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pdfO*NET Data
Collection Program
Office of Management and
Budget Clearance Package
Supporting Statement
Volume 2 of 2: Appendices
August 29, 2008
Submitted by:
U.S. Department of Labor
Employment and Training
Administration
Submitted to:
Office of Management and
Budget
Appendix A: Questionnaires
Questionnaire Changes Since
September 2, 2005, OMB Submission
List of Questionnaire Modifications Since the September 2, 2005, OMB Submission
Questionnaire
All questionnaires
Establishment
Method
Questionnaires
Establishment
Method
Questionnaires
Occupation Expert
Knowledge
Questionnaire
Occupation Expert
Work Activities
Questionnaire
Occupation Expert
Work Context
Questionnaire
Part that was changed
Text on inside front cover
Description of change
The address for the Department Of Labor was
updated
Association Membership
Question Number 1
Instructions were reworded to address the
listing of multiple associations
Association Membership
Question Number 1
Routing text was added for situations where
there are no associations listed
General Questionnaire
Instructions
The term "Occupational Expert" was changed
to "Occupation Expert"
General Questionnaire
Instructions
The term "Occupational Expert" was changed
to "Occupation Expert"
General Questionnaire
Instructions
The term "Occupational Expert" was changed
to "Occupation Expert"
Establishment
Method and
Occupation Expert
Skills Questionnaires NA
The Skills Questionnaire was omitted, as it is
now being completed by job analysts rather
than incumbants.
Establishment Method Questionnaires
• Knowledge Questionnaire
• Work Activities Questionnaire
• Work Context Questionnaire
As mentioned in the Supporting Statement, each sampled employee or association
member will be asked to complete only one of the following three questionnaires. The
“Specific Tasks Performed on Your Job” and “Your Association Memberships” sections
of these questionnaires are different for each O*NET occupation. The following three
sampled questionnaires are for the occupation of Registered Nurses.
Spanish versions of these questionnaires are available upon request.
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Some Important Questions
About The Knowledge Required
For Your Occupation
Please return your completed questionnaire in the enclosed envelope to:
Research Triangle In sti t ute , P.O. Box 12 194 , Research Tr iang le Park , NC 2770
Sponsored by: The U.S. Department of Labor and the Natio nal O'NET Consortium
Persons are not required to respond to this collection of information unless it displays
a currently valid OMB control number. Respondents' obligation to reply to these
reporting requirements is voluntary. Public reporting burden for this collection of
information is estimated to average 30 minutes per response, including the time for
reviewing instructions, and completing and reviewing the collection of information.
Send comments regarding this burden estimate or any other aspect of this collection
of information, including suggestions for reducing this burden to the U.S. Department
of Labor, Office of Workforce Investment, Attn: O*NET Project, Frances Perkins
Building, Mail Stop S4231, 200 Constitution Ave., NW, Washington, DC 20210 (OMB
Control Number 1205-0421).
Return to: Research Triangle Institute, PO Box 12194
Research Triangle Park, North Carolina, 27709-2194
Instructions for Making Knowledge Ratings
These questions are about work-related areas of knowledge. Knowledge areas are sets of facts
and principles needed to address problems and issues that are part of a job. You will be asked
about a series of different areas of knowledge and how they relate to your current job - that is, the
job you hold now.
Each knowledge area in this questionnaire is named and defined.
For example:
Economics and
Accounting
Knowledge of economic and accounting principles and
practices, the financial markets, banking, and the analysis
and reporting of financial data.
You are then asked two questions about each knowledge area:
A
How important is the knowledge area to the performance of your current job?
For example:
How important is ECONOMICS AND ACCOUNTING knowledge to the
performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
Mark your answer by putting an X through the number that represents your answer.
Do not mark on the line between the numbers.
*If you rate the knowledge area as Not Important to the performance of your job, mark the one
[ 1 ] then skip over question B and proceed to the next knowledge area.
B
What level of the knowledge is needed to perform your current job?
To help you understand what we mean by level, we provide you with examples of job-related
activities at different levels. For example:
What level of ECONOMICS AND ACCOUNTING knowledge is needed to
perform your current job?
Answer bill ing questions
from credit card customers
1
2
Develop financial investment
programs for individual clients
3
4
Keep a major corporation’s
financial records
5
6
7
Highest Level
Mark your answer by putting an X through the number that represents your answer.
Do not mark on the line between the numbers.
1. 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.
A. How important is ADMINISTRATION AND MANAGEMENT knowledge to the performance of
your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of ADMINISTRATION AND MANAGEMENT knowledge is needed to perform your
current job?
Sign a pay
voucher
1
2
Monitor progress of a project
to ensure timely completion
3
4
Manage a
$10 million company
5
6
7
Highest Level
2. 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.
A. How important is CLERICAL knowledge to the performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of CLERICAL knowledge is needed to perform your current job?
1
File letters
alphabetically
Type 30 words
per minute
2
3
Organize a storage system for
company forms
4
5
6
7
Highest Level
3. Economics and
Accounting
Knowledge of economic and accounting principles
and practices, the financial markets, banking, and the
analysis and reporting of financial data.
A. How important is ECONOMICS AND ACCOUNTING knowledge to the performance of your
current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of ECONOMICS AND ACCOUNTING knowledge is needed to perform your current
job?
Answer billing questions
from credit card customers
1
2
Develop financial investment
programs for individual clients
3
4
Keep a major corporation’s
financial records
5
6
7
Highest Level
4. 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.
A. How important is SALES AND MARKETING knowledge to the performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of SALES AND MARKETING knowledge is needed to perform your current job?
Call a list of clients
to introduce them to
a new product line
Sell cakes at
a bake sale
1
2
3
4
Develop a marketing plan
for a nationwide
telephone system
5
6
7
Highest Level
5. 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.
A. How important is CUSTOMER AND PERSONAL SERVICE knowledge to the performance of
your current job?
Not
Important*
Somewhat
Important
1
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of CUSTOMER AND PERSONAL SERVICE knowledge is needed to perform your
current job?
Process customer
dry-cleaning drop off
1
2
Respond to a citizen’s
request for assistance after a
major disaster
Work as a day care aide
supervising 10 children
3
4
5
6
7
Highest Level
6. 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.
A. How important is knowledge of PERSONNEL AND HUMAN RESOURCES to the performance
of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of PERSONNEL AND HUMAN RESOURCES knowledge is needed to perform your
current job?
Fill out a medical
claim form
1
2
Design a new personnel
selection and promotion
system for the Army
Interview applicants for
a secretarial position
3
4
5
6
7
Highest Level
7. Production and
Processing
Knowledge of raw materials, production processes,
quality control, costs, and other techniques for
maximizing the effective manufacture and distribution
of goods.
A. How important is knowledge of PRODUCTION AND PROCESSING to the performance of your
current job?
Not
Important*
1
Somewhat
Important
2
Very
Important
Important
3
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of PRODUCTION AND PROCESSING knowledge is needed to perform your current
job?
Put a computer
back into its
packing materials
1
Manage an international
shipping company
distribution center
Supervise an appliance
assembly line
2
3
4
5
6
7
Highest Level
8. Food Production
Know ledge of techniques and equipment for planting,
growing, and harvesting food products (both plant
and animal) for consumption, including storage/
handling techniques.
A. How important is knowledge of FOOD PRODUCTION to the performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of FOOD PRODUCTION knowledge is needed to perform your current job?
Operate a
commercial
fishing boat
Keep an herb box
in the kitchen
1
2
3
4
5
Run a
100,000-acre
farm
6
7
Highest Level
9. Computers and
Electronics
Knowledge of circuit boards, processors, chips,
electronic equipment, and computer hardware and
software, including applications and programming.
A. How important is knowledge of COMPUTERS AND ELECTRONICS to the performance of your
current job?
Not
Important*
1
Somewhat
Important
Important
2
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of knowledge of COMPUTERS AND ELECTRONICS is needed to perform your
current job?
Operate a VCR to
watch a pre-recorded
training tape
1
Create a program to
scan computer disks
for viruses
Use a word processor
2
3
4
5
6
7
Highest Level
10. 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.
A. How important is knowledge of ENGINEERING AND TECHNOLOGY to the performance of
your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of knowledge of ENGINEERING AND TECHNOLOGY is needed to perform your
current job?
Install a door lock
1
2
Plan for the impact
of weather in
designing a bridge
Design a more stable
grocery cart
3
4
5
6
7
Highest Level
11. Design
Knowledge of design techniques, tools, and principles
involved in production of precision technical plans,
blueprints, drawings, and models.
A. How important is knowledge of DESIGN to the performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of knowledge of DESIGN is needed to perform your current job?
Draw a straight line
4-3/16 inches long
1
Draw plans for
remodeling a kitchen
2
3
4
Develop detailed plans for a
high-rise office building
5
6
7
Highest Level
Knowledge of materials, methods, and the tools
involved in the construction or repair of houses,
buildings, or other structures such as highways and
roads.
12. Building and
Construction
A. How important is knowledge of BUILDING AND CONSTRUCTION to the performance of your
current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of BUILDING AND CONSTRUCTION knowledge is needed to perform your current
job?
Choose the proper type of wood
for adding a deck onto a house
1
2
Fix a plumbing leak
in the ceiling
3
4
Build a high -rise
office tower
5
6
7
Highest Level
13. Mechanical
Knowledge of machines and tools, including their
designs, uses, repair, and maintenance.
A. How important is MECHANICAL knowledge to the performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of MECHANICAL knowledge is needed to perform your current job?
Replace the filters
in a furnace
1
2
Replace a valve
on a steam pipe
3
Overhaul an airplane
jet engine
4
5
6
7
Highest Level
14. Mathematics
Knowledge of arithmetic, algebra, geometry, calculus,
statistics, and their applications.
A. How important is knowledge of MATHEMATICS to the performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of knowledge of MATHEMATICS is needed to perform your current job?
Analyze data to determine
areas with the highest sales
Add two numbers
1
2
3
4
Derive a complex
mathematical equation
5
6
7
Highest Level
15. Physics
Knowledge and prediction of physical principles, laws,
their interrelationships, and applications to
understanding fluid, material, and atmospheric
dynamics, and mechanical, electrical, atomic and
sub-atomic structures and processes.
A. How important is knowledge of PHYSICS to the performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of PHYSICS knowledge is needed to perform your current job?
Use a crowbar to
pry open a box
1
Calculate water pressure
through a pipe
2
3
Design a cleaner burning
gasoline engine
4
5
6
7
Highest Level
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.
16. Chemistry
A. How important is knowledge of CHEMISTRY to the performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of CHEMISTRY knowledge is needed to perform your current job?
Use a common
household bug spray
1
2
Use the proper concentration of
chlorine to purify a water source
3
4
5
Develop a safe
commercial cleaner
6
7
Highest Level
17. Biology
Knowledge of plant and animal organisms and their
tissues, cells, functions, interdependencies, and
interactions with each other and the environment.
A. How important is knowledge of BIOLOGY to the performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of BIOLOGY knowledge is needed to perform your current job?
Investigate the effects
of pollution on
marine plants and animals
Feed domestic
animals
1
2
3
18. Psychology
4
5
Isolate and identify
a new virus
6
7
Highest Level
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.
A. How important is knowledge of PSYCHOLOGY to the performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of PSYCHOLOGY knowledge is needed to perform your current job?
Monitor several children
on a playground
1
2
Understand the impact of alcohol
on human responses
3
4
5
Treat a person with
severe mental illness
6
7
Highest Level
19. Sociology and
Anthropology
Knowledge of group behavior and dynamics, societal
trends and influences, human migrations, ethnicity,
cultures, and their history and origins.
A. How important is knowledge of SOCIOLOGY AND ANTHROPOLOGY to the performance of
your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of knowledge of SOCIOLOGY AND ANTHROPOLOGY is needed to perform your
current job?
Identify two cultures in a
story as being different
1
2
Create a new theory
about the development
of civilizations
Write a pamphlet about
cultural differences
3
4
5
6
7
Highest Level
20. Geography
Knowledge of principles and methods for describing
the features of land, sea, and air masses, including
their physical characteristics, locations,
interrelationships, and distribution of plant, animal,
and human life.
A. How important is knowledge of GEOGRAPHY to the performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of knowledge of GEOGRAPHY is needed to perform your current job?
Know the capital of
the United States
1
2
Develop a map of the
world showing mountains,
deserts, and rivers
Identify Turkey
on a world map
3
4
5
6
7
Highest Level
21. 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.
A. How important is knowledge of MEDICINE AND DENTISTRY to the performance of your
current job?
Not
Important*
1
Somewhat
Important
2
Very
Important
Important
3
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of MEDICINE AND DENTISTRY knowledge is needed to perform your current job?
Use a band -aid
1
Fill a tooth cavity
2
3
4
5
Perform open heart surgery
6
7
Highest Level
22. 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.
A. How important is knowledge of THERAPY AND COUNSELING to the performance of your
current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of THERAPY AND COUNSELING knowledge is needed to perform your current job?
Put ice on a
sprained ankle
1
2
Provide job counseling
to the unemployed
3
4
Counsel an
abused child
5
6
7
Highest Level
23. 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.
A. How important is knowledge of EDUCATION AND TRAINING to the performance of your
current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of EDUCATION AND TRAINING knowledge is needed to perform your current job?
Show someone
how to bowl
1
2
Lead a quality
improvement seminar
3
4
Design a training program
for new employees
5
6
7
Highest Level
24. English
Language
Knowledge of the structure and content of the English
language including the meaning and spelling of
words, rules of composition, and grammar.
A. How important is knowledge of the ENGLISH LANGUAGE to the performance of your current
job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of ENGLISH LANGUAGE knowledge is needed to perform your current job?
Edit a feature article
in a local newspaper
Write a thank you note
1
2
3
4
Teach a college
English class
5
6
7
Highest Level
25. Foreign
Language
Knowledge of the structure and content of a foreign
(non-English) language including the meaning and
spelling of words, rules of composition and grammar,
and pronunciation.
A. How important is knowledge of a FOREIGN LANGUAGE to the performance of your current
job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of FOREIGN LANGUAGE knowledge is needed to perform your current job?
Say “please”and
“thank you”in a
foreign language
Write an English language
review of a book written
in a foreign language
Ask directions in a
foreign city
1
2
3
4
5
6
7
Highest Level
26. Fine Arts
Knowledge of the theory and techniques required to
compose, produce, and perform works of music,
dance, visual arts, drama, and sculpture.
A. How important is knowledge of FINE ARTS to the performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of FINE ARTS knowledge is needed to perform your current job?
Attend a popular
music concert
1
Play a minor part in a
local theater play
2
3
Design an artistic display
for a major trade show
4
5
6
7
Highest Level
27. History and
Archeology
Knowledge of historical events and their causes,
indicators, and effects on civilizations and cultures.
A. How important is knowledge of HISTORY AND ARCHEOLOGY to the performance of your
current job?
Not
Important*
Somewhat
Important
1
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of knowledge of HISTORY AND ARCHEOLOGY is needed to perform your current
job?
Take a class
in US History
1
2
3
Determine the age of
bones for placing them
in fossil history
Teach local history
to school children
4
5
6
7
Highest Level
28. 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.
A. How important is knowledge of PHILOSOPHY AND THEOLOGY to the performance of your
current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of knowledge of PHILOSOPHY AND THEOLOGY is needed to perform your current
job?
Watch a TV program
on family values
1
2
Understand another culture’s
religious practices
3
4
Compare the teachings
of major philosophers
5
6
7
Highest Level
29. 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.
A. How important is PUBLIC SAFETY AND SECURITY knowledge to the performance of your
current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of PUBLIC SAFETY AND SECURITY knowledge is needed to perform your current
job?
Inspect a building site
for safety violations
Use a seatbelt
1
2
3
4
Command a military
operation
5
6
7
Highest Level
30. Law and
Government
Knowledge of laws, legal codes, court procedures,
precedents, government regulations, executive
orders, agency rules, and the democratic political
process.
A. How important is knowledge of LAW AND GOVERNMENT to the performance of your current
job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of knowledge of LAW AND GOVERNMENT is needed to perform your current job?
Prepare documents and
title papers for the
purchase of a new house
Register to vote in
a national election
1
2
3
4
Serve as a judge
in a federal court
5
6
7
Highest Level
31. Telecommunications
Knowledge of transmission, broadcasting,
switching, control, and operation of
telecommunications systems.
A. How important is knowledge of TELECOMMUNICATIONS to the performance of your current
job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of TELECOMMUNICATIONS knowledge is needed to perform your current job?
Dial a phone
1
Install a satellite
TV dish
Develop a new, world-wide
telecommunications network
2
3
32. Communications
and Media
4
5
6
7
Highest Level
Knowledge of media production, communication, and
dissemination techniques and methods. This includes
alternative ways to inform and entertain via written,
oral, and visual media.
A. How important is knowledge of COMMUNICATIONS AND MEDIA to the performance of your
current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of COMMUNICATIONS AND MEDIA knowledge is needed to perform your current
job?
Write a
thank you note
1
2
3
Be a radio
disk jockey
Write a novel
4
5
6
7
Highest Level
33. Transportation
Knowledge of principles and methods for moving
people or goods by air, rail, sea, or road, including the
relative costs and benefits.
A. How important is knowledge of TRANSPORTATION to the performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of TRANSPORTATION knowledge is needed to perform your current job?
Steer a large
freighter through a
busy harbor
Ride a train
to work
1
2
3
4
5
Control air traffic
at a busy airport
6
7
Highest Level
PLEASE CONTINUE ON NEXT PAGE
Instructions for Completing Education and Training Questions
In these questions, you are asked about the education and experience requirements for
this job. Please read each question carefully and mark your answer by putting an X in the
box beside your one best answer.
REQUIRED LEVEL OF EDUCATION
34.
If someone were being hired to perform this job, indicate the level of
education that would be required (please check only one box):
(Note that this does not mean the level of education that you personally have achieved.)
Less than a High School Diploma
High School Diploma (or GED or High School Equivalence Certificate)
Post-Secondary Certificate - awarded for training completed after high
school (for example, in Personnel Services, Engineering-related
Technologies, Vocational Home Economics, Construction Trades,
Mechanics and Repairers, Precision Production Trades)
Some College Courses
Associate's Degree (or other 2-year degree)
Bachelor's Degree
Post-Baccalaureate Certificate - awarded for completion of an organized
program of study; designed for people who have completed a Baccalaureate
degree but do not meet the requirements of academic degrees carrying the
title of Master.
Master's Degree
Post-Master's Certificate - awarded for completion of an organized
program of study; designed for people who have completed a Master's
degree but do not meet the requirements of academic degrees at the
doctoral level.
First Professional Degree - awarded for completion of a program that
o requires at least 2 years of college work before entrance into the
program,
o includes a total of at least 6 academic years of work to complete, and
o provides all remaining academic requirements to begin practice in a
profession.
Doctoral Degree
Post-Doctoral Training
35.
If someone were being hired to perform this job, how much RELATED WORK
EXPERIENCE would be required? (That is, having other jobs that prepare the
worker for the job.)
None
Up to and including 1 month
Over 1 month, up to and including 3 months
Over 3 months, up to and including 6 months
Over 6 months, up to and including 1 year
Over 1 year, up to and including 2 years
Over 2 years, up to and including 4 years
Over 4 years, up to and including 6 years
Over 6 years, up to and including 8 years
Over 8 years, up to and including 10 years
Over 10 years
36.
If someone were being hired to perform this job, how much ON-SITE OR INPLANT TRAINING would be required? (That is, organized classroom study
provided by the employer.)
None
Up to and including 1 month
Over 1 month, up to and including 3 months
Over 3 months, up to and including 6 months
Over 6 months, up to and including 1 year
Over 1 year, up to and including 2 years
Over 2 years, up to and including 4 years
Over 4 years, up to and including 10 years
Over 10 years
37.
If someone were being hired to perform this job, how much ON-THE-JOB
TRAINING would be required? (That is, serving as a learner or trainee on the job
under instruction of a more experienced worker.)
None or short demonstration
Anything beyond short demonstration, up to and including 1 month
Over 1 month, up to and including 3 months
Over 3 months, up to and including 6 months
Over 6 months, up to and including 1 year
Over 1 year, up to and including 2 years
Over 2 years, up to and including 4 years
Over 4 years, up to and including 10 years
Over 10 years
38.
If someone were being hired to perform this job, how much
APPRENTICESHIP would be required? (That is, having served in a registered US
Department of Labor program and received a certificate of completion.)
None
Up to and including 1 year
Over 1 year, up to and including 2 years
Over 2 years, up to and including 3 years
Over 3 years, up to and including 4 years
Over 4 years, up to and including 5 years
Over 5 years, up to and including 6 years
Instructions for Making Work Style Ratings
These questions are about work styles. A Work Style is a personal characteristic
that can affect how well someone does a job. You will be asked about a series of
different work styles and how they relate to your current job – that is, the job you
hold now.
First, each work style is named and defined. For example:
Stress Tolerance
Job requires accepting criticism and dealing calmly
and effectively with high-stress situations.
Then you are asked How important is this characteristic to the performance of
your current job? For example:
How important is STRESS TOLERANCE to the performance of your current job?
Not
Important
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
Mark your answer by putting an X through the number that represents your answer.
Do not mark on the line between the numbers.
39. Achievement/Effort
Job requires establishing and maintaining
personally challenging achievement goals and
exerting effort toward mastering tasks.
How important is ACHIEVEMENT/EFFORT to the performance of your current job?
Not
Important
1
Somewhat
Important
2
40. Persistence
Important
3
Very
Important
4
Extremely
Important
5
Job requires persistence in the face of
obstacles.
How important is PERSISTENCE to the performance of your current job?
Not
Important
1
Somewhat
Important
2
41. Initiative
Important
3
Very
Important
4
Extremely
Important
5
Job requires a willingness to take on
responsibilities and challenges.
How important is INITIATIVE to the performance of your current job?
Not
Important
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
Job requires a willingness to lead, take charge,
and offer opinions and direction.
42. Leadership
How important is LEADERSHIP to the performance of your current job?
Not
Important
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
43. Cooperation
Job requires being pleasant with others on
the job and displaying a good-natured,
cooperative attitude.
How important is COOPERATION to the performance of your current job?
Not
Important
1
Somewhat
Important
2
44. Concern for Others
Important
3
Very
Important
4
Extremely
Important
5
Job requires being sensitive to others' needs
and feelings, and being understanding and
helpful to others on the job.
How important is CONCERN FOR OTHERS to the performance of your current job?
Not
Important
1
Somewhat
Important
2
45. Social Orientation
Important
3
Very
Important
4
Extremely
Important
5
Job requires preferring to work with others
rather than alone, and being personally
connected with others on the job.
How important is SOCIAL ORIENTATION to the performance of your current job?
Not
Important
1
Somewhat
Important
2
46. Self-Control
Important
3
Very
Important
4
Extremely
Important
5
Job requires maintaining composure, keeping
emotions in check, controlling anger, and
avoiding aggressive behavior, even in very
difficult situations.
How important is SELF-CONTROL to the performance of your current job?
Not
Important
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
47. Stress Tolerance
Job requires accepting criticism and dealing
calmly and effectively with high-stress
situations.
How important is STRESS TOLERANCE to the performance of your current job?
Not
Important
1
Somewhat
Important
2
48. Adaptability/Flexibility
Important
3
Very
Important
4
Extremely
Important
5
Job requires being open to change (positive
or negative) and to considerable variety in
the workplace.
How important is ADAPTABILITY/FLEXIBILITY to the performance of your current job?
Not
Important
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
Job requires being reliable, responsible, and
dependable, and fulfilling obligations.
49. Dependability
How important is DEPENDABILITY to the performance of your current job?
Not
Important
1
Somewhat
Important
2
50. Attention to Detail
Important
3
Very
Important
4
Extremely
Important
5
Job requires being careful about details and
thorough in completing tasks.
