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2133.0 – Electrical and electronics engineers

Electrical and electronics engineers design, plan, research, evaluate and test electrical and electronic equipment and systems.

Profile

Example titles Help

  • Avionics engineer
  • Control systems engineer
  • Electrical design engineer
  • Electrical distribution planning engineer
  • Electrical engineer
  • Electrical network engineer
  • Electrical process control engineer
  • Electrical systems planning engineer
  • Electronics engineer
  • Electronics test engineer
  • Instrumentation and control engineer
  • Roadway lighting design engineer
  • Television systems engineer

Main characteristics Help

  • General learning ability to conduct research into the feasibility, design, operation and performance of electrical generation and distribution networks, electrical machinery and components and electronic communications, instrumentation and control systems, equipment and components
  • Verbal ability to prepare reports and contract documents, and to evaluate tenders for construction and maintenance
  • Numerical ability to prepare material cost and timing estimates
  • Spatial perception to prepare design specifications
  • Form perception to inspect the installation, modification, testing and operation of systems and equipment
  • Innovative interest in synthesizing information to develop maintenance and operating standards and to investigate failures
  • Objective interest in precision working to design electrical and electronic circuits, components, systems and equipment
  • Directive interest in supervising technicians, technologists, programmers, analysts and other engineers; and in overseeing the installation, modification, testing and operation of systems and equipment

Aptitudes Help

One of five levels assigned for each factor, with levels representing normal curve distribution of the labour force:

G
General learning ability
V
Verbal ability
N
Numerical ability
S
Spatial perception
P
Form perception
Q
Clerical perception
K
Motor co-ordination
F
Finger dexterity
M
Manual dexterity
Levels legend, text description directly below.
  1. The highest 10% of the working population
  2. Upper third, exclusive of the highest 10%
  3. Middle third of the working population
  4. Lowest third, exclusive of the lowest 10%
  5. Lowest 10% of the working population

An individual's overall capacity to learn the skills needed to perform job duties is based on his or her specific aptitudes for acquiring information and transforming it into action.

General learning ability G-1

Ability to 'catch on' or understand instructions and underlying principles; to reason and make judgments.

Verbal ability V-2

Ability to understand the meaning of words and the ideas associated with them, and to use them effectively; to comprehend language, to understand relationships between words and to understand the meaning of whole sentences and paragraphs; to present information or ideas clearly.

Numerical ability N-1

Ability to carry out arithmetical processes quickly and accurately.

Spatial perception S-2

Ability to think visually about geometric forms and comprehend the two dimensional representation of three dimensional objects; to recognize the relationships resulting from the movement of objects in space. May be used in such tasks as blueprint reading and in solving geometry problems. Frequently described as the ability to 'visualize' objects of two or three dimensions.

Form perception P-2

Ability to perceive pertinent detail in objects and in pictorial and graphic material; to make visual comparisons and discriminations and to see slight differences in shapes and shadings of figures and widths and lengths of lines.

Clerical perception Q-4

Ability to perceive pertinent detail in verbal or tabular material; to observe differences in copy, to proofread words and numbers, and to avoid perceptual errors in arithmetical computation.

Motor co-ordination K-4

Ability to co-ordinate eyes, hands and fingers rapidly and accurately when required to respond with precise movements.

Finger dexterity F-4

Ability to move the fingers and manipulate small objects with the fingers rapidly and/or accurately.

Manual dexterity M-4

Ability to move the hands easily and skillfully; to work with the hands in placing and turning motions.

Interests Help

Three of five descriptive factors, assigned in order of predominance and lower case rating indicating weaker representation:

D
Directive
I
Innovative
M
Methodical
O
Objective
S
Social
Innovative I

Innovative persons like to explore things in depth and arrive at solutions to problems by experimenting. They are interested in initiating and creating different ways to solve questions and present information. They enjoy scientific subjects. Innovative persons prefer to be challenged with new and unexpected experiences. They adjust to change easily.

Objective O

Objective persons enjoy working with tools, equipment, instruments and machinery. They like to repair and/or fabricate things from various materials according to specifications and using established techniques. Objective persons are interested in finding out how things operate and how they are built.

Directive D

Directive persons like to take charge and control situations. They like to take responsibility for projects that require planning, decision making and co-ordinating the work of others. They are able to give direction and instructions easily. They enjoy organizing their own activities. They see themselves as independent and self-directing.

Data, people, and things Help

Data

0
Synthesizing
1
Co-ordinating
2
Analyzing
3
Compiling
4
Computing
5
Copying
6
Comparing
7
N/A
8
Not Significant

People

0
Mentoring
1
Negotiating
2
Instructing - Consulting
3
Supervising
4
Diverting
5
Persuading
6
Speaking - Signaling
7
Serving - Assisting
8
Not significant

Things

0
Setting up
1
Precision working
2
Controlling
3
Driving - Operating
4
Operating - Manipulating
5
Tending
6
Feeding - Offbearing
7
Handling
8
Not significant
Data Synthesizing 0

Integrating analyses of data to discover facts and/or develop knowledge, concepts and interpretations.

People Supervising 3

Determining or interpreting work procedures for a group or team of workers, assigning specific duties to them, maintaining harmonious relations and promoting efficiency.

Things Precision working 1

Using the body and/or equipment to move, guide, place, install and/or interface with objects, in order to attain specifications and precise standards. Considerable judgment is required to select, adjust and utilize appropriate tools, products and/or materials to accomplish specified objectives.

