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To be a truck driver you have to have the three basic skills, reading, writing and arithmetic. Because new technology coming in forced us to upgrade our fleet and our systems in order to stay competitive, maintain our market share and be profitable.

The skills that the people need even if they're doing manual labour still requires them to be able to read, interpret data, use documents that have been generated through some of these processes.

We know that there's a lot of employees that over years are able to learn how to function even if their essential skills are lacking. And they can kind of mask that at times. So we've been able to identify certain employees and now we're going to be able to provide them training that's going to help them not just here at work but also at home.

Digital technology in our trucks demands a skilled workforce. Without it we wouldn't be able to stay competitive.

Without reading, writing and basic math skills our employees would not be able to meet demands of the new technology.

Digital technology is everywhere. We need to make sure our employees are ready.

To learn more about the advantages of essential skills and digital skills for your employees, contact the Office of Literacy and Essential Skills.

www.hrsdc.gc.ca/literacy-essentialskills

Dave Brown’s has a, has a fleet of 42 trucks. We have drivers on the road 24 hours seven days a week.

To be a truck driver you have to have the three basic skills, reading, writing and arithmetic, okay. And if you don’t have that okay, you’re not going to survive in the trucking industry. You must update the essential skills because with today’s regulations you have to write information in a book. When you’re dealing with customers you have to count right, you have to be able to read bill of ladings because all of that will affect what we do as a business.

The new technology coming in forced us to upgrade our fleet and our systems in order to stay competitive in the industry and to maintain our market share and be profitable.

We’re at All Weather Windows’ head office and manufacturing facility in Edmonton, Alberta. We manufacture doors and windows.

One of our key objectives in moving forward as a company is to ensure that all of our employees have all of the skills necessary to perform their jobs at, at their maximum potential.

And we have a lot of interaction with manual labour. There’s no way that one is taking away from the other and that the skills that the people need even if they’re doing manual labour still requires them to be able to read, interpret data, use documents that have been generated through some of these processes, whether it’s from our, our Oracle systems, our ERP and then they have to then interpret that information and apply it to what they’re doing on the job.

If you want to succeed in business you have to invest in your employees. And it’s not a one time investment, it’s a constant investment and you will reap the benefits ten times over.

Digital technology and the skills that people require has impacted the print industry and our business drastically. Today having to be literate to be able to put the information required to keep our business running is crucial.

Our number one asset is people. If we don’t train them to today’s standards, we’ll be out of business. So it’s important to make sure that people understand the changes in technology and what we need to do as a company to stay ahead of the curve.

C. O. Malek is a sheet metal fabrication shop. And we’ll take raw material sheet, we can laser cut it, we can shear punch it, we can break it, weld it and paint it all on site.

Over the last couple of years the processes and the procedures is changed. We’ve added a database system to work with the equipment that we have on the plant floor. So that has changed not only some of the duties and responsibilities of specific employees, but other procedures that they need to follow such as bar coding in and out of jobs to give us more transparency as to where a particular job is at in the plant.

And we know that there’s a lot of employees that over years are able to learn how to function even if their essential skills are lacking. And they can kind of mask that at times. So we’ve been able to identify certain employees and now we’re going to be able to provide them training that’s going to help them not just here at work but also at home. It’s going to improve our bottom line and it’ll allow the employees to be more successful.

Don McNeill Shell is a second generation service repair facility. And most of us here have a grade 12 education and you’ve always been able to get through with and, and find your way. But things have changed so fast, so rapidly.

One of the biggest changes we’re, we’re used to just going to the bulk bin, saying yes that’s close enough but the specs on the newer vehicles it’s really important to know exactly what the tolerances are. So now we can go online real time and find out exactly what they’re supposed to be.

We have one technician who’s been here since ’77. He’s got over 34 years with us.

It’s just amazing how things have changed. Years ago I looked everything up in a book. Nowadays you got to look everything up in the computer. If I wanted to stay in this trade I had to learn it.

Things have changed so fast, so rapidly. We have no choice. We can’t ignore it.

Standen’s Limited is a manufacturer of alloy steel products for the automotive heavy truck industry. At the end of the day if you don’t work with your employees to try and help them get better at what they do, you’re going to sit still, you’re going to move backwards, your competition is always trying to get better and competition today is global, it’s not local. So you, you have to try and improve, continuously improve throughout your organization. So giving people the skills that they need to do that is, is critical. And having the ability to identify people that are struggling with some of the core essential skills is, is equally important because if they’re not able to learn the basics, how can they learn the more advanced things that you’re teaching them?

For our business we find helping them with their essential skills helps us grow and be a better company.

Essential skills are essential to my business.

Digital technology in our trucks demands a skilled workforce. Without it we wouldn’t be able to stay competitive.

An investment in essential skills is an investment in my business.

Without reading, writing and basic math skills our employees would not be able to meet demands of the new technology.

Digital technology is everywhere. We need to make sure our employees are ready.

By training our employees with essential skills, we have made sure that our company is prepared for the future of digital technology. It is absolutely worth it.

Workplace Essential Skills are the foundation skills everyone uses while performing the tasks required for their jobs.

There are nine skills that are essential in today's workplace. All nine are used in different combinations, in different applications, in every occupation. They're the foundational skills you rely on to carry out your work tasks and they're the building blocks you use to learn new ones. They're essential to your success.

The Nine Essential Skills are: Reading; Document Use; Numeracy; Writing; Oral Communication; Working with Others; Thinking Skills; Computer Use, and... Continuous Learning. Let's see how keeping the nine Essential Skills in mind can really affect perspective, decision-making, and the way forward.

Raymond is a foreman for a busy construction company. To help offset his workload on one of the sites he's managing, he delegates some of his duties to Roger, a senior member of his crew.

Raymond asks Roger to coordinate the movement of equipment and staff from one area of the site to another. However, after a few hours Raymond notices a lack of progress and an overall sense of confusion amongst the workers. Many of them were coming to Raymond for guidance, even though he had given the task to Roger. And of course, when trying to coordinate heavy machinery, workers and tight deadlines, safety becomes an issue.

Was Roger not taking the task seriously? Did he not realize the importance of the team's safety and the company's deadline? If you look at this situation through an Essential Skills lens, you can see that there may be more to the story... After talking with some of the crew, Raymond realized that Roger had trouble giving direction and coordinating the team. Even though Roger was an organized person and was good at his job individually, he found it hard to work with a group of people. Raymond saw value in Roger's years of experience on work sites and saw potential in him as a crew leader. So he brought in an Essential Skills coach to give Roger the tools necessary to communicate with others... clearly and with confidence.

