Video - Join by Attributes (Part 2): One to Many Joins

Catalogue number: Catalogue number: 89200005

Issue number: 2020013

Release date: November 20, 2020

QGIS Demo 13

Join by Attributes (Part 2) - One to Many Joins - Video transcript

(The Statistics Canada symbol and Canada wordmark appear on screen with the title: "Join by Attributes (Part 2) - One to Many Joins")

Hello everyone, following up from the previous tutorial on one-to-one join by attributes, today we'll discuss the second type – the one-to-many join, where there are many rows or features for one corresponding feature geometry. We'll demonstrate these procedures using the Farms Classified by Total Farm Capital table, which includes the numbers of farms reporting in six separate capital categories for each corresponding boundary. The table also requires some formatting in an external editor, including extracting the join information which is not unusual for performing joins or integrating Statistics Canada tables with vector data presently.

So within the table we'll begin by moving the first Census Agricultural Region name down to align with the first capital category and delete the row it was in. Then we'll copy the main table to a new workbook to continue editing. So now we must fill the Census Agricultural Region names for each capital category. So under Find and Select, we can click Go to Special and check Blanks. In the Formula Bar at the top we'll then define the cell used to fill the first blank cell and hit Ctrl and Enter to auto-fill the formula down the entire column.

Next we want to extract the Census Agricultural Region Unique Identifiers found within the square brackets of the "Geography" column. So to do so we can apply this formula, which will find and extract characters within square brackets. I've included this and other helpful formulas for extracting join information within the video description. So after pasting the formula we can use the tab in the bottom-right corner of the cell to apply the formula for the entire column.

Now we want to remove the CAR prefix so we'll use the RIGHT formula, specifying the cell and the number of characters to take, in this case 9.

The final procedure to isolate the Census Agricultural Region Unique Identifiers is to take the first four values from the LEFT.

To extract the join information for finer census geographies such as subdivisions, we would actually take the first three digits on the left and the last four digits on the right and concatenate them together, with the procedures otherwise being the same.

Now we'll copy the extracted IDs and paste them as values in the adjacent column. We can then delete the previous three columns with formulas. And the final step is to provide abbreviated field names less than 10 characters in length as we learned in the previous video. I'm adding FN in front of 2011 and 2016 to distinguish that these are farm numbers being reported within these columns. Then we'll save our table first as an excel workbook, which we'll call FarmCap and then we'll resave as a comma-separated values file selected from the Save As Type drop-down. Saving directly to .csv could've adversely affected our table formatting. So now we can close the program, and click Don't Save.

Now within QGIS we can refresh our browser panel and load in the formatted table along with our Census Agricultural Regions boundary file.

Rather than using the Joins tab which results in a more complex workflow, we'll go to the Processing Toolbox, and search Join Value - opening the Join Attributes by Field Value tool. Despite the slightly different appearance and format the tool contains the exact same parameters as the Joins tab. We specify the two layers that we'd like to join, here the Census Agricultural Regions boundary file and the formatted farm capital table – and the two fields with common entries used to link the datasets together – in this case both being CARUID. We can also specify which fields to add from our second layer. The main distinguishing feature of the tool is the ability to select the One-To-Many from the Join Type drop-down.

So we'll now save it to a permanent file – calling it JFarmCap – in our Joins folder. Run the tool and once complete refresh the Browser Panel and load the layer.

So we'll isolate the Census Agricultural Regions in Manitoba for a smaller area of analysis. With our selection we can then calculate the difference in the farm numbers reporting in each capital category between the two census years using the Field Calculator. So I'll call the field D-Farm-16-11 and expanding the Fields and Values drop-down we'll subtract the number of farms in 2016 from those in 2011.

So now we can apply a graduated symbology to our calculated difference field. I created a symbology file earlier for this purpose which I'll load from File. So Natural Jenks was the Mode to establish the ranges for visualization and the same field was also used to label the features . It's important that we are applying the visualization to this layer, as it contains the full range of values which might not be replicated by individual capital categories.

Now within the Processing Toolbox, the Split Vector Layer tool can be used to create many separate layers from a vector according to a unique ID. So if we left it as is, using the CARUID – each census agricultural region would be output as a separate file. However, since we're interested in examining the changing number of farms in each capital category - we'll apply it to the Farm Capital Class field. We'll create a new directory within our Joins folder for the output files, calling it Split Farm Capital. Ensuring it's only applied to the selected features we can then click Run.

Once complete, we can now expand the directory and for a selection of layers in the Browser Panel we can right-click and select Add Layers.

So with the symbology already applied to our original joined vector, we can simply right-click copy style, and selecting all style categories. Now we can select and right-click the split layers and click paste style. So this enables a uniform visualization, with the complete value ranges, to be rapidly applied across multiple layers.

I've loaded and ordered the split layers in ascending capital ranges in the Prepared Layers group. So now if we toggle through the separate Farm Capital Categories we can see a broad trend. In general there's a decline in the numbers of farms reporting in smaller capital categories – and as we approach larger capital categories, there's a general increase in the number of farms reporting. This is an established trend within the agricultural sector.

So joining table and vector data is a powerful tool for integrating tabulated variables in a geospatial format – facilitating analyzing and visualizing spatial and temporal variations in a wide-range of reported variables. With the skills developed in this demo, users should be able to: Extract or match join information from datasets, Perform one-to-one and one-to-many joins between tables and vector datasets, and visualize joined variables and examine the relations with the graphics tools.

Although we only joined one table to the vector datasets for each of these case-uses, these procedures can be repeated to combine multiple tables and explore relations between variables at a common level. Apply these skills to datasets of interest to you. So stay tuned for the next tutorial in which we'll cover creating Maps in QGIS.

And on one final note - Statistics Canada is increasingly releasing datasets in table and spatial formats on the Federal Geospatial Platform, such as Median Income after Tax and Farm Operator datasets. They can be readily loaded into QGIS and used to examine trends at multiple scales. So download these datasets when available to facilitate using Statistics Canada data in QGIS.

(The words: "For comments or questions about this video, GIS tools or other Statistics Canada products or services, please contact us:
statcan.sisagrequestssrsrequetesag.statcan@canada.ca" appear on screen.)

(Canada wordmark appears.)

Retail Trade Survey (Monthly): CVs for Total sales by geography - July 2020

CVs for Total sales by geography - July 2020
Table summary
This table displays the results of Annual Retail Trade Survey: CVs for Total sales by geography - July 2020. The information is grouped by Geography (appearing as row headers), Month and Percent (appearing as column headers).
Geography Month
202007
%
Canada 0.7
Newfoundland and Labrador 1.3
Prince Edward Island 0.9
Nova Scotia 1.9
New Brunswick 1.8
Quebec 1.5
Ontario 1.4
Manitoba 1.6
Saskatchewan 1.4
Alberta 1.4
British Columbia 1.6
Yukon Territory 1.3
Northwest Territories 0.4
Nunavut 2.2

Video - Join by Attributes (Part 1): One-to-One Joins

Catalogue number: Catalogue number: 89200005

Issue number: 2020012

Release date: November 20, 2020

QGIS Demo 12

Join by Attributes (Part 1) - One-to-One Joins - Video transcript

(The Statistics Canada symbol and Canada wordmark appear on screen with the title: "Join by Attributes (Part 1) - One-to-One Joins")

So in this tutorial we'll introduce joining datasets by attributes, specifically linking tables to vector datasets for analysis and visualization. This is a powerful way to examine tabulated variables, linking them to vector geometries via common entries - in this case a column in the table and a matching field within the vector. There are two types of attribute joins, with slightly different procedures. Today we'll cover the first, the one-to-one join, where there is one row for each corresponding feature or geometry. For a successful join the entries must match perfectly. Thus, numeric identifiers are best due to complications with text such as special characters, spacing and case-sensitivities. Copying and matching entries between datasets is another method to improve the likelihood of a successful join.

For the tutorial we'll use the Population and Dwelling Highlight tables - downloaded previously. They are ideally formatted, as the join information is readily available and boundary changes between census collections have been accounted for – requiring no external formatting.

So we can load table datasets in to QGIS using the established procedures, double left clicking or dragging and dropping into the Layers Panel. So with the tables and corresponding boundaries loaded we'll open the Layer Property box of the Census Division layer which we'll use to demonstrate the procedures. We can use the Joins tab to perform one-to-one joins and to create our join click the Plus icon.

So the Join layer is the dataset that we'd like to join. And the join field is the specific column or field used to link the datasets. While the target field is the corresponding field within the vector containing matching entries, in this case the Unique Census Division Identifier.

We'll also check the following boxes, and specify the fields to join – as otherwise all fields are joined by default. Specifically we'll add the population and total private dwelling counts and percent change fields, as well as the land area, population density and two population rank fields. We'll remove the custom prefix to retain the original column names.

Now in the Source Fields tab we can see that the columns are joined temporarily and have been misattributed as text field types – a default in QGIS. Additionally, the joined field names exceed the limits of the file format we're using. So to permanently join the datasets we would have to export the dataset to a new layer. But to accomplish all three tasks at once we'll use the Refactor Fields tool.

In the Processing toolbox we can search the tool and double-left click to open it. So we'll close the tool description. And using the drop-downs we can change the field types for the joined columns. Specifically we'll use integer for the count variables, which will be whole numbers, while for the percent change field, land area and population density fields we'll use double - the equivalent for the decimal number field type. Then we need to specify the parameters – using a length of 12 and, for our double columns, a precision of 2. Finally we'll rename our fields to abbreviated headers less than 10 characters in length – the limit of the shapefile format we're using. So feel free to use abbreviations that are most interpretable to you.

Now we'll save the file - providing it an output directory and name. I am storing it in the Joins demo folder and calling it JPopCD for Joined Population - Census Divisions. Once complete, refresh the Browser panel and load the joined dataset into the Layers Panel.

So with our fields correctly attributed - we can now visualize the joined variables, applying a graduated symbology to the numeric fields – specifically in this case we'll use the percent population changes field. We'll select an appropriate colour ramp for visualization and for the Census Division layer we can use Pretty Breaks to establish the value ranges for visualization – clicking OK.

Now we can examine the spatial variations in the joined variables across Divisions within Canada.

We recommend practicing these procedures on your own by repeating with the Census Subdivisions layer to familiarize yourself with the workflow. Once again specify the Join layer and the join information in this case using the Census Subdivision unique identifier to link the datasets.

For the demo, I've loaded a Joined Subdivision layer I created earlier. Due to the data distribution at this level Quantile (Equal Count) was the method used to establish the break values for visualization. But toggling back and forth between the layers demonstrates how these procedures enable variables of interest to be assessed at multiple scales relatively quickly and easily.

And on that note - if we want to determine trends at a broader level we can use the Aggregate tool. So we specify the layer to be aggregated, and then the Group by Expression drop-down enables us to select a field to use in aggregating both the geometries and attributes of the layer. Since we are gonna use the Provin…Unique Provincial Identifier, the first three Census Division fields are redundant – so we'll remove them. We can specify the operator applied in aggregating the fields from the drop-down. So we'll use First Value for the first two text fields and for the percent changes we'll use Mean. Finally we'll remove the Population Rank fields. And we'll save this layer in the same directory calling it JAgPrPop for Joined Aggregated Provincial Populations. Once it's complete we'll refresh the Browser Panel once again loading the layer.

And now we'll recalculate the percent population change field with the Field Calculator. So we'll add a bracket, and then subtract the Population in 2016 from that in 2011, close the bracket and divide it by the baseline in this case being the population in 2011 multiplied by 100. Once again we can use the symbology tab to visualize the variables at three separate levels.

So the final item I'd like to discuss is the Graphics drop-down in the Processing Toolbox, which can be used to quickly assess data distributions, such as the feature counts in different categories using histograms and boxplots, or variable relations between joined variables – using the Scatterplot tool. So we could specify the 2016 Population as our independent variable and the Total Private Dwellings in the same year as the dependent. Once run, we can click on the Hyperlink in the Results Viewer to examine the relation. Unsurprisingly there is a very strong positive relationship between the total population and number of private dwellings.