How important is ATTENTION TO DETAIL to the performance of your current job?
Not
Important
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
51. Integrity
Job requires being honest and ethical.
How important is INTEGRITY to the performance of your current job?
Not
Important
1
Somewhat
Important
2
52. Independence
Important
3
Very
Important
4
Extremely
Important
5
Job requires developing one's own ways of
doing things, guiding oneself with little or no
supervision, and depending on oneself to get
things done.
How important is INDEPENDENCE to the performance of your current job?
Not
Important
1
Somewhat
Important
2
53. Innovation
Important
3
Very
Important
4
Extremely
Important
5
Job requires creativity and alternative
thinking to develop new ideas for and
answers to work-related problems.
How important is INNOVATION to the performance of your current job?
Not
Important
1
Somewhat
Important
2
54. Analytical Thinking
Important
3
Very
Important
4
Extremely
Important
5
Job requires analyzing information and using
logic to address work-related issues and
problems.
How important is ANALYTICAL THINKING to the performance of your current job?
Not
Important
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
Specific Tasks Performed on Your Job
Instructions: Please read the following position description and then answer the question
that follows it by marking an X in the appropriate box below.
Registered Nurses
Assess patient health problems and needs, develop and implement nursing care plans, and
maintain medical records. Administer nursing care to ill, injured, convalescent, or disabled
patients. May advise patients on health maintenance and disease prevention or provide case
management. Licensing or registration required. Include advance practice nurses such as:
nurse practitioners, clinical nurse specialists, certified nurse midwives, and certified
registered nurse anesthetists. Advanced practice nursing is practiced by RNs who have
specialized formal, post-basic education and who function in highly autonomous and
specialized roles.
Which of the following best describes how closely this description matches the duties
and responsibilities of your current job?
It describes almost exactly what I do.
Most of it matches, but there are a few things that don't match what I do.
Some things match, but most of it does not match what I do.
It does not at all describe what I do.
Please proceed to the next page.
Specific Tasks Performed on Your Job (continued)
Instructions: The next section presents a list of tasks. A task is an action or set of actions
performed together to accomplish an objective. This list is specific to the job you are
describing.
For each task, please make the following three ratings:
Importance. These ratings are described as follows:
Relevance, Frequency, and
RELEVANCE. If the task is NOT RELEVANT at all to performance on the job, mark
through the "0" in the NOT RELEVANT column. Carefully read the task before deciding
whether it is RELEVANT or NOT RELEVANT to this job. If you select the "0" in the NOT
RELEVANT column, however, there is no need to complete the IMPORTANCE and
FREQUENCY ratings described below. If the task is part of this job, rate IMPORTANCE
and FREQUENCY.
FREQUENCY. (Do not complete if NOT RELEVANT was selected.) Ask yourself, "How
often is this task performed on this job?" For example,"Interact with potential customers" is a
task that an employee in one job might perform only "once per week or less," but an
employee in another job might perform "hourly or more often."
Rate the FREQUENCY with which a task is performed by marking through the appropriate
number, from 1 (indicating that the task is performed once per year or less often) to 7
(indicating that the task is performed hourly or more often) on the FREQUENCY scale.
IMPORTANCE. (Do not complete if NOT RELEVANT was selected.) Ask yourself,
"How important is this task to performance on this job?" For example, "Develop objectives
and strategies to guide the organization" might be very important for an employee in one job,
but less important for another job. For the second job, however, "Provide performance
feedback to subordinates" might be very important.
Rate importance of the task for performance on the job by marking through the appropriate
number, from 1 (indicating that the task is of no importance) to 5 (indicating that the task is
extremely important) on the IMPORTANCE scale.
Please proceed to the next page.
More than once per month
More than once per week
Daily
Several times per day
Hourly or more often
Not Important
Somewhat Important
Important
0
1
2
3
4
5
6
7
1
2
3
4
5
2. Maintain accurate, detailed
reports and records.
0
1
2
3
4
5
6
7
1
2
3
4
5
3. Modify patient treatment
plans as indicated by
patients' responses and
conditions.
0
1
2
3
4
5
6
7
1
2
3
4
5
4. Monitor all aspects of
patient care, including diet
and physical activity.
0
1
2
3
4
5
6
7
1
2
3
4
5
5. Monitor, record and report
symptoms and changes in
patients' conditions.
0
1
2
3
4
5
6
7
1
2
3
4
5
6. Observe nurses and visit
patients to ensure that
proper nursing care is
provided.
0
1
2
3
4
5
6
7
1
2
3
4
5
7. Prepare patients for, and
assist with, examinations
and treatments.
0
1
2
3
4
5
6
7
1
2
3
4
5
8. Prepare rooms, sterile
instruments, equipment and
supplies, and ensure that
stock of supplies is
maintained.
0
1
2
3
4
5
6
7
1
2
3
4
5
Extremely Important
More than once per year
1. Consult and coordinate with
health care team members
to assess, plan, implement
and evaluate patient care
plans.
Very Important
Once per year or less
Importance
Not Relevant
Frequency
More than once per month
More than once per week
Daily
Several times per day
Hourly or more often
Not Important
Somewhat Important
Important
0
1
2
3
4
5
6
7
1
2
3
4
5
10. Record patients' medical
information and vital signs.
0
1
2
3
4
5
6
7
1
2
3
4
5
11. Assess the needs of
individuals, families and/or
communities, including
assessment of individuals’
home and/or work
environments to identify
potential health or safety
problems.
0
1
2
3
4
5
6
7
1
2
3
4
5
12. Conduct specified
laboratory tests.
0
1
2
3
4
5
6
7
1
2
3
4
5
13. Consult with institutions or
associations regarding
issues and concerns
relevant to the practice and
profession of nursing.
0
1
2
3
4
5
6
7
1
2
3
4
5
14. Direct and supervise less
skilled nursing/health care
personnel, or supervise a
particular unit on one shift.
0
1
2
3
4
5
6
7
1
2
3
4
5
15. Hand items to surgeons
during operations.
0
1
2
3
4
5
6
7
1
2
3
4
5
Extremely Important
More than once per year
9. Provide health care, first
aid, immunizations and
assistance in
convalescence and
rehabilitation in locations
such as schools, hospitals,
and industry.
Very Important
Once per year or less
Importance
Not Relevant
Frequency
More than once per month
More than once per week
Daily
Several times per day
Hourly or more often
Not Important
Somewhat Important
Important
0
1
2
3
4
5
6
7
1
2
3
4
5
17. Order, interpret, and
evaluate diagnostic tests to
identify and assess
patient's condition.
0
1
2
3
4
5
6
7
1
2
3
4
5
18. Prescribe or recommend
drugs, medical devices or
other forms of treatment,
such as physical therapy,
inhalation therapy, or
related therapeutic
procedures.
0
1
2
3
4
5
6
7
1
2
3
4
5
19. Provide or arrange for
training/instruction of
auxiliary personnel or
students.
0
1
2
3
4
5
6
7
1
2
3
4
5
20. Refer students or patients
to specialized health
resources or community
agencies furnishing
assistance.
0
1
2
3
4
5
6
7
1
2
3
4
5
21. Work with individuals,
groups, and families to plan
and implement programs
designed to improve the
overall health of
communities.
0
1
2
3
4
5
6
7
1
2
3
4
5
Extremely Important
More than once per year
16. Instruct individuals, families
and other groups on topics
such as health education,
disease prevention and
childbirth, and develop
health improvement
programs.
Very Important
Once per year or less
Importance
Not Relevant
Frequency
More than once per month
More than once per week
Daily
Several times per day
Hourly or more often
Not Important
Somewhat Important
Important
0
1
2
3
4
5
6
7
1
2
3
4
5
23. Contract independently to
render nursing care, usually
to one patient, in hospital or
private home.
0
1
2
3
4
5
6
7
1
2
3
4
5
24. Deliver infants and provide
prenatal and postpartum
care and treatment under
obstetrician's supervision.
0
1
2
3
4
5
6
7
1
2
3
4
5
25. Direct and coordinate
infection control programs,
advising and consulting
with specified personnel
about necessary
precautions.
0
1
2
3
4
5
6
7
1
2
3
4
5
26. Engage in research
activities related to nursing.
0
1
2
3
4
5
6
7
1
2
3
4
5
27. Inform physician of
patient's condition during
anesthesia.
0
1
2
3
4
5
6
7
1
2
3
4
5
28. Perform administrative and
managerial functions, such
as taking responsibility for a
unit's staff, budget,
planning, and long-range
goals.
0
1
2
3
4
5
6
7
1
2
3
4
5
Extremely Important
More than once per year
22. Administer local, inhalation,
intravenous, and other
anesthetics.
Very Important
Once per year or less
Importance
Not Relevant
Frequency
More than once per year
More than once per month
More than once per week
Daily
Several times per day
Hourly or more often
Not Important
Somewhat Important
Important
0
1
2
3
4
5
6
7
1
2
3
4
Extremely Important
Very Important
Once per year or less
29. Perform physical
examinations, make
tentative diagnoses, and
treat patients en route to
hospitals or at disaster site
triage centers.
Not Relevant
Frequency
Importance
5
Once per year or less
More than once per year
More than once per month
More than once per week
Daily
Several times per day
Hourly or more often
1.
0
1
2
3
4
5
6
7
1
2
3
4 5
2.
0
1
2
3
4
5
6
7
1
2
3
4 5
3.
0
1
2
3
4
5
6
7
1
2
3
4 5
4.
0
1
2
3
4
5
6
7
1
2
3
4 5
5.
0
1
2
3
4
5
6
7
1
2
3
4 5
Additional Relevant Tasks
Please write in additional
relevant tasks and provide a
rating.
Extremely Important
Very Important
Important
Somewhat Important
Not Important
Not Relevant
Frequency
Importance
Information About You
Many workers are being asked to complete this survey. Your answers to these
questions will help us know that workers with differing amounts of experience
and different backgrounds are included.
Please read each question carefully and mark your answer by putting an X in the
box beside your answer, or by writing an answer on the line provided.
1.
What is the title of your current job? (PLEASE PRINT )
2.
For how long have you worked at this job? (Mark one box)
Ten years or more
At least 6 years, but less than 10 years
At least 3 years, but less than 6 years
At least 1 year, but less than 3 years
At least 3 months, but less than 12 months
At least 1 month, but less than 3 months
Less than 1 month
3.
In your current job, are you employed by (Mark one box)
Government
Private for-profit company
Nonprofit organization including tax exempt
and charitable organizations
Self-employed
Family business
4.
If you are working in the family business, is this business
incorporated?
Yes
No
Not working in a family business
5.
In what year were you born? ............... 1 9 ___
6.
Are you male or female? (Mark one box)
Male
Female
7.
Are you Hispanic or Latino? (Mark one box)
Yes
No
8.
What is your race? (Mark one or more boxes)
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
___
9.
Do you have any of the following long-lasting conditions?
Yes
10.
a.
Blindness, deafness, or a severe vision or
hearing impairment?...............................................
b.
A condition that substantially limits one or
more basic physical activities such as
walking, climbing stairs, reaching, lifting, or
carrying?.................................................................
No
Because of a physical, mental, or emotional condition lasting 6
months or more, do you have any difficulty doing any of the following
activities?
Yes
a.
Learning, remembering, or concentrating? .................
b.
Dressing, bathing, or getting around inside the
home? ....................................................................
c.
Going outside the home alone to shop or visit a
doctor's office? .......................................................
d.
Working at a job or business? .....................................
No
11.
Indicate the highest level of education that you have completed
(please check only one box):
Less than a High School Diploma
High School Diploma (or GED or High School Equivalence
Certificate)
Post-Secondary Certificate - awarded for training completed after
high school (for example, in Personnel Services, Engineering-related
Technologies, Vocational Home Economics, Construction Trades,
Mechanics and Repairers, Precision Production Trades)
Some College Courses
Associate's Degree (or other 2-year degree)
Bachelor's Degree
Post-Baccalaureate Certificate - awarded for completion of an
organized program of study; designed for people who have
completed a Baccalaureate degree but do not meet the
requirements of academic degrees carrying the title of Master.
Master's Degree
Post-Master's Certificate - awarded for completion of an organized
program of study; designed for people who have completed a
Master's degree but do not meet the requirements of academic
degrees at the doctoral level.
First Professional Degree - awarded for completion of a program
that
o
o
o
requires at least 2 years of college work before entrance into the
program,
includes a total of at least 6 academic years of work to complete,
and
provides all remaining academic requirements to begin practice in
a profession.
Doctoral Degree
Post-Doctoral Training
Your Association Memberships
Finally, we would like to know about the professional associations to which you belong.
1. Are you currently a member of the following professional association(s)? (Please respond
for each association listed; if none are listed below, please skip to Question 2.)
American Nurses Association
Yes
No
(13995)
Federation of Nurses and Health Professionals
Yes
No
(14073)
2. Please write in the names of any job-related associations to which you belong that
are not listed above:
a.
b.
c.
Form 8
OM8#1205-0421
Expires: 12/31/2008
Ver.: 9/05
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Some Important Questions
About The Work Activities
Of Your Occupation
Please return your completed questionnaire in the enclosed envelope to:
Research Triangle Institute , P.O. Box 12194 , Research Triangle Park, NC 2770
Sponsored by: The U.S. Oepartmant of Labor and the National O'NET Consortium
Persons are not required to respond to this collection of information unless it displays
a currently valid OMB control number. Respondents' obligation to reply to these
reporting requirements is voluntary. Public reporting burden for this collection of
information is estimated to average 30 minutes per response, including the time for
reviewing instructions, and completing and reviewing the collection of information.
Send comments regarding this burden estimate or any other aspect of this collection
of information, including suggestions for reducing this burden to the U.S. Department
of Labor, Office of Workforce Investment, Attn: O*NET Project, Frances Perkins
Building, Mail Stop S4231, 200 Constitution Ave., NW, Washington, DC 20210 (OMB
Control Number 1205-0421).
Return to: Research Triangle Institute, PO Box 12194
Research Triangle Park, North Carolina, 27709-2194
Instructions for Making Work Activities Ratings
These questions are about work activities. A work activity is a set of similar actions that are
performed together in many different jobs. You will be asked about a series of different work
activities and how they relate to your current job - that is, the job you hold now.
Each activity in this questionnaire is named and defined.
For example:
Observing, receiving, and otherwise obtaining
information from all relevant sources.
Getting
Information
You are then asked to answer two questions about that activity:
A
How important is the activity to your current job?
For example:
How important is GETTING INFORMATION to the performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
Mark your answer by putting an X through the number that represents your answer.
Do not mark on the line between the numbers.
*If you rate the activity as Not Important to the performance of your job, mark the one [
then skip over question B and proceed to the next activity.
B
1
What level of the activity is needed to perform your current job?
To help you understand what we mean by level, we provide you with examples of job-related
activities at different levels. For example:
What level of GETTING INFORMATION is needed to perform your current job?
Follow a
standard blueprint
1
2
Study international
tax laws
Review a budget
3
4
5
6
7
Highest Level
Mark your answer by putting an X through the number that represents your answer.
Do not mark on the line between the numbers.
]
Observing, receiving, and otherwise
obtaining information from all relevant
sources.
1. Getting Information
A. How important is GETTING INFORMATION to the performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of GETTING INFORMATION is needed to perform your current job?
Follow a
standard blueprint
1
2
Study international
tax laws
Review a budget
3
4
5
6
7
Highest Level
2. Identifying Objects,
Actions, and Events
Identifying information by categorizing,
estimating, recognizing differences or
similarities, and detecting changes in
circumstances or events.
A. How important is IDENTIFYING OBJECTS, ACTIONS, AND EVENTS to the
performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of IDENTIFYING OBJECTS, ACTIONS, AND EVENTS is needed to
perform your current job?
Test an automobile
transmission
1
2
Judge the acceptability
of food products
3
4
Determine the reaction
of a virus to a new drug
5
6
7
Highest Level
3.
Monitoring and reviewing information
from materials, events, or the
environment to detect or assess
problems.
Monitoring Processes,
Materials, or
Surroundings
A. How important is MONITORING PROCESSES, MATERIALS, OR SURROUNDINGS
to the performance of your current job?
Not
Important*
1
Somewhat
Important
Important
2
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of MONITORING PROCESSES, MATERIALS, OR SURROUNDINGS is
needed to perform your current job?
Check to see if
baking bread is done
1
2
Check the status of
a patient in critical
medical care
Test electrical circuits
3
4
5
6
7
Highest Level
4.
Inspecting Equipment,
Structures, or Materials
Inspecting equipment, structures, or
materials to identify the cause of errors or
other problems or defects.
A. How important is INSPECTING EQUIPMENT, STRUCTURES, OR MATERIALS to
the performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of INSPECTING EQUIPMENT, STRUCTURES, OR MATERIALS is needed
to perform your current job?
Inspect equipment
in a chemical
processing plant
Check that doors to
building are locked
1
2
3
4
Inspect a nuclear
reactor
5
6
7
Highest Level
5.
Estimating sizes, distances, and
quantities; or determining time,
costs, resources, or materials
needed to perform a work activity.
Estimating the Quantifiable
Characteristics of Products,
Events, or Information
A. How important is ESTIMATING THE QUANTIFIABLE CHARACTERISTICS OF
PRODUCTS, EVENTS, OR INFORMATION to the performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of ESTIMATING THE QUANTIFIABLE CHARACTERISTICS OF
PRODUCTS, EVENTS, OR INFORMATION is needed to perform your current job?
Estimate the size of
household furnishings
to be crated
1
2
Estimate the time required
to evacuate a city in the
event of a major disaster
3
4
Estimate the amount of
natural resources that lie
beneath the world’s oceans
5
6
7
Highest Level
6.
Judging the Qualities of
Objects, Services, or
People
Assessing the value, importance, or
quality of things or people.
A. How important is JUDGING THE QUALITIES OF OBJECTS, SERVICES, OR
PEOPLE to the performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of JUDGING THE QUALITIES OF OBJECTS, SERVICES, OR PEOPLE is
needed to perform your current job?
Determine whether
to remove a tree that
has been damaged
1
2
Establish the value of
a recently discovered
ancient art work
Determine the value of
property lost in a fire
3
4
5
6
7
Highest Level
7.
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.
A. How important is EVALUATING INFORMATION TO DETERMINE COMPLIANCE
WITH STANDARDS to the performance of your current job?
Not
Important*
1
Somewhat
Important
Important
2
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of EVALUATING INFORMATION TO DETERMINE COMPLIANCE
WITH STANDARDS is needed to perform your current job?
Evaluate a complicated
insurance claim for
compliance with policy terms
Review forms
for completeness
1
2
3
4
Make a ruling in
court on a
complicated motion
5
6
7
Highest Level
8.
Processing Information
Compiling, coding, categorizing,
calculating, tabulating, auditing, or
verifying information or data.
A. How important is PROCESSING INFORMATION to the performance of your current
job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of PROCESSING INFORMATION is needed to perform your current job?
Calculate the
adjustments for
insurance claims
Tabulate the costs
of parcel deliveries
1
2
3
4
Compile data
for a complex
scientific report
5
6
7
Highest Level
9.
Analyzing Data or
Information
Identifying the underlying principles,
reasons, or facts of information by
breaking down information or data into
separate parts.
A. How important is ANALYZING DATA OR INFORMATION to the performance of your
current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of ANALYZING DATA OR INFORMATION is needed to perform your
current job?
Determine the
location of a
lost order
1
Analyze the cost of
medical care services
for all hospitals
in the country
Determine the
interest cost to finance
a new building
2
3
4
5
6
7
Highest Level
10. Making Decisions and
Solving Problems
Analyzing information and evaluating
results to choose the best solution and
solve problems.
A. How important is MAKING DECISIONS AND SOLVING PROBLEMS to the
performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of MAKING DECISIONS AND SOLVING PROBLEMS is needed to perform
your current job?
Determine the
meal selection
for a cafeteria
1
2
Select the location
for a major
department store
3
4
Make the final decision
about a company’s
5-year plan
5
6
7
Highest Level
11. Thinking Creatively
Developing, designing, or creating new
applications, ideas, relationships,
systems, or products, including artistic
contributions.
A. How important is THINKING CREATIVELY to the performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of THINKING CREATIVELY is needed to perform your current job?
Change the
spacing on a
printed report
1
Adapt popular
music for a high
school band
2
3
Create new
computer software
4
5
6
7
Highest Level
12. Updating and Using
Relevant Knowledge
Keeping up-to-date technically and
applying new knowledge to your job.
A. How important is UPDATING AND USING RELEVANT KNOWLEDGE to the
performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of UPDATING AND USING RELEVANT KNOWLEDGE is needed to
perform your current job?
Keep up with price
changes in a small
retail store
1
2
Keep current on changes in
maintenance procedures for
repairing sports cars
3
4
Learn information related
to a complex and rapidly
changing technology
5
6
7
Highest Level
13. Developing Objectives
and Strategies
Establishing long-range objectives and
specifying the strategies and actions to
achieve them.
A. How important is DEVELOPING OBJECTIVES AND STRATEGIES to the
performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of DEVELOPING OBJECTIVES AND STRATEGIES is needed to perform
your current job?
Develop the plan to
complete the merger of
two organizations over
a 3-year period
Plan the holiday
schedule for an
airline workforce
1
2
3
4
Develop a 10-year
business plan for an
organization
5
6
7
Highest Level
14. Scheduling Work
and Activities
Scheduling events, programs, and activities, as
well as the work of others.
A. How important is SCHEDULING WORK AND ACTIVITIES to the performance of your
current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of SCHEDULING WORK AND ACTIVITIES is needed to perform your
current job?
Prepare the work
schedule for
salesclerks in a large
retail store
Make appointments for
patients using a
predetermined schedule
1
2
3
4
Schedule a complex
conference program
with multiple, parallel
sessions
5
6
7
Highest Level
15. Organizing, Planning,
and Prioritizing Work
Developing specific goals and plans to
prioritize, organize, and accomplish your
work.
A. How important is ORGANIZING, PLANNING, AND PRIORITIZING WORK to the
performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of ORGANIZING, PLANNING, AND PRIORITIZING WORK is needed to
perform your current job?
Organize a work
schedule that is repetitive
and easy to plan
1
2
Plan and organize your
own activities that
often change
3
4
Prioritize and plan
multiple tasks several
months ahead
5
6
7
Highest Level
16. 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 materials.
A. How important is PERFORMING GENERAL PHYSICAL ACTIVITIES to the
performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of PERFORMING GENERAL PHYSICAL ACTIVITIES is needed to
perform your current job?
Walk between
work stations in
a small office
1
Climb up and
down poles to
install electricity
Paint the outside
of a house
2
3
4
5
6
7
Highest Level
17. Handling and Moving
Objects
Using hands and arms in handling,
installing, positioning, and moving
materials, and manipulating things.
A. How important is HANDLING AND MOVING OBJECTS to the performance of your
current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of HANDLING AND MOVING OBJECTS is needed to perform your current
job?
Change settings on
copy machines
1
2
Arrange books
in a library
3
4
Load boxes on
an assembly line
5
6
7
Highest Level
18. Controlling Machines
and Processes
Using either control mechanisms or direct
physical activity to operate machines or
processes (not including computers or
vehicles).
A. How important is CONTROLLING MACHINES AND PROCESSES to the performance
of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of CONTROLLING MACHINES AND PROCESSES is needed to perform
your current job?
Operate a
cash register
1
2
Operate a
drilling rig
3
4
Operate a precision
milling machine
5
6
7
Highest Level
19. Working with
Computers
Using computers and computer systems
(including hardware and software) to program,
write software, set up functions, enter data, or
process information.
A. How important is WORKING WITH COMPUTERS to the performance of your current
job?
Not
Important*
1
Somewhat
Important
Important
2
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of WORKING WITH COMPUTERS is needed to perform your current job?