By looking at the problem through an Essential Skills lens, Raymond was able to identify the issue and resolve it. And Roger got the skills needed to perform well in a leadership role.

The Nine Essentials Skills are the key to acquiring and applying all other skills. Whether you're planning to implement a new process, reviewing training effectiveness or experiencing issues in the workplace that are hard to define, viewing everything through an Essential Skills lens is critical to moving forward.

Essential Skills: you use them all day long.

Workplace Essential Skills are the foundation skills everyone uses while performing the tasks required for their jobs.

There are nine skills that are essential in today's workplace. All nine are used in different combinations, in different applications, in every occupation. They're the foundational skills you rely on to carry out your work tasks and they're the building blocks you use to learn new ones. They're essential to your success.

The Nine Essential Skills are: Reading; Document Use; Numeracy; Writing; Oral Communication; Working with Others; Thinking Skills; Computer Use, and... Continuous Learning. Let's see how keeping the nine Essential Skills in mind can really affect perspective, decision-making, and the way forward.

Pascal is Operations Manager at a large technology firm that recently gave him the task of increasing productivity on the production line. Pascal saw an opportunity to introduce a new workflow initiative, which requires workers to move from station to station when bottlenecks appear in the production line. This meant workers would need to be able to read documents and manuals and interpret tables and charts at each new station.

To launch this big program, Pascal decided that his first step was to look at his objective with an Essential Skills perspective. He brought in an Essential Skills instructor who trained the workers in the skills they needed to interpret the documents at their new stations. The instructor also taught them how to work as a team to resolve problems on the production line. By looking at the issue with an Essential Skills perspective, Pascal was able to facilitate a smooth and successful transition to new processes, and was able to better meet the workplace goals.

The Nine Essentials Skills are the key to acquiring and applying all other skills. Whether you're planning to implement a new process, reviewing training effectiveness or experiencing issues in the workplace that are hard to define, viewing everything through an Essential Skills lens is critical to moving forward.

Essential Skills: you use them all day long.

Workplace Essential Skills are the foundation skills everyone uses while performing the tasks required for their jobs.

There are nine skills that are essential in today's workplace. All nine are used in different combinations, in different applications, in every occupation. They're the foundational skills you rely on to carry out your work tasks and they're the building blocks you use to learn new ones. They're essential to your success.

The Nine Essential Skills are: Reading; Document Use; Numeracy; Writing; Oral Communication; Working with Others; Thinking Skills; Computer Use, and... Continuous Learning. Let's see how keeping the nine Essential Skills in mind can really affect perspective, decision-making, and the way forward.

Frank has worked in the warehouse for many years, and was recently promoted to a supervisor position. Part of his new duties include using an on-line system for reporting and scheduling... something that he was used to doing on paper.

The company's HR Manager, Sabitha, has noticed that Frank's reports are coming in late and often incomplete. He'd been shown the procedure for entering information on-line when he first received his promotion. So what was the issue? Could he not handle the workload? Did he not want the responsibilities associated with his new job? If you look at this situation through an Essential Skills lens, you can see there may be more to the story... It was assumed that Frank had all the computer skills he needed to complete the task. In fact, he was having trouble with such basics as entering information into a template and then saving his work to a folder. And Frank didn't tell anyone he was struggling, he just continued to hand in work that was late and incomplete.

Once Sabitha realized the issue was about his computer use skills and not a personal or behavioral issue, she arranged a brief but targeted training session for Frank. With the more customized instruction, he gained the computer use skills he needed and adapted quickly to his new role.

The Nine Essentials Skills are the key to acquiring and applying all other skills. Whether you're planning to implement a new process, reviewing training effectiveness or experiencing issues in the workplace that are hard to define, viewing everything through an Essential Skills lens is critical to moving forward.

Essential Skills: you use them all day long.

The others are Written Communication, Reading, Numeracy, which are skills in math and arithmetic, Computer Use, Document Use, Thinking Skills, Working with Others and Continuous Learning.

While Oral Communication will be the focus of this segment, we will also see how other Essential Skills, including Reading, Thinking, and Continuous Learning, can be demonstrated and used during the interview process. Okay, let's get started.

The first segment focuses on a job interview. Many of us know the stress of preparing for, and actually experiencing, a job interview.

Many questions will arise: How should I greet the interviewer? Will I say the right thing? Will my language be clear? Will I understand the interviewer's questions? Is it okay to ask questions and if so, what sort of questions? How do I conclude the interview? Well we're about to watch a series of short scenes that help answer these questions.

Welcome to this first segment of a series called Communication in the Canadian Workplace. In this series we will be exploring typical Canadian work situations, and what makes oral communication effective in each setting.

Hello.  My name is Kayla Ramlochand and i will be leading you through this segment.

Oral Communication is one of nine skills essential in the Canadian workplace. The others are Written Communication, Reading, Numeracy—skills in math and arithmetic, Computer Use, Document Use, Thinking Skills, Working with Others and Continuous Learning.

While Oral Communication will be the focus of this segment, we will also see how other Essential Skills, including Reading, Thinking, and Continuous Learning, can be demonstrated and used during the job interview process.

Although the information presented may be valuable to many, we are particularly focused on those of you who are new to Canada.

We hope that you enjoy this series and find some of the suggestions helpful in your communication.

OK, let’s get started. The first segment focuses on a job interview.

Many of us know the stress of preparing for, and actually experiencing, a job interview. Many questions will arise:

How should I greet the interviewer?

Will I say the right thing?

Will my language be clear?

Will I understand the interviewer’s questions?

Is it OK to ask questions and if so, what sort of questions?

How do I conclude the interview?

Well we’re about to watch a series of short scenes that help answer these questions. We will watch as Bo Sun Kwong, a recent immigrant to Canada, is interviewed by Madeleine Leclair, a human resources manager at a Canadian accounting firm.

We will discover how to

Establish positive first contact;

Handle challenging questions;

Ask questions; and

Close the interview.

Let’s start by watching Bo Sun head to his job interview with Ms. Leclair.

Good afternoon Mr. Kwong, how are you today?

I am OK.

LECLAIR: OK….. Please have a seat.

What did you notice during this initial meeting?

Well—let’s take another look.

Bo Sun did not make eye contact. In the Canadian workplace, it is generally expected that you will look at people directly, particularly when meeting them for the first time. It helps establish trust and, in a job interview, is often considered a sign of confidence. It also indicates your attention and interest.

He seemed reluctant to shake hands. Again, it is generally expected that you will shake hands.

Overall, not the best start to the interview. Let’s try it again!

Good afternoon Mr. Kwong, how are you today?

