POR Number: POR-034-14
Contract Number: G9292-151764/001/CY
Award Date: 2014-11-06
End date of fieldwork: December 4, 2014
Contracted cost of the qualitative research (including HST): $60,199.57
Prepared for Employment and Social Development Canada
nc-por-rop-gd@hrsdc-rhdcc.gc.ca
December 2014
Ce rapport est aussi disponible en français sur demande.
Phoenix SPI is a ‘Gold Seal Certified’ Corporate Member of the MRIA
Phoenix Strategic Perspectives Inc. (Phoenix) was commissioned by Employment and Social Development Canada (ESDC) to undertake qualitative research to evaluate materials for the department’s 2014-2015 Skills Initiative “Canada Apprentice Loan” advertising campaign. A set of eight (8) focus groups was held November 29th to December 4th, 2014. Two focus groups were conducted in each of the following locations: Calgary, Toronto, Halifax, and Trois-Rivières (French). In each location, one group was conducted with each of the following audiences:
The objectives of the research were to pre-test the creative treatments for TV ads to determine whether they resonate with target audiences, as well as to determine what changes, if any, were needed in the draft-final creative treatments. Results of the research will assist in guiding the awareness campaign’s course of action and ensuring that the advertising concepts address and reflect the needs of the target audiences.
This research was qualitative in nature, not quantitative. As such, the results provide an indication of participants’ views about the issues explored, but cannot be generalized to the full population of either of the audiences represented in this study.
Overall impressions of the television ads tended to be at least moderately positive. The TV ads were routinely described as clear and easy to understand and appropriate in tone. When it came to messaging, participants tended to see the different ads tested as conveying similar messages. Suggested improvements were relatively limited and tended to focus on specific details, not on reworking the approaches themselves.
Where the ads tested included male and female narrators, both approaches were described as effective. As well, in those locations where the ads tested included different background music, both tunes tested were described as effective, though ads with a female narrator and ‘rock and roll’ background music were more likely to be described as attention-getting.
The message(s) in the ad versions tested were routinely described as similar or basically the same. Messages most likely to be identified, regardless of the ad version tested, included the following:
Other messages detected in the ads included:
For the most part, the ads were described as clear and easy to understand. Elements of the ads most likely to be noticed by participants included the following:
Other routinely identified elements included the following:
Few participants in any group noticed all the ‘supers’ in the ads and put them together as a message (i.e. ‘Building Canada’s Future’/’Bâtir le Canada de demain’). Many noticed one or two words, but rarely were all three noticed. Some participants did notice that the ‘supers’ appear in the form of materials being worked on and liked this feature.
A number of participants noticed the difference in narration (i.e. male vs. female voice) in those locations where the ads tested included different narrative voices. Where versions of the ads tested included different background music, many participants noticed this difference as well.
Participants described the ads tested as appropriate in terms of tone, and many volunteered that the message in the ads is positive. Some also volunteered that the ads address a real need (i.e., funding for apprentices).
While participants felt that versions with male and female narrators both work well, many who heard both versions volunteered that they prefer the female voice because it is more upbeat and positive in tone. As well, ads with the background rock and roll music resonated positively with most participants who heard it. They described the tune as positive, upbeat, attention-grabbing and appropriate for the ad.
While not described as offensive per se, some participants in the ‘Parent’ group in Calgary and a few individuals in Toronto wondered about the reference to ‘hard working families’ in the ads. A few described it as exclusionary (i.e., suggesting that there are non-hard working families). It was also suggested that there are hard-working individuals (i.e. people who have not yet started their own families) who seem to be excluded by this reference.Finally, there was a widespread perception that the depiction of women in the skilled trades is a positive feature of the ads. That being said, some participants suggested that the skilled trades are not as gender inclusive as they could be and that women still face challenges training and working in the skilled trades.
Most suggestions for improving the ads applied to the ads in general (i.e., common elements in the different versions). Moreover, suggestions focussed on specific details/features as opposed to the approach in general. Suggestions included the following, with those identified in all, or nearly all, groups preceded by an asterisk (*).
