Essential Skills are the skills needed for work, learning and life. They provide the foundation for learning all other skills and enable people to evolve with their jobs and adapt to workplace change.

Through extensive research, the Government of Canada and other national and international agencies have identified and validated nine Essential Skills. These skills are used in nearly every occupation and throughout daily life in different ways and at different levels of complexity.

There are nine Essential Skills:

Reading Text Document Use Numeracy Writing Oral Communication Working with Others Continuous Learning Thinking Skills Computer Use

Reading Text refers to reading material that is in the form of sentences or paragraphs.

Reading Text generally involves reading notes, letters, memos, manuals, specifications, regulations, books, reports or journals.

Reading Text includes:

forms and labels if they contain at least one paragraph print and non-print media (for example, texts on computer screens

and microfiche) paragraph-length text in charts, tables and graphs

Document Use refers to tasks that involve a variety of information displays in which words, numbers, icons and other visual characteristics (eg., line, colour, shape) are given meaning by their spatial arrangement. For example, graphs, lists, tables, blueprints, schematics, drawings, signs and labels are documents used in the world of work.

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

Document Use includes:

print and non-print media (for example, computer screen or microfiche documents, equipment gauges, clocks and flags)

reading/interpreting and writing/completing/producing of documents-these two uses of

documents often occur simultaneously as part of the same task, e.g., completing a form, checking off items on a list of tasks, plotting information on a graph, and entering information on an activity schedule.

Numeracy refers to the workers' use of numbers and their being required to think in quantitative terms.

_____________________________________________________________________________Writing includes:

writing texts and writing in documents (for example, filling in forms) non-paper-based writing (for example, typing on a computer)

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

_____________________________________________________________________

Working with Others examines the extent to which employees work with others to carry out their tasks. Do they have to work co-operatively with others' Do they have to have the self-discipline to meet work targets while working alone'

Work alone

o Employees work alone providing products or information on progress to others.

Home-based production workers work alone within their home environments.

Work independently

o Workers are not physically alone but work independently, coordinating their work with that of others.

Receptionists in a large office and production line workers with responsibility for a very specific part of the process are in physical environments that include other workers. However, they work essentially on their own.

Work jointly with a partner or helper

o One worker co-ordinates and co-operates with only one other co-worker at a time.

A tradesperson works with an apprentice.

A dental assistant works with a dentist.

Work as a member of a team

o A team is a group of workers who produce a product or accomplish a task through combined effort and organized co-operation.

Members of a film crew work together to create a feature film or documentary.

Continuous Learning examines the requirement for workers in an occupational group to participate in an ongoing process of acquiring skills and knowledge.

Continuous Learning tests the hypothesis that more and more jobs require continuous upgrading, and that all workers must continue learning in order to keep or to grow with their jobs. If this is true, then the following will become essential skills:

knowing how to learn; understanding one's own learning style; and knowing how to gain access to a variety of materials, resources and

learning opportunities.

This may include the following types of learning:

training in job-related health and safety; obtaining and updating credentials; and learning about new equipment, procedures, products and services.

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

o Problem solving, decision making, critical thinking, job task planning and organizing, significant use of memory, finding information

Computer Use indicates the variety and complexity of computer use within the occupational group.

________________________________________________________________________

Levels of Complexity

Levels of complexity are a rating tool by which all skills are measured. Complexity levels from 1 (basic tasks) to 4 or 5 (advanced tasks) are assigned to example tasks performed by a worker in a specific job. The Essential Skills Research Project's groundbreaking research developed these

levels of complexity to address the differences in skill requirements between occupations. For example, a bricklayer and a travel agent both require the Essential Skill of writing to effectively do their respective jobs. However, the specific form and complexity of writing is different for each.

A bricklayer typically requires a level 2 of Writing as their job involves less complex writing tasks such as the revision of work orders, writing estimate sheets on the cost of materials or labour, and filling out simple forms (e.g. incident reports). However, a travel agent typically requires a level of 4 as they use a more complex writing style to complete such materials as magazine articles, and writing advertisements to market tours.