Very well, thank you. And you?

I’m fine, thanks. Please have a seat.

Thank you.

Much better, don’t you think? What worked for Bo Sun, this time?

This time, Bo Sun…

…appeared confident, creating conditions for deeper trust by looking directly at Ms. Leclair,

established positive contact with Ms. Leclair, following expected norms,

and overall, contributed to a much better start to the interview.

Preparation, as we will see, is critical in any stressful communication situation. In this second clip we can speculate that Bo Sun was better prepared, therefore more confident and positive.

It seems Bo Sun has also learned the typical start to an interview in a Canadian workplace.

In Canadian workplaces it is generally expected that you will

make direct eye contact and
shake hands

upon introduction.

It is also customary to thank the interviewer or host upon being asked to take a seat.

If you are not able to do one or more of these things because of your religious or cultural background, explain your custom to the interviewer right away to avoid misunderstanding.

OK. Now let’s get into the main part of the interview. What sort of questions can you expect from interviewers at Canadian companies? How are you expected to respond? Well, let’s have a look…

So, I see here that you’re interested in our Payroll Clerk position.

Yes, that’s correct. I have been doing accounting and payroll work in my country for 4 years. I really enjoy this type of work and would like to get back into accounting.

OK… what experience do you have with Canadian payroll and accounting?

Well I don’t actually have any Canadian experience.

OK… well let’s move on then…

Bo Sun has just been asked a question that many of you who are new to Canada will hear. He answered honestly—he does not have any Canadian paid work experience. His response, however, does not help the interviewer understand what Bo Sun CAN do—nor does it help Bo Sun get the job.

In Canadian conversations, interviewers and others will often ask questions that are INDIRECT… in this case, the interviewer may be more concerned that Bo Sun fit in and be productive than whether or not he has specific Canadian work experience.

Let’s take a quick look at how Bo Sun could have answered that same question…
 

OK… what experience do you have with Canadian payroll and accounting?

What I have is relevant experience. I have learned in my country how to pay close attention to detail, track employee pay rates and deductions and raise issues with management. I have also been volunteering at the Community Credit Counseling Centre here in Canada for the past year, helping people with their taxes, budgets, and helping out the organization with its bookkeeping. I would be happy to provide you with a reference for this work, and for my work in China.

Thanks. That’s very good. We may need those references later.

Of course.

By asserting his relevant experience, Bo Sun demonstrates that he understands the technical nature of the position. By mentioning his volunteer experience, he shows that he is learning how to fit into a Canadian work environment.

Now let’s look at how Bo Sun handles a different sort of question--

Mr. Kwong, why do you want to work for our company?

Well I need a job… and I hear that you pay well.

I see. Why do you think we should hire you?

I have the experience to do the job. I understand accounting, and know how to do payroll. I can learn your system very quickly.

Thank you.

It seems Ms. Leclair was not impressed with Bo Sun’s responses. What advice would you give Bo Sun in handling these questions? How could he do better?

What was Bo Sun doing that may have interfered with the communication?

It is quite common to be nervous during interviews. Nervous habits, however, can interfere with communication, so if you can, make an effort to reduce or eliminate such habits.

Well—here’s Bo Sun again, taking a different approach…

Mr. Kwong, why do you want to work for our company?

Well, I’ve heard very good things about your firm. I have looked at your website, and was impressed by the experience and qualifications of your team members. I also identify with your company’s values and feel that I would be a good fit here.

I see. Why do you think we should hire you?

I believe that I can meet and exceed the requirements of this position. I am educated in math, have a strong accounting background as well as good computer skills. I pay attention to detail, and I am honest and dependable. Finally I get along well with people.

Sounds very good…

In this interaction, Bo Sun AGAIN demonstrates one of the key principles of effective oral communication—preparation.

Bo Sun prepared a communication that highlighted his education, experience, and finall,y his personal qualities. Although neither his English nor his pronunciation is perfect, he spoke clearly and confidently without seeming overly confident… this combination impressed Ms. Leclair.

OK… let’s look at another clip showing a different type of challenge…

Tell me about a time when you went out on a limb.

(quizzical expression, pauses)
I am sorry but I am not sure I understand the question. What do you mean, “out on a limb?”

Oh… well, not a problem, what I mean by that is, tell me about a time when you took a risk or a chance, in your work.

Oh, I understand now. Well, yes there was one time at the accounting firm in [Chinese City Name] when the supervisor was away and an important client came in demanding to see his prior year’s statement. I knew the procedure for releasing such information required my supervisor’s approval and yet, understanding the nature of the request, and the fact that the client was well known to all of us in the office… (fades)

English has many expressions that may not make sense to you. In the Canadian workplace, interviewers will sometimes use such expressions.

Rather than struggle with the meaning, the best communication practice is to ask for clarification—as Bo Sun did in this example.

OK… let’s look at another clip showing a challenging question…

Mr. Kwong, I have one more question for you. What would you say is your biggest weakness?

As far as this job goes?

Well yes, I guess, or maybe more generally at work or in your work experience.

Well I cannot say that I have any. As I have said I am dependable, trustworthy and perform excellent work.

Did Bo Sun provide the most effective response? Are there any disadvantages to what Bo Sun said?

 
What would be a more effective response to this question?

Many interviewers are looking for an assurance that you are not overly confident. They may have also noticed something about you that they may consider a disadvantage. If it’s something very obvious, it is best to speak about it directly in the interview.

Here’s Bo Sun again, doing just that…

Mr. Kwong, I have one more question for you. What would you say is your biggest weakness?

Well, as you have probably already noticed, my English is not very good. I am very aware of this and am working hard to correct it. I am studying language books, listening to recordings, and getting help from English speakers as much as I can. I expect that my English will improve a great deal over the next few months.

Excellent. It is commendable that you have learned so much already in such a short time.

In this case Bo Sun was direct and honest and communicated his intention to develop better language skills in the near future. Most interviewers will be reassured by this statement, as it helps them see how you can fit into the Canadian workplace.

Let’s look at a couple more clips, this time where Bo Sun gets to ask a couple of questions.

Mr. Kwong, thank you for coming in today. We’ll be in touch soon. Do you have any questions for me at this time?

Oh yes. What hours will I be working?

Our usual hours are 8:30 AM to 5:00 PM, with a one hour lunch. What else would you like to know?

Can I work earlier and leave earlier? My wife has a part-time job some afternoons and I would need to be home for the children.

Well, as I said, our usual hours are 8:30 AM to 5:00 PM. Perhaps if we decide to offer you a position, and things work out, we could look at a flexible arrangement.Anything else?

