AutomotiveWorkbook

Automotive Trades WORKBOOK

Contents Orientation 9 Overview 11 Occupations 17 The Workplace 27 Workplace Law in Ontario 35 Certification, Training, and Experience 47

Terminology 55 Terminology for Tools and Auto Parts 57 Occupational Terminology 65 Communication in the Workplace 73 Communication in the Community 83 Personal Plan 91 Glossary 97

Acknowledgements The Steps to Employment project was made possible with funding from Citizenship and Immigration Canada—Ontario Administration of Settlement and Integration Services (CIC—OASIS). LCRT Consulting researched each sector, designed the curriculum, developed the materials, conducted consultations and focus groups, and coordinated pilot tests of the workshop materials. Many individuals and organizations were involved throughout the project. Thanks to all who provided input and support, in particular the focus group participants who shared examples of their own experiences in accessing employment in Ontario. March 2001 AlphaPlus Web Site Host Alvin Ng Editor

Katherine Babiuk Program Consultant Citizenship and Immigration Canada Ontario Administration of Settlement and Integration Services (OASIS)

Sam SanFilippo Job Start CAWL ESL Reviewer

Brigid Kelso Principal Writer

Intellisearch, Toronto Public Library Media and Literature Research

Peggie Shek Project Manager LCRT Consulting

Kaoli Hanawa Illustrator Kate George Editor Kathleen Doe Web Site Designer and Webmaster Kevin Cheng Graphic Designer Supercat Illustrations Louise Thomas Internet Research Trudy Kennell Editorial Board

Andrea Strachan Curriculum Design/Senior Consultant LCRT Consulting Bruce Russell Curriculum Design/Senior Consultant LCRT Consulting Monika Etzler Toronto District School Board,LINC Program Outreach and Recruitment Consultant Sam SanFilippo Focus Group Facilitator Job Start CAWL Focus Group Location

The information in the Steps to Employment series was researched, collected and written in 19992001 by LCRT Consulting under contract with Citizenship and Immigration Canada. Some of the information may change in time. Please consult the contacts listed for the most current information. The Steps to Employment workshop manuals are strictly for use in non-commercial, not-for-profit educational environments.

Steps to Employment in Ontario

Where do you begin? You just arrived in Ontario and want to practise an automotive trade. These are some of the first steps that you need to take. Know your sector – employers, working conditions, and entry-level qualifications. Know your job-related traits – be able to describe your skills, knowledge and interests. Know sector-specific terminology – be able to discuss your occupation with others. Know what credentials are required and how to translate and evaluate your documents. Know where to get training, upgrading and help finding a job.

In this workshop you will learn about… ; ; ; ; ; ; ;

labour market trends in the automotive service sector employers in the automotive sector, how they hire, and what they are looking for in their workers working conditions in the automotive service sector, including wages, duties and responsibilities laws that protect workers in Ontario basic health and safety issues in the automotive service sector vocabulary for the automotive service sector how to write a multiple choice exam.

You will also practise… ; ; ; ;

basic dialogues for conversations with automotive service technicians describing your skills and knowledge getting information from various sources pronunciation of key words for the automotive service sector

… and prepare… ;

a personal plan for your next step to employment in Ontario.

Icons used in the workbook Exercises in the workbook are headed by the following icons. These icons indicate the type of activity intended by the exercise.

Reading

Vocabulary

Writing

Pair Discussion

Group Discussion

Research

Pronunciation

Workshop introduction INTERVIEW Steps to Employment Interview your partner Ask your partner the following questions. Write down the answers in complete sentences. Once you have finished, prepare to introduce yourself to the group using the answers on your partner’s sheet. 1. What is your name? 2. Where are you from? 3. How long have you been in Canada? 4. What is your occupation? 5. How many years’ experience do you have? 6. What do you know about becoming an automotive tradesperson in Canada? 7. Why are you taking this workshop? 8. What do you hope to learn from this workshop?

Orientation

Overview Occupations The Workplace Workplace Law Certification, Training, and Experience

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OVERVIEW In this unit you will learn about automotive trades in Ontario trends in the automotive industry

Automotive trades in Ontario The automotive repair and service industry is very important to Ontario’s economy. In fact, more people work in Ontario’s repair and service industry than in all of the other provinces combined. Most of these workers are employed as automotive service technicians, auto body repairers and auto painters. They work for motor vehicle repair shops, automobile (foreign and domestic) dealerships, motor vehicle manufacturers, gasoline service stations, trucking companies, public transit commissions, as well as automotive and auto parts manufacturers. Provincial licences are required to work as an automotive service technician (AST) and auto body repairer. These are called restricted occupations. A licence is not required, however, to become an auto body painter. In Ontario, it takes between four and five years to become licensed as an AST, two to three years to become an auto body repairer, and almost two years to become a painter. Licences are not required for the last two occupations, but employers sometimes ask for them. As vehicle systems become more complex, so do the skills and equipment required to diagnose and service them. Body materials and paint are also becoming more complex. Corrosion-resisting body materials such as treated plastics and steels, are increasing the life of vehicles. Computers are used to customize the colour of body paints, which can sometimes even prevent damage from the sun.

Activity 1: Pronunciation Listen to the instructor. Mark the syllable stress in these words, then practise saying each one. corrosion

resisting

diagnose

automotive

vehicle

technicians

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Activity 2: Fill in the blanks Use the words in the reading above to fill in the blanks. 1. _________-__________ auto materials protect cars from rust caused by road salt. 2. ASTs _______________ cars to identify the problem like doctors do with patients. 3. Cars made in North America are called ______________. 4. Cars made outside of North America are called___________________.

Activity 3:True or false Circle T for true or F for false beside the following statements. T

F

1. Automotive service technicians and auto body repairers make up about 67% of all of the auto tradespeople in Ontario.

T

F

2. Ontario employs as many auto tradespeople as in all of the other provinces combined.

T

F

3. It can take five years to become an automotive service technician.

T

F

4. It takes at least three years to become an auto body painter and at least two years to become an auto body repairer.

Activity 4: Interview Take turns with a partner finding out the requirements for whichever one of the three jobs mentioned, where they last worked. Compare your findings with the rest of the class.

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Overview

Trends Employment opportunities in the auto industry go in cycles, depending on the demand for vehicles by consumers all across North America. Ontario is now in a cycle of rapid growth that began during the early 1990s. New technologies are improving vehicle performance. Cars will become “smarter” or more high-tech, using a number of computers and electrical devices. Lighter materials, electronics and the use of computerized robotics on the assembly line are changing the skills required in the automotive industry. Today, many cars have body parts made of steel alloys, aluminium and plastics – materials that are more difficult to work with than the old steel body parts, and which require longer repair time. The introduction of Computerized Numeric Control (CNC) and Computer-Aided Manufacturing (CAM) have revolutionized the industry. Also, the requirement of major auto producers that all suppliers meet quality certification standards starting in 1997 has resulted in an increased focus on the shop floor for workers in these occupations. The trend is away from manual skills and toward skills necessary to monitor and manage production processes. This trend puts an emphasis on literacy skills to read computer printouts, the ability to use a computer, and teamwork. Jobs should be good for automotive body repairer and painters and auto service technicians until about 2008. Source: HRDC Job Futures, 2000

Activity 5: Pronunciation Listen to the instructor say the following words, and mark the syllable stress. Then practise saying each one aloud. manual

manufacturers

repairers

emphasis

revolutionized

robotics

Activity 6: Matching Match each word to its definition by writing the correct letter in the blank space. 1. __ revolutionized

a) fast

2. __ robotics

b) focus

3. __ emphasis

c) using tools, not computers

4. __ manual

d) watch for changes

5. __ cycles 6. __ rapid

e) machines doing things that used to be done by humans

7. __ monitor

f)

patterns

g) changed a lot

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Activity 7: Comprehension 1. What have been the biggest changes in the car repair and service industry in the last ten years? 2. How does this affect automotive tradespeople preparing to work in Ontario?

Activity 8: Interviews Take turns with your partner asking each other how Ontario industry trends compare with those in the country where he or she last worked in. Report your findings to the whole class.

Mechanics need more skills than ever As vehicle systems become increasingly complex, so do the skills and equipment required to diagnose and service them. But keeping automotive service technicians up-to-date with technology is not the biggest problem facing the automotive service industry. “The number one problem,” according to a spokesperson from the Canadian Automotive Repair and Service Council (CARS), “is attracting the right kind of people, and enough of them, into the service trade.” Earning an AST licence takes a long time – longer than for most university degrees – and those that are successful at it deserve more respect than they are given in our society, he says. “The days of grease and grime are gone,” he says. “Now automotive technicians are highly skilled specialists, and good ones are in high demand.” One technician noted that there are probably more university graduates than licensed mechanics in the unemployment lines. “Technical ability is no longer enough to succeed,” he says. “Today’s technicians need a whole different range of skill sets, from improved reading and writing abilities to a proficiency in interpersonal relationships. And of course, they must be computer literate.”

Activity 9: Pronunciation Listen to the instructor say the following words, and mark the syllable stress. Then practise saying each one aloud. proficiency

literate

specialists

skill set

grime

manually

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Activity 10: Fill in the blanks Fill in the blanks with words from the pronunciation activity. 1. If you are good at something, you have __________________ in it. 2. If you understand something you are _________________ in it. 3. Technical, mathematical, written, computer literacy and interpersonal are all examples of ______________________ needed to be an automotive service technician. 4. When grease mixes with dirt, it becomes _______________. 5. Repairs on cars used to done _________________ or with tools, but now they are computerized.

Activity 11: Comprehension a) What new skills are needed by ASTs? b) What is the biggest problem for the automotive repair and service industry?

