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Essential Skills

Summary and Review of the 9

Essential Skills

Summary document

8/27/13

1

Reader's Guide to Essential Skills Profiles

URL: http://www.hrsdc.gc.ca/eng/workplaceskills/LES/tools_resources/tools_audience/general/readers_ guide_ who le.shtml

Human Resources and Skills Development Canada , 2013. Reproduced with the permission of the Minister of Public Works and Government Services Canada , 2013.

Continuing Care Safety

Association

T: 780.433.5330

www.continuingcaresafety.ca

Vision

Incident free workplaces.

Mission

To create safe workplaces through the provision of

education, leadership & collaboration.

Values

Value safe work, and safe work behaviors.

Value the right of each worker to have a safe,

healthy and incident fee work environment.

Value members’ input, feedback and direction.

Disclaimer

The information presented within this publication is intended for the general use of the members

of the Continuing Care Safety Association. This is not a guide to government regulations and

does not relieve anyone using this manual from their legal responsibilities under current or future

applicable safety legislation. The Continuing Care Safety Association does not guarantee the

accuracy of, nor assume any liability for the information within this document.

Copyright

2013 Continuing Care Safety Association. This publication is the property of the Continuing

Care Safety Association. Reproduction in any form, by any means, in whole or in part, or

use of this publication for other than Continuing Care Safety Associationuses is prohibited

without the express written consent of the Association.

http://www.continuingcaresafety.ca/

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Table of Contents

Introduction .................................................................................................................................................. 3

1. Reading Text .......................................................................................................................................... 4

2. Document Use ....................................................................................................................................... 5

a) Complexity of the Document ............................................................................................................ 5

b) Complexity of Finding or Entering Information ................................................................................ 6

c) Complexity of Information Use ......................................................................................................... 7

3. Writing .................................................................................................................................................. 9

4. Numeracy ............................................................................................................................................ 10

a) Money Math ................................................................................................................................... 11

b) Scheduling or Budgeting and Accounting Math ............................................................................. 12

c) Measurement and Calculation Math .............................................................................................. 12

d) Data Analysis Math ......................................................................................................................... 13

e) Numerical Estimation ...................................................................................................................... 13

5. Oral Communication ........................................................................................................................... 14

a) Range and Complexity of Communication...................................................................................... 14

b) Range and Complexity of Information Being Communicated ........................................................ 15

c) Range and Complexity of Communication Context ........................................................................ 16

d) Risk Level if the Communication Intent Fails .................................................................................. 17

6. Thinking Skills ...................................................................................................................................... 17

a) Problem Solving .............................................................................................................................. 17

b) Decision Making .............................................................................................................................. 18

c) Critical Thinking ............................................................................................................................... 20

d) Job Task Planning and Organizing ................................................................................................... 20

e) Significant Use of Memory .............................................................................................................. 21

f) Finding Information ........................................................................................................................ 21

7. Computer Use ..................................................................................................................................... 22

8. Working with Others ........................................................................................................................... 24

9. Continuous Learning ........................................................................................................................... 25

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Introduction

Essential skills are the skills required for work, learning and life. Development of these skills

enables people to enhance their ability to adapt to change. In accordance with Statistics

Canada’s International Adult Literacy and Skills Survey (IALSS), 9 essential skills have been

identified and been given complexity ratings ranging from Level 1 to Level 5, where Level 1

represents the lowest skill level and Level 5 represents the highest (Figure 1). Each skill, with

the exception of two (Working with Others and Continuous Learning), has been evaluated to fall

within these levels. Along with the breakdown of the various skills into these five levels, some

skills are also broken down based on certain criteria further detailing each skill. Each criterion

can function somewhat independently; therefore, the final complexity rating assigned to an

occupation is the best summary of its levels. Where appropriate, examples have been provided

in this document, however they are only meant to demonstrate context and are not meant to be

a comprehensive list.

Figure1: Five Levels of Literacy

Organization for Economic Co-operation and Development and Statistics Canada,

Literacy in the Information Age: Final Report of the International Adult Literacy

Survey (Paris and Ottawa: OECD and Statistics Canada, 2000), pp. xi, 136.

http://goo.gl/uimYS

http://www.oecd.org/education/country-studies/39437980.pdf



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1. Reading Text

Reading text refers to reading materials in the form of sentences or paragraphs. Reading text

involves reading notes, letters, memos, forms, labels, manuals, charts, tables, graphs, etc.

The ability to read is essential for employment. Employees may need to read, scan and locate

specific information for their jobs; they may need to skim an entire document for the overall

meaning or read the entire text to understand and learn or critique and evaluate.

Reading text is broken up into five complexity levels that reflect various reading purposes.

Level 1: Read relatively short text to locate a single piece of information or follow simple written

directions.

Examples:

Care Aide reads a note left from an Occupational Therapist (OT) to learn about a change

in transfer status for a resident.

Maintenance worker reads a job request form to see what facility he or she must go to.

Level 2: Read more complex text to locate a single piece of information or read simpler text to

locate multiple pieces of information. Need to be able to make simple interpretations from a

single source.

