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TITLE: Educational Psychologists
DEFINITION: Investigate processes of learning and teaching and develop psychological principles and techniques applicable to educational problems.
1. Conducts experiments to study educational problems, such as motivation, adjustment, teacher training, and individual differences in mental abilities.
2. Conducts research to aid introduction of programs in schools to meet current psychological, educational, and sociological needs of children.
3. Investigates traits, attitudes, and feelings of teachers to predict conditions that affect teacher's mental health and success with students.
4. Formulates achievement, diagnostic, and predictive tests to aid teachers in planning methods and content of instruction.
5. Interprets and explains test results, in terms of norms, reliability, and validity, to teachers, counselors, students, and other entitled parties.
6. Plans remedial classes and testing programs designed to meet needs of special students.
7. Advises teachers and other school personnel on methods to enhance school and classroom atmosphere to maximize student learning and motivation.
8. Analyzes characteristics and adjustment needs of students having various mental abilities and recommends educational program to promote maximum adjustment.
9. Evaluates needs, limitations, and potentials of child, through observation, review of school records, and consultation with parents and school personnel.
10. Administers standardized tests to evaluate intelligence, achievement, and personality and to diagnose disabilities and difficulties among students.
11. Collaborates with education specialists in developing curriculum content and methods of organizing and conducting classroom work.
12. Recommends placement of students in classes and treatment programs based on individual needs.
13. Counsels pupils individually and in groups, to assist pupils to achieve personal, social, and emotional adjustment.
14. Advises school board, superintendent, administrative committees, and parent-teacher groups regarding provision of psychological services within educational system or school.
15. Refers individuals to community agencies to obtain medical, vocational, or social services for child or family.
Knowledge elements are ranked by importance.
Knowledge of human behavior and performance, mental processes, psychological research methods, and the assessment and treatment of behavioral and affective disorders
95 Education and Training
Knowledge of instructional methods and training techniques including curriculum design principles, learning theory, group and individual teaching techniques, design of individual development plans, and test design principles
80 English Language
Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar
70 Therapy and Counseling
Knowledge of information and techniques needed to rehabilitate physical and mental ailments and to provide career guidance including alternative treatments, rehabilitation equipment and its proper use, and methods to evaluate treatment effects
Knowledge of numbers, their operations, and interrelationships including arithmetic, algebra, geometry, calculus, statistics, and their applications
55 Administration and Management
Knowledge of principles and processes involved in business and organizational planning, coordination, and execution. This includes strategic planning, resource allocation, manpower modeling, leadership techniques, and production methods
50 Computers and Electronics
Knowledge of electric circuit boards, processors, chips, and computer hardware and software, including applications and programming
45 Sociology and Anthropology
Knowledge of group behavior and dynamics, societal trends and influences, cultures, their history, migrations, ethnicity, and origins
30 Customer and Personal Service
Knowledge of principles and processes for providing customer and personal services including needs assessment techniques, quality service standards, alternative delivery systems, and customer satisfaction evaluation techniques
Knowledge of administrative and clerical procedures and systems such as word processing systems, filing and records management systems, stenography and transcription, forms design principles, and other office procedures and terminology
15 Sales and Marketing
Knowledge of principles and methods involved in showing, promoting, and selling products or services. This includes marketing strategies and tactics, product demonstration and sales techniques, and sales control systems
Knowledge of plant and animal living tissue, cells, organisms, and entities, including their functions, interdependencies, and interactions with each other and the environment
15 Law, Government and Jurisprudence
Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process
10 Communications and Media
Knowledge of media production, communication, and dissemination techniques and methods including alternative ways to inform and entertain via written, oral, and visual media
Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems
5 Medicine and Dentistry
Knowledge of the information and techniques needed to diagnose and treat injuries, diseases, and deformities. This includes symptoms, treatment alternatives, drug properties and interactions, and preventive health-care measures
Skills elements are ranked by importance.
