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Supervisors, Mining and Quarrying  (NOC 8221)
Edmundston--Woodstock Region
Description |  Titles |  Duties |   Related Occupations

Education & Job Requirements for Supervisors, Mining and Quarrying in Edmundston--Woodstock Region

Education and job requirements can vary by region. Workers in regulated occupations require a licence to work legally. Workers in non-regulated occupations do not require a licence, but employers may have other certification requirements.

Employment Requirements

Employment requirements are prerequisites generally needed to enter an occupation.

  • Completion of secondary school is required.
  • Completion of a college or university program in mining technology or engineering may be required for some positions in this group.
  • Several years of experience in the occupations supervised are usually required.
  • Provincial certification as an underground mine supervisor, shift boss, or coal mining supervisor may be required.

Regulation by Province/Territory

Some provinces and territories regulate certain professions and trades while others do not. If you have a licence to work in one province, your licence may not be accepted in other provinces or territories. Consult the table below to determine in which province or territory your occupation/trade is regulated.

Table of job opportunities for your chosen occupation at the provincial or territorial level.
Province and Territory Regulation
Alberta
Not regulated
British Columbia
Not regulated
Manitoba
Not regulated
New Brunswick
Not regulated
Newfoundland and Labrador
Not regulated
Northwest Territories
Not regulated
Nova Scotia
Not regulated
Nunavut
Not regulated
Ontario
Not regulated
Prince Edward Island
Not regulated
Québec
Not regulated
Saskatchewan
Not regulated
Yukon
Not regulated

Education Programs

Programs in the order in which they are most likely to supply graduates to this occupation (Supervisors, Mining and Quarrying):

Essential Skills

How Essential Skills Profiles can help you!
The essential skills profiles can:
  • Help determine, based on skill sets, which career may best suit a particular individual.
  • Assist job seekers to write a résumé or prepare for a job interview.
  • Help employers to create a job posting.

Employers place a strong emphasis on essential skills in the workplace. Essential skills are used in nearly every occupation, and are seen as 'building blocks' because people build on them to learn all other skills.

Each profile contains a list of example tasks that illustrate how each of the 9 essential skill is generally performed by the majority of workers in an occupation. The estimated complexity levels for each task, between 1 (basic) and 5 (advanced), may vary based on the requirements of the workplace.


Supervisors, Mining and Quarrying

Supervisors in this unit group supervise and co-ordinate activities of workers engaged in underground and surface mining operations and quarries. They are employed by coal, metal and non-metallic mineral mines and quarries.

