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Revised January 2008
Table of Contents
Why Hire an Apprentice?..............................................................
Steps in Recruitment……………………………………………..
Interviewing ……………………………………………………...
After Hiring an Apprentice……………………………………….
Financial Incentives for Employers Hiring Apprentices…………
Retention …………………………………………………………
Performance Management and Review…………………………..
page 2
page 2
page 5
page 7
page 8
page 9
page 12
Why Hire an Apprentice?
Successful companies recognize the need to recruit and train workers for the future.
Workers in formal apprenticeship programs are trained to industry standards and are
prepared to make long-term contributions to a company’s success.
A study released in 2006 by the Canadian Apprenticeship Forum revealed:
 On average for each dollar invested in an apprentice, a benefit of $1.38 accrues to
employers or a net return of $0.38.
 For each trade, the cost benefit analysis indicates that apprentices begin to
generate net benefits for employers by the end of the second year or earlier.
 Employers feel that there are important qualitative or non-monetary benefits
associated with apprenticeship training. Specifically, hiring apprentices ensure
that an organization has skilled labour and a lower turnover rate.
 Employers believe journeypersons receive benefits from training an apprentice.
These benefits might include developing leadership skills or updating practices.
Companies and organizations thrive when employers are able to recruit competent,
skilled, and dedicated workers. The following section is designed to assist employers to
recruit apprentices.
Steps in Recruitment:
Before recruiting, review or create a job description and keep it for future reference.
Elements of the job description can be used in advertising or posting the position.
1. Job description:
 Lists the key elements of a particular job/occupation. The Ontario Skills Passport
website lists essential skills for over 200 occupations.
(http://skills.edu.gov.on.ca/OSPWeb/jsp/en/login.jsp)
 Outlines the purpose, duties, equipment used, qualifications, training needed,
physical and mental demands, as well as working conditions.
 Gives the employer a benchmark from which to work when interviewing people.
 Provides a documented source for reference when needed.
 Clearly outlines expectations for employer and employee.
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

