Automation

 and  Control  Technicians  (NOC    2232)  

 
Introduction  
Automation  and  control  technicians  repair,  maintain,  calibrate,  adjust,  and  install  industrial  measuring  
and  controlling  equipment.  They  are  employed  by  pulp  and  paper  processing  companies,  nuclear  and  
hydro  power  generating  companies,  mining,  petrochemical  and  natural  gas  companies,  industrial  
instrument  and  other  manufacturing  companies,  and  by  industrial  instrument  servicing  establishments.  
 
The  three  most  important  essential  skills  are:  
1. Document  Use    
2. Thinking  (Critical  Thinking)  
3. Oral  Communication  
 
Note:  Each  essential  skills  task  is  followed  by  a  number  in  brackets,  e.g.,  (2)  This  number  reflects  the  
estimated  complexity  rating  for  that  task.  The  actual  complexity  rating  may  vary  in  some  workplaces.    
 
A. Reading    
Typical:  1  to  4    Most  Complex:  4  
 Examples    
• Read  reminders  and  short  notes  from  co-­‐workers,  e.g.,  read  notes  from  co-­‐workers  to  learn  
about  equipment  faults.  (1)  
• Read  short  instructions  written  on  signs,  labels  and  packaging,  e.g.,  read  instructions  on  signs  
and  electrical  panel  labels  to  learn  how  to  avoid  shock  hazards.  (1)  
• Read  short  text  entries  on  a  variety  of  forms,  e.g.,  read  comments  on  work  orders  and  job  
hazard  assessment  forms.  (1)  
• Read  memos,  e.g.,  read  memos  from  supervisors  to  learn  about  changes  to  operating  
procedures  and  the  status  of  projects.  (2)  
• Read  sequenced  instructions,  e.g.  read  sequenced  instructions  to  turn  off  programmable  logic  
controller  (PLC)  inputs  at  specific  internal  relays.  (2)  
• Read  notices  and  technical  service  bulletins,  e.g.,  read  technical  service  bulletins  issued  by  
manufacturers  to  learn  about  equipment  malfunctions.  (2)  
• Read  reports,  e.g.,  read  quality  and  incident  reports  to  learn  about  equipment  faults  and  
required  repairs.  (3)  
• Read  trade  magazine  and  website  articles  to  learn  about  new  products  and  stay  informed  
about  industry  practices.  (3)  
• Read  safety-­‐related  information,  e.g.,  read  workplace  safety  guidelines  to  learn  about  the  
hazards  associated  with  products  such  as  hydrogen  sulphide  and  caustic  sodas.  (3)  
• Read  a  variety  of  manuals  and  guides  e.g.,  read  procedure  manuals  and  guides  to  learn  how  to  
install  software,  set  up  machinery  and  troubleshoot  equipment  faults.  (3)  
• Read  and  interpret  electrical  codes,  standards  and  regulations,  e.g.,  read  provincial  electrical  
safety  code  to  learn  required  practices  for  electrical  installations  and  repairs.  (4)  

1  
Reading  Summary  
Purpose  for  Reading    
To  scan  for  specific   To  skim  for  overall   To  read  the  full   To  read  the  full  
Type  of  Text    
information/To  locate   meaning,  to  get  the   text  to  understand  text  to  critique  or  
information   'gist'   or  to  learn   to  evaluate  
Forms          
Labels          
Notes,  Letters,  Memos          
Manuals,  Specifications,  
       