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occupation descriptions

For more information on…

look for Ontario Job Futures 2000 at the HRDC Employment Resource Centre or public library in your area

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visit www.hrdc-drhc.gc.ca/JobFutures/english/volume1/225/225.htm

labour market information www.on.hrdc.ca www.ontario-canada.com www.contactpoint.ca www.worklink.com

occupational information Canadian Automobile Repair and Service Council (CARS) www.carscouncil.ca

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OCCUPATIONS In this unit you will learn about job descriptions and common titles for automotive tradespeople You will also practise how to describe duties at your previous jobs

Automotive service technician Automotive service technicians inspect, diagnose, repair and service mechanical, electrical and electronic systems and car, bus and truck parts. They require a licence to practise in Ontario. Main Duties Automotive service technicians perform some or all of the following duties: • • •

• • •

Read work orders and discuss work with supervisor Inspect motor in operation, road test motor vehicle, and test automotive systems and components using testing devices to diagnose faults Adjust, repair or replace parts and components of automotive systems including fuel, brake, steering and suspension systems, transmissions, differentials, drive axles and shafts, emission control and exhaust systems, engines and electrical, cooling and climate control systems using hand tools and other specialized automotive repair equipment Test and adjust repaired systems to manufacturer’s performance specifications Perform scheduled maintenance service, such as oil changes, lubrications and tune ups Advise customers on work performed, general vehicle conditions and future repair needs

Automotive service technicians may specialize in one of the following areas: • • • • • • • •

Engine and fuel systems Transmission systems Air conditioning Cooling and heating systems Brakes Drive lines Suspension, and Electrical and electronic systems

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Other Common Job Titles automobile mechanic

bus mechanic

car mechanic

motor repairer – automobile manufacturing

motor vehicle mechanic

transmission mechanic

truck mechanic

mechanical upgrader – automobile manufacturing

Activity 1: Pronunciation Listen to the instructor say the following words, and mark the syllable stress. Then practise saying each one aloud. transmission

devices

faults

shafts

suspension

differentials

specifications

tune up

drive lines

Activity 2: Matching Match each word to its definition by writing the correct letter in the blank space. 1. __ inspect

a) problems or weaknesses

2. __ assembled

b) planned

3. __ adjust

c) put together

4. __ faults

d) regular inspection and repair

5. __ specifications

e) tools or instruments

6. __ tune up

f) change or fix

7. __ devices

g) check

8. __ scheduled

h) manufacturer’s suggestions

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Activity 3: Fill in the blanks Use the following words to fill in the blanks in the paragraphs below: transmission

suspension

differentials

axles

shafts

emissions

lubrications

drive lines

When performing a regular tune up, you have to replace the shock absorbers if the car’s 1._________________is faulty. Also, you may have to make sure the catalytic converter is working so that the car follows fuel 2._________________standards. Don’t forget to check the gears and make sure that they are protected by 3. _____________ and that their 4.______________allow the vehicle to round corners easily. The 5._______________transmits the power from the engine through the 6.____________ to the car’s gears. The 7.______________, which anchor the wheels, must be checked when performing an alignment. 8. ________________are also an important part of tune ups, especially around the brake pads to make sure they don’t squeak.

Activity 4: Comprehension 1. List five duties that ASTs perform. 2. What are three other titles for AST? 3. What was the occupation called in the past?

Activity 5: Interview Take turns with your partner asking if he or she has ever done any of the AST job duties. Answer in full sentences. Then ask him or her: 1. What did you specialize in? 2. What verb tense would you use to ask the questions? 3. What tense should you be using to answer the questions?

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Auto body repairer Auto body repairers repair damaged auto body parts and interior finishing. They include metal repairers who repair defective automobile body parts and damage to the bodies of new cars. They do not require a licence to practise in Ontario. Workers in this occupation do some or all of the following: • • • • • • • •

Go over damage reports and estimates of repair cost and plan work to be done Repair and replace front end components, body components, doors and frame and under body components Hammer out dents, buckles and other defects using blocks and hammers Operate soldering equipment or use plastic filler to fill holes, dent and seams Remove damaged fenders, panels and grills using wrenches and cutting torch and bolt or weld replacement parts into place File, grind and sand repaired body surfaces using a grinder and sandpaper Repair or replace interior parts, such as seat frame assembly, carpets and floor board insulation Check repaired vehicles and test drive vehicles for proper handling

Common Job Titles automotive body mechanic

automotive body technician

body repairer – motor vehicle

metal finisher – motor vehicle manufacturing

motor vehicle body technician

metal repairer – motor vehicle manufacturing

Activity 6: Pronunciation Listen to the instructor say the following words, and mark the syllable stress. Then practise saying each one aloud. vehicles

interior

soldering

repair

estimates

pulling

parts

weld

wrenches

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Activity 7: Fill in the blanks Use the following words to fill in the blanks below: file

sand

grind

anchoring

fenders

panels

components

buckles

interior

grills

wrenches

solder

weld

estimates

dents

1. Auto repairers use a hammer to punch out _____________ and ____________ in side, rear and front ______________ of a vehicle. 2. Oxy-acetylene torches have traditionally been used to heat or __________parts together but to _______ involves adding melted metal to join parts together. 3. Another word for parts is ______________. 4. A grinder is a power tool to ________ but the _________(hand tool) can also be used to ________________. 5. ____________ are used to turn bolts. 6. An auto repairer must calculate the cost of repairs. This is called making ____________. 7. Below the panels on the car body are the ______________. 8. The outside of the vehicle is called the exterior. The inside is called the __________. 9. The front of vehicles have metal covered vents called _____________. 10. It is important to make sure when you’re working under a hoisted vehicle to have proper ______________ so it does not fall on you.

Activity 8: Comprehension 1. List five duties of auto body repairers. 2. Name three other common titles for auto body repairers.

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Automotive painter Automotive painters apply finishes to vehicles. They do not require a licence to practise their trade in Ontario. Two important trends in the automotive paint world affect this trade. First, paints and primers now last longer, are stronger and look better on vehicles. Primers are still applied to either bare metal or plastics, and help the paint bond to the body, but better chemical technology allows better adhesion. New paints can even protect cars from the sun’s harmful rays, they stay brighter longer and are less likely to fade or peel off. It is even possible to match separately-painted body panels to the rest of the vehicles. Now paint can be matched using a 3-D colour camera reader connected to a computer to give the correct shade. Better paints mean that finishes last longer, but, at the same time, car owners want fancy paints with pearl finishes, which take longer to apply. This means that while auto painters will have fewer cars to work on, but they will have just as much work to do, as customized jobs will take longer.

Activity 9: Pronunciation Listen to the instructor say the following words, and mark the syllable stress. Then practise saying each one aloud. painted

primed

bond with

adhesion

matched

fade

Activity 10: Matching Match each word to its definition by writing the corresponding letter in the blank space. 1. __ primed

a) stick to

2. __ primer

b) stickiness

3. __ finish

c) lighten

4. __ fade 5. __ adhesion

d) mixture applied to material before painting that lets paint stick more easily

6. __ bond with

e) prepared for painting f)

last coat of paint applied

Activity 11: Comprehension 1. What have been the two big changes in paint technology? 2. What has been the effect of these changes on auto body painters?

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Activity 12 Matching Match the duty to the job title with an appropriate workplace and an appropriate work task: 1. ___

automotive service technician

a) use computer to find exact colour to match with car exterior

2. ___

automotive body repairer

b) operate soldering equipment or use plastic filler to fill holes, dents and seams

3. ___

automotive body painter

c) work on gear trains, couplings and hydraulic pumps

4. ___

transmission technician

5. ___

fuel and electrical systems technician

e) diagnose problems using hand-held diagnostic computers or compression gauges to identify problems before making adjustments according to manufacturer’s specifications

6. ___

alignment and brakes technician

d) use lathes and grinding machines to rebuild brakes

f)

use electronic test equipment to locate and adjust malfunctions in fuel, ignition and emissions control systems

Activity 13: Matching Match each word to its definition by writing the corresponding letter in the blank space. 1. ___

exterior

a) links connecting two pieces of machinery

2. ___

dents

b) lines where two edges join

3. ___

seams

c) things or processes that don’t work

4. ___

couplings

d) depressions in hard material left by pressure or blow

5. ___

malfunction

e) outside

Activity 14: Matching Match the following duties to the title of either AST (automotive service technician) or ABR (auto body repairer) or AP (auto body painter). 1. ___

operate soldering equipment or use plastic filler to fill holes, dents and seams

2. ___ 3. ___

advise customers on work performed, general vehicle condition and future repair needs test and adjust repaired systems to manufacturer’s performance specifications

4. ___

file, grind and sand repaired body surfaces before using spray guns or brush

5. ___

perform scheduled maintenance service, such as oil changes, lubrications and tune ups

6. ___

hammer out dents, buckles and other defects using blocks and hammers

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Activity 15: Research Visit the National Occupation Classification at the Web site on the next page to get information on the following other automobile trade occupations. Fill in the chart with information that answers these questions: Is it a compulsory or voluntary trade? How many years must you apprentice for? Voluntary or mandatory certification?

How long is the apprenticeship?

Auto body and collision damage repairer (BR1) Auto body repairer Alignment and brakes technician Fuel and electrical systems technician Transmission technician

Activity 16 Discussion In small groups, discuss the following question, then report your answers to the whole class. 1. How do the job titles and duties compare to what you did in another country? 2. What are the differences/similarities? 3. Did you go to school to learn your trade or did you learn it from working only? 4. Which automotive sector trade do you think would do the best during a slow economy?

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Occupations

job descriptions

For more information on…

National Occupation Classification www.on.hrdc-drhc.gc.ca

advice, resources and employment information www.workinfonet.ca

job postings on the Internet job ads from newspapers including: www.canbus.com wwwo.canoe.ca/torontosun/home.html Electronic Labour Exchange (www.ele-spe.org) www.canada.plusjobs.com/fronteng.html www.brainhunter.com/ows/plsql/bh.home canjobs.com www.thejob-line.com jobsearch.ca/site-index.html www.monster.ca www.cten.ca www.futurestep.com www.experiencecanada.org

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3

THE WORKPLACE In this unit you will learn about working conditions and wages employers You will also practise describing different working conditions presenting yourself to employers

Working conditions and wages Workers in the automotive sector have constant year-round work. Most of it is indoors, but sometimes it is outdoors. Work hazards including noise, vibration, liquids, fumes and odours are controlled by safety rules. Automotive sector workers are usually paid on a flat rate basis or by the amount of time taken to repair a vehicle (they are usually paid a minimum salary, in this case). Full-time work is 44 hours per week. Some Saturday or overtime work may be required, and workers must provide their own tools. Some workers employed by automobile and auto parts manufacturers, trucking companies and bus lines belong to unions. But the majority of workers do not. About 8% of automotive tradespeople are self-employed. Recent statistics show the average wage for automotive service technicians ranging from $11.50 to $25/hr.; auto body repairers from $11 to $22/hr. and auto body painters from $10 to $20/hr. Helpers and apprentices (trainees) usually earn from 30 to 60 percent of the earnings of qualified workers. Helpers and trainees usually get an hourly rate, until they are skilled enough to be paid on a flat rate basis. Some automotive body repairers are members of unions. They usually work for large automotive dealers, trucking companies and bus lines. Source: HRDC Job Futures, 2000

Activity 1: Pronunciation Listen to the instructor say the following words. Mark the syllable stress in these words then practise saying each one. vibration

fumes

flat rate

hazard

odours

year-round

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Activity 2: Matching Match each word to its definition by writing the corresponding letter in the blank space. 1. ___ vibration 2. ___ fumes

a) constant fee paid for completed job regardless of how long it takes to complete

3. ___ flat rate

b) during the entire year

4. ___ odours

c) fast, continuous back and forth movement

5. ___ year-round

d) smoke, gas, or vapour that smells strongly

6. ___ hazard

e) smells f)

something dangerous

Activity 3: Matching Write the letter from right hand column beside the number in the left column that it defines. 1. ___ full time 2. ___ contract work 3. ___ casual part time 4. ___ part time 5. ___ benefits 6. ___ salary 7. ___ job security

b) means that work is not steady, sometimes it may be ten hours a week, and sometimes 20, depending on how much work there is c) means 44 hours a week (in auto industry) and a regular schedule, for example, Monday to Friday, 8 to 5 (half-hour unpaid for lunch) d) refers to the permanence of a job

8. ___ wage 9. ___ shift work 10. __ on-call

a) means that you are hired to do a job or a project. when the job or project is finished, so is your employment

e) is a set number of hours in a day. for example, the day shift is usually from 8AM to 4PM; the afternoon shift is from 4 PM to midnight; and the night shift, also called the “graveyard” shift, is from midnight to 8AM f)

means working only a few hours a week, for example, less that 25 hours a week, maybe Monday, Tuesday and Wednesday, 10 AM to 3PM

g) regular payments received for work or services, usually given as an hourly amount h) insurance paid for by employers to pay for things like pay for sick days, dental plan and parental leave

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i)

when the employer phones any time to “call you into work”

j)

a payment made by your employer

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Activity 4: Pronunciation Listen to the instructor say the following words. Mark the syllable stress in these words then practise saying each one. on-call

contract

wage

Part time

shift work

benefits

casual

salary

security

Activity 5: Discussion 1. What are the benefits of working for a union? 2. What are the downsides of working for a union? 3. Do you prefer to work shifts? Why? Why not?

