AFPA - Guide to the Essential Skills Profiles

An Edited Guide to the
Essential Skills Profiles
Adding Skills, Adding Value:
Essential Skills Profiles
for
Alberta's Food Processing Industry

These profiles, with the exception of those for NOC 9461 and NOC 9462, were developed as part of Adding Skills, Adding Value: The Needs Assessment of Essential Skills for Alberta's Food Processing Industry conducted by the Alberta Workforce Essential Skills Committee with funding from the National Literacy Secretariat and Alberta Learning. The profiles were validated by a panel of occupational representatives in November, 1999. Copyright is held by the Alberta Food Processors Association.

The profiles for Industrial Butchers and Meat Cutters, Poultry Preparers and Related Workers (NOC 9462) and Process Control and Machine Operators, Food and Beverage Processing (9461) are reproduced from National Occupational Classification, courtesy of the Essential Skills Research Project, Human Resources Development Canada, and with the permission of the Minister of Public Works and Government Services Canada, 2000.

Table of Contents

Preface
An Edited Guide to the Essential Skills Profiles
Essential Skills Profiles
- Export Import Clerk
- HACCP Coordinator
- Industrial Butcher and Meat Cutter Labourer
- Leadhand
- Millwright
- Process Control and Machine Operator
- Production Supervisor
- Sanitation Worker
- Shipper Receiver

Preface

Adding Skills, Adding Value: Essential Skills Profiles for Alberta's Food Processing Industry is a companion document to Adding Skills, Adding Value: The Essential Skills Needs Assessment for Alberta's Food Processing Industry. This needs assessment was carried out by Alberta Workforce Essential Skills (AWES), in 1999 with funding from the National Literacy Secretariat and Alberta Learning. Throughout the project, AWES worked closely with the Alberta Food Processors Association.

All but two of the profiles collected in this document are based on interviews with four Alberta job incumbents. Three industry representatives validated these profiles upon completion. The exceptions are Industrial Butchers and Meat Cutters, Poultry Preparers and Related Workers (NOC 9462) and Process Control and Machine Operators, Food and Beverage Processing (9461), which are reprinted courtesy of the Essential Skills Research Project. These and other essential skills profiles can be found at http://www15.hrdc-drhc.gc.ca/english/

Benefits of and Potential Uses for Essential Skills Profiles

As benchmarks	- to describe jobs, compare one job to another, jobs now to jobs in the future
As knowledge-capital	- for workers: a personal skills inventory of transferable skills - for employers/HR personnel: a resource for job descriptions, performance development, recruitment; assessment; cross-training - for job-seekers: a clear description of required skills - for trainers/educators/career counselors: direction for skills upgrading; goal setting; integrating skills into training programs
As a basis for training/curriculum development	- current "in the trenches" descriptions of daily tasks and skills validated by industry
As proof of essential skills requirements	- to respond to comments like "I don't/He doesn't have to read anything in his job…" or provide evidence to students of skills required, even for entry-level jobs
Alignment with emerging training initiatives	- other resources to be based on the same research, such as the Test of Workplace Essential Skills, can be considered
To put jobs in this industry on Canada's occupational map	- Counselors, trainers, job-seekers now accessing the HRDC database will find a link to this industry and jobs like HACCP Coordinator and Production Supervisor

Some Caveats

These profiles are composites of four people holding the same position in different workplaces. In any one plant, the profile may need to be adapted because certain tasks might not apply and others might need to be added. In order to adapt the profiles to reflect the essential skill requirements of individual plants, it will be necessary to consult with incumbent workers, rather than supervisors or human resource officers, to discover the reality of job requirements. Talking to the people who do the jobs will ensure accuracy of examples.
These profiles are based on a small sample. While they are an accurate representation of the workers who were interviewed and the profiles were reviewed and revised by an independent panel, still more interviews would be needed to ensure consistent, representative results.
The richness of these profiles is in their job task descriptions, not in their complexity ratings. While complexity scales provide some means of comparing jobs, they do not tell the whole story. For example, we may note that millwrights and export/import clerks both have numerical functions as complex as a Level 3. However, in going to each profile we find that the type of math applications made by each worker are quite different.

An Edited Guide to the Essential Skills Profiles

The following guide has been adapted from the longer Readers' Guide to the Essential Skills Profiles which is posted at the HRDC Essential Skills Website. Readers are directed to that document for more detailed information.

http://www15.hrdc-drhc.gc.ca/english/

The Essential Skills

Essential skills are enabling skills that allow people to perform required occupational tasks. For example, repair persons may receive instructions through written work orders that they must read and comprehend before they can undertake repairs that must be done.

Readers should note that the description of essential skills is not limited to minimum levels such as basic literacy and basic math. Rather, each essential skill has been analyzed, classified and described to include the full range of its usage from basic to complex.

The essential skills included in the profiles are:

Reading Text
Use of Documents
Writing
Numeracy
Oral Communication
Thinking Skills
1. Problem Solving
2. Decision Making
3. Job Task Planning and Organizing
4. Significant Use of Memory
5. Finding Information
Working with Others
Computer Use
Continuous Learning

Workers who have the essential skills at the levels required for their desired occupations will have enhanced employability. However, readers should keep in mind that there are other skills that also enhance employability. For example, the Conference Board of Canada's Employability Skills Profile also includes items such as honesty, persistence and a positive attitude to change.

The Essential Skills Profiles

An Essential Skills Profile describes how each essential skill is actually used by workers in an occupational group. For each essential skill, a Profile generally contains:

Complexity ratings that indicate the level of difficulty of the tasks related to that skill.
Examples that illustrate how that skill is actually used by workers in the occupational group.
A standardized description of how that skill is used in the occupational group so readers may make comparisons between occupations or aggregate information across occupations.

