A Human Resource Toolkit designed to help employers in the Automotive Repair and Maintenance Business to hire and retain the best possible employees

1. Hire The Best
For Your Repair and Maintenance Business
A Human Resource Tool Kit
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2. About the Writers
This tool kit is a partnership of the Workforce Planning Board of Grand Erie, Apprenticesearch.com, BDO Canada, Brantford-Brant
Small Business Resource Centre, Mohawk College – STARRT Campus, Fanshawe College, Brant Haldimand Norfolk Catholic District
School Board and the Grand Erie District School Board. Special thanks also go to the Canadian Automotive Repairs Sector Council
and the Centre of Skills Development (Ottawa) for their guidance and information.
Disclaimer
The information contained in this guide is for information purposes only, and should not be seen as an interpretation of any legislation or
regulation regarding Human Resource Practises. For current and accurate information please visit the appropriate Ministry Website or contact
the Ministry office
This Employment Ontario project is funded by the Ontario Government.
The views expressed in this document do not necessarily reflect those of Employment Ontario.

3. Table of Contents
In Search of... The Perfect Employee......................................................................................................................1
Job Description...........................................................................................................................................................1
Posting the Position...................................................................................................................................................2
The Interview...............................................................................................................................................................3
Legislation.....................................................................................................................................................................8
The Job Offer..................................................................................................................................................................9
Sample Offer of Employment.................................................................................................................................9
The Orientation.......................................................................................................................................................... 10
Training ....................................................................................................................................................................... 12
Mandatory Training................................................................................................................................................. 12
Documenting Mandatory Training.................................................................................................................... 15
Sample Training Form............................................................................................................................................ 16
Training Methodology............................................................................................................................................. 17
Improving Perfomance............................................................................................................................................ 18
Feedback Roadmap.................................................................................................................................................. 19
Performance Counselling....................................................................................................................................... 20
Documentation of Corrective Actions............................................................................................................... 21
Formal Procedures.................................................................................................................................................. 22
Beyond Legislation.................................................................................................................................................... 23
What You Need to Know About Apprenticeship............................................................................................ 24
Wage Incentives......................................................................................................................................................... 25
Looking to Hire........................................................................................................................................................... 28

4. Dear Business Owner
This tool kit is designed to assist you find, train and keep the best employees. Over the past months, you and your
colleagues told us how difficult it is to hire and retain workers with both the technical and essential skills essential for
business success. This tool kit provides you with a practical guide to:
► The 9 Essential Skills needed for success
► Recruiting, interviewing, hiring and retaining the best employees
► Putting your employee on the right path through effective an effective orientation and training process
► Understanding workplace health and safety
► Encouraging employee growth through performance counselling
In addition, you will find important information about apprenticeships and the financial credits available to you.
Hiring an apprentice today ensures a skilled workforce for tomorrow!
Remember – you don’t have to do this alone. You will find important information about many local and government
services in place to help.
Sincerely
Jill Halyk
Jill Halyk
Executive Director
Workforce Planning Board of Grand Erie

5. In Search Of... The Perfect Employee
When searching for the perfect employee, it should be treated the
same as any business decision. Know what you are looking for,
dedicate uninterrupted time to look at all your options and make
sure the resources are there to support the end goal.
Remember—Stingy Managers produce stingy results!
The Job Description
Making a list of what you are looking for in the perfect employee will be
the very foundation to the job posting, interview questions, employee
orientation, the employment contract, performance coaching and
performance reviews.
Typically the criteria will fall into four categories:
► Work related skills
► Education
► Attitude
► Interpersonal skills
It is important to document, in clear and simple terms what you are looking for in a candidate so that your interviews
and Human Resource practises are consistent. An effective job description should list the requirements that the
candidate MUST have, the requirements they SHOULD have and what additional skills you would LIKE them to have.
This can be done in a simple chart format:
Must Have Should Have Would Like to Have
Work related skills
Education
Attitude
Interpersonal skills
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6. Posting the Position
Today, there is no single tool that will ensure that you will recruit qualified candidates and cost should not be the
only factor to determine where, or how, the position should be posted. The following is a list of recruiting tools that
employers are utilizing to tap into the greatest number of qualified candidates.
1 Web Page Posting
If you have a website, consider creating a “career” section. Potential candidates can access information about the
position, and have the opportunity to learn more about your company.
2 The Internet
There are numerous employment web sites where you can post positions. These websites can be local, national or
global and may or may not have a fee. In the Brantford-Brant area you can check out: https://www.brantjobs.ca/ or
apprenticesearch.com. A free online website designed to help connect apprentices and employers across Ontario. Post
your “apprenticeable” position on their job bank and review hundreds of approved applicants in a database offering
skills / education in the skilled trades
3 Existing employees
Many companies are finding this to be a highly effective method! Existing employees already know the culture and
expectations of the company and, with their “name on the line” will make sure to recommend someone who they
think will both fill the company’s expectations and make a favourable impression
4 Educational Facilities & Training Providers
Whether colleges, universities or private training providers, contacting agencies or organizations that train individuals
in the skills you are looking for are a wonderful resource!
5 Print Media
In addition to local newspapers, consider business journals or publications/newsletters of associations.
6 Employment Agencies
Employment agencies can be highly effective for short term or specific projects and can help to cover, sick, parental or
injury leaves.
7 Networking
Let your business associates, suppliers and customers know that you have job openings. If you belong to a
professional group, club or organization, they can be another valuable tool to help you find the right employee.
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7. The Interview
The interview should be viewed as a partnership – both you and the potential employee are trying to determine if the
position and the company are the right “fit”. It is important to maintain control of the interview and provide a relaxed
setting.
In an interview not only are you trying to determine the skills of the person, but you are also trying to get to know
them on a more personal level. Ideally you are looking for someone who has the right “attitude” not only for the job,
but also will be a good fit with existing employees in the company.
A word of caution—the interview will create a first impression for the potential employee! If you are unprepared for
the interview or are being interrupted by telephone calls, emails, people knocking on your door, this will create an
unfavourable impression, and not allow you to really focus on the potential employee.
When to schedule interviews and how much time to schedule for each interview will vary between companies.
