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OSP Occupational Profile

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NOC Code: NOC Code: 5212 Occupation: Heritage Interpreters
Occupation Description: Occupation Description:
This group includes workers who classify and catalogue museum and gallery artifacts, construct and install exhibits and displays, restore, maintain and store museum and gallery collections, frame artwork, conduct guided tours and perform other functions in support of curatorial and conservation activities. They are employed in museums and galleries. This group includes workers who classify and catalogue museum and gallery artifacts, construct and install exhibits and displays, restore, maintain and store museum and gallery collections, frame artwork, conduct guided tours and perform other functions in support of curatorial and conservation activities. They are employed in museums and galleries.

  • Click on any of the Essential Skills to view sample workplace tasks for this occupation.
  • Skill levels are assigned to tasks: Level 1 tasks are the least complex and level 4 or 5 tasks (depending upon the specific skill) are the most complex. Skill levels are associated with workplace tasks and not the workers performing these tasks.
  • Scroll down the page to get information on career planning, education and training, and employment and volunteer opportunities.

Table will display the Skill Level for the Noc specified
Essential Skills Essential Skills Levels
Reading Text Reading Text 1 2 3 4 5
Writing Writing 1 2 3 4 5
Document Use Document Use 1 2 3 4
Computer Use Computer Use 1 2 3
Oral Communication Oral Communication 1 2 3
Money Math Money Math 1 2 3
Scheduling or Budgeting and Accounting Scheduling or Budgeting and Accounting 1 2 3 4
Measurement and Calculation Measurement and Calculation 1 2 3 4 5
Data Analysis Data Analysis 1 2 3
Numerical Estimation Numerical Estimation 1 2 3
Job Task Planning and Organizing Job Task Planning and Organizing 1 2 3
Decision Making Decision Making 1 2 3
Problem Solving Problem Solving 1 2 3 4
Finding Information Finding Information 1 2 3 4


  • The skill levels represented in the above chart illustrate the full range of sample tasks performed by experienced workers and not individuals preparing for or entering this occupation for the first time.
  • Note that some occupational profiles do not include all Numeracy and Thinking Essential Skills.

If you would like to print a copy of the chart and sample tasks, click on the "Print Occupational Profile" button at the top of the page.