Deters misunderstandings.
Changes as needed through regular review and updating.
Helps companies organize their Human Resource needs.
Key components (see example on page 3):
 Company Name/Logo
 Job Title
 Lines of Communication – identifies where job fits in organizational structure.
 Department
 Who the position reports to
 Job Status – Full-time, Part-time, Contract, benefits, etc.
 Scope of Position – describes the objectives, and purpose of the position
 Responsibilities – outlines the specific tasks and duties of the position in point
form
 Qualifications – lists the skills, education, previous experience, etc. needed for the
position
 Date of creation / review / salary scale
 Application deadline; starting date
 Preferred method of contact
Example: CHAIN LINK INDUSTRIAL COMPANY
Job Description
(Segments of the Job Description can be used to prepare a job posting).
Position Title:
Industrial Mechanic
Millwright apprentice
Location and Contact
Information:
25 Linkhead Road
Anywhere, Ontario
000-000-0000
jobs@link.ca
Description:
install and repair plant
machinery under supervision
of journeyperson
Department (if appropriate):
Manufacturing
Status: (Full time, Part time, Contract)
Full-Time position
Responsibilities:
 Install equipment and machinery and get it functioning.
This involves reading and interpreting diagrams, blueprints,
schematic drawings and manuals to determine the
procedures.
 Inspect machinery and equipment to detect problems.
 Make necessary repairs or adjustments, using various
tools such as screwdrivers, wrenches, welding torches, etc.
Reports To:
Industrial Mechanic Millwright in
plant
Salary:
$18/hour to start
Qualifications:
 Completion of grade 12
Ontario Secondary School
Diploma
 Related work experience
 Operate hoisting and other lifting devices to position
machinery and parts during installation, set-up or repair.
 Plan and schedule installations and preventive repairs and
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maintenance of a wide range of equipment and machinery.
Application Deadline:
October 1st
Projected Start Date: October 15th
Preferred Method of Contact:
email jobs@link.ca
2. Recruiting Methods:
Network:
Mention hiring needs to people in your business or industry. Ask employees if they know
of anyone who may be interested in the position. Some employers offer monetary
rewards to employees for referrals. These rewards are paid after the new employee
completes a probationary period.
Free Recruiting Methods (websites and services):
apprenticesearch.com – This website brings together people looking for apprenticeship
opportunities with employers offering apprenticeship training and jobs. There is a
database for employers to search: www.apprenticesearch.com
Job Bank – Employers can post jobs through the Service Canada employment offices and
the job bank website: http://www.jobbank.gc.ca
Open House – These are special events held by companies to attract interested
candidates.
Recruiting with a Fee attached:
Newspaper and Trade Journal Ads – Print ads are the traditional means of recruiting new
employees.
Agencies – There are a variety of third party recruitment agencies that will find potential
candidates. These services usually charge a fee if a candidate is hired.
A listing of local recruitment agencies can be found in the yellow pages under
“Recruitment” or by doing a search on the internet.
Websites – There are numerous websites catering to a variety of industries. These
websites post opportunities for a fee. Employers can buy packages or single postings.
Websites that cater to a general audience include www.monster.ca and
www.workopolis.ca. To find websites that are industry specific, check with trade
associations or unions (if applicable).
Other Methods:
Ontario Youth Apprenticeship Program (OYAP) – This program, available to students in
Ontario secondary schools, is designed to help high school students make a smooth,
successful transition into post-secondary apprenticeship programs. Work placements
provide important experience to students and allow employers to meet staffing needs.
OYAP is an excellent, low-cost way to decide if a candidate would be a good fit for a
future position with a company or organization. High school students who experience
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success in cooperative education work placements may become future employees of the
same company that provides the original training.
OYAP is coordinated by each local school board and is available to students with cooperative education placements in skilled trade occupations. Cooperative education is a
unique experiential opportunity that extends learning beyond the classroom to a
workplace setting. An opportunity to experience a workplace helps students discover
their options and gather the information they need to make informed decisions about their
post-secondary futures.
Information on OYAP can be found by visiting http://www.schooltocareer.ca/oyap/index.asp
or by speaking to a guidance counsellor or cooperative education teacher at a local high
school about experiential learning.
3. Interviewing:
Once potential candidates have been selected, interviews need to be scheduled to determine the
best candidate.
Interview Preparation:
 Employers need to be able to explain to candidates why an employee would want to work for
their company. In an interview, the employer sells the organization and the applicant sells
himself or herself.
 Technical and Job Specific questions - An employer needs to know whether or not the
candidate can do the job. Job descriptions can be used to develop technical questions.
Candidates should be asked about competencies and skills related to the current job.
 Behavioural Based Questions (see sample questions on page 6). The most accurate predictor of
future performance is past performance in similar situations. Candidates are asked to reflect on
previous work experiences relevant to the current job.
 Each candidate’s resume should be reviewed for gaps in employment terms or anything else that
requires clarification.
 Some employers use a scoring system to rate employees for different factors. This allows an overall
score for comparative purposes.
Interview Process:




Candidates should submit resumes and/or complete application forms before the interview
begins.
It is up to the employer to establish rapport in the interview. Introductions and a brief period
of small talk usually facilitate rapport.
The agenda for the interview should be reviewed. See points immediately below for sample
items.
The employer should talk about the company and the position available.
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



The employer should ask questions about the applicant’s resume and past work experiences.
The employer should ask technical questions.
The employer should ask behaviour based question similar to those on page 6.
The candidate should have an opportunity to ask questions.
The employer should explain when the hiring decision will be made and how it will be communicated.
Behavioural Based Interview Questions

Give an example of a time when you set a goal and were able to meet or achieve it.

Tell about a time when you had to go above and beyond the call of duty in order to get a job
done.

Tell about a time you were able to successfully deal with another person when there was a
conflict.

Give an example of when you showed initiative and took the lead.

Give an example of a time when you worked on a team. How did you find the experience?

Give an example of a time when you had to handle a variety of tasks at the same time. What
did you do?

If one of your previous employers was asked to describe your three best qualities, what
would he/she say?

