests, careerhistory, expectations and personal style• Discuss overall goals with their mentor, andask for challenging assignments19

7.0 IMPLEMENTATION OF AN AMPTo help companies put an effective AMP inplace, this section provides more detailedinformation relating to various implementationsteps. A number of tools and documents are alsoavailable as part of this best practice that can bedirectly applied to an implementation plan.Appendix A provides some of the basic formsand templates that might be used during anAMP, including mentee and mentor applicationsand action plans.Appendix B includes various implementationtools that are intended to help companies thinkthrough the various steps to ensure all is in place.For example, Appendix B lists a number of keyquestions program planners can ask themselvesto ensure all the necessary actions have beentaken. It also includes a simple checklist as asnapshot of what needs to be done.7.1 Twenty steps to implementing asuccessful AMPThere are many steps necessary to ensure asuccessful and effective AMP. Following are 20steps that can help provide a framework forimplementing a comprehensive program thatmeets the needs of all stakeholders:1. Select senior management programchampions2. Select program coordinator3. Put program communications plan inplace4. Complete mentee applications5. Complete mentor applications6. Complete mentee selection7. Complete mentor selection8. Complete mentee orientation9. Complete mentor orientation10. Cultural awareness training11. Complete mentoring action plan12. Define development goals and objectives13. Notify supervisors14. Set regular meetings between menteeand mentor15. Provide challenging assignments16. Conduct initial mentoring programevaluation17. Conduct quarterly program evaluation18. Conduct final program evaluation formentee19. Conduct final program evaluation formentor20. Terminate the mentorship.7.2 Administration of an AMPOne of the secrets to a well-run program is theorganization of its administration. Following isan organizational chart that depicts a typicaladministration department for an AMP. Briefdescriptions of each follow the chart. For moreinformation on various position descriptions thatrelate to an AMP, see Appendix C.ManagementrepresentativeAMPcoordinatorAMP specialistsas required7.2.1 Senior management representative• Has overall responsibility for the AMPand works closely with and in supportof the AMP coordinator• Attends AMP meetings andchampions the program.7.2.2 AMP coordinatorAMP administrativeassistant• Manages and coordinates all aspectsof the AMP• Develops and overseas the programbudget• Develops both long and short rangeplans• Develops and oversees thedevelopment and delivery of AMPtraining• Coordinates meetings with allparticipants including ownerrepresentative, contractors and labourproviders to establish support andchampions of the AMP• Promotes the AMP to contractormanagement and supervisors20

• Liaises with off-site agencies such asApprenticeship and Industry Training(AIT), labour providers and otherrelevant industry associations• Selects and trains staff in relevantaspects of the program includingorientations, goal setting andreporting• Supervises and directs the programstaff• Develops and implements an auditsystem to ensure goals are beingachieved.7.2.3 AMP administrative assistant• Reports to the AMP coordinator• Maintains the AMP database• Keeps all AMP records• Identifies and schedules interviewswith participating mentors andmentees• Develops AMP status reports on apre-established schedule• Tracks dates for recognition and/orcompletion of program by mentees.7.2.4 AMP specialist• Reports to the AMP coordinator• Facilitates orientations and assistswith establishing achievement targets• Conducts regularly scheduled reviews• Distributes and collects surveys• Works with mentors, apprenticesand supervisors to identify learningopportunities• Liaises with supervisors andmanagement to identify participantsfor the program.7.3 OrientationTo gain the support from all stakeholders, it isrecommended that companies hold orientationsessions early in the process. These sessions caneffectively introduce the concept of an AMPand the benefits it can bring to individuals andcompanies alike.Appendix D includes sample presentations thatcan be used to introduce the concept and theprogram to mentors and mentees, owners andcontractors, and supervisors and managers.7.4 CommunicationsKeeping all parties informed and up-to-dateis critical to an AMP’s success. From the initialkick-off of the program to final evaluation, itis critical that participants and others are wellaware of the program and any impact it mayhave on them. Appendix B includes a samplecommunications plan that companies can use aspart of the implementation of an AMP.7.5 Program evaluationAppendix E contains a number of programevaluation surveys that companies can useto effectively monitor the progress of theprogram. Specifically, it includes surveys thatare applicable for both mentees and mentors,and cover various timeframes of the program(i.e., initial feedback, quarterly surveys and finalevaluation).7.5.1 Defining successThere are many ways to determinewhether an AMP has been successful.Typically, the following will occur as partof a successful program:• The mentee will be partnered with acompetent journeyperson mentor whocan help the mentee identify hazardsand risks, allowing the apprentice tomitigate the risks and improve safety• The mentee will be exposed to avariety of tasks, as identified in thementoring program, accumulatingmany more skill sets, and willtherefore become a greater asset tothe employer• The apprentice will be more content inthe job because he or she is exposedto a greater variety of tasks and notstuck doing simple repetitive jobs• The mentor may pass along shortcutslearned through years ofexperience• The organization will experiencehigher retention rates as apprenticeslearn more skills and finish theirapprenticeship in a timely fashion• Mentees will have more confidence,self-esteem and commitment• The mentee will be able to performmore tasks with confidence becausehe or she has been shown how toperform tasks safely and correctly– the result is higher productivity21

• Apprentices who have gone througha mentoring program are much morelikely to be better trainers in thefuture• The work environment will beimproved as mentoring builds moreteam spirit, improves self-esteem andboosts morale.7.5.2 Measuring successThe most beneficial way to measurethe success of an AMP is througha comparison between apprenticesparticipating in the program and thosewho are not. The following metrics canhelp measure success:• CommitmentThe comparison here relates toabsenteeism and turnover. Bycomparing the absenteeism andturnover rate of those in the programand those not in the program, thebenefits that have been attainedbecome more evident.• SafetyThe statistics regarding first aids,medical aids, modified work andlost-time injuries help to identify thesuccess of safety mentoring.• Personal and professionaldevelopmentApprentices working on longerprojects would have opportunities toattend school. To measure success,organizations might considerwhether the apprentices areattending in a reasonable time span,or what percentage of participantspassed a course compared withnon-participants.• CompetenciesAssuming that competencies attainedthrough the AMP relate to knowledgeand skill level, performance of thesemay be exemplified by the level ofgrades attained when attendingtrade school. A comparison of thegrades between participants andnon-participants upon completion ofeach level of apprenticeship wouldgive an indication of the success ofthe program.• Improved productivityProductivity is an effective gauge inanalyzing success of the program. Arethe apprentices engaged in the AMPgenerally more productive than thosewho did not participate?• Greater diversity in apprenticeworkforceIs there a greater percentage ofapprentice females, Aboriginals andvisible minorities in the AMP than theindustry norm?7.6 Barriers to effective mentoringPart of a successful AMP results from a clearunderstanding of the potential roadblocks thatmay arise during implementation. Organizationsthat are putting a program in place mustconsider the following barriers and find ways toalleviate them in the early stages:• Some experienced tradespeople are not wellprepared to take on the role of a mentor andoffer few training opportunities to bridgethe gap• Others are reluctant to pass on their wisdomand knowledge• Some mentors see new entrants as potentialcompetitors• There is a large turnover of employees – bothjourneypersons and apprentices – which cancause disruptions in the AMP process• Daily pressures on work productivity can beintense• Some employers are concerned about thecost of training versus the return on theirinvestment. For further details on this issue,see the Return on Training Investment(ROTI) Project information on the CanadianApprenticeship Forum website atwww.caf-fca.org• Some mentees are reluctant to participate inthe learning process• A mismatch between a mentor and menteecan cause problems and limit the ultimatesuccess of the program• Unrealistic expectations can arise from allparties• Breaches of confidentiality are possible.22

