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NOC Code: NOC Code: 8422 Occupation: Silviculture and forestry workers
Occupation Description: Occupation Description:
Silviculture and forestry workers perform a variety of duties related to reforestation and to the management, improvement and conservation of forest lands. They are employed by logging companies, contractors and government services. Silviculture and forestry workers perform a variety of duties related to reforestation and to the management, improvement and conservation of forest lands. They are employed by logging companies, contractors and government services.

  • Click on any of the Essential Skills to view sample workplace tasks for this occupation.
  • 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 Reading 1 2 3 4
Writing Writing 1 2
Document Use Document Use 1 2 3
Digital Technology Digital Technology 1 2
Oral Communication Oral Communication 1 2 3
Money Math Money Math 1 2
Scheduling or Budgeting and Accounting Scheduling or Budgeting and Accounting 1 2
Measurement and Calculation Measurement and Calculation 1 2 3
Data Analysis Data Analysis 1 2
Numerical Estimation Numerical Estimation 1 2 3
Job Task Planning and Organizing Job Task Planning and Organizing 1 2
Decision Making Decision Making 1 2 3
Problem Solving Problem Solving 1 2 3
Finding Information Finding Information 1 2
Critical Thinking Critical Thinking 1 2 3

  • 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.

  • Read comments on forms and maps, e.g. read comments on maps to learn where trees need to be thinned. (1)
  • Read instructions and warnings written on signs, labels and packaging, e.g. read signs to learn about the location of hazards, such as high pressure gas lines. (1)
  • Read workplace safety materials and procedures, e.g. read instructions on how to use personal protective equipment, work safely around chicots (dry or rotten trees) and handle hazardous products, such as gasoline. (2)
  • Read notices and bulletins, e.g. read notices from workers' compensation boards to learn about workplace hazards. (2)
  • Read a variety of manuals, e.g. read manuals to learn how to operate and maintain equipment, such as chain saws and firefighting gear. (3)
  • Read a variety of instructions and procedures, e.g. read instructions and procedures contained in orientation handbooks to learn how to plant trees and thin brush. (3)
  • Read contracts and regulations, e.g. read contracts to learn about the responsibilities of contractors and provincial regulations governing the use of heavy equipment, such as skidders used to prepare sites for reforestation. (4)
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  • Write short notes to co-workers, e.g. write short notes to co-workers to inform them about defective equipment. (1)
  • Write short comments in logbooks, e.g. write entries in logbooks to record the number and types of trees and plants. (1)
  • Write silviculture prescriptions and management plans, using repetitive standard wording. (2)
  • Write short incident reports, e.g. write short reports to describe complaints and events leading up to workplace accidents. (2)
  • Write fire cost reports to report the outcomes of fire suppression activities. (2)
  • Write short descriptions, e.g. write short descriptions on pre-harvest assessment forms to report the relative health of stands and any visible signs of disease or insect damage. (2)
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Document Use
  • Locate data on labels, e.g. locate data, such as dimensions, on labels attached to boxes of seedlings. (1)
  • Read gauges and digital readouts, e.g. scan digital readouts to determine the operating condition of equipment. (1)
  • Use symbols and icons, e.g. use symbols on maps for orientation and icons on product packaging to recognize hazardous materials. (1)
  • Complete a variety of forms, e.g. complete coded timesheets by entering hours worked and forest fire weather index forms by circling numbers and entering dates, times and coordinates. (2)
  • Refer to pictures of various plant species in order to recognize them. (2)
  • Scan assembly drawings, e.g. scan assembly drawings of chain saws to learn how to disassemble and reassemble them. (2)
  • Complete hazard assessment forms, e.g. record the outcomes of hazard assessments and complete checklists on worksite hazard assessment forms. (2)
  • Locate data in a variety of tables and schedules, e.g. locate waypoints, such as latitudes and longitudes, in tables and dates, times and coordinates in burn schedules. (2)
  • Enter data into complex forms, e.g. complete fire cost reports using information from a variety of sources, such as fire diaries. (3)
  • Refer to maps and aerial photographs to learn about physical location coordinates, boundaries, distances and the location of work sites. (3)
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Digital Technology
  • Use hand-held digital data loggers to record data, such as latitudes and longitudes. (1)
  • Use global positioning system (GPS) devices to map locations and determine elevations and coordinates. (1)
  • Use calculators and personal digital assistant (PDA) devices to complete numeracy-related tasks, such as calculating material requirements. (1)
  • Use two-way radios and satellite phones to communicate with co-workers. (1)
  • Use email to exchange information and documents with co-workers. (2)
  • Use Internet browsers to access weather forecasts and advisories. (2)
  • Enter data into spreadsheets to tally amounts for invoices and estimates. (2)
  • Use the Internet to access training courses and seminars offered by suppliers, employers and trainers. (2)
  • Use word processing software to write reports. (2)
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Oral Communication
