View original document

The full text on this page is automatically extracted from the file linked above and may contain errors and inconsistencies.

s

.

Ob/ -

1 0

Exploring
Careers

U.S. Department of Labor
Bureau of Labor Statistics
1979
Bulletin 2001-10




Mechanics
and Repairers




Exploring Careers is available either as a single volume
of 15 chapters or as separate chapters, as follows:
The World of Work and You
Industrial Production Occupations
Office Occupations
Service Occupations
Education Occupations
Sales Occupations
Construction Occupations
Transportation Occupations
Scientific and Technical Occupations
Mechanics and Repairers
Health Occupations
Social Scientists
Social Service Occupations
Performing Arts, Design, and Communications Occupations
Agriculture, Forestry, and Fishery Occupations

Mechanics
and Repairers

Exploring
Careers
U.S. Department of Labor
Ray Marshall, Secretary
Bureau of Labor Statistics
Janet L. Norwood, Commissioner
1979
Bulletin 2001-10




For sale by the Superintendent of Documents, U.S. Government Printing Office
Washington, I).C. 20402

Photograph Credits
zalez; The Honorable Daniel K. Inouye; and David
Weitzer.

Photography for Exploring Careers was directed by Max
L. Carey of the Bureau of Labor Statistics, Division of
Occupational Outlook. Members of the Division’s staff
who assisted with obtaining and editing photographs
were Anne Kahl, Kathy Wilson, Chester Curtis Levine,
and Gloria D. Blue. Contributing photographers were
A1 Whitley of Whitley Associates, and Harrison E. Allen,
Robert Donaldson, and Fleming P. Rose of the U.S.
Department of Labor, Division of Graphic Services. The
Bureau gratefully acknowledges the cooperation of the
many government and private sources that either con­
tributed photographs or made their facilities available to
photographers. Depiction of company or trade names in
no way constitutes endorsement by the Department of
Labor. Some photographs may not be free of every
possible safety or health hazard.

Membership groups. Air Transportation Association of

America; American Iron and Steel Institute; American
Petroleum Institute; Associated General Contractors of
America; Association of American Railroads; Chamber
of Commerce of the U.S.A.; International Association of
Machinists and Aerospace Workers; Motor Vehicle
Manufacturers Association of the U.S., Inc.; National
Education Association; and United Brotherhood of Car­
penters and Joiners of America.

Industry and business. Allen-Mitchell and Co.; American
Telephone and Telegraph Co.; Arlington Hobby Crafters; Babcock and Wilcox Co.; Badger America Inc.; The
Big Cheese; Blake Construction Co.; Bob Peck Chevro­
let; Carl T. Jones Associates; Chase Manhattan Bank;
Chessie System; Cycles Inc.; Del Mercado Shell Service
Center; Everhart Jewelers; General Truck Sales; The
Hecht Co.; Hyatt Regency of Washington; Heritage
Exxon Servicenter; International Business Machines
Corp.; Mayflower Hotel; Merrill Lynch Pierce Fenner
and Smith, Inc.; Navy Marshall and Gordon; Nike of
Georgetown; Riggs National Bank; Southeast Auto Sup­
ply; State Farm Insurance Companies; Texaco Inc.;
WGMS Broadcasting Co.; Westinghouse Electric Corp.;
and Westvaco Corp.

Government Sources

Federal. Armed Forces Radiobiology Institute; Board of
Governors of the Federal Reserve System; Bureau of
Prisons; Department of Agriculture; Department of
Health, Education, and Welfare; Department of the In­
terior; Federal Aviation Administration; Government
Printing Office; National Aeronautics and Space Admin­
istration; National Institute of Mental Health; National
Park Service; Smithsonian Institution; Tennessee Valley
Authority; and U.S. Postal Service.
State and local. City of San Antonio; City of San Diego;
District of Columbia—Department of Human Re­
sources, Police Department; Fairfax County (Va.)—Pub­
lic Schools, Public Libraries; Maryland National Capital
Park and Planning Commission; Montgomery County
Public Schools (Md.); University of Texas Health Sci­
ence Center at San Antonio; and Washington Metropol­
itan Area Transit Authority.

Publications. Arlington News; Co-ed Magazine; Law En­
forcement Communications; The New Prince George's
Post, and The Washington Post.
Other. Alexandria Archaeology Research Center (Va.);
American National Red Cross; Catholic Charities of the
Archdiocese of Washington; Folger Shakespeare Li­
brary; Forsyth County Heart Association (N.C.); George
Washington University Hospital; Model Cities Senior
Center (D.C.); St. Columba’s Episcopal Church (D.C.);
St. Thomas Apostle Catholic Church (D.C.); United
Way of America; Visiting Nurse Association of Wash­
ington, D.C.; and Washington Hospital Center (D.C.).

Private Sources

Individuals. Robert Devlin; Robert Miller; The Honora­
ble Eligio de la Garza; The Honorable Henry B. Gon­




n

Preface
Exploring Careers is a career education resource for youngsters of junior high
school age. It provides the kind of information about the world of work that young
people need to prepare for a well-informed career choice. At the same time, it offers
readers a way of learning more about themselves. The publication aims to build
career awareness by means of occupational narratives, evaluative questions, activities,
and career games presented in 14 occupational clusters. Exploring Careers emphasizes
what people do on the job and how they feel about it and stresses the importance of
“knowing yourself” when considering a career. It is designed for use in middle
school/junior high classrooms, career resource centers, and youth programs run by
community, religious, and business organizations.
This is 1 of 15 chapters. A list of all the chapter titles appears inside the front
cover.
Exploring Careers was prepared in the Bureau’s Division of Occupational Outlook
under the supervision of Russell B. Flanders and Neal H. Rosenthal. Max L. Carey
provided general direction. Anne Kahl supervised the planning and preparation of
the publication. Members of the Division’s staff who contributed sections were Lisa
S. Dillich, David B. Herst, H. Philip Howard, Chester Curtis Levine, Thomas
Nardone, Debra E. Rothstein, and Kathy Wilson. Gloria D. Blue, Brenda Marshall,
and Beverly A. Williams assisted.
The Bureau gratefully acknowledges the cooperation of all the workers who agreed
to be interviewed and photographed, the teachers and students who field tested a
sample chapter, and all who shared their ideas with BLS. Many people in the
counseling community offered encouragement and support. Special thanks for her
generous assistance go to Cathy Cockrill, Career Education Curriculum Specialist,
Fairfax County Public Schools, Fairfax, Virginia.
Although they are based on interviews with actual workers, the occupational
narratives are largely fictitious.
Material in this publication other than photographs is in the public domain and
may be reproduced without the permission of the Federal Government. Please credit
the Bureau of Labor Statistics and cite Exploring Careers, Bulletin 2001.




iii

Contents
Page

Mechanics and repairers
Auto mechanic ..............................................................................
Computer service technician
Jew eler...........................................................................................
Job facts.........................................................................................




IV

1
7
13
18
23

Exploring
Careers

Mechanics and
Repairers

Mechanic jobs involve considerable physical activity, but most require only
moderate strength.




l

Exploring Careers
It was Superbowl Sunday. Ed turned on the television
set and sat down to watch the game. Even before he
could open the bag of potato chips, the picture began to
roll ... and then it was gone. Not wanting to miss a
minute of the game, Ed ran to the phone to call Kathy.
He was sure he could watch it at her house. But when he
picked up the phone, there was no dial tone. Annoyed,
Ed decided to drive to Kathy’s anyway. The car started
with a roar. Then there was a loud crack, the roar turned
into a weak wheeze, and the engine sputtered into silence.
Very upset, Ed jumped out of the car and slammed the
door. Too late, he realized that he had locked it. Inside
the locked car, dangling from the ignition switch, was
the key ring with his house key. As the first drops of rain
began to fall, Ed looked into the sky and shouted,
“Help!” This certainly wasn’t his day. He hoped his team
was having better luck than he was.
The help that Ed needed could have come from four
people: A television service technician, a telephone re­
pairer, an automobile mechanic, and a locksmith. These
skilled workers could have repaired the machines that
caused Ed’s trouble. Like Ed, we all use machines and,
at times, need mechanics to repair and service them.
Many businesses and industries rely on these workers
every day.
Have you ever thought about working as a mechanic?
There are many jobs to choose from—so many that just
listing all of them would take several pages. After all,
every machine creates work for some type of mechanic.
Just think about all the machines you see in a single day.
Sooner or later, all of them need to be serviced or
repaired.

Body repairers take pride in their ability to make
damaged cars look like new.


2


What Do Mechanics Do?
What comes to mind when you picture a mechanic at
work? You may see the feet of an automobile mechanic
sticking out from underneath a car. Perhaps you picture
an appliance repairer poking around the back of your
refrigerator. Maybe you imagine a business machine
mechanic repairing a typewriter in the office of your
school. Or see a jeweler replacing the diamond in a gold
ring.
So many different images come to mind, you might
wonder what all these workers have in common. All of
them use their minds and hands to fix things—air con­
ditioners, farm equipment, motorcycles, pianos, or some
other machine. Mechanics use their minds to find the
cause of mechanical problems and their hands to correct
the problems. Let’s examine their work more closely.