8.0 MANAGING THE BLUE BOOKThe Apprenticeship Record Book is also knownas the Blue Book. The purpose of the Blue Bookis to help both the apprentice and the employermonitor and document the apprentice’s progresswithin the apprenticeship program. The BlueBook contains the tasks, activities and functionswithin the scope of the trade, as well as thecourse outline for the technical training in thetrade. It is critical that the Blue Book be updatedand kept current.Managing the Blue Book is ultimately theapprentice’s responsibility. It is recommended thatapprentices keep the Blue Book in their possession.8.1 Apprentice’s responsibilities withthe Blue Book• Read the book thoroughly andunderstand your responsibilities• Have the book available for your directjourneyperson supervisor• Record the day you start a job and thehours you work in a separate document,as well as in your book. These hoursshould match what is entered in yourbook• Ensure your book is completed aftereach job and after each period ofapprenticeship• Return the book to the AIT officewhen all the requirements for yourapprenticeship period are complete. Thebook and your AIT file will be updated,which entitles you to an increase in theminimum apprentice wage rate for yourtrade• Submit properly signed transfer cards foreach change of employer. If you do notdo this, the hours you worked are notconsidered to be under a legal contractand would not be credited toward yourapprenticeship• Ensure you keep your Blue Book whenleaving employment.8.2 Employer’s responsibilities withthe Blue Book• At the end of each period ofapprenticeship:• Complete Section 1 of theVerification of On-the-job Trainingand Work Experience• Ensure the direct journeyperson,supervisor and apprentice completeand sign Section 2 of the Verificationof On-the-job Training and WorkExperience• Ensure the book is returned to theapprentice• If the apprentice’s employment ends,follow the transfer card instructions.• When re-employed:• The apprentice and the new employermust sign the Acceptance Card andmail it to the nearest AIT office.• If your employment ends, follow thetransfer card instructions in your BlueBook• If you have had numerous employersover a short time, bring your book (withall hours recorded) into the nearest AIToffice and have those hours entered. Thisis recommended in case the book is lost, inwhich case you would have to contact eachemployer to get proof of the hours worked23

REFERENCESSeptember 2003.Bantrel Inc., Apprentice Mentoring Program atPetro-Canada. 2006.Civilian Mentoring Program, InstallationManagement Agency (IMA). United StatesArmy. IMA pamphlet 600-8. May 10, 2005.Mentoring Program Handbook, A guidefor Human Resources Professionals atNASA. National Aeronautics and SpaceAdministration (NASA). May 2003.Shell Scotford Athabasca Oilsands Downstream(AOSD) Project, constructed by theAthabasca Construction Joint Venture (ACJV)− Bantrel, Fluor, Parsons, Veco, TriOcean.The duration of the apprentice mentoringprogram was from December 2000 throughSyncrude Upgrader Expansion (UE1) Project,KBR as EPCM and several other participatingcontractors. The duration of the apprenticementoring program was from December2003 through August 2005.Topic C6 − Mentoring employers and Indigenoustrainees to enhance retention. AustralianGovernment, Department of Education,Science and Training; New ApprenticeshipsTraining Information Service.(www.natinfo.com.au/inakit/topic_c6.htm)24

Sample Formsand TemplatesAPPENDIX A• Mentee application for the AMP• Statement of career aspirations,goals and suitability for the AMP• Mentor application for the AMP• Mentoring agreement for the AMP• Mentoring action plan

AMP – MENTEE APPLICATION FORMName:Title:Current position: Area of project:Total years in trade: Highest level of education: Major field of study:Supervisor’s name and telephone number:Job titles of previous positions held in the last one to four years:Hobbies, community services, activities and personal interest:What have you done in the past five years to enhance your professional career and self-development?What are your career goals and objectives?What do you expect to achieve in the next one to four years and how do you plan to do it?What do you expect to accomplish during the mentoring partnership? What are your top three to fivegoals and how can a mentor help you achieve them?What apprentice mentoring program functional areas do you want experience in for your career goals?Special knowledge, skills, experience and background you have:Personal characteristics and qualities you bring to the mentoring partnership:Do you have a preference for a mentor?Any additional information that should be considered prior to matching you with a mentor:A-1

For the menteeI request to participate in the Apprentice Mentoring Program (AMP) as a mentee. I understandand agree that this program is voluntary, and I may withdraw from it at any time. The lengthof the program is 12 to 48 months and, with my supervisor’s concurrence, I may be givenreasonable work time for mentoring. My participation in this program is not a guarantee oftraining, assignments or promotion. All recommended formal training courses are subject tothe construction schedule and availability of funds. I understand that if selected for the AMP, Iwill be expected to complete all developmental tasks assigned by my mentor. I also understandcompletion of this program may require work/study during off-duty hours.Signature of mentee:Date:Mentee’s supervisorI support this employee’s nomination as a mentee in the AMP and agree to support thementoring program and the individuals who have entered into this agreement.Signature of supervisor:Date:Comments:SuperintendentI support this employee’s nomination as a mentee.Signature of superintendent:Date:Comments:A-2

AMP – MENTEE’S STATEMENT OF CAREER ASPIRATIONS, GOALS & SUITABILITYStatement of career aspirations, goals and suitability for theapprentice mentoring program (mentee)Applicant name/dateA-3

AMP – MENTOR APPLICATION FORMName: Job title: Telephone:Mailing address:Email address (if applicable):Total years service: Career field: Years in careerprogram/field?Area of project:Please list the functional job titles of your last five positions:What areas are you able to help your mentee?• Safety awareness• Assist mentor to develop a mentoring action plan (MAP)• Meet with the mentor on a regular basis• Be a teacher, counsellor, guide, challenger• Apply for jobs• Information about a particular career program/field• Progress in the career field• Career counselling• Career progression strategies• Solutions to job problems• Improve job competencies• Construction industry organizational culture and politics• InterviewsWhat experiences, skills, values or knowledge would you particularly like to pass on to a mentee?What do you expect your mentee to gain from this mentoring partnership?Do you have a preference for a mentee?Is there any additional information that should be considered before matching you with a mentee?A-4

For the mentorI agree to serve as a mentor. I understand that I will be assigned one mentee, and that I willbe expected to share my experiences, advice and guidance with them. I understand that areasonable amount of my work time and some non-work time may also be required. I agree toserve in this voluntary capacity for 12 to 48 months unless changing circumstances create anundue hardship.Signature of mentor:Date:Mentor’s supervisorI support this employee’s nomination as a mentor in the AMP and agree to support thementoring program and the individuals who have entered into this agreement.Signature of supervisor:Date:Comments:SuperintendentI support this employee’s nomination as a mentor.Signature of superintendent:Date:Comments:A-5

AMP – MENTORING AGREEMENTPurpose: We, the undersigned, agree to enter into a mentoring partnership.Length of mentorship: The length of the mentorship is 12 to 48 months but may be terminated earlierby either party.Supervisor notification:• Date mentor’s supervisor notified:• Date mentee’s supervisor notified:Mentorship goals: The developmental goals of this mentoring partnership are:Meeting logistics:• When?• Where?• How often?• How long?• Who schedules?Apprentice mentor program orientation• Projected completion date:Shadow program:• Scheduled date:Stretch assignment:• Date stretch assignment will be assigned:• Date stretch assignment will be completed:No fault termination: This agreement is entered into voluntarily and, after discussion with each other andthe mentoring coordinator, either the mentor or the mentee may terminate this agreement for any reason.If the agreement is terminated, the mentee will notify the mentor program coordinator/administrator.Signature of mentee:Date:Signature of mentor:Date:A-6

AMP – MENTORING ACTION PLANMentee’s name: Mentor’s name: Date:Development goal:Objectives: Needed skills 1 : Recommended planof action 2 :Targetcompletion date:Development goal:Objectives: Needed skills 1 : Recommended planof action 2 :Targetcompletion date:Development goal:Objectives: Needed skills 1 : Recommended planof action 2 :Targetcompletion date:Stretch assignment:Objectives: Needed skills 1 : Recommended planof action 2 :Targetcompletion date:Remarks:1. List the knowledge and abilities to be developed.2. List the assignment or training recommended (developmental assignments,seminars) and specify resource and location.A-7

