Skills Assembly Supervisor, Motor Vehicles near Toronto (ON)

Find out what skills you typically need to work as an assembly supervisor, motor vehicles in Canada. These skills are applicable to all Supervisors, motor vehicle assembling (NOC 9221).

Skills and knowledge

The following skills and knowledge are usually required in this occupation.

Essential skills

See how the 9 essential skills apply to this occupation. This section will be updated soon.

Reading
  • Read e-mail from their managers and co-workers in other departments. For example, they read e-mail about topics such as changes to work procedures, upcoming meetings, training, changes to safety alerts and quality control. (2)
  • Read text entries in forms. For example, they read co-workers' descriptions of defects in corrective action forms. (2)
  • Read memos from co-workers, union officials and representatives of agencies such as health and safety councils and workers' compensation boards. For example, they may read memos from managers about upcoming vehicle launches, changes to work stations set-ups, training seminars and safety alerts. (2)
  • Read a variety of reports. For example, they read monthly safety audit reports to learn about changes to quality control checks and modifications to workstations. They read daily and weekly production reports to determine which quality indicators to monitor. (3)
  • Read about new trends, technological developments and manufacturing practices, procedures and issues in industry publications. For example, they read about new paint technologies and their applications. They read articles in health and safety magazines to learn about assembly modifications which will minimize repetitive motion injuries. (3)
  • Read collective agreements, their organizations' policies and procedures manuals and International Organization for Standardization procedures. For example, they read their organizations' procedures manuals to understand budget and schedule development procedures, safety policies and procedures for specific situations such as hazard identification, work refusals, accidents and injuries. They read standard operating procedures for new and modified assembly processes. (3)
  • May read legislation, regulations and subsequent bulletins and addenda. For example, they read building codes, the National Safety Code and occupational health and safety Acts to maintain current knowledge of regulation and to ensure that production procedures meet regulatory requirements. (3)
Document use
  • Observe hazard symbols, warning and caution signs. (1)
  • Obtain data from a variety of labels. For example, they locate part numbers, zone, job and defect codes from defect labels. (1)
  • Locate data in tables and lists. For example, they locate production data such as components produced per hour and operators' and zones' production per hour in daily production reports. They locate job codes in versatility matrices for details about workers' capabilities. They may locate expense data in monthly expense reports to monitor numbers, types and amounts of expenses. (2)
  • Locate data in tracking and quality control forms. For example, they locate quality control data in inspection sheets and corrective action chronology reports. They locate data such as downtime, defects, lost time, near misses and injuries in weekly and monthly safety and production audits. (2)
  • Locate data in graphs such as defect histograms. (2)
  • Follow diagnostic, safety and assembly flowcharts. For example, they locate procedures for handling job-site injuries in safety flowcharts. They locate details of assembly tasks, job allocations and production faults in production flowcharts. (2)
  • Complete process control and quality control forms. For example, they complete inspection reports such as periodic job observation forms to describe job elements completed in timed intervals and note workstation set-ups. They complete safety inspections and product inspection checklists to note that inspections were performed, highlight safety deficiencies and describe temporary and permanent countermeasures which were implemented. They update versatility matrices, training tables and daily schedules by entering job codes. They complete corrective action forms to note defects, immediate corrective action applied and follow-up actions required such as manual replacement of parts. (3)
  • Locate dimensions and other features on vehicle assembly and work station layout drawings. For example, they examine vehicle fabrication drawings to understand assembly sequences and to identify locations and orientations of parts when troubleshooting assembly faults. They locate dimensions, angles and other features marked on floor plans to determine how to modify workstations to improve safety and workflow. (3)
Writing
  • Write comments in logbooks to describe and record details such as reasons for downtime, safety breaches, equipment failures and repairs and outstanding defects. (1)
  • Write descriptions and explanations in disciplinary, safety, job allocation and quality control forms. For example, they describe safety concerns such as surface damage on work platforms, repairs completed and corrective actions required in safety checklists. They note modification suggestions in job observation forms. They write notes to describe changes to production processes in job allocation change notices and worker awareness forms. (2)
  • Write e-mail to co-workers. For example, they write e-mail to managers and engineers to describe concerns about production processes and outline work station modifications to improve production and safety. They write e-mail to supervisors in other zones and departments to describe assembly faults and request help in correcting deficiencies. (2)
  • Write performance reviews for the production workers they supervise. In these annual and bi-annual reviews, they describe employees' strengths, indicate areas for improvement and outline training goals. They record workers' breaches of work standards, summarize key discussion points and describe subsequent measures to be implemented in disciplinary reports. (3)
  • May write short reports and business cases. For example, a frame assembly supervisor may write a short report to propose changes to work stations. The supervisor describes deficiencies in the current set-up for work stations, presents and interprets production data, offers rationales for the change and recommends related changes such as increases to human resource levels and alternative job allocations. The supervisor presents justifications and recommendations clearly and accurately to ensure managers and engineers can make informed decisions. (4)
NumeracyMoney Math
  • Calculate expense claims for travel to meetings and training events. They calculate expenses using per diem amounts for meals and per kilometre rates for use of personal vehicles. (2)
Scheduling, Budgeting & Accounting Math
  • Create and modify work schedules to ensure their areas are adequately staffed to meet production targets. When preparing schedules they consider vacation and training days and daily and weekly shift rotations. (3)
  • Plan assembly sequences. For example, when setting up lines for new products, they calculate times needed to complete different tasks and sequences of assembly procedures. After assembly sequences have been implemented, they may change the allocation of job elements to reduce labour costs, product defects and material wastage. (3)
Measurement and Calculation Math
  • Take measurements using measuring tools such as rulers and tapes. For example, they use rulers to confirm depths and diameters of boltholes and distances between wiper blades in resting positions. They use protractors to measure the rotation of parts during assembly operations. (1)