A mechanic needs patience to do the job right.

Mechanics and Repairers
Mechanics Solve Mechanical Puzzles

Mechanics Correct Mechanical Problems

Before mechanics can repair a machine they must find
out why it isn’t working. Why won’t a boat motor start?
Why doesn’t a soda machine give the correct change?
Why are the copies from a photocopier so light? This is
just what a doctor has to do before prescribing treatment
for someone who is sick. This “diagnostic work” often is
very difficult, but many mechanics feel that solving the
mechanical puzzle is the most interesting part of the job.
To find out why a machine will not work, mechanics
first check the common and obvious causes of trouble.
When an electric sign does not light, the mechanic begins
by checking the bulb. If that’s not the cause of the
trouble, the mechanic looks elsewhere.
Mechanics search for clues to the cause of the problem
in an orderly way. Their knowledge of how the machine
works tells them where to look and what to look for.
Mechanics may listen to a motor for a telltale whine.
They may test electrical circuits to see if electricity is
running through them properly. They may take a ma­
chine apart. They do whatever is necessary to check the
possible causes of a mechanical problem. Because many
machines are complex, mechanics often rely on repair
books and technical manuals to guide their search.
Trial and error also plays a role in the search. If
adjusting the do-hickey does not make the widget work,
maybe the gizmo should be tightened. However, even
this is done in an orderly way. Mechanics know what to
do if the first repair does not do the trick. Their knowl­
edge shows them how to try, try again.

Once mechanics have determined why a machine will
not work, they make the necessary repairs. The repair
work often involves taking apart a machine and repairing
or replacing worn or broken parts. However, it may be
possible to fix a machine by simply turning a screw that
tightens a rubber belt or scraping the rust off an electric
contact. Some machines are harder to repair than others.
There’s a big difference between repairing a toaster and
repairing a diesel engine.
To make repairs, mechanics work with their hands
and with tools. They use common hand and power tools
such as screwdrivers, pliers, and electric drills. They also
use special tools of the trade. Shoe repairers, for example,
use skivers—knives that are made especially to split
leather.

Finding the cause of a problem in a stereo amplifier
is like solving a puzzle.




This motorcycle mechanic finds that time passes
quickly when he is absorbed in his work.

3

Exploring Careers


4


Mechanics Prevent Mechanical Problems
Many mechanics spend much of their time keeping
machines in good working order. This is called mainte­
nance work. Most machines need regular maintenance
work to keep them in top condition. If the engine in a
bus is not tuned regularly, it will run poorly and use
more fuel. Eventually it will break down. Maintenance
work is especially important with machines that must
not fail in use. If an airplane engine has a problem, the
mechanic had better spot it while the plane is on the
ground!

Mechanics Do Other Things
In addition to repair and maintenance work, mechan­
ics do other things. Some install machines—telephones,
for example. Some mechanics do paperwork; they may
record the amount of time they spend on a job or accept
payment from customers. Experienced mechanics may
train new workers. Mechanics who have their own repair
shops order supplies, hire and supervise other workers,
and keep the records for the business.

This auto mechanic is getting a new car ready for a
customer.

Mechanics and Repairers
What Makes a Good Mechanic?
What does it take to be a mechanic? If you asked
employers or experienced mechanics that question, you’d
probably get several answers.
•
•
•

“You have to be good with your hands.”
“You have to understand machines.”
“You have to know how to use tools.”

All these descriptions refer to something often called
“mechanical aptitude.” People who have mechanical
aptitude have a knack for understanding how machines
work and for fixing them. It’s a knack that is essential
for anyone who wants to work as a mechanic.
The ability to solve problems is an important part of
mechanical aptitude. Repairers must be able to under­
stand what makes a machine run. What does each part
do? How do the parts work together? What can happen
to the parts to cause trouble? Mechanics must be able to
use this understanding to answer the questions, “What’s
wrong with this machine?” and “How do I fix it?”
Another important part of mechanical aptitude is the
ability to work with your hands and with tools. This may




seem easy. After all, many people work with their hands
and use the same tools mechanics do. It would be
exaggerating to say that mechanics need the hands of a
surgeon, but manual skill is important. You may be able
to take a watch apart. And you probably can learn to
put it back together so that it works. But do you have
enough manual dexterity and eye-hand coordination to
fix dozens of watches in a single day? You would need
those skills to earn a living as a watch repairer. To put
it another way, a lot of people play basketball, but only
a few are pros.
In addition to mechanical aptitude, there are other
characteristics that are helpful to a mechanic.
Ability to work under pressure. Whether mechanics are
repairing a pinsetter in a bowling alley or a generator in
a factory, they often must work quickly so that customers
are not inconvenienced.
Ability to work without supervision. On most repair jobs
it is just the mechanic and the machine, one to one.
Mechanics set their own schedule and pace, but they
have to get the work done, on time and correctly.

5

Exploring Careers

Stamina. Some mechanics are very active workers.
They may stoop, bend, kneel, and crawl around ma­
chines. They may lift, push, and pull machines, tools,
and spare parts. They may climb ladders and scaffolds
or drive a repair truck many miles during a day.
Patience. Finding and fixing the problem in a machine
may take hours or days. If the mechanic rushes through
a job, it could cause more trouble later.
Tact and courtesy. Mechanics often have to deal with
customers and machine operators who are upset because
their machines are not working.

Training for Mechanic and Repair Occupations
Repairing is skilled work. It takes training to learn
how a machine runs and how to fix and service it. For
most repair occupations there are several ways of getting
the training you need. To find out about training require­
ments in specific mechanic and repair occupations, see
the Job Facts at the end of this chapter.
You may be preparing for your career already. Do
you read about machines—what they do and how they
do it? If so, you are developing a background in basic
mechanics that will help you understand more difficult
repair books and technical manuals later on* You may
have hobbies in which you work with your hands. Per­
6



haps you build models, make jewelry, or draw. Many
mechanics get their start by doing repairs around their
homes. Through activities such as these you learn to
work with your hands and to use tools.
High school is the first step to a career as a mechanic.
You may have heard that mechanics do not need a high
school education. In some occupations this is true. How­
ever, all employers prefer to hire high school graduates.
And in high school you will learn a lot that will help you
later on. In mathematics classes you work with numbers
and solve problems—good practice for solving mechan­
ical problems later on. In science classes you study
physics and electricity. These subjects help mechanics
understand how machines operate.
Many high schools also have classes in woodworking,
metalworking, drafting, electronics, and specific types of
repair work such as appliance repair, auto mechanics,
and television and radio repair. These classes provide
good experience, because you work with the same kinds
of machines and tools in class that you would use on the
job. Such high school courses may give you the skills you
need to land your first job or open the way for further
training.
After high school, there are several ways to train for
a career as a mechanic. You can attend a vocational
school or a community or junior college. These schools
offer training in almost every type of repair work. Such
training programs sometimes are preferred for mechanics
who repair complex machines, such as computers, busi­
ness equipment, and electronic instruments.
In many mechanical occupations you can start work
immediately after high school and train on the job. You
learn the trade by observing and helping experienced
mechanics. You can train for some occupations through
apprenticeship. Apprenticeships combine on-the-job
training with classroom instruction in job-related sub­
jects, such as blueprint reading, electrical theory, and
safety practices. You may have to belong to a union or
already work for a company to be eligible for an appren­
ticeship.
Another possibility is the military, which employs
many mechanics. You can train and get valuable expe­
rience for many repair occupations in the Armed Forces.
Once you become a mechanic, it won’t take long to
learn that your training never ends. Every year machines
are improved and made more complex. Hundreds of
new machines are introduced. To keep up with these
changes mechanics must continue to train throughout
their careers. You will have to study new repair books
and technical manuals. You may have to attend classes
run by companies that make machines or even take
classes at a high school or a community or junior college.
There always will be something new to learn.

Mechanics and Repairers
Auto Mechanic

Mechanic Carlos Romo and mechanic trainee Pamela Dobbins.