People are accustomed to “after hours” interviews as they will not interrupt the workday and the amount of time to
schedule for each interview will depend on:
►How complex the position and responsibilities are
►The level of authority and responsibility the position will have
►Whether you have decided to do “pre-screening” and/or successive interviews
Other basic “rules” to follow during the interview include:
►Allow sufficient time for the candidate to answer the questions – thoughtful silence in not necessarily indecision
►Make sure the person understands your question – create an atmosphere that is relaxed and comfortable so that if
the person does not understand, they feel comfortable in asking you to rephrase the question
►Prepare questions in advance. This will help in conducting consistent interviews and also assist in preparing
questions that flow into one another. For example “you have given me an example of a strength you have, can you
tell me about a time when you have used that strength”
►Don’t pre-hire. Keep an open mind and look at all your candidates. Your goal is to find that perfect employee
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8. Telephone Pre-Screening
If you have received more applications that you anticipated, you may want to conduct a telephone pre-screening. This
tool is to help select people to be interviewed, NOT to select a person for the position.
In telephone pre-screening questions are usually related to: qualifications, clarifications on potential gaps in the
applications/resume, verify facts and skills, and to determine the interest of the person in the position.
The following is a sample form used for telephone screening. However, as the goal it to determine who will be
interviewed, the questions asked should relate back to the job description and posting.
SAMPLE TELEPHONE SCREENING
Applicant Name:
Telephone Number: Date Contacted:
Contacted By:
Yes No
Do you have a restriction on the
hours/days you are available to work?
If yes, explain:
What are your wage expectations?
Are you currently attending or FT PT
planning to return to school?
If yes, explain:
What interests you most about the
position?
Why would you be an ideal candidate
for the position?
General Comments:
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9. Successive Interviews
This is probably the most commonly used technique for conducting interviews. Each candidate will go through
a series of interviews, and each series will reduce the number of potential candidates to continue in the interview
process.
How many interviews a company will conduct is personal preference, but each interview stage is developed to
establish more detail and information on the potential candidate.
For Example:
► 20 candidates may be scheduled for a brief 15-20 minute interview
► 5 candidates are then chosen to come in for a more intense one hour interview
► 3 candidates are then chosen to come in and be interviewed by a panel
Some companies have determined that pre-testing is important so that they can actually see the potential employee
demonstrate their skills. This pretesting is usually conducted when the interview process has narrowed down the pool
to about five qualified individuals.
A panel interview is when a candidate is interviewed by more than one person. This is an excellent time to include
direct supervisors and/or team members in the interview process.
Interview Questions
Interview questions are typically; open ended question, closed questions or behaviour based questions.
Closed Questions
Are used when trying to determine specific and/or factual information such as “do you have (a certificate)”.
Open Ended Questions
Are used when trying to create open communication and provide the potential candidate the opportunity to
provide information they believe is important.
Examples:
Closed Questions Open Ended Questions
► Do you have experience in this field? ► What experience do you have in this field?
► What current certificates do you have that are
► Do you have a current (relevant certification)?
relevant to this position?
► Do you have any restrictions as to days or hours
► Are you willing to work evenings and weekends?
of work you will be available for?
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10. Behaviour Based Questions
The most popular interview questions of today are referred to as “behaviour based”. The purpose of a behaviour based
question is to identify specific past situations and circumstances, and determine how the potential employee reacted
to or solved the challenge.
Past performance dictates future success!
Situations can be provided by the interviewer or by the candidate and each question builds on the response of the
potential employee. This type of question is ideal for attempting to identify (i.e.) decision making and problem solving
skills, creativity and motivation, initiative and attitude.
If The Interviewer Is Providing the Situation
Make sure the example is;
► Realistic
► Specific to the industry/organization
► Common to the industry/organization
Present the situation in an open-ended fashion. For example:
“You notice that a particular piece of machinery just isn’t “sounding” right. How would you deal with
the situation?”
“A customer is complaining that the work completed was not up to standard. What would you do?”
Having the Candidate Provide the Situation
The potential employee providing the situation will require time to think about an actual situation they were involved
with, and may provide more insight into the actions and reactions. For example:
“Tell me about a time when you had difficulty working with a team member. What created the situation and how
did you deal with it?”
“Tell me about a time when you made a mistake at work. What happened, and how did you deal with it?
Although the potential employee may take time to think of an appropriate situation, this time is usually well spent.
Responses tend to be detailed and factual and the interviewer can focus on whether or not there was a successful
outcome.
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11. Sample Behaviour Based Questions
Ability to Plan Tasks
► Tell me about a big project that you had to plan. What was the project
► What steps were involved
► What was the outcome
Ability to Prioritize
► Tell me about a situation in which you had several things to complete in a specified time frame
► How did you handle it
► What was the outcome
Ability to Problem Solve
► Tell me about the most difficult task that you’ve ever had to solve at work
► What steps did you take to tackle it
► Was the effort worth it
► Was it resolved
Ability to Handle Conflict
► Tell me about a time when you had a disagreement with a fellow co-worker or supervisor
► How did you handle it
► What was the outcome
Ending the Interview
The interviewer should provide an opportunity for the potential employee to ask questions at the end of the
interview. The most common questions will be:
► When do you hope to make a decision?
► Will you be notifying all candidates?
► What is the rate of pay?
In some cases it may be easier for the interviewer to provide information regarding next steps at the end of the
interview as this is often the most important thing the potential employee will want to know.
Checking References
Checking references can be time consuming when you needed the person to start yesterday but can also save a
company future headaches if the references aren’t what were expected. However, many employers have become wary
of providing references due to fear of legal action and new laws regarding right to privacy.
When contacting the reference, the following questions are normally acceptable:
► Verify the dates of employment. I understand the candidate worked for you from September 2000 until last month?
► What were their responsibilities and job title?
In most cases the best and most important question that will tell you volumes will be:
► Would you hire “the candidate” again if you had the opportunity?
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12. Legislation
With changes in government legislation occurring at a rapid rate, it is difficult to keep current and up to date on all
rules and regulations. If you are unable to find the information you are looking for at the appropriate government
website, DO NOT hesitate to contact the appropriate Ministry directly for clarification or interpretation.