Physical activities Help

V - Vision

1
Close visual acuity
2
Near vision
3
Near and far vision
4
Total visual field

H - Hearing

1
Limited
2
Verbal interaction
3
Other sound discrimination

L - Limb co-ordination

0
Not relevant
1
Upper limb co-ordination
2
Multiple limb co-ordination

C - Colour discrimination

0
Not relevant
1
Relevant

B - Body position

1
Sitting
2
Standing and/or walking
3
Sitting, standing, walking
4
Other body positions

S - Strength

1
Limited
2
Light
3
Medium
4
Heavy
Vision Vision V-2

The use of sight in the work performed. The levels are organized in terms of the visual field involved in the performance of the work.

2 - Near vision

Work activities are performed near the worker. The scope of the visual field is broader than in Close visual acuity (1).

Examples:

  • reading and interpreting drawings and specifications
  • using computer keyboards and reading computer monitors
  • repairing automobile engines
  • setting up and operating machine tools
Colour discrimination Colour discrimination C-1

The use of colour descrimination to identify, distinguish and match colours and different shades of the same colours.

1 - Relevant

Colour discrimination is relevant in the performance of the work.

Examples:

  • observing signals while operating vehicles
  • installing, testing and repairing electrical wiring
  • restoring and conserving museum and art gallery artifacts
  • designing, constructing and repairing dentures
Hearing Hearing H-2

The use of hearing in the work performed. The levels are organized in terms of the type of auditory discrimination involved in the performance of the work.

2 - Verbal interaction

Work activities involve communication with colleagues, clients and/or the public on a regular basis.

Examples:

  • operating directory listing systems to provide directory assistance to customers
  • resolving work problems and recommending measures to improve productivity
  • consulting with families of the deceased regarding funeral services
  • analyzing and providing advice on managerial methods and organization of establishments
Body position Body position B-3

Primary type of posture or body movement involved in performing the work. These postures or body movements range from simple to complex and from sedentary to mobile.

3 - Sitting, standing, walking

This level involves work activities in combinations and varying degrees of Sitting (1) and Standing and/or walking (2).

Examples:

  • teaching students through lectures, discussions, audio-visual presentations and field studies
  • assessing land values for taxation purposes
  • ensuring that systems and equipment are operating efficiently on job sites
  • supervising and co-ordinating the activities of workers who cut or stitch fabric, fur or leather garments
Limb co-ordination Limb co-ordination L-1

The use of limbs in performing work.

1 - Upper limb co-ordination

Work activities involve co-ordination of upper limbs.

Examples:

  • keyboarding
  • performing maintenance services such as oil changes, lubrications and tune-ups
  • operating video cameras
  • instructing students in sign language
Strength Strength S-1

The use of strength in the handling of loads such as pulling, pushing, lifting and/or moving objects during the work performed.

1 - Limited

Work activities involve handling loads up to 5 kg.

Examples:

  • examining and analyzing financial information
  • selling insurance to clients
  • conducting economic and technical feasibility studies
  • administering and marking written tests

Environmental conditions Help

Location

L1
Regulated inside climate
L2
Unregulated inside climate
L3
Outside
L4
In a vehicle or cab

Hazards

H1
Dangerous chemical substances
H2
Biological agents
H3
Equipment, machinery, tools
H4
Electricity
H5
Radiation
H6
Flying particles, falling objects
H7
Fire, steam, hot surfaces
H8
Dangerous locations

Discomforts

D1
Noise
D2
Vibration
D3
Odours
D4
Non-toxic dusts
D5
Wetness
Location Regulated inside climate L1

The work performed is carried out indoors in a regulated environment, indoors in an unregulated environment, outdoors or in a vehicle. In many occupations, the Main Duties may be performed in more than one location. Therefore, a group may have more than one Location code, for example:

  • firefighting and fire prevention duties
  • maintenance of interior/exterior of buildings
  • managing operations and paperwork of farms

L1 - Regulated inside climate

A normal controlled environment such as an office, hospital or school.

Employment requirements Help

Education/training Help

1
No formal education or training requirements
2
Some high school education and/or on the job training or experience
3
High school
4
Course work, training, workshops and/or experience related to the occupation
5
Apprenticeship, specialized training, vocational school training
6
College, technical school (certificate, diploma)
7
Undergraduate degree
8
Post-graduate or professional degree
+
Additional requirement beyond education and training
R
Regulated requirement(s)
+, 7, 8, R
  • A bachelor's degree in electrical or electronics engineering or in an appropriate related engineering discipline is required.
  • A master's or doctoral degree in a related engineering discipline may be required.
  • Licensing by a provincial or territorial association of professional engineers is required to approve engineering drawings and reports and to practise as a Professional Engineer (P.Eng.).
  • Engineers are eligible for registration following graduation from an accredited educational program, and after three or four years of supervised work experience in engineering and passing a professional practice examination.
  • Leadership in Energy and Environmental Design (LEED) certification is offered by the Canada Green Building Council and may be required by some employers.

Workplaces/employers Help

  • Communications companies
  • Consulting firms
  • Electrical utilities
  • Governments
  • Manufacturers of electrical and electronic equipment
  • Manufacturing industries
  • Processing industries
  • Transportation industries

Occupational options Help

  • Engineers often work in a multidisciplinary environment and acquire knowledge and skills through work experience that may allow them to practise in associated areas of science, engineering, sales, marketing or management.
  • Supervisory and senior positions in this group require experience.

Exclusions Help

Remarks Help

  • Electrical and electronics engineers may specialize in a number of areas including electrical design for residential, commercial or industrial installations, electrical power generation and transmission, and instrumentation and control systems.

Breakdown summary

Broad occupational category
2 – Natural and applied sciences and related occupations
Skill level
A – Occupations usually require university education
Minor group
21 – Professional occupations in natural and applied sciences
Minor group
213 – Civil, mechanical, electrical and chemical engineers
Unit group
2133 – Electrical and electronics engineers
Version
NOC 2016 Version 1.3
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