Complexity Rating

Definition of a Complexity Rating:
Many essential skills have been given two types of ratings for complexity
a) the range of complexity of typical tasks for the occupation, and
b) the range of complexity of the most complex tasks for the occupation.

a) Typical a task which is typical occurs frequently in the job or occurs less frequently, but nevertheless is required by virtually all incumbents.
b) Most Complex a task considered most complex was identified as such by the workers interviewed. Factors affecting whether a worker identified a task as a most complex include the difficulty of the task, how frequently the task is performed and the worker's familiarity with the task.

Reading Text

Reading Text refers to reading material that is in the form of sentences or paragraphs. Reading Text generally involves reading notes, letters, memos, manuals, specifications, regulations, books, reports or journals.

Reading Text includes:

forms and labels if they contain at least one paragraph;

print and non-print media such as computer screen and microfiche text; and

paragraph-length text within charts, tables and graphs.

1. Complexity Rating

Level 1: Read relatively short texts to locate a single piece of information.
Follow simple written directions.
Level 2: Read more complex texts to locate a single piece of information or read simpler texts to locate multiple pieces of information.
Make low-level inferences.
Level 3: Choose and integrate information from various sources or from several parts of a single text.
Make low-level inferences from multiple sources.
Identify relevant and irrelevant information.
Level 4: Integrate and synthesize information from multiple sources or from complex and lengthy texts.
Make complex inferences and use general background knowledge.
Evaluate quality of text.
Level 5: Interpret dense and complex texts.
Make high-level inferences and use specialized knowledge.

Use of Documents

Use of Documents refers to tasks that involve a variety of non-textual documents such as signs, labels, lists, tables, schedules, forms, graphs, drawings, sketches, blueprints, diagrams, schematics, maps, etc.

If a document includes a paragraph of text such as on a label or a completed form, it is also included in A. Reading Text. Documents requiring the entry of words, phrases, sentences and paragraphs are also included in C. Writing.

Use of Documents includes:

print and non-print media such as computer screen or microfiche documents; and

reading/interpreting and writing/completing/producing of documents. These two uses of documents often occur simultaneously as part of the same task.

1. Complexity Rating

Reading or interpreting documents is rated on a five level scale of complexity. The rating scale takes into account:

the difficulty of locating information;
the need for inference;
the use of cycling or matching information to the task; and
the integration of information found within a single document or from multiple sources.

Each level of the scale is defined with reference to all of these dimensions. The complexity rating assigned to a task is the best summary description of its level of complexity.

Level 1

Complexity of the Document	Brief text; uncomplicated structure. One document and one document type.
Complexity of Finding/ Entering Information Information Search Information Entry Thinking Process	Limited search using key words, numbers, icons etc. Enter a few pieces of information. Minimal inference is required. Information needed is immediate and obvious.
Complexity of Information Use	No analysis is required: information is used/entered in the form it is found.

Level 2

Complexity of the Document	Simple document structure such as a small table. One document or multiple documents of the same type.
Complexity of Finding/ Entering Information Information Search Information Entry Thinking Process	Locate/enter one or more pieces of information using simple search criteria. Information found or entered in the same form as it is required. Information is immediate and obvious.
Complexity of Information Use	Limited analysis required: information may be rearranged to make simple comparisons.

Level 3

Complexity of the Document	Multiple pieces of information organized in sections with sub-headings or sub-parts. May be multiple documents including more than one type of document.
Complexity of Finding/ Entering Information Information Search Information Entry Thinking Process	Locate/entering one or more pieces of information using multiple search criteria. Use the results of one search in a subsequent search. Moderate degree of inference required
Complexity of Information Use	Some knowledge of the content (i.e. substance) of the document may be required. Some analysis required to integrate information found in the document.

Level 4

Complexity of the Document	Document is complex. Multiple pieces of information organized in a multi-part organization. Multiple documents and more than one type of document. May be specialized document type such as a Pareto chart.
Complexity of Finding/ Entering Information Information Search Information Entry Thinking Process	Locate/entering one or more pieces of information using multiple search criteria which may have to be developed by the user. Considerable inference required. Some required information is ambiguous.
Complexity of Information Use	Specialized knowledge of content may be required. Synthesize multiple pieces of information from several sources (e.g. prepare a tax return using data from many sources).

Level 5

Complexity of the Document	Document is complex. Multi-part organization. Multiple documents and more than one type of document. Specialized document type such as a isometric drawings or aerial maps.
Complexity of Finding/ Entering Information Information Search Information Entry Thinking Process	Locating multiple pieces of information using: multiple search criteria which may have to be developed by the user; or the results of one search in a subsequent search, possibly based on criteria developed by the user. A high level of inference is required. The match between the information found or entered in the document(s) and the information required is ambiguous. Multiple distractors may hinder the process of finding and/or entering the correct information.
Complexity of Information Use	Specialized knowledge of the content (i.e., substance) of the document is required. Information is evaluated to make judgements of quality based on criteria and/or to draw conclusions. e.g., critique research data to note methodological flaws.

Writing

Writing includes:

text writing and writing in documents such as filling in forms; and
non-paper-based writing such as typing on a computer.

Level 1

Length and Purpose of the Writing	Writing that is less than a paragraph Writing is intended to organize, remind, or inform.
Style and Structure	Informal writing for small familiar audiences - usually coworkers.
Content of the Writing	Concrete, day-to-day, matters of fairly immediate concern.

Level 2

Length and Purpose of the Writing	Writing brief text that is a paragraph or longer intended to serve a variety of purposes.
Style and Structure	- Writing which uses pre-set formats or writing for which the format is unimportant. Writing with a more formal style for an audience other than co-workers. - The writing sets a tone that is appropriate for the occasion, e.g. friendly, respectful, authoritative, etc. - Standard spelling and grammar (syntax) expected. - Writing tasks for which templates or models exist such as memos and letters in set formats.
Content of the Writing	Content of writing is routine, with little variation from one instance to the next.

