5 Rising Toward the Reality

of My Dreams
Introduction
This module is about helping the learners identify the skills and abilities that will
help them determine the most realistic profession and career for them.

The learners’ knowledge of their skills and abilities will enable them to make
career decisions that match their potentials and expertise. Facilitating the learners’
skills assessment will aid them in making career choices that will empower them to
maximize the available local and foreign opportunities after they exit from the senior
high school curriculum.

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Time Allotment (90 minutes)

Materials
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 paper and pen  copies of Career Progression
 carton box/bowl Sheet
 scissors  copies of Self-Assessment Skills
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 manila paper Inventory

 colored paper/construction paper
 copies of skills-based resume
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Note: You may use alternative resources or other similar materials if those above
are not available.
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I. Objectives
At the end of this module, the learners are expected to:
1. identify the qualifications, abilities, and skills necessary in the preferred
profession, and vocation;
2. make a decision about the preferred career; and
3. share insights and experiences on the process of choosing the preferred
profession or career.

Activities
1. Activity on identifying skills whether “hard” or “soft” (Motivation)
2. Completing a Career Progression Sheet (Main Activity)
3. Exploring Skills, Abilities, Interests, and Values (Lecturette)
4. Self-Assessment Skills Inventory/Writing a Resume (Application)

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 5. Reflective questions about written resume (Reflection)
6. Elevator Pitch (Evaluation)

II. Motivation (10 minutes)

Note: Check if learners were able to do their assignment of interviewing
professionals. Ask some volunteers to share information they gathered,
specifically on the qualifications required of the professions of the people they
interviewed.

Prior to the activity, prepare the following:

1. List of soft skills encoded or written on yellow colored paper or construction
paper.
2. Provide spaces in between the skills for cutting.

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3. Do the same with the hard skills, on a blue colored paper or construction
paper.

Soft Skills
 Teamwork
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 Listening  Enjoying challenge
 Honesty  Calmness, Warmth
 Flexibility Leadership Skills
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
 Open mindedness  Service-orientedness
 Good decision making  Encouraging
 Interpersonal relations skills  Resiliency
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Hard Skills
 Multi-tasking  Carpentry
 Computer programming  Interior Designing
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 Hair dressing  Machine work

 Artistic  Gardening/Agriculture
 Plays different sports  Computing
 Driving  Tabulating
 Bartending  Checking
 Culinary Skills  Analyzing
 Assembling  Communication Skills
 Repair

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 Directions

1. Assign one learner to act as the “It.”

2. Give the mechanics of the activity.

Mechanics

 All learners will form one big circle including the It. There should be no extra
seats aside from those occupied by the learners.
 The It will hold the box containing the list of skills. Then, he will ask a learner
from the circle to pick a paper from the box. The It will read the skill on the
paper and ask the learner if he/she possesses such skill.

Example: Multi-tasking…is this your skill?

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If the answer is Yes, everybody will stand and move to the next seat on their
left.
If the answer is No, everybody, including the It will stand and find a seat
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across the circle. The learner who cannot get a seat becomes the new It.
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To add perk to the response, the learner who is called by the It is instructed
to say “Yes na Yes” if the answer is affirmative. If the answer is negative,
learner answers “Oh no, I don’t have it!”
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 For every skill picked, ask learners: “In what profession is the skill useful?”
Gather responses.
 Do the next round using the same procedure.
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Guide Questions
1. What did you feel while doing the activity?
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2. How did this activity help you determine the skills that you need in the
workplace?
3. How will the identified skills prepare you in your preferred profession,
vocation, and future?
4. What other insights do you have from this activity?

Note: Tell students that those who got blue paper got the hard skills while those
who picked the yellow paper got the soft skills.

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III. Main Activity (20 minutes)
Procedure
1. Group together those with the same field/cluster preferences, based on
the choices they made as reflected in the previous modules. Have each
cluster sit in a circle.
2. Assure the learners that they are on the right track toward attaining their
dream careers but that they need to understand the skills and
qualifications required.
3. Provide each group a copy of the “Career Progression Sheet.”

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Career Progression Sheet

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INNOVE HIRING PROGRAM

INNOVE, a new player in the energy industry, offers job openings to

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senior high school graduates in your province. Its Human Resource
Department manager announced that there are 180 vacancies available
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for application: 30 researchers, 50 junior clerks, 60 encoders, 30 graphic

designers, and 10 company physical fitness coaches.

The important qualifications to consider are the following:

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a. Must be a Senior High School graduate

b. Must possess the relevant qualifications, skills, and abilities called for
by the job
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c. Willing to work under pressure

d. Must possess good communication skills and can work with less
supervision
e. Willing to be assigned in other provinces

Interested and qualified applicants must submit a resume addressed

to John T. Loewy, INNOVE President, thru the Human Resource
Manager Jeanie R. Nana.