Reading
 
  • Read notes and logbook entries. For example, they read notes about maintenance and repair that operators have written on equipment checklists. They read previous shift supervisors' logbook entries to learn about changes to work plans, equipment breakdowns and safety concerns. (2)
  • Read e-mail from supervisors, co-workers and contractors. For example, they read e-mail from supervisors about production requirements and changes to policies and procedures. They read e-mail from co-workers to learn about details of blasting schedules and plans for new drill areas and haul roads. They also read e-mail from human resources personnel to learn about matters such as crew members who are on long-term disability. (2)
  • Read workers' narrative accounts on accident report forms and summaries of health and safety incidents. For example, they read operators' descriptions of accidents and near miss incidents, their analyses of actions and conditions that caused the events and suggestions of what can be done to prevent further accidents and near misses. They may read daily summaries of health and safety incidents that have occurred within their organizations. (2)
  • Review and revise standard job procedures. For example, they read detailed descriptions of job tasks such as 'walk around' inspections for haul trucks which specify safety requirements, sequences of task steps, potential problems and recommended controls. They read detailed procedures outlining safety requirements and job steps for operating equipment and performing tasks such as unloading waste rock on berms and backing into shovel-loading positions. (3)
  • Read articles in trade magazines. For example, they may read magazine articles about long hole drilling, monitoring open pit high walls and minimizing environmental impacts when blasting near migration routes. (3)
  • Read a variety of manuals. For example, they skim equipment manuals when troubleshooting equipment malfunctions. They read their organizations' policy and procedure manuals to remain knowledgeable about health and safety requirements, investigation and documentation procedures, environmental policies and training requirements. (3)
  • Read and interpret legislation and collective agreements. For example, they read various Mines Acts to remain knowledgeable about provincial and territorial mining regulations and compliance requirements. They may also read collective agreements to ensure they are compliant with contract provisions. (4)
  • May read operating and investigation reports. For example, they may read reports on mine safety practices and environmental compliance to determine areas requiring improvement. They read engineering reports on topics such as slope stability to understand the implications of mining particular locations. (4)
Document Use
  • Locate parts and task sequences in assembly diagrams. For example, they may identify construction and disassembly sequences for crushers and other equipment. (2)
  • Locate data in graphs. For example, they may view line graphs showing ground vibration levels resulting from blasts. They may view bar graphs showing daily production totals for each piece of equipment and for day and night shifts. (2)
  • Locate mine details on maps. For example, they may identify current and planned blast areas, bench numbers, changes to ramp roads, current loading areas and planned development areas when determining work plans for their shifts. (2)
  • Locate data in various forms. For example, they identify operators' availabilities and equipment assignments on line-up sheets. They locate production totals on operators' daily reports. They confirm materials and quantities on invoices, work orders and bills of lading. They identify upcoming work locations and blast areas in monthly mine operation schedules. (2)
  • Locate data in lists and tables. For example, supervisors in granite quarries scan various lists to locate identification numbers of granite to be shipped, verify equipment availability and confirm that operators' have completed their daily vehicle inspections, initial drill rig checks, blasting inspections and reviews. They may review analysis tables which show chemical compositions and types of rocks being mined. (2)
  • Complete entry forms. For example, they record quantities and costs on purchase and requisition forms when ordering new personal protective equipment and replacement parts for equipment. They complete workplace audit forms during safety inspections. They record types, locations and quantities of materials moved by equipment on daily production reports. They summarize crews' hours and enter rates of pay on payroll forms. They enter dates, times and names of people involved in incident and accident forms. They may record preparatory activities and planned drill hole patterns on blasting reports. (3)
Writing
  • Write reminders and notes for co-workers. For example, they may write reminders for operators' requests, safety concerns and production matters so that this information can be included in their end-of-shift reports. They may write notes to operators to remind them of changes to shift schedules and training courses. (1)
  • Write e-mail and memos. For example, they e-mail supervisors to inform them of employees' overtime schedules, changes to planned maintenance shutdowns and suggested operating procedure revisions for new equipment. They also e-mail suppliers and manufacturers asking for clarifications such as the wear factors on grader tires. They write memos to co-workers explaining actions taken in response to non-conformance reports, giving them updates to training schedules and documenting meeting discussions and decisions. (2)
  • May write performance evaluations for workers they supervise. For example, they may complete training and performance reviews. They describe tasks performed, training attended, competencies demonstrated and deficiencies observed. They document actions taken to address deficiencies. (3)