Reading Text
  • Read correspondence. (2)
  • Read museum notes for background information on exhibits. (3)
  • Refer to maintenance or operating manuals which give information about how to install, operate, maintain and repair equipment. (3)
  • Refer to field guides in order to obtain information and updates. (3)
  • Read technical manuals, for example, manuals describing historic weapons or manuals providing instructions to assemble an exhibit. (4)
  • Read union agreements. (4)
  • Read training manuals in order to train staff members. (4)
  • Read curriculum materials in order to prepare programs. (4)
  • Read text books and field and research reports for updates and for information (4)
  • Scan scientific and scholarly journals for information. (4)
  • Read program content such as scripts, dialogues, directions, outlines for workshops, as well as specific instruction scripts for guided walks and directions to specific locations. (4)
  • Interpret federal and provincial legislation. (5)
  • Read proposals, terms of reference and contracts. (5)
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Writing
  • Write comments on library index cards. (2)
  • Write form letters and standardized memos to accompany forms, such as evaluation forms. (2)
  • Write memos and letters. (2)
  • Write journal entries and field notes. (2)
  • Write information updates to staff and to information centres. (3)
  • Write and edit public service announcements. (3)
  • Write the content of exhibit materials, displays and signs. (3)
  • Write the text for brochures. (4)
  • Write training modules. (4)
  • Write research papers. (5)
  • Write program materials and scripts. (5)
  • Write seasonal and annual reports. (5)
  • Write research articles for newspapers and magazines. (5)
  • Write job descriptions, job performance appraisals and program appraisals. (5)
  • Write proposals, terms of reference and contracts. (5)
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Document Use
  • Read information cards and posters dealing with hazardous materials, Workplace Hazardous Materials Information System (WHMIS). (1)
  • Read collection management sheets and inventory lists. (1)
  • Read itineraries, timesheet and schedules for staffing and for events. (2)
  • Read and fill out calendars, diaries and daytimers. (2)
  • Fill out expense claims. (2)
  • Refer to blueprints for displays, renovations or facilities, including historical blueprints. (3)
  • Read reports on chemical composition or analysis of geological samples. (3)
  • Read a variety of maps including trail maps, geological maps and topographical maps. (3)
  • Read graphs and tables, such as migration tables, and interpret other visual presentations of information such as time line representations. (4)
  • Read archival documents, such as forms that may be old, cryptic and difficult to understand. (4)
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Computer Use
  • Use communications software. For example, use the Internet and send email. (2)
  • Use a spreadsheet. For example, record and analyze financial information. (2)
  • Use bookkeeping, billing and accounting software. For example, prepare budgets. (2)
  • Use statistical analysis software. (2)
  • Use word processing. For example, produce letters, memos, reports, etc. (2)
  • Use a database. For example, use computerized geographic information systems. (2)
  • Use other computer applications. For example, assess needs for the purchase or design of software. (3)
  • Use graphics software. For example, do exhibit layouts, information graphics and designs. (3)
  • Use computer-assisted design, manufacture or machining. For example, use AutoCAD to produce building plans for new exhibits. (3)
  • Use computers for desktop publishing. For example, produce pamphlets, overheads and other program materials. (3)
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Oral Communication
  • Interact with co-workers, individuals you supervise, your supervisor or manager, suppliers and the public. (1)
  • Instruct public and co-workers on various health and safety issues, e.g. camping etiquette, regulations and how to avoid bear attacks. (2)
  • Communicate to facilitate interaction, discussion or thought process, often using drama or story telling. (3)
  • Use a variety of language techniques such as analogies, metaphors and poetry. (3)
  • Communicate historical, scientific and technical information to groups and individuals using a variety of techniques. For example, present public talks using illustrative media, perform dramatic roles, lead participatory workshops, engage in casual discussions with visitors and lead guided tours. (3)
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Money Math
  • Collect program fees. (1)
  • Complete tax rebates and do invoicing. (3)
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Scheduling or Budgeting and Accounting
  • Keep budgets and make budget forecasts. (4)
  • Calculate hours and costs per program and predict cash flow. (4)
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Measurement and Calculation
  • Calculate distances to sites. (1)
  • Count number of participants. (1)
  • Count number of participants. (1)
  • Measure or calculate dimensions and convert between metric and imperial measures. (2)
  • Take a variety of fine measurements using special equipment. (3)
  • Calculate the height of objects, such as mountains or trees, using trigonometry. (4)
  • Calculate inventories, such as migrational counts, which may require the use of algebra. (5)
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Data Analysis
  • Do statistical analyses of attendance, such as calculating the percentage by demographic groups. (3)
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Numerical Estimation
  • Make estimates, such as estimating tree capacity or projecting numbers of visitors. (3)
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Job Task Planning and Organizing
  • Heritage interpreters develop their program schedules to meet deadlines. They develop time lines and prioritize their tasks and duties to keep on schedule. Heritage interpreters need to prepare analyses, syntheses and evaluations of all their programs. (3)
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Decision Making
  • Decide how to respond to inappropriate behaviour. (1)
  • Decide what medium and methods to use to ensure public safety on outdoor hikes. (2)
  • Decide how to advertise. (2)
  • Make decisions about time management, such as prioritization and organization. (2)
  • Make decisions about the allocation of funds. (3)
  • Decide upon selection methods to be used in hiring and who to hire. (3)
  • Decide what medium and methods to use in an interpretive program. (3)
  • Decide which selections to make when reviewing proposals. (3)
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Problem Solving
  • Handle complaints from customers. Listen to the complaint, explore solutions, and bring the issue to a conclusion. (2)
  • You have become involved in resolving conflicts among staff members. You may also face conflicts over resources, such as conflicts between farmers and hunters about land use. In these situations, you have to intervene, clarify positions and attempt to reach a compromise that will resolve the conflict. (3)
  • Observe wear and damage to historic sites. Develop environmental programs to protect these resources. (3)
  • You have discovered unmet needs or gaps in programming for specific groups. In response to these needs, create and deliver programs to meet specific criteria. (3)
  • There are competing priorities for resource usage. Reconcile the organization's mandate, public opinion and interpretive messages. For example, you may have to balance resource conservation with the organization's need to encourage attendance at a public display. (4)
  • You have become involved in resolving legal liability issues. You may have to interpret policy, prepare court statements or appear as a witness. (4)
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Finding Information
  • Use reference materials to find information about heritage sites requested by customers. (2)
  • Read magazines to keep up with current issues and topics of interest to the public. (2)
  • Conduct market research by scanning tourism statistics, reading industry newsletters, visiting other sites, and talking to colleagues. (4)
  • Conduct program development research by reading, conducting interviews, participating in first-hand experiences, or researching via the Internet. (4)
  • Analyze, synthesize and evaluate information found in reference materials and insert findings into programs. (4)
  • Conduct audience research by designing, conducting and evaluating participant surveys. (4)
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