The 2017 budget introduced the Innovation and Skills Plan to address the changing nature of the economy. New measures will help Canadians, including underrepresented groups, improve their skills and upgrade their credentials as they transition throughout their careers (“lifelong learning”). This includes increasing access to financial supports through Canada Student Loans and Grants and expanding existing Employment Insurance (EI) flexibilities that support training. Measures are expected to be implemented beginning fall 2018.
In May 2017, both the Prime Minister and Treasury Board Ministers approved two-year funding for the Education and Skills advertising campaign. While 2017-18 was devoted to youth, 2018-19 will be targeted to both youth and adults. The Department last sought views from adult workers in the 2010 Jobs of the Future study.
In order to better understand the motivations and barriers to employment and retraining, as well as build an overall evidence base for future communications efforts and advertising campaigns targeting this audience, ESDC commissioned Corporate Research Associates to conduct qualitative, public opinion research with the target audience. More specifically, research objectives included, to:
Examine the perceptions of the need for and value of continuing education and skills development;
Assess current levels of participation in continuing education and skills development;
Identify the barriers to participation in continuing education and skills development;
Identify communication preferences; and
Examine attitudes toward government.
To achieve the research objectives, a total of 18 Netfocus groups (online, real-time) were conducted from March 13 to 19, 2018. Additional information on the research methodology is provided in the next section of this report.
This report presents a high level executive summary and description of the detailed methodology used, the detailed findings of the focus group discussions, and a series of conclusions and recommendations stemming from the research findings. All working documents are appended to the report, including the recruitment screener, the moderator’s guide, and the presentation that was shown to participants during each session.
Research Methodology
Given the geographic reach and the target audience under study, a series of 18 Netfocus groups (simultaneous online and telephone discussion in real-time) were conducted from March 13 to 19, 2018, with cross-country representation. The target audiences included:
Adults, 25-35 years old, looking for work;
Adults, 25-35 years old, employed;
Adults, 36-55 years old, looking for work;
Adults, 36-55 years old, employed;
Low skills / vulnerable industries; and
Indigenous People.
The following table provides an overview of the group breakdown by language, audience, and location.
Number of Netfocus Groups by Language, Audience, and Region
Target Audience
English
French
Total
West (BC, AB, SK, MB)
East (ON, AC)
QC
Adults 25-35 Looking for Work
1
1
1
3
Adults 25-35 Employed
1
1
1
3
Adults 36-55 Looking for Work
1
1
1
3
Adults 36-55 Employed
1
1
1
3
Low skills / vulnerable industries
1
1
1
3
Indigenous People
1
1
1
3
Total
6
6
6
18
As is normal practice, those who attended at least one focus group in the past six months, who have been to three or more focus groups in the past five years, or who participated in a group on skills enhancement were excluded from participation. At the same time, people working in a sensitive occupation, including marketing, market research, media, a political party or partisan organization, or a federal or provincial government department were also excluded from the study. All participants had lived in Canada for at least two years. Participants in each group included a mix of age, region, gender, household income, employment, and education status where possible. In addition, each focus group included a few participants considering continuing education and skills upgrading, as well as a few participants within under-represented groups in the labour market, such as newcomers and persons with disabilities. Each group also included a mix of participants from across targeted provinces, encompassing both urban and rural residents.
Ten individuals were recruited in each group, and a total of 120 individuals took part in the discussions across groups. Consistent with standard market research practice, a $75 token of appreciation was provided to each participant. Each group discussion lasted approximately two hours.
Context of Qualitative Research
Qualitative discussions are intended as moderator-directed, informal, non-threatening discussions with participants whose characteristics, habits and attitudes are considered relevant to the topic of discussion. The primary benefits of individual or group qualitative discussions are that they allow for in- depth probing with qualifying participants on behavioural habits, usage patterns, perceptions and attitudes related to the subject matter. This type of discussion allows for flexibility in exploring other areas that may be pertinent to the investigation. Qualitative research allows for more complete understanding of the segment in that the thoughts or feelings are expressed in the participants’ “own language” and at their “own levels of passion.” Qualitative techniques are used in marketing research as a means of developing insight and direction, rather than collecting quantitatively precise data or absolute measures. As such, results are directional only and cannot be projected to the overall population under study.