Activity 6: Interview With a partner, ask and describe to each other the working conditions of your last job. How were they the same/different to conditions for similar work in Ontario. Talk about the workplace, hours, method of payment and whether or not it was unionized using the new vocabulary you have learned in the previous activities.

Job advertisements HELP WANTED

? @

Licensed automotive technician and/or 3rd/4th yr. app. Rqd. in Kitchener/Waterloo Area. Imp. Exp. prfd. Full benefits, guar. min. hrs. Fax res. Attn. John Anthony, 519-123-4567 Full-time experienced motor vehicle body repairer. Must have exp. with specialized skills in steel bumper repair. Loc. North Bay. Work on a production line setting. Prosp. Employee must be exp’d with heavy gauged metals, must be able to repair all types of stl. and alum. bumpers, reinforcement bars, semi truck bumpers, as well as standard vehicle front and rear applns. Knowl. of Oxy-acy welding req’d. Must be able to work under pressure. Min. 5 yrs expce. Start $16/hr. Pls frwd res. to: XYZ Ltd. 10 Main St.

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Activity 7: Comprehension 1. What do the following mean: 3rd/4th yr. app.

rqd.

imp.

exp.

prfd.

guar. min. hrs.

attn.

res.

prosp.

pls.

yrs.

req’d

knowl.

semi

oxy-acy

stl.

alum.

frwd.

2. Where is Kitchener/Waterloo? 3. Where is North Bay? 4. What do you think full benefits would include?

Activity 8: Employers Have each member of your group look for as many examples as possible of ONE of the following employers in the Yellow Pages. Copy the company names onto a piece of paper, then share the names of the employers you’ve researched with the other members of your group. 1. independent motor vehicle repair shops 2. specialty repair shop chain 3. motor vehicle manufacturers 4. gasoline service stations + repair shop 5. public transit commissions 6. auto parts manufacturers

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Activity 9: Matching Where would the following employers fit in? Write their letter beside the correct name. 1. ___ GM

a) independent motor vehicle repair shops

2. ___ Speedy Muffler King

b) specialty repair shop chain

3. ___ Joe’s Auto Body Shop

c) motor vehicle manufacturers

4. ___ ABC Tool and Die Company

d) gasoline service stations + repair shop

5. ___ Canadian Tire Pit Stop

e) public transit commissions

6. ___ GO transit

f)

auto parts manufacturers

Activity 10: Research Looking at your lists and the lists of employers your team members have given you, put checkmarks beside all of the employers that you could work for. Then put in order the top ten employers you would like to work for. 1. ________________________________ 2. _______________________________

3. ________________________________ 4. _______________________________

5. ________________________________ 6. _______________________________

7. ________________________________ 8. _______________________________

9. ________________________________ 10. ______________________________

Activity 11: Internet research Look up www.workwaves.ca and find out what the current wage is for the job most closely related to the one you last had. Also find several companies in your neighbourhood or listed in the Yellow Pages who would hire auto body repairers (see employers in the reading above.)

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Activity 12: Presenting yourself to an employer Make your own sentences to use when talking with an employer, using the models below. Then take turns saying them out loud to the class to see if they can understand you.

Models I am good at dealing with customers (verb+ing) (object phrase). For example, in my last job, my boss told me I was very polite with customers and always made sure they were satisfied with their vehicles. I am proficient in working on high-end luxury cars (gerund phrase). For example, when I was in Saudi Arabia, I fixed Mercedes-Benz and BMW cars. I can (simple form verb) detail a car, from sanding to painting, using any finish.

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For more information on…

wages see HRDC Job Futures or Essential Skills Profiles at local HRDC Employment Resource Centres, libraries or on the Internet check out the wage charts from HRDC or www.workwaves.ca

directories of employers research directories of employers including: Scott’s Directory Canadian Key Business Directory, Dunn and Bradstreet Directory of Associations in Canada, Micromedia Limited Canadian Trade Directory, Fraser Publication Company, Montreal Yellow Pages also see listing at end of previous unit

employer Web site directories see the Cars Council Web site, www.carscouncil.ca, for links to employers

trade journals and magazines read Opportunities Unlimited, an automotive career information publication produced by Automotive Industries Association (AIA) of Canada read Service Station & Garage Management read CARS Magazine see Automotive Parts & Technology to find these magazines you can try the local library or community college

unions visit Professional Automotive Garage Owners of Ontario at www.ontariogarage.on.ca

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4

WORKPLACE LAW IN ONTARIO In this unit you will learn about the laws that protect workers in Ontario employment standards human rights health and safety workers’ compensation

Mr. L – Painter of Cars and Trucks Mr. L has been looking for full-time work for some time. The only jobs he has been able to find are short-term temporary jobs at minimum wage or less. He has been forced to move often and sometimes stay overnight in shelters. He often cannot afford the bus fare to look for work. Finally, Mr. L was hired by an automobile repair and paint shop in Mississauga.

He worked for a week, painting cars and trucks. After a week’s work, including overtime, his first pay cheque bounced. Two other employees were in the same situation. The automobile repair shop shut down and Mr. L and the others couldn’t find the employer. Mr. L is now living in a shelter again.

Adapted from Bad Boss Stories: Workers Whose Bosses Break the Law

Activity 1: Discussion 1. What kind of business is this? 2. Where are they located? 3. What is Mr. L’s complaint? 4. What law is this company breaking? 5. What should Mr. L do?

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Laws that protect workers in Ontario The Ontario Ministry of Labour is responsible for labour laws in Ontario. These laws describe the rights and responsibilities of employers and workers in this province. Ontario’s Employment Standards Act does not apply to industries regulated by the government of Canada, such as the railways, airlines, post offices, and shipping companies that cross provincial and state borders. These employees are covered under the Canada Labour Code. As a new worker, you need to learn about these laws so that you know your rights and responsibilities in the workplace.

Employment standards The Employment Standards Act is the law that contains Ontario’s basic rules about the minimum standards for salary, overtime, vacations, maternity benefits, termination, and more. This provincial law covers most workers in Ontario. The Act describes: Minimum wage: Employers must pay both full-time and part-time workers at least the minimum wage. Any changes are announced in newspaper ads at least a month before the change happens. Hours of work: This is the number of hours for each normal working day. The Act says that the limit for most employees is eight hours a day and 48 hours a week. Employers must pay employees overtime if they work more than the legislated hours of work. Overtime pay: Overtime pay is the wage that employers must give workers who work overtime. Overtime pay is the regular wage X 1.5, or time and a half. Meal breaks: Workers must have a meal break each working day. The length of this meal break is determined either by the law, by the employer, or by union contracts. The Act does not set coffee and rest breaks, but some employers allow coffee and rest breaks throughout the day. Public holidays: Under the law, Ontario has eight paid public holidays. Workers who qualify for paid public holidays don’t have to work on these days, but are still paid their regular wages for the day. Vacation pay: Workers are entitled to a minimum number of days of paid holidays each year. The law determines how long workers must work before they are eligible for paid holidays and vacation pay. Pregnancy and parental leave and benefits: This is the time off for a new parent. While on pregnancy leave employees can receive employment insurance maternity benefits. While on parental leave, employees can receive employment insurance parental benefits. To qualify for these benefits the employee must have paid EI over a period of time prior to the arrival of the baby.

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Deductions: These are payments that employers can legally deduct from an employee’s paycheque. This includes Employment Insurance and Canada Pension Plan payments. Termination of employment: The law determines how employees or employers end their contracts and how much termination pay must be paid.

Activity 2: Pronunciation Listen to the instructor. Mark the syllable stress in these words, then practise saying each one. vacation

overtime

deduction

minimum

compensation

standards

termination

benefits

Activity 3: Vocabulary matching Test your understanding of employment standards terminology by matching the terms on the left with their definitions on the right. 1. ___ minimum wage 2. ___ hours of work 3. ___ overtime pay 4. ___ meal breaks 5. ___ public holidays

a) payments that employers deduct from an employee’s paycheque b) the wage that employers must give workers who work more than the normal hours of work in a workweek

6. ___ vacation pay

c) employers must pay at least this much to parttime and full-time employees

7. ___ deductions

d) firing or giving notice

8. ___ termination of employment

e) time off or the equivalent pay f)

a normal working day

g) time available for breakfast, lunch or dinner, depending on the work schedule h) days of rest, recreation or festivity

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Activity 4: Interview Work with your partner to fill in the chart with information about Ontario’s employment standards, then ask your partner about workplace law in his or her country of origin. Question

In Ontario

In _________

1. What is the minimum wage? 2. How many weeks’ vacation do most workers get each year? 3. How many public holidays are there? 4. What are the normal working hours each week? 5. What are the normal working hours each day? 6. Are employers required to pay overtime? 7. What are some deductions from pay cheques? 8. Is there maternity and parental leave? How long is it?

Activity 5: Reading and completing a pay stub Here is a pay stub for two weeks. Fill in the pay stub with this information: This person worked for 75 hours. The regularly scheduled hours were 72.5. The total pay before deductions was $915.00. Canada Pension Plan contributions were $27.45. Employment Insurance (EI) deductions were $18.30. Union dues were $12.00. Income tax deducted was $228.75.

O Detach Cheque Here O EARNINGS

DEDUCTIONS

Time

Income tax

Overtime Gross pay

What was the net pay?