In this case the travel agent receives a higher rating than a bricklayer because the rating scale takes into account the length and purpose of writing, as well as the style, structure and content of what is being written. The travel agent needs to use more descriptive and complex vocabulary when writing their promotional materials making their typical writing levels more advanced.

Also, a task's complexity rating increases as the demands of the task's content increase. For example, consider the following Oral Communication task in Italics:

Hosts story-time. The children's librarian reads books aloud to small and large groups in an attempt to capture their attention with an entertaining style and instill them with a love of books.

If the information given is placed in a context involving the librarian's presentation to a small group of children within her classroom, then one could conclude that this teacher is performing at a complexity level 1 on the continuum. Here are the factors that would explain this lower level—narrow range of subject matter, familiar subject—this is a children's book being read—she's not making it up as she goes.

However if the information is placed in another context—e.g. the librarian had to give a presentation to thousands of her colleagues at a UNICEF convention on children's literature, then this longer presentation would be vastly more complex and would require her to perform at a level 4 on the continuum. Here are some factors that could explain this given level—extensive preparation, unfamiliar, threatening context, high professional risk, and her director would be in the crowd.

Labour Market Information

NOC code: 6242

Occupation: Cooks

Area: Newfoundland and Labrador

Results Generated on: May 5,2010

Employment Requirements- Completion of secondary school is usually required.- Completion of a three-year apprenticeshipprogram for cooksorCompletion of college or other program in cookingor Several years of commercial cooking experience are required. - Trade certification is available but voluntary in all provinces and Territories.- Interprovincial trade certification (Red Seal) is also available to qualified cooks.

Skills RequirementsMost employers who advertise are looking for workers who have the following experience and skills:

Experience: 0-2 years

Specific Skills:

Clean kitchen and work areas. Work with minimal supervision. Prepare and cook individual dishes and foods. Ensure quality of food and determine size of food proportions.

Most Important Essential Skills

Reading Text Document Use Writing Numeracy Oral Communication Thinking Skills

o Problem Solving o Decision Making o Significant Use of Memory o Finding Information o Computer Use

Reading Text Task Complexity

LevelExamples

Typical From 1 To 3 Cooks:

Most Complex From 3 To 3 read instructions on the operation of appliances and equipment, such as

dishwashers, deep fryers and ovens. (1)

read rules for keeping cooking and stewarding areas clean. (2)

read recipes and use them to prepare food. (2)

read cooking texts and/or trade magazine articles and read special theme recipes on-line in order to gather suggestions for future banquets. (3)

may read and interpret vendor purchase agreements. (3)

Document Use Task Complexity

LevelExamples

Typical From 1 To 3 Cooks:

Most Complex From 3 To 3 interpret Occupational Health and Safety hazard symbols. (1)

read product labels to identify any ingredients that may be allergenic or excluded from restricted diets. (1)

read and enter data on the freezer temperature recording chart. (twice daily) (1)

check off items and quantities on delivery checklists. (1)

complete chef report sheets showing the number of entrees prepared. (1)

use item listing forms for ordering specific products, supplies and produce. (2)

may draw diagrams showing the arrangement of items on the plate. (2)

interpret customer satisfaction ratings displayed on charts. (2)

cross check the Stock Reconciliation form with the sign-out form to ensure accountability and adequate inventory. (2)

read customer orders and prepare accordingly. (2)

read event confirmation sheets in order to plan for events. The confirmation sheets contain information on the client, number of guests, times, location, liquor information, décor and furniture and detailed catering information, including costs. (3)

refer to salesmen's market reports regarding the availability and cost of goods in order to make appropriate menu decisions. (3)

Document Use SummaryCooks

Read signs, labels or lists. Complete forms by marking check boxes, recording numerical information or entering words, phrases,

sentences or text of a paragraph or more. The list of specific tasks varies depending on what was reported. Read completed forms containing check boxes, numerical entries, phrases, addresses, sentences or text of

a paragraph or more. The list of specific tasks varies depending on what was reported. Read tables, schedules or other table-like text (e.g., read work shift schedules). Enter information on tables, schedules or other table-like text. Interpret information on graphs or charts. Draw, sketch or form common shapes such as circles, triangles, spheres, rectangles, squares, etc. Make sketches. Obtain information from sketches, pictures or icons (e.g., computer toolbars).