Any time that you do contact a Ministry, ensure that you document not only the date and nature of the call, but the
name of the individual you spoke with that provided you with the interpretation.
The Human Rights Commission is responsible for legislation regarding: interviews, hiring & orientation, disciplinary
actions and terminations. Excellent information and “Quick Facts” can be found on their website at www.ohrc.on.ca.
In general, questions you cannot ask anything dealing with:
► Race/colour/ancestry/place of origin/ethnic origin
► Record of offences
► Age
► Marital status
However, there are specifically worded questions that are allowed. For example
► Record of offences
You cannot ask for a record of offences, but you can ask if the applicant has ever been convicted of a criminal
offence for which a pardon has not been granted.
► Age
You cannot ask for their date of birth or specific age, but you are able to ask if they are between the ages of 16
and 65
► Race/colour/ancestry/place of origin/ethnic origin
You are allowed to ask if they are legally eligible to work in Canada
There are also exceptions to the rule. For example; if you are participating in a wage subsidy program sponsored by
the government targeting youth, and only individuals between the ages of 16 & 24 qualify, then an exception would
potentially be granted for the posting and interview.
The following is an EXAMPLE ONLY from the Ontario Human Rights website:
Employment interviews
At the interview stage, the employer may expand the scope of job related questions if necessary to determine,
for example, the applicant’s qualifications or his/her ability to perform the essential duties of the job. There are
exceptions to some general rules and these are typically associated with Special Interest Organizations, Special
Programs and Special Employment. Exceptions are usually associated with “the qualification being reasonable and
genuine because of the nature of the employment”.
An organization wanting to implement an exception should contact
the nearest office of the Human Rights Commission for clarification
and, as required request a special declaration.
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13. The Job Offer
The written job offer is the important first step to an employee’s file. Although most employers will call to let
the candidate know they have the position, completing the job offer prior to the telephone call will ensure that
all information is covered. If the offer is made on the telephone, the written job offer should be covered in the
orientation and signed by the new hire.
Sample Offer of Employment
Congratulations! I am happy to inform you that (company name) is ready to offer you a position as a (job title). This is
a (permanent/seasonal/contract/casual position) (if this is a term position state the expected length of the term).
We would like you to complete your orientation on (day) at (time). Please come to the front desk and ask for (insert
name of person completing orientation).
We would like you to start work on (day) at (time) and you will be reporting to (name of supervisor) for your training.
Your working hours will be from (start and end times) and your normal workdays will be (days of week).
The job description/responsibilities are as follows (insert job description):
You will be on a probationary period from (dd/mm/yy) to (dd/mm/yy).
The company will provide the following compensation package (list all benefits related to the position):
► Rate of Pay (salary/hourly per year/month/week/hour)
► Vacation
► Employee Benefits
■ Group Insurance
■ Short/Long Term Disability
■ Dental Care
■ Health care
We are confident you will be able to make a significant contribution to the success of our Company and I look forward
to working with you.
Signature:
(Name of person authorized to make job offer)
(Position)
(Company)
I accept the offer as outlined above.
(Name)
Signature:
Date:
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14. The Orientation
Orientation for an employee is equally as important as the actual training program. It will;
► Make them feel more at ease
► Help them to understand expectations
► Provide a “welcoming” format
► Assist the employee in setting and achieving benchmarks
When providing an orientation, it is important that the process is not rushed. The time must be carefully scheduled
so that all information can be provided and completed in a relaxed and comfortable atmosphere. The new hire is
nervous enough and will run the risk of missing vital information if they are distracted by telephone calls, beepers,
pages or employee interruptions.
The orientation does not have to occur on a Monday morning or the new hires first “day of work”, and does not have
to always involve a full day. The orientation typically covers employment contract, administrative requirements,
introductions, training overview, and a company tour as a bare minimum. Often this is simply too much information
for the new hire to retain on the first day.
A company may find it a benefit to complete the orientation the week before the official “first day” of work to allow the
new hire to read through information, and bring questions with them when they start their new job.
The following has been provided as a general guideline of areas that should be covered during the orientation of a
new hire.
Introductions
► Introductions are important, even though the new hire will probably not remember all the names. They should be
familiar with the people they are going to be working with, anyone who is going to be involved in their training
and of course, the manager or supervisor they will be reporting to.
Facility
► General facility (building – entrances, security, storage areas) layout. During the tour, it would be important to note
any safety features such as; fire extinguishers, exits, and first aid box. Once you have completed the facility tour,
return to the office or quiet area to complete the orientation.
Employment Contract & Administration
► This is the time for the new hire to complete their TD1 and sign their employment contract. It should also be
the time that the new hire is told about pay periods (including their first pay date) and any bonus program the
company may offer. Make sure to provide the new hire with a copy of their employment contract.
Training Program
► Trauma training simply is not effective, and can cause more harm than good. Being prepared for a new employee
includes having a framework of what their training program will look like, and who will be doing the training. This
is an extremely important step as it will also clearly establish what your expectations are of the new employee.
► If possible briefly outline (preferably in writing) the benchmarks that the new employee is expected to achieve in
(i.e.) their first month, second month etc.
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15. Orientation Check List
► Having an orientation check list will make sure all information is covered:
Comments / Special Instructions
Introductions
• Staff & positions
• Trainer (s)
Facility Tour
• Washrooms
• Lunchroom
• First aid
• Fire extinguishers
• Emergency exits
• Department/office areas
Employment Contract
• TD1
• Rate of pay
• Benefits/bonus programs
• Pay periods
• Probationary periods
• Punch clock/cards
Training Program
• Schedule
• Trainer
• Benchmarks/goals
Expectations
• Attendance/punctuality
• Questions/difficulties
• Mandatory training
• Work quality/quantity
• Equipment operation/safety
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16. Training
Mandatory Training
Throwing new employees into a job or existing employees into a new task, without training provides the potential for:
►Personal injury (not familiar with equipment)
►Disciplinary actions (failure to do the job)
►Resentment (from coworkers)
►Decreased self-confidence (unable to meet expectations)
The most important goal is to provide the most effective training with the least amount of disruption to the company.