Examples:

Housekeeper reads a memo about a change in cleaning practices resulting from an

influenza outbreak.

Kitchen staff reads a recipe to see which ingredients are needed from the storage room.

Level 3: Choose and integrate information from various sources or from several parts of a

single text. Need to be able to make simple interpretations from multiple sources and be able to

identify relevant versus irrelevant information.

Examples:

Housekeeper reads a Material Safety Data Sheet (MSDS) to learn about safety

precautions for a cleaning agent.

Care staff takes an in-service on resident aggression and must read a case study to

identify potential issues.

Supervisors take an incident investigation in-service and must read a case study to

complete a root cause analysis.

Level 4: Integrate and compile information from multiple sources or from complex and lengthy

text. Need to be able to make complex interpretations and use general background knowledge

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to assist with those interpretations. Evaluate if information provided in document is accurate or

sufficient.

Examples:

Supervisor reads an incident investigation report to complete a root cause analysis and

determines that there is more information needed to complete the work.

Manager reads a Workers’ Compensation Board (WCB) synopsis to determine the cost

and cause of injuries on a unit.

Registered Nurse (RN) admits a new resident and must read all intake paperwork from

previous facility to make a temporary care plan for staff to follow.

Level 5: Interpret dense and complex text using specialized knowledge if necessary, as well as

make high-level inferences.

Examples:

A Resident Assessment Instrument (RAI) coordinator reads a resident’s Minimum Data

Set (MDS) report to determine completeness and validity of information.

OHS Manager reviews and evaluates draft policies and safe work procedures.

2. Document Use

Document use refers to any task that involves displaying information using words, numbers,

images and other visual characteristics, in such a way as to give meaning to the document. The

use of charts, graphs, lists, tables, signs and labels are examples. Aspects of document use

also occur simultaneously as part of reading text and writing, such as when filling out a form,

completing a task lists by checking off items and when entering information on an activity

schedule.

Document use is based on three criteria, each of which is split into complexity levels:

a) Complexity of the Document

b) Complexity of Finding and or Entering Information

c) Complexity of the Information Use

a) Complexity of the Document

Level 1: Simple document with brief text and simple structure. Use one document and one

document type.

Example:

Health Care Aide completes pre-shift lift inspection checklist.

Level 2: Simple document containing multiple pieces of information. Use one document or

multiple documents of the same type.

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Example:

Housekeeping staff reads the daily cleaning schedule to determine which resident’s

rooms are to be cleaned and resident’s linen preferences.

Level 3: Complex documents containing multiple pieces of information organized in sections

with headings or parts. Could be using multiple simple documents with more than one

document type or specialized documents.

Example:

Housekeeping staff reads a cleaning product’s MSDS to learn about required safety

information.

Level 4: Complex documents with multiple pieces of information and multiple sections with one

added component. Components could include colour coding, scales and symbols. Could be

using multiple documents with multiple types or specialized documents.

Example:

RN reads resident intake form sent from resident’s previous facility.

Level 5: Complex documents with multiple pieces of information and multiple sections with two

or more components. Components could include colour coding, scales and symbols. Could be

using multiple documents with multiple types or specialized documents.

Example:

RN receives diagnostic testing results and reports back to physician for further care

instructions.

b) Complexity of Finding or Entering Information

Complexity of this section is based on the three further criteria - type of information

searched, how and what information is entered and the type of thinking process used.

Level 1: Limited search using key words, numbers or images or other visual cues. Only

entering a small amount of information. There is minimal interpretation required. The

information either found or entered is a match to information required. Information needed is

immediate and obvious.

Example:

Administrative staff member performs a search on an internal database using resident’s

last name.

Level 2: Search is to locate one or more pieces of information using one or two search criteria

or several consecutive searches with the same one or two search criteria. Enter several pieces

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of information. There is a low level of inference required as the information found or entered is

a match clearly related to the information required. Information needed is fairly evident.

Example:

A Care Aide enters resident’s daily care information into the Point of Care system.

Level 3: Search is to locate one or more pieces of information using multiple search criteria or

the results of one search leads to the search of another document. Enter several pieces of

information. There is a moderate degree of inference required; match between information

found or entered may be unclear.

Example:

Kitchen Supervisor researches new produce supplier.

Level 4: Search is to locate multiple pieces of information where the searcher may need to

develop the criteria, or results of one search leads to a search of another area. Enter multiple

pieces of information. There must be considerable ability to infer; match between information

found or entered and the information required is unclear. There may be one or more

distractions to delay the process of finding and/or entering the information. The information

needed may need to be mentally restructured into categories created by the user.

Example:

Registered Nurse is inputting resident’s assessment data into MDS program.

Level 5: Search is to locate multiple pieces of information where the searcher may need to

develop the criteria, or results of one search lead to a search of another area where the

searcher may need to develop the criteria. Enter multiple pieces of information. There is high

level of inference needed; match between information found or entered and the information

required is unclear. There are multiple distractions to delay the process of finding and/or

entering the information. The information needed has to be mentally restructured into

categories created by the user.