Writing Task Complexity

LevelExamples

Typical From 1 To 3 Cooks:

Most Complex From 3 To 3 write and respond to electronic mail primarily for the purpose of internal

communications. (1)

write brief reminder notes regarding their tasks and list tasks for other staff. (1)

order food ingredients and kitchen supplies (e.g. dishwashing detergent) on-line. (1)

write suggestions for future menus. (2)

write routine memos to management requesting repair work to be done or suggesting purchase of new equipment. (2)

prepare documentation after completion of a catering event, outlining what was served, quantities, prices, range of services provided and dates. (3)

may complete accident reports on personal injuries (like burns, cuts and falls) to report to management and justify an insurance claim. (3)

may write non-routine memos to the supervisor or Human Resources Director

describing disciplinary situations. (3)

Numeracy

Task Complexity Level

Examples

Money Math From 1 To 2 Cooks:

Scheduling, Budgeting & Accounting Math

From 4 To 4 use petty cash to purchase small quantities of supplies needed immediately. (1)

Measurement and Calculation Math From 2 To 2 estimate the amounts of food in different sized containers. (1)

Data Analysis Math From 2 To 2 prepare bills for catering functions, including taxes. (2)

Numerical Estimation From 1 To 3

compare quantities of particular ingredients used in various recipes by converting between Imperial, American, and SI (System International) units. For example, a US quart is a .946 litre or .833 Imperial quart. (2)

measure ingredients according to menu specifications and the number of people to be served. (2)

analyse consumption patterns from time to time to determine if consumer choices are changing. For example, they may find that, given a choice, 33% of people choose chicken, or on Friday nights the bar generally goes through so many pounds (60 lbs.) of hot wings. They look for patterns, seasonal or otherwise, that may account for changing tastes and use this information in their planning process. (2)

estimate the yield from a whole salmon for portion sizes. For example, a whole 3 kilograms of salmon may yield 2 kilograms of usable product for portioning. (2)

estimate the quantity of various menu items that will be consumed during a regular shift. In addition, they estimate supplies required for non-regular shifts, such as a long weekend or a winter festival weekend that they may not have prepared for before. (3)

establish weekly budgets that include the costs for fresh food, shelf items, kitchen staff requirements, etc. In addition, they establish separate budgets for each of the catering events for the week. This will vary depending on the menu items, number of courses and number of people served. (4)

Oral Communication

Task Complexity Level

Examples

Typical From 1 To 3 Cooks:

Most Complex From 3 To 3 place supply orders by phone. (1)

call maintenance personnel to request repair of equipment. (1)

may chat briefly with guests at their tables to ascertain satisfaction with the food served. (2)

interact with servers to clarify orders or to explain how to serve specialty dishes, such as salmon wrapped in a banana leaf. (2)

talk to dishwashers and stewards about cleanup and the availability of cutlery or dishes. (2)

interact with delivery personnel who deliver food items to the kitchen. (2)

may assign the day's tasks and duties to those whom they supervise. (2)

resolve conflicts between colleagues involving minor complaints, such as differences of opinion about use of kitchen equipment. (2)

discuss deadlines and timeframes with colleagues to coordinate the sharing of equipment and workspace. This can be complicated when the restaurant is busy or when several catering events overlap. The effectiveness of this communication has a large impact on efficiency. (3)

liaise interdepartmentally with bartenders or housekeeping staff who set up tables for events and functions. (3)

Modes of Communication Used

In person. Using a telephone. Using a two-way radio or other such means.