So that concludes the one-to-one join - when there is one entry for each corresponding feature - using the Joins tab. The procedures can be applied to join tables or link two or more vector datasets together - enabling the visualization of variables of interest. We also learned how to apply the Refactor Fields tool to alter field types of joined data and use the Aggregate tool to examine trends at broader levels. We could iterate these procedures to combine multiple variables for examining changing variable relations between locations or over time. In the next demo we'll examine how to perform a one-to-many join.

(The words: "For comments or questions about this video, GIS tools or other Statistics Canada products or services, please contact us: statcan.sisagrequestssrsrequetesag.statcan@canada.ca" appear on screen.)

(Canada wordmark appears.)

Wholesale Trade Survey (monthly): CVs for total sales by geography - July 2020

Wholesale Trade Survey (monthly): CVs for total sales by geography - July 2020
Geography Month
201907 201908 201909 201910 201911 201912 202001 202002 202003 202004 202005 202006 202007
percentage
Canada 1.4 1.2 1.3 1.3 1.1 1.5 1.5 1.3 1.3 1.6 0.8 0.7 0.7
Newfoundland and Labrador 0.8 0.7 0.6 0.7 0.7 0.3 1.4 0.5 2.3 1.2 0.5 0.1 0.2
Prince Edward Island 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0
Nova Scotia 2.6 4.7 4.8 4.2 4.9 13.0 5.0 3.8 5.3 6.2 4.0 2.3 1.5
New Brunswick 2.9 3.4 2.3 2.8 5.5 3.6 4.9 2.4 2.1 3.3 3.3 1.9 1.4
Quebec 3.2 3.2 3.3 3.4 3.1 3.5 3.0 3.7 3.1 4.6 2.0 1.9 1.7
Ontario 2.4 1.8 1.9 2.0 1.7 2.4 2.4 1.8 2.1 2.3 1.1 1.1 1.1
Manitoba 1.9 2.0 2.1 3.3 1.8 5.1 2.7 1.6 1.9 5.8 2.8 1.2 1.2
Saskatchewan 1.6 2.2 1.7 1.4 1.9 1.4 1.0 1.1 0.9 2.4 0.7 0.7 1.1
Alberta 1.8 1.8 3.4 2.6 2.4 2.0 2.0 1.8 2.4 4.8 2.9 2.3 2.4
British Columbia 2.1 2.7 2.9 2.3 3.0 2.6 2.5 3.2 3.1 2.6 1.7 1.6 1.3
Yukon Territory 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0
Northwest Territories 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0
Nunavut 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0

Video - Best Practices, Tips and Altering Defaults in QGIS

Catalogue number: Catalogue number: 89200005

Issue number: 2020011

Release date: November 19, 2020

QGIS Demo 11

Best Practices, Tips and Altering Defaults in QGIS - Video transcript

(The Statistics Canada symbol and Canada wordmark appear on screen with the title: "Best Practices, Tips and Altering Defaults in QGIS")

Today we’ll introduce some tips and best practices for using QGIS, covering topics such as file management, optimizing workflows and accessing, running and troubleshooting common issues with processing tools. We’ll also briefly discuss changing program defaults, enabling some customization of the interface and treatment of data according to individual needs. These best practices and tips will help avoid frustration and facilitate processing, analyzing and sharing spatial data products and visualizations with others.

So the first tips concern file and directory management. Like many programs QGIS uses absolute file paths by default to link layers to project files. Therefore, if a directory or file is moved or renamed, the new path must be provided when reopening the project otherwise the affected layers are discarded. So select layer and click Browse – navigating to the new directory or filename, and for a shapefile - select the .shp component of the layer.

So as noted, all spatial data should be in a common directory – here the Geospatial Data folder - using additional subdirectories and distinctive file-names for further organization. It is still best practice to avoid spaces and special characters in filenames or directories – as this can complicate saving or loading files. So substitute spaces with underscores or dashes as required. Finally, using GIS it’s easy to rapidly create multiple files – so ensure to manage your directories judiciously.

The optimal file format for a dataset depends on the intended use. Shapefiles help quickly share layers with others for analysis, visualization and editing – while geodatabase and geopackage files enable layers of different geometry types to be stored in a single file; with the original layers locked from editing unlike Shapefiles – there are no limits on field name lengths. The Package Layers tool can be used to create a geopackage, where we could then combine the points from the Grain Elevators layer, lines from the road segments and polygons from the projected Manitoba census subdivisions. After saving to a permanent file, we could then load the layers like a file geodatabase. And there are a variety of other formats – such as KML for loading and displaying a vector layer in Google Earth. In general, use the Format drop-down in the Save Vector Layer As box to change to the desired file format. There are many sources detailing the applications, advantages and disadvantages of major formats, which can be consulted in determining the best format for your data.

And to improve rendering times for large vector datasets we can use the Create a Spatial Index tool from either the toolbox or the Source Tab of the Layer Properties Box. The raster equivalent is Build Overviews - creating coarser resolution versions of the input for rapid rendering at broader extents.

The next tips relate to GIS workflows. Ultimately, there are many ways to complete the same task in GIS. So the shortest workflow, in number of steps, intermediary outputs or processing times, which achieves the same result is the best workflow. Comparing these expressions – which produce the same selection - the second expression is better – as it avoids repeating the field name and operator for each attribute of interest. So apply these principles to your own workflows – whether it is the specific tools applied, the order in which they’re implemented or, as just shown, the way that an expression or code is written.

So QGIS tools can be accessed from the menu-bar drop-downs or from the Processing Toolbox. Note there is some mutual exclusion in the available tools – such as the Check Geometries Core Plugin in the Vector drop-down or the additional GDAL, SAGA and GRASS tool set, as well as user-created models and processing scripts in the Toolbox. I find that the Toolbox is the fastest and easiest way to isolate available tools using the Search bar, as this will also return additional or alternative tools that may be relevant for your workflow. If needed, use the descriptions on the right-side of a tool to help parametrize it. Note that the parameters can vary depending upon the specific source of the tool. For example, the QGIS Slope tool has just two parameters, for the Digital Elevation Model and Z factor, while the GDAL Slope tool contains additional parameters such as expressing slope in percentages vs degrees. The appearance of tools can also vary according to the location that they’re accessed from. So, for example, opening the Select by Expression tool from the Toolbox is markedly different in it’s appearance from that on the Attribute Toolbar – lacking the central drop-downs to help us construct our expressions.

The next item is on spatial properties. As noted, when using multiple layers in QGIS, the projection, datum and coordinate reference system should be uniform. Although QGIS re-projects layers on-the-fly for visualization to the Project Coordinate Reference System – established by the first loaded layer - it does not resolve these differing properties for processing and analysis. For spatial analysis, use a Projected Coordinate Reference System – tailoring the selected system to the required precision for your analytical needs.

Conversely, due to the potential effects on cell alignments and values, rasters should not be re-projected unless necessary such as for spatial analysis or integrating multiple rasters from different sources. In these cases, the alignment and resolution of cells should also match - which can be accomplished using the Align Rasters tool. Select the input layers, output file name and resampling method. The coarser resolution raster should be used as the Reference layer. And as we can see, the position of pixels compared against the original raster have been slightly shifted, but toggling on the aligned DEM we can see that their cells are aligned which we could then process and analyze further as required. Similarly, when sampling raster layers ensure that the minimum distance between points is greater than the resolution of cells to avoid violating assumptions of statistical independence.

The next tips concern running processing tools. Most tools can be run on single layers or Run as a Batch Process for multiple inputs. However, when run as a Batch Process – temporary layers and Selected Features Only are not available. The Multiple Selection box can help rapidly select layers of interest, and where possible we can copy and paste parameters to reduce manual inputs. To store intermediary layers we can create a temporary directory which we can be deleted after processing – as I did to re-project layers to WGS UTM Zone 14, with the Scratch folder. Provided the layers are named with the desired filename we can just add a prefix and use the Autofill Settings, Fill with Parameter Values to automate the output filenames.

Alternatively, for vector processing we can enable the Edit in Place function in the Toolbox. This enables input layers to be modified without creating new layers. So we could re-project layers, or here take the AOI layer and Rotate Features by 180 degrees. We can use the Undo function to revert to the original inputs as needed. Another option is to create a process model, defining inputs and algorithms for repeated tasks, such as this one here which reprojects and clips a layer to a common coordinate reference system and extent. We could then double left-click it in the Toolbox to run it individually or as a batch process in standardizing the spatial properties and the extent of analysis. We’ll cover the Process Modeler in a later demo.

So most QGIS tools are run in the Background – meaning that other tasks can be completed while processing tools are running. This is not necessarily applied to GRASS or SAGA tools. So be patient – even when the program appears frozen - often tools are still running and will complete given the required processing time. However, there is no auto-save in QGIS – so ensure to save edits to layers, visualizations and project files frequently, especially prior to running processing-intensive tools. And if QGIS crashes while using a processing tool, the Toolbox Icon may disappear from the Attribute Toolbar when the program is reopened. Since it’s a core plugin, it can be reloaded from the Manage and Install Plugins box, opened from the Plugins drop-down. We can then check the Processing box off and on again to have the icon reappear.

The Plugins are another key component of QGIS, integrating user-created functions. And they can be installed and updated directly from this window when connected to the internet or loaded from a compressed folder if downloaded from the Online Repository. Note that non-core plugins may rely on additional dependencies and can also become deprecated between QGIS versions – in which case they are listed in red.

Now let’s quickly discuss editing defaults within QGIS. To do so, expand the Settings drop-down and select Options. Note that any changes made here apply to all project files, and require restarting the program to take effect.

Within the General Tab, we can alter the interface language - specifying the language and locale – here having selected Canadian French. As we can see this translates most aspects of the interface, including tools and outputs accordingly. Back in the General Tab, below are additional defaults on system prompts and project parameters. In the Coordinate Reference System tab we can change the default Coordinate Reference System. We’ll leave it as WGS84, as this is the most widely used Geographic Coordinate Reference System. We can also alter how the coordinate reference system is established when loading layers – using either the Default, Prompting for each Layer or using the Project Coordinate Reference System.

In the Data Sources tab we can alter the behaviour and formatting of the attribute table. We can specify which features are shown, the default view as either form or table, and the defaults for copying the table. So, the default here includes Well Known Text which are the coordinates for the geometries of each feature. And this enables tables to be processed and analyzed externally, and reloaded in a spatial file format. However, if no further analysis in GIS was required or the data could be rejoined via another means such as unique identifiers - we could switch to plain text, no geometry to reduce times in exporting the table.

Rendering provides information on the defaults for visualizing vector and raster layers, such as geometry simplification for vectors and default rendering styles for rasters. The next four tabs enable edits the selection and colours for other map interaction tools, pre-defined colours and scales, and parameters for feature delineations.

Within the Processing tab, we can select the default file formats for raster and vector layers, how to address invalid geometries in a vector – here leaving it in its default - as well as the displayed information when running tools and the default output folder. In the Menus drop-down, we can customize the tools listed in the menu-bar drop-downs and on the toolbars. So to add it to the menu-bar, copy the Menu Path syntax from a tool already added and paste it to a tool of interest. Then to add it to a toolbar simply provide an icon and check the “Add button in toolbar” box. So here I created a custom toolbar with Geoprocessing tools, including Extract by Location – using the Snipping tool to extract icons from the toolbox. The toolbar can then be accessed once QGIS is restarted – here being shown in the French interface.

The Project Properties box contains similar parameters - but are specific to the active project file. It can be opened by clicking on the Project Coordinate Reference System button in the bottom right corner of the interface. Within the General tab, we can switch the Save Paths from Absolute to Relative for saving layers, which will reduce complications when sharing project files and directories with others. We can also specify default visualizations for different geometry types. And within the Relation tab we can establish layer relations, with the Referencing layer containing ‘many’ entries - such as the Census Subdivision layer - and the referenced layer containing one matching entry – here using the Census Division layer - and linking them by the census division identifier field.