Enter employee
information into a
computer database
1
2
Write software for
keeping track of parts
in inventory
3
4
Set up a new computer
system for a large
multinational company
5
6
7
Highest Level
20. Operating Vehicles,
Mechanized Devices, or
Equipment
Running, maneuvering, navigating, or
driving vehicles or mechanized
equipment, such as forklifts, passenger
vehicles, aircraft, or water craft.
A. How important is OPERATING VEHICLES, MECHANIZED DEVICES, OR
EQUIPMENT to the performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of OPERATING VEHICLES, MECHANIZED DEVICES, OR EQUIPMENT
is needed to perform your current job?
Drive an 18-wheel
tractor-trailer
Drive a car
1
2
3
4
Hover a helicopter
in strong wind
5
6
7
Highest Level
21. 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.
A. How important is DRAFTING, LAYING OUT, AND SPECIFYING TECHNICAL
DEVICES, PARTS, AND EQUIPMENT to the performance of your current job?
Not
Important*
1
Somewhat
Important
Important
2
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of DRAFTING, LAYING OUT, AND SPECIFYING TECHNICAL
DEVICES, PARTS, AND EQUIPMENT is needed to perform your current job?
Specify the
furnishings for a
new school
Specify the lighting
for a work area
1
2
3
4
Draw the electronic
circuitry for a high-speed
scientific computer
5
6
7
Highest Level
22. 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.
A. How important is REPAIRING AND MAINTAINING MECHANICAL EQUIPMENT to
the performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of REPAIRING AND MAINTAINING MECHANICAL EQUIPMENT is
needed to perform your current job?
Make simple, external
adjustments to a door hinge
with ordinary hand tools
1
2
Adjust a
grandfather clock
3
4
Overhaul a
power plant turbine
5
6
7
Highest Level
23. Repairing and
Maintaining Electronic
Equipment
Servicing, repairing, calibrating,
regulating, fine-tuning, or testing
machines, devices, and equipment that
operate primarily on the basis of electrical
or electronic (not mechanical) principles.
A. How important is REPAIRING AND MAINTAINING ELECTRONIC EQUIPMENT to
the performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of REPAIRING AND MAINTAINING ELECTRONIC EQUIPMENT is
needed to perform your current job?
Make repairs by
removing and replacing
circuit boards
Use knobs to adjust
a television picture
1
2
3
4
Use complex test
equipment to calibrate
electronic equipment
5
6
7
Highest Level
24. Documenting/Recording
Information
Entering, transcribing, recording, storing,
or maintaining information in written or
electronic/magnetic form.
A. How important is DOCUMENTING/RECORDING INFORMATION to the performance
of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of DOCUMENTING/RECORDING INFORMATION is needed to perform
your current job?
Record the weights
of trucks that use
the highways
1
2
Maintain information about
the use of orbiting satellites
for private industry
communications
Document the results
of a crime scene
investigation
3
4
5
6
7
Highest Level
25. Interpreting the Meaning
of Information for Others
Translating or explaining what
information means and how it can be
used.
A. How important is INTERPRETING THE MEANING OF INFORMATION FOR
OTHERS to the performance of your current job?
Not
Important*
1
Somewhat
Important
Important
2
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of INTERPRETING THE MEANING OF INFORMATION FOR OTHERS is
needed to perform your current job?
Interpret how
foreign tax laws
apply to U.S. exports
Interpret a blood
pressure reading
1
2
3
4
Interpret a complex
experiment in physics
for general audiences
5
6
7
Highest Level
26. Communicating with
Supervisors, Peers, or
Subordinates
Providing information to supervisors,
coworkers, and subordinates by
telephone, in written form, e-mail, or in
person.
A. How important is COMMUNICATING WITH SUPERVISORS, PEERS, OR
SUBORDINATES to the performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of COMMUNICATING WITH SUPERVISORS, PEERS, OR
SUBORDINATES is needed to perform your current job?
Report the results
of a sales meeting
to a supervisor
Write brief
notes to others
1
2
3
4
Create videotaped
presentation of a
company’s internal policies
5
6
7
Highest Level
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.
27. Communicating with
People Outside the
Organization
A. How important is COMMUNICATING WITH PEOPLE OUTSIDE THE
ORGANIZATION to the performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of COMMUNICATING WITH PEOPLE OUTSIDE THE ORGANIZATION
is needed to perform your current job?
Have little contact
with people outside
the organization
1
Make standard
presentations about
available services
2
3
Prepare or deliver
press releases
4
5
6
7
Highest Level
28. Establishing and
Maintaining Interpersonal
Relationships
Developing constructive and cooperative
working relationships with others and
maintaining them over time.
A. How important is ESTABLISHING AND MAINTAINING INTERPERSONAL
RELATIONSHIPS to the performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of ESTABLISHING AND MAINTAINING INTERPERSONAL
RELATIONSHIPS is needed to perform your current job?
Exchange
greetings with
a coworker
1
Gain cooperation from
a culturally diverse group
of executives hostile
to your company
Maintain good working
relationships with almost
all coworkers and clients
2
3
4
5
6
7
Highest Level
29. Assisting and Caring for
Others
Providing personal assistance, medical
attention, emotional support, or other
personal care to others such as
coworkers, customers, or patients.
A. How important is ASSISTING AND CARING FOR OTHERS to the performance of your
current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of ASSISTING AND CARING FOR OTHERS is needed to perform your
current job?
Assist a stranded
traveler in
finding lodging
Help a coworker
complete an assignment
1
2
3
4
Care for seriously
injured persons in an
emergency room
5
6
7
Highest Level
30. Selling or Influencing
Others
Convincing others to buy
merchandise/goods or to otherwise
change their minds or actions.
A. How important is SELLING OR INFLUENCING OTHERS to the performance of your
current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of SELLING OR INFLUENCING OTHERS is needed to perform your
current job?
Convince a
coworker to assist
with an assignment
1
Deliver standard arguments or
sales pitches to convince others
to buy popular products
2
3
4
5
Deliver major
sales campaign in
a new market
6
7
Highest Level
31. Resolving Conflicts and
Negotiating with Others
Handling complaints, settling disputes,
and resolving grievances and conflicts, or
otherwise negotiating with others.
A. How important is RESOLVING CONFLICTS AND NEGOTIATING WITH OTHERS to
the performance of your current job?
Not
Important*
1
Somewhat
Important
Important
2
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of RESOLVING CONFLICTS AND NEGOTIATING WITH OTHERS is
needed to perform your current job?
Apologize to a customer
who complains about
waiting too long
1
2
Get two subordinates
to agree about
vacation schedules
3
4
Negotiate a major
labor-management
contract
5
6
7
Highest Level
32. 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.
A. How important is PERFORMING FOR OR WORKING DIRECTLY WITH THE
PUBLIC to the performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of PERFORMING FOR OR WORKING DIRECTLY WITH THE PUBLIC is
needed to perform your current job?
Tend a highway
toll booth
1
Sell shoes in a
popular shoe store
2
3
4
Perform a monologue
on national TV
5
6
7
Highest Level
33. Coordinating the Work
and Activities of Others
Getting members of a group to work
together to accomplish tasks.
A. How important is COORDINATING THE WORK AND ACTIVITIES OF OTHERS to
the performance of your current job?
Not
Important*
1
Somewhat
Important
Important
2
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of COORDINATING THE WORK AND ACTIVITIES OF OTHERS is
needed to perform your current job?
Organize the cleanup
crew after a major
sporting event
Exchange information
during a shift change
1
2
3
4
Act as general contractor
for building a large
industrial complex
5
6
7
Highest Level
34. Developing and Building
Teams
Encouraging and building mutual trust,
respect, and cooperation among team
members.
A. How important is DEVELOPING AND BUILDING TEAMS to the performance of your
current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of DEVELOPING AND BUILDING TEAMS is needed to perform your
current job?
Encourage two
coworkers to stick with
a tough assignment
1
Lead an assembly
team in an
automobile plant
2
3
4
Lead a large team to
design and build
a new aircraft
5
6
7
Highest Level
35. Training and Teaching
Others
Identifying the educational needs of
others, developing formal educational or
training programs or classes, and
teaching or instructing others.
A. How important is TRAINING AND TEACHING OTHERS to the performance of your
current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of TRAINING AND TEACHING OTHERS is needed to perform your current
job?
Give coworkers brief
instructions on a simple
procedural change
1
2
Teach a social sciences
course to high school
students
3
4
Develop and conduct
training programs for a
medical school
5
6
7
Highest Level
36. Guiding, Directing, and
Motivating Subordinates
Providing guidance and direction to
subordinates, including setting
performance standards and monitoring
performance.
A. How important is GUIDING, DIRECTING, AND MOTIVATING SUBORDINATES to
the performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of GUIDING, DIRECTING, AND MOTIVATING SUBORDINATES is
needed to perform your current job?
Supervise a small number
of subordinates in a
well-paid industry
Work occasionally as a
backup supervisor
1
2
3
4
Manage a severely
downsized unit
5
6
7
Highest Level
Identifying the developmental needs of
others and coaching, mentoring, or
otherwise helping others to improve their
knowledge or skills.
37. Coaching and
Developing Others
A. How important is COACHING AND DEVELOPING OTHERS to the performance of
your current job?
Not
Important*
1
Somewhat
Important
Important
2
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of COACHING AND DEVELOPING OTHERS is needed to perform your
current job?
Show a coworker
how to operate a
piece of equipment
1
2
Provide on-the-job
training for
clerical workers
3
Coach a college
athletic team
4
5
6
7
Highest Level
38. Providing Consultation
and Advice to Others
Providing guidance and expert advice to
management or other groups on
technical, systems-, or process-related
topics.
A. How important is PROVIDING CONSULTATION AND ADVICE TO OTHERS to the
performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of PROVIDING CONSULTATION AND ADVICE TO OTHERS is needed
to perform your current job?
Work in a position
that requires little
advising of others
1
Recommend a new software
package to increase
operational efficiency
2
3
4
Provide ideas for
changing an organization
to increase profitability
5
6
7
Highest Level
39. Performing
Administrative Activities
Performing day-to-day administrative
tasks such as maintaining information
files and processing paperwork.
A. How important is PERFORMING ADMINISTRATIVE ACTIVITIES to the
performance of your current job?
Not
Important*
1
Somewhat
Important
Important
2
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of PERFORMING ADMINISTRATIVE ACTIVITIES is needed to perform
your current job?
Complete routine
paperwork on
standard forms
1
2
Complete tax forms
required of selfemployed people
3
4
Serve as the benefits director
for a large computer
sales organization
5
6
7
Highest Level
40. Staffing Organizational
Units
Recruiting, interviewing, selecting, hiring,
and promoting employees in an
organization.
A. How important is STAFFING ORGANIZATIONAL UNITS to the performance of your
current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of STAFFING ORGANIZATIONAL UNITS is needed to perform your
current job?
Work in a
position that has
minimal staffing
requirements
1
Interview candidates
for a sales position
and make hiring
recommendations
2
3
4
Direct a large recruiting
and employment program
for a large international
manufacturing organization
5
6
7
Highest Level
41. Monitoring and
Controlling Resources
Monitoring and controlling resources and
overseeing the spending of money.
A. How important is MONITORING AND CONTROLLING RESOURCES to the
performance of your current job?
Not
Important*
1
Somewhat
Important
2
Important
3
Very
Important
4
Extremely
Important
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of MONITORING AND CONTROLLING RESOURCES is needed to
perform your current job?
Work as a housekeeper
responsible for keeping
track of linens
1
2
Work as a chef
responsible for ordering
food for the menu
3
4
Serve as a financial
executive in charge of a
large company’s budget
5
6
7
Highest Level
Specific Tasks Performed on Your Job
Instructions: Please read the following position description and then answer the question
that follows it by marking an X in the appropriate box below.
Registered Nurses
Assess patient health problems and needs, develop and implement nursing care plans, and
maintain medical records. Administer nursing care to ill, injured, convalescent, or disabled
patients. May advise patients on health maintenance and disease prevention or provide case
management. Licensing or registration required. Include advance practice nurses such as:
nurse practitioners, clinical nurse specialists, certified nurse midwives, and certified
registered nurse anesthetists. Advanced practice nursing is practiced by RNs who have
specialized formal, post-basic education and who function in highly autonomous and
specialized roles.
Which of the following best describes how closely this description matches the duties
and responsibilities of your current job?
It describes almost exactly what I do.
Most of it matches, but there are a few things that don't match what I do.
Some things match, but most of it does not match what I do.
It does not at all describe what I do.
Please proceed to the next page.
Specific Tasks Performed on Your Job (continued)
Instructions: The next section presents a list of tasks. A task is an action or set of actions
performed together to accomplish an objective. This list is specific to the job you are
describing.
For each task, please make the following three ratings:
Importance. These ratings are described as follows:
Relevance, Frequency, and
RELEVANCE. If the task is NOT RELEVANT at all to performance on the job, mark
through the "0" in the NOT RELEVANT column. Carefully read the task before deciding
whether it is RELEVANT or NOT RELEVANT to this job. If you select the "0" in the NOT
RELEVANT column, however, there is no need to complete the IMPORTANCE and
FREQUENCY ratings described below. If the task is part of this job, rate IMPORTANCE
and FREQUENCY.
FREQUENCY. (Do not complete if NOT RELEVANT was selected.) Ask yourself, "How
often is this task performed on this job?" For example,"Interact with potential customers" is a
task that an employee in one job might perform only "once per week or less," but an
employee in another job might perform "hourly or more often."
Rate the FREQUENCY with which a task is performed by marking through the appropriate
number, from 1 (indicating that the task is performed once per year or less often) to 7
(indicating that the task is performed hourly or more often) on the FREQUENCY scale.
IMPORTANCE. (Do not complete if NOT RELEVANT was selected.) Ask yourself,
"How important is this task to performance on this job?" For example, "Develop objectives
and strategies to guide the organization" might be very important for an employee in one job,
but less important for another job. For the second job, however, "Provide performance
feedback to subordinates" might be very important.
Rate importance of the task for performance on the job by marking through the appropriate
number, from 1 (indicating that the task is of no importance) to 5 (indicating that the task is
extremely important) on the IMPORTANCE scale.
Please proceed to the next page.
More than once per month
More than once per week
Daily
Several times per day
Hourly or more often
Not Important
Somewhat Important
Important
0
1
2
3
4
5
6
7
1
2
3
4
5
2. Maintain accurate, detailed
reports and records.
0
1
2
3
4
5
6
7
1
2
3
4
5
3. Modify patient treatment
plans as indicated by
patients' responses and
conditions.
0
1
2
3
4
5
6
7
1
2
3
4
5
4. Monitor all aspects of
patient care, including diet
and physical activity.
0
1
2
3
4
5
6
7
1
2
3
4
5
5. Monitor, record and report
symptoms and changes in
patients' conditions.
0
1
2
3
4
5
6
7
1
2
3
4
5
6. Observe nurses and visit
patients to ensure that
proper nursing care is
provided.
0
1
2
3
4
5
6
7
1
2
3
4
5
7. Prepare patients for, and
assist with, examinations
and treatments.
0
1
2
3
4
5
6
7
1
2
3
4
5
8. Prepare rooms, sterile
instruments, equipment and
supplies, and ensure that
stock of supplies is
maintained.
0
1
2
3
4
5
6
7
1
2
3
4
5
Extremely Important
More than once per year
1. Consult and coordinate with
health care team members
to assess, plan, implement
and evaluate patient care
plans.
Very Important
Once per year or less
Importance
Not Relevant
Frequency
More than once per month
More than once per week
Daily
Several times per day
Hourly or more often
Not Important
Somewhat Important
Important
0
1
2
3
4
5
6
7
1
2
3
4
5
10. Record patients' medical
information and vital signs.
0
1
2
3
4
5
6
7
1
2
3
4
5
11. Assess the needs of
individuals, families and/or
communities, including
assessment of individuals’
home and/or work
environments to identify
potential health or safety
problems.
0
1
2
3
4
5
6
7
1
2
3
4
5
12. Conduct specified
laboratory tests.
0
1
2
3
4
5
6
7
1
2
3
4
5
13. Consult with institutions or
associations regarding
issues and concerns
relevant to the practice and
profession of nursing.
0
1
2
3
4
5
6
7
1
2
3
4
5
14. Direct and supervise less
skilled nursing/health care
personnel, or supervise a
particular unit on one shift.
0
1
2
3
4
5
6
7
1
2
3
4
5
15. Hand items to surgeons
during operations.
0
1
2
3
4
5
6
7
1
2
3
4
5
Extremely Important
More than once per year
9. Provide health care, first
aid, immunizations and
assistance in
convalescence and
rehabilitation in locations
such as schools, hospitals,
and industry.
Very Important
Once per year or less
Importance
Not Relevant
Frequency
More than once per month
More than once per week
Daily
Several times per day
Hourly or more often
Not Important
Somewhat Important
Important
0
1
2
3
4
5
6
7
1
2
3
4
5
17. Order, interpret, and
evaluate diagnostic tests to
identify and assess
patient's condition.
0
1
2
3
4
5
6
7
1
2
3
4
5
18. Prescribe or recommend
drugs, medical devices or
other forms of treatment,
such as physical therapy,
inhalation therapy, or
related therapeutic
procedures.
0
1
2
3
4
5
6
7
1
2
3
4
5
19. Provide or arrange for
training/instruction of
auxiliary personnel or
students.
0
1
2
3
4
5
6
7
1
2
3
4
5
20. Refer students or patients
to specialized health
resources or community
agencies furnishing
assistance.
0
1
2
3
4
5
6
7
1
2
3
4
5
21. Work with individuals,
groups, and families to plan
and implement programs
designed to improve the
overall health of
communities.
0
1
2
3
4
5
6
7
1
2
3
4
5
Extremely Important
More than once per year
16. Instruct individuals, families
and other groups on topics
such as health education,
disease prevention and
childbirth, and develop
health improvement
programs.
Very Important
Once per year or less
Importance
Not Relevant
Frequency
More than once per month
More than once per week
Daily
Several times per day
Hourly or more often
Not Important
Somewhat Important
Important
0
1
2
3
4
5
6
7
1
2
3
4
5
23. Contract independently to
render nursing care, usually
to one patient, in hospital or
private home.
0
1
2
3
4
5
6
7
1
2
3
4
5
24. Deliver infants and provide
prenatal and postpartum
care and treatment under
obstetrician's supervision.
0
1
2
3
4
5
6
7
1
2
3
4
5
25. Direct and coordinate
infection control programs,
advising and consulting
with specified personnel
about necessary
precautions.
0
1
2
3
4
5
6
7
1
2
3
4
5
26. Engage in research
activities related to nursing.
0
1
2
3
4
5
6
7
1
2
3
4
5
27. Inform physician of
patient's condition during
anesthesia.
0
1
2
3
4
5
6
7
1
2
3
4
5
28. Perform administrative and
managerial functions, such
as taking responsibility for a
unit's staff, budget,
planning, and long-range
goals.
0
1
2
3
4
5
6
7
1
2
3
4
5
Extremely Important
More than once per year
22. Administer local, inhalation,
intravenous, and other
anesthetics.
Very Important
Once per year or less
Importance
Not Relevant
Frequency
More than once per year
More than once per month
More than once per week
Daily
Several times per day
Hourly or more often
Not Important
Somewhat Important
Important
0
1
2
3
4
5
6
7
1
2
3
4
Extremely Important
Very Important
Once per year or less
29. Perform physical
examinations, make
tentative diagnoses, and
treat patients en route to
hospitals or at disaster site
triage centers.
Not Relevant
Frequency
Importance
5
Once per year or less
More than once per year
More than once per month
More than once per week
Daily
Several times per day
Hourly or more often
1.
0
1
2
3
4
5
6
7
1
2
3
4 5
2.
0
1
2
3
4
5
6
7
1
2
3
4 5
3.
0
1
2
3
4
5
6
7
1
2
3
4 5
4.
0
1
2
3
4
5
6
7
1
2
3
4 5
5.
0
1
2
3
4
5
6
7
1
2
3
4 5
Additional Relevant Tasks
Please write in additional
relevant tasks and provide a
rating.
Extremely Important
Very Important
Important
Somewhat Important
Not Important
Not Relevant
Frequency
Importance
Information About You
Many workers are being asked to complete this survey. Your answers to these
questions will help us know that workers with differing amounts of experience
and different backgrounds are included.
Please read each question carefully and mark your answer by putting an X in the
box beside your answer, or by writing an answer on the line provided.
1.
What is the title of your current job? (PLEASE PRINT )
2.
For how long have you worked at this job? (Mark one box)
Ten years or more
At least 6 years, but less than 10 years
At least 3 years, but less than 6 years
At least 1 year, but less than 3 years
At least 3 months, but less than 12 months
At least 1 month, but less than 3 months
Less than 1 month
3.
In your current job, are you employed by (Mark one box)
Government
Private for-profit company
Nonprofit organization including tax exempt
and charitable organizations
Self-employed
Family business
4.
If you are working in the family business, is this business
incorporated?
Yes
No
Not working in a family business
5.
In what year were you born? ............... 1 9 ___
6.
Are you male or female? (Mark one box)
Male
Female
7.
Are you Hispanic or Latino? (Mark one box)
Yes
No
8.
What is your race? (Mark one or more boxes)
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
___
9.
Do you have any of the following long-lasting conditions?
Yes
10.
a.
Blindness, deafness, or a severe vision or
hearing impairment?...............................................
b.
A condition that substantially limits one or
more basic physical activities such as
walking, climbing stairs, reaching, lifting, or
carrying?.................................................................
No
Because of a physical, mental, or emotional condition lasting 6
months or more, do you have any difficulty doing any of the following
activities?
Yes
a.
Learning, remembering, or concentrating? .................
b.
Dressing, bathing, or getting around inside the
home? ....................................................................
c.
Going outside the home alone to shop or visit a
doctor's office? .......................................................
d.
Working at a job or business? .....................................
No
11.
Indicate the highest level of education that you have completed
(please check only one box):
Less than a High School Diploma
High School Diploma (or GED or High School Equivalence
Certificate)
Post-Secondary Certificate - awarded for training completed after
high school (for example, in Personnel Services, Engineering-related
Technologies, Vocational Home Economics, Construction Trades,
Mechanics and Repairers, Precision Production Trades)
Some College Courses
Associate's Degree (or other 2-year degree)
Bachelor's Degree
Post-Baccalaureate Certificate - awarded for completion of an
organized program of study; designed for people who have
completed a Baccalaureate degree but do not meet the
requirements of academic degrees carrying the title of Master.
Master's Degree
Post-Master's Certificate - awarded for completion of an organized
program of study; designed for people who have completed a
Master's degree but do not meet the requirements of academic
degrees at the doctoral level.
First Professional Degree - awarded for completion of a program
that
o
o
o
requires at least 2 years of college work before entrance into the
program,
includes a total of at least 6 academic years of work to complete,
and
provides all remaining academic requirements to begin practice in
a profession.
Doctoral Degree
Post-Doctoral Training
Your Association Memberships
Finally, we would like to know about the professional associations to which you belong.
1. Are you currently a member of the following professional association(s)? (Please respond
for each association listed; if none are listed below, please skip to Question 2.)
American Nurses Association
Yes
No
(13995)
Federation of Nurses and Health Professionals
Yes
No
(14073)
2. Please write in the names of any job-related associations to which you belong that
are not listed above:
a.
b.
c.
FonnD
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Web site username:
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Web site password: (M)~ WO lZl»
Some Important Questions
About The Work Context
Of Your Occupation
Please return your completed questionnaire in the enclosed envelope to:
Research Triangle Institute, P.O. Box 12194, Research Triangle Park, NC 2770
Sponsored by: The U.S. Department of Labor and the National O"NET Consortium
Persons are not required to respond to this collection of information unless it displays
a currently valid OMB control number. Respondents' obligation to reply to these
reporting requirements is voluntary. Public reporting burden for this collection of
information is estimated to average 30 minutes per response, including the time for
reviewing instructions, and completing and reviewing the collection of information.
