- Mempunyai SDM yang Berkualitas
- Murahnya biaya kesehatan
- Adanya Penegakan Hukum
- Menguasai Informasi
- Menguasai Teknologi
Kamis, 14 Mei 2009
Syarat Menjadi Bangsa Yang Unggul
Jumat, 17 April 2009
9 Tipe Kepribadian Entrepreneur Bagian 2
5. The Visionary.
Sebuah bisnis yang dibangun oleh seorang visioner biasanya
berdasarkan visi masa depan dan pemikiran pendirinya. Anda
memiliki keingintahuan yang tinggi untuk mengerti dunia di
sekeliling Anda dan akan membuat rencana untuk menghindari
segala macam rintangan.
Personality Alert: Seorang visioner bisa jadi terlalu fokus
pada mimpi mereka dan kurang berpijak pada realitas. Dan
jangan lupa, menyertai visi Anda dengan melakukan tindakan
nyata. Contoh Entrepreneur: Bill Gates, pendiri MicroSoft
Inc.
6. The Analyst.
Jika Anda menjalankan bisnis sebagai seorang analis, perusahaan
Anda biasanya memfokuskan pada penyelesaian masalah dalam
suatu cara sistematis. Seringkali berbasis pada ilmu pengetahuan,
keahlian teknis atau komputer, seorang analis perusahaan biasanya
hebat dalam memecahkan masalah.
Personality Alert: Hati-hati dengan kelumpuhan analisa.
Bekerjalah dengan mempercayai orang lain. Contoh Entrepreneur:
Gordon Moore, pendiri Intel.
7. The Fireball.
Sebuah bisnis yang dimiliki oleh si ‘Bola Api’ ini biasanya
dioperasikan dengan penuh hidup, energi dan optimisme.
Pelanggan merasa perusahaan Anda dijalankan dengan tingkah
laku yang fun.
Personality Alert: Anda bisa jadi berkomitmen yang
berlebihan terhadap tim Anda dan bertingkah laku terlalu
impulsif. Seimbangkan keimpulsivan Anda dengan rencana
bisnis.
Contoh Entrepreneur: Malcolm Forbes, penerbit dan pendiri
Forbes Magazine.
8. The Hero.
Anda memiliki kemauan dan kemampuan yang luar biasa dalam
memimpin dunia dan bisnis Anda melalui segala macam tantangan.
Anda adalah inti dari kewirausahaaan dan bisa mengumpulkan
banyak perusahaan besar.
Personality Alert: Terlalu mengumbar janji dan menggunakan
taktik kekuatan penuh untuk mendapatkan sesuatu dengan cara
Anda tidak akan berhasil dalam jangka waktu panjang. Untuk
menjadi sukses, percayailah keterampilan kepemimpinan Anda
untuk menolong orang lain menemukan jalan mereka.
Contoh Entrepreneur: Jack Welch, CEO GE.
9. The Healer.
Jika Anda adalah seorang ‘penyembuh’, Anda bersifat
pengasuh dan penjaga keharmonisan dalam bisnis Anda. Anda
memiliki kemampuan bertahan yang luar biasa dan keteguhan
disertai dengan ketenangan dari dalam.
Personality Alert: Karena sifat perhatian Anda dan
‘kepenyembuhan’ Anda dalam menjalankan bisnis, Anda bisa
jadi menghindari realitas di luar sana dan selalu terlalu
berharap. Gunakan skenario perencanaan untuk persiapan
datangnya masalah.
Contoh Entrepreneur: Ben Cohen, salah satu pendiri Ben &
Jerry’s Ice Cream.
Sebuah bisnis yang dibangun oleh seorang visioner biasanya
berdasarkan visi masa depan dan pemikiran pendirinya. Anda
memiliki keingintahuan yang tinggi untuk mengerti dunia di
sekeliling Anda dan akan membuat rencana untuk menghindari
segala macam rintangan.
Personality Alert: Seorang visioner bisa jadi terlalu fokus
pada mimpi mereka dan kurang berpijak pada realitas. Dan
jangan lupa, menyertai visi Anda dengan melakukan tindakan
nyata. Contoh Entrepreneur: Bill Gates, pendiri MicroSoft
Inc.
6. The Analyst.
Jika Anda menjalankan bisnis sebagai seorang analis, perusahaan
Anda biasanya memfokuskan pada penyelesaian masalah dalam
suatu cara sistematis. Seringkali berbasis pada ilmu pengetahuan,
keahlian teknis atau komputer, seorang analis perusahaan biasanya
hebat dalam memecahkan masalah.
Personality Alert: Hati-hati dengan kelumpuhan analisa.
Bekerjalah dengan mempercayai orang lain. Contoh Entrepreneur:
Gordon Moore, pendiri Intel.
7. The Fireball.
Sebuah bisnis yang dimiliki oleh si ‘Bola Api’ ini biasanya
dioperasikan dengan penuh hidup, energi dan optimisme.
Pelanggan merasa perusahaan Anda dijalankan dengan tingkah
laku yang fun.
Personality Alert: Anda bisa jadi berkomitmen yang
berlebihan terhadap tim Anda dan bertingkah laku terlalu
impulsif. Seimbangkan keimpulsivan Anda dengan rencana
bisnis.
Contoh Entrepreneur: Malcolm Forbes, penerbit dan pendiri
Forbes Magazine.
8. The Hero.
Anda memiliki kemauan dan kemampuan yang luar biasa dalam
memimpin dunia dan bisnis Anda melalui segala macam tantangan.
Anda adalah inti dari kewirausahaaan dan bisa mengumpulkan
banyak perusahaan besar.
Personality Alert: Terlalu mengumbar janji dan menggunakan
taktik kekuatan penuh untuk mendapatkan sesuatu dengan cara
Anda tidak akan berhasil dalam jangka waktu panjang. Untuk
menjadi sukses, percayailah keterampilan kepemimpinan Anda
untuk menolong orang lain menemukan jalan mereka.
Contoh Entrepreneur: Jack Welch, CEO GE.
9. The Healer.
Jika Anda adalah seorang ‘penyembuh’, Anda bersifat
pengasuh dan penjaga keharmonisan dalam bisnis Anda. Anda
memiliki kemampuan bertahan yang luar biasa dan keteguhan
disertai dengan ketenangan dari dalam.
Personality Alert: Karena sifat perhatian Anda dan
‘kepenyembuhan’ Anda dalam menjalankan bisnis, Anda bisa
jadi menghindari realitas di luar sana dan selalu terlalu
berharap. Gunakan skenario perencanaan untuk persiapan
datangnya masalah.
Contoh Entrepreneur: Ben Cohen, salah satu pendiri Ben &
Jerry’s Ice Cream.
9 Tipe Kepribadian Entrepreneur Bagian 1
1. The Improver.
Anda memiliki kepribadian ini jika Anda menjalankan bisnis dengan
menonjolkan gaya improver alias ingin selalu memperbaiki.
Anda menggunakan perusahaan Anda untuk ‘memperbaiki dunia’.
Improver memiliki kemampuan yang kokoh dalam menjalankan bisnis.
Mereka juga memiliki intergritas dan etika yang tinggi.
Personality Alert: Waspadai sifat Anda yang cenderung
menjadi perfeksionis dan terlalu kritis terhadap karyawan
dan pelanggan Anda. Contoh Entrepreneur: Anita Roddick,
pendiri The Body Shop.
2. The Advisor.
Tipe kepribadian pebisnis seperti ini bersedia memberikan
bantuan dan saran tingkat tinggi bagi para pelanggannya.
Motto dari advisor ini yaitu pelanggan adalah benar dan kita
harus melakukan apa saja untuk menyenangkan mereka.
Personality Alert: Seorang advisor bisa jadi terlalu fokus
pada kebutuhan bisnis mereka dan pelanggan, sehingga
cenderung mengabaikan kebutuhan mereka sendiri dan
bisa-bisa malah cape hati sendiri. Contoh Entrepreneur:
John W. Nordstrom, pendiri Nordstorm.
3. The Superstar.
Inilah bisnis yang pusatnya dikelilingi oleh karisma dan energi
tinggi dari Sang CEO Superstar. Pebisnis dengan kepribadian
seperti ini biasanya membangun bisnis mereka dengan personal
brand mereka sendiri.
Personality Alert: Pebisnis dengan tipe ini bisa menjadi
terlalu kompetitif dan workaholics.
Contoh Entrepreneur: Donald Trump, CEO Trump Hotels &
Casino Resorts.
4. The Artist.
Kepribadian pebisnis seperti ini biasanya senang menyendiri
tapi memiliki kreativitas yang tinggi. Mereka biasanya sering
kali ditemukan di bisnis yang membutuhkan kreativitas seperti
pada perusahaan agen periklanan, web design, dll.
Personality Alert: Pebisnis tipe ini bisa jadi terlalu
sensitif terhadap respon pelanggan Anda, walaupun kritik
dari mereka bersifat membangun.
Contoh Entrepreneur: Scott Adams, pendiri dan penggagas
Dilbert.
Sebenarnya masih ada 5 tipe kepribadian entrepreneur lainnya.
Kami akan mengirimkannya kepada Anda besok. Jadi tunggu saja ya!
Karena dengan mengetahui tipe kepribadian dalam menjalankan
sebuah bisnis, Anda bisa lebih terarah dalam memimpin bisnis.
Apabila anda ingin lebih terarah dan tertarget dalam
memasarkan bisnis melalui internet, bergabunglah bersama
Asian Brain Internet Marketing Center.
Anda memiliki kepribadian ini jika Anda menjalankan bisnis dengan
menonjolkan gaya improver alias ingin selalu memperbaiki.
Anda menggunakan perusahaan Anda untuk ‘memperbaiki dunia’.
Improver memiliki kemampuan yang kokoh dalam menjalankan bisnis.
Mereka juga memiliki intergritas dan etika yang tinggi.
Personality Alert: Waspadai sifat Anda yang cenderung
menjadi perfeksionis dan terlalu kritis terhadap karyawan
dan pelanggan Anda. Contoh Entrepreneur: Anita Roddick,
pendiri The Body Shop.
2. The Advisor.
Tipe kepribadian pebisnis seperti ini bersedia memberikan
bantuan dan saran tingkat tinggi bagi para pelanggannya.
Motto dari advisor ini yaitu pelanggan adalah benar dan kita
harus melakukan apa saja untuk menyenangkan mereka.
Personality Alert: Seorang advisor bisa jadi terlalu fokus
pada kebutuhan bisnis mereka dan pelanggan, sehingga
cenderung mengabaikan kebutuhan mereka sendiri dan
bisa-bisa malah cape hati sendiri. Contoh Entrepreneur:
John W. Nordstrom, pendiri Nordstorm.
3. The Superstar.
Inilah bisnis yang pusatnya dikelilingi oleh karisma dan energi
tinggi dari Sang CEO Superstar. Pebisnis dengan kepribadian
seperti ini biasanya membangun bisnis mereka dengan personal
brand mereka sendiri.
Personality Alert: Pebisnis dengan tipe ini bisa menjadi
terlalu kompetitif dan workaholics.
Contoh Entrepreneur: Donald Trump, CEO Trump Hotels &
Casino Resorts.
4. The Artist.
Kepribadian pebisnis seperti ini biasanya senang menyendiri
tapi memiliki kreativitas yang tinggi. Mereka biasanya sering
kali ditemukan di bisnis yang membutuhkan kreativitas seperti
pada perusahaan agen periklanan, web design, dll.
Personality Alert: Pebisnis tipe ini bisa jadi terlalu
sensitif terhadap respon pelanggan Anda, walaupun kritik
dari mereka bersifat membangun.
Contoh Entrepreneur: Scott Adams, pendiri dan penggagas
Dilbert.
Sebenarnya masih ada 5 tipe kepribadian entrepreneur lainnya.
Kami akan mengirimkannya kepada Anda besok. Jadi tunggu saja ya!
Karena dengan mengetahui tipe kepribadian dalam menjalankan
sebuah bisnis, Anda bisa lebih terarah dalam memimpin bisnis.
Apabila anda ingin lebih terarah dan tertarget dalam
memasarkan bisnis melalui internet, bergabunglah bersama
Asian Brain Internet Marketing Center.
Selasa, 03 Maret 2009
Contoh-contoh Pertanyaan Khusus dalam Wawancara
bidang Perbankan, Informatika, Teknik Sipil, Elektronika, dsb.
Di bawah ini diberikan daftar pertanyaan khusus berbagai bidang pekerjaan, yaitu untuk bidang perbankan, informatika, teknik sipil, elektronika, hubungan masyarakat, dsb-nya.
Sebelum anda berlatih menjawab pertanyaan-pertanyaan tersebut, ada baiknya anda terlebih dulu berlatih untuk menjawab "pertanyaan umum" (silakan klik) pada situs ini bersama rekan anda.
1. Contoh Pertanyaan Khusus
Kelompok Bidang Perbankan
1.Ceritakan, apa yang dimaksud dengan bank ?
2.Sebutkan dan jelaskan produk-produk perbankan yang anda ketahui.
3.Jelaskan perbedaan deposito dengan tabungan.
Bidang Marketing
1.Apakah yang anda ketahui tentang marketing secara umum ? Dan marketing khusus untuk perbankan ?
2.Seandainya anda menjadi seorang petugas marketing, bagaimana cara anda mencari nasabah ?
3.Syarat-syarat apa saja yang ditetapkan oleh bank untuk mendapatkan pinjaman ?
4.Untuk memperkecil resiko kredit, maka permohonan kredit harus dinilai oleh bank. Jlaskan yang dimaksud dengan 5 C ?
5.Jelaskan apa yang dimaksud dengan f.e.o., dan gadai ?
Bidang Costumer Sevice (CS)
1.Sebutkan dan jelaskan tugas-tugas CS (Costumer Sevice) secara umum. Dan tugas-tugas CS di perbankan.
2.Bagaimana menurut anda sikap Costumer Sevice yang baik ?
3.Bagaimana sikap anda jika menghadapi nasabah yang banyak menuntut ?
4.Bagaimana sikap anda bila ada nasabah yang ingin menutup rekeningnya, padahal nasabah tersebut merupakan prime customer ?
5.Hal-hal apa saja menurut anda yang perlu dirahasiakan terhadap sesama karyawan maupun pihak lain ?
6.Sebutkan syarat-syarat untuk pembukaan rekening perorangan. Kemudian sebutkan untuk rekening perusahaan.
7.Bagaimana sikap anda saat atasan menegur anda ?
Bidang Teller
1.Sebutkan dan jelaskan tugas-tugas Teller.
2.Bagaimana menurut anda sikap Teller yang baik ?
3.Jelaskan perbedaan cek dengan BG.
4.Jelaskan ciri-ciri uang palsu.
Back Office Processing (BOP)
1.Sebutkan dan jelaskan perbedaan bank umum dengan bank perkreditan rakyat.
2.Jelaskan mengenai kliring.
3.Jelaskan perbedaan cek dengan BG.
4.Hal-hal apa saja menurut anda yang perlu dirahasiakan terhadap sesama karyawan maupun pihak lain ?
Pimpinan/Kepala CS atau Teller atau BOP
1.Seandainya anda menjadi pimpinan, ceritakan hal-hal apa saja yang anda lakukan bila ada karyawan baru yang menjadi bawahan anda.
2.Seandainya anda menjadi pimpinan, jelaskan apa yang akan anda lakukan jika bawahan anda malas dan tidak efisien.
3.Seandainya anda menjadi pimpinan, ceritakan tindakan-tindakan apa yang anda lakukan dalam membimbing, mengarahkan, dan memotivasi bawahan anda.
4.Seandainya anda menjadi pimpinan, bagaimana sikap anda bila ada bawahan yang sering terlambat ?
Sumber : gilland-ganesha.com, buku "Sukses Mendapatkan
Di bawah ini diberikan daftar pertanyaan khusus berbagai bidang pekerjaan, yaitu untuk bidang perbankan, informatika, teknik sipil, elektronika, hubungan masyarakat, dsb-nya.
Sebelum anda berlatih menjawab pertanyaan-pertanyaan tersebut, ada baiknya anda terlebih dulu berlatih untuk menjawab "pertanyaan umum" (silakan klik) pada situs ini bersama rekan anda.
1. Contoh Pertanyaan Khusus
Kelompok Bidang Perbankan
1.Ceritakan, apa yang dimaksud dengan bank ?
2.Sebutkan dan jelaskan produk-produk perbankan yang anda ketahui.
3.Jelaskan perbedaan deposito dengan tabungan.
Bidang Marketing
1.Apakah yang anda ketahui tentang marketing secara umum ? Dan marketing khusus untuk perbankan ?
2.Seandainya anda menjadi seorang petugas marketing, bagaimana cara anda mencari nasabah ?
3.Syarat-syarat apa saja yang ditetapkan oleh bank untuk mendapatkan pinjaman ?
4.Untuk memperkecil resiko kredit, maka permohonan kredit harus dinilai oleh bank. Jlaskan yang dimaksud dengan 5 C ?
5.Jelaskan apa yang dimaksud dengan f.e.o., dan gadai ?
Bidang Costumer Sevice (CS)
1.Sebutkan dan jelaskan tugas-tugas CS (Costumer Sevice) secara umum. Dan tugas-tugas CS di perbankan.
2.Bagaimana menurut anda sikap Costumer Sevice yang baik ?
3.Bagaimana sikap anda jika menghadapi nasabah yang banyak menuntut ?
4.Bagaimana sikap anda bila ada nasabah yang ingin menutup rekeningnya, padahal nasabah tersebut merupakan prime customer ?
5.Hal-hal apa saja menurut anda yang perlu dirahasiakan terhadap sesama karyawan maupun pihak lain ?
6.Sebutkan syarat-syarat untuk pembukaan rekening perorangan. Kemudian sebutkan untuk rekening perusahaan.
7.Bagaimana sikap anda saat atasan menegur anda ?
Bidang Teller
1.Sebutkan dan jelaskan tugas-tugas Teller.
2.Bagaimana menurut anda sikap Teller yang baik ?
3.Jelaskan perbedaan cek dengan BG.
4.Jelaskan ciri-ciri uang palsu.
Back Office Processing (BOP)
1.Sebutkan dan jelaskan perbedaan bank umum dengan bank perkreditan rakyat.
2.Jelaskan mengenai kliring.
3.Jelaskan perbedaan cek dengan BG.
4.Hal-hal apa saja menurut anda yang perlu dirahasiakan terhadap sesama karyawan maupun pihak lain ?
Pimpinan/Kepala CS atau Teller atau BOP
1.Seandainya anda menjadi pimpinan, ceritakan hal-hal apa saja yang anda lakukan bila ada karyawan baru yang menjadi bawahan anda.
2.Seandainya anda menjadi pimpinan, jelaskan apa yang akan anda lakukan jika bawahan anda malas dan tidak efisien.
3.Seandainya anda menjadi pimpinan, ceritakan tindakan-tindakan apa yang anda lakukan dalam membimbing, mengarahkan, dan memotivasi bawahan anda.
4.Seandainya anda menjadi pimpinan, bagaimana sikap anda bila ada bawahan yang sering terlambat ?
Sumber : gilland-ganesha.com, buku "Sukses Mendapatkan
Contoh-contoh Pertanyaan Umum dalam Wawancara
Di bawah ini diberikan daftar pertanyaan umum yang dapat menggali 12 aspek seperti berikut ini.
1. Motivasi
Pertanyaan yang dapat menggali aspek motivasi antara lain :
1.Mengapa anda memutuskan untuk melamar pekerjaan di perusahaan ini ?
2.Apa yang membuat anda menjadi tertarik dengan perusahaan ini ?
3.Tanggung jawab apa yang anda anggap penting dalam pekerjaan ?
4.Tantangan apa yang anda cari dalam pekerjaan ?
5.Sebutkan dua hal yang memotivasi anda dalam bekerja.
6.Apa yang dapat memotivasi anda dalam kehidupan pribadi anda ?
7.Apa yang dapat memotivasi anda dalam menyelesaikan tugas yang sulit ?
8.Apa yang dapat memotivasi anda agar menjadi sukses dalam pekerjaan ?
9.Apa alasan anda keluar dari perusahaan sebelumnya ?
10.Apa yang membuat anda keluar dari perusahaan sebelumnya ?
11.Selama perjalanan karir anda, posisi mana yang paling anda sukai ?
12.Mengapa anda ingin mengubah karir ? (bila yang bersangkutan berpindah profesi/karir)
13.Apa arti bekerja bagi anda ?
Sumber : gilland-ganesha.com, buku "Sukses Mendapatkan Pekerjaan" - Anna T. Yuniarti, S.Psi.
2. Ketahanan Terhadap Tekanan (Stres)
Pertanyaan yang dapat menggali aspek ketahanan terhadap tekanan/stres antara lain :
1.Apakah anda dapat bekerja di bawah tekanan ?
2.Pernahkan anda bekerja di bawah tekanan ? Ceritakan bagaimana anda menyikapinya?
3.Dalam lingkungan kerja seperti apa anda merasa nyaman ? (Terstruktur atau tidak ?)
4.Seandainya ada konsumen yang marah karena hal yang bukan dilakukan anda, bagaimana anda menyikapinya ?
5.Bagaimana anda menyikapi kritik yang diberikan kepada anda ?
6.Seandainya anda mendapatkan pekerjaan yang tidak anda harapkan, apa yang akan anda lakukan ?
7.Apa yang anda anggap sebagai hal yang berat untuk dilakukan dalam pekerjaan ?
8.Seandainya anda dihadapkan dengan dua tugas yang harus diselesaikan pada saat yang bersamaan, apa yang akan anda lakukan ?
9.Masalah terbesar apa yang pernah anda hadapi ? Bagaimana anda mengatasinya ?
Sumber : gilland-ganesha.com, buku "Sukses Mendapatkan Pekerjaan" - Anna T. Yuniarti, S.Psi.
3. Inisiatif
Pertanyaan yang dapat menggali aspek inisiatif antara lain :
1.Apa yang anda ketahui tentang perusahaan ini ? Dan darimana serta bagaimana anda mengetahuinya ?
2.Kriteria apa yang anda gunakan untuk mengevaluasi perusahaan yang anda harapkan menjadi tempat kerja anda ?
3.Ceritakan mengenai pendidikan dan pelatihan yang pernah anda ikuti.
4.Bagaimana anda mendapatkan pekerjaan selama ini ? (Apakah melalui iklan, referensi, dsb) - untuk yang sudah pernah bekerja.
Sumber : gilland-ganesha.com, buku "Sukses Mendapatkan Pekerjaan" - Anna T. Yuniarti, S.Psi.
4. Sikap kerja
Pertanyaan yang dapat menggali aspek sikap kerja antara lain :
1.Seandainya anda ditempatkan di cabang perusahaan yang jauh dari lokasi anda, bagaimana anda menyikapinya ?
2.Seandainya ada pengalihan tanggung jawab pada pekerjaan yang anda pegang, bagaimana anda menyikapinya ?
3.Ceritakan mengenai pengalaman kerja anda. (untuk yang sudah bekerja)
4.Apa tanggung jawab anda pada posisi tersebut ? (untuk yang sudah bekerja)
Sumber : gilland-ganesha.com, buku "Sukses Mendapatkan Pekerjaan" - Anna T. Yuniarti, S.Psi.
5. Kepercayaan Diri
Pertanyaan yang dapat menggali aspek kepercayaan diri antara lain :
1.Menurut anda, apa definisi/arti kesuksesan ? Dan seberapa besar pengaruhnya bagi anda ?
2.Menurut anda, apa definisi/arti kegagalan ? Dan seberapa besar pengaruhnya bagi anda ?
3.Jelaskan ukuran/standar kesuksesan bagi anda.
4.Pekerjaan apa yang telah anda selesaikan dengan sukses ?
5.Apa peran anda dalam kesuksesan tersebut ?
6.Bagaimana anda memandang diri sendiri saat ini ? Apakah sudah sukses ?
Sumber : gilland-ganesha.com, buku "Sukses Mendapatkan Pekerjaan" - Anna T. Yuniarti, S.Psi.
6. Kemampuan Berpikir Analitis
Termasuk di dalam kemampuan berpikir analitis adalah "Kemampuan Memecahkan Masalah" (problem solving) dan "Kemampuan Membuat Keputusan" (decision making).
Pertanyaan yang dapat menggali aspek kemampuan berpikir analitis antara lain :
1.Masalah tersulit apa yang pernah anda alami ? Apa yang anda lakukan ? Bagaimana penyelesaiannya ?
2.Hambatan atau kendala apa yang ditemukan selama kuliah atau belajar ? Bagaimana cara mengatasinya ?
3.Ceritakan mengenai persoalan yang pernah anda pecahkan.
4.Ceritakan situasi dimana anda pernah memiliki masalah dengan pengambilan keputusan.
5.Ceritakan dimana anda harus membuat suatu keputusan.
6.Ceritakan bagaimana anda pernah memecahkan masalah yang sulit.
7.Ceritakan mengenai permasalahan yang paling sering anda hadapi dalam pekerjaan.
8.Apakah anda pernah menyelesaikan suatu permasalahan bersama-sama rekan ? Apa peran anda dalam menyelesaikan masalah tersebut ?
9.Apakah anda pernah diminta untuk menyelesaikan beberapa tugas dalam suatu waktu ? Apa yang anda lakukan ?
10.Bagaimana anda menyelesaikan suatu permasalahan yang muncul tiba-tiba ?
11.Bagaimana anda mengidentifikasikan kedatangan suatu masalah ?
12.Bagaimana anda membuat suatu keputusan penting ?
13.Bagaimana anda memecahkan masalah ?
14.Dalam situasi atau kondisi seperti apa, anda memiliki kemungkinan paling besar untuk berbuat kesalahan ?
15.Keputusan apa yang terasa sulit bagi anda ? Berikan Contohnya !
16.Menurut anda, faktor apa yang paling menentukan suksesnya seseorang ?
17.Apa yang anda lakukan saat dihadapkan dengan pengambilan keputusan yang penting ?
18.Apa yang anda lakukan saat kesulitan atau tidak dapat memecahkan persoalan yang anda hadapi ?
19.Keputusan tersulit apa yang telah anda buat selama tiga tahun terakhir ?
20.Kapan anda memutuskan untuk berhenti berusaha memecahkan suatu persoalan yang sulit ?
Sumber : gilland-ganesha.com, buku "Sukses Mendapatkan Pekerjaan" - Anna T. Yuniarti, S.Psi.
7. Kemampuan Pencapaian Keberhasilan (Achievement)
Pertanyaan yang dapat menggali aspek kemampuan pencapaian keberhasilan antara lain :
1.Apakah anda senang mengerjakan pekerjaan/proyek yang sulit ?
2.Apakah anda mempunyai prestasi yang dibanggakan ? Ceritakan !
3.Apakah anda memiliki inisiatif ? Bagaimana anda menunjukkan hal tersebut ? Ceritakan satu contoh inisiatif yang telah anda ambil.
4.Apakah anda pernah menyelesaikan persoalan yang sulit ? Atau yang sebelumnya anda pikir tidak dapat anda selesaikan ?
5.Bagaimana anda menunjukkan keinginan (willingness) untuk bekerja ?
6.Sebutkan prestasi yang pernah anda capai dalam pekerjaan atau masa kuliah/sekolah !
7.Sebutkan lima pencapaian terbesar dalam hidup anda !
8.Apa kegagalan terbesar yang pernah anda alami ? Kekecewaan apa yang anda alami ?
9.Bagaimana anda mengatasi perasaan tersebut ? Dan mengatasi kegagalan tersebut ?
10.Hal atau lingkungan seperti apa yang paling mendorong anda dalam bekerja ?
11.Menurut anda, apa tantangan terbesar dalam pekerjaan ?
12.Sebutkan bagian dari pekerjaan yang paling menantang dan yang paling tidak menantang.
13.Apakah anda termasuk orang yang berani dalam mengambil risiko ?
14.Berdasarkan pengalaman anda, ceritakan secara rinci dalam hal apa anda mengambil risiko untuk menyelesaikan suatu tugas ?
15.Mengapa anda mengambil risiko tersebut ?
16.Risiko apa yang anda hadapi saat mengajukan suatu usulan ?
17.Prestasi apa yang pernah anda dapatkan di sekolah yang tidak dapat anda lupakan ?
18.Prestasi apa yang pernah anda capai dalam bekerja yang mendapatkan penghargaan dari pimpinan atau perusahaan ? (baik penghargaan lisan ataupun penghargaan tertulis atau materi).
Sumber : gilland-ganesha.com, buku "Sukses Mendapatkan Pekerjaan" - Anna T. Yuniarti, S.Psi.
8. Aspirasi Diri
Pertanyaan yang dapat menggali aspek aspirasi diri antara lain :
1.Mata kuliah (mata pelajaran) apa yang paling anda senangi ? Mata kuliah (mata pelajaran) apa yang paling anda tidak senangi ? Kenapa ?
2.Apa cita-cita anda ketika lulus sekolah ? Ketika lulus kuliah ?
3.Apakah anda berniat melanjutkan sekolah ? Berniat melanjutkan kuliah ?
4.Menurut anda, apakah nilai anda merupakan indikasi terbaik untuk hasil akademik anda ?
5.Kenapa kami harus memilih anda ?
6.Bisakah anda menyebutkan lima kelebihan dan lima kekurangan anda ?
7.Bagaimana pendapat anda mengenai perusahaan ini ?
Sumber : gilland-ganesha.com, buku "Sukses Mendapatkan Pekerjaan" - Anna T. Yuniarti, S.Psi.
9. Kelemahan Diri
Pertanyaan yang dapat menggali aspek kelemahan diri antara lain :
1.Apakah anda telah mencapai semua target yang telah anda tetapkan ? Bila tidak, mengapa ?
2.Bagaimana anda mengatasi kegagalan dalam pencapaian target tersebut ?
3.Kelemahan apa yang muncul saat anda dihadapkan pada tugas yang sulit ?
Sumber : gilland-ganesha.com, buku "Sukses Mendapatkan Pekerjaan" - Anna T. Yuniarti, S.Psi.
10. Sosialisasi
Pertanyaan yang dapat menggali aspek sosialisasi antara lain :
1.Ceritakan kegiatan anda di waktu senggang.
2.Kegiatan apa yang anda ikuti di lingkungan anda ?
3.Seandainya anda menjadi anggota suatu organisasi, maka kegiatan apa dan peran apa yang akan anda lakukan dalam organisasi tersebut ?
4.Selain belajar, kegiatan apa saja yang anda ikuti saat masih kuliah atau sekolah ? Posisi apa yang anda pegang ?
Sumber : gilland-ganesha.com, buku "Sukses Mendapatkan Pekerjaan" - Anna T. Yuniarti, S.Psi.
11. Kemandirian
Pertanyaan yang dapat menggali aspek kemandirian antara lain :
1.Ceritakan keputusan-keputusan penting dalam hidup anda, yang anda anggap sebagai keputusan anda sendiri. Juga ceritakan keputusan penting yang anda anggap bukan keputusan anda sendiri.
2.Mengapa anda memilih jurusan .... ?
3.Dalam pengambilan suatu keputusan, siapa yang berpengaruh dalam diri anda ?
4.Dalam hal-hal apa saja orang-orang tersebut anda sertakan ?
Sumber : gilland-ganesha.com, buku "Sukses Mendapatkan Pekerjaan" - Anna T. Yuniarti, S.Psi.
12. Kepemimpinan
Pertanyaan yang dapat menggali aspek kepemimpinan antara lain :
1.Sebutkan kepribadian yang anda miliki yang mencerminkan kemampuan memimpin.
2.Menurut anda, kualitas apa yang dibutuhkan seorang pemimpin ?
3.Apa yang paling menjadi tantangan bagi seorang pemimpin ?
4.Bagaimana cara anda mendelegasikan suatu tanggung jawab ?
5.Apakah anda membutuhka pengawas dalam bekerja ?
6.Bagaimana cara anda membuat suatu rencana kerja ?
7.Bagaimana cara anda memberikan teguran atau mendisiplinkan bawahan anda ?
8.Seandainya ada bawahan anda yang melanggar aturan perusahaan, bagaimana anda menghadapinya ?
9.Atasan seperti apa yang anda harapkan ?
10.Seandainya anda kelebihan beban kerja, apa yang akan anda lakukan ?
11.Bagaimana cara anda untuk memotivasi sesorang ?
12.Atasan seperti apa yang menurut anda sulit untuk diajak kerja sama ?
13.Bawahan seperti apa yang menurut anda sulit untuk diajak kerja sama ?
14.Atasan seperti apa yang menurut anda tidak adil ?
15.Seandainya anda membuat suatu kebijakan, kemudian bawahan anda banyak yang menentangnya, bagaimana anda mengatasinya ?
1. Motivasi
Pertanyaan yang dapat menggali aspek motivasi antara lain :
1.Mengapa anda memutuskan untuk melamar pekerjaan di perusahaan ini ?
2.Apa yang membuat anda menjadi tertarik dengan perusahaan ini ?
3.Tanggung jawab apa yang anda anggap penting dalam pekerjaan ?
4.Tantangan apa yang anda cari dalam pekerjaan ?
5.Sebutkan dua hal yang memotivasi anda dalam bekerja.
6.Apa yang dapat memotivasi anda dalam kehidupan pribadi anda ?
7.Apa yang dapat memotivasi anda dalam menyelesaikan tugas yang sulit ?
8.Apa yang dapat memotivasi anda agar menjadi sukses dalam pekerjaan ?
9.Apa alasan anda keluar dari perusahaan sebelumnya ?
10.Apa yang membuat anda keluar dari perusahaan sebelumnya ?
11.Selama perjalanan karir anda, posisi mana yang paling anda sukai ?
12.Mengapa anda ingin mengubah karir ? (bila yang bersangkutan berpindah profesi/karir)
13.Apa arti bekerja bagi anda ?
Sumber : gilland-ganesha.com, buku "Sukses Mendapatkan Pekerjaan" - Anna T. Yuniarti, S.Psi.
2. Ketahanan Terhadap Tekanan (Stres)
Pertanyaan yang dapat menggali aspek ketahanan terhadap tekanan/stres antara lain :
1.Apakah anda dapat bekerja di bawah tekanan ?
2.Pernahkan anda bekerja di bawah tekanan ? Ceritakan bagaimana anda menyikapinya?
3.Dalam lingkungan kerja seperti apa anda merasa nyaman ? (Terstruktur atau tidak ?)
4.Seandainya ada konsumen yang marah karena hal yang bukan dilakukan anda, bagaimana anda menyikapinya ?
5.Bagaimana anda menyikapi kritik yang diberikan kepada anda ?
6.Seandainya anda mendapatkan pekerjaan yang tidak anda harapkan, apa yang akan anda lakukan ?
7.Apa yang anda anggap sebagai hal yang berat untuk dilakukan dalam pekerjaan ?
8.Seandainya anda dihadapkan dengan dua tugas yang harus diselesaikan pada saat yang bersamaan, apa yang akan anda lakukan ?
9.Masalah terbesar apa yang pernah anda hadapi ? Bagaimana anda mengatasinya ?
Sumber : gilland-ganesha.com, buku "Sukses Mendapatkan Pekerjaan" - Anna T. Yuniarti, S.Psi.
3. Inisiatif
Pertanyaan yang dapat menggali aspek inisiatif antara lain :
1.Apa yang anda ketahui tentang perusahaan ini ? Dan darimana serta bagaimana anda mengetahuinya ?
2.Kriteria apa yang anda gunakan untuk mengevaluasi perusahaan yang anda harapkan menjadi tempat kerja anda ?
3.Ceritakan mengenai pendidikan dan pelatihan yang pernah anda ikuti.
4.Bagaimana anda mendapatkan pekerjaan selama ini ? (Apakah melalui iklan, referensi, dsb) - untuk yang sudah pernah bekerja.
Sumber : gilland-ganesha.com, buku "Sukses Mendapatkan Pekerjaan" - Anna T. Yuniarti, S.Psi.
4. Sikap kerja
Pertanyaan yang dapat menggali aspek sikap kerja antara lain :
1.Seandainya anda ditempatkan di cabang perusahaan yang jauh dari lokasi anda, bagaimana anda menyikapinya ?
2.Seandainya ada pengalihan tanggung jawab pada pekerjaan yang anda pegang, bagaimana anda menyikapinya ?
3.Ceritakan mengenai pengalaman kerja anda. (untuk yang sudah bekerja)
4.Apa tanggung jawab anda pada posisi tersebut ? (untuk yang sudah bekerja)
Sumber : gilland-ganesha.com, buku "Sukses Mendapatkan Pekerjaan" - Anna T. Yuniarti, S.Psi.
5. Kepercayaan Diri
Pertanyaan yang dapat menggali aspek kepercayaan diri antara lain :
1.Menurut anda, apa definisi/arti kesuksesan ? Dan seberapa besar pengaruhnya bagi anda ?
2.Menurut anda, apa definisi/arti kegagalan ? Dan seberapa besar pengaruhnya bagi anda ?
3.Jelaskan ukuran/standar kesuksesan bagi anda.
4.Pekerjaan apa yang telah anda selesaikan dengan sukses ?
5.Apa peran anda dalam kesuksesan tersebut ?
6.Bagaimana anda memandang diri sendiri saat ini ? Apakah sudah sukses ?
Sumber : gilland-ganesha.com, buku "Sukses Mendapatkan Pekerjaan" - Anna T. Yuniarti, S.Psi.
6. Kemampuan Berpikir Analitis
Termasuk di dalam kemampuan berpikir analitis adalah "Kemampuan Memecahkan Masalah" (problem solving) dan "Kemampuan Membuat Keputusan" (decision making).
Pertanyaan yang dapat menggali aspek kemampuan berpikir analitis antara lain :
1.Masalah tersulit apa yang pernah anda alami ? Apa yang anda lakukan ? Bagaimana penyelesaiannya ?
2.Hambatan atau kendala apa yang ditemukan selama kuliah atau belajar ? Bagaimana cara mengatasinya ?
3.Ceritakan mengenai persoalan yang pernah anda pecahkan.
4.Ceritakan situasi dimana anda pernah memiliki masalah dengan pengambilan keputusan.
5.Ceritakan dimana anda harus membuat suatu keputusan.
6.Ceritakan bagaimana anda pernah memecahkan masalah yang sulit.
7.Ceritakan mengenai permasalahan yang paling sering anda hadapi dalam pekerjaan.
8.Apakah anda pernah menyelesaikan suatu permasalahan bersama-sama rekan ? Apa peran anda dalam menyelesaikan masalah tersebut ?
9.Apakah anda pernah diminta untuk menyelesaikan beberapa tugas dalam suatu waktu ? Apa yang anda lakukan ?
10.Bagaimana anda menyelesaikan suatu permasalahan yang muncul tiba-tiba ?
11.Bagaimana anda mengidentifikasikan kedatangan suatu masalah ?
12.Bagaimana anda membuat suatu keputusan penting ?
13.Bagaimana anda memecahkan masalah ?
14.Dalam situasi atau kondisi seperti apa, anda memiliki kemungkinan paling besar untuk berbuat kesalahan ?
15.Keputusan apa yang terasa sulit bagi anda ? Berikan Contohnya !
16.Menurut anda, faktor apa yang paling menentukan suksesnya seseorang ?
17.Apa yang anda lakukan saat dihadapkan dengan pengambilan keputusan yang penting ?
18.Apa yang anda lakukan saat kesulitan atau tidak dapat memecahkan persoalan yang anda hadapi ?
19.Keputusan tersulit apa yang telah anda buat selama tiga tahun terakhir ?
20.Kapan anda memutuskan untuk berhenti berusaha memecahkan suatu persoalan yang sulit ?
Sumber : gilland-ganesha.com, buku "Sukses Mendapatkan Pekerjaan" - Anna T. Yuniarti, S.Psi.
7. Kemampuan Pencapaian Keberhasilan (Achievement)
Pertanyaan yang dapat menggali aspek kemampuan pencapaian keberhasilan antara lain :
1.Apakah anda senang mengerjakan pekerjaan/proyek yang sulit ?
2.Apakah anda mempunyai prestasi yang dibanggakan ? Ceritakan !
3.Apakah anda memiliki inisiatif ? Bagaimana anda menunjukkan hal tersebut ? Ceritakan satu contoh inisiatif yang telah anda ambil.
4.Apakah anda pernah menyelesaikan persoalan yang sulit ? Atau yang sebelumnya anda pikir tidak dapat anda selesaikan ?
5.Bagaimana anda menunjukkan keinginan (willingness) untuk bekerja ?
6.Sebutkan prestasi yang pernah anda capai dalam pekerjaan atau masa kuliah/sekolah !
7.Sebutkan lima pencapaian terbesar dalam hidup anda !
8.Apa kegagalan terbesar yang pernah anda alami ? Kekecewaan apa yang anda alami ?
9.Bagaimana anda mengatasi perasaan tersebut ? Dan mengatasi kegagalan tersebut ?
10.Hal atau lingkungan seperti apa yang paling mendorong anda dalam bekerja ?
11.Menurut anda, apa tantangan terbesar dalam pekerjaan ?
12.Sebutkan bagian dari pekerjaan yang paling menantang dan yang paling tidak menantang.
13.Apakah anda termasuk orang yang berani dalam mengambil risiko ?
14.Berdasarkan pengalaman anda, ceritakan secara rinci dalam hal apa anda mengambil risiko untuk menyelesaikan suatu tugas ?
15.Mengapa anda mengambil risiko tersebut ?
16.Risiko apa yang anda hadapi saat mengajukan suatu usulan ?
17.Prestasi apa yang pernah anda dapatkan di sekolah yang tidak dapat anda lupakan ?
18.Prestasi apa yang pernah anda capai dalam bekerja yang mendapatkan penghargaan dari pimpinan atau perusahaan ? (baik penghargaan lisan ataupun penghargaan tertulis atau materi).
Sumber : gilland-ganesha.com, buku "Sukses Mendapatkan Pekerjaan" - Anna T. Yuniarti, S.Psi.
8. Aspirasi Diri
Pertanyaan yang dapat menggali aspek aspirasi diri antara lain :
1.Mata kuliah (mata pelajaran) apa yang paling anda senangi ? Mata kuliah (mata pelajaran) apa yang paling anda tidak senangi ? Kenapa ?
2.Apa cita-cita anda ketika lulus sekolah ? Ketika lulus kuliah ?
3.Apakah anda berniat melanjutkan sekolah ? Berniat melanjutkan kuliah ?
4.Menurut anda, apakah nilai anda merupakan indikasi terbaik untuk hasil akademik anda ?
5.Kenapa kami harus memilih anda ?
6.Bisakah anda menyebutkan lima kelebihan dan lima kekurangan anda ?
7.Bagaimana pendapat anda mengenai perusahaan ini ?
Sumber : gilland-ganesha.com, buku "Sukses Mendapatkan Pekerjaan" - Anna T. Yuniarti, S.Psi.
9. Kelemahan Diri
Pertanyaan yang dapat menggali aspek kelemahan diri antara lain :
1.Apakah anda telah mencapai semua target yang telah anda tetapkan ? Bila tidak, mengapa ?
2.Bagaimana anda mengatasi kegagalan dalam pencapaian target tersebut ?
3.Kelemahan apa yang muncul saat anda dihadapkan pada tugas yang sulit ?
Sumber : gilland-ganesha.com, buku "Sukses Mendapatkan Pekerjaan" - Anna T. Yuniarti, S.Psi.
10. Sosialisasi
Pertanyaan yang dapat menggali aspek sosialisasi antara lain :
1.Ceritakan kegiatan anda di waktu senggang.
2.Kegiatan apa yang anda ikuti di lingkungan anda ?
3.Seandainya anda menjadi anggota suatu organisasi, maka kegiatan apa dan peran apa yang akan anda lakukan dalam organisasi tersebut ?
4.Selain belajar, kegiatan apa saja yang anda ikuti saat masih kuliah atau sekolah ? Posisi apa yang anda pegang ?
Sumber : gilland-ganesha.com, buku "Sukses Mendapatkan Pekerjaan" - Anna T. Yuniarti, S.Psi.
11. Kemandirian
Pertanyaan yang dapat menggali aspek kemandirian antara lain :
1.Ceritakan keputusan-keputusan penting dalam hidup anda, yang anda anggap sebagai keputusan anda sendiri. Juga ceritakan keputusan penting yang anda anggap bukan keputusan anda sendiri.
2.Mengapa anda memilih jurusan .... ?
3.Dalam pengambilan suatu keputusan, siapa yang berpengaruh dalam diri anda ?
4.Dalam hal-hal apa saja orang-orang tersebut anda sertakan ?
Sumber : gilland-ganesha.com, buku "Sukses Mendapatkan Pekerjaan" - Anna T. Yuniarti, S.Psi.
12. Kepemimpinan
Pertanyaan yang dapat menggali aspek kepemimpinan antara lain :
1.Sebutkan kepribadian yang anda miliki yang mencerminkan kemampuan memimpin.
2.Menurut anda, kualitas apa yang dibutuhkan seorang pemimpin ?
3.Apa yang paling menjadi tantangan bagi seorang pemimpin ?
4.Bagaimana cara anda mendelegasikan suatu tanggung jawab ?
5.Apakah anda membutuhka pengawas dalam bekerja ?
6.Bagaimana cara anda membuat suatu rencana kerja ?
7.Bagaimana cara anda memberikan teguran atau mendisiplinkan bawahan anda ?
8.Seandainya ada bawahan anda yang melanggar aturan perusahaan, bagaimana anda menghadapinya ?
9.Atasan seperti apa yang anda harapkan ?
10.Seandainya anda kelebihan beban kerja, apa yang akan anda lakukan ?
11.Bagaimana cara anda untuk memotivasi sesorang ?
12.Atasan seperti apa yang menurut anda sulit untuk diajak kerja sama ?
13.Bawahan seperti apa yang menurut anda sulit untuk diajak kerja sama ?
14.Atasan seperti apa yang menurut anda tidak adil ?
15.Seandainya anda membuat suatu kebijakan, kemudian bawahan anda banyak yang menentangnya, bagaimana anda mengatasinya ?
Point penting dalam wawancara :
- Persiapkan diri dalam menghadapi pertanyaan2 yang
mungkin muncul.
- Jangan berbohong (boleh boong asal gak ketauan)
- berusaha membuat hubungan antara jawaban dengan
pekerjaan yang kamu incar.
- Tidak usah buru2 menjawab, pikirkan terlebih dahulu
- Jangan mengkritik bos / perusahaan lamamu
- Ngomong dengan suara yang jelas dan penuh percaya diri
- Pake baju dan penampilan yang sopan dan rapi
- Jangan telat
mungkin muncul.
- Jangan berbohong (boleh boong asal gak ketauan)
- berusaha membuat hubungan antara jawaban dengan
pekerjaan yang kamu incar.
- Tidak usah buru2 menjawab, pikirkan terlebih dahulu
- Jangan mengkritik bos / perusahaan lamamu
- Ngomong dengan suara yang jelas dan penuh percaya diri
- Pake baju dan penampilan yang sopan dan rapi
- Jangan telat
TOP 9 Pertanyaan dalam wawancara
dibawah ini ada 9 pertanyaan yang suka keluar pas
waktu wawancara cari kerja, antara lain :
5 pertanyaan pertama adalah pertanyaan tradisional yang
mudah dan bisa dipersiapkan. (hapalan).
1. Apa kelebihan kamu
Jawaban (kira2):
- Saya mudah beradaptasi dengan berbagai situasi dan kondisi
- Saya bisa memotivasi diri sendiri dan orang lain
- Saya orang yang selalu bersemangat dan kreatif
- Saya bisa mengatasi masalah dan mengambil keputusan yang tepat.
2. Apa kelemahan kamu
Jawaban (kira2):
- Saya mungkin terlalu perfesionis
- Kadang saya bekerja sampai lupa waktu
- Saya terlalu tegas dan tidak berkompromi dengan aturan.
perhatiin jawaban diatas bisa merupakan positif juga,
jadi memang strateginya gitu, kelemahan yang tersamar
3. Tiga dan Lima Tahun lagi apa harapanmu ?
- Saya berharap mendapatkan promosi ke posisi yang lebih baik
- Saya berharap tetap bekerja disini dan mendapatkan
lebih banyak tanggungjawab.
4. Mengapa kamu meninggalkan pekerjaan lamamu ?
- Saya memerlukannya untuk memperoleh tanggung jawab yang
lebih besar.
- Banyak ide saya yang tidak diterima karena sistem kerja yang kaku
- Pekerjaan lamaku tidak memungkinkan untuk promosi.
5. Apa yang sukai / tidak sukai di pekerjaan lamamu
- Saya suka suasana kerja yang kompak
- Saya kecewa karena kemungkinan berkembang sangat terbatas
- Saya suka bertemu dengan banyak orang baru
- Sistem perusahaan terlalu kaku dan menabukan perubahan
4 pertanyaan lanjutan merupakan pertanyaan yang
menuntuk kreatifitas dan sulit dipersiapkan, pertanyaan2
diajukan untuk menilai bagaimana calon karyawan bersikap
dalam pengalaman2 di masa lalu.
6. Berikan contoh kesalahan yang pernah kamu buat dan
bagaimana kamu memperbaikinya ?
- Saya pernah memberikan refund yang salah kepada salah
seorang customer, setelah menyadarinya saya berbicara
dengan customer tersebut dan menjelaskan duduk perkaranya.
lalu membatalkan cek pembayaran tersebut.
7. Sewaktu kamu mempunyai ide bagus, Apa ide tsb,
dan bagaimana cara kamu 'menjualnya' ke atasan kamu ?
- Saya mempersiapkan tabel dan data berisi perbandingan
apa yang dilakukan sekarang dengan ideku, yang mana menunjukkan
lebih menguntungkan, saya menunjukkan ini kepada atasanku
sehingga membuat dia senang. beberapa hari kemudian, ideku
mulai dijalankan.
8. Ceritakan tentang waktu dimana etikamu dites ?
- Ada suatu waktu boss saya berniat memecat seseorang
atas tuduhan melakukan sesuatu yang sebenarnya tidak dilakukan.
lalu saya berkata kepada bos, untuk mempertimbangkannya
kembali karena orang tersebut bisa menguggat perusahan
dan berkemungkinan besar menang, akhirnya bos membatalkan
pemecatan tersebut. Dengan adanya peristiwa ini, saya juga
tidak lama di perusahaan tsb.
9. Bila kamu memiliki deadline yang singkat padahal
masih banyak pekerjaan yang tersisa, apa yang akan kamu lakukan?
Saya berusaha membagi beberapa tugas ke pada rekan2 saya,
dan bekerja lembur sampai pekerjaan yang ditugaskan
selesai pada waktunya.
waktu wawancara cari kerja, antara lain :
5 pertanyaan pertama adalah pertanyaan tradisional yang
mudah dan bisa dipersiapkan. (hapalan).
1. Apa kelebihan kamu
Jawaban (kira2):
- Saya mudah beradaptasi dengan berbagai situasi dan kondisi
- Saya bisa memotivasi diri sendiri dan orang lain
- Saya orang yang selalu bersemangat dan kreatif
- Saya bisa mengatasi masalah dan mengambil keputusan yang tepat.
2. Apa kelemahan kamu
Jawaban (kira2):
- Saya mungkin terlalu perfesionis
- Kadang saya bekerja sampai lupa waktu
- Saya terlalu tegas dan tidak berkompromi dengan aturan.
perhatiin jawaban diatas bisa merupakan positif juga,
jadi memang strateginya gitu, kelemahan yang tersamar
3. Tiga dan Lima Tahun lagi apa harapanmu ?
- Saya berharap mendapatkan promosi ke posisi yang lebih baik
- Saya berharap tetap bekerja disini dan mendapatkan
lebih banyak tanggungjawab.
4. Mengapa kamu meninggalkan pekerjaan lamamu ?
- Saya memerlukannya untuk memperoleh tanggung jawab yang
lebih besar.
- Banyak ide saya yang tidak diterima karena sistem kerja yang kaku
- Pekerjaan lamaku tidak memungkinkan untuk promosi.
5. Apa yang sukai / tidak sukai di pekerjaan lamamu
- Saya suka suasana kerja yang kompak
- Saya kecewa karena kemungkinan berkembang sangat terbatas
- Saya suka bertemu dengan banyak orang baru
- Sistem perusahaan terlalu kaku dan menabukan perubahan
4 pertanyaan lanjutan merupakan pertanyaan yang
menuntuk kreatifitas dan sulit dipersiapkan, pertanyaan2
diajukan untuk menilai bagaimana calon karyawan bersikap
dalam pengalaman2 di masa lalu.
6. Berikan contoh kesalahan yang pernah kamu buat dan
bagaimana kamu memperbaikinya ?
- Saya pernah memberikan refund yang salah kepada salah
seorang customer, setelah menyadarinya saya berbicara
dengan customer tersebut dan menjelaskan duduk perkaranya.
lalu membatalkan cek pembayaran tersebut.
7. Sewaktu kamu mempunyai ide bagus, Apa ide tsb,
dan bagaimana cara kamu 'menjualnya' ke atasan kamu ?
- Saya mempersiapkan tabel dan data berisi perbandingan
apa yang dilakukan sekarang dengan ideku, yang mana menunjukkan
lebih menguntungkan, saya menunjukkan ini kepada atasanku
sehingga membuat dia senang. beberapa hari kemudian, ideku
mulai dijalankan.
8. Ceritakan tentang waktu dimana etikamu dites ?
- Ada suatu waktu boss saya berniat memecat seseorang
atas tuduhan melakukan sesuatu yang sebenarnya tidak dilakukan.
lalu saya berkata kepada bos, untuk mempertimbangkannya
kembali karena orang tersebut bisa menguggat perusahan
dan berkemungkinan besar menang, akhirnya bos membatalkan
pemecatan tersebut. Dengan adanya peristiwa ini, saya juga
tidak lama di perusahaan tsb.
9. Bila kamu memiliki deadline yang singkat padahal
masih banyak pekerjaan yang tersisa, apa yang akan kamu lakukan?
Saya berusaha membagi beberapa tugas ke pada rekan2 saya,
dan bekerja lembur sampai pekerjaan yang ditugaskan
selesai pada waktunya.
kamus sdm
Ability adalah sutu ciri biologis yaang memungkinkan seseorang melakukan sesuatu yang bersifat mental atau fisik. suka kita dengar seperti di sepak boal ability..kemampuan fisik dan mental.
Accomodation Stage Sociality adalah semua aktivitas sosial yang dilakukan atau dialami setelah memperoleh pekerjaan atau memasuki suatu organisasi.
Achievment Need adalah orang yang memilikikebutuhan berprestasi yang tinggi memperolehkepusan dari penyelesaia tugas.
Assesment Centres adalah suatu teknik evaluasi yang menggunakan latihan situasi yang mengidentifikasikan pegawai yang dapt promosi, dapat dilatih dan sangat berpotensi
Accomodation Stage Sociality adalah semua aktivitas sosial yang dilakukan atau dialami setelah memperoleh pekerjaan atau memasuki suatu organisasi.
Achievment Need adalah orang yang memilikikebutuhan berprestasi yang tinggi memperolehkepusan dari penyelesaia tugas.