There was limited awareness of support that the federal government provides for apprentices to help complete their training, including the Apprentice Incentive Grant, Apprentice Completion Grant, EI While on Training, and tax credits. There was also limited awareness of any online resources the federal government offers to connect Canadians with employment opportunities. The only resource identified with any frequency was Job Bank.
Parents and youth focussed on similar things when asked about positive and negative aspects of a career in the skilled trades, as well as barriers or obstacles that could make it difficult to work or train in the skilled trades. Aspects routinely described as positive included job opportunities/job security, good salary/remuneration, and interest/aptitude. On the negative side, participants routinely pointed to the work being physically demanding, working in harsh conditions, the possibility of accidents and injuries, and the need to leave home or travel significant distances for work. Participants in Halifax and Trois-Rivières were most likely to identify the possibility of having to leave their region altogether in order to work in their field.
Frequently identified obstacles or barriers to working or training in this field included difficulty being taken on as an apprentice (i.e., limited apprenticeship opportunities), bad/frustrating apprenticeship experience, inability to complete training (e.g., lack of funds, family issues), and having to travel significant distances or leave one’s region in order to work in one’s field. There was also a sense that women entering the skilled trades face the challenge of discrimination.
Asked whether university degrees or trade certification are more likely to lead to good employment and income prospects, participants were more likely to think trade certification would lead to this. The main reasons given to explain why included the need for skilled tradespersons, job security and good income prospects. That said, a number of participants did not feel this question could be answered in general, suggesting that it depends on the specific trade and the specific university degree pursued.
When it comes to the most important information that participants would look to find from a resource that connects Canadians with employment opportunities, the following were routinely identified: skills/qualifications needed for a job, responsibilities, salary/wage levels, full-time vs. part-time, contract, or seasonal work, hours/work schedule, region/location, potential benefits and opportunities for advancement, and full contact information.
Finally, few could recall specific advertisements for job matching online resources offered by other levels of government or the private sector. Those who could recall any details about such ads were most likely to recall the use of humour, user testimonials, and references to the number of people connected to jobs through the resource in question.
More Information:
Supplier Name: Phoenix Strategic Perspectives Inc.
PWGSC Contract Number: G9292-151764/001/CY
Award Date: 2014-11-06
Contracted cost of the qualitative research (including HST): $60,199.57
End date of fieldwork: December 4, 2014
To obtain more information on this study, please email nc-por-rop-gd@hrsdc-rhdcc.gc.ca.
I hereby certify as a Senior Officer of Phoenix Strategic Perspectives that the deliverables fully comply with the Government of Canada political neutrality requirements outlined in the Communications Policy of the Government of Canada and Procedures for Planning and Contracting Public Opinion Research. Specifically, the deliverables do not contain any reference to electoral voting intentions, political party preferences, standings with the electorate, or ratings of the performance of a political party or its leader.
Alethea Woods, President, Phoenix Strategic Perspectives Inc.
Employment and Social Development Canada (ESDC) commissioned Phoenix Strategic Perspectives Inc. (Phoenix) to undertake qualitative research to evaluate materials for the department’s 2014-2015 Skills Initiative “Canada Apprentice Loan” advertising campaign.
The Canada Apprentice Loan (CAL) is an ESDC program designed to help apprentices registered in any Red Seal certification with the direct costs of skills training (e.g., tuition and materials) by providing interest-free federal loans up to $4,000 per period of technical training.
The goal of the CAL is to encourage greater employment in the Red Seal trades to align with job opportunities in sectors facing skilled trades mismatches and shortages, and to make it easier for Canadian apprentices to train for and find employment. Applications for the CAL will be accepted in provinces and territories as of January 1, 2015.
The ad campaign aims to increase awareness and take up of the CAL, as well as other Government of Canada apprenticeship programs and services, including the Apprenticeship Incentive Grant, Apprenticeship Completion Grant, EI support for apprentices on training, and tax credits. The planned media-buy is over $1,000,000. As per the Communications Policy of the Government of Canada, the creative materials must be pre-tested to help ensure they meet the objectives of the campaign (Phase 1), and the advertising itself must be assessed post-campaign to determine its impact and value (Phase 2).
