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OSP Occupational Profile

OSP Occupational Profile

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NOC Code: NOC Code: 8613 Occupation: Aquaculture and marine harvest labourers
Occupation Description: Occupation Description:
This occupational group includes aquaculture support workers, marine plant gatherers, shellfish diggers and other labourers in aquaculture and fishing. Aquaculture support workers are employed by public or private fish hatcheries and commercial aquatic farms. Marine plant gatherers and mollusk harvesters may be self-employed. This occupational group includes aquaculture support workers, marine plant gatherers, shellfish diggers and other labourers in aquaculture and fishing. Aquaculture support workers are employed by public or private fish hatcheries and commercial aquatic farms. Marine plant gatherers and mollusk harvesters may be self-employed.

  • 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
Writing Writing 1 2 3
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
Data Analysis Data Analysis 1
Numerical Estimation Numerical Estimation 1
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
Finding Information Finding Information 1 2
Critical Thinking Critical Thinking 1 2


  • 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
  • Read short notes, e.g. read handwritten notes from supervisors to receive instructions about daily work tasks. (1)
  • Read instructions and warnings written on signs, labels and packaging, e.g. read warning signs to learn about electrocution and confined space hazards. (1)
  • Read work permits to learn about repairs being performed on equipment. (2)
  • Read notices and bulletins, e.g. fish harvesters read notices from regulatory agencies, such as provincial fishery ministries, to learn about changes to regulations. (2)
  • Read a variety of instructions and procedures, e.g. read step-by-step instructions to learn how to complete tasks, such as mix cleaning solutions and perform vehicle inspections. (2)
  • Read safety-related information, e.g. read Material Safety Data Sheets (MSDS) to find information about the safe use of hazardous materials, such as herbicides and pesticides. (2)
  • Read trade magazines, newsletters, brochures and website articles to learn about new products and stay up-to-date on industry trends. (3)
  • Refer to equipment manuals regarding the operation and maintenance of equipment. (3)
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Writing
  • Write short notes to co-workers, e.g. write short notes to co-workers to inform them about defective equipment. (1)
  • Write short text entries in logbooks and forms, e.g. write short comments in logbooks and vehicle inspection and maintenance forms to record the outcomes of safety and equipment inspections. (1)
  • Write short reports to describe events leading up to workplace accidents, e.g. write about injuries and events when completing reports for workers' compensation boards. (2)
  • Write step-by-step instructions, e.g. write instructions to co-workers explaining how to set-up, use and maintain equipment. (3)
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Document Use
  • Scan meters and digital readouts, e.g. scan readings on scales and equipment gauges to locate weights, energy readings and temperatures. (1)
  • Scan signs, icons and labels on product packaging and equipment. (1)
  • Scan lists, e.g. scan lists to identify part numbers and quantities. (1)
  • Enter data in forms, e.g. complete check boxes and enter data, such as dates, identification numbers and times, in pre-trip vehicle inspection forms and safety checklists. (2)
  • Study schematic drawings, e.g. scan schematic drawings to learn about the location of pumps and values for hydraulic systems. (2)
  • Scan a variety of forms, e.g. scan work orders to locate information, such as dates, times, parts numbers and quantities. (2)
  • Locate data, such as dates, times and dimensions, in tables, e.g. fish harvesters scan tide tables to time the harvesting of shellfish. (2)
  • Study assembly drawings, e.g. scan assembly drawings to learn how to disassemble and assemble equipment, such as pumps. (3)
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Digital Technology
  • Use calculators and personal digital assistants (PDAs) to complete numeracy-related tasks, such as calculating material requirements. (1)
  • Use global positioning systems (GPS) software to determine locations, travel routes and estimated arrival times. (1)
  • Use computer-controlled machinery to monitor pressures, sonic activities and gases and regulate the application of substances, such as herbicides. (1)
  • Use communication software to exchange email with co-workers. (2)
  • Use CD-ROMs and DVDs to access learning materials produced by trainers, suppliers, employers and associations. (2)
  • Use databases to retrieve equipment maintenance schedules and inventory counts. (2)
