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Non-destructive testers and inspectors

OaSIS code 22230.00

Non-destructive testers and inspectors operate radiographic, ultrasonic, liquid penetrant, magnetic particle, eddy current and similar testing equipment to detect discontinuities in objects of various compositions and materials.

Overview

Also known as

  • Acoustic emission technician
  • Aircraft non-destructive inspection technician
  • Eddy current technician
  • Industrial radiographer
  • Infrared thermographer
  • Liquid penetrant testing technician
  • Non-destructive inspector
  • Non-destructive testing maintenance (NDT) technician
  • Pressure vessel tester
  • Radiographic technician - non-destructive testing
  • Ultrasonic testing technician
  • Visual inspection technician - welding
  • Weld tester

Main duties

This group performs some or all of the following duties:

  • Transport, set up and calibrate non-destructive testing equipment
  • Conduct tests to ensure quality or detect discontinuities (defects) using ultrasonic, radiographic, liquid penetrant, magnetic particle, eddy current and other non-destructive testing methods
  • Establish techniques for proper examination of objects under inspection, ensuring strict adherence to safety regulations
  • Interpret radiographs, cathode ray tube (CRT) or digital readouts, conductivity meters and visual indicators
  • Apply testing criteria in accordance with applicable specifications or standards and evaluate results
  • Organize and report test results
  • May perform specialized inspections using acoustic emission, vibration analysis, infrared thermography and laser shearography testing methods
  • May instruct and supervise trainees.

Additional information

No data has been provided for this section.

Similar occupations classified elsewhere

Exclusions:

  • Engineering inspectors and regulatory officers (22231)
  • Medical laboratory technologists (32120)
  • Medical radiation technologists (32121)
  • Medical sonographers (32122)
  • Cardiology technologists and electrophysiological diagnostic technologists (32123)
  • Pharmacy technicians (32124)
  • Other medical technologists and technicians (32129)

Skills match:

View occupations with similar skills and abilities requirements

NOC hierarchy breakdown

NOC version

NOC 2021 Version 1.0

Broad occupational category

2 – Natural and applied sciences and related occupations

TEER

2 – Occupations usually require a college diploma or apprenticeship training of two or more years; or supervisory occupations

Major group

22 – Technical occupations related to natural and applied sciences

Sub-major group

222 – Technical occupations related to applied sciences (except engineering)

Minor group

2223 – Technical inspectors and regulatory officers

Unit group

22230 – Non-destructive testers and inspectors

Occupational profile

22230.00 – Non-destructive testers and inspectors

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
5 - Highest Level
Inspecting Equipment, Structures, or Material
5 - Highest Level
Analyzing Data or Information
4 - High Level
Developing Technical Instructions
4 - High Level
Judging Quality
4 - High 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
4 - Close (at arm’s length)

Physical Demands

Sitting
Duration
1 - Very little time
Standing
Duration
4 - More than half the time
Bending or Twisting the Body
Duration
3 - About 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
3 - Important
Frequency
4 - Every day, a few times per day

Workplaces/employers

  • Private industrial inspection establishments
  • Quality control, maintenance and safety departments of manufacturing, processing, transportation, energy and other 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
Multitasking
4 - High Level
Near Vision
4 - High Level
Pattern Identification
4 - High Level
Arm-Hand Steadiness
3 - Moderate Level
Auditory Attention
3 - Moderate Level

Skills

Proficiency or complexity level
Quality Control Testing
5 - Highest Level
Equipment and Tool Selection
4 - High Level
Critical Thinking
3 - Moderate Level
Decision Making
3 - Moderate Level
Evaluation
3 - Moderate Level

Personal Attributes

Importance
Attention to Detail
5 - Extremely important
Active Learning
4 - Highly important
Adaptability
4 - Highly important
Analytical Thinking
4 - Highly important
Collaboration
4 - Highly 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 required.
  • Completion of two years of an approved post-secondary science or engineering program may be required.
  • Additional classroom and on-the-job training is required for certification in non-destructive testing.
  • Non-destructive testing certification by Natural Resources Canada is available in three levels and is usually required by employers.
  • Industrial radiographers using a radioactive isotope must pass an examination to be recognized as a certified exposure device operator by the Canadian Nuclear Safety Commission.
  • Welding inspector certification by the Canadian Welding Bureau is available in three levels and may be required by employers.
  • Boiler and pressure vessel, process pipeline and above-ground storage tank inspector certification is available from the American Petroleum Institute.

Knowledge

Knowledge level
Clerical
2 - Intermediate Level
Vehicle, Machinery and Equipment Operations
2 - Intermediate Level
Business Management
1 - Basic Level
Client Service
1 - Basic Level
Electrical and Electronics
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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