Major Work Activity A - Performs common occupational skills

Table of contents

• Task A-1 Performs safety-related functions
  • A-1.01 Uses personal protective equipment (PPE) and safety equipment
  • A-1.02 Maintains safe work environment
• Task A-2 Uses and maintains tools and equipment
  • A-2.01 Maintains tools and equipment
  • A-2.02 Uses rigging, hoisting and lifting equipment
  • A-2.03 Uses access equipment
• Task A-3 Performs routine trade practices
  • A-3.01 Uses documentation
  • A-3.02 Determines project requirements
  • A-3.03 Plans job
  • A-3.04 Protects surroundings
  • A-3.05 Handles materials
• Task A-4 Performs quality control assessments
  • A-4.01 Assesses substrate conditions and deficiencies
  • A-4.02 Assesses product conditions and deficiencies
  • A-4.03 Assesses quality of painted or coated surfaces and wall coverings
• Task A-5 Uses communication and mentoring techniques
  • A-5.01 Uses communication techniques
  • A-5.02 Uses mentoring techniques

Task A-1 Performs safety-related functions

Task Descriptor

Painters and decorators use and maintain personal protective equipment (PPE) and safety equipment to provide protection of self and others.

Range of variables

• temporary safety protection includes: caution tape, signage, guardrails
• methods include: setting up fans, opening doors or windows, installing positive and negative air systems
• housekeeping duties include: hanging or taping down extension cords, sweeping up work area, removing tools and equipment not in use
• hazards include: asbestos, lead, other designated substances
• jurisdictional safety regulations include: OH&S, WHMIS
• workplace safety equipment includes: eye wash stations, fire extinguishers, spill kits, first aid kits
• workplace safety information includes: emergency phone numbers, escape route, evacuation plan

Range of variables

• components of WHMIS include: safety data sheets (SDS), labels, training, muster points
• jurisdictional safety regulations include: OH&S, WHMIS

Task A-2 Uses and maintains tools and equipment

Task Descriptor

Painters and decorators maintain tools and equipment in order to ensure their safe use, longevity and optimal performance. Proper maintenance also avoids product contamination, helps obtain the desired finish and prevents deficiencies.

Range of variables

• wear or damage includes: frayed or cut extension cords; flared brushes; worn roller sleeves; worn couplings, nozzles, hoses, blasting pots and rubber seals
• methods include: using solvent, sanding or scraping off dried material
• cleaning methods includes: emptying pots, blowing out lines, wiping down hoses

Range of variables

• jurisdictional safety regulations include: OH&S
• moving parts include: chains, gears, wheels

Range of variables

• factors include: load characteristics, environment, safety, anchor points, sling angles
• hazards include: ceiling heights, overhead wires, uneven and unstable surfaces
• safe work practices include: supervision of lifts, securing work area, communication

Range of variables

• deteriorated, worn or damaged access equipment components include: frayed ropes and cables, broken feet, split planks, UV damage on fibreglass ladders
• health and safety guidelines and regulations include: OH&S, local regulations, job site specifications

Range of variables

• restrictions include: electrical, height, no-step zones, load limitations, no painting of ladders

Task A-3 Performs routine trade practices

Task Descriptor

This task describes common activities performed by painters and decorators. They include using trade-related documentation, determining project requirements, planning jobs, protecting surroundings and handling materials.

Range of variables

• documentation includes: manufacturers’ specifications, site-specific documents, drawings (including revisions), permits, work orders, contracts, safety documentation (SDS and WHMIS symbols)
• work-related documents include: work orders, material lists, time and materials sheets (T&M)
• jobsite problems include: environmental conditions (relative humidity, wind, temperature, dew point, UV), contaminants (dust, animal waste), congestion, confined space, scheduling delays

Range of variables

• documentation includes: manufacturers’ specifications, site-specific documents, drawings (including revisions), permits, work orders, contracts, safety documentation (SDS and WHMIS symbols)
• work-related documents include: work orders, material lists, time and materials sheets (T&M)
• standards include: Association for Materials Protection and Performance (AMPP), International Organization for Standardization (ISO)

Range of variables

• area to be covered include: square footage covering, linear footage covering
• tools and equipment include: brushes, rollers, extension cords, spray equipment and accessories, ladders, scaffolding, lifting equipment
• materials include: paint, wall coverings, masking, drop sheets
• utilities include: heating, electricity, water

Range of variables

• tools and equipment include: brushes, rollers, extension cords, spray equipment and accessories, ladders, scaffolding, lifting equipment
• materials include: paint, wall coverings, masking, drop sheets

Range of variables

• tools and equipment include: explosion proof box, job box, brushes, rollers, paints
• environmental conditions include: relative humidity, wind, snow, temperature, dew point, UV, contaminants (dust, animal waste)

Range of variables

• tools and equipment include: explosion proof box, job box, brushes, rollers, paints

Range of variables

• protective products include: wallboards, plywood, polyethylene tarps, caution tape, signage
• surrounding objects include: furniture, flooring, lighting fixtures, landscaping, motion detectors, hardware, pull stations, card readers, wall plates, fixtures
• protective coverings include: drop cloths, plastic, hoarding, masking
• procedures include: wallpaper removal, power washing
• protective clothing include: disposable booties, coveralls, hoods

Range of variables

• protective products include: wallboards, plywood, polyethylene tarps, caution tape, signage
• protective coverings include: drop cloths, plastic, hoarding, masking
• protective clothing include: disposable booties, coveralls, hoods