Exploring Careers
The sky was slate grey and the rain had slowed to a
fine mist. It was surprisingly chilly for a late May morn­
ing. A wave of cold damp air greeted Carlos Romo as he
stepped out of the tow truck. A tractor trailer roared by.
Carlos shivered a moment. “Glad I wore my Army field
jacket,” he thought.
This was the first repair call of a day that promised to
be a long one. Carlos’ partner was on vacation. The man
who usually drove the truck was sick. The weather was
lousy. And it was only 6 o’clock in the morning! Carlos
had been fast asleep when the phone had rung ... a
driver on Route 29 needed emergency road service.
“What seems to be the matter?” said Carlos to the
man who stood gloomily by the side of the road, leaning
against a dark green sedan. “Am I glad to see you!”
responded the man. Then he explained that his name
was Jack Kelly and the trouble had begun when he had
pulled off the road to check the windshield wipers. The
wipers had been acting “funny”. When Mr. Kelly had
tried to start the car again, nothing had happened. So he
had called Carlos. Carlos’ was the only 24-hour towing
service listed in the phone book.
Carlos slipped behind the wheel of the green car, then
took a good look at the gas gauge and gear selector. No
problems there; the car had gas and was in gear. From
Mr. Kelly’s description, Carlos was almost certain that
the battery was dead. But it always paid to check every­
thing. Carlos turned on the ignition. The engine would
not turn over. Sure enough, the battery was dead. Now
the question was, “Why?”
Carlos found the answer as soon as he opened the
hood. The fan belt was broken. Without a fan belt, the
car’s alternator would not work. All the electrical sys­
tems—the lights, the radio, and the windshield wipers—
had to use power from the battery. So much of the
battery’s power had been used already that there wasn’t
enough left to restart the car.
“Your battery is dead,” said Carlos to Mr. Kelly.
“That’s what I figured,” replied Mr. Kelly. “Well, give
me a jump and I can be on my way.”
“I’m afraid not. The fan belt is broken. I can jump
start the car but the battery would just die again. I’ll
have to tow you into the shop and replace the belt.”
Frustration was written all over Mr. Kelly’s face.
“Are you sure there’s nothing you can do here to get
it to run? I have to be in Philadelphia by tonight.”
“Sorry,” replied Carlos. “I don’t have a belt here and
the battery should be recharged, if it can be. It may be
totally gone. You might need a new one.”
“W ell... okay. Let’s go.”
Carlos hooked the car to his tow truck and drove to
his garage.
The garage was a small rectangular building with bare



cinder block walls, a cement floor, and steel frame roof.
On the left side in the rear was a hydraulic floor jack.
Next to the jack were Carlos’ workbench and tool chest.
The workbench was littered with greasy rags, the parts
of a disassembled carburetor, and some papers. In con­
trast, the tool chest and its contents were in perfect order
and spotless. Carlos could work on a messy bench, but
not with messy tools. Besides, the handtools had cost
over $1,000 and he wanted to protect that investment.
Storage shelves lined the back wall of the garage. The
shelves were stocked with spare parts. Carlos did not
keep a large supply of parts, just enough to handle
common repairs and maintenance jobs.
Next to the shelves was a small room with a shower
and some lockers. Tom’s work area took up the right
side of the garage. Tom was Carlos’ partner. As usual,
Tom’s area was neater than Carlos’. Carlos often won­
dered how Tom could possibly work that way....
Carlos lowered Mr. Kelly’s car from the tow truck and
pushed it near his work area. Then he returned to the
front of the shop to speak to Mr. Kelly.
“This will take a couple of hours. There’s a cafe down
the block, if you want breakfast.”
“I think I’ll just hang around here,” said Mr. Kelly.
“Suit yourself. I’ll be making some coffee, if you want
any.”
Carlos could tell that Mr. Kelly’s frustration was turn­
ing to impatience. Sometimes I wish I were back at the
Service Center, he thought. No contact with the cus­
tomers, just get the cars from the service manager and
do the work.
As Carlos made the coffee, he remembered how ex­
cited he had been when Tom had first suggested that
they start their own business. All they had to begin with
was a tow truck and an ad in the yellow pages.
Business had been slow at first, but as time went on
they had earned a reputation for honesty and good work.
Their customers had begun asking them to service their
cars. So Tom and Carlos had rented a service station and
garage, hired a part-time truckdriver, and begun doing
tune-ups, lube jobs, and minor repairs.
Now they had a small group of regular customers and
all the work they could handle. In fact, business was so
good that Tom and Carlos were thinking of dropping the
towing service. “That might not be a bad idea at all,”
thought Carlos as he suddenly noticed Mr. Kelly glaring
at him from across the garage. Carlos sighed and started
to work.
Carlos used a hydrometer to check the battery’s cells.
The battery was not completely dead, which meant it
could be recharged. Carlos disconnected the cables, re­
moved the battery, and placed it in the recharger.
“How much longer?” demanded Mr. Kelly.

Mechanics and Repairers

“About an hour,” replied Carlos.
“Well, I guess that will have to do,” replied Mr. Kelly.
“What’s up, Carlos?” called a voice from the rear of
the shop.
Carlos turned and saw a teenage girl walking toward
him. It was Pam, his trainee.
“Nothing much, I’ll be busy with this job for an hour
or so. That station wagon out front needs to be tuned.
Points, plugs, condenser, timing, the whole bit. If you
have any trouble, just yell. The keys are on my bench
somewhere.”
“I could spend all morning looking for them in that
mess,” Pam said in mock horror.
“Very funny. Get to work,” answered Carlos with a
smile.
Pam went to the locker room to change.
Pam was a senior at Central High. Her auto repair
teacher, a friend of Carlos’, had asked him to give her a
part-time job so that she could get some experience.
Carlos had hesitated at first. He was not sure he
wanted to take the time to supervise an inexperienced
worker. After all, his income depended on the amount
of work he did. But then Carlos remembered how hard



it had been to get his first job. He always had liked
working on his car, or helping friends and neighbors
with theirs. When Carlos had graduated from high
school, he had tried to get a job as a mechanic. But there
weren’t many jobs for people without experience or
training. It wasn’t until Carlos got out of the Army—
where he had taken training in automotive mechanics—
that a shop owner was willing to give him a job. Now,
with Pam, he had a chance to give someone else a start.
Carlos went to the storage area to get the belt that he
would need. He checked a parts supply book to get the
number of the belt that fit the car. He also noticed the
supply of oil filters was low. When he returned to his
bench, he wrote a note to himself to call the parts
distributor and order some filters.
By the time Carlos returned to Mr. Kelly’s car, Pam
was working on the station wagon. Mr. Kelly was pacing
back and forth.
It didn’t take long to install the new belt. When Carlos
had finished, he walked over to Pam.
“How are you doing?” he asked.
“Fine,” she replied, looking up from her work. “But
this car is a mess. Look at these spark plugs. I didn’t

9

Exploring Careers

“ Being a mechanic has given me the opportunity to have my own business,” says
Carlos. “ I prefer working for myself.”

think a car could run with plugs that old. I think this
thing needs more than a tune-up. The belts and hoses
look worn. The oil is filthy. I bet the transmission fluid
should be changed. I’d feel guilty sending it out with just
a tune-up.”
“Well,” said Carlos as he glanced at the engine. “I’ll
take a look at it later. Then I’ll call Mr. Howard and tell
him what should be done. He’ll probably want the work
done. I’d better finish over there before that guy paces a
rut in the floor.”
Carlos went to the battery recharger; the battery was
ready. Carlos replaced it as quickly as he could. All the
time Mr. Kelly kept fidgeting.
When Carlos had finished, he tried to start the car.
The engine coughed, sputtered, wheezed, and made sev­

10


eral noises Carlos had never heard an engine make. But
it started.
“It’s fixed,” shouted Mr. Kelly. “Sounds great.”
“He’s got to be kidding,” thought Carlos. He suspected
that something was seriously wrong with the engine.
“The car is running and it should get you to Philly,
but the engine sounds like it needs more work,” Carlos
explained, “I can do it next__ ”
“So long as it lasts through the trip, I’ll be satisfied,”
interrupted Mr. Kelly. “I’ll dump it soon anyway. It’s
always been a lemon.”
“Okay. I’ll get your bill,” said Carlos as he walked
back to his bench.
After Mr. Kelly had paid, he rushed to the car and
called, “Thanks a lot, see you__ ”
“Maybe sooner than you think,” thought Carlos.

Mechanics and Repairers
Exploring

Automobile mechanics do strenuous work.

Automobile mechanics repair and service cars.

•

•

•

•
•
•

Are you interested in machines and the way they
work?
Do you like to read about cars, motorcycles, and
other motor vehicles?
Have you ever wondered how cars run?
Have you ever wondered why cars break down?

Do you enjoy activities such as sports, hiking, danc­
ing, or gardening?
Do you like to be active most of the time?

Automobile mechanics work with their hands. They use
tools and must do their work quickly and skillfully.

•
•
•
•
•
•

Do you like to work with your hands?
Do you like to build models or repair things around
your home?
Do you ever help repair bicycles, mini-bikes, lawnmowers, or cars?
Do you enjoy fixing things? Does it give you a sense
of accomplishment?
Are you handy with tools?
Is it easy for you to learn how to use a tool you’ve
never used before?

Automobile mechanics sometimes must search for the
cause of car trouble. They have to solve mechanical
puzzles.

•
•
•
•

Do you like to work on written mathematics prob­
lems?
Do you like to do three-dimensional puzzles?
Do you try to solve problems in an orderly and
logical way?
Are you persistent? Will you work on a problem until
you solve it?

Automobile mechanics use technical books such as repair
manuals.

•

•
•

How well do you understand technical reading? Your
science and mathematics textbooks are examples. Do
you enjoy this sort of reading?
Can you use charts, graphs, and diagrams?
Can you look at a drawing and picture the threedimensional object in your mind?