Send comments regarding this burden estimate or any other aspect of this collection
of information, including suggestions for reducing this burden to the U.S. Department
of Labor, Office of Workforce Investment, Attn: O*NET Project, Frances Perkins
Building, Mail Stop S4231, 200 Constitution Ave., NW, Washington, DC 20210 (OMB
Control Number 1205-0421).
Return to: Research Triangle Institute, PO Box 12194
Research Triangle Park, North Carolina, 27709-2194
Instructions for Work Context Questionnaire
Instructions
In this questionnaire you will be asked about your working conditions. These
questions are about your work setting and its possible hazards, the pace of your
work, and your dealings with other people.
Read each question carefully and look closely at answer choices after each
question. Put an X through the number for the answer that best describes your
current job.
For example:
How many hours do you work in a typical week?
Less than 40 hours
40 hours
More than 40 hours
1
2
3
Mark your answer by putting an X through the number that represents your answer.
Do not mark on the line between the numbers.
1.
2.
3.
4.
How often does your current job require face-to-face discussions with individuals
and within teams?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
How frequently does your current job require public speaking (one speaker with
an audience)?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
How frequently does your current job require telephone conversation?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
How frequently does your current job require electronic mail?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
5.
6.
7.
How frequently does your current job require written letters and memos?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
How much contact with others (by telephone, face-to-face, or otherwise) is
required to perform your current job?
No contact
with others
Occasional contact
with others
Contact with others
about half the time
Contact with others
most of the time
Constant contact
with others
1
2
3
4
5
How important are interactions that require you to work with or contribute to a
work group or team to perform your current job?
Not important
at all
Fairly
important
Important
Very important
Extremely
important
1
2
3
4
5
8.
In your current job, how important are interactions that require you to deal with
external customers (as in retail sales) or the public in general (as in police work)?
Not important
at all
Fairly
important
Important
Very important
Extremely
important
1
2
3
4
5
9.
In your current job, how important are interactions that require you to coordinate
or lead others in accomplishing work activities (not as a supervisor or team
leader)?
Not important
at all
Fairly
important
Important
Very important
Extremely
important
1
2
3
4
5
10. How responsible are you for the health and safety of other workers on your
current job?
No
responsibility
Limited
responsibility
Moderate
responsibility
High
responsibility
Very high
responsibility
1
2
3
4
5
11. How responsible are you for work outcomes and results of other workers on your
current job?
No
responsibility
Limited
responsibility
Moderate
responsibility
High
responsibility
Very high
responsibility
1
2
3
4
5
12. How often are conflict situations a part of your current job?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
13. How often is dealing with unpleasant, angry, or discourteous people a part of
your current job?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
14. How often is dealing with violent or physically aggressive people a part of your
current job?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
15. How often does your current job require you to work indoors in an
environmentally controlled environment (like a warehouse with air
conditioning)?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
16. How often does your current job require you to work in an environment that is
not environmentally controlled (like a warehouse without air conditioning)?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
17. How often does your current job require you to work outdoors, exposed to all
weather conditions?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
18. How often does your current job require you to work outdoors, under cover (like
in an open shed)?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
19. How often does your current job require you to work in an open vehicle or
operating equipment (like a tractor)?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
20. How often does your current job require you to work in a closed vehicle or
operate enclosed equipment (like a car)?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
21. How physically close to other people are you when you perform your current job?
I don’t work near
other people
(beyond 100 ft.)
1
I work with others
but not closely
(e.g., private office)
Slightly close
(e.g., shared office)
Moderately close
(at arm’s length)
Very close
(near touching)
2
3
4
5
22. In your current job, how often are you exposed to sounds and noise levels that are
distracting and uncomfortable?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
23. In your current job, how often are you exposed to very hot (above 90° F) or very
cold (under 32° F) temperatures?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
24. In your current job, how often are you exposed to extremely bright or inadequate
lighting conditions?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
25. In your current job, how often are you exposed to contaminants (such as
pollutants, gases, dust, or odors)?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
26. In your current job, how often are you exposed to cramped work space that
requires getting into awkward positions?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
27. In your current job, how often are you exposed to whole body vibration (like
operating a jackhammer or earth moving equipment)?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
28. How often does your current job require that you be exposed to radiation?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
29. How often does your current job require that you be exposed to diseases or
infection? This can happen with workers in patient care, some laboratory work,
sanitation control, etc.
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
30. How often does your current job require that you be exposed to high places? This
can happen for workers who work on poles, scaffolding, catwalks, or ladders longer
than 8 feet in length.
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
31. How often does your current job require that you be exposed to hazardous
conditions? This can happen when working with high voltage electricity, flammable
material, explosives, or chemicals. Do not include working with hazardous
equipment.
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
32. How often does your current job require that you be exposed to hazardous
equipment? This includes working with saws, close to machinery with exposed
moving parts, or working near vehicular traffic (but not including driving a vehicle).
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
33. How often does your current job require that you be exposed to minor burns, cuts,
bites, or stings?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
34. How much time in your current job do you spend sitting?
Never
Less than half
the time
About half
the time
More than half
the time
Continually or
almost continually
1
2
3
4
5
35. How much time in your current job do you spend standing?
Never
Less than half
the time
About half
the time
More than half
the time
Continually or
almost continually
1
2
3
4
5
36. How much time in your current job do you spend climbing ladders, scaffolds,
poles, etc.?
Never
Less than half
the time
About half
the time
More than half
the time
Continually or
almost continually
1
2
3
4
5
37. How much time in your current job do you spend walking or running?
Never
Less than half
the time
About half
the time
More than half
the time
Continually or
almost continually
1
2
3
4
5
38. How much time in your current job do you spend kneeling, crouching, stooping,
or crawling?
Never
Less than half
the time
About half
the time
More than half
the time
Continually or
almost continually
1
2
3
4
5
39. How much time in your current job do you spend keeping or regaining your
balance?
Never
Less than half
the time
About half
the time
More than half
the time
Continually or
almost continually
1
2
3
4
5
40. How much time in your current job do you spend using your hands to handle,
control, or feel objects, tools, or controls?
Never
Less than half
the time
About half
the time
More than half
the time
Continually or
almost continually
1
2
3
4
5
41. How much time in your current job do you spend bending or twisting your body?
Never
Less than half
the time
About half
the time
More than half
the time
Continually or
almost continually
1
2
3
4
5
42. How much time in your current job do you spend making repetitive motions?
Never
Less than half
the time
About half
the time
More than half
the time
Continually or
almost continually
1
2
3
4
5
43. In your current job, how often do you wear common protective or safety
equipment such as safety shoes, glasses, gloves, hearing protection, hard hats, or
life jackets?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
44. In your current job, how often do you wear specialized protective or safety
equipment, such as breathing apparatus, safety harness, full protection suits, or
radiation protection?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
45. How serious a mistake can you make on your current job (one you can’t easily
correct)?
Not serious
at all
Fairly
serious
Serious
Very
serious
Extremely
serious
1
2
3
4
5
46. In your current job, what results do your decisions usually have on other people
or the image or reputation or financial resources of your employer?
No
results
Minor
results
Moderate
results
Important
results
Very important
results
1
2
3
4
5
47. In your current job, how often do your decisions affect other people or the image
or reputation or financial resources of your employer?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
48. In your current job, how much freedom do you have to make decisions without
supervision?
No
freedom
Very little
freedom
Limited
freedom
Some
freedom
A lot of
freedom
1
2
3
4
5
49. How automated is your current job?
Not at all
automated
Slightly
automated
Moderately
automated
Highly
automated
Completely
automated
1
2
3
4
5
50. How important to your current job is being very exact or highly accurate?
Not important
at all
Fairly
important
Important
Very important
Extremely
important
1
2
3
4
5
51. How important to your current job are continuous, repetitious physical activities
(like key entry) or mental activities (like checking entries in a ledger)?
Not important
at all
Fairly
important
Important
Very important
Extremely
important
1
2
3
4
5
52. How much freedom do you have to determine the tasks, priorities, or goals of
your current job?
No
freedom
Very little
freedom
Limited
freedom
Some
freedom
A lot of
freedom
1
2
3
4
5
53. How competitive is your current job?
Not at all
competitive
Slightly
competitive
Moderately
competitive
Highly
competitive
Extremely
competitive
1
2
3
4
5
54. How often does your current job require you to meet strict deadlines?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
55. How important to your current job is keeping a pace set by machinery or
equipment?
Not important
at all
Fairly
important
Important
Very important
Extremely
important
1
2
3
4
5
56. How regular is your work schedule on your current job?
Regular
(established routine,
set schedule)
Irregular
(changes with weather conditions,
production demands, or contract duration)
Seasonal
(only during certain
times of the year)
1
2
3
57. How many hours do you work in a typical week on your current job?
Less than 40 hours
40 hours
More than 40 hours
1
2
3
Specific Tasks Performed on Your Job
Instructions: Please read the following position description and then answer the question
that follows it by marking an X in the appropriate box below.
Registered Nurses
Assess patient health problems and needs, develop and implement nursing care plans, and
maintain medical records. Administer nursing care to ill, injured, convalescent, or disabled
patients. May advise patients on health maintenance and disease prevention or provide case
management. Licensing or registration required. Include advance practice nurses such as:
nurse practitioners, clinical nurse specialists, certified nurse midwives, and certified
registered nurse anesthetists. Advanced practice nursing is practiced by RNs who have
specialized formal, post-basic education and who function in highly autonomous and
specialized roles.
Which of the following best describes how closely this description matches the duties
and responsibilities of your current job?
It describes almost exactly what I do.
Most of it matches, but there are a few things that don't match what I do.
Some things match, but most of it does not match what I do.
It does not at all describe what I do.
Please proceed to the next page.
Specific Tasks Performed on Your Job (continued)
Instructions: The next section presents a list of tasks. A task is an action or set of actions
performed together to accomplish an objective. This list is specific to the job you are
describing.
For each task, please make the following three ratings:
Importance. These ratings are described as follows:
Relevance, Frequency, and
RELEVANCE. If the task is NOT RELEVANT at all to performance on the job, mark
through the "0" in the NOT RELEVANT column. Carefully read the task before deciding
whether it is RELEVANT or NOT RELEVANT to this job. If you select the "0" in the NOT
RELEVANT column, however, there is no need to complete the IMPORTANCE and
FREQUENCY ratings described below. If the task is part of this job, rate IMPORTANCE
and FREQUENCY.
FREQUENCY. (Do not complete if NOT RELEVANT was selected.) Ask yourself, "How
often is this task performed on this job?" For example,"Interact with potential customers" is a
task that an employee in one job might perform only "once per week or less," but an
employee in another job might perform "hourly or more often."
Rate the FREQUENCY with which a task is performed by marking through the appropriate
number, from 1 (indicating that the task is performed once per year or less often) to 7
(indicating that the task is performed hourly or more often) on the FREQUENCY scale.
IMPORTANCE. (Do not complete if NOT RELEVANT was selected.) Ask yourself,
"How important is this task to performance on this job?" For example, "Develop objectives
and strategies to guide the organization" might be very important for an employee in one job,
but less important for another job. For the second job, however, "Provide performance
feedback to subordinates" might be very important.
Rate importance of the task for performance on the job by marking through the appropriate
number, from 1 (indicating that the task is of no importance) to 5 (indicating that the task is
extremely important) on the IMPORTANCE scale.
Please proceed to the next page.
More than once per month
More than once per week
Daily
Several times per day
Hourly or more often
Not Important
Somewhat Important
Important
0
1
2
3
4
5
6
7
1
2
3
4
5
2. Maintain accurate, detailed
reports and records.
0
1
2
3
4
5
6
7
1
2
3
4
5
3. Modify patient treatment
plans as indicated by
patients' responses and
conditions.
0
1
2
3
4
5
6
7
1
2
3
4
5
4. Monitor all aspects of
patient care, including diet
and physical activity.
0
1
2
3
4
5
6
7
1
2
3
4
5
5. Monitor, record and report
symptoms and changes in
patients' conditions.
0
1
2
3
4
5
6
7
1
2
3
4
5
6. Observe nurses and visit
patients to ensure that
proper nursing care is
provided.
0
1
2
3
4
5
6
7
1
2
3
4
5
7. Prepare patients for, and
assist with, examinations
and treatments.
0
1
2
3
4
5
6
7
1
2
3
4
5
8. Prepare rooms, sterile
instruments, equipment and
supplies, and ensure that
stock of supplies is
maintained.
0
1
2
3
4
5
6
7
1
2
3
4
5
Extremely Important
More than once per year
1. Consult and coordinate with
health care team members
to assess, plan, implement
and evaluate patient care
plans.
Very Important
Once per year or less
Importance
Not Relevant
Frequency
More than once per month
More than once per week
Daily
Several times per day
Hourly or more often
Not Important
Somewhat Important
Important
0
1
2
3
4
5
6
7
1
2
3
4
5
10. Record patients' medical
information and vital signs.
0
1
2
3
4
5
6
7
1
2
3
4
5
11. Assess the needs of
individuals, families and/or
communities, including
assessment of individuals’
home and/or work
environments to identify
potential health or safety
problems.
0
1
2
3
4
5
6
7
1
2
3
4
5
12. Conduct specified
laboratory tests.
0
1
2
3
4
5
6
7
1
2
3
4
5
13. Consult with institutions or
associations regarding
issues and concerns
relevant to the practice and
profession of nursing.
0
1
2
3
4
5
6
7
1
2
3
4
5
14. Direct and supervise less
skilled nursing/health care
personnel, or supervise a
particular unit on one shift.
0
1
2
3
4
5
6
7
1
2
3
4
5
15. Hand items to surgeons
during operations.
0
1
2
3
4
5
6
7
1
2
3
4
5
Extremely Important
More than once per year
9. Provide health care, first
aid, immunizations and
assistance in
convalescence and
rehabilitation in locations
such as schools, hospitals,
and industry.
Very Important
Once per year or less
Importance
Not Relevant
Frequency
More than once per month
More than once per week
Daily
Several times per day
Hourly or more often
Not Important
Somewhat Important
Important
0
1
2
3
4
5
6
7
1
2
3
4
5
17. Order, interpret, and
evaluate diagnostic tests to
identify and assess
patient's condition.
0
1
2
3
4
5
6
7
1
2
3
4
5
18. Prescribe or recommend
drugs, medical devices or
other forms of treatment,
such as physical therapy,
inhalation therapy, or
related therapeutic
procedures.
0
1
2
3
4
5
6
7
1
2
3
4
5
19. Provide or arrange for
training/instruction of
auxiliary personnel or
students.
0
1
2
3
4
5
6
7
1
2
3
4
5
20. Refer students or patients
to specialized health
resources or community
agencies furnishing
assistance.
0
1
2
3
4
5
6
7
1
2
3
4
5
21. Work with individuals,
groups, and families to plan
and implement programs
designed to improve the
overall health of
communities.
0
1
2
3
4
5
6
7
1
2
3
4
5
Extremely Important
More than once per year
16. Instruct individuals, families
and other groups on topics
such as health education,
disease prevention and
childbirth, and develop
health improvement
programs.
Very Important
Once per year or less
Importance
Not Relevant
Frequency
More than once per month
More than once per week
Daily
Several times per day
Hourly or more often
Not Important
Somewhat Important
Important
0
1
2
3
4
5
6
7
1
2
3
4
5
23. Contract independently to
render nursing care, usually
to one patient, in hospital or
private home.
0
1
2
3
4
5
6
7
1
2
3
4
5
24. Deliver infants and provide
prenatal and postpartum
care and treatment under
obstetrician's supervision.
0
1
2
3
4
5
6
7
1
2
3
4
5
25. Direct and coordinate
infection control programs,
advising and consulting
with specified personnel
about necessary
precautions.
0
1
2
3
4
5
6
7
1
2
3
4
5
26. Engage in research
activities related to nursing.
0
1
2
3
4
5
6
7
1
2
3
4
5
27. Inform physician of
patient's condition during
anesthesia.
0
1
2
3
4
5
6
7
1
2
3
4
5
28. Perform administrative and
managerial functions, such
as taking responsibility for a
unit's staff, budget,
planning, and long-range
goals.
0
1
2
3
4
5
6
7
1
2
3
4
5
Extremely Important
More than once per year
22. Administer local, inhalation,
intravenous, and other
anesthetics.
Very Important
Once per year or less
Importance
Not Relevant
Frequency
More than once per year
More than once per month
More than once per week
Daily
Several times per day
Hourly or more often
Not Important
Somewhat Important
Important
0
1
2
3
4
5
6
7
1
2
3
4
Extremely Important
Very Important
Once per year or less
29. Perform physical
examinations, make
tentative diagnoses, and
treat patients en route to
hospitals or at disaster site
triage centers.
Not Relevant
Frequency
Importance
5
Once per year or less
More than once per year
More than once per month
More than once per week
Daily
Several times per day
Hourly or more often
1.
0
1
2
3
4
5
6
7
1
2
3
4 5
2.
0
1
2
3
4
5
6
7
1
2
3
4 5
3.
0
1
2
3
4
5
6
7
1
2
3
4 5
4.
0
1
2
3
4
5
6
7
1
2
3
4 5
5.
0
1
2
3
4
5
6
7
1
2
3
4 5
Additional Relevant Tasks
Please write in additional
relevant tasks and provide a
rating.
Extremely Important
Very Important
Important
Somewhat Important
Not Important
Not Relevant
Frequency
Importance
Information About You
Many workers are being asked to complete this survey. Your answers to these
questions will help us know that workers with differing amounts of experience
and different backgrounds are included.
Please read each question carefully and mark your answer by putting an X in the
box beside your answer, or by writing an answer on the line provided.
1.
What is the title of your current job? (PLEASE PRINT )
2.
For how long have you worked at this job? (Mark one box)
Ten years or more
At least 6 years, but less than 10 years
At least 3 years, but less than 6 years
At least 1 year, but less than 3 years
At least 3 months, but less than 12 months
At least 1 month, but less than 3 months
Less than 1 month
3.
In your current job, are you employed by (Mark one box)
Government
Private for-profit company
Nonprofit organization including tax exempt
and charitable organizations
Self-employed
Family business
4.
If you are working in the family business, is this business
incorporated?
Yes
No
Not working in a family business
5.
In what year were you born? ............... 1 9 ___
6.
Are you male or female? (Mark one box)
Male
Female
7.
Are you Hispanic or Latino? (Mark one box)
Yes
No
8.
What is your race? (Mark one or more boxes)
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
___
9.
Do you have any of the following long-lasting conditions?
Yes
10.
a.
Blindness, deafness, or a severe vision or
hearing impairment?...............................................
b.
A condition that substantially limits one or
more basic physical activities such as
walking, climbing stairs, reaching, lifting, or
carrying?.................................................................
No
Because of a physical, mental, or emotional condition lasting 6
months or more, do you have any difficulty doing any of the following
activities?
Yes
a.
Learning, remembering, or concentrating? .................
b.
Dressing, bathing, or getting around inside the
home? ....................................................................
c.
Going outside the home alone to shop or visit a
doctor's office? .......................................................
d.
Working at a job or business? .....................................
No
11.
Indicate the highest level of education that you have completed
(please check only one box):
Less than a High School Diploma
High School Diploma (or GED or High School Equivalence
Certificate)
Post-Secondary Certificate - awarded for training completed after
high school (for example, in Personnel Services, Engineering-related
Technologies, Vocational Home Economics, Construction Trades,
Mechanics and Repairers, Precision Production Trades)
Some College Courses
Associate's Degree (or other 2-year degree)
Bachelor's Degree
Post-Baccalaureate Certificate - awarded for completion of an
organized program of study; designed for people who have
completed a Baccalaureate degree but do not meet the
requirements of academic degrees carrying the title of Master.
Master's Degree
Post-Master's Certificate - awarded for completion of an organized
program of study; designed for people who have completed a
Master's degree but do not meet the requirements of academic
degrees at the doctoral level.
First Professional Degree - awarded for completion of a program
that
o
o
o
requires at least 2 years of college work before entrance into the
program,
includes a total of at least 6 academic years of work to complete,
and
provides all remaining academic requirements to begin practice in
a profession.
Doctoral Degree
Post-Doctoral Training
Your Association Memberships
Finally, we would like to know about the professional associations to which you belong.
1. Are you currently a member of the following professional association(s)? (Please respond
for each association listed; if none are listed below, please skip to Question 2.)
American Nurses Association
Yes
No
(13995)
Federation of Nurses and Health Professionals
Yes
No
(14073)
2. Please write in the names of any job-related associations to which you belong that
are not listed above:
a.
b.
c.
Occupation Expert Method Questionnaires
As mentioned in the Supporting Statement, each Occupation Expert will be asked to
complete all five of the following questionnaires.
Form E
OMB#1205-0421
Expires: 12/31/2008
Ver.: 9/05
Some Important Questions
About The Knowledge Required
For The Occupation
Please return your completed questionnaire in the enclosed envelope to:
Research Triangle Institute, P.O. Box 12194, Research Triangle Park, NC 27709-2194
Sponsored by: The U.S. Department of Labor and the National O*NET Consortium
Persons are not required to respond to this collection of information unless it displays
a currently valid OMB control number. Respondents' obligation to reply to these
reporting requirements is voluntary. Public reporting burden for this collection of
information is estimated to average 30 minutes per response, including the time for
reviewing instructions, and completing and reviewing the collection of information.
Send comments regarding this burden estimate or any other aspect of this collection
of information, including suggestions for reducing this burden to the U.S. Department
of Labor, Office of Workforce Investment, Attn: O*NET Project, Frances Perkins
Building, Mail Stop S4231, 200 Constitution Ave., NW, Washington, DC 20210 (OMB
Control Number 1205-0421).
Return to: Research Triangle Institute, PO Box 12194
Research Triangle Park, North Carolina, 27709-2194
Instructions for Making Knowledge Ratings
These questions are about work-related areas of knowledge. Knowledge areas are sets of facts
and principles needed to address problems and issues that are part of a job. You will be asked
about a series of different areas of knowledge and how they relate to workers in the occupation.
As an occupational expert, first consider the different knowledge areas needed by workers to
perform the occupation. Then, with this information in mind, please answer each question as if
you were performing work that is typical of the occupation.
Each knowledge area in this questionnaire is named and defined.
For example:
Economics and
Accounting
Knowledge of economic and accounting principles and
practices, the financial markets, banking, and the analysis
and reporting of financial data.
You are then asked two questions about each knowledge area:
A
How important is the knowledge area to the performance of the occupation?
For example:
How important is ECONOMICS AND ACCOUNTING knowledge to the
performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
Mark your answer by putting an X through the number that represents your answer.
Do not mark on the line between the numbers.
*If you rate the knowledge area as Not Important to the performance of the occupation, mark the
one [ 1 ] then skip over question B and proceed to the next knowledge area.
B
What level of the knowledge is needed to perform the occupation?
To help you understand what we mean by level, we provide you with examples of job-related
activities at different levels. For example:
What level of ECONOMICS AND ACCOUNTING knowledge is needed to
perform the occupation?
Answer bill ing questions
from credit card customers
1
2
Develop financial investment
programs for individual clients
3
4
Keep a major corporation’s
financial records
5
6
7
Highest Level
Mark your answer by putting an X through the number that represents your answer.
Do not mark on the line between the numbers.
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.
1. Administration
and Management
A. How important is ADMINISTRATION AND MANAGEMENT knowledge to the performance of
the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of ADMINISTRATION AND MANAGEMENT knowledge is needed to perform the
occupation?
Sign a pay
voucher
1
2
Monitor progress of a project
to ensure timely completion
3
4
Manage a
$10 million company
5
6
7
Highest Level
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.
2. Clerical
A. How important is CLERICAL knowledge to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of CLERICAL knowledge is needed to perform the occupation?