It will be up to the employer to decide:
► Who is the most effective person to do the training
► When is the most convenient time to complete the training
A training schedule is important as it provides a blueprint for well-defined topics and designated times. NO schedule
is written in stone, but it does provide a structure for everyone to refer to. Hit and miss training will provide hit and
miss results.
Setting aside specific time frames and topics also reinforces to the trainee that they (and the job they are learning)
are extremely important. A word of caution—if the pre-scheduled time and topic is continually changed, bumped or
cancelled, the trainee will get the impression it is simply not important.
Scheduling of training is particularly important for mandatory training to comply with government legislation such as;
WHMIS, Workplace Harassment Training and Workplace Diversity Training,
Employment Related Legislation
There are numerous Ministries involved in employment related issues and mandatory training. The Ministries that
typically apply to all workplaces include:
Ontario Ministry of Labour: http://www.labour.gov.on.ca/english/
The Ontario Ministry of Labour is responsible for the regulation, compliance and enforcement of such acts as:
► Employment Standards
► Health & Safety
► Labour Relations
► Jobs Protection Office
The Canadian Centre for Occupational Health & Safety provides an excellent overview of the basic responsibilities of
Ontario Health & Safety Legislation. For more information visit http://www.ccohs.ca/
The Workplace Safety & Insurance Board provides information on employer, supervisor and employee responsibilities
on their website http://www.wsib.on.ca
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17. Workplace Safety & Insurance Board
The focus of the WSIB (http://www.wsib.on.ca) is the elimination of workplace injuries, illnesses and fatalities. Under
the Workplace Safety & Insurance Act:
As an EMPLOYER, you have the responsibility to:
1. Keep a Safe and Well-Maintained Workplace
2. Provide Hazard Information, Proper Safety Equipment, Training and Competent Supervision
3. Provide First Aid Training and First Aid Kits
► The type of equipment will vary depending on the nature of the work and number of employees
4. Post the WSIB “In Case of Injury at Work” Poster (Form 82)
5. Post the Occupational Health and Safety Act
6. Have Worker Representation for Health and Safety
► If you have 20 or more workers AND/OR deal with specific designated substances (see website for complete
list) you must maintain a Joint Health & Safety Committee
► If you have more than 5 but less than 20 workers you are required to have a Health and Safety Representative.
7. Follow proper procedures in case of injury
Penalties for failing to comply with any of these employer responsibilities
► People failing to comply with the Occupational Health and Safety Act are subject to fines of up to $25,000 and/or
up to a year’s imprisonment. Corporations can be fined up to $500,000.
► Employers are also subject to penalties for failing to report to the WSIB within three days of learning of a
workplace injury or illness and other violations of the Workplace Safety and Insurance Act.
As SUPERVISOR, you have the responsibility to:
1. Provide a Safe Workplace and Assign Safe Work
2. Provide training and information
3. Provide supervision
What are the penalties for failing to comply with any of these responsibilities?
► People failing to comply with the Occupational Health and Safety Act are subject to fines of up to $25,000.
WORKERS have the right to:
1. Know About Danger
2. Participate in Making your Workplace Safe
3. Refuse Unsafe Work
WORKERS have a responsibility to:
4. Work Safely
5. Report Unsafe Conditions
6. Wear the Right Safety Equipment for the Job
7. Ask Your Employer First
► Your employer needs to know about your concerns and questions about health and safety issues and take the
necessary measures to avoid injuries.
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18. WHMIS
The Workplace Hazardous Materials Information System (WHMIS) is Canada’s hazard communication standard. The
key elements of the system are cautionary labelling of containers of WHMIS “controlled products”, the provision of
material safety data sheets (MSDS) and worker education programs.
Employers must develop and implement a hazardous materials Training Program for anyone handling or storing
hazardous materials, and for anyone who may be exposed to hazardous materials in their workplace, and the program
must be reviewed at least once per year. Remember that hazardous chemicals include cleaning products used in the
company!
All workers are required to complete WHMIS training.
Bill 168 – Workplace Violence and Workplace Harassment
Changes to Ontario’s Occupational Health and Safety Act (OHSA) effective June 15, 2010, strengthen protection for
workers from workplace violence and address workplace harassment.
Under Bill 168, employers will be required to develop written policies with respect to both workplace violence and
workplace harassment training. If you are an employer, you must review these policies at least once a year even if you
haven’t had any incidences of violence or harassment. These policies must be posted in any workplace that has more
than five employees. Further, employers will be required to implement training programs like Workplace Diversity
Training to prevent workplace violence and harassment.
An employer’s program must include measures and procedures for workers to report incidents of workplace
harassment. It must also set out how you, as the employer, will investigate and deal with incidents and complaints of
harassment. Although harassment is already prohibited under the Ontario Human Rights Code, the new law defines
harassment much more broadly than the Code.
“Workplace violence” is broadly defined in the new legislation as including the actual, attempted, or threatened use
of physical force that could injure a worker. Before implementing such a program, employers must assess the risks
of workplace violence that may arise from the nature of the workplace, the type of work, or the conditions of work.
The results of this assessment must be reported to the joint health and safety committee or worker representative or,
alternatively, to the workers directly.
The workplace violence program must include measures and procedures to:
► control the identified risks;
► get immediate help when violence happens or is likely;
► report incidents or threats of violence; and
► investigate and deal with incidents and complaints.
Accessibility for Ontarians with Disabilities Act, 2005 (AODA)
Ontario’s first standard under the act – customer service – is now law. This standard applies to all business and
organizations that provide goods or services and have at least one employee. Under this standard, businesses must
train staff about serving customers with disabilities. This training must be provided to everyone who:
► Deals with members of the public or other third parties (e.g. business clients)
► Develop customer service policies
Steps to meeting the requirements can be found at:
www.AccessON.ca/compliance or http://www.accessibilityworks.ca/customer-service-standard
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19. Documenting Mandatory Training
It is important for the employee’s file to contain a clear listing of all mandatory training. This will allow you to clearly
track when reviews and updates are required and will provide a WRITTEN record of when the training took place. It is
also recommended that, if a certificate is issued to the employee, that it is also kept on file.