What is the pay?

The salary range is stated in the job advertisement, Mr. Kwong. We cannot say exactly what your salary would be unless we decide to offer you the job. Well, OK, that just about wraps things up—

Excuse me. May I follow-up with you in one week if I do not hear from you?

Yes, that would be OK, Mr. Kwong. You can leave a message with our receptionist and then either she or I will get back to you.

Thank you for you time.

Thank you and goodbye, Mr. Kwong.

Goodbye.

Did Bo Sun ask his questions in the most effective manner? What could he have done better? Let’s look at his questions:

NARRATOR – VOICE OVER

( Can I work earlier… need to be home for the children.)

( What is the pay?)

(…that just about wraps things up…;  Excuse me. May I follow-up with you in one week if I do not hear from you?)

Why was Ms. Leclair looking uncomfortable or unhappy about these questions?

It is important when communicating in the Canadian workplace not to appear overly eager, impatient or aggressive, and to determine when it would make most sense to ask which questions.

It is also not necessary to ask questions whose answers are available elsewhere, for example salary information posted in a job advertisement.

Here’s Bo Sun, one last time, replaying that last scene—

Mr. Kwong, thank you for coming in today. We’ll be in touch soon. Do you have any questions for me at this time?

Oh yes. I was wondering, what are the usual office hours?

Our usual hours are 8:30 AM to 5:00 PM, with a one hour lunch. What else would you like to know?

Assuming I was to be so fortunate to join your firm, could there be some flexibility in work hours?

That’s certainly a possibility, Mr. Kwong. Anything else?

May I follow-up with you in one week if I do not hear from you?

Yes, that would be OK, Mr. Kwong. Here is my business card. Feel free to contact me by email or by phone.

Thank you very much for you time.

Thank you and goodbye, Mr. Kwong.

Goodbye, Ms. Leclair.

Well what have we learned from these interactions between Bo Sun and Ms. Leclair? What’s required for good communication in a job interview at a Canadian organization? Here are a few key points—

We have seen that preparation – mental and emotional – is very important, especially in stressful communication situations.

( OK… what experience do you have with Canadian payroll and accounting? KWONG: What I have is relevant experience. I have learned in my country how to pay close attention to detail, track employee pay rates and deductions and raise issues with…)

We have also seen how important it is to establish a positive first contact.

We have also seen that communication includes tone, facial expressions. Try to maintain a calm, positive outlook, and eliminate any ‘nervous’ habits.

We have also seen how in Canadian interviews, you will often be asked questions that are indirect or EXPLORATORY, not direct or factual. We’ve also seen how Canadian interviewers will often use expressions that may be unclear.

We have seen how honest direct responses will help you in an interview, and help the interviewer feel more comfortable with the idea of hiring you.

( I am sorry but I do not understand… on a limb?; then Scene 11B Bo Sun: Well, as you have probably already noticed, my English is not very good. I am very aware of this deficiency and am working hard to correct it...)

Although your education and experience are important, many interviewers are looking for the personal qualities that they see as essential for this job. For example, in a bookkeeping job, attention to detail and trustworthiness would usually be considered important character traits. Bo Sun did a good job here.

( I am educated in math, have a strong accounting background as well as good computer skills. I pay attention to detail, and I am honest and dependable. Finally I get along well with people.)

Canadian employers appreciate what you can do for them, and will try to be flexible and accommodating once they decide to hire you, so ask questions that indicate your interest in the job. If you have personal needs that need discussion, ask respectfully, as Bo Sun did in this example.

( Assuming I was to be so fortunate to join your firm, could there be some flexibility in work hours?)

You may have also noticed that Bo Sun demonstrated other Essential Skills in this job interview, including…

Reading, Computer Use and Thinking Skills, in particular finding information

(I have looked at your website...);

Bo Sun showed resourcefulness that is highly valued in most Canadian workplaces, using Thinking Skills to locate information, Reading Skills to learn more about Ms. Leclair’s company, and demonstrating good Computer Use in the process.

Thinking Skills, specifically problem solving

( What I have is relevant experience...);

Bo Sun recognized that although he did not have specific Canadian experience he did have relevant experience, indicating his Problem Solving Skills, both his own (handling the question) and Ms. Leclair’s company’s (the need to find capable people).

Finally we see Bo Sun demonstrating enthusiasm for Continuous Learning—

( I am studying language books, listening to recordings...)

A strong interest in continuous learning will be perceived as a great asset by most Canadian employers. It indicates that as tools, technologies and practices change, you will be ready to adapt and learn.

Well that concludes our examination of communication in the job interview, and our look at Bo Sun and Ms. Leclair’s interaction.

We hope you have learned something from these scenes, and feel a little more confident as you head into the Canadian workplace.

Thank you for watching!

Welcome to another segment of a series called In this series we will be exploring typical Canadian work situations, and what makes oral communication effective in each setting.

While Oral Communication will be the focus of this segment, we will also see how other Essential Skills, including Working with Others, Thinking, and Continuous Learning, can be demonstrated and used when resolving a workplace conflict. Okay, let's get started.

This segment focuses on a challenging workplace situation. Many of us have experienced conflict in the workplace.

Although these situations are often challenging and uncomfortable, we need to know how to effectively resolve workplace conflict. Many questions may arise: How should I behave when someone is being impatient? What can I say to explain my point? What can I do to negotiate and resolve conflicts? How can I get my point across without putting the other person on the defensive? Well we're about to watch a series of short scenes that help answer these questions.

(music)

Welcome to another segment of a series called Communication in the Canadian Workplace. In this series we will be exploring typical Canadian work situations and what makes oral communication effective in each setting.

Hello, my name is Kayla Ramochand and I will be your host for this segment.

While oral communication will be the focus of this segment, we will also see how other essential skills, including working with others, thinking and continuous learning can be demonstrated and used when resolving a workplace conflict.

Although the information presented may be valuable to many, we are particularly focused on those of you who are new to Canada. We hope that you’ve enjoyed this series and find some of the suggestions helpful in your communication.

Okay, let’s get started. This segment focuses on a challenging workplace situation. Many of us have experienced conflict in the workplace. Although these situations are often challenging and uncomfortable, we need to know how to effectively resolve workplace conflict. Many questions may arise. How should I behave when someone is being impatient? What can I say to explain my point? What can I do to negotiate and resolve conflict? How can I get my point across without putting the other person on the defensive? Well we’re about to watch a series of short scenes that help answer these questions. We will watch as Aisha Green, a recent immigrant to Canada interacts with her co-worker, Timothy Lewis. Both are working as servers at a well known restaurant.