Regulations  
Reports,  Books,  Journals  
       
 
B. Document  Use  
Typical:  1  to  4    Most  Complex:  4  
Examples    
• Identify  symbols  on  labels,  material  packaging,  technical  drawings  and  equipment  screens,  
e.g.,  locate  Workplace  Hazardous  Materials  Information  System  (WHMIS)  symbols  on  product  
packaging  to  learn  about  the  hazardous  properties  of  chemicals.  (1)  
• Locate  data,  such  as  energy  readings,  speeds,  pressures,  settings  and  error  codes,  on  gauges  
and  digital  displays.  (1)  
• Locate  data  from  tags  and  labels,  e.g.,  locate  information  such  as  dates  and  identification  
numbers  from  equipment  lockout  tags.  (1)    
• Locate  data,  such  as  parts  numbers,  in  simple  lists  and  tables.  (1)  
• Complete  a  variety  of  forms,  e.g.,  complete  work  orders,  equipment  inspection  forms  and  
hazard  assessment  forms  by  checking  boxes  and  entering  data  such  as  dates,  times,  part  
numbers,  codes  and  quantities.  (2)  
• Study  graphs  and  charts  generated  by  computerized  equipment,  e.g.,  study  circle  charts  to  
determine  turbine  speeds,  turbine  inlet  temperatures,  core  temperatures  and  exit  
temperatures  over  set  periods  of  time.  (3)  
• Locate  data  in  tables,  e.g.,  locate  data  such  as  specifications,  classifications,  material  
coefficients,  quantities,  identification  numbers  and  costs  in  complex  tables.  (3)  
• Use  a  variety  of  scale  and  assembly  drawings,  e.g.,  use  scale  and  assembly  diagrams  of  
complex  equipment  components  to  plan  installations  and  troubleshoot  faults.  (3)  
•Use  a  variety  of  wiring,  hydraulic,  emission  and  vacuum  system  schematics,  e.g.,  use  control  
loop  diagrams  to  locate  system  flows,  processes,  controllers  and  feedback  sensors.  (4)  
Document  Use  Summary
√   Read  signs,  labels  or  lists.  
 

√   Complete  forms  by  marking  check  boxes,  recording  numerical  information  or  entering  
 

words,  phrases,  sentences  or  text  of  a  paragraph  or  more.    

√   Read  completed  forms  containing  check  boxes,  numerical  entries,  phrases,  addresses,  
 

sentences  or  text  of  a  paragraph  or  more.    

2  
 √   Read  tables,  schedules  or  other  table-­‐like  text,  e.g.,  read  production  schedules.  
 

√   Enter  information  on  tables,  schedules  or  other  table-­‐like  text.  

 

√   Recognize  common  angles  such  as  15,  30,  45  and  90  degrees.  
 

√   Draw,  sketch  or  form  common  shapes  such  as  circles,  triangles,  spheres,  rectangles,  
 

squares,  etc.  
√   Interpret  scale  drawings,  e.g.,  interpret  floor  plans  or  maps.  
 

√   Take  measurements  from  scale  drawings.  

 

√   Make  sketches.  
 

√   Obtain  information  from  sketches,  pictures  or  icons,  e.g.,  locate  computer  toolbars.  
 

 
C. Writing    
Typical:  1  to  2    Most  Complex:  3  
 Examples    
• Write  reminders  and  brief  notes  to  co-­‐workers,  e.g.,  write  brief  notes  to  inform  supervisors  
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  inspection  findings.  (1)  
• May  write  short  email  messages,  e.g.,  write  email  messages  to  request  information  from  
suppliers.  (2)  
• May  write  short  reports,  e.g.,  write  short  reports  to  describe  the  outcomes  of  tailboard  
meetings  (safety-­‐related  job  briefings)  and  events  leading  up  to  workplace  accidents.  (2)  
• May  write  procedures,  e.g.,  write  start-­‐up  and  shut-­‐down  procedures  to  inform  machine  
operators  of  how  to  control  and  operate  equipment,  and  troubleshoot  faults.  (3)  
• May  write  longer  reports,  e.g.,  write  reports  to  outline  the  findings  of  an  investigation  to  
determine  the  cause  of  a  major  equipment  fault.  (3)  
Writing  Summary    
Purpose  for  Writing    
To  keep  a   To  inform  or   To  persuade   To  present   To  present  
Length     To  organize  or   To  
record  or   request   or  justify  a   an  analysis  or  an  evaluation  
remember   entertain  
document   information   request   comparison   or  critique  
Text  requiring  less  
than  one  
√   √   √    
paragraph  of  new        
text  
Text  rarely  
requiring  more  
√   √   √    
than  one        
paragraph  