95 Reading Comprehension
Understanding written sentences and paragraphs in work related documents
Communicating effectively with others in writing as indicated by the needs of the audience
90 Information Gathering
Knowing how to find information and identifying essential information
90 Active Listening
Listening to what other people are saying and asking questions as appropriate
Talking to others to effectively convey information
Using mathematics to solve problems
85 Critical Thinking
Using logic and analysis to identify the strengths and weaknesses of different approaches
85 Social Perceptiveness
Being aware of others' reactions and understanding why they react the way they do
85 Systems Evaluation
Looking at many indicators of system performance, taking into account their accuracy
80 Information Organization
Finding ways to structure or classify multiple pieces of information
80 Idea Evaluation
Evaluating the likely success of an idea in relation to the demands of the situation
80 Identification of Key Causes
Identifying the things that must be changed to achieve a goal
80 Problem Identification
Identifying the nature of problems
75 Implementation Planning
Developing approaches for implementing an idea
75 Idea Generation
Generating a number of different approaches to problems
75 Solution Appraisal
Observing and evaluating the outcomes of a problem solution to identify lessons learned or redirect efforts
Using scientific methods to solve problems
75 Systems Perception
Determining when important changes have occurred in a system or are likely to occur
Adjusting actions in relation to others' actions
70 Learning Strategies
Using multiple approaches when learning or teaching new things
Teaching others how to do something
Developing an image of how a system should work under ideal conditions
Reorganizing information to get a better approach to problems or tasks
65 Judgment and Decision Making
Weighing the relative costs and benefits of a potential action
65 Identifying Downstream Consequences
Determining the long-term outcomes of a change in operations
65 Active Learning
Working with new material or information to grasp its implications
Assessing how well one is doing when learning or doing something
Persuading others to approach things differently
55 Service Orientation
Actively looking for ways to help people
50 Time Management
Managing one's own time and the time of others
50 Operations Analysis
Analyzing needs and product requirements to create a design
45 Product Inspection
Inspecting and evaluating the quality of products
40 Management of Material Resources
Obtaining and seeing to the appropriate use of equipment, facilities, and materials needed to do certain work
40 Management of Personnel Resources
Motivating, developing, and directing people as they work, identifying the best people for the job
Bringing others together and trying to reconcile differences
25 Equipment Selection
Determining the kind of tools and equipment needed to do a job
Conducting tests to determine whether equipment, software, or procedures are operating as expected
20 Management of Financial Resources
Determining how money will be spent to get the work done, and accounting for these expenditures
Writing computer programs for various purposes
15 Technology Design
Generating or adapting equipment and technology to serve user needs
Determining what is causing an operating error and deciding what to do about it
10 Operation Monitoring
Watching gauges, dials, or other indicators to make sure a machine is working properly
10 Operation and Control
Controlling operations of equipment or systems
Installing equipment, machines, wiring, or programs to meet specifications
5 Equipment Maintenance
Performing routine maintenance and determining when and what kind of maintenance is needed
Repairing machines or systems using the needed tools .
Abilities elements are ranked by importance.
90 Oral Expression
The ability to communicate information and ideas in speaking so others will understand
85 Written Comprehension
The ability to read and understand information and ideas presented in writing
85 Written Expression
The ability to communicate information and ideas in writing so others will understand
85 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.
85 Inductive Reasoning
The ability to combine separate pieces of information, or specific answers to problems, to form general rules or conclusions. It includes coming up with a logical explanation for why a series of seemingly unrelated events occur together.
80 Oral Comprehension
The ability to listen to and understand information and ideas presented through spoken words and sentences
75 Near Vision
The ability to see details of objects at a close range (within a few feet of the observer)
70 Information Ordering
The ability to correctly follow a given rule or set of rules in order to arrange things or actions in a certain order. The things or actions can include numbers, letters, words, pictures, procedures, sentences, and mathematical or logical operations.
70 Deductive Reasoning
The ability to apply general rules to specific problems to come up with logical answers. It involves deciding if an answer makes sense.
65 Category Flexibility
The ability to produce many rules so that each rule tells how to group (or combine) a set of things in a different way.
