Life Long Learning Outline of Presenta1on

Life  Long  Learning   Outline  of  Presenta1on   ²  ²  ²  ²  ²  ²  ²  ²  ²  ²  ²  Data  Sources   Free  at  Last  !   Life’s  Surprises ...
Author: Leonard Miles
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Life  Long  Learning   Outline  of  Presenta1on   ²  ²  ²  ²  ²  ²  ²  ²  ²  ²  ² 

Data  Sources   Free  at  Last  !   Life’s  Surprises   What  is  Your  “Half-­‐Life”  ?   What  is  Your  “Replacement  Value”  ?   What  University  Cannot  Teach  You   Life  Long  Learning  is  Cri,cal  for  Career  and  Life  Success   A  Typical  Case  Study  –  an  I&C  Engineer   Canadian  CPD  Programs  Requirements  for  Licensed  Engineers   What  Can  an  Individual  Do  ?   Q&A  period  

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Life  Long  Learning   Data  Sources  for  Addi1onal  Reading  on  the  Labour  Market   ²  Sta,s,cs  Canada  -­‐  Census  for  1995,  2000  &  2005   ²  Sta,s,cs  Canada  -­‐  Na,onal  Household  Survey  (NHS)  2011   ²  Ci,zen  and  Immigra,on  Canada  –  Immigra,on  data   ²  Engineers  Canada  -­‐  Labour  market  and  employer  surveys   ²  Prism  Economics  and  Analysis  Studies   ²  Council  of  Ontario  Universi,es  –  Employment  Outcomes  of  Graduates   ²  The  Conference  Board  of  Canada,  Sep  4,  2013,  Skills  Mismatches  and  the   Economic  Impact  in  Ontario.   ²  OSPE  Employer  Surveys   ²  TD  Economics,  Oct  22,  2013,  Jobs  in  Canada  –  Where,  What  and  for  Whom?  

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Life  Long  Learning   Free  at  Last  !   ²  Ager  you  graduate:   ²  No  more  exams   ²  No  more  all  night  study  sessions   ²  No  more  deadlines  for  project  papers   ²  You  can  get  a  good  job,  and  make  lots  of  money   ²  And,  live  happily  ever  ager  !   ²  Right  ?  

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Life  Long  Learning   Life’s  Surprises   ²  Learning  does  not  stop  upon  gradua,on  but  actually  accelerates  !   ²  Supply  of  engineers  into  the  labour  market  is  currently  running  2x   demand.   ²  Excess  supply  has  been  accumula,ng  for  over  2  decades.   ²  Liberalized  global  trade  has  created  a  very  compe,,ve  labour  market.   ²  Parents  and  youth  believe  a  university  or  college  degree  is  a  ,cket  to   success  –  about  60%  of  Ontario  youth  now  go  to  college  or  university.   ²  Corpora,ons  have  abandoned  their  historical  training/mentoring  roles.   ²  Corpora,ons  ideally  want  employees  who  are  job-­‐ready  (academic  skills,   sector  experience  and  sog  skills  are  available  before  hiring).   ²  The  good  news  -­‐  engineering  is  one  of  the  most  sought  ager  degrees  by   employers  and  pays  be4er  than  most  university  degree  jobs  !    

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Life  Long  Learning   Life’s  Surprises   ²  The  compe,,ve  engineering  labour  market  means:   ²  Not  enough  engineering  jobs  for  all  engineering  graduates.   ²  Engineering  graduates  in  Ontario  who  took  non-­‐engineering   university  level  jobs  make  16%  less  money  than  engineers   (median  2011  NHS  data).   ²  Engineering  graduates  in  Ontario  who  took  jobs  that  do  not   require  a  university  degree  make  52%  less  money  than   engineers  (median  2011  NHS  data).   ²  Engineering  managers  in  Ontario  make  51%  more  money   than  engineers  (median  2011  NHS  data).  

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Life  Long  Learning  

Note: Data is from the StatsCan 2011 National Household Survey.

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Life  Long  Learning  

Note: Data is from the StatsCan 2011 National Household Survey for Ontario.

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Life  Long  Learning  

Note: Data is from the StatsCan 2011 National Household Survey for Ontario.

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Life  Long  Learning  

Note: Data is from the StatsCan 2011 National Household Survey for Ontario.