ImplementationTools• Apprenticeship Best Practices:A guide for on-the-job learning• Key questions to answer in apprenticementor program development• Implementation checklist• Sample communications planAPPENDIX B

APPRENTICESHIP BEST PRACTICES: A GUIDE FOR ON-THE-JOB LEARNINGThe Apprenticeship Best Practices bookletshown below was created to help thedevelopment of apprentices in Alberta. For thosecompanies planning to implement an apprenticementoring program (AMP), this booklet is avaluable supplement for program participants.It aims to enhance the on-the-job portion ofapprenticeship learning so both the apprenticeand journeyperson can have positive learningexperiences.The Apprenticeship Best Practices booklet isavailable online at www.coaa.ab.ca. Printedcopies are also available by contacting:Construction Owners Association of Alberta1940 Manulife Place10180 – 101 StreetEdmonton, AB T5J 3S4phone: (780) 420-1145fax: (780) 425-4623email: coaa-mail@coaa.ab.caB-1

KEY QUESTIONS TO ADDRESS IN AMP DEVELOPMENTAMP leadership• What AMP leadership, advisory group isneeded?• Do we need a formal, written governingagreement for our AMP? If so, who shouldbe the parties to this agreement?• What stakeholders should be involved indesigning and advising the AMP?• Mentors?• Mentees?• New but experienced employees?• Managers (at what levels)?• Union or association leaders?• Others?• In what ways can each stakeholder group bemeaningfully involved in program design?• What are the roles and tasks of an AMPcoordinator?Program partners• What partners might contribute to ourprogram's success?• How and at what point in the process canwe establish any needed partnerships?• What would potential partners gain fromour partnerships?Program approach• For whom will the mentoring be provided?• Novice employees just starting in theircareers?• Experienced but new hires?Mentee needs assessment• What research is there on mentee needs andwhat does it tell us?• What local research do we have or need todo on our own mentees' needs, and whatdoes it tell us?• What needs are best addressed withtraining? With mentoring? With otherprogram strategies?• What methods do mentors need to helpthem assess and address specific needs oftheir mentee?Organizational needs assessment• What organizational needs are there that areappropriate for the program to address?• What calendar issues and events should beconsidered when planning an AMP?Other issues to consider• What policies and practices are barriers tomentoring and how can these be overcome?• External?• Internal?• What operational changes need to be madeto make mentoring possible?• Do mentors and mentees have ready accessto email and telephones?• How will mentors interact with menteesand have appropriate access to neededdevelopment opportunities and support?• What should be the configuration of thementoring support (one to one? team?)B-2

The participants• Which employees will receive mentoring?• First time, young employees?• Novice employees entering from anothercareer?• New to the organization?• New to a job level, or specificassignment?• New to a site but experienced in theorganization?• New hires with previous, but not recent,experience?• Persons in disadvantaged minorities?• Underrepresented minorities andwomen?• High potential junior supervisors?• Managers selected for future positions?• Will participation in the AMP be mandatoryor voluntary?• How long will a mentee participate in aprogram?• What and who will determine how long amentee should be mentored?• Meeting a minimum performancestandard?• Mentee self-assessment?• Mentor assessment of mentee need?• Coordinator or supervisor assessment ofmentee need?• A fixed timeline, such as a year? Twoyears? Three years?• Externally set timeline for certification?Program purpose and goalsProgram structures and components• What components for our program arenecessary to accomplish our goals?• What other support components besidesmentoring do mentees need?Program implementation• Should we implement the whole programdesign at once or phase it in?• How can we phase in the implementation ofa complex program to keep it manageableand successful?• What parts should be implemented first?Later?Time and timing• How frequently should mentoring activitiesoccur?• What is the best way to provide time formentoring?• How can we estimate how much time isneeded to effectively mentor?• Should we do research regarding the impactof time available for mentoring and impacton mentors' effectiveness?• Should we and how could we measure howmuch time mentors give to mentoring?• How long will mentors serve?• What goals and results can our programrealistically expect to attain?• What are the options for program goals thatmake the most sense for our employees andlocal needs as an organization?• Which combination of goals will address theneeds we have identified?• What about goal permanence? Will ourprogram's goals be:• Far-reaching and valid for a long time?• Shorter term (one to two years) andexpected to change as the programevolves?• If the latter choice, what changes do weexpect to occur and what timeline do weexpect those changes to follow?• Do our program goals compliment and notconflict with goals of other improvementefforts?B-3

Roles and tasks• Mentors• Given our goals, what are the roles andtasks that every mentor should ideally beable to fulfill?• Which mentoring tasks are the same forevery mentee?• Which mentoring tasks are unique todifferent people, or people with differentlevels of experience?• Which mentoring tasks will mostmentors already know?• Which tasks are not likely to already beknown?• What checklists can be developed (orfound and adapted) that include typicalmentoring tasks?• How can checklists be refined to focusearly mentoring on priorities, so menteesare not overwhelmed?• Mentees• What do effective mentees need tobe able to do regarding the mentoringprogram?• Supervisors• What do effective supervisors ofmentees need to be able to do regardingthe mentoring program?• How should mentors and supervisorsdetermine which tasks each needs tocomplete?Recruitment of mentors• What relationship should there be amongthe mentor recruitment, selection andmatching processes?• What are the best methods for recruitingmentors?• What must we do to attract the bettercandidates for mentoring?• Should we use incentives to attract mentors?• Can mentors nominate themselves or shouldmentors be chosen?• What can we do if there are insufficientnumbers of people willing to be mentors?Selection of mentors• Who can become a mentor?• What are the pros and cons of the exclusiveor inclusive selection approaches?• If the inclusive approach is best, how can weensure that only appropriate people serve asmentors?• Can supervisors also be mentors?• Who has a valued viewpoint on mentor skillsand should have input on selection?• What selection criteria should we establishto select mentors?• How can the criteria reflect theprogram's goals?• How can the criteria be reasonable andnot burdensome, while setting a fairstandard for acceptance as a mentor?• What selection process should we use toapply the criteria?• What process will ensure that we makefair and appropriate decisions?• What steps should the process include?• What timeline will the process need tofollow so it works with recruitment,hiring practices, mentor training, etc.?Matching mentors and protégés• What are appropriate criteria for matching?• Is it appropriate to match based onpersonality, working, learning, age or ethnicgroup?• What is an appropriate matching process?• What timeline for matching do we need tofollow?• Who should coordinate the matchingprocess and communication?• How many mentees can/should a mentorwork with at the same time?• What proactive steps can be taken to avoidmismatches?• What should we do if a mismatch occurs?• What job descriptions, applications orcontracts do we need to use duringrecruitment?B-4

Initial training• Mentor training:• What are the implications of mentorroles and tasks for their training?• What are the goals and outcomes for thementor training?• How can we train every mentor sothey can successfully accomplish theprogram's goals?• How should we train and assist mentorsin learning and mastering needed tasks?• What mentoring strategies do mostexcellent employees already know andwhat strategies will mentors probablyneed to learn during training?• When will the training take place andhow many times should we train eachyear?• What should be the agenda, sequenceand length of training?• Will mentors be required to participate inthe training?• Should mentees attend any parts of thementoring training?• What roles will other stakeholders havein the training?• What will be the optimal way formentors to learn the skills they have notyet mastered?• Is there an employee who already hasthe necessary knowledge that could betaught to the mentors?• Is there an employee who might alreadyhave the skills that could be modeledand taught to mentors?• If no employee has the neededknowledge or skills, who does, and howcan we arrange to learn from him orher?• What effective, proven mentor trainingmaterials are available to which wemight gain access to give us a startingplace?• Mentee training• What are the implications of menteeroles and tasks for their training?• What are the goals and outcomes for thementor training?• How should we train and assist menteesto learn and master needed tasks?• How should we train mentees to workeffectively with their mentors?• What should be the agenda, sequenceand length of training?• What effective, proven training materialsare available for mentees, which wemight access to give us a starting place?• Supervisor training• What are the implications of supervisorroles and tasks for their training?• What are the goals and outcomes forthe supervisors' training regarding thementor program?• How should we train and assistsupervisors to learn what they need?• How should we train supervisors to workeffectively with the mentors?• What mentoring skills do effectivesupervisors need?• What should be the agenda, sequenceand length of training?• What effective, proven training materialsare available for supervisors, which wemight access to give us a starting place?Resources for mentors• What resources and expertise should beavailable to mentors?• Ongoing counsel from others?• A program coordinator?• A mentor of mentors?The mentor-mentee relationship• What are the critical factors in the mentormenteerelationship?• How can participants build trust into theirrelationship?• Exactly what does "confidential" mean?• What should mentors do if mentees need tochange a key behaviour and will not change it?Mentor-mentee communication• What strategies and skills do mentoringpartners need for effective communication?• How can participants learn what they needto maintain effective communications?• What communication with supervisors isappropriate?• What communication with a mentorprogram coordinator is appropriate?B-5

The developmental mentoring process• What are the typical phases that mentees gothrough as they gain experience and skill asemployees?• How long does each separate stage of thementoring process take?• How will the focus of mentoring changeduring the course of a mentee’s involvementin the program?Mentoring styles• What different mentoring strategies willmentors need at various times in thementoring process?• How can mentoring styles be effectivelyassessed and how is that data used?• How can mentors predict where they will benaturally strong and appropriate, because oftheir personality and style of mentoring, andwhere they may not automatically respondthe best way?Incentives and recognition formentoring• How does recognition fit with or compare toincentives for mentoring?• What is the link between motivation andincentives?• What incentives will attract the bestcandidates to serve as mentors?• Modified or reduced work assignmentsand schedules?• Leadership opportunities?• Other incentives?• In what other ways can mentors becompensated for their additional work andparticipation?Evaluation of program participants• Should we hold mentors accountable and, ifso, how and for what?• How can we ensure that mentors make abig impact on mentees’ performance?• Should mentors be assessed and, if so, howand for what?• Should mentees be assessed and, if so, howand for what?• Should the program coordinator be assessedand, if so, how and for what?• Who will be involved in making anymentor, mentee, or program coordinatorassessments?• What evidence will be needed to evaluateand document the effectiveness of theparticipants?Program evaluation and improvement• What evidence will be used to evaluate anddocument the effectiveness of the program?• What is the difference in evaluating forquality versus effectiveness?• What data can we collect to demonstrate weare accomplishing our program's goals?• How can we show that the programcontributes to other improvement efforts?• What baseline data can we collect now todemonstrate later that desired results haveoccurred and even increased with time?• How can we capture and demonstrate thevalue of mentoring when conversationsbetween mentors and mentees areconfidential?• How could we help decision makersunderstand our program's value even ifthey have never experienced the value of amentor themselves?• Who should be involved in evaluating anddocumenting the program?• An independent external programevaluator?• Mentors?• Mentees?• Managers? At what level?• Union leaders?• Others?Supporting and sustaining the programover time• How can we assemble the funding neededto support and grow the program?• How can we build support for the programwith key decision makers?• How can we build support for the programwith others who are non-participants inmentoring?• What are the program pitfalls that we needto avoid to keep building a better programand how can we avoid them?B-6

AMP – IMPLEMENTATION CHECKLISTDescriptionFormation of an AMP coordination committeeDetermine /clarify reasons for implementing an AMPDetermine if the organization has sufficient qualified staff and resources to implement an effective AMP. Ifnot, seek support from appropriate levels of managementSolicit and gain support and permission to form a small mentoring coordination committee to plan,implement and evaluate the AMPIdentify key personnel for the AMP. Consider experienced individuals who have a passion and/orknowledge about an AMP and ensure a cross-section of stakeholdersPreparation and development of the AMPDraw up a program plan allocating tasks and timeframes to committee membersUse the program plan to seek budget approval for program and permission to proceedDetermine the issues that impact recruitment and retention of employeesDetermine how best to provide support to mentees during their participation in the AMPIn consultation with stakeholders, determine the structure and scope of the AMPType of AMP: Formal or informalRole clarification for mentee, mentor, supervisors, coordinator/administrator, assistant administrator andclerical assistantResources (time/dollars) to be expended per mentee, etc.Organize communications skills training for all participantsProduce or purchase training guides and kits for mentees and mentorsFinalize all documents (promotional materials, application forms, etc.) and arrange for printingImplementing the AMPOrganize a formal launch of program at suitable time and venue with appropriate people invitedMatch mentees with mentorsConduct orientation and training on mentoringFollow-up with each participant to gain feedback on launch and training, and to clarify any concerns aboutwho they are matched with, etc.Evaluate reaction to launch, training, kits, guides, etc.Rematch pairs if requiredPromote best practice ideas as deemed appropriateEvaluating the AMPArrange for the coordinator and/or administrator to follow up on mentees for regular feedback at regularpre-determined intervals throughout the programConduct formal evaluations of all program participants (mentees, mentors, supervisors, coordinator/administrator) at regular pre-determined intervalsB-7

AMP – SAMPLE COMMUNICATIONS PLANNote: Owners may assign their communications staff to provide assistance with the development of acommunications strategy.Purpose• To inform all EPCMs, contractors and labour suppliers working on the Project of the apprenticementoring program (AMP).• To encourage the ongoing support and participation in the AMP of all apprentices, potential mentorsand supervisors working on the Project.Strategy• To communicate to all stakeholders that the Project is implementing the AMP to encourage apprenticesat all levels to further develop their competencies in regards to safety and their given trade.Target audiences• Internal stakeholders• Company senior management (president, VPs, GMs)• Project construction manager• Construction managers• Manager Labour Relations, where applicable• Manager Human Resources, where applicable• Manager Public Affairs, where applicable• Labour provider leadership• EPCMs, where applicable• Mentors and mentees• Construction supervisors/foremen.• External stakeholders• Labour providers• Training institutions• Apprenticeship and Industry Training• COAA• Contractor associations as applicable.Messages• The Project owner(s) and contractor are working towards creating an environment that encouragesapprentices to become safer, more skilled, competent and effective in their jobs.• The Project owner(s) and contractor are committed to improving safety, quality, cost, schedule andinjury reduction both in overall numbers and severity.• The Project owner(s) and contractor are committed to contributing towards the betterment andincreased professionalism of the construction industry.Desired outcome(s)• Apprentices will become fully aware of the AMP and understand how their participation will furthertheir competencies, add value and increase the safety of all people across the organization.• To communicate to all stakeholders that the Project is committed to addressing the skilled tradesshortage by enhancing training in competencies.• To add value to the construction industry and work towards enhancing the workforce on the Project.• A highly skilled, qualified, professional tradesperson.B-8