Example:

OHS Manager reads and compiles information found on Loss Control reports into

internal data base.

c) Complexity of Information Use

Level 1: No knowledge or analysis of the content is needed to use the information. Information

used and entered is in the form that it is found.

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Example:

Dining room attendant reviews a seating chart to determine how many place settings are

needed at tables.

Level 2: Limited knowledge or analysis of the content is needed to use the information.

Information found and entered may need to be rearranged for simple comparisons.

Example:

Maintenance worker reads a work order and inputs the details of the work order into a

central database.

Level 3: Some knowledge or analysis of the content is needed to use the information.

Information found must be integrated or combined to enter information.

Example:

Occupational Health and Safety Committee Chair completes Workplace Inspection

report from department inspection checklists.

Level 4: Specialized knowledge of the content may be required. Multiple pieces of information

from multiple sources are analyzed and compiled for quality, accuracy and omissions. As well,

information entered may need to be compiled.

Example:

Department Supervisor completes an Incident Root Cause Analysis report from incident

reporting forms.

Level 5: Specialized knowledge of the content is required. Information is evaluated to make

judgments of quality based on criteria and/or to draw conclusions.

Example:

OHS Manager reads and reports on company’s incident reports.

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3. Writing

Writing includes any writing of text in hard copy as well as soft copy or non-paper based writing

such as typing on a keyboard.

Writing has five complexity levels based on three criteria: length and purpose, style and

structure and content.

Level 1: Writing is less than a paragraph and the purpose is to organize, remind or inform.

Writing is usually informal and is intended for peer to peer co-workers. This type of writing uses

a pre-set layout or a layout that has no impact on the message. The content of this type of

writing is concrete, day-to-day or is of a matter of fairly immediate concern.

Examples:

Maintenance worker leaves a note for staff informing them of out-of-order equipment.

Kitchen staff records dishwashing temperatures.

Housekeeping makes a “to do” list as reminders of tasks to be performed.

Level 2: Writing is brief, usually a paragraph or longer and is used for a variety of purposes.

This type of writing is more formal and is often for audiences other than peer to peer co-

workers, such as for supervisors. The content of the writing is routine and has little variation

from one instance to the next.

Examples:

Staffing Coordinator writes a routine memo advising staff of a change in scheduling.

Maintenance worker writes a work order to have equipment repaired.

Chef writes a memo to the supervisor justifying purchase of food not listed on weekly

order form.

Level 3: Writing can be longer or shorter, but the purpose is to inform, explain, request

information, express opinion or give directions. This type of writing has an established format

such as a contract or a job description; the format may call for structured elements such as

headings or table of contents. The content of the writing may be extensive but is readily

available from established sources.

Examples:

Shift supervisor writes a note to department manager describing a potential disciplinary

situation.

Human Resources staff member writes an article for the company newsletter describing

new safety equipment purchased.

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Level 4: Longer pieces of writing that offer considerable information and may feature

comparison or analysis. This type of writing may involve making recommendations. It may also

require the writer to modify an existing format to fit the information presented.

Examples:

Educator writes several sections of new training manual explaining changes to existing

procedures.

RN or Director of Care (DOC) writes opinions and recommendations regarding a

proposed new policy.

Level 5: Writing tasks of any length that demand originality and effectiveness. The content of

the material must be created or compiled using information from multiple sources. The tone of

the writing may be as important as the content. Writing could also include complex, multi-part

arrangement to accommodate varied content.

Examples:

Internal Partnerships in Injury Reduction (PIR) Auditor writes the internal PIR audit

report.

Human Resources staff member writes a new human resources policy.

4. Numeracy

Numeracy skills refer to a worker’s ability to use numbers and to think in a quantitative manner.

With numeracy, there is a distinction between a worker’s use of numbers and their level of

understanding of the underlying concepts involved.

The overall complexity levels are based on the following two abilities:

a) The ability to do the four basic operations(+,-,x and /)

b) The ability to determine how it is that the operations will be used to prepare a final

answer.

Level 1: One type of mathematical operation is used in its simplest form and the operation to

be used is clearly specified. There is minimal translation and all information needed is provided.

Level 2: One or two types of mathematical operations are used in their simplest forms and the

operations may not be clearly specified. Could require a few steps to solve. Some translation

may be required or the gathering of numbers to use in the operations may have to come from

several sources, however simple formulas are used to solve.

Level 3: A combination of operations or multiple applications of a single operation are required.

There may be several steps required to solve. Some translation is required but the problem is

well defined and a combination of formulas may be required to solve.

Level 4: Multiple steps required in the calculation and considerable translation is required to

solve.

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Level 5: Multiple steps of calculation required using advanced mathematical techniques such

as formulas, equations and functions. Numbers used with calculation may need to be derived

or estimated and approximations may need to be created where uncertainty and ambiguity

arise.