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EI

CPP

Union dues

NET PAY

Workplace

Law

In

Ontario

Human rights Ontario Human Rights Code The Ontario Human Rights Code is the law that ensures that all citizens in Ontario must receive equal and just treatment. The Code protects workers in Ontario from discrimination and harassment by their employers or co-workers. It also reminds all workers to treat each other with respect. The Ontario Human Rights Code forbids discrimination against a person because of race, colour, religion or sex. Employers and workers must act according to the principles described in this law. For example, it is illegal to make sexual advances and to make jokes about people of different races. Discrimination Discrimination means being treated differently from other people. There are situations in which the employer is allowed to be selective on the basis of citizenship, age or disability. But generally it is against the law to discriminate against people because of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, age, record of offences, marital status, same-sex partnership status, family status or handicap. This is why it is illegal for employers in Ontario to ask questions about an applicant’s marital status, number of children, age, etc. Harassment Harassment is a situation in which someone threatens or insults you. Racial harassment includes racial jokes and derogatory comments. Sexual harassment includes unwanted touching, sexual comments, sexual jokes and suggestions. Discrimination and harassment can occur in job advertisements, questions about Canadian experience, job applications, job interviews and in the way workers treat each other and how the employer treats the workers. Ontario Human Rights Commission The Ontario Human Rights Commission is the office that enforces the Ontario Human Rights Code. Anyone who has been discriminated against or harassed in the workplace should try to solve the problem with the colleagues and employer, but if this fails, the commission can help.

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Activity 6: Vocabulary matching Match the terms on the left with their definitions on the right. 1. ___ ancestry

a) being in a parent and child relationship

2. ___ creed

b) derogatory comments and unwelcome advances

3. ___ family status

c) physical or mental disability

4. ___ handicap 5. ___ harassment

d) the person to whom you are married or with whom you live as a couple

6. ___ marital status

e) single, married, divorced, common law

7. ___ place of origin

f)

8. ___ sexual orientation

g) where you were born

9. ___ spouse

h) heterosexual (straight), homosexual (gay)

10. ___ discrimination

i)

being treated differently from others

j)

your beliefs, especially religious

relatives from many generations back

Activity 7: Discussion Brainstorm questions that an employer might ask or statements that you might see in a job ad that would be against the Human Rights Code.

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Activity 8: Matching Match each situation with one of the following types of discrimination or harassment: P – place of origin

R – race

C – creed

A – age

D – disability

__

1.

Ameena applied for a job as a receptionist. Ameena is from India. She speaks English very well, but she has an accent. At the job interview the employer told her that she was not right for the job. He said that the company needed someone who spoke English with no accent.

__

2.

Andrea speaks with a stutter. One of her co-workers makes fun of her when she stutters. He knows that this makes it harder for her to speak, but he does it anyway.

__

3.

Nathan works in a machine shop. He is black. Most of his co-workers are white. Last week his co-workers were telling “black jokes.” Nathan asked them to stop, but they just laughed at him and went on with the jokes.

__

4.

Ute has been looking for a job for almost two years. She can’t understand why it is so difficult. Her friends say that it will be impossible for her to get a job because she is 52 years old.

__

5.

Ahmed is a Muslim. He has a special prayer time every Friday. Every Friday one of his co-workers teases him: “There goes Ahmed to the mosque again!” Adapted from: Discrimination and Harassment at Work, CLEO. August, 1993

Health and safety Occupational Health and Safety Act The Occupational Health and Safety Act helps to protect the health and safety of workers in the workplace. This Act is based on the idea that employers and employees must work together to create a safe and healthy workplace. Employers must do everything possible to protect workers’ health and safety and workers must work with employers to identify and solve safety problems in the workplace. The Act gives workers four basic rights: •

the right to participate in keeping their workplace safe and healthy

•

the right to know about health and safety hazards through the Workplace Hazardous Materials Information Management System (WHMIS)

• •

the right to refuse work that they think is unsafe the right to stop work.

Occupational health and safety applies to all workplaces, however some workplaces will have more health and safety hazards than others. Inform yourself by contacting the Health and Safety Association for your occupation or sector.

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Activity 9: Pronunciation Listen to the instructor. Mark the syllable stress in these words, then practise saying each one. hazard

protect

safe

W HMIS

hazardous

protection

unsafe

occupational

Activity 10: Whose responsibility is it? Circle E for employer and a W for worker in front of each sentence, according to whose responsibility it is. Remember that some responsibilities are shared.

E E E E E E E

W W W W W W W

1. give information, training and supervision 2. not work or operate equipment in a way that could be dangerous 3. make sure safe work procedures are followed and equipment is used properly 4. report any broken equipment or safety devices 5. keep safety equipment in good condition 6. use the safety equipment available in the workplace 7. report any health or safety violations

Workers’ compensation Workers’ Compensation Act The Workplace Safety and Insurance Act ensures that workers who are injured at work or get sick from their work can receive compensation and assistance in getting back to work. The Workplace Safety and Insurance Board (WSIB) is the office responsible for administering workers’ compensation. The WSIB also enforces the provincial occupational health and safety system. No injury is too small to report! All employees must be registered with the WSIB. Employers must register any new employees with the WSIB within ten days of hiring, or they can be fined. Employers must also report any injuries that occur on at the workplace to the WSIB within three days of the injury. Workers must report any injury to their employer immediately. If a worker misses work because of an injury or illness, the employer must report it to the WSIB within three days after the accident. Workers must also make a claim with the WSIB within six months of their injury.

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Although both the employer and the employee report any injury related to their job, employees must apply for workers’ compensation and the WSIB decides if the law covers a worker or not.

Real stories… WSIB Violations An Ontario company operating as Ontario 1234567 has been charged with one count each of failing to notify the WSIB within three days after learning of an accident to an employee. The company has also been charged with one count of failing to register with the WSIB within ten days of becoming an employer.

These are violations under sections 152(3) and 151(1) respectively of the Workplace Safety and Insurance Act. The company and the company owner are scheduled to appear at a provincial courtroom.

Source: Adapted from media and government sources.

Activity 11: Discussion 1. What law is this company breaking? 2. What were the responsibilities of the employer in this case? 3. What could the workers have done to prevent this? 4. What will happen next? 5. What do you think the judge will decide?

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Activity 12: Vocabulary review Fill in the blanks using words from this unit. 1. The _________________ _________________ __________________ is the law that talks about minimum wage, hours of work, etc. 2. If an employer discriminates against me, I can complain to the ______________ _________________ _______________ _________________. 3. Money I pay each month to a union is called ______________ ______________. 4. An example of ___________________________ is when an employer doesn’t hire someone because of their skin colour. 5. An example of __________________________ is when someone threatens or insults me at work. 6. If I get injured at work I can get _________________ ______________________. 7. _________________ ___________________ is my pay before all the deductions. 8. The ___________________ _________________ ________ ________________ _____ says that I have the right to know if I am working with hazardous materials.

Activity 13: Research If you need more details on Ontario’s employment standards, use brochures or the Internet to find information about employment standards in Ontario. Use the For more information on… page as a guide.

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For more information on…

employment standards general information: contact the Ministry of Labour at 416-326-7000 or toll-free at 1-800-531-5551 visit the Ministry of Labour Web site at www.gov.on.ca/lab to get information on vacation, minimum wage, hours of work, and more

WSIB contact the WSIB at (416) 344-1013 or toll-free at 1-800-387-8638 visit the WSIB Web page at www.wsib.on.ca

health and safety regulations contact the Ministry of Labour at 416-326-7000 or toll-free at 1-800-531-5551 contact the Industrial Accident Prevention Association at www.iapa.on.ca workers in non-unionized places can contact the Occupational Health Clinics for Ontario Workers Inc. for information at www.ohcow.on.ca or call: Toronto 416-449-0009 Hamilton 1-800-263-2129 Sudbury 1-800-461-7120 Windsor 1-800-565-3185

WHMIS call and ask for information on WHMIS and request a copy of WHMIS symbols from Occupational Health and Safety at (416) 314-5421 or print a copy from www.gov.on.ca/lab/ohs

getting help look up community legal clinics in the Yellow Pages visit settlement agencies in your community to seek out help search www.settlement.org or look in your telephone book under community services contact CLEO at 416-408-4420 for information on legal clinics in your area

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5

CERTIFICATION, TRAINING, AND EXPERIENCE In this unit you will learn about licensed and unlicensed trades training and upgrading Canadian experience You will also practise how to describe your previous training and experience

Nour’s Story Nour Salim feels lucky to have found a job he likes and an employer he really likes, but he would eventually like to become licensed as an automotive service technician. Nour arrived in Ontario alone as a refugee in October 1998. He had just spent three years in jail as a political prisoner in Afghanistan. His family had fled to Pakistan. In Ontario, Nour’s social worker suggested that he take a course in auto body repair. After he finished, he was hired by a collision body shop where he works as a prep man, doing some mechanics and body work for $12 an hour.

“I do a good job. They know that,” Nour says about his employer. “He said anytime you want, you have a job here.” The big difference between here and home is that in Afghanistan, you didn’t have to go to school to learn to be a mechanic. You learn from one. “I made good money too.” Nour’s dream is to become an automotive service technician, (AST) then bring his family over from Pakistan when he earns enough money. “It’s the only job for me – I’m really mechanically-minded,” he says. “I like it.”

Adapted from an interview with Nour Salim

Activity 1: Comprehension 1. What was Nour’s occupation in Afghanistan? 2. Why did he come to Canada if he was making good money back home? 3. What did Nour find different about being a mechanic in Ontario? 4. Why does Nour want to become an AST? 5. What are the next steps Nour must take if he wants to become an AST in Ontario?

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Activity 2: Discussion In small groups, discuss the reading based on these questions: 1. What do you think of Nour’s choices? 2. What were/are his other options? 3. Would you do the same thing that he did? Why? Why not?

Licensed and unlicensed trades in Ontario In Ontario, you must become certified or get a licence if you want to work in the following regulated or restricted trades: •

automotive service technician,

•

auto body repairer,

•

alignment and brakes technician,

• •

fuel and electrical systems technician, or transmission technician

To become certified, you must go to your local Ministry of Training, Colleges and Universities apprenticeship office and show a letter from past employers stating that you have worked 9,000 hours (or 4.5 years) in your field. If this letter is not in English or French, it must be translated and signed by a lawyer who has seen the original. You must also have education that’s equal to grade 12 in Ontario. If you cannot prove that you have the required number of hours of experience, you will be recommended to find an apprenticeship (on-the-job training) in which you can get a licensed automotive service technician to sign a sheet listing all the duties you are capable of doing. To find employers who are willing to take apprentices, look in local newspapers, the Yellow Pages in your telephone directory, the Internet or contact employers directly. Apprentices are usually paid minimum wage. If you do not have education equal to a grade 12 diploma, you will be required to attend enough courses to gain your Secondary School Graduation Diploma, or a General Education Diploma (GED). Once the apprenticeship office is satisfied that you have met the required hours and that you have the equivalent of a high school diploma, you will be given a letter stating that you meet all of the qualifications to work in your field, which you can then show employers. The office will also fill out an application form for you and give you the next 90 days to set an appointment to write a provincial licensing exam (in Toronto, exams are held every day; so you do not need to make an appointment) Provincial Exam You may bring a translator with you to write the exam, but the translator must be a resident of Ontario, must not have knowledge in your trade or related trades, must have a valid Social Insurance Number card and must not have translated for anyone in the past 12 months.