Aisha: Hey Tim, I can’t figure this out. Can you show me how to add a side dish when they’re not having a main course?

Tim:    Like I showed you before, override key, delete main course, whatever they want.

Aisha: Wait, but I tried that and it doesn’t seem to work. I must be doing something wrong, it’s not adding the dish to the order.

Tim:    What do they want?

Aisha: Sautéed shitakes and asparagus tips.

Tim:    ?? [2:47]

Aisha: Wait, I need that…

Tim:    I really can’t Aisha okay, it’s really busy. I showed you how to do that at least a couple of times. Figure it out.

This is not an easy situation for Aisha. She is new to Canada, new to the job and now she’s faced with a co-worker who seems unwilling or unable to help her. If she does not learn how to do the job she will have difficulty serving customers and keeping her employer happy. She may even risk losing her job. What would you do in this situation?

As in many Canadian workplaces, Aisha is learning several essential skills at once. Not only is she learning how to communicate clearly, she is also learning computer use, about working with others.

Aisha:    Hey Tim, I can’t figure this out. Can you show me how to add a side dish when they’re not having a main course?

And demonstrating the need for continuous learning.

Aisha: Wait, but I tried that and it doesn’t seem to work.

Okay, let’s watch as Aisha attempts to deal with this situation.

U-M:   I came a little bit late, but now I’m here and ready to go. How about you, how’s your day going?

Aisha: Awful. Tim keeps yelling at me and I, I just can’t understand that, this at all.

U-M:   Really?

Aisha: Really.

U-M:   What’s going on?

Aisha: I just don’t understand the way he treats me. You know, I, I ask him a simple question and he tells me he’s too busy. He’s supposed to be training me.

U-M:   Yeah, well…

Aisha: And he said that I should be able to use that system after seeing him do it once.

U-M:   Yeah well Tim can get pretty impatient sometimes especially when it gets busy. I think he has a lot on his mind right now. Anyways… so what are we going to do about it?

Aisha: Nothing I guess. If that’s the way he is what can I do about it? It’s just if he won’t train me to do this job, I don’t know if I can stay.

Well looks like Aisha has decided to do nothing. What do you think of her decision? Will this resolve the problem? Generally a passive approach like this will not resolve the problem and may even make it worse. And as Aisha states, because she may not get the training, it may even put her job at risk.

Aisha: It’s just if he won’t train me to do this job, I don’t know if I can stay.

We’re going to play with time here and roll back the tape. Let’s imagine that instead of going to talk to her friend in the kitchen, Aisha decides to deal with the problem in a more constructive way.

Aisha: Hey Tim, I really need to talk to you. Is now a good time?

Tim:    Okay, sure.

Aisha: I’m frustrated Tim. I really want to be a good server and learn how to work the system, but I feel like every time I have a problem you ignore me or dismiss me. Could you stop and take the time to teach me the next time I have a problem?

Tim:    A perfect world Aisha I would, but it seems like you always want help at the worst times when it’s super busy and to be honest, in a busy restaurant there just isn’t time for a training session.

Aisha: But I thought you’d been assigned fewer shifts so that you could train me.

Tim:    I was supposed to but then Judy called in sick so I had to cover my section and her section, the private dining room in the back with a table of 12.

Aisha: Oh, I guess I didn’t realize you were so busy. And I know it’s probably been hard training me but I still don’t know how to use the system properly. Can I tell you something else?

Tim:    Yeah, I think we need to have the conversation.

Aisha: Well because I’m not learning I feel like it’s going to take a whole lot longer to actually finish training me and I don’t think that’s very productive for either of us.

Tim:    Definitely not.

Aisha: And there’s something else. After the incident today it took me a while before I could deal cheerfully with the customers and that’s why I really want to take the time out to work this out.

Tim:    You know what, you’re right. Um, I’m glad you brought it up. Do you have time later we can just go over it together and work it out?

Aisha: Yeah.

Tim:    Okay. Um, I’m here till about 5:00. Are you sticking around for the whole day?

Well how about that approach? What did Aisha do that was effective? It sometimes takes a little more effort to find the time and right conditions to resolve conflict. After the incident at the service station, Aisha took some time on her break to decide what she needed to say to Tim to resolve the conflict. It won’t always get a good result, no guarantees here, and yet the approach that you have just watched will almost always get a better result than other strategies.

In the Canadian workplace it is generally accepted and encouraged that employees speak frankly and constructively without being aggressive or attacking another, as Aisha did in this scene. Let’s look more closely at what she did. After taking some time to reflect and prepare, she stated her need and asked for a meeting respectfully.

Aisha: Hey Tim, I really need to talk to you. Is now a good time?

Tim:    Okay, sure.

Then, once she discovered that they could meet, she stated her concern assertively but not aggressively. Not that Aisha used I statements rather than you statements that might cause Tim to be defensive.

Aisha: I’m frustrated Tim. I really want to be a good server and learn how to work the system, but I feel like every time I have a problem you ignore me or dismiss me.

Tim, responding positively to Aisha, explained his circumstances. Aisha listened attentively.

Tim:    A perfect world Aisha I would, but it seems like you always want help at the worst times when it’s super busy.

And actively, commenting and questioning openly. Again, not aggressively.

Aisha: But I thought you’d been assigned fewer shifts so that you could train me.

One of the keys to successfully negotiating and resolving conflicts is simply listening attentively and seeking understanding, exactly what Aisha did in this situation.

Aisha: Oh, I guess I didn’t realize you were so busy.

At the same time, Aisha did not forget that she needed training, again communicating clearly.

Aisha: And I know it’s probably been hard training me but I still don’t know how to use the system properly.

Then she explained how Tim’s behaviour had affected her.

Aisha: Well because I’m not learning I feel like it’s going to take a whole lot longer to actually finish training me and I don’t think that’s very productive for either of us.

Tim:    Definitely not.

Finally, Aisha suggested a way to resolve the issue.

Aisha: And there’s something else. After the incident today it took me a while before I could deal cheerfully with the customers and that’s why I really want to take the time out to work this out.

So let’s summarize. If a workplace conflict situation arises, first take some time to settle your thoughts and emotions, calming yourself, then reflect and prepare. Second, state your need and ask respectfully for a meeting. Third, explain how the other’s behaviour is impacting you. Note again that Aisha uses I statements to help diffuse the situation and not blame Tim. Fourth, seek understanding to negotiate and resolve the situation. Finally, suggest a way to resolve the issue.

This set of oral communication skills is effective because it is respectful yet assertive. You clearly state your need without insulting, complaining or belittling the other person. Now although this video segment is primarily about oral communication, you may have noticed that Aisha demonstrates other essential skills in this situation, including thinking skills, particularly problem solving.

