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Heavy-Duty Equipment Mechanics (Farm Equipment Mechanics)

NOC 7312

Introduction

Heavy‑duty equipment mechanics troubleshoot, adjust, overhaul and maintain mobile heavy‑duty equipment used in construction, transportation, forestry, mining, oil and gas, material handling, landscaping, land‑clearing, farming and similar activities.

Note: Each essential skills task is followed by a number in brackets, e.g. (2), which is the estimated complexity level for that task. Tasks are assigned levels, ranging from Level 1 (basic task) to Levels 4 or 5 (advanced task), and are listed in increasing order of complexity. The complexity levels may vary based on the requirements of the workplace.

Reading

Read reminders and short notes from co‑workers, e.g. read notes from service managers to learn about equipment faults and upcoming meetings. (1)
Read short instructions written on signs, labels and packaging, e.g. read information on product labels to learn how to mix materials, such as adhesives. (1)
Read short text entries on a variety of forms and technical drawings, e.g. read comments on work orders to determine the required repairs on machinery. (1)
Read memos and bulletins, e.g. read memos and bulletins from supervisors to learn about changes to operating procedures. (2)
Read brochures and pamphlets, e.g. read brochures to learn about new products and equipment. (2)
Read installation instructions, e.g. read instructions to learn how to install components, such as hitches and winches. (2)
Read safety‑related information, e.g. read Material Safety Data Sheets (MSDS) to learn how to safely handle hazardous materials, such as solvents. (2)
Read manufacturers’ notices, e.g. read technical service bulletins to learn about equipment recalls and procedures for handling repairs and warranty claims. (3)
Read instruction manuals for the use of computerized tools and equipment, e.g. read user guides to learn how to operate and maintain equipment, such as engine analyzers and dynamometers. (3)
Read a variety of paper‑based and electronic repair manuals to learn how to troubleshoot, service and maintain heavy equipment, e.g. read manuals to learn how to troubleshoot electrical system faults and service transmissions. (3)
May read regulations, e.g. read regulations governing the inspection of heavy‑duty equipment and the disposal of hazardous fluids. (4)

Document Use

Observe hazard and safety icons, e.g. scan icons affixed to engine components to learn about scalding, pressure and electrical shock hazards. (1)
View meters and digital readouts to locate data, such as energy readings, speeds, pressures, settings and error codes. (1)
Complete a variety of forms, e.g. complete work orders and delivery inspection forms by entering details, such as dates, times, part numbers, quantities and costs. (2)
Interpret graphs generated by computerized equipment, e.g. scan graphs generated by scan tools to troubleshoot faults and establish the operating condition of vehicle components. (3)
Locate data, such as specifications, classifications, material coefficients, quantities, identification numbers and costs, in complex tables. (3)
Interpret complex technical drawings, e.g. scan assembly drawings to determine the position of parts within complex transmissions and schematics to determine hydraulic system capacities, flows and components. (4)

Writing

Write reminders and brief notes to co‑workers, e.g. write brief notes to inform co‑workers about the status of repair projects. (1)
Write text entries in forms and log books, e.g. write short comments on work orders to describe completed work and the outcomes of inspections. (1)
May write email messages with detailed descriptions, e.g. provide customers with detailed descriptions of work required on equipment. (2)
May write short reports, e.g. write about events leading up to workplace accidents when completing reports for workers’ compensation boards. (2)
May write longer reports, e.g. write detailed reports to explain work that will be reimbursed under manufacturer warranty programs. (3)

Numeracy

May handle petty cash to buy supplies. (1)
Take a variety of measurements using gauges, e.g. measure the temperature of water using thermometers. (1)
Measure out quantities and weigh chemical compounds, e.g. measure out quantities of fluoride and lime before adding them to water and waste‑plant systems. (1)
Compare measurements of water quality, temperature, pH and flow to specifications, e.g. compare data from water‑quality test results to standards to identify whether they are within acceptable limits. (1)
Estimate how much sludge is in a tank. (1)
May monitor small budgets for the purchase of tools and sundry items. (2)
May schedule the delivery of chemicals. They consider factors, such as tank sizes and rates of depletion. (2)
Calculate averages of sets of readings and draw conclusions to make adjustments to plant equipment and systems, as required. (2)
Estimate the rate of flow needed to fill a tank. (2)
Estimate how long a line will be shut down to make the necessary process adjustments. (2)
Take precise measurements using specialized equipment, e.g. use specialized testing kits to determine pH levels. (3)
Calculate material requirements, e.g. apply formulae to calculate the quantity of alum needed to optimize a system. (3)
Calculate the volume of reservoirs, clarifiers and filter compartments to gauge their ability to meet demand. (3)
Analyze multiple readings to evaluate the performance of water‑treatment systems, e.g. use water‑quality test results to troubleshoot system faults and deficiencies. (3)

Oral Communication

Speak with suppliers to learn about products, prices and delivery schedules. (1)
Exchange information with co‑workers, e.g. speak with service managers about job assignments and to coordinate activities with other workers. (2)
Participate in staff meetings, e.g. speak with co‑workers during staff meetings about projects, safety concerns and changes to operating procedures. (2)
Talk to operators about equipment and machinery breakdowns, e.g. speak with heavy equipment operators to determine the probable cause of equipment faults. (2)
Talk to customers to respond to questions and complaints, gather information about needed repairs, explain equipment maintenance procedures and discuss the results of inspections and repairs. (2)
Exchange technical repair and troubleshooting information with apprentices, co‑workers, colleagues and manufacturers, e.g. explain complex repair procedures to apprentices and discuss unusual system faults with manufacturers’ technical representatives. (3)