60 Speech Clarity
The ability to speak clearly so that it is understandable to a listener
60 Speed of Closure
The ability to quickly make sense of information that seems to be without meaning or organization. It involves quickly combining and organizing different pieces of information into a meaningful pattern
60 Mathematical Reasoning
The ability to understand and organize a problem and then to select a mathematical method or formula to solve the problem
55 Number Facility
The ability to add, subtract, multiply, or divide quickly and correctly
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
50 Fluency of Ideas
The ability to come up with a number of ideas about a given topic. It concerns the number of ideas produced and not the quality, correctness, or creativity of the ideas.
The ability to remember information such as words, numbers, pictures, and procedures
50 Far Vision
The ability to see details at a distance
45 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
45 Speech Recognition
The ability to identify and understand the speech of another person
40 Time Sharing
The ability to efficiently shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources)
40 Perceptual Speed
The ability to quickly and accurately compare 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
40 Auditory Attention
The ability to focus on a single source of auditory (hearing) information in the presence of other distracting sounds
The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged
30 Response Orientation
The ability to choose quickly and correctly between two or more movements in response to two or more signals (lights, sounds, pictures, etc.). It includes the speed with which the correct response is started with the hand, foot, or other body parts
30 Selective Attention
The ability to concentrate and not be distracted while performing a task over a period of time
30 Trunk Strength
The ability to use one's abdominal and lower back muscles to support part of the body repeatedly or continuously over time without "giving out" or fatiguing
25 Manual Dexterity
The ability to quickly make coordinated movements of one hand, a hand together with its arm, or two hands to grasp, manipulate, or assemble objects
25 Wrist-Finger Speed
The ability to make fast, simple, repeated movements of the fingers, hands, and wrists
25 Hearing Sensitivity
The ability to detect or tell the difference between sounds that vary over broad ranges of pitch and loudness
25 Reaction Time
The ability to quickly respond (with the hand, finger, or foot) to one signal (sound, light, picture, etc.) when it appears
20 Spatial Orientation
The ability to know one's location in relation to the environment, or to know where other objects are in relation to one's self
20 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
20 Control Precision
The ability to quickly and repeatedly make precise adjustments in moving the controls of a machine or vehicle to exact positions
20 Sound Localization
The ability to tell the direction from which a sound originated
20 Peripheral Vision
The ability to see objects or movement of objects to one's side when the eyes are focused forward
20 Arm-Hand Steadiness
The ability to keep the hand and arm steady while making an arm movement or while holding the arm and hand in one position
15 Extent Flexibility
The ability to bend, stretch, twist, or reach out with the body, arms, and/or legs
15 Visual Color Discrimination
The ability to match or detect differences between colors, including shades of color and brightness
15 Multilimb Coordination
The ability to coordinate movements of two or more limbs together (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 body is in motion
15 Gross Body Coordination
The ability to coordinate the movement of the arms, legs, and torso together in activities where the whole body is in motion
10 Speed of Limb Movement
The ability to quickly move the arms or legs
10 Depth Perception
The ability to judge which of several objects is closer or farther away from the observer, or to judge the distance between an object and the observer
10 Glare Sensitivity
The ability to see objects in the presence of glare or bright lighting
The ability to exert one's self physically over long periods of time without getting winded or out of breath
5 Dynamic Strength
The ability to exert muscle force repeatedly or continuously over time. This involves muscular endurance and resistance to muscle fatigue
5 Explosive Strength
The ability to use short bursts of muscle force to propel oneself (as in jumping or sprinting), or to throw an object
5 Static Strength
The ability to exert maximum muscle force to lift, push, pull, or carry objects
5 Night Vision
The ability to see under low light conditions
5 Rate Control
The ability to time the adjustments of a movement or equipment control in anticipation of changes in the speed and/or direction of a continuously moving object or scene
5 Dynamic Flexibility
The ability to quickly and repeatedly bend, stretch, twist, or reach out with the body, arms, and/or legs
Work activities elements are ranked by importance.