3  
Longer  text          
       
 
D. Numeracy  
Typical:  1  to  3    Most  Complex:  3  
 Examples    
 Money  Math  
• Not  a  requirement  for  this  occupation.  
Scheduling,  Budgeting  and  Accounting  Math  
• May  schedule  repair  and  maintenance  tasks  to  make  efficient  use  of  time  and  to  meet  
deadlines,  e.g.,  schedule  system  upgrades  and  maintenance  activities  to  coincide  with  annual  
plant  shutdowns.  (2)  
Measurement  and  Calculation  Math  
• Take  measurements  and  readings  using  basic  measuring  tools,  e.g.,  measure  the  length  of  
tubing  using  a  tape  measure.  (1)  
• Calculate  material  requirements,  e.g.,  calculate  the  amount  of  cabling  needed  to  install  new  
equipment  components.  (2)  
• Calculate  summary  measures,  e.g.,  calculate  the  average  length  of  time  needed  to  process  raw  
material.  (2)  
• Take  a  variety  of  precise  measurements  using  specialized  measuring  tools,  e.g.,  use  
micrometers  to  measure  inside  diameters  of  cylinder  bores.  (3)  
• Calculate  component  values  and  specifications,  e.g.,  use  formulae  to  calculate  resistances,  
airflows  and  eccentricities.  (3)    
Data  Analysis  Math  
• Compare  data,  such  as  frequencies,  speeds,  electrical  energies,  temperatures  and  transfer  
rates,  to  normal  ranges  and  specifications.  (1)  
• Evaluate  sets  of  data  collected  from  tests  and  simulations  to  troubleshoot  faults,  and  assess  
equipment  performance  and  the  progression  of  wear.  (3)  
• Evaluate  comparative  data,  e.g.,  evaluate  differences  in  equipment  specifications  to  
determine  the  brand  of  equipment  best  suited  to  a  particular  application.  (3)        
Numerical  Estimation  
• Estimate  the  time  required  to  complete  equipment  maintenance  and  repairs,  e.g.,  consider  
the  requirements  of  the  tasks,  the  availability  of  parts  and  the  time  required  to  complete  
similar  tasks  in  the  past.  (2)  
• Estimate  percentage  of  wear  and  useful  life  remaining  for  parts,  such  as  pneumatic  pumps.  

 Math  Skills  Summary  

 a.  Mathematical  Foundations  Used  
Whole  Numbers   Read  and  write,  count,  round  off,  add  or  subtract,  multiply  or  divide  whole  numbers,  
e.g.,  read  numbers  from  gauges.  

4  
Integers   Read  and  write,  add  or  subtract,  multiply  or  divide  integers,  e.g.,  use  an  atmospheric  
gauge,  which  shows  pressures  below  that  of  the  atmosphere.  
Fractions   Read  and  write,  add  or  subtract  fractions,  multiply  or  divide  by  a  fraction,  multiply  or  
divide  fractions,  e.g.,  use  fractions  when  calculating  flow.  
Decimals   Read  and  write,  round  off,  add  or  subtract  decimals,  multiply  or  divide  by  a  decimal,  
multiply  or  divide  decimals,  e.g.,  record  the  cost  of  supplies  in  dollars  and  cents.  
Percent   Read  and  write  percents,  calculate  the  percent  one  number  is  of  another,  calculate  a  
percent  of  a  numbers,  e.g.,  calculate  the  percentage  flow  to  maximum.    
Equivalent   Convert  between  fractions  and  decimals  or  percentages,  e.g.,  convert  from  a  decimal  
Rational   to  a  fraction  when  calculating  flow.  
Numbers  
Equations  and   Solve  problems  by  constructing  and  solving  equations,  e.g.,  use  electrical  formulae  
Formulae   such  as  I/e  =  r  (current  over  voltage  =  resistance);  use  a  percentage-­‐based  formula  
for  measuring  the  flow  for  all  differential  pressure  instruments.  
Use  of  Rate,   Use  rates,  ratios  and  proportions,  e.g.,  set  equipment  parameter  settings  to  operate  
Ratio  and   at  specific  rates  and  flows.  
Proportion  
Measurement   Perform  measurement  conversions,  e.g.,  convert  oil  products  from  gallons  to  litres.  
Conversions  
Areas,   Calculate  areas,  perimeters  and  volumes,  e.g.,  calculate  the  volume  of  a  boiler.  
Perimeters,  
Volumes  
Geometry   Use  geometry,  e.g.,  measure  the  angle  of  a  lever;  use  angles  and  vector  to  balance  
fans  and  motors  and  turbines.    
Summary   Calculate  averages,  e.g.,  compare  the  readings  of  a  gauge  over  a  period  of  months  
Calculations   and  draw  conclusions  about  performance;  compare  production  data  from  month  to  
month  and  calculate  average  production  over  a  year.  
 b.  Measurement  Instruments  Used  
 Examples    
• Time  using  clocks,  watches  or  timers.  
• Weight  or  mass  using  scales.      
• Distance  or  dimension  using  wrenches.  
• Liquid  volume  using  calibrated  containers.  
• Temperature  using  industrial  thermometers.  
• Pressure  using  pressure  gauges.  
• PH  using  probes,  meters  and  litmus  paper.  
• Electrical  potential  (volts)  using  multimeters.  
• Wattage  using  multimeters.  
• Flow  using  transmitters  and  regulators.  

