Essential Skills - Tool and Die Makers

Tool and die makers make, repair and modify custom-made, prototype or special tools, dies, jigs, fixtures and gauges using various metals, alloys and plastics which require precise dimensions. They are employed primarily in manufacturing industries such as automotive, aircraft, metal fabrication, electrical machinery and plastics, and in tool and die, mould making and machine shops. This unit group includes metal pattern makers and metal mould makers.

Thinking Skills

Problem Solving

    * discover that specifications are incorrect or need modifications. They request revised specifications and drawings from engineers and technicians or they make changes and then seek approval to proceed. For example, a tool fitter discovers during test runs that folds in metal expand by two degrees during machining. The fitter modifies the fold angle specifications to compensate for the change and requests approval from engineers to modify the specification on drawings. 

    * encounter problems with fabrication processes. For example, they find that impractical fabrication task sequences, measurement errors and tooling faults prevent them from proceeding. They ask their supervisors and more experienced tool and die makers for advice and suggestions for alternative procedures. 

    * find that malfunctioning equipment makes further fabrication impossible. For example, when the computer numerical control machines (CNC) malfunction, they locate faults such as broken parts and correct them. They install replacement parts and resume fabrication as quickly as possible. 

    * may receive complaints from customers about the size, finish and operation of finished tool and die sets and jigs. They work with supervisors and engineers to identify why the failures are occurring, what modifications are required, and what protocols to use to test the effectiveness of changes they make. They may need to perform major overhauls or redesign the tools, dies and jigs to correct the faults. For example, a tool and die maker discovers wrinkles and thin spots in a test prototype. After a review of tooling design and operating data, the tool and die maker discovers that the defects are the result of improper feed speeds and process temperatures. 

Decision Making

    * may choose work assignments for junior tool and die makers and apprentices. They consider individual strengths and weaknesses, skill level, work experience and the availability of suitable supervision. In addition, they consider apprentices' training plans, previous tasks assignments and skill levels acquired. 

    * decide the sequence of operations such as assembly sequence and the machining order of parts to fabricate tools, dies, jigs and fixtures. They consider what tasks can be completed together, the number and location of parts, parts requiring extra operations such as heat treatments, and the availability of materials. For example, they may decide to drill holes before cutting angles to ensure they can firmly secure parts as they drill holes. 

    * select the types of materials, supplies, tools, tooling paths and machines to use when completing tool, die and jig fabrication tasks. They consider the properties and characteristics of materials, capabilities of machines, types and complexity of processes, and the degree of precision required in measurements. They use their expertise in conjunction with procedures and precedents to inform their decisions, as each new piece presents a unique challenge. 

Critical Thinking

• may assess the capabilities of apprentices when assigning job tasks. They consider skill levels, experience, strengths and attitudes as assessment criteria. They also read training plans and records to review what work they have completed, skill levels achieved and tasks they still need to learn. (2)
• evaluate the quality and acceptability of fabricated tools, dies and jigs. They use their technical knowledge and established criteria such as safety and shop standards, and customers' specifications to assess compliance. For example, they evaluate conformity of dimensions and operational readings to specifications. They analyze simulated test results and data from tool and die sets, jigs, and prototypes to evaluate functionality, quality, stability, and safety. They recommend repairs and adjustments because of their evaluations. 
• may assess the suitability of specified materials such as metals, gluing compounds and lubricants. They look at materials' characteristics and properties, including flexibility, hardness and corrosion resistance. They analyze data and measurements and compare them to requirements and the function of parts or components to which the materials are applied. They use their assessment to recommend alternate materials better matched to performance requirements and design modifications to stay within the characteristic and property limits of materials. They are usually required to justify their recommendations to their supervisors and sometimes to customers. 
• may work with teams of experts to evaluate the feasibility and technical soundness of tool, die and jig designs from both fabrication and quality perspectives. They evaluate the extent to which the designs meet customers' specifications and exploit efficient fabrication procedures and processes. They compare measurements to specifications, complete tests and test reports and examine quality assurance data. They consider the complexity and number of tasks, and the effects operations such as cutting, milling and forming materials will have on subsequent drilling and finishing. They may make recommendations for design and fabrication process modifications. 