Since numerical calculations are not done in isolation, they are broken down into the following

five applications:

a) Money Math

b) Scheduling or Budgeting and Accounting Math

c) Measurement and Calculation Math

d) Data Analysis Math

e) Numerical Estimation

These applications are given separate complexity levels because specific knowledge of

concepts or procedures are exclusive to each use of the application. Therefore, the ability to do

math at a given complexity for one application does not mean that the worker can perform at the

same complexity level with a different application. If one of these application settings is

essential to a job profile, it is shown separately on the job profile (See Figure 2: Baker Job

Profile).

Figure2: Baker job profile

Essential Skills

Level

1

Level

2

Level

3

Level

4

Level

5

Reading Text*

Writing

Document Use*

Computer Use

Oral Communication*

Scheduling or Budgeting and Accounting

Measurement and Calculation

Data Analysis

Numerical Estimation

Job Task Planning and Organizing

Decision Making

Problem Solving

Finding Information

a) Money Math

Level 1: Enter amounts into a register. Total simple bills. Make and receive change and

payments.

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Level 2: Determine the total of accounts and/or bills using one of the following calculations:

simple discount, taxes, interest, etc. Could also include calculations of quantities charged by a

rate such as mileage. Approve bills for payment. Handle foreign currency in a transaction as

well as deducting a fee. Calculate prices using a formula.

Level 3: Determine the total of accounts and/or bills using two or more of the following

calculations: discounts, taxes, interest, etc. Calculate quantities charged by a rate such as

mileage. Approve bills for payments. Prepare pay cheques using rates of pay, deduction

schedule, bonus calculations, etc.

Level 4: Make mental calculations with a high degree of speed and accuracy involving the use

of numerous mathematical operations.

Level 5: Forecast prices taking into account critical factors that must be estimated based on an

analysis of past performances and projections of future trends.

b) Scheduling or Budgeting and Accounting Math

Level 1: Record costs against categories of budgets. Monitor schedules or budgets for

overruns and surpluses. Make entries in financial records.

Level 2: Determine the number of items to purchase based on the number of units required.

Determine staffing requirements based on number of staff required and length of work using

predetermined staffing ratios. Prepare simple financial summaries.

Level 3: Adjust established budgets and schedules to incorporate new information. Compare

two options with differing price structures.

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.

Level 5: Determine budgets and schedules for multi-faceted or multi-phased projects.

Compare long-term investment alternatives where future rates of return are not known.

c) Measurement and Calculation Math

Level 1: Take measurements through a one-step process and record results. Measure out

quantities. Set instruments to particular angles and other numeric settings.

Level 2: Calculate areas and volumes of simple familiar shapes. Convert between

measurement systems or units. Calculate and weigh out or measure out quantities or volumes

involving given, set amounts, doubling, quadrupling, halving, etc.

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Level 3: Measure curved and irregular lengths or other dimensions. Calculate areas of shapes

that are simple composites or simple familiar shapes. Make scale drawings. Take precise

measurements using specialized equipment.

Level 4: Calculate areas and volumes of complex, irregular shapes. Calculate the numbers of

units of fixed dimensions required to cover irregular areas.

Level 5: Make indirect measurements such as using trigonometry formulas. Devise estimates

and make indirect calculations of measurements that cannot feasibly be taken directly.

d) Data Analysis Math

Level 1: Make simple comparisons such as identifying what is higher or lower, bigger or

smaller.

Level 2: Calculate basic summary measures such as averages.

Level 3: Calculate averages across sets of reading, compare them to acceptable ranges and

draw conclusions for such activities as statistical quality control and apply principles of

probability.

Level 4: Determine and calculate appropriate descriptive statistics. Compose a difference in

rates between two populations.

Level 5: Test hypotheses. Explore causal relationships - their strength, significance and effect

of controls. Modeling of interrelationships of sets of variables. Make projections. Conduct

analyses employing mathematical modeling.

e) Numerical Estimation

Level 1: Calculate estimates given a set formula or procedure. All relevant information is

known and only one factor needs to be considered. Errors made with the estimation are easily

reversed with minimal costs.

Level 2: Calculate estimates using a set formula or procedure that may require some adjusting.

Not all relevant information is known and could involve consideration of a few factors. Errors

made with the estimation can be reversed but will require some time and costs. Precision is

required within a large range of values.

Level 3: No formula is developed for the estimate but past attempts have developed an

approach. Many factors have to be considered in the estimation process but can use past

examples as a guide. Errors associated with the estimation can be reversed but will have

significant costs such a time and money. Precision is required within a small range of values.

14




Level 4: No formula or past approach is available to work from. Many factors to be considered

in the estimation process and worker has to develop the approach. Errors associated with the

estimation are irreversible or reversible only at a significant cost. High estimation precision is

required.

5. Oral Communication

Oral communication pertains to the use of speech to give and exchange thoughts and

information between workers of all levels.

Oral communication has only four levels of complexity, in adherence with the standards set by

the Canadian Language Benchmarks, English as a Second Language for Adults, 1996.

The four levels of complexity are based on the four criteria of oral communication:

a) Range and Complexity of Communication

b) Range and Complexity of Information Being Communicated

c) Range and Complexity of the Communication Context

d) Risk Level if the Communication Intent Fails

It is also important to understand, along with the various criteria, that there are various modes of

communication used within a job (in person, using a telephone, using a two-way radio or

specialized signals) as well as many environmental factors of the job that may influence the

effectiveness of on-the-job communication.

a) Range and Complexity of Communication

Level 1: Limited oral communication demands in basic work-related social interactions.

Examples:

Responding to daily inquiries

Obtaining specific information

Following and giving simple instructions

Giving simple greetings

Leaving and receiving short routine messages

Attending routine meetings i.e. shift exchanges, daily task meetings

Coordinating work tasks with one or two individuals

Level 2: Moderate oral communication demands.

Examples:

Exchanging information

Obtaining information by questioning multiple sources

Following or giving detailed multi-step instructions

Giving formal greetings

Reassuring and/or comforting

http://www.language.ca/index.cfm?Voir=sections&Id=17355&M=4038&Repertoire_No=2137991327

15




Dealing with minor conflicts or complaints

Leaving and receiving complex messages

Presenting and discussing simple options and advising on choices

Participating in routine meetings

Coordinating work with several other individuals

Level 3: Extensive oral communication demands in complex work-related social interaction.

Examples:

Providing, obtaining or exchanging detailed complex information and options

Providing or following complex directions and instructions

Persuading

Resolving non-routine conflict

Advising and/or counseling

Assessing and/or evaluating such as job performance reviews

Leading routine meetings

Coordinating work with and for others

Level 4: Extensive oral communication demands in a very complex work-related social

interaction.

Examples:

Leading or guiding

Facilitating complex group problem solving and decision making

Persuading

Instilling understanding of complex subject matter

Motivating

Conducting negotiations and mediating

Clinical counseling

Assessment and evaluation

b) Range and Complexity of Information Being Communicated

Level 1: Information is of a narrow range of subject matter, of familiar topic and concerns one

main issue. Language used in conversation is factual, literal and concrete and may consist of

technical language. Information is presented in a simple manner and is limited in the number of

details.

Level 2: Information is of a moderate range of subject matter, of familiar topic and usually

concerns one main issue. Language used in conversation is both concrete and/or abstract.

The range of content is moderate and general and made up of context-specific or technical

16




vocabulary and phrases.. Information is presented in a moderately complex and detailed

manner dealing mostly with facts but can also include emotion and opinions.

Level 3: Information has a significant range of subject matter that contains professional,

organizational, theoretical and social issues. Language used in conversation can be abstract

and conceptual. There is an extensive range of general and technical vocabulary and phrases.

Information is presented in a complex and detailed manner and deals with facts, opinions and

emotions. The presentation of material requires the ability to organize, present and interpret

ideas clearly.

Level 4: Information has a wide range and depth of subject matter that is made up of

interdisciplinary information, professional, organizational, theoretical and social issues.

Language used in conversations can be highly abstract, conceptual and technical. Information

is presented in a complex and detailed manner; it deals with facts, opinion, values, emotions

and controversy. The presentation of this material requires a high level of inference and ability

to organize, present and interpret ideas coherently for examination, decision-making and

evaluation.

c) Range and Complexity of Communication Context

Level 1: Communication is highly predictable. Interaction with others is one person at a time,

face-to-face, discussing familiar subject matter. Communication by phone follows a routine

scenario. The role of the speaker when communicating is for a singular purpose that is clearly

defined. Discussions take place in a common situation, familiar setting and process; therefore,

there is an established format to provide and obtain information. Communication can be

supported by use of physical methods such as pointing or showing. Communication exchanges

are brief, less than 10 mins.

Level 2: Communication is less predictable. Communication interactions are frequent and can

be with several people or one-on-one about more detailed and complex matters.

Communication by phone is detailed and about specific matters or individuals may have to listen

to recorded information. Individual may also have to participate in giving short talks or

communicate directions to a small group. The speaker has a moderate range of formats and

styles to choose how to present the information to the group. There are established rules to use

while communicating. Communications take place in mostly familiar situations and settings.

Communication can be supported by use of physical methods such as pointing or showing.

Those participants in the group have a clearly defined role, and are therefore non-challenging

and usually cooperative. While communicating, the speaker may encounter physical conditions

that interfere with communication such as noise. Communication exchanges are of brief to

medium durations, 10-30 mins.

Level 3: Communication context can be unpredictable. Communication interactions can be of

a variety of methods; one-on-one, face-to-face, on the phone and/or through recorded

messages and may include handling of complex matters. Individual may also have to

participate in giving presentations or exchanging information and opinions in a group, face-to-

17




face or by teleconference on complex matters. The speaker has the ability to select from a

significant range of formats and styles of presentation, levels of language, complexity and

degree of formality to communicate a variety of ideas. Communication can occur in unfamiliar

situations and settings. Those participants in the group may have more than one role. The

audience being communicated to may be unfamiliar, including authority figures and may

occasionally be uncooperative or hostile. While communicating, the speaker may encounter

significant interference with communication such as noise. Communication exchanges can be

of medium to extended durations, 30 mins or more.