90 Getting Information Needed to Do the Job
Observing, receiving, and otherwise obtaining information from all relevant sources.
90 Judging Qualities of Things, Services, or People
Making judgments about or assessing the value, importance, or quality of things or people.
85 Communicating With Other Workers
Providing information to supervisors, fellow workers, and subordinates. This information can be exchanged face-to-face, in writing, or via telephone/electronic transfer.
85 Analyzing Data or Information
Identifying underlying principles, reasons, or facts by breaking down information or data into separate parts.
85 Implementing Ideas or Programs
Conducting or carrying out work procedures and activities in accord with one's own ideas or information provided through directions/instructions for purposes of installing, modifying, preparing, delivering, constructing, integrating, finishing, or completing programs, systems, structures, or products.
85 Making Decisions and Solving Problems
Combining, evaluating, and reasoning with information and data to make decisions and solve problems. These processes involve making decisions about the relative importance of information and choosing the best solution.
80 Updating and Using Job-Relevant Knowledge
Keeping up-to-date technically and knowing one's own jobs' and related jobs' functions.
80 Interpreting Meaning of Information to Others
Translating or explaining what information means and how it can be understood or used to support responses or feedback to others.
80 Identifying Objects, Actions, and Events
Identifying information received by making estimates or categorizations, recognizing differences or similarities, or sensing changes in circumstances or events.
75 Processing Information
Compiling, coding, categorizing, calculating, tabulating, auditing, verifying, or processing information or data.
75 Providing Consultation and Advice to Others
Providing consultation and expert advice to management or other groups on technical, systems-related, or process related topics.
75 Communicating With Persons Outside Organization
Communicating with persons outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged face-to-face, in writing, or via telephone/electronic transfer.
70 Establishing and Maintaining Relationships
Developing constructive and cooperative working relationships with others.
70 Monitor Processes, Material, or Surroundings
Monitoring and reviewing information from materials, events, or the environment, often to detect problems or to find out when things are finished.
65 Thinking Creatively
Originating, inventing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
65 Evaluating Information Against Standards
Evaluating information against a set of standards and verifying that it is correct.
60 Performing For or Working With Public
Performing for people or dealing directly with the public, including serving persons in restaurants and stores, and receiving clients or guests.
60 Documenting or Recording Information
Entering, transcribing, recording, storing, or maintaining information in either written form or by electronic/magnetic recording.
60 Teaching Others
Identifying educational needs, developing formal training programs or classes, and teaching or instructing others.
60 Developing Objectives and Strategies
Establishing long range objectives and specifying the strategies and actions to achieve these objectives.
55 Assisting and Caring for Others
Providing assistance or personal care to others.
55 Organizing, Planning, and Prioritizing
Developing plans to accomplish work, and prioritizing and organizing one's own work.
40 Resolving Conflict or Negotiating with Others
Handling complaints, arbitrating disputes, and resolving grievances, or otherwise negotiating with others.
40 Scheduling Work and Activities
Scheduling events, programs, activities, as well as the work of others.
35 Coordinating Work and Activities of Others
Coordinating members of a work group to accomplish tasks.
35 Selling or Influencing Others
Convincing others to buy merchandise/goods, or otherwise changing their minds or actions.
35 Estimating Needed Characteristics
Estimating the Characteristics of Materials, Products, Events, or Information: Estimating sizes, distances, and quantities, or determining time, costs, resources, or materials needed to perform a work activity.
30 Interacting With Computers
Controlling computer functions by using programs, setting up functions, writing software, or otherwise communicating with computer systems.
30 Coaching and Developing Others
Identifying developmental needs of others and coaching or otherwise helping others to improve their knowledge or skills.
25 Performing Administrative Activities
Approving requests, handling paperwork, and performing day-to-day administrative tasks.
25 Guiding, Directing and Motivating Subordinates
Providing guidance and direction to subordinates, including setting performance standards and monitoring subordinates.