  • Write operating and accident investigation reports. For example, they write end-of-shift reports which summarize activities and accomplishments, describe tasks yet to be completed and give instructions to supervisors of subsequent shifts. They include detailed descriptions of equipment malfunctions and resulting delays and describe actions taken to manage and minimize negative effects on production. They prepare accident and incident investigation reports in which they describe sequences of events, explain actions taken and summarize the perspectives of people involved. They provide details of operators' actions, weather and other factors which may have contributed to incidents and accidents. They outline their recommendations for corrective and preventative actions. They have to be concise and accurate because these reports may be used during further investigations by organizations such as Workers' Compensation Boards. (3)
Numeracy
Scheduling, Budgeting & Accounting Math
  • Schedule equipment and operators to meet production requirements for their shifts. They adjust work schedules as needed in response to equipment malfunctions, weather conditions and operators' availability. (3)
Measurement and Calculation Math
  • Take a variety of measurements. For example, they measure berm heights with tapes. Supervisors in granite quarries measure the length, height and width of granite blocks. Supervisors in underground mines may measure gas concentrations with various gas detection and air quality monitoring equipment. (1)
  • Calculate production quantities. For example, they calculate volumes of rock, gravel and fill excavated and moved. They may calculate quantities of supplies and fuels transported over winter haul roads. They may calculate amounts of explosives to be used when blasting. (3)
Data Analysis Math
  • Collect and monitor data on mine safety and environmental effects. For example, they may compare air quality readings, blasting noise and ground blast vibration levels to acceptable ranges. Supervisors in open pit mines may record berm drop-offs at regular intervals to ensure settlements do not exceed specifications. (2)
  • Collect and analyze production data. For example, they track and monitor amounts, types and destinations of mining materials. They record and monitor equipment and operator delays and downtime hours. They use this data when comparing their shifts' productivity to daily and weekly production targets. They calculate average production per shift and compare their crews' productivity from month to month. (3)
Numerical Estimation
  • Estimate time required to complete tasks when scheduling operators and equipment. (2)
  • Estimate heights, widths, volumes and areas. For example, they estimate berm heights, road widths, tonnes of materials moved and areas required to store products. (2)
Oral Communication
  • Discuss ongoing work with contractors and suppliers. For example, they inform mechanical contractors of part deliveries and coordinate the equipment stoppages and closures needed for repairs. They describe overburdens and discuss removal plans with excavation contractors. They discuss tire durability and wear with equipment and parts suppliers. (2)
  • Lead meetings with their crews. For example, they meet with crew members to assign duties and equipment and outline task sequencing and timelines. They explain new tasks and operating procedures for newly-acquired equipment. They review daily production goals, equipment maintenance concerns, safety regulations and safety concerns such as causes of accidents and incidents. (2)
  • Discuss mine operations with co-workers and managers. For example, they exchange production details such as work completed and remaining and equipment malfunctions with their 'cross shifts.' They discuss blasting schedules and locations with blasting foremen and coordinate repair work for malfunctioning equipment with maintenance supervisors. They discuss quality concerns such as substandard quality control results with inspectors and quality control technicians. They also discuss mine operations, production targets, strategies for equipment maintenance and planned shutdowns with mine managers. They review incidents and accidents and steps taken to ensure safety compliance. (3)
Thinking
Problem Solving
  • Cannot meet production targets because of equipment malfunctions and the low quality of materials at current mining locations. When equipment breaks down, they call mechanics and outside service contractors to carry out repairs. When yields are below targets, they inspect sites, review engineering plans, analyze historical yields and discuss their findings with mine managers and engineers. They may move operators and equipment to other areas of mining sites. (2)
  • Cannot proceed with production plans because of unsafe work conditions. They ask operators to complete tasks such as breaking-up frozen rock piles, clearing blocked roadways and digging deeper drainage ditches to prevent water overflow. They re-position equipment and reassign operators in response to environmental safety concerns such as high levels of methane and fuel spills. They restrict access to these areas until air quality readings are within acceptable ranges and fuel spills have been cleaned up. (3)
Decision Making
  • Choose assignments for equipment and operators. They assign operators to equipment according to their qualifications, experience and availability. They choose tasks and locations for equipment according to production requirements. (2)
Critical Thinking
  • Assess the safety of mining operations. They observe crew members and equipment at work. They confirm the use of personal protective equipment and check to see that standard operating procedures are being followed. They review equipment and inspection logs and incident and accident reports. They talk to operators to ensure they are alert and fit for work. (3)
  • Evaluate efficiency of production processes. They review production figures for each operator and piece of equipment. They examine the causes of operator and equipment downtime and delays due to bad weather and poor road conditions. They make their assessment within the context of daily, weekly and monthly production goals for their mines. (3)
Job Task Planning and Organizing

