Ship Repair classification standard
Archived information
Archived information is provided for reference, research or recordkeeping purposes. It is not subject à to the Government of Canada Web Standards and has not been altered or updated since it was archived. Please contact us to request a format other than those available.
Introduction
This classification standard mapping tool has been developed to ensure consistency in applying the Ship Repair classification standard to UCS-style work descriptions and to assist in identifying and collecting information that may be missing from these work descriptions.
Getting started
Before you begin, you will need to read the entire work description. The map will guide you to the UCS elements where you are most likely to find the information you need to evaluate the position for each of the factors in the classification standard. However, there may be relevant information elsewhere in the work description. You may also have to talk to the manager and consult other sources of information such as your human resources information system or other documentation to gain a good understanding of the position being evaluated.
In the map below, you will find a list of the elements in the UCS-style work description that are relevant in applying the Ship Repair classification standard, for each of the factors in the standard. The factors in the classification standard appear on the left. The map will also help you identify other information that is required to evaluate the work description, as well as where you can find this additional information. The UCS element(s) that are considered most relevant to the factors in the classification standard appear in bold.
or requirement to apply knowledge of standards, contracts, specifications, legislation, safety regulations
| UCS element | What to look for |
|---|---|
| Skill and knowledge | |
| Information for the use of others | Responsibility for information may provide an indication of requirement for skill and knowledge to produce drawings, specifications, incident and operating reports, correspondence |
| Leadership of human resources | Relevant to any leading and supervisory functions; may give indication of management training required |
| Money | May give indication of requirement for bookkeeping knowledge |
| Physical assets and products | Relevant if there is responsibility for test equipment, etc.; skill and knowledge required to understand nature and operation of equipment |
| Ensuring compliance | May indicate requirement for knowledge of contract language, technical specifications; |
| Job content knowledge application | Breadth and depth will indicate requirement for application of trade knowledge, practices, principles, etc.; evidence of judgement and comprehension required |
| Contextual knowledge | Application of contextual knowledge may indicate requirement for a comprehension of regulations, codes and legislation |
| Communication | Requirement to use technical terminology, prepare correspondence, diagrams, directions, instructions, etc., may reflect skill and knowledge required; may have some relevance for vocational training |
| Motor and sensory skills | Relevant for specific vocational training and experience |
| Intellectual effort | Reflects the depth of trade knowledge, arithmetic, reports, degree of planning, organizing and control, complexity of the work, and comprehension and judgement required |
| Other information required and where to find it | Level of formal and on-the-job training required - manager; key activities may also provide further information |
| Effort | |
| Information for the use of others | May have some relevance for mental effort |
| Leadership of human resources | Level of supervision may reflect mental effort required for work planning, staff scheduling, coordinating work, managing contractors |
| Ensuring compliance | May indicate requirement to apply standards, inspect job sites - mental and physical effort |
| Job content knowledge application | Breadth and depth may provide an indication of mental and physical effort required to perform trade related activities |
| Communication | May have some relevance for mental effort |
| Motor and sensory skills | Relevant for mental and physical effort |
| Intellectual effort | Important in illustrating difficulty of problems and mental effort required to solve them |
| Sustained attention | Relevant for mental effort |
| Physical effort | Relevant for physical effort |
| Work environment | Relevant for identifying and confirming physical effort |
| Risk to health | Relevant |
| Other information required and where to find it | Key activities and percentage of time spent on each may provide more information |
| Responsibility | |
| Information for the use of others | May have some relevance |
| Well-being of Individuals | Relevant when the “buddy system” is in place |
| Leadership of human resources | Will provide indication of responsibility for safety of others when leading/managing people |
| Money | Relevant for nature and value of financial resources managed |
| Physical assets and products | Relevant for nature and value of materials and equipment used |
| Ensuring compliance | Relevant for safety of others, inspecting work of contractors against specifications |
| Job content knowledge application | Breadth and depth of knowledge of trade practices may confirm responsibility for resources, equipment used, safety of others, etc. |
| Contextual knowledge | Application of contextual knowledge of safety regulations, legislation, etc. may confirm responsibility |
| Communication | May have some relevance for accountability and judgement |
| Intellectual effort | May indicate or confirm requirement for decision making and judgement related to responsibility for safety and resources |
| Work environment | Some relevance for safety of others |
| Other information required and where to find it | Organization chart and the manager may provide further information on accountability |
| Working conditions | |
| Physical assets and products | May indicate if personal protective equipment required, etc; as well, nature and variety of equipment used |
| Motor and sensory skills | Relevant as indicator of possible hazards |
| Sustained attention | Relevant |
| Physical effort | Relevant for kind, frequency and duration of exposure to disagreeable conditions |
| Work environment | Relevant for kind, frequency and duration, and severity of disagreeable conditions |
| Risk to health | Relevant for hazards |
| Other information required and where to find it | Percentage of time for key activities may indicate relative importance of the above elements |
- Date modified: