Analyzing the Language Demands of Electricians - Hammond

130 Pages·2011·2.31 MB·English

Analyzing the Language Demands of

Electricians

A Project for the

Electrical Contractors Association of Alberta

and the

International Brotherhood of Electrical Workers
Local 424

Funded by

The Electrical Industry Education Trust Fund of Alberta

and

Alberta Employment and Immigration

Conducted by

Karen Hammond & Tara Holmes

Hammond & Associates Inc.
January 2011
Analyzing the Language Demands of Electricians

Acknowledgments
Many organizations and individuals contributed to this project. Thanks to:
• Project sponsors Electrical Contractors Association of Alberta and the International
Brotherhood of Electrical Workers, Local 424
• The Electrical Industry Education Trust Fund of Alberta for primary funding and
Alberta Employment & Immigration for supplemental funding
• The members of the Industry Advisory Committee, who guided key decisions in the
research and opened doors to critical information and individuals in the industry:
 Patrick Barnes, Labour Relations, Electrical Contractors Association of Alberta
 James Stevenson, Assistant Business Manager, IBEW Local 424
 Ray Matthews, Provincial Training Director, Electrical Industry Training Centres
of Alberta
 Todd Chrunik, Assistant Training Director, Electrical Industry Training Centres of
Alberta
 Larry Gatner; Trustee, Electrical Industry Education Trust Fund of Alberta
 Carolyn Dieleman, Manager of Language Training, Immigration, Policy and
Programs Branch, Alberta Employment & Immigration
 Christine Land, Senior Consultant, Innovative Language Programs, Immigration
Policy & Programs Branch, Alberta Employment & Immigration
 Dave Hagen, Occupational Health & Safety Manager, Chemco Electrical
Contractors Ltd.
 Kevin Pretty, Labour Relations Supervisor, Jacobs Industrial Services Ltd.
 Jim Wall, Suncor Site Manager, NorCan Electric Inc.
 Zhou Hongwei, Chinese Electricians Association of Canada
 Brian Small, HR Manager, Chemco Electrical Contractors Ltd.
• The Centre for Canadian Language Benchmarks for permission to use the CLB 2010
Working Document.
• Paul Holmes for assistance in data collection and analysis
Special thanks to the contractors and the site owners for allowing us generous access
and time in site visits:
 Chemco Electrical Contractors Ltd. and the Keephills #3 Generating Station
 Jacobs Industrial Services Ltd. and Syncrude Canada
 NorCan Electric Inc. and Suncor Energy
And most of all, thanks to the journeyman and apprentice electricians, foreman and staff
whose experience, expertise, cooperation and time provided the foundation for this
research.
- Project Team: Karen Hammond and Tara Holmes
Hammond & Associates Inc. Page 1
Analyzing the Language Demands of Electricians

Table of Contents

Executive Summary ....................................................................................................4
Introduction........................................................................................................13
Overview of the Project.....................................................................................14
Objectives and Expected Outcomes........................................................14
Terms of Reference.................................................................................15
Project Team............................................................................................16
Research Method.....................................................................................16
Research Sample.....................................................................................17
Overview of the Canadian Language Benchmarks........................................18
What are the CLB and how can they describe language competence?..18
How is CLB proficiency assessed?..........................................................18
Limitations of Occupational Benchmarking..............................................19
Nature and Context of the Work.......................................................................20
The Work of Electricians in Industrial Contexts........................................20
The Union Context...................................................................................21
Data Collection...................................................................................................21
Occupation Profiles Consulted.................................................................21
Profile of Participating Companies...........................................................22
Data Collection Activities .........................................................................23
The Language Demands of Electricians..........................................................24
Preliminary Analysis of Exiting Occupational Profiles..............................24
Speaking and Listening Task Summary...................................................24
Speaking and Listening Task Analysis.....................................................31
Reading and Writing Task Summary.......................................................33
Reading and Writing Task Analysis.........................................................40
Conclusion of the Advisory Committee....................................................41
Key Contextual Factors.....................................................................................41
Contextual Factors in Language Analysis................................................41
Significant Contextual Factors Identified in this Study.............................42
Technical Competence.................................................................43
Hammond & Associates Inc. Page 2
Analyzing the Language Demands of Electricians

