51-2092.00 · Learning planner
Team Assemblers: a task-based learning plan
Work as part of a team having responsibility for assembling an entire product or component of a product. Team assemblers can perform all tasks conducted by the team in the assembly process and rotate through all or most of them, rather than being assigned to a specific task on a permanent basis. May participate in making management decisions affecting the work. Includes team leaders who work as part of the team.
Understand the profile before choosing priorities
The table shows the ten highest importance ratings among 33 skills with usable ratings. Skills tied on importance can share a rank. Importance (1–5) and level (0–7) describe different dimensions. A level of 4 is not 4/7 of a course, and neither scale is your personal score. Source dates refer to the underlying rating, not the database release date.
| Skill | Importance / 5 | Level / 7 | Rating date |
|---|---|---|---|
| Active Listening | 3.12 | 3.00 | 08/2020 · Analyst |
| Monitoring | 3.12 | 3.00 | 08/2020 · Analyst |
| Quality Control Analysis | 3.12 | 3.00 | 08/2020 · Analyst |
| Coordination | 3.00 | 3.25 | 08/2020 · Analyst |
| Speaking | 3.00 | 3.00 | 08/2020 · Analyst |
| Social Perceptiveness | 3.00 | 3.00 | 08/2020 · Analyst |
| Operations Monitoring | 3.00 | 3.00 | 08/2020 · Analyst |
| Reading Comprehension | 3.00 | 2.88 | 08/2020 · Analyst |
| Critical Thinking | 3.00 | 2.88 | 08/2020 · Analyst |
| Instructing | 3.00 | 2.88 | 08/2020 · Analyst |
Anchor the plan in an actual task
Choose one reported task you want to understand better. Then choose one to three skills and describe an appropriate learning activity, evidence you will review and a date. For practical work requiring authorization, choose relevant coursework, observation or supervised training.
Active Listening
Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for team assemblers.
Level 2: Take a customer's order
Level 4: Answer inquiries regarding credit references
What would you ask the other person to clarify, and how would you confirm you understood?
Monitoring
Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for team assemblers.
Level 2: Proofread and correct a letter
Level 4: Monitor a meeting and revise the agenda to ensure important topics are discussed
What result or exception would you inspect during the task, and when would you revisit it?
Quality Control Analysis
Conducting tests and inspections of products, services, or processes to evaluate quality or performance.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for team assemblers.
Level 2: Inspect a draft email for errors (e.g., grammar, punctuation)
Level 4: Assess new parts for precision and accuracy to specifications
What is being checked, what defines a defect, and what evidence would be retained?
Coordination
Adjusting actions in relation to others' actions.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for team assemblers.
Level 4: Work with others to put a new roof on a house
Level 2: Schedule appointments for a medical clinic
Who would need what information, and at which handoff would timing matter?
Speaking
Talking to others to convey information effectively.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for team assemblers.
Level 2: Greet tourists and explain tourist attractions
Level 4: Interview applicants to obtain personal and work history
How would you explain the task, audience needs and next step in a short conversation?
Social Perceptiveness
Being aware of others' reactions and understanding why they react as they do.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for team assemblers.
Level 2: Notice that customers are angry because they have been waiting too long
Level 4: Be aware of how a coworker's promotion will affect a work group
What perspective or concern might another person bring to this task?
Operations Monitoring
Watching gauges, dials, or other indicators to make sure a machine is working properly.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for team assemblers.
Level 2: Monitor completion times while running a computer program
Level 4: Monitor machine functions on an automated production line
Which indicator would you observe, what is its expected range, and how would you record an exception?
Reading Comprehension
Understanding written sentences and paragraphs in work-related documents.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for team assemblers.
Level 2: Read step-by-step instructions for completing a form
Level 4: Understand an email from management describing new personnel policies
Which instruction, constraint or exception in a document would you need to explain accurately?
Critical Thinking
Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for team assemblers.
Level 2: Determine whether a subordinate has a good excuse for being late
Level 4: Evaluate customer complaints and determine appropriate responses
What assumption could change your conclusion, and what evidence would you check first?
Instructing
Teaching others how to do something.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for team assemblers.
Level 2: Instruct a new employee in the use of a timekeeping system
Level 4: Instruct a coworker in how to operate a software program
How would you explain one step, observe a practice attempt and give useful feedback?
Review the result
Your plan should explain why the selected skills matter for your chosen task, what you will do next and what evidence you will examine. Revisit the plan after that activity. Completing a worksheet or matching an occupation’s ratings does not establish professional competence.
Keep your worksheet
Download before leaving this page. Unsaved writing remains only in the page and is cleared on refresh. Notes and learning actions are not sent to a server. This guide describes an occupation and supports study planning; it does not provide clinical, legal or equipment-operating procedures.
Source and practice material
Occupational context uses the O*NET® 31.0 Database from the U.S. Department of Labor, Employment and Training Administration, under CC BY 4.0. View the occupation.
Skill Workbench selected and adapted the occupational information and added its own fictional cases, calculations, guidance and worksheets. USDOL/ETA has not approved, endorsed or tested these additions. O*NET® is a trademark of USDOL/ETA.