ImplementationThe communication schedule and plan will incorporate a variety of communications tactics including those thatdirectly deliver the information from a communication perspective (i.e. meetings, captive audiences) as well asthose that provide additional sources of information for people actively seeking information on their own.Date/timing Communications activity Audience Distribution ResponsibleWhenprogram isfinalizedOrientation of the programto leaders to ensure supportof programLeadershipPresentation/discussion sessionLabour relations (LR) whereapplicableWhenprogram isfinalizedBackground informationon the program and statusupdates of mentors/menteesInternalstakeholders,owner andcontractoremployeesIntranetLR, AMP coordinator withpublic affairs (PA) support,where applicableWhenprogram isfinalizedMemo to internalstakeholders announcing thelaunch of the programInternalstakeholdersMemo via emailLR, AMP coordinatorwith PA support, whereapplicableWhenprogram isfinalizedCourtesy letter to externalstakeholders announcing thelaunch of the programExternalstakeholdersLetter via emailLR, AMP coordinatorwith PA support, whereapplicableFirst week ofevery monthOrientation/on-boarding ofAMP to all apprenticesApprenticesPresentation/discussion sessionAMP coordinatorThird weekof everymonthCommunicate apprenticematches to the organizationEach apprenticeNewsletters and bulletinboards throughout thesiteAMP coordinator (assignedmatchmaker) liaison withcontractor and PA tocoordinate newsletter andbulletin boardQuarterlyupdatemeetingsCommunicate programsand success rate (number ofparticipants, competenciesbeing developed)Project employees(hosted by________)Presentation/discussion sessionAMP coordinator to providefacts and figures to __________for presentationAt programlaunch andquarterlyupdatesAMP launch and quarterlypersonal interest storiesOwner employeesand contractorsite workers− Connections newsletter− E-Journal− newsletters for sitePA liaison with AMPcoordinatorOngoingRecognition of workersachieving milestonesApprenticesCongratulatory letterfrom construction leader,certificate on wall frameAMP coordinator and PA todraft and leadership to signand add personal remarksOngoingRecognition of workersachieving milestonesApprenticesPins for participantsto wear and collect todemonstrate to theircolleagues progress beingmade in programAMP coordinator andsupervisorAnnuallyRecognition of workersachieving milestonesApprentices andleadershipEvent held at auditoriumor restaurantTBDOngoing/asappropriateRecognition of workers inpaid advertorial in localnewspaper, profile program,success stories and recognizeindividualsAlberta andindustry partners500 word advertorial andphoto(s) of people beingrecognized in CalgaryHerald, Fort McMurrayToday, Edmonton JournalPA with support from AMPcoordinatorNote: Additional information on the AMP can be found on theConstruction Owners Association of Alberta website at www.coaa.ab.caB-9

Job descriptionexamples• Coordinator, AMP• Mentoring Specialist, AMP• Administrative Assistant, AMP• Construction Trades General Foreman• Construction Trades ForemanAPPENDIX C

COORDINATOR, AMPPosition description:Position title: Coordinator, AMPDepartment: Training DepartmentImmediate supervisor: Project Labour RelationsManagerPrimary purpose of position:Reporting to and under the general direction ofthe project manager of Labour Relations. Thecoordinator of the AMP is responsible for themanagement and administration of all aspects ofthe AMP; develops long-range and short-rangeAMP planning within the project; coordinatesthe development and delivery of the AMPtraining; provides advice and guidance to seniormanagement on AMP issues; and developscontacts and relationships within industry andgovernment.Basic duties and responsibilities:1.0 Assist the project manager of LabourRelations by providing advice and guidanceregarding the development, implementation,administration and general management ofthe AMP, thereby contributing to processesthat provide for an effective mentoringprogram that contributes to a stable andproductive business environment by:• Developing all applicable programmaterials• Overseeing the implementation andadministration of the AMP• Meeting with owner, engineeringprocurement construction managers(EPCM), labour provider and contractormanagement to establish support andchampions for the AMP• Participating in the developmentof program objectives with seniormanagement, EPCM, client, labourproviders and users• Establishing, in conjunction with staff,necessary support activities for the AMPand monitoring the results• Monitoring program participation andsuccess through reports from AMP staff• Developing and delivering supervisor,mentor and mentee orientationsto applicable EPCM and contractorpersonnel• Providing AMP overview to all new hirecraft personnel• Establishing and maintaining arecognition program for all participants(mentors and mentees)• Ongoing liaison with off-site agenciessuch as Alberta Employment, Immigrationand Industry, Apprenticeship, Industryand Training, labour providers and otherindustry associations• Auditing the proper implementation andadministration of the AMP.2.0 Manages the administration of all aspectsof the AMP to ensure a professional servicebased on excellence in quality, timeliness andexpertise by:• Establishing systems and proceduresto implement the AMP, includingnotification, correction and auditing• Developing and implementing systemsto ensure program elements are clear,consistent and recorded• Costing of AMP for budgeting andforecasting• Monitoring the handling of programopportunities for change andparticipating directly, if necessary, intheir resolution.3.0 Develops long-range and short-range AMPplanning within the project structure toensure that the program’s philosophy isachieved by:• Evaluating existing systems, policies andprograms and making or recommendingchanges to ensure effectiveness• Recommending and/or developingnew systems, policies, programsand procedures to ensure a creative,progressive approach• Developing and implementing anaudit system to ensure that systems,policies, programs and procedures areworking as designed and to highlightdeficiencies, if any.C-1

4.0 Coordinates the development and delivery ofAMP training, in order to ensure management,supervision and employees are familiar withand are using current AMP practices, policies,procedures and programs by:• Identifying with senior management thetraining needs for the AMP at all levelswithin the organization• Establishing priorities for thedevelopment and delivery of training• Developing or coordinating thedevelopment of identified programmaterials, including researching andcompiling data and information• Coordinating the scheduling ofAMP training, including physicalarrangements, notifications, informationdissemination• Delivering, either as an instructor orfacilitator, AMP training; coordinatingthe delivery of training through AMPstaff• Evaluating the training provided,including participation, programcontent, effectiveness, etc. and revisingand revamping program materials andarrangements for future training.5.0 Responsible for the management andadministration of the AMP staff to ensure aprofessional, efficient and planned service isprovided by:• Supervising and directing the day-to-dayactivities of the AMP staff• Coordinating the professionaldevelopment and training of AMP staff• Developing and implementing anappropriate succession plan for AMPstaff• Monitoring and evaluating, inconjunction (when appropriate) withapplicable project management, theperformance of AMP staff, includingperformance appraisals, setting goals,salary reviews, etc.• Recruiting and establishing appropriatecareer development plans for all AMPstaff• Developing and implementing AMPbudget, monitoring budget on a regularbasis and taking corrective actions wherenecessary• Developing and implementingadministrative systems and auditingthem to ensure effectiveness.6.0 Develops contacts and relationships withinindustry and government to ensure activeand open lines of communication andharmonious relationships built on trust by:• Representing or coordinating, whenrequested and approved by seniorproject management, the participationof AMP staff on behalf of the project inmeetings of industry associations• Contacting labour providerrepresentatives on a regular basis todiscuss issues of general interest andproject-specific agenda items, proposedpolicies, etc.• Seeking feedback from labour provider,EPCM, contractor associations andproject management representatives onthe AMP policies and procedures• Developing and implementing a plannedschedule of AMP audits• Contacting project managementrepresentatives on a regular basis todiscuss issues, provide information andsolicit comments.Required knowledge, skills andabilities:• Strong management and supervisoryskills• Strong interpersonal skills• Excellent oral and written presentationskills• Education: university or technical schoolgraduate with emphasis in training; postsecondary training in management skills• Experience: 10 to 12 years experiencein a training function in construction ormaintenance industry, including significantexperience in a supervisory/managementcapacity. Experience in development anddelivery of programs, procedures andsystems is a definite asset.C-2