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Life  Long  Learning   What  University  Cannot  Teach  You   ²  University  provides  you  with  excellent  academic  training  and  some   exposure  to  prac,cal  experience  in  your  labs  and  during  summer/co-­‐ op/internships.   ²  However,  4  years  of  university  does  not  provide  enough  ,me  to   impart:   ²  Sector  specific  technical  knowledge  and  skills  (codes,   standards,  prac,ces,  terminology,  etc.).   ²  Business  specific  knowledge  and  skills  (company  policies,   prac,ces  and  procedures,  etc.).   ²  Sog  skills  (organizing,  planning,  interpersonal  &  team  skills).   ²  Supervisory  and  management  skills.    

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Life  Long  Learning   What  is  Your  “Half-­‐Life”  ?   ²  A  useful  concept  if  you  want  to  ensure  you  stay  on  top  of  your   compe,,on  is  your  “half-­‐life”.   ²  50%  of  your  useful  knowledge  and  skills  either  disappear  or   become  obsolete  in  a  specific  period  of  ,me.   ²  2  years  in  the  computer  and  communica,on  hardware   sector.   ²  5  years  for  most  other  sectors.   ²  If  you  don’t  use  it  you  lose  it.   ²  You  have  a  half-­‐life  (or  shelf  life)  for  most  employers/clients.     ²  Life  long  learning  keeps  you  fresh  and  up  to  date  !    

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Life  Long  Learning   What  is  Your  “Replacement  Value”  ?   ²  Another  useful  concept  if  you  want  to  survive  in  a  compe,,ve   environment  is  your  “replacement  value”.   ²  Employers/clients  retain  and  reward  engineers  who  contribute  to   the  company’s  or  client’s  success.   ²  Your  financial  rewards  track  your  value.    You  can  and  will  be   replaced  by  someone  with  be4er  perceived  value.     ²  Life  long  learning  increases  your  replacement  value  and   consequently  your  financial  security  and  status  !  

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Life  Long  Learning   Life  Long  Learning  is  Cri1cal  for  Career  and  Life  Success   ²  Life  long  learning  involves  a  wide  variety  of  ac,vi,es.   ²  Yes,  it  means  periodically  going  back  and  taking  university  and   maybe  even  community  college  courses.   ²  It  means  a4ending  seminars,  symposiums,  workshops  and   conferences  delivered  by  industry  leaders.   ²  It  means  geong  involved  in  associa,ons  and  other  groups  that   support  your  chosen  sector  or  career.   ²  It  also  means  maintaining  a  reasonable  life  balance  among  work,   personal  and  family  needs.  

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Life  Long  Learning   A  Typical  Case  Study  –  I&C  Engineer   ²  Mechanical  engineering  graduate  in  1970  wanted  to  specialize  as   an  Instrumenta,on  and  Control  (I&C)  engineer  in  the  electric   power  industry.   ²  Post  university  knowledge  and  skills  that  needed  to  be  acquired:   ²  Commercial  instrumenta,on  equipment  and  applica,on   constraints.   ²  Commercial  control  equipment  and  applica,on   constraints.   ²  I&C  analysis  and  simula,on  methods.   ²  I&C  Installa,on  prac,ces.   ²  I&C  industrial  codes  and  standards.   ²  Power  plant  equipment  and  systems.  

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Life  Long  Learning   A  Typical  Case  Study  –  I&C  Engineer   ²  As  career  developed  technology  changed:   ²  1970’s:  pneuma,c  &  hardwired  electronic  controls  systems,   EMI/RFI  protec,on.   ²  1980’s:  mini-­‐computers  and  micro-­‐computers,  CRT  based   displays,  Sogware  QA.   ²  1990’s:  distributed  computer  systems,  smart  instrumenta,on,   networks.   ²  2000’s:  internet  based  devices  and  communica,on  and   network  security.   ²  Needed  to  keep  up  with  new  I&C  technology.   ²  Needed  to  keep  up  with  evolving  industrial  I&C  prac,ces.  