5  
 • Gas  concentrations  using  chromatographs.  
• Non-­‐combustible  and  flue  gas  using  oxygen  and  combustion  meters.  
• Viscosity  using  viscosity  meters.  
• Sulphur  dioxide  emissions  using  sulphur  dioxide  monitors.  
• Level  using  torque  tubes.  
• Use  the  SI  (metric)  measurement  system.  
• Use  the  imperial  measurement  system.  

 
E. Oral  Communication    
Typical:  1  to  3    Most  Complex:  3  
 Examples    
• Listen  to  alarms  and  buzzers  generated  by  monitoring  equipment,  e.g.,  learn  about  system  
faults  from  alarms  activated  by  monitoring  sensors.  (1)  
• Listen  to  announcements  made  over  public  address  systems.  (1)  
• Speak  to  suppliers  to  learn  about  products,  prices  and  delivery  schedules.  (1)  
• Exchange  information  with  co-­‐workers,  e.g.,  speak  with  welders,  machinists,  electricians,  
mechanics  and  suppliers  to  discuss  problems  and  evaluate  potential  solutions.  (2)  
• Talk  to  operators  about  equipment  and  machinery  breakdowns,  e.g.,  speak  with  operators  
to  determine  the  probable  cause  of  equipment  failure.  (2)  
• Participate  in  group  discussions,  e.g.,  participate  in  tailboard  meetings  to  discuss  safe  work  
practices  and  the  outcome  of  a  job  hazard  assessment.  (2)  
• Exchange  technical  repair  and  troubleshooting  information,  e.g.,  discuss  unusual  electronic  
control  module  faults  with  co-­‐workers  and  help  desk  technicians.  (3)  
• Discuss  systems  designs  with  supervisors  and  engineers,  e.g.,  discuss  with  engineers  the  
optimal  location  of  system  components  such  as  transmitters.  (3)  
• May  make  formal  presentations  to  co-­‐workers  to  explain  quality  monitoring  and  new  
equipment  functions.  (3)  
Oral  Communication  Summary
Purpose  for  Oral  Communication  (Part  I)    
To  provide  or  
receive   To  co-­‐ordinate  
Type   To  take   To  seek,  obtain   To  reassure,  
To  greet   information,   work  with  that  
messages   information   comfort  
explanation,   of  others  
direction  
Listening  (little  or  no  
           
interaction)      
Speaking  (little  or  no  
     
interaction)        
Interact  with  co-­‐         √  
     

6  
workers  
Interact  with  those  
you  supervise  or   √   √   √  
     
direct  
Interact  with  
√   √   √  
supervisor/manager        
Interact  with  peers  
and  colleagues  from   √   √    
     
other  organization  
Interact  with  
customers/clients/           √   √   √   √  
public  
Interact  with  
√   √   √  
suppliers,  servicers        
Participate  in  group  
√   √   √  
discussion        
Present  information  
           
to  a  small  group        
Present  information  
to  a  large  group              
Purpose  for  Oral  Communication  (Part  II)    
To  discuss   To  instruct,  
Type   (exchange   To   To  facilitate,   instill   To  negotiate,  
To  entertain  
information,   persuade  animate   understanding,  resolve  conflict  
opinions)   knowledge  
Listening  (little  or  no  
           