  • Use laptop computers to complete topographical surveys and generate diagrams. (2)
  • Use the Internet to access training courses and seminars offered by trainers, suppliers, employers and associations. (2)
  • Use spreadsheet software to calculate harvest amounts and tally costs. (2)
  • Access online information, such as bulletins, posted by suppliers, manufacturers, unions and associations. (2)
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Oral Communication
  • Talk to suppliers, e.g. contact suppliers to arrange for the timely delivery of products. (1)
  • Participate in meetings. (2)
  • Exchange information with co-workers, e.g. talk to supervisors to coordinate tasks and with co-workers to discuss risks, safety hazards and instructions. (2)
  • Communicate with members of the public, e.g. aquaculture and marine harvest labourers may explain fish-hatching processes to hatchery visitors. (2)
  • Provide detailed instructions to co-workers, e.g. provide instructions to junior workers about how to perform job tasks and the actions to take in the event of an emergency. (3)
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Money Math
  • Receive payments and make change, e.g. harvesting labourers receive payments from customers. (1)
  • Calculate invoice amounts, e.g. aquaculture support workers total bills for fish purchases by applying discounts and adding taxes. (2)
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Scheduling or Budgeting and Accounting
  • Establish schedules, e.g. fish harvesters schedule harvesting activities using tide tables and moon cycles. (2)
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Measurement and Calculation
  • Take a variety of measurements using basic tools. (1)
  • Calculate material requirements. (2)
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Data Analysis
  • Compare measurements to specifications, e.g. fish harvesters compare the sizes of fish to specifications to determine whether they can be harvested. (1)
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Numerical Estimation
  • Oyster pickers estimate the size of an oyster by comparing it to the size of their hand. (1)
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Job Task Planning and Organizing
  • Aquaculture and marine harvest labourers respond to priorities set by supervisors, but determine the order of tasks most appropriate to get the job done. Tasks are generally repetitive. The work plan is integrated with those of others within the team. Disruptions may be frequent and related to a variety of causes, such as adverse weather, equipment breakdowns or compromised safety conditions. Tasks are reprioritized in response to emergency situations. (2)
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Decision Making
  • Decide the order of tasks and the priorities. Decide the order in which to carry out tasks. (1)
  • Decide to report unsafe work conditions. Act on requirements to report unsafe work conditions by discussing concerns and decisions with co-workers and supervisors. (2)
  • Decide how to perform work safely. Consider requirements for personal protective equipment and hazards to yourself and others. (2)
  • Decide how to deal with emergency situations, e.g. decide how to contend with equipment malfunctions that have the potential to injure. (3)
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Problem Solving
  • Encounter safety hazards when conducting service calls. Isolate the safety hazards and initiate procedures to protect yourself and others. (1)
  • You have been asked to perform unsafe work. Speak with your supervisors to clarify their requests and refuse to perform work considered to be unsafe. Follow your legislated right to refuse unsafe work policies until satisfactory outcomes are achieved. (2)
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Finding Information
  • Find out the schedule of activities by asking co-workers, tradespeople and supervisors and by scanning schedules. (1)
  • Find information on the operation and maintenance of new equipment by looking in equipment instruction manuals and by speaking with co-workers. (1)
  • Locate information about plant and animal diseases by conducting Web research, referring to manuals and by speaking with supervisors. (2)
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Critical Thinking
  • Evaluate your ability to perform work safely. Consider factors, such as personal fatigue, stress and impairments, such as the fear of heights and confined spaces. (2)
  • Evaluate the performance of equipment. (2)
  • Evaluate the safety of work sites. Observe electrical, slipping and fall hazards and the location of safety equipment, such as fire extinguishers. Take note of other potential hazards, such as improperly stored tools, broken equipment and confined spaces. (2)
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