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Certification,

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Dictionaries and calculators are provided in the exam room. You must score at least 60% to pass. Certification is necessary or mandatory for ASTs, but auto body repairers and automotive painters, it is voluntary. Therefore you are not required to write a provincial exam. You must, however, be able to prove to your local apprenticeship office that you have 3,600 hours of related experience. Have your former employer(s) sign a letter outlining the job duties you performed for them. If this letter is not in English, you must have it translated and signed by an official who has seen the original. The apprenticeship office will then give you a letter of permission that tells employers that you have enough experience to practise in your field.

Activity 3: True or false Read the following sentences and circle T for true statements and F for false statements. T

F

1. You need a certificate of qualification in order to be an auto body repairer.

T

F

2. Your former employer must write a letter in English.

T

F

3. Automotive service technicians require 3,600 hours of related work experience.

T

F

4. You have 90 days to study, then you can write your provincial exam.

T

F

5. The apprenticeship office will give you a job so you can get Canadian experience.

T

F

6. Fuel and electrical systems technicians need a Certificate of Qualification to work in Ontario.

T

F

7. If you do not have the equivalent of a grade 12 diploma, you must attend high school in Ontario to get one.

Activity 4: Comprehension 1. Do you have the necessary requirements to write the provincial exam? 2. What do you have to do to meet the requirements?

Activity 5: Interview Interview your classmate and find out how they qualified to work in their trade in other countries where they have worked. Switch roles and let your classmate interview you. Present each others’ experiences to the class.

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Activity 6: Discussion Take turns comparing the items listed on the following chart to your experience working in other countries. Is it more difficult or easier to practise your trade in Ontario?

in Ontario…

Other countries…

Entry-level qualifications Training Knowledge of the industry Interpersonal skills Team working skills Customer service Technical skills

What is so special about Canadian experience? While most employers in Canada probably can’t even define Canadian experience, they do have concerns about hiring foreign-trained people. If employers have never hired a foreigntrained person before, they may worry that that person won’t have the skills necessary for their workplace. Employers may also worry that their English isn’t good enough. Maybe they had a bad experience in the past, in which a newcomer didn’t understand instructions, didn’t perform his of her job well enough, then had to be let go. Maybe the newcomer didn’t like it when the employer tried to correct his or her English. Tell employers that your English isn’t perfect, but it’s good enough to get a job. Tell the employer how much your language has improved since you arrived in Canada and how you are taking English conversation courses in the evening to improve. Also, let them know that you’ll ask questions if you don’t understand something. Finally, give employers Canadian references – names of people who know you. ESL teachers and supervisors from survival jobs and volunteer jobs can say that you are punctual, get along well with others, have good English and that you are a hard worker.

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Activity 7: Writing Work with a partner and write down three different answers to give an employer who asks you about your Canadian experience.

Activity 8: Pronunciation Listen to the instructor say the following words, mark the syllable stress in these words, then practise saying each one aloud. you’ve

skills

punctual

reference

survival job

hard worker

Training and upgrading If you do not have the equivalent to a grade 12 diploma, you can attend adult day or evening school to get the credits you need to obtain a secondary school graduation diploma. If you have the equivalent to a grade 12 diploma, but still need help with your English, register in an English as a second language program. You may even want to upgrade your skills and knowledge. For example, if you are used to welding auto body panels with an oxy-acetylene torch, you may want to learn how to use a magnesium inert gas welder that does not distort metals the way oxyacetylene does.

Dynamics Prerequisites: Statistics and Calculus Particles in motion; rigid bodies in motion; work and energy; impulse and momentum methods. Applications: clutch and brake systems and vibrating systems. Schedule: 14 sessions, 56 hours Fee: $699 Adapted from Ryerson Polytechnical University calendar

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Activity 9: Comprehension Read the above course description and answer the questions: 1. What are the prerequisites for this course? 2. What do you think the course will be about? 3. Is it directly related to mechanics? 4. Is this course necessary to practise as an automotive service technician?

Activity 10: Pronunciation Listen to the instructor say the following words. Mark the syllable stress in these words, then practise saying each one out loud. clutch

obtain

upgrade

particles

rigid

momentum

distort

prerequisite

statics

Activity 11: Matching Match each word to its definition by writing the corresponding letter in the blanks. 1.__obtain

a) stiff

2.__clutch

b) speed

3.__upgrade

c) get

4.__particles

d) device connecting transmission to engine

5.__rigid

e) change

6.__momentum

f)

7.__statics 8.__prerequisite

g) the study of things that do not move/opposite of mechanics

9.__distort

h) tiny portions of matter i)

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courses you must already have before taking more

improve

Certification,

Training,

And

Experience

Activity 12: Research Look on the Internet at www.schoolfinder.com for courses you may be interested in at a local community college. Fill in the info in the chart below. Share your completed chart with others in your occupation: Course title

Course description

When offered

Steps

Cost

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certification requirements

For more information on…

research www.edu.gov.on.ca, Apprenticeship section

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see the Skills for Change Web site and fact sheets at www.skillsforchange.org

training and upgrading For local community colleges, visit CTHR.ca/english/career_info/English/main/resources.htm www.schoolfinder.net consult your local school board course calendar for adult day-time and evening credit courses

evaluation of past training visit World Education Services at www.wes.ca visit the Apprenticeship and Trades Certification Office in your area. For the address, check the blue pages of your telephone book.

recommended books (Available at your local library or at Centennial College bookstore) Crouse, Automotive Mechanics McGraw-Hill Ryerson Ltd., 330 Progress Ave., Scar., ON, M1P 2Z5 Erjavec, Jack, Automotive Technology Systems Approach, Delmar, ISBN#0-8273-6724-4 Hogg, J.W., third edition, Auto Body Repair and Refinishing $70.00 Stockel, Auto-Mechanics Fundamentals, General Publishing, 30 Lesmill Road, Don Mills, ON, M3B 2T6 Toboldt, Auto body Repairing and Repainting, General Publishing, 30 Lesmill Rd., Don Mills, ON, M3B 2T6 Refinisher Manual, C.I.L., 1300 Castlefield Ave., Toronto, M6B 1G5 A.B.C. of Spray Equipment, DeVillbies Canada Ltd., Barrie, ON Refinisher Guide, Rinshed Mason Products, Interchemical Corp., Windsor, ON

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Terminology

Terminology for Tools and Auto Parts Occupational Terminology Communication in the Workplace Communication in the Community Personal Plan

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6

TERMINOLOGY FOR TOOLS AND AUTO PARTS In this unit you will learn about tool names auto parts problem solving and you will practise writing and saying an experience statement

Tools in the automotive shop Activity 1: Matching In small groups, work together to match the names of tools: __ sockets __ file __ box wrench __ needle-nose pliers __ Robertson screwdriver __ flare nut open-end wrench __ Torx screwdriver __ punch __ Philips offset __ snips __ ratcheting box wrench __ diagonal-cutting pliers __ combination wrench __ screwdriver __ ratchet __ straight offset __ open-end wrench __ trimmers’ pliers

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Activity 2: Pronunciation Mark the syllable stress in these words, then practise saying each one. sockets

Torx screwdriver

combination wrench

vise grips

needle-nose pliers

screwdriver

box wrench

Philips offset

Philips screwdriver

punch

flare nut open-end wrench

straight offset

ratchet

ratcheting box wrench

open-end wrench

snips

diagonal-cutting pliers

trimmers’ pliers

Activity 3: Matching In small groups, list the tools on the chart below by their function(s) and power source: hammer vise hacksaw ratchet air drill gauge chisel hoist

screwdriver pliers socket tap and die soldering gun air impact wrench spray/power washers grinding/wire wheel HAND

Cutting Hitting Turning Gripping Grinding Cleaning Drilling Welding/Joining Lifting

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wrench pullers punch electric drill pneumatic jack hydraulic press air compressor air ratchet AIR

shop crane varsol tank twist drill drill press hydraulic jack vacuum cleaner air hammer/chisel air (impact) gun POWER

Terminology For

Tools

And

Auto

Parts

Activity 4: Describe a job duty Take turns using the above words in a sentence to describe a job you did in your last workplace.

For example: I used power tools, such as pneumatic wrenches to remove bolts quickly, and welding and frame-cutting equipment to remove and repair exhaust systems, and jacks and hoists to lift cars and engines.

Activity 5: Matching With a partner, label the following picture of an automobile with the following words.

Graphics supplied by Sam San Philipo, Career Start

__ Hood

__ ‘B’ Pillar

__ Rocker Panel

__ Left rear door

__ Right Bumper Cover

__ Trunk Lid

__ ‘A’ Pillar

__ Sail

__ Roof

__ ‘C’ Pillar

__ Bumper Cover

__ Left Front Door

__ Right Bumper Cover

__ Left Rear Quarter Panel

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Motor vehicle problem solving

Activity 6: Matching In small groups, match the above motor vehicle problems with probable causes or solutions: Problems…

Causes/Solutions…

1. engine stops and starts

a) advanced timing

2. engine backfires but fails to start

b) leaky carburetor

3. blue smoke

c) fluid in radiator is leaking

4. white smoke

d) thick oil

5. pink automatic transmission fluid

e) steam in exhaust

6. too much fuel being used

f)

7. brown automatic transmission fluid

g) linings worn or brake shoe rivets loose

8. engine cranks normally but fails to start

h) dirty fluid

9. engine makes ‘ping’ sound

i)

spark plugs of incorrect heat range

10. weak or sticky brakes

j)

check fuel injector

11. engine overheats

k) loss of brake fluid

12. excessive CO in exhaust gas

l)

13. engine run-on

m) (brake) shoes out of adjustment

14. brakes grab

n) lack of coolant

15. engine lacks power

o) no voltage to ignition system

16. noisy brakes

p) incorrect timing

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defective catalytic converter

too much oil being used

Terminology For

Tools

And

Auto

Parts

Activity 7: Matching In a small group, match the job duties with the correct job titles below. 1. _____ alignment and brakes technician 2. _____ auto body repairer 3. _____ automotive painter 4. _____ automotive service technician 5. _____ fuel and electrical systems technician 6. _____ transmission technician

a) inspect and test transmissions and axles to locate faults and malfunctions b) file, grind and sand repaired body surfaces using both manual and power tools c) perform scheduled maintenance service, such as oil changes, lubrications and tune ups d) repair and replace front end components, body components, doors and frame and under body components e) apply primers and repaint surfaces using brush or spray guns f)

work on gear trains, couplings, hydraulic pumps, and other parts of automatic transmissions.

g) use electronic service equipment, such as infrared engine analyzers and computerized diagnostic devices. h) use lathes and grinding machines to rebuild brakes.

