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Inspectors and testers, electrical appliance, apparatus and equipment manufacturing

OaSIS code 94202.02

Inspectors and testers, electrical appliance, apparatus and equipment manufacturing inspect and test assembled products.

Overview

Also known as

Main duties

This group performs some or all of the following duties:

  • Check products at different stages of production for visual defects and faulty electrical and mechanical connections, or operate automatic or other testing equipment to ensure product quality
  • Identify and mark acceptable and defective assemblies and return faulty assemblies to production for repair
  • Collect, record and summarize inspection results.

Additional information

  • Progression to supervisory positions is possible with experience.

Similar occupations classified elsewhere

Exclusions:

  • Electronics assemblers, fabricators, inspectors and testers (94201)
  • Assemblers, fabricators and inspectors, industrial electrical motors and transformers (94203)
  • Machine operators and inspectors, electrical apparatus manufacturing (94205)

NOC hierarchy breakdown

NOC version

NOC 2021 Version 1.0

Broad occupational category

9 – Occupations in manufacturing and utilities

TEER

4 – Occupations usually require a secondary school diploma; or several weeks of on-the-job training

Major group

94 – Machine operators, assemblers and inspectors in processing, manufacturing and printing

Sub-major group

942 – Assemblers and inspectors in manufacturing

Minor group

9420 – Mechanical, electrical and electronics assemblers and inspectors

Unit group

94202 – Assemblers and inspectors, electrical appliance, apparatus and equipment manufacturing

Occupational profile

94202.02 – Inspectors and testers, electrical appliance, apparatus and equipment manufacturing

Work characteristics

Work characteristics gathers the various components describing the work environment of each occupation, such as employers, work activities, and the work context. Each category displays up to 10 descriptors in descending order based, firstly, on their attributed ratings by the level of complexity (for Work Activities) or other measurement dimensions (for Work Context), and secondly, in alphabetical order. The whole list of descriptors and their ratings can be expanded at the bottom of each page.

Work Activities

Proficiency or complexity level
Evaluating Information to Determine Compliance
4 - High Level
Inspecting Equipment, Structures, or Material
4 - High Level
Judging Quality
4 - High Level
Applying New Knowledge
3 - Moderate Level
Controlling Machines and Processes
3 - Moderate Level

Work Context

Structural Job Characteristics

Structured versus Unstructured Work
Degree of freedom to determine tasks and priorities
3 - Moderate amount of freedom
Work Week Duration
Worked hours in a typical week
2 - Between 35 to 40 hours

Physical Work Environment

Physical Proximity
Physical distance from others
3 - Somewhat close (e.g. share office)

Physical Demands

Sitting
Duration
3 - About half the time
Standing
Duration
3 - About half the time
Bending or Twisting the Body
Duration
2 - Less than half the time

Interpersonal Relations

Contact with Others
Frequency
4 - Every day, a few times per day
Duration
4 - More than half the time
Work with Work Group or Team
Importance
2 - Somewhat important
Frequency
3 - Once a week or more but not every day

Workplaces/employers

  • Electrical appliance manufacturing companies
  • Electrical equipment manufacturing companies

Skills and abilities

This section displays the various competencies required for an occupation. Each category displays up to 10 descriptors in descending order based, firstly, on their attributed ratings by the level of proficiency (for Skills and Abilities) or importance (for Personal Attributes) and secondly, in alphabetical order. The whole list of descriptors and their ratings can be expanded at the bottom of each page.

Abilities

Proficiency or complexity level
Arm-Hand Steadiness
3 - Moderate Level
Auditory Attention
3 - Moderate Level
Colour Perception
3 - Moderate Level
Finger Dexterity
3 - Moderate Level
Hearing Sensitivity
3 - Moderate Level

Skills

Proficiency or complexity level
Quality Control Testing
4 - High Level
Evaluation
3 - Moderate Level
Numeracy
3 - Moderate Level
Operation and Control
3 - Moderate Level
Operation Monitoring of Machinery and Equipment
3 - Moderate Level

Personal Attributes

Importance
Attention to Detail
4 - Highly important
Adaptability
3 - Important
Analytical Thinking
3 - Important
Collaboration
3 - Important
Independence
3 - Important

Interests

The OaSIS uses the Holland Codes to describe the work-related interests. According to the Holland model, people work best in work environments that match their preferences, which means that people and work environments can be matched for a best fit. Occupational environments in Holland’s theory are described according to a combination of main interests and the activities they represent. There are six interests in the Holland typology: Realistic, Investigative, Artistic, Social, Enterprising and Conventional. All occupations in OaSIS have up to three interests assigned to them.

Interests

Preferences for work environments and outcomes.

Interests profile: RIC

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.

Investigative (I)

Investigative occupations are characterized by the dominance of activities that entail the observation and systematic or 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.

Conventional (C)

Conventional occupations are characterized by the dominance of activities that entail following sets of procedures and routines. These activities may include 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. They often require following a clear line of authority and usually involve working with data and details more than with ideas.

Employment requirements

Employment requirements includes the education, training, certifications and the knowledge required to work in each occupation. The Knowledge category displays up to 10 descriptors in descending order based, firstly, on their attributed ratings by the level of proficiency, and secondly, in alphabetical order. The whole list of Knowledge descriptors and their ratings can be expanded at the bottom of each page.

Education, certification and licensing

  • Completion of secondary school is usually required.
  • On-the-job training is provided.
  • Inspectors may require experience as an assembler in the same company.
  • Some types of inspectors may require completion of a college program in electronics.

Knowledge

Knowledge level
Manufacturing, Processing and Production
3 - Advanced Level
Electrical and Electronics
2 - Intermediate Level
Performance Measurement
2 - Intermediate Level
Clerical
1 - Basic Level
Languages
1 - Basic Level

Skills for success

 
Skills for Success Model
 
Skills for Success are skills that help you in a quickly changing world. Everyone benefits from having these skills. They can help you to get a job, progress at your current job or even change jobs. The skills also help you become an active member of your community and succeed in learning.
 
 
Linkages Between ESDC Skills Models and Frameworks
 
ESDC makes available a dictionary of over 300 terms (or descriptors) and definitions, known as the Skills and Competencies Taxonomy (SCT). Descriptor information from the Taxonomy is used in the Occupational and Skills Information System (OaSIS).
 
While there is general commonality of meaning between the descriptors in the SCT and the Skills for Success model, there are some differences in their definitions due to their distinct purposes. The Skills for Success Model [9 broadly defined skills] identifies the skills that are universally applicable. The SCT displays specific skills and competency requirements for 900 occupations. Users of the Skills for Success Model and Essential Skills content may find competency information from the Taxonomy and the OaSIS to be complementary.
 
Stay tuned to this section for more information and updates regarding linkages between the Skills for Success model and the OaSIS.

O*NET in-it

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.

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