Job Task Planning and Organizing

 Own job planning and organizing

    * Tool and die makers receive their daily assignments from their supervisors but they are responsible for setting the sequence of tasks for the projects they are assigned. Most job tasks are repetitive, but they often work on several projects concurrently, so the ability to manage priorities is critical to their jobs. Changing priorities and lack of materials sometimes complicate their daily job task planning. They may plan their own activities and prioritize tasks to meet scheduled deadlines. They take into account fabrication timelines and activities, which involve other departments and operations. They interact and integrate tasks with a wide range of co-workers and supervisors.

Planning and organizing for others

    * Tool and die makers may be responsible for planning machine and task rotations for junior and apprentice tool and die makers. As such, they plan apprentices' tasks to ensure they get experience working on projects which use a wide range of machines and skills suited to their knowledge levels and capacities.

Significant Use of Memory

    * recall safety procedures for common fabrication procedures.

    * remember details of successful sequences of operation and assembly sequences.

    * remember colour codes on raw materials to increase efficiency.

    * remember job details such as fit between parts and how the parts were adjusted so that they can describe them on work orders and modification reports.

 Finding Information

draw on information from sequencing checklists and job files to determine sequences of operations when starting fabrication of new tool, die and jigs.

Working with Others

Tool and die makers work independently and with helpers, apprentices and co-workers depending on the jobs and tasks underway. They work independently to assess work orders, plan sequence of operations and complete fabrication tasks. They may work with partners when creating prototypes and conducting simulation testing to verify the conformity of tool, dies and jigs. They work as team members with engineers, quality control supervisors and co-workers when completing larger jobs and troubleshooting faults in equipment, tools, dies and jigs and other products produced with them. They may work with other tool and die makers to coordinate fabrication and assembly of parts and access to machines. They may demonstrate and assign tasks to junior workers and apprentices.

Participation in Supervisory or Leadership Activities

Participate in formal discussions about work processes or product improvement

Have opportunities to make suggestions on improving work processes.

Inform other workers or demonstrate to them how tasks are performed.

Assign routine tasks to other workers.

Computer Use

    * use databases. For example, they enter and retrieve information about current and past fabrication jobs from their companies' databases. 

    * use communication software. For example, they may exchange e-mail with co-workers and supervisors. 

    * use computer-assisted design, manufacturing and machining. For example, they create a variety of shop drawings for fabrication projects. They set options for the appearance of lines; type and format of dimensioning; and perspectives, lighting and textures for modelling. They use computer-assisted machining programs such as Master Cam to control fabrication operations and computer-linked theodolites to plot x, y, and z coordinates of jigs and fabrications. They transfer data files to computer numeric control programs. They use laser tracking programs and coordinate measuring machines to take precise measurements.

Computer Use Summary

Use a database.

Use computer-assisted design, manufacture or machining.

Use communications software.

Continuous Learning

Tool and die makers generally identify their own skills development and learning needs, but they may be guided by their supervisors. They learn new skills through training provided by their employers, daily work experiences and private study. Their employers offer training for skills development, new equipment, health and safety and mandatory certification and recertification. However, much of their learning occurs day-to-day through the challenges and problems that arise during the course of each project and from discussions with more senior tool and die makers, supervisors and other co-workers.

Other Information

In addition to collecting information for this Essential Skills Profile, our interviews with job incumbents also asked about the following topics.

Physical Aspects

Tool and die makers must be able to stand for prolonged periods, walk around and bend to fabricate, assemble, measure and inspect parts. They use upper and lower limb coordination to operate equipment and to assemble, fit and inspect tools, dies, jigs and product prototypes they produce. The strength demands for this job are heavy as they are often moving and placing large components. It is important for tool and die makers to have strong spatial awareness, good hearing and eyesight to monitor equipment and fabricating processes and to inspect tool and die sets and jigs, and the products made from or assembled with them.

Attitudes

Tool and die makers must be patient, meticulous, conscientious, detail-oriented and mathematically and mechanically inclined.

Future Trends Affecting Essential Skills

The essential skills needed by tool and die makers will continue to be affected by changing technology and rising quality, safety and environmental standards. New, computer-controlled equipment and the increasing use of computers for statistical process control will increase the need for computer use, reading and problem solving skills. In the manufacturing industries where many tool and die makers work, the trend toward stricter performance, safety and environment standards and the consequent requirement for traceability and accountability will increase the need for reading, writing and document use skills.