Intercultural Competence.............................................................44
Communication Support...............................................................45
Training and Orientation...............................................................46
English Language Instruction.......................................................47
Next Steps: Options for Consideration ...........................................................48
Appendices ........................................................................................................50
#1: Introductory Letter from Project Sponsors ........................................50
#2: Letter to Participating Companies......................................................52
#3: What a Worker “Can Do” at Selected Levels of CLB Proficiency.......55
#4: Communication Tasks from the NOA and Essential Skills Profile .....56
#5: Electrician Interview Guide.................................................................57
#6: Foreman/Supervisor Interview Guide.................................................62
#7: Participant Consent Form..................................................................68
#8: Speaking/Listening Task Inventory....................................................69
#9: Reading/Writing Task Inventory.........................................................98

Hammond & Associates Inc. Page 3
Analyzing the Language Demands of Electricians
 - Executive Summary

Executive Summary

Introduction
The Canadian labour market has been undergoing a dramatic transformation in the last
decade – from one of excess supply of labour to one of excess demand, especially in
certain professions and skilled trades. As baby boomers begin to retire and fertility rates
among the Canadian population remain low, labour will increasingly become a scarce
resource. If Canada is to maintain labour force growth as a foundation for a rising
standard of living, immigration is undeniably part of the solution. In fact, immigration is
predicted to account for no less than 100% of new labour force growth within the next
decade.1
Faced with these demographic realities, the Electrical Contractors Association of Alberta
(ECAA) and the International Brotherhood of Electrical Workers, Local 424 (IBEW)
decided that 2011, the year that the first baby boomers begin to retire, is a good year to
prepare the way for this certain future. In the coming competition for skilled workers,
those trades, unions and contractors who are able to attract, retain and maximize the
potential of all workers, regardless of country of origin, will have a distinct advantage.
Where to begin? Communication – a core skill for anyone working as a tradesperson – is
a good place to start. The ability to interact with others, to give and receive instruction,
delegate and coordinate work tasks, take training and understand both the ‘spirit and the
law’ of safety training is foundational to working safely and working well. Ensuring that all
workers are able to function in the language of work requires an understanding of the
specific language demands of the job – i.e., the speaking, listening, reading and writing
tasks that the worker needs to be able to perform, under what conditions and what
factors influence the complexity of those tasks.
ECAA and IBEW wish to answer these questions with regard to journeyman electricians2
employed in industrial worksites in Alberta. As a growing number of internationally-
trained electricians (ITEs) are working in Alberta and the trade looks to ITEs to meet
labour market demand, the ECAA and IBEW are seeking a fair, clear and transparent
description of the language demands of the occupation as a basis for improved
communication and integration of all members of the workforce.
The Electrical Industry Training Centres of Alberta agreed to project manage this
initiative on behalf of ECAA and IBEW, and, with funding from the Electrical Industry
Education Trust Fund of Alberta, hired the Calgary-based consulting firm of Hammond &
Associates Inc. to conduct the research study, guided by an advisory committee
representing key stakeholders. Alberta Employment & Immigration subsequently joined
the project as partial funder and the work was conducted between the months of July
and December, 2010.

1
Citizenship and Immigration Canada, http://www.tbs-sct.gc.ca/rpp/2008-2009/inst/imc/imc01-eng.asp
2
The Advisory Committee decided that for this report ,the term ‘journeyman’ vs. ‘journeyperson’ would be
used.
Hammond & Associates Inc. Page 4
Analyzing the Language Demands of Electricians
 - Executive Summary

Objectives
The objectives of this project were to:
1. Analyze the language demands of the trade (specifically, journeyman
electricians working in industrial settings) and relate those demands to the
Canadian Language Benchmarks (CLB)3
2. Recommend the English language proficiency, expressed as a CLB level or a
range, required to meet these language demands
3. Develop an inventory of common speaking, listening, reading and writing tasks
as a basis for training / resource development
4. Identify contextual factors that influence the language demands and suggest
workplace supports to facilitate integration of internationally-trained electricians

The overall intent was to facilitate a fair and transparent evaluation of English language
skills as a basis for providing supports for Internationally-trained electricians. In the
words of one project sponsor, “this project is not intended as a tool for exclusion from
membership but a means of increasing membership, opening doors to all qualified
workers”. Rather than creating barriers, this research is seen as the foundation for
enabling and equipping all workers, ensuring that journeypersons dispatched to jobsites
have the communication competencies they need to succeed.