Level 3

Length and Purpose of the Writing	Either longer or shorter pieces of writing intended to inform, explain, request information, express opinions or give directions.
Style and Structure	- Writing task has an established format, such as a contract, lease, financial report, or job description. - Writing format may call for structural elements such as headings, a table of contents, footnotes, etc.
Content of the Writing	- Non-routine writing tasks. - The content of the writing may be extensive but it is readily available from established sources.

Level 4

Length and Purpose of the Writing	- Longer pieces of writing which present considerable information and which may feature a comparison or analysis. - Writing task may involve making recommendations.
Style and Structure	- Conscious organization of writing for a given purpose. - Writing may require modification of an existing format, such as a proposal or a report, to fit the given information. - Consideration of the audience may be an important part of the writing task at this level.
Content of the Writing	- Writing task may involve the gathering and selection of information. - Abstract or technical content may demand the use of specialized vocabulary. - Re-write or transform written information for a specific audience, e.g. rewrite technical material for a non-specialist audience.

Level 5

Length and Purpose of the Writing	- Longer pieces of writing which present an evaluation or critique, usually accompanied by recommendations. - Writing tasks of any length which demand originality and effectiveness.
Style and Structure	- Appropriate tone and mood may be as important as the content. - Writing may display complex, multi-part organization to accommodate varied content.
Content of the Writing	The content must be created or it may be synthesized using information from multiple sources.

Numeracy

Numeracy consists of two main parts and their subsections.

1. Numerical Calculation
- Money Math
- Scheduling or Budgeting and Accounting Math
- Measurement and Calculation Math
- Data Analysis Math
2. Numerical Estimation

Numerical Calculation Complexity Rating Scale

The Numerical Calculation Complexity Rating Scale has five levels based on two dimensions:

Operations Required and Translation. Operations Required refers to the actual math operations used, e.g., multiplication, division. It covers the number of different operations used, the number of steps of calculation and the difficulty of the operations used.

Translation refers to turning a work problem into a set of mathematical operations so that math may be applied to obtain an answer.

Complexity Levels	Sample Tasks	Illustrative Examples
Level 1	Only the simplest operations are required and the operations to be used are clearly specified. Only one type of mathematical operation is used in a task.	Only minimal translation is required to turn the task into a mathematical operation. All information required is provided.
Level 2	Only relatively simple operations are required. The specific operations to be performed may not be clearly specified. Tasks involve one or two types of mathematical operation. Few steps of calculation are required.	Some translation may be required or the numbers needed for the solution may need to be collected from several sources. Simple formulae may be used.
Level 3	Tasks may require a combination of operations or multiple applications of a single operation. Several steps of calculation are required.	Some translation is required but the problem is well defined. Combinations of formulae may be used.
Level 4	Tasks involve multiple steps of calculation.	Considerable translation is required.
Level 5	Tasks involve multiple steps of calculation. Advanced mathematical techniques may be required.	Numbers needed for calculations may need to be derived or estimated; approximations may need to be created in cases of uncertainty and ambiguity. Complex formulae, equations or functions may be used.

Table 1: Money Math

Complexity Levels	Sample Tasks	Illustrative Examples
Level 1	Enter amounts in a cash register. Total simple bills. Make change. Receive payments.	Chip stand operators enter the costs of their customers' orders in cash registers, receive payments and make change. Clam diggers receive payments upon delivering clams and verify that the distributors' calculations are correct.
Level 2	Total accounts/bills including calculations of one of the following - a simple discount, taxes, interest, etc., or including calculations of components charged by a rate, e.g., mileage charge. Approve such bills for payment. Handle foreign currency in a cash transaction. Exchange between currencies, deducting fee. Calculate prices using a formula, e.g., cost price plus % mark up or regular price minus % mark down.	Sewing machine technicians calculate labour charges by multiplying their hourly rate by the number of hours required to repair each sewing machine and finding a total. Tour directors verify and authorize payments of invoices directly billed to the company for hotel accommodations, food, etc. This involves multiplying the number of people by the unit cost of the room or meal, calculating the applicable taxes and adding up the total.
Level 3	Total bills/accounts including calculation of two or more of the following discounts, taxes, interest, etc., or components charged by a rate, e.g., mileage charge. Approve such bills for payment. Prepare pay cheques using rates of pay, deduction schedules, bonus calculations, etc.	Bank tellers selling safety deposit boxes to senior citizens prorate yearly fees and apply seniors' discounts. Ticket cargo agents calculate cargo fares of packages that exceed the price scale by considering taxes, insurance rates and discount rates where applicable.
Level 4	Make mental calculations involving considerable translation with a high degree of speed and accuracy.	Roulette dealers calculate the amount of money that each winner captures according to the placement of chips, the betting odds and the value assigned to the non-value and value chips. Complexity is enhanced by the high volume of calculations required, e.g., there are multiple bets for up to eight people, the quick speed of calculation and the precise accuracy required.
Level 5	Forecast prices when the critical factors must be estimated based on an analyses of past indicators and projections of future trends.	Investment analysts calculate future prices of stocks given current interest rates and other market factors.