MENTORING SPECIALIST, AMPPosition description:Position title: Mentoring specialist,AMPDepartment: Training DepartmentImmediate supervisor: Coordinator, AMPPrimary purpose of position:Under direct supervision of the coordinator ofthe AMP, the mentoring specialist managesthe day-to-day AMP activities on the project;participates in the delivery of programs andpolicies; develops contacts and relationshipswith labour provider, EPCM, client, contractorand contractor association representatives;participates in the delivery of AMP trainingprograms on site.Basic duties and responsibilities:1.0 Assist the AMP coordinator by providingadvice regarding the development,implementation, administration andgeneral management of the AMP, therebycontributing to processes that providefor an effective mentoring program thatcontributes to a stable and productivebusiness environment by:• Delivering AMP orientations• Assisting AMP coordinator with thedevelopment of all applicable programmaterials• Assisting AMP coordinator with theimplementation and administration ofthe AMP• Participating in the development ofprogram objectives with the AMPcoordinator• Assisting with the establishment ofnecessary support activities for the AMPand monitoring the results• Monitoring program participation andsuccess through reports from AMP staff• Assisting with the development anddelivery of supervisor, mentor andmentee orientations to applicable EPCMand contractor personnel• Providing, as assigned, an AMP overviewto all new hire craft personnel• Assisting with establishing andmaintaining a recognition program for allparticipants (mentors and mentees)• Where required and authorized,liaising with off-site agencies such asAlberta Employment, Immigration andIndustry, Apprenticeship, Industry andTraining, labour providers and otherindustry associations• Producing and providing programmetrics• Ordering program materials andrecognition awards• Providing direction to the administrativeassistant where required• Assisting and guiding the field mentoringspecialist, when such a position is part ofthe program• Assisting with auditing the properimplementation and administration ofthe AMP.2.0 Assist with the administration of all aspectsof the AMP to ensure a professional servicebased on excellence in quality, timeliness andexpertise by:• Assisting with establishing systems andprocedures to implement the AMP,including notification, correction andauditing• Assisting with developing andimplementing systems to ensure thatprogram elements are clear, consistentand recorded• Monitoring the handling of programopportunities for change andparticipating directly, where authorized,in their resolution.3.0 Coordinates the development and delivery ofAMP training, in order to ensure management,supervision and employees are familiar withand are using current AMP practices, policies,procedures and programs by:• Identifying with the coordinator thetraining needs for the AMP at all levelswithin the organization• Assisting the coordinator withestablishing priorities for thedevelopment and delivery of training• As directed, developing or coordinatingthe development of identified programmaterials, including researching andcompiling data and information• As directed, coordinating the schedulingof AMP training, including physicalarrangements, notifications, informationdissemination• Delivering, either as an instructor orfacilitator, AMP training as directedby the coordinator, coordinating thedelivery of training through AMP staff• Assisting the coordinator in theevaluating of training provided, includingparticipation, program content,effectiveness, etc. and revising andrevamping of program materials andarrangements for future training.C-3

4.0 Develops contacts and relationships withinindustry and government to ensure activeand open lines of communication andharmonious relationships built on trust by:• Representing or coordinating, whenrequested and approved by thecoordinator, the participation onbehalf of the project in meetings ofindustry associations• Contacting labour providerrepresentatives, when requestedand approved by the coordinator, todiscuss issues of general interest andproject-specific agenda items, proposedpolicies, etc.• Seeking feedback, when requestedand approved by the coordinator, fromlabour provider, EPCM, contractorassociations and project managementrepresentatives on the AMP regardingpolicies and procedures• Assisting the coordinator withdeveloping and implementing a plannedschedule of AMP audits.Required knowledge, skills andabilities:• Strong supervisory skills• Strong interpersonal skills• Excellent oral and written presentationskills• Education: university or technical schoolgraduate with emphasis in training; postsecondary training in management skills• Experience: five to 10 years experiencein a training function in constructionor maintenance industry, includingsignificant experience in a supervisorycapacity. Experience in development anddelivery of programs, procedures andsystems is a definite asset.C-4

ADMINISTRATIVE ASSISTANT, AMPPosition description:Position title: Administrative assistantDepartment: Training DepartmentImmediate supervisor: Coordinator, AMPPrimary purpose of position:As administrative assistant for the apprenticementoring program (AMP) coordinator, thisposition is responsible for coordinating alladministrative support activities. This willinclude establishing work priorities, assigningand supervising day-to-day and ongoingadministrative support activities, providingadvice, training and direction to othersupport staff, and overseeing the upkeepand maintenance of the AMP system(s) (i.e.database, training record entries, applicationforms, follow-up records, etc.).Basic duties and responsibilities:1.0 Coordinates, through other support staff orby performing directly, the production of alltypewritten documents, correspondence,reports, memos, etc., through use ofcomputer software (Microsoft Word, Excel,PowerPoint, Microsoft Outlook, and variousdatabases) including:• External and internal memos• Letters• Policies and procedures manual• Contingency plans• AMP audit program• Computer systems manuals• Distribution lists• Forms• Arranges meetings, takes minutes andissues after approved by coordinator.2.0 Responsible, either directly or through theassignment to other support staff, for alldaily administrative activities for the AMPstaff, including:• Preparing weekly timesheets• Preparing travel authorizations• Preparing cheque authorizations, andensuring proper charge codes are inplace• Receiving and distributing incoming andoutgoing mail• Receiving and recording incomingtelephone calls• Coordinating meeting rooms on-site andoff-site• Preparing and sending faxes• Processing expense reports, obtainingsignatures, ensuring proper charge codesare used• Obtaining necessary supplies andmaterials for departments• Photocopying or arranging forreproduction of manuals, as required.3.0 Responsible, either directly or throughassignment to other support staff, formaintaining computerized systems for AMPstaff, including inputting of data, printingreports, etc.4.0 Responsible, either directly or throughassignment to other support staff, for themaintenance of filing systems for the AMP by:• Filing all material, establishing new files,updating and circulating computerizedfiling indexes, and maintaining variousrecord books and binders, such asapplication and evaluation forms.Required knowledge, skills andabilities:• Education: post secondary or businesseducation; computer training• Experience: a minimum of five yearsexperience in an administrative functionin a construction or maintenance setting• Must have experience in Microsoft Word,Excel, PowerPoint, Microsoft Outlook, etc.• Strong organizational skills and ability toestablish work priorities• Ability to work independently• Strong oral and written skills• Supervisory experience would be an asset.C-5

CONSTRUCTION TRADES GENERAL FOREMANPosition descriptionCOAA recognized standardResponsibilities:The industrial construction trades generalforeman provides leadership and is responsiblefor, although not limited too: scheduling,workface planning, coordinating, supervising,assisting in cost control and ensuring the safety,consistent and fair application of all LabourRelations policies and procedures, properapprentice training and productivity of crews atthe workface who install/assemble componentsof industrial products and structures. As akey participant in the relationship with thecontractor, other contractors, company andclient, the general foreman is generally thesecond management level and has a further roleas a coordinating manager and client interface.The general foreman has the following specificareas of responsibility.1.0 Safety: The general foreman mustchampion and provide leadership thatresults in a safe work culture, is responsibleand accountable for the safety of thecrews under his or her direction and mustunderstand and accept the importanceand legal liability of the role. The generalforeman provides direction and leadership,supports and holds the foremen responsibleand accountable for meeting theirresponsibilities, goals and commitments,and provides the necessary information andleadership in this regard. This may include:• Knowing and understanding therequirements of and liabilities under theOccupational Health and Safety Act• Knowing, understanding,communicating and ensuring compliancewith the safety regulations (OccupationalHealth and Safety Regulation and Code)and safety policies and procedures• Identifying needs for crew safety trainingand facilitating delivery of training• Participating in and monitoring “safetytool box meetings”• Ensuring completion of initial safetyand hazard assessments (field level riskassessments)• Expediting answers to any technicalsafety questions• Participating in safety/incidentinvestigations and reviews• Ensuring timely responses, actions andcorrections to any safety issues.2.0 Leadership and supervision: The generalforeman coordinates crews, is accountablefor the efficient organization of crewsand must understand and consistentlyapply the employer’s and owner’s policiesand procedures. The general foreman isrequired to be involved and supportive ofany day-to-day disciplinary decisions andthose additional discipline actions deemedappropriate by project senior management.This may include:• Ordering manpower as required• Assessing competency and capabilityof foremen and tradespersons; andevaluating crew capability, training andcoaching to ensure that the crew meetsrequired levels of quality• Communicating the job to and withthe foremen• Assigning crew tasks• Supporting job training for apprenticesand facilitating mentoring of apprenticesby journeypersons• Recognizing, addressing and resolvingissues or problems among and betweencrew(s)• Setting and maintaining work standardsand outlining behavioural expectationsto ensure crew morale and productivity• Applying the company’s corrective actionpolicy where applicable• Applying the principles of workplacerespect on site• Ensuring crew compliance with projectpolicies and procedures• Mentoring foremen.3.0 Planning and scheduling: The generalforeman is accountable for following projectplans and schedules and ensuring that crewsunder his or her direction perform daily andweekly activities to meet production goals.This may include:• Identifying and/or verifying that the fieldinstallation work package (FIWP), whichincludes all tools and materials requiredby the crew, is available and complete• Identifying needs and deficienciesin the look ahead plan/scheduleand communicating these to theappropriate persons• Translating general work requirementsinto a prioritized work plan for each crewC-6