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 Task
1. The leader of each cluster will read the content of the Career Progression
Sheet to their group members.
2. The leader will encourage each member of the group to tell the skills and
abilities they possess that coincide with their chosen career. Assign a
group secretary to note down the sharing of each member.
3. After the discussion, the secretary will read to the class the list of
strengths, skills, and abilities mentioned in the sharing.

Guide Questions
 Do the skills and abilities that you possess fit into the requirements stated
in the Career Progression Sheet?
 Based on the skills and abilities you believe you possess, what position

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best fits you? Does this complement with the career you want to pursue?
 What are your insights or realizations about the activity?

IV. Lecturette (20 minutes)

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Examining one’s life is an important prelude to success. Socrates once
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said that an unexamined life is not worth living. Hence, in making a career
decision, a process of self-introspection is essential. It is all about exploring and
assessing one’s skills, interests, abilities, and values, and combining these to
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result in a satisfying life and career in the future.

Such self-introspection is essential because the most important thing in

the field of human resource today is the inner totality of a person. Consider the
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following scenarios.

Scenario 1
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Andrew and Maynard work in the same company as senior computer

specialists. Andrew does his work efficiently and effectively. However, he
gets irritated when the manager asks him to revise a work or mentor a new
employee. Others try to avoid him because of this. Maynard, on the other
hand, is less than a year in the company but already has good rapport with
majority of the employees. When others or the manager comments on his
work, he humbly accepts and tries to adjust accordingly.

If you were the manager of the company, who would you prefer to be
promoted and why?

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 Scenario 2

Nicole was very happy because she was able to put up a small
restaurant in their community. Her customers grew in number and they kept
coming back because they like the service aside from the cheap but
delicious food. One customer suggested that Nicole market her business
through social media. She wondered how she would do that since she is
not familiar with social media applications.

The scenarios presented support the trend that employers prefer to hire
applicants primarily based on attitude rather than aptitude. Many industries,
employers, and human resource managers share the same perspective in hiring

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new employees. It also shows that technical skills are essential in operating a
business.

The success of a company includes commitment, focus on the job, humility,

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and industry of its employees. Studies regarding hiring methodologies
established facts that skilled and experienced employees with negative attitude
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and perspective fail quickly while the lesser experienced ones with excellent
attitudes succeed better in the long run (Toren, 2015).
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Wherever you go, you carry your attitude with you. So it is important to be
aware about the totality of your persons as future workers in different industries
and other workplaces, including the skills that you possess―those that need to
be developed and those that need to be improved. By doing so, you will be
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tailored to become competent employees in today’s industry preferences, and

eventually become best managers in the future. One who plans to venture into
enterprising activity must also consider these skills as human resources will play
a critical part in the success of the business organization.
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There are two major classifications of skills (Doyle, 2016)―hard skills and
soft skills.

Hard skills refer to the functional abilities and are generally taught and
learned in school, from experience, and from reading books and are evaluated
through levels of competencies. A concrete example of this is one’s speed in
producing work outputs. It also applies to the number or kind of machines a
person can operate. These skills are constant across work settings, situations,
and workers, which are acquired over time.

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 Examples of hard skills are the following:
1. encoding
2. machine operation
3. heavy equipment operation
4. carpentry
5. computer programming
6. analyzing
7. computing

Soft skills refer to the personal characteristics and traits of an individual

and which are not measurable. Over time and with a positive mindset, these can
be developed and enhanced through various opportunities such as values
formation and team building. However, the employee himself/herself should have

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the “will” and the right attitude to make the necessary adjustment in order to build
on these values and traits.

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Examples of soft skills are as the following:
1. teamwork
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2. communication
3. flexibility
4. patience
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5. persuasion
6. time management
7. perseverance
8. decision making
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9. honesty
10. humility

Your career should be a platform for you to forward your best skills,
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knowledge about self, and your abilities. Developing and improving your hard
skills and creating a balance of your soft skills will not only ensure a promising
career, but a healthy, meaningful, and happy life.

In as much as skills are important in the world of work and the business
industry, consider also the job qualifications relevant to your career preferences.
These are basic requirements entailed by a certain job that also include work
experience, personal qualities, lines of expertise, and educational credentials.

Sample qualifications for specific careers are included in Appendix 15 for

reference.