Automobile mechanics usually work alone. They must
have confidence in themselves.

•
•
•

Do you like to work by yourself?
Do you do your homework by yourself?
Do you like to make decisions?




Mechanics set their own work pace. A rushed job
could cause more trouble later.

Suggested Activities
Read about cars. Your school or public library has books
about automobiles and automotive repair. Newsstands
often have magazines about cars. The owner’s manual
for your family car lists its service requirements. If
some of these books and magazines are too technical
to understand at first, don’t become discouraged; many
pamphlets are written for people without technical
training. For example, you can write to the Consumer
Information Center, Pueblo, Colorado 81009 to get
the Federal Government’s Consumer Information
Catalog. Some of the booklets listed there tell how to
recognize common car problems, change motor oil,
and do a basic engine tune-up.
11

Exploring Careers
Use school assignments to learn about cars. You might
build a model of a gasoline engine for a science fair.
Or write a report about different kinds of engines for
an English or a science class.

The conversion to the metric system will affect the work
of automobile mechanics. Mechanics will have to use
different units of measurement for many items such as
engine power (kilowatts rather than horsepower), tire
pressure (kilopascals rather than pounds per square
inch), and gasoline consumption (liters per 100 kilo­
meters rather than miles per gallon). Automobile me­
chanics who repair foreign cars already use some
metric measurements.
Use the topic of metric measurements in automobile
servicing for a report in a mathematics class. You
might begin your research by writing for information
to the Office of Weights and Measures, National Bu­
reau of Standards, Washington, D.C. 20234. That
office also will supply a list, by State, of speakers who
are willing to talk to groups about the metric system.

Look for opportunities to repair machines. Work with
relatives and friends who repair or service cars, bicy­
cles, or other machines.

If there are automobile or bicycle repair clinics in your
community, attend them. These clinics give you a
chance to learn basic repairs, such as changing tires.

projects, take field trips, and hold competitions in such
skill areas as auto mechanics, auto body, and diesel
mechanics.
Work with your hands and use tools. Find out what tools
you have in your home that mechanics use. Learn to
use these tools. Repair and service your bicycle or old
machinery such as a typewriter or a clock.
Arrange a class tour of a service department of an
automobile dealership. Note that each mechanic may
specialize in one type of repair. There may be a brake
repairer, a carburetor mechanic, a front-end mechanic,
a transmission mechanic, a tune-up mechanic, and a
rattle, squeak, and leak mechanic.
Role-play a conversation between a mechanic and a
customer. Pretend that you are the mechanic and ask
one of your classmates to play the part of the customer.
Explain an automotive problem to the customer. Use
books about automotive repair as references.

Related Occupations
Would you like to keep engines running and wheels
rolling? Repairing automobiles is just one way of doing
it.
Unscramble the words listed below to find the names
of other mechanics who work with gasoline engines or
vehicles.
FARICRAT INAHMCCE

Join an Automotive Explorer Post if there is one in your
area. Exploring is open to young men and women
aged 14 through 20. To find out about Explorer posts
in your area, call “Boy Scouts of America” listed in
your phone book, and ask for the “Exploring Divi­
sion.”

LBCYCIE ERIARRPE
OTAB NEENIG INAHMCCE
USB INAHMCCE
LSDEIE INAHMCCE
AMRF NEUIQPTME INAHMCCE

Find out if your school system has courses in auto
mechanics. Ask the instructor to come and speak to
your class.

YECLROOTMC INAHMCCE
SALML ENNIGE INAHMCCE
KTUCR INAHMCCE

Join a chapter of VICA (Vocational Industrial Clubs of
America) if your school has one. VICA chapters plan

12


See answers at end o f chapter.

Mechanics and Repairers
Computer Service Technician




13

Exploring Careers
“Cunningham, call Mr. Arnold, Commerce National
Bank,” crackled the radio’s speaker.
“Not again,” groaned Jackie. She had left Commerce
National only a half hour before. After she turned the
car around, Jackie looked at her watch. Almost noon.
Jackie wondered whether there would be time for lunch
today. She already had worked through lunch twice this
week.
At one of the busy intersections traffic slowed to a
crawl.
“Why are there so many cars on the road on the busy
days?” she thought. Jackie drummed her fingers on the
steering wheel and looked about. She caught sight of the
pile of papers, tools, and trash from fast food restaurants
on the back seat of the car. “What a mess,” she thought.
“Almost time for the semiannual cleaning. I hate to use
this car for anything but work, it’s so sloppy.”
A car horn blared. Another horn sounded impatiently
behind her and Jackie stepped on the accelerator. Soon
she was pulling into a parking lot near the Benton
Building, where Commerce National had its offices.
Jackie grabbed her jacket and picked up the briefcase
that held her tools, reports, and repair manuals. She
didn’t have to take much with her because supplies were
stored right at the bank. Data Products, the company
Jackie worked for, saw to that. The company also sent
spare parts and repair instructions directly to the bank’s
computer center. That way Jackie and the other service
technicians didn’t have to carry a lot of supplies around
or transport spare parts from Data Products’ regional
office.
In fact, Jackie sometimes worked for several weeks
without going to the regional office at all. As she saw it,
her job was taking care of the computer equipment at
her three “accounts”—the Commerce National Bank,
the County Hospital, and the Wilson Manufacturing
Company. So naturally she spent most of her time in
those places, not at the Data Products office.
As she rushed through the parking lot, Jackie put on
her jacket. “It couldn’t be much hotter,” she thought as
she hurried into the air-conditioned building. Data Prod­
ucts expected the service technicians to dress up for work
and fortunately Jackie liked to. But a suit, even this
cotton one, certainly could be uncomfortable during the
summer.
Jackie pulled out her Data Products’ identification
card as she passed the bank’s security guard and headed
for the computer center. When she entered the center,
Jackie quickly spotted Mr. Arnold, who ran the office.
“Is it the sorter again, Tom?” she called from across
the room.
“Right,” replied Mr. Arnold.
“I wish you could have arranged to have it break

14


down when I was here a little while ago instead of
making me drive back.”
“That would be too easy,” joked Mr. Arnold.
Jackie went to the side room where the sorter was
located. The room also was used to store supplies and it
was cramped. However, Jackie did not have to move the
machine as she did in some offices.
The sorter was used to group bank documents in
several ways. Checking accounts, for example, could be
grouped by the amount of money in them. Twice during
the past 5 days the sorter had failed to separate the
papers correctly. From Mr. Arnold’s description of what
had happened, Jackie got an idea of what the problem
might be. By listening to the machine she decided that
the rubber belts and metal rollers that moved papers
through the sorter needed adjustment. Although she
already had fixed several of the belts, Jackie was sure
that they were the cause of the trouble. She knew that it
was not unusual for complex equipment to require sev­
eral adjustments. She was used to visiting an office
several times to fix a machine.
Jackie raised the metal cover on the front of the sorter
and turned on the machine. She listened to the hum
from the rollers and belts. In a few seconds she located
a belt that seemed to need adjustment.
From a cabinet in the room Jackie took a can of oil
and a rag. After pouring some lubricant on the rag, she
held it against the moving belt for a few minutes. She
turned off the machine and tightened a screw at the end
of the roller that the belt wound around. This made the
belt tighter. Jackie then let the sorter run while she
watched and listened to the belt.
“I’ve got you this time,” she murmured to the machine.
She had begun to think the sorter had a grudge against
her. From the very first time she had worked with
electrical equipment—as a hobby when she was a junior
high school student—Jackie had noticed that some ma­
chines seemed to have personalities. She’d had a lot of
experience with data processing equipment since then,
and it only confirmed her impression that machines
could be as different as people. Yes, quite a bit of
experience, now that she thought about it. She’d taken
electronics courses in high school. Then the training
classes at basic school when she’d first started working
at Data Products. And 2 years on the job.
In a way Jackie preferred mechanical problems to the
electronic ones, because they were easier to explain to
the customers. She could show them a worn or loose
belt. Most electronic problems were caused by burnt-out
circuit boards. Jackie could locate a bad board with a
voltmeter and she could replace it with a new one.
However, a burnt-out board looked exactly like a new
one. It was sometimes hard to convince customers who

Mechanics and Repairers
knew little about computers that those innocent-looking
boards caused their expensive computers to go haywire.
Jackie closed the machine cover and put away her
tools. From her briefcase she took a repair report form.
She Filled in the date, the machine model, the account’s
name, and the code letters for the type of breakdown
and repair.
She made out a repair report for every service call.
Data Products used the information on the forms to
determine what kinds of problems there were with the
equipment the company made. Engineers used the in­
formation to design machines that broke down less often
and could be serviced more easily.
Returning to the main computer room, Jackie wrote
the date and a brief description of the work she had done
in the record book that was kept with the equipment
itself. The information in the book would be used by
other computer technicians who might work on the
machine. Jackie also used the records to keep track of
the maintenance that she had done on the machines.
After putting the record book away, Jackie walked to
Mr. Arnold’s office.
“I think I’ve fixed it for good this time. But I’d like to
be here the next time you use it, just to make sure that
everything’s okay. Will you be using it soon?”
“Not until tomorrow,” said Mr. Arnold.
“Hmm, I’m scheduled for training the rest of the
week—well, my backup can handle any problem.”