1
File letters
alphabetically
Type 30 words
per minute
2
3
Organize a storage system for
company forms
4
5
6
7
Highest Level
Knowledge of economic and accounting principles
and practices, the financial markets, banking, and the
analysis and reporting of financial data.
3. Economics and
Accounting
A. How important is ECONOMICS AND ACCOUNTING knowledge to the performance of the
occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of ECONOMICS AND ACCOUNTING knowledge is needed to perform the
occupation?
Answer billing questions
from credit card customers
1
2
Develop financial investment
programs for individual clients
3
4
Keep a major corporation’s
financial records
5
6
7
Highest Level
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.
4. Sales and
Marketing
A. How important is SALES AND MARKETING knowledge to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of SALES AND MARKETING knowledge is needed to perform the occupation?
1
2
Develop a marketing plan
for a nationwide
telephone system
Call a list of clients
to introduce them to
a new product line
Sell cakes at
a bake sale
3
4
5
6
7
Highest Level
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.
5. Customer and
Personal Service
A. How important is CUSTOMER AND PERSONAL SERVICE knowledge to the performance of
the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of CUSTOMER AND PERSONAL SERVICE knowledge is needed to perform the
occupation?
Process customer
dry-cleaning drop off
1
2
Respond to a citizen’s
request for assistance after a
major disaster
Work as a day care aide
supervising 10 children
3
4
5
6
7
Highest Level
6. 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.
A. How important is knowledge of PERSONNEL AND HUMAN RESOURCES to the performance
of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of PERSONNEL AND HUMAN RESOURCES knowledge is needed to perform the
occupation?
Fill out a medical
claim form
1
2
Design a new personnel
selection and promotion
system for the Army
Interview applicants for
a secretarial position
3
4
5
6
7
Highest Level
Knowledge of raw materials, production processes,
quality control, costs, and other techniques for
maximizing the effective manufacture and distribution
of goods.
7. Production and
Processing
A. How important is knowledge of PRODUCTION AND PROCESSING to the performance of the
occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of PRODUCTION AND PROCESSING knowledge is needed to perform the
occupation?
Put a computer
back into its
packing materials
1
Manage an international
shipping company
distribution center
Supervise an appliance
assembly line
2
3
4
5
6
7
Highest Level
Knowledge of techniques and equipment for planting,
growing, and harvesting food products (both plant
and animal) for consumption, including storage/
handling techniques.
8. Food Production
A. How important is knowledge of FOOD PRODUCTION to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of FOOD PRODUCTION knowledge is needed to perform the occupation?
Keep an herb box
in the kitchen
1
2
3
4
Operate a
commercial
fishing boat
Run a
100,000-acre
farm
5
6
7
Highest Level
Knowledge of circuit boards, processors, chips,
electronic equipment, and computer hardware and
software, including applications and programming.
9. Computers and
Electronics
A. How important is knowledge of COMPUTERS AND ELECTRONICS to the performance of the
occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of knowledge of COMPUTERS AND ELECTRONICS is needed to perform the
occupation?
Operate a VCR to
watch a pre -recorded
training tape
1
Create a program to
scan computer disks
for viruses
Use a word processor
2
3
4
5
6
7
Highest Level
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.
10. Engineering and
Technology
A. How important is knowledge of ENGINEERING AND TECHNOLOGY to the performance of the
occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of knowledge of ENGINEERING AND TECHNOLOGY is needed to perform the
occupation?
Install a door lock
1
2
Plan for the impact
of weather in
designing a bridge
Design a more stable
grocery cart
3
4
5
6
7
Highest Level
Knowledge of design techniques, tools, and principles
involved in production of precision technical plans,
blueprints, drawings, and models.
11. Design
A. How important is knowledge of DESIGN to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of knowledge of DESIGN is needed to perform the occupation?
Draw a straight line
4-3/16 inches long
1
Draw plans for
remodeling a kitchen
2
3
Develop detailed plans for a
high-rise office building
4
5
6
7
Highest Level
Knowledge of materials, methods, and the tools
involved in the construction or repair of houses,
buildings, or other structures such as highways and
roads.
12. Building and
Construction
A. How important is knowledge of BUILDING AND CONSTRUCTION to the performance of the
occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of BUILDING AND CONSTRUCTION knowledge is needed to perform the
occupation?
Choose the proper type of wood
for adding a deck onto a house
1
2
Fix a plumbing leak
in the ceiling
3
4
Build a high -rise
office tower
5
6
7
Highest Level
Knowledge of machines and tools, including their
designs, uses, repair, and maintenance.
13. Mechanical
A. How important is MECHANICAL knowledge to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of MECHANICAL knowledge is needed to perform the occupation?
Replace the filters
in a furnace
1
2
Overhaul an airplane
jet engine
Replace a valve
on a steam pipe
3
4
5
6
7
Highest Level
Knowledge of arithmetic, algebra, geometry, calculus,
statistics, and their applications.
14. Mathematics
A. How important is knowledge of MATHEMATICS to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of knowledge of MATHEMATICS is needed to perform the occupation?
Analyze data to determine
areas with the highest sales
Add two numbers
1
2
3
4
Derive a complex
mathematical equation
5
6
7
Highest Level
Knowledge and prediction of physical principles, laws,
their interrelationships, and applications to
understanding fluid, material, and atmospheric
dynamics, and mechanical, electrical, atomic and
sub-atomic structures and processes.
15. Physics
A. How important is knowledge of PHYSICS to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of PHYSICS knowledge is needed to perform the occupation?
Use a crowbar to
pry open a box
1
Calculate water pressure
through a pipe
2
3
Design a cleaner burning
gasoline engine
4
5
6
7
Highest Level
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.
16. Chemistry
A. How important is knowledge of CHEMISTRY to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of CHEMISTRY knowledge is needed to perform the occupation?
Use a common
household bug spray
1
2
Use the proper concentration of
chlorine to purify a water source
3
4
5
Develop a safe
commercial cleaner
6
7
Highest Level
Knowledge of plant and animal organisms and their
tissues, cells, functions, interdependencies, and
interactions with each other and the environment.
17. Biology
A. How important is knowledge of BIOLOGY to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of BIOLOGY knowledge is needed to perform the occupation?
Investigate the effects
of pollution on
marine plants and animals
Feed domestic
animals
1
2
3
4
5
Isolate and identify
a new virus
6
7
Highest Level
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.
18. Psychology
A. How important is knowledge of PSYCHOLOGY to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of PSYCHOLOGY knowledge is needed to perform the occupation?
Monitor several children
on a playground
1
2
Understand the impact of alcohol
on human responses
3
4
5
Treat a person with
severe mental illness
6
7
Highest Level
Knowledge of group behavior and dynamics, societal
trends and influences, human migrations, ethnicity,
cultures, and their history and origins.
19. Sociology and
Anthropology
A. How important is knowledge of SOCIOLOGY AND ANTHROPOLOGY to the performance of
the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of knowledge of SOCIOLOGY AND ANTHROPOLOGY is needed to perform the
occupation?
1
2
Create a new theory
about the development
of civilizations
Write a pamphlet about
cultural differences
Identify two cultures in a
story as being different
3
4
5
6
7
Highest Level
Knowledge of principles and methods for describing
the features of land, sea, and air masses, including
their physical characteristics, locations,
interrelationships, and distribution of plant, animal,
and human life.
20. Geography
A. How important is knowledge of GEOGRAPHY to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of knowledge of GEOGRAPHY is needed to perform the occupation?
Know the capital of
the United States
1
2
Develop a map of the
world showing mountains,
deserts, and rivers
Identify Turkey
on a world map
3
4
5
6
7
Highest Level
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.
21. Medicine and
Dentistry
A. How important is knowledge of MEDICINE AND DENTISTRY to the performance of the
occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of MEDICINE AND DENTISTRY knowledge is needed to perform the occupation?
Use a band -aid
1
Fill a tooth cavity
2
3
4
5
Perform open heart surgery
6
7
Highest Level
Knowledge of principles, methods, and procedures for
diagnosis, treatment, and rehabilitation of physical
and mental dysfunctions, and for career counseling
and guidance.
22. Therapy and
Counseling
A. How important is knowledge of THERAPY AND COUNSELING to the performance of the
occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of THERAPY AND COUNSELING knowledge is needed to perform the occupation?
Put ice on a
sprained ankle
1
2
Provide job counseling
to the unemployed
3
4
Counsel an
abused child
5
6
7
Highest Level
Knowledge of principles and methods for curriculum
and training design, teaching and instruction for
individuals and groups, and the measurement of
training effects.
23. Education and
Training
A. How important is knowledge of EDUCATION AND TRAINING to the performance of the
occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of EDUCATION AND TRAINING knowledge is needed to perform the occupation?
Show someone
how to bowl
1
2
Lead a quality
improvement seminar
3
4
Design a training program
for new employees
5
6
7
Highest Level
Knowledge of the structure and content of the English
language including the meaning and spelling of
words, rules of composition, and grammar.
24. English
Language
A. How important is knowledge of the ENGLISH LANGUAGE to the performance of the
occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of ENGLISH LANGUAGE knowledge is needed to perform the occupation?
Edit a feature article
in a local newspaper
Write a thank you note
1
2
3
4
Teach a college
English class
5
6
7
Highest Level
Knowledge of the structure and content of a foreign
(non-English) language including the meaning and
spelling of words, rules of composition and grammar,
and pronunciation.
25. Foreign
Language
A. How important is knowledge of a FOREIGN LANGUAGE to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of FOREIGN LANGUAGE knowledge is needed to perform the occupation?
Say “please”and
“thank you”in a
foreign language
Write an English language
review of a book written
in a foreign language
Ask directions in a
foreign city
1
2
3
4
5
6
7
Highest Level
Knowledge of the theory and techniques required to
compose, produce, and perform works of music,
dance, visual arts, drama, and sculpture.
26. Fine Arts
A. How important is knowledge of FINE ARTS to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of FINE ARTS knowledge is needed to perform the occupation?
Attend a popular
music concert
1
Play a minor part in a
local theater play
2
3
Design an artistic display
for a major trade show
4
5
6
7
Highest Level
Knowledge of historical events and their causes,
indicators, and effects on civilizations and cultures.
27. History and
Archeology
A. How important is knowledge of HISTORY AND ARCHEOLOGY to the performance of the
occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of knowledge of HISTORY AND ARCHEOLOGY is needed to perform the
occupation?
Take a class
in US History
1
2
3
Determine the age of
bones for placing them
in fossil history
Teach local history
to school children
4
5
6
7
Highest Level
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.
28. Philosophy and
Theology
A. How important is knowledge of PHILOSOPHY AND THEOLOGY to the performance of the
occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of knowledge of PHILOSOPHY AND THEOLOGY is needed to perform the
occupation?
Watch a TV program
on family values
1
2
Understand another culture’s
religious practices
3
4
Compare the teachings
of major philosophers
5
6
7
Highest Level
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.
29. Public Safety
and Security
A. How important is PUBLIC SAFETY AND SECURITY knowledge to the performance of the
occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of PUBLIC SAFETY AND SECURITY knowledge is needed to perform the
occupation?
Inspect a building site
for safety violations
Use a seatbelt
1
2
3
4
Command a military
operation
5
6
7
Highest Level
Knowledge of laws, legal codes, court procedures,
precedents, government regulations, executive
orders, agency rules, and the democratic political
process.
30. Law and
Government
A. How important is knowledge of LAW AND GOVERNMENT to the performance of the
occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of knowledge of LAW AND GOVERNMENT is needed to perform the occupation?
Prepare documents and
title papers for the
purchase of a new house
Register to vote in
a national election
1
2
3
4
Serve as a judge
in a federal court
5
6
7
Highest Level
31. Telecommunications
Knowledge of transmission, broadcasting,
switching, control, and operation of
telecommunications systems.
A. How important is knowledge of TELECOMMUNICATIONS to the performance of the
occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of TELECOMMUNICATIONS knowledge is needed to perform the occupation?
Dial a phone
1
Develop a new, world-wide
telecommunications network
Install a satellite
TV dish
2
3
4
5
6
7
Highest Level
Knowledge of media production, communication, and
dissemination techniques and methods. This includes
alternative ways to inform and entertain via written,
oral, and visual media.
32. Communications
and Media
A. How important is knowledge of COMMUNICATIONS AND MEDIA to the performance of the
occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of COMMUNICATIONS AND MEDIA knowledge is needed to perform the
occupation?
Write a
thank you note
1
2
3
Be a radio
disk jockey
Write a novel
4
5
6
7
Highest Level
Knowledge of principles and methods for moving
people or goods by air, rail, sea, or road, including the
relative costs and benefits.
33. Transportation
A. How important is knowledge of TRANSPORTATION to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next knowledge area.
B. What level of TRANSPORTATION knowledge is needed to perform the occupation?
Steer a large
freighter through a
busy harbor
Ride a train
to work
1
2
3
4
5
Control air traffic
at a busy airport
6
7
Highest Level
PLEASE CONTINUE ON NEXT PAGE
Instructions for Completing Education and Training Questions
In these questions, you are asked about the education and experience requirements for
the occupation. Please read each question carefully and mark your answer by putting an
X in the box beside your one best answer.
REQUIRED LEVEL OF EDUCATION
34.
If someone were being hired to perform the occupation, indicate the level of
education that would be required (please check only one box):
(Note that this does not mean the level of education that you personally have achieved.)
Less than a High School Diploma
High School Diploma (or GED or High School Equivalence Certificate)
Post-Secondary Certificate - awarded for training completed after high
school (for example, in Personnel Services, Engineering-related
Technologies, Vocational Home Economics, Construction Trades,
Mechanics and Repairers, Precision Production Trades)
Some College Courses
Associate's Degree (or other 2-year degree)
Bachelor's Degree
Post-Baccalaureate Certificate - awarded for completion of an organized
program of study; designed for people who have completed a Baccalaureate
degree but do not meet the requirements of academic degrees carrying the
title of Master.
Master's Degree
Post-Master's Certificate - awarded for completion of an organized
program of study; designed for people who have completed a Master's
degree but do not meet the requirements of academic degrees at the
doctoral level.
First Professional Degree - awarded for completion of a program that
o requires at least 2 years of college work before entrance into the
program,
o includes a total of at least 6 academic years of work to complete, and
o provides all remaining academic requirements to begin practice in a
profession.
Doctoral Degree
Post-Doctoral Training
35.
If someone were being hired to perform the occupation, how much RELATED
WORK EXPERIENCE would be required? (That is, having other jobs that prepare
the worker for the job.)
None
Up to and including 1 month
Over 1 month, up to and including 3 months
Over 3 months, up to and including 6 months
Over 6 months, up to and including 1 year
Over 1 year, up to and including 2 years
Over 2 years, up to and including 4 years
Over 4 years, up to and including 6 years
Over 6 years, up to and including 8 years
Over 8 years, up to and including 10 years
Over 10 years
36.
If someone were being hired to perform the occupation, how much ON-SITE
OR IN-PLANT TRAINING would be required? (That is, organized classroom
study provided by the employer.)
None
Up to and including 1 month
Over 1 month, up to and including 3 months
Over 3 months, up to and including 6 months
Over 6 months, up to and including 1 year
Over 1 year, up to and including 2 years
Over 2 years, up to and including 4 years
Over 4 years, up to and including 10 years
Over 10 years
37.
If someone were being hired to perform the occupation, how much ON-THEJOB TRAINING would be required? (That is, serving as a learner or trainee on
the job under instruction of a more experienced worker.)
None or short demonstration
Anything beyond short demonstration, up to and including 1 month
Over 1 month, up to and including 3 months
Over 3 months, up to and including 6 months
Over 6 months, up to and including 1 year
Over 1 year, up to and including 2 years
Over 2 years, up to and including 4 years
Over 4 years, up to and including 10 years
Over 10 years
38.
If someone were being hired to perform the occupation, how much
APPRENTICESHIP would be required? (That is, having served in a registered US
Department of Labor program and received a certificate of completion.)
None
Up to and including 1 year
Over 1 year, up to and including 2 years
Over 2 years, up to and including 3 years
Over 3 years, up to and including 4 years
Over 4 years, up to and including 5 years
Over 5 years, up to and including 6 years
Instructions for Making Work Style Ratings
These questions are about work styles. A Work Style is a personal characteristic.
You will be asked about a series of different work styles and how they relate to the
occupation. As an occupational expert, first consider the different work styles
needed by workers to perform the occupation. Then, with this information in mind,
please answer each question as if you were performing work typical of the
occupation.
First, each work style is named and defined. For example:
Job requires accepting criticism and dealing calmly
and effectively with high-stress situations.
Stress Tolerance
Then you are asked How important is this characteristic to the performance of
the occupation? For example:
How important is STRESS TOLERANCE to the performance of the occupation?
Not
Important
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
Mark your answer by putting an X through the number that represents your answer.
Do not mark on the line between the numbers.
39. Achievement/Effort
Job requires establishing and maintaining
personally challenging achievement goals and
exerting effort toward mastering tasks.
How important is ACHIEVEMENT/EFFORT to the performance of the occupation?
Not
Important
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
Job requires persistence in the face of
obstacles.
40. Persistence
How important is PERSISTENCE to the performance of the occupation?
Not
Important
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
Job requires a willingness to take on
responsibilities and challenges.
41. Initiative
How important is INITIATIVE to the performance of the occupation?
Not
Important
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
Job requires a willingness to lead, take charge,
and offer opinions and direction.
42. Leadership
How important is LEADERSHIP to the performance of the occupation?
Not
Important
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
Job requires being pleasant with others and
displaying a good-natured, cooperative
attitude.
43. Cooperation
How important is COOPERATION to the performance of the occupation?
Not
Important
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
44. Concern for Others
Job requires being sensitive to others' needs
and feelings, and being understanding and
helpful to others.
How important is CONCERN FOR OTHERS to the performance of the occupation?
Not
Important
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
45. Social Orientation
Job requires preferring to work with others
rather than alone, and being personally
connected with others.
How important is SOCIAL ORIENTATION to the performance of the occupation?
Not
Important
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
Job requires maintaining composure, keeping
emotions in check, controlling anger, and
avoiding aggressive behavior, even in very
difficult situations.
46. Self-Control
How important is SELF-CONTROL to the performance of the occupation?
Not
Important
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
47. Stress Tolerance
Job requires accepting criticism and dealing
calmly and effectively with high-stress
situations.
How important is STRESS TOLERANCE to the performance of the occupation?
Not
Important
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
48. Adaptability/Flexibility
Job requires being open to change (positive
or negative) and to considerable variety in
the workplace.
How important is ADAPTABILITY/FLEXIBILITY to the performance of the occupation?
Not
Important
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
Job requires being reliable, responsible, and
dependable, and fulfilling obligations.
49. Dependability
How important is DEPENDABILITY to the performance of the occupation?
Not
Important
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
50. Attention to Detail
Job requires being careful about details and
thorough in completing tasks.
How important is ATTENTION TO DETAIL to the performance of the occupation?
Not
Important
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
Job requires being honest and ethical.
51. Integrity
How important is INTEGRITY to the performance of the occupation?
Not
Important
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
Job requires developing one's own ways of
doing things, guiding oneself with little or no
supervision, and depending on oneself to get
things done.
52. Independence
How important is INDEPENDENCE to the performance of the occupation?
Not
Important
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
Job requires creativity and alternative
thinking to develop new ideas for and
answers to work-related problems.
53. Innovation
How important is INNOVATION to the performance of the occupation?
Not
Important
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
54. Analytical Thinking
Job requires analyzing information and using
logic to address work-related issues and
problems.
How important is ANALYTICAL THINKING to the performance of the occupation?
Not
Important
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
Form B
OMB#1205-0421
Expires: 12/31/2008
Ver.: 9/05
Some Important Questions
About The Work Activities
Of The Occupation
Please return your completed questionnaire in the enclosed envelope to:
Research Triangle Institute, P.O. Box 12194, Research Triangle Park, NC 27709-2194
Sponsored by: The U.S. Department of Labor and the National O*NET Consortium
Persons are not required to respond to this collection of information unless it displays
a currently valid OMB control number. Respondents' obligation to reply to these
reporting requirements is voluntary. Public reporting burden for this collection of
information is estimated to average 30 minutes per response, including the time for
reviewing instructions, and completing and reviewing the collection of information.
Send comments regarding this burden estimate or any other aspect of this collection
of information, including suggestions for reducing this burden to the U.S. Department
of Labor, Office of Workforce Investment, Attn: O*NET Project, Frances Perkins
Building, Mail Stop S4231, 200 Constitution Ave., NW, Washington, DC 20210 (OMB
Control Number 1205-0421).
Return to: Research Triangle Institute, PO Box 12194
Research Triangle Park, North Carolina, 27709-2194
Instructions for Making Work Activities Ratings
These questions are about work activities. A work activity is a set of similar actions that are
performed together in many different jobs. You will be asked about a series of different work
activities and how they relate to workers in the occupation. As an occupational expert, first
consider the different work activities performed by workers in the occupation. Then, with this
information in mind, please answer each question as if you were performing work that is typical of
the occupation.
Each activity in this questionnaire is named and defined.
For example:
Observing, receiving, and otherwise obtaining
information from all relevant sources.
Getting
Information
You are then asked to answer two questions about that activity:
A
How important is the activity to the occupation?
For example:
How important is GETTING INFORMATION to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
Mark your answer by putting an X through the number that represents your answer.
Do not mark on the line between the numbers.
*If you rate the activity as Not Important to the performance of the occupation, mark the
one [ 1 ] then skip over question B and proceed to the next activity.
B
What level of the activity is needed to perform the occupation?
To help you understand what we mean by level, we provide you with examples of job-related
activities at different levels. For example:
What level of GETTING INFORMATION is needed to perform the occupation?
Follow a
standard blueprint
1
2
Study international
tax laws
Review a budget
3
4
5
6
7
Highest Level
Mark your answer by putting an X through the number that represents your answer.
Do not mark on the line between the numbers.
Observing, receiving, and otherwise
obtaining information from all relevant
sources.
1. Getting Information
A. How important is GETTING INFORMATION to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of GETTING INFORMATION is needed to perform the occupation?
Follow a
standard blueprint
1
2
Study international
tax laws
Review a budget
3
4
5
6
7
Highest Level
Identifying information by categorizing,
estimating, recognizing differences or
similarities, and detecting changes in
circumstances or events.
2. Identifying Objects,
Actions, and Events
A. How important is IDENTIFYING OBJECTS, ACTIONS, AND EVENTS to the
performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of IDENTIFYING OBJECTS, ACTIONS, AND EVENTS is needed to
perform the occupation?
Test an automobile
transmission
1
2
Judge the acceptability
of food products
3
4
Determine the reaction
of a virus to a new drug
5
6
7
Highest Level
3.
Monitoring and reviewing information
from materials, events, or the
environment to detect or assess
problems.
Monitoring Processes,
Materials, or
Surroundings
A. How important is MONITORING PROCESSES, MATERIALS, OR SURROUNDINGS
to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of MONITORING PROCESSES, MATERIALS, OR SURROUNDINGS is
needed to perform the occupation?
Check to see if
baking bread is done
1
2
Check the status of
a patient in critical
medical care
Test electrical circuits
3
4
5
6
7
Highest Level
4.
Inspecting Equipment,
Structures, or Materials
Inspecting equipment, structures, or
materials to identify the cause of errors or
other problems or defects.
A. How important is INSPECTING EQUIPMENT, STRUCTURES, OR MATERIALS to
the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of INSPECTING EQUIPMENT, STRUCTURES, OR MATERIALS is needed
to perform the occupation?
Inspect equipment
in a chemical
processing plant
Check that doors to
building are locked
1
2
3
4
Inspect a nuclear
reactor
5
6
7
Highest Level
5.
Estimating sizes, distances, and
quantities; or determining time,
costs, resources, or materials
needed to perform a work activity.