How would a friend or a family member to describe your three best qualities?

What is one thing you would like to improve?

Site a previous achievement which made you extremely proud.
4. Selection:
 Once candidates have been narrowed down to the top three, the employer should
contact references. When contacting previous employers, questions should be
asked about the candidate’s past performance and his or her qualifications as they
pertain to the position in question. Ask whether the employer would hire this
individual again.
 Once the decision is made, the successful candidate should be notified and offered
the job. A letter should be provided that outlines the specific duties related to the
job.
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
Candidates who were not successful should be politely notified in a prompt and
polite manner.
Resumes and interview packages should be kept in a locked space for privacy
reasons. These should be shredded or disposed of after a 6 month or 1 year
period.
After Hiring an Apprentice:
After a brief trial period, the employee should be registered as an apprentice with the
Ontario Ministry of Training, Colleges and Universities at one of the apprenticeship
offices listed below. A Training Consultant with the Ministry will issue a training
standards booklet specific to the trade involved. The licensed journeyperson providing
the training will sign off on each of the skills listed in the booklet as they are
demonstrated by the apprentice. The Training Consultant will also provide information
concerning the in-school component of the training and the Certificate of Qualification
Exam to be written at the end of the training period.
Toronto District Office
625 Church Street
1st Floor
Toronto, Ontario M7A 2B5
General inquiries: (416) 326-5800
Front desk: (416) 326-5775
Fax: (416) 326-5799
Pickering Regional Office
1420 Bayly Street
Unit 1
Pickering, Ontario L1W 3R4
Telephone: (905) 837-7721 or 1800-461-4608
Fax: (905) 837-6726 or 1-800-4615385
Brantford Area Office
515 Park Road North
Suite 7
Brantford, Ontario N3R 7K8
Telephone: (519) 756-5197
Fax: (519) 756-0724
St. Catharines Area Office
301 St. Paul St.,
9th Floor
St. Catharines, Ontario L2R 7R4
Telephone: (905) 704-2991
or 1-800-263-4475
Fax: (905) 704-2985
Barrie Regional Office
Ontario Government Building
34 Simcoe Street
Barrie, Ontario L4N 6T4
Telephone: (705) 737-1431
or 1-800-560-3821
Fax: (705) 737-5684
Thunder Bay Regional Office
28 Cumberland Street North
3rd Floor
Thunder Bay, Ontario P7A 4K9
Telephone: (807) 345-8888
or 1-800-439-5493
Fax: (807) 768-2536
Sarnia Area Office
1319 Exmouth Street
Suite 101, 1st Floor
Sarnia, Ontario N7S 3Y1
Telephone: (519) 542-7705 or 1-800363-8453
Fax: (519) 542-3391
Waterloo Area Office
285 Weber Street North
Waterloo, Ontario N2J 3H8
Telephone: (519) 571-6009 or 1800-265-6180
Fax: (519) 571-6047
Chatham Area Office