The research undertaken in this project relates to Phase 1 (pre-testing the creative materials). The goal of this phase of the research was two-fold: 1) to determine whether the creative treatment resonates with the target audience and meets the advertising campaign’s objectives; and 2) to determine what changes, if any, are needed in the creative materials.
Results of the research will assist in guiding the awareness campaign’s course of action and ensuring that the advertising concepts address and reflect the needs of the target audiences.
To address the research objectives, qualitative research in the form of focus groups was conducted. The following specifications applied to the focus groups:
This research was qualitative in nature, not quantitative. As such, the results provide an indication of participants’ views about the issues explored, but cannot be generalized to the full population of either of the audiences represented in this study.
The principal investigator for this study was Philippe Azzie who moderated all the focus groups and wrote the report.
Appended to this report are the following (in both English and French):
This section presents an overview of participant feedback on the potential television ads developed for the 2014-2015 Skills Initiative “Canada Apprentice Loan” advertising campaign.
The television ads reviewed by participants constituted variations on one main theme. The core elements in each version were the same or very similar, with minor variations in terms of text and images. Below we identify the key distinguishing features of the versions that were tested, and the locations in which they were tested. For research purposes, each version is identified by the location in which it was first tested.
The following approach applied to the presentation of the ads:
Overall impressions of the television ads ranged from neutral to positive, but tended to be at least moderately positive. The TV ads were routinely described as clear and easy to understand and appropriate in tone. When it came to messaging, participants tended to see the different ads as conveying similar messages. Suggested improvements were relatively limited and tended to focus on details, not on reworking the approaches themselves.
Where the ads tested included male and female narrators (i.e., everywhere except Calgary), both approaches were described as effective (i.e., both male and female voices were described as working well). In addition, in those locations where the ads tested included different background music (i.e., Halifax and Trois-Rivières), both tunes tested were described as effective. That being said, ads with a female narrator and ‘rock and roll’ background music were more likely to be described as attention-getting in the locations where they were tested.
This section presents detailed feedback on the potential TV ads.
This section reports on common themes and issues that emerged through review of and reaction to the various ads. By this, we mean feedback that was provided by participants routinely for most or all variations tested. This will be followed by a brief section reporting on feedback related specifically to each individual approach.
Excluding Calgary where only one ad was tested, the message(s) in the ad versions tested were routinely described as similar or basically the same. Messages most likely to be identified, regardless of the ad version tested, included the following:
Other messages detected in the ads included:
For the most part, the ads were described as clear and easy to understand. Elements of the ads most likely to be noticed by participants included the following:
*These elements were not identified in Trois-Rivières because the variation tested there did not mention the Canada Apprentice Loan.
Other routinely identified elements included:
The following points are also noteworthy:
*This element was not identified in Trois-Rivières because the ads tested there did not include this message.
Participants described the ads tested as appropriate in terms of tone (i.e., they contain nothing offensive or inappropriate), and many volunteered that the message in the ads is positive. Some also volunteered that the ads address a real need (i.e., funding for apprentices).
While participants felt that versions with male and female narrators both work well, many who heard both versions volunteered that they prefer the female voice because it is more upbeat and positive in tone. Related to this, ads with the background rock and roll music resonated positively with most participants who heard it (both parents and youth). They described the tune as positive, upbeat, attention-grabbing and appropriate for the ad. Some who said they prefer the female narrator added that their preference may be due to the combination of the voice with the rock and roll music in the background.
While not described as offensive per se, some participants in the ‘Parent’ group in Calgary and a few individuals in Toronto wondered about the reference to ‘hard working families’ in the ads. A few described it as exclusionary (i.e., suggesting that there are non-hard working families). It was also suggested that there are hard-working individuals who live alone (i.e., they have not yet started their own families) who seem to be excluded by this reference.
Finally, there was a widespread perception that the depiction of women in the skilled trades is a positive feature of the ads. That being said, some participants added that in their opinion the reality is that the skilled trades are not as gender inclusive as they could be and that women still face challenges training and working in the skilled trades.For the most part, suggestions for improving the TV ads applied to the ads in general (i.e., common elements in the different versions). Moreover, these suggestions focussed on specific details/features as opposed to the approach in general. Suggestions included the following, with those identified in all, or nearly all, groups preceded by an asterisk (*):
This brief section identifies feedback related specifically to individual ads. The limited feedback reported in this section is due to the fact that participants were much more likely to note similarities than differences between the versions and comment on common features of the ads. The reader is referred back to page 3 of the report for a description of the key distinguishing characteristics of each ad.