“Training again! I thought you’d already learned
everything you needed to know in Data Products’ basic
school. And aren’t you going to night school now?” said
Mr. Arnold.
“At basic school I learned how to keep wise guys like
you happy and machines like your sorter working,”
replied Jackie. “The training this week is for your new
360 printer, and night school is part of my plan for the
future. I want to be an engineer one day. Then I’ll be
designing these computers instead of fixing them.
“Well, I’d better run,” Jackie continued as she picked
up her briefcase. “We’ve been really busy the last 2 days
and I’m supposed to do some maintenance at Wilson
Manufacturing this afternoon. If I don’t get it done Ken
Marcus will have problems and he can be awfully disa­
greeable when his machines act up.”
“Well, not everyone can be a nice guy like me,” teased
Mr. Arnold.
“True,” replied Jackie. “See you next week.”
“Take care,” called Mr. Arnold, as Jackie rushed out
the door.
Jackie called the office dispatcher from the security
guard’s desk to say that she had answered the Commerce
National call. To her surprise there were no other repair
calls. Jackie looked at her watch. There was plenty of
time to get to the Wilson account. Suddenly she felt
relaxed. “I guess I get to have lunch after all,” she
thought as she headed for her car.

15

Exploring Careers
Exploring

Suggested Activities

Computer service technicians repair and service key­
punch machines, computer terminals, and other computer
equipment.

Use class assignments to learn more about computers.
You might do a project on electronics or computers
for a science fair. Or prepare a report on electricity,
electronics, or computers for a science or English class.
Your library has books that can help you.

•
•
•
•

•
•

Do you enjoy fixing things?
Do you like to work with your hands?
Are you interested in electronics and computers?
Have you ever wondered how computers work? Have
you ever tried to find out how other kinds of elec­
tronic equipment work—television sets, stereos, tape
recorders, or calculators?
Do you read the owner’s manual for calculators,
television sets, stereos, or radios? Are you interested
in finding out about the machines’ specifications?
Have you ever tried to fix a radio or a pocket
calculator?

Computer service technicians must find and correct the
cause of computer breakdowns quickly. They work under
pressure all the time.

•
•
•
•
•

Do you like to solve problems? Do you like to do
written mathematics problems?
Do you like to do word puzzles or brain teasers?
Can you usually understand instructions the first
time?
Can you do manual work quickly without making
mistakes?
How well do you work under pressure? Do you have
trouble taking tests?

Computer service technicians must get along easily with
their customers.

•
•
•
•
•
•

Do you usually get along with people?
Are you outgoing?
Do you enjoy doing things with people?
How good are you at calming someone down when
he or she is angry with you?
Can you talk your way out of trouble?
How well can you explain things? Can you give
directions?

Computer service technicians spend a lot of time in their
clients’ offices. They must dress neatly and act profes­
sionally.

•
•

Do you like to dress well?
Do you try to make a good appearance?

Digitized for
16FRASER


Arrange to have a computer service technician speak to
your class.

Look for an electronic hobby kit in a hobby shop or
department store. Visit a computer store if there is one
in your area. Build a small computer from a kit.

Build a crystal radio set. You can get help from books in
your school or public library.

Join a Computer or an Electronics Explorer Post if there
is one in your area. Exploring is open to young men
and women aged 14 through 20. To find out about
Explorer posts in your area, call “Boy Scouts of Amer­
ica’’ listed in your phone book, and ask for the “Ex­
ploring Division.”
If you are a Girl Scout, see if your troop has the From
Dreams to Reality program of career exploration.
Scouts learn about electronics and machine repair
through site visits, speakers, and actual experience.
If you are a Boy Scout try for Computer, Electricity,
Electronics, Machinery, or Radio merit badges.
Join a chapter of VICA (Vocational Industrial Clubs of
America) if your school has one. VICA chapters plan
projects, take field trips, and hold competitions in such
skill areas as industrial electronics, electrical trades,
and radio and TV repair.
Dealing with people is an important part of a technician’s
work. Try tutoring other students in mathematics or
science to gain experience explaining problems.

Mechanics and Repairers

Related Occupations
Computer service technicians aren’t the only mechan­
ics who fix electronic machinery. Decode the words
below to find others. Each number stands for a letter.
Use this clue to get started.
1= A
5= E
9= I

15 = O
21 = U
25 = Y
a.

1-16-16-12-9-1-14-3-5
18-5-16-1-9-18-5-18

b.

1-21-20-15-13-15-20-9-22-5
5-12-5-3-20-18-9-3-9-1-14




c.

2-21-19-9-14-5-19-19
13-5-3-8-1-14-9-3

13-1-3-8-9-14-5

d.

5-12-5-3-20-18-15-14-9-3
20-5-3-8-14-9-3-9-1-14

e.

9-14-19-20-18-21-13-5-14-20
18-5-16-1-9-18-5-18

f.

18-1-4-9-15

18-5-16-1-9-18-5-18

g.

18-1-4-1-18

13-5-3-8-1-14-9-3

h.

20-22
19-5-18-22-9-3-5
20-5-3-8-14-9-3-9-1-14

15-18-7-1-14

See answers at end o f chapter.

17

Exploring Careers
Jeweler

Mr. Anthony is a perfectionist. “ I would rather lose money than do a job that I’m
not satisfied with.”


18


Mechanics and Repairers
The jewelry store was dark except for a single bright
light in the back, where Mr. Anthony sat at his repair
bench. Scattered on top of the bench were some tweezers
and pliers, small brown envelopes, eyeglasses, wooden
blocks, and gold wire.
Mr. Anthony straightened his back and stretched his
arms over his head to loosen up before starting the next
job. His eyes were tired from working under the bright
light. He placed the bracelet that he had just finished in
a small case lined with velvet.
Glancing at his watch he thought, “Less than an hour
till the store opens. I’d better not start making Mrs.
Blue’s earrings. Once the customers begin coming in it’ll
be too hard to concentrate.”
As Mr. Anthony placed the gold wire in one of the
drawers, he looked at the brown envelopes on the top of
the bench. One was marked, “Repair ring setting”. Mr.
Anthony picked up the envelope and removed the ring.
Then he slipped on his magnifying glasses and examined
it.
The ring was made of gold and had an emerald in the
center. Two small loops of gold held the stone in place,
but one of the loops had broken at the bottom. To fix
the ring, Mr. Anthony would have to remove the stone
and then solder the loop to the top of the ring. The work
would be delicate (a slip of the pliers and the valuable
stone could be chipped and ruined). However, Mr. An­
thony had fixed many rings in the years he had worked
as a jeweler. He knew that interruptions wouldn’t bother
him.
Using a pair of pliers, Mr. Anthony bent back both
the loops of wire. He worked the stone loose from the
small gold plate on which it was mounted.
The opening of the store’s front door startled him.
“Mr. Anthony, is that you?” It was Ms. Rothstein, the
salesclerk.
“Yes, it’s me, Deb.”
“Have you been here long?”
“Only a few hours.”
“Honestly, this is the third time this week that you’ve
come in early. If you don’t slow down, your ulcer will
act up again.”
“Well, with the holidays coming up, there’s a lot of
work to do and with so many customers coming in I
can’t work undisturbed during the day.”
“I know, but you really should take it easy o r . .. ”
“Okay, okay! Let’s get some work done,” snapped Mr.
Anthony. “Set the jewelry in the display cases and get
ready to open the store.”
Ms. Rothstein quickly returned to the front of the
store. Her feelings were hurt, and it showed. He appre­
ciated her concern, but he was tired and irritable. In a
few moments Mr. Anthony was sorry that he had been



rude. He made up his mind to smooth things over as
soon as he could. After all, Deb was a first class sales­
person... and a good friend. Funny how people you
work with every day can become like members of your
family, he thought. He put on his magnifying glasses and
returned to work.
Before he could solder the wire, it had to be filed so it
would lie flat on the top of the ring. With a few swift
movements the filing was done. Using the pliers, Mr.
Anthony bent the wire down so it touched the top of the
ring. He examined the ring to be sure it was ready and
stepped to the table where he kept his soldering equip­
ment.
Holding the ring with tweezers, he dipped it in an acid
solution that would keep the metal from turning black
under the torch’s flame. Placing the ring in a soldering
clamp, he took a pack of gold solder from a drawer in
the table.
“Excuse me,” called Ms. Rothstein from the sales
floor. “Did the gift boxes come in yesterday?”
“No, and I hope we get them today. We’re almost out.
If there’s one thing we don’t need now it’s customers
complaining about boxes. If they don’t come in by noon,
let’s call Schmit’s,” he added.
Mr. Anthony took a piece of solder from a drawer in
his bench. From this piece he clipped a speck of solder
smaller than a grain of sand. Taking the torch from its
stand, he lit it and adjusted the flame to a fine line. With
the tip of an old file, he held the speck of solder to the
break in the ring, then carefully but quickly applied the
torch. In seconds the solder had melted in place. Mr.
Anthony made sure he turned off the torch and replaced
it in the stand. Once he had burned his hand because he
had not turned off the flame completely. Mr. Anthony
removed the ring from its stand and looked closely at
the soldered joint. Everything was all right.
Mr. Anthony went into the back room where he kept
his polishing machine. He took a wheel with bristles
from a set on the table. After slipping the wheel onto the
machine and turning it on, he touched the edge of the
spinning bristles with a lump of abrasive clay called
“tripoli.” The tripoli quickly covered the end of the
bristles. Holding the ring in his fingers he ran the sol­
dered joint under the bristles. When he pulled the ring
back from the wheel, the lump of solder was smooth
with the joint. Mr. Anthony stopped the polishing ma­
chine and slipped on a different wheel. To the bristles
on this wheel he applied jeweler’s rouge (a red clay made
of iron oxide). This time he polished the entire ring. Mr.
Anthony then placed the ring in an ultrasonic cleaner.
The cleaner used air bubbles to remove tiny particles of
dirt. After a few minutes he removed the ring from the
machine and examined it under a lamp. The gold spar­