Aisha took the time to sit, reflect and work out a possible solution. Working with others.

Aisha: Oh, I guess I didn’t realize you were so busy. And I know it’s probably been hard training me.

Aisha demonstrates consideration for her co-worker and shows a willingness to understand his situation. And continuous learning.

Aisha: Hey Tim, I can’t figure this out. Can you show me how to add a side dish when they’re not having a main course? Wait, but I tried that and it doesn’t seem to work.

Here Aisha shows that she wants to learn and indicates that she understands the importance of continuous learning.

Well that concludes our examination of communication in a workplace conflict situation and our look at Aisha’s and Tim’s interaction. We hope that you have learned something from these scenes and feel more confident as you head into the Canadian workplace. Thank you for watching.

(music)

END TAPE

but I still don’t know how to use the system properly. Can I tell you something else?

Tim:    Yeah, I think we need to have the conversation.

Aisha: Well because I’m not learning I feel like it’s going to take a whole lot longer to actually finish training me and I don’t think that’s very productive for either of us.

Tim:    Definitely not.

Aisha: And there’s something else. After the incident today it took me a while before I could deal cheerfully with the customers and that’s why I really want to take the time out to work this out.

Tim:    You know what, you’re right. Um, I’m glad you brought it up. Do you have time later we can just go over it together and work it out?

Aisha: Yeah.

Tim:    Okay. Um, I’m here till about 5:00. Are you sticking around for the whole day?

Tim:    You know what, you’re right. Um, I’m glad you brought it up. Do you have time later we can just go over it together and work it out?

Aisha: Yeah.

Tim:    Okay. Um, I’m here till about 5:00. Are you sticking around for the whole day?

Tim:

Aisha:

Tim:

Aisha:

Tim:

Véronique: Hello and welcome to the new series of podcasts developed by the Policy and Planning division within the Office of Literacy and Essential Skills. My name is Véronique Cadieux and I will be your host for this podcast. Today, I have the pleasure of interviewing Sylvie Morissette, who is the manager of the Essential Skills Profiles group within the Office of Literacy and Essential Skills.

Hello Sylvie and welcome!

Sylvie: Thank you Véronique, it's a pleasure to be here today.

Véronique: Sylvie, please tell us the advantages of listening to the series.

Sylvie: Essentially, podcasts put you in the driver's seat:

• They give you the option to choose what you want to listen to. And this is a really practical feature especially if you've got time constraints. You'll note that each podcast in the series is divided into short segments. This will help you save time while you select only the topics that you're interested in.
• And there are really great features: you can rewind, fast forward, pause or play the audio file as many times as you'd like.
• You can access the files from any computer or portable audio player.
• Also, for fast and easy reference, you can save them on your computer.
• And most importantly, our podcasts enable you to stay current on the latest developments associated with essential skills profiles.

Véronique: This initiative can be quite useful for users interested in expanding their knowledge and staying up-to-date on essential skills profiles.

I'm curious Sylvie … is there a way that stakeholders can get involved in the content of the podcasts as they relate to the profiles?

Sylvie: Certainly! If you have any suggestions or, if you want to share your successes with others, we'd love to hear from you. We're hoping that these podcasts will provide all of us with a common platform to broadcast our accomplishments related to essential skills profiles.

Véronique, we really want this to be a success so we're always on the lookout for content ideas. Can stakeholders contact you directly?

Véronique: Absolutely! I'd be delighted to hear from you. Please contact me at 819-934-6325. Thank you!

Véronique: Hello and welcome to the series of podcasts developed by the Policy and Planning division within the Office of Literacy and Essential Skills. My name is Véronique Cadieux and I will be your host for this podcast, which will focus on the updates made to Essential Skills Profiles. Today, I have the pleasure of interviewing Sylvie Morissette, who is the manager of the Essential Skills Profiles group within the Office of Literacy and Essential Skills.

Hello Sylvie and welcome!

Sylvie: Thanks Véronique! It's a pleasure to be here today.

Véronique: The Office of Literacy and Essential Skills has updated Essential Skills Profiles in the summer 2011 to ensure that they are current and representative of today's occupations. Can you please give us some background on that project?

Sylvie: Certainly! On our website, under the ''List of all profiles'' web page, you can find more than 350 Essential Skills Profiles, some of which were developed over the past two decades through the Essential Skills Research Project. To provide up-to-date information on the skills required of workers in different occupations, our Department is undertaking a multi-phased approach to review Essential Skills Profiles and validate the content with stakeholders.

Véronique: To date, how many profiles have been revised?

Sylvie: 50 profiles and the occupations were chosen from a variety of economic sectors, such as manufacturing, agriculture and green initiatives, health care and social assistance.

Véronique: What changes can we see in the revised profiles?

Sylvie: The following new elements have been added:

• First, profiles contain information on how each occupation is affected by digital technology.
• Second, new task statements have been developed for each occupation.
• Third, while there are still nine essential skills, you can find "Working with Others" and "Continuous Learning" in the "Additional Information" section.
• And finally, the "Computer Use" skill domain has been replaced by "Digital Technology" to reflect a more up-to-date concept of skills and tasks. It's important to note that complexity levels in the updated profiles still use the "Computer Use" methodology from the Essential Skills Research Project. This hasn't changed.
  • The Policy and Research group in the Office of Literacy and Essential Skills has completed a digital skills research project in spring 2011. This project examines some options for designing a new complexity rating scale for digital skills. Over the next two years, this group will be exploring the possibility of developing a robust scale on which peoples' digital skills can be graded.

Véronique: Just to add to your point, there is a podcast available in our Audio Centre, which presents the findings of that digital skills research project.

Sylvie, I noticed on your website that the 50 updated profiles are available in a shorter format than the original versions. Can you please describe why these profiles have been synthesized?

Sylvie: They've been synthesized to pilot a more market-ready version of the Essential Skills Profiles to appeal to a wider audience.

Véronique: And to synthesize these profiles, I imagine that you removed sections of the original profiles?

Sylvie: Yes Véronique, the following content was removed:

• First, the section entitled ''Participate in Supervisory or Leadership Activities'' under ''Working with Others''.
• Second, the sections ''Physical Aspects'', ''Attitudes '' and ''Future Trends'' under ''Other Information''.
• Third, the ''Typical and Most Complex'' ranges were removed.
• Followed by the ''Most Important Essential Skills''.
• Also, the subsection titles were removed to streamline and simplify the content.
• And finally, the summary charts for ''Reading'', ''Document Use'', ''Writing'', ''Numeracy'' and ''Oral Communication'' were removed.

