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DEFINITION: Mold clay into ware as clay revolves on potter's wheel.
1. Raises and shapes clay into ware, such as vases, saggers, and pitchers, on revolving wheel, using hands, fingers, and thumbs.
2. Smoothes surfaces of finished piece, using rubber scrapers and wet sponge.
3. Adjusts speed of wheel according to feel of changing firmness of clay.
4. Positions ball of clay in center of potters wheel.
5. Starts motor, or pumps treadle with foot to revolve wheel.
6. Pulls wire through base of article and wheel to separate finished piece.
7. Verifies size and form, using calipers and templates.
8. Moves piece from wheel to dry.
Knowledge elements are ranked by importance.
88 Fine Arts
Knowledge of theory and techniques required to produce, compose, and perform works of music, dance, visual arts, drama, and sculpture
50 Production and Processing
Knowledge of inputs, outputs, raw materials, waste, quality control, costs, and techniques for maximizing the manufacture and distribution of goods
38 Engineering and Technology
Knowledge of equipment, tools, mechanical devices, and their uses to produce motion, light, power, technology, and other applications
33 Building and Construction
Knowledge of materials, methods, and the appropriate tools to construct objects, structures, and buildings
Knowledge and prediction of physical principles, laws, and applications including air, water, material dynamics, light, atomic principles, heat, electric theory, earth formations, and meteorological and related natural phenomena
Knowledge of numbers, their operations, and interrelationships including arithmetic, algebra, geometry, calculus, statistics, and their applications
Knowledge of design techniques, principles, tools and instruments involved in the production and use of precision technical plans, blueprints, drawings, and models
Knowledge of machines and tools, including their designs, uses, benefits, repair, and maintenance
Knowledge of human behavior and performance, mental processes, psychological research methods, and the assessment and treatment of behavioral and affective disorders
13 Public Safety and Security
Knowledge of weaponry, public safety, and security operations, rules, regulations, precautions, prevention, and the protection of people, data, and property
13 English Language
Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar
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
Knowledge of the 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
8 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
8 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
4 Law, Government and Jurisprudence
Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process
4 Sociology and Anthropology
Knowledge of group behavior and dynamics, societal trends and influences, cultures, their history, migrations, ethnicity, and origins
Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems
Skills elements are ranked by importance.
67 Operation and Control
Controlling operations of equipment or systems
63 Product Inspection
Inspecting and evaluating the quality of products
42 Operations Analysis
Analyzing needs and product requirements to create a design
Assessing how well one is doing when learning or doing something
29 Technology Design
Generating or adapting equipment and technology to serve user needs
29 Equipment Selection
Determining the kind of tools and equipment needed to do a job
25 Information Organization
Finding ways to structure or classify multiple pieces of information
25 Information Gathering
Knowing how to find information and identifying essential information
25 Judgment and Decision Making
Weighing the relative costs and benefits of a potential action
25 Identification of Key Causes
Identifying the things that must be changed to achieve a goal
21 Management of Material Resources
Obtaining and seeing to the appropriate use of equipment, facilities, and materials needed to do certain work
21 Solution Appraisal
Observing and evaluating the outcomes of a problem solution to identify lessons learned or redirect efforts
17 Idea Generation
Generating a number of different approaches to problems
Using scientific methods to solve problems
13 Problem Identification
Identifying the nature of problems
13 Critical Thinking
Using logic and analysis to identify the strengths and weaknesses of different approaches
13 Equipment Maintenance
Performing routine maintenance and determining when and what kind of maintenance is needed
13 Reading Comprehension
Understanding written sentences and paragraphs in work related documents
13 Idea Evaluation
Evaluating the likely success of an idea in relation to the demands of the situation
Repairing machines or systems using the needed tools
Determining what is causing an operating error and deciding what to do about it
Installing equipment, machines, wiring, or programs to meet specifications
13 Operation Monitoring
Watching gauges, dials, or other indicators to make sure a machine is working properly
Teaching others how to do something
8 Management of Personnel Resources
Motivating, developing, and directing people as they work, identifying the best people for the job
Communicating effectively with others in writing as indicated by the needs of the audience
Using mathematics to solve problems
8 Time Management
Managing one's own time and the time of others
Conducting tests to determine whether equipment, software, or procedures are operating as expected
8 Active Learning
Working with new material or information to grasp its implications
8 Learning Strategies
Using multiple approaches when learning or teaching new things
Reorganizing information to get a better approach to problems or tasks
Adjusting actions in relation to others' actions
Persuading others to approach things differently
4 Systems Evaluation
Looking at many indicators of system performance, taking into account their accuracy
4 Identifying Downstream Consequences
Determining the long-term outcomes of a change in operations
4 Systems Perception
Determining when important changes have occurred in a system or are likely to occur
Developing an image of how a system should work under ideal conditions .
Abilities elements are ranked by importance.