19

Exploring Careers
kled under the light and there was hardly a trace of the
soldered joint. But a jeweler could see that the solder was
a different color than the gold.
“One more step,” thought Mr. Anthony. Although
many jewelers might reset the stone at this point, Mr.
Anthony was a perfectionist. He would rather lose money
than do a job that didn’t satisfy him. To “do it right” he
would goldplate the ring to hide the soldered joint. Mr.
Anthony quickly set up the equipment to goldplate the
ring. The process would take several minutes, so he
leaned against the wall and relaxed.
“Do it right” had been Mr. Konczynski’s motto,
thought Mr. Anthony, suddenly remembering the days
when he was first learning his trade. He had gone to Mr.
Konczynski’s jewelry repair shop as an apprentice when
he was just 16 and stayed there 4 years. The apprentice­
ship had been hard. The pay was low and Mr. Konczynski was a demanding boss. Nothing less than perfect
work would suit him. However, Mr. Anthony never
regretted the years he had spent learning his trade. He
had learned all types of jewelry work—stone setting,
watch repair, jewelry making and repair, and model­
making. These days, only a few shop or store owners
hire apprentices. Most jewelers learn their trade in jew­
elry factories. But factory work is so specialized that a
person usually can learn only one or two skills.
The buzz of the timer interrupted Mr. Anthony’s
thoughts. The goldplating was done. The ring had been
covered by a new layer of gold. No one would be able to
see it was soldered.
All that remained of this job was to reset the stone,
but this was no simple task. The stone had to be set
exactly right. If it tilted even a little, the ring would look
lopsided. Further, when he was setting the prongs over
the stone, a slip of his hand could easily chip or scratch
the emerald.
As Mr. Anthony returned to his bench, Ms. Rothstein
called from the sales floor.
“Mr. Anthony, could you step out here for a moment?
This gentleman has a problem.” She was standing behind
a display case, across from a customer. Mr. Anthony
straightened his tie, glanced in the mirror by his bench
to see that his hair was neat, and went to the counter.
“How can I help you?” he asked the man on the other
side of the counter.
“You can help me by giving me my wife’s necklace,”
snapped the man.
“Mr. Johnson brought a necklace in to have the clasp
fixed yesterday,” explained Ms. Rothstein. “You weren’t
here at the time, so I put it on your table.”
“If you could wait a few minutes, I can fix the necklace
right now,” he said.
“Well, I don’t have a few minutes to waste,” com­

20FRASER
Digitized for


plained Mr. Johnson. “I have things to do and my wife
wants to wear that necklace to a party tonight.”
“It won’t take long at all,” said Mr. Anthony, reassur­
ingly.
“I should hope not. After all the business I’ve given
this store, I think I have a right to expect decent service.”
Mr. Anthony did not wait for him to continue. He
stepped back to his bench, took the necklace out of a
brown envelope, and quickly replaced the clasp.
When he stepped back to the counter, Mr. Johnson
said, “Well, it’s about time.” He was taking out his
billfold when Mr. Anthony said, “No charge, to make
up for the inconvenience.”
“Oh! W ell... thank you,” said Mr. Johnson as he left
the store.
“He is a good customer but he’s hard to handle when
he’s rushed,” said Ms. Rothstein.
“I know,” sighed Mr. Anthony. “But I guess everyone
gets a little touchy before the holidays. I’m sorry I
snapped at you before.”
“That’s okay.”
The door opened and Ms. Wang entered.
“Good morning, Ms. Wang. You’ve come for the
ring?” said Mr. Anthony.

Mechanics and Repairers
“Yes, I’m anxious to see it.”
“It’s in the safe in the back room. I’ll get it.”
Mr. Anthony returned to the sales floor holding a
black ring box. He held the box under a fluorescent lamp
on the counter and opened it. The ring in the box
sparkled as the lamp light was reflected from the three
diamonds which surrounded a ruby on the top of the
ring.
Ms. Wang stared at the ring and murmured, “Beauti­
ful, truly beautiful.”
“I’m glad you like it,” said Mr. Anthony.
Mr. Anthony had made the ring by hand following a
design Ms. Wang had given him. He had used pliers to
shape the ring from gold wire. He had made the settings
for the stone from platinum in a similar fashion. It had
been a long and difficult job but worth the effort. To
Mr. Anthony the ring was a work of art in metal and
stones.
“Ms. Rothstein will wrap the ring and make out your
receipt,” said Mr. Anthony.
“Fine,” replied Ms. Wang. “Thank you again. You’ve
done a magnificent job.”
Mr. Anthony smiled broadly, then hurried back to his
bench.




Exploring
Jewelers make and repair jewelry. They work with pre­
cious stones and metals.

•
•
•
•
•
•

Does jewelry interest you?
Do you like to look at jewelry displays in stores or in
museums?
Do you like to look at exhibits of precious stones and
metals?
Have you ever wondered how jewelry is made?
Have you ever watched a jeweler or watch repairer
at work in a store?
Did you ever try to make or design a piece of jewelry
or some other ornament?

Working from drawings or sketches, jewelers shape
metal into pins, earrings, rings, and other jewelry. Their
work must be attractive.

•
•
•
•
•
•

Do you like to make or build things?
Do you like to work with tools?
Can you look at a drawing and picture a threedimensional object?
Are you interested in art?
Can you explain why a piece of jewelry appeals to
you?
Do you select jewelry to match your clothing?

Jewelers must be able to do very delicate work with their
hands. They often work with small, valuable objects, such
as gold ring settings and diamonds.

•
•

Do you enjoy doing detailed work such as embroi­
dering or building models from kits?
Do you have nimble fingers? Can you thread a needle
quickly?

Jewelers work without supervision. They must be respon­
sible and take pride in their work.

•
•
•
•

Do you usually complete your homework assign­
ments on time?
Are you one of the “workers” when you are on a
school committee?
Do you work on a project for one of your classes in
school until it’s just right?
Do you stick with an activity such as building a
model until it’s done as well as you can do it?

21

Exploring Careers
Suggested Activities
Use jewelry and jewelry making as topics for school
assignments. Write about jewelry styles during differ­
ent periods of history for an English or a social studies
report. Design or make jewelry for an art class. Explain
or demonstrate how jewelry is electroplated for a
science class. For a mathematics class, prepare a report
on the systems of measurements used by jewelers—
karats and troy weight for gems and carats for precious
metals. Your library has books that will help you with
these projects.
Visit exhibits of jewelry in museums, shopping malls,
and craft fairs. Look for an opportunity to talk with
goldsmiths, silversmiths, enamelists, or other craftworkers who make jewelry or works of art from pre­
cious metals or stones. Ask about their work. How do
they feel about it? How did they become interested in
their craft? How did they learn their skills?
Arrange a class tour of a jewelry repair shop or a jewelry
store that has a jeweler. If there is a jewelry factory in
your area, try to arrange a class tour. You will see that
the work in the jewelry factory is much more special­
ized than in a store or repair shop.
Make some jewelry. Learn what tools jewelers use; learn
how they shape metal. You will find jewelry kits in
hobby shops and department stores. These can help
you learn basic manual skills. Look for kits that use
metal or involve very detailed and delicate work.
Other activities that will help you develop manual
skills are model building and needlework.
If you are a Girl Scout, see if your local troop has the
From Dreams to Reality program of career explora­
tion. Troops also may offer opportunities to try out
careers through internships, service aide and commu­
nity action projects, and proficiency badges in a num­
ber of areas including Ceramics and Pottery and Metal
Arts.
If you are a Boy Scout, try for merit badges in Drafting,
Leatherwork, Machinery, Metalwork, Model Design
and Building, Pottery, or Sculpture.
Join a chapter of VIC A (Vocational Industrial Clubs of
America) if your school has one. VICA chapters plan
projects, take field trips, and hold competitions in such
skill areas as jewelry repair and watchmaking.