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 Note:
1. Provide students with a copy of the sample qualifications required for a job
(Appendix 15).
2. For additional resources on job qualifications, you may visit the following links:
http://work.chron.com/job-qualification-examples-12829.html,
http://info.dogpile.com, www.dole.gov.ph

Guide Questions
1. Are you aware about your hard skills? your soft skills?
2. Are these skills relevant to the career you want to pursue?
3. What do you intend to do with the skills that you do not possess or are not yet
prominent in you?
4. Do you think you are on the right track about your career goal? Why?

V. Application (15 minutes)

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Task 1
1. Distribute copy of “Self-Assessment Skills Inventory” sheets to students
(Appendix 16).
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2. Tell students to write the hard and soft skills that they possess, including
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their interests and qualifications.
3. Collect the completed sheets for compilation in the students’ portfolio.
These will be available as ready reference by the Guidance
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Counselor/Career Advocate for career counseling and for other related

purposes.
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Self-Assessment Skills Inventory (SASI)

Name:
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Chosen Profession/Career:

Skills Interests Qualifications

Hard Skills Soft Skills

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 Sample Self-Assessment Skills Inventory (SASI)

Name: Kyle Velasco

Chosen Profession/Career: Electrical Engineer

Skills Interests Qualifications

Hard Skills Soft Skills
Computing Skills Decision making Making designs Graduate of BS
Skills Electrical
Engineering
Course
Analytical Skills Flexible Reading Board Examination
science Passer

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journals
Computer Honest With OJT
Programming experience in local
Skills engineering firm
Composing
technical diagrams O
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Creating and
explaining design
ideas
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Task 2
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“I-Resume” – Individual Resume Writing

A resume is a powerful tool that markets an applicant’s skills, strengths, and

competencies to prospective employers. It provides brief, yet substantive
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information about how the applicant can contribute to a company or organization.

In this activity, students will package themselves for employment purposes,

applying their significant learning in the activities of the previous session.

Procedure
1. Discuss briefly the importance and the parts of a skills-based resume. Give
them a sample copy of a resume as their guide.
2. Guide the learners in making their own skills-based resumes.
3. Let them recall what they wrote in SASI—their different skills, interests, and
qualifications—which they could use to construct their resume.

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 Read to the learners the importance of a resume as summed up the article
“How to Write a Resume.”

Think of your resume this way: It is a means to advertise yourself as to

what you can offer to an organizational setting. Remember that your goal is to
be qualified for interview for a prospective job. To do this, you must view your
resume as a marketing tool to move you closer to your dreams. Therefore, you
need to see it as your marketing tool. However, the resume alone, is not the sole
factor to land a job. The point is, it’s a first step that you need to master with
competencies.

Sample of a Skills-based Resume

Kyle Velasco

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135 Sonny St. Brgy. Bitoon, Province of Bontoc
Cell # 09090403112

Education
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Senior High School Graduate – Science and Technology, Engineering and Mathematics
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(STEM) strand. School: Stella Mariz College, Bontoc, School Year ___________

Training and Leadership Skills

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 Can perform various computer program functions, including Microsoft Word,

Microsoft Excel, Microsoft Publisher, Corel Draw
 Fluent in written and oral communication using the English language, Filipino, and
Sadanga, Ilocano
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 Can work under pressure and task challenges

 Willing to work overtime when needed
 Can work and formulate decisions with little supervision
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 Receptive of others’ suggestions and opinions

 Able to work and adjust in working with others

Organizational Affiliation
 Math Club—as Public Information Officer, links with other clubs and organizations
and disseminates relevant information to club members
 Supreme Student Government—as member, actively supported all initiated in-
campus and off-campus programs and projects

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VI. Reflection (10 minutes)
The learners’ experience in writing their resume is one of the major trainings in
marketing themselves to potential industries. Allow them to share their major
learning from the activity by asking the following questions. Have them write
their answers in their journal.

1. What interest, skills, and qualification for your chosen career were you able
to identify as you were writing your resume?
2. What did you feel while preparing your resume?
3. How will this help you in your chosen career?
4. Do you think your resume will pass the requirements needed for your job?
Why?

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VII. Evaluation (15 minutes)
Elevator Pitch

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It is essential for 21st century learners to be aware and confident in knowing
and developing their skills, talents, and abilities as these shall be translated
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into future jobs and opportunities. In today’s set up of job interviews, job fair
is common in the Philippines and it is vital that learners are equipped with
the knowledge and skills necessary for this endeavor. They should know
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and be confident to present their best introduction as to who they are and
what they can do best in the shortest possible time.
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Procedure
1. Introduce the elevator pitch interview, which has to be executed in 30
seconds. The learner will act as the resource manager and another, the
interviewee.
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2. The interviewee will present his/her skills, abilities, and qualifications in an

oral form as brief as it can be to the human resource manager.