This version of the ad was tested in Calgary, Toronto, and Halifax.
A specific element of this ad routinely noticed by participants was the explicit reference to the loan being available to apprentices training in ‘Red Seal trades’.
This version of the ad was tested in Toronto and Halifax.
A few parents in Toronto queried the relation between the loan and the grants in this version because the ad specifically mentions both (i.e., is the ad about a loan, grants, or both?). In addition, a few parents in Halifax wondered why this version of the ad includes the ‘Red Seal’ logo in the final frame but does not explicitly mention ‘Red Seal’ trades in the ad. This gave rise to the suggestion that the ad explicitly mention the ‘Red Seal’ specification in addition to showing the ‘Red Seal’ logo in the last frame. It was suggested that this would avoid confusion about who is eligible for the loan and/or the grants.
This version of the ad was tested in Halifax, with specific emphasis on participants’ reaction to the background music.
The most notable feature of this version of the ad was the background rock and roll music which resonated positively with most participants (both parents and youth). They described the tune as positive, upbeat, attention-grabbing and appropriate for the ad. Some who said they prefer the female narrator added that their preference might be due to the combination of the female voice with the rock and roll background music.
These versions of the ad were tested in Trois-Rivières.
As was the case with the Halifax version, the background rock and roll music resonated positively with most participants and was seen as appropriate for an ad of this sort.This section reports on participants’ feedback regarding certain issues related to a career in the skilled trades. These issues were explored in each group following the presentation of the TV ads.
Among both parents and youth there was limited awareness (non-aided as well as aided) of supports that the federal government currently provides for apprentices to help them complete their training. Asked in a non-aided manner about specific types of support provided by the federal government of which they are aware, a small number of participants identified either tax credits for tools or subsidies for employers to hire apprentices. Beyond these, no types of support were identified in a non-aided manner.
With one exception, no more than a few participants in any group claimed awareness of the following types of support when asked specifically about them: the Apprentice Incentive Grant, the Apprentice Completion Grant, the ability to collect Employment Insurance while on training, and tax credits. The exception was the youth group in Calgary in which most participants claimed that they were aware of tax credits. Those aware of support(s) were most likely to be youth training or working in the skilled trades.
Parents and youth in all locations tended to focus on similar things when asked about what interests them in a career in the skilled trades (youth) or makes them open to their child pursuing such a career (parents). Aspects routinely described as positive or attractive included job opportunities/job security, good salary/remuneration, and interest/ aptitude. Regarding job opportunities/job security, participants routinely suggested that there will always be a need for skilled tradespersons, with some stating specifically that there is a ‘shortage’ of skilled tradespersons. Regarding good salary/remuneration, some participants suggested that the skilled trades career path is more likely to result in a good paying job in a shorter period of time than the university route. It was also observed that the skilled trades career path allows one to earn a salary in the course of one’s studies, not just following it.
A number of other positive aspects were associated with a career in the skilled trades. While identified less frequently, they were mentioned by at least a few youth and/or parents in most if not all groups. They included the following:
Parents and youth also tended to focus on similar things when asked about unattractive aspects of a career in the skilled trades. Participants routinely pointed to the work being physically demanding, including working long hours in harsh conditions, and the possibility of accidents and injuries. Regarding the physically-demanding nature of the work, some observed that trade-related work can take its toll over the years, potentially resulting in a shorter career and health-related issues in later years. Regarding the possibility of accidents and injuries, others observed that skilled trades work can be dangerous so that one has to remain vigilant at all times.
A number of participants also pointed to the potential need to travel significant distances and even leave home for available work. This drawback included the possibility of being away from one’s family, the result being a negative impact on one’s quality of life in general and the work/family balance in particular. Participants in Halifax and Trois-Rivières were most likely to identify the possibility of having to leave their region in order to work in their field.