22


Write for information about the occupation to Retail
Jewelers of America, Time-Life Building, Rockefeller
Center, 1271 Avenue of the Americas, New York,
New York 10020.

Related Occupations
Jewelers are not the only workers who make and
repair metal products. Descriptions of seven such work­
ers are listed below, along with the names of seven
occupations. Try to match the workers with their job
titles.
a.
b.
c.
d.
e.
f.
g.

Automobile Body Repairer
Goldsmith
Machinist
Modelmaker
Silversmith
Tool Maker
Watch Repairer

1. Max uses hammers, torches, and crowbars to make
accident cases look like new.
2. Neal makes parts for cars, ships, trains, and other
machines. He uses lathes, milling machines, and other
power tools and works with many different metals, in­
cluding steel, iron, aluminum, and brass.
3. Hope makes metal samples that are used to massproduce jewelry. She shapes metals such as brass just as
a jeweler shapes gold, silver, or platinum.
4. Emily works from sketches and diagrams just like
a jeweler. She makes the part of a lathe, milling machine,
or other machine tool that cuts metal.
5. Phil uses a precious metal to make and repair
jewelry, knives, forks, plates, and tea sets.
6. Karen specializes in making and repairing jewelry
from one precious metal.
7. Because Larry often wears magnifying glasses on
the job, many people think that he is a jeweler. Actually,
he repairs one of the smallest and most commonly used
machines.
See answers at end o f chapter.

Mechanics and Repairers
Job Facts

There isn’t room in this book for a story about every kind of mechanic and repair
occupation. However, you’ll find some important facts about 28 of these occupations
in the following section. If you want additional information about any of them, you
might begin by consulting the Occupational Outlook Handbook, a publication of the
Department of Labor which should be available in your school or public library.

Occupation

N ature and Places o f W ork

Training and Qualifications

O ther Inform ation

TELEPHONE CRAFT OCCUPATIONS
Central Office Craft
Occupations

Central office craftworkers work
fo r te le p h o n e co m p a n ie s
throughout the country. Most
central offices are in or near large
cities.

Central office craftworkers usu­
ally begin working for the tele­
phone company in other jobs. To
become craftworkers they take
classes at company schools and
receive on-the-job training from
experienced workers. Some craft­
workers learn their skills in vo­
cational schools or apprentice­
ships.

Central office craftworkers may
have to work evenings, week­
ends, and holidays. They often
work in teams.

Central Office
Equipment
Installers

Most installers work for compa­
nies that make central office
equipment. Some work for tele­
phone companies. Most central
offices are in or near large cities.

Central office equipment install­
ers are trained by the companies
they work for. Usually they re­
ceive on-the-job training plus
classroom instruction. Classes
may be held at the factory where
the equipment is made.

Some installers do a lot of trav­
elling. They may be assigned to
areas that include several States.
Installers often work in teams.




23

Exploring Careers
Occupation

N ature and Places o f W ork

Training and Qualifications

O ther Inform ation

Line Installers and
Cable Splicers

Line installers and cable splicers
work for telephone companies
throughout the country.

Telephone companies usually
provide both on-the-job training
and classroom instruction. Some
line installers and cable splicers
learn their skills in vocational
schools or apprenticeships.

Some line and cable work is
strenuous. Workers have to
climb poles and lift heavy cables
and equipment.

Telephone and PBX
Installers and Repair­
ers

Telephone and PBX installers
and repairers work for telephone
companies throughout the coun­
try.

Installers and repairers usually
begin working for the telephone
company in other jobs. To be­
come installers and repairers,
they take classes at company
schools and receive on-the-job
training from experienced work­
ers. Some installers and repairers
learn their skills in vocational
schools or apprenticeships.

PBX stands for Private Branch
Exchange.
Telephone and PBX installers
and repairers do much of their
work in customers’ homes and
offices. They travel in trucks
equipped with tools and supplies.
Sometimes they work outdoors.

OTHER OCCUPATIONS
Air-Conditioning,
R e frig e ra tio n , and
Heating Mechanics

Most air-conditioning, refrigera­
tion, and heating mechanics
work for companies that sell and
install cooling and heating
equipment.

Most of these mechanics start as
helpers and learn their skills by
working with experienced me­
chanics for several years. Some
learn through apprenticeships.
Employers prefer to hire people
with a high school education.

Air-conditioning, refrigeration,
and heating mechanics often
work long, irregular hours during
peak seasons in the summer and
winter.

Airplane Mechanics

Over one-half of all airplane me­
chanics work for the airlines.
About one-third are employed
by the Federal Government. The
rest work for small repair shops
or companies with their own
planes.

Most airplane mechanics learn
their trade in the Armed Forces
or in trade schools certified by
the Federal Aviation Adminis­
tration (FAA). A high school di­
ploma is preferred by employers.

Aircraft mechanics often work in
high places, such as on top of
wings and fuselages of large jet
planes.

The majority of mechanics have
FAA licenses. Applicants for li­
censes must have work experi­
ence and pass written and oral
tests.
Appliance Repairers

Most appliance repairers work
for appliance stores and repair
shops. Others work for appliance
m anufacturers,
departm ent
stores, wholesalers, and utility
companies.

Most appliance repairers start as
helpers and learn their trade on
the job. A high school education
is preferred by employers.

Appliance repairers usually work
with little or no direct supervi­
sion. Some spend several hours
a day driving to job sites.

Automobile Body
Repairers

Most automobile body repairers
work for repair shops or for au­
tomobile and truck dealers.
Some work for trucking compa­
nies, buslines, and motor vehicle
manufacturers.

Most automobile body repairers
start as helpers and learn their
trade by working with experi­
enced repairers for several years.
Some learn through apprentice­
ships.

Automobile body repairers usu­
ally work with little or no direct
supervision. The work often is
dirty and strenuous. Repairers
usually buy their own handtools.


24


Mechanics and Repairers
Occupation

N ature and Places o f W ork

Training and Qualifications

O ther Inform ation

Automobile
Mechanics

Most automobile mechanics
work for automobile dealers, au­
tomobile repair shops, or gaso­
line service stations. Some me­
chanics work for government
agencies and businesses that
have their own automobile repair
departments. Still others work
for automobile manufacturers.

Automobile mechanics usually
learn their skills on the job. Some
mechanics learn through appren­
ticeships that combine classroom
instruction and on-the-job train­
ing. Courses in automobile repair
are helpful in getting a job.

After they have worked for a
while and mastered their skills,
some automobile mechanics
open their own repair shops or
gasoline service stations. Me­
chanics often work over 40 hours
a week. They usually buy their
own handtools.

Mechanics must have a driver’s
license.

Boat-Engine
Mechanics

Most boat-engine mechanics
work for boat dealers or marinas.
Some work for companies that
manufacture boats.

Boat-engine mechanics usually
learn on the job. They start as
helpers and work under the su­
pervision of experienced me­
chanics. Employers prefer to hire
high school graduates.

Boat-engine mechanics often
work overtime during the spring
and summer. Mechanics may re­
pair minibikes, motorcycles,
snowmobiles, and lawnmowers.

Bowling-PinMachine Mechanics

Almost all bowling-pin-machine
mechanics work in bowling cen­
ters. A few work for companies
that manufacture automatic pinsetters.

Bowling-pin-machine mechanics
learn on the job under the super­
vision of experienced workers.

In some bowling centers, me­
chanics do all the maintenance
work such as polishing lanes and
reconditioning pins.

Business Machine
Repairers

Most business machine repairers
work for companies that make
such business machines as type­
writers, postage meters, and pho­
tocopiers. Some repairers work
directly for companies that use
the machines.

Business machine repairers usu­
ally attend schools run by their
employers. They learn on the job
under the supervision of experi­
enced workers. Employers re­
quire a high school diploma and
prefer people who have had some
technical training in machine re­
pair.

Business machine repairers must
keep customers satisfied. They
have to be pleasant and cooper­
ative and dress neatly. Training
in electronics is becoming more
important.

Computer Service
Technicians

Most computer service techni­
cians work for companies that
repair computer equipment or
for companies that make the
equipment. Some technicians
work for organizations that have
large computer centers.

Computer service technicians
usually attend company schools
for several months and study
computer theory, math, electron­
ics, and other subjects. They also
learn on the job under the super­
vision of experienced workers.
Employers look for people with
some post-high school technical
training.

Computer service technicians
cannot count on a 9-to-5 work­
day. They often are on call 24
hours a day or work shifts. They
must dress neatly, be pleasant,
and know how to deal with peo­
ple.

Diesel Mechanics

Most diesel mechanics work for
distributors and dealers of diesel
equipment. Some work for truck­
ing firms, buslines, independent
repair shops, or diesel engine
manufacturers.

Diesel mechanics usually train
on the job under the supervision
of experienced workers. Some
mechanics learn their skills
through apprenticeships or in vo­
cational schools. Most employers
prefer high school graduates.

Most jobs in the field are filled
by mechanics who have experi­
ence repairing gasoline engines.