What employers want Employers are looking for proof that you have excellent customer service skills, knowledge of the automotive sector, a grade 12 education, and basic computer skills. In your resume and interview make sure to describe any work experience and courses that you have taken that have helped you to get the skills they want. When you apply for a job in Canada, employers want to know about your work experience. You have to talk about: •

where you worked

•

how long you worked there

• •

your position (job title, occupation) your duties and responsibilities

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Here is an example: “When I was in Africa I worked for a garage. Not only did I fix the cars, I also did the body work and painted them. I was a mechanic there for four years. I didn’t use computers on my job but I am taking a course at a community college called Introduction to Word. I have driven buses and I repaired them.”

Activity 8: Write your experience statement Practise it and use it to tell people about your training, experience and knowledge. The more people know about you, the more help you will have!

Activity 9: Saying your experience statement Practise saying your experience statement first to your partner, then to others in your same occupation, then finally to the whole class. They may have some good suggestions of skills and knowledge you can add to make it better.

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Terminology For

Tools

And

Auto

Parts

For more information on…

terminology for job descriptions see at Ontario Job Futures www.hrdcdrhc.gc.ca/jobfutures Crouse, Automotive Mechanics, McGraw-Hill Ryerson Ltd., 330 Progress Ave., Scar., ON, M1P 2Z5 Erjavec, Jack, Automotive Technology Systems Approach, Delmar, ISBN#0-8273-6724-4 Hogg, J.W., third edition, Auto Body Repair and Refinishing $70.00 Stockel, Auto-Mechanics Fundamentals, General Publishing, 30 Lesmill Road, Don Mills, ON, M3B 2T6 Toboldt, Auto Body Repairing and Repainting, General Publishing, 30 Lesmill Rd., Don Mills, ON, M3B 2T6 Refinisher Manual, C.I.L., 1300 Castlefield Ave., Toronto, M6B 1G5 A.B.C. of Spray Equipment, DeVillbies Canada Ltd., Barrie, ON Refinisher Guide, Rinshed Mason Products, Interchemical Corp., Windsor, ON

technical language for foreign-trained ASTs / ESL Kelso, B. Technical Language for Foreign-trained Auto Service Technicians, Sector Terminology, Information and Counselling, 1998. Kelso, B. Technical Language for Foreign-trained Auto Vehicle Mechanics, Ontario Training and Adjustment Board, 1995.

tools and equipment visit autotoolsexpress.com or search for other Web sites

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7

OCCUPATIONAL TERMINOLOGY In this unit you will learn about ISO 9000 standards writing a multiple choice exam and you will practise answering exam questions

What is ISO 9000? ISO 9000 is a set of five universal standards for a Quality Assurance system that is accepted around the world. ISO is not short for a longer word. It simply means “equal” in Greek and is concerned with “quality management.” ISO 9000 focuses on the features of a service or product that the customer needs. It refers to what the organization does to make sure that a product or service meets the customer’s needs. In other words, every product is made the same way every time. ISO 9001 is used by manufacturers that design their own products and build them. Key words are: design, develop, produce, install, service. ISO 9002 is used by organizations that provide goods or services according to designs or specifications given by the customer. QS 9000 is the automotive industry standard and includes all of ISO 9001 and ISO 9002 plus industry and customer specific needs. It was developed by GM, Ford, Chrysler and heavy truck manufacturers. Companies that supply car makers with parts also have to be QS 9000 certified.

Activity 1: Comprehension 1. Is ISO 9000 the same as QS 9000? 2. What do 9001, 9002 mean? 3. Where do you see ISO and numbers? 4. Do you think ISO is good for customers?

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Writing a multiple choice exam If you are part of a compulsory or restricted trade, you must write a provincial examination at your local Apprenticeship and Trades Certification office. The exam costs $100 per attempt. If you fail the exam, your results will tell you what areas to review. You may try the exam three times. If you pass the exam, you will receive a Certificate of Qualification, which will allow you to work in your trade at full wage. If you do not pass the exam on your third attempt, a training consultant will advise you to take additional training in areas of your trade you are weak in. Then you will be allowed one more attempt at the exam once you can prove that you have completed the recommended training. If your trade is voluntary or non-restricted, you are not required to write a provincial examination or have a Certificate of Qualification. However, some employers and unions may ask for Certificates of Qualifications for voluntary trades.

Activity 2: Comprehension Circle T if the following statement is true, F if it is false. T

F

1. You may write the provincial examination as many times as you want.

T

F

2. If you do not pass the exam, a training consultant will tell you what to study.

T

F

3. If your trade is restricted, you don’t have to write the exam.

T

F

4. If you pass the exam, you may work in your trade for full wage.

T

F

5. You must pay $100 only the first time you write the provincial exam.

How to write a multiple choice exam Most automotive trades, except for automotive painters, will have to write the provincial exam to become certified. The exam has some true and false questions, but it is mostly multiple choice. This means you must find the most correct answer amongst several answers. Usually four choices are given. Of the four, one is obviously wrong. Another is possibly right, but probably not, while the third and fourth are very similar.

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It will be easy to find the obviously wrong one, so do that first. Secondly, try to find the answer that COULD be right, but PROBABLY isn’t. Then your choice is down to only two answers. For example, A brake lining: a) comes into contact with the drum when the brake is applied b) comes into contact with the disc attached to the wheel hub when the brake is applied c) is the curved metal part of a drum brake to which the disc is attached d) is made of asbestos In this example, b) MAY be correct, but it is confused with the brake drum. While d) may be true, it is not necessarily true, and c) is wrong because it obviously confuses a brake lining with a brake shoe. Therefore, a) is the correct answer. Also, there may be questions that ask for ALL OF THE ABOVE or NONE OF THE ABOVE. For example, A wrench is a tool that: a) grips a bolt b) tightens or loosens objects c) comes in a variety of shapes and sizes d) all of the above In this example, all of the above answers apply to the wrench. Sometimes, however, there are tricks in the question. For example, two are correct but the third isn’t. For example, A wrench is a tool that: a) grips a bolt b) tightens or looses objects c) is used to strike objects d) all of the above Also pay close attention to HOW the question is worded. There may be just one word in the question that changes the meaning of the sentence. For example, The following are all of the different types of screwdrivers. Circle True or False. a) Phillips b) ratchet c) right-angled d) Benson Yes, a), b) and c) are ALL names of screwdrivers, but they are not ALL the types of screwdrivers that exist. Therefore, the answer is FALSE.

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Activity 3: Writing a multiple choice practice test Form a small group of members of all auto trades and try to answer the following questions. There will be one question each for ASTs, auto body repairers, auto painters, transmission technicians, brake and alignment technicians and fuel and electrical systems technicians. Work as a team. 1. The two fuel systems used with spark-ignition engines are: a) carburetor and diesel b) fuel injection and diesel c) port and throttle body d) fuel injected and carbureted 2. Voltage is: a) current flow b) resistance to current flow c) electrical pressure d) amperes flow 3. The rear disc brake with an integral parking brake has: a) two shoes in a hub-mounted drum brake b) a small brake drum mounted on the rear-axle halfshaft c) a piston that can be operated hydraulically or mechanically d) a separate fluid reservoir for the parking brake 4. When the gear ratio through the transmission is 1:1, the transmission is in: a) overdrive b) direct drive c) underdrive d) neutral 5. Body construction consists of: a) body-and-frame b) unitized body or unibody c) space frame d) all of the above 6. Materials painted on automobiles include: a) enamel b) lacquer c) non-metallic protective and decorative coatings d) all of the above

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Activity 4: Pronunciation Listen to the instructor say the following words. Mark the syllable stress in these words, then practise saying each one out loud. applied

backfiring

circulates

controlled

bolted

displays

dips

according

disconnected

Activity 5: Fill in the blanks You may also be asked Fill in the Blank questions on the provincial exam. Fill in the blanks with the verbs in the box below. Check your answers with a partner. act according to adjusting allows applied

backfiring block bolted buzzing dragging

coat circulates compressed connect controlled

dips disconnected disengaged displays

1. The valve ____________ the exhaust to escape. 2. He_______________pressure to the brakes to make the car stop. 3. ______________my classmate, the exam is difficult. 4. She had trouble______________the tailpipe. 5. Safety goggles_____________as protection in doing many jobs. 6. If you hear_______________ there could be a problem. 7. Make sure any loose parts are_______________down before you start. 8. ______________means a problem in the ignition. 9. Don’t______________the entrance or we won’t be able to get in. 10. _____________the part with oil to make it easier to turn. 11. _____________air is needed for hydraulic power. 12. _____________the other jumper cable to the battery. 13. Temperature is ______________by the thermostat. 14. The fan ______________air. 15. Power is cut off when its source becomes____________. 16. The old muffler was____________behind the car. 17. Accidents can occur when the brake pedals become____________. 18. The mercury in the thermometer_____________when it is cold. 19. When the gauge_____________low pressure, you must add air.

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Activity 6: Fill in the blanks Fill in the blanks with the verbs in the box below. Then check your answers with a partner. flows interlock purify reposition

indicates occur pushes restore

idle produces raises rotate

insulates prevent reciprocate rub

1. An engine may ____________ if it is not allowed to warm up in cold weather. 2. A low fuel reading______________it is time to add fuel. 3. If you_____________the two parts, they will not come apart. 4. Like water, an electrical current also_______________. 5. Rubber________________electrical waves. 6. You can_______________accidents if you are careful. 7. Catalytic converters attempt to _____________exhaust before it enters the atmosphere. 8. Accidents will______________if you are not careful. 9. The addition of a spark to fuel____________ignition. 10. An object____________another object when it applies force toward it. 11. It is a good idea to_______________tires a few times a year as part of a 12-point inspection. 12. Parts move so you should _______________them in their original place. 13. Wheel alignment lets you______________alignment to the manufacturer’s specifications. 14. The brake lining should_____________against the brake shoe. 15. Increased motion of electrons________________the temperature. 16. Pistons____________in an up-and-down motion in a cycle.