Other perceived drawbacks or disadvantages were identified less frequently, though they tended to be identified by at least a few participants in most groups. They included the following:
Participants were most likely to identify two potential obstacles or barriers related specifically to training in the skilled trades.
Other potential obstacles or barriers related to training were identified less frequently and included the following:
Perceived obstacles or barriers associated specifically with working in the skilled trades included the following:
Finally, at least a few participants in most groups identified a barrier related to both training and working in the skilled trades. This was the perception that the skilled trades are still regarded mainly as a career path for men, so that women entering the skilled trades often face the challenge of discrimination both during training and after. Some suggested that this perception is starting to change but that it is still relatively widespread.
Most participants in the youth groups indicated that when they were in high school they could not recall counsellors suggesting a career in the trades as a study path. In addition, most said they were unaware of any vocational/trade opportunities or apprenticeship opportunities when they were in high school. Some youth participants added that when they were in high school it was almost taken for granted that the natural path for post-secondary education was to go to university. A few youth participants in Trois-Rivières mentioned that a career in the trades was suggested only if someone was considered unqualified for university education.
Asked whether they think university degrees or trade certification is more likely to lead to good employment and income prospects, participants generally agreed that trade certification would lead to this. The main reasons given to explain why included the need/demand for skilled tradespersons resulting in job security and good income prospects. Other reasons included the view that the skilled trades path is more likely to result in a good paying job in a shorter period of time than the university route, and that trade certification prepares one for a specific job whereas an undergraduate university degree does not.
That being said, a number of participants were unsure or did not feel this question could be answered in general (i.e., it depends on the specific trade and the specific university degree pursued). Some specified that dedication is crucial to success regardless of the path chosen.
The following specific issues were explored in all locations except Calgary.
There was limited awareness among participants of any online resources the federal government offers to connect Canadians with employment opportunities. The only resource identified with any frequency was Job Bank. A few participants identified Service Canada in general, but they could not identify a specific resource offered by the department.
When it comes to the most important information that participants would look to find from an online resource that connects Canadians with employment opportunities, the following were routinely identified:
Some volunteered that the tool should be very user-friendly, including the ability to apply for jobs online through the service.
Few participants could recall specific advertisements for job matching online resources offered by other levels of government or the private sector. Those who could recall any details about such ads were most likely to recall the use of humour in the ads, user testimonials, and references to the number of people connected to jobs through the resource in question.
Hello, my name is [RN: Insert: your name]. I’m calling on behalf of Phoenix, a public opinion research firm. We’ve been commissioned by the Government of Canada to conduct a series of discussion groups with members of the general public to explore communications-related issues. [RN: IN CALGARY, TORONTO AND HALIFAX SAY:] Would you like me to continue in English or French? [RN: IN TROIS-RIVIÈRES SAY:] Would you like me to continue in French or English?
Is there anyone in your household between the ages of 18-25? If so, may I speak with this individual?
[RN: *IF NO AND PARENT GROUP IS FILLED, THANK AND DISCONTINUE; IF NO AND PARENT GROUP IS NOT FILLED, CONTINUE:]
Is there anyone in your household who is the parent or legal guardian of a young person between 15 and 23 years of age? That young person may or may not be living in the household with their parent or guardian. If so, may I speak with this individual?
Is there anyone in your household who is the parent or legal guardian of a young person between 15 and 23 years of age, living in the household with their parent or guardian or not? If so, may I speak with this individual?
[RN: *IF NO AND YOUTH GROUP IS FILLED, THANK AND DISCONTINUE; IF NO AND YOUTH GROUP IS NOT FILLED, CONTINUE:]
Is there anyone in your household between the ages of 18-25? If so, may I speak with this individual?
Each discussion group will last approximately two hours. People who take part will receive a cash honorarium to thank them for their time. Participation is completely voluntary and your decision to participate or not will not affect any dealings you may have with the Government of Canada. All information collected will be used for research purposes only, in accordance with laws designed to protect your privacy*.
[RN: *NOTE: IF ASKED: 'WHAT LAWS?', SAY: “THE INFORMATION COLLECTED THROUGH THE RESEARCH IS SUBJECT TO THE PROVISIONS OF THE PRIVACY ACT, LEGISLATION OF THE GOVERNMENT OF CANADA, AND TO THE PROVISIONS OF RELEVANT PROVINCIAL PRIVACY LEGISLATION.”]