interaction)      
Speaking  (little  or  no  
     
interaction)        
Interact  with  co-­‐
        √  
workers        
Interact  with  those  
you  supervise  or   √   √   √  
     
direct  
Interact  with  
√   √   √  
supervisor/manager        
Interact  with  peers  
and  colleagues  from   √   √    
     
other  organization  
Interact  with  
customers/clients/           √   √   √   √  
public  
Interact  with  
√   √   √  
suppliers,  servicers        
Participate  in  group  
√   √   √  
discussion        
Present  information  
           
to  a  small  group        
Present  information  
to  a  large  group              

7  
  
F. Thinking    
Typical:  1  to  3    Most  Complex:  3  
 a.  Problem  Solving    
 Examples    
• Encounter  equipment  malfunctions,  e.g.,  inform  co-­‐workers  of  the  malfunction  and  use  
established  troubleshooting  sequences  to  isolate  the  fault.  They  repair  the  fault  themselves  
or  enlist  the  help  of  other  tradespeople  such  as  industrial  electricians,  or  the  manufacturer's  
technicians.  (2)  
• Experience  delays  due  to  a  shortage  of  parts  and  supplies,  e.g.,  inform  co-­‐workers  of  the  
delay,  order  the  supplies  and  perform  other  work  until  the  needed  parts,  materials  and  
supplies  arrive.  (2)  
• Are  unable  to  repair  equipment  because  specifications  and  instructions  are  unavailable,  e.g.,  
consult  manufacturers,  co-­‐workers,  suppliers  and  colleagues  for  advice  and  research  
websites  to  locate  useable  information.  (3)  
 b.  Decision  Making    
 Examples    
• Decide  the  order  of  tasks  and  their  priorities,  e.g.,  decide  the  order  in  which  to  perform  
equipment  inspections.  (1)  
• Decide  that  pieces  of  equipment  should  be  repaired  rather  than  replaced,  e.g.,  consider  
capital,  material  and  labour  costs.  (2)  
• Decide  to  shut  down  machines  because  of  pending  malfunctions,  e.g.,  consider  the  cost  
associated  with  the  unexpected  shutdown  and  the  risks  if  the  equipment  is  not  serviced.  (3)  
• Decide  how  to  deal  with  emergencies,  e.g.,  decide  how  to  contend  with  serious  equipment  
malfunctions  that  have  the  potential  to  injure  workers  and  cause  a  significant  amount  of  
property  and  environmental  damage.  (3)  
 c.  Critical  Thinking  
 Examples    
• Judge  the  accuracy  of  readings  taken  using  equipment  such  as  multimeters,  probes  and  
gauges,  e.g.,  compare  readings  to  other  indicators  of  equipment  performance  such  as  
vibration  and  noise.  (1)  
• Judge  the  condition  of  equipment  by  considering  readings  and  the  results  of  physical  
inspections.  (2)  
• Evaluate  the  severity  of  equipment  faults,  e.g.,  consider  criteria  such  as  readings,  
specifications  and  the  risks  to  safety,  property  and  the  environment.  (3)  
• Assess  the  quality  and  neatness  of  installations,  e.g.,  review  test  results,  check  the  
equipment  for  proper  labeling  and  confirm  that  cables  are  properly  anchored  and  
connections  are  tight.  They  compare  completed  installations  to  drawings  and  other  project  
documents  to  ensure  equipment  has  been  installed  as  planned.  (3)  
 d.  Job  Task  Planning  and  Organizing    