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For more information on…

exam preparation books Auto-Mechanics Fundamentals, Stockel, General Publishing, 30 Lesmill Road, Don Mills, ON M3B 2T6 Automotive Mechanics, Crouse, McGraw-Hill Ryerson Ltd., 330 Progress Avenue, Scarborough, ON M1P 2Z5 Automotive Transmissions & Power Trains, McGraw-Hill Ryerson Ltd. Auto body Repair and Painter Auto body Repair & Refinishing, J.W. Hogg Auto body Repairing & Repainting, Toboldt, General Publishing (see above) Refinisher Manual, Canadian Industries Ltd., Refinishing Paint Section A.B.C. of Spray Equipment, deVillbies Canada Ltd. Refinisher Guide, by Rinshed Mason Products, Interchemical, Windsor, ON AST Automotive Technology Systems Approach, Jack Erjavec, Delmar, ISBN#0-8273-6724-4 Automotive Technology, Frederick C. Nash, Kalman Banitz, McGraw-Hill Ryerson Ltd. Automotive Encyclopedia, Toboldt, Johnson, General Publishing (see above) Automotive Air-Conditioning, Dwiggins, Delmar Publishers, Div. Van Nostrand Reinhold Ltd., Scarborough, ON M1P 2E7 Suspension & Alignment, Dave Coughlin Transmissions, Dave White (American) Guide to the Certification Examination, James G. Hughes, Prentice-Hall, Inc. Englewood Cliffs, New Jersey, 07632 Practical Problems in Mathematics for Automotive Technicians, George Moore, Nelson Canada-Div. Int’l Thomson Ltd. 10987654

mechanics terminology/ESL Technical Language Training for Foreign-trained Auto Vehicle Mechanics, Kelso, Brigid, Skills for Change/OTAB, 1996 Occupational Terminology Workshop – Curriculum for Auto Service Technicians, Kelso, Brigid, MCZCR/M.S.S.B., 1998

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8

COMMUNICATION IN THE WORKPLACE In this unit you will learn about communicating with customers, co-workers, and employers filling out estimate forms You will also give and respond to feedback practise workplace role plays fill out an estimate form

Giving customers an estimate No one likes to give bad news. Because most of the public does not know much about motor vehicle repair, they often do not understand how much labour is involved as well as the cost of replacement parts. Therefore, finding out how much it costs to have their car fixed sometimes comes as a shock. You can help the customer with this shock by giving them the news in a straight forward manner. If you have a problem, always offer a solution. Be polite, but avoid saying that you’re sorry and do not blame anyone else if you make a mistake in the estimation. Being honest with people is a good way to keep them as regular customers.

Activity 1: Comprehension 1. What should you do to give good customer service? 2. What shouldn’t you do if you want to keep customers?

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Activity 2: Comprehension Circle the most appropriate way of giving bad news in the following sentences.

1. It’s going to cost more! a) After I called you, Mr. Jones, I realized that I forgot to include the G.S.T. on the labour part of your estimate. The revised estimated is $359.90. b) Sorry, but my boss said I have to charge you G.S.T. on labour, so now you owe us $359.90. If you have a problem with this, you can speak with him. c) I’m afraid I’m going to have to charge for G.S.T. on labour, Mr. Jones. I forgot to include it. I’m really sorry. It’s my fault.

2. We can’t find the part! a) Ms. Singh. I have good news and bad news. The bad news is that we can’t find a grill for your K-Car, but the good news is we did find one for a Reliant. b) Ms. Singh, we can’t locate a grill for your K-Car. I can, however, get one for a similar car. Would you like me to order this one? c) Hi, Ms. Singh. I’m trying my best to find a grill for your K-Car, but I haven’t been able to find one yet.

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Activity 3: Comprehension Read the dialogue and answer the questions that follow:

Dialogue Mechanic:

Hello, is Ms. Wong there?

Customer:

Speaking.

Mechanic:

Ms. Wong, I’ve had a look at your brakes and I’m going to have to lubricate the sliders.

Customer:

What are sliders?

Mechanic :

The sliders touch the rim of the wheel, like on a bike, and when they’re not lubricated properly, you get that squeaking sound. To service your front brakes and lubricate the sliders, it’ll be $27.50. While we were checking the car, we also noticed too much wear and cracking on both the alternator and air conditioning belts. If these belts are not replaced, the battery won’t recharge properly and you won’t have proper operation of the air conditioning system. Parts will be $39, and labour is $88.45. With taxes, it comes to $146.57. I can probably have it ready by tonight. Do you want me to go ahead with it?

Customer:

Okay, if you think it’s necessary. Does my warranty cover it?

Mechanic:

Your warranty is only good for three years, and the car’s six years old. I do think this work is necessary. I’ll start on it right away and if I run into any problems, I’ll call you by 4:00 this afternoon. Otherwise, I’ll call you as soon as it’s ready.

Customer:

Sounds good, thanks.

Mechanic:

You’re welcome, bye.

Customer:

Bye.

1. What was wrong with Ms. Wong’s car? 2. How will it be fixed? 3. How much will it cost?

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Activity 4: Filling in an estimate form Use the following estimate form as a model and fill in the blank form using the information from one of the jobs on the following page.

BK Auto Repair no. 2002 Customer: Warren Peace 123 Main Street Toronto, Ontario 416-555-4567 QTY

Make: Dodge Model: Spirit Year: 1998 Colour: White Licence: JQN 345

PART DESC

AMOUNT

LABOUR

CHARGE

1

Alternator Belt

$24.00

Install

$17.50

1

Air Con Belt

$15.00

Install

$17.50

Service Brakes Lubricate Sliders

$27.95

Rates based on $65/hour Parts:

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$39.00

Total Labour:

$62.95

Total Parts:

$39.00

Sales Tax:

$15.29

Total Amount:

$117.24

Communication

In

The

Workplace

Customer 1

Customer 2

Customer 3

Name

Jose Strachan 89 Booth St., Toronto 416-555-1212

Yvonne Liu Sean McIntyre 295 Ralls Rd., Toronto 64 Payne Dr., Toronto 416-555-3678 416-555-0296

Vehicle

98 Ford Taurus Blue, LKD 578

97 Honda Civic Red, TSF 395

99 Jeep Cherokee Black, AJQN 345

Need

Replace Cruise Control Cable

Replace Muffler

Align Wheels

Labour Parts Taxes Total

$ 97.50 $151.75 $ 37.39 $286.64

$ 52.00 $114.50 $ 24.98 $191.48

$ 75.00 $ 0.00 $ 11.25 $ 86.25

BK Auto Repair no. 2003 Customer:

QTY

Make: Model: Year: Colour: Licence: PART DESC

AMOUNT

LABOUR

CHARGE

Rates based on $65/hour Parts:

Total Labour: Total Parts: Sales Tax: Total Amount:

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Activity 5: Pronunciation Write a dialogue on the lines below. Practise the dialogue with your partner and get some help from the instructor on words that are difficult to pronounce.

Your dialogue

Activity 6: Role play Now present your dialogue with a partner to the class.

Real stories… Juan and Ivan work in an auto shop. Ivan took his tools from the shop to his cottage four hours away to work on his car. He forgot them at the cottage and now has no tools. He asks Juan if he can borrow his tools for the week until he can return to his cottage to pick up his own. Juan lends his tools to Ivan. Thursday morning, he looks for his pneumatic drill and cannot find it. He last saw it on Monday morning. When Juan asks Ivan that morning if he’s seen it, Ivan says he hasn’t seen it all week. Juan suspects (thinks) Ivan is lying but says nothing. It’s lunchtime and Juan knows Ivan is having lunch at the coffee shop. He goes to the shop, and in front of two other technicians, he accuses (blames) Ivan of stealing the drill and demands that he buy him a new one. Ivan denies stealing the drill. The boss tells Ivan that he should be using his own tools and that he shouldn’t bother coming to work without them.

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Communicating with co-workers Giving “I” Messages When we say, “You took my drill!” we are accusing. When we say “I have a problem – my drill is missing, has anyone seen it?” we are stating a problem and asking for help. People become less co-operative, and more defensive when they are accused of doing something. They are more co-operative when we state problems and ask for their help. When we are angry with someone, we can follow these three steps to tell them. 1. Talk to the person who is causing the problem alone. You don’t want to embarrass them. 2. Tell them that it is only their behaviour, not them, you are displeased with. 3. Tell them exactly what you want them to do or change to make things better for you.

Activity 7: Pronunciation Listen to the instructor say the following words, mark the stressed syllable, then repeat them yourself aloud. denies

co-operative

suspects

accuses

Activity 8: Writing With a partner, change the following accusations so that they are not blaming. 1. This accident is all your fault. Are you stupid? Didn’t you see the sign? _________________________________________________________________________ 2. My paycheque is wrong. Are you trying to rip me off? _________________________________________________________________________

Activity 9: Role play Act out the following role-play with your small group. Present it to the class, and ask them if they would have handled it differently. You work in a shop in which almost everyone, including the boss, speaks Italian. They often tell jokes during lunch, none of which you can understand. When you ask them to repeat the joke in English, they say that it would take too long. You mention it to the boss one day, but he says that the jokes aren’t that funny anyway, and that he can’t tell his experienced workers to speak in English. This is beginning to bother you. Talk to your coworkers.

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Communicating with employers Accepting feedback When anyone, but particularly an employer, informs us about one of our weaknesses, we can feel bad. Part of the job of an employer is to give feedback to workers (let them know their mistakes), particularly to their apprentices, so that they can a) be aware of their mistakes and learn more, and b) so that the employer’s reputation and quality of work does not suffer. Being able to accept feedback (especially when it is negative) is a skill made up of the following five steps. 1. Accept the feedback. 2. Apologize for your actions if you are indeed wrong. 3. Thank the employer for pointing out the problem, ask how it can be avoided in the future, and 4. Assure the employer that you will try not to make the same mistake again. 5. Give an explanation (only if you are sure the employer is wrong). Avoid saying “you” as it sounds like you are accusing. Say “maybe a mistake was made when”

Real stories… Vladmir’s Problem Vladimir has been working on the same car for three days. His employer has asked him how it’s going at the end of the first two days. On the third day, he calls Vladimir into his office and asks him if he’s having a problem. Vladimir says no and looks puzzled. His employer smiles, but looks a little worried too. Then he tells Vladimir that although he’s doing a good job, he must increase his speed if he wants to keep working here. Vladimir is a perfectionist and becomes so insulted that he gathers up his tools and quits at once.

Activity 10: Discussion Discuss the following situation in your small group. Present your answers to the questions below to the class. 1. What should Vladimir have done/said? 2. What do you think he can do to try to solve the problem and get his job back?

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communicating in the workplace

For more information on…

see resources listed at end of Unit 9 read Discovering Life Skills, YWCA, 1985

real forms used in the workplace visit a local garage for codes used to calculate estimates, see Chilton’s catalogue available at your local library

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9

COMMUNICATION IN THE COMMUNITY In this unit you will learn about the hidden job market a network and how to build one using small talk to build a network leaving a voice mail message You will also build a network practise leaving a voice mail message

Finding the hidden job market Moving to a new country is a big change. You’ll find that you will learn English much more quickly and Canadian life will become much easier if you meet people who were born in Canada or have been here a few years. You can meet new people by forming a network – something that you had back home with your extended family members and others in your profession or community. Your network includes everyone in your life. And it’s probably much bigger than you think! People in your network can help you and you can help them. Like making friends, making a network takes some effort. Learn what you can about people in your network. Acknowledge their skills, experience, talents and needs. Maybe the elderly woman who lives next door in your building is lonely and likes to chat and have tea once a week. This arrangement is good because she has company and you get to practise your English. Likewise, maybe your daughter’s school needs volunteers for class trips. By volunteering to supervise the children, you get to meet other parents and find out about babysitters, bargain hunting and activities for your children. You can also learn valuable lessons from immigrants who have been in Canada longer than you have.

