53-1042.00 · Learning planner
First-Line Supervisors of Helpers, Laborers, and Material Movers, Hand: a task-based learning plan
Directly supervise and coordinate the activities of helpers, laborers, or material movers, hand.
Explore the complete task inventory first →
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 |
|---|---|---|---|
| Coordination | 3.75 | 3.75 | 08/2024 · Analyst |
| Speaking | 3.62 | 3.75 | 08/2024 · Analyst |
| Management of Personnel Resources | 3.62 | 3.75 | 08/2024 · Analyst |
| Active Listening | 3.50 | 3.75 | 08/2024 · Analyst |
| Critical Thinking | 3.38 | 3.62 | 08/2024 · Analyst |
| Time Management | 3.38 | 3.62 | 08/2024 · Analyst |
| Monitoring | 3.38 | 3.50 | 08/2024 · Analyst |
| Complex Problem Solving | 3.38 | 3.00 | 08/2024 · Analyst |
| Reading Comprehension | 3.12 | 3.50 | 08/2024 · Analyst |
| Writing | 3.12 | 3.12 | 08/2024 · 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.
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 first-line supervisors of helpers, laborers, and material movers, hand.
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 first-line supervisors of helpers, laborers, and material movers, hand.
Level 4: Interview applicants to obtain personal and work history
Level 2: Greet tourists and explain tourist attractions
How would you explain the task, audience needs and next step in a short conversation?
Management of Personnel Resources
Motivating, developing, and directing people as they work, identifying the best people for the job.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for first-line supervisors of helpers, laborers, and material movers, hand.
Level 4: Direct the activities of a road repair crew with minimal disruption of traffic flow
Level 2: Encourage a coworker who is having difficulty finishing a project
What roles, expectations, feedback and support would help people complete the work?
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 first-line supervisors of helpers, laborers, and material movers, hand.
Level 4: Answer inquiries regarding credit references
Level 2: Take a customer's order
What would you ask the other person to clarify, and how would you confirm you understood?
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 first-line supervisors of helpers, laborers, and material movers, hand.
Level 4: Evaluate customer complaints and determine appropriate responses
Level 2: Determine whether a subordinate has a good excuse for being late
What assumption could change your conclusion, and what evidence would you check first?
Time Management
Managing one's own time and the time of others.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for first-line supervisors of helpers, laborers, and material movers, hand.
Level 4: Allocate the time of subordinates to projects for the coming week
Level 2: Keep a monthly calendar of appointments
What needs to happen first, where is the deadline, and what would you do if time runs short?
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 first-line supervisors of helpers, laborers, and material movers, hand.
Level 4: Monitor a meeting and revise the agenda to ensure important topics are discussed
Level 2: Proofread and correct a letter
What result or exception would you inspect during the task, and when would you revisit it?
Complex Problem Solving
Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for first-line supervisors of helpers, laborers, and material movers, hand.
Level 2: Lay out tools to complete a job
Level 4: Redesign a floor layout to take advantage of new manufacturing techniques
How would you separate the problem into parts and compare possible explanations?
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 first-line supervisors of helpers, laborers, and material movers, hand.
Level 4: Understand an email from management describing new personnel policies
Level 2: Read step-by-step instructions for completing a form
Which instruction, constraint or exception in a document would you need to explain accurately?
Writing
Communicating effectively in writing as appropriate for the needs of the audience.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for first-line supervisors of helpers, laborers, and material movers, hand.
Level 4: Write an email to staff outlining new directives
Level 2: Write down a guest's order at a restaurant
What document would another person need, and how would you check that they could act on it?
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.