These changes are based on an Essential Skills Profiles consultation that took place in June 2010 with stakeholders from across Canada.

Véronique: Sylvie, will a longer version of the profiles be available?

Sylvie: Yes, we are currently working on revising the long version of the updated profiles, which will be available by spring 2012.

Véronique: Can you share with us the content we can expect to find in the long version?

Sylvie: Absolutely! A significant component from the original profiles will remain part of the long version, and that is the original summary charts developed for some of the essential skills. Also, users will have access to the detailed subsections for ''Numeracy'' and ''Thinking'' skills. Overall, the long version will incorporate most of the characteristics presented in the short version. For example, the ''Computer Use'' skill domain will be replaced by ''Digital Technology'' and new task statements will be added. An interesting feature that will be incorporated to the long version is a summary of the ''Impact of Digital Technology'' for each essential skill.

Véronique: Will original versions of the profiles remain available?

Sylvie: Yes they will remain available until all profiles are reviewed and available online. Until then, users will be prompted to click on a link directing them to the ''List of updated profiles'' page on our Website.

Véronique: Thank you very much Sylvie for providing information on the recent updates made to 50 Essential Skills Profiles.

Please note that on our website:

If you're looking for the original profiles, click on ''List of all profiles''. And if you're looking for the updated profiles, click on ''List of updated profiles''.

Thank you!

Véronique: Hello and welcome to the series of podcasts developed by the Policy and Planning division within the Office of Literacy and Essential Skills. My name is Véronique Cadieux and I will be your host for this podcast, which will focus on the National Occupational Classification and how it relates to the Essential Skills Profiles. Today, I have the pleasure of interviewing Amy Read.

Hello Amy and welcome!

Amy: Thanks Véronique! It’s a pleasure to be here today.

Véronique: Those who are familiar with Essential Skills Profiles will be aware that a profile title almost always includes a four digit numerical code from the National Occupational Classification, commonly known as the N-O-C.

We’re here today to find out more about this classification system and how it impacts the profiles.

So Amy, let’s start by talking about the N-O-C. Can you tell me exactly what the NOC is, and why it exists?

Amy: I’d be happy to! Considered one of the most important sources of occupational information in Canada, the NOC is used daily by thousands of people to understand the jobs found throughout Canada's labour market.The NOC is a framework for organizing all occupations in the Canadian labour market. With over 17 million people in the labour force, you need a way to manage the information about the work they do so that it’s easily understood.

The NOC was first published in 1991-92 and replaced the Canadian Classification and Dictionary of Occupations, commonly known as the CCDO. The NOC was created to enable us to classify occupational information from statistical surveys and to describe occupations in an organized and standardized framework. This framework is comprised of a four-tiered arrangement of occupational groups that are then separated into sub-components.

Véronique: Alright, let’s get into more detail about how the NOC is organized. You mentioned a four-tiered structure?

Amy: That’s right. At the top of the tier, occupations fall under broad occupational categories (that we call skill types). These groups are further sub-divided into major groups, minor groups and unit groups. Each unit group represents an occupational description consisting of several standardized sections. The unit group is the level at which occupational statistics are collected and reported.

Véronique: Perhaps a concrete example could help us understand the structure (and all the different types of groups) a little better?

Amy: Absolutely! Let’s take the skill type of Sales and Service Occupations from NOC 2006, which will continue to be used by certain stakeholders for some time:

• This occupational category is divided into three major groups:
  • Skilled Sales and Service Occupations
  • Intermediate Sales and Service Occupations and
  • Elemental Sales and Service Occupations

• If we take the major group of Intermediate Sales and Service Occupations, it’s then divided into eight minor groups, which, for example, include:
  • Sales Representatives, Wholesale Trade
  • Retail Salespersons and Sales Clerks and
  • Occupations in Travel and Accommodation

• Finally, these minor groups are expanded into unit groups that are even more specific within the Intermediate Sales and Service Occupations. So, for example, the minor group for Occupations in Travel and Accommodation includes specific occupations or unit groups such as:
  • Travel Counsellors 
  • Hotel Front Desk Clerks and 
  • Pursers and Flight Attendants

Véronique: Thanks Amy! A specific example certainly helps us better understand the structure. Can you explain how this four-tiered structure relates to the numerical codes associated with occupations?

Amy: Well, the NOC provides a description for each unit group – we can discuss this later. However, structurally, each unit group is represented by a four digit numerical code. Each number in this code is significant. To help you understand the significance of these four digit codes, I will use the Travel Counsellors occupation, which is one of the unit groups of the Sales and Services Occupations example I just gave.

For Travel Counsellors, the four-digit NOC code associated with the occupation is 6431. Here is how the code is broken down:

• The first digit of the code (6) represents the skill type. 
• The first and second digits together (6-4) represent the major group.
• The first, second and third digits together (so 6-4-3) represent the minor group.
• With the fourth digit (6-4-3-1), you have the specific unit group or occupation code.

The skill level also plays a major role in the NOC’s classification criteria and is identified by the second digit of the code, with the exception of management occupations.

Véronique: Can you tell me more about what “skill level” means?

Amy: Well Véronique, a skill level for the NOC is defined generally, as the amount and type of education and training required to enter and perform the duties of an occupation. In determining skill level, the experience required for entry, and the complexity and responsibilities typical of an occupation, are also considered in relation to other occupations.

To give you an explanation of skill levels, let’s focus on the second digit of the NOC code. For all non-management occupations the second digit of the code corresponds with the skill levels “A, B, C and D”. The digit 1 represents level A, digits 2 and 3 correspond to level B, digits 4 and 5 represent level C and digit 6 corresponds to level D:

• Skill level A is consistent with university education, while;
• Skill level B reflects completion of college, skilled trades or specialized training programs and supervisory categories;
• Level C reflects completion of high school with completion of courses, or some high school with completion of occupation specific training;
• Skill level D occupations require on-the-job training and instruction.

If we refer back to our example of 6431, Travel Counsellors would be classified in skill level C.

Véronique: Now what about management-related occupations?

Amy: Management occupations are considered a skill type; therefore they all begin with the digit “0”. The second digit of management occupations identifies the skill type in which the management occurs; for example, managers in engineering are 02, where the “0” corresponds to management, and “2” corresponds to skill type 2 for natural and applied science occupations, under which engineering occupations are classified.

In NOC 2006, management occupations were not associated with a skill level category. However, in the recently-released revised edition, NOC 2011, all management occupations are still skill type 0, but are also considered part of the skill level A dimension. I’ll say more about the meaning of the skill levels when we discuss the revisions of the NOC.