Assesment Centres adalah suatu teknik evaluasi yang menggunakan latihan situasi yang mengidentifikasikan pegawai yang dapt promosi, dapat dilatih dan sangat berpotensi
Karekter yang Harus Dimiliki Pemimpin
(Vibiznews - Leadership) - Menurut Ken Blanchard di bukunya One Minute Manager, Leadership bukanlah sesuatu yang Anda lakukan kepada people, melainkan sesuatu yang Anda lakukan dengan people.
Pada event Asia HRD Congress yang diselenggarakan oleh PPM Manajemen dan SMR Group Malaysia, Khalidah Abdul Karim sebagai Director Corporate Services International Centre For Leadership In Finance yang berbasis di Kuala Lumpur, ia mengulas mengenai beberapa trait (karakteristik) yang dimiliki oleh seorang pemimpin yang sukses. Berikut ini adalah ulasannya.
Terdapat beberapa karakteristik yang dimiliki oleh seorang pemimpin yang sukses, antara lain
1. They know their company
Pemimpin harus mengetahui seluk beluk mengenai bisnisnya secara mendetail. Selain itu, seorang pemimpin juga harus selalu mengikuti perkembangan trend terbaru. Sehingga, mereka menyadari jika ada peluang yang muncul.
2. They know where they want to take the company
Seorang pemimpin tentunya harus memiliki visi, yakni pandangan jauh ke depan mengenai kemana arah perusahaan. Selain itu, ia juga tentunya harus mampu mengartikulasikan visinya tersebut dengan bahasa yang jelas dan sederhana. Selanjutnya, pemimpin juga harus bisa mendisiplinkan proses untuk mengatur sumber daya dan memberdayakan karyawan untuk menjalankan visi perusahaan.
3. They manage the strategy
Strategi harus mempunyai ukuran tertentu (parameter). Jika Anda tidak bisa mengukur strategi, maka berarti Anda tidak bisa mengelolanya. Pemimpin harus terus fokus pada strateginya, dan terus melakukan evaluasi terhadap strategi tersebut.
Prioritas juga harus ditetapkan, supaya aktivitas yang penting dilakukan terlebih dulu. Kemudian seorang pemimpin tentunya juga harus mengetahui apa saja yang harus dilakukannya, atau mendelegasikan pekerjaannya kepada orang lain yang mampu.
4. Managing people
Mengelola orang adalah hal yang sangat penting bagi pemimpin. Poin-poin penting bagi pemimpin dalam mengelola karyawan antara lain adalah pemberdayaan karyawan, serta mengajarkan kepada mereka mengenai bagaimana menyelesaikan pekerjaaannya. Pemimpin juga harus mampu memotivasi karyawannya serta belajar untuk memberikan feedback yang positif.
Komunikasi juga menjadi salah satu kunci penting dalam mengelola karyawan. Seorang pemimpin harus tahu bagaimana cara berkomunikasi yang baik, dan ia juga harus mampu mengembangkan komunikasi di organisasi yang dipimpinnya.
Pemimpin harus punya Emotional Intelligence yang bagus, karena dalam memimpin, tentunya kemampuannya dalam mengidentifikasi, menggunakan, memahami dan mengelola emosi akan sangat bermanfaat.
5. Personal Strength
Personal strength adalah kekuatan pribadi dari masing-masing pemimpin. Beberapa personal strength yang idealnya dimiliki seorang pemimpin antara lain:
• Telling The Hard Truth: Sebuah bisnis tentunya mengalami siklus turun naik. Yang sulit bagi pemimpin adalah jujur mengkomunikasikan kondisi perusahaan ketika sedang turun kepada karyawannya. Menurut Nitin Nohria dalam buku Beyond The Hype; Rediscovering the Essence of Management, mengatasi hambatan yang terjadi sementara itu tetap menunjukkan kemampuan untuk terus maju merupakan ujian sejati sebuah kepemimpinan.
• Courage To Change: Seorang pemimpin harus berani untuk mengambil langkah perubahan
• The Role of Knowledge: Seperti yang dikemukakan John Kotter dari Harvard Business School, seorang pemimpin harus punya pemahaman yang cukup baik untuk dapat membuat strategi yang cerdas.
• Nature/Nurture: Menurut Nitin Nohria, salah satu karakteristik yang umum dari pemimpin adalah, mereka mau belajar dan mengelami perubahan dalam hidupnya.
• Willing to Take Risks: Seorang pemimpin mengambil risiko dan memperoleh manfaatnya.
Pada event Asia HRD Congress yang diselenggarakan oleh PPM Manajemen dan SMR Group Malaysia, Khalidah Abdul Karim sebagai Director Corporate Services International Centre For Leadership In Finance yang berbasis di Kuala Lumpur, ia mengulas mengenai beberapa trait (karakteristik) yang dimiliki oleh seorang pemimpin yang sukses. Berikut ini adalah ulasannya.
Terdapat beberapa karakteristik yang dimiliki oleh seorang pemimpin yang sukses, antara lain
1. They know their company
Pemimpin harus mengetahui seluk beluk mengenai bisnisnya secara mendetail. Selain itu, seorang pemimpin juga harus selalu mengikuti perkembangan trend terbaru. Sehingga, mereka menyadari jika ada peluang yang muncul.
2. They know where they want to take the company
Seorang pemimpin tentunya harus memiliki visi, yakni pandangan jauh ke depan mengenai kemana arah perusahaan. Selain itu, ia juga tentunya harus mampu mengartikulasikan visinya tersebut dengan bahasa yang jelas dan sederhana. Selanjutnya, pemimpin juga harus bisa mendisiplinkan proses untuk mengatur sumber daya dan memberdayakan karyawan untuk menjalankan visi perusahaan.
3. They manage the strategy
Strategi harus mempunyai ukuran tertentu (parameter). Jika Anda tidak bisa mengukur strategi, maka berarti Anda tidak bisa mengelolanya. Pemimpin harus terus fokus pada strateginya, dan terus melakukan evaluasi terhadap strategi tersebut.
Prioritas juga harus ditetapkan, supaya aktivitas yang penting dilakukan terlebih dulu. Kemudian seorang pemimpin tentunya juga harus mengetahui apa saja yang harus dilakukannya, atau mendelegasikan pekerjaannya kepada orang lain yang mampu.
4. Managing people
Mengelola orang adalah hal yang sangat penting bagi pemimpin. Poin-poin penting bagi pemimpin dalam mengelola karyawan antara lain adalah pemberdayaan karyawan, serta mengajarkan kepada mereka mengenai bagaimana menyelesaikan pekerjaaannya. Pemimpin juga harus mampu memotivasi karyawannya serta belajar untuk memberikan feedback yang positif.
Komunikasi juga menjadi salah satu kunci penting dalam mengelola karyawan. Seorang pemimpin harus tahu bagaimana cara berkomunikasi yang baik, dan ia juga harus mampu mengembangkan komunikasi di organisasi yang dipimpinnya.
Pemimpin harus punya Emotional Intelligence yang bagus, karena dalam memimpin, tentunya kemampuannya dalam mengidentifikasi, menggunakan, memahami dan mengelola emosi akan sangat bermanfaat.
5. Personal Strength
Personal strength adalah kekuatan pribadi dari masing-masing pemimpin. Beberapa personal strength yang idealnya dimiliki seorang pemimpin antara lain:
• Telling The Hard Truth: Sebuah bisnis tentunya mengalami siklus turun naik. Yang sulit bagi pemimpin adalah jujur mengkomunikasikan kondisi perusahaan ketika sedang turun kepada karyawannya. Menurut Nitin Nohria dalam buku Beyond The Hype; Rediscovering the Essence of Management, mengatasi hambatan yang terjadi sementara itu tetap menunjukkan kemampuan untuk terus maju merupakan ujian sejati sebuah kepemimpinan.
• Courage To Change: Seorang pemimpin harus berani untuk mengambil langkah perubahan
• The Role of Knowledge: Seperti yang dikemukakan John Kotter dari Harvard Business School, seorang pemimpin harus punya pemahaman yang cukup baik untuk dapat membuat strategi yang cerdas.
• Nature/Nurture: Menurut Nitin Nohria, salah satu karakteristik yang umum dari pemimpin adalah, mereka mau belajar dan mengelami perubahan dalam hidupnya.
• Willing to Take Risks: Seorang pemimpin mengambil risiko dan memperoleh manfaatnya.
Selasa, 17 Februari 2009
Manajemen Konflik - "Kontrak Psikologis, Pelajaran Penting bagi Pemimpin"
Pengantar: Artikel berikut tentang manajemen konflik. Ketika konflik terjadi baik terlihat atau terselubung, pemimpin harus mampu mendeteksi konflik itu. Manajemen konflik yang ditawarkan dalam artikel ini menggambarkan bagaimana seorang pemimpin mampu menangani masalah itu secara cerdas.
Oleh: Dr. Dwi Suryanto, Ph.D. www.pemimpin-unggul.com
Anda ada di mana ketika terjadi perak Teluk ke 2? Dengan radio satelit yang saya miliki, saya bisa “menikmati perang” secara live dari BBC, radio Inggris. Dengan penuh penantian saya menunggu sergapan tentara Irak terhadap tentara sekutu yang akan masuk ke Baghdad.
Menteri penerangan Irak, (dia sangat terkenal sampai ada web yang khusus memuat berita tentang dia), dengan berapi-api menjanjikan “neraka” jika pasukan Amerika dan Inggris masuk ke Baghdad. Saya sangat menunggu saat itu karena sebelumnya, penaklukan kota-kota di sekitar Baghdad termasuk sulit.
Wawancara BBC baik dengan pengamat perang, rakyat Irak, atau pejabat Amerika memang menjanjikan akan terjadi perang dramatis di Baghdad. Namun ternyata, tentara Amerika dan Inggris dengan mudah masuk ke kota itu, dan tidak ada perlawanan yang berarti. Walau, hingga saat ini tentara asing itu masih kerepotan menghadapi gerilyawan. Apakah ini yang dijanjikan dengan “neraka” tadi?
Bayangkan keadaan ini. Saya, yang jauhnya ribuan kilometer dari tempat perang, bisa mengikuti perang dari menit ke menit. Dengan didampingi oleh nyamikan ringan saya ikut “terlibat” dalam perkembangan perang. Jelas saya sangat aman, ketika mengikuti perang itu. Tapi, bagaimana keadaan para wartawan yang meliput perang? Bagaimana orang-orang BBC mengorganisasikan segala peralatan, dukungan, dan berlarian ke sana kemari untuk mengambil sudut liputan yang menarik? Meliput perang mengandung bahaya yang sangat besar, salah-salah bisa dianggap sebagai mata-mata dan ditangkap dan diinterogasi.
Bagaimana para wartawan BBC itu bisa melakukan tugasnya dengan penuh dedikasi, sementara Kanter (2003) dari Harvard Business School melaporkan adanya semangat kerja yang rendah pada karyawan BBC. Ketika Greg Dyke, sebagai dirut baru BBC masuk ke perusahaan itu, ia melihat perlunya memprioritaskan memperbaiki situasi moral di sana.
Persaingan yang menghadang BBC sangatlah ketat, sementara itu, birokrasi demikian kuat sehingga pengembang program siaran jarang bisa melihat karyanya bisa ditampilkan dalam siaran. Sinis dan skeptis terhadap perusahaan menjadi obrolan sehari-hari.
Langkah pertama yang ia lakukan adalah menghapus lapis manajemen yang begitu banyak. Ia ingin para pembuat program siaran harus bisa kontak langsung dengan eksekutif puncak. Penyiar dan produser diberi hak mengambil keputusan eksekutif. Ia juga rajin mengirim email pribadi kepada setiap orang.
Ia tekankan bagaimana pentingnya peran masing-masing karyawan terhadap kesuksesan BBC. Rapat-rapat makin sering dilakukan namun sangat tidak formal, semua orang diberi kebebasan mengemukakan pendapat. Ia juga mendorong ada kegiatan-kegiatan yang menyenangkan dengan tujuan agar masing-masing karyawan bisa mengenal karyawan satu dengan lainnya secara lebih mendalam. Orang akhirnya mulai berkomunikasi, dan semangat untuk bekerja sama makin meningkat.
Ia mengajukan proyek besar, “One BBC: Making It Happen.” Ia mendorong kolaborasi antar divisi, dan ia mengajak semua orang agar memberikan gagasan. Dalam waktu enam bulan ternyata telah masuk 2.000 gagasan segar melalui web site. Bayangkan, dua ribu gagasan baru, bukankah hal ini luar biasa?
BBC Wales mengalokasikan 100.000 Euro untuk membiayai gagasan-gagasan karyawan dapat terwujud. Segera saja timbul kolaborasi yang bagus yang akhirnya menelorkan inovasi yang sukses. Acara komedi The Office, dan Scottish Opera Soap langsung mendongkrak kinerja BBC.
Mengapa dirut BBC baru itu mampu membalikkan keadaan? Karena karyawan adalah makhluk kompleks. Mereka tidak cukup digaji besar saja. Ada riset yang menunjukkan bahwa efek dari kenaikan gaji ternyata hanya mampu menaikkan motivasi karyawan paling lama tiga bulan. Artinya, gaji bukanlah semata-mata yang mampu menaikkan semangat kerja karyawan.
Apa yang dilakukan oleh Greg Dyke di atas dengan menghapuskan birokrasi, ternyata membuat orang-orang bisa menyalurkan gagasan mereka lebih leluasa. Menyalurkan gagasan? Kenapa jika saluran gagasan disumbat bisa mengakibatkan kebekuan kreatifitas? Ya, soalnya manusia ingin dihargai. Karyanya dan sumbangsihnya ingin diakui oleh dunia. Siaran-siaran yang menarik ingin bisa didengar oleh siapa saja di seluruh dunia, termasuk oleh saya di Indonesia.
Mereka merasa ingin berbuat sesuatu untuk dunia ini. Berbuat untuk sesuatu yang lebih baik bagi dunia ini adalah motivasi yang luar biasa. Gaji besar, fasilitas mewah tidak mampu melawan “kenikmatan” memberi kontribusi kepada dunia ini. Bayangkan betapa nikmatnya ketika program-program yang disusun bisa diapresiasi oleh penduduk dunia?
Ketika dirutnya memberi kesempatan seluas-luasnya untuk berkreasi, seluruh karyawan BBC berlomba-lomba memberi gagasan. Ingat, ada 2000 gagasan baru dalam waktu 6 bulan, berarti 83 gagasan per minggu!
Apa yang dilakukan oleh Greg Dyke tadi adalah berupa kontrak psikologis. Ia seolah berkata secara psikologis, “Karyawan BBC, walau saya orang luar BBC, saya buka kesempatan kepada anda semua. Saya tahu anda semua orang-orang hebat. Saya ada di sini untuk memberi keleluasan kepada anda untuk berkreasi, mengemukakan gagasan, dan menjadi BBC menjadi perusahaan hebat. Mulailah sekarang…”
Oleh karyawan, sikap dirut ini diartikan sebagai kontrak psikologis dalam ujud mereka harus berkontribusi dan berkreasi. Kalau tidak, mereka akan malu kepada dirut yang sudah begitu membuka diri.
Kontrak psikologis inilah yang sering dijadikan senjata para pemimpin sukses. Karena anda sering ditolong oleh teman anda, apa yang terpikir oleh anda? Anda ingin membalas kebaikan itu bukan? Atau setidaknya, anda tidak ingin membuat teman anda itu susah bukan?
Jadi cara yang teruji agar perusahaan sukses adalah dengan membuat karyawannya puas. Membuat karyawan puas juga disuarakan dengan keras oleh Pat Driscoll, vice president of retailing dari perusahaan minyak, Shell. Ia mengatakan, “Kami mengukur benar-benar kepuasan pelanggan dan karyawan kami. Ada korelasi yang kuat antara kepuasan pelanggan dan
kepuasan karyawan. Dengan kata lain, karyawan puas, maka pelanggan akan puas.”
Itulah sekelumit kisah BBC. Jika anda ingin sukses sebagai pemimpin, jangan lupa memperhatikan mereka. Tanyakan apa saja mimpi-mimpi mereka, angan-angan mereka, dan apa harapan mereka terhadap perusahaan anda. Anda akan menemukan betapa seringkali impian mereka sangat sederhana. Begitu anda menangkap angan-angan mereka, cobalah untuk mewujudkan angan itu.
Mereka tidak akan menuntut yang berlebihan. Mereka kadang lebih tahu luar dalam perusahaan itu dibanding anda. Jadi jangan khawatir mereka menuntut berlebihan. Karena perusahaan anda sedang susah, percayalah mereka tidak akan menuntut kenaikan gaji. Yang sering terjadi, mereka ingin juga berbuat sesuatu untuk memperbaiki keadaan. Tugas anda hanyalah memudahkan mereka membuat perubahan dan perbaikan seperti dilakukan oleh dirut BBC tadi…
( Sumber Internet)
Oleh: Dr. Dwi Suryanto, Ph.D. www.pemimpin-unggul.com
Anda ada di mana ketika terjadi perak Teluk ke 2? Dengan radio satelit yang saya miliki, saya bisa “menikmati perang” secara live dari BBC, radio Inggris. Dengan penuh penantian saya menunggu sergapan tentara Irak terhadap tentara sekutu yang akan masuk ke Baghdad.
Menteri penerangan Irak, (dia sangat terkenal sampai ada web yang khusus memuat berita tentang dia), dengan berapi-api menjanjikan “neraka” jika pasukan Amerika dan Inggris masuk ke Baghdad. Saya sangat menunggu saat itu karena sebelumnya, penaklukan kota-kota di sekitar Baghdad termasuk sulit.
Wawancara BBC baik dengan pengamat perang, rakyat Irak, atau pejabat Amerika memang menjanjikan akan terjadi perang dramatis di Baghdad. Namun ternyata, tentara Amerika dan Inggris dengan mudah masuk ke kota itu, dan tidak ada perlawanan yang berarti. Walau, hingga saat ini tentara asing itu masih kerepotan menghadapi gerilyawan. Apakah ini yang dijanjikan dengan “neraka” tadi?
Bayangkan keadaan ini. Saya, yang jauhnya ribuan kilometer dari tempat perang, bisa mengikuti perang dari menit ke menit. Dengan didampingi oleh nyamikan ringan saya ikut “terlibat” dalam perkembangan perang. Jelas saya sangat aman, ketika mengikuti perang itu. Tapi, bagaimana keadaan para wartawan yang meliput perang? Bagaimana orang-orang BBC mengorganisasikan segala peralatan, dukungan, dan berlarian ke sana kemari untuk mengambil sudut liputan yang menarik? Meliput perang mengandung bahaya yang sangat besar, salah-salah bisa dianggap sebagai mata-mata dan ditangkap dan diinterogasi.
Bagaimana para wartawan BBC itu bisa melakukan tugasnya dengan penuh dedikasi, sementara Kanter (2003) dari Harvard Business School melaporkan adanya semangat kerja yang rendah pada karyawan BBC. Ketika Greg Dyke, sebagai dirut baru BBC masuk ke perusahaan itu, ia melihat perlunya memprioritaskan memperbaiki situasi moral di sana.
Persaingan yang menghadang BBC sangatlah ketat, sementara itu, birokrasi demikian kuat sehingga pengembang program siaran jarang bisa melihat karyanya bisa ditampilkan dalam siaran. Sinis dan skeptis terhadap perusahaan menjadi obrolan sehari-hari.
Langkah pertama yang ia lakukan adalah menghapus lapis manajemen yang begitu banyak. Ia ingin para pembuat program siaran harus bisa kontak langsung dengan eksekutif puncak. Penyiar dan produser diberi hak mengambil keputusan eksekutif. Ia juga rajin mengirim email pribadi kepada setiap orang.
Ia tekankan bagaimana pentingnya peran masing-masing karyawan terhadap kesuksesan BBC. Rapat-rapat makin sering dilakukan namun sangat tidak formal, semua orang diberi kebebasan mengemukakan pendapat. Ia juga mendorong ada kegiatan-kegiatan yang menyenangkan dengan tujuan agar masing-masing karyawan bisa mengenal karyawan satu dengan lainnya secara lebih mendalam. Orang akhirnya mulai berkomunikasi, dan semangat untuk bekerja sama makin meningkat.
Ia mengajukan proyek besar, “One BBC: Making It Happen.” Ia mendorong kolaborasi antar divisi, dan ia mengajak semua orang agar memberikan gagasan. Dalam waktu enam bulan ternyata telah masuk 2.000 gagasan segar melalui web site. Bayangkan, dua ribu gagasan baru, bukankah hal ini luar biasa?
BBC Wales mengalokasikan 100.000 Euro untuk membiayai gagasan-gagasan karyawan dapat terwujud. Segera saja timbul kolaborasi yang bagus yang akhirnya menelorkan inovasi yang sukses. Acara komedi The Office, dan Scottish Opera Soap langsung mendongkrak kinerja BBC.
Mengapa dirut BBC baru itu mampu membalikkan keadaan? Karena karyawan adalah makhluk kompleks. Mereka tidak cukup digaji besar saja. Ada riset yang menunjukkan bahwa efek dari kenaikan gaji ternyata hanya mampu menaikkan motivasi karyawan paling lama tiga bulan. Artinya, gaji bukanlah semata-mata yang mampu menaikkan semangat kerja karyawan.
Apa yang dilakukan oleh Greg Dyke di atas dengan menghapuskan birokrasi, ternyata membuat orang-orang bisa menyalurkan gagasan mereka lebih leluasa. Menyalurkan gagasan? Kenapa jika saluran gagasan disumbat bisa mengakibatkan kebekuan kreatifitas? Ya, soalnya manusia ingin dihargai. Karyanya dan sumbangsihnya ingin diakui oleh dunia. Siaran-siaran yang menarik ingin bisa didengar oleh siapa saja di seluruh dunia, termasuk oleh saya di Indonesia.
Mereka merasa ingin berbuat sesuatu untuk dunia ini. Berbuat untuk sesuatu yang lebih baik bagi dunia ini adalah motivasi yang luar biasa. Gaji besar, fasilitas mewah tidak mampu melawan “kenikmatan” memberi kontribusi kepada dunia ini. Bayangkan betapa nikmatnya ketika program-program yang disusun bisa diapresiasi oleh penduduk dunia?
Ketika dirutnya memberi kesempatan seluas-luasnya untuk berkreasi, seluruh karyawan BBC berlomba-lomba memberi gagasan. Ingat, ada 2000 gagasan baru dalam waktu 6 bulan, berarti 83 gagasan per minggu!
Apa yang dilakukan oleh Greg Dyke tadi adalah berupa kontrak psikologis. Ia seolah berkata secara psikologis, “Karyawan BBC, walau saya orang luar BBC, saya buka kesempatan kepada anda semua. Saya tahu anda semua orang-orang hebat. Saya ada di sini untuk memberi keleluasan kepada anda untuk berkreasi, mengemukakan gagasan, dan menjadi BBC menjadi perusahaan hebat. Mulailah sekarang…”
Oleh karyawan, sikap dirut ini diartikan sebagai kontrak psikologis dalam ujud mereka harus berkontribusi dan berkreasi. Kalau tidak, mereka akan malu kepada dirut yang sudah begitu membuka diri.
Kontrak psikologis inilah yang sering dijadikan senjata para pemimpin sukses. Karena anda sering ditolong oleh teman anda, apa yang terpikir oleh anda? Anda ingin membalas kebaikan itu bukan? Atau setidaknya, anda tidak ingin membuat teman anda itu susah bukan?
Jadi cara yang teruji agar perusahaan sukses adalah dengan membuat karyawannya puas. Membuat karyawan puas juga disuarakan dengan keras oleh Pat Driscoll, vice president of retailing dari perusahaan minyak, Shell. Ia mengatakan, “Kami mengukur benar-benar kepuasan pelanggan dan karyawan kami. Ada korelasi yang kuat antara kepuasan pelanggan dan
kepuasan karyawan. Dengan kata lain, karyawan puas, maka pelanggan akan puas.”
Itulah sekelumit kisah BBC. Jika anda ingin sukses sebagai pemimpin, jangan lupa memperhatikan mereka. Tanyakan apa saja mimpi-mimpi mereka, angan-angan mereka, dan apa harapan mereka terhadap perusahaan anda. Anda akan menemukan betapa seringkali impian mereka sangat sederhana. Begitu anda menangkap angan-angan mereka, cobalah untuk mewujudkan angan itu.
Mereka tidak akan menuntut yang berlebihan. Mereka kadang lebih tahu luar dalam perusahaan itu dibanding anda. Jadi jangan khawatir mereka menuntut berlebihan. Karena perusahaan anda sedang susah, percayalah mereka tidak akan menuntut kenaikan gaji. Yang sering terjadi, mereka ingin juga berbuat sesuatu untuk memperbaiki keadaan. Tugas anda hanyalah memudahkan mereka membuat perubahan dan perbaikan seperti dilakukan oleh dirut BBC tadi…
( Sumber Internet)
"Merenungi Makna Pengabdian"
(Pengantar: Artikel berikut tentang manajemen sumber daya manusia. Sumber daya manusia harus dikelola, termasuk dibangkitkan komitmen dan pengabdiannya)
Oleh: Dr. Dwi Suryanto, Ph.D. www.pemimpin-unggul.com
Tanpa sengaja saya menemukan buku lama milik saya yang berjudul “Setiap Jalan Bertaburan Emas” karangan Kim Woo Choo, pendiri perusahaan Korea, Daewoo.
Sungguh benar kata orang bijak, kalau ilmu makin kita dalami, selalu saja kita bisa menemukan sisi-sisi baru dari pemahaman kita.
Dulu buku itu saya baca tahun 1997, waktu itu gagasannya yang benar-benar masuk ke sanubari saya adalah “bahwa jika seorang muda sudah kehilangan mimpinya, maka tidak ada artinya dia jadi orang muda. Para pemimpi adalah pembentuk sejarah…”
Sekarang setelah saya baca (6 tahun kemudian), materi yang menyentuh pemikiran saya adalah bagaimana dia dengan tekun berjuang memajukan bangsa Korea.
Waktu itu Korea Selatan yang habis kalah perang, pendapatan per kapita sebesar 60 dolar Amerika. Sekarang sudah mencapai 5.000 US$ setahun tiap penduduk.
Dia bekerja dan bekerja terus. Dia menikmati bekerja, bukannya untuk menumpuk harta, tapi untuk kepentingan yang lebih besar, yaitu mengangkat bangsa Korea Selatan menjadi bangsa yang maju. Seperti kita tahu, Korea Selatan sekarang telah menjadi bangsa yang hebat yang sejajar dengan negara maju lainnya.
Satu hal yang menarik waktu dia mengatakan, “Waktu saya punya perusahaan yang pertama (pegawai hanya 5 orang), saya punya mimpi yang besarnya lebih besar dari alam semesta ini.”
Inilah kutipan yang sederhana namun maknanya dalam “…yang penting, curahkan dedikasi anda sepenuhnya pada apa pun yang sedang anda kerjakan. Anda jika anda bisa mendedikasikan diri untuk kepentingan masyarakat, itu sudah cukup (hal 10).”
Pengabdian kepada masyarakat…kalimat ini nampaknya mulai jarang kita dengar di masyarakat kita yang amat mendewakan harta benda. Dulu waktu kecil saya suka menonton Ketoprak (kesenian semacam drama bahasa Jawa yang berlatar belakang sejarah). Di situ sang raja yang ingin meminang gadis untuk dijadikan selir yang ke sekian puluh, selalu menawarkan kepada si gadis, “Ayolah Diajeng, jangan kamu cinta pada pemuda miskin itu. Walau ia ngganteng, tapi hidupnya susah. Mari kawin dengan aku, nanti aku beri raja brana (harta benda) yang banyak.”
Saya sangat membenci raja itu yang sudah beristri puluhan kok masih ingin meminang gadis. Dan begitu gadis itu menolak lamaran itu, saya bersorak…bagus, apa artinya raja brana…
Sekarang kondisinya lain. Raja Brana amat menyilaukan. Jika di jaman kerajaan hanya berupa emas, permata dan kuda pilihan, sekarang harta itu dalam ujud Merci seri S, BMW seri 7. Dan jika motor, ujudnya Harley Davidson seri Sporter 1.200 cc.
Sekarang ini sarana pemenuhan “nafsu ketamakan” amat beragam. Jika kita orangnya alim, merasa terpelajar, pasti tidak tergoyah jika hanya dihibur dengan hiburan malam dan aksesorisnya. Tapi begitu ditawari ke luar negeri seperti ke Paris atau Monaco untuk nonton balap Formula One dan menginap di hotel Du Paris, pasti kita segera berangkat.
Dengan godaan materialisme yang amat tinggi ini, tentu sangat logis jika kita semua sangat mendewakan materi untuk mendongkrak gengsi, martabat dan lambang sukses kita.
Karena kondisinya seperti itu, maka kita amat jarang mendengar orang yang berpikir untuk bangsa kita. Kita cukup dengan berdalih, “negara sudah ada yang memikir, mengapa repot…?”
Baiklah kalau kita bicara negara, biarlah orang lain yang memikir. Tapi kalau perusahaan tempat kita bekerja, siapa yang memikir? Direksi, GM, Manajer atau kita semua?
Saya memandang kita semualah yang ikut memikirkan kelangsungan hidup perusahaan kita. Tentu kita tidak bisa menghibur diri dengan mengatakan, “Nggak mungkinlah perusahaan kita bangkrut, wong, pasar kita begitu kokoh.” Tapi kita lupa betapa banyak perusahaan yang tadinya tangguh, kokoh, akhirnya bangkrut. Ingin contoh? PTDI, Bank-bank swasta seperti BHS Bank, Bank Duta, Sempati...Ketika sedang jaya-jayanya, hampir orang-orang pintar di negeri ini ingin bisa bekerja di perusahaan itu. Sekarang? Tinggal kenangan kelabu, termasuk istri saya yang juga dulu karyawan BHS Bank...
Mungkin kita bisa menghibur begini, “Biarin saja perusahaan ini bangkrut. Kalau benar bangkrut, toh aku dengan mudah bisa kerja di tempat lain…”
Jangan begitu…di luaran sana, mencari kerja tidaklah mudah. Ketika saya menjadi direktur di Jakarta dan perusahaan itu mengumumkan perekrutan tenaga marketing di Jawa Barat, berapa yang mendaftar? 600 orang, padahal hanya akan direkrut 2 orang. Ketika ingin merekrut tenaga kontrak pemasaran…Ingin tahu berapa yang mendaftar? Sangat banyak, termasuk dari India, dan banyak yang bergelar S-2.
Di dunia kerja swasta, menempa dan menggembleng diri terus menerus adalah norma yang wajar. Menambah kursus ketrampilan, kemahiran atau melanjutkan pendidikan lebih tinggi adalah “rule of the game” yang amat biasa mereka mainkan. Siapa yang tidak mengembangkan diri terus menerus, akan ketinggalan kereta...
Solusinya? Mari kita bergotong-royong ikut memajukan perusahaan yang kita cintai ini.
Konkritnya bagaimana? Ada konsep yang dinamakan dengan “Integrative thinking” di mana konsep itu berusaha mencari kaitan antara pekerjaan yang kita kerjakan, harus dicari kaitannya dengan upaya penaikan pendapatan atau penurunan biaya. Contoh, untuk pegawai di loket, sudah jelas mereka mencari uang.
Untuk pegawai di bidang kesehatan bagaimana kaitannya? Dengan integrative thinking, dibuat gambaran / grafik yang menggambarkan kaitan pekerjaan itu dengan pendapatan atau biaya. Misalnya, dengan pelayanan kesehatan yang prima dan ikhlas, mengakibatkan karyawan sehat walafiat dan mampu bekerja dengan giat. Bahkan bagian kesehatan itu mungkin melakukan riset sedikit sehingga mampu memberikan ramuan yang membuat karyawan tidak mengantuk atau menjadikan karyawan mampu bekerja keras dalam waktu yang lebih lama.
Jadi yang mestinya kita lakukan pada tempat kerja adalah mencari kaitan antara pekerjaan kita dengan keuntungan atau penghematan biaya. Jika ternyata pekerjaan kita tidak ada kaitannya…maka kita selama ini hanya makan gaji buta. Mengapa demikian? Ya karena perusahaan ada karena memang untuk mencari keuntungan. Jika tidak mencari keuntungan, maka namanya lembaga sosial dan integrative thinking tidak berlaku.
Mengapa harus melakukan integrative thinking? Karena itu untuk menyadarkan kita secara jelas apa sumbangsih kita kepada perusahaan. Sungguh sangat masygul kedengarannya ketika kita tidak mampu secara meyakinkan menerangkan kaitan pekerjaan kita dengan pendapatan atau pengurangan biaya.
Dari uraian di atas, maka sebaiknya kita melakukan dua hal: pertama, memikirkan kembali apa yang telah kita sumbangkan untuk perusahaan, dan kedua menggambar bagan integrative thinking dari pekerjaan kita.
( Sumber Internet)
Oleh: Dr. Dwi Suryanto, Ph.D. www.pemimpin-unggul.com
Tanpa sengaja saya menemukan buku lama milik saya yang berjudul “Setiap Jalan Bertaburan Emas” karangan Kim Woo Choo, pendiri perusahaan Korea, Daewoo.
Sungguh benar kata orang bijak, kalau ilmu makin kita dalami, selalu saja kita bisa menemukan sisi-sisi baru dari pemahaman kita.
Dulu buku itu saya baca tahun 1997, waktu itu gagasannya yang benar-benar masuk ke sanubari saya adalah “bahwa jika seorang muda sudah kehilangan mimpinya, maka tidak ada artinya dia jadi orang muda. Para pemimpi adalah pembentuk sejarah…”
Sekarang setelah saya baca (6 tahun kemudian), materi yang menyentuh pemikiran saya adalah bagaimana dia dengan tekun berjuang memajukan bangsa Korea.
Waktu itu Korea Selatan yang habis kalah perang, pendapatan per kapita sebesar 60 dolar Amerika. Sekarang sudah mencapai 5.000 US$ setahun tiap penduduk.
Dia bekerja dan bekerja terus. Dia menikmati bekerja, bukannya untuk menumpuk harta, tapi untuk kepentingan yang lebih besar, yaitu mengangkat bangsa Korea Selatan menjadi bangsa yang maju. Seperti kita tahu, Korea Selatan sekarang telah menjadi bangsa yang hebat yang sejajar dengan negara maju lainnya.
Satu hal yang menarik waktu dia mengatakan, “Waktu saya punya perusahaan yang pertama (pegawai hanya 5 orang), saya punya mimpi yang besarnya lebih besar dari alam semesta ini.”
Inilah kutipan yang sederhana namun maknanya dalam “…yang penting, curahkan dedikasi anda sepenuhnya pada apa pun yang sedang anda kerjakan. Anda jika anda bisa mendedikasikan diri untuk kepentingan masyarakat, itu sudah cukup (hal 10).”
Pengabdian kepada masyarakat…kalimat ini nampaknya mulai jarang kita dengar di masyarakat kita yang amat mendewakan harta benda. Dulu waktu kecil saya suka menonton Ketoprak (kesenian semacam drama bahasa Jawa yang berlatar belakang sejarah). Di situ sang raja yang ingin meminang gadis untuk dijadikan selir yang ke sekian puluh, selalu menawarkan kepada si gadis, “Ayolah Diajeng, jangan kamu cinta pada pemuda miskin itu. Walau ia ngganteng, tapi hidupnya susah. Mari kawin dengan aku, nanti aku beri raja brana (harta benda) yang banyak.”
Saya sangat membenci raja itu yang sudah beristri puluhan kok masih ingin meminang gadis. Dan begitu gadis itu menolak lamaran itu, saya bersorak…bagus, apa artinya raja brana…
Sekarang kondisinya lain. Raja Brana amat menyilaukan. Jika di jaman kerajaan hanya berupa emas, permata dan kuda pilihan, sekarang harta itu dalam ujud Merci seri S, BMW seri 7. Dan jika motor, ujudnya Harley Davidson seri Sporter 1.200 cc.
Sekarang ini sarana pemenuhan “nafsu ketamakan” amat beragam. Jika kita orangnya alim, merasa terpelajar, pasti tidak tergoyah jika hanya dihibur dengan hiburan malam dan aksesorisnya. Tapi begitu ditawari ke luar negeri seperti ke Paris atau Monaco untuk nonton balap Formula One dan menginap di hotel Du Paris, pasti kita segera berangkat.
Dengan godaan materialisme yang amat tinggi ini, tentu sangat logis jika kita semua sangat mendewakan materi untuk mendongkrak gengsi, martabat dan lambang sukses kita.
Karena kondisinya seperti itu, maka kita amat jarang mendengar orang yang berpikir untuk bangsa kita. Kita cukup dengan berdalih, “negara sudah ada yang memikir, mengapa repot…?”
Baiklah kalau kita bicara negara, biarlah orang lain yang memikir. Tapi kalau perusahaan tempat kita bekerja, siapa yang memikir? Direksi, GM, Manajer atau kita semua?
Saya memandang kita semualah yang ikut memikirkan kelangsungan hidup perusahaan kita. Tentu kita tidak bisa menghibur diri dengan mengatakan, “Nggak mungkinlah perusahaan kita bangkrut, wong, pasar kita begitu kokoh.” Tapi kita lupa betapa banyak perusahaan yang tadinya tangguh, kokoh, akhirnya bangkrut. Ingin contoh? PTDI, Bank-bank swasta seperti BHS Bank, Bank Duta, Sempati...Ketika sedang jaya-jayanya, hampir orang-orang pintar di negeri ini ingin bisa bekerja di perusahaan itu. Sekarang? Tinggal kenangan kelabu, termasuk istri saya yang juga dulu karyawan BHS Bank...
Mungkin kita bisa menghibur begini, “Biarin saja perusahaan ini bangkrut. Kalau benar bangkrut, toh aku dengan mudah bisa kerja di tempat lain…”
Jangan begitu…di luaran sana, mencari kerja tidaklah mudah. Ketika saya menjadi direktur di Jakarta dan perusahaan itu mengumumkan perekrutan tenaga marketing di Jawa Barat, berapa yang mendaftar? 600 orang, padahal hanya akan direkrut 2 orang. Ketika ingin merekrut tenaga kontrak pemasaran…Ingin tahu berapa yang mendaftar? Sangat banyak, termasuk dari India, dan banyak yang bergelar S-2.
Di dunia kerja swasta, menempa dan menggembleng diri terus menerus adalah norma yang wajar. Menambah kursus ketrampilan, kemahiran atau melanjutkan pendidikan lebih tinggi adalah “rule of the game” yang amat biasa mereka mainkan. Siapa yang tidak mengembangkan diri terus menerus, akan ketinggalan kereta...
Solusinya? Mari kita bergotong-royong ikut memajukan perusahaan yang kita cintai ini.
Konkritnya bagaimana? Ada konsep yang dinamakan dengan “Integrative thinking” di mana konsep itu berusaha mencari kaitan antara pekerjaan yang kita kerjakan, harus dicari kaitannya dengan upaya penaikan pendapatan atau penurunan biaya. Contoh, untuk pegawai di loket, sudah jelas mereka mencari uang.
Untuk pegawai di bidang kesehatan bagaimana kaitannya? Dengan integrative thinking, dibuat gambaran / grafik yang menggambarkan kaitan pekerjaan itu dengan pendapatan atau biaya. Misalnya, dengan pelayanan kesehatan yang prima dan ikhlas, mengakibatkan karyawan sehat walafiat dan mampu bekerja dengan giat. Bahkan bagian kesehatan itu mungkin melakukan riset sedikit sehingga mampu memberikan ramuan yang membuat karyawan tidak mengantuk atau menjadikan karyawan mampu bekerja keras dalam waktu yang lebih lama.
Jadi yang mestinya kita lakukan pada tempat kerja adalah mencari kaitan antara pekerjaan kita dengan keuntungan atau penghematan biaya. Jika ternyata pekerjaan kita tidak ada kaitannya…maka kita selama ini hanya makan gaji buta. Mengapa demikian? Ya karena perusahaan ada karena memang untuk mencari keuntungan. Jika tidak mencari keuntungan, maka namanya lembaga sosial dan integrative thinking tidak berlaku.
Mengapa harus melakukan integrative thinking? Karena itu untuk menyadarkan kita secara jelas apa sumbangsih kita kepada perusahaan. Sungguh sangat masygul kedengarannya ketika kita tidak mampu secara meyakinkan menerangkan kaitan pekerjaan kita dengan pendapatan atau pengurangan biaya.
Dari uraian di atas, maka sebaiknya kita melakukan dua hal: pertama, memikirkan kembali apa yang telah kita sumbangkan untuk perusahaan, dan kedua menggambar bagan integrative thinking dari pekerjaan kita.
( Sumber Internet)
Contoh Surat Perjanjian Kerja
Nomor : I. 018 /SPK/TCA-HRD/VIII/2007
Pada hari ini Jum’at tanggal 31 Agustus 2007 bertempat di Jalan Jenderal Gatot Subroto No. 92-98 Jambi, telah dilakukan Perikatan Hubungan Kerja antara :
1. Nama : Sapangi
Alamat : Jalan Jenderal Gatot Subroto No. 92-98 Jambi
Jabatan : Direktur HRD
Bertindak untuk dan atas nama PT. Tritama Cahaya Abadi, selaku Hotel Management Consultant disebut sebagai PIHAK PERTAMA.
2. Nama : Suis Iswandi
Tempat/ Tanggal Lahir : Tebing Tinggi, 28 Juli 1968
Alamat : Jalan Kramat Jati Rt.09/11 Jakarta Timur
Jenis Kelamin : Laki-laki
Bertindak untuk dan atas nama sendiri yang selanjutnya dalam perjanjian ini disebut sebagai PIHAK KEDUA.
Kedua belah pihak dengan ini sepakat untuk mengadakan Perjanjian Kerja pada PT. Tritama Cahaya Abadi dengan syarat-syarat sebagaimana tersebut dalam pasal-pasal berikut ini :
Pasal 1
Status, Jabatan dan Tugas
Terhitung mulai tanggal 1 September 2007, PIHAK PERTAMA memberi tugas, tanggung jawab dan wewenang kepada PIHAK KEDUA sesuai dengan Job Deskripsi terlampir diawali dengan :
- Status : Karyawan Kontrak
- Jabatan: Executive Assistant Manager
Pasal 2
Waktu Kontrak
1.PIHAK PERTAMA menetapkan batas waktu hubungan kerja sesuai dengan status PIHAK KEDUA selama 1 (satu) tahun terhitung mulai tanggal 1 September 2007 sampai dengan 31 Agustus 2008 .
2.PIHAK KEDUA bersedia ditempatkan dan dipindahkan diseluruh Properti Abadi Hotel.
3.Selama masa Kontrak Kerja berlangsung, PIHAK PERTAMA dapat memutuskan hubungan kerja dengan PIHAK KEDUA, apabila PIHAK KEDUA dinyatakan tidak memenuhi persyaratan perusahaan dan perusahaan hanya membayar upah terakhir berdasarkan jumlah hari kerja yang dijalankan.
Pasal 3
Hari dan Jam Kerja
1.PIHAK PERTAMA menetapkan hari kerja untuk PIHAK KEDUA adalah :6 (enam) hari kerja dalam 1 (satu) minggu.
2.Dalam setiap hari ketentuan jam kerja yang berlaku bagi PIHAK KEDUA adalah 7 (tujuh) jam kerja dan 1 (satu) jam istirahat, dan untuk hari sabtu masuk jam 08.00- 13.00 WIB.
3.Apabila ada event/ acara berlangsung, yang memerlukan/ mengharuskan PIHAK KEDUA untuk bekerja diluar daripada jam kerja yang telah disepakati, maka PIHAK KEDUA wajib untuk datang.
4.Waktu libur/ off, disesuaikan dengan kondisi dan situasi di Abadi Hotel & Convention Center.
Pasal 4
Hak dan Kewajiban PIHAK KEDUA
1.PIHAK KEDUA wajib melaksanakan tugas dan tanggung jawab yang dipercayakan oleh PIHAK PERTAMA kepadanya, sesuai dengan jabatannya.
2.Perincian tugas dan kewajiban PIHAK KEDUA akan diperjelas dan diuraikan dalam job description yang diberikan.
3.PIHAK KEDUA wajib mentaati segala ketentuan baik yang diatur dalam surat perjanjian ini, peraturan tata tertib karyawan maupun peraturan lain yang berlaku di Abadi Hotel & Convention Center Jambi.
4.PIHAK KEDUA bersedia untuk tidak melakukan hubungan kerja dengan pihak lain, selama perjanjian kerja ini berlangsung.
5.PIHAK KEDUA berhak mendapat cuti tahunan, sesuai dengan peraturan pemerintah atau atas persetujuan manajemen.
Pasal 5
Penghasilan dan Fasilitas
1. PIHAK PERTAMA memberikan imbalan berupa penghasilan gaji kepada PIHAK KEDUA menurut peraturan perusahaan yang berlaku dan berdasarkankesepakatan PIHAK KEDUA sebesar :
Gaji pokok : Rp.
Tunjangan Jabatan : Rp.
Total : Rp.
2.PIHAK PERTAMA memberikan fasilitas kesehatan (ASKES) kepada PIHAK KEDUA termasuk anggota keluarga.
3.PIHAK PERTAMA tidak memberikan uang insentif dan uang service.
4.PIHAK KEDUA mendapat fasilitas Jamsostek, dimana biayanya menjadi tanggung jawab perusahaan.
5.PIHAK PERTAMA memberikan fasilitas kamar dan selama bekerja di Abadi Hotel & Convention Center ( In House)
6.PIHAK PERTAMA tidak memberikan fasilatas transportasi dan fasilitas telepon , kecuali untuk kepentingan perusahaan.
7.PIHAK KEDUA mendapat fasilitas laundry.
8.PIHAK KEDUA mendapat fasilitas makan sesuai dengan peraturan yang berlaku dan compliment drink setiap pagi dan siang hari ( kecuali minuman beralkohol). Apabila makan/ minum diluar ketentuan harus menandatangani Meals Check.
9.Tingkat Manajerial atau Supervisor tidak diberikan uang overtime apabila ada kelebihan waktu kerja.
10.Pajak penghasilan ( PPH pasal 21) PIHAK KEDUA menjadi tanggung jawab Perusahaan dan menyetor kepada kas Negara.
11.PIHAK PERTAMA hanya memberikan transportasi Jambi-Jakarta/ Jakarta-Jambi hanya pada saat mengawali dan mengakhiri kontrak kerja.
12.Cuti tahunan biaya transportasi ditanggung perusahaan. Apabila keluarga diikut sertakan dalam kedinasan maka perusahaan baru menanggung biaya transportasi ( Jambi-Jakarta-Jambi) untuk keluarga (1 istri dan 1 anak).
Pasal 6
Pemutusan Hubungan Kerja
1.PIHAK PERTAMA dapat menjatuhkan sanksi berupa Pemutusan Hubungan Kerja secara sepihak dan diikuti dengan pengaduan kepada pihak yang berwajib atau pembayaran kerugian oleh PIHAK KEDUA, apabila secara sah PIHAK KEDUA terbukti :
a.Menipu, mencuri dan menggelapkan barang atau uang milik perusahaan, teman sekerja dan tamu.
b.Memberikan keterangan palsu atau yang dipalsukan sehingga merugikan perusahaan atau kepentingan Negara.
c.Mabuk, minum-minum yang memabukan, madat, memakai obat bius, menyalah gunakan obat-obatan perangsang lainnya di tempat kerja, yang dilarang oleh peraturan perundang-undangan.
d.Melakukan perbuatan asusila atau melakukan perjudian ditempat kerja.
e.Melakukan tindakan kejahatan misalnya menyerang, mengintimidasi, menipu pengusaha, teman sekerja dan atau tamu serta memperdagangkan barang terlarang, baik didalam maupun di luar lingkungan perusahaan.
f.Menganiaya, mengancam sacara fisik atau mental, menghina secara kasar pengusaha atau keluarga pengusaha atau teman sekerja atau tamu.
g.Membujuk pengusaha atau teman sekerja atau tamu untuk melakukan sesuatu perbuatan yang bertentangan dengan hukum atau kesusilaan serta peraturan peraturan perundang-undangan yang berlaku.
h.Dengan ceroboh merusak, merugikan atau membiarkan barang milik pengusaha dalam keadaan bahaya.
i.Dengan ceroboh atau sengaja merusak, membiarkan diri atau teman sekerja atau tamu dalam keadaan bahaya.
j.Membongkar atau membocorkan rahasia perusahaan atau mencemarkan nama baik perusahaan dan keluarga pengusaha atau tamu yang seharusnya dirahasiakan kecuali untuk kepentingan Negara.
k.Melakukan kesalahan yang bobotnya sama setelah mendaptkan peringatan terakhir yang masih berlaku.
l.Dalam waktu 5 (lima) hari berturut-turut tidak masuk kerja tanpa adanya alasan yang sah.
m.Melanggar hal-hal yang diatur dalam perjanjian kerja ini dan peraturan perusahaan.
2.Apabila PIHAK KEDUA memutuskan hubungan kerja dengan PIHAK PERTAMA sebelum berakhirnya masa kontrak, maka PIHAK KEDUA diwajibkan memberitahukan secara tertulis kepada PIHAK PERTAMA berkaitan dengan hal tersebut paling lama 1(satu) bulan sebelumnya.
Pasal 7
Penilaian, Evaluasi dan Mutasi
1.PIHAK PERTAMA berhak untuk melakukan penilaian atau evaluasi terhadap pelaksanaan tugas serta kemampuan kerja PIHAK KEDUA selama berlangsungnya masa kontrak sebagai bahan untuk menentukan :
a.Kemungkinan untuk perpanjangan kontrak.
b.Kemungkinan untuk berakhirnya masa kontrak tanpa perpanjangan.
c.Kemungkinan untuk memutuskan kontrak sebelum masa kontrak berakhir.
2.Dengan memperhatikan perkembangan usaha dan keputusan perusahaan, PIHAK KEDUA bersedia dimutasikan kebagian lain dalam lingkungan perusahaan dengan memperhatikan surat perjanjian kerja baru atau surat perjanjian kerja tambahan (addendum) dan keputusan tersebut sepenuhnya menjadi hak PIHAK PERTAMA.
3.Pemberitahuan hasil penilaian atau evaluasi dilakukan secara tertulis oleh PIHAK PERTAMA kepada PIHAK KEDUA selambat-lambatnya 3 (tiga) hari sebelum berakhirnya masa kontrak.
Pasal 8
Masa Berlaku Perjanjian
1.Perjanjian ini mulai berlaku secara sah sejak disepakati dan ditanda tangani oleh kedua belah pihak.
2.Hal-hal yang belum diatur atau perubahan syarat-syarat dalam surat perjanjian kerja ini akan ditetapkan secara mufakat antar kedua belah pihak untuk kemudian dituangkan dalam suatu perjanjian kerja tambahan (addendum) yang menjadi bagian tidak terpisahkan dari perjanjian ini.
3.Perjanjian ini tidak dapat ditarik/ dirubah kembali , kecuali atas kesepakatan kedua belah pihak atau karena alasan-alasan dan atau peraturan yang menyatakan untuk merubahnya.
Pasal 9
Peraturan Lainnya
1.Diluar jam kerja PIHAK KEDUA tidak dibenarkan berada dalam lingkungan kerja kecuali izin dari departemen head masing-masing atau untuk kepentingan perusahaan.
2.PIHAK KEDUA tidak diperbolehkan menerima tamu pada saat jam kerja kecuali hal yang sangat penting.
3.Apabila dalam masa kontrak PIHAK KEDUA melakukan pelanggaran diluar pasal 6 (enam) dan seperti yang telah diatur dalam Kesepakatan Kerja Bersama Perusahaan, maka PIHAK PERTAMA berhak memberikan surat peringatan.
Pasal 10
Ketentuan Penutup
1.Untuk perjanjian ini dan segala akibatnya, para pihak memilih domisili hukum yang tetap dan umum yang berada didaerah / provinsi PIHAK PERTAMA.
2.Surat perjanjian ini dibuat dan ditanda tangani oleh kedua belah pihak dalam keadaan sadar, sehat jasmani dan rohani serta tanpa adanya paksaan dari pihak manapun.
Jambi, 31 Agustus 2007
PIHAK PERTAMA PIHAK KEDUA
S A P A N G I Suis Iswandi
Direktur HRD Executive Assistant Manager
Cc : 1. Dirut PT. Tritama Cahaya Abadi
2. Dir. Operasional PT. Tritama Cahaya Abadi
3. Dir. Komunikasi & Pengembangan Usaha PT. Tritama Cahaya Abadi
4. Pertinggal
Pada hari ini Jum’at tanggal 31 Agustus 2007 bertempat di Jalan Jenderal Gatot Subroto No. 92-98 Jambi, telah dilakukan Perikatan Hubungan Kerja antara :
1. Nama : Sapangi
Alamat : Jalan Jenderal Gatot Subroto No. 92-98 Jambi
Jabatan : Direktur HRD
Bertindak untuk dan atas nama PT. Tritama Cahaya Abadi, selaku Hotel Management Consultant disebut sebagai PIHAK PERTAMA.
2. Nama : Suis Iswandi
Tempat/ Tanggal Lahir : Tebing Tinggi, 28 Juli 1968
Alamat : Jalan Kramat Jati Rt.09/11 Jakarta Timur
Jenis Kelamin : Laki-laki
Bertindak untuk dan atas nama sendiri yang selanjutnya dalam perjanjian ini disebut sebagai PIHAK KEDUA.
Kedua belah pihak dengan ini sepakat untuk mengadakan Perjanjian Kerja pada PT. Tritama Cahaya Abadi dengan syarat-syarat sebagaimana tersebut dalam pasal-pasal berikut ini :
Pasal 1
Status, Jabatan dan Tugas
Terhitung mulai tanggal 1 September 2007, PIHAK PERTAMA memberi tugas, tanggung jawab dan wewenang kepada PIHAK KEDUA sesuai dengan Job Deskripsi terlampir diawali dengan :
- Status : Karyawan Kontrak
- Jabatan: Executive Assistant Manager
Pasal 2
Waktu Kontrak
1.PIHAK PERTAMA menetapkan batas waktu hubungan kerja sesuai dengan status PIHAK KEDUA selama 1 (satu) tahun terhitung mulai tanggal 1 September 2007 sampai dengan 31 Agustus 2008 .
2.PIHAK KEDUA bersedia ditempatkan dan dipindahkan diseluruh Properti Abadi Hotel.
3.Selama masa Kontrak Kerja berlangsung, PIHAK PERTAMA dapat memutuskan hubungan kerja dengan PIHAK KEDUA, apabila PIHAK KEDUA dinyatakan tidak memenuhi persyaratan perusahaan dan perusahaan hanya membayar upah terakhir berdasarkan jumlah hari kerja yang dijalankan.
Pasal 3
Hari dan Jam Kerja
1.PIHAK PERTAMA menetapkan hari kerja untuk PIHAK KEDUA adalah :6 (enam) hari kerja dalam 1 (satu) minggu.
2.Dalam setiap hari ketentuan jam kerja yang berlaku bagi PIHAK KEDUA adalah 7 (tujuh) jam kerja dan 1 (satu) jam istirahat, dan untuk hari sabtu masuk jam 08.00- 13.00 WIB.