  • Calculate actual sizes and distances by scaling measurements on vehicle design drawings. For example, when dimensions are not marked on scale drawings, they use dividers and scaled rulers to determine distances between bolt holes and multiply measurements on the drawing by the scale. (2)
  • Use specialized instruments to take precise measurements. For example, they may use vernier callipers to measure depths of hubcap flanges and diameters of spindles. (3)
Data Analysis Math
  • Compare quality control, operating and production data to standards and specifications. They look for irregularities that may indicate equipment faults and production problems. For example, they compare numbers of defects at timed intervals to production targets for various control points. (1)
  • Collect and analyze data to describe production, safety and quality. They collect and analyze data to describe production activities and to identify inconsistencies and trends. They may graph variables such as frequencies and times to analyze data on specific workers, vehicles and tasks. For example, a supervisor may calculate the average bathroom breaks that workers take to set standards and to identify individual variations. After safety training, a supervisor may examine trends in frequencies for near misses, slips, injuries and general housekeeping to identify improvements. (3)
Numerical Estimation
  • Estimate times required to complete assembly tasks. For example, they estimate times required to attach components such as side door panels. They consider numbers of sub-tasks, movements required and distance between activities. (2)
Oral communication
  • Discuss ongoing work with production workers and union stewards throughout the day. For example, they receive complaints from workers about faulty equipment and work station inadequacies. They discuss repairs and maintenance requests with mechanics and welders using two-way radios. They discuss schedules, job assignments and assembly procedures with individual workers. They talk with other supervisors to coordinate responses to emergency repairs and production stoppages. (2)
  • Lead daily production meetings with work crews to recap and review production data and quality concerns. For example, they review production targets, identify equipment to monitor, reinforce safety alerts and outline upcoming training. In addition, they review procedure changes such as additional quality checks. (2)
  • Discuss production activities, product quality and work schedules with managers, engineers and supervisors from other teams, zones and departments. For example, a supervisor may call and lead a meeting to discuss the incomplete assembly of seat backs, which is slowing later assembly procedures. (3)
  • Give instructions and constructive criticism to workers they supervise. For example, they coach workers, teach them new skills and demonstrate how to complete assembly tasks with minimum movement and effort. They discuss workers' performances during reviews. They resolve conflicts between team members and outline expectations to workers who consistently underperform. (3)
  • Negotiate working conditions, job assignments and other matters with shop stewards. For example, they may discuss workers' grievances about overtime allotments and unsafe working conditions. They listen carefully to workers' complaints, discuss options and negotiate solutions. (3)
ThinkingProblem Solving
  • Find that workers are not meeting performance and safety standards. They speak directly with the workers and monitor their activities to identify reasons for under performance and solutions to increase workers' safety practices. They may increase daily inspections, request additional training and support and use motivational strategies to improve performance. They may seek advice from their managers if deficiencies continue. (2)
  • Experience equipment breakdowns and malfunctions which slow and stop production. They immediately notify their managers and maintenance departments to determine whether the equipment can be repaired quickly. They work with their managers to determine how to resume production. Down time is costly in manufacturing settings and they must work efficiently to repair equipment and continue production. (2)
  • Are unable to achieve quality and production targets for their units because production processes are badly designed and equipment is inadequate. They review job allocations and ergonomic data to discover possible reasons. They work with process engineers to redesign workstations, assembly sequences and elements of jobs. (3)
Decision Making
  • Decide to take disciplinary actions to correct sub-standard work and issue commendations for good ideas and exceptional performance. For example, they issue disciplinary reports to their managers and union stewards when workers and other departments fail to respond to previous requests for change. They issues employee recognition reports to human resources departments for employees who exceed production targets. (2)
  • Choose training activities for workers and safety topics for daily production meetings. They consider current safety concerns, requirements for upcoming production and workers' requests when determining training activities for production workers. They may involve their union counterparts in training decisions. (2)
  • Assign job tasks to workers. They consider skills and training requirements for different jobs, repetitive movements involved in assembly tasks and workers' medical restrictions, skill sets and personalities. For example, they may choose to move experienced workers to jobs that are more complex. They may assign workers with restricted movement to training other workers. (2)
  • Choose methods for managing production, safety and quality control. For example, they may choose to initiate brief shutdowns to repair faulty equipment and broken items in workstations. They may choose to re-allocate job tasks to increase production and reduce workers' fatigue. They may seek guidance from managers and engineers. (3)
Critical Thinking
  • Evaluate training needs of production workers they supervise. They consider changes to current production lines, new vehicle launches, skills of workers, safety and production trends and changes to regulatory requirements for training. (2)
  • Judge the conformity of workstations to standards and specifications. Before work starts, they inspect equipment, supplies and work areas visually, review notes in logbooks and analyze production data from previous shifts. They identify repair, maintenance and supply requirements. (2)
  • Judge the suitability of assembly process and workstation set-ups during daily monitoring and scheduled audits. They use established safety, ergonomic and efficiency criteria. For example, they inspect workstations using criteria such as proper clearance from machinery, proper placement and condition of work surfaces, equipment and tools to minimize movements and hazards. They complete job observations to assess work cycles. They use criteria such as body positions and the types, numbers and repetitions of movements per job task and distances between tasks. Their judgment is critical for reducing costs, job related injuries and cycle times for assembly tasks. (3)
  • Evaluate the quality of work from their own work units and other zones and departments. They visually examine and take measurements from components and analyze production data. They compare measurements and observations to manufacturing specifications to determine if products meet quality standards. Their evaluations are critical in preventing unwarranted failed inspections and complaints from customers. (3)
Job Task Planning and Organizing