Table 2: Scheduling or Budgeting and Accounting Math

Complexity Levels	Sample Tasks	Illustrative Examples
Level 1	Record costs against categories of budgets. Monitor schedules or budgets reporting overruns and surpluses. Make entries in financial records.	Sales associates prepare daily bank deposits and make financial entries in bank deposit forms. Cashiers reconcile the cash at the end of each shift and report any surpluses or shortfalls.
Level 2	Determine number of packages to buy, based on the number of units required, e.g., how many packages of 30 tiles should be purchased if 196 tiles are needed. Determine sizes of work crews required and schedule length of a specific job using established production rates per person. Prepare simple financial summaries.	Accounting clerks determine staffing requirements and set staffing schedules using full-time, part-time and relief staff. Restaurant hostesses prepare revenue counts-financial summaries of the total revenue, number of people served and average bill, and file them with food and beverage managers.
Level 3	Adjust established budgets and schedules to incorporate new information. Compare two options with differing cost structures, e.g., determine the long distance phone service with the best cost for a given phone usage pattern.	Riggers schedule crews and equipment at 15 minute intervals, and adjust schedules to accommodate unforeseen lifts and delays. Maintenance and event technicians review tenders for services and supplies worth over $150 to determine best values based on prices and quality.
Level 4	Plan and monitor schedules and budgets for small or short-term projects. Audit financial records to determine accuracy and adherence to financial procedures.	Senior plant operators plan for annual shutdowns that require co-ordinating work schedules for regular staff and contractors. Three months of planning is required for one week of shutdown. Chefs establish weekly budgets including costs for food, planning for kitchen staff requirements and costs for special events.
Level 5	Determine budgets and schedules for multi-faceted or multi-phase projects. Compare long-term investment alternatives where future rates of return are not known.	Assistant managers in large companies develop annual budgets for each department and the overall company. Agricultural managers prepare master annual budgets that include discrete budgets for each division. They establish prices for products by factoring in the required profit margins.

Table 3: Measurement and Calculation Math

Complexity Levels	Sample Tasks	Illustrative Examples
Level 1	Take measurements through a one-step process and record the results, e.g., clerk weighs mail and records the results in the mailbook. Measure out quantities, e.g., four gallons of paint. Set instruments to particular angles and other numeric settings.	Postal workers weigh and measure parcels to determine postal rates. Physiotherapy aides adjust settings on physiotherapy equipment when preparing treatment areas for incoming patients. Labourers measure out lengths of pipe using tape measures.
Level 2	Calculate areas and volumes of simple, familiar shapes. Convert between measurement systems or between units in one system, e.g., inches to millimetres. Calculate and weigh out or measure out quantities or volumes involving doubling, quadrupling, halving, quartering, etc. some given amount or sets of amounts.	Child caregivers measure ingredients when cooking and may have to double or half recipes. Shippers calculate the number of items on skids by counting the items in a row and multiplying by the total number of rows.
Level 3	Measure curved and irregular lengths or other dimensions. Calculate areas of shapes that are simple composites of simple, familiar shapes, e.g., composites of rectangles, or rectangles and triangles. Make scale drawings. Take precise measurements using specialized measurement equipment, e.g., depth.	Sewing machine technicians use special gauges to take precise measures of sewing machine components in diagnosing the cause of equipment failure. Maintenance personnel calculate areas of walls, taking account of windows and doors, to ensure that they obtain correct amounts of paint.
Level 4	Calculate areas and volumes of complex, irregular shapes. Calculate the numbers of units of fixed dimensions required to cover irregular areas, e.g., tiles for an irregular shaped floor or shingles for an irregular shaped roof.	Welders prepare for out-of-position welds and use trigonometric formulae to determine required angles. Boat assemblers measure flooring spaces to accommodate fuel tanks that must be fitted over curved bottoms and ribs, requiring precise measurements of slopes and angles.
Level 5	Make indirect measurements, e.g., using trigonometry, geometry. Devise estimates and make indirect calculations of measurements that cannot feasibly be taken directly.	Tower crane operators calculate weights of loads and optimal load positions for proper weight distribution by factoring in density of materials, distances from the centre of rotation of cranes to the centre of gravity of loads, and variable factors such as temperature and moisture. Silviculturists use trigonometry and geometry to calculate tree-to-land ratio requirements for a particular stand of trees. They use calipers to measure the tree diameters and prisms to calculate the number of trees to be cut.

Table 4: Data Analysis Math

Complexity Levels	Sample Tasks	Illustrative Examples
Level 1	Make simple comparisons such as identifying what is higher or lower, bigger or smaller.	Gas utility maintenance workers determine locations of leaks by comparing variations in gas readings at different points. Post office clerks record transactions daily and compare the monthly volume of various kinds of transactions.
Level 2	Calculate basic summary measures, e.g., averages.	Ferry operators count different kinds of vehicles using the ferry and calculate monthly averages by user group. Financial advisors calculate average rates of return on investments to prepare financial plans for clients.
Level 3	Calculate averages across sets of readings, compare them to acceptable ranges and draw conclusions for such activities as statistical quality control and applying principles of probability.	Dieticians calculate average fluids consumed by patients over seven-day periods to recommend adaptations to diets. Bolt machine operators perform Statistical Process Control calculations and make adjustments to machines if the data are outside acceptable ranges. They also graph the data each hour.
Level 4	Determine and calculate appropriate descriptive statistics, e.g., rates. Decompose a difference in rates between two populations.	Industrial products analysts make comparisons of a company's performance relative to industry counterparts, using statistics drawn from financial statements as a base for comparison.
Level 5	Test hypotheses. Explore causal relationships - their strength, their significance, the effect of controls. Modeling inter-relationships of sets of variables. Make projections. Conduct analyses employing mathematical modeling.	Investment analysts analyze the past and present performance of companies' stock to forecast future values. They must gather information on interest rates, political events and the state of local and global economies. Assistant business managers of unions calculate impacts of different variables on pay and benefits proposals tabled in negotiations. They project pension contribution data into the future to determine the rates of return.

Numerical Estimation Complexity Rating Scale

The four-level rating scale for Numerical Estimation refers to tasks involving any estimation that results in a number. The rating scale covers five dimensions:

whether there is a set procedure;
the number of factors comprising the item being estimated;
the amount of information available;
the consequence of error; and
the degree of precision required.