Finally, let’s discuss some common problems and resolutions for processing layers. Most resolutions link back to the best practices we’ve discussed. The first thing to do is to consult the Log tab for targeting your trouble-shooting initiatives. For example, if it returns Invalid Geometries – run the layers through a cleaning tool such as Fix Geometries - and then rerun through the tool of interest with the fixed output. If errors persist tools such as Check Validity and Topology Checker can help identify errors, which can then be resolved with more advanced cleaning tools such as v.clean and Check Geometries. There are also case-specific tools such as Delete Holes and Remove Null Geometries, which can be applied as required. Less favourable is altering the default settings for Invalid Filtering to Ignore - since it does not address underlying issues and may yield inconsistencies in the outputs and analysis.

If the Log tab indicates a layer or folder cannot be found, ensure once again there are no spaces or special characters in the directories, subdirectories or filenames.

Inconsistencies in projections of input layers can also produce failures. And the differences will be shown by the differing EPSG codes after the layer names – in which case simply re-project the layers to the same system. If a geoprocessing error is returned, this may indicate that layers may differ in their type – specifically as single or multi-part, which relates to the number of features and corresponding entries in the attribute table. In this case, simply use the Multipart to Single Part or Promote to Multi-part tools to ensure conformity between the layers.

Finally, similar issues can occur with tools that require conformity or have constraints on accepted field types or file formats of input layers.

If related to differing field types we can use the Refactor Fields tool to ensure that the field types are the same. Otherwise, differences in common fields between layers can cause Join Attributes by Field Values, Merge and other tools to fail. Within the tool we can specify the field types, and length and precision parameters. In addition to linking layers together, it can also be used to correctly attribute a field type based on its content – such as changing a string field type with numeric variables to integer or double for use in the field calculator, interpolation tools or applying a graduated symbology.

If pertaining to the accepted geometry types: there’s a variety of geometry conversion tools to switch to the desired type. Some relevant tools include Buffer to generate polygons from lines or points, Polygons to Lines or Points to Path for Lines, and Centroids and Extract Vertices to extract points. Some layers may require additional formatting to convert successfully. And broadly, Polygonise and Rasterize tools can be used for converting between raster and vector formats.

If pertaining to the vector format: Use the Export – Save As box to change to the desired file format, such as enabling file geodatabase layers to be edited and processed.

Otherwise, use a comparable tool within the Processing Toolbox. And if substitutes also fail, this indicates that the issue likely lies with the input datasets. However, we can also troubleshoot online, exploring GIS forums and other online documentation. Seldom will you be the first to encounter an issue, and these particular resources are fantastic means to identify any issues or known bugs being reported, and ultimately resolve any issues you may encounter.

And finally we can explore and install plugins as substitutes to perform a task of interest.

So using these best practices will facilitate navigating, loading, editing and visualizing multiple geospatial datasets in QGIS. Apply these practices to minimize potential errors, frustrations or repeating processes when using QGIS. As with any program save edits to layers, symbology styles and the project file frequently to avoid information loss should the program close unexpectedly.

(The words: "For comments or questions about this video, GIS tools or other Statistics Canada products or services, please contact us: statcan.sisagrequestssrsrequetesag.statcan@canada.ca" appear on screen.)

(Canada wordmark appears.)

Environment and Energy Statistics Division
Energy Section

This guide is designed to assist you as you complete the
2021 Monthly Electricity Supply and Disposition Survey.

Help Line: 1-877-604-7828 (TTY: 1-866-753-7083)

Confidentiality

Statistics Canada is prohibited by law from releasing any information it collects which could identify any person, business, or organization, unless consent has been given by the respondent or as permitted by the Statistics Act. Statistics Canada will use the information from this survey for statistical purposes.

Table of contents

A – Reporting Instructions

Please report information for the month indicated on the front of the questionnaire, and return it within 10 days of receipt.

Please complete all sections as applicable.

If the information requested is unknown, please provide your best estimate.

This guide is designed to assist you as you complete the Monthly Electricity Supply and Disposition Survey. If you need more information, please call 1-877-604-7828.

B – Electricity Generation Method

Combustible fuels: see section C

Nuclear: Electricity generated at an electric power plant whose turbines are driven by steam generated in a reactor by heat from the fission of nuclear fuel.

Hydro: Electric power generated from a plant in which the turbine generators are driven by flowing water.

Tidal: Electric power generated from a plant in which turbine generators are driven from tidal movements.

Wind: A power plant in which the prime mover is a wind turbine. Electric power is generated by the conversion of wind power into mechanical energy.

Solar: Electricity created using Photovoltaic (PV) technology which converts sunlight into electricity OR electricity created using solar thermal technology where sunlight heats a liquid or gas to drive a turbine or engine.

Wave: Electricity generated from mechanical energy derived from wave motion.

Geothermal: Electricity generated from heat emitted from within the earth's crust, usually in the form of hot water or steam.

Other non-combustible sources: This includes fuels such as waste heat, steam, and steam purchased from another company. Specify in the space provided.

C – Combustible fuels

Coal: A readily combustible, black or brownish-black rock-like substance, whose composition, including inherent moisture, consists of more than 50% by weight and 70% by volume of carbonaceous material. It is formed from plant remains that have been compacted, hardened, chemically altered and metamorphosed by heat and pressure over geologic time without access to air.

Natural gas: A mixture of hydrocarbons (principally methane) and small quantities of various hydrocarbons existing in the gaseous phase or in solution with crude oil in underground reservoirs.

Petroleum: This covers both naturally occurring unprocessed crude oil and petroleum products that are made up of refined crude oil and used as a fuel source (i.e., crude oil, synthetic crude oil, natural gas liquids, naphtha, kerosene, jet fuel, gasoline, diesel, and fuel oil; excludes Petroleum coke, bitumen and other oil products not specified).

Other non-renewable combustible fuels: This includes fuels such as propane, orimulsion, petroleum coke, coke oven gas, ethanol and any other type of non-renewable combustible fuels not otherwise identified on the questionnaire. Specify in the space provided.

Wood and wood waste: Wood and wood energy used as fuel, including round wood (cord wood), lignin, wood scraps from furniture and window frame manufacturing, wood chips, bark, sawdust, shavings, lumber rejects, forest residues, charcoal and pulp waste from the operation of pulp mills, sawmills and plywood mills.

Spent pulping liquor (Black liquor): A recycled by-product formed during the pulping of wood in the paper-making process. It is primarily made up of lignin and other wood constituents, and chemicals that are by-products of the manufacture of chemical pulp. It is burned as fuel or in a recovery boiler which produces steam which can be used to produce electricity.

Methane (Landfill gas): A biogas composed principally of methane and carbon dioxide produced by anaerobic digestion of landfill waste.

Municipal and other waste: Wastes (liquids or solids) produced by households, industry, hospitals and others (examples: paper, cardboard, rubber, leather, natural textiles, wood, brush, grass clippings, kitchen waste and sewage sludge).

Other type of Biomass: Any other type of biomass not otherwise identified on the questionnaire. This includes fuels such as food waste/food processing residues, used diapers, and biogases – example, gas produced from anaerobic digesters. Specify in the space provided.

D – Receipts of electricity from the U.S.A.

If applicable, please report the total quantity of electricity (MWh) and Canadian dollar value (thousands of dollars) this business imported/purchased from the United States.

E – Receipts of electricity from within Canada

If applicable, please report the total quantities of electricity (MWh) and total dollar value (thousands of dollars) purchased or received from within and/or other provinces (e.g., other utilities/producers, transmitters, distributors).

F – Total Supply

This is the sum of Total Generation, Total Receipts from United States, Total Receipts from other Provinces and Total Receipts from Within Province. The Total Supply number must equal the Total Disposition number.

G – Deliveries of electricity to the U.S.A.

If applicable, please report the total quantity of electricity (MWh) and Canadian dollar value (thousands of dollars) this business exported/sold to the United States.

H – Deliveries of electricity within Canada

If applicable, please report the total quantity of electricity (MWh) and total dollar value (thousands of dollars) your company sold to other domestic companies, by province or territory.

I – Unallocated and/or losses

Include

  • transmission losses
  • adjustments
  • "unaccounted for" amounts which are subject to variation because of cyclical billing
  • losses in the main generator transformers and the electrical energy absorbed by the generating auxiliaries

Thank you for your participation.

Data stewardship: An introduction

Catalogue number: 892000062020013

Release date: September 23, 2020 Updated: June 9, 2022

By the end of this video, you should understand how to determine what data you need, where to find data, how to gather data (whether from existing sources or by doing a survey) and how to keep data safe.

Note that data gathering is usually called "data collection" when conducting a survey.

Data journey step
Foundation
Data competency
Data gathering
Audience
Basic
Suggested prerequisites
N/A
Length
8:26
Cost
Free

Watch the video

Data stewardship: An introduction - Transcript

Data stewardship: An introduction - Transcript

(The Statistics Canada symbol and Canada wordmark appear on screen with the title: "Data stewardship: An introduction")

Data stewardship: Data governance in action

Data stewardship is often described as data governance in action. This video introduces you to the fundamental aspects of data stewardship.

Learning goals

This video is intended for learners who wish to get a basic understanding of data stewardship. No previous knowledge is required. By the end of this video, you'll be able to answer the following questions:

  • What is data stewardship?
  • What's the difference between data governance and data stewardship?
  • Why is data stewardship important?
  • What are the main roles of data stewards and what are the expected outcomes of a data stewardship program?

Steps of a data journey

(Diagram of the Steps of the data journey: Step 1 - define, find, gather; Step 2 - explore, clean, describe; Step 3 - analyze, model; Step 4 - tell the story. The data journey is supported by a foundation of stewardship, metadata, standards and quality.)

This diagram is a visual representation of the data journey from collecting the data to cleaning, exploring, describing and understanding the data to analyzing the data, and lastly to communicating with others the story the data tell. Data governance and actionable data governance in the form of data stewardship principles cover all the steps of the data journey, also called the data lifecycle.

 

What is data stewardship?

Before discussing data stewardship, it's important to briefly introduce data governance and describe the link between the two. Data governance is often described as the exercise of decision making, an authority for data related matters. Data governance includes policies, directives, and regulations on data, data privacy and data security, and the assignment of roles and responsibilities to ensure continuous data quality and data management improvement. Data stewardship is often described as data governance in action. Data stewardship includes the management and oversight of data to ensure fitness for use and compliance with policies, directives, and regulations.

What is the difference between data governance and data stewardship? Data governance

Data governance is strategic and involves: creating an organizational structure that's responsible for managing governance decisions, creating a multidisciplinary and coordinated team of stewards to govern the data, defining the uses and purpose of the data and the principles by which they will be handled, establishing a plan to communicate the policies that govern the data, defining the roles and responsibilities for those who oversee data governance.

What is the difference between data governance and data stewardship? Data stewardship

Data stewardship is operational and involves identifying what data are critical and documenting the allowable values of the data. Defining operational procedures to meet the requirements defined by organizational policies regarding the creation, collection, storage, or use of, and denial of access or data. Documenting data sources which involves using a system for recording where data come from. Establishing thresholds or acceptable levels for the quality and usability of the organizations data. Ensuring compliance of data management and interoperability standards that enable data linkage and allow computer systems to communicate with each other. Adding and managing metadata that describe the data and resolving any issues that arise related to the organisation's data.

Why is data stewardship so important?

The rapid increase of data and data providers is often referred to as the data revolution or the data explosion. This increase in volume and variety of data presents many opportunities for organizations to develop more output in the form of data, information and insights. However, there are also growing concerns with data privacy and security. Since some of these data contain identifiable information. With the increase in volume, variety and speed at which data can be created, users expect more data provided in or near real time and at ever increasing levels of detail. There's a growing native many organizations to increase data sharing and data interoperability in order to use data assets to their full potential. Proper data management and stewardship have never been more important.

What is the role of a data steward?

A data steward is accountable for the organisations data assets and must know where the data assets reside throughout their life cycle, what their measure of quality is and how they are protected against associated risks. Data stewards are responsible for defining and implementing policies and procedures for the day-to-day operation and administrative management of systems and data, including the intake, storage, processing, and transmission of data to internal and external systems.

Data steward activities?