25

Exploring Careers
Occupation

N ature and Places o f W ork

Training and Qualifications

O ther Inform ation

Electric Sign
Repairers

Most electric sign repairers work
in small shops that manufacture,
install, and service electric signs.

Electric sign repairers usually
start as helpers and learn their
skills by working with experi­
enced repairers. Some train
through apprenticeships. A high
school diploma is preferred by
most employers and required for
apprenticeships.

Electric sign repairers cannot be
afraid of heights. They often
work on ladders or in the baskets
of boom trucks.

Farm Equipment
Mechanics

Most farm equipment mechanics
work in the service department
of farm equipment dealers. Some
work in independent repair
shops or for large farms. They
usually work in small towns or
rural areas.

Farm equipment mechanics usu­
ally start as helpers and learn
their trade by working with ex­
perienced repairers. Some train
through apprenticeships or vo­
cational schools. Most employers
prefer high school graduates.

Farm equipment mechanics
work long hours during planting
and harvesting season—as much
as 10 to 12 hours a day, 7 days a
week. They often travel to the
fields to repair broken equip­
ment.

Industrial Machinery
Repairers

Industrial machinery repairers
work in manufacturing plants.
They maintain and repair the
machines used to make food
products, chemicals, paper, and
thousands of other products.

Most industrial machinery me­
chanics start as helpers and learn
their trade by working with ex­
perienced repairers. Some train
through apprenticeships. Most
employers prefer high school
graduates.

Industrial machinery mechanics
may work nights and weekends.
They have to be agile and in
good physical condition in order
to work with large machines.

Instrument Repairers

Most instrument repairers work
for industrial firms or power
companies. They maintain and
repair the instruments used in
producing chemicals or petro­
leum, for example. Some repair­
ers work for companies that
manufacture instruments. Some
work for repair companies or for
the Federal Government.

There are several ways of train­
ing for a job in this occupation.
Instrument repairers often start
work as production workers,
then train on the job. Some train
through apprenticeships. Tech­
nical schools, community or ju n ­
ior colleges, and the military also
teach the skills needed to become
an instrument repairer. A high
school diploma is required.

Technical training following
high school is increasingly im­
portant. Instrument repairers
may work nights and weekends.

Jewelers

Most jewelers work in precious
jewelry factories or jewelry repair
shops. Some work in stores that
sell jewelry. Most precious jew­
elry factories are in New York
City.

Jewelers usually learn their skills
by working under the supervi­
sion of experienced jewelers.
Some train through apprentice­
ships or in vocational schools.
Most employers prefer a high
school education.

Once they have mastered the
trade, many jewelers open their
own jewelry repair shops.

Locksmiths

Most locksmiths work for lock­
smith shops or operate their own
shops. Some work in hardware
and department stores or in large
industrial plants.

Beginners usually learn their
trade by working with experi­
enced locksmiths. Some train in
vocational schools. A high school
education is preferred by most
employers.

Locksmiths may be on call and
work nights and weekends. They
spend several hours a day driving
to job sites.


26


Many States and cities have li­
censing requirements.

Mechanics and Repairers
Occupation

N ature and Places o f W ork

Training and Qualifications

O ther Inform ation

Maintenance
Electricians

More than half of all mainte­
nance electricians work for man­
ufacturing industries. Some are
employed by public utilities,
mines, railroads, and Federal,
State, and local governments.

Most maintenance electricians
learn their trade on the job as
helpers or through apprentice­
ship. Some learn the trade in the
Armed Forces. A high school di­
ploma is required for an appren­
ticeship.

Following safety principles is
very important, because mainte­
nance electricians work near
high-voltage industrial equip­
ment.

Many local governments have li­
censing requirements.
Motorcycle
Mechanics

Most mechanics work for motor­
cycle dealers. Some are em­
ployed by city governments to
repair police motorcycles.

Motorcycle mechanics usually
start as helpers and learn their
skills by working with experi­
enced mechanics. Most employ­
ers prefer high school graduates.

Motorcycle mechanics often
work overtime during the sum­
mer. Mechanics must buy their
own handtools.

Mechanics must have a motor­
cycle driver’s license.
Piano and Organ
Tuners and Repairers

Most work for repair shops or
operate their own shops. Some
repairers are employed by piano
and organ dealers and manufac­
turers.

Piano and organ tuners and re­
pairers usually start as helpers
and learn their skills by working
with experienced repairers. A
small number of technical
schools and colleges have courses
in piano repair. Most employers
prefer high school graduates.

Piano and organ tuners and re­
pairers often work evenings and
weekends. They are busiest dur­
ing the fall and winter because
people spend more time inside.

Shoe Repairers

Most shoe repairers work in re­
pair shops. About half own their
own shops. Some repairers are
employed in shoe stores, depart­
ment stores, and drycleaning
shops.

Shoe repairers usually start as
helpers and learn the trade by
working with experienced repair­
ers. Some train at vocational
schools.

Self-employed shoe repairers
work long hours—sometimes as
much as 10 hours a day, 6 days
a week.

Radio and Television
Service Technicians

Most radio and television service
technicians work in shops and
stores that sell or service radios,
television sets, and other elec­
tronic products.

Up to 2 years of technical train­
ing in electronics and 2 to 4 years
of on-the-job experience usually
are required to become a service
technician. Technical training is
available from high schools, vo­
cational schools, and the Armed
Forces.

Many radio and television serv­
ice technicians open their own
repair shops.

Many States require service tech­
nicians to have licenses.
Truck Mechanics and
Bus Mechanics

Most truck mechanics work for
companies that own fleets of
trucks. Others are employed by
truck dealers, truck manufac­
turers, or Federal, State, and lo­
cal governments.
Most bus mechanics work for lo­
cal transit companies or intercity
buslines.




Most truck and bus mechanics
start as helpers and learn the
trade by working with experi­
enced mechanics. Some mechan­
ics train through apprenticeships.
A high school education is pre­
ferred by most employers.

Truck and bus mechanics may
work evenings, nights, and week­
ends. They occasionally make
emergency repairs on the road.

Truck and bus mechanics may
need a State chauffeur’s license.

27

Exploring Careers
Occupation

N ature and Places o f W ork

Training and Qualifications

O ther Inform ation

Vending Machine
Mechanics

Most vending machine mechan­
ics work for companies that in­
stall and service vending ma­
chines. Some work for compa­
nies that own beverage machines,
juke boxes, pinball machines,
and laundry and drycleaning
machines.

Vending machine mechanics
usually start as helpers or route
drivers. They learn their trade by
working with experienced me­
chanics. A high school education
is desirable.

Vending machine mechanics fre­
quently work at night and on
weekends and holidays.

Most watch repairers work in
jewelry stores or repair shops. A
small number work in watch fac­
tories.

Most watch repairers learn their
skills in watch repair schools.
Courses last from 1 to 3 years.
Some watch repairers train
through apprenticeship or on the
job. A high school education is
preferred by most employers and
schools.

Watch Repairers

A driver’s license is required.
Many watch repairers open their
own shops.

Ten States require watch repair­
ers to have a license.

Answers to Related Occupations
AUTO MECHANIC
1. Aircraft mechanic, 2. Bicycle repairer, 3. Boat engine mechanic, 4. Bus mechanic,
5. Diesel mechanic, 6. Farm equipment mechanic, 7. Motorcycle mechanic, 8. Small
engine mechanic, 9. Truck mechanic.
COMPUTER SERVICE TECHNICIAN
1. Appliance repairer, 2. Automotive electrician, 3. Business machine mechanic, 4.
Electronic organ technician, 5. Instrument repairer, 6. Radio repairer, 7. Radar
repairer, 8. TV service technician.
JEWELER
1. Automobile body repairer, 2. Machinist, 3. Modelmaker, 4. Tool maker, 5.
Silversmith, 6. Goldsmith, 7. Watch repairer.


28


i t

U.S. GOVERNMENT PRINTING OFFICE : 1980

0 — 2 7 4 -6 2 1

Bureau of Labor Statistics
Regional Offices

Region I
1603 JFK Federal Building
Government Center
Boston, Mass. 02203
Phone: (617) 223-6761

Region IV
1371 Peachtree Street, N.E.
Atlanta, Ga. 30309
Phone: (404) 881-4418

Region V
Region II
Suite 3400

1515 Broadway
New York, N.Y. 10036
Phone: (212) 944-3121

Region III

3535 Market Street
P.O. Box 13309
Philadelphia, Pa. 19101
Phone: (215) 596-1154




9th Floor
Federal Office Building
230 S. Dearborn Street
Chicago, III. 60604
Phone: (312) 353-1880

Region VI

Second Floor
555 Griffin Square Building
Dallas, Tex. 75202
Phone: (214) 767-6971

Regions VII and VIII
911 Walnut Street
Kansas City, Mo. 64106
Phone: (816) 374-2481

Regions IX and X
450 Golden Gate Avenue
Box 36017
San Francisco, Calif. 94102
Phone: (415) 556-4678