Matching Yourself With the World of Work, 1998 U.S. Department of Labor Bureau of Labor Statistics Reprinted from the Fall 1998 issue of the Occupational Outlook Quarterly by Erik A. Savisaar The economy is expected to add almost 19 million jobs over the next decade. Start learning today the skills and training required for a career in tomorrow's work force. Choosing a career is an important life decision. Pursuing a challenging and interesting occupation can lead to a rewarding career, while falling into job after job often fails to improve earnings or advancement prospects. The sooner you begin to consider career possibilities, the better prepared you will be to find your dream job. There is no scientific formula for selecting a career. Work is a balancing act of costs and benefits. Having a good job will not lead to a regarding career if you are not pleased with the work you do. For example, a creative person who likes computers but dislikes mathematics probably should not choose the computer engineering field simply for its fast job growth and high salaries. Such a person might be better suited to a career in graphic arts, a field that also uses computers but has less emphasis on math. Of course, making a poor career choice does not necessarily mean spending the rest of your working life in a job you hate. Many people change careers because of external factors, such as changes in technology or business practices, or because of personal reasons, such as new interest in a different field. But self-assessment exercises may help prevent the time-consuming chore of switching careers. These exercises help you identify your personal interests, skills, talents, and abilities. Along with knowledge of specific occupational requirements, self-assessment exercises are a valuable tool in the career decision making process. Using the information in the accompanying table, you can match your personal characteristics and preferences with occupations that suit you best. This information cannot find you a particular job, but it can provide you with better occupational choices that might point you toward a fulfilling career. There are some skills, abilities, and habits all employees need to bring to a job. Common traits all employers look for include the following. Mathematics and English skills. Most jobs, require employees to follow directions or add numbers. Employees should have basic skills in reading, writing, and math. Communication skills. almost all jobs require some interaction among workers. Employees must be able to exchange information with their peers and supervisors. Consideration and respect. Employees should display professionalism and courtesy in dealing with their supervisors and coworkers. Employers are more likely to promote those who can work as part of a team and get along well with others. Willingness to learn and an open mind. Employers hire workers who can accomplish tasks efficiently. Employees should strive to improve existing methods and be willing to learn new techniques and procedures. Sources of Additional Information While this article provides valuable information for choosing a career, it is only a starting point for further research. After you use the table to narrow your career search, gather as much information as possible about the occupations that interest you. The following sources have additional information. Libraries. Public libraries have a wealth of information on careers and career planning, including books, periodicals, and, in some, online information about industries and employment opportunities. State employment service offices. These offices provide career guidance and listings of job vacancies in your area. In some places, Federally funded one-stop career centers, administered by State and local governments, provide the State employment service and offer an even broader variety of services to help people find jobs. (See Matthew Mariani's article, "One-Stop Career Centers: All in One Place and Everyplace." in the fall 1997 OOQ.) School and college career centers. Advisors at colleges and university career centers give career advice, help with resume preparation, and suggest job search techniques. These services are available to enrolled students and recent graduates. Some centers also maintain listings of current job openings and may help arrange interviews with prospective employers. Trade unions. Many work with employers in administering training programs and recruiting candidates for jobs. These unions also provide information on employment, salary, and certification requirements for their respective occupations. Current and former employees. Network with friends and family. You may be able to meet with someone working in an occupation that interests you. Current and former workers can provide insight about the practical aspects of working in a particular occupation. The Internet. The Internet makes available information about industries, occupations, and companies. In addition, colleges and universities maintain Web sites with information on courses and programs they offer. Professional associations. Associations represent various industries and occupations. Many of them also provide information on employment, training, earnings, and certification requirements for specific occupations. The Occupational Outlook Handbook. The Bureau of Labor Statistics publishes the Handbook every 2 years. It provides information on the nature of work, working conditions, training, salaries, and job outlook for about 250 occupations. This and other BLS publications are usually available in libraries, career centers, and offices of school and employment counselors. The Handbook can also be found online at stats.bls.gov/ocohome.htm. Matching Personal and Job Characteristics People who feel successful in their careers enjoy their work. Prospective employers usually have an idea of what they are looking for in a worker, and new workers bring with them certain expectations of a job. Working in an occupation that focuses on your strengths will help you get the most out of your abilities. By matching your interests to occupational requirements, you increase the chances of doing work that suits you. The first step in planning a career is to do self-assessment exercises. Think about your strong and weak skills relevant to careers that interest you. Research the industries and occupations you find interesting, focusing on those that would allow you to use your strongest skills. Also consider how much post-secondary education you will need for a particular career. Assess your goals for salary and professional job growth. The next step is to learn about the occupations that interest you. You should begin by looking at the educational requirements. Check to see if the skills and abilities required match the ones you already have. Explore related occupations. You might have narrowed