Each level of the Numerical Estimation Scale is defined with reference to all these dimensions. Tasks which are more difficult on one dimension of the complexity rating scale may be more or less difficult on the others since the five dimensions function somewhat independently. For example, the 'consequence of error' may fit in Level 2 while the 'degree of precision required' fits in Level 3. The complexity rating assigned to a task is the best summary description of its level of complexity.

Dimension	Level 1	Level 2	Level 3	Level 4
Whether there is a set procedure	There is a formula. It identifies the variables and how they are to be combined.	There is a formula, but it does not incorporate all of the variables.	There is no formula, but an approach has been developed, possibly by having to perform the task repeatedly.	There is no formula and no established approach is available to the worker.
Number of factors comprising the item being estimated	One factor, e.g., estimating a dimension by eyeballing; estimating weight by lifting objects.	A small number of factors.	Many factors, but a routine has been established.	Many factors involved and the methodology for making the estimate must be developed by the worker.
Amount of information available	All information about the factors that make up the estimate and how to combine them is known. Any complicating factors are known.	Most information is known, but there are factors that could throw an estimate off.	Information about significant factors that make up the estimate is uncertain; several complications are possible but they are constrained in their impact.	Little or no information about significant factors that make up the estimate; the factors may have to be estimated. Many complications are possible and they may not be constrained in their impact.
Consequence of error	Little or no consequence of error; estimation errors can be easily and quickly rectified with little or no work plan required or costs incurred.	Estimation errors have some minor consequence, e.g., some loss of money or time, but can be rectified with some minor work plan, inconvenience or cost.	Estimation errors have significant consequences, e.g., significant loss of money or time, but can be rectified.	Estimation errors have significant consequences that are not rectifiable or only rectifiable at significant cost.
Degree of precision required	Little or no precision required.	Precision required within relatively wide range of values.	Precision required within a small range of values	High degree of precision required.

Oral Communication

Oral Communication pertains primarily to the use of speech to give and exchange thoughts and information by workers in an occupational group.

1. Complexity Rating

The information on Complexity Rating is presented in table format at the beginning of the Oral Communication section in each Essential Skills Profile.

There are four levels of complexity based on four dimensions of oral communication:

the range and complexity of communication functions, i.e., why and how one communicates;
the range and complexity of the information about which one communicates;
the range and complexity of the communication context, i.e., to whom and in what circumstances one communicates; and,
the risk level in failing communication intent, i.e., how serious are the consequences if communication fails.

Each level of the Oral Communication Scale is defined with reference to all four dimensions. Tasks that are more difficult on one dimension of the complexity rating scale may be more or less difficult on the others as the four dimensions function somewhat independently. For example, the complexity of "range and complexity of information" may fit in Level 2 while the complexity of "risk levels in failing communication intent" fits in Level 3. The complexity rating assigned to a task is the best summary description of its level of complexity.

Oral Communication Complexity Rating Scale

Dimension	Level 1	Level 2	Level 3	Level 4
Range and complexity of communication functions	Limited oral communication demands in basic work-related social interaction. Includes: responding to daily inquiries; obtaining specific information; following and giving simple instructions; simple greeting; co-ordinating work with one or two other individuals.	Moderate oral communication demands. Includes: exchanging information; obtaining information by questioning multiple sources; following or giving detailed multi-step instructions; greeting formally; reassuring; comforting; dealing with minor conflict or complaints; co-ordinating work with several other individuals.	Extensive oral communication demands in complex work-related social interaction. Includes: providing, obtaining or exchanging detailed complex information and opinions; providing or following complex directions and instructions; persuading (e.g., to sell a product or service); resolving non-routine conflict; entertaining (casually or with preparation); co-ordinating work with and for others.	Extensive oral communication demands in very complex work-related social interaction. Includes: leading or guiding; facilitating; persuading; instilling understanding of complex subject matter; negotiating; mediating; counselling; entertaining (with preparation).
Range and complexity of information	Narrow range of subject matter, familiar topic, one main issue. Language is factual, literal, concrete; narrow range of content and context-specific or technical vocabulary. Information content is simple; limited number of details.	Moderate range of subject matter, familiar topics, usually one main issue. Language is both factual or concrete and abstract; moderate range of general and context-specific or technical vocabulary and idiom. Information content is moderately complex and detailed; deals mostly with facts but may also deal with emotions and opinions.	Significant range of subject matter; professional, organizational, theoretical, social issues. Language can be abstract and conceptual; extensive range of general and technical vocabulary and idiom. Information content is complex and detailed; deals with facts, opinions, emotions; requires ability to organize, present and interpret ideas coherently.	Wide range and depth of subject matter; inter-disciplinary information; professional, organizational, theoretical, social issues. Language can be highly abstract, conceptual and technical. Information content very complex and detailed; deals with facts, opinions, values, emotions controversy. High level of inference and ability to organize, present and interpret ideas coherently for analysis, synthesis, decision-making, evaluation.