Guide questions in formulating the Elevator Pitch (Speech)

1. What do you do best? (Skills)
Learner should be able to identify and articulate for himself/herself and to
a potential interviewer what he/she can do best.
Example:
 I am articulate in written and oral communication.
 My expertise is in hairdressing.
 I am currently an active member of the Supreme Student Government.

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 2. What characteristics best describe you?
Example:
 I am a good listener and I value people.
 I learn fast and I can finish a task independently.
 I am a good team player and believe I am an asset to the company.

3. What do you enjoy doing?

Example:
 I am interested in manipulating computers. I like solving mathematical
problems.
 I like to study about nature.

4. What is your purpose for applying for work?

Example:
 This job is an opportunity for me to share and further enhance my skills

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in designing.
 I am inspired by the assistance your company is offering to the less
fortunate yet deserving students.

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Sample of Elevator Pitch (Speech): 30 seconds
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Sir, good morning po!
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Ako po si Elize Reyes, nagtapos ng Senior High School sa Elijah National

High School sa strand na HUMMS. Mahusay po ako sa pagsusulat ng mga
report at mga opisyal na pakikipagtalastasan sa Ingles, Filipino, at Cebuano.
May kasanayan din ako sa paggamit ng kompyuter.
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Ang pinakamalakas kong katangian ay ang aking kahusayan sa pakikitungo

sa tao. Naging daan ito sa aking pagbuo ng mga programa para sa mga
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kabataan sa aming komunidad. May karanasan na ako sa pakikipag-ugnayan sa

iba’t ibang ahensiya na may kaugnayan sa paglilinang ng kaisipan at kasanayan
ng mga kabataan. Ilan sa mga ito ay ang camping at retreats. Sa pamamagitan
ng mga ito ay naibabahagi ko sa kanila ang aking mga naging karanasan na
gagabay sa kanilang paghahanda tungo sa mabungang kinabukasan upang sila
ay patuloy na maging responsableng mamamayan.

1. Call on volunteers to present his/her elevator pitch speech.

2. Tell the class, “Based on the presentation, let’s give him/her a two thumbs-up
and say Hired!” Teacher makes a pointing and thumbs-up gesture to the
presenter.

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 Note: Discuss the reality that some applicants may be denied but that they can
apply in other establishments or venture into other enterprising activities
depending on what suits their qualifications, skills, and abilities.

Guide Questions
1. How did you feel when you were asked to present yourself?
2. In what way did this activity help you to make plans and prepare for the
future?
3. With your skills and abilities, what can you contribute to your country five to
ten years from now?

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Note: Play the song “Pinoy Ako” by Orange and Lemons. Let students form a big
circle and hold hands together while singing the song with appreciation to
Filipinos who bring pride to the country. Come up with alternative strategies

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in the absence of electricity or player.
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VIII. Assignment
Coordinate with the English teacher to provide assistance in the
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enhancement, improvement, or rewriting of learners’ resumes.

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Module 5 Appendix 15

Job Qualifications

Heavy Equipment Mechanic

Basic Educational Requirement

A high school diploma and completion of a formal training in a heavy equipment

mechanic training program is a prerequisite to qualify for the job. This is to be
supplemented with on-the-job training for certain periods of time.

Tasks

 Diagnoses, services, and repairs various systems that are found on pieces of
heavy equipment such as mechanical and electronic controls, air brake systems,

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transmissions, high voltage generators, and pneumatic systems;
 Troubleshoots and repairs malfunctions in the equipment;
 Fabricates, modifies, and installs special equipment or replacement parts;
Performs routine maintenance checks and adjustments on fluid levels, hoses,

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belts, brakes, tires and clutches;
 Changes filters and oil, and lubricate vehicles and motor-driven equipment;
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 Diagnoses problems, disassembles units, repairs or replaces parts, and
reassembles units;
Overhauls engines, replaces engines, and rebuilds components;
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
 Tunes gas and diesel engines; services valves; fuels filters and turbo chargers;
and pressure checks fuel filters; and
 Prepares work orders and cost material estimates.
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Skills and Competencies

 Mechanical aptitude;
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 Knowledgeable about the fundamentals of diesel engines, transmission,

electrical systems, computers, and hydraulics;
 Care and use of hand and power tools employed in all phases of heavy
equipment mechanical maintenance and repair work;
 Ability to make skillful, controlled manipulations of small objects to repair
equipments; and
 Ability to read, understand, and carry out oral and written instructions.

Physical Attributes and Characteristics

 Flexible and has the capacity to learn new skills quickly; and
 Physically fit (i.e., can move heavy objects; bend or stoop repeatedly over time;
lift arms above shoulder level).

Appendix Page 104