1023 Richmond Street
Chatham, Ontario N7M 5J5
Telephone: (519) 354-2766 or
1-800-214-8284
Fax: (519) 354-3094
Ottawa District Office
1355 Bank Street
Suite 703
Ottawa, Ontario K1H 8K7
Telephone: (613) 731-7100 or
1-877-221-1220
Fax: (613) 731-4160
Cornwall Area Office
55 Water Street West
Suite L50
Cornwall, Ontario K6J 1A1
Telephone: (613) 938-9702 or
1-877-668-6604
Fax: (613) 938-6627
Kingston Area Office
1055 Princess Street
Suite 404
Kingston, Ontario K7L 5T3
Telephone: (613) 545-4338 or
1-877-220-2721
Fax: (613) 545-1204
Peterborough Area Office
Ontario Government Building
North Bay Area Office
Suite 104
Mississauga Regional Office
The Emerald Centre
10 Kingsbridge Garden Circle
Suite 404
Mississauga, Ontario L5R 3K6
Telephone: (905) 279-7333 or
1-800-736-5520
Voice-mail: (905) 279-7709
Fax: (905) 279-7332
Owen Sound Area Office
1400 First Avenue West
Suite 4
Owen Sound, Ontario N4K 6Z9
Telephone: (519) 376-5790 or 1800-838-9468
Fax: (519) 376-4843
London Area Office
217 York Street
Suite 201
London, Ontario N6A 5P9
Telephone: (519) 675-7788 or 1800-265-1050
Fax: (519) 675-7795
Windsor Area Office
Roundhouse Centre,
3155 Howard Ave., Suite 200,
Windsor, ON
N8X 4Y8
Telephone: (519) 973-1441 or
1-800-663-5609
Fax: (519) 973-1415
Brockville Area Office
Ontario Government Building
P.O. Box 1511Oxford Street
Brockville, Ontario K6V 5Y6
Telephone: (613) 342-5481 or
1-877-417-9333
Hamilton District Office
Ontario Government Building
119 King Street West
5th Floor
Hamilton, Ontario L8P 4Y7
Telephone: (905) 521-7764 or 1-800668-4479
Fax: (905) 521-7701
Kenora Area Office
810 Robertson Street
Suite 105
Kenora, Ontario P9N 4J5
Telephone: (807) 468-2879
or 1-800-734-9572
Fax: (807) 468-2881
Timmins Area Office
1270 Hwy 101 East
Ontario Government Building
P.O. Bag 3095, C WING
South Porcupine, Ontario P0N 1H0
Telephone: (705) 235-1950 or
1-877-275-5139
Fax: (705) 235-1955
Sudbury Area Office
450 Notre Dame Avenue
Sudbury, Ontario P3C 5K8
Telephone: (705) 564-3030
or 1-800-603-5999
Fax: (705) 564-3033
Pembroke Area Office
169 Lake Street
Pembroke, Ontario K8A 5L8
Telephone: (613) 735-3911 or
1-800-807-0227
Fax: (613) 735-6452
Fax: (613) 342-9299
Note: Closed Thursday and Friday.
Sault Ste. Marie District Office
70 Foster Drive
Suite 150
Roberta Bondar Place
Sault Ste. Marie, Ontario P6A 6V9
Telephone: (705) 945-6815 or
1-800-236-8817
Fax: (705) 945-6818
Belleville Area Office
350 Dundas St. W.
Belleville, Ontario K8P 1B2
Telephone: (613) 968-5558 or
1-800-953-6885
Fax: (613) 968-2364
7
300 Water Street
First Floor
Peterborough, Ontario K9J 3C7
Telephone: (705) 745-1918 or
1-877-433-6555
Fax: (705) 745-1926
447 McKeown Avenue
North Bay, Ontario P1B 9S9
Telephone: (705) 495-8515
or 1-800-236-0744
Fax: (705) 495-8517
Financial Incentives for Employers Hiring Apprentices:
There are several financial incentives available to employers who hire and train
apprentices in Ontario.