The primary roles of data stewards vary between organizations, but most data stewards are directly involved in the following activities. Data lifecycle management from obtaining data to data deletion: This includes protocols, processes and rules for data storage, access, archiving and deletion. data protection, and privacy: This includes ensuring the use of masking or de-identification techniques to protect identifiable information. Data quality: This includes adherence to data quality frameworks to ensure the data meet the needs of the users. Interoperability standards: This is the use of data standards, vocabularies, taxonomies and ontologies to permit data reuse and sharing. Training: This ensures everyone in the organization understands the role of the data steward. Communication: This includes the creation of reports on the state of data asset management. Policy instrument implementation: This involves ensuring that data adherence to all organizational policies, directives and guidelines throughout their life cycle. Data access management and security: This includes adherence to access privileges and protocols that are based on roles and right to know.

What does data stewardship look like?

When done successfully, data stewardship insures overall data management is fully aligned with an organisations corporate strategy and supports organizational performance. Sound data stewardship also includes repeatable and automated business processes, well established roles and accountabilities for those responsible for data, and ensures that business rules are adhered to and that metrics and audits are used to continuously improve data quality and effective data stewardship.

Expected outcomes

The expected outcomes of a data stewardship program are: Greater trust in information; Greater understanding of the data needed to make critical business decisions because of accurate terms and definitions; Adherence to best practices, protocols, rules and standards leading to greater efficiency; Consistent results across lines of business, and less time spent finding data, creating reports, verifying results, investigating anomalies and explaining inconsistencies; More consistent, findable, and defendable data and information leading to maintained public trust.

Goals of data stewardship

The goals of data stewardship and a data stewardship program are to:

  • Support high quality and optimized data use;
  • Facilitate data discoverability and accessibility;
  • Help set common data definitions, standards and policies to support interoperability;
  • Reduce the time spent finding data, verifying results or identifying inconsistencies;
  • Help eliminate duplication in the acquisition and storage of data; Support effective data
  • governance and strategies.

Recap of key points

Data governance is strategic and involves creating an infrastructure for looking after data in a responsible way. Data stewardship is data governance in action. In other words, data stewardship involves the day-to-day activities of gathering, storing, processing and sharing data. Data stewardship is important as we use and are held accountable for the protection of greater volumes of data.

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Data Accuracy and Validation: Methods to ensure the quality of data

Catalogue number: 892000062020008

Release date: September 23, 2020 Updated: November 25, 2021

Accuracy is one of the six dimensions of Data Quality used at Statistics Canada. Accurate data correctly describe the phenomena they were designed to measure or represent.

Before we use data we should explore it to learn about the variables and concepts, and also to discover if there are errors, inconsistencies or gaps in the data. This video looks at ways to explore the accuracy of data.

Data journey step
Explore, clean, describe
Data competency
  • Data discovery
  • Data cleaning
  • Data quality evaluation
Audience
Basic
Suggested prerequisites
N/A
Length
10:29
Cost
Free

Watch the video

Data Accuracy and Validation: Methods to ensure the quality of data - Transcript

Data Accuracy and Validation: Methods to ensure the quality of data - Transcript

(The Statistics Canada symbol and Canada wordmark appear on screen with the title: "Data Accuracy and Validation: Methods to ensure the quality of data")

Data Accuracy and Validation: Methods to ensure the quality of data

Assessing the accuracy of data is an important part of the analytical process.

Learning goals

Accuracy is one of the six dimensions of data quality used at Statistics Canada. Accuracy refers to how well the data reflects the truth or what actually happened. actually happened. In this video we will present methods to describe accuracy in terms of validity and correctness. We will also discuss methods to validate and check the accuracy of data values.

Steps of a data journey

(Diagram of the Steps of the data journey: Step 1 - define, find, gather; Step 2 - explore, clean, describe; Step 3 - analyze, model; Step 4 - tell the story. The data journey is supported by a foundation of stewardship, metadata, standards and quality.)

This diagram is a visual representation of the steps involved in turning data into knowledge.

Step 2: Explore, clean and describe

(Diagram of the Steps of the data journey with an emphasis on Step 2 - explore, clean, describe.)

Accurate data correctly describes the phenomena they were designed to measure or represent. before we use data. We should explore it to learn about the variables and concepts and also to discover if there are errors, inconsistencies or gaps in the data. This video looks at ways to explore the accuracy of data.

What does it mean for data to be accurate?

What does it mean for data to be accurate? Accurate data is a reflection of reality. In other words, the data values are valid, so not blank or missing and the values are within a valid range. Accurate data is also correct. First, let's look at the concept of valid data. One method for exploring the validity of data is to do what we call of emo analysis. Vimo is an acronym for valid, invalid, missing an outlier data values.

Invalid values

(Table of values on screen listing houshold ID, their respective spending on food and total spending on housing. One of the table cells is occupied by name "blue" and not a dollar ammount.)

On the previous slide, we defined valid data as being not blank or missing, and within a valid range of values. Invalid data, on the other hand, has values that are impossible. An example would be a variable that should have a dollar amount, such as spending on housing, having the value blue. That makes no sense.

Missing values

(Table of values on screen listing houshold ID, their respective spending on food and total spending on housing. One of the table cells is empty and does not contain a dollar ammount.)

Missing values are where the variable is left blank. For example, we would expect either a 0 or a number for the value of total expenses.

Outlier values

(Table of values on screen listing the name of individuals, their respective occupation and age. One individual is listed as being 103 years old and another as being 301 years old.)

Outlier values are extremely small or extremely large compared to what we would expect. Some outlier values are actually true. For example, a person's age could be 103 years, although this is quite rare. Other times, outlier values are also invalid, such as the value of 301 for a living person's age in years.

VIMO analysis

One way to do of emo analysis is to produce a frequency distribution distribution of key variables and look at the proportion of valid, invalid, missing and outlier values. What proportion of valid values is acceptable? Is at 100%? Or something lower? Look at the range of values for key variables, ignoring the missing and invalid values for a moment, is the range and distribution of values realistic? Where the values are invalid or missing, is it easy to tell if they should actually be 0 or are they not applicable? Or should there be some other value? Another way to explore the validity of data is to use datavisualization techniques, such as plotting the data on an axis. This is a straightforward way to quickly detect if there are patterns or anomalies in the data. There are software tools to detect outlier values and do data visualization. Remember that not all unusual values are necessarily wrong.

Example: Detecting invalid values

(Diagram of a barchart presenting the number of footwear sold online. The listed types of boots are, from the left: Winter boots; Rubber boots; Sandals; Running shoes; Umbrellas.)

In this made up example, we use a bar chart which is a very simple data visualization method to look at the frequency distribution of the types of footwear sold online. The Heights of the bars looked to be all within the same range. However, we notice on the horizontal axis that one of the bars is for umbrellas. You can't wear umbrellas on your feet. This is invalid. Further investigation is needed to figure out if the data in the bar actually represents some other type of footwear and the label umbrella was erroneously assigned, or if somehow the count of umbrellas got into the chart of footwear sales by accident.

Example: Detecting missing values

(Table on screen presenting a data distribution for Apples (A), Oranges (O) and Bananas (B). The following columns represnt the count values at 0 (A=0; O=0; B=1), 3 (A=1; O=0; B=0), 5 (A=0; O=2; B=0), 8 (A=0; O=0; B=2). The last columns represnts the count of missing values (A=5; O=7; B=6).)

In this example, we created a frequency distribution table of the values for three variables, apples, oranges and bananas. The column on the far right shows how many times they were missing values for each of these three variables. Remember that missing values are not the same as values equal to 0. In this example, there are a lot of missing values relative to the number of non missing values, so we would probably want to try to fill them in before using this data.

Example: correcting missing values

(Text on screen: There are many missing values in this table. Some are easy to fill by adding or substracting; Others we cannot fill without makingsome assumptions or finding additional information.)

(Table on screen presenting data values for the same table presented in the previous slide where the columns represnt the Row, Apples, Oranges and Total fruit (TF). the values are as listed: Row 1 (A=3; O=5; TF=-); Row 2 (A=-; O=5; TF=8); Row 3(A=-; O=-; TF=0); Row 4(A=-; O=-; TF=8).)

Following through with the outliers detected on the previous slide, here we see how we could correct them in this table of actual data values. We see where the missing values are. In the first row, it's easy to see that if we have three apples and five oranges, the missing value for the total number of fruit should be 8. Similarly, it's not hard to determine that the missing number of apples in the 2nd row is 3. However, in the 3rd row, the O could be correct, in which case the missing values for apples and oranges should also be 0. However, if the 0 total is wrong, then we don't know what the value of any of the three variables should be. In the 4th row, if the total is indeed 8, then we do not have enough information to know what the value is for. Apples and oranges should be. We only know that they're between zero and eight.

Example: detecting outlier values

(Scatter plot on screen with random dots where all but one red dot are approximatly aligned. 2 trendlines are added to represent said linearity.)

(Text on screen: This value (red dot) is further from all the other data values than we would expect.)

In this made up example, the data points represented by the green and red dots have been plotted on a horizontal and vertical axis. Two different methods have been used to estimate the central tendency of the data values. Those are represented by the red and blue lines. Most of the data values fall on or near both of the fitted lines. However, the Red Point is way off the lines. It's an outlier value. Further investigation is needed to determine what makes this data point so different and what should be done with it. Some outlier values are correct even though they are unusual.

Exploring the correctness of data

(Text on screen: Micro-data: For example a list of people with their occupation and date of birth. Macro data: Less detailed, like zooming out with a camera. For example: Micro data produced from a list of people with their occupation and date of birth could be counts of people by age categories and by occupational groups. Micro data is more granular than macro data, at a more detailed level.)

We said earlier that accurate data is both valid and correct. We looked at the vemoa analysis as a way to explore the validity of data. Now let's focus on the correctness of data. But first, we need to differentiate between looking at individual data values or micro data and looking at those values summarized up to a higher level or macro data microdata is more granular than macro data. At a more detailed level.

Exploring correctness of data

(Text on screen: Exemple 2: a 12year-old has a Master's degree in biology, is married and is employed by the University of Manitoba. Does this makes sense?)

One method to explore the correctness of data is to compare it to other related information. We could look at the reasonableness of values across a single data record. Are there variables that should make sense together? For example, if there are a total and the parts that make up that total is the sum correct? Another example is to look at a person's current age and compare that to the highest level of education attained or marital status or employment status. Does it make sense?

We could also look for commonality with standards, for example, in Canada, the 1st letter of the Postal code is determined by which province the addresses in all Postal codes in Newfoundland and Labrador start with a all Postal codes in Nova Scotia start with B and so on. If this is not the case then one of the pieces of information is incorrect.

(To answer these questions it is necessary to have reliable "facts" about the real world.)

Yet another way to explore correctness is to compare what's in the data with what's happening in the real world. You could calculate summary statistics such as totals and averages for car sales across Canada and compare across provinces or through time. Do the numbers make sense? Does the auto industry track these numbers and how to your numbers compared to theirs?

Tips for exploring correctness of data: Part 1

Here are some tips to make the comparisons easier. Before trying to compare data values, put them into a common format. The 12th of June 2018 will look different if the month is listed first in one case and the day is listed first in another. As well as using standard formats, use standard abbreviations, concepts and definitions to the extent possible. For example, in Canada we have a standard two letter code for the names of all the provinces and territories.

Tips for exploring correctness of data: Part 2

Using data visualization is a great way to spot anomalies in data before you get started, think about what level of incorrectness you can tolerate in the data, what's adequate for your purpose. Once you find discrepancies, use automation to correct errors in an efficient, consistent and objective manner.

Describing accuracy of data

(Text on screen: Document Clearly: The level of accuracy in terms of validity and correctness of the data once you have finished exploring and cleaning the data. This documentation could be of interest to: Those who will use the data and to those who will be responsible for exploring, cleaning and describing other similar data.)

Before using the data or passing it to stakeholders who will use the data, be sure to describe the accuracy of the data. The documentation describing the data is sometimes referred to as metadata. Document the methods you used to explore the validity and correctness of the data, as well as the methods you use to clean or improve the data. This is what users of the data need to know so they can use it responsibly.