Estimating the Quantifiable
Characteristics of Products,
Events, or Information
A. How important is ESTIMATING THE QUANTIFIABLE CHARACTERISTICS OF
PRODUCTS, EVENTS, OR INFORMATION to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of ESTIMATING THE QUANTIFIABLE CHARACTERISTICS OF
PRODUCTS, EVENTS, OR INFORMATION is needed to perform the occupation?
Estimate the size of
household furnishings
to be crated
1
2
Estimate the time required
to evacuate a city in the
event of a major disaster
3
4
Estimate the amount of
natural resources that lie
beneath the world’s oceans
5
6
7
Highest Level
6.
Judging the Qualities of
Objects, Services, or
People
Assessing the value, importance, or
quality of things or people.
A. How important is JUDGING THE QUALITIES OF OBJECTS, SERVICES, OR
PEOPLE to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of JUDGING THE QUALITIES OF OBJECTS, SERVICES, OR PEOPLE is
needed to perform the occupation?
Determine whether
to remove a tree that
has been damaged
1
2
Establish the value of
a recently discovered
ancient art work
Determine the value of
property lost in a fire
3
4
5
6
7
Highest Level
7.
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.
A. How important is EVALUATING INFORMATION TO DETERMINE COMPLIANCE
WITH STANDARDS to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of EVALUATING INFORMATION TO DETERMINE COMPLIANCE
WITH STANDARDS is needed to perform the occupation?
Evaluate a complicated
insurance claim for
compliance with policy terms
Review forms
for completeness
1
2
3
4
Make a ruling in
court on a
complicated motion
5
6
7
Highest Level
8.
Processing Information
Compiling, coding, categorizing,
calculating, tabulating, auditing, or
verifying information or data.
A. How important is PROCESSING INFORMATION to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of PROCESSING INFORMATION is needed to perform the occupation?
1
2
Compile data
for a complex
scientific report
Calculate the
adjustments for
insurance claims
Tabulate the costs
of parcel deliveries
3
4
5
6
7
Highest Level
Identifying the underlying principles,
reasons, or facts of information by
breaking down information or data into
separate parts.
9. Analyzing Data or
Information
A. How important is ANALYZING DATA OR INFORMATION to the performance of the
occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of ANALYZING DATA OR INFORMATION is needed to perform the
occupation?
Determine the
location of a
lost order
1
Analyze the cost of
medical care services
for all hospitals
in the country
Determine the
interest cost to finance
a new building
2
3
4
5
6
7
Highest Level
10. Making Decisions and
Solving Problems
Analyzing information and evaluating
results to choose the best solution and
solve problems.
A. How important is MAKING DECISIONS AND SOLVING PROBLEMS to the
performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of MAKING DECISIONS AND SOLVING PROBLEMS is needed to perform
the occupation?
Determine the
meal selection
for a cafeteria
1
2
Select the location
for a major
department store
3
4
Make the final decision
about a company’s
5-year plan
5
6
7
Highest Level
Developing, designing, or creating new
applications, ideas, relationships,
systems, or products, including artistic
contributions.
11. Thinking Creatively
A. How important is THINKING CREATIVELY to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of THINKING CREATIVELY is needed to perform the occupation?
Change the
spacing on a
printed report
1
Adapt popular
music for a high
school band
2
3
Create new
computer software
4
5
6
7
Highest Level
Keeping up-to-date technically and
applying new knowledge to the job.
12. Updating and Using
Relevant Knowledge
A. How important is UPDATING AND USING RELEVANT KNOWLEDGE to the
performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of UPDATING AND USING RELEVANT KNOWLEDGE is needed to
perform the occupation?
1
2
Learn information related
to a complex and rapidly
changing technology
Keep current on changes in
maintenance procedures for
repairing sports cars
Keep up with price
changes in a small
retail store
3
4
5
6
7
Highest Level
13. Developing Objectives
and Strategies
Establishing long-range objectives and
specifying the strategies and actions to
achieve them.
A. How important is DEVELOPING OBJECTIVES AND STRATEGIES to the
performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of DEVELOPING OBJECTIVES AND STRATEGIES is needed to perform
the occupation?
Develop the plan to
complete the merger of
two organizations over
a 3-year period
Plan the holiday
schedule for an
airline workforce
1
2
3
4
Develop a 10-year
business plan for an
organization
5
6
7
Highest Level
Scheduling events, programs, and activities, as
well as the work of others.
14. Scheduling Work
and Activities
A. How important is SCHEDULING WORK AND ACTIVITIES to the performance of the
occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of SCHEDULING WORK AND ACTIVITIES is needed to perform the
occupation?
1
2
Schedule a complex
conference program
with multiple, parallel
sessions
Prepare the work
schedule for
salesclerks in a large
retail store
Make appointments for
patients using a
predetermined schedule
3
4
5
6
7
Highest Level
Developing specific goals and plans to
prioritize, organize, and accomplish the
work.
15. Organizing, Planning,
and Prioritizing Work
A. How important is ORGANIZING, PLANNING, AND PRIORITIZING WORK to the
performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of ORGANIZING, PLANNING, AND PRIORITIZING WORK is needed to
perform the occupation?
1
2
Prioritize and plan
multiple tasks several
months ahead
Plan and organize your
own activities that
often change
Organize a work
schedule that is repetitive
and easy to plan
3
4
5
6
7
Highest Level
16. Performing General
Physical Activities
Performing physical activities that require
considerable use of arms and legs and
moving the whole body, such as climbing,
lifting, balancing, walking, stooping, and
handling materials.
A. How important is PERFORMING GENERAL PHYSICAL ACTIVITIES to the
performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of PERFORMING GENERAL PHYSICAL ACTIVITIES is needed to
perform the occupation?
Walk between
work stations in
a small office
1
Climb up and
down poles to
install electricity
Paint the outside
of a house
2
3
4
5
6
7
Highest Level
17. Handling and Moving
Objects
Using hands and arms in handling,
installing, positioning, and moving
materials, and manipulating things.
A. How important is HANDLING AND MOVING OBJECTS to the performance of the
occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of HANDLING AND MOVING OBJECTS is needed to perform the
occupation?
Change settings on
copy machines
1
2
Arrange books
in a library
3
4
Load boxes on
an assembly line
5
6
7
Highest Level
18. Controlling Machines
and Processes
Using either control mechanisms or direct
physical activity to operate machines or
processes (not including computers or
vehicles).
A. How important is CONTROLLING MACHINES AND PROCESSES to the performance
of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of CONTROLLING MACHINES AND PROCESSES is needed to perform the
occupation?
Operate a
cash register
1
2
Operate a
drilling rig
3
4
Operate a precision
milling machine
5
6
7
Highest Level
Using computers and computer systems
(including hardware and software) to program,
write software, set up functions, enter data, or
process information.
19. Working with
Computers
A. How important is WORKING WITH COMPUTERS to the performance of the
occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of WORKING WITH COMPUTERS is needed to perform the occupation?
Enter employee
information into a
computer database
1
2
Write software for
keeping track of parts
in inventory
3
4
Set up a new computer
system for a large
multinational company
5
6
7
Highest Level
20. Operating Vehicles,
Mechanized Devices, or
Equipment
Running, maneuvering, navigating, or
driving vehicles or mechanized
equipment, such as forklifts, passenger
vehicles, aircraft, or water craft.
A. How important is OPERATING VEHICLES, MECHANIZED DEVICES, OR
EQUIPMENT to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of OPERATING VEHICLES, MECHANIZED DEVICES, OR EQUIPMENT
is needed to perform the occupation?
Drive an 18-wheel
tractor-trailer
Drive a car
1
2
3
4
Hover a helicopter
in strong wind
5
6
7
Highest Level
21. 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.
A. How important is DRAFTING, LAYING OUT, AND SPECIFYING TECHNICAL
DEVICES, PARTS, AND EQUIPMENT to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of DRAFTING, LAYING OUT, AND SPECIFYING TECHNICAL
DEVICES, PARTS, AND EQUIPMENT is needed to perform the occupation?
Specify the
furnishings for a
new school
Specify the lighting
for a work area
1
2
3
4
Draw the electronic
circuitry for a high-speed
scientific computer
5
6
7
Highest Level
22. 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.
A. How important is REPAIRING AND MAINTAINING MECHANICAL EQUIPMENT to
the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of REPAIRING AND MAINTAINING MECHANICAL EQUIPMENT is
needed to perform the occupation?
Make simple, external
adjustments to a door hinge
with ordinary hand tools
1
2
Adjust a
grandfather clock
3
4
Overhaul a
power plant turbine
5
6
7
Highest Level
23. Repairing and
Maintaining Electronic
Equipment
Servicing, repairing, calibrating,
regulating, fine-tuning, or testing
machines, devices, and equipment that
operate primarily on the basis of electrical
or electronic (not mechanical) principles.
A. How important is REPAIRING AND MAINTAINING ELECTRONIC EQUIPMENT to
the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of REPAIRING AND MAINTAINING ELECTRONIC EQUIPMENT is
needed to perform the occupation?
Make repairs by
removing and replacing
circuit boards
Use knobs to adjust
a television picture
1
2
3
4
Use complex test
equipment to calibrate
electronic equipment
5
6
7
Highest Level
24. Documenting/Recording
Information
Entering, transcribing, recording, storing,
or maintaining information in written or
electronic/magnetic form.
A. How important is DOCUMENTING/RECORDING INFORMATION to the performance
of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of DOCUMENTING/RECORDING INFORMATION is needed to perform
the occupation?
Record the weights
of trucks that use
the highways
1
2
Maintain information about
the use of orbiting satellites
for private industry
communications
Document the results
of a crime scene
investigation
3
4
5
6
7
Highest Level
25. Interpreting the Meaning
of Information for Others
Translating or explaining what
information means and how it can be
used.
A. How important is INTERPRETING THE MEANING OF INFORMATION FOR
OTHERS to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of INTERPRETING THE MEANING OF INFORMATION FOR OTHERS is
needed to perform the occupation?
1
Interpret a complex
experiment in physics
for general audiences
Interpret how
foreign tax laws
apply to U.S. exports
Interpret a blood
pressure reading
2
3
4
5
6
7
Highest Level
26. Communicating with
Supervisors, Peers, or
Subordinates
Providing information to supervisors,
coworkers, and subordinates by
telephone, in written form, e-mail, or in
person.
A. How important is COMMUNICATING WITH SUPERVISORS, PEERS, OR
SUBORDINATES to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of COMMUNICATING WITH SUPERVISORS, PEERS, OR
SUBORDINATES is needed to perform the occupation?
Report the results
of a sales meeting
to a supervisor
Write brief
notes to others
1
2
3
4
Create videotaped
presentation of a
company’s internal policies
5
6
7
Highest Level
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.
27. Communicating with
People Outside the
Organization
A. How important is COMMUNICATING WITH PEOPLE OUTSIDE THE
ORGANIZATION to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of COMMUNICATING WITH PEOPLE OUTSIDE THE ORGANIZATION
is needed to perform the occupation?
Have little contact
with people outside
the organization
1
Make standard
presentations about
available services
2
3
Prepare or deliver
press releases
4
5
6
7
Highest Level
28. Establishing and
Maintaining Interpersonal
Relationships
Developing constructive and cooperative
working relationships with others and
maintaining them over time.
A. How important is ESTABLISHING AND MAINTAINING INTERPERSONAL
RELATIONSHIPS to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of ESTABLISHING AND MAINTAINING INTERPERSONAL
RELATIONSHIPS is needed to perform the occupation?
1
Gain cooperation from
a culturally diverse group
of executives hostile
to your company
Maintain good working
relationships with almost
all coworkers and clients
Exchange
greetings with
a coworker
2
3
4
5
6
7
Highest Level
29. Assisting and Caring for
Others
Providing personal assistance, medical
attention, emotional support, or other
personal care to others such as
coworkers, customers, or patients.
A. How important is ASSISTING AND CARING FOR OTHERS to the performance of the
occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of ASSISTING AND CARING FOR OTHERS is needed to perform the
occupation?
1
2
Care for seriously
injured persons in an
emergency room
Assist a stranded
traveler in
finding lodging
Help a coworker
complete an assignment
3
4
5
6
7
Highest Level
30. Selling or Influencing
Others
Convincing others to buy
merchandise/goods or to otherwise
change their minds or actions.
A. How important is SELLING OR INFLUENCING OTHERS to the performance of the
occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of SELLING OR INFLUENCING OTHERS is needed to perform the
occupation?
Convince a
coworker to assist
with an assignment
1
Deliver standard arguments or
sales pitches to convince others
to buy popular products
2
3
4
5
Deliver major
sales campaign in
a new market
6
7
Highest Level
31. Resolving Conflicts and
Negotiating with Others
Handling complaints, settling disputes,
and resolving grievances and conflicts, or
otherwise negotiating with others.
A. How important is RESOLVING CONFLICTS AND NEGOTIATING WITH OTHERS to
the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of RESOLVING CONFLICTS AND NEGOTIATING WITH OTHERS is
needed to perform the occupation?
Apologize to a customer
who complains about
waiting too long
1
2
Negotiate a major
labor-management
contract
Get two subordinates
to agree about
vacation schedules
3
4
5
6
7
Highest Level
32. 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.
A. How important is PERFORMING FOR OR WORKING DIRECTLY WITH THE
PUBLIC to the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of PERFORMING FOR OR WORKING DIRECTLY WITH THE PUBLIC is
needed to perform the occupation?
Tend a highway
toll booth
1
Sell shoes in a
popular shoe store
2
3
4
Perform a monologue
on national TV
5
6
7
Highest Level
33. Coordinating the Work
and Activities of Others
Getting members of a group to work
together to accomplish tasks.
A. How important is COORDINATING THE WORK AND ACTIVITIES OF OTHERS to
the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of COORDINATING THE WORK AND ACTIVITIES OF OTHERS is
needed to perform the occupation?
Organize the cleanup
crew after a major
sporting event
Exchange information
during a shift change
1
2
3
4
Act as general contractor
for building a large
industrial complex
5
6
7
Highest Level
34. Developing and Building
Teams
Encouraging and building mutual trust,
respect, and cooperation among team
members.
A. How important is DEVELOPING AND BUILDING TEAMS to the performance of the
occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of DEVELOPING AND BUILDING TEAMS is needed to perform the
occupation?
Encourage two
coworkers to stick with
a tough assignment
1
Lead an assembly
team in an
automobile plant
2
3
4
Lead a large team to
design and build
a new aircraft
5
6
7
Highest Level
35. Training and Teaching
Others
Identifying the educational needs of
others, developing formal educational or
training programs or classes, and
teaching or instructing others.
A. How important is TRAINING AND TEACHING OTHERS to the performance of the
occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of TRAINING AND TEACHING OTHERS is needed to perform the
occupation?
Give coworkers brief
instructions on a simple
procedural change
1
2
Teach a social sciences
course to high school
students
3
4
Develop and conduct
training programs for a
medical school
5
6
7
Highest Level
36. Guiding, Directing, and
Motivating Subordinates
Providing guidance and direction to
subordinates, including setting
performance standards and monitoring
performance.
A. How important is GUIDING, DIRECTING, AND MOTIVATING SUBORDINATES to
the performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of GUIDING, DIRECTING, AND MOTIVATING SUBORDINATES is
needed to perform the occupation?
Supervise a small number
of subordinates in a
well-paid industry
Work occasionally as a
backup supervisor
1
2
3
4
Manage a severely
downsized unit
5
6
7
Highest Level
Identifying the developmental needs of
others and coaching, mentoring, or
otherwise helping others to improve their
knowledge or skills.
37. Coaching and
Developing Others
A. How important is COACHING AND DEVELOPING OTHERS to the performance of the
occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of COACHING AND DEVELOPING OTHERS is needed to perform the
occupation?
Show a coworker
how to operate a
piece of equipment
1
2
Provide on-the-job
training for
clerical workers
3
Coach a college
athletic team
4
5
6
7
Highest Level
38. Providing Consultation
and Advice to Others
Providing guidance and expert advice to
management or other groups on
technical, systems-, or process-related
topics.
A. How important is PROVIDING CONSULTATION AND ADVICE TO OTHERS to the
performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of PROVIDING CONSULTATION AND ADVICE TO OTHERS is needed
to perform the occupation?
Recommend a new software
package to increase
operational efficiency
Work in a position
that requires little
advising of others
1
2
3
4
Provide ideas for
changing an organization
to increase profitability
5
6
7
Highest Level
39. Performing
Administrative Activities
Performing day-to-day administrative
tasks such as maintaining information
files and processing paperwork.
A. How important is PERFORMING ADMINISTRATIVE ACTIVITIES to the
performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of PERFORMING ADMINISTRATIVE ACTIVITIES is needed to perform
the occupation?
Complete routine
paperwork on
standard forms
1
2
Complete tax forms
required of selfemployed people
3
4
Serve as the benefits director
for a large computer
sales organization
5
6
7
Highest Level
40. Staffing Organizational
Units
Recruiting, interviewing, selecting, hiring,
and promoting employees in an
organization.
A. How important is STAFFING ORGANIZATIONAL UNITS to the performance of the
occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of STAFFING ORGANIZATIONAL UNITS is needed to perform the
occupation?
Work in a
position that has
minimal staffing
requirements
1
Interview candidates
for a sales position
and make hiring
recommendations
2
3
4
Direct a large recruiting
and employment program
for a large international
manufacturing organization
5
6
7
Highest Level
41. Monitoring and
Controlling Resources
Monitoring and controlling resources and
overseeing the spending of money.
A. How important is MONITORING AND CONTROLLING RESOURCES to the
performance of the occupation?
Not
Important*
Somewhat
Important
Important
Very
Important
Extremely
Important
1
2
3
4
5
* If you marked Not Important, skip LEVEL below and go on to the next activity.
B. What level of MONITORING AND CONTROLLING RESOURCES is needed to
perform the occupation?
Work as a housekeeper
responsible for keeping
track of linens
1
2
Work as a chef
responsible for ordering
food for the menu
3
4
Serve as a financial
executive in charge of a
large company’s budget
5
6
7
Highest Level
Form D
OMB#1205-0421
Expires: 12/31/2008
Ver.: 9/05
Some Important Questions
About The Work Context
Of The Occupation
Please return your completed questionnaire in the enclosed envelope to:
Research Triangle Institute, P.O. Box 12194, Research Triangle Park, NC 27709-2194
Sponsored by: The U.S. Department of Labor and the National O*NET Consortium
Persons are not required to respond to this collection of information unless it displays
a currently valid OMB control number. Respondents' obligation to reply to these
reporting requirements is voluntary. Public reporting burden for this collection of
information is estimated to average 30 minutes per response, including the time for
reviewing instructions, and completing and reviewing the collection of information.
Send comments regarding this burden estimate or any other aspect of this collection
of information, including suggestions for reducing this burden to the U.S. Department
of Labor, Office of Workforce Investment, Attn: O*NET Project, Frances Perkins
Building, Mail Stop S4231, 200 Constitution Ave., NW, Washington, DC 20210 (OMB
Control Number 1205-0421).
Return to: Research Triangle Institute, PO Box 12194
Research Triangle Park, North Carolina, 27709-2194
Instructions for Work Context Questionnaire
Instructions
In this questionnaire you will be asked about working conditions. These questions
are about the work setting and its possible hazards, the pace of work, and dealings
with other people while on the job. As an occupational expert, first consider the
different working conditions experienced by workers in the occupation. Then, with
this information in mind, please answer each question as if you were performing
work that is typical of the occupation.
Read each question carefully and look closely at answer choices after each
question. Put an X through the number for the answer that best describes what
workers experience in the occupation.
For example:
How many hours do workers work in a typical week in the occupation?
Less than 40 hours
40 hours
More than 40 hours
1
2
3
Mark your answer by putting an X through the number that represents your answer.
Do not mark on the line between the numbers.
1.
2.
3.
4.
How often does the occupation require face-to-face discussions with individuals
and within teams?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
How frequently does the occupation require public speaking (one speaker with an
audience)?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
How frequently does the occupation require telephone conversation?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
How frequently does the occupation require electronic mail?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
5.
6.
7.
How frequently does the occupation require written letters and memos?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
How much contact with others (by telephone, face-to-face, or otherwise) is
required to perform the occupation?
No contact
with others
Occasional contact
with others
Contact with others
about half the time
Contact with others
most of the time
Constant contact
with others
1
2
3
4
5
How important are interactions that require workers to work with or contribute
to a work group or team to perform the occupation?
Not important
at all
Fairly
important
Important
Very important
Extremely
important
1
2
3
4
5
8.
In the occupation, how important are interactions that require workers to deal
with external customers (as in retail sales) or the public in general (as in police
work)?
Not important
at all
Fairly
important
Important
Very important
Extremely
important
1
2
3
4
5
9.
In the occupation, how important are interactions that require workers to
coordinate or lead others in accomplishing work activities (not as a supervisor or
team leader)?
Not important
at all
Fairly
important
Important
Very important
Extremely
important
1
2
3
4
5
10. In the occupation, how responsible are workers for the health and safety of other
workers?
No
responsibility
Limited
responsibility
Moderate
responsibility
High
responsibility
Very high
responsibility
1
2
3
4
5
11. In the occupation, how responsible are workers for work outcomes and results of
other workers?
No
responsibility
Limited
responsibility
Moderate
responsibility
High
responsibility
Very high
responsibility
1
2
3
4
5
12. How often are conflict situations a part of the occupation?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
13. How often is dealing with unpleasant, angry, or discourteous people a part of the
occupation?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
14. How often is dealing with violent or physically aggressive people a part of the
occupation?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
15. How often does the occupation require workers to work indoors in an
environmentally controlled environment (like a warehouse with air
conditioning)?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
16. How often does the occupation require workers to work in an environment that is
not environmentally controlled (like a warehouse without air conditioning)?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
17. How often does the occupation require workers to work outdoors, exposed to all
weather conditions?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
18. How often does the occupation require workers to work outdoors, under cover
(like in an open shed)?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
19. How often does the occupation require workers to work in an open vehicle or
operating equipment (like a tractor)?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
20. How often does the occupation require workers to work in a closed vehicle or
operate enclosed equipment (like a car)?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
21. How physically close to other people are workers when they perform the
occupation?
I don’t work near
other people
(beyond 100 ft.)
1
I work with others
but not closely
(e.g., private office)
Slightly close
(e.g., shared office)
Moderately close
(at arm’s length)
Very close
(near touching)
2
3
4
5
22. In the occupation, how often are workers exposed to sounds and noise levels that
are distracting and uncomfortable?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
23. In the occupation, how often are workers exposed to very hot (above 90° F) or
very cold (under 32° F) temperatures?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
24. In the occupation, how often are workers exposed to extremely bright or
inadequate lighting conditions?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
25. In the occupation, how often are workers exposed to contaminants (such as
pollutants, gases, dust, or odors)?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
26. In the occupation, how often are workers exposed to cramped work space that
requires getting into awkward positions?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
27. In the occupation, how often are workers exposed to whole body vibration (like
operating a jackhammer or earth moving equipment)?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
28. How often does the occupation require that workers be exposed to radiation?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
29. How often does the occupation require that workers be exposed to diseases or
infection? This can happen with workers in patient care, some laboratory work,
sanitation control, etc.
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
30. How often does the occupation require that workers be exposed to high places?
This can happen for workers who work on poles, scaffolding, catwalks, or ladders
longer than 8 feet in length.
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
31. How often does the occupation require that workers be exposed to hazardous
conditions? This can happen when working with high voltage electricity, flammable
material, explosives, or chemicals. Do not include working with hazardous
equipment.
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
32. How often does the occupation require that workers be exposed to hazardous
equipment? This includes working with saws, close to machinery with exposed
moving parts, or working near vehicular traffic (but not including driving a vehicle).