your job choices, but you also may have added a few. Now it's time to continue researching the occupations that interest you. Because the table provides an overview of almost 250 occupations, certain characteristics are generalized. Skill requirements and work characteristics are generalized. Skill requirements and work characteristics are based on the norm for a large proportion of workers in an occupation. Job specialization in the same occupation may require different levels of skill and education. For example, an elementary school English teacher needs a lower level of mathematical proficiency than a high school calculus teacher does. Although Kindergarten, elementary, and secondary school teachers are grouped together, all teachers are listed as requiring only basic math skills since the majority of teachers do not need such a high level of math proficiency. Finally, while the number of expected job openings indicates potential employment opportunities, competition depends on the number of workers applying for a particular job. Some jobs with significant growth have more workers than openings, leading to greater possibilities for job competition and unemployment. Classifying the Occupations The table classifies occupations according to 22 characteristics. The characteristics are grouped into four sections: personal skills and abilities, work characteristics, occupational characteristics, and education and training requirements. (See the legend on page 8.) Occupation included in the explanations that follow are illustrative only. Use the table to identify other occupations that meet specific criteria. Personal Skills and Abilities. The first eight criteria classify occupations in terms of personal skills and abilities required. For level 1 personal skills and abilities, you need a practical level of the skill or ability to work in the occupation. level 2 requires more advanced skills or abilities because the characteristic is a prominent feature of an occupation. Each of the following skill and ability characteristics has a primary or secondary role in the occupation. The requirement of a practical or advanced level of knowledge and ability is also specified. Finally, a blank indicates basic level only. Math skills. Math skills include the ability to perform calculations and manipulate data. Occupations that require math skills at level 1, including pharmacist and dietitians, involve the use of algebra, geometry and basic statistics. Level 2 occupations include those that require linear algebra, calculus, or other higher levels of math. Operations research analysts and engineers must have this level of skill. English skills. English skills at level 1 include a good command of vocabulary and grammar and the ability to read and prepare correspondence, observations, and instructions; these skills are required for nearly every occupation. Level 2 English skills, important for reporters and public relations specialists, include the ability to comprehend and communicate complex instructions and ideas, as well as the ability to write clearly, persuasively, and creatively. In addition, workers with level 2 skills should have a vocabulary appropriate for understanding and expressing sophisticated subjects. Science skills. These skills refer to knowledge of the physical or life sciences. Science skills at level 1 require an understanding of the principles of the physical and life sciences - biology, chemistry, geology, and physics - and are used by jewelers and surveyors. Level 2 science skills require an in-depth, theoretical knowledge of one or more of the physical and life sciences; chemists and meteorologists must have this skill level. Computer skills. Computer skills refer to the ability to operate a computer and process data. Level 1 skills include the ability to use a computer to enter and manipulate data, make calculations, compose and print documents, access the Internet, or send electronic mail; administrative assistants and financial managers are among the occupations requiring this level of skill. Level 2 computer skills require a thorough understanding of computer hardware and software and how they interact. These skills are important for systems analysis and industrial production managers. Artistic and creative skills. These are the ability to form ideas to solve problems, communicate information, or express feelings, thoughts, and emotions. At level 1, they include devising original ways of approaching an issue or making progress; level 1 skills are required of teachers and recreational therapists. Level 2 skills are useful for accomplishing projects and dealing with problems in new and unique ways. Architects and designers must have these skills. Persuasive and interpersonal skills. These are skills that allow positive interaction between people and the ability to sway the actions, opinions, or beliefs of others. Occupations requiring persuasive and interpersonal skills usually involve frequent contact with the public. Level 1 skills include the ability to deal with others courteously and are required of physicians and bank tellers. Level 2 skills, important for lawyers and insurance agents, include the ability to sell products, ideas, or services convincingly. Mechanical ability. Mechanical ability is an understanding of the relationship between moving parts. It involves knowledge of how objects connect and operate, as well as ability to diagnose and troubleshoot mechanical failures. At level 1, mechanical ability requires skill in working with tools to assemble or repair equipment or machinery and is needed by telephone installers and opticians. At level 2, important for millwrights and mechanical engineers, it requires the ability to design or modify equipment or machinery. Leadership and managerial ability. This is the ability to direct and organize others to achieve common goals. Effective communication skills are also essential. Level ability, required of property managers and counselors, includes accepting responsibility for the work and actions of others. Level 2 ability includes motivating and inspiring others to achieve a common goal; education administrators and general managers require these skills. Work Characteristics The next 10 criteria classify occupations based on how frequently or to what degree certain occupational criteria prevail. At level 1, the condition is an important or occasional characteristic of the occupation or is partially met. At level 2, the responsibility or condition is an essential or frequent characteristic or is completely met. For characteristics common to most occupations, no criteria are noted below or on the table. Travel between worksites. These occupations require workers to visit clients outside the worksite premises. Often, workers drive to serve clients, but some jobs require workers to use other forms of transit including pubic