Executive Summary
Corporate Research Associates Inc.
Contract Number: G9292-180535
POR Registration Number: 102-17
Contract Award Date: February 14, 2018
Background and Objectives
In order to better understand the motivations and barriers to employment and retraining, as well as build an overall evidence base for future communications efforts and advertising campaigns targeting this audience, ESDC commissioned a series of 18 Netfocus groups (simultaneous online and telephone discussions in real-time) with Canadian adults 25 to 60 years old (including both employed and non- employed, and Indigenous and non-Indigenous audiences). Of those, twelve groups were conducted in English with participants from various locations across Canada, while six groups were conducted in French with Quebec residents. Group discussions were conducted from March 13 to 19, 2018. Each focus group lasted approximately two hours and a $75 token of appreciation was provided each participant, as per standard market research practice. A total of 120 participants took part across groups.
The research assessed public opinion regarding continuing education and skills development. Caution must be exercised when interpreting the results from this study, as qualitative research is directional only. Results cannot be attributed to the overall population under study, with any degree of statistical confidence. The total cost of the research was $62,723.21 (taxes included).
Political Neutrality Certification
I hereby certify as a Representative of Corporate Research Associates Inc. that the deliverables fully comply with the Government of Canada political neutrality requirements outlined in the Directive on the Management of Communications. Specifically, the deliverables do not include information on electoral voting intentions, political party preferences, standings with the electorate or ratings of the performance of a political party or its leaders.
Signed
Margaret Brigley, President & COO | Corporate Research Associates
Date: March 28, 2018
Key Findings
Findings from the ESDC Adult Upskilling Exploratory Research Study suggest that efforts are needed to heighten awareness of the need for ongoing continued education and skills development as a means to stay relevant in a changing economy. Further, action is needed to increase public awareness, understanding and usage of federal government programs and services related to continued education and skills development.
When considering four specific terms (lifelong learning, continuing learning, skills development and continuing education) to describe the formal or informal training people take after leaving the formal education system to advance their professional skills or knowledge, findings clearly show the best alignment with continuing education and skills development. Indeed, both lifelong learning and continuing learning were considered more broadly and all-encompassing, suggesting day-to-day learning that may or may not be related to employment. By contrast, skills development and continuing education were closely aligned with work or job-related training, in a more structured format.
Continuing education and skills development are perceived to offer clear value to all those involved, including both employees and employers. For employees, training increases their knowledge and abilities, which in turn potentially increases their employability, efficiency and the value they provide to an employer.
That said, participants concurred that not all employers place importance on their employees’ skill development. Most employers were deemed to recognize the value skills development and continuing education offers both in keeping employees up to date, and in increasing their company’s capability and continued relevance. That said, across locations, it was felt that some employers consider skills development a risk in that it can negatively influence employee retention, resulting in little return on their investment.
When considering why someone might choose to pursue continued education or skills development, results were consistent across audiences and locations. In fact, a desire for increased financial stability is the primary motivator to pursuing continued education or skills development, followed by personal fulfillment or development.
Several barriers were identified in pursuing continuing education and skills development. The challenges primarily relate to three issues, including time, costs and a lack of motivation. Fear of the unknown was also noted, particularly when the path forward is not clear and the results are far from certain. Availability and accessibility are also barriers and these apply more strongly to those in rural areas and Indigenous people living on reserve.
Personal experiences with continuing education and skills development point to some risk aversion and lack of awareness of such opportunities. Those who are in environments where employer-sponsored options are available and employees are expected to take them, seem more willing and able to take advantage. Often, the employer is prepared to pay and accordingly, workers often have a better picture of where such education can lead. Others are more likely to pursue such training or education only when they are required to and this is often triggered by a negative experience or event.
There is a mix of preferences for either informal or formal training options. Those preferring the latter, often want an “official” program and some form of accreditation.
The internet is the most commonly mentioned source for continuing education information and resources. Key word searches using Google or another search engine was the starting point for most. Many also turn to friends / family or peers for advice and another important source of information for Indigenous people includes Friendship Centres, mentors or role models in their communities.