3.Apabila ada event/ acara berlangsung, yang memerlukan/ mengharuskan PIHAK KEDUA untuk bekerja diluar daripada jam kerja yang telah disepakati, maka PIHAK KEDUA wajib untuk datang.
4.Waktu libur/ off, disesuaikan dengan kondisi dan situasi di Abadi Hotel & Convention Center.
Pasal 4
Hak dan Kewajiban PIHAK KEDUA
1.PIHAK KEDUA wajib melaksanakan tugas dan tanggung jawab yang dipercayakan oleh PIHAK PERTAMA kepadanya, sesuai dengan jabatannya.
2.Perincian tugas dan kewajiban PIHAK KEDUA akan diperjelas dan diuraikan dalam job description yang diberikan.
3.PIHAK KEDUA wajib mentaati segala ketentuan baik yang diatur dalam surat perjanjian ini, peraturan tata tertib karyawan maupun peraturan lain yang berlaku di Abadi Hotel & Convention Center Jambi.
4.PIHAK KEDUA bersedia untuk tidak melakukan hubungan kerja dengan pihak lain, selama perjanjian kerja ini berlangsung.
5.PIHAK KEDUA berhak mendapat cuti tahunan, sesuai dengan peraturan pemerintah atau atas persetujuan manajemen.
Pasal 5
Penghasilan dan Fasilitas
1. PIHAK PERTAMA memberikan imbalan berupa penghasilan gaji kepada PIHAK KEDUA menurut peraturan perusahaan yang berlaku dan berdasarkankesepakatan PIHAK KEDUA sebesar :
Gaji pokok : Rp.
Tunjangan Jabatan : Rp.
Total : Rp.
2.PIHAK PERTAMA memberikan fasilitas kesehatan (ASKES) kepada PIHAK KEDUA termasuk anggota keluarga.
3.PIHAK PERTAMA tidak memberikan uang insentif dan uang service.
4.PIHAK KEDUA mendapat fasilitas Jamsostek, dimana biayanya menjadi tanggung jawab perusahaan.
5.PIHAK PERTAMA memberikan fasilitas kamar dan selama bekerja di Abadi Hotel & Convention Center ( In House)
6.PIHAK PERTAMA tidak memberikan fasilatas transportasi dan fasilitas telepon , kecuali untuk kepentingan perusahaan.
7.PIHAK KEDUA mendapat fasilitas laundry.
8.PIHAK KEDUA mendapat fasilitas makan sesuai dengan peraturan yang berlaku dan compliment drink setiap pagi dan siang hari ( kecuali minuman beralkohol). Apabila makan/ minum diluar ketentuan harus menandatangani Meals Check.
9.Tingkat Manajerial atau Supervisor tidak diberikan uang overtime apabila ada kelebihan waktu kerja.
10.Pajak penghasilan ( PPH pasal 21) PIHAK KEDUA menjadi tanggung jawab Perusahaan dan menyetor kepada kas Negara.
11.PIHAK PERTAMA hanya memberikan transportasi Jambi-Jakarta/ Jakarta-Jambi hanya pada saat mengawali dan mengakhiri kontrak kerja.
12.Cuti tahunan biaya transportasi ditanggung perusahaan. Apabila keluarga diikut sertakan dalam kedinasan maka perusahaan baru menanggung biaya transportasi ( Jambi-Jakarta-Jambi) untuk keluarga (1 istri dan 1 anak).
Pasal 6
Pemutusan Hubungan Kerja
1.PIHAK PERTAMA dapat menjatuhkan sanksi berupa Pemutusan Hubungan Kerja secara sepihak dan diikuti dengan pengaduan kepada pihak yang berwajib atau pembayaran kerugian oleh PIHAK KEDUA, apabila secara sah PIHAK KEDUA terbukti :
a.Menipu, mencuri dan menggelapkan barang atau uang milik perusahaan, teman sekerja dan tamu.
b.Memberikan keterangan palsu atau yang dipalsukan sehingga merugikan perusahaan atau kepentingan Negara.
c.Mabuk, minum-minum yang memabukan, madat, memakai obat bius, menyalah gunakan obat-obatan perangsang lainnya di tempat kerja, yang dilarang oleh peraturan perundang-undangan.
d.Melakukan perbuatan asusila atau melakukan perjudian ditempat kerja.
e.Melakukan tindakan kejahatan misalnya menyerang, mengintimidasi, menipu pengusaha, teman sekerja dan atau tamu serta memperdagangkan barang terlarang, baik didalam maupun di luar lingkungan perusahaan.
f.Menganiaya, mengancam sacara fisik atau mental, menghina secara kasar pengusaha atau keluarga pengusaha atau teman sekerja atau tamu.
g.Membujuk pengusaha atau teman sekerja atau tamu untuk melakukan sesuatu perbuatan yang bertentangan dengan hukum atau kesusilaan serta peraturan peraturan perundang-undangan yang berlaku.
h.Dengan ceroboh merusak, merugikan atau membiarkan barang milik pengusaha dalam keadaan bahaya.
i.Dengan ceroboh atau sengaja merusak, membiarkan diri atau teman sekerja atau tamu dalam keadaan bahaya.
j.Membongkar atau membocorkan rahasia perusahaan atau mencemarkan nama baik perusahaan dan keluarga pengusaha atau tamu yang seharusnya dirahasiakan kecuali untuk kepentingan Negara.
k.Melakukan kesalahan yang bobotnya sama setelah mendaptkan peringatan terakhir yang masih berlaku.
l.Dalam waktu 5 (lima) hari berturut-turut tidak masuk kerja tanpa adanya alasan yang sah.
m.Melanggar hal-hal yang diatur dalam perjanjian kerja ini dan peraturan perusahaan.
2.Apabila PIHAK KEDUA memutuskan hubungan kerja dengan PIHAK PERTAMA sebelum berakhirnya masa kontrak, maka PIHAK KEDUA diwajibkan memberitahukan secara tertulis kepada PIHAK PERTAMA berkaitan dengan hal tersebut paling lama 1(satu) bulan sebelumnya.
Pasal 7
Penilaian, Evaluasi dan Mutasi
1.PIHAK PERTAMA berhak untuk melakukan penilaian atau evaluasi terhadap pelaksanaan tugas serta kemampuan kerja PIHAK KEDUA selama berlangsungnya masa kontrak sebagai bahan untuk menentukan :
a.Kemungkinan untuk perpanjangan kontrak.
b.Kemungkinan untuk berakhirnya masa kontrak tanpa perpanjangan.
c.Kemungkinan untuk memutuskan kontrak sebelum masa kontrak berakhir.
2.Dengan memperhatikan perkembangan usaha dan keputusan perusahaan, PIHAK KEDUA bersedia dimutasikan kebagian lain dalam lingkungan perusahaan dengan memperhatikan surat perjanjian kerja baru atau surat perjanjian kerja tambahan (addendum) dan keputusan tersebut sepenuhnya menjadi hak PIHAK PERTAMA.
3.Pemberitahuan hasil penilaian atau evaluasi dilakukan secara tertulis oleh PIHAK PERTAMA kepada PIHAK KEDUA selambat-lambatnya 3 (tiga) hari sebelum berakhirnya masa kontrak.
Pasal 8
Masa Berlaku Perjanjian
1.Perjanjian ini mulai berlaku secara sah sejak disepakati dan ditanda tangani oleh kedua belah pihak.
2.Hal-hal yang belum diatur atau perubahan syarat-syarat dalam surat perjanjian kerja ini akan ditetapkan secara mufakat antar kedua belah pihak untuk kemudian dituangkan dalam suatu perjanjian kerja tambahan (addendum) yang menjadi bagian tidak terpisahkan dari perjanjian ini.
3.Perjanjian ini tidak dapat ditarik/ dirubah kembali , kecuali atas kesepakatan kedua belah pihak atau karena alasan-alasan dan atau peraturan yang menyatakan untuk merubahnya.
Pasal 9
Peraturan Lainnya
1.Diluar jam kerja PIHAK KEDUA tidak dibenarkan berada dalam lingkungan kerja kecuali izin dari departemen head masing-masing atau untuk kepentingan perusahaan.
2.PIHAK KEDUA tidak diperbolehkan menerima tamu pada saat jam kerja kecuali hal yang sangat penting.
3.Apabila dalam masa kontrak PIHAK KEDUA melakukan pelanggaran diluar pasal 6 (enam) dan seperti yang telah diatur dalam Kesepakatan Kerja Bersama Perusahaan, maka PIHAK PERTAMA berhak memberikan surat peringatan.
Pasal 10
Ketentuan Penutup
1.Untuk perjanjian ini dan segala akibatnya, para pihak memilih domisili hukum yang tetap dan umum yang berada didaerah / provinsi PIHAK PERTAMA.
2.Surat perjanjian ini dibuat dan ditanda tangani oleh kedua belah pihak dalam keadaan sadar, sehat jasmani dan rohani serta tanpa adanya paksaan dari pihak manapun.
Jambi, 31 Agustus 2007
PIHAK PERTAMA PIHAK KEDUA
S A P A N G I Suis Iswandi
Direktur HRD Executive Assistant Manager
Cc : 1. Dirut PT. Tritama Cahaya Abadi
2. Dir. Operasional PT. Tritama Cahaya Abadi
3. Dir. Komunikasi & Pengembangan Usaha PT. Tritama Cahaya Abadi
4. Pertinggal
Analisis Kebutuhan Pelatihan
Oleh: Johanes Papu
Team e-psikologi
Jakarta, 12 November 2002
Pertanyaan-pertanyaan yang biasanya kami ajukan kepada pihak perusahaan (manajemen) atau calon klien kami ketika diminta untuk menyusun suatu program pelatihan bagi mereka adalah: mengapa pihak perusahaan merasa bahwa pelatihan merupakan jalan keluar dari persoalan yang sedang dihadapi? Bagaimana pelatihan bisa memberikan kontribusi terhadap rencana strategic perusahaan? Siapa saja yang menjadi target pelatihan? Pelatihan apa saja yang pernah dilakukan dan apa hasilnya? Dan masih ada beberapa pertanyaan lain.
Apa yang ingin diketahui dari beberapa pertanyaan seperti tersebut diatas sebenarnya amat sederhana, yaitu ingin mengetahui sejauhmana perusahaan telah melakukan analisis kebutuhan pelatihan. Hal ini begitu penting untuk diketahui sebab tanpa analisis kebutuhan yang sungguh-sungguh maka dapat dipastikan bahwa program pelatihan yang dirancang hanya akan berlangsung sukses di ruang kelas atau tempat pelaksanaan pelatihan semata. Artinya pelaksanaan pelatihan mungkin berjalan dengan sangat baik, tetapi pada saat partisipan (peserta pelatihan) kembali ke tempat kerja masing-masing mereka menjadi tidak tahu atau bingung bagaimana menerapkan apa yang telah mereka pelajari dari pelatihan. Kondisi seperti ini tidak jarang memberikan citra yang negatif bagi pihak penyelenggara pelatihan (HRD Internal atau pun HR Consultant dari luar perusahaan) karena dinilai tidak dapat memberikan kontribusi yang signifikan kepada partisipan. Oleh karena itu, perusahaan konsultan yang sungguh-sungguh peduli terhadap hasil pelatihan pasti akan sangat berhati-hati jika diminta untuk menyusun program pelatihan. Inilah salah satu penyebab mengapa banyak perusahaan konsultan SDM tidak memiliki program pelatihan yang bersifat generic (berlaku umum).
Meskipun harus diakui bahwa kegagalan partisipan untuk dapat menerapkan apa yang telah dipelajarinya selama pelatihan ke dalam pekerjaan sehari-hari dipengaruhi oleh berbagai faktor, namun tak bisa dipungkiri bahwa salah satu penyebab kegagalan tersebut adalah karena tidak adanya sinkronisasi antara pelatihan dengan kebutuhan atau masalah yang dihadapi. Dengan kata lain keputusan untuk melaksanakan pelatihan tidak didukung oleh data atau informasi yang memadai dan akurat. Data atau informasi tersebut misalnya mengapa perusahaan perlu mengadakan pelatihan, apa jenis pelatihan dan metode yang cocok, siapa peserta yang harus ikut, hal-hal apa yang harus diajarkan, dan sebagainya. Data dan informasi seperti inilah yang harus diperoleh pada tahap analisis kebutuhan pelatihan (training needs analysis).
Definisi
Secara umum analisis kebutuhan pelatihan didefinisikan sebagai suatu proses pengumpulan dan analisis data dalam rangka mengidentifikasi bidang-bidang atau faktor-faktor apa saja yang ada di dalam perusahaan yang perlu ditingkatkan atau diperbaiki agar kinerja pegawai dan produktivitas perusahaan menjadi meningkat. Tujuan dari kegiatan ini adalah untuk memperoleh data akurat tentang apakah ada kebutuhan untuk menyelenggarakan pelatihan.
Mengingat bahwa pelatihan pada dasarnya diselenggarakan sebagai sarana untuk menghilangkan atau setidaknya mengurangi gap (kesenjangan) antara kinerja yang ada saat ini dengan kinerja standard atau yang diharapkan untuk dilakukan oleh si pegawai, maka dalam hal ini analisis kebutuhan pelatihan merupakan alat untuk mengidentifikasi gap-gap yang ada tersebut dan melakukan analisis apakah gap-gap tersebut dapat dikurangi atau dihilangkan melalui suatu pelatihan. Selain itu dengan analisis kebutuhan pelatihan maka pihak penyelenggara pelatihan (HRD atau Divisi Training) dapat memperkirakan manfaat-manfaat apa saja yang bisa didapatkan dari suatu pelatihan, baik bagi partisipan sebagai individu maupun bagi perusahaan.
Jika ditelaah secara lebih lanjut, maka analisis kebutuhan pelatihan memiliki beberapa tujuan, diantaranya adalah:
•memastikan bahwa pelatihan memang merupakan salah satu solusi untuk memperbaiki atau meningkatkan kinerja pegawai dan produktivitas perusahaan
•memastikan bahwa para partisipan yang mengikuti pelatihan benar-benar orang-orang yang tepat
•memastikan bahwa pengetahuan dan ketrampilan yang diajarkan selama pelatihan benar-benar sesuai dengan elemen-elemen kerja yang dituntut dalam suatu jabatan tertentu
•mengidentifikasi bahwa jenis pelatihan dan metode yang dipilih sesuai dengan tema atau materi pelatihan
•memastikan bahwa penurunan kinerja atau pun masalah yang ada adalah disebabkan karena kurangnya pengetahuan, ketrampilan dan sikap-sikap kerja; bukan oleh alasan-alasan lain yang tidak bisa diselesaikan melalui pelatihan
•memperhitungkan untung-ruginya melaksanakan pelatihan mengingat bahwa sebuah pelatihan pasti membutuhkan sejumlah dana.
Beberapa Faktor
Mengingat bahwa data dan informasi yang harus dikumpulkan dan dianalisis menyangkut manusia (adanya gap antara pengetahuan, ketrampilan dan sikap yang ada dengan yang diharapkan) dan organisasi/perusahaan (rencana dan tujuan perusahaan, SAP, manfaat pelatihan, dsb) maka analisis kebutuhan pelatihan seyogyanya mencakup kedua area tersebut. Oleh karena itu data yang harus dikumpulkan mencakup beberapa faktor sebagai berikut:
Alasan
Perusahaan adalah suatu sistem. Artinya di dalam perusahaan terdapat beberapa divisi atau bagian yang saling berhubungan satu dengan yang lain. Dengan adanya berbagai divisi tersebut maka kebutuhan akan pelatihan dapat berbeda-beda antara divisi yang satu dengan yang lain. Oleh karena itu, pada tahapan ini perancang program pelatihan (baca: Training Manager/Officer yang mewakili HRD atau Divisi Training) dituntut untuk benar-benar jeli dalam melihat kebutuhan yang ada. Ia harus meluangkan banyak waktu untuk mendengarkan pendapat dari berbagai pihak, mengetahui dengan pasti siapa yang berwenang memutuskan adanya pelatihan, dan apa kaitan pelatihan yang akan dirancang dengan rencana strategic perusahaan.
Dalam banyak kasus kebutuhan pelatihan mungkin diajukan atau diminta oleh manager atau supervisor dari divisi tertentu yang ada dalam perusahaan. Selain itu ada juga pelatihan yang bersifat menyeluruh, dalam arti bahwa pelatihan tersebut merupakan suatu policy dari pihak manajemen untuk mensosialisasikan visi, misi, dan tujuan perusahaan, termasuk rencana strategic yang akan dijalankan. Meski kedua hal tersebut sebenarnya telah mengindikasikan adanya kebutuhan pelatihan, namun perancang pelatihan harus dapat menggali lebih dalam lagi sejauhmana kebutuhan tersebut dapat direalisasikan. Ia harus bisa menggali informasi-informasi seperti: apakah program pelatihan serupa pernah dilaksanakan dan apa hasilnya? Apakah pelatihan tersebut benar-benar akan bermanfaat bagi divisi tertentu dan secara langsung ataupun tidak langsung akan memberikan dampak positif bagi kinerja semua divisi yang ada dalam perusahaan? Kondisi atau situasi seperti apa sebenarnya yang mendorong dilakukannya pelatihan tersebut? Lalu apa sebenarnya yang diharapkan dari pelatihan tersebut?
Peserta
Satu hal yang sangat krusial dalam suatu pelatihan adalah menentukan siapa yang menjadi peserta pelatihan tersebut. Peserta yang dimaksudkan dalam konteks ini adalah mencakup partisipan dan juga trainer/facilitator dari pelatihan tersebut. Mengapa hal ini dikategorikan sebagai hal yang krusial tidak lain adalah karena peserta akan sangat menentukan format pelatihan. Selain itu para partisipan adalah individu-individu yang akan membawa apa yang diperoleh dalam pelatihan ke dalam pekerjaan mereka sehari-hari sehingga akan memiliki dampak pada perusahaan. Dengan mengetahui peserta pelatihan perancang program pelatihan dapat menentukan format yang tepat; apakah akan menggunakan format ruang kelas (classroom setting), belajar sendiri (self-study or self-journey), belajar dari pengalaman (experiential learning or learning by doing), atau menggunakan beberapa format sekaligus.
Selain itu, dengan mengetahui siapa peserta pelatihan maka perancang program pelatihan akan dapat menggali lebih jauh berbagai informasi seperti:
•apa saja persyaratan minimal (pendidikan, pengalaman dan ketrampilan) yang harus dipenuhi oleh partisipan untuk dapat mengikuti pelatihan?
•apa dasar-dasar pengetahuan dan ketrampilan yang telah dimiliki partisipan, termasuk pelatihan apa saja yang pernah diikuti sebelumnya?
•apa saja persyaratan yang harus dipenuhi oleh trainer/facilitator untuk dapat menyelenggarkan pelatihan? apakah akan menggunakan trainer dari dalam perusahaan atau menggunakan trainer dari luar?
•bagaimana data demography para partisipan?
Pekerjaan
Data atau informasi yang berhubungan dengan aspek pekerjaan yang harus dikumpulkan dan dianalisis mencakup hal-hal seperti: jenis pekerjaan (jabatan) apa yang sedang di review dan apa fungsi utama pekerjan (jabatan) tersebut, apa saja kompetensi yang dibutuhkan untuk dapat melaksanakan pekerjaan secara optimal, apa standard kinerja yang harus dipenuhi oleh pegawai, apakah pegawai sudah memenuhi standard kinerja yang diharapkan, dsb. Pada intinya analisis kebutuhan pelatihan yang mencakup aspek pekerjaan bertujuan mengumpulkan informasi seputar fungsi dan tanggung jawab jabatan, tingkat kinerja yang diharapkan, dan kemampuan serta ketrampilan apa saja yang harus dimiliki oleh individu atau kelompok (divisi) untuk dapat memenuhi standard kinerja yang diharapkan. Bagi perusahaan-perusahaan yang telah memiliki uraian jabatan mungkin akan lebih mudah bagi si perancang program untuk memperoleh data. Namun bagi perusahaan yang belum memiliki uraian jabatan maka si perancang program akan membutuhkan banyak waktu untuk melakukan analisis jabatan.
Materi
Bagi perusahaan-perusahaan yang sudah terbiasa melakukan pelatihan, materi pelatihan mungkin sudah tersedia untuk berbagai jabatan. Meski demikian hal ini tidaklah berarti bahwa materi tersebut selalu cocok untuk setiap peserta dan setiap situasi. Materi pelatihan yang baik harus selalu diperbaharui sesuai dengan kondisi yang ada supaya isi (content) dari pelatihan benar-benar sesuai dengan kebutuhan dan kemampuan si partisipan. Hal yang mendasar untuk diketahui dalam menentukan materi yang akan dirancang dalam sebuah program pelatihan adalah apakah materi yang akan diberikan merupakan suatu hal yang bersifat essential atau tidak. Jika ya, maka materi tersebut harus dimasukkan dalam pelatihan. Jika hal ini sudah ditentukan, maka selanjutnya baru dipilih topik-topik penting yang perlu diajarkan dalam pelatihan, bagaimana mengajarkannya dan hal-hal apa saja yang perlu dijelaskan lebih lanjut supaya lebih memudahkan partisipan dalam memahami materi tersebut.
Dukungan
Mengingat bahwa hal-hal yang mempengaruhi kinerja pegawai maupun perusahaan secara keseluruhan tidak hanya ditentukan oleh pelatihan, maka si perancang pelatihan harus benar-benar dapat memastikan bahwa ia mendapatkan dukungan dari berbagai pihak di dalam perusahaan. Dukungan tersebut adalah berupa komitmen dari para manager atau supervisor untuk menciptakan suasana yang kondusif bagi para partisipan untuk dapat menerapkan apa yang telah mereka pelajari dalam pelatihan. Suasana kondusif tersebut misalnya: menempatkan pegawai pada jabatan yang sesuai dengan kompetensinya, memberikan feedback tentang kinerja pegawai secara periodik, mendengarkan keluhan dan masalah yang dihadapi pegawai dalam menerapkan apa yang telah dipelajari, memberikan reward atau recognition bagi pegawai yang berhasil memenuhi standard kinerja yang diharapkan, menegur atau memberikan sanksi kepada pegawai yang tidak menunjukkan kinerja yang optimal, dsb.
Komitmen tersebut amat penting diperoleh mengingat bahwa pelatihan bukanlah sarana yang tepat untuk mengendalikan hal-hal yang tidak memiliki hubungan dengan pengetahuan dan ketrampilan. Dengan perkataan lain pelatihan hanyalah merupakan sarana yang berguna untuk menghilangkan atau mengurangi adanya kesenjangan antara pengetahuan dan ketrampilan yang ada dengan yang diharapkan. Pelatihan tidak bisa dengan mudah dianggap sebagai sarana untuk mengurangi tingkat ketidakhadiran pegawai, mengatasi PHk atau perampingan perusahaan, meningkatkan gaji dan menciptakan motivasi kerja pegawai di lapangan. Pelatihan juga tidak akan serta merta melahirkan standard kinerja yang diharapkan jika di tempat kerja sehari-hari tidak ada kriteria penilaian tentang standard kinerja tersebut. Selain itu pelatihan tidak bisa menggantikan peran manager ataupun supervisor dalam memberikan feedback kepada bawahannya. Oleh karena itu, dalam analisis kebutuhan pelatihan si perancang program harus dapat memastikan bahwa pelatihan tidak akan disalahgunakan oleh pihak manajemen atau pun para manager/supervisor untuk melepaskan tanggungjawab atas ketidakberhasilan mereka dalam mengatasi permasalahan yang ada. Sebaliknya pelatihan harus dipandang sebagai sarana pendukung bagi keberhasilan pihak manajemen atau para manager/supervisor dalam melaksanakan tugas dan tanggungjawab mereka. Tanpa adanya komitmen yang sungguh-sungguh dari pihak manajemen atau para manager/supervisor maka dapat dipastikan bahwa pelatihan hanya akan berjalan sukses di ruang kelas atau tempat pelaksanaan pelatihan saja.
Biaya
Sekecil apapun kegiatan pelatihan pasti membutuhkan dana. Oleh karena itu amat penting untuk menghitung untung rugi dari pelaksanaan suatu pelatihan. Dalam hal ini si perancang program pelatihan harus mengumpulkan berbagai informasi yang menyangkut hal-hal seperti: biaya apa saja yang harus dikeluarkan untuk partisipan maupun trainer, apa keuntungan yang akan diperoleh dari pelatihan tersebut dan berapa lama hal itu bisa dicapai, apakah biaya pelatihan masih sesuai dengan budget yang ada, dsb. Salah satu cara yang cukup populer untuk menghitung untung rugi suatu pelatihan adalah dengan mengukur ROI.
Memilih Metode
Sebelum menentukan metode yang akan digunakan dalam pengumpulan data, maka perlu dipikirkan sumber-sumber data yang bisa digunakan untuk mengidentifikasi kebutuhan pelatihan. Sumber-sumber data tersebut diantaranya adalah:
•Riset atau survey (critical incidents research, working climate survey, customer service survey, dsb)
•Penilaian kinerja (performance appraisal)
•Perencanaan karir pegawai
•Perubahan prosedur kerja dan perkembangan teknologi
•Perencanaan SDM
Jika faktor-faktor yang akan dianalisis sudah diketahui dan sumber-sumber data dapat ditentukan maka perancang program pelatihan dapat memilih beberapa metode pengumpulan data sebagai berikut:
1.Kuestioner
2.Obervasi
3.Wawancara
4.Focus group
5.Regular meeting
6.Mempelajari data perusahaan
7.Mempelajari uraian jabatan
8.Membentuk kelompok pakar/penasehat
Dengan memperhatikan hal-hal yang telah saya uraikan diatas, besar harapan saya bahwa program pelatihan yang akan anda susun dapat berlangsung sukses baik dalam pelaksanaannya maupun pada saat para partisipan kembali ke tempat kerja untuk menerapkan pengetahuan dan ketrampilan yang di peroleh ke dalam pekerjaan mereka sehari-hari. Meskipun mungkin tidak semua faktor diatas harus dianalisis (ada pelatihan tertentu yang tidak perlu menganalisis semua faktor), namun semakin banyak data dan informasi yang bisa dikumpulkan dalam analisis kebutuhan pelatihan maka akan semakin mudah bagi si perancang program pelatihan untuk menggambarkan persyaratan-peryaratan yang diinginkan oleh perusahaan, kemampuan dan ketrampilan yang dimiliki pegawai, kesenjangan antara pengetahuan, ketrampilan dan kemampuan yang ada dengan yang diharapkan dan bagaimana cara terbaik untuk menghilangkan kesenjangan tersebut. Dengan melakukan analisis kebutuhan pelatihan secara sungguh-sungguh maka niscaya program pelatihan yang dirancang akan dapat dilaksanakan secara efisien dan efektif. Selamat mencoba. Semoga berguna untuk meningkatkan kemampuan dan ketrampilan para pekerja kita. (jp)
( Sumber Internet)
Team e-psikologi
Jakarta, 12 November 2002
Pertanyaan-pertanyaan yang biasanya kami ajukan kepada pihak perusahaan (manajemen) atau calon klien kami ketika diminta untuk menyusun suatu program pelatihan bagi mereka adalah: mengapa pihak perusahaan merasa bahwa pelatihan merupakan jalan keluar dari persoalan yang sedang dihadapi? Bagaimana pelatihan bisa memberikan kontribusi terhadap rencana strategic perusahaan? Siapa saja yang menjadi target pelatihan? Pelatihan apa saja yang pernah dilakukan dan apa hasilnya? Dan masih ada beberapa pertanyaan lain.
Apa yang ingin diketahui dari beberapa pertanyaan seperti tersebut diatas sebenarnya amat sederhana, yaitu ingin mengetahui sejauhmana perusahaan telah melakukan analisis kebutuhan pelatihan. Hal ini begitu penting untuk diketahui sebab tanpa analisis kebutuhan yang sungguh-sungguh maka dapat dipastikan bahwa program pelatihan yang dirancang hanya akan berlangsung sukses di ruang kelas atau tempat pelaksanaan pelatihan semata. Artinya pelaksanaan pelatihan mungkin berjalan dengan sangat baik, tetapi pada saat partisipan (peserta pelatihan) kembali ke tempat kerja masing-masing mereka menjadi tidak tahu atau bingung bagaimana menerapkan apa yang telah mereka pelajari dari pelatihan. Kondisi seperti ini tidak jarang memberikan citra yang negatif bagi pihak penyelenggara pelatihan (HRD Internal atau pun HR Consultant dari luar perusahaan) karena dinilai tidak dapat memberikan kontribusi yang signifikan kepada partisipan. Oleh karena itu, perusahaan konsultan yang sungguh-sungguh peduli terhadap hasil pelatihan pasti akan sangat berhati-hati jika diminta untuk menyusun program pelatihan. Inilah salah satu penyebab mengapa banyak perusahaan konsultan SDM tidak memiliki program pelatihan yang bersifat generic (berlaku umum).
Meskipun harus diakui bahwa kegagalan partisipan untuk dapat menerapkan apa yang telah dipelajarinya selama pelatihan ke dalam pekerjaan sehari-hari dipengaruhi oleh berbagai faktor, namun tak bisa dipungkiri bahwa salah satu penyebab kegagalan tersebut adalah karena tidak adanya sinkronisasi antara pelatihan dengan kebutuhan atau masalah yang dihadapi. Dengan kata lain keputusan untuk melaksanakan pelatihan tidak didukung oleh data atau informasi yang memadai dan akurat. Data atau informasi tersebut misalnya mengapa perusahaan perlu mengadakan pelatihan, apa jenis pelatihan dan metode yang cocok, siapa peserta yang harus ikut, hal-hal apa yang harus diajarkan, dan sebagainya. Data dan informasi seperti inilah yang harus diperoleh pada tahap analisis kebutuhan pelatihan (training needs analysis).
Definisi
Secara umum analisis kebutuhan pelatihan didefinisikan sebagai suatu proses pengumpulan dan analisis data dalam rangka mengidentifikasi bidang-bidang atau faktor-faktor apa saja yang ada di dalam perusahaan yang perlu ditingkatkan atau diperbaiki agar kinerja pegawai dan produktivitas perusahaan menjadi meningkat. Tujuan dari kegiatan ini adalah untuk memperoleh data akurat tentang apakah ada kebutuhan untuk menyelenggarakan pelatihan.
Mengingat bahwa pelatihan pada dasarnya diselenggarakan sebagai sarana untuk menghilangkan atau setidaknya mengurangi gap (kesenjangan) antara kinerja yang ada saat ini dengan kinerja standard atau yang diharapkan untuk dilakukan oleh si pegawai, maka dalam hal ini analisis kebutuhan pelatihan merupakan alat untuk mengidentifikasi gap-gap yang ada tersebut dan melakukan analisis apakah gap-gap tersebut dapat dikurangi atau dihilangkan melalui suatu pelatihan. Selain itu dengan analisis kebutuhan pelatihan maka pihak penyelenggara pelatihan (HRD atau Divisi Training) dapat memperkirakan manfaat-manfaat apa saja yang bisa didapatkan dari suatu pelatihan, baik bagi partisipan sebagai individu maupun bagi perusahaan.
Jika ditelaah secara lebih lanjut, maka analisis kebutuhan pelatihan memiliki beberapa tujuan, diantaranya adalah:
•memastikan bahwa pelatihan memang merupakan salah satu solusi untuk memperbaiki atau meningkatkan kinerja pegawai dan produktivitas perusahaan
•memastikan bahwa para partisipan yang mengikuti pelatihan benar-benar orang-orang yang tepat
•memastikan bahwa pengetahuan dan ketrampilan yang diajarkan selama pelatihan benar-benar sesuai dengan elemen-elemen kerja yang dituntut dalam suatu jabatan tertentu
•mengidentifikasi bahwa jenis pelatihan dan metode yang dipilih sesuai dengan tema atau materi pelatihan
•memastikan bahwa penurunan kinerja atau pun masalah yang ada adalah disebabkan karena kurangnya pengetahuan, ketrampilan dan sikap-sikap kerja; bukan oleh alasan-alasan lain yang tidak bisa diselesaikan melalui pelatihan
•memperhitungkan untung-ruginya melaksanakan pelatihan mengingat bahwa sebuah pelatihan pasti membutuhkan sejumlah dana.
Beberapa Faktor
Mengingat bahwa data dan informasi yang harus dikumpulkan dan dianalisis menyangkut manusia (adanya gap antara pengetahuan, ketrampilan dan sikap yang ada dengan yang diharapkan) dan organisasi/perusahaan (rencana dan tujuan perusahaan, SAP, manfaat pelatihan, dsb) maka analisis kebutuhan pelatihan seyogyanya mencakup kedua area tersebut. Oleh karena itu data yang harus dikumpulkan mencakup beberapa faktor sebagai berikut:
Alasan
Perusahaan adalah suatu sistem. Artinya di dalam perusahaan terdapat beberapa divisi atau bagian yang saling berhubungan satu dengan yang lain. Dengan adanya berbagai divisi tersebut maka kebutuhan akan pelatihan dapat berbeda-beda antara divisi yang satu dengan yang lain. Oleh karena itu, pada tahapan ini perancang program pelatihan (baca: Training Manager/Officer yang mewakili HRD atau Divisi Training) dituntut untuk benar-benar jeli dalam melihat kebutuhan yang ada. Ia harus meluangkan banyak waktu untuk mendengarkan pendapat dari berbagai pihak, mengetahui dengan pasti siapa yang berwenang memutuskan adanya pelatihan, dan apa kaitan pelatihan yang akan dirancang dengan rencana strategic perusahaan.
Dalam banyak kasus kebutuhan pelatihan mungkin diajukan atau diminta oleh manager atau supervisor dari divisi tertentu yang ada dalam perusahaan. Selain itu ada juga pelatihan yang bersifat menyeluruh, dalam arti bahwa pelatihan tersebut merupakan suatu policy dari pihak manajemen untuk mensosialisasikan visi, misi, dan tujuan perusahaan, termasuk rencana strategic yang akan dijalankan. Meski kedua hal tersebut sebenarnya telah mengindikasikan adanya kebutuhan pelatihan, namun perancang pelatihan harus dapat menggali lebih dalam lagi sejauhmana kebutuhan tersebut dapat direalisasikan. Ia harus bisa menggali informasi-informasi seperti: apakah program pelatihan serupa pernah dilaksanakan dan apa hasilnya? Apakah pelatihan tersebut benar-benar akan bermanfaat bagi divisi tertentu dan secara langsung ataupun tidak langsung akan memberikan dampak positif bagi kinerja semua divisi yang ada dalam perusahaan? Kondisi atau situasi seperti apa sebenarnya yang mendorong dilakukannya pelatihan tersebut? Lalu apa sebenarnya yang diharapkan dari pelatihan tersebut?
Peserta
Satu hal yang sangat krusial dalam suatu pelatihan adalah menentukan siapa yang menjadi peserta pelatihan tersebut. Peserta yang dimaksudkan dalam konteks ini adalah mencakup partisipan dan juga trainer/facilitator dari pelatihan tersebut. Mengapa hal ini dikategorikan sebagai hal yang krusial tidak lain adalah karena peserta akan sangat menentukan format pelatihan. Selain itu para partisipan adalah individu-individu yang akan membawa apa yang diperoleh dalam pelatihan ke dalam pekerjaan mereka sehari-hari sehingga akan memiliki dampak pada perusahaan. Dengan mengetahui peserta pelatihan perancang program pelatihan dapat menentukan format yang tepat; apakah akan menggunakan format ruang kelas (classroom setting), belajar sendiri (self-study or self-journey), belajar dari pengalaman (experiential learning or learning by doing), atau menggunakan beberapa format sekaligus.
Selain itu, dengan mengetahui siapa peserta pelatihan maka perancang program pelatihan akan dapat menggali lebih jauh berbagai informasi seperti:
•apa saja persyaratan minimal (pendidikan, pengalaman dan ketrampilan) yang harus dipenuhi oleh partisipan untuk dapat mengikuti pelatihan?
•apa dasar-dasar pengetahuan dan ketrampilan yang telah dimiliki partisipan, termasuk pelatihan apa saja yang pernah diikuti sebelumnya?
•apa saja persyaratan yang harus dipenuhi oleh trainer/facilitator untuk dapat menyelenggarkan pelatihan? apakah akan menggunakan trainer dari dalam perusahaan atau menggunakan trainer dari luar?
•bagaimana data demography para partisipan?
Pekerjaan
Data atau informasi yang berhubungan dengan aspek pekerjaan yang harus dikumpulkan dan dianalisis mencakup hal-hal seperti: jenis pekerjaan (jabatan) apa yang sedang di review dan apa fungsi utama pekerjan (jabatan) tersebut, apa saja kompetensi yang dibutuhkan untuk dapat melaksanakan pekerjaan secara optimal, apa standard kinerja yang harus dipenuhi oleh pegawai, apakah pegawai sudah memenuhi standard kinerja yang diharapkan, dsb. Pada intinya analisis kebutuhan pelatihan yang mencakup aspek pekerjaan bertujuan mengumpulkan informasi seputar fungsi dan tanggung jawab jabatan, tingkat kinerja yang diharapkan, dan kemampuan serta ketrampilan apa saja yang harus dimiliki oleh individu atau kelompok (divisi) untuk dapat memenuhi standard kinerja yang diharapkan. Bagi perusahaan-perusahaan yang telah memiliki uraian jabatan mungkin akan lebih mudah bagi si perancang program untuk memperoleh data. Namun bagi perusahaan yang belum memiliki uraian jabatan maka si perancang program akan membutuhkan banyak waktu untuk melakukan analisis jabatan.
Materi
Bagi perusahaan-perusahaan yang sudah terbiasa melakukan pelatihan, materi pelatihan mungkin sudah tersedia untuk berbagai jabatan. Meski demikian hal ini tidaklah berarti bahwa materi tersebut selalu cocok untuk setiap peserta dan setiap situasi. Materi pelatihan yang baik harus selalu diperbaharui sesuai dengan kondisi yang ada supaya isi (content) dari pelatihan benar-benar sesuai dengan kebutuhan dan kemampuan si partisipan. Hal yang mendasar untuk diketahui dalam menentukan materi yang akan dirancang dalam sebuah program pelatihan adalah apakah materi yang akan diberikan merupakan suatu hal yang bersifat essential atau tidak. Jika ya, maka materi tersebut harus dimasukkan dalam pelatihan. Jika hal ini sudah ditentukan, maka selanjutnya baru dipilih topik-topik penting yang perlu diajarkan dalam pelatihan, bagaimana mengajarkannya dan hal-hal apa saja yang perlu dijelaskan lebih lanjut supaya lebih memudahkan partisipan dalam memahami materi tersebut.
Dukungan
Mengingat bahwa hal-hal yang mempengaruhi kinerja pegawai maupun perusahaan secara keseluruhan tidak hanya ditentukan oleh pelatihan, maka si perancang pelatihan harus benar-benar dapat memastikan bahwa ia mendapatkan dukungan dari berbagai pihak di dalam perusahaan. Dukungan tersebut adalah berupa komitmen dari para manager atau supervisor untuk menciptakan suasana yang kondusif bagi para partisipan untuk dapat menerapkan apa yang telah mereka pelajari dalam pelatihan. Suasana kondusif tersebut misalnya: menempatkan pegawai pada jabatan yang sesuai dengan kompetensinya, memberikan feedback tentang kinerja pegawai secara periodik, mendengarkan keluhan dan masalah yang dihadapi pegawai dalam menerapkan apa yang telah dipelajari, memberikan reward atau recognition bagi pegawai yang berhasil memenuhi standard kinerja yang diharapkan, menegur atau memberikan sanksi kepada pegawai yang tidak menunjukkan kinerja yang optimal, dsb.
Komitmen tersebut amat penting diperoleh mengingat bahwa pelatihan bukanlah sarana yang tepat untuk mengendalikan hal-hal yang tidak memiliki hubungan dengan pengetahuan dan ketrampilan. Dengan perkataan lain pelatihan hanyalah merupakan sarana yang berguna untuk menghilangkan atau mengurangi adanya kesenjangan antara pengetahuan dan ketrampilan yang ada dengan yang diharapkan. Pelatihan tidak bisa dengan mudah dianggap sebagai sarana untuk mengurangi tingkat ketidakhadiran pegawai, mengatasi PHk atau perampingan perusahaan, meningkatkan gaji dan menciptakan motivasi kerja pegawai di lapangan. Pelatihan juga tidak akan serta merta melahirkan standard kinerja yang diharapkan jika di tempat kerja sehari-hari tidak ada kriteria penilaian tentang standard kinerja tersebut. Selain itu pelatihan tidak bisa menggantikan peran manager ataupun supervisor dalam memberikan feedback kepada bawahannya. Oleh karena itu, dalam analisis kebutuhan pelatihan si perancang program harus dapat memastikan bahwa pelatihan tidak akan disalahgunakan oleh pihak manajemen atau pun para manager/supervisor untuk melepaskan tanggungjawab atas ketidakberhasilan mereka dalam mengatasi permasalahan yang ada. Sebaliknya pelatihan harus dipandang sebagai sarana pendukung bagi keberhasilan pihak manajemen atau para manager/supervisor dalam melaksanakan tugas dan tanggungjawab mereka. Tanpa adanya komitmen yang sungguh-sungguh dari pihak manajemen atau para manager/supervisor maka dapat dipastikan bahwa pelatihan hanya akan berjalan sukses di ruang kelas atau tempat pelaksanaan pelatihan saja.
Biaya
Sekecil apapun kegiatan pelatihan pasti membutuhkan dana. Oleh karena itu amat penting untuk menghitung untung rugi dari pelaksanaan suatu pelatihan. Dalam hal ini si perancang program pelatihan harus mengumpulkan berbagai informasi yang menyangkut hal-hal seperti: biaya apa saja yang harus dikeluarkan untuk partisipan maupun trainer, apa keuntungan yang akan diperoleh dari pelatihan tersebut dan berapa lama hal itu bisa dicapai, apakah biaya pelatihan masih sesuai dengan budget yang ada, dsb. Salah satu cara yang cukup populer untuk menghitung untung rugi suatu pelatihan adalah dengan mengukur ROI.
Memilih Metode
Sebelum menentukan metode yang akan digunakan dalam pengumpulan data, maka perlu dipikirkan sumber-sumber data yang bisa digunakan untuk mengidentifikasi kebutuhan pelatihan. Sumber-sumber data tersebut diantaranya adalah:
•Riset atau survey (critical incidents research, working climate survey, customer service survey, dsb)
•Penilaian kinerja (performance appraisal)
•Perencanaan karir pegawai
•Perubahan prosedur kerja dan perkembangan teknologi
•Perencanaan SDM
Jika faktor-faktor yang akan dianalisis sudah diketahui dan sumber-sumber data dapat ditentukan maka perancang program pelatihan dapat memilih beberapa metode pengumpulan data sebagai berikut:
1.Kuestioner
2.Obervasi
3.Wawancara
4.Focus group
5.Regular meeting
6.Mempelajari data perusahaan
7.Mempelajari uraian jabatan
8.Membentuk kelompok pakar/penasehat
Dengan memperhatikan hal-hal yang telah saya uraikan diatas, besar harapan saya bahwa program pelatihan yang akan anda susun dapat berlangsung sukses baik dalam pelaksanaannya maupun pada saat para partisipan kembali ke tempat kerja untuk menerapkan pengetahuan dan ketrampilan yang di peroleh ke dalam pekerjaan mereka sehari-hari. Meskipun mungkin tidak semua faktor diatas harus dianalisis (ada pelatihan tertentu yang tidak perlu menganalisis semua faktor), namun semakin banyak data dan informasi yang bisa dikumpulkan dalam analisis kebutuhan pelatihan maka akan semakin mudah bagi si perancang program pelatihan untuk menggambarkan persyaratan-peryaratan yang diinginkan oleh perusahaan, kemampuan dan ketrampilan yang dimiliki pegawai, kesenjangan antara pengetahuan, ketrampilan dan kemampuan yang ada dengan yang diharapkan dan bagaimana cara terbaik untuk menghilangkan kesenjangan tersebut. Dengan melakukan analisis kebutuhan pelatihan secara sungguh-sungguh maka niscaya program pelatihan yang dirancang akan dapat dilaksanakan secara efisien dan efektif. Selamat mencoba. Semoga berguna untuk meningkatkan kemampuan dan ketrampilan para pekerja kita. (jp)
( Sumber Internet)
Selasa, 20 Januari 2009
Meningkatkan Kinerja dengan Berinvestasi pada Diri Sendiri
Senin, 16 Juli 2007 - 16:54 WIB
Bosan dengan rutinitas, merasa tak berkembang di perusahaan tempat bekerja, dan ujung-ujungnya merasa mentok dengan karier. Itulah "lagu lama" yang diulang-ulang. Anda sendiri mungkin merasakannya, atau setidaknya mendengar teman mengeluh seperti itu. Siapa yang harus disalahkan?
Paling baik, tentu saja, instrospeksi dan koreksi diri: mungkin semua karena kekurangan kita, yang tidak mampu mengembangkan (potensi dan kompetensi) diri sesuai tuntutan perusahaan. Sebab, kalau dipikir-pikir, pastilah tidak ada perusahaan yang berniat menghambat karier karyawannya.
Namun, di sisi lain, tak ada juga seorang karyawan atau profesional yang mau "dituduh" tidak maksimal, atau kinerjanya tidak bagus. Semua orang pasti merasa bahwa dirinya telah bekerja dengan baik dan melakukan yang terbaik untuk perusahaan.
Terlepas dari siapa yang salah siapa yang benar --kalau mau saling menyalahkan tak akan ada habisnya-- sebenarnya sudah "nggak zaman" bagi seorang profesional untuk mengharapkan pihak lain atau perusahaan bertanggung jawab atas pengembangan dirinya.
Menurut direktur dan pendiri Experd Eileen Rachman, yang menulis buku Jadi Nomor Satu: Terdepan di Era Persaingan, profesional yang berhasil adalah mereka yang meyakini bahwa tanggung jawab untuk masa depan dan pengembangan karier ada di tangan dirinya sendiri.
Kuncinya adalah investasi. Yakni, investasi pada diri sendiri. Dan, itu harus dilakukan terus-menerus. Investasi pada diri sendiri setidaknya meliputi:
1. Investasi pada wawasan dan keterampilan
Jangan menampilkan diri sebagai orang yang lamban, sulit diajak kompromi, keras kepala dan merasa sudah --atau, bahkan paling-- mumpuni. Melainkan, tampilkan diri sebagai orang yang terbuka, mau belajar dan bisa menyerap setiap isu dengan cepat.
Bangun kebiasaan membaca dan optimalkan penggunaan internet untuk mencari tahu hal-hal baru.
Pelajari cara-cara berkomunikasi, bernegosiasi dan berpersuasi secara langsung dari orang yang ahli yang ada di sekitar, jangan sekedar dari buku-buku panduan.
Ambil setiap kesempatan untuk belajar memimpin kelompok, mempraktikkan teknik-teknik manajerial dan menggunakan alat-alat manajemen --perencanaan, laporan, kontrol-- dengan disiplin ketat sehingga cara kerja manajerial menjadi kebiasaan baru.
2. Investasi pada portfolio sosial
Bayangkan Anda punya ratusan relasi, yang bukan hanya dari kalangan yang selevel dengan Anda, tapi juga dari kalangan manajemen top. Segala gerak Anda akan dipermudah karenanya.
Ingat, portfolio sosial Anda bukan hanya terdiri dari orang-orang yang Anda kenal, kerabat dekat sendiri, tapi juga orang-orang yang kenal dan mengingat Anda.
3. Investasi pada perangkat kerja
Contoh yang bagus untuk bagian ini adalah seorang wartawan yang kesulitan mewawancarai narasumber karena alat perekam yang dibawanya ternyata low batt. Ibaratnya, kalau mengelola baterai satu alat perekam saja tidak bisa, bagaimana mengelola hal-hal lain yang lebih kompleks.
Ponsel, laptop...merupakan perangkat kerja kaum profesional zaman sekarang --mengoptimalkan fungsi-fungsinya merupakan suatu keharusan.
4. Investasi pada kebugaran diri
Sediakan waktu yang cukup untuk berolahraga, menjaga asupan makanan, menjalani pola hidup sehat. Luangkan waktu untuk berkontemplasi, merenung dan menjalankan ibadah sehingga badan bugar dan jiwa bagaikan baterai yang habis di-charge.
Berhentilah mengeluh dan menyalahkan keadaan, dan mulailah berinvestasi pada diri sendiri sehingga orang lain pun tidak ragu untuk berinvestasi pada diri Anda.
( Sumber Internet)
Bosan dengan rutinitas, merasa tak berkembang di perusahaan tempat bekerja, dan ujung-ujungnya merasa mentok dengan karier. Itulah "lagu lama" yang diulang-ulang. Anda sendiri mungkin merasakannya, atau setidaknya mendengar teman mengeluh seperti itu. Siapa yang harus disalahkan?
Paling baik, tentu saja, instrospeksi dan koreksi diri: mungkin semua karena kekurangan kita, yang tidak mampu mengembangkan (potensi dan kompetensi) diri sesuai tuntutan perusahaan. Sebab, kalau dipikir-pikir, pastilah tidak ada perusahaan yang berniat menghambat karier karyawannya.
Namun, di sisi lain, tak ada juga seorang karyawan atau profesional yang mau "dituduh" tidak maksimal, atau kinerjanya tidak bagus. Semua orang pasti merasa bahwa dirinya telah bekerja dengan baik dan melakukan yang terbaik untuk perusahaan.
Terlepas dari siapa yang salah siapa yang benar --kalau mau saling menyalahkan tak akan ada habisnya-- sebenarnya sudah "nggak zaman" bagi seorang profesional untuk mengharapkan pihak lain atau perusahaan bertanggung jawab atas pengembangan dirinya.
Menurut direktur dan pendiri Experd Eileen Rachman, yang menulis buku Jadi Nomor Satu: Terdepan di Era Persaingan, profesional yang berhasil adalah mereka yang meyakini bahwa tanggung jawab untuk masa depan dan pengembangan karier ada di tangan dirinya sendiri.
Kuncinya adalah investasi. Yakni, investasi pada diri sendiri. Dan, itu harus dilakukan terus-menerus. Investasi pada diri sendiri setidaknya meliputi:
1. Investasi pada wawasan dan keterampilan
Jangan menampilkan diri sebagai orang yang lamban, sulit diajak kompromi, keras kepala dan merasa sudah --atau, bahkan paling-- mumpuni. Melainkan, tampilkan diri sebagai orang yang terbuka, mau belajar dan bisa menyerap setiap isu dengan cepat.
Bangun kebiasaan membaca dan optimalkan penggunaan internet untuk mencari tahu hal-hal baru.
Pelajari cara-cara berkomunikasi, bernegosiasi dan berpersuasi secara langsung dari orang yang ahli yang ada di sekitar, jangan sekedar dari buku-buku panduan.
Ambil setiap kesempatan untuk belajar memimpin kelompok, mempraktikkan teknik-teknik manajerial dan menggunakan alat-alat manajemen --perencanaan, laporan, kontrol-- dengan disiplin ketat sehingga cara kerja manajerial menjadi kebiasaan baru.
2. Investasi pada portfolio sosial
Bayangkan Anda punya ratusan relasi, yang bukan hanya dari kalangan yang selevel dengan Anda, tapi juga dari kalangan manajemen top. Segala gerak Anda akan dipermudah karenanya.
Ingat, portfolio sosial Anda bukan hanya terdiri dari orang-orang yang Anda kenal, kerabat dekat sendiri, tapi juga orang-orang yang kenal dan mengingat Anda.
3. Investasi pada perangkat kerja
Contoh yang bagus untuk bagian ini adalah seorang wartawan yang kesulitan mewawancarai narasumber karena alat perekam yang dibawanya ternyata low batt. Ibaratnya, kalau mengelola baterai satu alat perekam saja tidak bisa, bagaimana mengelola hal-hal lain yang lebih kompleks.
Ponsel, laptop...merupakan perangkat kerja kaum profesional zaman sekarang --mengoptimalkan fungsi-fungsinya merupakan suatu keharusan.
4. Investasi pada kebugaran diri
Sediakan waktu yang cukup untuk berolahraga, menjaga asupan makanan, menjalani pola hidup sehat. Luangkan waktu untuk berkontemplasi, merenung dan menjalankan ibadah sehingga badan bugar dan jiwa bagaikan baterai yang habis di-charge.
Berhentilah mengeluh dan menyalahkan keadaan, dan mulailah berinvestasi pada diri sendiri sehingga orang lain pun tidak ragu untuk berinvestasi pada diri Anda.
( Sumber Internet)
Jurus Lanjutan Meretensi Karyawan
Selasa, 10 Juli 2007 - 14:29 WIB
Membuat karyawan kerasan tinggal di perusahaan, itulah salah satu concern terbesar para pemimpin perusahaan. Istilahnya retensi, dan semua tahu hal itu dimulai sejak proses rektrutmen. Nasihat yang sering diberikan: start by hiring smart. Tapi, setelah itu apa?
Generasi pekerja saat ini merupakan generasi yang "mudah bosan". Dalam obrolan sehari-hari, hal itu terungkap lewat kata-kata "bete deh". Sedikit-sedikit bete, sebentar-sebentar bete. Ini merupakan tantangan besar bagi segenap pimpinan perusahaan, yakni bagaimana mengelola dengan "benar" generasi yang sulit diterka apa maunya ini.
Salah satu kuncinya, tak lain retensi. Berikut 8 tips lanjutan untuk mempertinggi retensi karyawan Anda:
Clarify expectations
Beri karyawan pemahaman yang jelas atas pekerjaan mereka, dan apa standar-standar yang mereka harapkan untuk mencapai baik "percepatan waktu dan penghindaran konflik. Sedikit konflik berarti bekerja dengan lebih bahagia, sehingga karyawan akan cenderung kerasan di perusahaan.
Know your workers
Pelajari hobi-hobi dan minat-minat karyawan, dan terutama tujuan-tujuan jangka panjang mereka. Hal itu akan membantu Anda memahami kebutuhan mereka, sekaligus memperlihatkan bahwa Anda peduli.
Give feedback
Selalu komentari apa yang sedang dikerjakan oleh karyawan, dan katakan bahwa Anda ingin mereka tetap bekerja di perusahaan Anda. Tanamkan bahwa mencintai pekerjaan itu penting, tapi juga tak kalah penting untuk memastikan bahwa pekerjaan juga mencintai kita.
Create a team culture
Ciptakan budaya kerja sama di mana semua anggota tim mendukung satu sama lain.
Educate and train
Karyawan yang melihat bahwa Anda sedang melakukan investasi pada diri mereka, akan merasa lebih dihargai dan diapresiasi.
Offer incentives and rewards
Berbagai bentuk insentif dan reward bisa menciptakan lingkungan kerja yang menyenangkan dan penuh tanggung jawab, serta memperlihatkan kepekaan apresiasi yang lebih besar.
Empower employees
Biarkan karyawan mengambil keputusan sebanyak mungkin. Pemberdayaan merupakan sinyal yang akan dibaca oleh karyawan bahwa Anda percaya kepada mereka.