transportation. Occupations at level 1 involve occasional, but not constant, travel between worksites; examples are photographers and respiratory therapists. Occupations at level 2, involving frequent, daily travel between worksites, include messengers and elevator installers. Overnight travel away from home. Some jobs require travel away from home that includes staying overnight in a hotel. Level 1 occupations, such as lawyers an management analysts, involved overnight travel occasionally - perhaps a few trips per month or less of not many days' duration. Level 2 occupations involve more frequent overnight travel, usually several trips a month for an extended number of days or even weeks. Actors and pilots have level 2 requirements. Hazardous duties or conditions. Occupations having hazardous duties and conditions require adherence to safety procedures to avoid injury or harmful exposure. On-the-job injury rates in these occupations may be higher than in others if employees fail to stay alert and take precautionary measures. Level 1 occupations that involve a minor degree of hazard, such as exposure to chemicals or unsafe worksite conditions, include construction inspectors and upholsterers. Level 2 occupations with a major degree of hazard, involving potentially life-threatening situations, include correctional officers and firefighters. Operates equipment or machinery. These occupations require daily operation of equipment, machinery, or motorized vehicles, such as cranes, tractors, and trucks, as well as saws, printing presses, and x-ray machines. Many of these occupations require workers to follow procedures to avoid property damage and personal injury. Occupations that require occasional operation of equipment or machinery, such as janitors and plumbers, are designated as level 1. Occupations requiring frequent operation, including carpenters and printing press operators, are designated level 2. Outdoor work. Occupations involving outdoor work expose workers to the elements. Level 1 occupations involve occasional outdoor work but also require that some work be performed indoors; examples are private detectives and automotive mechanics. Level 2 occupations that require such work frequently, with most of the work day spent outside, include groundskeepers and roofers. Irregular work schedule. These occupations have schedules outside the standard 9 - 5, Monday-through-Friday workweek. Irregular schedules include shift, weekend, split schedule, and seasonal work, as well as work requiring employees to be "on call". Level 1 occupations, such as stock clerks and real estate agents, have somewhat irregular schedules - in other words, their day may extend beyond a standard workday and include weekends. Level 2 occupations, usually found in businesses and industries that operate around the clock, have extremely irregular schedules; examples are nurses and hotel desk clerks. Job stress or pressure. Stressful occupations involve either tremendous pressure to complete work on deadlines or concerns over safety or other work related issues. This broad category, ranging from customer service to health care, includes jobs that can cause great anxiety both during and after work. Occupations that involve a minor degree of stress require constant attention to detail for a variety of reasons and are designated as level 1; examples are social workers and flight attendants. Occupations involving a major degree of stress, such as having responsibility for a large number of people in potentially volatile situations, are designated as level 2. These include air traffic controllers and physicians. Physically demanding. Occupations considered physically demanding may require material moving, lifting, and handling. Workers in physically demanding jobs may also be required to be on their feet for long periods or may need manual dexterity and precise movement. Level 1 occupations that require occasional lifting and movement include chiropractic and recreation work. Level 2 occupations, such as logging or stonemason occupations, require a considerable amount of heavy lifting or constant movement. Economically sensitive. These occupations have historically prospered or suffered along with the economy. Occupations at level 1 are somewhat affected by the U.S. economy - that is, employment increases or decreases with the economy, but not markedly so. Occupations with level 1 characteristics include taxidrivers and travel agents. Employment in occupations at level 2, such as truckdrivers and retail sales workers, grows or contracts with economic upturns and downturns to a much greater degree than at level 1. Geographically concentrated. Occupations with this characteristic have an unusually high proportion of jobs concentrated in parts of the United States. Occupations with employment in a few States or regions, such as nuclear engineers and aircraft mechanics, are designated as level 1. Occupations with employment in a small number of States or regions, including water transportation workers and aerospace engineers, are designated as level 2 - a higher level of employment concentration. Occupational Characteristics The next three criteria divide occupations into four groups of equal employment size. Occupations are then rated as very high, high, low, or very low for part-time availability, median earnings, and expected annual job openings. The latter number includes job openings projected to result from job growth and the need to replace individuals who change occupations or stop working in the occupation. Education and Training The education and training requirement for each occupation is classified into 1 of 11 categories identified in the legend for the table. Because there are a variety of ways to enter a field, occupations in the table are classified by the education and training background most workers need to be considered qualified for a job. These categories represent the minimum education and training requirement for entering and progressing in an occupation. For occupations requiring a college degree, the table indicates the level of degree workers need. For occupations requiring on-the-job training without attending postsecondary school, it notes the length of time workers must undergo training to become proficient. Remember, these education and training categories reflect the most common requirements for entering an occupation. For example, the educational requirement for teacher is level 5, a bachelor's degree. This is because teachers in all States are required to have a bachelor's degree for certification to teach in public schools. But in some States, teachers in public schools must have a master's degree while teachers in private schools may not have the same licensing requirements as do those in public schools. The following pages contain tables which we were not able to duplicate in a text-only version.