Many employers have also begun to track training provided as proof of their meeting their responsibility to the
employee. This is particularly true in the case of personal protective equipment where every after exhaustive training
and education, employees may choose to ignore safe working practises. This employee can be a clear hazard to not
only themselves, but the people they are working with. Some common “corner cutting” measures have included: Not
wearing the proper safety/protective clothing; Not using equipment guards; Poor/improper storage techniques.
By clearly documenting the training provided and having both the trainer and employee sign off on the training,
you are providing a clear record of meeting obligations to providing a safe work environment and will provide
documentation if required for corrective or punitive actions.
IMPORTANT NOTE:
The employee’s file contains substantial personal information and MUST be kept in a locked area that has restricted
access. If the employee information is being managed through technology it is recommended that not only are the
files password protected, but also not accessible via the internal network.
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20. Sample Training Form:
EMPLOYEE NAME:
MANDATORY TRAINING
Item Date of Training Trainer Signature Employee Signature Review Date
WHMIS
Workplace Violence
Workplace
Harassment
Emergency 1st Aid
FACILITIES
Item Date of Training Trainer Signature Employee Signature
Emergency
Procedures - Fire
• Fire Exits
• Location of Fire
Extinguishers
Emergency
Procedures - Injury
• Location of 1st
Aid Station
• Trained
Emergency
Personnel
MACHINE OPERATION (STIPULATE THE PIECE OF EQUIPMENT)
Date of Training Trainer Signature Employee Signature
On/off switch
Kill switch
Guards
Protective Clothing/
Equipment
• Gloves
• Safety Glasses
• Safety Shoes
• Hearing
Protection
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21. Training Methodology
Implementing an effective training program is basically a five-step process:
1) Direction
►Providing the trainee with the necessary direction so that they have a clear understanding of what is expected
of them and how they will achieve the desired outcomes. Do the task while the trainee watches. Give them the
opportunity to watch the entire process. Too often we begin in the middle of the task and it only confuses people.
Make sure the trainee sees the task performed correctly and completely, you are giving them something that they
will try to duplicate.
2) Demonstration
►This is the practical demonstration of the task. It should be done in a methodical, progressive manner, and provide
the opportunity and environment for the trainee to feel comfortable asking questions. Continue to perform the
task, but the trainee is alongside and assists with the task. Take the time to explain not only the how but the why of
each step.
3) Confirmation
►Exchange places with the trainee. This is the point at which the trainee is allowed to complete the task with the
trainer in attendance. It is the responsibility of the trainer to allow the trainee to complete the task on their own,
numerous times, to ensure they are developing a level of confidence in their ability. It is especially important at this
step to be positive and encouraging. You want the trainee to keep trying and keeping wanting to improve. Work
with the trainee until they develop some form of consistency. Once they are consistent, ask them to explain it to
you. It will help them to understand and remember the task.
4) Monitoring
►This is where the trainee is allowed to complete the task on their own. They will know how to do the job, but now
they must form some level of confidence in completing the tasks. You are there to answer questions as required,
but more importantly you are there until the trainee senses their own success at doing the task. The trainer is
available but not directly monitoring the trainee. Periodic “spot checks” will affirm that the trainee is continuing to
complete the task well, and gives the trainer confidence in the new employees’ abilities.
5) Corrective Actions
►It is the role of the trainer to provide corrective actions to address any discrepancies the trainee may demonstrate
while completing the task. Once the trainee does the job well, allow them in turn to teach others to do it. The best
way to learn something is to teach it.
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22. Improving Performance
Sometimes there is confusion as to whether comments made to an employee regarding how they are doing
their job are:
► Feedback
► Performance counselling
► Performance evaluations
The general accepted guidelines are:
► Feedback
The daily progress reports and comments made to employees. It is not always done in person, and not always
in a formalized setting. Often these comments are made “on the job” and are designed to correct or praise an
employee’s performance.
► Performance counselling
Often the employer will determine there is an identified pattern of poor performance through the feedback
they are providing to their employees. Performance counselling is when the employer and employee work
together to come up with corrective actions to address the performance issue. The goal in performance
counseling is to avoid future disciplinary actions.
► Performance evaluations
Is typically a formal meeting in which the employer and the employee sit down to discuss the employee’s
performance. It is during this process that positive and negative issues are addressed and both the employer
and the employee, agree on a specific plan of action to correct or further develop these issues prior to the next
performance evaluation. Often performance evaluations are also referred to as wage and performance reviews.
Employers today can be creative when developing a format to evaluate their employees, particularly in the first year of
employment. For example; an employee in the first year may receive a performance review four times a year, but only
receive a wage and performance at the end of the first year. Further each performance review has the opportunity to
be either general in nature or structured to deal with a specific part of the job. For example:
Improving Performance (3 month mark)
► Provides opportunity for the employee, to develop specific action plans to improve performance.
Training & Development (6 month mark)
► Provides the opportunity to identify training and development needs based on areas that require improvement or
need to be in place to achieve future goals and objectives.
Job Environment (9 month mark)
► Provides the opportunity for both the employer and employee to identify issues relating specifically to the position.
Wage Reviews (one year)
► Provides a pre-determined time when the employee will have their compensation package reviewed and/or
adjusted.
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23. Feedback Roadmap
Invite and agree to a discussion
State the facts
Confirm and clarify
Determine cause
Find solution
Agree on action and dates
Set follow up meeting
Follow up / praise or reprimand
with corrective action
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24. Performance Counselling
In performance counselling there are three key concepts:
1. Ensure the employee is focusing on the real problem. Often the employee may not recognize or want to address
what the actual problem is. Poor attitude is NOT a problem; it is a symptom of a problem.
2. Involve the employee in developing a plan of action for solving the problem.
3. Attempt, whenever possible to use the employees’ ideas. Having the employer provide all the solutions will only
reinforce to the employee that they are incompetent, even in solving their own problems.
Identify potential problems in the early stages
Allowing performance deficiencies and discrepancies to go unaddressed or unnoticed will affect the overall
performance of the employee and their team—the goal is to not let the problem escalate or have other
employees begin to resent the individual.
Schedule individual, private time with the employee
The employer must describe their perception of the problem in a friendly and non-threatening manner—with
specifics. Simply stating “there has been a noticeable change in your attitude lately”, is not enough. The
employer must be prepared with specific instances and circumstances to support and validate their claim.