25 Handling and Moving Objects
Using one's own hands and arms in handling, installing, forming, positioning, and moving materials, or in manipulating things, including the use of keyboards.
20 Performing General Physical Activities
Performing physical activities that require moving one's whole body, such as in climbing, lifting, balancing, walking, stooping, where the activities often also require considerable use of the arms and legs, such as in the physical handling of materials.
15 Inspecting Equipment, Structures, or Material
Inspecting or diagnosing equipment, structures, or materials to identify the causes of errors or other problems or defects.
15 Monitoring and Controlling Resources
Monitoring and controlling resources and overseeing the spending of money.
15 Developing and Building Teams
Encouraging and building mutual trust, respect, and cooperation among team members.
5 Controlling Machines and Processes
Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
5 Repairing and Maintaining Electrical Equipment
Fixing, servicing, adjusting, regulating, calibrating, fine-tuning, or testing machines, devices, and equipment that operate primarily on the basis of electrical or electronic (not mechanical) principles.
Work context elements are ranked by frequency (F), importance (I), responsibility (R), amount of contact (C), how serious (S), objective vs. subjective (O), automation (A), extent of frustration (E), responsible for health and safety (H), likelihood of injury (L), degree of injury (D) .
88 (I) Importance of Being Sure All Is Done
How important is it to be sure that all the details of this job are performed and everything is done completely?
85 (F) Indoors
How frequently does this job require the worker to work: Indoors
84 (I) Importance of Being Exact or Accurate
How important is being very exact or highly accurate in performing this job?
80 (I) Provide a Service to Others
How important are interactions requiring the worker to: Provide a service to others (e.g., customers)?
77 (C) Job-Required Social Interaction
How much does this job require the worker to be in contact (face-to-face, by telephone, or otherwise) with others in order to perform it?
75 (F) Sitting
How much time in a usual work period does the worker spend: Sitting?
72 (I) Deal With External Customers
How important are interactions requiring the worker to: Deal with external customers (e.g., retail sales) or the public in general (e.g., police work)?
64 (I) Importance of Being Aware of New Events
How important is being constantly aware of either frequently changing events (e.g. security guard watching for shoplifters) or infrequent events (e.g. radar operator watching for tornadoes) to performing this job?
63 (S) Consequence of Error
How serious would the result usually be if the worker made a mistake that was not readily correctable?
60 (I) Persuade Someone to a Course of Action
How important are interactions requiring the worker to: Persuade someone to a course of action (informally) or influence others to buy something (to sell)?
60 (F) Using Hands on Objects, Tools, Controls
How much time in a usual work period does the worker spend: Using hands to handle, control, or feel objects, tools or controls?
57 (O) Objective or Subjective Information
How objective or subjective is the information communicated in this job?
56 (I) Coordinate or Lead Others
How important are interactions requiring the worker to: Coordinate or lead others in accomplishing work activities (not supervision)?
53 (E) Frustrating Circumstances
To what extent do frustrating circumstances ("road blocks" to work that are beyond the worker's control) hinder the accomplishment of this job?
46 (H) Responsible for Health and Safety of Others
How responsible is the worker for others' health and safety on this job?
45 (F) Standing
How much time in a usual work period does the worker spend: Standing?
45 (F) Walking or Running
How much time in a usual work period does the worker spend: Walking or running?
45 (F) Frequency in Conflict Situations
How frequently do the job requirements place the worker in conflict situations?
40 (I) Supervise, Coach, Train Others
How important are interactions requiring the worker to: Supervise, coach, train, or develop other employees?
40 (F) Deal With Unpleasant or Angry People
How frequently does the worker have to deal with unpleasant, angry, or discourteous individuals as part of the job requirements?
29 (R) Responsibility for Outcomes and Results
How responsible is the worker for work outcomes and results of other workers?
25 (F) Making Repetitive Motions
How much time in a usual work period does the worker spend: Making repetitive motions?
25 (F) Deal With Physically Aggressive People
How frequently does this job require the worker to deal with physical aggression of violent individuals?