There is greatest interest in two types of information relating to continuing education and skills development; information on the training/education available and employment potential following the training.
Government websites were not well known and tend not to rank highly when search engines are used. In fact, there was limited awareness that the federal government has much information on continuing education and skills development. Those who were more familiar with federal government information included immigrants and those with disabilities and they tended to deal with other federal departments.
No matter what level of current knowledge of services offered, there is a general belief that the Government of Canada should be involved in providing information and assistance related to skills development. There is also a general belief that information provided will be credible.
The lack of strong awareness that the Government of Canada does in fact have information and services related to skills development was seen as justification of the need for an awareness campaign. While online is one vehicle, many also see value in an awareness campaign that includes traditional media and some reliance on other government websites. In relation to online, social media platforms were generally suggested as the most productive way to reach people.
Finally, when considering proposed messaging there is a clear consensus that positively phrased messaging is most effective in terms of encouraging someone to pursue lifelong or continued learning. Positive messages are seen as motivating, reassuring and better prompt the audience to take action. On the other hand, messages that induce fear are considered to be negative, discouraging and generally disliked.
Conclusions
The following key conclusions are drawn from the detailed analysis of the study’s findings.
While the value of continued education or skills development is fully appreciated, it is not top of mind to most until faced by a circumstance that drives attention.
Across audiences and locations, continued education and skills development are perceived to offer clear value to those involved. While selected sectors are identified as most positively impacted, it was considered an important consideration for all to stay relevant in the workforce. The value of continued education and skills development also extends to employers and while key benefits vary by age, all recognized its personal value. It is also considered an important consideration by new Canadians to ensure their marketability.
Despite being well regarded, continued education or skills development is something that is not always easy to put into action. On one hand, it is most often considered only when faced with a specific event, whether a layoff, a career change, or returning to work after a leave, with choices and considerations most often aligned with the particulars of the situation. On the other hand, while the value of the concept itself is recognized, the outcomes are often difficult to measure. Combined with the many perceived barriers to continuing education and skills development, it often creates a roadblock that brings individuals to stay complacent until forced to. Finally, apart from select industries or larger employers where continuing education and skills development are part of the culture, it does not appear to be seen as being an important component of a career plan, or one that needs to be formalized and developed over time. These findings point to the need to position continuing education and skills development as an important consideration to building a career, and one that provides increased marketability. It also points to the need for providing the assistance and tools to build a continuous education and skills development plan.
The primary motivation to pursue continued education or skills development is financial gain, followed by personal growth and learning. Key barriers are time, a lack of motivation and money.
Skills enhancement is widely considered a good way to access a promotion or a better job, thus ultimately improving personal financial conditions. In fact, it was often referenced as being most valuable when seeking out advancement with a current employer, when changing jobs or industries for something more interesting, or to ensure job security. While continued education and skills development were seen as providing opportunities to pursue other career aspirations, they were seldom considered an important consideration to maintain or enhance marketability, and thus offer flexibility in today’s changing job market. As such, it is not looked at from the perspective of skills transferability within or across industries, but rather as a means to improve specific work-related competencies.
A lack of money, time, confidence, and motivation are often mentioned as the greatest barriers to pursuing continued education. Interestingly, continued education opportunities are most associated with formal classroom-type training that require a great deal of time to attend. This perceived time requirement may in part explain why a lack of time is identified as an important barrier. Training is also viewed as cost-prohibitive, perhaps for the same reasons, where only formal education opportunities from recognized institutions are considered. A fear of failure, or not being comfortable facing the unknown, as well as a fear of not choosing the right path are also important barriers. Finally, the lack of perceived need or clear benefits leads people to complacency, especially if they are fulfilled with their current employment situation.
Participants’ considerations and actions in relation to continued education underscore some risk aversion to pursuing skills development, as well as a lack of awareness of such opportunities.
