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- Version:
- OaSIS 2022 Version 1.0
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Overview
Example job titles
- Auto body and collision technician
- Auto body repairer
- Automobile damage repair estimator
- Automotive body mechanic
- Automotive glass technician
- Automotive painter - motor vehicle repair
- Automotive painter apprentice
- Metal finisher - motor vehicle manufacturing
- Metal repairer - motor vehicle manufacturing
- Motor vehicle body technician - truck
- Painter - motor vehicle repair
Main duties
This group performs some or all of the following duties:
- Inspect vehicle and estimate the costs and times for the repair and restoration of the vehicle
- Write report on damage and cost estimate
- Plan and coordinate work processes with the technicians
- Follow automobile industry safety norms and standards
- Provide customer service, such as answering all customer inquiries and explaining the complete repair process
- Follow up with insurance companies for claim related correspondence
- Order parts and material
- Maintain accurate documentation and obtain customer signatures
- Oversee final repairs for appearance and quality of work.
- Review damage report and estimates of repair cost and plan work to be performed
- Repair and replace front end components, body components, doors and frame and underbody components
- Hammer out dents, buckles and other defects using blocks and hammers
- Operate soldering equipment or use plastic filler to fill holes, dents and seams
- Remove damaged fenders, panels and grills using wrenches and cutting torch and bolt or weld replacement parts into place
- Straighten bent frames using frame and underbody pulling and anchoring equipment
- File, grind and sand repaired body surfaces using hand and power tools
- Mask and tape auto body surfaces in preparation for painting
- Mix paint, blend and match colours
- Apply primers and repaint surfaces using brush or spray guns
- Repair and replace glass components such as windshields, windows and sunroofs
- Repair or replace interior components, such as seat frame assembly, carpets and floorboard insulation
- Inspect repaired vehicles and test drive vehicles for proper handling.
Additional information
- The Red Seal endorsement allows for interprovincial mobility.
- With experience, auto body, collision and refinishing technicians tradespersons and automobile damage repair estimators may progress to supervisory positions.
- Metal repairers employed in motor vehicle manufacturing may progress to motor vehicle repairer positions through an apprenticeship program, or, with experience, they may progress to supervisory positions in motor vehicle manufacturing.
Similar occupations classified elsewhere
Exclusions:
- Automotive service technicians, truck and bus mechanics and mechanical repairers (72410)
- Supervisors, motor vehicle assembling (92020)
- Car painter - manufacturing (in 94213.01 Industrial painters and coaters)
- Motor vehicle body repairers foreman/woman (in 72020.00 Contractors and supervisors, mechanic trades)
NOC hierarchy breakdown
NOC version
NOC 2021 Version 1.0Broad occupational category
7 – Trades, transport and equipment operators and related occupationsTEER
2 – Occupations usually require a college diploma or apprenticeship training of two or more years; or supervisory occupationsMajor group
72 – Technical trades and transportation officers and controllersSub-major group
724 – Technical maintenance tradesMinor group
7241 – Automotive service techniciansUnit group
72411 – Auto body collision, refinishing and glass technicians and damage repair estimatorsOccupational profile
72411.00 – Auto body collision, refinishing and glass technicians and damage repair estimatorsWork characteristics
This section outlines the key elements of each occupation’s work environment, including the type of work done, its location, and the setting. There are three categories included in this section:
- Work Activities: describes common tasks undertaken by occupations, grouped into physical, mental, people-oriented, or information gathering activities
- Work Context: highlights key descriptors of the occupation’s setting, such as the physical work environment, physical demands, and the types of interactions with others
- Workplaces/employers: lists common industries or types of companies where the occupation is typically found
The most important descriptors are displayed, in descending order based first on complexity (for Work Activities) or other measurement dimensions (for Work Context) and then alphabetically. Expand the list to present the full list of descriptors and their ratings by selecting “see more”.
Work Activities
General types of work-related activities.
Workplaces/employers
- Automobile appraisal centres
- Automobile body repair companies
- Automobile dealerships
- Motor vehicle manufacturers
Work Context
Structural Job Characteristics
Physical Work Environment
Physical Demands
Interpersonal Relations
Skills and abilities
This section outlines the competencies required for an occupation in the categories of:
- Abilities: innate or developed aptitudes that enable a person to be able to perform expected tasks in this occupation, grouped into cognitive, psychomotor, sensory, and physical abilities
- Skills: developed capabilities that an individual must have to be effective in this occupation, grouped into foundational, analytical, technical, resource management, or interpersonal skills
- Personal Attributes: personal characteristics that are innate or developed through social context and personal experiences
Each category displays up to five descriptors, in descending order based first on proficiency level (for Skills and Abilities) or importance (for Personal Attributes) and then alphabetically. Expand the list to present the full list of descriptors and their ratings by selecting “see more”.