Evaluate regularly
Mulai dengan pujian, lalu diskusikan tantangan-tantangannya dan bergabunglah untuk mengembangkan rencana untuk membantu mereka. Alhirnya, tutup dengan catatan yang positif.
Manajer atau kalangan pimpinan perusahaan yang baik mestinya mampu mengembang peran-peran tersebut. Karyawan akan cenderung kerasan tinggal di perusahaan jika mereka senang dan hormat terhadap pimpinannya.
Membuat karyawan kerasan tinggal di perusahaan, itulah salah satu concern terbesar para pemimpin perusahaan. Istilahnya retensi, dan semua tahu hal itu dimulai sejak proses rektrutmen. Nasihat yang sering diberikan: start by hiring smart. Tapi, setelah itu apa?
Generasi pekerja saat ini merupakan generasi yang "mudah bosan". Dalam obrolan sehari-hari, hal itu terungkap lewat kata-kata "bete deh". Sedikit-sedikit bete, sebentar-sebentar bete. Ini merupakan tantangan besar bagi segenap pimpinan perusahaan, yakni bagaimana mengelola dengan "benar" generasi yang sulit diterka apa maunya ini.
Salah satu kuncinya, tak lain retensi. Berikut 8 tips lanjutan untuk mempertinggi retensi karyawan Anda:
Clarify expectations
Beri karyawan pemahaman yang jelas atas pekerjaan mereka, dan apa standar-standar yang mereka harapkan untuk mencapai baik "percepatan waktu dan penghindaran konflik. Sedikit konflik berarti bekerja dengan lebih bahagia, sehingga karyawan akan cenderung kerasan di perusahaan.
Know your workers
Pelajari hobi-hobi dan minat-minat karyawan, dan terutama tujuan-tujuan jangka panjang mereka. Hal itu akan membantu Anda memahami kebutuhan mereka, sekaligus memperlihatkan bahwa Anda peduli.
Give feedback
Selalu komentari apa yang sedang dikerjakan oleh karyawan, dan katakan bahwa Anda ingin mereka tetap bekerja di perusahaan Anda. Tanamkan bahwa mencintai pekerjaan itu penting, tapi juga tak kalah penting untuk memastikan bahwa pekerjaan juga mencintai kita.
Create a team culture
Ciptakan budaya kerja sama di mana semua anggota tim mendukung satu sama lain.
Educate and train
Karyawan yang melihat bahwa Anda sedang melakukan investasi pada diri mereka, akan merasa lebih dihargai dan diapresiasi.
Offer incentives and rewards
Berbagai bentuk insentif dan reward bisa menciptakan lingkungan kerja yang menyenangkan dan penuh tanggung jawab, serta memperlihatkan kepekaan apresiasi yang lebih besar.
Empower employees
Biarkan karyawan mengambil keputusan sebanyak mungkin. Pemberdayaan merupakan sinyal yang akan dibaca oleh karyawan bahwa Anda percaya kepada mereka.
Evaluate regularly
Mulai dengan pujian, lalu diskusikan tantangan-tantangannya dan bergabunglah untuk mengembangkan rencana untuk membantu mereka. Alhirnya, tutup dengan catatan yang positif.
Manajer atau kalangan pimpinan perusahaan yang baik mestinya mampu mengembang peran-peran tersebut. Karyawan akan cenderung kerasan tinggal di perusahaan jika mereka senang dan hormat terhadap pimpinannya.
Mendongkrak Nilai dengan Ide
Selasa, 28 Agustus 2007 - 11:14 WIB
"Ada ide?" ujar seorang bos kepada anak buahnya dalam sebuah rapat. Sejenak ruangan senyap. Ada yang menunduk, ada yang saling pandang. Hingga akhirnya, seperti tampak pada sebuah tayangan iklan produk vitamin, seorang karyawan dengan mantap dan penuh percaya diri bangkit dari duduknya seraya mengatakan, "Ada, Pak!"
"Ada (ide)" tentu hanyalah jawaban pertama. Selanjutnya, bagaimana cara yang baik untuk menyampaikan ide tersebut, agar apa yang telah tersusun di benak kita dipahami oleh orang lain, terutama dalam hal ini, bos kita?
Kita tentu tidak mau, hanya karena salah menyampaikan, ide kita terdengar acak-adul sehingga bukannya menambah poin plus kita di mata bos dan teman-teman sekantor. Melainkan, sebaliknya, mempermalukan kita dan ujung-ujungnya mengganggu perkembangan laju karir kita!
Menurut CEO AchieveGlobal, sebuah lembaga pelatihan dan konsultasi internasional, Sharon Daniels, feedback yang insightful dan ide-ide tidak hanya meningkatkan nilai seseorang bagi organisasi, tapi juga membuka pintu bagi perkembangan karir bagi yang bersangkutan.
"Tentu saja, berdiri di depan orang yang memiliki kontrol terhadap masa depan perusahaan bukanlah sesuatu yang mudah, tapi bagi yang bisa melakukannya, imbalannya sangat berarti," ujar Daniels.
Dalam iklim bisnis yang berubah cepat dan hiper-kompetitif, ide-ide kreatif, cemerlang dan inovatif dari karyawan maupun manajer selalu ditunggu oleh top leader. "Manajer dan karyawan yang baik adalah mereka yang mengetahui nilai yang bisa mereka berikan untuk organisasi, dan tahu cara-cara yang benar untuk menyampaikan ide-ide mereka," tambah dia.
Daniels memberikan 6 tips untuk membantu kita bagaimana sebaiknya menyampaikan ide kepada atasan:
1. Know your role
Anda harus tahu di mana posisi Anda. Perlihatkan rasa hormat dan penghargaan baik pada orang yang levelnya di bawah Anda maupun di atas. Sebaliknya, dapatkan juga sikap yang sama dari orang lain dengan cara menghargai dan mendukung ide mereka.
2. Get results
Mantapkan kredibilitas dengan pencapaian hasil-hasil melalui kinerja Anda. Bangunlah komitmen dalam tim kerja Anda, beri rasa percaya diri pada tim Anda.
3. Manage up
Semua karyawan, manajer, supervisor harus belajar bagaimana berkomunikasi secara efektif kepada manajemen senior. Pelajari gaya bos Anda dan pastikan pendekatan seperti apa yang dia suka.
4. Provide your rationale
Pikirkan isu besarnya, siapkan diri untuk mempertahankan pemikiran Anda, tapi harus tetap fleksibel dengan masukan dan saran dari orang lain.
5. Follow the chain of command
Dalam organisasi besar dengan hierarki yang bertingkat-tingkat, sampaikan terlebih dahulu ide Anda kepada manajer/supervisor yang berada tepat di atas Anda, untuk mendapatkan masukan awal. Selebihnya, Anda bisa datang bersama manajer/supervisor tersebut untuk mendiskusikan ide Anda dengan bos.
6. Keep your eye on the goal
Ingat bahwa tujuan Anda tak lain meningkatkan kinerja organisasi, dan bukan sekedar ide Anda diterima.
"Ada ide?" ujar seorang bos kepada anak buahnya dalam sebuah rapat. Sejenak ruangan senyap. Ada yang menunduk, ada yang saling pandang. Hingga akhirnya, seperti tampak pada sebuah tayangan iklan produk vitamin, seorang karyawan dengan mantap dan penuh percaya diri bangkit dari duduknya seraya mengatakan, "Ada, Pak!"
"Ada (ide)" tentu hanyalah jawaban pertama. Selanjutnya, bagaimana cara yang baik untuk menyampaikan ide tersebut, agar apa yang telah tersusun di benak kita dipahami oleh orang lain, terutama dalam hal ini, bos kita?
Kita tentu tidak mau, hanya karena salah menyampaikan, ide kita terdengar acak-adul sehingga bukannya menambah poin plus kita di mata bos dan teman-teman sekantor. Melainkan, sebaliknya, mempermalukan kita dan ujung-ujungnya mengganggu perkembangan laju karir kita!
Menurut CEO AchieveGlobal, sebuah lembaga pelatihan dan konsultasi internasional, Sharon Daniels, feedback yang insightful dan ide-ide tidak hanya meningkatkan nilai seseorang bagi organisasi, tapi juga membuka pintu bagi perkembangan karir bagi yang bersangkutan.
"Tentu saja, berdiri di depan orang yang memiliki kontrol terhadap masa depan perusahaan bukanlah sesuatu yang mudah, tapi bagi yang bisa melakukannya, imbalannya sangat berarti," ujar Daniels.
Dalam iklim bisnis yang berubah cepat dan hiper-kompetitif, ide-ide kreatif, cemerlang dan inovatif dari karyawan maupun manajer selalu ditunggu oleh top leader. "Manajer dan karyawan yang baik adalah mereka yang mengetahui nilai yang bisa mereka berikan untuk organisasi, dan tahu cara-cara yang benar untuk menyampaikan ide-ide mereka," tambah dia.
Daniels memberikan 6 tips untuk membantu kita bagaimana sebaiknya menyampaikan ide kepada atasan:
1. Know your role
Anda harus tahu di mana posisi Anda. Perlihatkan rasa hormat dan penghargaan baik pada orang yang levelnya di bawah Anda maupun di atas. Sebaliknya, dapatkan juga sikap yang sama dari orang lain dengan cara menghargai dan mendukung ide mereka.
2. Get results
Mantapkan kredibilitas dengan pencapaian hasil-hasil melalui kinerja Anda. Bangunlah komitmen dalam tim kerja Anda, beri rasa percaya diri pada tim Anda.
3. Manage up
Semua karyawan, manajer, supervisor harus belajar bagaimana berkomunikasi secara efektif kepada manajemen senior. Pelajari gaya bos Anda dan pastikan pendekatan seperti apa yang dia suka.
4. Provide your rationale
Pikirkan isu besarnya, siapkan diri untuk mempertahankan pemikiran Anda, tapi harus tetap fleksibel dengan masukan dan saran dari orang lain.
5. Follow the chain of command
Dalam organisasi besar dengan hierarki yang bertingkat-tingkat, sampaikan terlebih dahulu ide Anda kepada manajer/supervisor yang berada tepat di atas Anda, untuk mendapatkan masukan awal. Selebihnya, Anda bisa datang bersama manajer/supervisor tersebut untuk mendiskusikan ide Anda dengan bos.
6. Keep your eye on the goal
Ingat bahwa tujuan Anda tak lain meningkatkan kinerja organisasi, dan bukan sekedar ide Anda diterima.
Bermain Cantik di Tempat Kerja: Membangun Hubungan yang Efektif
Senin, 03 September 2007 - 17:04 WIB
Anda bisa meningkatkan karir dan hubungan kerja dengan perilaku yang Anda perlihatkan sehari-hari di kantor. Terlepas dari latar belakang pendidikan Anda, pengalaman maupun jabatan, jika Anda tidak bisa bergaul dengan baik dengan karyawan lain, Anda tidak akan pernah berhasil mencapai tujuan kerja Anda.
Hubungan kerja yang efektif merupakan titik awal bagi tercapainya sukses dan kepuasaan atas pekerjaan dan karir Anda. Di samping itu, hubungan kerja yang efektif juga bisa menjadi pijakan bagi atasan untuk mempromosikan dan menaikkan gaji Anda.
Sebuah studi membuktikan bahwa "memiliki teman baik di tempat kerja" merupakan satu dari 11 alasan utama yang mendasari seseorang merasa puas dengan pekerjaannya.
Mengingat pentingnya hubungan yang efektif di tempat kerja, berikut 7 tips yang bisa membantu Anda mewujudkan terjalinnya hubungan yang baik dengan teman sekantor.
1. Bring suggested solutions with the problems to the meeting table. Banyak karyawan menghabiskan sebagian besar waktu mereka untuk mengindetifikasi masalah-masalah. Anda bisa datang dengan solusi-solusi yang cemerlang untuk mendapatkan perhatian dan penghargaan dari teman dan atasan.
2. Don't ever play the blame game. Hindari sejauh mungkin kecenderungan untuk terlalu mudah menudingkan jari ke arah orang lain, ketika tim kerja dihadapkan pada suatu masalah atau gagal mencapai tujuan. Menyalahkan orang lain hanya akan menciptakan musuh. Anda perlu sekutu untuk menyelesaikan pekerjaan Anda.
3. Your verbal and nonverbal communication matters. Bicara keras, berteriak atau bahkan membentak mungkin memang cukup efektif membuat suara Anda menggema ke seluruh ruangan, sehingga semua teman sekantor Anda mendengar. Tapi, pertanyaannya, pantaskah berteriak-teriak di tempat kerja? Jawabnya tentu saja 'tidak', jika menghargai orang lain merupakan nilai yang dijunjung tinggi organisasi Anda.
4. Never blind side a coworker, boss, or reporting staff person. Selalu diskusikan masalah, pertama kali, dengan orang yang bersangkutan. Membicarakan masalah seseorang dengan orang lain akan membuat Anda tidak dipercaya oleh teman Anda.
5. Keep your commitments. Dalam sebuah organisasi, setiap pekerjaan saling berkaitan. Kegagalan Anda memenuhi deadline dan komitmen pekerjaan Anda, akan berpengaruh pada (pekerjaan) orang lain. Jika Anda gagal memenuhi komitmen terhadap pekerjaan Anda, pastikan karyawan lain tahu apa yang terjadi.
6. Share credit for accomplishments, ideas, and contributions. Seberapa sering Anda berhasil menyelesaikan proyek tertentu tanpa bantuan orang lain? Atau, jika Anda manajer, berapa banyak ide brilian yang Anda promosikan merupakan sumbangan dari bawahan? Luangkan waktu dan perhatian khusus untuk mengucapkan terimakasih, bersikap menghargai dan mengakui orang-orang yang membantu Anda mencapai tujuan.
7. Help other employees find their greatness. Setiap karyawan memiliki bakat, keterampilan dan pengalaman. Jika Anda bisa membantu orang lain menemukan apa yang terbaik dari dirinya, dan satu sama lain melakukan hal yang sama, bayangkan betapa besar dampaknya bagi kemajuan perusahaan. Dan, Anda tidak harus menjadi manajer untuk membantu menciptakan lingkungan yang memotivasi karyawan.
Dengan mempraktikkan tips di atas, semoga hubungan kerja yang efektif akan tercipta di lingkungan kantor Anda: karyawan lain menghargai Anda sebagai kolega dan bos percaya, Anda telah bermain secara benar dalam tim. Target dan tujuan kerja Anda tercapai, dan pada saat yang bersamaan Anda mendapatkan kesenangan, pengakuan dan motivasi diri.
Anda bisa meningkatkan karir dan hubungan kerja dengan perilaku yang Anda perlihatkan sehari-hari di kantor. Terlepas dari latar belakang pendidikan Anda, pengalaman maupun jabatan, jika Anda tidak bisa bergaul dengan baik dengan karyawan lain, Anda tidak akan pernah berhasil mencapai tujuan kerja Anda.
Hubungan kerja yang efektif merupakan titik awal bagi tercapainya sukses dan kepuasaan atas pekerjaan dan karir Anda. Di samping itu, hubungan kerja yang efektif juga bisa menjadi pijakan bagi atasan untuk mempromosikan dan menaikkan gaji Anda.
Sebuah studi membuktikan bahwa "memiliki teman baik di tempat kerja" merupakan satu dari 11 alasan utama yang mendasari seseorang merasa puas dengan pekerjaannya.
Mengingat pentingnya hubungan yang efektif di tempat kerja, berikut 7 tips yang bisa membantu Anda mewujudkan terjalinnya hubungan yang baik dengan teman sekantor.
1. Bring suggested solutions with the problems to the meeting table. Banyak karyawan menghabiskan sebagian besar waktu mereka untuk mengindetifikasi masalah-masalah. Anda bisa datang dengan solusi-solusi yang cemerlang untuk mendapatkan perhatian dan penghargaan dari teman dan atasan.
2. Don't ever play the blame game. Hindari sejauh mungkin kecenderungan untuk terlalu mudah menudingkan jari ke arah orang lain, ketika tim kerja dihadapkan pada suatu masalah atau gagal mencapai tujuan. Menyalahkan orang lain hanya akan menciptakan musuh. Anda perlu sekutu untuk menyelesaikan pekerjaan Anda.
3. Your verbal and nonverbal communication matters. Bicara keras, berteriak atau bahkan membentak mungkin memang cukup efektif membuat suara Anda menggema ke seluruh ruangan, sehingga semua teman sekantor Anda mendengar. Tapi, pertanyaannya, pantaskah berteriak-teriak di tempat kerja? Jawabnya tentu saja 'tidak', jika menghargai orang lain merupakan nilai yang dijunjung tinggi organisasi Anda.
4. Never blind side a coworker, boss, or reporting staff person. Selalu diskusikan masalah, pertama kali, dengan orang yang bersangkutan. Membicarakan masalah seseorang dengan orang lain akan membuat Anda tidak dipercaya oleh teman Anda.
5. Keep your commitments. Dalam sebuah organisasi, setiap pekerjaan saling berkaitan. Kegagalan Anda memenuhi deadline dan komitmen pekerjaan Anda, akan berpengaruh pada (pekerjaan) orang lain. Jika Anda gagal memenuhi komitmen terhadap pekerjaan Anda, pastikan karyawan lain tahu apa yang terjadi.
6. Share credit for accomplishments, ideas, and contributions. Seberapa sering Anda berhasil menyelesaikan proyek tertentu tanpa bantuan orang lain? Atau, jika Anda manajer, berapa banyak ide brilian yang Anda promosikan merupakan sumbangan dari bawahan? Luangkan waktu dan perhatian khusus untuk mengucapkan terimakasih, bersikap menghargai dan mengakui orang-orang yang membantu Anda mencapai tujuan.
7. Help other employees find their greatness. Setiap karyawan memiliki bakat, keterampilan dan pengalaman. Jika Anda bisa membantu orang lain menemukan apa yang terbaik dari dirinya, dan satu sama lain melakukan hal yang sama, bayangkan betapa besar dampaknya bagi kemajuan perusahaan. Dan, Anda tidak harus menjadi manajer untuk membantu menciptakan lingkungan yang memotivasi karyawan.
Dengan mempraktikkan tips di atas, semoga hubungan kerja yang efektif akan tercipta di lingkungan kantor Anda: karyawan lain menghargai Anda sebagai kolega dan bos percaya, Anda telah bermain secara benar dalam tim. Target dan tujuan kerja Anda tercapai, dan pada saat yang bersamaan Anda mendapatkan kesenangan, pengakuan dan motivasi diri.
6 Tipe Karyawan: Tugas Apa yang Cocok untuk Mereka?
Senin, 24 September 2007 - 15:37 WIB
Dalam lingkaran bisnis, istilah “alignment” menjadi pembicaraan penting, di mana secara mendasar bisa dimaknai sebagai upaya menyatukan berbagai aset yang ada untuk mencapai tujuan bersama. Dalam praktiknya, di level karyawan "konsep" tersebut berarti menyelaraskan individu dengan pekerjaan tertentu yang sesuai. Langkah pertama yang harus diambil dalam proses ini adalah mengetahui tipe-tipe personalitas yang kerap ditemukan dalam lingkungan bisnis, dan jenis pekerjaan apa yang cocok untuk mereka.
Salah satu ahli yang menekuni bidang ini adalah Richard Warner, pendiri Warner Design Associates di San Diego, California dan menulis buku All Hands on Deck: Choosing the Right People for the Right Jobs. Dalam buku ini, Warner mengidentifikasi 6 tipe personalitas yang bisa membantu manajer atau profesional HR untuk menempatkan karyawan pada posisi yang sesuai. Berikut 6 tipe karyawan tersebut --dan temukan apa pekerjaan yang cocok untuk masing-masing:
--The Captain. Layaknya dalam sebuah kapal, seorang kapten tahu betul bagian-bagian fundamental dari bisnis dan bagaimana mendelegasikan tugas-tugas untuk membuat bisnis berjalan, tanpa mengurusi semuanya sendirian. Warner membandingkan mereka dengan "orangtua yang ideal", yang "tak pernah pilih kasih dan selalu punya waktu untuk menyelesaikan berbagai persoalan dan memberi dorongan serta nasihat." Para kapten, kata Warner, harus diberi kekuasaan penuh untuk memberdayakan sebua regulasi dalam area mereka.
--The Explorer. Sama halnya dalam dunia ilmu pengetahuan, para "eksplorer" tak henti-hentinya mencari ide-ide dan wilayah-wilayah baru. Mereka adalah para pengambil risiko dan tak jarang menerabas aturan. batasan-batasan. Berilah mereka kebebasan, mereka akan membawa perusahaan ke dunia-dunia yang baru. "Jika Anda ingin mengembangkan ide-ide baru dan berinovasi, temukan karyawan bertipe eksplorer," kata Warner.
--The Navigator. Sebagian dari Anda mungkin mengenal tipe ini sebagai administrator. “Mereka berpikir secara linier," terang Warner. "Jadi jelaskan saja sejarah dan progres perusahaan Anda, dan apa yang harus dilakukannya kemudian."
--First Mates. Pada dasarnya sama dengan administrator, tapi kurang visibel. "Keberadaan mereka nyaris tak disadari, tapi mereka bagus, diplomatis dan dapat diandalkan," jelas Warner. Saran dia, beri mereka banyak pujian, dan dorong untuk bersuara ketika mereka menemukan adanya persoalan dalam perusahaan.
--The Crew Member. Jika empat tipe di atas semuanya memastikan pekerjaan terselesaikan dengan baik, maka harus ada satu orang lagi yang benar-benar melakukannya. Inilah pekerjaan bagi para kru. Karyawan tipe ini umumnya bisa diandalkan tapi ambisi mereka terbatas pada "bekerja dengan baik agar naik gaji".
--The Stowaway. Siapa mereka? "Orang-orang yang ingin mendapatkan tumpangan (gratis). Setelah berhasil melewati proses rekrutmen dan bergabung dengan perusahaan, mereka berprinsip "pokoknya kerja demi gajian akhir bulan". Tapi, jangan salah, ingat Warner, mereka umumnya cerdas. "Jadi, cobalah pacu mereka. Jika hasilnya (tetap) buruk, keluarkan!"
( Sumber Internet)
Dalam lingkaran bisnis, istilah “alignment” menjadi pembicaraan penting, di mana secara mendasar bisa dimaknai sebagai upaya menyatukan berbagai aset yang ada untuk mencapai tujuan bersama. Dalam praktiknya, di level karyawan "konsep" tersebut berarti menyelaraskan individu dengan pekerjaan tertentu yang sesuai. Langkah pertama yang harus diambil dalam proses ini adalah mengetahui tipe-tipe personalitas yang kerap ditemukan dalam lingkungan bisnis, dan jenis pekerjaan apa yang cocok untuk mereka.
Salah satu ahli yang menekuni bidang ini adalah Richard Warner, pendiri Warner Design Associates di San Diego, California dan menulis buku All Hands on Deck: Choosing the Right People for the Right Jobs. Dalam buku ini, Warner mengidentifikasi 6 tipe personalitas yang bisa membantu manajer atau profesional HR untuk menempatkan karyawan pada posisi yang sesuai. Berikut 6 tipe karyawan tersebut --dan temukan apa pekerjaan yang cocok untuk masing-masing:
--The Captain. Layaknya dalam sebuah kapal, seorang kapten tahu betul bagian-bagian fundamental dari bisnis dan bagaimana mendelegasikan tugas-tugas untuk membuat bisnis berjalan, tanpa mengurusi semuanya sendirian. Warner membandingkan mereka dengan "orangtua yang ideal", yang "tak pernah pilih kasih dan selalu punya waktu untuk menyelesaikan berbagai persoalan dan memberi dorongan serta nasihat." Para kapten, kata Warner, harus diberi kekuasaan penuh untuk memberdayakan sebua regulasi dalam area mereka.
--The Explorer. Sama halnya dalam dunia ilmu pengetahuan, para "eksplorer" tak henti-hentinya mencari ide-ide dan wilayah-wilayah baru. Mereka adalah para pengambil risiko dan tak jarang menerabas aturan. batasan-batasan. Berilah mereka kebebasan, mereka akan membawa perusahaan ke dunia-dunia yang baru. "Jika Anda ingin mengembangkan ide-ide baru dan berinovasi, temukan karyawan bertipe eksplorer," kata Warner.
--The Navigator. Sebagian dari Anda mungkin mengenal tipe ini sebagai administrator. “Mereka berpikir secara linier," terang Warner. "Jadi jelaskan saja sejarah dan progres perusahaan Anda, dan apa yang harus dilakukannya kemudian."
--First Mates. Pada dasarnya sama dengan administrator, tapi kurang visibel. "Keberadaan mereka nyaris tak disadari, tapi mereka bagus, diplomatis dan dapat diandalkan," jelas Warner. Saran dia, beri mereka banyak pujian, dan dorong untuk bersuara ketika mereka menemukan adanya persoalan dalam perusahaan.
--The Crew Member. Jika empat tipe di atas semuanya memastikan pekerjaan terselesaikan dengan baik, maka harus ada satu orang lagi yang benar-benar melakukannya. Inilah pekerjaan bagi para kru. Karyawan tipe ini umumnya bisa diandalkan tapi ambisi mereka terbatas pada "bekerja dengan baik agar naik gaji".
--The Stowaway. Siapa mereka? "Orang-orang yang ingin mendapatkan tumpangan (gratis). Setelah berhasil melewati proses rekrutmen dan bergabung dengan perusahaan, mereka berprinsip "pokoknya kerja demi gajian akhir bulan". Tapi, jangan salah, ingat Warner, mereka umumnya cerdas. "Jadi, cobalah pacu mereka. Jika hasilnya (tetap) buruk, keluarkan!"
( Sumber Internet)
Merancang Fleksibilitas Kerja yang Efektif
Selasa, 02 Oktober 2007 - 15:47 WIB
Keseimbangan antara hidup dan kerja semakin disadari arti pentingnya, tidak hanya oleh kaum pengusaha yang ingin menarik, memotivasi dan mempertahankan top talent mereka. Melainkan, juga dari sisi karyawan yang semakin menempatkan hal tersebut sebagai alasan dalam memilih bos dan tempat kerja.
Di Amerika, penghargaan terhadap keseimbangan hidup dan kerja itu bahkan sudah dilembagakan sejak 2003 oleh senat yang mempelopori National Work & Family Month, yang dirayakan setiap Oktober. Bahkan di sana juga ada lembaga khusus yang peduli dengan isu tersebut, yakni Alliance for Work-Life Progress.
Menurut penelitian, organisasi yang menerapkan program-program yang mendukung terciptanya keseimbangan hidup dan kerja dalam strategi manajemennya memperlihatkan diri sebagai tempat kerja yang lebih efektif. Berbagai aturan yang memungkinkan fleksibilitas (jam) kerja terbukti meningkatkan kinerja karyawan karena memberikan pilihan yang lebih luas kepada mereka (untuk berkreasi dan berinovasi).
Menurut pendiri website pencarian kerja MyPartTimePRO.com Ilyse Shapiro, banyak alasan bagi perusahaan untuk (mulai) menerapkan program-program yang mendukung keseimbangan hidup dan kerja, antara lain meningkatnya jumlah single-parent dan keluarga-keluarga di mana suami maupun istri sama-sama bekerja.
"Perusahaan harus proaktif melembagakan program-program keseimbangan hidup dan kerja dalam model bisnis mereka untuk menarik dan mempertahankan top talent. Ketika itu dilakukan, baik perusahaan maupun karyawan sama-sama diuntungkan sebab turnover, absensi dan stres turun ketika produktivitas naik," ujar dia.
Lebih jauh Shapiro menyarankan agar perusahaan mempertimbangkan 5 tips di bawah ini sebelum menerapkan program keseimbangan hidup dan kerja:
1. Pastikan bahwa budaya perusahaan Anda mendukung inisiatif-inisiatif yang berkaitan dengan penciptaan keseimbangan antara hidup dan kerja. Tentu membanggakan kalau Anda bisa mengatakan pada karyawan, bahwa organisasi memberika fleksibilitas. Tapi, hal itu sebaiknya bukan hanya janji surga. Manajemen, dari atas hingga bahwa harus bahu-membahu menciptakan konsepnya sebelum melahirkan program secara formal.
2. Program-program keseimbangan hidup dan kerja akan efektif jika tidak diskriminatif. Perusahaan harus memperlakukan semua karyawan setara, tanpa membedakan jenis kelamin, suku, tingkat pendapatan, jabatan dan status kekeluargaan (lajang/menikah, tanpa/punya anak).
3. Kelanjutan promosi karir dan kesempatan-kesempatan pelatihan. Karyawan yang bekerja dengan jadwal fleksibel harus mendapatkan kesempatan yang sama dengan mereka yang bekerja full-time --dalam promosi dan pelatihan .
4. Jangan (sampai) menjauhkan karyawan satu dengan yang lain (atau antara karyawan dengan supervisornya).
5. Fleksibilitas adalah jalan dua arah. Program-program keseimbangan hidup dan kerja yang efektif harus berlaku baik untuk karyawan maupun jajaran pimpinan perusahaan.
( Sumber Internet)
Keseimbangan antara hidup dan kerja semakin disadari arti pentingnya, tidak hanya oleh kaum pengusaha yang ingin menarik, memotivasi dan mempertahankan top talent mereka. Melainkan, juga dari sisi karyawan yang semakin menempatkan hal tersebut sebagai alasan dalam memilih bos dan tempat kerja.
Di Amerika, penghargaan terhadap keseimbangan hidup dan kerja itu bahkan sudah dilembagakan sejak 2003 oleh senat yang mempelopori National Work & Family Month, yang dirayakan setiap Oktober. Bahkan di sana juga ada lembaga khusus yang peduli dengan isu tersebut, yakni Alliance for Work-Life Progress.
Menurut penelitian, organisasi yang menerapkan program-program yang mendukung terciptanya keseimbangan hidup dan kerja dalam strategi manajemennya memperlihatkan diri sebagai tempat kerja yang lebih efektif. Berbagai aturan yang memungkinkan fleksibilitas (jam) kerja terbukti meningkatkan kinerja karyawan karena memberikan pilihan yang lebih luas kepada mereka (untuk berkreasi dan berinovasi).
Menurut pendiri website pencarian kerja MyPartTimePRO.com Ilyse Shapiro, banyak alasan bagi perusahaan untuk (mulai) menerapkan program-program yang mendukung keseimbangan hidup dan kerja, antara lain meningkatnya jumlah single-parent dan keluarga-keluarga di mana suami maupun istri sama-sama bekerja.
"Perusahaan harus proaktif melembagakan program-program keseimbangan hidup dan kerja dalam model bisnis mereka untuk menarik dan mempertahankan top talent. Ketika itu dilakukan, baik perusahaan maupun karyawan sama-sama diuntungkan sebab turnover, absensi dan stres turun ketika produktivitas naik," ujar dia.
Lebih jauh Shapiro menyarankan agar perusahaan mempertimbangkan 5 tips di bawah ini sebelum menerapkan program keseimbangan hidup dan kerja:
1. Pastikan bahwa budaya perusahaan Anda mendukung inisiatif-inisiatif yang berkaitan dengan penciptaan keseimbangan antara hidup dan kerja. Tentu membanggakan kalau Anda bisa mengatakan pada karyawan, bahwa organisasi memberika fleksibilitas. Tapi, hal itu sebaiknya bukan hanya janji surga. Manajemen, dari atas hingga bahwa harus bahu-membahu menciptakan konsepnya sebelum melahirkan program secara formal.
2. Program-program keseimbangan hidup dan kerja akan efektif jika tidak diskriminatif. Perusahaan harus memperlakukan semua karyawan setara, tanpa membedakan jenis kelamin, suku, tingkat pendapatan, jabatan dan status kekeluargaan (lajang/menikah, tanpa/punya anak).
3. Kelanjutan promosi karir dan kesempatan-kesempatan pelatihan. Karyawan yang bekerja dengan jadwal fleksibel harus mendapatkan kesempatan yang sama dengan mereka yang bekerja full-time --dalam promosi dan pelatihan .
4. Jangan (sampai) menjauhkan karyawan satu dengan yang lain (atau antara karyawan dengan supervisornya).
5. Fleksibilitas adalah jalan dua arah. Program-program keseimbangan hidup dan kerja yang efektif harus berlaku baik untuk karyawan maupun jajaran pimpinan perusahaan.
( Sumber Internet)
Job Desk
Job Tasks for:
"Computer and Information Systems Managers"
Manage backup, security and user help systems.
Consult with users, management, vendors, and technicians to assess computing needs and system requirements.
Direct daily operations of department, analyzing workflow, establishing priorities, developing standards and setting deadlines.
Assign and review the work of systems analysts, programmers, and other computer-related workers.
Stay abreast of advances in technology.
Develop computer information resources, providing for data security and control, strategic computing, and disaster recovery.
Review and approve all systems charts and programs prior to their implementation.
Evaluate the organization's technology use and needs and recommend improvements, such as hardware and software upgrades.
Control operational budget and expenditures.
Meet with department heads, managers, supervisors, vendors, and others, to solicit cooperation and resolve problems.
Develop and interpret organizational goals, policies, and procedures.
Recruit, hire, train and supervise staff, and/or participate in staffing decisions.
Review project plans in order to plan and coordinate project activity.
Evaluate data processing proposals to assess project feasibility and requirements.
Prepare and review operational reports or project progress reports.
Purchase necessary equipment.
Find the perfect career, try our Career Search Tools
Knowledge Requirements for:
"Computer and Information Systems Managers"
Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Design -- Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
Engineering and Technology -- Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
Economics and Accounting -- Knowledge of economic and accounting principles and practices, the financial markets, banking and the analysis and reporting of financial data.
Education and Training -- Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
See the education requirements for Computer and Information Systems Managers
Skill Requirements for:
"Computer and Information Systems Managers"
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Judgment and Decision Making -- Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Negotiation -- Bringing others together and trying to reconcile differences.
Management of Financial Resources -- Determining how money will be spent to get the work done, and accounting for these expenditures.
Complex Problem Solving -- Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Time Management -- Managing one's own time and the time of others.
Systems Evaluation -- Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system.
Ability Requirements for:
"Computer and Information Systems Managers"
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Speech Clarity -- The ability to speak clearly so others can understand you.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Speech Recognition -- The ability to identify and understand the speech of another person.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
"Computer and Information Systems Managers" Job Activities
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Interpreting the Meaning of Information for Others -- Translating or explaining what information means and how it can be used.
Scheduling Work and Activities -- Scheduling events, programs, and activities, as well as the work of others.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Establishing and Maintaining Interpersonal Relationships -- Developing constructive and cooperative working relationships with others, and maintaining them over time.
Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Judging the Qualities of Things, Services, or People -- Assessing the value, importance, or quality of things or people.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Job Tasks for:
"Computer Hardware Engineers"
Analyze information to determine, recommend, and plan layout, including type of computers and peripheral equipment modifications.
Analyze user needs and recommend appropriate hardware.
Build, test and modify product prototypes, using working models or theoretical models constructed using computer simulation.
Confer with engineering staff and consult specifications to evaluate interface between hardware and software and operational and performance requirements of overall system.
Design and develop computer hardware and support peripherals, including central processing units (CPUs), support logic, microprocessors, custom integrated circuits, and printers and disk drives.
Evaluate factors such as reporting formats required, cost constraints, and need for security restrictions to determine hardware configuration.
Monitor functioning of equipment and make necessary modifications to ensure system operates in conformance with specifications.
Specify power supply requirements and configuration, drawing on system performance expectations and design specifications.
Store, retrieve, and manipulate data for analysis of system capabilities and requirements.
Test and verify hardware and support peripherals to ensure that they meet specifications and requirements, analyzing and recording test data.
Write detailed functional specifications that document the hardware development process and support hardware introduction.
Assemble and modify existing pieces of equipment to meet special needs.
Direct technicians, engineering designers or other technical support personnel as needed.
Provide technical support to designers, marketing and sales departments, suppliers, engineers and other team members throughout the product development and implementation process.
Provide training and support to system designers and users.
Recommend purchase of equipment to control dust, temperature, and humidity in area of system installation.
Select hardware and material, assuring compliance with specifications and product requirements.
Update knowledge and skills to keep up with rapid advancements in computer technology.
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Knowledge Requirements for:
"Computer Hardware Engineers"
Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Engineering and Technology -- Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Education and Training -- Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
Design -- Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
See the education requirements for Computer Hardware Engineers
Skill Requirements for:
"Computer Hardware Engineers"
Operations Analysis -- Analyzing needs and product requirements to create a design.
Mathematics -- Using mathematics to solve problems.
Troubleshooting -- Determining causes of operating errors and deciding what to do about it.
Programming -- Writing computer programs for various purposes.
Science -- Using scientific rules and methods to solve problems.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Speaking -- Talking to others to convey information effectively.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Ability Requirements for:
"Computer Hardware Engineers"
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
Mathematical Reasoning -- The ability to choose the right mathematical methods or formulas to solve a problem.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Speech Clarity -- The ability to speak clearly so others can understand you.
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
"Computer Hardware Engineers" Job Activities
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Provide Consultation and Advice to Others -- Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics.
Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job.
Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Drafting, Laying Out, and Specifying Technical Devices, Parts, and Equipment -- Providing documentation, detailed instructions, drawings, or specifications to tell others about how devices, parts, equipment, or structures are to be fabricated, constructed, assembled, modified, maintained, or used.
Analyzing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Job Tasks for:
"Computer Operators"
Enter commands, using computer terminal, and activate controls on computer and peripheral equipment to integrate and operate equipment.
Monitor the system for equipment failure or errors in performance.
Notify supervisor or computer maintenance technicians of equipment malfunctions.
Respond to program error messages by finding and correcting problems or terminating the program.
Read job set-up instructions to determine equipment to be used, order of use, material such as disks and paper to be loaded, and control settings.
Operate spreadsheet programs and other types of software to load and manipulate data and to produce reports.
Retrieve, separate and sort program output as needed, and send data to specified users.
Load peripheral equipment with selected materials for operating runs, or oversee loading of peripheral equipment by peripheral equipment operators.
Answer telephone calls to assist computer users encountering problems.
Oversee the operation of computer hardware systems, including coordinating and scheduling the use of computer terminals and networks to ensure efficient use.
Record information such as computer operating time, problems that occurred, and actions taken.
Clear equipment at end of operating run and review schedule to determine next assignment.
Type command on keyboard to transfer encoded data from memory unit to magnetic tape and assist in labeling, classifying, cataloging and maintaining tapes.
Supervise and train peripheral equipment operators and computer operator trainees.
Help programmers and systems analysts test and debug new programs.
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Knowledge Requirements for:
"Computer Operators"
Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Sales and Marketing -- Knowledge of principles and methods for showing, promoting, and selling products or services. This includes marketing strategy and tactics, product demonstration, sales techniques, and sales control systems.
Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
See the education requirements for Computer Operators
Skill Requirements for:
"Computer Operators"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Time Management -- Managing one's own time and the time of others.
Troubleshooting -- Determining causes of operating errors and deciding what to do about it.
Instructing -- Teaching others how to do something.
Speaking -- Talking to others to convey information effectively.
Service Orientation -- Actively looking for ways to help people.
Judgment and Decision Making -- Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Ability Requirements for:
"Computer Operators"
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
Speech Recognition -- The ability to identify and understand the speech of another person.
"Computer Operators" Job Activities
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Organizing, Planning, and Prioritizing Work -- Developing specific goals and plans to prioritize, organize, and accomplish your work.
Performing Administrative Activities -- Performing day-to-day administrative tasks such as maintaining information files and processing paperwork.
Analyzing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
Job Tasks for:
"Computer Science Teachers, Postsecondary"
Participate in student recruitment, registration, and placement activities.
Collaborate with colleagues to address teaching and research issues.
Serve on academic or administrative committees that deal with institutional policies, departmental matters, and academic issues.
Act as advisers to student organizations.
Supervise undergraduate and/or graduate teaching, internship, and research work.
Perform administrative duties such as serving as department head.
Conduct research in a particular field of knowledge, and publish findings in professional journals, books, and/or electronic media.
Direct research of other teachers or of graduate students working for advanced academic degrees.
Provide professional consulting services to government and/or industry.
Participate in campus and community events.
Compile bibliographies of specialized materials for outside reading assignments.
Write grant proposals to procure external research funding.
Evaluate and grade students' class work, laboratory work, assignments, and papers.
Maintain student attendance records, grades, and other required records.
Prepare and deliver lectures to undergraduate and/or graduate students on topics such as programming, data structures, and software design.
Prepare course materials such as syllabi, homework assignments, and handouts.
Compile, administer, and grade examinations, or assign this work to others.
Keep abreast of developments in their field by reading current literature, talking with colleagues, and participating in professional conferences.
Initiate, facilitate, and moderate classroom discussions.
Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction.
Supervise students' laboratory work.
Maintain regularly scheduled office hours in order to advise and assist students.
Select and obtain materials and supplies such as textbooks and laboratory equipment.
Advise students on academic and vocational curricula, and on career issues.
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Knowledge Requirements for:
"Computer Science Teachers, Postsecondary"
Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Education and Training -- Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Telecommunications -- Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems.
Engineering and Technology -- Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Communications and Media -- Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media.
See the education requirements for Computer Science Teachers, Postsecondary
Skill Requirements for:
"Computer Science Teachers, Postsecondary"
Instructing -- Teaching others how to do something.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Speaking -- Talking to others to convey information effectively.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Learning Strategies -- Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Complex Problem Solving -- Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Time Management -- Managing one's own time and the time of others.
Ability Requirements for:
"Computer Science Teachers, Postsecondary"
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Speech Clarity -- The ability to speak clearly so others can understand you.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
"Computer Science Teachers, Postsecondary" Job Activities
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Training and Teaching Others -- Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Interpreting the Meaning of Information for Others -- Translating or explaining what information means and how it can be used.
Coaching and Developing Others -- Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
Job Tasks for:
"Computer Security Specialists"
Train users and promote security awareness to ensure system security and to improve server and network efficiency.
Develop plans to safeguard computer files against accidental or unauthorized modification, destruction, or disclosure and to meet emergency data processing needs.
Confer with users to discuss issues such as computer data access needs, security violations, and programming changes.
Monitor current reports of computer viruses to determine when to update virus protection systems.
Modify computer security files to incorporate new software, correct errors, or change individual access status.
Coordinate implementation of computer system plan with establishment personnel and outside vendors.
Monitor use of data files and regulate access to safeguard information in computer files.
Perform risk assessments and execute tests of data processing system to ensure functioning of data processing activities and security measures.
Encrypt data transmissions and erect firewalls to conceal confidential information as it is being transmitted and to keep out tainted digital transfers.
Document computer security and emergency measures policies, procedures, and tests.
Review violations of computer security procedures and discuss procedures with violators to ensure violations are not repeated.
Maintain permanent fleet cryptologic and carry-on direct support systems required in special land, sea surface and subsurface operations.
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Knowledge Requirements for:
"Computer Security Specialists"
Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
Engineering and Technology -- Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
Telecommunications -- Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems.
Education and Training -- Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Law and Government -- Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process.
Communications and Media -- Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media.
Public Safety and Security -- Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
See the education requirements for Computer Security Specialists
Skill Requirements for:
"Computer Security Specialists"
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Systems Evaluation -- Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Time Management -- Managing one's own time and the time of others.
Systems Analysis -- Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.
Troubleshooting -- Determining causes of operating errors and deciding what to do about it.
Judgment and Decision Making -- Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Ability Requirements for:
"Computer Security Specialists"
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Finger Dexterity -- The ability to make precisely coordinated movements of the fingers of one or both hands to grasp, manipulate, or assemble very small objects.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Selective Attention -- The ability to concentrate on a task over a period of time without being distracted.
"Computer Security Specialists" Job Activities
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Analyzing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
Organizing, Planning, and Prioritizing Work -- Developing specific goals and plans to prioritize, organize, and accomplish your work.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Job Tasks for:
"Computer Software Engineers, Systems Software"
Modify existing software to correct errors, to adapt it to new hardware or to upgrade interfaces and improve performance.
Design and develop software systems, using scientific analysis and mathematical models to predict and measure outcome and consequences of design.
Consult with engineering staff to evaluate interface between hardware and software, develop specifications and performance requirements and resolve customer problems.
Analyze information to determine, recommend and plan installation of a new system or modification of an existing system.
Develop and direct software system testing and validation procedures.
Direct software programming and development of documentation.
Consult with customers and/or other departments on project status, proposals and technical issues such as software system design and maintenance.
Advise customer about, or perform, maintenance of software system.
Coordinate installation of software system.
Monitor functioning of equipment to ensure system operates in conformance with specifications.
Store, retrieve, and manipulate data for analysis of system capabilities and requirements.
Confer with data processing and project managers to obtain information on limitations and capabilities for data processing projects.
Prepare reports and correspondence concerning project specifications, activities and status.
Evaluate factors such as reporting formats required, cost constraints, and need for security restrictions to determine hardware configuration.
Supervise and assign work to programmers, designers, technologists and technicians and other engineering and scientific personnel.
Train users to use new or modified equipment.
Utilize microcontrollers to develop control signals, implement control algorithms and measure process variables such as temperatures, pressures and positions.
Recommend purchase of equipment to control dust, temperature, and humidity in area of system installation.
Specify power supply requirements and configuration.
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Knowledge Requirements for:
"Computer Software Engineers, Systems Software"
Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Engineering and Technology -- Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
Design -- Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Education and Training -- Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
Communications and Media -- Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media.
Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
Telecommunications -- Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems.
See the education requirements for Computer Software Engineers, Systems Software
Skill Requirements for:
"Computer Software Engineers, Systems Software"
Complex Problem Solving -- Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Technology Design -- Generating or adapting equipment and technology to serve user needs.
Troubleshooting -- Determining causes of operating errors and deciding what to do about it.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Programming -- Writing computer programs for various purposes.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Systems Analysis -- Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.
Mathematics -- Using mathematics to solve problems.
Operations Analysis -- Analyzing needs and product requirements to create a design.
Ability Requirements for:
"Computer Software Engineers, Systems Software"
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Mathematical Reasoning -- The ability to choose the right mathematical methods or formulas to solve a problem.
Originality -- The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
"Computer Software Engineers, Systems Software" Job Activities
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Analyzing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job.
Organizing, Planning, and Prioritizing Work -- Developing specific goals and plans to prioritize, organize, and accomplish your work.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Job Tasks for:
"Computer Software Engineers, Applications"
Confer with systems analysts, engineers, programmers and others to design system and to obtain information on project limitations and capabilities, performance requirements and interfaces.
Modify existing software to correct errors, allow it to adapt to new hardware, or to improve its performance.
Analyze user needs and software requirements to determine feasibility of design within time and cost constraints.
Consult with customers about software system design and maintenance.
Coordinate software system installation and monitor equipment functioning to ensure specifications are met.
Design, develop and modify software systems, using scientific analysis and mathematical models to predict and measure outcome and consequences of design.
Develop and direct software system testing and validation procedures, programming, and documentation.
Analyze information to determine, recommend, and plan computer specifications and layouts, and peripheral equipment modifications.
Supervise the work of programmers, technologists and technicians and other engineering and scientific personnel.
Obtain and evaluate information on factors such as reporting formats required, costs, and security needs to determine hardware configuration.
Determine system performance standards.
Train users to use new or modified equipment.
Store, retrieve, and manipulate data for analysis of system capabilities and requirements.
Specify power supply requirements and configuration.
Recommend purchase of equipment to control dust, temperature, and humidity in area of system installation.
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Knowledge Requirements for:
"Computer Software Engineers, Applications"
Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Engineering and Technology -- Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
Telecommunications -- Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Design -- Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
See the education requirements for Computer Software Engineers, Applications
Skill Requirements for:
"Computer Software Engineers, Applications"
Programming -- Writing computer programs for various purposes.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Complex Problem Solving -- Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Troubleshooting -- Determining causes of operating errors and deciding what to do about it.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Technology Design -- Generating or adapting equipment and technology to serve user needs.
Judgment and Decision Making -- Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Operations Analysis -- Analyzing needs and product requirements to create a design.
Systems Analysis -- Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.
Ability Requirements for:
"Computer Software Engineers, Applications"
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Speech Clarity -- The ability to speak clearly so others can understand you.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Speech Recognition -- The ability to identify and understand the speech of another person.
"Computer Software Engineers, Applications" Job Activities
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Analyzing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Interpreting the Meaning of Information for Others -- Translating or explaining what information means and how it can be used.
Job Tasks for:
"Computer Support Specialists"
Install and perform minor repairs to hardware, software, and peripheral equipment, following design or installation specifications.
Oversee the daily performance of computer systems.
Set up equipment for employee use, performing or ensuring proper installation of cable, operating systems, and appropriate software.
Maintain record of daily data communication transactions, problems and remedial action taken, and installation activities.
Read technical manuals, confer with users, and conduct computer diagnostics to investigate and resolve problems and to provide technical assistance and support.
Confer with staff, users, and management to establish requirements for new systems or modifications.
Develop training materials and procedures, and/or train users in the proper use of hardware and software.
Refer major hardware or software problems or defective products to vendors or technicians for service.
Prepare evaluations of software or hardware, and recommend improvements or upgrades.
Read trade magazines and technical manuals, and attend conferences and seminars to maintain knowledge of hardware and software.
Supervise and coordinate workers engaged in problem-solving, monitoring, and installing data communication equipment and software.
Inspect equipment and read order sheets to prepare for delivery to users.
Modify and customize commercial programs for internal needs.
Answer users' inquiries regarding computer software and hardware operation to resolve problems.
Enter commands and observe system functioning to verify correct operations and detect errors.
Conduct office automation feasibility studies, including workflow analysis, space design, and cost comparison analysis.
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Knowledge Requirements for:
"Computer Support Specialists"
Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Engineering and Technology -- Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Telecommunications -- Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
Production and Processing -- Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods.
Design -- Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
Psychology -- Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
See the education requirements for Computer Support Specialists
Skill Requirements for:
"Computer Support Specialists"
Troubleshooting -- Determining causes of operating errors and deciding what to do about it.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Speaking -- Talking to others to convey information effectively.
Learning Strategies -- Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Instructing -- Teaching others how to do something.
Complex Problem Solving -- Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Ability Requirements for:
"Computer Support Specialists"
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Speech Clarity -- The ability to speak clearly so others can understand you.
Speech Recognition -- The ability to identify and understand the speech of another person.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
"Computer Support Specialists" Job Activities
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Establishing and Maintaining Interpersonal Relationships -- Developing constructive and cooperative working relationships with others, and maintaining them over time.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Interpreting the Meaning of Information for Others -- Translating or explaining what information means and how it can be used.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Job Tasks for:
"Computer Systems Analysts"
Provide staff and users with assistance solving computer related problems, such as malfunctions and program problems.
Test, maintain, and monitor computer programs and systems, including coordinating the installation of computer programs and systems.
Use object-oriented programming languages, as well as client/server applications development processes and multimedia and Internet technology.
Confer with clients regarding the nature of the information processing or computation needs a computer program is to address.
Coordinate and link the computer systems within an organization to increase compatibility and so information can be shared.
Consult with management to ensure agreement on system principles.
Expand or modify system to serve new purposes or improve work flow.
Interview or survey workers, observe job performance and/or perform the job in order to determine what information is processed and how it is processed.
Determine computer software or hardware needed to set up or alter system.
Train staff and users to work with computer systems and programs.
Analyze information processing or computation needs and plan and design computer systems, using techniques such as structured analysis, data modeling and information engineering.
Assess the usefulness of pre-developed application packages and adapt them to a user environment.
Define the goals of the system and devise flow charts and diagrams describing logical operational steps of programs.
Develop, document and revise system design procedures, test procedures, and quality standards.
Review and analyze computer printouts and performance indicators to locate code problems, and correct errors by correcting codes.
Recommend new equipment or software packages.
Read manuals, periodicals, and technical reports to learn how to develop programs that meet staff and user requirements.
Supervise computer programmers or other systems analysts or serve as project leaders for particular systems projects.
Utilize the computer in the analysis and solution of business problems such as development of integrated production and inventory control and cost analysis systems.
Prepare cost-benefit and return-on-investment analyses to aid in decisions on system implementation.
Specify inputs accessed by the system and plan the distribution and use of the results.
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Knowledge Requirements for:
"Computer Systems Analysts"
Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Design -- Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
Telecommunications -- Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Education and Training -- Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
See the education requirements for Computer Systems Analysts
Skill Requirements for:
"Computer Systems Analysts"
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Complex Problem Solving -- Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Troubleshooting -- Determining causes of operating errors and deciding what to do about it.
Service Orientation -- Actively looking for ways to help people.
Time Management -- Managing one's own time and the time of others.
Monitoring -- Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
Quality Control Analysis -- Conducting tests and inspections of products, services, or processes to evaluate quality or performance.
Ability Requirements for:
"Computer Systems Analysts"
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Speech Recognition -- The ability to identify and understand the speech of another person.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Speech Clarity -- The ability to speak clearly so others can understand you.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
"Computer Systems Analysts" Job Activities
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Analyzing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Interpreting the Meaning of Information for Others -- Translating or explaining what information means and how it can be used.
Job Tasks for:
"Computer, Automated Teller, and Office Machine Repairers"
Advise customers concerning equipment operation, maintenance and programming.
Align, adjust, and calibrate equipment according to specifications.
Analyze equipment performance records in order to assess equipment functioning.
Assemble machines according to specifications, using hand tools, power tools, and measuring devices.
Clean, oil, and adjust mechanical parts to maintain machines' operating efficiency and to prevent breakdowns.
Complete repair bills, shop records, time cards, and expense reports.
Converse with customers in order to determine details of equipment problems.
Disassemble machine to examine parts such as wires, gears, and bearings for wear and defects, using hand tools, power tools, and measuring devices.
Install and configure new equipment, including operating software and peripheral equipment.
Lay cable and hook up electrical connections between machines, power sources, and phone lines.
Maintain records of equipment maintenance work and repairs.
Operate machines in order to test functioning of parts and mechanisms.
Read specifications such as blueprints, charts, and schematics in order to determine machine settings and adjustments.
Reassemble machines after making repairs or replacing parts.
Reinstall software programs or adjust settings on existing software in order to fix machine malfunctions.
Repair, adjust, or replace electrical and mechanical components and parts, using hand tools, power tools, and soldering or welding equipment.
Test components and circuits of faulty equipment in order to locate defects, using oscilloscopes, signal generators, ammeters, voltmeters, or special diagnostic software programs.
Test new systems in order to ensure that they are in working order.
Update existing equipment, performing tasks such as installing updated circuit boards or additional memory.
Calibrate testing instruments.
Enter information into computers to copy programs from one electronic component to another, or to draw, modify, or store schematics.
Fill machines with toners, inks, or other duplicating fluids.
Maintain parts inventories, and order any additional parts needed for repairs.
Travel to customers' stores or offices to service machines, or to provide emergency repair service.
Train new repairers.
Job Tasks for:
"Concierges"
Make dining and other reservations for patrons, and obtain tickets for events.
Provide information about local features such as shopping, dining, nightlife, and recreational destinations.
Make travel arrangements for sightseeing and other tours.
Receive, store, and deliver luggage and mail.
Perform office duties on a temporary basis when needed.
Pick up and deliver items, or run errands for guests.
Carry out unusual requests such as searching for hard-to-find items and arranging for exotic services such as hot-air balloon rides.
Arrange for the replacement of items lost by travelers.
Arrange for interpreters or translators when patrons require such services.
Plan special events, parties, and meetings, which may include booking musicians or celebrities to appear.
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Knowledge Requirements for:
"Concierges"
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Telecommunications -- Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems.