Before we invite you to attend, we need to ask you a few questions to ensure that we get a good mix of people in each of the groups. May I ask you a few questions?
[RN: IF RESPONDENT QUESTIONS VALIDITY OF THE RESEARCH, INVITE HIM/HER TO CALL TANIA CALLIES OR HAVE TANIA CALL THE RESPONDENT. TANIA CAN BE REACHED AT 819-654-1876.]
1. Do you, or does any member of your household or immediate family, work in any of the following areas? [RN: READ LIST]
2. Are you a Canadian citizen or a permanent resident?
3. Could you please tell me your age? [RN: READ LIST; GET GOOD MIX]
I’m going to read you a few statements about a career in the skilled trades. By skilled trades, I mean jobs that involve the learning of technical skills through a combination of formal instruction and on-the-job work experience.
[RN: *NOTE TO RECRUITER: IF INDIVIDUAL IS UNCLEAR ABOUT MEANING OF ‘SKILLED TRADES’, INFORM HIM/HER THAT THERE ARE MANY SKILLED TRADES IN CANADA ACROSS A WIDE RANGE OF INDUSTRIES. EXAMPLES INCLUDE ELECTRICIANS, CARPENTERS, MECHANICS, AND EQUIPMENT REPAIR.]
4. Which of the following statements best applies to you? [RN: READ LIST]
5. What is your current employment status? [RN: READ LIST IF NECESSARY. SEE SOFT QUOTAS*]
6. What is the highest level of education you have completed? [RN: READ LIST IF NECESSARY. SEE SOFT QUOTAS*]
RECORD GENDER BY OBSERVATION [RN: 70/30 MALE TO FEMALE SPLIT]
7. How many children do you have who are between 15 and 23 years of age?
Number of children:
8. How old [is your child/are each of these children]? [RN: USE APPROPRIATE LANGUAGE BASED ON NUMBER OF CHILDREN.]
9. How open would you be to your child/dren pursuing a career in a skilled trade? By skilled trades, I mean jobs that involve the learning of technical skills through a combination of formal instruction and on-the-job work experience. Would you say….? [RN: READ LIST]
[RN: *NOTE TO RECRUITER: IF INDIVIDUAL IS UNCLEAR ABOUT MEANING OF ‘SKILLED TRADES’, INFORM HIM/HER THAT THERE ARE MANY SKILLED TRADES IN CANADA ACROSS A WIDE RANGE OF INDUSTRIES. EXAMPLES INCLUDE ELECTRICIANS, CARPENTERS, MECHANICS, AND EQUIPMENT REPAIR.]
10. Could you please tell me which of the following age groups you fall into…? [RN: READ LIST; GET GOOD MIX.]
11. What is your current employment status? [RN: READ LIST IF NECESSARY. GET MIX.]
12. What is the highest level of education you have completed? [RN: READ IF HELPFUL. SEE SOFT QUOTAS*]
RECORD GENDER BY OBSERVATION [RN: 50/50 SPLIT]
13. During the last 12 months, what was your total household income before taxes and deductions, from all sources? Was it…? [RN: READ LIST; GET GOOD MIX. IF NEEDED, PROVIDE A REMINDER THAT THIS INFORMATION IS CONFIDENTIAL]
14. Have you lived in [RN: INSERT NAME OF CITY] for the past two years or longer?
15. How comfortable are you expressing your views in a group setting, including reviewing and commenting on communications materials? [RN: READ OPTIONS]
16. Have you ever attended a discussion group or interview on any topic that was arranged in advance and for which you received money for your participation? [RN: WATCH QUOTAS; 1/3 TO HAVE NEVER PARTICIPATED IN A FOCUS GROUP]
17. When did you last attend one of these discussion groups or interviews?
18. In the last two years, have you participated in a paid discussion group or interview?
19. What was the topic? [RN: IF TOPIC WAS GOVERNMENT EMPLOYMENT OR APPRENTICESHIP PROGRAMS, THANK AND DISCONTINUE. ENSURE THAT RECRUITER DOES NOT MENTION ANYTHING RELATED TO EMPLOYMENT AND SOCIAL DEVELOPMENT CANADA.]