Ontario Training Tax Credit
The Ontario government offers the Apprenticeship Training Tax Credit to
encourage employers to hire and train apprentices in specific skilled trades. The
tax credit reimburses 25% of eligible tax expenditures up to a maximum of $5,000
per qualifying apprentice per tax year. This credit is available for the first 3 years
of an apprenticeship program, commencing the day the apprenticeship agreement
is signed and the apprentice is registered with the Ontario Ministry of Training,
Colleges, and Universities. As it now stands, this is in effect until January 1,
2111.
For more information about these and other supports and incentives, contact 1800-387-5656, or your local Ministry of Training, Colleges and Universities
apprenticeship office (see chart on page 7).

Federal Apprenticeship Tax Credit
This tax credit is for eligible apprentices in a Red Seal Trade. The Minister of
Finance may, in consultation with the Minister of Human Resources and Social
Development, prescribe other trades. The eligible amount is 10% of the eligible
salary and wages payable to apprentices after May 1, 2006 or $2,000 whichever is
less.
Apprenticeship Signing Bonus Incentive

Are you an employer registering an apprentice that has recently completed
academic upgrading to qualify as an apprentice? You may be eligible for a $2,000
signing bonus over 6 months and the apprentice may be eligible for a $1,000
scholarship.
To qualify for the signing bonus the employer must:

be licensed to operate and be able to provide employment in Ontario

hire, train and register a scholarship candidate as an apprentice

have 3rd Party Liability and WSIB (or equivalent insurance)
The apprentice must:

be under 25 years of age
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
have left school before achieving academic requirements necessary to be
registered in a trade and be committed to completing the requirements within one
year – they must have an interruption in schooling to be eligible for the
scholarship

demonstrate an interest in the trades – summer job employment, job shadowing,
short essay or interview to reinforce commitment to trades
Training Incentives from Job Connect:
Job Connect is an Employment Ontario program administered by local agencies. Up to
$4,000 in training incentives may be available, depending on the position. Call the tollfree Employment Ontario Hotline at 1-800-387-5656, or (416) 326-5656 in Toronto, for
the name of the organization delivering Job Connect in your area.
Retention
Retaining apprentices is important to the financial success and well-being of a company.
No employer wants to lose a well-trained, contributing employee.
Employees stay with companies that make them feel respected and needed. This starts
with a well-planned orientation (first day or week in which employee learns required
tasks and receives instruction and support as required). In addition, a written contract and
a policy information sheet pertaining to hours, appropriate dress, etc. makes an employee
feel valued and sets out clear expectations. Paper work (payroll and tax forms, WSIB
forms) should be completed promptly and filed appropriately.
The Industry-Education Council of Hamilton recently released a report entitled
Apprentice Retention in the Skilled Trades, prepared by an MBA Consulting Team
from Sir Wilfrid Laurier University in Waterloo. In the study 350 apprentices were
interviewed, and from these interviews 10 Key Retention factors were identified.
(reprinted with permission from www.apprenticesearch.com)
1. Appreciation
Financial compensation is but one factor of many in this category. Apprentices want to
do work that employers value, and be recognized for it. Apprentices need employers to
provide:
 Positive reinforcement when a job is well done, and constructive feedback when
appropriate
 Creative social or financial incentives to recognize their work: these could be
individual appreciation events (raise, bonus, top-up to E.I. while in school, payroll
deduction for tools) or social (recognition in company newsletters, etc.)
 Team building and recognition events
 Information about the big picture, the core values of the organization, and how
their work contributes to the whole project or business,
2. Liking Co-Workers
Liking their co-workers is one of the most important factors in creating a positive work
environment, and seems to be more important than concern for remuneration. Liking coworkers definitely affects whether or not an apprentice stays with an employer. If an
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employer hires the right people, cooperation and cohesiveness improves in the
workplace, and productivity is increased. Be sure to:
 Make the investment to hire the right people, to create a culture that nurtures
positive attitudes, pride and cooperation
 Be a role model yourself; interact with employees in a positive way
 Create a working environment that employees will enjoy coming to every day
 Establish work units or teams to further develop cooperation and collaboration
3. Loyalty
Apprentices want to make a commitment to an employer, but that attachment is based on
job satisfaction. Apprentices who are loyal to the company are more apt to market the
merits of the business and to stay, leading to less turnover and higher productivity.
 Be loyal and supportive of apprentices; it's the best way to encourage them to be
loyal to you!
 Deliver on your commitments; if you make them, keep them - it's the best way to
build positive relationships
 Seek out and use feedback from your apprentices
 Appreciate and recognize apprentices
4. Communication
Apprentices want to be given feedback, but not just when there are problems. A minute's
explanation could save hours of additional work, and remember, employees are not mind
readers. Communication of clear directions and expectations increases apprentice
productivity and enhances the workplace environment. Verbal abuse by an employer was
one of the most significant complaints by apprentices.
 Schedule regular opportunities for communication between management or
supervisors and apprentices
 Take the time to clearly explain jobs and answer apprentices' questions
 Inform apprentices about the policies, procedures and general goals of the
business
 Remember that verbal abuse can stifle initiative and loyalty
5. Pride
Apprentices are proud of the work that they do and are attracted to employers that stress
quality work. Quality work in turn encourages repeat business, reduces work that needs
to be redone, and reduces the amount of wasted time and materials. Clearly this is good
for business and enhances overall job satisfaction. Take steps to:
 Consistently reward and recognize quality work
 Provide appropriate materials, training and time to do the job right
 Provide constructive feedback to enhance quality
 Show apprentices how their work contributes to the whole project
6. Responsibility
Apprentices stay with employers who give them a level of responsibility equal to their
ability. They feel frustrated when they are underutilized, and experience anxiety at having
to deal with situations beyond their abilities. Matching their skills to the jobs that need to
be completed leads to faster turnaround times. It also increases apprentices' abilities,
commitment, and sense of self-worth.
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