Oral Communication Complexity Rating Scale - Continued

Range and complexity of communication context	- Highly predictable context. - Interacting with one person at a time, face to face or on the phone. - Role of the speaker is singular and clearly defined. - Common situation, familiar setting and process, established format and style to provide and obtain information. - Physical context may be used to support verbal communication visually (e.g., by pointing, demonstrating). - Exchange is brief (10 mins or less).	- Less predictable context. - Interacting with several people or one-on-one on more detailed and complex matters; giving a short talk or directions to a small group. - Participants have clearly defined roles. - Selecting from a moderate range of formats and styles to present information. - Established rules and conventions; mostly familiar situation and setting; physical context may be used to support verbal communication visually. Audience non-challenging and usually co-operative. - Exchange is of brief to medium duration (10-30 mins). - Physical conditions may impede communication (noise).	- Context can be unpredictable. - Giving a presentation to or exchanging information and opinions in a group, face to face or by tele-conferencing; communicating one-on-one on complex matters. - Selecting from a significant range of formats and styles of presentation, levels of language complexity and degrees of formality to communicate a variety of ideas. - The individual may have more than one role in the group. - Situation and setting may be new and unfamiliar. Audience can be unfamiliar, include authority figures and occasionally unco-operative or hostile. - Exchange can be of medium to extended duration (30 mins or more). - There may be significant noise or other interference.	- A variety of contexts; complex and shifting from unpredictable to highly ritualized. - Leading or facilitating group discussions, negotiations, mediation, instruction; presenting to diverse groups; expressing opinions, evaluations, recommendations, demands or appeals in public; communicating one-on-one on very detailed and complex matters. - Selecting and adapting or creatively using a wide range of presentation formats and styles to suit purpose and audience. - Situation and setting may be new and unfamiliar. Audience can be unfamiliar, unco-operative, challenging or hostile to the speaker. - Exchange can be of extended duration (an hour or more). - Physical conditions may seriously impede oral communication.
Risk levels in failing communication intent	Low resulting in: - Unsuccessful interaction where any particular failure is of minor significance; - Minor inefficiency; - Temporary confusion of the listener; or - Discomfort or embarrass-ment of the speaker.	Moderate resulting in: - Unsuccessful interaction where each particular failure is significant; - loss of some money or time; - minor hazard; or - one-on-one hostility that can be fairly easily terminated.	Significant resulting in: - failure to obtain a major objective; - danger, significant hazard; - public hostility, criticism or discreditation; or - loss of considerable money and time.	Critical resulting in: - loss of life or serious injury; - very significant or serious personal consequences or consequences to the speaker=s organization.

Thinking Skills

Thinking Skills differentiates between five different types of cognitive functions. However, these functions are interconnected.

Thinking Skills consists of five main sections.
Application

Problem Solving
Decision Making
Job Task Planning and Organizing
Significant Use of Memory
Finding Information

1. Problem Solving

Problem solving involves problems that require solutions. For example, a mechanic solves problems, e.g., the car shakes when driven over 80 km./hr., by eliminating probable causes until the correct one is identified and remedied. Most problems concern mechanical challenges, people or situations.

Complexity Rating - Problem Solving

The information on Complexity Rating is presented as an untitled paragraph at the beginning of the Problem Solving section in each Essential Skills Profile.

There are four levels of complexity based on four dimensions of problem solving:

the complexity of the problem;
the complexity of identifying the problem;
the complexity of identifying the solution steps; and
the complexity of assessing the solution.

Each level of the Problem Solving Scale is defined with reference to all four dimensions. Tasks that are more difficult on one dimension of the complexity rating scale may be more or less difficult on the others as the four dimensions function somewhat independently. For example, the complexity of 'identifying the problem' may fit in Level 2 while the complexity of 'assessing the solution' fits in Level 3. The complexity rating assigned to a task is the best summary description of its level of complexity.

Problem Solving Complexity Rating Scale

Dimension	Level 1	Level 2	Level 3	Level 4
Complexity of the problem	Limited number of factors.	Broad range of factors, most of which are clearly defined.	Broad range of factors, some of which may be vague or ambiguous.	Unpredictable and contradictory factors play a role.
Complexity of identifying the problem	All appropriate information is provided to solver.	Procedures are provided for determining the nature of the problem.	Solver must determine what procedures are to be used to identify the nature of the problem.	Solver must create procedures to identify the nature of the problem.
Complexity of identifying the solution steps	Procedures are given for matching a solution to the problem, once it has been identified.	Solver has to determine which of several available solutions are most appropriate.	May have to modify existing procedures for solving the problems to meet new needs.	Solver must create procedures for solving the problem.
Complexity of assessing the solution	Check that problem has been solved.	Assess efficiency and effectiveness of solution that was used.	Assess efficiency and effectiveness of solution that was used and identify changes needed.	Solver must identify or create criteria for assessing effectiveness of the solution.

2. Decision Making

Decision making occurs during problem solving, but not all decision making is part of problem solving. It is, therefore, presented as a separate thinking skill. For example, buyers for retail outlets regularly make decisions about which suppliers to buy from, i.e., they select among the options for particular types of merchandise. This is not problem solving.

Complexity Rating - Decision Making

The information on Complexity Rating is presented as an untitled paragraph at the beginning of the Decision Making section in each Essential Skills Profile.

There are four levels of complexity based on six dimensions of decision making:

the consequence of error;
the reversibility of the decision;
the adequacy of the information available;
whether there is a set procedure or decision tree to follow;
whether there is a body of similar, past decisions to compare to; and
the extent to which judgement is required to make an appropriate decision.

Each level of the Decision Making Scale is defined with reference to all four dimensions. Tasks that are more difficult on one dimension of the complexity rating scale may be more or less difficult on the others as the four dimensions function somewhat independently. For example, the complexity of 'consequence of error' may fit in Level 2 while the complexity of 'adequacy of information' fits in Level 3. The complexity rating assigned to a task is the best summary description of its level of complexity.