24 (I) Importance of Repeating Same Tasks
How important is repeating the same physical activities (e.g., key entry) or mental activities (e.g., checking entries in a ledger) over and over, without stopping, to performing this job?
24 (I) Take a Position Opposed to Others
How important are interactions requiring the worker to: Take a position opposed to coworkers or others?
20 (F) Bending or Twisting the Body
How much time in a usual work period does the worker spend: Bending or twisting the body?
20 (F) Hazardous Situations
How often does this job require the worker to be exposed to harardous situations? Hazardous Situations involving likely cuts, bites, stings, or minor burns
20 (F) Kneeling, Crouching or Crawling
How much time in a usual work period does the worker spend: Kneeling, stooping, crouching or crawling?
20 (F) Extremely Bright or Inadequate Lighting
How often during a usual work period is the worker exposed to the following conditions: Extremely bright or inadequate lighting conditions?
17 (A) Degree of Automation
Indicate the level of automation of this job.
15 (F) Very Hot
How often during a usual work period is the worker exposed to the following conditions: Very hot (above 90 F) or very cold (under 32 F) temperatures?
15 (F) Outdoors
How frequently does this job require the worker to work: Outdoors
15 (F) Sounds or Noise Levels Are Distracting
How often during a usual work period is the worker exposed to the following conditions: Sounds and noise levels that are distracting and uncomfortable?
15 (F) Special Uniform
How often does the worker wear: A special uniform, such as that of a commercial pilot, nurse, police officer, or military personnel?
14 (L) Hazardous Situations
What is the likelihood that the worker would be injured as a result of being exposed to hazardous situations while performing this job? Hazardous Situations involving likely cuts, bites, stings, or minor burns
10 (F) Climbing Ladders, Scaffolds, Poles, etc.
How much time in a usual work period does the worker spend: Climbing ladders, scaffolds, poles, etc?
10 (F) Contaminants
How often during a usual work period is the worker exposed to the following conditions: Contaminants (pollutants, gases, dust, odors, etc.)?
10 (F) Diseases or Infections
How often does this job require the worker to be exposed to diseases/infection? Diseases/Infections (e.g., patient care, some laboratory work, sanitation control, etc.)
10 (F) Hazardous Equipment
How often does this job require the worker to be exposed to harardous equipment? Hazardous Equipment (e.g., saws, machinery/mechanical parts include exposure to vehicular traffic, but not driving a vehicle)
8 (D) Hazardous Situations
If injury, due to exposure to hazardous situations, were to occur while performing this job, how serious would be the likely outcome? Hazardous Situations involving likely cuts, bites, stings, or minor burns
8 (I) Pace Determined by Speed of Equipment
How important is it to this job that the pace is determined by the speed of equipment or machinery? (This does not refer to keeping busy at all times on this job.)
5 (F) Radiation
How often does this job require the worker to be exposed to radiation?
5 (F) Cramped Work Space, Awkward Positions
How often during a usual work period is the worker exposed to the following conditions: Cramped work space that requires getting into awkward positions?
5 (F) High Places
How often does this job require the worker to be exposed to high places? High Places (e.g., heights above 8 feet on ladders, poles, scaffolding, catwalks, etc.)
5 (F) Hazardous Conditions
How often does this job require the worker to be exposed to hazardous conditions? Hazardous Conditions (e.g., high voltage electricity, combustibles, explosives, chemicals; do not include hazardous equipment or situations)
5 (F) Common Protective or Safety Attire
How often does the worker wear: Common protective or safety attire, such as safety shoes, glasses, gloves, hearing protection, hard-hat, or personal flotation device?
4 (D) Diseases or Infections
If injury, due to exposure to diseases/infection, were to occur while performing this job, how serious would be the likely outcome? Diseases/Infections (e.g., patient care, some laboratory work, sanitation control, etc.)