Abilities
Innate and developed aptitudes that facilitate the acquisition of knowledge and skills to carry out expected work.
Skills
Developed capabilities that an individual must have to be effective in a job, role, function, task or duty.
Personal Attributes
Personal characteristics that are innate and developed through the social context and personal experiences to which the individual is exposed. These qualities influence the way one is and does things and are considered to be valuable assets for work performance.
Employment requirements
Employment requirements include the education, training, certifications, and knowledge needed for each occupation. The Knowledge category displays up to five descriptors, in descending order based first on the knowledge level and then alphabetically. Expand the list to present the full list of descriptors and their ratings by selecting “see more”.
Education, certification and licensing
- Auto body repairer certification is compulsory in Ontario and Alberta and available, but voluntary, in the Yukon and the Northwest Territories.
- Red Seal endorsement is also available to qualified automotive refinishing technicians upon successful completion of the interprovincial Red Seal examination.
- Completion of secondary school is usually required.
- Auto glass industry certification is usually required.
- A combination of two- to three-year of relevant automotive experience and education is usually required.
- Completion of secondary school is usually required.
- One to two years of on-the-job training are provided.
- Completion of a three- to four-year auto body and collision damage technician apprenticeship program or a combination of over three years of work experience in the auto body and collision technician trade and completion of a professional or college automotive body repair program is usually required to be eligible for trade certification.
- Completion of a two- to three-year automotive painter apprenticeship program or a combination of one year of work experience in the automotive refinishing technicians trade and completion of a high school or college automotive painting program is usually required for automotive refinishing technicians trade certification.
- Trade certification for auto body and collision technician is compulsory in Nova Scotia, Ontario and Alberta and available, but voluntary, in Newfoundland and Labrador, Prince Edward Island, New Brunswick, Manitoba, Saskatchewan, British Columbia, the Yukon, the Northwest Territories and Nunavut.
Skills for Success
The Skills for Success (SFS) is a model that outlines the fundamental and transferable skills needed to learn, work, and fully participate in daily life. It includes skills descriptions and proficiency levels for nine key skills: adaptability, collaboration, communication, creativity and innovation, digital, numeracy, problem solving, reading and writing.
This section is intended to help users navigate between the SFS model and the occupational competency requirements in the OaSIS.
For each occupational profile, the nine SFS are aligned with corresponding competencies in the OaSIS. The OaSIS provides valuable insights into the level of proficiency or importance required for over 240 competencies across 900 occupations.
To find out how the OaSIS ratings were developed, please consult the methodology here: Occupational and Skills Information System (OaSIS) methodology - Canada.ca
For questions or comments, feel free to contact us.
Interests
The OaSIS uses the Holland Codes to describe work-related interests. According to the Holland model, people perform best in work environments that match their preferences, meaning individuals and occupations can be matched for an optimal fit. In this model, occupational environments are categorized based on a combination of primary interests and related activities. There are six interests in the Holland typology: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. Each occupation in the OaSIS is assigned up to three of these interest types.
Interests
Preferences for work environments and outcomes.
Interests profile: RCI
Realistic (R)
Realistic occupations are characterized by the dominance of activities that entail the explicit, ordered, or systematic manipulation of objects, tools, machines, and animals. Many of these occupations do not involve a lot of paperwork or working closely with others. They foster technical competencies and achievements. Workers in these occupations have mechanical abilities, and see the world in simple, tangible, and traditional terms. They are rewarded in their work environment with the display of conventional values and goods: money, power, and possessions.
Conventional (C)
Conventional occupations are characterized by the dominance of activities that entail the explicit, ordered, and systematic manipulation of data, such as keeping records, filing materials, reproducing materials, organizing written and numerical data according to a prescribed plan, and operating business and data processing machines. They often require following a clear line of authority or set procedures and routines, and usually involve working with data and details more than with ideas. They foster clerical competencies and achievements. Workers in those occupations are conforming, orderly, and methodical. They see the world in conventional, stereotypical, constricted, simple, and dependent terms. They are rewarded in their work environment for the display of conventional values: money, dependability, conformity.
Investigative (I)
Investigative occupations are characterized by the dominance of activities that entail the observation and symbolic, systematic, and creative investigation of physical, biological, or cultural phenomena. These occupations require an extensive amount of thinking and frequently involve working with ideas, searching for facts, and figuring out problems mentally. They encourage scientific competencies and achievements. Workers in those occupations are erudite, have mathematical and scientific abilities, and see the world in complex, abstract, independent, and original terms. They are rewarded in their work environment for the display of scientific values.
This page includes information from the O*NET 27.2 Database by the U.S. Department of Labor, Employment and Training Administration (USDOL/ETA). Used under the CC BY 4.0 license. O*NET® is a trademark of USDOL/ETA. Employment and Social Development Canada has modified all or some of this information. USDOL/ETA has not approved, endorsed, or tested these modifications.