Recap of key points

This video presented the basic concepts of accuracy and data validation. Vimo analysis recommends the use of frequency distributions of key variables to assess the proportion of valid, invalid missing an outlier values. Data visualization techniques and the use of common formats. An automation help to ensure efficient correct results. In addition, clear documentation is essential to gain insight into the methods used to explore and validate the data.

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Gathering Data: Things to consider before gathering data

Catalogue number: 892000062020005

Release date: September 23, 2020 Updated: November 25, 2021

By the end of this video, you should understand how to determine what data you need, where to find data, how to gather data (whether from existing sources or by doing a survey) and how to keep data safe.

Note that data gathering is usually called "data collection" when conducting a survey.

Data journey step
Define, find, gather
Data competency
Data gathering
Audience
Basic
Suggested prerequisites
N/A
Length
6:10
Cost
Free

Watch the video

Gathering Data: Things to consider before gathering data - Transcript

Gathering Data: Things to Consider Before Gathering Data - Transcript

(The Statistics Canada symbol and Canada wordmark appear on screen with the title: "Gathering Data: Things to Consider Before Gathering Data")

Gathering data: things to consider before gathering data

Data gathering involves first determining what data you need, then where to find it, how to get it, and how to keep it safe. This video introduces you to things you should consider when gathering data.

Learning goals

By the end of this video you should understand how to determine what data you need, where to find it, how to gather data, whether from existing sources, or by doing a survey, and how to keep it safe. Note that data gathering is usually called data collection.

Steps of a data journey

(Diagram of the Steps of the data journey: Step 1 - define, find, gather; Step 2 - explore, clean, describe; Step 3 - analyze, model; Step 4 - tell the story. The data journey is supported by a foundation of stewardship, metadata, standards and quality.)

When conducting a survey, this diagram is a visual representation of the data journey from collecting the data to exploring, cleaning, describing, and understanding the data to analyzing the data, and Lastly to communicating with others the story that day to tell.

Step 1: Find, gather and protect

(Diagram of the Steps of the data journey with an emphasis on Step 1 - Find, gather, protect.)

(Text on screen: Showing relationship between two things)

Looking into how to gather data is part of the find gather an protect step of the data journey some data are gathered for statistical or research purposes in other situations data are gathered for regulatory purposes or to provide an individualized service to Canadians no matter what the purposes for data gathering the aspects to consider are similar.

Determining what data you need

The first thing to consider before gathering data is to fully articulate what questions you're trying to answer. Who do you want to draw conclusions about? Is it all Canadians or all businesses in a certain sector of the economy? This is the target population. Next. What's the individual unit you want to look at? Is it a person, family, household, or a business? This is called the unit of observation.

What is the time frame you want to look at? Do you want to look at only one period of time, or do you want to have data for multiple time periods? Also, what level of quality do you need in the data when looking at different data sources? Consider how and for what purpose the data was created.

Will IT support the level of analysis that you want to do? What characteristics or attributes are you interested in? Are they all available on a single data source, or will you have to use two or more different data sources? It's important to know at the outset what you looking for and then to assess all potential data sources against these criteria.

Where to find data

When you deciding which ones to use. The first place to look for data are open source is the Government of Canada has a wealth of data available to all Canadians in the open data portal. Statistics Canada has public use microdata files, aggregated data products and many data products free for download. Online sources are also an option.

Data sources are also available, but with some restrictions on who can use them or out of cost. Statistics Canada offers researchers access to data through research, data centers. Statistics Canada also offers remote access to data under certain conditions under certain constraints. Service providers such as Internet and power companies, offer data products, sometimes for a fee if no existing data will meet your needs, you can do a survey to collect new data as a last resort. We want to emphasize it. Doing a survey should be a last resort. It's by far the most costly and complex option for gathering data. To learn more about how to do a survey, please refer to the course surveys from start to finish. Course code 10H0085 on the Statistics Canada website.

How to gather data

The first step in gathering data is to prepare a plan. The plan should cover which data source or sources will be used in all the steps to acquire the data. For example, what are the steps if there's a protocol that must be followed, is it necessary to negotiate with the data owner, estimate the time it will take to get the data and the cost both in terms of fees, if any, an storage costs take into account the skill set required for gathering the data, the plan could include a business case to explain our request for funding. The data might be structured, meaning it's already in some sort of database or format where the variables are separated, or it might be unstructured, such as sensor data or web scraped data that will require some manipulation to put it into a usable format. For more information about day to see the video on types of data.

No matter where the data come from, the quality of the data needs to be monitored throughout the gathering process to ensure that anomalies responded. Once the data are gathered, the next steps are to clean Explorer and describe the data. For more about these steps, see the videos for the clean Explorer and describe step in the data journey.

Keeping data safe

When you gather data, you need to consider the following privacy by collecting only the information that is needed to reach your objective security. By keeping data safe from unauthorized access and use confidentiality by not releasing information that could directly or indirectly identify information sources, transparency in your process is consult your organization's policies and guidelines to ensure that your meeting privacy and security requirements.

Canada has municipal, provincial, territorial and national jurisdictions that govern privacy and security requirements. Consult these as well as your organization's privacy and security policies and guidelines as they relate to your data gathering exercise.

Recap of key points

Data gathering involves first articulating what questions you're trying to answer. Next, look for existing open source data. If you can't find what you need there, try existing sources that have some restrictions as a last resort, do a survey to collect new data. Make a plan for all the steps and gathering data. Be sure to protect the privacy and security of the data.

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Nunavut Government Employee Survey 2021

Getting started

Why are we conducting this survey?

This survey will collect data from employees who work in Nunavut for the Government of Nunavut and the Government of Canada. Questions will be asked about their experiences in the workplace, including their interest in learning, training and career advancement.

The information will be used to inform the Nunavut Inuit Labour Force Analysis, and will also be used by governments and Inuit organizations to find ways to increase Inuit employment in government to levels that are representative of the population, as per Article 23 of the Nunavut Agreement.

Your information may also be used by Statistics Canada for other statistical and research purposes.

Although voluntary, your participation is important so that the information collected is as accurate and complete as possible.

Other important information

Authorization and confidentiality

Data are collected under the authority of the Statistics Act, Revised Statutes of Canada, 1985, Chapter S-19. Your information will be kept strictly confidential.

Record linkages

To enhance the data from this survey and to reduce the reporting burden, Statistics Canada will combine the information you provide with information from the Government of Nunavut or Government of Canada employee lists.

Statistics Canada may also combine the information you provide with other survey or administrative data sources.

Contact us if you have any questions or concerns about record linkage:

Email: infostats@statcan.gc.ca

Telephone: 1-877-949-9492

Mail: Chief Statistician of Canada
Statistics Canada
Attention Director, Centre for Indigenous Statistics and Partnerships
150 Tunney's Pasture Driveway
Ottawa, Ontario
K1A 0T6

General information

The following questions are about sex at birth and gender.

1. What was your sex at birth?

Sex refers to sex assigned at birth.

  • Male
  • Female

2. What is your gender?

Gender refers to current gender which may be different from sex assigned at birth and may be different from what is indicated on legal documents.

Is it:

  • Male
  • Female
  • Or please specify
    • Specify your gender

3. Please verify that all of the information is correct.

Your

  • Sex assigned at birth:
  • Gender:

4. What is your age?

  • 19 years or younger
  • 20 to 24 years
  • 25 to 29 years
  • 30 to 34 years
  • 35 to 39 years
  • 40 to 44 years
  • 45 to 49 years
  • 50 to 54 years
  • 55 to 59 years
  • 60 to 64 years
  • 65 years or older

The next few questions will help determine what questions you will be asked in the rest of the survey.

5. Are you Inuk?

  • Yes
  • No

6. Are you an Inuk enrolled under the Nunavut Agreement?

i.e., a beneficiary of the Nunavut Land Claims Agreement

  • Yes
  • No, I am enrolled under a different land claims agreement
  • No, I am not enrolled under any land claims agreement
  • Don't know

Current employment

7. Do you have more than one paid job or business?

  • Yes
  • No

8. Who is your current (territorial or federal government) employer?

Refer to the government job where you work the most number of hours per week.

  • Government of Nunavut (GN)
    e.g., health, education
  • Nunavut Arctic College
  • Nunavut Housing Corporation
  • Qulliq Energy Corporation
  • Nunavut Business Credit Corporation
  • Nunavut Development Corporation
  • Government of Canada (GoC)
  • I am no longer employed in any of the above government organizations in Nunavut

9. Which of the following would best describe your employment type?

Please refer to the Government of Canada job at which you work the most number of hours per week.

  • Indeterminate (permanent)
  • Term or contract
    Exclude student employment.
  • Casual
    Include student employment.
  • Seasonal
    i.e., work a portion of a year (season) each year

10. Which of the following would best describe your employment type?

Please refer to the Government of Nunavut job at which you work the most number of hours per week.

  • Indeterminate (permanent)
  • Term or contract
  • Substitute teacher
  • Relief worker
  • Casual
  • Seasonal
    i.e., work a portion of a year (season) each year
  • Summer Student Employment Equity Program

11. How long have you been a casual employee?

  • Less than 4 months
  • 4 months to less than 1 year
  • 1 year to less than 2 years
  • 2 years to less than 5 years
  • 5 years or more

12. How many hours do you usually work per week at your government job?

Please refer to the territorial or federal job at which you work the most number of hours.

  • Less than 10 hours per week
  • 10 hours to less than 20 hours per week
  • 20 hours to less than 30 hours per week
  • 30 hours to less than 37.5 hours per week
  • 37.5 hours or more per week

Housing

13. What is your current housing situation?

  • Staff housing
  • Private rental
  • Home owner
  • Public housing
  • Other
    • Specify the type of housing

14. How did you obtain staff housing?

  • Staff housing was assigned with my job
  • Applied for staff housing
  • Other
    • Specify how you obtained staff housing
  • Don't know

15. How long have you been in staff housing?

  • Less than 2 years
  • 2 years to less than 5 years
  • 5 years to less than 10 years
  • 10 years or more

16. Have you applied for staff housing?

  • Yes
  • No
  • Not eligible for staff housing
  • Don't know

17. How long have you been on the waiting list for staff housing?

  • Less than 6 months
  • 6 months to less than 1 year
  • 1 year to less than 3 years
  • 3 years or more
  • Don't know
  • Does not apply
    e.g., application for housing was denied, application still in process

Child care responsibilities

18. Are you a parent or guardian of a child under 12 or an older child who requires supervision?

  • Yes
  • No

19. Do you (also) help care for someone else's children?

Include only unpaid care.
e.g., looking after a grandchild or a niece or nephew

  • Yes
  • No

20. In the past 12 months, did you have to take any time off from work to care for a child?

  • Yes
    • Was it unpaid, paid, or both?
      Exclude maternity, parental or adoption leave.
      • Unpaid
      • Paid
      • Both
  • No

21. In the past 12 months, how much unpaid time did you take off from work to care for a child?

Include leave without pay.
If you missed partial hours or days, estimate to the nearest day.

  • Less than 1 day
  • 1 day to 2 days
  • 3 days to 5 days
  • 5 days to 10 days
  • More than 10 days

22. In the past 12 months, did you have to refuse work in order to care for a child?

  • Yes
    • How many times?
      • 1 to 2 times
      • 3 to 5 times
      • More than 5 times
      • Don't know
  • No

23. What is your regular child care arrangement for those children for whom you are a parent or guardian?

Include also any arrangements made for school age children before and after school.
Exclude summer school break.
Select all that apply.

  1. Do not use child care
    OR
  2. I am not responsible for child care arrangements
    OR
  3. Daycare centre or child care centre
  4. Nursery school or preschool
    e.g., Head Start
  5. Before or after school program
  6. Parent or guardian
  7. Relatives
    e.g., grandparent, aunt, uncle, sibling
  8. Non-relatives
    e.g., babysitter, friend, neighbour
  9. Other
    • Specify the child care arrangement

24. Overall, do these child care arrangements meet your needs?

  • Yes
  • No

25. What would help you to better meet your child care responsibilities?

  • Please explain (1000 characters available)
    OR
  • No opinion

Relocating for work

26. In which community do you work?

If you work in more than one community, select the community where you usually work the most hours.
Note: If your community is not listed, then select "Other community within Nunavut" or "Outside Nunavut".