8  
Own  Job  Planning  and  Organizing  
Automation  and  control  technicians  organize  the  most  efficient  use  of  their  time  within  the  
framework  of  assigned  tasks.  Routine  tasks  are  generally  assigned  by  supervisors  or  dictated  by  a  
procedure  established  by  the  employer.  Other  work  is  performed  in  response  to  broken  or  
malfunctioning  systems  and  cannot  be  scheduled.  They  often  have  to  re-­‐prioritize  tasks  several  
times  a  day.  Industrial  electricians  coordinate  their  work  with  other  trades  and  production  staff,  
each  having  different  needs  and  priorities.  (2)  
Planning  and  Organizing  for  Others  
They  may  organize  the  activities  of  apprentices  and  helpers  to  ensure  that  tools  and  equipment  are  
used  properly  and  that  regulations  established  by  employers,  manufacturers  and  certifying  bodies  
are  followed.  (2)  
 e.  Significant  Use  of  Memory    
 Examples    
• Remember  a  system's  basic  parameters  and  operating  tolerances.  
• Remember  the  faults  associated  with  error  and  trouble  codes  for  various  types  of  
equipment.    
• Remember  previous  repairs  that  give  insight  into  current  jobs  of  a  similar  nature.  
 f.  Finding  Information    
 Examples    
• Learn  about  job  hazards  by  inspecting  job  sites,  reading  hazard  assessments,  participating  in  
safety  briefings  and  speaking  with  co-­‐workers.  (2)  
• Learn  about  the  progress  being  made  on  repairs  by  reading  email  messages,  logbook  entries  
and  equipment  lockout  forms  and  by  talking  to  co-­‐workers  and  equipment  repairers.  (2)  
• Locate  project  specifications  from  drawings,  work  orders  and  specification  sheets  and  by  
speaking  with  engineers  and  supervisors.  (2)  
• Find  information  about  unusual  equipment  faults,  e.g.,  talk  to  co-­‐workers,  such  as  machine  
operators,  and  conduct  diagnostic  tests  to  gather  data.  They  collect  additional  data  by  
taking  measurements,  running  tests  and  trials  and  reviewing  information  generated  by  
diagnostic  equipment.  (3)  
 

G. Working  With  Others      

Automation  and  control  technicians  often  work  independently.  They  may  spend  as  much  as  50  
percent  of  their  time  in  control  and  relay  rooms,  liaising  with  operators  as  needed  to  ensure  
instrumentation  is  properly  maintained  and  emergencies  are  handled.  They  may  need  partners  to  
carry  out  some  functions,  such  as  testing  transmitters  or  boilers  or  installing  control  valves.  They  
sometimes  work  in  crews.  For  instance,  teams  of  three  or  four  workers  may  be  needed  to  run  new  
wires  in  plants.  
Participation  in  Supervisory  or  Leadership  Activities  
√  
 
Monitor  the  work  performance  of  others.  

√  
 
Inform  other  workers  or  demonstrate  to  them  how  tasks  are  performed.  

9  
 √  
 
Orient  new  employees.  

x   Make  hiring  recommendations.  

 

√   Assign  routine  tasks  to  other  workers.  

 

x   Assign  new  or  unusual  tasks  to  other  workers.  

 

√  
 
Identify  training  that  is  required  by,  or  would  be  useful  for,  other  workers.  

x   Deal  with  other  workers'  grievances  or  complaints.  

 

H. Digital  Technology    
Typical:  1  to  2    Most  Complex:  3  
 Examples    

Word  Processing    
 
• May  use  word  processing  software  to  prepare  reports.  (2)        
 
Spreadsheet  Software  
 
• May  use  spreadsheet  software,  e.g.,  use  spreadsheets  to  tally  project  costs.  (2)          
 
Bookkeeping,  Billing  and  Accounting  Software  
 
• Not  a  requirement  for  this  occupation.  
 
 Communication  Software  
• May  use  communication  software  to  exchange  email  with  customers,  suppliers  and  help  
desk  technicians.  (2)      
 
Data  Bases  
• Use  databases  to  enter  repair  information  and  retrieve  equipment  maintenance  histories.  
(2)  
• Use  databases  to  optimize  workflow,  e.g.,  use  databases  to  access  the  maintenance  
schedules  required  by  manufacturers.  (3)  
• Use  databases  to  retrieve  and  print  scale  and  assembly  diagrams.  (2)  
• Use  databases  to  acquire  information  about  distributed  control  systems  (DCSs)  and  
programmable  logic  controllers  (PLCs)  inputs  such  has  ranges,  locations  and  alarm  
conditions.  (2)    
 

10  
Graphics  Software  
• May  use  graphics  software,  e.g.,  use  graphics  software  incorporated  in  scanning  tools  to  
access  data  displays  such  as  signal  values.  (2)    
   