Own Job Planning and Organizing

Supervisors of mining and quarrying are responsible for planning and organizing their own job tasks within the requirements of mines' production plans. They attend shift exchange meetings to understand previous shifts' accomplishments and learn about any disruptions that may require adjustments to their shift plans. Throughout their shift, they often make adjustments to their schedules in response to production slow-downs, equipment breakdowns and changes in the weather. (3)

Planning and Organizing for Others

Supervisors of mining and quarrying are responsible for the planning, scheduling and dispatching of operators and equipment to meet daily production goals. They also participate in the planning of mine operations. (3)

Significant Use of Memory
  • Remember operators' skill sets, seniorities and equipment preferences.
  • Remember daily production goals and job-specific information provided to them by their cross-shifts and mine managers.
Finding Information
  • Find information about safety regulations from mining legislation and their organizations' policies and procedures manuals. (2)
  • Find information about previous shifts by speaking with 'cross shift' foremen and reading incident reports and production schedules. (2)
  • Find information about production levels by speaking with dispatchers, reviewing data in computerized mining modules and speaking with operators. (3)
Digital Technology
  • Use word processing. For example, they may write memos to their managers to inform them of shutdowns and to provide them with production data. They may create production and accident investigation reports for their managers. (2)
  • May use database software. For example, they may enter and locate data in inventory control databases. They may enter production data into their organizations' mine management databases. (2)
  • Use spreadsheet software. For example, they set up spreadsheets to organize production data, schedules and equipment maintenance data. (2)
  • Use communications software. For example, they exchange e-mail and attachments with co-workers, contractors and suppliers. They may use the calendar functions of e-mail programs to manage appointments. (2)
  • May use Internet. For example, they may search web sites for equipment parts and suppliers. They may check bookmarked web sites for weather reports and mining legislation. (2)
Additional Information
Other Essential Skills:

Working with Others

Supervisors of mining and quarrying coordinate and integrate job tasks with the workers they supervise, their mine managers and other supervisors to ensure operators and equipment are available to meet their mines' production goals. (3)

Continuous Learning

Supervisors of mining and quarrying need to learn continuously to maintain expertise with rapidly changing mining technologies and methods, maintain mandatory skill certifications such as first aid and cardiopulmonary resuscitation and improve their supervisory skills. They attend courses offered by their organizations on topics such as leadership and supervisory skills and computer skills. They also learn through their day-to-day interaction with co-workers and management team members. (2)

Apprenticeship Grants

There are two types of Apprenticeship Grants available from the Government of Canada:
  • The Apprenticeship Incentive Grant (AIG) is a taxable cash grant of $1,000 per year, up to a maximum of $2,000 per person. This grant helps registered apprentices in designated Red Seal trades get started.
  • The Apprenticeship Completion Grant (ACG) is a taxable cash grant of $2,000. This grant helps registered apprentices who have completed their training become certified journeypersons in designated Red Seal trades.
[ Source: CanLearn - HRSDC ]
Information for Newcomers

Fact Sheets for Internationally Trained Individuals

Are you an internationally trained individual looking for guidance on foreign credential recognition in your profession in Canada? These occupational fact sheets can help you by providing information on:

  • the general requirements to work in your profession
  • the steps that you can take to find the most reliable sources of information

Mining (PDF Format - Size: 955 MB)
Applied Science and Engineering Technician or Technologist (PDF Format - Size: 758 KB)


Credential Assessment

Provincial credential assessment services assess academic credentials for a fee. Contact a regulatory body or other organization to determine if you need an assessment before spending money on one that is not required or recognized.

The assessment will tell you how your education compares with educational standards in the province or territory where you are planning to settle can help you in your job search.

Please consult the Edmundston--Woodstock Region and New Brunswick tabs for more useful information related to education and job requirements.