  • Arctic Bay
  • Arviat
  • Baker Lake
  • Cambridge Bay
  • Cape Dorset
  • Chesterfield Inlet
  • Clyde River
  • Coral Harbour
  • Gjoa Haven
  • Grise Fiord
  • Hall Beach
  • Igloolik
  • Iqaluit
  • Kimmirut
  • Kugaaruk
  • Kugluktuk
  • Pangnirtung
  • Pond Inlet
  • Qikiqtarjuaq
  • Rankin Inlet
  • Naujaat (Repulse Bay)
  • Resolute
  • Sanikiluaq
  • Taloyoak
  • Whale Cove
  • Other community within Nunavut
  • Outside Nunavut

27. Where do you consider to be your home community?

Please use your own definition of home community.
Note: If your community is not listed, then select "Other community within Nunavut" or "Outside Nunavut".

  • Arctic Bay
  • Arviat
  • Baker Lake
  • Cambridge Bay
  • Cape Dorset
  • Chesterfield Inlet
  • Clyde River
  • Coral Harbour
  • Gjoa Haven
  • Grise Fiord
  • Hall Beach
  • Igloolik
  • Iqaluit
  • Kimmirut
  • Kugaaruk
  • Kugluktuk
  • Pangnirtung
  • Pond Inlet
  • Qikiqtarjuaq
  • Rankin Inlet
  • Naujaat (Repulse Bay)
  • Resolute
  • Sanikiluaq
  • Taloyoak
  • Whale Cove
  • Other community within Nunavut
  • Outside Nunavut

28. Would you prefer to work in your home community if a similar government job was available?

  • Yes
  • No

29. Did you ever have to leave your home community in order to get a government job within Nunavut?

Include your current job.

  • Yes
  • No
  • Does not apply
    e.g., left by choice

30. To what extent would you be open to moving to a different community within Nunavut for another government job?

e.g., for a higher level job

  • Very open to moving
  • Somewhat open to moving
  • Not at all open to moving
  • Don't know

31. To which communities in Nunavut would you be open to moving?

Select all that apply.

  1. Any community
    OR
  2. Arctic Bay
  3. Arviat
  4. Baker Lake
  5. Cambridge Bay
  6. Cape Dorset
  7. Chesterfield Inlet
  8. Clyde River
  9. Coral Harbour
  10. Gjoa Haven
  11. Grise Fiord
  12. Hall Beach
  13. Igloolik
  14. Iqaluit
  15. Kimmirut
  16. Kugaaruk
  17. Kugluktuk
  18. Pangnirtung
  19. Pond Inlet
  20. Qikiqtarjuaq
  21. Rankin Inlet
  22. Naujaat (Repulse Bay)
  23. Resolute
  24. Sanikiluaq
  25. Taloyoak
  26. Whale Cove

32. Which factors would influence your openness to moving for another government job in Nunavut, if one was offered to you?

Select all that apply.

  1. Better pay
  2. Better access to benefits or better benefits
  3. An indeterminate (permanent) job
  4. Childcare supports or availability of childcare
  5. Better elder care supports
  6. Being closer to family
  7. Better opportunities for my children
  8. Availability of staff housing
  9. More learning and training opportunities
  10. Career development and advancement
  11. More flexibility in work schedule
  12. More presence of Inuit culture and language in the workplace

Government employment history

33. Before your current job, did you have a previous job in any level of the government either inside or outside Nunavut?

Include all previous federal, territorial, provincial or municipal government jobs inside or outside Nunavut.

  • Yes
  • No

34. In total, how long have you worked for the government?

Include your current job and all previous government jobs inside and outside Nunavut
Include work probation period.

  • Less than 1 year
  • 1 year to less than 5 years
  • 5 years to less than 10 years
  • 10 years to less than 20 years
  • 20 years or more

35. How long have you been in your current job?

Include work probation period.

  • Less than 1 year
  • 1 year to less than 5 years
  • 5 years to less than 10 years
  • 10 years to less than 20 years
  • 20 years or more

36. How did you find your current job?

  • Contacted employer directly
  • Was offered job by employer without applying
    e.g., internal transfer
  • Word of mouth
    e.g., through co-workers, friends, relatives
  • Advertisements
    e.g., newspapers, community bulletin boards, radio, magazines
  • Social media
    e.g., Facebook, Twitter, LinkedIn
  • Other websites
    e.g., government websites, job search websites
  • Community events
    e.g., trade shows, career fairs
  • Internal posting
  • Contact with employment or economic development agencies
    e.g., Service Canada Centre, Inuit organizations
  • Training programs
    e.g., internships, pre-employment programs
  • School guidance or career counsellor
  • Recruiting firm, human resources specialists
  • Other
    • Specify how you found your current job

Job requirements of your current job

37. Based on the job posting for your current job, do you remember what the requirements were to fill the position?

  • Yes
  • No
  • Does not apply
    e.g., there was no job posting, I did not have access to my job posting

38. In order to get your current job, were any of the following required?

If it was listed as an asset or "nice to have", select "No".

In order to get your current job, were any of the following required?"
Table summary
This table contains no data. It is an example of an empty data table used by respondents to provide data to Statistics Canada.
  Yes No Don't know
Knowledge of Inuit culture, society and economy      
Knowledge of Nunavut's environment and land      
Nunavut community experience
Familiarity with people, practices and relationships in a Nunavut community.		      
Knowledge of the Nunavut Agreement
Also known as the Nunavut Land Claims Agreement.		      
Fluency in Inuktitut or Inuinnaqtun      
Fluency in English      
Fluency in French      

39. In order to get your current job, what was the highest level of education or equivalency required?

  • University level or equivalent
  • College level or apprenticeship training or equivalent
  • High school or occupation-specific training or equivalent
  • Grade 10
  • Less than Grade 10
  • Don't know

40. In order to get your current job, how many years of experience were required?

  • Less than 1 year
  • 1 year to less than 2 years
  • 2 years to less than 5 years
  • 5 years to less than 10 years
  • 10 years or more
  • No specific experience requirement
  • Don't know

Interview for your current job

41. Did you have to do a formal interview in order to get your current job?

  • Yes
  • No
  • Don't know

42. During your job interview, to the best of your knowledge, was at least one of the people interviewing you Inuk?

  • Yes
  • No
  • Don't know

43. Were you informed in advance that you could be interviewed in the language of your choice?

  • Yes
  • No
  • Don't know

44. In what languages were you interviewed?

Select all that apply.

  1. Inuktitut
  2. Inuinnaqtun
  3. English
  4. French
  5. Other
    OR
  6. Don't know

45. Was this the language / Were these the languages in which you wanted to be interviewed?

  • Yes
  • No
    • In what languages would you prefer to have been interviewed?
      Select all that apply.
      1. Inuktitut
      2. Inuinnaqtun
      3. English
      4. French
      5. Other
        • Specify what language

46. If you wanted an interpreter or translator during the interview, was one available?

  • Yes
  • No
  • Didn't want or need one
  • Wasn't informed I could have one
  • Don't know

Overall hiring process

47. To what extent do you agree or disagree with the following statement?

Where I work, the process of hiring a person for a job is done fairly.

  • Strongly agree
  • Somewhat agree
  • Neither agree nor disagree
  • Somewhat disagree
  • Strongly disagree
  • Don't know

48. In what way do you believe the process of hiring a person for a job is unfair?

Select all that apply.

  1. Job requirements are too strict
  2. Qualified candidates are screened out
  3. Hiring process is too long or complex
  4. Racial or cultural discrimination
  5. Persons with disabilities are not accommodated
  6. Language of choice is not available in an interview
  7. Hiring process is not objective
    e.g., some people get hired based on who they know
  8. Other
    • Specify how it is unfair

Language fluency

49. What languages can you speak well enough to use at work?

Select all that apply.

  1. Inuktitut
  2. Inuinnaqtun
  3. English
  4. French
  5. Other

50. What languages can you understand well enough to use at work?

Select all that apply.

  1. Inuktitut
  2. Inuinnaqtun
  3. English
  4. French
  5. Other

51. What languages can you read well enough to use at work?

Select all that apply.

  1. Inuktitut- Syllabics
  2. Inuktitut- Roman Orthography
  3. Inuinnaqtun
  4. English
  5. French
  6. Other

52. What languages can you write well enough to use at work?

Select all that apply.

  1. Inuktitut- Syllabics
  2. Inuktitut- Roman Orthography
  3. Inuinnaqtun
  4. English
  5. French
  6. Other

53. Are you interested in learning or improving your fluency in any of the following languages?

Select all that apply.

  1. Inuktitut
  2. Inuinnaqtun
  3. English
  4. French
    OR
  5. None of the above

Languages used at work

54. How often do you use Inuktitut or Inuinnaqtun at work?

If a category does not apply to you or you are not sure, select "does not apply".

How often do you use Inuktitut or Inuinnaqtun at work?
Table summary
This table contains no data. It is an example of an empty data table used by respondents to provide data to Statistics Canada.
  Always or often Sometimes Rarely Never Does not apply
With your supervisor          
With your co-workers          
With the public          
In meetings          
Using email          
Overall          

55. How important is it to you personally to be able to use Inuktitut or Inuinnaqtun in your workplace?

  • Very important
  • Somewhat important
  • Not important

56. In what languages do you prefer to work?

Select your languages of choice for work, even if you do not currently work in those languages.
Select all that apply.

  1. Inuktitut
  2. Inuinnaqtun
  3. English
  4. French
  5. Other
    OR
  6. No preference

General perceptions about Inuit Societal Values (ISV) and Inuit Qaujimajatuqangit (IQ) in the workplace

57. To what extent do you agree or disagree with the following statements about Inuit Societal Values (ISV) and Inuit Qaujimajatuqangit (IQ) in the workplace?

To what extent do you agree or disagree with the following statements about Inuit Societal Values (ISV) and Inuit Qaujimajatuqangit (IQ) in the workplace?
Table summary
This table contains no data. It is an example of an empty data table used by respondents to provide data to Statistics Canada.
  Strongly agree Somewhat agree Neither agree nor disagree Somewhat disagree Strongly disagree
In my workplace, respect for co-workers, positive working relationships and consideration of others is encouraged.
Inuuqatigiitsiarniq: respecting others, relationships and caring for people.		          
In my workplace, I feel welcome and included.
Tunnganarniq: fostering good spirit by being open, welcoming and inclusive.		          
I have the flexibility to be involved in cultural and other activities outside of the workplace during work hours.
Pijitsirniq: serving and providing for family or community, or both.		          
In my workplace, decisions are made through teamwork, cooperation, and consensus.
Aajiiqatigiinniq: decision making through discussion and consensus.		          
In my workplace, I feel supported in developing new job-related skills.
Pilimmaksarniq or Pijariuqsarniq: development of skills through observation, mentoring, practice and effort.		          
In my workplace, we have a shared understanding of our goals and a vision of what we are trying to achieve.
Piliriqatigiinniq or Ikajuqtigiiniq: working together for a common cause.		          
In my workplace, ideas are welcome and we are encouraged to try new ways of doing things.
Qanuqtuurniq: being innovative and resourceful.		          
In my workplace, knowledge of Nunavut's environment and land is valued.
Avatittinnik Kamatsiarniq: respect and care for the land, animals and the environment.		          

Your direct supervisor

58. To the best of your knowledge, is the person who supervises you Inuk or non-Inuk?

If you have more than one supervisor, think of the one you have the most contact with.

  • Inuk
  • Non-Inuk
  • Do not have a supervisor
  • Don't know

59. To what extent do you agree or disagree with the following statements?

To what extent do you agree or disagree with the following statements?
Table summary
This table contains no data. It is an example of an empty data table used by respondents to provide data to Statistics Canada.
  Strongly agree Somewhat agree Neither agree nor disagree Somewhat disagree Strongly disagree Don't Know
My direct supervisor supports me to learn on the job or take training.            
My direct supervisor supports me to identify and achieve career goals.            
My direct supervisor understands Inuit culture and society.            
My direct supervisor supports and promotes Inuit culture in the workplace.            