Participants in the Research
With the encouragement and support of the Electrical Contractors Association of Alberta
ECAA, three electrical contractors volunteered to participate in the research:
 Chemco Electrical Contractors Ltd., onsite at the Keephills #3 Generating
Station construction site near Stony Plain, Alberta. This site is a ‘greenfield’
operation, doing the completed Electrical & Instrumentation Package for the new
power plant.
 Jacob Industrial Services Ltd, onsite at the Syncrude Canada site north of Fort
McMurray. Jacobs is working on the Syncrude Emissions Reduction Project,
constructing a sulphur dioxide emissions reduction plant within a functioning
refinery.
 NorCan Electric Inc., onsite at the Suncor site near Fort McMurray, Alberta.
NorCan’s crews are involved in maintenance as well as construction in Suncor’s
operating plant.
These projects have anywhere from 126 to 432 employees onsite. All employ speakers
of English as a Second Language. The estimated percentage of ESL speakers ranges
from 8% to 20% of the project workforce. All respondents suggested that ITEs from
China would be the dominant group, followed by workers from European countries,
Russia and Quebec. In all worksites, English is the language of work.

3
The Canadian Language Benchmarks (CLB) as presented in the CLB 2000 are the national standard used
in Canada for describing, measuring and recognizing the second language proficiency of adult immigrants
and prospective immigrants for living and working in Canada. The CLB provide a descriptive scale of
communicative proficiency in English as a Second Language, expressed as twelve benchmarks or levels for
four skill areas: reading, writing, speaking and listening.
Hammond & Associates Inc. Page 5
Analyzing the Language Demands of Electricians
 - Executive Summary

Data Collection Activities
In an average of 16 - 20 hours at each worksite, the consultants conducted a total of 51
interviews with locally-trained and internationally-trained electricians, foremen,
apprentices, and other individuals (e.g., superintendents; safety leads, shop stewards) to
identify key responsibilities and communication tasks of the job. Researchers attended
toolbox talks, safety meetings, orientation and training sessions and ‘shadowed’
electricians to observe communication on the job.

Collection of reading/writing and training documentation was completed prior to the
worksite visit (documents faxed, scanned and emailed or forwarded as electronic files)
or provided in hard copy during the site visit. A total of 79 reading and writing samples,
including policies and procedures, standard forms, training materials, orientation
documentation, incident reports and safety bulletins were reviewed.

The Language Demands of Electricians

Speaking and Listening Tasks
Fifteen key speaking and listening tasks were identified based on observations and
interviews. Speaking and listening tasks are presented as ‘routine’ tasks – those that
most electricians perform daily or regularly, and ‘spikes’ – important but less frequent
tasks where the speaking and/or listening requirements are higher, for some reason. An
example of a listening spike is training and orientation, where workers need to listen to a
great deal of content in a different format (e.g., larger group vs. individual or small
group).

A benchmark level or range is suggested for each of the tasks. There are several factors
to be considered in benchmarking any listening or speaking task. These include: the
complexity of the message (what must be accomplished or communicated); the
audience (one person or a group; supportive and sympathetic or unsupportive and
impatient); predictability/frequency of task (occurs daily or rarely); risk level (low or high
risk – e.g., miscommunication could result in injury or damage).

It is also important to note that any one task may be accomplished at many levels of
proficiency: for example, a speaker with proficiency at Benchmark 2 level could
communicate that there is a problem with a piece of equipment with an expressions such
as, “Machine broken.” A speaker at Benchmark 5 or 6 would have sufficient language to
describe what happened to the machine, or what is wrong with it, and make suggestions
for what needs to be done. It is important to consider the level of detail that is required
for any task and also the nuances that may be important to convey.