Record topic: [RN: ]
20. Have you attended more than five discussion groups or paid interviews in the past five years?
The discussion group will take place on [RN: DAY OF WEEK], [RN: DATE], at [RN: TIME]. It will last approximately two hours, and you will receive $100 for your time. Would you be willing to attend?
Do you have a pen handy so that I can give you the address where the discussion group will be held? It will be held at [RN: INSERT LOCATION]. I would like to remind you that the discussion group is at [RN: TIME] on [RN: DATE]. We ask that you arrive 15 minutes early. If you use glasses to read, please remember to bring them with you.
You will be asked to show photo identification when you get to the facility, so be sure to bring some with you. The session will be video-taped for research purposes and representatives of the Government of Canada research team may be observing from an adjoining room. You will be asked to sign a waiver to acknowledge that you will be video-taped during the session. As I mentioned, all information collected in the session will be used for research purposes only in accordance with laws designed to protect your privacy.
Your participation is very important to us. If for some reason you are unable to attend the session, please call us so that we can get someone to replace you. You can reach us at [RN: INSERT TELEPHPONE NUMBER] at our office. Please ask for [RN: INSERT NAME]. Someone will call you the day before to remind you about the session.
Could I please confirm your name and phone number?
[RN: AUDIENCE-YOUTH or PARENT: ]
[RN: PARTICIPANT'S NAME: ]
[RN: PHONE #: HOME:]
[RN: TIME/LOCATION:]
The materials you will be reviewing are ads developed by the Government of Canada for use in an advertising campaign for the skilled trades. We’re going to look at two concepts or approaches that might be used for these TV ads. I’ll present the approaches one at a time. The ads are 30-second TV spots.
We’ll designate the ads as A and B. [RN: ROTATE ACROSS GROUPS] I’m going to play each ad twice for you and then we’ll talk about it as a group. [RN: RUN TV AD TWICE].
Let’s start with the first TV ad which I’ll call concept... [RN: A, B].
[RN: Introduce Next Concept And Repeat Procedure]
I’d like to start by asking you a few questions about a career in the skilled trades.
1. [RN: FOR BOTH PARENTS AND YOUTH:] Are you aware of any support that the federal government already provides for apprentices to help complete their training?
Probe: Apprentice Incentive Grant, Apprentice Completion Grant, EI While on Training, tax credits, Canada Apprentice Loan.
[RN: ADJUST LANGUAGE AS NEEDED TO THE MIX WITHIN THE AUDIENCE (I.E. TRAINING FOR/GRADUATED FROM TRADES, WORKING IN A TRADE, OPEN TO TRADE-RELATED CAREER)]
2. Thinking about the career [RN: for which you are training or in which you are certified/in which you are interested], what is the main thing that interests you in it? In other words, what is it about this type of job or career that you like? Anything else?
Probe:
3. Is there anything about this type of job or career that you [RN: don’t like/anticipate not liking] or find unattractive?
Probe:
4. Are there any obstacles or barriers that [RN: make it/you anticipate would make it] difficult for you to [RN: work/train] in this field? If so, what? [RN: USE SPECIFIC PROBES BELOW WITH ANYONE IN TRAINING/WHO HAS GRADUATED FROM TRADES]
Probe:
5. When you were in high school, did counsellors suggest careers in trades? [RN: YES/NO HAND COUNT] Were you aware of any vocational/trade opportunities that existed at that time? And, what about apprenticeship opportunities?
All of you have told us that you would you be at least somewhat open to your child/dren pursuing a career in a skilled trade.
6. What is it about this type of job or career that makes you open to it?
Probe:
7. Is there anything about this type of job or career that you don’t like or find unattractive?
Probe:
8. Are there any obstacles or barriers that [RN: make it/you anticipate would make it] difficult for someone to [RN: work/train] in the skilled trades? If so, what? [RN: USE SPECIFIC PROBES BELOW WITH ANYONE WHO HAS A CHILD IN TRAINING/WHO HAS GRADUATED FROM TRADES]
Probe:
9. Do you think university degrees or trade certification are more likely to lead to good employment and income prospects? Why?