Decision Making Complexity Rating Scale

Dimension	Level 1	Level 2	Level 3	Level 4
Consequence of error	Little or no consequence of error.	Errors have some minor consequence, e.g., some loss of money or time, but can be rectified with some minor work plan, inconvenience or cost.	Errors have significant consequences, e.g., significant loss of money or time, but can be rectified.	Errors have significant consequences that are not rectifiable or are only rectifiable at significant cost.
Reversibility of the decision	Decision easily reversed.	Decision can be reversed with some inconvenience or difficulty; decision is reversible but options are reduced.	Decision can be reversed with significant difficulty.	Decision cannot be reversed, or it can be reversed only with major (legal, financial, health) consequences.
Adequacy of the information available	All information relevant to the decision is known.	Most information relevant to the decision is known.	Information about significant elements relevant to the decision is uncertain.	Significant information relevant to the decision is not known.
Whether there is a set procedure or decision tree to follow	There is a set procedure or decision tree to follow, any bases for exceptions are clearly specified.	There is a set procedure or decision tree to follow but there are also grounds for exception that require some discretion or interpretation.	There is a set procedure but it provides significant scope for discretion or interpretation.	There is no set procedure or decision tree.
Whether there is a body of similar, past decisions to compare to	There are similar past decisions that are directly applicable and that are available to the decision maker.	There are similar past decisions but some extrapolation or analysis is required to apply them to the present decision.	There are past decisions but they provide limited guidance only due to their small number or their limited comparability to the present decision.	No comparable past decisions on which to base the present decision
The extent to which judgement is required to make an appropriate decision	Limited or no judgement needed to make an appropriate decision.	Need to consider several well- defined factors to make an appropriate decision in cases where the consequence of error is low. May involve using technical knowledge.	Need to consider many factors in order to make an appropriate decision. These factors may be less well defined and the consequence of error may be higher than at Level 2.	Significant judgement required in making an appropriate decision.

3. Job Task Planning and Organizing

Job Task Planning and Organizing refers to the extent to which the workers plan and organize their own tasks. It does not refer to involvement in the planning function for the organization in which they work.

Complexity Rating - Job Task Planning and Organizing

The information on Complexity Rating is presented as an untitled paragraph at the beginning of the Job Task Planning and Organizing section in each Essential Skills Profile.

There are four levels of complexity, and the rating given is usually one rating, not a range, because it characterizes the whole occupation, not individual tasks. However, there may be more than one rating if more than one occupation is included in the profile and they differ on this characteristic, or if the occupation is performed in two substantially different situations, which would be rated at different levels of complexity.

The Job Task Planning and Organizing Scale is based on seven dimensions:

the extent of variety in work activities;
whether the task sequence is provided to the worker or determined by the worker;
whether priorities are provided to the worker or determined by the worker;
the extent to which the day's work plan is disrupted;
the extent to which the worker's own work plan must be integrated with the work plans of others;
the number of sources for work assignments; and
the extent to which the order of those tasks sequenced by the worker makes a difference to total efficiency.

Each level of the Job Task Planning and Organizing Scale is defined with reference to all four dimensions. Occupations that are more difficult on one dimension of the complexity rating scale may be more or less difficult on the others as the seven dimensions function somewhat independently. For example, the complexity of 'the extent of variety of work activities' may fit in Level 2 while the complexity of 'whether priorities are provided to the worker or determined by the worker' fits in Level 3. The complexity rating assigned to an occupation is the best summary description of its level of complexity.

Job Task Planning and Organizing Rating Scale

Dimension	Level 1	Level 2	Level 3	Level 4
The extent of variety in work activities	Little variety; similar, repetitive tasks.	Repetitive tasks but the content of the task varies somewhat between repetitions.	There is variety but within a structure or routine.	There is significant variety; no set structure or routine; different work plan each day.
Whether the task sequence is provided to the worker or determined by the worker.	Worker has little or no authority to order tasks.	Worker has some scope to order tasks within the constraints of a framework determined by superiors, a trade practice or professional standard for doing a job.	Worker has wide scope to determine order of tasks within the constraints of an over all framework, a trade practice or professional standard for doing a job or a project work plan.	Worker has authority to determine the order of tasks.
Whether priorities are provided to the worker or determined by the worker	Worker does not prioritize work; priorities are provided to worker or worker performs tasks as they come (no prioritization).	The priority to be given to various categories of tasks is provided to the worker. The worker then places particular tasks into these categories to determine their priority.	Work priorities set by worker, but subject to confirmation or approval by superiors.	Worker priorities set by worker.
The extent to which the day's work plan is disrupted	No work plan for the day or work plan very rarely disrupted.	There are disruptions but worker can return to day's work plan after the disruption; no new work plan is required.	There are disruptions after which the work plan requires significant adjustment, perhaps involving the re-sequencing of tasks or the rescheduling of people or things.	Day's work plan is revised on an ongoing basis due to disruptions; revision may involve re-prioritizing.
The extent to which the worker's own work plan must be integrated with the work plans of others	Works independently; no need to integrate with work plans of others.	Some co-ordination of work plan with the work plans of others is required, for example, to schedule access to shared tools and equipment.	Work plan must be integrated with work plan of other worker(s) to manage the ongoing integration between these jobs; the integration among the jobs already exists and only needs to be co-ordinated.	Work plan requires making arrangements with various others to integrate work plan with theirs; the integration must be created.
The number of sources for work assignments	Single source for work assignments.	Worker has some limited choice over source of work assignments.	Worker has several sources of work assignments with the possibility that there will be competing or conflicting demands on their time; however, there are established criteria or procedures for deciding between assignments.	Worker has multiple sources of work assignments with the possibility that there will be competing or conflicting demands on their time; he or she must use judgement to decide between assignments.
The extent to which the order of those tasks sequenced by the worker makes a difference to total efficiency	Not applicable (worker has no authority to order tasks).	No work plan required but worker may order tasks in a way that impacts on productivity.	Worker sequences multiple tasks for efficiency. This function is considered an important, but minor part of the job.	Worker sequences multiple tasks for efficiency. This function is considered a major part of the job.

4. Significant Use of Memory

Significant Use of Memory includes any significant or unusual use of memory for workers in the occupational group. It does not include normal memory use that is a requirement for every occupation.