60. Has your direct supervisor ever encouraged you to apply for a promotion?

For the purpose of this survey, a promotion means a higher level job with more responsibilities, or a move from a casual, relief or substitute teacher position to a term or indeterminate position.

  • Yes
  • No

General perceptions and attitudes about your workplace

61. Thinking about your current job, how satisfied or dissatisfied are you with the following aspects of your work?

If a category does not apply to you or you are not sure, select "Does not apply".

Thinking about your current job, how satisfied or dissatisfied are you with the following aspects of your work?
Table summary
This table contains no data. It is an example of an empty data table used by respondents to provide data to Statistics Canada.
  Very satisfied Somewhat satisfied Somewhat dissatisfied Very dissatisfied Does not apply
Pay          
Benefits          
Housing allowance          
Availability of staff housing          
Cost of staff housing          
Availability of childcare          
Flexibility to attend to my childcare responsibilities          
Flexibility to attend to my other family and community responsibilities          
Learning and training opportunities          
Support for career development and advancement          
Workload          
Flexibility in work schedule          
Job security
i.e., confidence that you will not lose your job unexpectedly		          
Relationship with supervisor          
Relationships with co-workers          
Rate of staff turnover
i.e., how often employees leave and are replaced		          
Ability to work in my community of choice          
Ability to work in my language of choice          
Number of Inuit in my workplace          
My job overall          

62. To what extent do you agree or disagree with the following statements?

To what extent do you agree or disagree with the following statements?
Table summary
This table contains no data. It is an example of an empty data table used by respondents to provide data to Statistics Canada.
  Strongly agree Somewhat agree Neither agree nor disagree Somewhat disagree Strongly disagree Don't know
In my workplace, knowledge of Inuit culture, society and economy is valued.            
In my workplace, Nunavut community experience is valued.
Nunavut community experience refers to familiarity with people, practices and relationships in a Nunavut community.		            

63. To what extent do you agree or disagree with the following statements?

To what extent do you agree or disagree with the following statements?
Table summary
This table contains no data. It is an example of an empty data table used by respondents to provide data to Statistics Canada.
  Strongly agree Somewhat agree Neither agree nor disagree Somewhat disagree Strongly disagree Don't know
My employer works hard to eliminate discrimination in the workplace            
My employer works hard to eliminate harassment (e.g., bullying) in the workplace            

Interest in a permanent job

64. Are you interested in an indeterminate (permanent) job with any of the following governments in Nunavut?

Select all that apply.

  1. Government of Canada in Nunavut
  2. Government of Nunavut
    Include agencies, boards and corporations.
  3. Hamlet or municipal government
    OR
  4. Not interested in an indeterminate (permanent) position with any government

Employment plans in the next 2 years

65. In the next two years, what are your employment plans?

Select all that apply.

  1. Stay in my current job
  2. Apply for a higher level job with any government within Nunavut
  3. Apply to move from a casual, relief or substitute teacher position to a term or indeterminate position
  4. Pursue a different government job in Nunavut
  5. Pursue a non-government job in Nunavut
  6. Retire
  7. Not planning on working at any job
  8. Take temporary leave to pursue additional education
  9. Take temporary leave for other reasons
    e.g., to provide care for family, maternity leave, parental leave, take my deferred leave
  10. Move away from Nunavut
    OR
  11. Don't know

66. In the next two years, what best describes your employment plans?

  • Stay in my current job
  • Apply for a higher level job with any government within Nunavut
  • Apply to move from a casual, relief or substitute teacher position to a term or indeterminate position
  • Pursue a different government job in Nunavut
  • Pursue a non-government job in Nunavut
  • Retire
  • Not planning on working at any job
  • Take temporary leave to pursue additional education
  • Take temporary leave for other reasons
    e.g., to provide care for family, maternity leave, parental leave, take my deferred leave
  • Move away from Nunavut

Interest in and barriers to career advancement

67. If you were going to apply for a promotion, would you know how to do the following?

For the purpose of this survey, a promotion means a higher level job with more responsibilities, or a move from a casual, relief or substitute teacher position to a term or indeterminate position.

If you were going to apply for a promotion, would you know how to do the following?
Table summary
This table contains no data. It is an example of an empty data table used by respondents to provide data to Statistics Canada.
  Yes Somewhat No
Go through the hiring process
e.g., find available jobs, go through the application process		      
Write a detailed résumé (CV)      
Write a cover letter      
Do an effective interview as the candidate      

68. Have you received a promotion in the past 2 years?

  • Yes
    • How did you get your most recent promotion?
      • Applied to a job posting, either internal or external
      • Received a direct appointment
      • Received an acting assignment
      • Advanced through a development program
        i.e., promotion progression
      • Other
        • Specify how you got your most recent promotion
  • No

69. Have you applied for a promotion in the past 2 years?

  • Yes
  • No

70. Why have you not applied for a promotion?

Select all that apply.

  1. Received a promotion without applying
  2. I am happy with my current job; not interested in a change right now
  3. Timing has not been right; plan to apply in the future
  4. Too much travel required
  5. Family responsibilities
    e.g., child and elder care
  6. I am concerned that I will experience racial or cultural discrimination
  7. Have not been encouraged by management
  8. No available jobs that match my interests
  9. No available jobs in my community
  10. Can't get required training in my community
  11. Don't meet the educational, experience or equivalency requirements
  12. Don't have adequate technical skills
    e.g., plumbing, accounting, engineering
  13. Don't have adequate language skills
  14. Not interested in the managerial role
  15. Don't want the extra responsibility, workload or inflexibility
  16. Other reasons

71. Last time you applied for a promotion, were you successful in obtaining the job?

  • Yes
  • No
  • Withdrew from application process
  • Don't know
    e.g., application still in progress

72. In relation to the last time you applied for a promotion, do you agree or disagree with the following statements?

For the purpose of this survey, a promotion means a higher level job with more responsibilities, or a move from a casual, relief or substitute teacher position to a term or indeterminate position.

In relation to the last time you applied for a promotion, do you agree or disagree with the following statements?
Table summary
This table contains no data. It is an example of an empty data table used by respondents to provide data to Statistics Canada.
  Agree Disagree Don't know Does not apply
My previous work experience was considered        
The education or equivalency requirements were appropriate
i.e., not inflated or too high		        
The work experience or technical skill requirements were appropriate
i.e., not inflated or too high		        
The language requirements were fair        
The interview questions were relevant and fair        
My language of choice was available in the interview        
A variety of options were offered to me during the testing process
e.g., oral test was an option		        
The hiring process was impartial
e.g., it did not favour a specific candidate		        
The hiring process was free of racial and cultural discrimination        
The hiring process was free of sex and gender discrimination        
I was accommodated due to my disability        
The length of the hiring process was reasonable        
The overall process was fair        

Formal education

73. Did you complete a high school diploma or its equivalent?

Examples of secondary (high) school equivalency certificates are Pathway to Adult Secondary School (PASS), General Educational Development (GED) and Adult Basic Education (ABE).

  • Yes
  • No
    • What is the highest grade of elementary school or high school you have ever completed?
      • Less than grade 10
      • Grade 10
      • Grade 11
      • Grade 12 or grade 13

74. Have you completed any of the following certificates, diplomas or degrees?

Select all that apply.

  1. Registered apprenticeship or other trades certificate or diploma
    e.g., Municipal Government Certificate from the Nunavut Municipal Training Organization or Nunavut Arctic College, workplace health and safety certificate
  2. Nunavut Sivuniksavut diploma or certificate
  3. College or similar certificate or diploma
    Include Nunavut Arctic College diploma or certificate, other territorial or provincial colleges, RCMP Academy.
    Exclude Nunavut Sivuniksavut
  4. University certificate, diploma or degree
    OR
  5. None of the above

Employer support for formal education

75. In the past 5 years, have you taken any education leave?

  • Yes
    • Was it paid, unpaid or both?
      • Paid
      • Unpaid
      • Both
  • No
    • Why not?
      Select all that apply.
      1. Not interested
      2. Applied but was denied
      3. Other reason
        • Specify the reason
  • Not eligible
    e.g., do not have education leave with my position

76. Are you currently attending school, college or university, either in-person or online?

Include only courses that can be used as credit towards a certificate, diploma or degree.
Exclude courses taken for job-related training (e.g., Canada School of Public Service).

  • Yes
    • Is this during or outside your regular work hours?
      Select all that apply.
      1. During regular work hours
      2. Outside regular work hours
        OR
      3. I don't have regular work hours
  • No

77. Towards what type of certificate, diploma or degree are you currently working?

If you are taking more than one program, refer to the highest certificate, diploma or degree.

  • High school diploma or a high school equivalency certificate
    e.g., PASS, GED, ABE
  • Registered apprenticeship or other trades certificate or diploma
    e.g., Municipal Government Certificate from the Nunavut Municipal Training Organization or Nunavut Arctic College, workplace health and safety certificates
  • Nunavut Sivuniksavut diploma or certificate
  • College or similar certificate or diploma
    Include Nunavut Arctic College diploma or certificate, other territorial or provincial colleges, RCMP Academy.
    Exclude Nunavut Sivuniksavut.
  • University certificate, diploma or degree

78. Is the cost of tuition, exam fees, books or other supplies paid for by your government employer?

  • Yes, fully
  • Yes, partially
  • No, not at all
  • Don't know

79. Does your employer pay your salary while you are at school during your regular work hours?

  • Yes, fully
  • Yes, partially
  • No, not at all
  • Don't know

80. Is there a particular type of formal education (schooling) you want to take but have not taken?

  • Yes
    • Would you like to obtain any of the following certificates, diplomas or degrees?
      Select all that apply.
      1. High school diploma or a high school equivalency certificate
        e.g., PASS, GED, ABE
      2. Registered apprenticeship or other trades certificate or diploma
        e.g., Municipal Government Certificate from the Nunavut Municipal Training Organization or Nunavut Arctic College, workplace health and safety certificates
      3. Nunavut Sivuniksavut diploma or certificate
      4. College or similar certificate or diploma
        Include Nunavut Arctic College diploma or certificate, other territorial or provincial colleges, RCMP Academy.
        Exclude Nunavut Sivuniksavut.
      5. University certificate, diploma or degree
      6. Other
  • No

Skills and experiences

81. Thinking of all your experiences at work, in school and everyday life, do you have any of the following experience working with others or the public?

Select all that apply.

  1. Speaking to clients, groups or the public
    e.g., storytelling, performing, public speaking, presenting
  2. Participating on a board or in an organization
    e.g., Nunavut Wildlife Management Board, National Inuit Youth Council, Nunavummi Disabilities Makinnasuqtit Society
  3. Working in a team
    e.g., explaining ideas to others, participating in group discussions, reaching a consensus
  4. Managing, mentoring or leading people
    e.g., Northern Youth Abroad Program mentor, Students on Ice mentor, supervisor or manager
  5. Instructing or teaching
    e.g., leading IQ days, instructing cultural activities and skills, teaching in a classroom
    OR
  6. None of the above so far

82. Thinking of all your experiences at work, in school and everyday life, do you have any of the following experience using reading, writing and numerical skills?

Select all that apply.

  1. Working with numbers
    e.g., household budgets, balancing cash registers, departmental budgets, financial reporting
  2. Communicating through emails or letters
  3. Reading and writing articles, essays, reports, memos or technical documents
  4. Following written instructions, filling in forms and doing data entry
    OR
  5. None of the above so far

83. Thinking of all your experiences at work, in school and everyday life, do you have any of the following experience with Inuit culture and language?

Select all that apply.

  1. Interpreting or translating Inuit language
  2. Using knowledge of Inuit culture, society and economy
  3. Using knowledge of Nunavut environment and land
    e.g., IQ days, search and rescue training, going out on the land, camping, preparing for a hunt
    OR
  4. None of the above so far

84. Thinking of all your experiences at work, in school and everyday life, do you have any of the following other skills?

Select all that apply.