Own Job Planning and Organizing

Supervisors in motor vehicle assembling organize their own tasks and shift priorities to ensure their work areas, zones and departments meet production targets. They schedule time to review daily production data, prepare and monitor production and repair schedules, monitor work teams, check product quality and attend required management meetings. They set job task priorities to maintain production and handle problems such as production deficiencies, mechanical failures and workers needing to leave production lines. (3)

Planning and Organizing for Others

Supervisors in motor vehicle assembling prepare daily schedules and plan activities for workers. They revise schedules to accommodate workers' requests for days off and medical leave. They change work assignments and schedules to maintain and improve efficiency. For example, they redesign jobs and blocks of tasks allotments to balance tasks completed among workers. They reassign workers' jobs to accommodate production shutdowns in their own and other zones and departments. (3)

Significant Use of Memory
  • Remember many types of codes such as job, safety, production and defect codes to improve efficiency when completing documents.
  • Remember personality traits of workers when putting together work teams.
  • May remember the names and some personal information of large work groups to establish rapport and good communications.
Finding Information
  • Find information about production workers. They review workers' training matrices, training documents, past shift and overtime schedules and performance reports. In addition, they may interview workers and speak with other supervisors. (2)
  • Find information about production processes. For example, they collect data from many documents such as daily production, corrective action and incident reports, histograms, process flowcharts and assembly and vehicle drawings and complete job observations. They use this information to monitor production processes and identify areas for improving efficiency, quality and safety. (4)
Digital technology
  • Use word processing. For example, they write brief memos and short reports using limited editing and page formatting. (2)
  • May use graphics software. For example, they may use presentation software such as PowerPoint to prepare slide shows. They require a general understanding of importing files and formatting text and graphics to set up presentations. (2)
  • Use databases. For example, they use databases software such as Access to enter and extract data. For example, they may manage data and run queries to access production and quality control data. (2)
  • Use communications software. For example, they exchange e-mail and attachments with co-workers and managers. (2)
  • Use the Internet. For example, they search Internet sites for information about new products, manufacturing technologies, quality assurance systems and human resources management. They may use their organizations' intranets to access policies, assembly procedures, training files and bulletins. (2)
  • May use other computer and software applications. For example, they may use specialized production scheduling, process and machine monitoring, data collection, quality control and facility management software such as Factory Information Systems to gather production data and monitor equipment, processes and vehicles. (2)
  • May use spreadsheets. For example, they may use spreadsheet templates to create work schedules. They may create spreadsheets for collecting data and preparing graphs of production, quality control and safety data. (3)
Additional informationOther Essential Skills:

Working with Others

Supervisors in motor vehicle assembling lead teams of production workers. They integrate their own tasks with those carried out by their teams, providing guidance and overseeing activities to ensure quality control standards and production targets are met. They also integrate their own schedules and tasks with supervisors of other zones and departments. For example, they participate in production meetings with their managers, supervisors from other work units and engineers to coordinate production line shutdowns, develop and modify assembly processes, complete test runs and reallocate production resources. (3)

Continuous Learning

Supervisors in motor vehicle assembling must learn continuously to keep abreast of new technologies, products and manufacturing technologies and to implement regulatory changes and union agreements. They learn through on-the-job experience, discussions with other supervisors and managers and workers they supervise and from reading manuals and magazines. In addition, they complete computer-based training programs and participate in seminars and courses offered through their employers. They may also take college and university courses. (3)

Labour Market Information Survey
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