Thinking Skills :

Problem Solving

Task Complexity Level

Examples

Typical From 1 To 3 Cooks:

Most Complex From 3 To 3 may have to deal with an employee being absent or late by either calling in a part-

time worker or extending the shifts of present employees as per guidelines. (1)

may find that they are out of a specific herb, such as fresh basil. They substitute it using dried basil or a complementary herb such as parsley. (2)

may find that supplies received do not meet the required quality standards. They may raise this matter at the next staff meeting or bring it to the attention of their supervisor. (2)

may realize that the soup has not turned out as expected. The problem may be resolved by adding another ingredient and remixing. If this fails to improve the taste, they may have to start again, using different ingredients. (2)

may find that room service staff do not pick up completed orders in a timely fashion, leading to complaints from guests. They examine their procedures to see if they can improve their own timing in making pickup requests. When they are satisfied that their procedures are clear, they call the room service supervisor to discuss ways in which they can speed up service. (3)

Decision Making

Task Complexity Level

Examples

Typical From 1 To 3 Cooks:

Most Complex From 3 To 3 decide what supplies need to be ordered and when. (1)

decide which sauces will be most complementary to a meal. (1)

routinely make menu decisions based on seasonal availability of ingredients, marketing trends and happenings in their locality. (2)

decide what products to substitute in an order when changes are required because of allergies, dietary factors, product shortages or cost. (2)

make a decision, in consultation with management, on whether to buy certain pre-prepared food items or to prepare from scratch, based on cost comparison and food quality. (2)

decide when to begin to cook an order so that it will be ready at the same time as another order. This timing is critical to customer satisfaction. Many factors relating to availability of equipment, complexity of recipes and customer preferences are taken into consideration in determining the timing. (3)

Job task planning and organizing

Complexity Level

Description

3 Own job planning and organizingIt is very important for cooks to plan tasks and to review work priorities and deadlines on an hourly, daily and weekly basis in order to ensure a smooth workflow and maximum efficiency. They coordinate their work plans with co-workers to schedule access to ovens and equipment and coordinate work between various work stations. Menus are generally planned on a longer basis, usually monthly. They also plan regularly for an adequate stock of supplies and the rotation of supplies.

Significant Use of Memory

Examples remember details of orders such as how many steaks are to be rare, medium or well done and which are to

be served with extra vegetables. remember details of customer food allergies communicated to them by servers so they can check that

sauces and ingredients are safe for specific orders. memorize multiple cooking processes involved with different kinds of cooking. For example, they

memorize the steps in preparing and baking a pasta dish.

Finding Information

Task Complexity Level

Examples

Typical From 2 To 2 Cooks:

Most Complex From 0 To 0 may search on the Internet for specialty recipes and suppliers. (2)

refer to various cookbooks and trade magazines to find information on food presentation and garnishes. For instance, they may search for how to use berries and products such as grenadine to adapt a cake to a Valentine's theme. (2)

visit other restaurants to find new trends and recipes. (2)

Computer Use

Complexity Level Description Examples3 Computer Use Profile

  Use word processing.    Use graphics software.    Use a database.    Use a spreadsheet.    Use financial software.    Use statistical analysis software.    Do programming or systems and software design.    Use computer-assisted design, manufacture or machining.    Use communications software.    Use Internet  

  Hardware and system    Other  

ww.labourmarketinformation.caSkip to content | Skip to institutional links | Check the help on Web Accessibility featuresOccupational Profile

Search Results:NOC code: 6242Occupation: CooksArea: Newfoundland and LabradorResults Generated on: May 5,2010

Nature of Work

Cooks prepare and cook a wide variety of foods. They are employed in restaurants, hotels, hospitals and other health care institutions, central food commissaries, educational institutions and other establishments. Cooks are also employed aboard ships and at construction and logging campsites. Apprentice cooks are included in this unit group.

Example Titles

apprentice cookcookdietary cookfirst cookgrill cookhospital cookinstitutional cookjourneyman/woman cooklicensed cook

line cooksecond cookshort order cook

Main Duties

Cooks perform some or all of the following duties: - Prepare and cook complete meals or individual dishes and foods- Prepare and cook special meals for patients as instructed by dietitian or chef- Supervise kitchen helpers- Oversee subordinate personnel in preparation, cooking and handling of food- May plan menus, determine size of food portions, estimate food requirements and costs, and monitor and order supplies.

Working Conditions - Newfoundland and Labrador, Newfoundland and Labrador

Many Cooks work on a seasonal basis. Some also work on a part-time or full-time basis, depending on their place of employment. Persons employed in this field may be required to be part of a union depending on where they work.