Public Safety and Security -- Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
Psychology -- Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
Communications and Media -- Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media.
See the education requirements for Concierges
Skill Requirements for:
"Concierges"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Service Orientation -- Actively looking for ways to help people.
Speaking -- Talking to others to convey information effectively.
Social Perceptiveness -- Being aware of others' reactions and understanding why they react as they do.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Time Management -- Managing one's own time and the time of others.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Coordination -- Adjusting actions in relation to others' actions.
Learning Strategies -- Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Ability Requirements for:
"Concierges"
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Speech Clarity -- The ability to speak clearly so others can understand you.
Speech Recognition -- The ability to identify and understand the speech of another person.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Fluency of Ideas -- The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
"Concierges" Job Activities
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Performing for or Working Directly with the Public -- Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Establishing and Maintaining Interpersonal Relationships -- Developing constructive and cooperative working relationships with others, and maintaining them over time.
Judging the Qualities of Things, Services, or People -- Assessing the value, importance, or quality of things or people.
Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job.
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Job Tasks for:
"Construction and Building Inspectors"
Use survey instruments, metering devices, tape measures, and test equipment, such as concrete strength measurers, to perform inspections.
Inspect bridges, dams, highways, buildings, wiring, plumbing, electrical circuits, sewers, heating systems, and foundations during and after construction for structural quality, general safety and conformance to specifications and codes.
Maintain daily logs and supplement inspection records with photographs.
Review and interpret plans, blueprints, site layouts, specifications, and construction methods to ensure compliance to legal requirements and safety regulations.
Inspect and monitor construction sites to ensure adherence to safety standards, building codes, and specifications.
Measure dimensions and verify level, alignment, and elevation of structures and fixtures to ensure compliance to building plans and codes.
Issue violation notices and stop-work orders, conferring with owners, violators, and authorities to explain regulations and recommend rectifications.
Issue permits for construction, relocation, demolition and occupancy.
Approve and sign plans that meet required specifications.
Compute estimates of work completed or of needed renovations or upgrades, and approve payment for contractors.
Monitor installation of plumbing, wiring, equipment, and appliances to ensure that installation is performed properly and is in compliance with applicable regulations.
Examine lifting and conveying devices, such as elevators, escalators, moving sidewalks, lifts and hoists, inclined railways, ski lifts, and amusement rides to ensure safety and proper functioning.
Train, direct and supervise other construction inspectors.
Evaluate premises for cleanliness, including proper garbage disposal and lack of vermin infestation.
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Knowledge Requirements for:
"Construction and Building Inspectors"
Building and Construction -- Knowledge of materials, methods, and the tools involved in the construction or repair of houses, buildings, or other structures such as highways and roads.
Engineering and Technology -- Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Public Safety and Security -- Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
Design -- Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
See the education requirements for Construction and Building Inspectors
Skill Requirements for:
"Construction and Building Inspectors"
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Mathematics -- Using mathematics to solve problems.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Time Management -- Managing one's own time and the time of others.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Coordination -- Adjusting actions in relation to others' actions.
Social Perceptiveness -- Being aware of others' reactions and understanding why they react as they do.
Quality Control Analysis -- Conducting tests and inspections of products, services, or processes to evaluate quality or performance.
Ability Requirements for:
"Construction and Building Inspectors"
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Speech Clarity -- The ability to speak clearly so others can understand you.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Speech Recognition -- The ability to identify and understand the speech of another person.
Flexibility of Closure -- The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material.
"Construction and Building Inspectors" Job Activities
Inspecting Equipment, Structures, or Material -- Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Job Tasks for:
"Construction Carpenters"
Measure and mark cutting lines on materials, using ruler, pencil, chalk, and marking gauge.
Follow established safety rules and regulations and maintain a safe and clean environment.
Verify trueness of structure, using plumb bob and level.
Shape or cut materials to specified measurements, using hand tools, machines, or power saw.
Study specifications in blueprints, sketches or building plans to prepare project layout and determine dimensions and materials required.
Assemble and fasten materials to make framework or props, using hand tools and wood screws, nails, dowel pins, or glue.
Build or repair cabinets, doors, frameworks, floors, and other wooden fixtures used in buildings, using woodworking machines, carpenter's hand tools, and power tools.
Erect scaffolding and ladders for assembling structures above ground level.
Remove damaged or defective parts or sections of structures and repair or replace, using hand tools.
Install structures and fixtures, such as windows, frames, floorings, and trim, or hardware, using carpenter's hand and power tools.
Select and order lumber and other required materials.
Maintain records, document actions and present written progress reports.
Finish surfaces of woodwork or wallboard in houses and buildings, using paint, hand tools, and paneling.
Prepare cost estimates for clients or employers.
Arrange for subcontractors to deal with special areas such as heating and electrical wiring work.
Inspect ceiling or floor tile, wall coverings, siding, glass, or woodwork to detect broken or damaged structures.
Work with and/or remove hazardous material.
Construct forms and chutes for pouring concrete.
Cover subfloors with building paper to keep out moisture and lay hardwood, parquet, and wood-strip-block floors by nailing floors to subfloor or cementing them to mastic or asphalt base.
Fill cracks and other defects in plaster or plasterboard and sand patch, using patching plaster, trowel, and sanding tool.
Perform minor plumbing, welding and/or concrete mixing work.
Apply shock-absorbing, sound-deadening, and decorative paneling to ceilings and walls.
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Knowledge Requirements for:
"Construction Carpenters"
Building and Construction -- Knowledge of materials, methods, and the tools involved in the construction or repair of houses, buildings, or other structures such as highways and roads.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Design -- Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
Production and Processing -- Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods.
Engineering and Technology -- Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
Mechanical -- Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
Public Safety and Security -- Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
Law and Government -- Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process.
See the education requirements for Construction Carpenters
Skill Requirements for:
"Construction Carpenters"
Mathematics -- Using mathematics to solve problems.
Time Management -- Managing one's own time and the time of others.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Judgment and Decision Making -- Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Quality Control Analysis -- Conducting tests and inspections of products, services, or processes to evaluate quality or performance.
Management of Material Resources -- Obtaining and seeing to the appropriate use of equipment, facilities, and materials needed to do certain work.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Installation -- Installing equipment, machines, wiring, or programs to meet specifications.
Management of Financial Resources -- Determining how money will be spent to get the work done, and accounting for these expenditures.
Ability Requirements for:
"Construction Carpenters"
Arm-Hand Steadiness -- The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.
Trunk Strength -- The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without 'giving out' or fatiguing.
Multilimb Coordination -- The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Manual Dexterity -- The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Visualization -- The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
"Construction Carpenters" Job Activities
Controlling Machines and Processes -- Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
Judging the Qualities of Things, Services, or People -- Assessing the value, importance, or quality of things or people.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Coordinating the Work and Activities of Others -- Getting members of a group to work together to accomplish tasks.
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Scheduling Work and Activities -- Scheduling events, programs, and activities, as well as the work of others.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Tasks for:
"Construction Drillers"
Operates machine to flush earth cuttings, or blows dust from hole.
Assembles and positions machine, augers, and casing pipes.
Verifies depth and level of boring position.
Retracts auger to force discharge dirt from hole.
Starts, stops, and controls drilling speed of machine and insertion of casing into hole.
Signals crane operator to move equipment.
Drives truck or tractor to work site.
Operates hoist to lift power line poles into position.
Monitors drilling operation and strata being drilled to determine need to adjust drilling or insert casing into hole.
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Knowledge Requirements for:
"Construction Drillers"
Mechanical -- Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
Engineering and Technology -- Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
See the education requirements for Construction Drillers
Skill Requirements for:
"Construction Drillers"
Operation and Control -- Controlling operations of equipment or systems.
Operation Monitoring -- Watching gauges, dials, or other indicators to make sure a machine is working properly.
Ability Requirements for:
"Construction Drillers"
Control Precision -- The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Static Strength -- The ability to exert maximum muscle force to lift, push, pull, or carry objects.
Manual Dexterity -- The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
Response Orientation -- The ability to choose quickly between two or more movements in response to two or more different signals (lights, sounds, pictures). It includes the speed with which the correct response is started with the hand, foot, or other body part.
Reaction Time -- The ability to quickly respond (with the hand, finger, or foot) to a signal (sound, light, picture) when it appears.
Multilimb Coordination -- The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion.
Depth Perception -- The ability to judge which of several objects is closer or farther away from you, or to judge the distance between you and an object.
Trunk Strength -- The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without 'giving out' or fatiguing.
Dynamic Strength -- The ability to exert muscle force repeatedly or continuously over time. This involves muscular endurance and resistance to muscle fatigue.
"Construction Drillers" Job Activities
Controlling Machines and Processes -- Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
Operating Vehicles, Mechanized Devices, or Equipment -- Running, maneuvering, navigating, or driving vehicles or mechanized equipment, such as forklifts, passenger vehicles, aircraft, or water craft.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Inspecting Equipment, Structures, or Material -- Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Estimating the Quantifiable Characteristics of Products, Events, or Information -- Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity.
Job Tasks for:
"Construction Laborers"
Mop, brush, or spread paints, cleaning solutions, or other compounds over surfaces to clean them or to provide protection.
Operate jackhammers and drills to break up concrete or pavement.
Place, consolidate, and protect case-in-place concrete or masonry structures.
Position, join, align, and seal structural components, such as concrete wall sections and pipes.
Shovel cement and other materials into portable cement mixers; and mix, pour, and spread concrete.
Signal equipment operators to facilitate alignment, movement, and adjustment of machinery, equipment, and materials.
Smooth and finish freshly poured cement or concrete, using floats, trowels, screeds, or powered cement finishing tools.
Spray materials such as water, sand, steam, vinyl, paint, or stucco through hoses to clean, coat, or seal surfaces.
Tend machines that pump concrete, grout, cement, sand, plaster or stucco through spray-guns for application to ceilings and walls.
Tend pumps, compressors, and generators to provide power for tools, machinery, and equipment, or to heat and move materials such as asphalt.
Lubricate, clean, and repair machinery, equipment, and tools.
Operate, read, and maintain air monitoring and other sampling devices in confined and/or hazardous environments.
Apply caulking compounds by hand or using caulking guns.
Build and position forms for pouring concrete, and dismantle forms after use, using saws, hammers, nails, or bolts.
Clean and prepare construction sites to eliminate possible hazards.
Control traffic passing near, in, and around work zones.
Dig ditches or trenches, backfill excavations, and compact and level earth to grade specifications, using picks, shovels, pneumatic tampers, and rakes.
Erect and disassemble scaffolding, shoring, braces, traffic barricades, ramps, and other temporary structures.
Grind, scrape, sand, or polish surfaces such as concrete, marble, terrazzo, or wood flooring, using abrasive tools or machines.
Install sewer, water, and storm drain pipes, using pipe-laying machinery and laser guidance equipment.
Load, unload, and identify building materials, machinery, and tools, and distribute them to the appropriate locations, according to project plans and specifications.
Measure, mark, and record openings and distances to lay out areas where construction work will be performed.
Mix ingredients to create compounds for covering or cleaning surfaces.
Provide assistance to craft workers, such as carpenters, plasterers, and masons.
Raze buildings and salvage useful materials.
Read and interpret plans, instructions, and specifications to determine work activities.
Transport and set explosives for tunnel, shaft, and road construction.
Use computers and other input devices to control robotic pipe cutters and cleaners.
Identify, pack, and transport hazardous and/or radioactive materials.
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Knowledge Requirements for:
"Construction Laborers"
Building and Construction -- Knowledge of materials, methods, and the tools involved in the construction or repair of houses, buildings, or other structures such as highways and roads.
Mechanical -- Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
Engineering and Technology -- Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
See the education requirements for Construction Laborers
Skill Requirements for:
"Construction Laborers"
Equipment Selection -- Determining the kind of tools and equipment needed to do a job.
Ability Requirements for:
"Construction Laborers"
Static Strength -- The ability to exert maximum muscle force to lift, push, pull, or carry objects.
Trunk Strength -- The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without 'giving out' or fatiguing.
Explosive Strength -- The ability to use short bursts of muscle force to propel oneself (as in jumping or sprinting), or to throw an object.
Multilimb Coordination -- The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion.
Manual Dexterity -- The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
"Construction Laborers" Job Activities
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Controlling Machines and Processes -- Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Repairing and Maintaining Mechanical Equipment -- Servicing, repairing, adjusting, and testing machines, devices, moving parts, and equipment that operate primarily on the basis of mechanical (not electronic) principles.
Job Tasks for:
"Construction Managers"
Schedule the project in logical steps and budget time required to meet deadlines.
Determine labor requirements and dispatch workers to construction sites.
Inspect and review projects to monitor compliance with building and safety codes, and other regulations.
Interpret and explain plans and contract terms to administrative staff, workers, and clients, representing the owner or developer.
Prepare contracts and negotiate revisions, changes and additions to contractual agreements with architects, consultants, clients, suppliers and subcontractors.
Obtain all necessary permits and licenses.
Direct and supervise workers.
Study job specifications to determine appropriate construction methods.
Select, contract, and oversee workers who complete specific pieces of the project, such as painting or plumbing.
Requisition supplies and materials to complete construction projects.
Prepare and submit budget estimates and progress and cost tracking reports.
Develop and implement quality control programs.
Take actions to deal with the results of delays, bad weather, or emergencies at construction site.
Confer with supervisory personnel, owners, contractors, and design professionals to discuss and resolve matters such as work procedures, complaints, and construction problems.
Plan, organize, and direct activities concerned with the construction and maintenance of structures, facilities, and systems.
Investigate damage, accidents, or delays at construction sites, to ensure that proper procedures are being carried out.
Evaluate construction methods and determine cost-effectiveness of plans, using computers.
Direct acquisition of land for construction projects.
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Knowledge Requirements for:
"Construction Managers"
Building and Construction -- Knowledge of materials, methods, and the tools involved in the construction or repair of houses, buildings, or other structures such as highways and roads.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Design -- Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Public Safety and Security -- Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Mechanical -- Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
Engineering and Technology -- Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
Economics and Accounting -- Knowledge of economic and accounting principles and practices, the financial markets, banking and the analysis and reporting of financial data.
See the education requirements for Construction Managers
Skill Requirements for:
"Construction Managers"
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Coordination -- Adjusting actions in relation to others' actions.
Instructing -- Teaching others how to do something.
Mathematics -- Using mathematics to solve problems.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Judgment and Decision Making -- Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Negotiation -- Bringing others together and trying to reconcile differences.
Ability Requirements for:
"Construction Managers"
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Speech Clarity -- The ability to speak clearly so others can understand you.
Speech Recognition -- The ability to identify and understand the speech of another person.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
"Construction Managers" Job Activities
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Organizing, Planning, and Prioritizing Work -- Developing specific goals and plans to prioritize, organize, and accomplish your work.
Inspecting Equipment, Structures, or Material -- Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
Scheduling Work and Activities -- Scheduling events, programs, and activities, as well as the work of others.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Coordinating the Work and Activities of Others -- Getting members of a group to work together to accomplish tasks.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Estimating the Quantifiable Characteristics of Products, Events, or Information -- Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity.
Job Tasks for:
"Continuous Mining Machine Operators"
Determine locations, boundaries, and depths of holes or channels to be cut.
Drive machines into position at working faces.
Move controls to start and regulate movement of conveyors, and to start and position drill cutters or torches.
Move levers to raise and lower hydraulic safety bars that support roofs above machines until other workers complete their framing.
Observe and listen to equipment operation to detect binding or stoppage of tools and other equipment malfunctions.
Reposition machines to make additional holes or cuts.
Start machines to gather coal and convey it to floors or shuttle cars.
Guide and assist crews laying track and resetting supports and blocking.
Install casings to prevent cave-ins.
Repair, oil, and adjust machines, and change cutting teeth, using wrenches.
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Knowledge Requirements for:
"Continuous Mining Machine Operators"
Mechanical -- Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
See the education requirements for Continuous Mining Machine Operators
Skill Requirements for:
"Continuous Mining Machine Operators"
Operation and Control -- Controlling operations of equipment or systems.
Equipment Maintenance -- Performing routine maintenance on equipment and determining when and what kind of maintenance is needed.
Repairing -- Repairing machines or systems using the needed tools.
Coordination -- Adjusting actions in relation to others' actions.
Ability Requirements for:
"Continuous Mining Machine Operators"
Control Precision -- The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions.
Multilimb Coordination -- The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion.
"Continuous Mining Machine Operators" Job Activities
Controlling Machines and Processes -- Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
Operating Vehicles, Mechanized Devices, or Equipment -- Running, maneuvering, navigating, or driving vehicles or mechanized equipment, such as forklifts, passenger vehicles, aircraft, or water craft.
Repairing and Maintaining Mechanical Equipment -- Servicing, repairing, adjusting, and testing machines, devices, moving parts, and equipment that operate primarily on the basis of mechanical (not electronic) principles.
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Job Tasks for:
"Control and Valve Installers and Repairers, Except Mechanical Door"
Calibrate thermostats for specified temperature or pressure settings.
Clean internal compartments and moving parts, using rags and cleaning compounds.
Connect regulators to test stands, and turn screw adjustments until gauges indicate that inlet and outlet pressures meet specifications.
Disassemble and repair mechanical control devices or valves, such as regulators, thermostats, or hydrants, using power tools, hand tools, and cutting torches.
Dismantle meters, and replace or adjust defective parts such as cases, shafts, gears, disks, and recording mechanisms, using soldering irons and hand tools.
Examine valves or mechanical control device parts for defects, dents, or loose attachments, and mark malfunctioning areas of defective units.
Install, inspect and test electric meters, relays, and power sources to detect causes of malfunctions and inaccuracies, using hand tools and testing equipment.
Install regulators and related equipment such as gas meters, odorization units, and gas pressure telemetering equipment.
Lubricate wearing surfaces of mechanical parts, using oils or other lubricants.
Make adjustments to meter components, such as setscrews or timing mechanisms, so that they conform to specifications.
Measure tolerances of assembled and salvageable parts for conformance to standards or specifications, using gauges, micrometers, and calipers.
Mount and install meters and other electric equipment such as time clocks, transformers, and circuit breakers, using electricians' hand tools.
Investigate instances of illegal tapping into service lines.
Recommend and write up specifications for changes in hardware, such as house wiring.
Report hazardous field situations and damaged or missing meters.
Shut off service and notify repair crews when major repairs are required, such as the replacement of underground pipes or wiring.
Reassemble repaired equipment, and solder top, front, and back case panels in place, using soldering guns, power tools, and hand tools.
Record meter readings and installation data on meter cards, work orders, or field service orders, or enter data into hand-held computers.
Repair electric meters and components, such as transformers and relays, and replace metering devices, dial glasses, and faulty or incorrect wiring, using hand tools.
Repair leaks in valve seats or bellows of automotive heater thermostats, using soft solder, flux, and acetylene torches.
Replace defective parts, such as bellows, range springs, and toggle switches, and reassemble units according to blueprints, using cam presses and hand tools.
Splice and connect cables from meters or current transformers to pull boxes or switchboards, using hand tools.
Test valves and regulators for leaks and accurate temperature and pressure settings, using precision testing equipment.
Advise customers on proper installation of valves or regulators and related equipment.
Attach air hoses to meter inlets; then plug outlets and observe gauges for pressure losses in order to test internal seams for leaks.
Attach pressurized meters to fixtures which submerge them in water, and observe meters for leaks.
Clamp regulator units into vises on stages above water tanks, and attach compressed air hoses to intake ports.
Clean plant growth, scale, paint, soil, and/or rust from meter housings, using wire brushes, scrapers, buffers, sandblasters, and/or cleaning compounds.
Connect hoses from provers to meter inlets and outlets, and raise prover bells until prover gauges register zero.
Cut seats to receive new orifices, tap inspection ports, and perform other repairs in order to salvage usable materials, using hand tools and machine tools.
Dip valves and regulators in molten lead to prevent leakage, and paint valves, fittings, and other devices, using spray guns.
Disconnect and/or remove defective or unauthorized meters, using hand tools.
Operate power-driven foot pedals to raise and/or lower regulators into and out of water tanks.
Recondition displacement type gas meters and governors, fabricating, machining, and/or modifying parts needed for repairs.
Record maintenance information, including test results, material usage, and repairs made.
Trace and tag meters or house lines.
Turn meters on or off to establish or close service.
Turn valves to allow measured amounts of air or gas to pass through meters at specified flow rates.
Vary air pressure flowing into regulators and turn handles to assess functioning of valves and pistons.
Collect money due on delinquent accounts.
Job Tasks for:
"Conveyor Operators and Tenders"
Contact workers in work stations or other departments to request movement of materials, products, or machinery, or to notify them of incoming shipments and their estimated delivery times.
Distribute materials, supplies, and equipment to work stations, using lifts and trucks.
Join sections of conveyor frames at temporary working areas, and connect power units.
Measure dimensions of bundles, using rulers, and cut battens to required sizes, using power saws.
Move, assemble, and connect hoses or nozzles to material hoppers, storage tanks, conveyor sections or chutes, and pumps.
Operate consoles to control automatic palletizing equipment.
Operate elevator systems in conjunction with conveyor systems.
Record production data such as weights, types, quantities, and storage locations of materials, as well as equipment performance problems and downtime.
Repair or replace equipment components or parts such as blades, rolls, and pumps.
Thread strapping through strapping tools; then secure battens with strapping to form protective pallets around extrusions.
Inform supervisors of equipment malfunctions that need to be addressed.
Load, unload, or adjust materials or products on conveyors by hand, by using lifts, hoists, and scoops, or by opening gates, chutes, or hoppers.
Manipulate controls, levers, and valves to start pumps, auxiliary equipment, or conveyors, and to adjust equipment positions, speeds, timing, and material flows.
Observe conveyor operations and monitor lights, dials, and gauges, in order to maintain specified operating levels and to detect equipment malfunctions.
Observe packages moving along conveyors in order to identify packages and to detect defective packaging.
Position deflector bars, gates, chutes, or spouts to divert flow of materials from one conveyor onto another conveyor.
Press console buttons to deflect packages to predetermined accumulators or reject lines.
Read production and delivery schedules, and confer with supervisors, to determine sorting and transfer procedures, arrangement of packages on pallets, and destinations of loaded pallets.
Stop equipment or machinery and clear jams, using poles, bars, and hand tools, or remove damaged materials from conveyors.
Weigh or measure materials and products, using scales or other measuring instruments, or read scales on conveyors that continually weigh products, in order to verify specified tonnages and prevent overloads.
Affix identifying information to materials or products, using hand tools.
Clean, sterilize, and maintain equipment, machinery, and work stations, using hand tools, shovels, brooms, chemicals, hoses, and lubricants.
Collect samples of materials or products, checking them to ensure conformance to specifications or sending them to laboratories for analysis.
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Knowledge Requirements for:
"Conveyor Operators and Tenders"
Production and Processing -- Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods.
Mechanical -- Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
See the education requirements for Conveyor Operators and Tenders
Skill Requirements for:
"Conveyor Operators and Tenders"
Operation and Control -- Controlling operations of equipment or systems.
Operation Monitoring -- Watching gauges, dials, or other indicators to make sure a machine is working properly.
Equipment Maintenance -- Performing routine maintenance on equipment and determining when and what kind of maintenance is needed.
Repairing -- Repairing machines or systems using the needed tools.
Troubleshooting -- Determining causes of operating errors and deciding what to do about it.
Equipment Selection -- Determining the kind of tools and equipment needed to do a job.
Ability Requirements for:
"Conveyor Operators and Tenders"
Perceptual Speed -- The ability to quickly and accurately compare similarities and differences among sets of letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Control Precision -- The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions.
Manual Dexterity -- The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
Trunk Strength -- The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without 'giving out' or fatiguing.
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
"Conveyor Operators and Tenders" Job Activities
Controlling Machines and Processes -- Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Inspecting Equipment, Structures, or Material -- Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Repairing and Maintaining Mechanical Equipment -- Servicing, repairing, adjusting, and testing machines, devices, moving parts, and equipment that operate primarily on the basis of mechanical (not electronic) principles.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Estimating the Quantifiable Characteristics of Products, Events, or Information -- Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity.
Job Tasks for:
"Cooks, Fast Food"
Maintain sanitation, health, and safety standards in work areas.
Clean food preparation areas, cooking surfaces, and utensils.
Operate large-volume cooking equipment such as grills, deep-fat fryers, or griddles.
Verify that prepared food meets requirements for quality and quantity.
Take food and drink orders and receive payment from customers.
Read food order slips or receive verbal instructions as to food required by patron, and prepare and cook food according to instructions.
Wash, cut, and prepare foods designated for cooking.
Measure ingredients required for specific food items being prepared.
Cook and package batches of food, such as hamburgers and fried chicken, which are prepared to order or kept warm until sold.
Cook the exact number of items ordered by each customer, working on several different orders simultaneously.
Serve orders to customers at windows, counters, or tables.
Clean, stock, and restock workstations and display cases.
Prepare specialty foods such as pizzas, fish and chips, sandwiches, and tacos, following specific methods that usually require short preparation time.
Prepare dough, following recipe.
Schedule activities and equipment use with managers, using information about daily menus to help coordinate cooking times.
Prepare and serve beverages such as coffee and fountain drinks.
Mix ingredients such as pancake or waffle batters.
Order and take delivery of supplies.
Pre-cook items such as bacon, in order to prepare them for later use.
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Knowledge Requirements for:
"Cooks, Fast Food"
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Food Production -- Knowledge of techniques and equipment for planting, growing, and harvesting food products (both plant and animal) for consumption, including storage/handling techniques.
Production and Processing -- Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods.
Personnel and Human Resources -- Knowledge of principles and procedures for personnel recruitment, selection, training, compensation and benefits, labor relations and negotiation, and personnel information systems.
Sales and Marketing -- Knowledge of principles and methods for showing, promoting, and selling products or services. This includes marketing strategy and tactics, product demonstration, sales techniques, and sales control systems.
See the education requirements for Cooks, Fast Food
Skill Requirements for:
"Cooks, Fast Food"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Speaking -- Talking to others to convey information effectively.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Service Orientation -- Actively looking for ways to help people.
Instructing -- Teaching others how to do something.
Social Perceptiveness -- Being aware of others' reactions and understanding why they react as they do.
Mathematics -- Using mathematics to solve problems.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Learning Strategies -- Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Monitoring -- Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
Ability Requirements for:
"Cooks, Fast Food"
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Speech Recognition -- The ability to identify and understand the speech of another person.
Trunk Strength -- The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without 'giving out' or fatiguing.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
"Cooks, Fast Food" Job Activities
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Judging the Qualities of Things, Services, or People -- Assessing the value, importance, or quality of things or people.
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Performing for or Working Directly with the Public -- Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
Inspecting Equipment, Structures, or Material -- Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Organizing, Planning, and Prioritizing Work -- Developing specific goals and plans to prioritize, organize, and accomplish your work.
Scheduling Work and Activities -- Scheduling events, programs, and activities, as well as the work of others.
Job Tasks for:
"Cooks, Institution and Cafeteria"
Cook foodstuffs according to menus, special dietary or nutritional restrictions, and numbers of portions to be served.
Clean and inspect galley equipment, kitchen appliances, and work areas in order to ensure cleanliness and functional operation.
Direct activities of one or more workers who assist in preparing and serving meals.
Bake breads, rolls, and other pastries.
Clean, cut, and cook meat, fish, and poultry.
Compile and maintain records of food use and expenditures.
Determine meal prices based on calculations of ingredient prices.
Requisition food supplies, kitchen equipment, and appliances, based on estimates of future needs.
Apportion and serve food to facility residents, employees, or patrons.
Monitor menus and spending in order to ensure that meals are prepared economically.
Monitor use of government food commodities to ensure that proper procedures are followed.
Plan menus that are varied, nutritionally balanced, and appetizing, taking advantage of foods in season and local availability.
Take inventory of supplies and equipment.
Train new employees.
Wash pots, pans, dishes, utensils, and other cooking equipment.
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Knowledge Requirements for:
"Cooks, Institution and Cafeteria"
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
See the education requirements for Cooks, Institution and Cafeteria
Skill Requirements for:
"Cooks, Institution and Cafeteria"
Service Orientation -- Actively looking for ways to help people.
Mathematics -- Using mathematics to solve problems.
Ability Requirements for:
"Cooks, Institution and Cafeteria"
Wrist-Finger Speed -- The ability to make fast, simple, repeated movements of the fingers, hands, and wrists.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
"Cooks, Institution and Cafeteria" Job Activities
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Estimating the Quantifiable Characteristics of Products, Events, or Information -- Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity.
Monitoring and Controlling Resources -- Monitoring and controlling resources and overseeing the spending of money.
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Job Tasks for:
"Cooks, Private Household"
Prepare meals in private homes according to employers' recipes or tastes, handling all meals for the family and possibly for other household staff.
Stock, organize, and clean kitchens and cooking utensils.
Shop for or order food and kitchen supplies and equipment.
Serve meals and snacks to employing families and their guests.
Plan menus according to employers' needs and diet restrictions.
Plan and prepare food for parties, holiday meals, luncheons, special functions, and other social events.
Peel, wash, trim, and cook vegetables and meats, and bake breads and pastries.
Direct the operation and organization of kitchens and all food-related activities, including the presentation and serving of food.
Travel with employers to vacation homes to provide meal preparation at those locations.
Specialize in preparing fancy dishes and/or food for special diets.
Create and explore new cuisines.
Job Tasks for:
"Cooks, Restaurant"
Inspect food preparation and serving areas to ensure observance of safe, sanitary food-handling practices.
Turn or stir foods to ensure even cooking.
Season and cook food according to recipes or personal judgment and experience.
Observe and test foods to determine if they have been cooked sufficiently, using methods such as tasting, smelling, or piercing them with utensils.
Weigh, measure, and mix ingredients according to recipes or personal judgment, using various kitchen utensils and equipment.
Portion, arrange, and garnish food, and serve food to waiters or patrons.
Regulate temperature of ovens, broilers, grills, and roasters.
Substitute for or assist other cooks during emergencies or rush periods.
Bake, roast, broil, and steam meats, fish, vegetables, and other foods.
Wash, peel, cut, and seed fruits and vegetables to prepare them for consumption.
Estimate expected food consumption; then requisition or purchase supplies, or procure food from storage.
Carve and trim meats such as beef, veal, ham, pork, and lamb for hot or cold service, or for sandwiches.
Coordinate and supervise work of kitchen staff.
Consult with supervisory staff to plan menus, taking into consideration factors such as costs and special event needs.
Butcher and dress animals, fowl, or shellfish, or cut and bone meat prior to cooking.
Bake breads, rolls, cakes, and pastries.
Prepare relishes and hors d'oeuvres.
Keep records and accounts.
Plan and price menu items.
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Knowledge Requirements for:
"Cooks, Restaurant"
Food Production -- Knowledge of techniques and equipment for planting, growing, and harvesting food products (both plant and animal) for consumption, including storage/handling techniques.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
See the education requirements for Cooks, Restaurant
Skill Requirements for:
"Cooks, Restaurant"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Speaking -- Talking to others to convey information effectively.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Instructing -- Teaching others how to do something.
Learning Strategies -- Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Social Perceptiveness -- Being aware of others' reactions and understanding why they react as they do.
Coordination -- Adjusting actions in relation to others' actions.
Ability Requirements for:
"Cooks, Restaurant"
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Time Sharing -- The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources).
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Manual Dexterity -- The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Speech Clarity -- The ability to speak clearly so others can understand you.
Speech Recognition -- The ability to identify and understand the speech of another person.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
"Cooks, Restaurant" Job Activities
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Inspecting Equipment, Structures, or Material -- Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Training and Teaching Others -- Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Job Tasks for:
"Cooks, Short Order"
Clean food preparation equipment, work areas, and counters or tables.
Plan work on orders so that items served together are finished at the same time.
Grill, cook, and fry foods such as french fries, eggs, and pancakes.
Take orders from customers and cook foods requiring short preparation times, according to customer requirements.
Grill and garnish hamburgers or other meats such as steaks and chops.
Complete orders from steam tables, placing food on plates and serving customers at tables or counters.
Perform simple food preparation tasks such as making sandwiches, carving meats, and brewing coffee.
Order supplies and stock them on shelves.
Accept payments, and make change or write charge slips as necessary.
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Knowledge Requirements for:
"Cooks, Short Order"
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Food Production -- Knowledge of techniques and equipment for planting, growing, and harvesting food products (both plant and animal) for consumption, including storage/handling techniques.
See the education requirements for Cooks, Short Order
Skill Requirements for:
"Cooks, Short Order"
Coordination -- Adjusting actions in relation to others' actions.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Time Management -- Managing one's own time and the time of others.
Judgment and Decision Making -- Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Service Orientation -- Actively looking for ways to help people.
Instructing -- Teaching others how to do something.
Learning Strategies -- Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Troubleshooting -- Determining causes of operating errors and deciding what to do about it.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Speaking -- Talking to others to convey information effectively.
Ability Requirements for:
"Cooks, Short Order"
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Speech Recognition -- The ability to identify and understand the speech of another person.
Speech Clarity -- The ability to speak clearly so others can understand you.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Arm-Hand Steadiness -- The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Manual Dexterity -- The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
Selective Attention -- The ability to concentrate on a task over a period of time without being distracted.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Time Sharing -- The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources).
"Cooks, Short Order" Job Activities
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Performing for or Working Directly with the Public -- Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Establishing and Maintaining Interpersonal Relationships -- Developing constructive and cooperative working relationships with others, and maintaining them over time.
Job Tasks for:
"Cooling and Freezing Equipment Operators and Tenders"
Adjust machine or freezer speed and air intake in order to obtain desired consistency and amount of product.
Correct machinery malfunctions by performing actions such as removing jams, and inform supervisors of malfunctions as necessary.
Insert forming fixtures, and start machines that cut frozen products into measured portions or specified shapes.
Load and position wrapping paper, sticks, bags, or cartons into dispensing machines.
Measure or weigh specified amounts of ingredients or materials, and load them into tanks, vats, hoppers, or other equipment.
Monitor pressure gauges, ammeters, flowmeters, thermometers, or products, and adjust controls to maintain specified conditions, such as feed rate, product consistency, temperature, air pressure, and machine speed.
Place or position containers into equipment, and remove containers after completion of cooling or freezing processes.
Position molds on conveyors, and measure and adjust level of fill, using depth gauges.
Read dials and gauges on panel control boards in order to ascertain temperatures, alkalinities, and densities of mixtures, and turn valves in order to obtain specified mixtures.
Scrape, dislodge, or break excess frost, ice, or frozen product from equipment in order to prevent accumulation, using hands and hand tools.
Start agitators to blend contents, or start beater, scraper, and expeller blades to mix contents with air and prevent sticking.
Start machinery such as pumps, feeders, or conveyors, and turn valves in order to heat, admit, or transfer products, refrigerants, or mixes.
Stir material with spoons or paddles in order to mix ingredients or allow even cooling and prevent coagulation.
Weigh packages and adjust freezer air valves or switches on filler heads in order to obtain specified amounts of product in each container.
Activate mechanical rakes in order to regulate flow of ice from storage bins to vats.
Assemble equipment, and attach pipes, fittings, or valves, using hand tools.
Inspect and flush lines with solutions or steam, and spray equipment with sterilizing solutions.
Record temperatures, amounts of materials processed, and/or test results on report forms.
Sample and test product characteristics such as specific gravity, acidity, and sugar content, using hydrometers, pH meters, or refractometers.
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Knowledge Requirements for:
"Cooling and Freezing Equipment Operators and Tenders"
Mechanical -- Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
See the education requirements for Cooling and Freezing Equipment Operators and Tenders
Skill Requirements for:
"Cooling and Freezing Equipment Operators and Tenders"
Operation and Control -- Controlling operations of equipment or systems.
Operation Monitoring -- Watching gauges, dials, or other indicators to make sure a machine is working properly.
Repairing -- Repairing machines or systems using the needed tools.
Equipment Maintenance -- Performing routine maintenance on equipment and determining when and what kind of maintenance is needed.
Quality Control Analysis -- Conducting tests and inspections of products, services, or processes to evaluate quality or performance.
Science -- Using scientific rules and methods to solve problems.
Monitoring -- Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
Troubleshooting -- Determining causes of operating errors and deciding what to do about it.
Mathematics -- Using mathematics to solve problems.
Equipment Selection -- Determining the kind of tools and equipment needed to do a job.
Ability Requirements for:
"Cooling and Freezing Equipment Operators and Tenders"
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Finger Dexterity -- The ability to make precisely coordinated movements of the fingers of one or both hands to grasp, manipulate, or assemble very small objects.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Control Precision -- The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions.
Wrist-Finger Speed -- The ability to make fast, simple, repeated movements of the fingers, hands, and wrists.
Manual Dexterity -- The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
Arm-Hand Steadiness -- The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.
Multilimb Coordination -- The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion.
Perceptual Speed -- The ability to quickly and accurately compare similarities and differences among sets of letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object.
Number Facility -- The ability to add, subtract, multiply, or divide quickly and correctly.
"Cooling and Freezing Equipment Operators and Tenders" Job Activities
Controlling Machines and Processes -- Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Repairing and Maintaining Mechanical Equipment -- Servicing, repairing, adjusting, and testing machines, devices, moving parts, and equipment that operate primarily on the basis of mechanical (not electronic) principles.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Inspecting Equipment, Structures, or Material -- Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Job Tasks for:
"Copy Writers"
Write advertising copy for use by publication, broadcast or internet media to promote the sale of goods and services.
Present drafts and ideas to clients.
Discuss with the client the product, advertising themes and methods, and any changes that should be made in advertising copy.
Vary language and tone of messages based on product and medium.
Consult with sales, media and marketing representatives to obtain information on product or service and discuss style and length of advertising copy.
Edit or rewrite existing copy as necessary, and submit copy for approval by supervisor.
Write to customers in their terms and on their level so that the advertiser's sales message is more readily received.
Write articles, bulletins, sales letters, speeches, and other related informative, marketing and promotional material.
Invent names for products and write the slogans that appear on packaging, brochures and other promotional material.
Review advertising trends, consumer surveys, and other data regarding marketing of goods and services to determine the best way to promote products.
Develop advertising campaigns for a wide range of clients, working with an advertising agency's creative director and art director to determine the best way to present advertising information.
Conduct research and interviews to determine which of a product's selling features should be promoted.
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Knowledge Requirements for:
"Copy Writers"
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Communications and Media -- Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media.
Sales and Marketing -- Knowledge of principles and methods for showing, promoting, and selling products or services. This includes marketing strategy and tactics, product demonstration, sales techniques, and sales control systems.
See the education requirements for Copy Writers
Skill Requirements for:
"Copy Writers"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Time Management -- Managing one's own time and the time of others.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Speaking -- Talking to others to convey information effectively.
Persuasion -- Persuading others to change their minds or behavior.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Coordination -- Adjusting actions in relation to others' actions.
Equipment Selection -- Determining the kind of tools and equipment needed to do a job.
Ability Requirements for:
"Copy Writers"
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
Originality -- The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Fluency of Ideas -- The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
Speech Clarity -- The ability to speak clearly so others can understand you.
Speech Recognition -- The ability to identify and understand the speech of another person.
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
"Copy Writers" Job Activities
Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Establishing and Maintaining Interpersonal Relationships -- Developing constructive and cooperative working relationships with others, and maintaining them over time.
Selling or Influencing Others -- Convincing others to buy merchandise/goods or to otherwise change their minds or actions.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Organizing, Planning, and Prioritizing Work -- Developing specific goals and plans to prioritize, organize, and accomplish your work.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job.
Job Tasks for:
"Coroners"
Coordinate the release of personal effects to authorized persons, and facilitate the disposition of unclaimed corpses and personal effects.
Inventory personal effects, such as jewelry or wallets, that are recovered from bodies.
Locate and document information regarding the next of kin, including their relationship to the deceased and the status of notification attempts.
Provide information concerning the circumstances of death to relatives of the deceased.
Remove or supervise removal of bodies from death scenes, using the proper equipment and supplies, and arrange for transportation to morgues.
Witness and certify deaths that are the result of a judicial order.
Record the disposition of minor children, as well as details of arrangements made for their care.
Collect and document any pertinent medical history information.
Complete death certificates, including the assignment of a cause and manner of death.
Complete reports and forms required to finalize cases.
Direct activities of workers who conduct autopsies, perform pathological and toxicological analyses, and prepare documents for permanent records.
Inquire into the cause, manner, and circumstances of human deaths, and establish the identities of deceased persons.
Interview persons present at death scenes to obtain information useful in determining the manner of death.
Observe and record the positions and conditions of bodies and of related evidence.
Observe, record, and preserve any objects or personal property related to deaths, including objects such as medication containers and suicide notes.
Perform medico-legal examinations and autopsies, conducting preliminary examinations of the body in order to identify victims, to locate signs of trauma, and to identify factors that would indicate time of death.
Testify at inquests, hearings, and court trials.
Arrange for the next of kin to be notified of deaths.
Collect wills, burial instructions, and other documentation needed for investigations and for handling of the remains.
Confer with officials of public health and law enforcement agencies in order to coordinate interdepartmental activities.
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Knowledge Requirements for:
"Coroners"
Biology -- Knowledge of plant and animal organisms, their tissues, cells, functions, interdependencies, and interactions with each other and the environment.
Medicine and Dentistry -- Knowledge of the information and techniques needed to diagnose and treat human injuries, diseases, and deformities. This includes symptoms, treatment alternatives, drug properties and interactions, and preventive health-care measures.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
Law and Government -- Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process.
Chemistry -- Knowledge of the chemical composition, structure, and properties of substances and of the chemical processes and transformations that they undergo. This includes uses of chemicals and their interactions, danger signs, production techniques, and disposal methods.
See the education requirements for Coroners
Skill Requirements for:
"Coroners"
Science -- Using scientific rules and methods to solve problems.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Coordination -- Adjusting actions in relation to others' actions.
Speaking -- Talking to others to convey information effectively.
Judgment and Decision Making -- Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Mathematics -- Using mathematics to solve problems.
Complex Problem Solving -- Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Ability Requirements for:
"Coroners"
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Speech Clarity -- The ability to speak clearly so others can understand you.
Flexibility of Closure -- The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material.
"Coroners" Job Activities
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Analyzing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Coordinating the Work and Activities of Others -- Getting members of a group to work together to accomplish tasks.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Guiding, Directing, and Motivating Subordinates -- Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.
Job Tasks for:
"Correctional Officers and Jailers"
Monitor conduct of prisoners, according to established policies, regulations, and procedures, in order to prevent escape or violence.
Inspect conditions of locks, window bars, grills, doors, and gates at correctional facilities, in order to ensure that they will prevent escapes.
Search prisoners, cells, and vehicles for weapons, valuables, or drugs.
Guard facility entrances in order to screen visitors.
Search for and recapture escapees.
Inspect mail for the presence of contraband.
Take prisoners into custody and escort to locations within and outside of facility, such as visiting room, courtroom, or airport.
Record information, such as prisoner identification, charges, and incidences of inmate disturbance.
Use weapons, handcuffs, and physical force to maintain discipline and order among prisoners.
Conduct fire, safety, and sanitation inspections.
Provide to supervisors oral and written reports of the quality and quantity of work performed by inmates, inmate disturbances and rule violations, and unusual occurrences.
Settle disputes between inmates.
Drive passenger vehicles and trucks used to transport inmates to other institutions, courtrooms, hospitals, and work sites.
Arrange daily schedules for prisoners including library visits, work assignments, family visits, and counseling appointments.
Assign duties to inmates, providing instructions as needed.
Issue clothing, tools, and other authorized items to inmates.
Serve meals and distribute commissary items to prisoners.
Investigate crimes that have occurred within an institution, or assist police in their investigations of crimes and inmates.
Maintain records of prisoners' identification and charges.
Supervise and coordinate work of other correctional service officers.
Sponsor inmate recreational activities such as newspapers and self-help groups.
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Knowledge Requirements for:
"Correctional Officers and Jailers"
Public Safety and Security -- Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
Law and Government -- Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process.
Psychology -- Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
Education and Training -- Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
Sociology and Anthropology -- Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
Personnel and Human Resources -- Knowledge of principles and procedures for personnel recruitment, selection, training, compensation and benefits, labor relations and negotiation, and personnel information systems.
Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
See the education requirements for Correctional Officers and Jailers
Skill Requirements for:
"Correctional Officers and Jailers"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Social Perceptiveness -- Being aware of others' reactions and understanding why they react as they do.
Speaking -- Talking to others to convey information effectively.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Monitoring -- Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Coordination -- Adjusting actions in relation to others' actions.
Persuasion -- Persuading others to change their minds or behavior.
Instructing -- Teaching others how to do something.
Ability Requirements for:
"Correctional Officers and Jailers"
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Far Vision -- The ability to see details at a distance.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Speech Clarity -- The ability to speak clearly so others can understand you.
Selective Attention -- The ability to concentrate on a task over a period of time without being distracted.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Speech Recognition -- The ability to identify and understand the speech of another person.
"Correctional Officers and Jailers" Job Activities
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Resolving Conflicts and Negotiating with Others -- Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Establishing and Maintaining Interpersonal Relationships -- Developing constructive and cooperative working relationships with others, and maintaining them over time.
Inspecting Equipment, Structures, or Material -- Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
Job Tasks for:
"Correspondence Clerks"
Read incoming correspondence to ascertain nature of writers' concerns and to determine disposition of correspondence.
Review correspondence for format and typographical accuracy, assemble the information into a prescribed form with the correct number of copies, and submit it to an authorized official for signature.
Route correspondence to other departments for reply.
Type acknowledgment letters to persons sending correspondence.
Compile data from records to prepare periodic reports.
Compile data pertinent to manufacture of special products for customers.
Compose correspondence requesting medical information and records.
Confer with company personnel regarding feasibility of complying with writers' requests.
Ensure that money collected is properly recorded and secured.
Obtain written authorization to access required medical information.
Process orders for goods requested in correspondence.
Respond to internal and external requests for the release of information contained in medical records, copying medical records, and selective extracts in accordance with laws and regulations.
Complete form letters in response to requests or problems identified by correspondence.
Compose letters in reply to correspondence concerning such items as requests for merchandise, damage claims, credit information requests, delinquent accounts, incorrect billing, or unsatisfactory service.
Compute costs of records furnished to requesters, and write letters to obtain payment.
Gather records pertinent to specific problems, review them for completeness and accuracy, and attach records to correspondence as necessary.
Maintain files and control records to show correspondence activities.
Prepare documents and correspondence such as damage claims, credit and billing inquiries, invoices, and service complaints.
Prepare records for shipment by certified mail.
Present clear and concise explanations of governing rules and regulations.
Submit completed documents to typists for typing in final form, and instruct typists in matters such as format, addresses, addressees, and the necessary number of copies.
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Knowledge Requirements for:
"Correspondence Clerks"
Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
See the education requirements for Correspondence Clerks
Skill Requirements for:
"Correspondence Clerks"
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Ability Requirements for:
"Correspondence Clerks"
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Wrist-Finger Speed -- The ability to make fast, simple, repeated movements of the fingers, hands, and wrists.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
"Correspondence Clerks" Job Activities
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Performing Administrative Activities -- Performing day-to-day administrative tasks such as maintaining information files and processing paperwork.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Job Tasks for:
"Cost Estimators"
Analyze blueprints and other documentation to prepare time, cost, materials, and labor estimates.
Assess cost effectiveness of products, projects or services, tracking actual costs relative to bids as the project develops.
Consult with clients, vendors, personnel in other departments or construction foremen to discuss and formulate estimates and resolve issues.
Confer with engineers, architects, owners, contractors and subcontractors on changes and adjustments to cost estimates.
Prepare estimates used by management for purposes such as planning, organizing, and scheduling work.
Prepare estimates for use in selecting vendors or subcontractors.
Review material and labor requirements, to decide whether it is more cost-effective to produce or purchase components.
Prepare cost and expenditure statements and other necessary documentation at regular intervals for the duration of the project.
Prepare and maintain a directory of suppliers, contractors and subcontractors.
Set up cost monitoring and reporting systems and procedures.
Establish and maintain tendering process, and conduct negotiations.
Conduct special studies to develop and establish standard hour and related cost data or to effect cost reduction.
Visit site and record information about access, drainage and topography, and availability of services such as water and electricity.
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Knowledge Requirements for:
"Cost Estimators"
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Production and Processing -- Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods.
Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
See the education requirements for Cost Estimators
Skill Requirements for:
"Cost Estimators"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Mathematics -- Using mathematics to solve problems.
Time Management -- Managing one's own time and the time of others.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Management of Personnel Resources -- Motivating, developing, and directing people as they work, identifying the best people for the job.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Speaking -- Talking to others to convey information effectively.
Equipment Selection -- Determining the kind of tools and equipment needed to do a job.
Ability Requirements for:
"Cost Estimators"
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Speech Clarity -- The ability to speak clearly so others can understand you.
Mathematical Reasoning -- The ability to choose the right mathematical methods or formulas to solve a problem.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Speech Recognition -- The ability to identify and understand the speech of another person.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
"Cost Estimators" Job Activities
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Scheduling Work and Activities -- Scheduling events, programs, and activities, as well as the work of others.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Establishing and Maintaining Interpersonal Relationships -- Developing constructive and cooperative working relationships with others, and maintaining them over time.
Performing for or Working Directly with the Public -- Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
Estimating the Quantifiable Characteristics of Products, Events, or Information -- Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity.
Coordinating the Work and Activities of Others -- Getting members of a group to work together to accomplish tasks.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Resolving Conflicts and Negotiating with Others -- Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
Job Tasks for:
"Costume Attendants"
Arrange costumes in order of use to facilitate quick-change procedures for performances.
Assign lockers to employees, and maintain locker rooms, dressing rooms, wig rooms, and costume storage and laundry areas.
Care for non-clothing items such as flags, table skirts, and draperies.
Check the appearance of costumes on-stage and under lights in order to determine whether desired effects are being achieved.
Clean and press costumes before and after performances, and perform any minor repairs.
Collaborate with production designers, costume designers, and other production staff in order to discuss and execute costume design details.
Create worksheets for dressing lists, show notes, and costume checks.
Distribute costumes and related equipment, and keep records of item status.
Examine costume fit on cast members, and sketch or write notes for alterations.
Inventory stock in order to determine types and conditions of available costuming.
Monitor, maintain, and secure inventories of costumes, wigs, and makeup, providing keys or access to assigned directors, costume designers, and wardrobe mistresses/masters.
Provide assistance to cast members in wearing costumes, or assign cast dressers to assist specific cast members with costume changes.
Return borrowed or rented items when productions are complete and return other items to storage.
Design and construct costumes or send them to tailors for construction, major repairs, or alterations.
Direct the work of wardrobe crews during dress rehearsals and performances.
Participate in the hiring, training, scheduling, and supervision of alteration workers.
Provide managers with budget recommendations, and take responsibility for budgetary line items related to costumes, storage, and makeup needs.
Purchase, rent, or requisition costumes and other wardrobe necessities.
Recommend vendors and monitor their work.
Review scripts or other production information in order to determine a story's locale and period, as well as the number of characters and required costumes.
Study books, pictures, and examples of period clothing in order to determine styles worn during specific periods in history.
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Knowledge Requirements for:
"Costume Attendants"
Design -- Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
Fine Arts -- Knowledge of the theory and techniques required to compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
See the education requirements for Costume Attendants
Skill Requirements for:
"Costume Attendants"
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Complex Problem Solving -- Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Ability Requirements for:
"Costume Attendants"
Arm-Hand Steadiness -- The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.
Wrist-Finger Speed -- The ability to make fast, simple, repeated movements of the fingers, hands, and wrists.
Visualization -- The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Manual Dexterity -- The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
"Costume Attendants" Job Activities
Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Analyzing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
Inspecting Equipment, Structures, or Material -- Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Monitoring and Controlling Resources -- Monitoring and controlling resources and overseeing the spending of money.
Judging the Qualities of Things, Services, or People -- Assessing the value, importance, or quality of things or people.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Estimating the Quantifiable Characteristics of Products, Events, or Information -- Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity.
Job Tasks for:
"Counseling Psychologists"
Select, administer, and interpret psychological tests to assess intelligence, aptitudes, abilities, or interests.
Consult with other professionals to discuss therapies, treatments, counseling resources, or techniques, and to share occupational information.
Refer clients to specialists or to other institutions for non-counseling treatment of problems.
Conduct research to develop or improve diagnostic or therapeutic counseling techniques.
Provide consulting services to schools, social service agencies, and businesses.
Advise clients on how they could be helped by counseling.
Analyze data such as interview notes, test results, and reference manuals in order to identify symptoms, and to diagnose the nature of clients' problems.
Collect information about individuals or clients, using interviews, case histories, observational techniques, and other assessment methods.
Counsel individuals, groups, or families to help them understand problems, define goals, and develop realistic action plans.
Develop therapeutic and treatment plans based on clients' interests, abilities, and needs.
Evaluate the results of counseling methods to determine the reliability and validity of treatments.
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Knowledge Requirements for:
"Counseling Psychologists"
Therapy and Counseling -- Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and for career counseling and guidance.
Psychology -- Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
See the education requirements for Counseling Psychologists
Skill Requirements for:
"Counseling Psychologists"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Social Perceptiveness -- Being aware of others' reactions and understanding why they react as they do.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Speaking -- Talking to others to convey information effectively.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Learning Strategies -- Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Complex Problem Solving -- Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Persuasion -- Persuading others to change their minds or behavior.
Ability Requirements for:
"Counseling Psychologists"
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Speech Clarity -- The ability to speak clearly so others can understand you.
Speech Recognition -- The ability to identify and understand the speech of another person.
Originality -- The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
"Counseling Psychologists" Job Activities
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Assisting and Caring for Others -- Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Establishing and Maintaining Interpersonal Relationships -- Developing constructive and cooperative working relationships with others, and maintaining them over time.
Analyzing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Job Tasks for:
"Counter and Rental Clerks"
Compute charges for merchandise or services and receive payments.
Prepare merchandise for display, or for purchase or rental.
Recommend and provide advice on a wide variety of products and services.
Answer telephones to provide information and receive orders.
Greet customers and discuss the type, quality and quantity of merchandise sought for rental.
Keep records of transactions, and of the number of customers entering an establishment.
Prepare rental forms, obtaining customer signature and other information, such as required licenses.
Receive, examine, and tag articles to be altered, cleaned, stored, or repaired.
Inspect and adjust rental items to meet needs of customer.
Explain rental fees, policies and procedures.
Reserve items for requested times and keep records of items rented.
Receive orders for services, such as rentals, repairs, dry cleaning, and storage.
Rent items, arrange for provision of services to customers and accept returns.
Provide information about rental items, such as availability, operation or description.
Advise customers on use and care of merchandise.
Allocate equipment to participants in sporting events or recreational activities.
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Knowledge Requirements for:
"Counter and Rental Clerks"
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Sales and Marketing -- Knowledge of principles and methods for showing, promoting, and selling products or services. This includes marketing strategy and tactics, product demonstration, sales techniques, and sales control systems.
See the education requirements for Counter and Rental Clerks
Skill Requirements for:
"Counter and Rental Clerks"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Speaking -- Talking to others to convey information effectively.
Mathematics -- Using mathematics to solve problems.
Ability Requirements for:
"Counter and Rental Clerks"
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Speech Clarity -- The ability to speak clearly so others can understand you.
Speech Recognition -- The ability to identify and understand the speech of another person.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Trunk Strength -- The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without 'giving out' or fatiguing.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
"Counter and Rental Clerks" Job Activities
Performing for or Working Directly with the Public -- Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Developing and Building Teams -- Encouraging and building mutual trust, respect, and cooperation among team members.