• Reviewing and adjusting specificworkface activities and task schedules tomeet established production schedules• Working with the crews to overcomework challenges• Identifying, verifying and reporting anyscheduling conflicts with other crews andcontractors to the appropriate persons• Communicating and coordinating withother trades to avoid and resolve conflicts.4.0 Labour relations: The general foremanmust champion an inclusive labour relations(LR) culture, and is accountable for theadherence to LR policies and procedures bythe crews under his or her direction. Thegeneral foreman supports and providesinformation and leadership to the foremenas it relates to them meeting their LRresponsibilities. This may include:• Knowing, understanding,communicating and ensuring compliancewith all project LR requirements as theyrelate to LR policies, procedures andprograms• Identifying needs for crew LR trainingand facilitating delivery of training• Expediting answers to any LR questions• Ensuring a respectful and inclusive LRwork environment• Understanding the importance ofapprenticeship training• Ensuring that the project LR manageror designate is included in all major,potentially controversial or questionableLR matter discussions. The advice of theLR manager is sought in a timely mannerand is consistently and fairly applied• Participating in LR incident investigationsand reviews when requested• Promoting, supporting and facilitatingteamwork and harmony between allconstruction crews by promoting andfostering a positive, visible teamworkattitude among all project crews,regardless of craft makeup.5.0 Quality control: The general foreman isaccountable for ensuring the work donemeets standards and for implementingwork processes to improve productivity andproduct quality. This includes:• Overseeing the execution of the work,including quality and production, byensuring that the crews work to jobspecifications and follow drawings• Reviewing inspection reports andcoordinating resolutions to deficiencies.6.0 Administration: The general foreman isaccountable for the preparation of reportsand review of foremen’s reports as requiredby the employer. This may include:• Ensuring foremen’s logs or diaries aremaintained• Reporting on crew production, workprogress and change• Approving material requisitions toaddress any deficiencies in FIWPs• Completing quality control reports whenrequired• Completing required information or data• Reviewing time cards• Distributing cheques and handlingproblems with cheques• Recommending personnel actions suchas hiring, promotions and correctiveaction.Knowledge, skills and attitude:Knowledge: Knows and understands:• Project construction scope andobjectives• Company and project safety programsand objectives• Company and project/owner LR policies,procedures and programs• Occupational health and safety andenvironmental policies and procedures• Workers’ Compensation Board reportingtimeframes and responsibilities• Collective agreement(s) and companypolicies• How to read drawings and interpretspecifications• Scope of both one’s own and otherconstruction trades• Scheduling and planning• Administrative tools and systems.C-7

Skills: Has the ability to:• Lead crews in a productive manner• Effectively communicate orally and inwriting, with good comprehension• Implement team building skills• Use effective interpersonal skills• Assess crew skills• Coach and teach foremen and crewmembers• Apply good problem solving and conflictresolution skills• Encourage, foster and managedifferences and diversity at the work site• See how the work and tasks fits into theproject• Form and implement workface crewplans and schedules• Organize and delegate work• Effectively run a meeting• Handle the administrative duties ofposition, including completion ofrequired documents• Effectively use computers and othertechnology applicable to the job• Effectively use time management andgoal setting.Attitude: Shows that he or she:• Can take on new challenges and iswilling to learn• Has good work ethics• Can adjust to change• Is a role model who leads by example• Can motivate and mentor foremen crewmembers• Takes responsibility• Is honest and acts with integrity• Sets the tone for the work group• Accepts that a diverse workplace is theworkplace of the future.Qualifications:• Has completed Leadership for SafetyExcellence, Construction Safety TrainingSystems (CSTS)• Has a current standard first aid certificate• Has completed a formal supervisorytraining program (e.g., Better Supervision,Merit Supervisory Training Program, CLACSupervisory Training Program or equivalent)• Has three or more years experience as aqualified and competent foreman, who isfamiliar with other construction trades.C-8

CONSTRUCTION TRADES FOREMANPosition descriptionCOAA recognized standardResponsibilities:The construction trades foreman providesleadership, schedules, coordinates, supervisesand ensures the safety and productivity ofcrews at the workface who install/assemblecomponents of industrial products andstructures. As a key participant in therelationship with the contractor, companyand client, the foreman acts as managementliaison and client interface. The foreman has thefollowing specific areas of responsibility:1.0 Safety: The foreman must facilitate a safework culture, is accountable for the safetyof the crew and must understand the legalliability of the role; ensuring crew membersapply the standards for safe workingconditions and are fit for work each day. Thismay include:• Knowing, understanding,communicating and ensuring compliancewith the safety regulations (OccupationalHealth and Safety Act) and safetypolicies and procedures• Identifying needs and providing orarranging for crew safety training• Conducting “safety tool box” meetings• Completing initial safety and hazardassessments (field level risk assessments)• Providing answers to any technicalsafety questions• Participating in safety/incidentinvestigations and reviews• Completing incident and other safetyreports.2.0 Leadership and supervision: The foremanleads the crew and is accountable for howthe crew completes the assigned work, andmust understand and consistently apply theemployer’s policies. This may include:• Ensuring new crew members areoriented to the job• Assessing competency and capabilityof tradespersons − evaluating crewcapability and benchmarking to othersto ensure that the crew meets requiredlevels of quality• Communicating the job to and withthe crew• Assigning individual and crew tasks• Training and mentoring crew members inspecific tasks• Coordinating on-the-job training forapprentices and facilitating mentoring ofapprentices by journeypersons• Recognizing, addressing and resolvingissues or problems among andbetween crew(s)• Setting and maintaining work standardsand outlining behavioural expectationsto ensure crew morale and productivity• Applying the company’s corrective actionpolicy where applicable• Applying project procedures, worksite policies and collective agreementrequirements.3.0 Planning and scheduling: The foreman isaccountable for following project plans andschedules and ensuring the crew’s daily andweekly activities meet production goals. Thismay include:• Identifying and/or verifying that the fieldinstallation work package (FIWP), whichincludes all tools and materials requiredby the crew, is available and complete• Identifying needs and deficiencies in theplan or schedule and communicatingthese to the appropriate persons• Translating general work requirementsinto a prioritized plan for individual tasksand assignments• Reviewing and adjusting specificworkface activities and task schedules tomeet established production schedules• Working with the crew to overcomework challenges• Resolving or, if unable to resolve,reporting any scheduling conflicts withother crews and contractors to theappropriate persons.4.0 Quality control: The foreman isaccountable for ensuring the work donemeets standards and for recommendingwork processes to improve productivity andproduct quality. This may include:• Overseeing the execution of the work,including quality and production, byensuring that the crew works to jobspecifications and follows the blueprints• Inspecting completed work and initiatingtimely resolutions.C-9

5.0 Administration: The foreman isaccountable for the preparation of reports asrequired by the employer. This may include:• Requisitioning supplies to address anydeficiencies in FIWPs• Maintaining foremen’s log or diaries• Reporting on workface production andwork progress• Completing quality reports• Completing required statistics• Obtaining permits• Time keeping and time cards, includingrecording late starts/early starts• Distributing cheques and handlingproblems with cheques• Recommending personnel actions suchas hiring, promotions and discipline.Knowledge, skills and attitude:Knowledge: Knows and understands:• Company and project safety programs• Occupational health and safety andenvironmental issues• Workers' Compensation Board andinsurance (health and welfare/disability)provisions• Collective agreement, employmentstandards and company policies• How to read blueprints• Scope of both one’s own and otherconstruction trades.Attitude: Shows that he or she:• Is ready to take on new challenges and iswilling to learn• Has good work ethics• Can adjust to change• Can be a role model who leads byexample• Is willing to motivate and mentor crewmembers• Is a team player• Takes responsibility• Is honest and acts with integrity.Qualifications:• Has completed Leadership for SafetyExcellence• Has completed Construction Safety TrainingSystems (CSTS)• Has a current standard first aid certificate• Has completed a formal supervisory trainingprogram (e.g., Better Supervision, MeritSupervisory Training Program) or equivalent• Has three to five years experience as a qualifiedand competent tradesperson, who is familiarwith other construction trades and crafts.Skills: Has the ability to:• Lead the crew• Effectively communicate orally and inwriting, with good comprehension• Assess crew skills• Coach and teach crew members• Apply good problem solving and conflictresolution skills• Manage differences and diversity at thework site• See how the work and tasks fit intothe project• Form and implement workface crewplans and schedules• Organize and delegate work• Handle the administrative duties ofposition, including completion ofrequired documents• Effectively use computers and othertechnology.C-10