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
33. How often does the occupation require that workers be exposed to minor burns,
cuts, bites, or stings?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
34. How much time in the occupation do workers spend sitting?
Never
Less than half
the time
About half
the time
More than half
the time
Continually or
almost continually
1
2
3
4
5
35. How much time in the occupation do workers spend standing?
Never
Less than half
the time
About half
the time
More than half
the time
Continually or
almost continually
1
2
3
4
5
36. How much time in the occupation do workers spend climbing ladders, scaffolds,
poles, etc.?
Never
Less than half
the time
About half
the time
More than half
the time
Continually or
almost continually
1
2
3
4
5
37. How much time in the occupation do workers spend walking or running?
Never
Less than half
the time
About half
the time
More than half
the time
Continually or
almost continually
1
2
3
4
5
38. How much time in the occupation do workers spend kneeling, crouching,
stooping, or crawling?
Never
Less than half
the time
About half
the time
More than half
the time
Continually or
almost continually
1
2
3
4
5
39. How much time in the occupation do workers spend keeping or regaining their
balance?
Never
Less than half
the time
About half
the time
More than half
the time
Continually or
almost continually
1
2
3
4
5
40. How much time in the occupation do workers spend using their hands to handle,
control, or feel objects, tools, or controls?
Never
Less than half
the time
About half
the time
More than half
the time
Continually or
almost continually
1
2
3
4
5
41. How much time in the occupation do workers spend bending or twisting their
body?
Never
Less than half
the time
About half
the time
More than half
the time
Continually or
almost continually
1
2
3
4
5
42. How much time in the occupation do workers spend making repetitive motions?
Never
Less than half
the time
About half
the time
More than half
the time
Continually or
almost continually
1
2
3
4
5
43. In the occupation, how often do workers wear common protective or safety
equipment such as safety shoes, glasses, gloves, hearing protection, hard hats, or
life jackets?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
44. In the occupation, how often do workers wear specialized protective or safety
equipment, such as breathing apparatus, safety harness, full protection suits, or
radiation protection?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
45. In the occupation, how serious a mistake can workers make (one they can’t easily
correct)?
Not serious
at all
Fairly
serious
Serious
Very
serious
Extremely
serious
1
2
3
4
5
46. In the occupation, what results do workers’ decisions usually have on other
people or the image or reputation or financial resources of their employers?
No
results
Minor
results
Moderate
results
Important
results
Very important
results
1
2
3
4
5
47. In the occupation, how often do workers’ decisions affect other people or the
image or reputation or financial resources of their employers?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
48. In the occupation, how much freedom do workers have to make decisions without
supervision?
No
freedom
Very little
freedom
Limited
freedom
Some
freedom
A lot of
freedom
1
2
3
4
5
49. How automated is work in the occupation?
Not at all
automated
Slightly
automated
Moderately
automated
Highly
automated
Completely
automated
1
2
3
4
5
50. How important to the occupation is being very exact or highly accurate?
Not important
at all
Fairly
important
Important
Very important
Extremely
important
1
2
3
4
5
51. How important to the occupation are continuous, repetitious physical activities
(like key entry) or mental activities (like checking entries in a ledger)?
Not important
at all
Fairly
important
Important
Very important
Extremely
important
1
2
3
4
5
52. In the occupation, how much freedom do workers have to determine the tasks,
priorities, or goals of their work?
No
freedom
Very little
freedom
Limited
freedom
Some
freedom
A lot of
freedom
1
2
3
4
5
53. How competitive is the occupation?
Not at all
competitive
Slightly
competitive
Moderately
competitive
Highly
competitive
Extremely
competitive
1
2
3
4
5
54. How often does the occupation require workers to meet strict deadlines?
Never
Once a year or more
but not every month
Once a month or more
but not every week
Once a week or more
but not every day
Every day
1
2
3
4
5
55. How important to the occupation is keeping a pace set by machinery or
equipment?
Not important
at all
Fairly
important
Important
Very important
Extremely
important
1
2
3
4
5
56. How regular is the work schedule in the occupation?
Regular
(established routine,
set schedule)
Irregular
(changes with weather conditions,
production demands, or contract duration)
Seasonal
(only during certain
times of the year)
1
2
3
57. How many hours do workers work in a typical week in the occupation?
Less than 40 hours
40 hours
More than 40 hours
1
2
3
Occupation Expert Method Task Questionnaire
The occupation description and tasks in the Occupation Expert (OE) Task questionnaire
will vary for each OE occupation. The following sample OE Background Questionnaire
is for the occupation of Political Scientists.
OMB#1205-0421
Expires: 12/31/2008
Ver.: 9/05
Username:
Password:
O=122748 S=39 B=1849
Political Scientists
Questionnaire ID:
*0000398G*
Some Important Questions
About The Tasks Of The
Occupation
Please return your completed questionnaire in the enclosed envelope to:
Research Triangle Institute, P.O. Box 12194, Research Triangle Park, NC 27709-2194
Sponsored by: The U.S. Department of Labor and the National O*NET Consortium
Persons are not required to respond to this collection of information unless it
displays a currently valid OMB control number. Respondents' obligation to reply to
these reporting requirements is voluntary. Public reporting burden for this
collection of information is estimated to average 30 minutes per response,
including the time for reviewing instructions, and completing and reviewing the
collection of information. Send comments regarding this burden estimate or any
other aspect of this collection of information, including suggestions for reducing this
burden to the U.S. Department of Labor, Office of Workforce Investment, Attn:
O*NET Project, Frances Perkins Building, Mail Stop S4231, 200 Constitution Ave.,
NW, Washington, DC 20210 (OMB Control Number 1205-0421).
Return to: Research Triangle Institute, PO Box 12194
Research Triangle Park, North Carolina, 27709-2194
Occupation Expert Method Background Questionnaires
The occupation and association names in the question stem and response categories in the
Occupation Expert (OE) Background Questionnaire vary for each OE occupation. The
following sample OE Background Questionnaire is for the occupation of Environmental
Compliance Inspectors.
OMB#1205·0421
Expires: 12/31/2008
Ver.: 9/05
0=15642 C=62891 8=2619
(OtCUPRlI01\J' Nfl-f!1~, ItOsrE:rt.I.""N~ I'4VN\Il>€(')
Web site usetname:o)~e-I'U"A"",,,)
W~_b site pass\\i?rd: (P/bS,VlOt'tt»
Background Questionnaire
Please return your completed questionnai~ in the enclosed envelope to:
Research Triangle Institute, P.O. Box 12194, Res,arch Triangle Park,
Sponsored by: The U.S. Department of Labor and the Natiohafb~NET Consortium
Ne
277~
Persons are not required to respond to this collection of information unless it
displays a currently valid OMB control number. Respondents' obligation to reply to
these reporting requirements is voluntary. Public reporting burden for this
collection of information is estimated to average 30 minutes per response,
including the time for reviewing instructions, and completing and reviewing the
collection of information. Send comments regarding this burden estimate or any
otheraspect of this collection of information, including suggestions for reducing this
burden to the U.S. Department of Labor, Office o~Workforce Investment, Attn:
O*NET Project, Frances Perkins Building, Mai! Stop 54231,200 Constitution Ave.,
NW, Washington, DC 20210 (OMB Control Number 1205~0421).
Retum to: Research Triangle Institute, PO Box 12194
Research Triangle Park, North Carolina, 27709-2194
Background Information
Occupation Expert for: Environmental Compliance Inspector
The goal of this project is to get accurate, up-to-date information on the occupation of
environmental compliance inspector from a diverse and representative set of experts
in the field. Your answers to these questions will help us achieve this goal. Therefore, it
is very important that you give accurate answers to these questions. Thank you for your
assistance.
Please read each question carefully and mark your answer by putting an X in the box
beside your answer or by writing an answer on the line provided. Please answer the
following questions for the occupation of environmental compliance inspector.
1.
What is the title of your most recent job in this occupation? (Please print)
________________________________________________________________
2.
In your most recent job in this occupation, were you employed part-time or
full-time? (Mark one box)
Part-time
Full-time
3.
In your most recent job in this occupation, were you employed by
(Mark one box)
Government
Private for-profit company
Non-profit organization, including tax-exempt and charitable organizations
Academic institution
Self-employed
Other (Please print) _______________________________________
4.
How much combined experience do you have performing work in this
occupation, supervising workers in this occupation, and/or conducting
training or teaching educational courses related to performing the work in
this occupation? (Mark one box)
Ten years or more
At least 5 years, but less than 10 years
At least 3 years, but less than 5 years
At least 1 year, but less than 3 years
Less than 1 year
Never worked in this occupation in any capacity.
5.
How much experience do you have performing work in this occupation?
(Mark one box)
Ten years or more
At least 5 years, but less than 10 years
At least 3 years, but less than 5 years
At least 1 year, but less than 3 years
Less than 1 year
Never performed work in the occupation
6.
When were you last employed in this occupation? (Mark one box)
Currently employed in this occupation
Within the last 6 months
At least 6 months ago, but less than 1 year
One year or more ago
Never employed in this occupation
7.
How much experience do you have supervising workers in this occupation?
(Mark one box)
Ten years or more
At least 5 years, but less than 10 years
At least 3 years, but less than 5 years
At least 1 year, but less than 3 years
Less than 1 year
Never supervised workers in this occupation
8.
When were you last a supervisor of workers in this occupation?
(Mark one box)
Currently a supervisor of workers in this occupation
Within the last 6 months
At least 6 months ago, but less than 1 year
One year or more ago
Never supervised workers in this occupation
9.
How much experience do you have conducting training or teaching
educational courses related to performing this occupation? (Mark one box)
Ten years or more
At least 5 years, but less than 10 years
At least 3 years, but less than 5 years
At least 1 year, but less than 3 years
Less than 1 year
Never served as a trainer/teacher for workers in this occupation
10. When were you last conducting training or teaching educational courses
related to performing this occupation? (Mark one box)
Currently employed as a trainer/teacher of workers in this occupation
Within the last six months
At least 6 months ago, but less than 1 year
One year or more ago
Never served as a trainer/teacher of workers in this occupation
11. Are you male or female? (Mark one box)
Male
Female
12. In what year were you born?
1 9 __ __
13. Are you Hispanic or Latino? (Mark one box)
Yes
No
14. What is your race? (Mark one or more boxes)
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
15. Do you have any of the following long-lasting conditions?
a.
Blindness, deafness, or a severe vision or hearing
impairment?
b.
A condition that essentially limits one or more basic
physical activities such as walking, climbing stairs,
reaching, lifting, or carrying?
Yes
No
16. Because of a physical, mental, or emotional condition lasting 6 months or
more, do you have any difficulty doing any of the following activities?
Yes
a.
Learning, remembering, or concentrating?
b.
Dressing, bathing, or getting around inside the home?
c.
Going outside the home alone to shop or visit a
doctor’s office?
d.
Working at a job or business?
No
17. Indicate the highest level of education that you have completed
(Mark one box)
Less than a High School Diploma
High School Diploma (or GED or High School Equivalence Certificate)
Post-Secondary Certificate – awarded for training completed after high
school (for example, in Personnel Services, Engineering-related
Technologies, Vocational Home Economics, Construction Trades,
Mechanics and Repairers, Precision Production Trades)
Some College Courses
Associate’s Degree (or other 2-year degree)
Bachelor’s Degree
Post-Baccalaureate Certificate – awarded for completion of an
organized program of study; designed for people who have completed a
Baccalaureate degree but do not meet the requirements of academic
degrees carrying the title of Master
Master’s Degree
Post-Master’s Certificate – awarded for completion of an organized
program of study; designed for people who have completed a Master’s
degree but do not meet the requirements of academic degrees at the
doctoral level
First Professional Degree – awarded for completion of a program that
• requires at least 2 years of college work before entrance into the
program
• includes a total of at least 6 academic years of work to complete, and
• provides all remaining academic requirements to begin practice in a
profession
Doctoral Degree
Post-Doctoral Training
Your Association Memberships
Finally, we would like to know about the professional associations to which you belong.
1.
Are you currently a member of one or more professional associations?
(Please respond for each association listed; if none are listed below, please
skip to Question 2.)
Environmental Protection Agency
Yes
No
International Network for Environmental
Yes
No
Compliance and Enforcement
2.
Please print the names of any other job-related associations to which you
belong:
a.
_____________________________________________________________
b.
_____________________________________________________________
c.
_____________________________________________________________
Appendix B: Advisory Panel for the Dictionary of
Occupational Titles: Final Report
Appendix C: Citations from the Workforce
Investment Act, the Carl D. Perkins
Career and Technical Education
Improvement Act, and the Code of
Federal Regulations
Appendix C: Citations from the Workforce
Investment Act, the Carl D. Perkins
Career and Technical Education
Improvement Act, and the Code of
Federal Regulations
This appendix provides the specific text from the Workforce Investment Act of 1998 (Pub. L.
105-220) and the Carl D. Perkins Career and Technical Education Improvement Act of 2006, section 118
(Pub. L. 109-270), which contain provisions related to the Occupational Information Network (O*NET)
Data Collection Program, and sections of the Code of Federal Regulations, which cite either O*NET, the
Dictionary of Occupational Titles (DOT, the predecessor to O*NET), or occupational information. The
C.F.R. citations were identified through electronic search of the Code of Federal Regulations on the
Internet site of the U.S. Government Printing Office (http://www.gpoaccess.gov/cfr/index.html). Given
the length of the documents obtained through this search, only the specific sections containing the
O*NET or DOT references are included. Exhibit C-1 lists the specific citations, the regulatory entity, and
the topic of the regulation.
Exhibit C-1. Code of Federal Regulation Passages That Reference the O*NET Data
Collection Program, the Dictionary of Occupational Titles, or Occupational Information
Regulatory Entity
Railroad Retirement
Board
Social Security
Administration
Social Security
Administration
Social Security
Administration
Department of Labor
Department of Labor,
Wage and Hour
Division
Equal Employment
Opportunity
Commission
Department of
Education, Office of
Post-Secondary
Education
Department of
Veterans’ Affairs
C.F.R. Title and
Part/Section
20 C.F.R. pt. 220
20 C.F.R. § 220.13
Topic
Determining Disability
Establishment of permanent disability for work in regular
railroad occupation
20 C.F.R. § 220.131
Work which exists in the national economy
20 C.F.R. § 220.132
Physical exertion requirements
20 C.F.R. § 220.134
Medical—vocational guidelines in appendix 2 of this report
20 C.F.R. § 220.135
Exertional and non-exertional limitations
20 C.F.R. app. 2 § 200.00 Medical Vocational Guidelines—Introduction
20 C.F.R. pt. 404(P)
Determining Disability and Blindness
20 C.F.R. § 404.1560
When we will consider your vocational background
20 C.F.R. § 404.1566
Work which exists in the national economy
20 C.F.R. § 404.1567
Physical exertion requirements
20 C.F.R. § 404.1569
Listing of medical-vocational guidelines
20 C.F.R. § 404.1569a
Exertional and non-exertional limitations
20 C.F.R. pt. 404(P) app. 2 Introduction
§ 200.00
20 C.F.R. pt. 416(I)
Supplemental Security Income for Aged, Blind, and Disabled
20 C.F.R. § 416.960
When we will consider your vocational background
20 C.F.R. § 416.966
Work which exists in the national economy
20 C.F.R. § 416.967
Physical exertion requirements
20 C.F.R. § 416.969
Listing of medical-vocational guidelines
20 C.F.R. § 627.40
Job Training Partnership Act—On-the-job training
20 C.F.R. § 651.10
General Provisions Governing the Federal-State Employment
Service, Definition of terms used in parts 651–658
20 C.F.R. § 653.103
Migrant and Seasonal Farm Worker Job Applications
20 C.F.R. § 655.730
What is the process for filing a labor condition application?
20 C.F.R. § 655.940
Employer attestations
29 C.F.R. pt. 553
Application of Fair Labor Standards Act to Employees of State
and Local Government
29 C.F.R. § 553.30
Occasional or sporadic employment—Section 7(p)(2)
29 C.F.R. § 553.103
“Same type of services” defined
29 C.F.R. § 1607.15
Documentation of impact and validity evidence
34 C.F.R. § 600.2
Institutional Eligibility under the Higher Education Act of 1965
as amended, Definition of “recognized occupation” for which
institution provides training
38 C.F.R. § 21.382
Training and staff development for personnel providing
assistance under Chapter 31
PUBLIC LAW 109–270—AUG. 12, 2006 120 STAT. 683
Public Law 109–270
109th Congress
An Act
To amend the Carl D. Perkins Vocational and Technical Education Act of 1998
to improve the Act.
Be it enacted by the Senate and House of Representatives of
the United States of America in Congress assembled,
SECTION 1. SHORT TITLE; AMENDMENT.
(a) SHORT TITLE.—This Act may be cited as the ‘‘Carl D. Perkins
Career and Technical Education Improvement Act of 2006’’.
(b) AMENDMENT.—The Carl D. Perkins Vocational and Technical
Education Act of 1998 (20 U.S.C. 2301 et seq.) is amended
to read as follows:
‘‘SEC. 118. OCCUPATIONAL AND EMPLOYMENT INFORMATION.
‘‘(a) NATIONAL ACTIVITIES.—From funds appropriated under
subsection (g), the Secretary, in consultation with appropriate Federal
agencies, is authorized—
‘‘(1) to provide assistance to an entity to enable the entity—
‘‘(A) to provide technical assistance to State entities
designated under subsection (c) to enable the State entities
to carry out the activities described in such subsection;
‘‘(B) to disseminate information that promotes the replication
of high quality practices described in subsection
(c); and
‘‘(C) to develop and disseminate products and services
related to the activities described in subsection (c); and
‘‘(2) to award grants to States that designate State entities
in accordance with subsection (c) to enable the State entities
to carry out the State level activities described in such subsection.
‘‘(b) STATE APPLICATION.—
‘‘(1) IN GENERAL.—A jointly designated State entity
described in subsection (c) that desires to receive a grant under
this section shall submit an application to the Secretary at
the same time the State submits its State plan under section
122, in such manner, and accompanied by such additional
information, as the Secretary may reasonably require.
‘‘(2) CONTENTS.—Each application submitted under paragraph
(1) shall include a description of how the jointly designated
State entity described in subsection (c) will provide
information based on trends provided pursuant to section 15
of the Wagner-Peyser Act to inform program development.
‘‘(c) STATE LEVEL ACTIVITIES.—In order for a State to receive
a grant under this section, the eligible agency and the Governor
of the State shall jointly designate an entity in the State—
‘‘(1) to provide support for career guidance and academic
counseling programs designed to promote improved career and
120 STAT. 714 PUBLIC LAW 109–270—AUG. 12, 2006
education decision making by students (and parents, as appropriate)
regarding education (including postsecondary education)
and training options and preparations for high skill, high wage,
or high demand occupations and non-traditional fields;
‘‘(2) to make available to students, parents, teachers,
administrators, faculty, and career guidance and academic
counselors, and to improve accessibility with respect to,
information and planning resources that relate academic and
career and technical educational preparation to career goals
and expectations;
‘‘(3) to provide academic and career and technical education
teachers, faculty, administrators, and career guidance and academic
counselors with the knowledge, skills, and occupational
information needed to assist parents and students, especially
special populations, with career exploration, educational
opportunities, education financing, and exposure to high skill,
high wage, or high demand occupations and non-traditional
fields, including occupations and fields requiring a baccalaureate
degree;
‘‘(4) to assist appropriate State entities in tailoring career
related educational resources and training for use by such
entities, including information on high skill, high wage, or
high demand occupations in current or emerging professions
and on career ladder information;
‘‘(5) to improve coordination and communication among
administrators and planners of programs authorized by this
Act and by section 15 of the Wagner-Peyser Act at the Federal,
State, and local levels to ensure nonduplication of efforts and
the appropriate use of shared information and data;
‘‘(6) to provide ongoing means for customers, such as students
and parents, to provide comments and feedback on products
and services and to update resources, as appropriate, to
better meet customer requirements; and
‘‘(7) to provide readily available occupational information
such as—
‘‘(A) information relative to employment sectors;
‘‘(B) information on occupation supply and demand;
and
‘‘(C) other information provided pursuant to section
15 of the Wagner-Peyser Act as the jointly designated
State entity considers relevant.
‘‘(d) NONDUPLICATION.—
‘‘(1) WAGNER-PEYSER ACT.—The jointly designated State
entity described under subsection (c) may use funds provided
under subsection (a)(2) to supplement activities under section
15 of the Wagner-Peyser Act to the extent such activities do
not duplicate activities assisted under such section.
‘‘(2) PUBLIC LAW 105–220.—None of the functions and activities
assisted under this section shall duplicate the functions
and activities carried out under Public Law 105–220.
‘‘(e) FUNDING RULE.—Of the amounts appropriated to carry
out this section, the Federal entity designated under subsection
(a) shall use—
‘‘(1) not less than 85 percent to carry out subsection (c);
and
‘‘(2) not more than 15 percent to carry out subsection
(a).
‘‘(f) REPORT.—The Secretary, in consultation with appropriate
Federal agencies, shall prepare and submit to the appropriate
committees of Congress, an annual report that includes—
‘‘(1) a description of activities assisted under this section
during the prior program year;
‘‘(2) a description of the specific products and services
assisted under this section that were delivered in the prior
program year; and
‘‘(3) an assessment of the extent to which States have
effectively coordinated activities assisted under this section
with activities authorized under section 15 of the WagnerPeyser Act.
‘‘(g) AUTHORIZATION OF APPROPRIATIONS.—There are authorized
to be appropriated to carry out this section such sums as may
be necessary for each of the fiscal years 2007 through 2012.
Appendix D: Federal Register Notice
Federal Register / Vol. 73, No. 96 / Friday, May 16, 2008 / Notices
DEPARTMENT OF LABOR
Employment and Training
Administration
Proposed Information Collection
Request Submitted for Sixty Days’
Public Comment; O*NET Data
Collection Program, Extension of
Currently Approved Collection Without
Change
Employment and Training
Administration.
ACTION: Notice.
AGENCY:
sroberts on PROD1PC70 with NOTICES
SUMMARY: The Department of Labor, as
part of its continuing effort to reduce
paperwork and respondent burden
conducts a preclearance consultation
program to provide the general public
and federal agencies with an
opportunity to comment on proposed
and/or continuing collections of
information in accordance with the
Paperwork Reduction Act of 1995 (PRA
95) [44 U.S.C. 3506(c)(2)(A)]. This
program helps to ensure that requested
data can be provided in the desired
format, reporting burden (time and
financial resources) is minimized,
collection instruments are clearly
understood, and the impact of collection
requirements on respondents can be
properly assessed. Currently, the
Employment and Training
Administration is soliciting comments
concerning the proposed extension of
the O*NET (Occupational Information
Network) Data Collection Program. A
copy of the proposed information
collection request (ICR) can be obtained
by contacting the office listed below in
the addressee section of this notice or by
accessing: http://www.doleta.gov/
OMBCN/OMBControlNumber.cfm.
DATES: Written comments must be
submitted to the office listed in the
addressee’s section below on or before
July 15, 2008.
ADDRESSES: Submit written comments
to the Employment and Training
Administration, 200 Constitution
Avenue, NW., Room S–4231,
Washington, DC 20210, Attention: Pam
Frugoli, Telephone number: 202–693–
3643 (this is not a toll-free number).
Fax: 202–693–3015. E-mail:
O*[email protected].
SUPPLEMENTARY INFORMATION:
I. Background
The O*NET Data Collection Program
is a continuing effort to collect and
maintain current information on
detailed characteristics of occupations
and skills for over 800 occupations. The
resulting database is and will continue
to be the most comprehensive standard
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16:18 May 15, 2008
Jkt 214001
source of occupational and skills
information in the nation. O*NET
information is used by a wide range of
audiences, from individuals making
career decisions, to public agencies and
schools providing career exploration
services and planning workforce
investment programs, to businesses
making staffing and training decisions.
The O*NET system provides a common
language, framework and database to
meet the administrative needs of various
federal programs, including workforce
investment and training programs of the
Departments of Labor, Education, and
Health and Human Services.