Conduct regular performance reviews and adjust the level of responsibility
accordingly – this, in turn, increases the overall skill base of the company
Match responsibility to ability – mismatches lead to job dissatisfaction
Offer new challenges and vary the routine of the job, where possible, so
apprentices stay interested in the work
7. Safety
Apprentices want to work in a safe environment and produce products or services that are
not harmful to the consumer. Safe working conditions attract and retain apprentices.
Increasing workplace safety, as well as product safety, reduces the amount of work that
needs to be redone and potential legal costs. An attempt to save money by cutting corners
could lead to serious consequences for an apprentice who often depends on his or her
physical ability to make a living.
 Develop a “safety first” workplace policy
 Educate and train employees on health and safety issues
 Be a role model for safe practices
 Appoint a health and safety officer or team to review current policies or introduce
new ones
8. Financial
Apprentices often experience difficulties with financial support while they attend inschool, work-related training. Coordination of information from the employer to the
Apprenticeship Branch, to the college providing the training, and to Service Canada
(formerly HRDC) needs to improve. Apprentices would like to receive better financial
support and E.I. monies faster when they attend school. Employers can help if they:
 Make sure the paperwork is completed well in advance of an apprentice attending
in-school training
 Explain the rules and practices for attending school to the apprentice
 Reduce interruptions in pay when an apprentice returns from school
9. Access to Training
Apprentices appreciate better access to work-related training, and not having to delay inschool training because their employer wants them to remain working. They also want to
utilize the training they receive when they get back on the job. Colleges and the
Apprenticeship Branch have a role to play in ensuring that the training provided is up-todate and relevant. Employers can:
 Develop formal in-house training that provides apprentices with a range of
learning opportunities
 Allow and broker access to outside training opportunities if in-house training does
not address all the required areas
 Find out what apprentices are learning in school, and match on-the-job
experiences to the skills acquired in class
10. Work/Life Balance
Apprentices want to work for an employer who recognizes and allows employees to have
a life outside of the workplace. Employees with a healthy work/life balance are also more
productive and have lower absenteeism rates. Some strategies to consider:
 Allow apprentices time to attend to their personal life needs
 Plan the work day to maximize efficiency and avoid wasted time
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