Establishing and Maintaining Interpersonal Relationships -- Developing constructive and cooperative working relationships with others, and maintaining them over time.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job.
Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Job Tasks for:
"Counter Attendants, Cafeteria, Food Concession, and Coffee Shop"
Scrub and polish counters, steam tables, and other equipment, and clean glasses, dishes, and fountain equipment.
Serve food, beverages, or desserts to customers in such settings as take-out counters of restaurants or lunchrooms, business or industrial establishments, hotel rooms, and cars.
Replenish foods at serving stations.
Take customers' orders and write ordered items on tickets, giving ticket stubs to customers when needed to identify filled orders.
Prepare food such as sandwiches, salads, and ice cream dishes, using standard formulas or following directions.
Wrap menu item such as sandwiches, hot entrees, and desserts for serving or for takeout.
Prepare bills for food, using cash registers, calculators, or adding machines; and accept payment and make change.
Deliver orders to kitchens, and pick up and serve food when it is ready.
Serve salads, vegetables, meat, breads, and cocktails; ladle soups and sauces; portion desserts; and fill beverage cups and glasses.
Add relishes and garnishes to food orders, according to instructions.
Carve meat.
Order items needed to replenish supplies.
Set up dining areas for meals and clear them following meals.
Brew coffee and tea, and fill containers with requested beverages.
Balance receipts and payments in cash registers.
Arrange reservations for patrons of dining establishments.
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Knowledge Requirements for:
"Counter Attendants, Cafeteria, Food Concession, and Coffee Shop"
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Food Production -- Knowledge of techniques and equipment for planting, growing, and harvesting food products (both plant and animal) for consumption, including storage/handling techniques.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
See the education requirements for Counter Attendants, Cafeteria, Food Concession, and Coffee Shop
Skill Requirements for:
"Counter Attendants, Cafeteria, Food Concession, and Coffee Shop"
Speaking -- Talking to others to convey information effectively.
Instructing -- Teaching others how to do something.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Social Perceptiveness -- Being aware of others' reactions and understanding why they react as they do.
Ability Requirements for:
"Counter Attendants, Cafeteria, Food Concession, and Coffee Shop"
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Speech Recognition -- The ability to identify and understand the speech of another person.
Speech Clarity -- The ability to speak clearly so others can understand you.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Trunk Strength -- The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without 'giving out' or fatiguing.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
"Counter Attendants, Cafeteria, Food Concession, and Coffee Shop" Job Activities
Performing for or Working Directly with the Public -- Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Job Tasks for:
"Couriers and Messengers"
Walk, ride bicycles, drive vehicles, or use public conveyances in order to reach destinations to deliver messages or materials.
Load vehicles with listed goods, ensuring goods are loaded correctly and taking precautions with hazardous goods.
Unload and sort items collected along delivery routes.
Receive messages or materials to be delivered, and information on recipients, such as names, addresses, telephone numbers, and delivery instructions, communicated via telephone, two-way radio, or in person.
Plan and follow the most efficient routes for delivering goods.
Deliver messages and items, such as newspapers, documents, and packages, between establishment departments, and to other establishments and private homes.
Sort items to be delivered according to the delivery route.
Obtain signatures and payments, or arrange for recipients to make payments.
Record information, such as items received and delivered and recipients' responses to messages.
Check with home offices after completed deliveries, in order to confirm deliveries and collections and to receive instructions for other deliveries.
Perform routine maintenance on delivery vehicles, such as monitoring fluid levels and replenishing fuel.
Call by telephone in order to deliver verbal messages.
Open, sort, and distribute incoming mail.
Perform general office or clerical work such as filing materials, operating duplicating machines, or running errands.
Collect, seal, and stamp outgoing mail, using postage meters and envelope sealers.
Unload goods from large trucks, and load them onto smaller delivery vehicles.
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Knowledge Requirements for:
"Couriers and Messengers"
Transportation -- Knowledge of principles and methods for moving people or goods by air, rail, sea, or road, including the relative costs and benefits.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
See the education requirements for Couriers and Messengers
Skill Requirements for:
"Couriers and Messengers"
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Coordination -- Adjusting actions in relation to others' actions.
Time Management -- Managing one's own time and the time of others.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Instructing -- Teaching others how to do something.
Speaking -- Talking to others to convey information effectively.
Learning Strategies -- Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Service Orientation -- Actively looking for ways to help people.
Equipment Maintenance -- Performing routine maintenance on equipment and determining when and what kind of maintenance is needed.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Ability Requirements for:
"Couriers and Messengers"
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Multilimb Coordination -- The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Speech Recognition -- The ability to identify and understand the speech of another person.
Speech Clarity -- The ability to speak clearly so others can understand you.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Manual Dexterity -- The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Arm-Hand Steadiness -- The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
"Couriers and Messengers" Job Activities
Operating Vehicles, Mechanized Devices, or Equipment -- Running, maneuvering, navigating, or driving vehicles or mechanized equipment, such as forklifts, passenger vehicles, aircraft, or water craft.
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Organizing, Planning, and Prioritizing Work -- Developing specific goals and plans to prioritize, organize, and accomplish your work.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Job Tasks for:
"Court Clerks"
Prepare dockets or calendars of cases to be called, using typewriters or computers.
Record case dispositions, court orders, and arrangements made for payment of court fees.
Answer inquiries from the general public regarding judicial procedures, court appearances, trial dates, adjournments, outstanding warrants, summonses, subpoenas, witness fees, and payment of fines.
Prepare and issue orders of the court, including probation orders, release documentation, sentencing information, and summonses.
Prepare documents recording the outcomes of court proceedings.
Instruct parties about timing of court appearances.
Explain procedures or forms to parties in cases or to the general public.
Search files, and contact witnesses, attorneys, and litigants, in order to obtain information for the court.
Follow procedures to secure courtrooms and exhibits such as money, drugs, and weapons.
Amend indictments when necessary, and endorse indictments with pertinent information.
Read charges and related information to the court and, if necessary, record defendants' pleas.
Swear in jury members, interpreters, witnesses and defendants.
Collect court fees or fines, and record amounts collected.
Direct support staff in handling of paperwork processed by clerks' offices.
Prepare and mark all applicable court exhibits and evidence.
Examine legal documents submitted to courts for adherence to laws or court procedures.
Record court proceedings, using recording equipment, or record minutes of court proceedings using stenotype machines or shorthand.
Prepare courtrooms with paper, pens, water, easels, and electronic equipment, and ensure that recording equipment is working.
Conduct roll calls, and poll jurors.
Open courts, calling them to order and announcing judges.
Meet with judges, lawyers, parole officers, police, and social agency officials in order to coordinate the functions of the court.
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Knowledge Requirements for:
"Court Clerks"
Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
Law and Government -- Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process.
Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
See the education requirements for Court Clerks
Skill Requirements for:
"Court Clerks"
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Coordination -- Adjusting actions in relation to others' actions.
Speaking -- Talking to others to convey information effectively.
Instructing -- Teaching others how to do something.
Time Management -- Managing one's own time and the time of others.
Service Orientation -- Actively looking for ways to help people.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Learning Strategies -- Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Ability Requirements for:
"Court Clerks"
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Speech Recognition -- The ability to identify and understand the speech of another person.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Speech Clarity -- The ability to speak clearly so others can understand you.
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
"Court Clerks" Job Activities
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Organizing, Planning, and Prioritizing Work -- Developing specific goals and plans to prioritize, organize, and accomplish your work.
Establishing and Maintaining Interpersonal Relationships -- Developing constructive and cooperative working relationships with others, and maintaining them over time.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job.
Performing Administrative Activities -- Performing day-to-day administrative tasks such as maintaining information files and processing paperwork.
Job Tasks for:
"Court Reporters"
Ask speakers to clarify inaudible statements.
File a legible transcript of records of a court case with the court clerk's office.
Provide transcripts of proceedings upon request of judges, lawyers, or the public.
Record verbatim proceedings of courts, legislative assemblies, committee meetings, and other proceedings, using computerized recording equipment, electronic stenograph machines, or stenomasks.
Respond to requests during court sessions to read portions of the proceedings already recorded.
Transcribe recorded proceedings in accordance with established formats.
Verify accuracy of transcripts by checking copies against original records of proceedings and accuracy of rulings by checking with judges.
Caption news, emergency broadcasts, sporting events, and other programming for television networks or cable stations.
File and store shorthand notes of court session.
Record depositions and other proceedings for attorneys.
Record symbols on computer disks or CD-ROM, then translate and display them as text in computer-aided transcription process.
Take notes in shorthand or use a stenotype or shorthand machine that prints letters on a paper tape.
Job Tasks for:
"Craft Artists"
Create functional or decorative objects by hand, using a variety of methods and materials.
Develop concepts or creative ideas for craft objects.
Set specifications for materials, dimensions, and finishes.
Sketch or draw objects to be crafted.
Develop designs using specialized computer software.
Create prototypes or models of objects to be crafted.
Fabricate patterns or templates to guide craft production.
Cut, shape, fit, join, mold, or otherwise process materials, using hand tools, power tools, and/or machinery.
Select materials for use based on strength, color, texture, balance, weight, size, malleability and other characteristics.
Apply finishes to objects being crafted.
Research craft trends, venues, and customer buying patterns in order to inspire designs and marketing strategies.
Develop product packaging, display and pricing strategies.
Advertise products and work, using media such as internet advertising and brochures.
Attend craft shows to market products.
Confer with customers to assess customer needs or obtain feedback.
Job Tasks for:
"Crane and Tower Operators"
Load and unload bundles from trucks, and move containers to storage bins, using moving equipment.
Move levers, depress foot pedals, and turn dials to operate cranes, cherry pickers, electromagnets, or other moving equipment for lifting, moving, and placing loads.
Review daily work and delivery schedules to determine orders, sequences of deliveries, and special loading instructions.
Weigh bundles, using floor scales, and record weights for company records.
Clean, lubricate, and maintain mechanisms such as cables, pulleys, and grappling devices, making repairs as necessary.
Direct truck drivers backing vehicles into loading bays, and cover, uncover, and secure loads for delivery.
Inspect and adjust crane mechanisms and lifting accessories in order to prevent malfunctions and damage.
Inspect bundle packaging for conformance to regulations and customer requirements, and remove and batch packaging tickets.
Inspect cables and grappling devices for wear, and install or replace cables as needed.
Determine load weights and check them against lifting capacities in order to prevent overload.
Direct helpers engaged in placing blocking and outrigging under cranes.
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Knowledge Requirements for:
"Crane and Tower Operators"
Mechanical -- Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
See the education requirements for Crane and Tower Operators
Skill Requirements for:
"Crane and Tower Operators"
Operation and Control -- Controlling operations of equipment or systems.
Equipment Maintenance -- Performing routine maintenance on equipment and determining when and what kind of maintenance is needed.
Ability Requirements for:
"Crane and Tower Operators"
Multilimb Coordination -- The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion.
Control Precision -- The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions.
Depth Perception -- The ability to judge which of several objects is closer or farther away from you, or to judge the distance between you and an object.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Far Vision -- The ability to see details at a distance.
Manual Dexterity -- The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Gross Body Coordination -- The ability to coordinate the movement of your arms, legs, and torso together when the whole body is in motion.
Speed of Limb Movement -- The ability to quickly move the arms and legs.
"Crane and Tower Operators" Job Activities
Controlling Machines and Processes -- Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Inspecting Equipment, Structures, or Material -- Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Job Tasks for:
"Creative Writers"
Conducts research to obtain factual information and authentic detail, utilizing sources such as newspaper accounts, diaries, and interviews.
Reviews, submits for approval, and revises written material to meet personal standards and satisfy needs of client, publisher, director, or producer.
Selects subject or theme for writing project based on personal interest and writing specialty, or assignment from publisher, client, producer, or director.
Develops factors, such as theme, plot, characterization, psychological analysis, historical environment, action, and dialogue, to create material.
Writes humorous material for publication or performance, such as comedy routines, gags, comedy shows, or scripts for entertainers.
Writes fiction or nonfiction prose work, such as short story, novel, biography, article, descriptive or critical analysis, or essay.
Writes play or script for moving pictures or television, based on original ideas or adapted from fictional, historical, or narrative sources.
Organizes material for project, plans arrangement or outline, and writes synopsis.
Collaborates with other writers on specific projects.
Confers with client, publisher, or producer to discuss development changes or revisions.
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Knowledge Requirements for:
"Creative Writers"
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Communications and Media -- Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media.
Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
See the education requirements for Creative Writers
Skill Requirements for:
"Creative Writers"
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Monitoring -- Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
Complex Problem Solving -- Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Coordination -- Adjusting actions in relation to others' actions.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Ability Requirements for:
"Creative Writers"
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
Originality -- The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Fluency of Ideas -- The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
"Creative Writers" Job Activities
Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Judging the Qualities of Things, Services, or People -- Assessing the value, importance, or quality of things or people.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Provide Consultation and Advice to Others -- Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics.
Organizing, Planning, and Prioritizing Work -- Developing specific goals and plans to prioritize, organize, and accomplish your work.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Job Tasks for:
"Credit Analysts"
Analyze credit data and financial statements to determine the degree of risk involved in extending credit or lending money.
Prepare reports that include the degree of risk involved in extending credit or lending money.
Evaluate customer records and recommend payment plans based on earnings, savings data, payment history, and purchase activity.
Confer with credit association and other business representatives to exchange credit information.
Complete loan applications, including credit analyses and summaries of loan requests, and submit to loan committees for approval.
Generate financial ratios, using computer programs, to evaluate customers' financial status.
Review individual or commercial customer files to identify and select delinquent accounts for collection.
Compare liquidity, profitability, and credit histories of establishments being evaluated with those of similar establishments in the same industries and geographic locations.
Consult with customers to resolve complaints and verify financial and credit transactions.
Analyze financial data such as income growth, quality of management, and market share to determine expected profitability of loans.
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Knowledge Requirements for:
"Credit Analysts"
Economics and Accounting -- Knowledge of economic and accounting principles and practices, the financial markets, banking and the analysis and reporting of financial data.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
See the education requirements for Credit Analysts
Skill Requirements for:
"Credit Analysts"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Speaking -- Talking to others to convey information effectively.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Social Perceptiveness -- Being aware of others' reactions and understanding why they react as they do.
Instructing -- Teaching others how to do something.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Learning Strategies -- Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Judgment and Decision Making -- Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Ability Requirements for:
"Credit Analysts"
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Mathematical Reasoning -- The ability to choose the right mathematical methods or formulas to solve a problem.
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Speech Recognition -- The ability to identify and understand the speech of another person.
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
"Credit Analysts" Job Activities
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Establishing and Maintaining Interpersonal Relationships -- Developing constructive and cooperative working relationships with others, and maintaining them over time.
Job Tasks for:
"Credit Authorizers"
Evaluate customers' computerized credit records and payment histories to decide whether to approve new credit, based on predetermined standards.
File sales slips in customers' ledgers for billing purposes.
Keep records of customers' charges and payments.
Receive charge slips or credit applications by mail, or receive information from salespeople or merchants by telephone.
Mail charge statements to customers.
Prepare credit cards or charge account plates.
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Knowledge Requirements for:
"Credit Authorizers"
Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Economics and Accounting -- Knowledge of economic and accounting principles and practices, the financial markets, banking and the analysis and reporting of financial data.
Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
See the education requirements for Credit Authorizers
Skill Requirements for:
"Credit Authorizers"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Speaking -- Talking to others to convey information effectively.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Ability Requirements for:
"Credit Authorizers"
Number Facility -- The ability to add, subtract, multiply, or divide quickly and correctly.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
"Credit Authorizers" Job Activities
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Analyzing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
Job Tasks for:
"Credit Checkers"
Compile and analyze credit information gathered by investigation.
Contact former employers and other acquaintances to verify applicants' references, employment, health history, and social behavior.
Examine city directories and public records in order to verify residence property ownership, bankruptcies, liens, arrest record, or unpaid taxes of applicants.
Interview credit applicants by telephone or in person in order to obtain personal and financial data needed to complete credit report.
Obtain information about potential creditors from banks, credit bureaus, and other credit services, and provide reciprocal information if requested.
Prepare reports of findings and recommendations, using typewriters or computers.
Relay credit report information to subscribers by mail or by telephone.
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Knowledge Requirements for:
"Credit Checkers"
Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
See the education requirements for Credit Checkers
Skill Requirements for:
"Credit Checkers"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Speaking -- Talking to others to convey information effectively.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Judgment and Decision Making -- Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Ability Requirements for:
"Credit Checkers"
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Speech Clarity -- The ability to speak clearly so others can understand you.
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
"Credit Checkers" Job Activities
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Analyzing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Interpreting the Meaning of Information for Others -- Translating or explaining what information means and how it can be used.
Judging the Qualities of Things, Services, or People -- Assessing the value, importance, or quality of things or people.
Job Tasks for:
"Criminal Investigators and Special Agents"
Determine scope, timing, and direction of investigations.
Develop relationships with informants in order to obtain information related to cases.
Examine records in order to locate links in chains of evidence or information.
Identify case issues and evidence needed, based on analysis of charges, complaints, or allegations of law violations.
Obtain and use search and arrest warrants.
Obtain and verify evidence by interviewing and observing suspects and witnesses, or by analyzing records.
Perform undercover assignments and maintain surveillance, including monitoring authorized wiretaps.
Prepare reports that detail investigation findings.
Analyze evidence in laboratories, or in the field.
Collaborate with other authorities on activities such as surveillance, transcription and research.
Collaborate with other offices and agencies in order to exchange information and coordinate activities.
Collect and record physical information about arrested suspects, including fingerprints, height and weight measurements, and photographs.
Compare crime scene fingerprints with those from suspects or fingerprint files to identify perpetrators, using computers.
Investigate organized crime, public corruption, financial crime, copyright infringement, civil rights violations, bank robbery, extortion, kidnapping, and other violations of federal or state statutes.
Manage security programs designed to protect personnel, facilities, and information.
Record evidence and documents, using equipment such as cameras and photocopy machines.
Search for and collect evidence such as fingerprints, using investigative equipment.
Serve subpoenas or other official papers.
Testify before grand juries concerning criminal activity investigations.
Administer counter-terrorism and counter-narcotics reward programs.
Issue security clearances.
Provide protection for individuals such as government leaders, political candidates and visiting foreign dignitaries.
Train foreign civilian police.
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Knowledge Requirements for:
"Criminal Investigators and Special Agents"
Public Safety and Security -- Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
Law and Government -- Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process.
See the education requirements for Criminal Investigators and Special Agents
Skill Requirements for:
"Criminal Investigators and Special Agents"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Speaking -- Talking to others to convey information effectively.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Social Perceptiveness -- Being aware of others' reactions and understanding why they react as they do.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Complex Problem Solving -- Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Judgment and Decision Making -- Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Ability Requirements for:
"Criminal Investigators and Special Agents"
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Flexibility of Closure -- The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material.
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Speech Clarity -- The ability to speak clearly so others can understand you.
Far Vision -- The ability to see details at a distance.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
"Criminal Investigators and Special Agents" Job Activities
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Analyzing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Judging the Qualities of Things, Services, or People -- Assessing the value, importance, or quality of things or people.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Organizing, Planning, and Prioritizing Work -- Developing specific goals and plans to prioritize, organize, and accomplish your work.
Interpreting the Meaning of Information for Others -- Translating or explaining what information means and how it can be used.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Job Tasks for:
"Criminal Justice and Law Enforcement Teachers, Postsecondary"
Initiate, facilitate, and moderate classroom discussions.
Keep abreast of developments in their field by reading current literature, talking with colleagues, and participating in professional conferences.
Evaluate and grade students' class work, assignments, and papers.
Compile, administer, and grade examinations, or assign this work to others.
Prepare and deliver lectures to undergraduate and/or graduate students on topics such as criminal law, defensive policing, and investigation techniques.
Prepare course materials such as syllabi, homework assignments, and handouts.
Conduct research in a particular field of knowledge, and publish findings in professional journals, books, and/or electronic media.
Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction.
Supervise undergraduate and/or graduate teaching, internship, and research work.
Maintain student attendance records, grades, and other required records.
Select and obtain materials and supplies such as textbooks.
Advise students on academic and vocational curricula, and on career issues.
Maintain regularly scheduled office hours in order to advise and assist students.
Collaborate with colleagues to address teaching and research issues.
Write grant proposals to procure external research funding.
Serve on academic or administrative committees that deal with institutional policies, departmental matters, and academic issues.
Compile bibliographies of specialized materials for outside reading assignments.
Participate in student recruitment, registration, and placement activities.
Provide professional consulting services to government and/or industry.
Perform administrative duties such as serving as department head.
Participate in campus and community events.
Act as advisers to student organizations.
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Knowledge Requirements for:
"Criminal Justice and Law Enforcement Teachers, Postsecondary"
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Law and Government -- Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process.
Education and Training -- Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
Sociology and Anthropology -- Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Psychology -- Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Philosophy and Theology -- Knowledge of different philosophical systems and religions. This includes their basic principles, values, ethics, ways of thinking, customs, practices, and their impact on human culture.
See the education requirements for Criminal Justice and Law Enforcement Teachers, Postsecondary
Skill Requirements for:
"Criminal Justice and Law Enforcement Teachers, Postsecondary"
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Speaking -- Talking to others to convey information effectively.
Instructing -- Teaching others how to do something.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Learning Strategies -- Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Time Management -- Managing one's own time and the time of others.
Complex Problem Solving -- Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Ability Requirements for:
"Criminal Justice and Law Enforcement Teachers, Postsecondary"
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
Speech Clarity -- The ability to speak clearly so others can understand you.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Speech Recognition -- The ability to identify and understand the speech of another person.
"Criminal Justice and Law Enforcement Teachers, Postsecondary" Job Activities
Training and Teaching Others -- Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Interpreting the Meaning of Information for Others -- Translating or explaining what information means and how it can be used.
Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Analyzing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job.
Judging the Qualities of Things, Services, or People -- Assessing the value, importance, or quality of things or people.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Organizing, Planning, and Prioritizing Work -- Developing specific goals and plans to prioritize, organize, and accomplish your work.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Job Tasks for:
"Crossing Guards"
Direct or escort pedestrians across streets, stopping traffic as necessary.
Guide or control vehicular or pedestrian traffic at such places as street and railroad crossings and construction sites.
Communicate traffic and crossing rules and other information to students and adults.
Direct traffic movement or warn of hazards, using signs, flags, lanterns, and hand signals.
Inform drivers of detour routes through construction sites.
Learn the location and purpose of street traffic signs within assigned patrol areas.
Monitor traffic flow to locate safe gaps through which pedestrians can cross streets.
Activate railroad warning signal lights, lower crossing gates until trains pass, and raise gates when crossings are clear.
Discuss traffic routing plans and control point locations with superiors.
Distribute traffic control signs and markers at designated points.
Record license numbers of vehicles disregarding traffic signals, and report infractions to appropriate authorities.
Report unsafe behavior of children to school officials.
Stop speeding vehicles to warn drivers of traffic laws.
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Knowledge Requirements for:
"Crossing Guards"
Public Safety and Security -- Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
Law and Government -- Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process.
See the education requirements for Crossing Guards
Skill Requirements for:
"Crossing Guards"
Speaking -- Talking to others to convey information effectively.
Ability Requirements for:
"Crossing Guards"
Far Vision -- The ability to see details at a distance.
Reaction Time -- The ability to quickly respond (with the hand, finger, or foot) to a signal (sound, light, picture) when it appears.
Time Sharing -- The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources).
Depth Perception -- The ability to judge which of several objects is closer or farther away from you, or to judge the distance between you and an object.
Peripheral Vision -- The ability to see objects or movement of objects to one's side when the eyes are looking ahead.
Selective Attention -- The ability to concentrate on a task over a period of time without being distracted.
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Night Vision -- The ability to see under low light conditions.
Multilimb Coordination -- The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion.
"Crossing Guards" Job Activities
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Performing for or Working Directly with the Public -- Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Assisting and Caring for Others -- Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
Controlling Machines and Processes -- Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Job Tasks for:
"Crushing, Grinding, and Polishing Machine Setters, Operators, and Tenders"
Inspect chains, belts, and scrolls for signs of wear.
Mark bins as to types of mixtures stored.
Notify supervisors of needed repairs.
Test samples of materials or products to ensure compliance with specifications, using test equipment.
Transfer materials, supplies, and products between work areas, using moving equipment and hand tools.
Add or mix chemicals and ingredients for processing, using hand tools or other devices.
Break mixtures to size, using picks.
Dislodge and clear jammed materials or other items from machinery and equipment, using hand tools.
Load materials into machinery and equipment, using hand tools.
Move controls to start, stop, or adjust machinery and equipment that crushes, grinds, polishes, or blends materials.
Observe operation of equipment to ensure continuity of flow, safety, and efficient operation, and to detect malfunctions.
Read work orders to determine production specifications and information.
Record data from operations, testing, and production on specified forms.
Reject defective products and readjust equipment to eliminate problems.
Set mill gauges to specified fineness of grind.
Tend accessory equipment such as pumps and conveyors in order to move materials or ingredients through production processes.
Turn valves to regulate the moisture contents of materials.
Weigh or measure materials, ingredients, and/or products at specified intervals to ensure conformance to requirements.
Clean work areas.
Clean, adjust and maintain equipment, using hand tools.
Collect samples of materials or products for laboratory testing.
Examine materials, ingredients, or products visually or with hands, in order to ensure conformance to established standards.
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Knowledge Requirements for:
"Crushing, Grinding, and Polishing Machine Setters, Operators, and Tenders"
Production and Processing -- Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods.
Mechanical -- Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
See the education requirements for Crushing, Grinding, and Polishing Machine Setters, Operators, and Tenders
Skill Requirements for:
"Crushing, Grinding, and Polishing Machine Setters, Operators, and Tenders"
Operation and Control -- Controlling operations of equipment or systems.
Operation Monitoring -- Watching gauges, dials, or other indicators to make sure a machine is working properly.
Quality Control Analysis -- Conducting tests and inspections of products, services, or processes to evaluate quality or performance.
Ability Requirements for:
"Crushing, Grinding, and Polishing Machine Setters, Operators, and Tenders"
Control Precision -- The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions.
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
Static Strength -- The ability to exert maximum muscle force to lift, push, pull, or carry objects.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Manual Dexterity -- The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
"Crushing, Grinding, and Polishing Machine Setters, Operators, and Tenders" Job Activities
Controlling Machines and Processes -- Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Inspecting Equipment, Structures, or Material -- Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Repairing and Maintaining Mechanical Equipment -- Servicing, repairing, adjusting, and testing machines, devices, moving parts, and equipment that operate primarily on the basis of mechanical (not electronic) principles.
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form
Job Tasks for:
"Curators"
Plan and organize the acquisition, storage, and exhibition of collections and related materials, including the selection of exhibition themes and designs.
Develop and maintain an institution's registration, cataloging, and basic recordkeeping systems, using computer databases.
Provide information from the institution's holdings to other curators and to the public.
Inspect premises to assess the need for repairs and to ensure that climate and pest-control issues are addressed.
Train and supervise curatorial, fiscal, technical, research, and clerical staff, as well as volunteers or interns.
Negotiate and authorize purchase, sale, exchange, or loan of collections.
Plan and conduct special research projects in area of interest or expertise.
Conduct or organize tours, workshops, and instructional sessions to acquaint individuals with an institution's facilities and materials.
Confer with the board of directors to formulate and interpret policies, to determine budget requirements, and to plan overall operations.
Attend meetings, conventions, and civic events to promote use of institution's services, to seek financing, and to maintain community alliances.
Schedule events, and organize details including refreshment, entertainment, decorations, and the collection of any fees.
Write and review grant proposals, journal articles, institutional reports, and publicity materials.
Study, examine, and test acquisitions to authenticate their origin, composition, history, and to assess their current value.
Arrange insurance coverage for objects on loan or for special exhibits, and recommend changes in coverage for the entire collection.
Establish specifications for reproductions and oversee their manufacture, or select items from commercially available replica sources.
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Knowledge Requirements for:
"Curators"
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Education and Training -- Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
History and Archeology -- Knowledge of historical events and their causes, indicators, and effects on civilizations and cultures.
Communications and Media -- Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media.
See the education requirements for Curators
Skill Requirements for:
"Curators"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Speaking -- Talking to others to convey information effectively.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Time Management -- Managing one's own time and the time of others.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Instructing -- Teaching others how to do something.
Coordination -- Adjusting actions in relation to others' actions.
Judgment and Decision Making -- Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Ability Requirements for:
"Curators"
Speech Clarity -- The ability to speak clearly so others can understand you.
Speech Recognition -- The ability to identify and understand the speech of another person.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Category Flexibility -- The ability to generate or use different sets of rules for combining or grouping things in different ways.
Originality -- The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
"Curators" Job Activities
Organizing, Planning, and Prioritizing Work -- Developing specific goals and plans to prioritize, organize, and accomplish your work.
Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Scheduling Work and Activities -- Scheduling events, programs, and activities, as well as the work of others.
Judging the Qualities of Things, Services, or People -- Assessing the value, importance, or quality of things or people.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Job Tasks for:
"Custom Tailors"
Develops design for garment, adapts existing design for garment, or copies existing design for garment.
Alters garment and joins parts, using needle and thread or sewing machine, to form finished garment.
Draws individual pattern or alters existing pattern to fit customer's measurements.
Sews buttons and buttonholes to finish garment.
Presses garment, using hand iron or pressing machine.
Confers with customer to determine type of material and garment style desired.
Positions pattern of garment parts on fabric, and cuts fabric along outlines, using scissors.
Measures customer for size, using tape measure and records measurements.
Fits basted garment on customer and marks areas requiring alterations.
Assembles garment parts and joins parts with basting stitches, using needle and thread or sewing machine.
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Knowledge Requirements for:
"Custom Tailors"
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Design -- Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
Production and Processing -- Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods.
See the education requirements for Custom Tailors
Skill Requirements for:
"Custom Tailors"
Operation and Control -- Controlling operations of equipment or systems.
Equipment Selection -- Determining the kind of tools and equipment needed to do a job.
Service Orientation -- Actively looking for ways to help people.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Ability Requirements for:
"Custom Tailors"
Arm-Hand Steadiness -- The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.
Originality -- The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
Finger Dexterity -- The ability to make precisely coordinated movements of the fingers of one or both hands to grasp, manipulate, or assemble very small objects.
Visualization -- The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
"Custom Tailors" Job Activities
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Performing for or Working Directly with the Public -- Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
Controlling Machines and Processes -- Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
Estimating the Quantifiable Characteristics of Products, Events, or Information -- Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity.
Job Tasks for:
"Customer Service Representatives"
Confer with customers by telephone or in person in order to provide information about products and services, to take orders or cancel accounts, or to obtain details of complaints.
Keep records of customer interactions and transactions, recording details of inquiries, complaints, and comments, as well as actions taken.
Resolve customers' service or billing complaints by performing activities such as exchanging merchandise, refunding money, and adjusting bills.
Check to ensure that appropriate changes were made to resolve customers' problems.
Contact customers in order to respond to inquiries or to notify them of claim investigation results and any planned adjustments.
Refer unresolved customer grievances to designated departments for further investigation.
Determine charges for services requested, collect deposits or payments, and/or arrange for billing.
Complete contract forms, prepare change of address records, and issue service discontinuance orders, using computers.
Obtain and examine all relevant information in order to assess validity of complaints and to determine possible causes, such as extreme weather conditions that could increase utility bills.
Solicit sale of new or additional services or products.
Review insurance policy terms in order to determine whether a particular loss is covered by insurance.
Review claims adjustments with dealers, examining parts claimed to be defective and approving or disapproving dealers' claims.
Compare disputed merchandise with original requisitions and information from invoices, and prepare invoices for returned goods.
Order tests that could determine the causes of product malfunctions.
Recommend improvements in products, packaging, shipping, service, or billing methods and procedures in order to prevent future problems.
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Knowledge Requirements for:
"Customer Service Representatives"
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
See the education requirements for Customer Service Representatives
Skill Requirements for:
"Customer Service Representatives"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Speaking -- Talking to others to convey information effectively.
Time Management -- Managing one's own time and the time of others.
Monitoring -- Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
Service Orientation -- Actively looking for ways to help people.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Learning Strategies -- Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Social Perceptiveness -- Being aware of others' reactions and understanding why they react as they do.
Ability Requirements for:
"Customer Service Representatives"
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Speech Recognition -- The ability to identify and understand the speech of another person.
Speech Clarity -- The ability to speak clearly so others can understand you.
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
"Customer Service Representatives" Job Activities
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Establishing and Maintaining Interpersonal Relationships -- Developing constructive and cooperative working relationships with others, and maintaining them over time.
Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Job Tasks for:
"Customer Service Representatives, Utilities"
Resolves billing or service complaints and refers grievances to designated departments for investigation.
Confers with customer by phone or in person to receive orders for installation, turn-on, discontinuance, or change in service.
Completes contract forms, prepares change of address records, and issues discontinuance orders, using computer.
Determines charges for service requested and collects deposits.
Solicits sale of new or additional utility services.
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Knowledge Requirements for:
"Customer Service Representatives, Utilities"
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
See the education requirements for Customer Service Representatives, Utilities
Skill Requirements for:
"Customer Service Representatives, Utilities"
Speaking -- Talking to others to convey information effectively.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Service Orientation -- Actively looking for ways to help people.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Ability Requirements for:
"Customer Service Representatives, Utilities"
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Speech Clarity -- The ability to speak clearly so others can understand you.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Number Facility -- The ability to add, subtract, multiply, or divide quickly and correctly.
Mathematical Reasoning -- The ability to choose the right mathematical methods or formulas to solve a problem.
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
"Customer Service Representatives, Utilities" Job Activities
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Performing for or Working Directly with the Public -- Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Performing Administrative Activities -- Performing day-to-day administrative tasks such as maintaining information files and processing paperwork.
Resolving Conflicts and Negotiating with Others -- Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Job Tasks for:
"Cutters and Trimmers, Hand"
Adjust guides and stops to control depths and widths of cuts.
Cut, shape, and trim materials, such as textiles, food, glass, stone, and metal, using knives, scissors, and other hand tools, portable power tools, or bench-mounted tools.
Lower table-mounted cutters such as knife blades, cutting wheels, or saws to cut items to specified sizes.
Mark cutting lines around patterns or templates, or follow layout points, using squares, rules, and straightedges, and chalk, pencils, or scribes.
Mark or discard items with defects such as spots, stains, scars, snags, chips, scratches, or unacceptable shapes or finishes.
Position templates or measure materials to locate specified points of cuts or to obtain maximum yields, using rules, scales, or patterns.
Read work orders to determine dimensions, cutting locations, and quantities to cut.
Unroll, lay out, attach, or mount materials or items on cutting tables or machines.
Clean, treat, buff, or polish finished items, using grinders, brushes, chisels, and cleaning solutions and polishing materials.
Count or weigh and bundle items.
Fold or shape materials before or after cutting them.
Mark identification numbers, trademarks, grades, marketing data, sizes, or model numbers on products.
Replace or sharpen dulled cutting tools such as saws.
Route items to provide cutouts for parts, using portable routers, grinders, and hand tools.
Separate materials or products according to size, weight, type, condition, color, or shade.
Stack cut items and load them on racks or conveyors or onto trucks.
Transport items to work or storage areas, using carts.
Trim excess material or cut threads off finished products, such as cutting loose ends of plastic off a manufactured toy for a smoother finish.
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Knowledge Requirements for:
"Cutters and Trimmers, Hand"
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Skill Requirements for:
"Cutters and Trimmers, Hand"
Operation and Control -- Controlling operations of equipment or systems.
Equipment Selection -- Determining the kind of tools and equipment needed to do a job.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Ability Requirements for:
"Cutters and Trimmers, Hand"
Manual Dexterity -- The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
Visualization -- The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged.
Wrist-Finger Speed -- The ability to make fast, simple, repeated movements of the fingers, hands, and wrists.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Control Precision -- The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions.
Arm-Hand Steadiness -- The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.
"Cutters and Trimmers, Hand" Job Activities
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Controlling Machines and Processes -- Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Job Tasks for:
"Cutting and Slicing Machine Operators and Tenders"
Starts cutting machine by pressing button, pulling lever, or depressing pedal to cut stock, following markings or specifications.
Stops cutting machine when necessary, by pulling lever, pressing button, or depressing pedal, and removes debris.
Observes cutting machine in operation, to ensure even flow of stock and to detect jamming, improper feeding, or foreign materials.
Feeds stock into cutting machine, conveyor, or under cutting blades, by threading, guiding, pushing, or turning handwheel.
Marks cutting lines, or identifying information on stock, using marking pencil, ruler, or scribe.
Stacks and sorts cut material according to type and size, for packaging, further processing, or shipping.
Moves stock or scrap to and from machine transporting either manually or using cart, handtruck, or lift truck.
Records data concerning amount and type of stock cut from duties performed, including weight, length, and width.
Cleans and lubricates cutting machine, conveyors, blades, saws, or knives, using steam hose, scrapers, brush, or oil cans.
Cuts stock manually, to prepare for machine cutting, using tools such as knife, cleaver, handsaw, or hammer and chisel.
Sharpens cutting blades, knives, or saws, using file, bench grinder, or honing stone.
Examines and measures stock to ensure conformance to specifications, using ruler, gauge, micrometer or scale, and removes defects.
Installs or replaces cutting knives, blades, or wheels, in cutting machine, using hand tools.
Positions stock along cutting lines, or against stops, on bed of scoring or cutting machine.
Reads work order, or receives oral instructions, regarding specifications, for stock to be cut.
Adjusts feeding guides, blades, settings, or speed, to regulate specified depth, length, or width of material, using hand tools or hands.
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Knowledge Requirements for:
"Cutting and Slicing Machine Operators and Tenders"
Production and Processing -- Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods.
Mechanical -- Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
Design -- Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
See the education requirements for Cutting and Slicing Machine Operators and Tenders
Skill Requirements for:
"Cutting and Slicing Machine Operators and Tenders"
Operation and Control -- Controlling operations of equipment or systems.
Operation Monitoring -- Watching gauges, dials, or other indicators to make sure a machine is working properly.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Ability Requirements for:
"Cutting and Slicing Machine Operators and Tenders"
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Control Precision -- The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions.
Extent Flexibility -- The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.
Static Strength -- The ability to exert maximum muscle force to lift, push, pull, or carry objects.
Wrist-Finger Speed -- The ability to make fast, simple, repeated movements of the fingers, hands, and wrists.
Manual Dexterity -- The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
Arm-Hand Steadiness -- The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.
Perceptual Speed -- The ability to quickly and accurately compare similarities and differences among sets of letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object.
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
"Cutting and Slicing Machine Operators and Tenders" Job Activities
Controlling Machines and Processes -- Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Inspecting Equipment, Structures, or Material -- Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
Repairing and Maintaining Mechanical Equipment -- Servicing, repairing, adjusting, and testing machines, devices, moving parts, and equipment that operate primarily on the basis of mechanical (not electronic) principles.
Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Job Tasks for:
"Cutting, Punching, and Press Machine Setters, Operators, and Tenders, Metal and Plastic"
Select, clean, and install spacers, rubber sleeves, and cutters on arbors.
Set blade tensions, heights, and angles to perform prescribed cuts, using wrenches.
Set stops on machine beds, change dies, and adjust components, such as rams or power presses, when making multiple or successive passes.
Set up, operate, or tend machines to saw, cut, shear, slit, punch, crimp, notch, bend, or straighten metal or plastic material.
Start machines, monitor their operations, and record operational data.
Test and adjust machine speeds and actions, according to product specifications, and using gauges and hand tools.
Turn controls to set cutting speeds, feed rates, and table angles for specified operations.
Turn valves to start flow of coolant against cutting areas and to start airflow that blows cuttings away from kerfs.
Clean and lubricate machines.
Grind out burrs and sharp edges, using portable grinders, speed lathes, and polishing jacks.
Hand-form, cut, or finish workpieces, using tools such as table saws, hand sledges, and anvils.
Adjust ram strokes of presses to specified lengths, using hand tools.
Examine completed workpieces for defects such as chipped edges and marred surfaces, and sort defective pieces according to types of flaws.
Install, align, and lock specified punches, dies, cutting blades or other fixtures in rams or beds of machines, using gauges, templates, feelers, shims, and hand tools.
Load workpieces, plastic material, or chemical solutions into machines.
Measure completed workpieces to verify conformance to specifications, using micrometers, gauges, calipers, templates, or rulers.
Place workpieces on cutting tables, manually or using hoists, cranes, or sledges.
Plan sequences of operations, applying knowledge of physical properties of workpiece materials.
Position, align, and secure workpieces against fixtures or stops on machine beds or on dies.
Position guides, stops, holding blocks, or other fixtures to secure and direct workpieces, using hand tools and measuring devices.
Read work orders and production schedules to determine specifications, such as materials to be used, locations of cutting lines, and dimensions and tolerances.
Scribe reference lines on workpieces as guides for cutting operations, according to blueprints, templates, sample parts, or specifications.
Hone cutters with oilstones to remove nicks.
Lubricate workpieces with oil.
Mark identifying data on workpieces.
Preheat workpieces, using heating furnaces or hand torches.
Remove housings, feed tubes, tool holders, and other accessories in order to replace worn or broken parts such as springs and bushings.
Replace defective blades or wheels, using hand tools.
Sharpen dulled blades, using bench grinders, abrasive wheels, or lathes.
Thread ends of metal coils from reels through slitters, and secure ends on recoilers.
Job Tasks for:
"Dancers"
Attend costume fittings, photography sessions, and makeup calls associated with dance performances.
Collaborate with choreographers in order to refine or modify dance steps.
Coordinate dancing with that of partners or dance ensembles.
Develop self-understanding of physical capabilities and limitations, and choose dance styles accordingly.
Harmonize body movements to rhythm of musical accompaniment.
Perform classical, modern, or acrobatic dances in productions, expressing stories, rhythm, and sound with their bodies.
Perform in productions, singing or acting in addition to dancing, if required.
Study and practice dance moves required in roles.
Train, exercise, and attend dance classes to maintain high levels of technical proficiency, physical ability, and physical fitness.
Audition for dance roles or for membership in dance companies.
Devise and choreograph dance for self or others.
Monitor the field of dance to remain aware of current trends and innovations.
Teach dance students.
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Knowledge Requirements for:
"Dancers"
Fine Arts -- Knowledge of the theory and techniques required to compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
See the education requirements for Dancers
Skill Requirements for:
"Dancers"
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Ability Requirements for:
"Dancers"
Gross Body Coordination -- The ability to coordinate the movement of your arms, legs, and torso together when the whole body is in motion.
Speed of Limb Movement -- The ability to quickly move the arms and legs.
Stamina -- The ability to exert yourself physically over long periods of time without getting winded or out of breath.
Dynamic Strength -- The ability to exert muscle force repeatedly or continuously over time. This involves muscular endurance and resistance to muscle fatigue.
Dynamic Flexibility -- The ability to quickly and repeatedly bend, stretch, twist, or reach out with your body, arms, and/or legs.
Trunk Strength -- The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without 'giving out' or fatiguing.
Spatial Orientation -- The ability to know your location in relation to the environment or to know where other objects are in relation to you.
Explosive Strength -- The ability to use short bursts of muscle force to propel oneself (as in jumping or sprinting), or to throw an object.
Memorization -- The ability to remember information such as words, numbers, pictures, and procedures.
Gross Body Equilibrium -- The ability to keep or regain your body balance or stay upright when in an unstable position.
"Dancers" Job Activities
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Performing for or Working Directly with the Public -- Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Coordinating the Work and Activities of Others -- Getting members of a group to work together to accomplish tasks.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
"Computer and Information Systems Managers"
Manage backup, security and user help systems.
Consult with users, management, vendors, and technicians to assess computing needs and system requirements.
Direct daily operations of department, analyzing workflow, establishing priorities, developing standards and setting deadlines.
Assign and review the work of systems analysts, programmers, and other computer-related workers.
Stay abreast of advances in technology.
Develop computer information resources, providing for data security and control, strategic computing, and disaster recovery.
Review and approve all systems charts and programs prior to their implementation.
Evaluate the organization's technology use and needs and recommend improvements, such as hardware and software upgrades.
Control operational budget and expenditures.
Meet with department heads, managers, supervisors, vendors, and others, to solicit cooperation and resolve problems.
Develop and interpret organizational goals, policies, and procedures.
Recruit, hire, train and supervise staff, and/or participate in staffing decisions.
Review project plans in order to plan and coordinate project activity.
Evaluate data processing proposals to assess project feasibility and requirements.
Prepare and review operational reports or project progress reports.
Purchase necessary equipment.
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Knowledge Requirements for:
"Computer and Information Systems Managers"
Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Design -- Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
Engineering and Technology -- Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
Economics and Accounting -- Knowledge of economic and accounting principles and practices, the financial markets, banking and the analysis and reporting of financial data.
Education and Training -- Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
See the education requirements for Computer and Information Systems Managers
Skill Requirements for:
"Computer and Information Systems Managers"
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Judgment and Decision Making -- Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Negotiation -- Bringing others together and trying to reconcile differences.
Management of Financial Resources -- Determining how money will be spent to get the work done, and accounting for these expenditures.
Complex Problem Solving -- Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Time Management -- Managing one's own time and the time of others.
Systems Evaluation -- Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system.
Ability Requirements for:
"Computer and Information Systems Managers"
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Speech Clarity -- The ability to speak clearly so others can understand you.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Speech Recognition -- The ability to identify and understand the speech of another person.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
"Computer and Information Systems Managers" Job Activities
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Interpreting the Meaning of Information for Others -- Translating or explaining what information means and how it can be used.
Scheduling Work and Activities -- Scheduling events, programs, and activities, as well as the work of others.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Establishing and Maintaining Interpersonal Relationships -- Developing constructive and cooperative working relationships with others, and maintaining them over time.
Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Judging the Qualities of Things, Services, or People -- Assessing the value, importance, or quality of things or people.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Job Tasks for:
"Computer Hardware Engineers"
Analyze information to determine, recommend, and plan layout, including type of computers and peripheral equipment modifications.
Analyze user needs and recommend appropriate hardware.
Build, test and modify product prototypes, using working models or theoretical models constructed using computer simulation.
Confer with engineering staff and consult specifications to evaluate interface between hardware and software and operational and performance requirements of overall system.
Design and develop computer hardware and support peripherals, including central processing units (CPUs), support logic, microprocessors, custom integrated circuits, and printers and disk drives.
Evaluate factors such as reporting formats required, cost constraints, and need for security restrictions to determine hardware configuration.
Monitor functioning of equipment and make necessary modifications to ensure system operates in conformance with specifications.
Specify power supply requirements and configuration, drawing on system performance expectations and design specifications.
Store, retrieve, and manipulate data for analysis of system capabilities and requirements.
Test and verify hardware and support peripherals to ensure that they meet specifications and requirements, analyzing and recording test data.
Write detailed functional specifications that document the hardware development process and support hardware introduction.
Assemble and modify existing pieces of equipment to meet special needs.
Direct technicians, engineering designers or other technical support personnel as needed.
Provide technical support to designers, marketing and sales departments, suppliers, engineers and other team members throughout the product development and implementation process.
Provide training and support to system designers and users.
Recommend purchase of equipment to control dust, temperature, and humidity in area of system installation.
Select hardware and material, assuring compliance with specifications and product requirements.
Update knowledge and skills to keep up with rapid advancements in computer technology.
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Knowledge Requirements for:
"Computer Hardware Engineers"
Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Engineering and Technology -- Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Education and Training -- Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
Design -- Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
See the education requirements for Computer Hardware Engineers
Skill Requirements for:
"Computer Hardware Engineers"
Operations Analysis -- Analyzing needs and product requirements to create a design.
Mathematics -- Using mathematics to solve problems.
Troubleshooting -- Determining causes of operating errors and deciding what to do about it.
Programming -- Writing computer programs for various purposes.
Science -- Using scientific rules and methods to solve problems.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Speaking -- Talking to others to convey information effectively.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Ability Requirements for:
"Computer Hardware Engineers"
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
Mathematical Reasoning -- The ability to choose the right mathematical methods or formulas to solve a problem.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Speech Clarity -- The ability to speak clearly so others can understand you.
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
"Computer Hardware Engineers" Job Activities
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Provide Consultation and Advice to Others -- Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics.
Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job.
Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Drafting, Laying Out, and Specifying Technical Devices, Parts, and Equipment -- Providing documentation, detailed instructions, drawings, or specifications to tell others about how devices, parts, equipment, or structures are to be fabricated, constructed, assembled, modified, maintained, or used.
Analyzing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Job Tasks for:
"Computer Operators"
Enter commands, using computer terminal, and activate controls on computer and peripheral equipment to integrate and operate equipment.
Monitor the system for equipment failure or errors in performance.
Notify supervisor or computer maintenance technicians of equipment malfunctions.
Respond to program error messages by finding and correcting problems or terminating the program.
Read job set-up instructions to determine equipment to be used, order of use, material such as disks and paper to be loaded, and control settings.
Operate spreadsheet programs and other types of software to load and manipulate data and to produce reports.
Retrieve, separate and sort program output as needed, and send data to specified users.
Load peripheral equipment with selected materials for operating runs, or oversee loading of peripheral equipment by peripheral equipment operators.
Answer telephone calls to assist computer users encountering problems.
Oversee the operation of computer hardware systems, including coordinating and scheduling the use of computer terminals and networks to ensure efficient use.
Record information such as computer operating time, problems that occurred, and actions taken.
Clear equipment at end of operating run and review schedule to determine next assignment.
Type command on keyboard to transfer encoded data from memory unit to magnetic tape and assist in labeling, classifying, cataloging and maintaining tapes.
Supervise and train peripheral equipment operators and computer operator trainees.
Help programmers and systems analysts test and debug new programs.
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Knowledge Requirements for:
"Computer Operators"
Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Sales and Marketing -- Knowledge of principles and methods for showing, promoting, and selling products or services. This includes marketing strategy and tactics, product demonstration, sales techniques, and sales control systems.
Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
See the education requirements for Computer Operators
Skill Requirements for:
"Computer Operators"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Time Management -- Managing one's own time and the time of others.
Troubleshooting -- Determining causes of operating errors and deciding what to do about it.
Instructing -- Teaching others how to do something.
Speaking -- Talking to others to convey information effectively.
Service Orientation -- Actively looking for ways to help people.
Judgment and Decision Making -- Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Ability Requirements for:
"Computer Operators"
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
Speech Recognition -- The ability to identify and understand the speech of another person.
"Computer Operators" Job Activities
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Organizing, Planning, and Prioritizing Work -- Developing specific goals and plans to prioritize, organize, and accomplish your work.
Performing Administrative Activities -- Performing day-to-day administrative tasks such as maintaining information files and processing paperwork.
Analyzing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
Job Tasks for:
"Computer Science Teachers, Postsecondary"
Participate in student recruitment, registration, and placement activities.
Collaborate with colleagues to address teaching and research issues.
Serve on academic or administrative committees that deal with institutional policies, departmental matters, and academic issues.
Act as advisers to student organizations.
Supervise undergraduate and/or graduate teaching, internship, and research work.
Perform administrative duties such as serving as department head.
Conduct research in a particular field of knowledge, and publish findings in professional journals, books, and/or electronic media.
Direct research of other teachers or of graduate students working for advanced academic degrees.
Provide professional consulting services to government and/or industry.
Participate in campus and community events.
Compile bibliographies of specialized materials for outside reading assignments.
Write grant proposals to procure external research funding.
Evaluate and grade students' class work, laboratory work, assignments, and papers.
Maintain student attendance records, grades, and other required records.
Prepare and deliver lectures to undergraduate and/or graduate students on topics such as programming, data structures, and software design.
Prepare course materials such as syllabi, homework assignments, and handouts.
Compile, administer, and grade examinations, or assign this work to others.
Keep abreast of developments in their field by reading current literature, talking with colleagues, and participating in professional conferences.
Initiate, facilitate, and moderate classroom discussions.
Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction.
Supervise students' laboratory work.
Maintain regularly scheduled office hours in order to advise and assist students.
Select and obtain materials and supplies such as textbooks and laboratory equipment.
Advise students on academic and vocational curricula, and on career issues.
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Knowledge Requirements for:
"Computer Science Teachers, Postsecondary"
Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Education and Training -- Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Telecommunications -- Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems.
Engineering and Technology -- Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Communications and Media -- Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media.
See the education requirements for Computer Science Teachers, Postsecondary
Skill Requirements for:
"Computer Science Teachers, Postsecondary"
Instructing -- Teaching others how to do something.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Speaking -- Talking to others to convey information effectively.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Learning Strategies -- Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Complex Problem Solving -- Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Time Management -- Managing one's own time and the time of others.
Ability Requirements for:
"Computer Science Teachers, Postsecondary"
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Speech Clarity -- The ability to speak clearly so others can understand you.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
"Computer Science Teachers, Postsecondary" Job Activities
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Training and Teaching Others -- Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Interpreting the Meaning of Information for Others -- Translating or explaining what information means and how it can be used.
Coaching and Developing Others -- Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
Job Tasks for:
"Computer Security Specialists"
Train users and promote security awareness to ensure system security and to improve server and network efficiency.
Develop plans to safeguard computer files against accidental or unauthorized modification, destruction, or disclosure and to meet emergency data processing needs.
Confer with users to discuss issues such as computer data access needs, security violations, and programming changes.
Monitor current reports of computer viruses to determine when to update virus protection systems.
Modify computer security files to incorporate new software, correct errors, or change individual access status.
Coordinate implementation of computer system plan with establishment personnel and outside vendors.
Monitor use of data files and regulate access to safeguard information in computer files.
Perform risk assessments and execute tests of data processing system to ensure functioning of data processing activities and security measures.
Encrypt data transmissions and erect firewalls to conceal confidential information as it is being transmitted and to keep out tainted digital transfers.
Document computer security and emergency measures policies, procedures, and tests.
Review violations of computer security procedures and discuss procedures with violators to ensure violations are not repeated.
Maintain permanent fleet cryptologic and carry-on direct support systems required in special land, sea surface and subsurface operations.
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Knowledge Requirements for:
"Computer Security Specialists"
Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
Engineering and Technology -- Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
Telecommunications -- Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems.
Education and Training -- Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Law and Government -- Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process.
Communications and Media -- Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media.
Public Safety and Security -- Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
See the education requirements for Computer Security Specialists
Skill Requirements for:
"Computer Security Specialists"
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Systems Evaluation -- Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Time Management -- Managing one's own time and the time of others.
Systems Analysis -- Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.
Troubleshooting -- Determining causes of operating errors and deciding what to do about it.
Judgment and Decision Making -- Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Ability Requirements for:
"Computer Security Specialists"
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Finger Dexterity -- The ability to make precisely coordinated movements of the fingers of one or both hands to grasp, manipulate, or assemble very small objects.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Selective Attention -- The ability to concentrate on a task over a period of time without being distracted.
"Computer Security Specialists" Job Activities
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Analyzing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
Organizing, Planning, and Prioritizing Work -- Developing specific goals and plans to prioritize, organize, and accomplish your work.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Job Tasks for:
"Computer Software Engineers, Systems Software"
Modify existing software to correct errors, to adapt it to new hardware or to upgrade interfaces and improve performance.
Design and develop software systems, using scientific analysis and mathematical models to predict and measure outcome and consequences of design.
Consult with engineering staff to evaluate interface between hardware and software, develop specifications and performance requirements and resolve customer problems.
