Slide 13
Practical Trades Experience
Once selected for the program, students will elaborate on where their interests
lie, and work will be scheduled accordingly, in cooperation with crew leaders.
Students will spend the other half the day working in their field of interest
gaining hands on experience.
Students will attend a two day orientation in Vancouver to cover items such as
Safety Training, HR issues, Environmental and Cross Cultural Awareness and
Respectful Workplace. Additionally, students will receive a week of system and
component training to ensure an understanding of local plant operations.
Crew Leaders will discuss and review daily and weekly expectations with
students to ensure goals are being met.
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Slide 14
Example of Weekly Schedule for Student
|
Monday |
Tuesday |
Wednesday |
Thursday |
| Trade: |
Electrical |
Electrical |
Mechanical |
Mechanical |
| 7:30 - 9:30 |
Tailboard: Unit Running Maintenance |
Tailboard: Test Results Assessment |
Academic |
Academic |
| 9:30 - 9:45 |
Break |
Break |
Break |
Break |
| 9:45 - 12:00 |
Tailboard: Routines Review & Assessment |
Preventative Maintenance: Review & Assessment |
Academic |
Academic |
| 12:00 - 12:30 |
Lunch |
Lunch |
Lunch |
Lunch |
| 12:30 - 2:30 |
Academic |
Academic |
Filter changes and oil samples |
Fabrication Timing |
| 2:30 - 2:45 |
Break |
Break |
Break |
Break |
| 2:45 - 5:30 |
Academic |
Academic |
Nitrogen and Steel inventory Review & Assessment |
Service hydraulic and air tools Review & Assessment |
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Slide 15
Summer Goals- July and August 2006
- Integrate students into BR workforce so there is mutual
co-operation, respect and understanding.
- Provide a pre-planned, concrete work schedule that
accommodates students for each day
- Have students complete at least one high school
course
- Ensure students are receiving necessary leadership,
supervision and are in an supportive work environment
- Communicate program and rationale to plant employees
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Slide 16
Long term goals
- Students can be YTH’s for 1-4 years while in high school
- YTH Summer opportunity will compliment high school, until
graduation
- Once graduated, BR will assist students with post secondary
applications, and assist with resourcing academic funding for
pre-apprenticeship training
- Apprenticeship with BCH at BR
- Both internal and external sharing of resources to increase
knowledge for enabling better and more efficient coordination of
trades employment and apprenticeship programs for First
Nations
- Application of BR pilot program at other Hydro electric plants
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Slide 17
Success- how do we make it work?
- integrate educational component including essential skills into
existing program
- Consult with First Nations people to establish program
development and goals
- Passionate local leader
- “Learn by doing”-communicate results to Corporate as well as
other plants
- Sensitivity/awareness of both business and societal contexts
- Acknowledge relationship building is fundamental to success
- Initiatives are flexible and recognize diversity within community-
Utilize existing infrastructure (Band representatives, schools)
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Slide 18
Current Progress
- Job bulletins were sent out to all Stl’Atl’Imx Band Offices and
High Schools, and a total of 20 applications were received for
4 positions
- 10 students have been short listed, while the other applicants
were notified and encouraged to apply again next year
- Teacher has been hired whose has a sufficient amount of
experience teaching in isolated First Nations communities
- Continue building and documenting progress in the form of a
comprehensive Triple Bottom Line Business case so that
environmental, social and economic items are included for short
and long term planning.
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