Summary for:
Segmental PaversDescription:
Lay out, cut, and paste segmental paving units. Includes installers of bedding and restraining materials for the paving units.Sample of reported job titles:
Sample of reported job titles: Paver Installer, Paving Stone Installer, Cutter, Paver, Paver Layer, Segmental Wall Installer
Tasks | Knowledge | Skills | Abilities | Activites | Experience | Example | Education | Work Style | Work Values | Related Jobs | Wage | Employment | Expected Growth | Expected Need
Tasks:
- Prepare base for installation by removing unstable or unsuitable materials, compacting and grading the soil, draining or stabilizing weak or saturated soils and taking measures to prevent water penetration and migration of bedding sand.
- Supply and place base materials, edge restraints, bedding sand and jointing sand.
- Discuss the design with the client.
- Set pavers, aligning and spacing them correctly.
- Sweep sand into the joints and compact pavement until the joints are full.
- Screed sand level to an even thickness, and recheck sand exposed to elements, raking and rescreeding if necessary.
- Cut paving stones to size and for edges, using a splitter and a masonry saw.
- Compact bedding sand and pavers to finish the paved area, using a plate compactor.
- Design paver installation layout pattern and create markings for directional references of joints and stringlines.
- Sweep sand from the surface prior to opening to traffic.
Knowledge:
| Multilimb Coordination ó The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion. |
| Oral Comprehension ó The ability to listen to and understand information and ideas presented through spoken words and sentences. |
| Oral Expression ó The ability to communicate information and ideas in speaking so others will understand. |
| Control Precision ó The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions. |
| Arm-Hand Steadiness ó The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position. |
| Manual Dexterity ó The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects. |
| Near Vision ó The ability to see details at close range (within a few feet of the observer). |
| Problem Sensitivity ó The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem. |
| Speech Recognition ó The ability to identify and understand the speech of another person. |
| Information Ordering ó The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations). |
Skills:
| Handling and Moving Objects ó Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things. |
| Operating Vehicles, Mechanized Devices, or Equipment ó Running, maneuvering, navigating, or driving vehicles or mechanized equipment, such as forklifts, passenger vehicles, aircraft, or water craft. |
| Performing General Physical Activities ó Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials. |
| Inspecting Equipment, Structures, or Material ó Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects. |
| Coordinating the Work and Activities of Others ó Getting members of a group to work together to accomplish tasks. |
| Making Decisions and Solving Problems ó Analyzing information and evaluating results to choose the best solution and solve problems. |
| Communicating with Supervisors, Peers, or Subordinates ó Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. |
| Establishing and Maintaining Interpersonal Relationships ó Developing constructive and cooperative working relationships with others, and maintaining them over time. |
| Getting Information ó Observing, receiving, and otherwise obtaining information from all relevant sources. |
| Guiding, Directing, and Motivating Subordinates ó Providing guidance and direction to subordinates, including setting performance standards and monitoring performance. |
Abilities:
| Face-to-Face Discussions ó How often do you have to have face-to-face discussions with individuals or teams in this job? |
| Telephone ó How often do you have telephone conversations in this job? |
| Deal With External Customers ó How important is it to work with external customers or the public in this job? |
| Contact With Others ó How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it? |
| In an Enclosed Vehicle or Equipment ó How often does this job require working in a closed vehicle or equipment (e.g., car)? |
| Work With Work Group or Team ó How important is it to work with others in a group or team in this job? |
| Outdoors, Exposed to Weather ó How often does this job require working outdoors, exposed to all weather conditions? |
| Coordinate or Lead Others ó How important is it to coordinate or lead others in accomplishing work activities in this job? |
| Duration of Typical Work Week ó Number of hours typically worked in one week. |
| Sounds, Noise Levels Are Distracting or Uncomfortable ó How often does this job require working exposed to sounds and noise levels that are distracting or uncomfortable? |
Work Activities:
| Title | Job Zone Two: Some Preparation Needed |
| Overall Experience | Some previous work-related skill, knowledge, or experience may be helpful in these occupations, but usually is not needed. For example, a teller might benefit from experience working directly with the public, but an inexperienced person could still learn to be a teller with little difficulty. |
| Job Training | Employees in these occupations need anywhere from a few months to one year of working with experienced employees. |
| Job Zone Examples | These occupations often involve using your knowledge and skills to help others. Examples include sheet metal workers, forest fire fighters, customer service representatives, pharmacy technicians, salespersons (retail), and tellers. |
| SVP Range | (4.0 to < 6.0) |
| Education | These occupations usually require a high school diploma and may require some vocational training or job-related course work. In some cases, an associate's or bachelor's degree could be needed. |
Average (7% to 13%)