Routine Activities:
• Task #1 Participate in toolbox talks (Speaking 5-6; Listening CLB 5-7)
• Task #2 – Receive and give work instructions (Speaking/Listening 5-6)
• Task #3 – Coach an apprentice or explain a process to a new hire (Speaking CLB 6)
• Task #4 – Ask for clarification (Speaking CLB 5)
• Task #5 – Give clarification (Speaking CLB 5-6)
• Task #6 – Give or respond to requests (Speaking CLB 4-5; Listening CLB 3-5)
Hammond & Associates Inc. Page 6
Analyzing the Language Demands of Electricians
 - Executive Summary

• Task #7 – Give and respond to warnings of hazards or danger in an immediate (e.g.
emergency) context (Speaking/Listening CLB 3-5)
• Task #8 – Engage in informal conversations (CLB Speaking/Listening 4-6+)
• Task #9 – Coordinate work with others (Speaking/Listening CLB 4-6)
• Task #10 – Discuss a problem/troubleshoot (Speaking/Listening CLB 5-6)
• Task #11 – Communicate by radio (Speaking/Listening CLB 3-6)
• Task #12 – Participate in safety meetings (Speaking CLB 5-6; Listening CLB 6-7)

Communication Spikes (less routine but important):
• Task #13 – Describe an incident (Speaking CLB 5-6)
• Task #14 – Participate in training (Listening CLB 6-8)
• Task #15 – Participate in a disciplinary review meeting (Listening/Speaking 6-7)
Based on an analysis of the speaking and listening tasks observed in worksite visits, in
general, the suggested speaking and listening demands of electricians are within the
ranges of:

Skill Routine Spikes
Speaking 5 – 6 6
Listening 5 - 6 7 - 8

Reading and Writing Tasks
Seventeen reading and writing tasks were identified as follows:
Routine Activities:
• Task #1 – Complete a Field Level Hazard Assessment (FLHA, FLRA, HART)
(Reading/Writing CLB 5)
• Task #2 – Complete Job Hazard Analyses (Reading CLB 5-6; Writing CLB 5)
• Task #3 – Read toolbox talk forms and topics (if required) (Reading CLB 6-7)
• Task #4 – Read health and safety bulletins (Reading CLB 6)
• Task #5 – Read signs, tags and warning labels (Reading CLB 2-4)
• Task #6 – Read and complete simple forms (e.g., pull sheets) (Reading/Writing CLB
3)
• Task #7 – Read notes on blueprints and schematics
• Task #8 – Read and verify information in schedules (e.g., termination schedules)

Communication Spikes (less routine but important):
• Task #9 – Complete orientation materials (Reading CLB 6-7; Writing CLB 3)
• Task #10 – Read PowerPoint slides in training (Reading CLB 7)
• Task #11 – Read training materials and handouts (Reading CLB 6-7)
• Task #12 – Read policies and procedures (Reading CLB 7-8)
• Task #13 – Read Material Safety Data Sheets (Reading CLB 7)
• Task #14 – Write a witness statement (Writing CLB 5)
• Task #15 – Read an incident report (Reading CLB 6-7)
• Task #16 – Make notes in a log book (Writing CLB 4)
• Task #17 – Complete written quizzes and tests (Writing CLB 3; Reading CLB 5-7)

Hammond & Associates Inc. Page 7
Analyzing the Language Demands of Electricians
 - Executive Summary

Based on an analysis of the reading and writing tasks observed in worksite visits, in
general, the suggested reading and writing demands of electricians are within the ranges
of:

Skill Routine Spikes
Reading 5 – 6 6 – 8
Writing 5 5

Again, as noted for speaking and listening, there are many factors that influence the
complexity of reading and writing tasks, and the language demands of one worksite may
be very different from another. There are some special circumstances, for example, a
team of electricians selected to work on a plant commissioning, where the reading and
writing tasks may be significantly more complex than this general range. On these
projects, electricians may have to read and write reports with considerable detail. In
these circumstances, the communication ‘spikes’ of 6-8 may in fact be routine for those
workers involved in the project.

Conclusion of the Advisory Committee
The Advisory Committee met to discuss and confirm the analysis of the communication
tasks. As part of the discussion, they reviewed speaking/listening exemplars at CLB 5
and 6. They concluded that, in general, a journeyman electrician with skills in the range
of CLB 5 for all communication tasks should have sufficient English proficiency to meet
the language demands of the job, provided that they also have sufficient technical skills.

Key Contextual Factors
Contextual Factors in Language Analysis
There are a number of factors that impact communication in the workplace, as
suggested in the following model4 for analyzing the language demands of an occupation:

4 © Karen Hammond & Tara Holmes
Hammond & Associates Inc. Page 8