95 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
The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged
75 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
65 Wrist-Finger Speed
The ability to make fast, simple, repeated movements of the fingers, hands, and wrists
60 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
55 Extent Flexibility
The ability to bend, stretch, twist, or reach out with the body, arms, and/or legs
45 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
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
45 Control Precision
The ability to quickly and repeatedly make precise adjustments in moving the controls of a machine or vehicle to exact positions
40 Near Vision
The ability to see details of objects at a close range (within a few feet of the observer)
40 Reaction Time
The ability to quickly respond (with the hand, finger, or foot) to one signal (sound, light, picture, etc.) when it appears
35 Dynamic Strength
The ability to exert muscle force repeatedly or continuously over time. This involves muscular endurance and resistance to muscle fatigue
35 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.
35 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
35 Dynamic Flexibility
The ability to quickly and repeatedly bend, stretch, twist, or reach out with the body, arms, and/or legs
35 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
35 Speed of Limb Movement
The ability to quickly move the arms or legs
30 Selective Attention
The ability to concentrate and not be distracted while performing a task over a period of time
30 Visual Color Discrimination
The ability to match or detect differences between colors, including shades of color and brightness
30 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
30 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.
25 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 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.
25 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.
20 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)
15 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
15 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.
15 Auditory Attention
The ability to focus on a single source of auditory (hearing) information in the presence of other distracting sounds
15 Number Facility
The ability to add, subtract, multiply, or divide quickly and correctly
15 Static Strength
The ability to exert maximum muscle force to lift, push, pull, or carry objects
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
The ability to exert one's self physically over long periods of time without getting winded or out of breath
10 Oral Comprehension
The ability to listen to and understand information and ideas presented through spoken words and sentences
10 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
10 Speech Clarity
The ability to speak clearly so that it is understandable to a listener
10 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
10 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
5 Written Comprehension
The ability to read and understand information and ideas presented in writing
5 Oral Expression
The ability to communicate information and ideas in speaking so others will understand
5 Written Expression
The ability to communicate information and ideas in writing so others will understand
5 Far Vision
The ability to see details at a distance
5 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.
5 Hearing Sensitivity
The ability to detect or tell the difference between sounds that vary over broad ranges of pitch and loudness
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 Glare Sensitivity
The ability to see objects in the presence of glare or bright lighting
The ability to remember information such as words, numbers, pictures, and procedures
5 Sound Localization
The ability to tell the direction from which a sound originated
5 Mathematical Reasoning
The ability to understand and organize a problem and then to select a mathematical method or formula to solve the problem
Work activities elements are ranked by importance.
85 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.
75 Thinking Creatively
Originating, inventing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
65 Controlling Machines and Processes
Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
60 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.
45 Getting Information Needed to Do the Job
Observing, receiving, and otherwise obtaining information from all relevant sources.
40 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.
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.
35 Evaluating Information Against Standards
Evaluating information against a set of standards and verifying that it is correct.
35 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.
30 Updating and Using Job-Relevant Knowledge
Keeping up-to-date technically and knowing one's own jobs' and related jobs' functions.
30 Judging Qualities of Things, Services, or People
Making judgments about or assessing the value, importance, or quality of things or people.
30 Inspecting Equipment, Structures, or Material
Inspecting or diagnosing equipment, structures, or materials to identify the causes of errors or other problems or defects.
20 Drafting and Specifying Technical Devices
Providing documentation, detailed instructions, drawings, or specifications to inform others about how devices, parts, equipment, or structures are to be fabricated, constructed, assembled, modified, maintained, or used.
20 Organizing, Planning, and Prioritizing
Developing plans to accomplish work, and prioritizing and organizing one's own work.
20 Identifying Objects, Actions, and Events
Identifying information received by making estimates or categorizations, recognizing differences or similarities, or sensing changes in circumstances or events.
20 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.
15 Monitoring and Controlling Resources
Monitoring and controlling resources and overseeing the spending of money.
10 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.
10 Coaching and Developing Others
Identifying developmental needs of others and coaching or otherwise helping others to improve their knowledge or skills.
5 Establishing and Maintaining Relationships
Developing constructive and cooperative working relationships with others.
5 Teaching Others
Identifying educational needs, developing formal training programs or classes, and teaching or instructing others.
5 Operating Vehicles or Equipment
Running, maneuvering, navigating, or driving vehicles or mechanized equipment, such as forklifts, passenger vehicles, aircraft, or water craft.
5 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.
5 Resolving Conflict or Negotiating with Others
Handling complaints, arbitrating disputes, and resolving grievances, or otherwise negotiating with others.
5 Assisting and Caring for Others
Providing assistance or personal care to others.
5 Developing Objectives and Strategies
Establishing long range objectives and specifying the strategies and actions to achieve these objectives.
5 Repairing and Maintaining Mechanical Equipment
Fixing, servicing, aligning, setting up, adjusting, and testing machines, devices, moving parts, and equipment that operate primarily on the basis of mechanical (not electronic) principles.
5 Documenting or Recording Information
Entering, transcribing, recording, storing, or maintaining information in either written form or by electronic/magnetic recording.
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) .
90 (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?
85 (F) Indoors
How frequently does this job require the worker to work: Indoors
85 (F) Making Repetitive Motions
How much time in a usual work period does the worker spend: Making repetitive motions?