  • Listen to and provide warnings, e.g. listen for signals from co-workers about falling trees. (1)
  • Participate in group discussions, e.g. discuss safety, goals, procedures and timeframes with firefighters, helicopter pilots and ground crews when fighting forest fires. (2)
  • Discuss planting requirements and strategies with forest service personnel. (2)
  • Exchange information with co-workers, e.g. talk to supervisors to learn about job assignments, coordinate activities and discuss schedules. (2)
  • Provide detailed, step-by-step instructions, e.g. explain to new employees the procedures for working safely around chicots (dry or rotten trees) and the use of equipment such as chain saws. (3)
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Money Math
  • Calculate your pay, e.g. use factors, such as rate per acre and rate per tree, to calculate money owed to you. (2)
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Scheduling or Budgeting and Accounting
  • Calculate material requirements, e.g. calculate the number of seedlings needed to complete a project. (2)
  • Calculate the number of trees planted on a per hectare basis using data, such as planting plot assessments. (2)
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Measurement and Calculation
  • Take a variety of measurements using basic tools, e.g. measure the diameter of trees using tape measures. (1)
  • Use precision instruments to measure the height of trees and the grade of slopes, e.g. use clinometers to determine the height of trees. (3)
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Data Analysis
  • Compare actual plant counts to specifications, e.g. compare the number of seedlings planted to project requirements. (1)
  • Calculate averages, e.g. calculate the average number of trees planted per acre. (2)
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Numerical Estimation
  • Estimate requirements, e.g. how much fuel will be needed to operate chain saws. (1)
  • Estimate production rates, e.g. estimate the number of acres that can be thinned in one day. (1)
  • Estimate the number of firefighters required to bring a fire under control, based on numerous factors, such as an assessment of wind conditions, surface moisture and the likelihood of precipitation. (3)
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Job Task Planning and Organizing
  • Silviculture and forestry workers organize the area they have been assigned in conformance with the foreperson's guidelines. Since many work sites are remote, they plan their equipment and supply needs carefully. Failure to plan effectively can result in lost time. Weather conditions and the need to traverse difficult terrain can disrupt their plans and may cause them to revise their priorities. (2)
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Decision Making
  • Select the processes, parts, tools and equipment required to perform tasks, e.g. consider ground conditions and seedling types to determine planting locations. (2)
  • Decide to report unsafe work conditions. Act on requirements to report unsafe work conditions by discussing your concerns and decisions with co-workers and supervisors. (2)
  • Decide which trees to cut and which to leave and the best positioning of cuts to bring a tree down. (2)
  • Decide the safest way to leave a forest fire site by, for example, building a helipad or walking out. (3)
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Problem Solving
  • The terrain is too rocky to plant seedlings. Use your judgment to plant the seedlings only in places where they are likely to survive. (1)
  • You have been asked to perform unsafe work. Speak with supervisors to clarify their request and refuse to perform work you deem to be unsafe. Follow legislated 'right to refuse unsafe work' policies until satisfactory outcomes are achieved. (2)
  • You are having difficulty getting the equipment and skidder to the work area because of streams or hilly terrain. Search for alternate routes to bypass the obstacles. (2)
  • Encounter delays due to equipment breakdowns. Inform supervisors about equipment breakdowns and perform other work until repairs are completed. Attempt to troubleshoot and repair the equipment. (2)
  • Deal with a fire suddenly flaring up because of a change in wind direction. Follow procedures and rely on past experience to cope with this emergency. (3)
  • When burning debris, the fire spreads too quickly. The crew works as a unit to bring the fire under control. (3)
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Finding Information
  • Find information on the operation and maintenance of equipment by reading equipment instruction manuals and by speaking with co-workers. (1)
  • Find information about forest fires. Talk to emergency responders, co-workers and pilots and review maps and weather forecasts. (2)
  • Find information about worksite hazards by conducting physical inspections, reading site hazard assessment forms and speaking with co-workers. (2)
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Critical Thinking
  • Evaluate the performance of equipment, e.g. determine the need to sharpen chain saws by evaluating the ability of chain saws to make speedy cuts. (1)
  • Assess soil conditions. Consider factors, such as the rockiness of soil, amounts of clay, drainage conditions and accumulations of logging debris, when evaluating where to plant new seedlings. (2)
  • Evaluate weather conditions, e.g. evaluate the impact that winds and moisture levels will have on forest fires. (2)
  • Evaluate the safety of work conditions and tasks. Observe slipping and falling hazards and the locations of safety gear, such as fire suppression equipment. Take note of other potential hazards, such as chicots, improperly cut trees, broken equipment and signs of wildlife, such as bears. (3)
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