Thinking

Decide the order of repair and maintenance jobs, e.g. give priority to small tasks that can be turned around quickly. (1)
Judge the accuracy of readings taken using equipment, such as scan tools. They compare readings to other indicators of engine performance, such as vibrations and noises. (1)
Are unable to meet repair deadlines due to heavy workloads and projects that take longer than anticipated to complete. They ask service managers to prioritize repairs, enlist the help of co‑workers and work overtime to complete high priority work. (2)
Are unable to repair vehicles because specifications and instructions are unavailable. They consult service managers, co‑workers, manufacturers, suppliers and colleagues for advice and research websites to locate useable information. (2)
Find that work is delayed due to equipment breakdowns and incorrect and unavailable parts. They inform service managers about delays and carry out other work until equipment repairs are completed and the needed parts and supplies arrive. (2)
Decide to replace worn parts when repairs are not feasible or economical. They consider the condition of parts and their replacement costs. (2)
May evaluate the performance of apprentices. They consider apprentices’ abilities to diagnose and troubleshoot vehicle faults, locate information, such as specifications, and complete repairs effectively. (2)
Judge the condition of parts, e.g. inspect sprockets for signs of cracks, missing teeth and loose fit. They examine tires and belts for signs of cracks and exposed cords. (2)
May prioritize jobs for efficiency, taking care of routine and smaller jobs first to allow more time for complex repairs. They may be assigned jobs based on their areas of expertise. Most mechanics work on one job at a time unless work is delayed until parts arrive or co‑workers need assistance. There are unexpected occurrences, such as emergency jobs for customers who rely on their vehicles for work. (2)
Locate information needed for repairs by referring to manuals and websites and by consulting with service managers, co‑workers, manufacturers, suppliers and colleagues. (2)
Locate information about the products they use by reading labels, product descriptions and Material Safety Data Sheets (MSDS) and by talking with co‑workers and suppliers. (2)
Review displays on computerized scanning equipment, onboard vehicle sensors and hand‑held diagnostic tools to gain operational information about vehicles. (2)
Decide the most efficient course of action to complete particular jobs, e.g. decide upon the order of troubleshooting activities to efficiently diagnose faults. (3)
Evaluate the quality of repairs. They consider the results of test drives and data from equipment, such as gas analyzers and dynamometers. (3)

Digital Technology

Use calculators and personal digital assistant (PDA) devices to complete numeracy‑related tasks, such as calculating material requirements. (1)
May use word processing programs to write letters to manufacturers and customers, which present the results of mechanical inspections. (2)
May use specialized industry databases to access job assignments, input information on new jobs, retrieve and review past service information and complete work orders. (2)
May use databases to retrieve repair information, vehicle service histories and technical drawings. (2)
May exchange email with customers, co‑workers, colleagues at other locations and manufacturer support specialists. (2)
May use blogs and discussion forums to share troubleshooting ideas and research other mechanics’ suggested methods for troubleshooting and repair. (2)
May visit manufacturers’ websites to access recent technical service bulletins, manuals, parts and component information, recall notices and specifications. (2)
May access articles to maintain current knowledge of industry trends and practices. (2)
May use the Internet to access training courses and seminars offered by apprenticeship trainers, suppliers, employers and sector councils. (2)
Use diagnostic equipment, such as scan tools and gas analyzers, to determine operational data, such as horsepower, torque, pressure readings and air‑to‑fuel ratios. (2)
Use scan tools and hand‑held devices to access codes and other data from vehicle onboard sensors. (2)
May access specifications, technical drawings and training materials on CD‑ROMS and DVDs. (2)

Additional Information

Other Essential Skills:

Working with Others

Heavy‑duty equipment mechanics, depending on their tasks, often work independently from work orders. They may work with partners or as members of a team in service centres. They use their colleagues and service managers as resources in problem solving, diagnosing and laying out plans of action. At farm sites, they often work independently and in close communication with machine owners.

Continuous Learning

Heavy‑duty equipment mechanics learn on‑the‑job and through observation and discussion with other mechanics. They study service manuals to become familiar with systems before attempting to diagnose problem parts within them. They read bulletins about new products and recently identified equipment malfunctions. They may attend manufacturers’ courses and in‑house presentations. They may read journals to keep up‑to‑date on developments in the industry.

Impact of Digital Technology

All essential skills are affected by the introduction of technology in the workplace. Heavy duty equipment mechanics’ ability to adapt to new technologies is strongly related to their skill levels across the essential skills, including reading, writing, thinking and communication skills. Technologies are transforming the ways in which workers obtain, process and communicate information, and the types of skills needed to perform in their jobs. In particular, heavy duty equipment mechanics need a broad range of computer skills that are imperative to diagnosing and repairing sophisticated electronic vehicle systems. Workers need the skills to use increasingly complex, specialized, multi‑functional databases, which can be used to access job assignments; input information on new jobs; retrieve and review past service information; retrieve repair information, vehicle service histories and technical drawings; and complete work orders.

Technology in the workplace further affects the complexity of tasks related to the essential skills required for this occupation. The sophisticated wiring systems found in heavy duty equipment has increased the complexity of wiring schematics and other diagrams. As well, workers may need to use diagnostic equipment (e.g. scan tools and gas analyzers) to determine operational data, such as horsepower, torque, pressure readings and air‑to‑fuel ratios. Workers can also calculate costs, material requirements, conversions, volumes and rates using Web‑based applications, specialized automotive software and hand‑held devices, such as personal digital assistants (PDAs). For example, a heavy duty equipment mechanic may use a hand‑held device to access codes and other data from vehicle onboard sensors.