Cooks may work in a wide variety of settings from small hotel restaurants to large food service settings and on board ships. Shift work and split-shift work is common in this occupation. Cooks are required to work long hours and the work is physically demanding. The work requires standing for long periods of time and working in extreme heat conditions. Some heavy lifting may be required. Experience is usually requested along with the ability to work as a team player.

Progression to supervisory or more senior positions is possible with experience and training.Date published: 2010-04-27

Additional Information

- There is mobility among the various types of cooks in this group.- Progression to supervisory or more senior positions, such as chef, is possible with experience and training.- Red Seal trade certification allows for interprovincial mobility

Related Occupations

- Chefs (6241)- Food Counter Attendants, Kitchen Helpers and Related Occupations (6641)

Job and Skill RequirementsEmployment Requirements - Completion of secondary school is usually required.

- Completion of a three-year apprenticeshipprogram for cooksorCompletion of college or other program in cookingor Several years of commercial cooking experience are required. - Trade certification is available but voluntary in all provinces and Territories.- Interprovincial trade certification (Red Seal) is also available to qualified cooks

Skills Requirements Most employers who advertise are looking for workers who have the following experience and skills:

Experience: 0-2 years

Specific Skills: Clean kitchen and work areas. Work with minimal supervision. Prepare and cook individual dishes and foods. Ensure quality of food and determine size of food proportions.

Employment ProspectsEmployment Potential Fair

Employment Trends LABOUR MARKET CONDITIONS

Cooks make up a large occupational group in Newfoundland and Labrador. According to the 2006 Census, the labour force for this occupation consisted of 3360 persons. At the time of the Census (May), 2595 of these persons were employed. This was an increase of 24% from the 2001 levels. Over the same period, employment in all occupations increased by 7%.

Employment is mainly within the Accommodation/Food Services industry (70%) with the remainder in Health and Social Services (13%) and Retail (5%).

Individuals employed in this occupation are relatively younger than average. As a result it is not likely that many jobs will be created due to retirement over the next five years.

According to the 2006 Census, the unemployment rate for this occupation was high (23%) compared to 16% for all occupations in general. Monthly reporting, November 2008 to October 2009, indicates that the number of persons collecting Employment Insurance benefits ranged from a high of 1054 in February and March to a low of 533 in September. This fluctuation

confirms the seasonal nature of this occupation.

GRADUATE FOLLOW-UP STATISTICS

In 2006, 68 people graduated from entry-level cooking programs. When contacted by the Department of Education for graduate follow-up, 35% of these people responded to the survey.

During the reference week (June 25 to July 1, 2007), an average of 76% of job-seeking respondents were working compared to 84% for all one-year, entry-level programs. The success rate for finding related employment was 52% compared to 61% for all one-year, entry level programs.

Overall, results for this program were below average.

The employment success of individuals who have obtained the journeyperson certification was better. This is likely related to added opportunities associated with years of relevant work experience and the level of certification.

The reference week is at the beginning of the summer when most of the seasonal jobs are underway. For most graduates, this week would occur approximately one year after graduation which would have allowed graduates a full year to find employment. For more information visit the Career Search 2008 website at: http://www.ed.gov.nl.ca/edu/publications/postsecondary/index.html

EMPLOYMENT POTENTIAL

The employment potential for this occupation is FAIR. This employment potential call is based on a review of statistics such as past employment growth in the occupation, the unemployment rate for the occupation (based on the 2006 Census), graduate follow-up survey information, and economic forecasting. The employment potential call may be modified following in-depth consultations with employers, unions and associations.

SOURCES OF INFORMATION

Canadian Occupational Projection System (COPS)Department of Education, Government of Newfoundland and LabradorHuman Resources, Labour and Employment(HRLE), Government of Newfoundland and LabradorService CanadaStatistics Canada

Wages & SalariesCategory Average Wage

($ / hour)High Wage

($ / hour)Low Wage ($ / hour)

Reference period

General Wage 12.05 20.00 9.50 2009