Participants expressed interest in making a change, and most are confident that they may have the necessary skillset to change careers. That being said, many experienced difficulty identifying transferable skills, with ‘soft skills’ not readily identified as marketable opportunities. Indeed, few mentioned skills such as project management, leadership, or computer skills as being assets that could be of value cross industries. Combined with personal experiences whereby identifying what type of continuing education to pursue proved problematic at times, this suggests the need to raise awareness of the many areas of continued education worth exploring – whether they include skills directly related to a field of competency, or ‘softer skills’.
Apart from increasing awareness of continued education opportunities, interest in this type of endeavour would be significantly improved by minimizing the risks involved from a time and financial perspective. Findings show that there is no clear preference for either informal or formal training, though experiences show that formal training is more commonly considered.
There is a general lack of awareness and familiarity of federal government programs and services to assist with continued education or skills development.
Findings show that word-of-mouth, general internet searches and employers are the most relied upon sources of information and assistance to investigate and plan continued education. There is no known process for investigating skills enhancement opportunities, though it often begins by identifying skills gaps based on the employment or advancement opportunities available or those of interest. Once the types of skillset are identified, a search is performed to find out what formal courses exist, including such practical information as where it is offered, how long it takes, who is eligible to take part, what is the tuition, and duration, among other things.
Interestingly, the Government of Canada is not top of mind as a source of information and resources for skills development and continued education. While some believe that information is likely available through employment assistance or immigration programs, no one was aware of government programs specific to skills enhancement. Nonetheless, such information was considered best accessed online, at job fairs, or employment offices, with the availability of information advertised through a multimedia campaign. When considering the format of advertisements, it must be brief, meaningful, and visually interesting with a clear preference for positive and motivating messaging rather than ones that instill a sense of fear or consequences.
Recommendations
The following recommendations are based on the study’s conclusions and offered for consideration.
Efforts should be made to heighten awareness of the need for ongoing continued education and skills development as a means to stay relevant in a changing economy.
Findings clearly show that while continued education is valued, its short- and long-term benefits are not well understood. As such, its consideration is triggered by an event, rather than being given careful consideration over time. Apart from the importance of skills enhancement not being fully recognized, the process of planning for continued education is not well understood. As such, there is a need to position continued education as an important component of a career path, one that is of value to everyone even if they are currently in a fulfilling employment situation. Efforts should be made to explain how continued education is comprised of both formal classroom-style training, and informal approaches such as job shadowing or mentoring to showcase the broad spectrum of opportunities.
At the same time, it must be positioned as a means to stay relevant in today’s changing economy by enhancing both specialized and soft skills. Reminding people that skills such as project management, computer knowledge, and leadership are assets that will enhance an individuals’ overall marketability is important. Given the current focus on job-related skills enhancement, communications must clearly identify specific transferable skills, with a reminder of how they improve individuals’ flexibility in the workplace today and in the future. Perhaps playing on motivations identified in the research, consideration should be given to position the need for skills enhancement based on personal gain, by highlighting personal benefits.
Findings also show that the process of building a continued education plan is not well understood, and as such, there is merit in developing tools to guide people in this process. For example, a tool could be design to help people discover how their skills can be aligned with the changing needs of the workforce today. Another tool could highlight step-by-step what needs to be considered in planning continued education, as well as provide links to available resources at each step.
An enhanced communications strategy is needed to increase public awareness, understanding and usage of federal government programs and services related to continued education and skills development.
Consideration should be given to the development of a communications campaign to increase awareness of the government’s skills enhancement program and services. Consideration should be given to developing a multi-channel approach that includes traditional media, online channels, including social media, and onsite communications at schools, employment offices, libraries, and community meeting places.
Any key messaging used to promote continued education and skills development should be positive and motivational.
Given the level of effort required to embark on continued education and skills development, as well as the fear and sense of discomfort with the process, findings suggest that messages should be positive, directional, and inspirational in tone, rather than relying on fear or consequences. Indeed, ESDC should consider phrasing any promotional messages in a positive and motivational manner in order to effectively encourage its target audience to pursue continued education and skills development and break down existing barriers. This is further warranted as more often than not, continued education or skills development is driven by a negative situation – layoff, return to work, job dissatisfaction – rather than being positively viewed as the ongoing process of building professional skills.