Identify the source of the problem
It may not always be work related, and the employer needs to be prepared to provide access to employee
assistance programs or community services. The goal is to clearly identify any barriers or contributing factors
that are related to the problem, and develop an action plan to eliminate or reduce the barriers.
Identify potential solutions
Whether dealing with one major problem, or multiple barriers, the employer must work with the employee to
identify potential solutions. Quantity is important here to ensure that the employee realizes that they will have
choices in developing a plan of action.
Choose a course of action
The employer and employee will need to agree on a strategy—a specific course of action. This strategy needs
to be very specific and detailed. It will clearly document what steps the employee will take to correct the
problem, and timelines that will be allocated for each step.
Develop a method of monitoring and measuring
This also must be agreed upon between the employer and the employee. Once the plans of action and
timelines have been established, each party must agree on how the success will be monitored and determined.
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25. Documentation of Corrective Actions
Regardless of whether the discussion is formal or informal the importance of documentation cannot be overstated.
Documentation provides the critical legal and ethical foundation for future corrective and punitive actions. With
escalating legal fees and astronomical settlements and awards, many employers are opting for a formal versus
informal approach to documentation on employee performance.
Forms are being designed to provide a common approach that applies to all employees across the company. This
common approach ensures equal and impartial documentation processes, to maintain consistency.
Employee Name:
Managers Name:
Date of Occurrence:
This is a:
Verbal warning Written warning
Has the employee Verbal warning Written warning
received previous:
Nature of Occurrence (this is where the manager stipulates what the problem is—with specifics)
Managers Comments (provides the opportunity for comments concerning the problem)
Employee Comments (employee is allowed to respond to the occurrence and comments)
Action to be taken (lists the agreed upon actions regarding correcting the problem)
(lists potential punitive action should the problem not be corrected)
Employee Signature:
Managers Signature:
Date:
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26. Formal Procedures
In addition to formal documentation systems, employers have also implemented formal procedures to deal with
disciplinary actions that may lead to suspension or dismissal.
A formal procedure is normally outlined as follows:
3 verbal warnings leads to
1 written warning leads to
suspension leads to
termination
However, although a procedure is easy to develop, it can be difficult to interpret. Companies and managers have had
numerous discussions revolving around:
►The severity of the offense
►The nature of the offense
►The frequency of offenses
Nature of the Offense
Some may argue that the procedure should only apply when the nature of the offense is similar in nature.
Others argue that regardless of the nature of the offense, it is still an offense and should be documented. The
reasoning is that the pattern of behaviour is equally as unacceptable as an individual action.
Severity of the Offense
Some may argue that only offences severe in nature should be documented. Others will argue that all offences,
regardless of the nature, should be documented. The reasoning is the several small slight offenses are equally
unacceptable as a severe offense.
Frequency of the Offense
Time lines play a major role in the decision of whether or not to apply punitive action. If an employee has had 3
verbal warnings over a 6-year period, should the next step be a written warning?
Some may argue that an employee who has been with the company for a period of time should “know better”,
and therefore should not expect any special treatment, simply because they are a longer-term employee.
Others may argue that human beings will make mistakes, and everyone deserves “another chance”.
As a result, employer will need to be clear with their disciplinary procedure. In the case of frequency, some
have stipulated time lines—so many offences will be “allowed” over a period of time. Other companies have
taken the approach, that after a stipulated period of time the “slate is wiped clean” of all previous offences—in
essence the employee gets to “start over”.
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27. Beyond Legislation
In addition to standards established through legislation, employers should be aware of the implications of General
Employment Law. For example, although legislation may stipulate the amount an employer is required to pay for
termination and/or severance pay, should the employee decide to pursue legal advice, General Employment Law
takes into consideration; the employees age, ability to find comparable work within the same area etc.
There are some terms that are often found both in legislation and General Employment Law:
►Acting in good faith
►Setting precedent
►Duty to accommodate
►Due diligence
Acting in Good Faith
In most cases, courts will look at whether the employer has “acted in good faith”. Has the employer acted and
conducted himself or herself reasonably.
Setting Precedent
Even the best policy and procedures can come into question when the “history” of the employers’ actions are
considered. The effectiveness of policy and procedure is determined directly by whether or not it is enforced,
unilaterally, equally and impartially.
Due Diligence
Has the employer made every effort to ensure that the employee has (e.g.) been fully trained? This could
include everything from employee training manuals, personnel policy and procedures. Due diligence is
demonstrated through actions by the employer.
Duty to Accommodate
Typically the right to equal treatment in employment is not infringed if the individual is incapable of
performing or fulfilling the essential duties of the position and it can be demonstrated that it would cause
undue hardship to accommodate her or his needs. The standard of undue hardship considers the cost of the
required accommodation and any health and safety concerns that may be involved (see Ontario Human Rights
Commission). The duty to provide accommodation extends to all facets of the employment process: hiring,
employment testing, on-the-job training, working conditions, transfer, promotions.
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28. What You Need to Know About Apprenticeship
What is an Apprentice?
Apprenticeship is a post-secondary education pathway. An employer uses training standards provided by the Ministry
of Training, Colleges and Universities (MTCU) to ensure that an apprentice becomes competent. On-the-job training
comprises about 90% of the apprenticeship. All apprentices attend in-school sessions, usually offered by Colleges
of applied arts and technology and/or other approved delivery agents (e.g. unions). Once both the in-school and
on-the-job educational components have been satisfied, apprentices must pass examinations in order to receive a
Certificate of Qualification.
What are the Benefits?
Training your own apprentice
► Ensures that you have an employee who is trained to provincial industry standards and who understands your
unique workplace conditions
► Allows you to benefit from the government-supported in-class training portion of the program while supporting
your future workforce needs and those of your industry
► Allows you to have within your company a pool of experienced employees of different ages so that you will be
better able to plan to meet future workforce needs due to expansion plans or the retirement of older workers
► Can be a cost-effective solution to training and training young workers
What are the Pathways to Apprenticeship?
There are several ways for apprentices to gain the training and experience needed to become a skilled worker. Listed
below are those available in Ontario.
