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Civil engineering technicians

OaSIS code 22300.02

Civil engineering technicians provide technical support and services to scientists, engineers and other professionals.

Overview

Also known as

  • Civil engineering technician
  • Highway technician
  • Structural investigator

Main duties

This group performs some or all of the following duties:

  • Assist in developing engineering specifications and drawings
  • Participate in field surveys, inspections or technical investigations of topography, soils, drainage and water supply systems, road and highway systems, buildings and structures to provide data for engineering projects
  • Perform other technical functions in support of civil engineering activities.

Additional information

  • There is mobility to related occupations, such as drafting technologists and technicians and construction inspectors and estimators.
  • Progression to construction supervisors or construction managers is possible with experience.

Similar occupations classified elsewhere

Exclusions:

  • Urban and land use planners (21202)
  • Architectural technologists and technicians (22210)
  • Drafting technologists and technicians (22212)
  • Land survey technologists and technicians (22213)
  • Construction inspectors (22233)
  • Construction estimators (22303)
  • Construction managers (70010)

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

223 – Technical occupations related to engineering

Minor group

2230 – Technical occupations in civil, mechanical and industrial engineering

Unit group

22300 – Civil engineering technologists and technicians

Occupational profile

22300.02 – Civil engineering technicians

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
Developing Technical Instructions
4 - High Level
Analyzing Data or Information
3 - Moderate Level
Applying New Knowledge
3 - Moderate Level
Clerical Activities
3 - Moderate Level
Communicating with Coworkers
3 - Moderate Level

Work Context

Structural Job Characteristics

Structured versus Unstructured Work
Degree of freedom to determine tasks and priorities
2 - Low 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
4 - More than 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
4 - Highly important
Frequency
3 - Once a week or more but not every day

Workplaces/employers

  • Construction firms
  • Consulting engineering companies
  • Government departments
  • Industrial establishments
  • Public works departments
  • Transportation departments

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
Spatial Visualization
5 - Highest Level
Far Vision
4 - High Level
Mathematical Reasoning
4 - High Level
Near Vision
4 - High Level
Numerical Ability
4 - High Level

Skills

Proficiency or complexity level
Numeracy
4 - High Level
Critical Thinking
3 - Moderate Level
Decision Making
3 - Moderate Level
Digital Literacy
3 - Moderate Level
Evaluation
3 - Moderate Level

Personal Attributes

Importance
Attention to Detail
5 - Extremely important
Adaptability
4 - Highly important
Analytical Thinking
4 - Highly important
Collaboration
4 - Highly important
Innovativeness
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: 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.

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.

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.

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 a one- or two-year college program in civil engineering technology is usually required for civil engineering technicians.
  • Certification in civil engineering technology or in a related field is available through provincial associations of engineering/applied science technologists and technicians and may be required for some positions.
  • A period of supervised work experience, usually two years, is required before certification.

Knowledge

Knowledge level
Building and Construction
2 - Intermediate Level
Clerical
2 - Intermediate Level
Mathematics
2 - Intermediate Level
Mechanics and Machinery
2 - Intermediate Level
Public Safety and Security
2 - Intermediate 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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