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Activity 1: Pronunciation Listen to your instructor say the following words. Mark the stressed syllables, then practise saying them out loud. acknowledge

has company

valuable

has a company

network

bargain hunting

Activity 2: Fill in the blanks Complete the following sentences with words from the box. acknowledge

has company

valuable

has a company

network

bargain hunting

1. Before the shops close is a good time to go _____________________ in the market. 2. The woman ____________________called ABC Manufacturing. 3. His ____________ includes everyone in his community. 4. You can get _________________information from other parents at your children’s school. 5. The woman ________________ every Sunday after church. 6. Please ________________ the help of others by thanking them.

People in your network Family Members of your family have different skills and backgrounds. You can tap into their knowledge and their networks. Friends Your friends have skills you may not be aware of and they have their own networks. Ask to be introduced. Neighbours Because you live close by, you have chances to develop close relationships. Find out who your neighbours are. You know you already have one thing in common—your choice of residence.

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Religious community People who share the same faith at your temple, mosque, church or synagogue can advise and support each other on common issues. Suppliers Because you do business with them anyway it is easier to find out more about them and find out if they might need your services. Clients You serve them and you have built up a relationship of trust. Ask them to serve you in various ways, as suppliers, supporters and referrals. Co-workers Find out about their skills and knowledge. You may be able to help each other. Clubs or association members If you are involved with any community or professional associations or activities, you have a ready-made network. Most people join these groups to meet others. The door is already open. Volunteer groups One of the reasons people volunteer is to meet others. Get to know your fellow volunteers better. Acquaintances These are people you meet in work and social settings. Don’t waste the opportunity to begin friendships and networks this way. Ask each person you meet to tell you more about him or herself.

Activity 3: Pronunciation Listen to your instructor say the following words and mark their stressed syllables. Then say the words out loud. residence

acquaintances

tap into

synagogue

residents

mosque

Activity 4: Matching Match the words to their definitions. 1.___ synagogue

a) people you know less well than friends

2.___ acquaintances

b) where you live

3.___ tap into

c) access

4.___ residence

d) Islamic place of worship

5.___ mosque

e) Jewish place of worship

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Activity 5: Building a network In the first column, make a list of all of the people you see every day (e.g. all of the other learners in your class, your family, people you see at the bus stop). Write their names or describe them if you don’t know their names. Do the same in the second column for all of the people you see every week (e.g. your extended family, those where you worship, corner store owner, those in another class you are taking). In the third column, make a list of all of the people you see less than every week, (e.g. your doctor, barber). Compare your list with another person in the class. See who has the longest list in the class.

People you see every day 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

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People you see every week

People you see less than every week

Communication

In

the

Community

Small talk Sometimes the people closest to us have the information we need. It’s easy to approach family and friends, but how do you ask for things from strangers? By finding things that you have in common. In Canada, it is considered impolite to DIRECTLY ask people: •

where they live

•

what they do for a living

• •

whether or not they are married what their religion is

While it is not necessary to know if someone is married, knowing if they have children, especially children around the same age as your own children, can be important. Answers to the other three questions can be important, but you just have to ask for them INDIRECTLY. Some newcomers say that Canadians are cold because they don’t like to share this information. In many countries, the above information is asked for upon meeting someone, so that you know how to address someone. In Canada, however, we address everyone the same way, regardless of how they answer the above questions. Canadians generally keep this information private for fear of being discriminated against. If someone asks them where they live and what they do and what their husband or wife does, they are afraid the person asking may want to find out their socio-economic status, or how much money they earn. Asking whether someone is married is tricky because in many other countries one treats someone who is married with more respect. Many Canadians are not married, are divorced or separated, live with a male or female “partner” without being married and all of these people may have children. They are all treated equally. In addition, many Canadians do not publicly practise any religion. They may be afraid to answer these questions directly for fear that they may be discriminated against. However, since it is important to get this information from the people in your network, so that you may help each other, the best way to find out the answers to these questions is INDIRECTLY, or by sharing information first. This way, others are more likely to share with you. For example, if you say, “It took me an hour to get to class today. My bus was late!” the other person will probably ask something like, “Where were you coming from?” After you tell them from which part of the city you came, you can ask them where they came from.

Activity 6: Pronunciation Listen to your instructor say the following words and mark their stressed syllables. Then say the words out loud. socio-economic

address (verb)

status

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Activity 7: Make requests more polite In groups of two, make the following DIRECT questions into more INDIRECT questions: 1. Do you have children?

2. Where do you live?

3. What is your profession?

4. What is your religion?

When you are finished, share your information with the other pairs in the class.

Activity 8: Find someone who… This activity allows you to practise networking with the participants in your workshop. Find participants who have the following things in common with you. You must change the following phrases into questions. If your classmates answer Yes, write their name to the right of the phrase. Get as many names as you can. 1.

... speaks the same language as you do

2.

... is from the same country as you are

3.

... shares your religion

4.

... lives in the same neighbourhood as you do

5.

... gets off at the same subway stop or takes the same bus you do

6.

... has children the same age as yours

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... has children in the same school as yours

8.

... worked in the same trade as you did

9.

... knows the same computer languages you do

10. ... has worked in English

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Communication

In

the

Community

Leaving voice mail messages When you leave a voice mail message, make certain you relay all the following information: •

your name,

•

the time you called,

•

why you called,

•

what you want the listener to do,

•

how and when you can best be reached, and

•

your phone number.

Take the time to record your message so that it sounds natural, relaxed and friendly. If you are unsure of yourself, record yourself then play back the recording to make sure your message is clear and to-the-point. The message should be less than a minute. You do not want the caller to hang up.

Activity 9: Writing a message Write down the message that you want to leave, practise it twice, then read it to the group and get their feedback. Who you are: When you phoned: Your message: How and when you can best be reached: Your phone number:

Activity 10: Speaking Leave a message on your facilitator’s voice mail saying that you are sick and cannot make it to class.

Activity 11: Listening Listen to the messages you and your classmates left your facilitator. Give them feedback. Did they include all the information they were supposed to? Was it clear? Was it too long?

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local volunteer centres

For more information on…

see the telephone book for your city

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other ways to meet people and network get involved in tenant meetings in your building join your local community centre and join a committee or simply get involved in some of the low-cost activities visit your local union office

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PERSONAL PLAN In this unit you will assess your skills and knowledge make a personal plan for the near future discover community resources to help newcomers You will also make a personal plan for the next steps you plan to take

Self-assessment This self-assessment will help you think about your previous education, training, and experience, your skills and knowledge, your interests, and help you make a plan of action. The steps for this self-assessment are to: 1. consider your personal characteristics; 2. list your training, experience, and industry skills; 3. make a list of the first steps.

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Activity 1: Your personal characteristics These personal characteristics are seen as essential to becoming a successful automobile tradesperson. Try to answer each question with a yes or no. If you feel that you don’t have these characteristics, think about strategies that you can use instead.

Questions

Yes

Personal characteristics and work ethic Do you like to make your own decisions? Do you have will-power and self-discipline? Do you plan ahead? Do you get things done on time? Can you take advice from others? Do you adapt easily to changing conditions?

Communication and social skills Can you communicate clearly and effectively in English both orally and in writing? Are you confident in your customer service skills? Do you enjoy working with the public? Have you worked successfully with clients and employees in your previous jobs?

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No Strategies…

Personal

Plan

Activity 2: Your skills and training These questions focus on your skills and training. First, go through all the questions and answer yes or no. Then, go back and look at all the questions for which you answered NO. Try to think about what you can do to gain this knowledge or these skills. Are there courses that you can take to help? Are there people who can help you? Are there ideas that you need to reconsider?

Questions

Yes

No What can I do next?

Technology Can you use a computer? Are you able to use the Internet?

Education and training Do you have the training that you need to work in automotive trades? Is certification or registration required in Ontario for your occupation? Do you have the certificate, diploma or degree required to work in automotive trades?

Training and upgrading Do you think you need upgrading or extra training before you can practise your trade? Do you know where you can get training in your field? If you were trained in another country, do you need to upgrade your certification? If so, have you collected information about certification in Canada? If not, do you know where to get this information? Do you know what English skills you need to work on? Do you have your own tools? Are you prepared to invest in your own set of tools? Are you familiar with tools and tool companies popular in Ontario?

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Activity 3: A personal plan Take all the NOs and make a short term plan. Choose five steps that you feel you can accomplish this year and list them here:

1. 2. 3. 4. 5.

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Personal

Plan

Activity 4: Research To help you achieve your personal plan, use training and upgrading pamphlets, flyers and calendars to find information for training and upgrading opportunities in your field.

Type of training

Training providers

Cost

English as a second language (ESL)

ESL/mechanics

English upgrading

Job search programs

Co-op programs

Volunteering opportunities

Other

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volunteering

For more information on…

visit Charity Village’s Web site at www.charityvillage.com for a listing of volunteer jobs in the non-profit sector

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visit www.voe-reb.org/welcome.html for a matching service for volunteers and agencies across Canada look in the Yellow Pages for volunteer centres in your city

community programs look for pamphlets advertising community workshops look for any ESL/mechanics classes, seminars or workshops in your community check your local community college

training and upgrading for private colleges and vocational schools, look in the Yellow Pages under computer training for a list of Ontario Colleges of Applied Arts and Technology, visit the Ministry of Education and Training Web site: www.edu.gov.on.ca visit the HRDC Interactive Training Inventory Service for Ontario at www.trainingiti.com connect to the Ontario Ministry of Education and Training’s Training Hotline at 1-800-387-5656

language training/ESL free ESL and word processing courses are available through the calendars for boards of education and the bulletin boards at your local library

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GLOSSARY

alloy combination of two or more metals aluminum a lightweight metal axles spindle, either fixed or rotating on which wheels are fixed backfiring premature ignition causing explosion in cylinder or exhaust pipe bumpers rubber covering fenders certification a licence to practise an occupation clutch device connecting and disconnecting transmission to engine components parts compressed squeezed into a smaller space couplings links connecting two pieces of machinery dashboard cover for electronic equipment behind steering wheel dents depressions in hard material left by pressure or blow devices tools or instruments diagnose find the problem

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differentials gears that allow rear wheels to rotate at different speeds while rounding corners dolly block used for stability drive lines transmit power from transmission to gears epoxy glue-like material used to bond things estimates detailed outlines of work to be completed and fees faults problems or irregularities fenders metal or plastic strips around base of car file used to sand rough surfaces flat rate method of pay based on work completed, not time grills ventilated cover for the engine grind crush into small particles hood engine cover lubrications greasing or oiling to prevent friction and grinding inspect check prerequisites courses needed to be taken before taking other courses primed prepared

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Glossary

primer paint undercoat seams where edges meet shafts gear coverings static still; unmoving suspension supports vehicle on its axles transmission transmits power from engine axle tune-ups regular inspection and repair vibration continuous back and forth movement weld join using heat to bind metal pieces wrenches tool used to turn bolts write-off a vehicle so damaged, it’s not worth repairing unibody one-piece body voltage surge suppressor an instrument that prevents voltage levels from increasing suddenly WHMIS Workplace Hazardous Materials Information System

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