Level 4: Communication happens in a variety of contexts; is complex and can shift from

unpredictable to highly standardized communications. Communication interactions can be of a

variety of methods; one-on-one, leading or facilitating group discussions, negotiation, mediation,

instruction, presentations to diverse groups, expressing opinions, evaluations,

recommendations or demand or appeals to public all about very detailed and complex matters.

The speaker has the ability to select and adapt or creatively use a wide range of presentation

formats and styles to suit purpose and audience. Communications can occur in unfamiliar

situations and settings. The audience being communicating to can be unfamiliar,

uncooperative, challenging or even hostile. While communicating, the speaker may encounter

physical conditions that seriously impede the communication process. Communication

exchanges can be of an extended duration, an hour or more.

d) Risk Level if the Communication Intent Fails

Level 1: There is a low level of risk involved if a failure in communication occurs. The

communication failure can be of a minor significance; resulting in minor inefficiency, temporary

confusion of the listener, discomfort and/or embarrassment of the speaker.

Level 2: There is a moderate level of risk involved if a failure in communication occurs. The

communication failure can cause a loss of money or time, create a minor hazard and/or cause

one-on-one hostility that can be fairly easily resolved.

Level 3: There is significant risk involved if a failure in communication occurs. The loss can

result in a failure to obtain a major objective, loss of considerable money and time, presentation

of danger or significant hazard, public hostility, criticism or discreditation.

Level 4: There is a critical risk level involved if a failure in communication occurs. The loss can

result in the loss of life or serious injury, very significant or serious personal consequences or

consequences to the speaker’s organization.

6. Thinking Skills

Thinking skills are split into six different intellectual tasks. Each of the six tasks are then further

separated into 4 levels of complexity.

a) Problem Solving

This task involves solving problems that require a specific solution. There are 4 levels of

complexity that reflect the following 4 criteria:

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i. Complexity of the problem

ii. Complexity of identifying the problem

iii. Complexity of identifying the solution’s step

iv. Complexity of assessing the solution

Level 1: All information is provided to the solver about the problem and there are a limited

number of factors associated with the problem. Once the problem is identified, procedures are

given to the solver that match the solution to the problem.

Level 2: There are a broad range of factors associated with the problem; most are clearly

defined for the solver. Procedures to determine the nature of the problem are provided to the

solver. Solver has to determine which of several available solutions are most appropriate to

solve the problem. After solving the problem, the solver has to assess the efficiency and

effectiveness of the solution used.

Level 3: There are a broad range of factors associated with the problem, some of those factors

may be vague or ambiguous. To determine the nature of the problem, the solver must

determine what procedures, including modifications to existing procedures, are best used to

solve the problem. After solving the problem, the solver has to assess the efficiency and

effectiveness of the solution used and identify changes if needed.

Level 4: The factors associated with the problem can be unpredictable and contradictory. The

solver must create procedures to identify the nature of the problem and solving of the problem.

After solving the problem the solver has to identify or create criteria for assessing the

effectiveness of the solution.

b) Decision Making

Decision making tasks involve making choices from a set of options. Decision making is a part

of problem solving but unlike problem solving, not all decision making requires finding one

specific solution, and therefore the two are listed as separate types of thinking skills.

Decision making is split into 4 levels based on the following 6 criteria:

i. The degree of consequence that may arise from errors made based on the decision

ii. The potential to reverse the decision

iii. The amount of applicable information available to the decision maker

iv. Whether there is a set procedure or process for the decision maker to follow

v. Whether there are previous examples for the decision maker to refer to

vi. How much judgement is required from the decision maker to make an appropriate

decision

Level 1: There is little or no consequence associated with errors made. Decisions can easily

be reversed. All information needed to make a decision is known. There is a set procedure or

process to follow. Past similar decisions that are applicable are available to the decision maker.

In order to make the appropriate decision, limited or no judgment is needed.

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Example:

Receptionist decides when to interrupt calls or put people on hold. Some protocol exists

that guides these decisions.

Level 2: There are minor consequences associated with errors; but the errors can be resolved

with some additional minor work tasks, inconvenience or cost. Decisions can be reversed with

some inconvenience or difficulty; however, options for reversal are reduced. Most information

needed to make a decision is known. There is a set procedure or process to follow but there

may also be exceptions that require the decision maker to use some judgment or interpretation.

Past similar decisions are available but may require some thought or study to apply them to the

task at hand. In order to make the appropriate decisions, the decision maker may need to

consider several factors.

Example:

Kitchen staff makes weekly decisions about stock, what and how much to order, when to

try something new, and when to discontinue a product.

Level 3: There are significant consequences resulting from errors such as loss of time or

money; however these errors can still be rectified. Any decisions made can be reversed but

with considerable difficulty. Information required for the decision making process is uncertain or

unavailable. There is a set procedure or process to follow but there is still significant room for

interpretation by the decision maker. Past similar decisions are available, but they provide

limited direction because they may be too few or too diverse from the present decision. To

make the appropriate decisions, the decision maker has to consider many factors and the

factors involved may be less defined and have a higher consequence of error then in a Level 2

situation.