Véronique: Now, can you explain the type of information one might expect to find in the occupational description of a NOC unit group?

Amy: Of course! Each unit group has the following elements:

• a four digit numerical code;
• a unit group label - or the name of the occupational group;
• a lead statement - describing the essence of the work and the most common employers;
• example titles - that are used in the labour market and reported by workers and employers;
• main duties - describing the work performed in the occupation;
• employment requirements - to be hired, or to enter the occupation, and
• a list of similar occupations that are classified elsewhere in the NOC.

Some unit groups also have a section called “Additional Information”. This section describes the potential for transferability or mobility from the occupation to other occupations.

Véronique: And, what is the NOC information currently used for?

Amy: The NOC is used in a range of contexts to compile, analyze and communicate information about occupations. Occupational information is of critical importance for the analysis and reporting of labour market and career intelligence, skills development requirements, occupational forecasting and labour supply and demand characteristics. It is also the platform that supports the delivery of many Government of Canada programs and services such as Employment Insurance, the Temporary Foreign Worker program, Employment Equity and numerous others, in addition to private sector uses.

Véronique: I understand that the NOC is revised and updated every five years. Can you tell me why?

Amy: It’s important to update the NOC because the labour market and the nature of work are continually evolving. We need to understand how advancements in technology and global economic fluctuations influence work and the labour market in Canada.

Véronique: And, is it correct to say that the NOC is revised and updated in coordination with the census cycle?

Amy: Yes that’s correct!

Véronique: And why is that?

Amy: It’s essential to revise the NOC to remain current and relevant with both statistics and the qualitative information provided by the classification.

We align the revisions with census cycles because the census, formerly the long form survey and now the National Household Survey, provides the largest sample and is the most reliable source of occupational and labour force data.

Each revision period alternates between a minor update and a structural revision of the NOC classification system so that structural changes only occur every 10 years. We limit structural revisions to every 10 years in order to provide a stable framework for longitudinal data analysis.

Véronique: Amy, you mentioned that the NOC was recently revised. Was this part of a 10 year structural revision or a 5 year minor update?

Amy: Our latest revision, the NOC 2011, represents a major structural realignment. A key accomplishment from this revision is the harmonization of the NOC and the NOC-S. The NOC-S, or the National Occupational Classification for Statistics, is Statistics Canada’s version of the NOC which uses an alpha-numeric coding structure. Users of the NOC and NOC-S requested a joined classification system in order to eliminate the need to convert from one system to the other. The joined NOC 2011 was developed through the joint efforts of Human Resources and Skills Development Canada and Statistics Canada. It was first used for the new National Household Survey conducted during Census 2011.

Véronique: In addition to creating a joined classification system, what are some of the other enhancements that were made to the NOC 2011?

Amy: There is an increase in the number of major groups, from 26 to 40. This change is a result of the alignment of the major group structure with the NOC-S and it significantly improves the level of detail for data at the major group - or two-digit level.

There is also a decrease in the total number of unit groups, from 520 to 500, to reflect the restructuring that has taken place in some areas of the labour market. As I mentioned previously, management occupations, which are considered a skill type, were previously not addressed with respect to skill level. For this revision, we have included management occupations in the skill level A dimension, which reflects university education level. While entry to management is dependent on a number of requirements, completion of university is not required for all management occupations. In order to address the level gap, we considered other aspects of management. This decision to include management within skill level A is based on the main characteristics of management occupations, which include high levels of responsibility, authority and accountability for decision-making. Management decisions affect organizations as a whole and extensive occupational experience and/or formal qualifications are generally required for all management positions.

Finally, new job titles that have emerged and are now used in the labour market were added, and many unit group descriptions have been updated.

Véronique: Can you explain how the NOC relates to the Essential Skills Profiles?

Amy: The research on essential skills information for occupations is built on the framework of the NOC. This ensures comparability of essential skills and the foundation used for occupational statistics and qualitative information on work in the Canadian economy.

Véronique: What is the impact of the NOC revision on Essential Skills Profiles? 

Amy: I think users can anticipate a few changes in Essential Skills Profiles. For example:

• Some profile titles will need new NOC codes because of the realignment, even if the content of some of these groups has not changed significantly. For example, the unit group for Travel Counsellors, which was previously 6431 in 2006, is now code 6521 because Sales and Services groups have been split at the major group level. Major groups 62, 64 and 66 are now associated with Sales, and 63, 65 and 67 relate to Services.

• As well, some occupations will now be in different skill types and/or represent different skill levels. For example, Farmers and Farm Managers (NOC 8251 in 2006) were in skill level B to emphasize the high level of technical expertise required to successfully operate a farm. As a reminder, skill level B includes college, skilled trades or specialized training programs and supervisory categories. In NOC 2011, this group is now in the management category (0811) to reflect the complexities of managing farming business operations with increasing divisions of labour and automation.

Véronique: In terms of next steps, how do you see the new structure being implemented? 

Amy: During the 2011 revision process (between 2008 and 2010), HRSDC and Statistics Canada established an interdepartmental committee for other government departments using the NOC, and other areas of HRSDC/Service Canada/Labour and Statistics Canada, as the most effective way of exchanging information and input. This was requested by senior management because they understood the implications of such a significant structural revision on many systems and services throughout government.

Now that NOC 2011 has been released on both HRSDC’s and Statistics Canada’s Web sites, we are proposing to launch an intradepartmental committee to prepare internal areas of our Department for the next steps. Statistics Canada will be releasing data on labour from the 2011 National Household Survey by June of 2013. We are proposing a co-ordinated implementation or adoption of the 2011 structure so that key program, policy and service areas are ready to integrate and work with the new structure by the time data is available. This will ensure consistency in the messaging of program, policy and service delivery areas of the Department with respect to current job and labour market information.

Véronique: So in the meantime Amy, for Essential Skills Profile users who are using the 2006 classification aligned with profiles on our Web site, are there any tools you can suggest to help them navigate the new 2011 structure?

Amy: Absolutely, we have developed what are called “Concordance Tables,” which map modifications from the 2006 structure to the 2011 structure. The tables identify 2006 major groups, minor groups and unit groups that have been given new codes in 2011, content that has moved from a 2006 group to a different or new group in 2011 and so on… You can find this document by going to our main Webpage, which is www.hrsdc.gc.ca/NOC, you can then select your preferred language, and then click on ’’Concordance Tables’’ under the sub-title, ’’HTML format’’.

Véronique: That is excellent! Thank you very much Amy for providing information on the National Occupational Classification.