  1. Planning and organizing projects
    e.g., hunting trips, managing a household, sewing groups, community event
  2. Researching or analyzing information
  3. Problem solving
    e.g., identifying the advantages and disadvantages of a solution to a problem
  4. Doing field or site inspection or site protection
    e.g., bear monitoring
  5. Working with your hands
    e.g., repairing equipment, carving, sewing, operating specialized equipment or motor vehicles
    OR
  6. None of the above so far

Job-related training

85. In the past 12 months, have you taken any of the following types of job-related training?

Select all that apply.

  1. Computer software skills training
    e.g., email, Word, Excel, Internet
  2. Computer hardware skills training
    e.g., maintenance and repair of hardware, information technology (IT) services
  3. Personal development training
    e.g., time management, stress management, work-life balance strategies
  4. Teamwork training
    e.g., group decision-making, team building
  5. Communication skills training
    e.g., briefing notes, oral presentations
  6. Job search skills training
    e.g., résumé writing
  7. Professional training
    e.g., legal, finance, health care, policy, paramedics, firefighters, nurses
  8. Leadership and management training
    e.g., leadership development, human resources, financial, project management
  9. Training in Inuit culture, society and economy
    Exclude language training.
  10. Language training
    • For what languages?
      Select all that apply.
      1. Inuktitut
      2. Inuinnaqtun
      3. English
      4. French
      5. Other languages
  11. Other
    • Specify any other job-related training
    OR
  12. No job-related training in the past 12 months

86. Did you have to pay for any of the job-related training you took in the past 12 months?

  • Yes
  • No

87. For what reasons did you take training?

Select all that apply.

  1. It was mandatory for my job
    e.g., required safety training or annual professional certification
  2. Personal interest
  3. It will help me do my current job
  4. It will help me achieve my career goals
  5. My supervisor required me to take it
  6. My supervisor encouraged me
  7. Offered under my department's Inuit Employment Plan (IEP)
  8. Other reason

88. Would you be interested in taking any of the following types of job-related training if you had the opportunity?

Select all that apply.

  1. Additional computer software skills training
    e.g., email, Word, Excel, Internet
  2. Additional computer hardware skills training
    e.g., maintenance and repair of hardware, information technology (IT) services
  3. Additional personal development training
    e.g., time management, stress management, work-life balance strategies
  4. Additional teamwork training
    e.g., group decision-making, team building
  5. Additional communication skills training
    e.g., briefing notes, oral presentations
  6. Additional job search skills training
    e.g., résumé writing
  7. Additional professional training
    e.g., legal, finance, health care, policy, paramedics, firefighters, nurses
  8. Additional leadership and management training
    e.g., leadership development, human resources, financial, project management
  9. Additional training in Inuit culture, society and economy
    Exclude language training.
  10. Additional language training
    • For what languages?
      Select all that apply.
      1. Inuktitut
      2. Inuinnaqtun
      3. English
      4. French
      5. Other languages
  11. Other
    • Specify any other type of job-related training you would be interested in
      OR
  12. Not interested in job-related training

89. Would you be more likely to take job-related training if it was offered in Inuktitut or Inuinnaqtun?

  • Yes
  • No
  • Already offered in Inuktitut or Inuinnaqtun

Learning activities at work

90. In the past 12 months, have you done any of the following learning activities at work?

Select all that apply.

  1. Received mentoring from a more senior employee or manager
  2. Acting positions, transfer assignments, secondments
  3. Development program or internship
    e.g., career development, specialized occupation, co-op
  4. Attended conferences
  5. Self-directed learning
    e.g., reading, searching the Internet, learning by doing, learning by observing
  6. Working with others
    e.g., teamwork, meetings, discussion, talking through challenges with co-workers or a manager
  7. Other
    • Specify any other learning activities done at work
    OR
  8. No learning activity at work in the past 12 months

91. In the next 12 months, would you like any of the following opportunities to learn at work?

Select all that apply.

  1. Receive mentoring from a more senior employee or manager
  2. Acting positions, transfer assignments, secondments
  3. Development program or internship
    e.g., career development, specialized occupation, co-op
  4. Attend conferences
  5. Self-directed learning
    e.g., reading, searching the Internet, learning by doing, learning by observing
  6. Working with others
    e.g., teamwork, meetings, discussion, talking through challenges with co-workers or a manager
  7. Other
    • Specify any other opportunities to learn at work
    OR
  8. I am not interested in any of the above activities in the next 12 months

Barriers to education and workplace learning

92. In the past 12 months, did you experience any of the following difficulties accessing education or training?

Select all that apply.

  1. Did not know what training or education was available
  2. Available training or education did not suit my interests or needs
  3. Lack of support from employer
    e.g., cost, not permitted to do the training on work time, not related to job
  4. Training not offered by my department's Inuit Employment Plan (IEP)
  5. Lack of time due to work-related reasons
  6. Lack of time due to family and personal reasons
  7. Training or education not available in my community nor online
    e.g., do not want to travel or move away, inconvenient
  8. Training or education not available in my language of choice
  9. Did not meet the program requirements or admission criteria
  10. Wasn't comfortable taking training or education
    e.g., lack of confidence, bad previous experience in school or training, afraid to ask
  11. Was denied due to operational requirements
  12. Other reason
    OR
  13. Did not experience any difficulties in accessing education or training in the past 12 months
    OR
  14. Not interested in education or training in the past 12 months

Supervisor identification

93. Did you supervise any staff in the past 12 months?

  • Yes
    • During this time did you supervise any Inuit staff?
      • Yes
      • No
      • Don't know
  • No

Supervisor support for Inuit employment

94. In the past 12 months, about how often have you discussed career advancement with your Inuit staff?

If you supervised more than one Inuit staff member, think of the average time spent per employee.

  • Weekly
  • Monthly
  • Once or twice in the past year
  • Not yet, I am new to supervising Inuit staff
  • Never
  • Does not apply

95. In the past 12 months, which of the following learning activities have you encouraged, provided or supported for Inuit staff?

Select all that apply.

  1. Learning through experiences in their family, community, and on the land during work hours
    e.g., child rearing, family and community leadership, hunting, sewing
  2. Formal education
    e.g., school, college, PASS
  3. Taking educational leave
  4. Workplace learning
    e.g., courses, seminars, conferences, workshops
  5. Mentoring
    i.e., learning with a more senior employee or manager to gain new skills and knowledge
  6. Acting positions, transfer assignments, secondments
  7. Development program or internship
    e.g., career development, specialized occupation, co-op
  8. Inuit language courses or training
  9. Self-directed learning
    e.g., reading, searching the Internet, learning by doing, learning by observing
  10. Working with others
    e.g., teamwork, meetings, discussions, talking through challenges with co-workers or a manager
  11. Other learning activities
    OR
  12. No learning activities in the past 12 months

Inuit Employment Plan

96. Does your department have an Inuit Employment Plan (IEP)?

  • Yes
    • Are you aware of the numerical targets and timelines in your departmental Inuit Employment Plan (IEP)?
      • Yes
      • Somewhat
      • No
  • No
  • Don't know

Participation in the hiring process

97. In the past 2 years, as a government employee, have you participated in the following activities related to the hiring process?

Include your experience with competitive and non-competitive job hiring processes.
Select all that apply.

  • Preparing for a hiring process
    1. Creating or reviewing job descriptions
    2. Developing job postings or advertisements
    3. Promoting job advertisements
      e.g., newspapers, LinkedIn, Facebook, websites, community bulletin boards
    4. Creating or evaluating screening criteria, interview guides, tests or other assessment materials
      OR
    5. I have not participated in any activity related to preparing for the hiring process in the past 2 years
  • Conducting the hiring process
    1. Assessing résumés, CVs, cover letters or applications
    2. Conducting or assessing tests
    3. Participating in the hiring or interview panel
    4. Interpreting or translating
    5. Reference checking
    6. Providing feedback to candidates
      OR
    7. I have not participated in any activity related to conducting the hiring process in the past 2 years
  • Other activities related to the hiring process
    • Specify any other activities

98. The last time you were involved in the hiring process, were any of the following done to facilitate hiring of Inuit applicants?

Select all that apply.

  1. Reserved position for Inuit only
  2. Job posting was translated into Inuktitut and Inuinnaqtun
  3. Required fluency in Inuktitut and Inuinnaqtun
  4. Included flexible education requirements or equivalencies
  5. Included flexible experience requirements or equivalencies
  6. Advertised job ads on the radio and in the communities
  7. Advertised job ads on social media
    e.g., Facebook
  8. Inuit were on the selection panel
  9. Interview was conducted in language of choice of the candidate
  10. Used a variety of testing procedures
    e.g., oral test in place of written test, allow additional time for test
  11. Used prior learning assessment
  12. Other
    • Specify any other activities done to facilitate the hiring of Inuit
    OR
  13. No specific efforts were made to facilitate the hiring of Inuit applicants
    OR
  14. Don't know

99. Were the following factors important in the hiring decision?

Were the following factors important in the hiring decision?
Table summary
This table contains no data. It is an example of an empty data table used by respondents to provide data to Statistics Canada.
  Yes No Don't know
Knowledge of Inuit culture, society and economy      
Knowledge of Nunavut's environment and land      
Nunavut community experience
Familiarity with people, practices and relationships in a Nunavut community		      
Knowledge of Nunavut's official languages
Inuktitut, Inuinnaqtun, English, French		      
Level of education or equivalencies      
Work experience      

100. The last time you were involved in the job hiring process, were there any Inuit who applied?

  • Yes
  • No
  • Don't know

101. Was at least one Inuk successful in the hiring process?

  • Yes
  • No
  • Don't know

102. Were there any Inuit who applied but were not hired?

  • Yes
  • No
  • Don't know

103. What prevented the Inuit candidates from being hired?

Select all that apply.

  1. Insufficient level of education or equivalencies
  2. Insufficient work experience
  3. Insufficient technical skills
    e.g., plumbing, accounting, engineering
  4. Insufficient fluency in Nunavut's official languages
  5. Insufficient information provided in job application
    e.g., not enough detail in résumé, cover letter, or screening questions
  6. Equivalencies were not considered
  7. Candidates had a criminal record
  8. Did not want the job
  9. Did not pass the interview
  10. Did not pass the written test
  11. Did not pass the reference check
  12. Other reason
    OR
  13. Don't know

Employment barriers and solutions

104. In your opinion, what are the 3 most important reasons why there are not more Inuit employees in the government?

  • Enter your reasons (1000 characters available)
    OR
  • No opinion

105. In your opinion, what are the 3 best solutions to increase the number of Inuit employees in the government?

Select a maximum of 3.

  1. Increase education or pre-employment training opportunities
  2. Increase on-the-job training opportunities
  3. Increase apprenticeships, mentorships and internships
  4. Provide government jobs in more communities
  5. Encourage youth to pursue further education
  6. Promote government jobs
    e.g., employee benefits, types of jobs available
  7. Ensure equivalencies are considered
  8. Ensure childcare is available
  9. Improve the education system
  10. Address social issues in communities
  11. Ensure staff housing is available
  12. Ensure adequate housing allowance
  13. Ensure a culturally inclusive and respectful work environment
  14. Have flexible work schedules to allow time for cultural activities
    e.g., hunting, harvesting
  15. Promote the use of Inuit languages at work
  16. Other
    • Specify any other solution to increase the number of Inuit employees in government
    OR
  17. No opinion

106. According to the last Nunavut Government Employee Survey, approximately 8 out of 10 Inuit working in the government are women.

What suggestions do you have to increase the number of Inuit men employed in government?

  • Enter your suggestions (1000 characters available)
    OR
  • No opinion

Data sharing agreement

107. Statistics Canada has signed an agreement with Nunavut Tunngavik Incorporated (NTI) and the Nunavut Bureau of Statistics (NBS) to share the information that you provided on this survey.

No identifiable information such as your name, address and phone number will be provided. NTI and the NBS have agreed to keep your information confidential and use it only for statistical purposes.

Do you agree to share your information with NTI and the NBS?

  • Yes
  • No

Feedback

108. How long did it take to complete this questionnaire?

Include the time spent gathering the necessary information.

  • Hours
  • Minutes

109. Do you have any comments about this questionnaire?

Enter your comments (1000 characters available)

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