10. Are you aware of any online resources the federal government offers to directly connect Canadians with employment opportunities?
Probe:
11. As you may have heard, next year the Government of Canada will be launching new tools to connect Canadians with employment opportunities: a new and improved Job Bank, and the Career Choice tool that will showcase earning potential and job vacancies for various career options. What is the most important information that you would look to find from a resource like this?
Probe:
12. Have you seen advertisements for other job matching online resources, offered by other levels of government or the private sector? What do you recall about these ads?
Probe:
Do you have any final comments or suggestions about anything we have discussed [RN: today/tonight]?
[RN: THANK PARTICIPANTS.]
A bird’s eye view of a large red cargo ship coasting on the Pacific Ocean and making waves near Vancouver harbour.
Music: soft rock
Tall red cranes loading colourful stacks of cargo containers with Vancouver harbour visible in the background.
Music: soft rock
Man V.O.: Investing in Canada’s infrastructure creates jobs and benefits hard-working families.
A series of large industrial oil pipes is shown on a beautiful sunny day with a blue sky.
Music: soft rock
An underground scene of a subway tunnel extension in Toronto. The train rails lead to the light at the far end of the tunnel.
Music: soft rock
Sparks fly from a piece of metal as a man works on it with a grinding machine.
Music: soft rock
A female electrician at an indoor construction site using a screwdriver on an electrical junction box near the metal frame of a doorway.
Music: soft rock
Man V.O.: Over the next decade, one million skilled tradesmen and women will be needed to keep Canada's economy strong.
An indoor construction scene with three construction workers. One is using a grinder in the background and another is carrying blueprints. The word “Building” appears in white letters on the centre of the screen.
Music: soft rock
A close-up of a crane operator in the driver’s seat looking up at the load he is lifting.
Music: soft rock
An aerial view of two construction workers on the ground strapping a steel beam to the crane, readying it to be hoisted.
Music: soft rock
A steel beam is being hoisted with straps by the crane. A close-up of the steel beam with the word “Canada’s” over it in white letters.
Music: soft rock
Man V.O.: Starting in January, the new Canada Apprentice Loan offers up to $4,000 interest-free per period of Red Seal technical training to help you complete your apprenticeship.
A close-up of the crane operator in his cabin looking up. A subtitle says “Canada Apprentice Loan*” in white text with a smaller subtitle underneath that says “*Alternate support available in Quebec.”
Music: soft rock
A close-up of a man smiling with his welding mask pushed back to reveal his face. He is kneeling down, about to begin welding on a train track at a subway station under construction. A subtitle says “Canada Apprentice Loan*” in white text with a smaller subtitle underneath that says “*Alternate support available in Quebec.”
Music: soft rock
The welder’s hands hold his torch. A bit of blue light or flame reflects off the train rail and tool. A small subtitle appears underneath in white text that says “*Alternate support available in Quebec.”
Music: soft rock
A close-up of the welder working with his mask over his face. The smoke and the blue flame reflect on his mask. A small subtitle appears underneath in white text that says “*Alternate support available in Quebec.”
Music: soft rock
A wide shot of the welder kneeling along the train rails, welding.
A small subtitle appears underneath in white text that says “Alternate support available in Quebec.”
Music: soft rock
A train station platform with the word “FUTURE” in white letters above the rails. A small subtitle underneath in white text says “*Alternate support available in Quebec.”
Music: soft rock
Man V.O.: Learn how you can benefit.
…visit Canada.ca/Apprentice
Image of the Canada’s Economic Action Plan logo and the Canada.ca/Apprentice website address.
Man V.O.: A message from the Government of Canada
Image of the Canada Wordmark with “Strong. Proud. Free.” slogan underneath.
Audio: Canada Sting
Image of the Canada Wordmark
1 These designations were not used in Calgary because only one ad was tested there; in Toronto and Trois-Rivières two ads were tested (designated as A and B); in Halifax three ads were tested (designated as A, B, and C).
2 This procedure applied in all locations except Calgary where only one ad was tested.