5. Finding Information

Finding Information involves using any of a variety of sources including text, people, computerized databases or information systems.

Finding Information is highlighted in this section as an essential job skill. However, workers' use of various information sources may be referred to in other sections such as A. Reading Text, B. Use of Documents, E. Oral Communication and H. Computer Use.

Finding Information Complexity Rating Scale

Dimension	Level 1	Level 2	Level 3	Level 4
The complexity of locating the desired information	Consulting established sources, e.g., looking up a phone number in a phone book, calling an airline information number for flight schedule information, consulting a manual, calling a software hotline. Source is supplied to worker, e.g., telephone interviewer who is supplied with the names or numbers to call.	No established source but a source can be easily identified, e.g., workers may enquire of their supervisor or co-workers, "Who would know . . .?"	Worker must conduct a more complex search for the information, e.g., locating witnesses to a crime, setting up appropriate interviews for a research project, collecting appropriate samples for environmental tests.	Information from several different sources must be brought together or there is no source; the information must be created, e.g., conducting research to find a new vaccine.
The complexity of extracting/ processing the information	Information is usable in the form in which it is obtained, e.g., a phone number, a flight time, information on which key indents text in a particular word processing package.	Simple processing, such as selecting information according to some predetermined criteria, e.g., putting together a bibliography, making a list of suppliers for some service in a particular area.	Some analysis required. Information must be understood to be acted upon.	Complex analysis or synthesis. Information from various sources is synthesized. Information is used in the process of generating a solution to a problem. Information is created.

Computer Use

Computer Use indicates the variety and complexity of computer use within the occupational group. (Software knowledge includes awareness of what the software is able to do as well as how to access the functions and select the options needed for particular tasks.)

1. Complexity Rating

Level 1

Perform tasks that require only a basic interaction with computer-controlled machinery or equipment. (Includes the entry of pre-defined codes into computer-controlled machinery; responses to messages on a computer screen; and responses to lights on a console.)

Computer use that is limited to a few basic commands with no knowledge of software required.(May include log-on and log-off sequences or some entry of data or messages.)

Sample Tasks

Enter code into commercial keylock fuel dispenser.
Retrieve/print e-mail; Send brief e-mail message to one recipient.
Produce/send/print simple unformatted message using the keyboard.

Level 2

Perform tasks which require the use of several, familiar software functions. (This may include a one-dimensional search of a database; word processing with simple editing and formatting of text; data entry into pre-existing structures; conversion of files from one format to another; or the production of letters and memos in standard formats.)

Sample Tasks

Use word processor to produce letters and memos in pre-set formats.
Send e-mail to multiple users; send e-mail with attachments; forward messages to other recipients.
Enter data into existing spreadsheets and databases.

Level 3

Perform tasks that involve multiple operations and the use of a wide range of software features or options.

Sample Tasks

Create and modify spreadsheets for data entry.
Produce documents with extensive formatting features such as page numbering, headers and footers, heading levels, indexes, etc.
Use software to produce original drawings and illustrations.
Give one-on-one computer instruction or orientation to co-workers.

Level 4

Perform complex tasks that involve multiple operations and the extensive use of software features. The worker may be required to select the software that is most appropriate for the work to be done. Tasks at this level may also require the integrated use of several software packages.

Manage an existing computer network.

This may include adding and modifying user accounts; adding and removing hardware and software; and performing routine maintenance and system management.

Sample Tasks

Create publications or presentations with linked and embedded objects created in other programs.
Create and define database structures, queries, and forms. Design sorting and filtering processes to extract data from the database.
Provide software training or coaching to groups of other workers.

Level 5

Perform tasks that involve assessment of information technology needs, selection of appropriate computing and software solutions, and the evaluation of outcomes.

Perform job tasks that require the expert knowledge of computer software and information technology systems needed to design, write and customize computer programs for specific purposes.

Design and set-up new computer networks. Organize user accounts and system resources; write batch files and operating system scripts.

Sample Tasks

Assess computer system and network needs. Organize needs assessment process; design computer network and/or software in response to needs.
Design and set-up new computer networks. Organize user accounts and system resources; write batch files and operating system scripts.
Work with users to design or adapt information technology for specific contexts and applications.

Computer and Software Use Complexity Scale

Level 1	Level 2	Level 3	Level 4	Level 5
- Tasks which require only a basic interaction with computer-controlled equipment. - Computer use that is limited to a few basic commands with no knowledge of software required. Other Task - Characteristics - Limited number of steps that can be memorized as a sequence. - No variation in computer use task from one instance to the other.	Tasks that require the use of several, familiar software features such as the simple formatting of text or a one-dimensional search of a database. - Software used for a limited number of functions; data entry into pre-existing structures; conversion of files from one format to another; production of letters and memos in standard formats. Other Task - Characteristics - Software is set up by someone else and used with 'default' values.	Tasks which involve multiple operations and the use of a wide range of software features or options. Other Task - Characteristics - User may be largely responsible for setting-up the software, customizing the interface, and configuring the software and hardware as required. - Work may be automated by the creation and/or use of macros, templates or scripts. - Tasks are more varied than at level 2 and may involve some experimentation and problem-solving to achieve the desired results.	Complex tasks that may require user to select the software that is most appropriate for the work. Tasks which involve multiple operations and the extensive use of software functions and features. Tasks that require the integrated use of several software packages to accomplish the job task. Manage an existing network. Add/modify user accounts; perform routine maintenance and system management. Other Task - Characteristics - User may need to access little-used features and options of the software to complete some tasks.	Tasks which involve assessment of information technology needs, selection of appropriate computing and software solutions, and the evaluation of outcomes. Tasks which require the expert knowledge of computer software and information technology systems needed to design, write and customize computer programs for specific purposes.

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