Internet  
• Use  the  Internet  to  access  training  courses  and  seminars  offered  by  training  institutions,  
unions,  suppliers  and  employers.  (2)  
• Use  Internet  browsers  and  search  engines  to  access  technical  service  bulletins,  electrical  
codes,  specifications  and  troubleshooting  guides.  (2)  
• May  use  the  Internet  to  access  blogs  and  web  forums  to  seek  and  offer  advice  about  the  
repair  of  electronic  equipment.  (2)  
• Search  Internet  websites  and  navigate  layers  of  menus  to  locate  technical  data,  such  as  pin  
assignments  on  integrated  circuit  chips.  (3)      
 
Programming  and  System  Design  
• Use  hand-­‐held  configurators  to  assist  in  the  configuration  of  system  components.  (2)  
• May  install  and  service  human-­‐machine  interfaces  to  permit  interactions  between  human  
beings  and  computerized  systems.  (3)  
• May  install  and  service  supervisory  control  and  data  acquisition  (SCADA)  systems  to  monitor  
and  control  industrial,  infrastructure  and  facility-­‐based  processes.  (3)  
• May  install  and  service  distributed  control  system  (DCS)  software  to  control  system  
parameters,  such  as  speeds,  outputs,  pressures  and  temperatures.  (3)  
• May  install  and  service  programmable  logic  controllers  (PLCs)  to  control  the  speeds  and  
outputs  of  machinery.  (3)        
 
Other  Digital  Technology  
• May  use  personal  digital  assistant  (PDA)  devices  to  complete  numeracy-­‐related  tasks  such  as  
calculating  material  requirements.  (1)  
• Use  hand-­‐held  electronic  devices  such  oscilloscopes  and  multimeters  to  access  operational  
data  such  as  electrical  readings.  (1)  
• Use  hand-­‐held  communicators  to  read  pressure,  flow  and  instrumentation  setup,  and  to  
calibrate  transmitters  and  valve  positioners.  (1)  
 
 
 

I. Continuous  Learning  

11  
Automation  and  control  technicians  learn  by  taking  courses  such  as  the  Industrial  Safety  Course,  
which  covers  topics  such  as  how  to  use  Air-­‐Pak  and  supplied  breathing.  They  also  take  courses  on    
confined  space  entry,  computer  applications  related  to  process  control  and  Workplace  Hazardous  
Materials  Information  System  (WHMIS).  They  attend  technical  courses  offered  by  suppliers'  
representatives,  which  cover  the  use  of  new  equipment  such  as  transmitter  controls,  process  control  
equipment  and  analyzers.    They  may  attend  team  leadership/communication  seminars  offered  to  
workers  in  operations,  maintenance  and  management.  In  addition,  they  learn  through  reading  
technical  magazines.  
How  Learning  Occurs  
Learning  may  be  acquired:  

√  
 
As  part  of  regular  work  activity.  
 
√   From  co-­‐workers.  
 

 
√  
 
Through  training  offered  in  the  workplace.  
 
√   Through  reading  or  other  forms  of  self-­‐study  
• at  work.  
 

• on  worker's  own  time.  

• using  materials  available  through  work.  
• using  materials  obtained  through  a  professional  association  or  union.  
• using  materials  obtained  on  worker's  own  initiative.  
 
√   Through  off-­‐site  training  
• with  costs  paid  by  the  worker.  
 

 
J. Other  Information    
In  addition  to  collecting  information  for  this  essential  skills  profile,  interviews  with  job  incumbents  
also  covered  the  following  topics.  
Physical  Aspects  
Automation  and  control  system  technicians  require  good  upper  limb,  multiple  limb  and  hand-­‐eye  
coordination.  They  stand,  bend,  stretch,  balance  and  kneel  when  repairing  and  inspecting  equipment.    
They  require  physical  stamina  and  dexterity  to  work  in  locations  with  limited  egress  such  as  tanks  and  
underground  pits  and  tunnels.  They  use  their  sense  of  hearing,  sight,  smell  and  touch  to  determine  
the  operating  condition  of  parts  and  to  detect  faults.  Colour  vision  is  essential  for  work  on  colour  
coded  wiring.  
Attitudes  
Automation  and  control  technicians  should  be  patient,  tolerant  and  easy-­‐going.  It  is  important  that  
they  remain  calm  in  stressful  situations.  They  should  be  prepared  to  work  long  hours  and  be  able  to  
work  alone.  

12  
  

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