4 (D) Hazardous Equipment
If injury, due to exposure to hazardous equipment, were to occur while performing this job, how serious would be the likely outcome? Hazardous Equipment (e.g., saws, machinery/mechanical parts include exposure to vehicular traffic, but not driving a vehicle)
3 (L) Diseases or Infections
What is the likelihood that the worker would be injured as a result of being exposed to diseases/infections while performing this job? Diseases/Infections (e.g., patient care, some laboratory work, sanitation control, etc.)
3 (L) Hazardous Equipment
What is the likelihood that the worker would be injured as a result of being exposed to hazardous equipment while performing this job? Hazardous Equipment (e.g., saws, machinery/mechanical parts include exposure to vehicular traffic, but not driving a vehicle)
Interest elements are ranked by occupational interest.
Investigative occupations frequently involve working with ideas, and require an extensive amount of thinking. These occupations can involve searching for facts and figuring out problems mentally.
Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others.
Artistic occupations frequently involve working with forms, designs and patterns. They often require self-expression and the work can be done without following a clear set of rules.
Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow.
Enterprising occupations frequently involve starting up and carrying out projects. These occupations can involve leading people and making many decisions. Sometimes they require risk taking and often deal with business.
Realistic occupations frequently involve work activities that include practical, hands-on problems and solutions. They often deal with plants, animals, and real-world materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others.
Work values elements are ranked by extent.
86 Achievement-Mean Extent
Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement.
84 Independence-Mean Extent
Occupations that satisfy this work value allow employs to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy.
66 Working Conditions-Mean Extent
Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions.
63 Relationships-Mean Extent
Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service.
59 Recognition-Mean Extent
Occupations that satisfy this work value offer advancement, potential for leadership, and are often considered prestigious. Corresponding needs are Advancement, Authority, Recognition and Social Status.
38 Support-Mean Extent
Occupations that satisfy this work value offer supportive management that stands behind employees. Corresponding needs are Company Policies, Supervision: Human Relations and Supervision: Technical.
Workers on this job plan their work with little supervision
88 Ability Utilization
Workers on this job make use of their individual abilities
Workers on this job get a feeling of accomplishment
Workers on this job try out their own ideas
81 Social Service
Workers on this job have work where they do things for other people
Workers on this job have steady employment
78 Working Conditions
Workers on this job have good working conditions
Workers on this job make decisions on their own
72 Social Status
Workers on this job are looked up to by others in their company and their community
Workers on this job are busy all the time
Workers on this job receive recognition for the work they do
Workers on this job have something different to do every day
Workers on this job are paid well in comparison with other workers
Workers on this job have co-workers who are easy to get along with
Workers on this job give directions and instructions to others
53 Company Policies and Practices
Workers on this job are treated fairly by the company
50 Moral Values
Workers on this job are never pressured to do things that go against their sense of right and wrong
Workers on this job do their work alone
44 Supervision, Human Relations
Workers on this job have supervisors who back up their workers with management
Workers on this job have opportunities for advancement
16 Supervision, Technical
Workers on this job have supervisors who train their workers well
|DOT91 (Dictionary of Occupational Titles):||
045107034 Psychologist, School
045067010 Psychologist, Educational
|AIM97 (Apprenticeship Information Management):||
|CEN90 (1990 Census Occupations):||
|CIP90 (Classification of Instructional Programs):||
420301 Cognitive Psychology and Psycholinguistics
420901 Industrial and Organizational Psychology
130604 Educational Assessment, Testing and Measurement
420201 Clinical Psychology
420601 Counseling Psychology
421601 Social Psychology
420101 Psychology, General
421701 School Psychology
130802 Educational Psychology
|GOE93 (Guide for Occupational Exploration):||
100102 Social Services: Counseling and Social Work
110301 Social Research: Psychological
|MOC97 (Military Occupational Codes):||
3950 Personnel Research Officer
3950 Personnel Research Officer
73B Clinical Psychology
71F Research Psychology
|OES98 (Occupational Employment Statistics):||
|OPM97 (Office of Personnel Management Occupations):||
|SOC98 (Standard Occupational Classification):||
19-3031 Clinical, Counseling, and School Psychologists