Co-Op Diploma Apprenticeship Programs
Co-Op Diploma apprenticeship programs allow students to get apprenticeship training while earning a college
diploma
Ontario Youth Apprenticeship Program (OYAP)
OYAP allows high school students to learn about apprenticeship training and have an opportunity to begin
apprenticeship training while they are still in high school
Pre-Apprenticeship Training Program
This program provides unemployed individuals with the opportunity to upgrade and develop the job skills which can
lead to an apprenticeship
Where Can You Find Apprenticeship Training Programs?
You can find apprenticeship training programs at colleges across Ontario by visiting http://www.schoolfinder.com or
www.ontariocolleges.ca.
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29. Wage Incentives
Apprenticeship Tax Credits
The Ontario and Federal governments are committed to ensuring that Canadian employers have the competitive
workforce needed for success. A strong apprenticeship program is key to achieving this goal. In order to support
those employers who invest their resources and time in workplace-based training, and to encourage other employers
to become involved, the Ontario and Federal governments have offered the “Ontario Apprenticeship Training Tax
Credit” and the “Federal Apprenticeship Job Creation Tax Credit”. The following is a brief summary of these programs.
Ontario Apprenticeship Training Tax Credit (“ATTC”)
The ATTC is a refundable tax credit equal to a specified percentage (25%-45%) of eligible expenditures incurred for a
qualifying apprenticeship. Before March 27th, 2009, the maximum credit for each apprentice was $5,000 per year for
the first 3 years of their apprenticeship. After March 26th, 2009, the maximum credit for each apprentice is $10,000 per
year for the first 4 years of their apprenticeship. In order to qualify for the credit, the employer must have a permanent
establishment in Ontario.
What is a “qualifying apprenticeship”?
A qualifying apprentice must meet the following conditions:
► The apprenticeship is in a qualifying skilled trade; and
► The eligible employer and the apprentice are participating in an apprenticeship program in which:
■ The apprenticeship contract is registered by the Minister of Training, Colleges and Universities under the
Trades Qualification and Apprenticeship Act; or
■ The training agreement is registered by the Director of Apprenticeship under the Apprenticeship and
Certification Act, 1998; or
■ The training agreement has been registered under the Ontario College of Trades and Apprenticeship Act,
2009.
A qualifying apprenticeship is deemed to end on the earlier of:
► The date on which the apprentice is entitled to receive the appropriate certificate under the Apprenticeship and
Certification Act, 1998, the Trades Qualification and Apprenticeship Act, or the Ontario College of Trades and
Apprenticeship Act, 2009.
► The date, if any, on which the training agreement or contract of apprenticeship is cancelled, suspended, or
revoked by the Ministry of Training, Colleges and Universities.
What is an “eligible expenditure”?
► Eligible expenditures are salaries and wages, including taxable benefits (i.e. amounts reported on the apprentice’s
T4 slip) paid or payable to an apprentice in a qualifying skilled trade for services performed by the apprentice
attributable to a permanent establishment in Ontario.
► Eligible expenditures also include fees paid or payable to an employment agency for services performed by the
apprentice in a qualifying apprenticeship.
► An amount is not an eligible expenditure if it was paid for services performed before the apprenticeship contract
or training agreement was registered by the Minister of Training, Colleges and Universities or after the end of the
apprenticeship program.
► The same expenditures cannot be claimed for both the ATTC and the ‘Co-operative Education Tax Credit’.
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30. How do I claim the ATTC?
► For corporate employers, on Schedule 552 of their T2 corporate income tax return.
► For non-corporate employers, on Form ON479 of their personal income tax return.
NOTE: Although not required to be submitted with your tax return, eligible employers must keep a copy of the training
agreement or contract of apprenticeship, in the event the Canada Revenue Agency requests a copy of these forms to
support your claim. The agreement or contract shows that services are provided by the apprentice to the employer,
the apprentice is in a qualifying skilled trade, and the commencement date of the apprenticeship. For the purpose of
the ATTC, the apprenticeship program is deemed to commence on the date the apprenticeship contract or training
agreement is registered.
Federal Apprenticeship Job Creation Tax Credit (“AJCTC”)
The AJCTC is a non-refundable tax credit equal to 10% of the eligible salaries/wages payable to eligible apprentices for
the first 24 months of their apprenticeship after May 1st, 2006. Please note that the eligible salaries/wages are reduced
by any Ontario ATTC claimed. The maximum credit is $2,000 per year for each eligible apprentice you employ.
Who is an “eligible apprentice”?
► An “eligible apprentice” is someone who is working in a prescribed trade under an apprenticeship contract.
► This contact must be registered with a federal, provincial, or territorial government under an apprenticeship
program designed to certify or license individuals in the trade.
How do I claim the AJCTC?
► For corporate employers, on Schedule 31 of their T2 corporate income tax return.
► For non-corporate employers, on Form T2038 of their personal income tax return.
For Further Information:
Ontario ATTC: www.fin.gov.on.ca/en/
Federal AJCTC: www.cra-arc.gc.ca/menu-eng.html
Contact: BDO Canada LLP, 505 Park Road North, Unit 1, Brantford, Ontario, N3R 7K8,
p) 519-759-8320 | f ) 519-759-8421
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31. Apprenticeship Employer Signing Bonus
Employment Service employers who hire, register and train an apprentice as part of their participation in Employment
Services Job Matching, Placement and Incentive programs qualify for a $2000 signing bonus.
Eligible employers participating in Employment Services programs must have WSIB coverage or equivalent and
Third Party Liability coverage. Employers must also be committed to providing relevant apprenticeship training in
accordance with the Employment Services Incentive Placement Agreement.
An initial payment of $1,000 is paid when an individual’s apprenticeship training agreement or apprenticeship
contract is signed/registered with the ministry. A final payment of $1000 is issued six months from the apprenticeship
signing/registration date if the apprentice is still working and training with the same employer. In addition the
employer may be eligible for a training subsidy depending on the duration and the complexity of the participant’s
training through Employment Services.
Need more Information?