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Life  Long  Learning   A  Typical  Case  Study  –  I&C  Engineer   ²  There  were  also  major  shigs  in  the  energy  marketplace.       ²  1960-­‐1980  mainly  hydraulic,  coal/oil  and  nuclear  energy.   ²  1980-­‐2000  mainly  nuclear  and  gas  fired  energy  (in  Ontario)  .   ²  2000-­‐2020  mainly  gas  fired,  renewable  energy  and  nuclear   refurbishment.   ²  Needed  to  keep  up  with  new  energy  produc,on  technology.   ²  Needed  to  keep  up  with  evolving  environmental  requirements.  

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Life  Long  Learning   A  Typical  Case  Study  –  I&C  Engineer   ²  As  engineer  matured  more  senior  posi,ons  become  available.   ²  1970’s:  design  engineer,  senior  engineer,  design  engineer   specialist.   ²  1980’s:  work  group  leader,  project  leader,  unit  supervisor.   ²  1990’s:  sec,on  head/department  manager  overseeing   several  groups.   ²  2000’s:  director,  VP,  senior  management  team.   ²  Needed  to  develop  supervisory,  management  and  business  skills.  

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Life  Long  Learning   Canadian  CPD  Program  Requirements  for  Licensed  Engineers   ²  Planning  to  become  a  licensed  engineer?   ²  Licensed  engineers  in  most  provinces  must  maintain  a  minimum  level  of   Con,nuing  Professional  Development  (CPD)  ac,vi,es  in  order  to  retain  their   right  to  prac,ce  engineering  (use  their  engineering  stamp).   ²  Professional  development  courses,  seminars,  workshops,  etc.  are  supplied  by   many  educa,onal  ins,tu,ons  and  other  organiza,ons  including  OSPE.   ²  Professional  Engineers  Ontario  (PEO)  has  a  working  group  that  is  currently   reviewing  what  type  of  CPD  program  should  be  introduced  in  Ontario.   ²  OSPE  has  recommended  several  changes  compared  to  other  provinces  to  be4er   match  the  needs  of  engineers  and  companies  here  in  Ontario.   ²  OSPE’s  CPD  report  is  at:   h4p://www.ospe.on.ca/resource/resmgr/doc_advocacy/ 2013-­‐06-­‐20_ospe_cpd_study_fi.pdf    

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Life  Long  Learning   Canadian CPD Programs for Licensed Engineers  

Note:    (1)  The  Northwest  Territories  and  Nunavut  share  one  regulator,  NAPEG.                          (2)  PDHs  =  Professional  Development  Hours    

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Life  Long  Learning   Canadian CPD Programs for Licensed Engineers  

Notes:      (1)  With  the  excep1on  of  Quebec  and  Manitoba  there  are  maximum  PDH                                            credits  in  any  year  for  ac1vi1es  in  each  ac1vity  category.                                (2)  The  Northwest  Territories  and  Nunavut  share  one  regulator,  NAPEG.                                (3)  For  ins1tu1ons  that  issue  Con1nuing  Educa1on  Units  (CEUs)  for  formal                                            training  ac1vi1es,  the  typical  conversion  is  10  PDHs  for  each  CEU.  

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Life  Long  Learning   What  Can  an  Individual  Do  ?   ²  Get  a  solid  academic  educa,on  –  pay  a4en,on  in  class.   ²  Acquire  prac,cal  experience  –  Summer/Co-­‐ops/Internships.   ²  Acquire  sog  skills  –  team  work,  communica,on,  etc.   ²  Stay  up  to  date  with  an  effec,ve  life  long  learning  program  and   keep  reseong  your  “half-­‐life”.   ²  Contribute  to  your  company/client’s  success  and  increase  your   real  and  perceived  “replacement  value”.   ²  Ensure  your  life  long  learning  program  is  balanced.   ²  Enjoy  the  rewards  that  go  to  those  who  have  an  effec,ve  life   long  learning  program.    

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Life  Long  Learning  

Questions ? Notes:     This  presenta1on  can  be  downloaded  at: hcp://www.ospe.on.ca/?page=adv_peochap     Would  you  like  to  become  a  member  of  OSPE?     University  Engineering  Students  can  now  join  OSPE  for  free!    Visit:   hcp://www.ospe.on.ca/?page=JOIN          

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www.ospe.on.ca 4950 Yonge Street, Suite 502, Toronto ON M2N 6K1 Tel: 416-223-9961 • Toll Free: 1-866-763-1654