Range of variables

• manufacturers’ specifications and safety regulations include: storing in explosive-proof cabinets, identifying possible chemical reactions and synergistic effects between products, storing incompatible materials separately, protecting waterborne products from freezing and overheating
• hazardous materials include: empty paint cans, asbestos, lead-based paints
• designated substances include: acrylonitrile, arsenic, asbestos, benzene, coke oven emissions, ethylene oxide, isocyanates, lead (in lead-based paints), mercury, silica, vinyl chloride (in polyvinyl chloride-PVC)

Range of variables

• materials include: solvents, paints, coatings
• hazardous materials include: empty paint cans, asbestos, lead-based paints
• designated substances include: acrylonitrile, arsenic, asbestos, benzene, coke oven emissions, ethylene oxide, isocyanates, lead (in lead-based paints), mercury, silica, vinyl chloride (in polyvinyl chloride-PVC)
• storage requirements include: explosive-proof and ventilated cabinets, protection from freezing, separating incompatibles and reactionary products

Task A-4 Performs quality control assessments

Task Descriptor

Painters and decorators must evaluate jobs in order to provide high quality results. This is done by identifying substrate and product deficiencies and evaluating the final work.

Range of variables

• sensory inspections include: visually, by touch
• metal conditions and deficiencies include: mill scale, contaminants, rust patterns, corrosion levels
• methods include: visual check, tape/mechanical pull test
• concrete and masonry conditions and deficiencies include: efflorescence, honeycomb, laintance, surface pH, scaling
• substrates include: wood, stucco, plaster, drywall, metal
• contaminants include: mould, mildew, salt, oil
• drywall damages include: structural deficiencies, moisture damage, poor tape adhesion, popping screws
• issues include: nicks, narrow and wide gaps
• paint film defects include: blistering, mud cracking, alligatoring, orange peeling, flaking, bleeding, saponification

Range of variables

• substrates include: wood, stucco, plaster, drywall, metal
• levels of drywall finishes include: 1, 2, 3, 4, 5
• substrate reference materials include: AMPP Identifiers, Feedback and Failures Guide
• problematic substrates include: galvanized metals, concrete with form release agents present, aluminum
• substrate conditions and deficiencies include: scaling, rusting, spalling, peeling and cracking paint
• causes of deficiencies include: excessive moisture; efflorescence; improper masking, filling and sanding; insufficient cure of plaster/masonry

Range of variables

• conditions and deficiencies include: compatibilities of coatings; age of product; improperly stored, stirred, strained or mixed paints, stains and epoxies

Range of variables

• compatibility of coatings include: waterborne and oil-based paints, primers
• conditions and deficiencies include: compatibilities of coatings; age of product; improperly stored, stirred, strained or mixed paints, stains and epoxies

Range of variables

• quality of work (painted or coated surfaces) includes: cut-in lines, even flow of brush work, uniform finish
• quality of work (wall coverings) includes: seam and pattern alignment, shading, absence of air bubbles, use of recommended adhesive, use of recommended primer
• paint film defects include: blistering, mud cracking, alligatoring, orange peeling, flaking, bleeding, flashing, blooming, blushing

Range of variables

• finished surface conditions and deficiencies include: air entrapment and specks of dry paint, fish eyes, orange peeling, holidays, flashing
• problematic substrates include: galvanized metals, aluminum, concrete with form release agents present, metal cladding, plastics

Task A-5 Uses communication and mentoring techniques

Task Descriptor

Learning in the trades is done primarily in the workplace with tradespeople passing on their skills and knowledge to apprentices, as well as sharing knowledge among themselves. Apprenticeship is, and always has been about mentoring – learning workplace skills and passing them on. Because of the importance of this to the trade, this task covers the activities related to communication in the workplace and mentoring skills.

Range of variables

• active listening includes: hearing, interpreting, reflecting, responding, paraphrasing
• electronic messages include: email, text messages

Range of variables

• people in the workplace include: other tradespeople, colleagues, apprentices, supervisors, clients, jurisdictional representatives, manufacturers
• sources of information include: regulations, codes, occupational health and safety requirements, jurisdictional requirements, prints, drawings, specifications, company and client documentation
• learning styles include: visual, auditory, reading, writing, kinesthetic
• personal responsibilities and attitudes include: asking questions, working safely, accepting constructive feedback, time management and punctuality, respect for authority, good stewardship of materials, tools and property, efficient work practice
• harassment: as defined by the Canadian and jurisdictional Human Rights Commissions
• discrimination: as defined by the Canadian Human Rights Act and jurisdictional human rights laws
• electronic messages include: email, text messages

Range of variables

• steps required to demonstrate a skill include: understanding who, what, where, when, why, and how, explaining, showing, giving encouragement, following up to ensure skill is performed correctly
• practice conditions means: guided, limited independence, full independence
• harassment: as defined by the Canadian and jurisdictional Human Rights Commissions
• discrimination: as defined by the Canadian Human Rights Act and jurisdictional human rights laws

Range of variables

• skills for success (essential skills) are: reading, document use, writing, oral communication, numeracy, thinking, working with others, digital technology, continuous learning
• learning styles include: visual, auditory, reading, writing, kinesthetic
• learning needs include: learning disabilities, learning preferences, language proficiency
• strategies to assist in learning a skill include: understanding the basic principles of instruction, developing coaching skills, using listening and paraphrasing skills, describing how essential skills relate to tasks, being mature and patient, providing feedback
• teaching skills include: identifying point of lesson and reasons for performing task safely and accurately, linking lesson, demonstrating skill, providing practice, giving feedback, assessing skills and progress

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