Apprenticeship Branch – Brantford, p) 519-756-5197 | Toll free p) 1-800-387-5656
or visit Employment Ontario: www.edu.gov.on.ca/eng/tcu/employers/emp_bonus.html
Co-operative Education Tax Credit (Provincial)
Incorporated and unincorporated businesses that are permanently established in Ontario are eligible for the
co-operative education tax credit. This is a refundable tax credit for businesses who hire students enrolled in a
recognized post-secondary co-operative education program. The credit is based on the salary or wages paid to the
student and cannot exceed a maximum credit of $3,000 with work placements lasting from 10 weeks to a maximum of
four months.
Need more information?
Canada Revenue Agency website: www.cra-arc.gc.ca and search for
Employment Ontario Summer Jobs Service
The Employment Ontario Summer Jobs Service helps to bring together students seeking employment and employers
looking to hire. Offering a $2.00/hour wage subsidy, Summer Jobs Service encourages employers to hire students
between the ages of 15-30 who are returning to school in the fall. In the Brant/Haldimand/Norfolk area, employer
application forms are available at the Brant Employment Centre, Dunnville Employment Centre (St. Leonard’s
Community Services) , Fanshawe’s Community Career & Employment Services (Simcoe) and Grand River Employment
and Training (GREAT) – Six Nations.
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32. Looking to Hire?
There are many great organizations and services in place to help you find employees and to support you with your
training and educational needs.
Apprenticeship
Need to know more about apprenticeship? Are you ready to register your new apprentice? Contact your local
apprenticeship office :
Employment Ontario Apprenticeship Office – Brantford
305 Park Rd. North
Suite 201
Brantford, ON N3R 7K8
p) 519-756-5197
Training Hotline: 1-888-562-4769
www.ontario.ca
Apprenticesearch.com is a website designed to help connect apprentices and employers across Ontario and is a
free service operated by not-for-profit organizations and community agency partners in Ontario. The site provides
everything you need to know about apprenticeships and trades and provides an excellent on-line job bank for
recruiting skilled workers.
www.apprenticesearch.com
Employment Ontario
Employment Ontario agencies are here to help you with your human resource needs. Employment Ontario can assist
you hire and train skilled employees, hire summer students, train existing workers and apprentices, understand the
local labour market, and help you weather downsizing and lay-offs when things are slow.
For more information contact:
Ontario Employment Assistant Services
Hotline: 1-800-387-5656
www.ontario.ca/employmentontario
Or Contact Your Local Offices: St. Leonard’s Community Services,
Fanshawe College Career and Employment Services Career Resource Centre
p) 519-426-1135 Ext. 230 Brantford 519-756-7665
www.fanshawec.ca Burford 519-449-3850
Caledonia 289-285-0133
Grand Erie District School Board – Career Link Paris 519-442-6262
p) 519-759-1412 Dunnville 1-905-774-7501 or 1-866-963-8893
www.careerlink.ca www.st-leonards.com/Employment.html
Grand River Employment and Training Community Resource Services
p) 519-445-2222 p) 519-751-4357
www.greatsn.com www.crs-help.ca
Skills and Counselling Access program Workforce Planning Board of Grand Erie
p) 519-756-2283 p) 759-756-1116
www.sacap@bellnet.ca www.workforceplanningboard.org
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33. Your Local School Boards
Today’s students are the talent pool of the future. Our school boards provide employers with excellent opportunities
to train skilled workers.
Ontario Youth Apprenticeship Program (OYAP)
The Ontario Youth Apprenticeship Program allows high school students with the opportunity to earn cooperative
education credits for work experience in an apprenticeship occupation. The student may or may not be formally
registered as an apprentice while attending secondary school.
More information can be found at www.oyap.com or by contacting the cooperative education department at your
local high school.
Specialized High Skill Majors
A Specialist High Skills Major (SHSM) is a specialized program where high school students focus their learning on a
specific area of study. Students take courses in high school focused on sector-specific knowledge and skills. They
must complete specific training programs and two cooperative education credits that refine, extend, apply and
practice their skills in the sector.
For more information visit:
http://www.employerregistry.ca/L/Granderieen/SHSM/tabid/360/en-US/Default.aspx
Grand Erie District School Board
p) 519-756-6301
www.granderie.ca
Brant Haldimand Norfolk Catholic district School Board
p) 519-756-6505
www.bhncdsb.edu.on.ca
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34. Post- Secondary
Fanshawe College
Fanshawe College offers a number of programs and services to help employers find and train workers. The college
offers a program that combines training with earning power where you mix workplace-based training under the
direction of experienced workers with shorter lengths of classroom or online training.
Fanshawe College of Applied Arts and Technology
p) 519-428-1135
www.fanshawec.ca/about-us/our-campuses/simcoe
Fanshawe also offers:
Automotive Service Technician (Block or Day Release)
This program trains automotive service technicians with the skills needed for diagnoses, repair and maintenance of
engines, and many electrical and electronic systems in cars, trucks and buses. Students can choose specialities such as
engines and fuel systems, electrical and electronic systems, suspension or brakes.
Automotive Service Technician (Block Release-enhanced)
(GM-ASEP)
This program, which requires the sponsorship of a GM dealership, trains students in the testing, diagnosing and
servicing of General Motors vehicles.
Fanshawe College of Applied Arts and Technology
School of Transportation Technology
London Campus
p) 519-452-4450
www:fanshawec.ca/transportation or fanshawec.ca/apprentieshi
The STARRT campus (Skilled Trades and Apprenticeship Research, Resources and Training Institute)
The STARRT campus (Skilled Trades and Apprenticeship, Research, Resources and Training Institute offers full time,
continuing education, and apprenticeship training in a number of courses. Employers interested in finding out more
about co-operative education programs, professional advisory committees, and hiring graduates should contact:
Mohawk College, STARRT Institute
1-905-575-1212 Ext 5000
www.mohawcollege.ca
THE Ogwehoweh Skills and Trades Training Centre offer employers and employees with a wide variety of training
supports. OSTTC currently houses computer labs and trades bays where it offers certified training that is recognized
by industry standards in the welding, automotive and construction trades. OSTTC is committed to meeting labour
market demands and will continue to modify and develop courses as required. Programs are open to everyone.
The Ogwehoweh Skills and Trades Training Centre,
Grand River Employment and Training (GREAT)
p) 519-445-1515 | Toll Free: 866-827-5912
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35. NOTES:
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