Analyze information to determine, recommend and plan installation of a new system or modification of an existing system.
Develop and direct software system testing and validation procedures.
Direct software programming and development of documentation.
Consult with customers and/or other departments on project status, proposals and technical issues such as software system design and maintenance.
Advise customer about, or perform, maintenance of software system.
Coordinate installation of software system.
Monitor functioning of equipment to ensure system operates in conformance with specifications.
Store, retrieve, and manipulate data for analysis of system capabilities and requirements.
Confer with data processing and project managers to obtain information on limitations and capabilities for data processing projects.
Prepare reports and correspondence concerning project specifications, activities and status.
Evaluate factors such as reporting formats required, cost constraints, and need for security restrictions to determine hardware configuration.
Supervise and assign work to programmers, designers, technologists and technicians and other engineering and scientific personnel.
Train users to use new or modified equipment.
Utilize microcontrollers to develop control signals, implement control algorithms and measure process variables such as temperatures, pressures and positions.
Recommend purchase of equipment to control dust, temperature, and humidity in area of system installation.
Specify power supply requirements and configuration.
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Knowledge Requirements for:
"Computer Software Engineers, Systems Software"
Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Engineering and Technology -- Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
Design -- Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Education and Training -- Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
Communications and Media -- Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media.
Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
Telecommunications -- Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems.
See the education requirements for Computer Software Engineers, Systems Software
Skill Requirements for:
"Computer Software Engineers, Systems Software"
Complex Problem Solving -- Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Technology Design -- Generating or adapting equipment and technology to serve user needs.
Troubleshooting -- Determining causes of operating errors and deciding what to do about it.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Programming -- Writing computer programs for various purposes.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Systems Analysis -- Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.
Mathematics -- Using mathematics to solve problems.
Operations Analysis -- Analyzing needs and product requirements to create a design.
Ability Requirements for:
"Computer Software Engineers, Systems Software"
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Mathematical Reasoning -- The ability to choose the right mathematical methods or formulas to solve a problem.
Originality -- The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
"Computer Software Engineers, Systems Software" Job Activities
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Analyzing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job.
Organizing, Planning, and Prioritizing Work -- Developing specific goals and plans to prioritize, organize, and accomplish your work.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Job Tasks for:
"Computer Software Engineers, Applications"
Confer with systems analysts, engineers, programmers and others to design system and to obtain information on project limitations and capabilities, performance requirements and interfaces.
Modify existing software to correct errors, allow it to adapt to new hardware, or to improve its performance.
Analyze user needs and software requirements to determine feasibility of design within time and cost constraints.
Consult with customers about software system design and maintenance.
Coordinate software system installation and monitor equipment functioning to ensure specifications are met.
Design, develop and modify software systems, using scientific analysis and mathematical models to predict and measure outcome and consequences of design.
Develop and direct software system testing and validation procedures, programming, and documentation.
Analyze information to determine, recommend, and plan computer specifications and layouts, and peripheral equipment modifications.
Supervise the work of programmers, technologists and technicians and other engineering and scientific personnel.
Obtain and evaluate information on factors such as reporting formats required, costs, and security needs to determine hardware configuration.
Determine system performance standards.
Train users to use new or modified equipment.
Store, retrieve, and manipulate data for analysis of system capabilities and requirements.
Specify power supply requirements and configuration.
Recommend purchase of equipment to control dust, temperature, and humidity in area of system installation.
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Knowledge Requirements for:
"Computer Software Engineers, Applications"
Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Engineering and Technology -- Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
Telecommunications -- Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Design -- Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
See the education requirements for Computer Software Engineers, Applications
Skill Requirements for:
"Computer Software Engineers, Applications"
Programming -- Writing computer programs for various purposes.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Complex Problem Solving -- Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Troubleshooting -- Determining causes of operating errors and deciding what to do about it.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Technology Design -- Generating or adapting equipment and technology to serve user needs.
Judgment and Decision Making -- Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Operations Analysis -- Analyzing needs and product requirements to create a design.
Systems Analysis -- Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.
Ability Requirements for:
"Computer Software Engineers, Applications"
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Speech Clarity -- The ability to speak clearly so others can understand you.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Speech Recognition -- The ability to identify and understand the speech of another person.
"Computer Software Engineers, Applications" Job Activities
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Analyzing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Interpreting the Meaning of Information for Others -- Translating or explaining what information means and how it can be used.
Job Tasks for:
"Computer Support Specialists"
Install and perform minor repairs to hardware, software, and peripheral equipment, following design or installation specifications.
Oversee the daily performance of computer systems.
Set up equipment for employee use, performing or ensuring proper installation of cable, operating systems, and appropriate software.
Maintain record of daily data communication transactions, problems and remedial action taken, and installation activities.
Read technical manuals, confer with users, and conduct computer diagnostics to investigate and resolve problems and to provide technical assistance and support.
Confer with staff, users, and management to establish requirements for new systems or modifications.
Develop training materials and procedures, and/or train users in the proper use of hardware and software.
Refer major hardware or software problems or defective products to vendors or technicians for service.
Prepare evaluations of software or hardware, and recommend improvements or upgrades.
Read trade magazines and technical manuals, and attend conferences and seminars to maintain knowledge of hardware and software.
Supervise and coordinate workers engaged in problem-solving, monitoring, and installing data communication equipment and software.
Inspect equipment and read order sheets to prepare for delivery to users.
Modify and customize commercial programs for internal needs.
Answer users' inquiries regarding computer software and hardware operation to resolve problems.
Enter commands and observe system functioning to verify correct operations and detect errors.
Conduct office automation feasibility studies, including workflow analysis, space design, and cost comparison analysis.
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Knowledge Requirements for:
"Computer Support Specialists"
Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Engineering and Technology -- Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Telecommunications -- Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
Production and Processing -- Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods.
Design -- Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
Psychology -- Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
See the education requirements for Computer Support Specialists
Skill Requirements for:
"Computer Support Specialists"
Troubleshooting -- Determining causes of operating errors and deciding what to do about it.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Speaking -- Talking to others to convey information effectively.
Learning Strategies -- Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Instructing -- Teaching others how to do something.
Complex Problem Solving -- Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Ability Requirements for:
"Computer Support Specialists"
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Speech Clarity -- The ability to speak clearly so others can understand you.
Speech Recognition -- The ability to identify and understand the speech of another person.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
"Computer Support Specialists" Job Activities
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Establishing and Maintaining Interpersonal Relationships -- Developing constructive and cooperative working relationships with others, and maintaining them over time.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Interpreting the Meaning of Information for Others -- Translating or explaining what information means and how it can be used.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Job Tasks for:
"Computer Systems Analysts"
Provide staff and users with assistance solving computer related problems, such as malfunctions and program problems.
Test, maintain, and monitor computer programs and systems, including coordinating the installation of computer programs and systems.
Use object-oriented programming languages, as well as client/server applications development processes and multimedia and Internet technology.
Confer with clients regarding the nature of the information processing or computation needs a computer program is to address.
Coordinate and link the computer systems within an organization to increase compatibility and so information can be shared.
Consult with management to ensure agreement on system principles.
Expand or modify system to serve new purposes or improve work flow.
Interview or survey workers, observe job performance and/or perform the job in order to determine what information is processed and how it is processed.
Determine computer software or hardware needed to set up or alter system.
Train staff and users to work with computer systems and programs.
Analyze information processing or computation needs and plan and design computer systems, using techniques such as structured analysis, data modeling and information engineering.
Assess the usefulness of pre-developed application packages and adapt them to a user environment.
Define the goals of the system and devise flow charts and diagrams describing logical operational steps of programs.
Develop, document and revise system design procedures, test procedures, and quality standards.
Review and analyze computer printouts and performance indicators to locate code problems, and correct errors by correcting codes.
Recommend new equipment or software packages.
Read manuals, periodicals, and technical reports to learn how to develop programs that meet staff and user requirements.
Supervise computer programmers or other systems analysts or serve as project leaders for particular systems projects.
Utilize the computer in the analysis and solution of business problems such as development of integrated production and inventory control and cost analysis systems.
Prepare cost-benefit and return-on-investment analyses to aid in decisions on system implementation.
Specify inputs accessed by the system and plan the distribution and use of the results.
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Knowledge Requirements for:
"Computer Systems Analysts"
Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Design -- Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
Telecommunications -- Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Education and Training -- Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
See the education requirements for Computer Systems Analysts
Skill Requirements for:
"Computer Systems Analysts"
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Complex Problem Solving -- Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Troubleshooting -- Determining causes of operating errors and deciding what to do about it.
Service Orientation -- Actively looking for ways to help people.
Time Management -- Managing one's own time and the time of others.
Monitoring -- Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
Quality Control Analysis -- Conducting tests and inspections of products, services, or processes to evaluate quality or performance.
Ability Requirements for:
"Computer Systems Analysts"
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Speech Recognition -- The ability to identify and understand the speech of another person.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Speech Clarity -- The ability to speak clearly so others can understand you.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
"Computer Systems Analysts" Job Activities
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Analyzing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Interpreting the Meaning of Information for Others -- Translating or explaining what information means and how it can be used.
Job Tasks for:
"Computer, Automated Teller, and Office Machine Repairers"
Advise customers concerning equipment operation, maintenance and programming.
Align, adjust, and calibrate equipment according to specifications.
Analyze equipment performance records in order to assess equipment functioning.
Assemble machines according to specifications, using hand tools, power tools, and measuring devices.
Clean, oil, and adjust mechanical parts to maintain machines' operating efficiency and to prevent breakdowns.
Complete repair bills, shop records, time cards, and expense reports.
Converse with customers in order to determine details of equipment problems.
Disassemble machine to examine parts such as wires, gears, and bearings for wear and defects, using hand tools, power tools, and measuring devices.
Install and configure new equipment, including operating software and peripheral equipment.
Lay cable and hook up electrical connections between machines, power sources, and phone lines.
Maintain records of equipment maintenance work and repairs.
Operate machines in order to test functioning of parts and mechanisms.
Read specifications such as blueprints, charts, and schematics in order to determine machine settings and adjustments.
Reassemble machines after making repairs or replacing parts.
Reinstall software programs or adjust settings on existing software in order to fix machine malfunctions.
Repair, adjust, or replace electrical and mechanical components and parts, using hand tools, power tools, and soldering or welding equipment.
Test components and circuits of faulty equipment in order to locate defects, using oscilloscopes, signal generators, ammeters, voltmeters, or special diagnostic software programs.
Test new systems in order to ensure that they are in working order.
Update existing equipment, performing tasks such as installing updated circuit boards or additional memory.
Calibrate testing instruments.
Enter information into computers to copy programs from one electronic component to another, or to draw, modify, or store schematics.
Fill machines with toners, inks, or other duplicating fluids.
Maintain parts inventories, and order any additional parts needed for repairs.
Travel to customers' stores or offices to service machines, or to provide emergency repair service.
Train new repairers.
Job Tasks for:
"Concierges"
Make dining and other reservations for patrons, and obtain tickets for events.
Provide information about local features such as shopping, dining, nightlife, and recreational destinations.
Make travel arrangements for sightseeing and other tours.
Receive, store, and deliver luggage and mail.
Perform office duties on a temporary basis when needed.
Pick up and deliver items, or run errands for guests.
Carry out unusual requests such as searching for hard-to-find items and arranging for exotic services such as hot-air balloon rides.
Arrange for the replacement of items lost by travelers.
Arrange for interpreters or translators when patrons require such services.
Plan special events, parties, and meetings, which may include booking musicians or celebrities to appear.
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Knowledge Requirements for:
"Concierges"
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Telecommunications -- Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems.
Public Safety and Security -- Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
Psychology -- Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
Communications and Media -- Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media.
See the education requirements for Concierges
Skill Requirements for:
"Concierges"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Service Orientation -- Actively looking for ways to help people.
Speaking -- Talking to others to convey information effectively.
Social Perceptiveness -- Being aware of others' reactions and understanding why they react as they do.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Time Management -- Managing one's own time and the time of others.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Coordination -- Adjusting actions in relation to others' actions.
Learning Strategies -- Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Ability Requirements for:
"Concierges"
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Speech Clarity -- The ability to speak clearly so others can understand you.
Speech Recognition -- The ability to identify and understand the speech of another person.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Fluency of Ideas -- The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
"Concierges" Job Activities
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Performing for or Working Directly with the Public -- Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Establishing and Maintaining Interpersonal Relationships -- Developing constructive and cooperative working relationships with others, and maintaining them over time.
Judging the Qualities of Things, Services, or People -- Assessing the value, importance, or quality of things or people.
Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job.
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Job Tasks for:
"Construction and Building Inspectors"
Use survey instruments, metering devices, tape measures, and test equipment, such as concrete strength measurers, to perform inspections.
Inspect bridges, dams, highways, buildings, wiring, plumbing, electrical circuits, sewers, heating systems, and foundations during and after construction for structural quality, general safety and conformance to specifications and codes.
Maintain daily logs and supplement inspection records with photographs.
Review and interpret plans, blueprints, site layouts, specifications, and construction methods to ensure compliance to legal requirements and safety regulations.
Inspect and monitor construction sites to ensure adherence to safety standards, building codes, and specifications.
Measure dimensions and verify level, alignment, and elevation of structures and fixtures to ensure compliance to building plans and codes.
Issue violation notices and stop-work orders, conferring with owners, violators, and authorities to explain regulations and recommend rectifications.
Issue permits for construction, relocation, demolition and occupancy.
Approve and sign plans that meet required specifications.
Compute estimates of work completed or of needed renovations or upgrades, and approve payment for contractors.
Monitor installation of plumbing, wiring, equipment, and appliances to ensure that installation is performed properly and is in compliance with applicable regulations.
Examine lifting and conveying devices, such as elevators, escalators, moving sidewalks, lifts and hoists, inclined railways, ski lifts, and amusement rides to ensure safety and proper functioning.
Train, direct and supervise other construction inspectors.
Evaluate premises for cleanliness, including proper garbage disposal and lack of vermin infestation.
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Knowledge Requirements for:
"Construction and Building Inspectors"
Building and Construction -- Knowledge of materials, methods, and the tools involved in the construction or repair of houses, buildings, or other structures such as highways and roads.
Engineering and Technology -- Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Public Safety and Security -- Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
Design -- Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
See the education requirements for Construction and Building Inspectors
Skill Requirements for:
"Construction and Building Inspectors"
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Mathematics -- Using mathematics to solve problems.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Time Management -- Managing one's own time and the time of others.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Coordination -- Adjusting actions in relation to others' actions.
Social Perceptiveness -- Being aware of others' reactions and understanding why they react as they do.
Quality Control Analysis -- Conducting tests and inspections of products, services, or processes to evaluate quality or performance.
Ability Requirements for:
"Construction and Building Inspectors"
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Speech Clarity -- The ability to speak clearly so others can understand you.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Speech Recognition -- The ability to identify and understand the speech of another person.
Flexibility of Closure -- The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material.
"Construction and Building Inspectors" Job Activities
Inspecting Equipment, Structures, or Material -- Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Job Tasks for:
"Construction Carpenters"
Measure and mark cutting lines on materials, using ruler, pencil, chalk, and marking gauge.
Follow established safety rules and regulations and maintain a safe and clean environment.
Verify trueness of structure, using plumb bob and level.
Shape or cut materials to specified measurements, using hand tools, machines, or power saw.
Study specifications in blueprints, sketches or building plans to prepare project layout and determine dimensions and materials required.
Assemble and fasten materials to make framework or props, using hand tools and wood screws, nails, dowel pins, or glue.
Build or repair cabinets, doors, frameworks, floors, and other wooden fixtures used in buildings, using woodworking machines, carpenter's hand tools, and power tools.
Erect scaffolding and ladders for assembling structures above ground level.
Remove damaged or defective parts or sections of structures and repair or replace, using hand tools.
Install structures and fixtures, such as windows, frames, floorings, and trim, or hardware, using carpenter's hand and power tools.
Select and order lumber and other required materials.
Maintain records, document actions and present written progress reports.
Finish surfaces of woodwork or wallboard in houses and buildings, using paint, hand tools, and paneling.
Prepare cost estimates for clients or employers.
Arrange for subcontractors to deal with special areas such as heating and electrical wiring work.
Inspect ceiling or floor tile, wall coverings, siding, glass, or woodwork to detect broken or damaged structures.
Work with and/or remove hazardous material.
Construct forms and chutes for pouring concrete.
Cover subfloors with building paper to keep out moisture and lay hardwood, parquet, and wood-strip-block floors by nailing floors to subfloor or cementing them to mastic or asphalt base.
Fill cracks and other defects in plaster or plasterboard and sand patch, using patching plaster, trowel, and sanding tool.
Perform minor plumbing, welding and/or concrete mixing work.
Apply shock-absorbing, sound-deadening, and decorative paneling to ceilings and walls.
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Knowledge Requirements for:
"Construction Carpenters"
Building and Construction -- Knowledge of materials, methods, and the tools involved in the construction or repair of houses, buildings, or other structures such as highways and roads.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Design -- Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
Production and Processing -- Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods.
Engineering and Technology -- Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
Mechanical -- Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
Public Safety and Security -- Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
Law and Government -- Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process.
See the education requirements for Construction Carpenters
Skill Requirements for:
"Construction Carpenters"
Mathematics -- Using mathematics to solve problems.
Time Management -- Managing one's own time and the time of others.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Judgment and Decision Making -- Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Quality Control Analysis -- Conducting tests and inspections of products, services, or processes to evaluate quality or performance.
Management of Material Resources -- Obtaining and seeing to the appropriate use of equipment, facilities, and materials needed to do certain work.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Installation -- Installing equipment, machines, wiring, or programs to meet specifications.
Management of Financial Resources -- Determining how money will be spent to get the work done, and accounting for these expenditures.
Ability Requirements for:
"Construction Carpenters"
Arm-Hand Steadiness -- The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.
Trunk Strength -- The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without 'giving out' or fatiguing.
Multilimb Coordination -- The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Manual Dexterity -- The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Visualization -- The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
"Construction Carpenters" Job Activities
Controlling Machines and Processes -- Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
Judging the Qualities of Things, Services, or People -- Assessing the value, importance, or quality of things or people.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Coordinating the Work and Activities of Others -- Getting members of a group to work together to accomplish tasks.
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Scheduling Work and Activities -- Scheduling events, programs, and activities, as well as the work of others.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Tasks for:
"Construction Drillers"
Operates machine to flush earth cuttings, or blows dust from hole.
Assembles and positions machine, augers, and casing pipes.
Verifies depth and level of boring position.
Retracts auger to force discharge dirt from hole.
Starts, stops, and controls drilling speed of machine and insertion of casing into hole.
Signals crane operator to move equipment.
Drives truck or tractor to work site.
Operates hoist to lift power line poles into position.
Monitors drilling operation and strata being drilled to determine need to adjust drilling or insert casing into hole.
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Knowledge Requirements for:
"Construction Drillers"
Mechanical -- Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
Engineering and Technology -- Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
See the education requirements for Construction Drillers
Skill Requirements for:
"Construction Drillers"
Operation and Control -- Controlling operations of equipment or systems.
Operation Monitoring -- Watching gauges, dials, or other indicators to make sure a machine is working properly.
Ability Requirements for:
"Construction Drillers"
Control Precision -- The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Static Strength -- The ability to exert maximum muscle force to lift, push, pull, or carry objects.
Manual Dexterity -- The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
Response Orientation -- The ability to choose quickly between two or more movements in response to two or more different signals (lights, sounds, pictures). It includes the speed with which the correct response is started with the hand, foot, or other body part.
Reaction Time -- The ability to quickly respond (with the hand, finger, or foot) to a signal (sound, light, picture) when it appears.
Multilimb Coordination -- The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion.
Depth Perception -- The ability to judge which of several objects is closer or farther away from you, or to judge the distance between you and an object.
Trunk Strength -- The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without 'giving out' or fatiguing.
Dynamic Strength -- The ability to exert muscle force repeatedly or continuously over time. This involves muscular endurance and resistance to muscle fatigue.
"Construction Drillers" Job Activities
Controlling Machines and Processes -- Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
Operating Vehicles, Mechanized Devices, or Equipment -- Running, maneuvering, navigating, or driving vehicles or mechanized equipment, such as forklifts, passenger vehicles, aircraft, or water craft.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Inspecting Equipment, Structures, or Material -- Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Estimating the Quantifiable Characteristics of Products, Events, or Information -- Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity.
Job Tasks for:
"Construction Laborers"
Mop, brush, or spread paints, cleaning solutions, or other compounds over surfaces to clean them or to provide protection.
Operate jackhammers and drills to break up concrete or pavement.
Place, consolidate, and protect case-in-place concrete or masonry structures.
Position, join, align, and seal structural components, such as concrete wall sections and pipes.
Shovel cement and other materials into portable cement mixers; and mix, pour, and spread concrete.
Signal equipment operators to facilitate alignment, movement, and adjustment of machinery, equipment, and materials.
Smooth and finish freshly poured cement or concrete, using floats, trowels, screeds, or powered cement finishing tools.
Spray materials such as water, sand, steam, vinyl, paint, or stucco through hoses to clean, coat, or seal surfaces.
Tend machines that pump concrete, grout, cement, sand, plaster or stucco through spray-guns for application to ceilings and walls.
Tend pumps, compressors, and generators to provide power for tools, machinery, and equipment, or to heat and move materials such as asphalt.
Lubricate, clean, and repair machinery, equipment, and tools.
Operate, read, and maintain air monitoring and other sampling devices in confined and/or hazardous environments.
Apply caulking compounds by hand or using caulking guns.
Build and position forms for pouring concrete, and dismantle forms after use, using saws, hammers, nails, or bolts.
Clean and prepare construction sites to eliminate possible hazards.
Control traffic passing near, in, and around work zones.
Dig ditches or trenches, backfill excavations, and compact and level earth to grade specifications, using picks, shovels, pneumatic tampers, and rakes.
Erect and disassemble scaffolding, shoring, braces, traffic barricades, ramps, and other temporary structures.
Grind, scrape, sand, or polish surfaces such as concrete, marble, terrazzo, or wood flooring, using abrasive tools or machines.
Install sewer, water, and storm drain pipes, using pipe-laying machinery and laser guidance equipment.
Load, unload, and identify building materials, machinery, and tools, and distribute them to the appropriate locations, according to project plans and specifications.
Measure, mark, and record openings and distances to lay out areas where construction work will be performed.
Mix ingredients to create compounds for covering or cleaning surfaces.
Provide assistance to craft workers, such as carpenters, plasterers, and masons.
Raze buildings and salvage useful materials.
Read and interpret plans, instructions, and specifications to determine work activities.
Transport and set explosives for tunnel, shaft, and road construction.
Use computers and other input devices to control robotic pipe cutters and cleaners.
Identify, pack, and transport hazardous and/or radioactive materials.
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Knowledge Requirements for:
"Construction Laborers"
Building and Construction -- Knowledge of materials, methods, and the tools involved in the construction or repair of houses, buildings, or other structures such as highways and roads.
Mechanical -- Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
Engineering and Technology -- Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
See the education requirements for Construction Laborers
Skill Requirements for:
"Construction Laborers"
Equipment Selection -- Determining the kind of tools and equipment needed to do a job.
Ability Requirements for:
"Construction Laborers"
Static Strength -- The ability to exert maximum muscle force to lift, push, pull, or carry objects.
Trunk Strength -- The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without 'giving out' or fatiguing.
Explosive Strength -- The ability to use short bursts of muscle force to propel oneself (as in jumping or sprinting), or to throw an object.
Multilimb Coordination -- The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion.
Manual Dexterity -- The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
"Construction Laborers" Job Activities
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Controlling Machines and Processes -- Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Repairing and Maintaining Mechanical Equipment -- Servicing, repairing, adjusting, and testing machines, devices, moving parts, and equipment that operate primarily on the basis of mechanical (not electronic) principles.
Job Tasks for:
"Construction Managers"
Schedule the project in logical steps and budget time required to meet deadlines.
Determine labor requirements and dispatch workers to construction sites.
Inspect and review projects to monitor compliance with building and safety codes, and other regulations.
Interpret and explain plans and contract terms to administrative staff, workers, and clients, representing the owner or developer.
Prepare contracts and negotiate revisions, changes and additions to contractual agreements with architects, consultants, clients, suppliers and subcontractors.
Obtain all necessary permits and licenses.
Direct and supervise workers.
Study job specifications to determine appropriate construction methods.
Select, contract, and oversee workers who complete specific pieces of the project, such as painting or plumbing.
Requisition supplies and materials to complete construction projects.
Prepare and submit budget estimates and progress and cost tracking reports.
Develop and implement quality control programs.
Take actions to deal with the results of delays, bad weather, or emergencies at construction site.
Confer with supervisory personnel, owners, contractors, and design professionals to discuss and resolve matters such as work procedures, complaints, and construction problems.
Plan, organize, and direct activities concerned with the construction and maintenance of structures, facilities, and systems.
Investigate damage, accidents, or delays at construction sites, to ensure that proper procedures are being carried out.
Evaluate construction methods and determine cost-effectiveness of plans, using computers.
Direct acquisition of land for construction projects.
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Knowledge Requirements for:
"Construction Managers"
Building and Construction -- Knowledge of materials, methods, and the tools involved in the construction or repair of houses, buildings, or other structures such as highways and roads.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Design -- Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Public Safety and Security -- Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Mechanical -- Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
Engineering and Technology -- Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
Economics and Accounting -- Knowledge of economic and accounting principles and practices, the financial markets, banking and the analysis and reporting of financial data.
See the education requirements for Construction Managers
Skill Requirements for:
"Construction Managers"
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Coordination -- Adjusting actions in relation to others' actions.
Instructing -- Teaching others how to do something.
Mathematics -- Using mathematics to solve problems.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Judgment and Decision Making -- Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Negotiation -- Bringing others together and trying to reconcile differences.
Ability Requirements for:
"Construction Managers"
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Speech Clarity -- The ability to speak clearly so others can understand you.
Speech Recognition -- The ability to identify and understand the speech of another person.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
"Construction Managers" Job Activities
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Organizing, Planning, and Prioritizing Work -- Developing specific goals and plans to prioritize, organize, and accomplish your work.
Inspecting Equipment, Structures, or Material -- Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
Scheduling Work and Activities -- Scheduling events, programs, and activities, as well as the work of others.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Coordinating the Work and Activities of Others -- Getting members of a group to work together to accomplish tasks.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Estimating the Quantifiable Characteristics of Products, Events, or Information -- Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity.
Job Tasks for:
"Continuous Mining Machine Operators"
Determine locations, boundaries, and depths of holes or channels to be cut.
Drive machines into position at working faces.
Move controls to start and regulate movement of conveyors, and to start and position drill cutters or torches.
Move levers to raise and lower hydraulic safety bars that support roofs above machines until other workers complete their framing.
Observe and listen to equipment operation to detect binding or stoppage of tools and other equipment malfunctions.
Reposition machines to make additional holes or cuts.
Start machines to gather coal and convey it to floors or shuttle cars.
Guide and assist crews laying track and resetting supports and blocking.
Install casings to prevent cave-ins.
Repair, oil, and adjust machines, and change cutting teeth, using wrenches.
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Knowledge Requirements for:
"Continuous Mining Machine Operators"
Mechanical -- Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
See the education requirements for Continuous Mining Machine Operators
Skill Requirements for:
"Continuous Mining Machine Operators"
Operation and Control -- Controlling operations of equipment or systems.
Equipment Maintenance -- Performing routine maintenance on equipment and determining when and what kind of maintenance is needed.
Repairing -- Repairing machines or systems using the needed tools.
Coordination -- Adjusting actions in relation to others' actions.
Ability Requirements for:
"Continuous Mining Machine Operators"
Control Precision -- The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions.
Multilimb Coordination -- The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion.
"Continuous Mining Machine Operators" Job Activities
Controlling Machines and Processes -- Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
Operating Vehicles, Mechanized Devices, or Equipment -- Running, maneuvering, navigating, or driving vehicles or mechanized equipment, such as forklifts, passenger vehicles, aircraft, or water craft.
Repairing and Maintaining Mechanical Equipment -- Servicing, repairing, adjusting, and testing machines, devices, moving parts, and equipment that operate primarily on the basis of mechanical (not electronic) principles.
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Job Tasks for:
"Control and Valve Installers and Repairers, Except Mechanical Door"
Calibrate thermostats for specified temperature or pressure settings.
Clean internal compartments and moving parts, using rags and cleaning compounds.
Connect regulators to test stands, and turn screw adjustments until gauges indicate that inlet and outlet pressures meet specifications.
Disassemble and repair mechanical control devices or valves, such as regulators, thermostats, or hydrants, using power tools, hand tools, and cutting torches.
Dismantle meters, and replace or adjust defective parts such as cases, shafts, gears, disks, and recording mechanisms, using soldering irons and hand tools.
Examine valves or mechanical control device parts for defects, dents, or loose attachments, and mark malfunctioning areas of defective units.
Install, inspect and test electric meters, relays, and power sources to detect causes of malfunctions and inaccuracies, using hand tools and testing equipment.
Install regulators and related equipment such as gas meters, odorization units, and gas pressure telemetering equipment.
Lubricate wearing surfaces of mechanical parts, using oils or other lubricants.
Make adjustments to meter components, such as setscrews or timing mechanisms, so that they conform to specifications.
Measure tolerances of assembled and salvageable parts for conformance to standards or specifications, using gauges, micrometers, and calipers.
Mount and install meters and other electric equipment such as time clocks, transformers, and circuit breakers, using electricians' hand tools.
Investigate instances of illegal tapping into service lines.
Recommend and write up specifications for changes in hardware, such as house wiring.
Report hazardous field situations and damaged or missing meters.
Shut off service and notify repair crews when major repairs are required, such as the replacement of underground pipes or wiring.
Reassemble repaired equipment, and solder top, front, and back case panels in place, using soldering guns, power tools, and hand tools.
Record meter readings and installation data on meter cards, work orders, or field service orders, or enter data into hand-held computers.
Repair electric meters and components, such as transformers and relays, and replace metering devices, dial glasses, and faulty or incorrect wiring, using hand tools.
Repair leaks in valve seats or bellows of automotive heater thermostats, using soft solder, flux, and acetylene torches.
Replace defective parts, such as bellows, range springs, and toggle switches, and reassemble units according to blueprints, using cam presses and hand tools.
Splice and connect cables from meters or current transformers to pull boxes or switchboards, using hand tools.
Test valves and regulators for leaks and accurate temperature and pressure settings, using precision testing equipment.
Advise customers on proper installation of valves or regulators and related equipment.
Attach air hoses to meter inlets; then plug outlets and observe gauges for pressure losses in order to test internal seams for leaks.
Attach pressurized meters to fixtures which submerge them in water, and observe meters for leaks.
Clamp regulator units into vises on stages above water tanks, and attach compressed air hoses to intake ports.
Clean plant growth, scale, paint, soil, and/or rust from meter housings, using wire brushes, scrapers, buffers, sandblasters, and/or cleaning compounds.
Connect hoses from provers to meter inlets and outlets, and raise prover bells until prover gauges register zero.
Cut seats to receive new orifices, tap inspection ports, and perform other repairs in order to salvage usable materials, using hand tools and machine tools.
Dip valves and regulators in molten lead to prevent leakage, and paint valves, fittings, and other devices, using spray guns.
Disconnect and/or remove defective or unauthorized meters, using hand tools.
Operate power-driven foot pedals to raise and/or lower regulators into and out of water tanks.
Recondition displacement type gas meters and governors, fabricating, machining, and/or modifying parts needed for repairs.
Record maintenance information, including test results, material usage, and repairs made.
Trace and tag meters or house lines.
Turn meters on or off to establish or close service.
Turn valves to allow measured amounts of air or gas to pass through meters at specified flow rates.
Vary air pressure flowing into regulators and turn handles to assess functioning of valves and pistons.
Collect money due on delinquent accounts.
Job Tasks for:
"Conveyor Operators and Tenders"
Contact workers in work stations or other departments to request movement of materials, products, or machinery, or to notify them of incoming shipments and their estimated delivery times.
Distribute materials, supplies, and equipment to work stations, using lifts and trucks.
Join sections of conveyor frames at temporary working areas, and connect power units.
Measure dimensions of bundles, using rulers, and cut battens to required sizes, using power saws.
Move, assemble, and connect hoses or nozzles to material hoppers, storage tanks, conveyor sections or chutes, and pumps.
Operate consoles to control automatic palletizing equipment.
Operate elevator systems in conjunction with conveyor systems.
Record production data such as weights, types, quantities, and storage locations of materials, as well as equipment performance problems and downtime.
Repair or replace equipment components or parts such as blades, rolls, and pumps.
Thread strapping through strapping tools; then secure battens with strapping to form protective pallets around extrusions.
Inform supervisors of equipment malfunctions that need to be addressed.
Load, unload, or adjust materials or products on conveyors by hand, by using lifts, hoists, and scoops, or by opening gates, chutes, or hoppers.
Manipulate controls, levers, and valves to start pumps, auxiliary equipment, or conveyors, and to adjust equipment positions, speeds, timing, and material flows.
Observe conveyor operations and monitor lights, dials, and gauges, in order to maintain specified operating levels and to detect equipment malfunctions.
Observe packages moving along conveyors in order to identify packages and to detect defective packaging.
Position deflector bars, gates, chutes, or spouts to divert flow of materials from one conveyor onto another conveyor.
Press console buttons to deflect packages to predetermined accumulators or reject lines.
Read production and delivery schedules, and confer with supervisors, to determine sorting and transfer procedures, arrangement of packages on pallets, and destinations of loaded pallets.
Stop equipment or machinery and clear jams, using poles, bars, and hand tools, or remove damaged materials from conveyors.
Weigh or measure materials and products, using scales or other measuring instruments, or read scales on conveyors that continually weigh products, in order to verify specified tonnages and prevent overloads.
Affix identifying information to materials or products, using hand tools.
Clean, sterilize, and maintain equipment, machinery, and work stations, using hand tools, shovels, brooms, chemicals, hoses, and lubricants.
Collect samples of materials or products, checking them to ensure conformance to specifications or sending them to laboratories for analysis.
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Knowledge Requirements for:
"Conveyor Operators and Tenders"
Production and Processing -- Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods.
Mechanical -- Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
See the education requirements for Conveyor Operators and Tenders
Skill Requirements for:
"Conveyor Operators and Tenders"
Operation and Control -- Controlling operations of equipment or systems.
Operation Monitoring -- Watching gauges, dials, or other indicators to make sure a machine is working properly.
Equipment Maintenance -- Performing routine maintenance on equipment and determining when and what kind of maintenance is needed.
Repairing -- Repairing machines or systems using the needed tools.
Troubleshooting -- Determining causes of operating errors and deciding what to do about it.
Equipment Selection -- Determining the kind of tools and equipment needed to do a job.
Ability Requirements for:
"Conveyor Operators and Tenders"
Perceptual Speed -- The ability to quickly and accurately compare similarities and differences among sets of letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Control Precision -- The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions.
Manual Dexterity -- The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
Trunk Strength -- The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without 'giving out' or fatiguing.
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
"Conveyor Operators and Tenders" Job Activities
Controlling Machines and Processes -- Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Inspecting Equipment, Structures, or Material -- Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Repairing and Maintaining Mechanical Equipment -- Servicing, repairing, adjusting, and testing machines, devices, moving parts, and equipment that operate primarily on the basis of mechanical (not electronic) principles.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Estimating the Quantifiable Characteristics of Products, Events, or Information -- Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity.
Job Tasks for:
"Cooks, Fast Food"
Maintain sanitation, health, and safety standards in work areas.
Clean food preparation areas, cooking surfaces, and utensils.
Operate large-volume cooking equipment such as grills, deep-fat fryers, or griddles.
Verify that prepared food meets requirements for quality and quantity.
Take food and drink orders and receive payment from customers.
Read food order slips or receive verbal instructions as to food required by patron, and prepare and cook food according to instructions.
Wash, cut, and prepare foods designated for cooking.
Measure ingredients required for specific food items being prepared.
Cook and package batches of food, such as hamburgers and fried chicken, which are prepared to order or kept warm until sold.
Cook the exact number of items ordered by each customer, working on several different orders simultaneously.
Serve orders to customers at windows, counters, or tables.
Clean, stock, and restock workstations and display cases.
Prepare specialty foods such as pizzas, fish and chips, sandwiches, and tacos, following specific methods that usually require short preparation time.
Prepare dough, following recipe.
Schedule activities and equipment use with managers, using information about daily menus to help coordinate cooking times.
Prepare and serve beverages such as coffee and fountain drinks.
Mix ingredients such as pancake or waffle batters.
Order and take delivery of supplies.
Pre-cook items such as bacon, in order to prepare them for later use.
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Knowledge Requirements for:
"Cooks, Fast Food"
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Food Production -- Knowledge of techniques and equipment for planting, growing, and harvesting food products (both plant and animal) for consumption, including storage/handling techniques.
Production and Processing -- Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods.
Personnel and Human Resources -- Knowledge of principles and procedures for personnel recruitment, selection, training, compensation and benefits, labor relations and negotiation, and personnel information systems.
Sales and Marketing -- Knowledge of principles and methods for showing, promoting, and selling products or services. This includes marketing strategy and tactics, product demonstration, sales techniques, and sales control systems.
See the education requirements for Cooks, Fast Food
Skill Requirements for:
"Cooks, Fast Food"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Speaking -- Talking to others to convey information effectively.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Service Orientation -- Actively looking for ways to help people.
Instructing -- Teaching others how to do something.
Social Perceptiveness -- Being aware of others' reactions and understanding why they react as they do.
Mathematics -- Using mathematics to solve problems.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Learning Strategies -- Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Monitoring -- Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
Ability Requirements for:
"Cooks, Fast Food"
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Speech Recognition -- The ability to identify and understand the speech of another person.
Trunk Strength -- The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without 'giving out' or fatiguing.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
"Cooks, Fast Food" Job Activities
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Judging the Qualities of Things, Services, or People -- Assessing the value, importance, or quality of things or people.
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Performing for or Working Directly with the Public -- Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
Inspecting Equipment, Structures, or Material -- Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Organizing, Planning, and Prioritizing Work -- Developing specific goals and plans to prioritize, organize, and accomplish your work.
Scheduling Work and Activities -- Scheduling events, programs, and activities, as well as the work of others.
Job Tasks for:
"Cooks, Institution and Cafeteria"
Cook foodstuffs according to menus, special dietary or nutritional restrictions, and numbers of portions to be served.
Clean and inspect galley equipment, kitchen appliances, and work areas in order to ensure cleanliness and functional operation.
Direct activities of one or more workers who assist in preparing and serving meals.
Bake breads, rolls, and other pastries.
Clean, cut, and cook meat, fish, and poultry.
Compile and maintain records of food use and expenditures.
Determine meal prices based on calculations of ingredient prices.
Requisition food supplies, kitchen equipment, and appliances, based on estimates of future needs.
Apportion and serve food to facility residents, employees, or patrons.
Monitor menus and spending in order to ensure that meals are prepared economically.
Monitor use of government food commodities to ensure that proper procedures are followed.
Plan menus that are varied, nutritionally balanced, and appetizing, taking advantage of foods in season and local availability.
Take inventory of supplies and equipment.
Train new employees.
Wash pots, pans, dishes, utensils, and other cooking equipment.
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Knowledge Requirements for:
"Cooks, Institution and Cafeteria"
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
See the education requirements for Cooks, Institution and Cafeteria
Skill Requirements for:
"Cooks, Institution and Cafeteria"
Service Orientation -- Actively looking for ways to help people.
Mathematics -- Using mathematics to solve problems.
Ability Requirements for:
"Cooks, Institution and Cafeteria"
Wrist-Finger Speed -- The ability to make fast, simple, repeated movements of the fingers, hands, and wrists.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
"Cooks, Institution and Cafeteria" Job Activities
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Estimating the Quantifiable Characteristics of Products, Events, or Information -- Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity.
Monitoring and Controlling Resources -- Monitoring and controlling resources and overseeing the spending of money.
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Job Tasks for:
"Cooks, Private Household"
Prepare meals in private homes according to employers' recipes or tastes, handling all meals for the family and possibly for other household staff.
Stock, organize, and clean kitchens and cooking utensils.
Shop for or order food and kitchen supplies and equipment.
Serve meals and snacks to employing families and their guests.
Plan menus according to employers' needs and diet restrictions.
Plan and prepare food for parties, holiday meals, luncheons, special functions, and other social events.
Peel, wash, trim, and cook vegetables and meats, and bake breads and pastries.
Direct the operation and organization of kitchens and all food-related activities, including the presentation and serving of food.
Travel with employers to vacation homes to provide meal preparation at those locations.
Specialize in preparing fancy dishes and/or food for special diets.
Create and explore new cuisines.
Job Tasks for:
"Cooks, Restaurant"
Inspect food preparation and serving areas to ensure observance of safe, sanitary food-handling practices.
Turn or stir foods to ensure even cooking.
Season and cook food according to recipes or personal judgment and experience.
Observe and test foods to determine if they have been cooked sufficiently, using methods such as tasting, smelling, or piercing them with utensils.
Weigh, measure, and mix ingredients according to recipes or personal judgment, using various kitchen utensils and equipment.
Portion, arrange, and garnish food, and serve food to waiters or patrons.
Regulate temperature of ovens, broilers, grills, and roasters.
Substitute for or assist other cooks during emergencies or rush periods.
Bake, roast, broil, and steam meats, fish, vegetables, and other foods.
Wash, peel, cut, and seed fruits and vegetables to prepare them for consumption.
Estimate expected food consumption; then requisition or purchase supplies, or procure food from storage.
Carve and trim meats such as beef, veal, ham, pork, and lamb for hot or cold service, or for sandwiches.
Coordinate and supervise work of kitchen staff.
Consult with supervisory staff to plan menus, taking into consideration factors such as costs and special event needs.
Butcher and dress animals, fowl, or shellfish, or cut and bone meat prior to cooking.
Bake breads, rolls, cakes, and pastries.
Prepare relishes and hors d'oeuvres.
Keep records and accounts.
Plan and price menu items.
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Knowledge Requirements for:
"Cooks, Restaurant"
Food Production -- Knowledge of techniques and equipment for planting, growing, and harvesting food products (both plant and animal) for consumption, including storage/handling techniques.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
See the education requirements for Cooks, Restaurant
Skill Requirements for:
"Cooks, Restaurant"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Speaking -- Talking to others to convey information effectively.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Instructing -- Teaching others how to do something.
Learning Strategies -- Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Social Perceptiveness -- Being aware of others' reactions and understanding why they react as they do.
Coordination -- Adjusting actions in relation to others' actions.
Ability Requirements for:
"Cooks, Restaurant"
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Time Sharing -- The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources).
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Manual Dexterity -- The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Speech Clarity -- The ability to speak clearly so others can understand you.
Speech Recognition -- The ability to identify and understand the speech of another person.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
"Cooks, Restaurant" Job Activities
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Inspecting Equipment, Structures, or Material -- Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Training and Teaching Others -- Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Job Tasks for:
"Cooks, Short Order"
Clean food preparation equipment, work areas, and counters or tables.
Plan work on orders so that items served together are finished at the same time.
Grill, cook, and fry foods such as french fries, eggs, and pancakes.
Take orders from customers and cook foods requiring short preparation times, according to customer requirements.
Grill and garnish hamburgers or other meats such as steaks and chops.
Complete orders from steam tables, placing food on plates and serving customers at tables or counters.
Perform simple food preparation tasks such as making sandwiches, carving meats, and brewing coffee.
Order supplies and stock them on shelves.
Accept payments, and make change or write charge slips as necessary.
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Knowledge Requirements for:
"Cooks, Short Order"
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Food Production -- Knowledge of techniques and equipment for planting, growing, and harvesting food products (both plant and animal) for consumption, including storage/handling techniques.
See the education requirements for Cooks, Short Order
Skill Requirements for:
"Cooks, Short Order"
Coordination -- Adjusting actions in relation to others' actions.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Time Management -- Managing one's own time and the time of others.
Judgment and Decision Making -- Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Service Orientation -- Actively looking for ways to help people.
Instructing -- Teaching others how to do something.
Learning Strategies -- Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Troubleshooting -- Determining causes of operating errors and deciding what to do about it.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Speaking -- Talking to others to convey information effectively.
Ability Requirements for:
"Cooks, Short Order"
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Speech Recognition -- The ability to identify and understand the speech of another person.
Speech Clarity -- The ability to speak clearly so others can understand you.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Arm-Hand Steadiness -- The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Manual Dexterity -- The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
Selective Attention -- The ability to concentrate on a task over a period of time without being distracted.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Time Sharing -- The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources).
"Cooks, Short Order" Job Activities
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Performing for or Working Directly with the Public -- Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Establishing and Maintaining Interpersonal Relationships -- Developing constructive and cooperative working relationships with others, and maintaining them over time.
Job Tasks for:
"Cooling and Freezing Equipment Operators and Tenders"
Adjust machine or freezer speed and air intake in order to obtain desired consistency and amount of product.
Correct machinery malfunctions by performing actions such as removing jams, and inform supervisors of malfunctions as necessary.
Insert forming fixtures, and start machines that cut frozen products into measured portions or specified shapes.
Load and position wrapping paper, sticks, bags, or cartons into dispensing machines.
Measure or weigh specified amounts of ingredients or materials, and load them into tanks, vats, hoppers, or other equipment.
Monitor pressure gauges, ammeters, flowmeters, thermometers, or products, and adjust controls to maintain specified conditions, such as feed rate, product consistency, temperature, air pressure, and machine speed.
Place or position containers into equipment, and remove containers after completion of cooling or freezing processes.
Position molds on conveyors, and measure and adjust level of fill, using depth gauges.
Read dials and gauges on panel control boards in order to ascertain temperatures, alkalinities, and densities of mixtures, and turn valves in order to obtain specified mixtures.
Scrape, dislodge, or break excess frost, ice, or frozen product from equipment in order to prevent accumulation, using hands and hand tools.
Start agitators to blend contents, or start beater, scraper, and expeller blades to mix contents with air and prevent sticking.
Start machinery such as pumps, feeders, or conveyors, and turn valves in order to heat, admit, or transfer products, refrigerants, or mixes.
Stir material with spoons or paddles in order to mix ingredients or allow even cooling and prevent coagulation.
Weigh packages and adjust freezer air valves or switches on filler heads in order to obtain specified amounts of product in each container.
Activate mechanical rakes in order to regulate flow of ice from storage bins to vats.
Assemble equipment, and attach pipes, fittings, or valves, using hand tools.
Inspect and flush lines with solutions or steam, and spray equipment with sterilizing solutions.
Record temperatures, amounts of materials processed, and/or test results on report forms.
Sample and test product characteristics such as specific gravity, acidity, and sugar content, using hydrometers, pH meters, or refractometers.
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Knowledge Requirements for:
"Cooling and Freezing Equipment Operators and Tenders"
Mechanical -- Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
See the education requirements for Cooling and Freezing Equipment Operators and Tenders
Skill Requirements for:
"Cooling and Freezing Equipment Operators and Tenders"
Operation and Control -- Controlling operations of equipment or systems.
Operation Monitoring -- Watching gauges, dials, or other indicators to make sure a machine is working properly.
Repairing -- Repairing machines or systems using the needed tools.
Equipment Maintenance -- Performing routine maintenance on equipment and determining when and what kind of maintenance is needed.
Quality Control Analysis -- Conducting tests and inspections of products, services, or processes to evaluate quality or performance.
Science -- Using scientific rules and methods to solve problems.
Monitoring -- Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
Troubleshooting -- Determining causes of operating errors and deciding what to do about it.
Mathematics -- Using mathematics to solve problems.
Equipment Selection -- Determining the kind of tools and equipment needed to do a job.
Ability Requirements for:
"Cooling and Freezing Equipment Operators and Tenders"
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Finger Dexterity -- The ability to make precisely coordinated movements of the fingers of one or both hands to grasp, manipulate, or assemble very small objects.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Control Precision -- The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions.
Wrist-Finger Speed -- The ability to make fast, simple, repeated movements of the fingers, hands, and wrists.
Manual Dexterity -- The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
Arm-Hand Steadiness -- The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.
Multilimb Coordination -- The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion.
Perceptual Speed -- The ability to quickly and accurately compare similarities and differences among sets of letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object.
Number Facility -- The ability to add, subtract, multiply, or divide quickly and correctly.
"Cooling and Freezing Equipment Operators and Tenders" Job Activities
Controlling Machines and Processes -- Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Repairing and Maintaining Mechanical Equipment -- Servicing, repairing, adjusting, and testing machines, devices, moving parts, and equipment that operate primarily on the basis of mechanical (not electronic) principles.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Inspecting Equipment, Structures, or Material -- Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Job Tasks for:
"Copy Writers"
Write advertising copy for use by publication, broadcast or internet media to promote the sale of goods and services.
Present drafts and ideas to clients.
Discuss with the client the product, advertising themes and methods, and any changes that should be made in advertising copy.
Vary language and tone of messages based on product and medium.
Consult with sales, media and marketing representatives to obtain information on product or service and discuss style and length of advertising copy.
Edit or rewrite existing copy as necessary, and submit copy for approval by supervisor.
Write to customers in their terms and on their level so that the advertiser's sales message is more readily received.
Write articles, bulletins, sales letters, speeches, and other related informative, marketing and promotional material.
Invent names for products and write the slogans that appear on packaging, brochures and other promotional material.
Review advertising trends, consumer surveys, and other data regarding marketing of goods and services to determine the best way to promote products.
Develop advertising campaigns for a wide range of clients, working with an advertising agency's creative director and art director to determine the best way to present advertising information.
Conduct research and interviews to determine which of a product's selling features should be promoted.
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Knowledge Requirements for:
"Copy Writers"
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Communications and Media -- Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media.
Sales and Marketing -- Knowledge of principles and methods for showing, promoting, and selling products or services. This includes marketing strategy and tactics, product demonstration, sales techniques, and sales control systems.
See the education requirements for Copy Writers
Skill Requirements for:
"Copy Writers"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Time Management -- Managing one's own time and the time of others.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Speaking -- Talking to others to convey information effectively.
Persuasion -- Persuading others to change their minds or behavior.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Coordination -- Adjusting actions in relation to others' actions.
Equipment Selection -- Determining the kind of tools and equipment needed to do a job.
Ability Requirements for:
"Copy Writers"
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
Originality -- The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Fluency of Ideas -- The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
Speech Clarity -- The ability to speak clearly so others can understand you.
Speech Recognition -- The ability to identify and understand the speech of another person.
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
"Copy Writers" Job Activities
Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Establishing and Maintaining Interpersonal Relationships -- Developing constructive and cooperative working relationships with others, and maintaining them over time.
Selling or Influencing Others -- Convincing others to buy merchandise/goods or to otherwise change their minds or actions.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Organizing, Planning, and Prioritizing Work -- Developing specific goals and plans to prioritize, organize, and accomplish your work.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job.
Job Tasks for:
"Coroners"
Coordinate the release of personal effects to authorized persons, and facilitate the disposition of unclaimed corpses and personal effects.
Inventory personal effects, such as jewelry or wallets, that are recovered from bodies.
Locate and document information regarding the next of kin, including their relationship to the deceased and the status of notification attempts.
Provide information concerning the circumstances of death to relatives of the deceased.
Remove or supervise removal of bodies from death scenes, using the proper equipment and supplies, and arrange for transportation to morgues.
Witness and certify deaths that are the result of a judicial order.
Record the disposition of minor children, as well as details of arrangements made for their care.
Collect and document any pertinent medical history information.
Complete death certificates, including the assignment of a cause and manner of death.
Complete reports and forms required to finalize cases.
Direct activities of workers who conduct autopsies, perform pathological and toxicological analyses, and prepare documents for permanent records.
Inquire into the cause, manner, and circumstances of human deaths, and establish the identities of deceased persons.
Interview persons present at death scenes to obtain information useful in determining the manner of death.
Observe and record the positions and conditions of bodies and of related evidence.
Observe, record, and preserve any objects or personal property related to deaths, including objects such as medication containers and suicide notes.
Perform medico-legal examinations and autopsies, conducting preliminary examinations of the body in order to identify victims, to locate signs of trauma, and to identify factors that would indicate time of death.
Testify at inquests, hearings, and court trials.
Arrange for the next of kin to be notified of deaths.
Collect wills, burial instructions, and other documentation needed for investigations and for handling of the remains.
Confer with officials of public health and law enforcement agencies in order to coordinate interdepartmental activities.
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Knowledge Requirements for:
"Coroners"
Biology -- Knowledge of plant and animal organisms, their tissues, cells, functions, interdependencies, and interactions with each other and the environment.
Medicine and Dentistry -- Knowledge of the information and techniques needed to diagnose and treat human injuries, diseases, and deformities. This includes symptoms, treatment alternatives, drug properties and interactions, and preventive health-care measures.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
Law and Government -- Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process.
Chemistry -- Knowledge of the chemical composition, structure, and properties of substances and of the chemical processes and transformations that they undergo. This includes uses of chemicals and their interactions, danger signs, production techniques, and disposal methods.
See the education requirements for Coroners
Skill Requirements for:
"Coroners"
Science -- Using scientific rules and methods to solve problems.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Coordination -- Adjusting actions in relation to others' actions.
Speaking -- Talking to others to convey information effectively.
Judgment and Decision Making -- Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Mathematics -- Using mathematics to solve problems.
Complex Problem Solving -- Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Ability Requirements for:
"Coroners"
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Speech Clarity -- The ability to speak clearly so others can understand you.
Flexibility of Closure -- The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material.
"Coroners" Job Activities
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Analyzing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Coordinating the Work and Activities of Others -- Getting members of a group to work together to accomplish tasks.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Guiding, Directing, and Motivating Subordinates -- Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.
Job Tasks for:
"Correctional Officers and Jailers"
Monitor conduct of prisoners, according to established policies, regulations, and procedures, in order to prevent escape or violence.
Inspect conditions of locks, window bars, grills, doors, and gates at correctional facilities, in order to ensure that they will prevent escapes.
Search prisoners, cells, and vehicles for weapons, valuables, or drugs.
Guard facility entrances in order to screen visitors.
Search for and recapture escapees.
Inspect mail for the presence of contraband.
Take prisoners into custody and escort to locations within and outside of facility, such as visiting room, courtroom, or airport.
Record information, such as prisoner identification, charges, and incidences of inmate disturbance.
Use weapons, handcuffs, and physical force to maintain discipline and order among prisoners.
Conduct fire, safety, and sanitation inspections.
Provide to supervisors oral and written reports of the quality and quantity of work performed by inmates, inmate disturbances and rule violations, and unusual occurrences.
Settle disputes between inmates.
Drive passenger vehicles and trucks used to transport inmates to other institutions, courtrooms, hospitals, and work sites.
Arrange daily schedules for prisoners including library visits, work assignments, family visits, and counseling appointments.
Assign duties to inmates, providing instructions as needed.
Issue clothing, tools, and other authorized items to inmates.
Serve meals and distribute commissary items to prisoners.
Investigate crimes that have occurred within an institution, or assist police in their investigations of crimes and inmates.
Maintain records of prisoners' identification and charges.
Supervise and coordinate work of other correctional service officers.
Sponsor inmate recreational activities such as newspapers and self-help groups.
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Knowledge Requirements for:
"Correctional Officers and Jailers"
Public Safety and Security -- Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
Law and Government -- Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process.
Psychology -- Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
Education and Training -- Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
Sociology and Anthropology -- Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
Personnel and Human Resources -- Knowledge of principles and procedures for personnel recruitment, selection, training, compensation and benefits, labor relations and negotiation, and personnel information systems.
Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
See the education requirements for Correctional Officers and Jailers
Skill Requirements for:
"Correctional Officers and Jailers"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Social Perceptiveness -- Being aware of others' reactions and understanding why they react as they do.
Speaking -- Talking to others to convey information effectively.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Monitoring -- Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Coordination -- Adjusting actions in relation to others' actions.
Persuasion -- Persuading others to change their minds or behavior.
Instructing -- Teaching others how to do something.
Ability Requirements for:
"Correctional Officers and Jailers"
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Far Vision -- The ability to see details at a distance.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Speech Clarity -- The ability to speak clearly so others can understand you.
Selective Attention -- The ability to concentrate on a task over a period of time without being distracted.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Speech Recognition -- The ability to identify and understand the speech of another person.
"Correctional Officers and Jailers" Job Activities
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Resolving Conflicts and Negotiating with Others -- Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Establishing and Maintaining Interpersonal Relationships -- Developing constructive and cooperative working relationships with others, and maintaining them over time.
Inspecting Equipment, Structures, or Material -- Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
Job Tasks for:
"Correspondence Clerks"
Read incoming correspondence to ascertain nature of writers' concerns and to determine disposition of correspondence.
Review correspondence for format and typographical accuracy, assemble the information into a prescribed form with the correct number of copies, and submit it to an authorized official for signature.
Route correspondence to other departments for reply.
Type acknowledgment letters to persons sending correspondence.
Compile data from records to prepare periodic reports.
Compile data pertinent to manufacture of special products for customers.
Compose correspondence requesting medical information and records.
Confer with company personnel regarding feasibility of complying with writers' requests.
Ensure that money collected is properly recorded and secured.
Obtain written authorization to access required medical information.
Process orders for goods requested in correspondence.
Respond to internal and external requests for the release of information contained in medical records, copying medical records, and selective extracts in accordance with laws and regulations.
Complete form letters in response to requests or problems identified by correspondence.
Compose letters in reply to correspondence concerning such items as requests for merchandise, damage claims, credit information requests, delinquent accounts, incorrect billing, or unsatisfactory service.
Compute costs of records furnished to requesters, and write letters to obtain payment.
Gather records pertinent to specific problems, review them for completeness and accuracy, and attach records to correspondence as necessary.
Maintain files and control records to show correspondence activities.
Prepare documents and correspondence such as damage claims, credit and billing inquiries, invoices, and service complaints.
Prepare records for shipment by certified mail.
Present clear and concise explanations of governing rules and regulations.
Submit completed documents to typists for typing in final form, and instruct typists in matters such as format, addresses, addressees, and the necessary number of copies.
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Knowledge Requirements for:
"Correspondence Clerks"
Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
See the education requirements for Correspondence Clerks
Skill Requirements for:
"Correspondence Clerks"
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Ability Requirements for:
"Correspondence Clerks"
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Wrist-Finger Speed -- The ability to make fast, simple, repeated movements of the fingers, hands, and wrists.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
"Correspondence Clerks" Job Activities
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Performing Administrative Activities -- Performing day-to-day administrative tasks such as maintaining information files and processing paperwork.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Job Tasks for:
"Cost Estimators"
Analyze blueprints and other documentation to prepare time, cost, materials, and labor estimates.
Assess cost effectiveness of products, projects or services, tracking actual costs relative to bids as the project develops.
Consult with clients, vendors, personnel in other departments or construction foremen to discuss and formulate estimates and resolve issues.
Confer with engineers, architects, owners, contractors and subcontractors on changes and adjustments to cost estimates.
Prepare estimates used by management for purposes such as planning, organizing, and scheduling work.
Prepare estimates for use in selecting vendors or subcontractors.
Review material and labor requirements, to decide whether it is more cost-effective to produce or purchase components.
Prepare cost and expenditure statements and other necessary documentation at regular intervals for the duration of the project.
Prepare and maintain a directory of suppliers, contractors and subcontractors.
Set up cost monitoring and reporting systems and procedures.
Establish and maintain tendering process, and conduct negotiations.
Conduct special studies to develop and establish standard hour and related cost data or to effect cost reduction.
Visit site and record information about access, drainage and topography, and availability of services such as water and electricity.
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Knowledge Requirements for:
"Cost Estimators"
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Production and Processing -- Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods.
Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
See the education requirements for Cost Estimators
Skill Requirements for:
"Cost Estimators"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Mathematics -- Using mathematics to solve problems.
Time Management -- Managing one's own time and the time of others.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Management of Personnel Resources -- Motivating, developing, and directing people as they work, identifying the best people for the job.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Speaking -- Talking to others to convey information effectively.
Equipment Selection -- Determining the kind of tools and equipment needed to do a job.
Ability Requirements for:
"Cost Estimators"
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Speech Clarity -- The ability to speak clearly so others can understand you.
Mathematical Reasoning -- The ability to choose the right mathematical methods or formulas to solve a problem.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Speech Recognition -- The ability to identify and understand the speech of another person.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
"Cost Estimators" Job Activities
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Scheduling Work and Activities -- Scheduling events, programs, and activities, as well as the work of others.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Establishing and Maintaining Interpersonal Relationships -- Developing constructive and cooperative working relationships with others, and maintaining them over time.
Performing for or Working Directly with the Public -- Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
Estimating the Quantifiable Characteristics of Products, Events, or Information -- Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity.
Coordinating the Work and Activities of Others -- Getting members of a group to work together to accomplish tasks.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Resolving Conflicts and Negotiating with Others -- Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
Job Tasks for:
"Costume Attendants"
Arrange costumes in order of use to facilitate quick-change procedures for performances.
Assign lockers to employees, and maintain locker rooms, dressing rooms, wig rooms, and costume storage and laundry areas.
Care for non-clothing items such as flags, table skirts, and draperies.
Check the appearance of costumes on-stage and under lights in order to determine whether desired effects are being achieved.
Clean and press costumes before and after performances, and perform any minor repairs.
Collaborate with production designers, costume designers, and other production staff in order to discuss and execute costume design details.
Create worksheets for dressing lists, show notes, and costume checks.
Distribute costumes and related equipment, and keep records of item status.
Examine costume fit on cast members, and sketch or write notes for alterations.
Inventory stock in order to determine types and conditions of available costuming.
Monitor, maintain, and secure inventories of costumes, wigs, and makeup, providing keys or access to assigned directors, costume designers, and wardrobe mistresses/masters.
Provide assistance to cast members in wearing costumes, or assign cast dressers to assist specific cast members with costume changes.
Return borrowed or rented items when productions are complete and return other items to storage.
Design and construct costumes or send them to tailors for construction, major repairs, or alterations.
Direct the work of wardrobe crews during dress rehearsals and performances.
Participate in the hiring, training, scheduling, and supervision of alteration workers.
Provide managers with budget recommendations, and take responsibility for budgetary line items related to costumes, storage, and makeup needs.
Purchase, rent, or requisition costumes and other wardrobe necessities.
Recommend vendors and monitor their work.
Review scripts or other production information in order to determine a story's locale and period, as well as the number of characters and required costumes.
Study books, pictures, and examples of period clothing in order to determine styles worn during specific periods in history.
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Knowledge Requirements for:
"Costume Attendants"
Design -- Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
Fine Arts -- Knowledge of the theory and techniques required to compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
See the education requirements for Costume Attendants
Skill Requirements for:
"Costume Attendants"
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Complex Problem Solving -- Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Ability Requirements for:
"Costume Attendants"
Arm-Hand Steadiness -- The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.
Wrist-Finger Speed -- The ability to make fast, simple, repeated movements of the fingers, hands, and wrists.
Visualization -- The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Manual Dexterity -- The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
"Costume Attendants" Job Activities
Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Analyzing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
Inspecting Equipment, Structures, or Material -- Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Monitoring and Controlling Resources -- Monitoring and controlling resources and overseeing the spending of money.
Judging the Qualities of Things, Services, or People -- Assessing the value, importance, or quality of things or people.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Estimating the Quantifiable Characteristics of Products, Events, or Information -- Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity.
Job Tasks for:
"Counseling Psychologists"
Select, administer, and interpret psychological tests to assess intelligence, aptitudes, abilities, or interests.
Consult with other professionals to discuss therapies, treatments, counseling resources, or techniques, and to share occupational information.
Refer clients to specialists or to other institutions for non-counseling treatment of problems.
Conduct research to develop or improve diagnostic or therapeutic counseling techniques.
Provide consulting services to schools, social service agencies, and businesses.
Advise clients on how they could be helped by counseling.
Analyze data such as interview notes, test results, and reference manuals in order to identify symptoms, and to diagnose the nature of clients' problems.
Collect information about individuals or clients, using interviews, case histories, observational techniques, and other assessment methods.
Counsel individuals, groups, or families to help them understand problems, define goals, and develop realistic action plans.
Develop therapeutic and treatment plans based on clients' interests, abilities, and needs.
Evaluate the results of counseling methods to determine the reliability and validity of treatments.
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Knowledge Requirements for:
"Counseling Psychologists"
Therapy and Counseling -- Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and for career counseling and guidance.
Psychology -- Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
See the education requirements for Counseling Psychologists
Skill Requirements for:
"Counseling Psychologists"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Social Perceptiveness -- Being aware of others' reactions and understanding why they react as they do.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Speaking -- Talking to others to convey information effectively.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Learning Strategies -- Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Complex Problem Solving -- Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Persuasion -- Persuading others to change their minds or behavior.
Ability Requirements for:
"Counseling Psychologists"
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Speech Clarity -- The ability to speak clearly so others can understand you.
Speech Recognition -- The ability to identify and understand the speech of another person.
Originality -- The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
"Counseling Psychologists" Job Activities
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Assisting and Caring for Others -- Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Establishing and Maintaining Interpersonal Relationships -- Developing constructive and cooperative working relationships with others, and maintaining them over time.
Analyzing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Job Tasks for:
"Counter and Rental Clerks"
Compute charges for merchandise or services and receive payments.
Prepare merchandise for display, or for purchase or rental.
Recommend and provide advice on a wide variety of products and services.
Answer telephones to provide information and receive orders.
Greet customers and discuss the type, quality and quantity of merchandise sought for rental.
Keep records of transactions, and of the number of customers entering an establishment.
Prepare rental forms, obtaining customer signature and other information, such as required licenses.
Receive, examine, and tag articles to be altered, cleaned, stored, or repaired.
Inspect and adjust rental items to meet needs of customer.
Explain rental fees, policies and procedures.
Reserve items for requested times and keep records of items rented.
Receive orders for services, such as rentals, repairs, dry cleaning, and storage.
Rent items, arrange for provision of services to customers and accept returns.
Provide information about rental items, such as availability, operation or description.
Advise customers on use and care of merchandise.
Allocate equipment to participants in sporting events or recreational activities.
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Knowledge Requirements for:
"Counter and Rental Clerks"
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Sales and Marketing -- Knowledge of principles and methods for showing, promoting, and selling products or services. This includes marketing strategy and tactics, product demonstration, sales techniques, and sales control systems.
See the education requirements for Counter and Rental Clerks
Skill Requirements for:
"Counter and Rental Clerks"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Speaking -- Talking to others to convey information effectively.
Mathematics -- Using mathematics to solve problems.
Ability Requirements for:
"Counter and Rental Clerks"
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Speech Clarity -- The ability to speak clearly so others can understand you.
Speech Recognition -- The ability to identify and understand the speech of another person.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Trunk Strength -- The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without 'giving out' or fatiguing.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
"Counter and Rental Clerks" Job Activities
Performing for or Working Directly with the Public -- Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Developing and Building Teams -- Encouraging and building mutual trust, respect, and cooperation among team members.
Establishing and Maintaining Interpersonal Relationships -- Developing constructive and cooperative working relationships with others, and maintaining them over time.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job.
Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Job Tasks for:
"Counter Attendants, Cafeteria, Food Concession, and Coffee Shop"
Scrub and polish counters, steam tables, and other equipment, and clean glasses, dishes, and fountain equipment.
Serve food, beverages, or desserts to customers in such settings as take-out counters of restaurants or lunchrooms, business or industrial establishments, hotel rooms, and cars.
Replenish foods at serving stations.
Take customers' orders and write ordered items on tickets, giving ticket stubs to customers when needed to identify filled orders.
Prepare food such as sandwiches, salads, and ice cream dishes, using standard formulas or following directions.
Wrap menu item such as sandwiches, hot entrees, and desserts for serving or for takeout.
Prepare bills for food, using cash registers, calculators, or adding machines; and accept payment and make change.
Deliver orders to kitchens, and pick up and serve food when it is ready.
Serve salads, vegetables, meat, breads, and cocktails; ladle soups and sauces; portion desserts; and fill beverage cups and glasses.
Add relishes and garnishes to food orders, according to instructions.
Carve meat.
Order items needed to replenish supplies.
Set up dining areas for meals and clear them following meals.
Brew coffee and tea, and fill containers with requested beverages.
Balance receipts and payments in cash registers.
Arrange reservations for patrons of dining establishments.
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Knowledge Requirements for:
"Counter Attendants, Cafeteria, Food Concession, and Coffee Shop"
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Food Production -- Knowledge of techniques and equipment for planting, growing, and harvesting food products (both plant and animal) for consumption, including storage/handling techniques.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
See the education requirements for Counter Attendants, Cafeteria, Food Concession, and Coffee Shop
Skill Requirements for:
"Counter Attendants, Cafeteria, Food Concession, and Coffee Shop"
Speaking -- Talking to others to convey information effectively.
Instructing -- Teaching others how to do something.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Social Perceptiveness -- Being aware of others' reactions and understanding why they react as they do.
Ability Requirements for:
"Counter Attendants, Cafeteria, Food Concession, and Coffee Shop"
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Speech Recognition -- The ability to identify and understand the speech of another person.
Speech Clarity -- The ability to speak clearly so others can understand you.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Trunk Strength -- The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without 'giving out' or fatiguing.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
"Counter Attendants, Cafeteria, Food Concession, and Coffee Shop" Job Activities
Performing for or Working Directly with the Public -- Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Job Tasks for:
"Couriers and Messengers"
Walk, ride bicycles, drive vehicles, or use public conveyances in order to reach destinations to deliver messages or materials.
Load vehicles with listed goods, ensuring goods are loaded correctly and taking precautions with hazardous goods.
Unload and sort items collected along delivery routes.
Receive messages or materials to be delivered, and information on recipients, such as names, addresses, telephone numbers, and delivery instructions, communicated via telephone, two-way radio, or in person.
Plan and follow the most efficient routes for delivering goods.
Deliver messages and items, such as newspapers, documents, and packages, between establishment departments, and to other establishments and private homes.
Sort items to be delivered according to the delivery route.
Obtain signatures and payments, or arrange for recipients to make payments.
Record information, such as items received and delivered and recipients' responses to messages.
Check with home offices after completed deliveries, in order to confirm deliveries and collections and to receive instructions for other deliveries.
Perform routine maintenance on delivery vehicles, such as monitoring fluid levels and replenishing fuel.
Call by telephone in order to deliver verbal messages.
Open, sort, and distribute incoming mail.
Perform general office or clerical work such as filing materials, operating duplicating machines, or running errands.
Collect, seal, and stamp outgoing mail, using postage meters and envelope sealers.
Unload goods from large trucks, and load them onto smaller delivery vehicles.
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Knowledge Requirements for:
"Couriers and Messengers"
Transportation -- Knowledge of principles and methods for moving people or goods by air, rail, sea, or road, including the relative costs and benefits.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
See the education requirements for Couriers and Messengers
Skill Requirements for:
"Couriers and Messengers"
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Coordination -- Adjusting actions in relation to others' actions.
Time Management -- Managing one's own time and the time of others.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Instructing -- Teaching others how to do something.
Speaking -- Talking to others to convey information effectively.
Learning Strategies -- Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Service Orientation -- Actively looking for ways to help people.
Equipment Maintenance -- Performing routine maintenance on equipment and determining when and what kind of maintenance is needed.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Ability Requirements for:
"Couriers and Messengers"
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Multilimb Coordination -- The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Speech Recognition -- The ability to identify and understand the speech of another person.
Speech Clarity -- The ability to speak clearly so others can understand you.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Manual Dexterity -- The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Arm-Hand Steadiness -- The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
"Couriers and Messengers" Job Activities
Operating Vehicles, Mechanized Devices, or Equipment -- Running, maneuvering, navigating, or driving vehicles or mechanized equipment, such as forklifts, passenger vehicles, aircraft, or water craft.
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Organizing, Planning, and Prioritizing Work -- Developing specific goals and plans to prioritize, organize, and accomplish your work.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Job Tasks for:
"Court Clerks"
Prepare dockets or calendars of cases to be called, using typewriters or computers.
Record case dispositions, court orders, and arrangements made for payment of court fees.
Answer inquiries from the general public regarding judicial procedures, court appearances, trial dates, adjournments, outstanding warrants, summonses, subpoenas, witness fees, and payment of fines.
Prepare and issue orders of the court, including probation orders, release documentation, sentencing information, and summonses.
Prepare documents recording the outcomes of court proceedings.
Instruct parties about timing of court appearances.
Explain procedures or forms to parties in cases or to the general public.
Search files, and contact witnesses, attorneys, and litigants, in order to obtain information for the court.
Follow procedures to secure courtrooms and exhibits such as money, drugs, and weapons.
Amend indictments when necessary, and endorse indictments with pertinent information.
Read charges and related information to the court and, if necessary, record defendants' pleas.
Swear in jury members, interpreters, witnesses and defendants.
Collect court fees or fines, and record amounts collected.
Direct support staff in handling of paperwork processed by clerks' offices.
Prepare and mark all applicable court exhibits and evidence.
Examine legal documents submitted to courts for adherence to laws or court procedures.
Record court proceedings, using recording equipment, or record minutes of court proceedings using stenotype machines or shorthand.
Prepare courtrooms with paper, pens, water, easels, and electronic equipment, and ensure that recording equipment is working.
Conduct roll calls, and poll jurors.
Open courts, calling them to order and announcing judges.
Meet with judges, lawyers, parole officers, police, and social agency officials in order to coordinate the functions of the court.
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Knowledge Requirements for:
"Court Clerks"
Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
Law and Government -- Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process.
Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
See the education requirements for Court Clerks
Skill Requirements for:
"Court Clerks"
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Coordination -- Adjusting actions in relation to others' actions.
Speaking -- Talking to others to convey information effectively.
Instructing -- Teaching others how to do something.
Time Management -- Managing one's own time and the time of others.
Service Orientation -- Actively looking for ways to help people.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Learning Strategies -- Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Ability Requirements for:
"Court Clerks"
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Speech Recognition -- The ability to identify and understand the speech of another person.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Speech Clarity -- The ability to speak clearly so others can understand you.
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
"Court Clerks" Job Activities
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Organizing, Planning, and Prioritizing Work -- Developing specific goals and plans to prioritize, organize, and accomplish your work.
Establishing and Maintaining Interpersonal Relationships -- Developing constructive and cooperative working relationships with others, and maintaining them over time.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job.
Performing Administrative Activities -- Performing day-to-day administrative tasks such as maintaining information files and processing paperwork.
Job Tasks for:
"Court Reporters"
Ask speakers to clarify inaudible statements.
File a legible transcript of records of a court case with the court clerk's office.
Provide transcripts of proceedings upon request of judges, lawyers, or the public.
Record verbatim proceedings of courts, legislative assemblies, committee meetings, and other proceedings, using computerized recording equipment, electronic stenograph machines, or stenomasks.
Respond to requests during court sessions to read portions of the proceedings already recorded.
Transcribe recorded proceedings in accordance with established formats.
Verify accuracy of transcripts by checking copies against original records of proceedings and accuracy of rulings by checking with judges.
Caption news, emergency broadcasts, sporting events, and other programming for television networks or cable stations.
File and store shorthand notes of court session.
Record depositions and other proceedings for attorneys.
Record symbols on computer disks or CD-ROM, then translate and display them as text in computer-aided transcription process.
Take notes in shorthand or use a stenotype or shorthand machine that prints letters on a paper tape.
Job Tasks for:
"Craft Artists"
Create functional or decorative objects by hand, using a variety of methods and materials.
Develop concepts or creative ideas for craft objects.
Set specifications for materials, dimensions, and finishes.
Sketch or draw objects to be crafted.
Develop designs using specialized computer software.
Create prototypes or models of objects to be crafted.
Fabricate patterns or templates to guide craft production.
Cut, shape, fit, join, mold, or otherwise process materials, using hand tools, power tools, and/or machinery.
Select materials for use based on strength, color, texture, balance, weight, size, malleability and other characteristics.
Apply finishes to objects being crafted.
Research craft trends, venues, and customer buying patterns in order to inspire designs and marketing strategies.
Develop product packaging, display and pricing strategies.
Advertise products and work, using media such as internet advertising and brochures.
Attend craft shows to market products.
Confer with customers to assess customer needs or obtain feedback.
Job Tasks for:
"Crane and Tower Operators"
Load and unload bundles from trucks, and move containers to storage bins, using moving equipment.
Move levers, depress foot pedals, and turn dials to operate cranes, cherry pickers, electromagnets, or other moving equipment for lifting, moving, and placing loads.
Review daily work and delivery schedules to determine orders, sequences of deliveries, and special loading instructions.
Weigh bundles, using floor scales, and record weights for company records.
Clean, lubricate, and maintain mechanisms such as cables, pulleys, and grappling devices, making repairs as necessary.
Direct truck drivers backing vehicles into loading bays, and cover, uncover, and secure loads for delivery.
Inspect and adjust crane mechanisms and lifting accessories in order to prevent malfunctions and damage.
Inspect bundle packaging for conformance to regulations and customer requirements, and remove and batch packaging tickets.
Inspect cables and grappling devices for wear, and install or replace cables as needed.
Determine load weights and check them against lifting capacities in order to prevent overload.
Direct helpers engaged in placing blocking and outrigging under cranes.
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Knowledge Requirements for:
"Crane and Tower Operators"
Mechanical -- Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
See the education requirements for Crane and Tower Operators
Skill Requirements for:
"Crane and Tower Operators"
Operation and Control -- Controlling operations of equipment or systems.
Equipment Maintenance -- Performing routine maintenance on equipment and determining when and what kind of maintenance is needed.
Ability Requirements for:
"Crane and Tower Operators"
Multilimb Coordination -- The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion.
Control Precision -- The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions.
Depth Perception -- The ability to judge which of several objects is closer or farther away from you, or to judge the distance between you and an object.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Far Vision -- The ability to see details at a distance.
Manual Dexterity -- The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Gross Body Coordination -- The ability to coordinate the movement of your arms, legs, and torso together when the whole body is in motion.
Speed of Limb Movement -- The ability to quickly move the arms and legs.
"Crane and Tower Operators" Job Activities
Controlling Machines and Processes -- Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Inspecting Equipment, Structures, or Material -- Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Job Tasks for:
"Creative Writers"
Conducts research to obtain factual information and authentic detail, utilizing sources such as newspaper accounts, diaries, and interviews.
Reviews, submits for approval, and revises written material to meet personal standards and satisfy needs of client, publisher, director, or producer.
Selects subject or theme for writing project based on personal interest and writing specialty, or assignment from publisher, client, producer, or director.
Develops factors, such as theme, plot, characterization, psychological analysis, historical environment, action, and dialogue, to create material.
Writes humorous material for publication or performance, such as comedy routines, gags, comedy shows, or scripts for entertainers.
Writes fiction or nonfiction prose work, such as short story, novel, biography, article, descriptive or critical analysis, or essay.
Writes play or script for moving pictures or television, based on original ideas or adapted from fictional, historical, or narrative sources.
Organizes material for project, plans arrangement or outline, and writes synopsis.
Collaborates with other writers on specific projects.
Confers with client, publisher, or producer to discuss development changes or revisions.
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Knowledge Requirements for:
"Creative Writers"
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Communications and Media -- Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media.
Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
See the education requirements for Creative Writers
Skill Requirements for:
"Creative Writers"
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Monitoring -- Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
Complex Problem Solving -- Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Coordination -- Adjusting actions in relation to others' actions.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Ability Requirements for:
"Creative Writers"
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
Originality -- The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Fluency of Ideas -- The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
"Creative Writers" Job Activities
Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Judging the Qualities of Things, Services, or People -- Assessing the value, importance, or quality of things or people.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Provide Consultation and Advice to Others -- Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics.
Organizing, Planning, and Prioritizing Work -- Developing specific goals and plans to prioritize, organize, and accomplish your work.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Job Tasks for:
"Credit Analysts"
Analyze credit data and financial statements to determine the degree of risk involved in extending credit or lending money.
Prepare reports that include the degree of risk involved in extending credit or lending money.
Evaluate customer records and recommend payment plans based on earnings, savings data, payment history, and purchase activity.
Confer with credit association and other business representatives to exchange credit information.
Complete loan applications, including credit analyses and summaries of loan requests, and submit to loan committees for approval.
Generate financial ratios, using computer programs, to evaluate customers' financial status.
Review individual or commercial customer files to identify and select delinquent accounts for collection.
Compare liquidity, profitability, and credit histories of establishments being evaluated with those of similar establishments in the same industries and geographic locations.
Consult with customers to resolve complaints and verify financial and credit transactions.
Analyze financial data such as income growth, quality of management, and market share to determine expected profitability of loans.
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Knowledge Requirements for:
"Credit Analysts"
Economics and Accounting -- Knowledge of economic and accounting principles and practices, the financial markets, banking and the analysis and reporting of financial data.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
See the education requirements for Credit Analysts
Skill Requirements for:
"Credit Analysts"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Speaking -- Talking to others to convey information effectively.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Social Perceptiveness -- Being aware of others' reactions and understanding why they react as they do.
Instructing -- Teaching others how to do something.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Learning Strategies -- Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Judgment and Decision Making -- Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Ability Requirements for:
"Credit Analysts"
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Mathematical Reasoning -- The ability to choose the right mathematical methods or formulas to solve a problem.
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Speech Recognition -- The ability to identify and understand the speech of another person.
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
"Credit Analysts" Job Activities
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Establishing and Maintaining Interpersonal Relationships -- Developing constructive and cooperative working relationships with others, and maintaining them over time.
Job Tasks for:
"Credit Authorizers"
Evaluate customers' computerized credit records and payment histories to decide whether to approve new credit, based on predetermined standards.
File sales slips in customers' ledgers for billing purposes.
Keep records of customers' charges and payments.
Receive charge slips or credit applications by mail, or receive information from salespeople or merchants by telephone.
Mail charge statements to customers.
Prepare credit cards or charge account plates.
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Knowledge Requirements for:
"Credit Authorizers"
Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Economics and Accounting -- Knowledge of economic and accounting principles and practices, the financial markets, banking and the analysis and reporting of financial data.
Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
See the education requirements for Credit Authorizers
Skill Requirements for:
"Credit Authorizers"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Speaking -- Talking to others to convey information effectively.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Ability Requirements for:
"Credit Authorizers"
Number Facility -- The ability to add, subtract, multiply, or divide quickly and correctly.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
"Credit Authorizers" Job Activities
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Analyzing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
Job Tasks for:
"Credit Checkers"
Compile and analyze credit information gathered by investigation.
Contact former employers and other acquaintances to verify applicants' references, employment, health history, and social behavior.
Examine city directories and public records in order to verify residence property ownership, bankruptcies, liens, arrest record, or unpaid taxes of applicants.
Interview credit applicants by telephone or in person in order to obtain personal and financial data needed to complete credit report.
Obtain information about potential creditors from banks, credit bureaus, and other credit services, and provide reciprocal information if requested.
Prepare reports of findings and recommendations, using typewriters or computers.
Relay credit report information to subscribers by mail or by telephone.
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Knowledge Requirements for:
"Credit Checkers"
Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
See the education requirements for Credit Checkers
Skill Requirements for:
"Credit Checkers"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Speaking -- Talking to others to convey information effectively.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Judgment and Decision Making -- Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Ability Requirements for:
"Credit Checkers"
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Speech Clarity -- The ability to speak clearly so others can understand you.
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
"Credit Checkers" Job Activities
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Analyzing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Interpreting the Meaning of Information for Others -- Translating or explaining what information means and how it can be used.
Judging the Qualities of Things, Services, or People -- Assessing the value, importance, or quality of things or people.
Job Tasks for:
"Criminal Investigators and Special Agents"
Determine scope, timing, and direction of investigations.
Develop relationships with informants in order to obtain information related to cases.
Examine records in order to locate links in chains of evidence or information.
Identify case issues and evidence needed, based on analysis of charges, complaints, or allegations of law violations.
Obtain and use search and arrest warrants.
Obtain and verify evidence by interviewing and observing suspects and witnesses, or by analyzing records.
Perform undercover assignments and maintain surveillance, including monitoring authorized wiretaps.
Prepare reports that detail investigation findings.
Analyze evidence in laboratories, or in the field.
Collaborate with other authorities on activities such as surveillance, transcription and research.
Collaborate with other offices and agencies in order to exchange information and coordinate activities.
Collect and record physical information about arrested suspects, including fingerprints, height and weight measurements, and photographs.
Compare crime scene fingerprints with those from suspects or fingerprint files to identify perpetrators, using computers.
Investigate organized crime, public corruption, financial crime, copyright infringement, civil rights violations, bank robbery, extortion, kidnapping, and other violations of federal or state statutes.
Manage security programs designed to protect personnel, facilities, and information.
Record evidence and documents, using equipment such as cameras and photocopy machines.
Search for and collect evidence such as fingerprints, using investigative equipment.
Serve subpoenas or other official papers.
Testify before grand juries concerning criminal activity investigations.
Administer counter-terrorism and counter-narcotics reward programs.
Issue security clearances.
Provide protection for individuals such as government leaders, political candidates and visiting foreign dignitaries.
Train foreign civilian police.
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Knowledge Requirements for:
"Criminal Investigators and Special Agents"
Public Safety and Security -- Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
Law and Government -- Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process.
See the education requirements for Criminal Investigators and Special Agents
Skill Requirements for:
"Criminal Investigators and Special Agents"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Speaking -- Talking to others to convey information effectively.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Social Perceptiveness -- Being aware of others' reactions and understanding why they react as they do.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Complex Problem Solving -- Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Judgment and Decision Making -- Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Ability Requirements for:
"Criminal Investigators and Special Agents"
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Flexibility of Closure -- The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material.
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Speech Clarity -- The ability to speak clearly so others can understand you.
Far Vision -- The ability to see details at a distance.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
"Criminal Investigators and Special Agents" Job Activities
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Analyzing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Judging the Qualities of Things, Services, or People -- Assessing the value, importance, or quality of things or people.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Organizing, Planning, and Prioritizing Work -- Developing specific goals and plans to prioritize, organize, and accomplish your work.
Interpreting the Meaning of Information for Others -- Translating or explaining what information means and how it can be used.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Job Tasks for:
"Criminal Justice and Law Enforcement Teachers, Postsecondary"
Initiate, facilitate, and moderate classroom discussions.
Keep abreast of developments in their field by reading current literature, talking with colleagues, and participating in professional conferences.
Evaluate and grade students' class work, assignments, and papers.
Compile, administer, and grade examinations, or assign this work to others.
Prepare and deliver lectures to undergraduate and/or graduate students on topics such as criminal law, defensive policing, and investigation techniques.
Prepare course materials such as syllabi, homework assignments, and handouts.
Conduct research in a particular field of knowledge, and publish findings in professional journals, books, and/or electronic media.
Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction.
Supervise undergraduate and/or graduate teaching, internship, and research work.
Maintain student attendance records, grades, and other required records.
Select and obtain materials and supplies such as textbooks.
Advise students on academic and vocational curricula, and on career issues.
Maintain regularly scheduled office hours in order to advise and assist students.
Collaborate with colleagues to address teaching and research issues.
Write grant proposals to procure external research funding.
Serve on academic or administrative committees that deal with institutional policies, departmental matters, and academic issues.
Compile bibliographies of specialized materials for outside reading assignments.
Participate in student recruitment, registration, and placement activities.
Provide professional consulting services to government and/or industry.
Perform administrative duties such as serving as department head.
Participate in campus and community events.
Act as advisers to student organizations.
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Knowledge Requirements for:
"Criminal Justice and Law Enforcement Teachers, Postsecondary"
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Law and Government -- Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process.
Education and Training -- Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
Sociology and Anthropology -- Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Psychology -- Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Philosophy and Theology -- Knowledge of different philosophical systems and religions. This includes their basic principles, values, ethics, ways of thinking, customs, practices, and their impact on human culture.
See the education requirements for Criminal Justice and Law Enforcement Teachers, Postsecondary
Skill Requirements for:
"Criminal Justice and Law Enforcement Teachers, Postsecondary"
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Speaking -- Talking to others to convey information effectively.
Instructing -- Teaching others how to do something.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Learning Strategies -- Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Time Management -- Managing one's own time and the time of others.
Complex Problem Solving -- Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Ability Requirements for:
"Criminal Justice and Law Enforcement Teachers, Postsecondary"
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
Speech Clarity -- The ability to speak clearly so others can understand you.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Speech Recognition -- The ability to identify and understand the speech of another person.
"Criminal Justice and Law Enforcement Teachers, Postsecondary" Job Activities
Training and Teaching Others -- Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Interpreting the Meaning of Information for Others -- Translating or explaining what information means and how it can be used.
Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Analyzing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job.
Judging the Qualities of Things, Services, or People -- Assessing the value, importance, or quality of things or people.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Organizing, Planning, and Prioritizing Work -- Developing specific goals and plans to prioritize, organize, and accomplish your work.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Job Tasks for:
"Crossing Guards"
Direct or escort pedestrians across streets, stopping traffic as necessary.
Guide or control vehicular or pedestrian traffic at such places as street and railroad crossings and construction sites.
Communicate traffic and crossing rules and other information to students and adults.
Direct traffic movement or warn of hazards, using signs, flags, lanterns, and hand signals.
Inform drivers of detour routes through construction sites.
Learn the location and purpose of street traffic signs within assigned patrol areas.
Monitor traffic flow to locate safe gaps through which pedestrians can cross streets.
Activate railroad warning signal lights, lower crossing gates until trains pass, and raise gates when crossings are clear.
Discuss traffic routing plans and control point locations with superiors.
Distribute traffic control signs and markers at designated points.
Record license numbers of vehicles disregarding traffic signals, and report infractions to appropriate authorities.
Report unsafe behavior of children to school officials.
Stop speeding vehicles to warn drivers of traffic laws.
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Knowledge Requirements for:
"Crossing Guards"
Public Safety and Security -- Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
Law and Government -- Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process.
See the education requirements for Crossing Guards
Skill Requirements for:
"Crossing Guards"
Speaking -- Talking to others to convey information effectively.
Ability Requirements for:
"Crossing Guards"
Far Vision -- The ability to see details at a distance.
Reaction Time -- The ability to quickly respond (with the hand, finger, or foot) to a signal (sound, light, picture) when it appears.
Time Sharing -- The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources).
Depth Perception -- The ability to judge which of several objects is closer or farther away from you, or to judge the distance between you and an object.
Peripheral Vision -- The ability to see objects or movement of objects to one's side when the eyes are looking ahead.
Selective Attention -- The ability to concentrate on a task over a period of time without being distracted.
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Night Vision -- The ability to see under low light conditions.
Multilimb Coordination -- The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion.
"Crossing Guards" Job Activities
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Performing for or Working Directly with the Public -- Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Assisting and Caring for Others -- Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
Controlling Machines and Processes -- Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Job Tasks for:
"Crushing, Grinding, and Polishing Machine Setters, Operators, and Tenders"
Inspect chains, belts, and scrolls for signs of wear.
Mark bins as to types of mixtures stored.
Notify supervisors of needed repairs.
Test samples of materials or products to ensure compliance with specifications, using test equipment.
Transfer materials, supplies, and products between work areas, using moving equipment and hand tools.
Add or mix chemicals and ingredients for processing, using hand tools or other devices.
Break mixtures to size, using picks.
Dislodge and clear jammed materials or other items from machinery and equipment, using hand tools.
Load materials into machinery and equipment, using hand tools.
Move controls to start, stop, or adjust machinery and equipment that crushes, grinds, polishes, or blends materials.
Observe operation of equipment to ensure continuity of flow, safety, and efficient operation, and to detect malfunctions.
Read work orders to determine production specifications and information.
Record data from operations, testing, and production on specified forms.
Reject defective products and readjust equipment to eliminate problems.
Set mill gauges to specified fineness of grind.
Tend accessory equipment such as pumps and conveyors in order to move materials or ingredients through production processes.
Turn valves to regulate the moisture contents of materials.
Weigh or measure materials, ingredients, and/or products at specified intervals to ensure conformance to requirements.
Clean work areas.
Clean, adjust and maintain equipment, using hand tools.
Collect samples of materials or products for laboratory testing.
Examine materials, ingredients, or products visually or with hands, in order to ensure conformance to established standards.
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Knowledge Requirements for:
"Crushing, Grinding, and Polishing Machine Setters, Operators, and Tenders"
Production and Processing -- Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods.
Mechanical -- Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
See the education requirements for Crushing, Grinding, and Polishing Machine Setters, Operators, and Tenders
Skill Requirements for:
"Crushing, Grinding, and Polishing Machine Setters, Operators, and Tenders"
Operation and Control -- Controlling operations of equipment or systems.
Operation Monitoring -- Watching gauges, dials, or other indicators to make sure a machine is working properly.
Quality Control Analysis -- Conducting tests and inspections of products, services, or processes to evaluate quality or performance.
Ability Requirements for:
"Crushing, Grinding, and Polishing Machine Setters, Operators, and Tenders"
Control Precision -- The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions.
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
Static Strength -- The ability to exert maximum muscle force to lift, push, pull, or carry objects.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Manual Dexterity -- The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
"Crushing, Grinding, and Polishing Machine Setters, Operators, and Tenders" Job Activities
Controlling Machines and Processes -- Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Inspecting Equipment, Structures, or Material -- Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Repairing and Maintaining Mechanical Equipment -- Servicing, repairing, adjusting, and testing machines, devices, moving parts, and equipment that operate primarily on the basis of mechanical (not electronic) principles.
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form
Job Tasks for:
"Curators"
Plan and organize the acquisition, storage, and exhibition of collections and related materials, including the selection of exhibition themes and designs.
Develop and maintain an institution's registration, cataloging, and basic recordkeeping systems, using computer databases.
Provide information from the institution's holdings to other curators and to the public.
Inspect premises to assess the need for repairs and to ensure that climate and pest-control issues are addressed.
Train and supervise curatorial, fiscal, technical, research, and clerical staff, as well as volunteers or interns.
Negotiate and authorize purchase, sale, exchange, or loan of collections.
Plan and conduct special research projects in area of interest or expertise.
Conduct or organize tours, workshops, and instructional sessions to acquaint individuals with an institution's facilities and materials.
Confer with the board of directors to formulate and interpret policies, to determine budget requirements, and to plan overall operations.
Attend meetings, conventions, and civic events to promote use of institution's services, to seek financing, and to maintain community alliances.
Schedule events, and organize details including refreshment, entertainment, decorations, and the collection of any fees.
Write and review grant proposals, journal articles, institutional reports, and publicity materials.
Study, examine, and test acquisitions to authenticate their origin, composition, history, and to assess their current value.
Arrange insurance coverage for objects on loan or for special exhibits, and recommend changes in coverage for the entire collection.
Establish specifications for reproductions and oversee their manufacture, or select items from commercially available replica sources.
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Knowledge Requirements for:
"Curators"
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Education and Training -- Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
History and Archeology -- Knowledge of historical events and their causes, indicators, and effects on civilizations and cultures.
Communications and Media -- Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media.
See the education requirements for Curators
Skill Requirements for:
"Curators"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Speaking -- Talking to others to convey information effectively.
Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Time Management -- Managing one's own time and the time of others.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Instructing -- Teaching others how to do something.
Coordination -- Adjusting actions in relation to others' actions.
Judgment and Decision Making -- Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Ability Requirements for:
"Curators"
Speech Clarity -- The ability to speak clearly so others can understand you.
Speech Recognition -- The ability to identify and understand the speech of another person.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Category Flexibility -- The ability to generate or use different sets of rules for combining or grouping things in different ways.
Originality -- The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
"Curators" Job Activities
Organizing, Planning, and Prioritizing Work -- Developing specific goals and plans to prioritize, organize, and accomplish your work.
Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Scheduling Work and Activities -- Scheduling events, programs, and activities, as well as the work of others.
Judging the Qualities of Things, Services, or People -- Assessing the value, importance, or quality of things or people.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Job Tasks for:
"Custom Tailors"
Develops design for garment, adapts existing design for garment, or copies existing design for garment.
Alters garment and joins parts, using needle and thread or sewing machine, to form finished garment.
Draws individual pattern or alters existing pattern to fit customer's measurements.
Sews buttons and buttonholes to finish garment.
Presses garment, using hand iron or pressing machine.
Confers with customer to determine type of material and garment style desired.
Positions pattern of garment parts on fabric, and cuts fabric along outlines, using scissors.
Measures customer for size, using tape measure and records measurements.
Fits basted garment on customer and marks areas requiring alterations.
Assembles garment parts and joins parts with basting stitches, using needle and thread or sewing machine.
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Knowledge Requirements for:
"Custom Tailors"
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Design -- Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
Production and Processing -- Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods.
See the education requirements for Custom Tailors
Skill Requirements for:
"Custom Tailors"
Operation and Control -- Controlling operations of equipment or systems.
Equipment Selection -- Determining the kind of tools and equipment needed to do a job.
Service Orientation -- Actively looking for ways to help people.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Ability Requirements for:
"Custom Tailors"
Arm-Hand Steadiness -- The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.
Originality -- The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
Finger Dexterity -- The ability to make precisely coordinated movements of the fingers of one or both hands to grasp, manipulate, or assemble very small objects.
Visualization -- The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
"Custom Tailors" Job Activities
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Performing for or Working Directly with the Public -- Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
Controlling Machines and Processes -- Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
Estimating the Quantifiable Characteristics of Products, Events, or Information -- Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity.
Job Tasks for:
"Customer Service Representatives"
Confer with customers by telephone or in person in order to provide information about products and services, to take orders or cancel accounts, or to obtain details of complaints.
Keep records of customer interactions and transactions, recording details of inquiries, complaints, and comments, as well as actions taken.
Resolve customers' service or billing complaints by performing activities such as exchanging merchandise, refunding money, and adjusting bills.
Check to ensure that appropriate changes were made to resolve customers' problems.
Contact customers in order to respond to inquiries or to notify them of claim investigation results and any planned adjustments.
Refer unresolved customer grievances to designated departments for further investigation.
Determine charges for services requested, collect deposits or payments, and/or arrange for billing.
Complete contract forms, prepare change of address records, and issue service discontinuance orders, using computers.
Obtain and examine all relevant information in order to assess validity of complaints and to determine possible causes, such as extreme weather conditions that could increase utility bills.
Solicit sale of new or additional services or products.
Review insurance policy terms in order to determine whether a particular loss is covered by insurance.
Review claims adjustments with dealers, examining parts claimed to be defective and approving or disapproving dealers' claims.
Compare disputed merchandise with original requisitions and information from invoices, and prepare invoices for returned goods.
Order tests that could determine the causes of product malfunctions.
Recommend improvements in products, packaging, shipping, service, or billing methods and procedures in order to prevent future problems.
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Knowledge Requirements for:
"Customer Service Representatives"
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
See the education requirements for Customer Service Representatives
Skill Requirements for:
"Customer Service Representatives"
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Speaking -- Talking to others to convey information effectively.
Time Management -- Managing one's own time and the time of others.
Monitoring -- Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
Service Orientation -- Actively looking for ways to help people.
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Learning Strategies -- Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Social Perceptiveness -- Being aware of others' reactions and understanding why they react as they do.
Ability Requirements for:
"Customer Service Representatives"
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
Speech Recognition -- The ability to identify and understand the speech of another person.
Speech Clarity -- The ability to speak clearly so others can understand you.
Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
"Customer Service Representatives" Job Activities
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Making Decisions and Solving Problems -- Analyzing information and evaluating results to choose the best solution and solve problems.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Establishing and Maintaining Interpersonal Relationships -- Developing constructive and cooperative working relationships with others, and maintaining them over time.
Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Job Tasks for:
"Customer Service Representatives, Utilities"
Resolves billing or service complaints and refers grievances to designated departments for investigation.
Confers with customer by phone or in person to receive orders for installation, turn-on, discontinuance, or change in service.
Completes contract forms, prepares change of address records, and issues discontinuance orders, using computer.
Determines charges for service requested and collects deposits.
Solicits sale of new or additional utility services.
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Knowledge Requirements for:
"Customer Service Representatives, Utilities"
Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
See the education requirements for Customer Service Representatives, Utilities
Skill Requirements for:
"Customer Service Representatives, Utilities"
Speaking -- Talking to others to convey information effectively.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Service Orientation -- Actively looking for ways to help people.
Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Ability Requirements for:
"Customer Service Representatives, Utilities"
Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
Speech Clarity -- The ability to speak clearly so others can understand you.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Number Facility -- The ability to add, subtract, multiply, or divide quickly and correctly.
Mathematical Reasoning -- The ability to choose the right mathematical methods or formulas to solve a problem.
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
"Customer Service Representatives, Utilities" Job Activities
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Performing for or Working Directly with the Public -- Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Performing Administrative Activities -- Performing day-to-day administrative tasks such as maintaining information files and processing paperwork.
Resolving Conflicts and Negotiating with Others -- Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Job Tasks for:
"Cutters and Trimmers, Hand"
Adjust guides and stops to control depths and widths of cuts.
Cut, shape, and trim materials, such as textiles, food, glass, stone, and metal, using knives, scissors, and other hand tools, portable power tools, or bench-mounted tools.
Lower table-mounted cutters such as knife blades, cutting wheels, or saws to cut items to specified sizes.
Mark cutting lines around patterns or templates, or follow layout points, using squares, rules, and straightedges, and chalk, pencils, or scribes.
Mark or discard items with defects such as spots, stains, scars, snags, chips, scratches, or unacceptable shapes or finishes.
Position templates or measure materials to locate specified points of cuts or to obtain maximum yields, using rules, scales, or patterns.
Read work orders to determine dimensions, cutting locations, and quantities to cut.
Unroll, lay out, attach, or mount materials or items on cutting tables or machines.
Clean, treat, buff, or polish finished items, using grinders, brushes, chisels, and cleaning solutions and polishing materials.
Count or weigh and bundle items.
Fold or shape materials before or after cutting them.
Mark identification numbers, trademarks, grades, marketing data, sizes, or model numbers on products.
Replace or sharpen dulled cutting tools such as saws.
Route items to provide cutouts for parts, using portable routers, grinders, and hand tools.
Separate materials or products according to size, weight, type, condition, color, or shade.
Stack cut items and load them on racks or conveyors or onto trucks.
Transport items to work or storage areas, using carts.
Trim excess material or cut threads off finished products, such as cutting loose ends of plastic off a manufactured toy for a smoother finish.
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Knowledge Requirements for:
"Cutters and Trimmers, Hand"
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See the education requirements for Cutters and Trimmers, Hand
Skill Requirements for:
"Cutters and Trimmers, Hand"
Operation and Control -- Controlling operations of equipment or systems.
Equipment Selection -- Determining the kind of tools and equipment needed to do a job.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Ability Requirements for:
"Cutters and Trimmers, Hand"
Manual Dexterity -- The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
Visualization -- The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged.
Wrist-Finger Speed -- The ability to make fast, simple, repeated movements of the fingers, hands, and wrists.
Near Vision -- The ability to see details at close range (within a few feet of the observer).
Information Ordering -- The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Control Precision -- The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions.
Arm-Hand Steadiness -- The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.
"Cutters and Trimmers, Hand" Job Activities
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Controlling Machines and Processes -- Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Job Tasks for:
"Cutting and Slicing Machine Operators and Tenders"
Starts cutting machine by pressing button, pulling lever, or depressing pedal to cut stock, following markings or specifications.
Stops cutting machine when necessary, by pulling lever, pressing button, or depressing pedal, and removes debris.
Observes cutting machine in operation, to ensure even flow of stock and to detect jamming, improper feeding, or foreign materials.
Feeds stock into cutting machine, conveyor, or under cutting blades, by threading, guiding, pushing, or turning handwheel.
Marks cutting lines, or identifying information on stock, using marking pencil, ruler, or scribe.
Stacks and sorts cut material according to type and size, for packaging, further processing, or shipping.
Moves stock or scrap to and from machine transporting either manually or using cart, handtruck, or lift truck.
Records data concerning amount and type of stock cut from duties performed, including weight, length, and width.
Cleans and lubricates cutting machine, conveyors, blades, saws, or knives, using steam hose, scrapers, brush, or oil cans.
Cuts stock manually, to prepare for machine cutting, using tools such as knife, cleaver, handsaw, or hammer and chisel.
Sharpens cutting blades, knives, or saws, using file, bench grinder, or honing stone.
Examines and measures stock to ensure conformance to specifications, using ruler, gauge, micrometer or scale, and removes defects.
Installs or replaces cutting knives, blades, or wheels, in cutting machine, using hand tools.
Positions stock along cutting lines, or against stops, on bed of scoring or cutting machine.
Reads work order, or receives oral instructions, regarding specifications, for stock to be cut.
Adjusts feeding guides, blades, settings, or speed, to regulate specified depth, length, or width of material, using hand tools or hands.
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Knowledge Requirements for:
"Cutting and Slicing Machine Operators and Tenders"
Production and Processing -- Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods.
Mechanical -- Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
Design -- Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
See the education requirements for Cutting and Slicing Machine Operators and Tenders
Skill Requirements for:
"Cutting and Slicing Machine Operators and Tenders"
Operation and Control -- Controlling operations of equipment or systems.
Operation Monitoring -- Watching gauges, dials, or other indicators to make sure a machine is working properly.
Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
Ability Requirements for:
"Cutting and Slicing Machine Operators and Tenders"
Written Comprehension -- The ability to read and understand information and ideas presented in writing.
Control Precision -- The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions.
Extent Flexibility -- The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.
Static Strength -- The ability to exert maximum muscle force to lift, push, pull, or carry objects.
Wrist-Finger Speed -- The ability to make fast, simple, repeated movements of the fingers, hands, and wrists.
Manual Dexterity -- The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
Arm-Hand Steadiness -- The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.
Perceptual Speed -- The ability to quickly and accurately compare similarities and differences among sets of letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object.
Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Written Expression -- The ability to communicate information and ideas in writing so others will understand.
"Cutting and Slicing Machine Operators and Tenders" Job Activities
Controlling Machines and Processes -- Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
Handling and Moving Objects -- Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Inspecting Equipment, Structures, or Material -- Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
Repairing and Maintaining Mechanical Equipment -- Servicing, repairing, adjusting, and testing machines, devices, moving parts, and equipment that operate primarily on the basis of mechanical (not electronic) principles.
Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Job Tasks for:
"Cutting, Punching, and Press Machine Setters, Operators, and Tenders, Metal and Plastic"
Select, clean, and install spacers, rubber sleeves, and cutters on arbors.
Set blade tensions, heights, and angles to perform prescribed cuts, using wrenches.
Set stops on machine beds, change dies, and adjust components, such as rams or power presses, when making multiple or successive passes.
Set up, operate, or tend machines to saw, cut, shear, slit, punch, crimp, notch, bend, or straighten metal or plastic material.
Start machines, monitor their operations, and record operational data.
Test and adjust machine speeds and actions, according to product specifications, and using gauges and hand tools.
Turn controls to set cutting speeds, feed rates, and table angles for specified operations.
Turn valves to start flow of coolant against cutting areas and to start airflow that blows cuttings away from kerfs.
Clean and lubricate machines.
Grind out burrs and sharp edges, using portable grinders, speed lathes, and polishing jacks.
Hand-form, cut, or finish workpieces, using tools such as table saws, hand sledges, and anvils.
Adjust ram strokes of presses to specified lengths, using hand tools.
Examine completed workpieces for defects such as chipped edges and marred surfaces, and sort defective pieces according to types of flaws.
Install, align, and lock specified punches, dies, cutting blades or other fixtures in rams or beds of machines, using gauges, templates, feelers, shims, and hand tools.
Load workpieces, plastic material, or chemical solutions into machines.
Measure completed workpieces to verify conformance to specifications, using micrometers, gauges, calipers, templates, or rulers.
Place workpieces on cutting tables, manually or using hoists, cranes, or sledges.
Plan sequences of operations, applying knowledge of physical properties of workpiece materials.
Position, align, and secure workpieces against fixtures or stops on machine beds or on dies.
Position guides, stops, holding blocks, or other fixtures to secure and direct workpieces, using hand tools and measuring devices.
Read work orders and production schedules to determine specifications, such as materials to be used, locations of cutting lines, and dimensions and tolerances.
Scribe reference lines on workpieces as guides for cutting operations, according to blueprints, templates, sample parts, or specifications.
Hone cutters with oilstones to remove nicks.
Lubricate workpieces with oil.
Mark identifying data on workpieces.
Preheat workpieces, using heating furnaces or hand torches.
Remove housings, feed tubes, tool holders, and other accessories in order to replace worn or broken parts such as springs and bushings.
Replace defective blades or wheels, using hand tools.
Sharpen dulled blades, using bench grinders, abrasive wheels, or lathes.
Thread ends of metal coils from reels through slitters, and secure ends on recoilers.
Job Tasks for:
"Dancers"
Attend costume fittings, photography sessions, and makeup calls associated with dance performances.
Collaborate with choreographers in order to refine or modify dance steps.
Coordinate dancing with that of partners or dance ensembles.
Develop self-understanding of physical capabilities and limitations, and choose dance styles accordingly.
Harmonize body movements to rhythm of musical accompaniment.
Perform classical, modern, or acrobatic dances in productions, expressing stories, rhythm, and sound with their bodies.
Perform in productions, singing or acting in addition to dancing, if required.
Study and practice dance moves required in roles.
Train, exercise, and attend dance classes to maintain high levels of technical proficiency, physical ability, and physical fitness.
Audition for dance roles or for membership in dance companies.
Devise and choreograph dance for self or others.
Monitor the field of dance to remain aware of current trends and innovations.
Teach dance students.
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Knowledge Requirements for:
"Dancers"
Fine Arts -- Knowledge of the theory and techniques required to compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
See the education requirements for Dancers
Skill Requirements for:
"Dancers"
Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Ability Requirements for:
"Dancers"
Gross Body Coordination -- The ability to coordinate the movement of your arms, legs, and torso together when the whole body is in motion.
Speed of Limb Movement -- The ability to quickly move the arms and legs.
Stamina -- The ability to exert yourself physically over long periods of time without getting winded or out of breath.
Dynamic Strength -- The ability to exert muscle force repeatedly or continuously over time. This involves muscular endurance and resistance to muscle fatigue.
Dynamic Flexibility -- The ability to quickly and repeatedly bend, stretch, twist, or reach out with your body, arms, and/or legs.
Trunk Strength -- The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without 'giving out' or fatiguing.
Spatial Orientation -- The ability to know your location in relation to the environment or to know where other objects are in relation to you.
Explosive Strength -- The ability to use short bursts of muscle force to propel oneself (as in jumping or sprinting), or to throw an object.
Memorization -- The ability to remember information such as words, numbers, pictures, and procedures.
Gross Body Equilibrium -- The ability to keep or regain your body balance or stay upright when in an unstable position.
"Dancers" Job Activities
Performing General Physical Activities -- Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Performing for or Working Directly with the Public -- Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Coordinating the Work and Activities of Others -- Getting members of a group to work together to accomplish tasks.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
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