OrientationPresentations• Orientation for mentors and mentees• Orientation for supervisors, superintendentsand managers• Orientation for owners and contractorsAPPENDIX D

AMP – ORIENTATION PRESENTATIONSCompletePowerPointpresentations canbe found on theenclosed CDFile name: AMP-mentors-mentees.pptFile name: AMP-owners-contractors.pptFile name: AMP-supervisors-superintendents-managers.pptD-1

EvaluationTemplates• Mentee questionnaire• Mentor questionnaire• Initial AMP evaluation• Quarterly AMP evaluation• Final AMP evaluation – Mentee• Final AMP evaluation – MentorAPPENDIX E

AMP – MENTEE QUESTIONNAIRERead each statement carefully and check the box that applies.1 I spend an adequate amount of time with a mentor each day.Strongly agree Agree Disagree Strongly disagree2 I am learning a lot.Strongly agree Agree Disagree Strongly disagree3 Concepts are explained to me clearly.Strongly agree Agree Disagree Strongly disagree4 I am given opportunities to practice new work processes.Strongly agree Agree Disagree Strongly disagree5 I feel comfortable asking questions when I am unsure.Strongly agree Agree Disagree Strongly disagree6 When I am having difficulty I receive assistance.Strongly agree Agree Disagree Strongly disagree7 I have a better understanding of how WCB functions.Strongly agree Agree Disagree Strongly disagree8 The AMP has raised my awareness regarding the provincial apprenticeship system.Strongly agree Agree Disagree Strongly disagree9 I would participate in a program like this when I am a journeyperson.Strongly agree Agree Disagree Strongly disagree10 The AMP has improved the way I am taught new skills.Strongly agree Agree Disagree Strongly disagree11 The AMP has improved the attitude of the journeypersons on my crew.Strongly agree Agree Disagree Strongly disagree12 I think the program is effective.Strongly agree Agree Disagree Strongly disagree13 Journeypersons on my crew think the program is effective.Strongly agree Agree Disagree Strongly disagree14 My foreman thinks the program is effective.Strongly agree Agree Disagree Strongly disagree15 The program has changed the way I approach new tasks.Strongly agree Agree Disagree Strongly disagreeE-1

16 I have a better understanding of how an injury or incident affects me, my employer and my industry.Strongly agree Agree Disagree Strongly disagree17 The program has raised my awareness regarding safety.Strongly agree Agree Disagree Strongly disagree18 The program has made me a safer worker.Strongly agree Agree Disagree Strongly disagree19 What would you like to see changed or added to the orientation?20 How can the program be more effective for you on a daily basis?E-2

AMP – MENTOR QUESTIONNAIRERead each statement carefully and check the box that applies.1 I feel comfortable teaching the apprentice trade skills.Strongly agree Agree Disagree Strongly disagree2 The apprentices are given opportunity to practice new work processes.Strongly agree Agree Disagree Strongly disagree3 The Tell, Show, Do model is a valuable tool in passing along skills to the apprentices.Strongly agree Agree Disagree Strongly disagree4 I take advantage of opportunities to teach apprentices new things.Strongly agree Agree Disagree Strongly disagree5 The AMP has raised my awareness regarding the provincial apprenticeship system.Strongly agree Agree Disagree Strongly disagree6 My foreman feels the mentoring program is worthwhile.Strongly agree Agree Disagree Strongly disagree7 The apprentices are treated with respect.Strongly agree Agree Disagree Strongly disagree8 The apprentices treat the journeypersons with respect.Strongly agree Agree Disagree Strongly disagree9 The program is worthwhile.Strongly agree Agree Disagree Strongly disagree10 The apprentice orientation should spend more time discussing specific safety issues.Strongly agree Agree Disagree Strongly disagree11 I take the time to ensure the apprentices fully understand directions and safe work practices.Strongly agree Agree Disagree Strongly disagree12 I would have benefited from a program like this when I was an apprentice.Strongly agree Agree Disagree Strongly disagree13 After taking the mentoring training, I am more proactive about safety.Strongly agree Agree Disagree Strongly disagree14 The AMP has raised my awareness regarding the safety of apprentices.Strongly agree Agree Disagree Strongly disagree15 The AMP has made the apprentices safer workers.Strongly agree Agree Disagree Strongly disagreeE-3

16 What would you like to see changed or added to the orientation?17 How can the program be more effective for you on a daily basis?E-4

AMP – INITIAL AMP EVALUATIONDate:Name of mentee:Name of mentor:1. How often do you meet? Is the time sufficient?2. What are some of the activities that have been accomplished, are in the process of being completed,or are planned with mentor/mentee?3. Are you benefiting from the partnership?4. On a scale of one to five (one being very dissatisfied and five being very satisfied), how would you rateyour mentoring experience? Why?5. How are you communicating with your mentor/mentee? (e.g., email, meetings, telephone, etc.)6. What changes would you make to the AMP?7. Have you received your supervisor’s support while participating in the program?8. Is there any additional training that would make your partnership more successful? (e.g., conflictresolution, negotiating skills, communications, etc.)E-5

AMP – QUARTERLY AMP EVALUATIONDate:Name of mentee:Name of mentor:1. How often are you meeting your mentor/mentee? Is the time sufficient? Please explain.2. How would you rate your mentoring experience on a scale of one to five (one being very dissatisfiedand five being very satisfied)? Why?3. What can be done to improve the mentoring partnership?4. Is there any additional training that should be offered at this point of the mentorship?5. Has the stretch assignment been identified? Is there adequate support for completing this assignment?6. Additional comments/suggestions:E-6

AMP – FINAL AMP EVALUATION − MENTEEDate:Name of mentee:Name of mentor:1. Overall, how would you rate your mentoring experience on a scale of one to five (one being verydissatisfied and five being very satisfied)? Please explain.2. What did you gain from the partnership? Please explain.3. Were the meeting times sufficient? Please explain.4. What were the most important activities you accomplished with your mentor?5. Did you acquire new technical, interpersonal and/or managerial skills? Please explain.6. Has your organizational awareness and political savvy increased? How?7. Is there any additional training that would make your partnership more successful? (e.g., conflictresolution, negotiating skills, communications, etc.)8. What changes would you suggest to improve the apprentice mentoring program? Please be specific.E-7

AMP – FINAL AMP EVALUATION − MENTORDate:Name of mentee:Name of mentor:1. Did you benefit from the partnership? Please explain.2. Were the meeting times sufficient? Please explain.3. What were the most important activities you accomplished with your mentee?4. What do you think you mentee gained from the mentoring experience?5. Overall, how would you rate your mentoring experience on a scale of one to five (one being verydissatisfied and five being very satisfied)? Why?6. Is there any additional training that would make your partnership more successful? (e.g., conflictresolution, negotiating skills, communications, etc.)7. What changes would you suggest to improve the apprentice mentoring program? Please be specific.E-8

ApprenticeMentoring ProgramMay 2007Writing & editing: Geneva Ventures Inc.Design & production: Wei Yew & CoPrinting: Capital Colour Press Ltd.CD production: Mehco Inc.