80 (F) Sitting
How much time in a usual work period does the worker spend: Sitting?
68 (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?
55 (F) Bending or Twisting the Body
How much time in a usual work period does the worker spend: Bending or twisting the body?
52 (I) Importance of Being Exact or Accurate
How important is being very exact or highly accurate in performing this job?
50 (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?
50 (F) Contaminants
How often during a usual work period is the worker exposed to the following conditions: Contaminants (pollutants, gases, dust, odors, etc.)?
45 (F) Kneeling, Crouching or Crawling
How much time in a usual work period does the worker spend: Kneeling, stooping, crouching or crawling?
44 (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.)
40 (F) Standing
How much time in a usual work period does the worker spend: Standing?
40 (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?
40 (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?
32 (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?
30 (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?
27 (O) Objective or Subjective Information
How objective or subjective is the information communicated in this job?
25 (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?
25 (F) Outdoors
How frequently does this job require the worker to work: Outdoors
25 (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
25 (F) Walking or Running
How much time in a usual work period does the worker spend: Walking or running?
23 (R) Responsibility for Outcomes and Results
How responsible is the worker for work outcomes and results of other workers?
20 (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?
20 (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
20 (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)
17 (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)
17 (S) Consequence of Error
How serious would the result usually be if the worker made a mistake that was not readily correctable?
16 (I) Provide a Service to Others
How important are interactions requiring the worker to: Provide a service to others (e.g., customers)?
16 (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)?
15 (F) Specialized Protective or Safety Attire
How often does the worker wear: Specialized protective or safety attire, such as breathing apparatus, safety harness, full protection suit, or radiation protection?
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
13 (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?
12 (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)
10 (F) Keeping or Regaining Balance
How much time in a usual work period does the worker spend: Keeping or regaining balance?
10 (F) Whole Body Vibration
How often during a usual work period is the worker exposed to the following conditions: Whole body vibration (e.g., operating a jackhammer or earthmoving equipment)?
10 (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)
10 (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?
8 (D) Hazardous Conditions
If injury, due to exposure to hazardous conditions, were to occur while performing this job, how serious would be the likely outcome? Hazardous Conditions (e.g., high voltage electricity, combustibles, explosives, chemicals; do not include hazardous equipment or situations)
6 (H) Responsible for Health and Safety of Others
How responsible is the worker for others' health and safety on this job?
6 (L) Hazardous Conditions
What is the likelihood that the worker would be injured as a result of being exposed to hazardous conditions while performing this job? Hazardous Conditions (e.g., high voltage electricity, combustibles, explosives, chemicals; do not include hazardous equipment or situations)
5 (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?
5 (F) Frequency in Conflict Situations
How frequently do the job requirements place the worker in conflict situations?
5 (F) Climbing Ladders, Scaffolds, Poles, etc.
How much time in a usual work period does the worker spend: Climbing ladders, scaffolds, poles, etc?
4 (I) Supervise, Coach, Train Others
How important are interactions requiring the worker to: Supervise, coach, train, or develop other employees?
4 (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)?
3 (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?
3 (A) Degree of Automation
Indicate the level of automation of this job.
Interest elements are ranked by occupational interest.
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.
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.
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.
Work values elements are ranked by extent.
67 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.
64 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.
52 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.
46 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.
35 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.
26 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.
97 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
Workers on this job plan their work with little supervision
Workers on this job get a feeling of accomplishment
Workers on this job try out their own ideas
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 make decisions on their own
59 Ability Utilization
Workers on this job make use of their individual abilities
56 Working Conditions
Workers on this job have good working conditions
47 Social Status
Workers on this job are looked up to by others in their company and their community
Workers on this job are paid well in comparison with other workers
Workers on this job are busy all the time
Workers on this job have steady employment
28 Company Policies and Practices
Workers on this job are treated fairly by the company
28 Supervision, Human Relations
Workers on this job have supervisors who back up their workers with management
Workers on this job have co-workers who are easy to get along with
Workers on this job have opportunities for advancement
22 Supervision, Technical
Workers on this job have supervisors who train their workers well
19 Social Service
Workers on this job have work where they do things for other people
Workers on this job give directions and instructions to others
|DOT91 (Dictionary of Occupational Titles):||
|AIM97 (Apprenticeship Information Management):||
|CEN90 (1990 Census Occupations):||
675 Hand Molders and Shapers, except Jewelers
|CIP90 (Classification of Instructional Programs):||
500711 Ceramics Arts and Ceramics
500701 Art, General
|GOE93 (Guide for Occupational Exploration):||
060230 Production Work: Manual Work, Stone, Glass, and Clay
|MOC97 (Military Occupational Codes):||
|OES98 (Occupational Employment Statistics):||
89905 Precision Molders, Shapers, Casters, and Carvers, Except Jewelry and F
|OPM97 (Office of Personnel Management Occupations):||
|SOC98 (Standard Occupational Classification):||
51-9195 Molders, Shapers, and Casters, Except Metal and Plastic