Example:

OT/PT makes a decision on the method of transfer for a new resident.

Level 4: There are significant consequences associated with errors; errors are not rectifiable or

only rectifiable with significant cost. Decisions cannot be reversed in most cases; if the decision

can be reversed it is only with major legal, financial or health consequences. Significant

information relevant to the decision making process is unknown to the decision maker. There is

no set procedure or process to follow for making decisions. There are no past decisions

available to provide guidance about the present decision for the decision maker. To make the

appropriate decisions there is significant judgment required by the decision maker.

Example:

RNs may have to make patient health decisions alone without the backup of supervisors.

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c) Critical Thinking

This section is currently under development and will be added once created.

d) Job Task Planning and Organizing

This section addresses the extent to which individuals plan and organize their own tasks. There

are four levels of complexity in job task planning and organizing, however there is usually only

one rating given. This is because the entire occupation and not the individual tasks in the

occupation are taken into account. It is possible to have more than one rating if more than one

occupation is included in the job profile.

The 4 levels of complexity are based on the following 7 criteria:

I. the extent of the variety of work activities

II. whether the task sequence is provided to the worker or determined by the worker

III. whether priorities are provided to the worker or determined by the worker

IV. the extent to which the day’s work plan is disrupted

V. the extent to which the worker’s own plan must be integrated with the work plans of

others

VI. the number of sources for work assignments

VII. the extent to which the task sequence makes a difference to total efficiency

Level 1: Work activities have little variety, are similar or repetitive. Workers have little to no

authority to determine their work task order. Work priorities are provided or tasks are performed

as they come up. The work plan is steady and uninterrupted, where workers work

independently and work assignments come from a single source.

Level 2: Work activities are repetitive but the activities of the task vary between repetitions.

The worker has some control over the order in which prescribed tasks are completed. Though

work priorities are provided, the worker has to determine the order in which tasks need to be

done. There may be disruptions to the daily work plan, but after the disruption, the worker can

return to the work plan since no new work is created. Work plans may have to be coordinated

with work plans of others. Work assignments may come from various sources which the worker

has no control over.

Level 3: Work activities have variety but are within a set structure or routine. The worker has

wide control over determining the order in which tasks are completed as set out by the overall

work framework, set practices, job standards or project plan. Disruptions may require the

worker to make significant adjustments to work plan. Coordination of various work plans is

needed, however the process for coordinating the plans is already established. Work

assignments can come from several sources which may create competing or conflicting

demands on time, however there is an already established criteria for deciding on work tasks.

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The worker can sequence multiple tasks for efficiency and this is seen as an important but

minor aspect of the overall job.

Level 4: Work activities have significant variety; there is no set structure or routine and there is

a different work plan daily. The worker has the authority to determine their work task order as

well as to set priorities for those tasks. There are many disruptions that occur and the daily

work plans are revised and may be reprioritized. The worker is responsible for coordinating

various work plans and the process for coordination and integration. Work assignments come

from multiple sources and it is possible to have competing or conflicting time demands. The

worker can sequence multiple tasks for efficiency which is a major part of the overall job.

e) Significant Use of Memory

This section addresses any significant or unusual use of memory a worker my need in their

occupation. This does not include normal memory use that is a requirement for every

occupation. In this section there are no levels of complexity, just examples of the three types of

memory use.

Type 1: Purposeful memorization of procedures, codes, part numbers etc. This memorization

is through repetition.

Examples:

Housekeeper remembers the schedule of rooms to be cleaned.

HCA, LPN or RN remembers codes for documenting resident information.

Type 2: Remembering information for brief periods such as minutes or hours.

Examples:

HCA remembers the location of residents that have gone to various activities.

RN remembers the names of staff that have gone on break or lunch.

Type 3: Remembering unique events in which learning is required from one exposure.

Examples:

RNs remember the best approach for resident when having to administer medications.

Maintenance workers remember quick fixes for equipment repairs.

f) Finding Information

This section addresses the ability to find information using various sources. There are four

levels of complexity that reflect the following 2 criteria:

i. The complexity of locating the desired information

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ii. The complexity of extracting and/or processing the information

Level 1: The individual is consulting already established sources for their information and the

source used is supplied to the individual. Any information gathered is usable in the form that it

was gathered.

Example:

HCA looks at the care plan to determine a resident’s transfer status or personal care

procedures.

Level 2: The individual has no established source for the information but identifying the correct

source for the information is easily done. Any information gathered requires simple processing

such as locating information from a predetermined criteria.

Example:

RN or LPN has to determine a new resident’s current medication use.

Level 3: The individual must conduct a more complex search to locate information. Any

information gathered will require some examination before the information can be acted on.

Example:

OHS committee member is locating updated MSDS sheets for staff use.

Level 4: The individual must use either several different sources to gather information or the

information may need to be created because no source is available. Any information gathered

requires complex examination or combining of information. The information collected is used to

generate a solution to a problem.