Provide health and dental benefits
Start a pension plan to encourage apprentices to stay long-term
Plan social events that include apprentices’ families
Performance Management and Review
One way to help retain employees is to have a performance management program. This allows
the employer to both review performance and keep the lines of communication open. It can also
form the basis for organizing pay increases. See the sample performance review plan on
pages 13-15.
A Performance Review is not one “official” meeting a year; it is an on-going series of
conversations between the employee and the manager. These conversations should address
goals, expectations, personal development opportunities and training needs. A successful
performance management program will have regular informal chats to discuss how things are
going. If these conversations occur throughout the year, then the formal review is only a
summary.
Performance Management Tips:
1. Both parties should prepare for these meetings.
2. The review should be written and signed by both parties.
3. The meetings should be informal, in a comfortable environment without other
colleagues around. Employers should be supportive of employees.
4. Feedback should be positive and constructive. Employers should focus on areas where
performance has been strong and areas where improvement is required. Examples should be
cited whenever possible.
5. Meetings should end with agreed upon next steps.
Steps for Performance Review:
1.
2.
3.
4.
5.
Arrange a convenient time for both parties.
Ask the employee to complete the self-rating section of the review prior to the meeting.
Speak to other employees / supervisors about the employee’s performance if necessary.
Complete the supervisor’s rating section of the review prior to the meeting.
Compare the employee and supervisor ratings. Differences should be discussed. If the employee is
unhappy with the supervisor’s rating, he or she can express this in the employee comments section.
6. Outline areas for improvement.
7. Provide comments on the completed form.
8. Set up the next informal meeting for follow up.
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Insert company Logo
Performance Review
Employee Information
Employee Name: ____________________________
Date Hired in Position: _______________
Job Title: __________________________________
Review Period: From ________ to ______
Location: __________________________________
Branch/Dept: ________________________
Performance Rating Definitions
O – Outstanding = Results are outstanding & consistently exceeds required standards
A – Advanced = Fully meets required standards and occasionally exceeds required standards
FP – Full Performance = Fully meets required standards
B - Basic = Results that meet required standards of performance for some but not all aspects of the job
U-Unsatisfactory = Results do not meet required quality and/or quantity standards
Section 1: Competencies
Place an X in the column to represent your
measurement of the performance level.
Employee Self Rating
Core Competencies
O
A
FP
B
Manager Rating
U
O
A
FP
** Based on the Essential Skills developed by the Government of
Canada
Reading Text Able to read text and follow instructions. Evaluate
the quality of text. Draw conclusions and use specialized
knowledge.
Document Use Able to read and use documents (signs, forms,
etc.). Can search and locate required information. Conclusions
can be drawn based on understanding of document.
Numeracy Able to handle tasks that require a combination of
mathematical operations or multiple applications of a single
mathematical operation.
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B
U
Writing Able to write pieces that inform, explain, request
information, express opinions or give directions. Could also be
written pieces that present considerable information and which
may feature a comparison or analysis.
Oral Communication Can effectively provide, obtain or
exchange information. Has a significant range of subject matter;
professional, organizational, theoretical, social issues and the
context can be unpredictable.
Working with Others Able to work alone while communicating
progress or information to others. Is also able to work sufficiently
on a team to produce a product or accomplish a task with
combined effort.
Thinking Skills
Problem solving Able to identify a problem, think of a
solution and assess the solution.
Decision Making Has sound judgement and is able to
make a decision when there could be consequences
of a wrong decision.
Job Task Planning and Organization Can prioritize
importance of tasks and organize what needs to be
done. Is able to revise the plan as required.
Significant Use of Memory Is able to remember
procedures, information for a period of time and learns
from one unique event.
Finding Information Can locate information from a
variety of sources, determine its suitability and analyze
it.
Computer Use Can perform complex tasks which involve
multiple operations and the extensive use of software features. Is
also able to select the software which is most appropriate for the
work to be done.
Continuous Learning Interested in learning on the job or
enhancing current skills to update credentials.
Section 2 Technical Skills
Fill in the appropriate skills required for the position. (Suggestions can
be found in About Trades on apprenticesearch.com)
O
A
FP
B
U
O
A
FP
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B
U
Section 3: Performance Objectives
Fill in the objectives that the employee is trying to accomplish or will try
to accomplish.
O
A
FP
B
U
O
A
FP
B
U
1.
2.
3.
4.
5.
6.
Section 4: Overall Performance Rating
Based on Section1-3 and the following definitions, check the rating which would most accurately describe the employee’s over all
performance.





O – Outstanding = Results are outstanding & consistently exceeds required standards
A – Advanced = Fully meets required standards and occasionally exceeds required standards
FP – Full Performance = Fully meets required standards
B - Basic = Results that meet required standards of performance for some but not all aspects of the job
U-Unsatisfactory = Results do not meet required quality and/or quantity standards
Section 5: Employee Development
Strengths – Describe the employee’s skill and abilities relating them to results
Developmental Needs & Recommendations – Describe areas that need improvement or development. Choose no more than 3 Competencies –
rated B or U.
Copyright: HIEC 2010
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