Example:

Member of the OHS committee is finding a solution to an ongoing OHS concern.

7. Computer Use

Computer use addresses the variety and complexity of computer use within an occupational

group. Computer use complexity levels are based on the following 9 computer applications:

a) Use of word processing software

b) Use of graphic software

c) Use of databases

d) Use of spreadsheets

e) Use of financial software

f) Use of statistical software

g) Programming and system or software design

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h) Use of computer assisted design, manufacturing and machining

i) Use of communications software

Level 1: Perform computer tasks which require only a basic interaction with computer-

controlled machinery or equipment such as entry of pre-defined codes, responding to messages

on a computer and responding to lights on a console. Computer use is limited to a few basic

commands with no knowledge of software required. Computer use may include log on and log

off sequence(s) or the entry of some data or message(s).

Examples:

Staff have to log in and log out of work using a computer-based system.

Maintenance has to log in to an internal mail system to get their work orders for the day.

Level 2: Perform computer tasks that require the use of several, familiar software functions.

Tasks can include using word processing software to produce pre-set letters and memos,

sending emails to multiple users with possible attachments and forwards and data entry into

existing spreadsheets and databases.

Examples:

Supervisor types a memo to explain procedure for requesting vacation days during

holiday times.

Healthcare Aide inputs information regarding resident care into a care chart.

Level 3: Perform computer tasks that involve multiple operations and that use a wide range of

software features. Tasks can include creating and modifying spreadsheets for data entry,

producing documents that have extensive formatting features such as page numbering, headers

and footers etc., using software to produce original drawings and illustrations or give one-on-

one computer instruction or orientation to co-workers.

Examples:

Work buddy mentors a new hire on how to use the computer reporting system.

Joint OHS committee secretary modifies the hazard assessment spreadsheet.

Level 4: Perform computer tasks that involve complex, multiple operations and possess

knowledge of extensive software features. May be required to select appropriate software for

computing tasks, which may also require integration of several software packages or

management of the modification of an existing computer network, including tasks such as

adding accounts or removing software. Other computer tasks may include creating publications

or presentations, creating or defining database structures, queries or forms, designing sorting or

filtering process to extract data from a database and providing software training or coaching to

groups of workers.

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Examples:

Educator or supervisor has to instruct a new hire how to use the computer reporting

system.

Dedicated staff member creates and distributes internal monthly newsletter.

Level 5: Perform computer tasks that involve assessment of information technology needs,

selection of appropriate computing and software solutions and the evaluation of outcomes.

Individuals perform job tasks which require the expert knowledge of computer software and

information technology systems needed to design, write and customize computer programs for

specific contexts and applications. Other computer tasks could include design and set-up of

new computer networks, evaluation and selection of hardware and software appropriate to an

application, organize user accounts and system resources or write batch files and operating

system scripts.

Examples:

IT department set ups new hires on the organization’s computer system.

Executive/senior management evaluates and selects appropriate hardware and software

applicable to their organization’s needs.

8. Working with Others

This section examines interactions with coworkers and others that may be encountered while on

the job. In this section there are no levels of complexity, just summaries of how an individual

would perform with others. Workers encounter a variety of working relationships which may

include one or more of the following situations:

Alone: no other workers present

Independently: other workers may be physically present in the environment but not

working directly alongside; workers have to coordinate their work with others

Work jointly with a partner or helper: one worker co-ordinates and co-operates with one

co-worker at a time

With a team: team consists of a group of workers who complete tasks through combined

efforts and organized co-operation

Working with others can also include the participation in supervisory or leadership activities

which may include one or more of the following 12 criteria:

a) Participation in formal discussions about work processes or product improvement

b) Have opportunities to make suggestions on improving work processes

c) Monitor the work performance of others

d) Inform other workers or demonstrate to them how tasks are to be performed

e) Orient new employees

f) Make hiring recommendations

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g) Make hiring decisions

h) Select contractors or suppliers

i) Assign routine tasks to other workers

j) Assign new or unusual tasks to other workers

k) Identify training that is required by, or would be useful for other workers

l) Deal with other workers’ grievances or complaints

9. Continuous Learning

More and more jobs require individuals to continuously upgrade their skills to either keep or

advance with their jobs. Therefore the ability to understand how to learn, one’s own learning

style and how to access learning opportunities have developed into an essential skill.

Continuous learning examines the requirement for workers to participate in an ongoing process

of acquiring skills and knowledge. The continuous learning essential skill is not divided into

levels of complexity, rather just summaries of descriptions of learning that would be required for

a job and models for how such learning could occur.

Learning can occur in the following 5 ways:

a) As part of regular work activities: responding to changes in environment and/or

equipment.

b) From co-workers: learning from other workers in similar jobs, on-site mentoring from a

work “buddy” or as part of a job mentoring program where other workers teach peers

new job tasks

c) Through workplace training: training is provided through internal sources to workers at

the workplace.

d) Self-study: training is self-guided and can be on-site or off.

e) Off-site training: training provided through external trainers and training programs.

essential skills - continuing care safety association€¦ · within these levels. along with the...

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