Section 309 of the Workforce
Investment Act requires the Secretary of
Labor to oversee the ‘‘development,
maintenance, and continuous
improvement of a nationwide
employment statistics system’’ which
shall include, among other components,
‘‘skill trends by occupation and
industry.’’ The States are to develop
similar statewide employment statistics
systems.
The O*NET Data Collection Program
is the primary vehicle for collecting
skills and occupational information
across all occupations nationwide. The
continued population and completion of
the entire O*NET database is a critical
component of the nationwide labor
market information system to support
employer, workforce, and education
information needs.
O*NET succeeds the Dictionary of
Occupational Titles (DOT) and is a
powerful tool for various critical federal
and state workforce investment
functions. O*NET integrates a powerful
relational database and a common
language for occupational and skill
descriptions into a value-added tool for
business, job seekers, and the workforce
investment professionals who help
bring them together. By providing
information organized according to the
O*NET Content Model, the O*NET
database is an important tool for
keeping up with today’s rapidly
changing world of work. The O*NET
database provides:
• Detailed information for more than
800 occupations.
• Descriptive information on
standardized descriptors of skills,
abilities, interests, knowledge, work
values, education, training, work
context, and work activities.
• Occupational coding based on the
2000 Standard Occupational
Classification (SOC).
The O*NET electronic database serves
as the underpinning for hundreds of
publicly and privately developed
products and resources in the
marketplace and can be found at
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Fmt 4703
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28509
http://www.onetcenter.org/
database.html. These products and
resources are being used to serve
millions of customers.
II. Review Focus
The Department of Labor is
particularly interested in comments
which:
• Evaluate whether the proposed
collection of information is necessary
for the proper performance of the
functions of the agency, including
whether the information will have
practical utility;
• Evaluate the accuracy of the
agency’s estimate of the burden of the
proposed collection of information,
including the validity of the
methodology and assumptions used;
• Enhance the quality, utility, and
clarity of the information to be
collected; and
• Minimize the burden of the
collection of information on those who
are to respond, including through the
use of appropriate automated,
electronic, mechanical, or other
technological collection techniques or
other forms of information technology,
e.g., permitting electronic submissions
of responses.
III. Current Actions
Type of Review: Extension.
Agency: Employment and Training
Administration.
Title: O*NET Data Collection
Program.
OMB Number: 1205–0421.
Affected Public: Business/Employers
(includes private and not-for-profit
businesses and government);
individuals (incumbent workers,
subject-matter experts).
Form: O*NET Data Collection
Program.
Total Respondents: 85,780.
Frequency: Annual.
Total Responses: 85,780.
Average Time Per Response:
Employer response time is 70 minutes.
Incumbent worker response time is 30
minutes. Subject-matter expert response
time is 2 hours.
Estimated Total Burden Hours:
43,857.
Total Burden Cost: $1,355,266.
Comments submitted in response to
this comment request will be
summarized and/or included in the
request for the Office of Management
and Budget approval of the information
collection request. They will also
become a matter of public record.
E:\FR\FM\16MYN1.SGM
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28510
Federal Register / Vol. 73, No. 96 / Friday, May 16, 2008 / Notices
Signed: At Washington, DC, this 8th day of
May, 2008.
Gay M. Gilbert,
Administrator, Office of Workforce
Investment, Employment & Training
Administration.
[FR Doc. E8–10934 Filed 5–15–08; 8:45 am]
BILLING CODE 4510–FN–P
DEPARTMENT OF LABOR
Employment and Training
Administration
sroberts on PROD1PC70 with NOTICES
Notice of Availability of Funds and
Solicitation for Grant Applications
(SGA) To Fund Demonstration Projects
Targeting Dislocated Workers
Announcement type: New, Notice of
Solicitation for Grant Applications.
Funding Opportunity Number: SGA/
DFA PY–07–10.
Catalog of Federal Assistance
Number: 17.269.
Key Dates: The closing date for receipt
of applications under this
announcement is June 13, 2008.
Applications must be received at the
address below no later than 4:30 p.m.
(Eastern Time). Application and
submission information is explained in
detail in Part IV of this SGA.
SUMMARY: The U.S. Department of Labor
(DOL), Employment and Training
Administration (ETA) announces the
availability of approximately $20
million to fund grants to State
Workforce Agencies (SWAs) for
demonstration projects targeting
Workforce Investment Act (WIA)
dislocated workers. This solicitation
provides SWAs with the option to
choose from four categories under
which applicants can submit a single
grant application. Please note that two
options exist under category one and
two options exist under category three.
If the applicant chooses to apply under
categories one or three, the applicant
must indicate which option the
proposal addresses. Applicants may
only submit a grant application under
one category and only one application
per SWA will be accepted. Applicants
must indicate in the abstract of their
proposal the category under which they
are applying.
Category 1—Entrepreneurship
Opportunities for Dislocated Workers
(two options).
Category 2—Getting Ahead of the
Curve: Raising Educational/Skill Levels
of Workers in Declining Industries.
Category 3—Innovative Adult
Learning Models for Dislocated Workers
(two options).
VerDate Aug<31>2005
16:18 May 15, 2008
Jkt 214001
Category 4—Preventing Dislocations
of TANF Recipients Moving Into Entry
Level Jobs Subject to Economic Churn.
Additional background information is
provided under Part I.
ADDRESSES: Mailed applications must be
addressed to the U.S. Department of
Labor, Employment and Training
Administration, Division of Federal
Assistance, Attention: BJai Johnson,
Reference SGA/DFA PY–07–10, 200
Constitution Avenue, NW., Room N–
4716, Washington, DC 20210. Facsimile
applications will not be accepted.
Information about applying online can
be found in Part V.C. of this document.
Applicants are advised that mail
delivery in the Washington, DC, area
may be delayed due to mail
decontamination procedures. Hand
delivered proposals will be received at
the above address.
SUPPLEMENTARY INFORMATION: This
solicitation consists of eight parts:
Part I provides background information for
each category.
Part II describes award information.
Part III describes eligibility information.
Part IV describes the application and
submission process.
Part V describes the applications review
process.
Part VI contains award administration
information.
Part VII contains DOL agency contact
information.
Part VIII lists additional resources of interest
to applicants.
Part I. Background Information
This section provides background
information for each of the four
categories for grant applications. In
some cases the background information
is applicable to more than one category
and is identified as such.
Background Information for Category
1—Entrepreneurship Opportunities for
Dislocated Workers: Applicants may
submit an application under only one of
the following options: Option A—Project
GATE (Growing America Through
Entrepreneurship) for Dislocated
Workers in Rural Areas or Option B—
Project GATE for Dislocated Workers
Fifty Years and Older. This background
information is relevant to both options.
Although many Americans have
neither the skills nor the desire to be
self-employed (more than 90 percent of
employed Americans work for other
people in ‘‘wage and salary’’ jobs) some
Americans do want to be self-employed.
Some have a passion for a particular
business idea, while others want to be
their own bosses, have no access to
wage and salary jobs in which they can
use their skills, or desire the flexibility
of self-employment. These people often
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Frm 00087
Fmt 4703
Sfmt 4703
are willing to work hard, and have
specific skills, interests, and talents they
can use in a business.
Many aspiring entrepreneurs’ lack of
business knowledge and access to credit
poses significant barriers to selfemployment. This lack of knowledge
may encompass marketing, finance,
regulations, how to develop a business
plan, or other aspects of developing and
running a business. Disadvantaged
populations in particular are less likely
to have access to the information
sources that would make such
knowledge and skills available to them.
Many people may need loans to start
their businesses but have little collateral
and poor or no credit histories.
Moreover, commercial banks frequently
are reluctant to make loans to small,
risky ventures.
In providing assistance designed to
surmount these obstacles to selfemployment, Project GATE aims to
promote both workforce and economic
development. In improving the
likelihood of being successful at selfemployment, the project sought to
increase employment, earnings, and the
self-sufficiency of GATE participants.
Even if not successful at selfemployment, the program could have
improved success at wage and salary
employment by providing GATE
participants with contacts, business
skills, or just the knowledge that
entrepreneurship is not for them. By
promoting small businesses and the jobs
they create, Project GATE also aimed to
promote economic development in
some low-income areas.
1. Project GATE Demonstration
This initiative builds on the prior
Project GATE Demonstration funded by
ETA which began in early fall 2003 and
was implemented in three statesPennsylvania, Minnesota, and Maine.
Participants in Project GATE were
offered assessments, classroom training
and one-on-one business counseling in
developing their businesses and
applying for a Small Business
Administration (SBA) Microloan or
other source of business finance.
Nonprofit Community-Based
Organizations and the SBA’s Small
Business Development Centers provided
the classroom training and business
counseling.
One-Stop Career Centers were the
gateways to the program. These centers
conducted outreach for Project GATE
and hosted the program’s orientation
session. Project GATE added a new
service to the One-Stop Career Centers’
arsenal of employment services—
helping people become self-employed.
In addition, Project GATE attracted new
E:\FR\FM\16MYN1.SGM
16MYN1
Appendix E: Publications Referencing the O*NET
Data Collection Program
Appendix E: Publications Referencing the O*NET
Program
E.1
Journal Articles
Anderson, L., Morath, L., Light, E., & Wilken, J. A. (2004). Estimating the dollar utility of changes in job
performance due to seasonal allergic rhinitis and its treatment. Human Performance, 17(1), 43–69.
Armstrong, P. I., Smith, T. J., Donnay, D. A. C., & Rounds, J. (2004). The strong ring: A basic interest model
of occupational structure. Journal of Counseling Psychology, 51(3), 299–213.
Bowen, C. C. (2003). A case study of a job analysis. Journal of Psychological Practice, 8(1), 46–55.
Breeding, R. R. (2005). Vocational rehabilitation and sudden onset disability: Advancing proprietary consumer
involvement through improved vocational assessment. Journal of Vocational Rehabilitation, 22(3),
131–141.
Chang, A., Moley, K., Wangler, M., Feinberg, A., & DeBaun, M. (2005). Association between BeckwithWiedemann syndrome and assisted reproductive technology: A case series of 19 patients. Fertility and
Sterility, 83(2), 349–354.
Converse, P. D., & Oswald, F. L. (2004). The effects of data type of job classification and its purposes.
Psychological Science, 46(1), 99–127.
Converse, P. D., Oswald, F. L., Gillespie, M. A., Field, K. A., & Bizot, E. B. (2004). Matching individuals to
occupations using abilities and the O*NET: Issues and an application in career guidance. Personnel
Psychology, 57(2), 451–487.
Crouter, A. C., Lanza, S. T., Pirretti, A., Goodman, W. B., & Neebe, E. (2006). The O*Net jobs classification
system: A primer for family researchers. Family Relations: Interdisciplinary Journal of Applied
Family Studies, 55(4), 461–472.
Deng, C. P., Armstrong, P. I., & Rounds, J. (2007). The fit of Holland’s RIASEC model to U.S. occupations.
Journal of Vocational Behavior, 71(1), 1–22.
Dunn, P. (2001). Proprietary rehabilitation: Challenges and opportunities in the new millennium. Work, 17(2),
135–142.
Eggerth, D. E., Bowles, S. M., Tunick, R. H., & Andrew, M. E. (2005). Convergent validity of O*NET
Holland code classifications. Journal of Career Assessment, 13(2), 150–168.
Engelbrecht, H. (2001). Gender and the information work force: New Zealand evidence and issues. Carfax
Publishing Company, 19(2), 135–145.
Feser, E. J. (2003). What regions do rather than make: A proposed set of knowledge-based occupation clusters.
Carfax Publishing Company, 40(10), 1937–1958.
E-1
Field, T. M. (2002). Transferable skills analysis: A common sense approach. Journal of Forensic Vocational
Analysis, 5, 29–40.
Grusky, D. B., & Weeden, K. A. (2001). Decomposition without death: A research agenda for a new class
analysis. Taylor & Francis AS, 44(3), 203–218.
Gustafson, S. B., & Rose, A. M. (2003). Investigating O*NET’s suitability for the Social Security
Administration’s disability determination process. Journal of Forensic Vocational Analysis, 6(1), 3–
16.
Handel, M. J. (2002). Skills mismatch in the labor market. Annual Review of Sociology, 29, 135–165.
Handley, H. A. H., & Heacox, N .J. (2004). An integrative decision space model for simulation of cultural
differences in human decision-making. Information, Knowledge, Systems Management, 4(2), 95–105.
Helton-Fauth, W., Gaddis, B., Scott, G., Mumford, M., Devenport, L., Connelly, S., et al. (2003). A new
approach to assessing ethical conduct in scientific work. Carfax Publishing Company, 10(4), 205–228.
Hotchkiss, J. L. (2004). Growing part-time employment among workers with disabilities: Marginalization or
opportunity? Economic Review, 3(Q), 25–40.
Hurt, A. C., & Horman, S. R. (2005). Growing leaders. Industrial and Commercial Training, 37(3), 120–123.
Ingram, B. F., & Neuman, G. R. (2006). The returns to skill. Labour Economics, 13, 35–59.
Isakson, C. (2006). Caught on the Web. Education Digest: Essential Readings Condensed for Quick Review,
5(71), 79–80.
Jeanneret, P. R. & Strong, M. H. (2003). Linking O*NET job analysis information to job requirement
predictors: An O*Net application. Personnel Psychology, 56(2), 465–492.
Kaplan, C. P., Napoles-Springer, A., Stewart, S. L., & Perez-Stable, E. (2001). Smoking acquisition among
adolescents and young Latinas: The role of socio-environmental and personal factors. AddictiveBehaviors, 26(4), 531–550.
Karman, S. K., & Truthan, J. A. (2003). Transferable skills analysis and vocational information during a time
of transition. Journal of Forensic Vocational Analysis, 6(1), 17–25.
Kersnovske, S., Gibson, L., & Strong, J. (2005). Item validity of the physical demands from the Dictionary of
Occupational Titles for functional capacity evaluation of clients with chronic back pain. Work, 24(2),
157–169.
Kessler, R. C., Ames, M., Hymel, P. A., Loeppke, R., McKenas, D. K., Richling, D. E., et al. (2004). Using the
World Health Organization health and work performance questionnaire (HPQ) to evaluate the indirect
workplace costs of illness. Journal of Occupational & Environmental Medicine, 46(Suppl. 6), S23–
S37.
Kessler, R. C., Barber, C., Beck, A., Berglund, P. M., Cleary, P. D., McKenas, D., Pronk, N., Simon, G.,
Stang, P., Ustun, T. B., & Wang, P. (2003). The World Health Organization health and work
performance questionnaire (HPQ). Journal of Occupational & Environmental Medicine, 45(2), 156–
174.
E-2
Konig, C. J., Buhner, M., & Murling, G. (2005). Working memory, fluid intelligence, and attention are
predictors of multitasking performance, but polychronicity and extraversion are not. Human
Performance, 18(3), 243–266.
Kontosh, L. G., & Wheaton, J. (2003). Transferable skills analysis and standards of practice: Wherever the two
shall meet? Journal of Forensic Vocational Analysis, 6(1), 41–48.
Lewis, R. E., & Klausner, J. S. (2003). Nontechnical competencies underlying career success as a veterinarian.
Journal of the American Veterinary Medical Association, 222(12), 1690–1696.
Lui, C., Spector, P. E., & Jex, S. M. (2005). The relation of job control with job strains: A comparison of
multiple data sources. Journal of Occupational & Organizational Psychology, 78(3), 325–336.
Mallen, M. J., & Vogel, D. L. (2005). Introduction to the major contribution: Counseling psychology and
online counseling. Counseling Psychologist, 33(6), 761–775.
Man, D. W., Li, E. P., & Lam, C. S. (2007). Development of a job evaluation system to predict job placements
for persons with mild mental retardation: A pilot study. International Journal of Rehabilitation
Research, 30(2), 175–179.
Mariani, M. (2001). O*NET. Occupational Outlook Quarterly, 45(3), 26–27.
MacDonald, S., & Crew, R. E., Jr. (2006). Welfare to Web to work: Internet job searching among former
welfare clients in Florida. Journal of Sociology and Social Welfare, 33 (1), 239-253.
McElroy, J. A., Newcomb, P. A., Trentham-Dietz, A., Titus-Ernstoff, L., Hampton, J. M., & Egan, K. M.
(2005). Breast cancer risk associated with electromagnetic field exposure from computer work
ascertained from occupational history data. Epidemiology, 16(Suppl. 5), S99–S100.
Morgeson, F. P., & Campion, M. A. (2000). Accuracy in job analysis: Toward an inference-based model.
Journal of Organizational Behavior, 21(7), 819–827.
Morgeson, F. P., Delaney-Klinger, K., Ferrara, P., Mayfield, M. S., & Campion, M. A. (2004). Selfpresentation processes in job analysis: A field experiment investigating inflation in ability, tasks and
competencies. Journal of Applied Psychology, 89(4), 674–686.
Morgeson, F. P., Reider, M. H., & Campion, M. A. (2005). Selecting individuals in team settings: The
importance of social skills, personality characteristics, and teamwork knowledge. Personnel
Psychology, 58, 583.
Murphy, K. R., & Dzieweczynski, J. L. (2005). Why don’t measures of broad dimensions of personality
perform better as predictors of job performance? Human Performance, 18(4), 344–357.
Peterson, N. G., Mumford, M. D., Borman, W. C., Jeanneret, P. R., Fleishman, E. A., Levin, K. Y., et al.
(2001). Understanding work using the occupational information network (O*NET). Personnel
Psychology, 54(2), 451–492.
Pollack, L. J., Simons, C., Romero, H., & Hausser, D. (2002). A common language for classifying and
describing occupations: The development, structure, and application of the Standard Occupational
Classification. Human Resource Management, 41(3), 297–307.
E-3
Pransky, G. S., Benjamin, K. L., Savageau, J. A., Currivan, D., & Fletcher, K. (2005). Outcomes in workrelated injuries: A comparison of older and younger workers. American Journal of Industrial
Medicine, 47(2), 104–112.
Prediger, D. J. (2002). Abilities, interest, and values: Their assessment and their integration via the World-ofWork Map. Journal of Career Assessment, 10(2), 209–232.
Reynolds, L. (2004). Is prehospital care really a profession? Journal of Emergency Primary Health Care, 2(1–
2), 1–6.
Robinson, D. D. (2002). Assessing occupational effects of medical impairment. Forensic Examiner, 11(1–2),
23–30.
Rotundo, M., & Sackett, P. R. (2004). Specific versus general skills and abilities: A job level examination of
relationships with wage. Journal of Occupational and Organizational Psychology, 77, 127–148.
Scherbaum, C. A. (2005). Synthetic validity: Past, present, and future. Personnel Psychology, 58(2), 481.
Shaw, J. D., & Gupta, N. (2004). Job complexity, performance, and well-being: When does supplies–values fit
matter? Personnel Psychology, 57(4), 847.
Shostak, A B. (2005). On the state of cyberunionism: An American progress report. Working USA, 8(4), 403.
Skinner, C. (2001). Measuring skills mismatch: New York City in the 1980s. Urban Affairs Review, 36(5),
678–695.
Smith, T. J. & Compbell, C. (2006). The structure of O*NET occupational values. Journal of Career
Assessment, 14(4), 437–448.
Taylor, P. J., Pajo, K., Cheung, G. W., & Stingfield, P. (2004). Dimensionality and validity of a structured
telephone reference check procedure. Personnel Psychology, 57(3), 745.
Wolfe, F., Michaud, K., Choi, H. K., & Williams, R. (2005). Household income and earnings losses among
6396 persons with rheumatoid arthritis. Journal of Rheumatology, 32(10), 1875–1883.
Zhang, Z. & Snizek, W. E. (2003). Occupation, job characteristics, and the use of alcohol and other drugs.
Social Behavior and Personality, 31(4), 395–412.
Zimmerman, F. J., Christakis, D. A., & Vander Stoep, A. (2004). Tinker, tailor, soldier, patient: Work
attributes and depression disparities among young adults. Social Science & Medicine, 58, 1889–1901.
E.2
Books and Book Chapters
Baldwin, T., Bommer, B., & Rubin, R. (2007). Developing management skills: What great managers know
and do. New York: McGraw-Hill/Irwin.
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Brown, S. D. & Lent, R. W. (2004). Career development and counseling: Putting theory and research to work.
Hoboken, NJ: Wiley.
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Church, A. H., Waclawski, J. & McPhail, S. M. (2007). Alternative validation strategies: Developing new and
leveraging existing validity evidence. San Francisco, CA: Wiley.
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Education.
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Fontaine, M. A., & Millen, D. R. (2004). Understanding the benefits and impact of communities of practice
and networks: Reviewing two perspectives on social learning. In P. Hildreth & C. Kimble (Eds.),
Knowledge networks: Innovation through communities of practice. London: Idea Group.
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S. D. Brown & R. W. Lent (Eds.), Career development and counseling: Putting theory and research
to work. Hoboken, NJ: Wiley.
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Jeanneret, P. R., D’Egidio, E. L., & Hanson, M. A. (2004). Assessment and development opportunities using
the Occupational Information Network (O*NET). In M. Hersen (Ed.), Comprehensive handbook of
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Krannich, R., & Krannich, C. (2005). I want to do something else, but I’m not sure what it is. Manassas Park,
VA: Impact Publications.
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psychology. Malden, MA: Blackwell.
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the future defense workforce (MR-1304-OSD). Santa Monica, CA: RAND Corporation.
Lewis, P., & Davis, D. (2004). Improving work life decisions: O*NET Career exploration tools. In J. E. Wall
& G. R. Waltz (Eds.), Measuring up: Assessment issues for teachers, counselors, and administrators.
Greensboro, NC: CAPS Press.
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CA: Thomson South-Western.
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organizations: A semantic web perspective. Hershey, PA: Idea Group.
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Nemko, M., Edwards, P., & Edwards, S. (2001). Cool careers for dummies. New York: Wiley.
Peterson, N. G., & Jeanneret, J. P. (2007). Job analysis: Overview and description of deductive methods. In D.
L. Whetzel & G. R. Wheaton (Eds.), Applied measurement: Industrial psychology in human resources
management. Mahwah, NJ: Erlbaum.
Peterson, N., Mumford, M., Borman, W., Jeanneret, P., & Fleishman, E. (1995). Development of prototype
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Peterson, N. G., Mumford, M. D., Borman, W. C., Jeanneret, P. R., & Fleishman, E. A. (1999). An
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(Eds.), Career development and counseling: Putting theory and research to work. Hoboken, NJ:
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Stein, M. (2005). Fearless career change: The fast track to success in a new field. New York: McGraw-Hill.
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plans. Greensboro, NC: Capps Press.
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E.3
Research and Technical Reports
ACT. (2006). Ready for College and Ready for Work: Same or Different? Retrieved May 30, 2007, from
http://www.act.org/path/policy/pdf/ReadinessBrief.pdf
E-6
Achtelik, L., Davis, M., Hax, L., Peters, J., Rose, C., Taylor, J., et al. (2003, May). Help wanted: Making a
difference in health care part 1. California Employment Development Department, Labor Market
Information Division, Information Services Group, Occupational Research Unit. Retrieved January
23, 2008, from http://www.calmis.ca.gov/file/occmisc/HelpWanted-Part1.pdf
Achtelik, L., Davis, M., Hax, L., Peters, J., Rose, C., & Taylor, J. (2003, May). Help wanted: Making a
difference in health care part 2. California Employment Development Department, Labor Market
Information Division, Information Services Group, Occupational Research Unit. Retrieved January
23, 2008, from http://www.calmis.ca.gov/file/occmisc/HelpWanted-Part2.pdf
Achtelik, L., Davis, M., Hax, L., Peters, J., Rose, C., & Taylor, J. (2003, May). Help wanted: Making a
difference in health care part 3. California Employment Development Department, Labor Market
Information Division, Information Services Group, Occupational Research Unit. Retrieved January
23, 2008, from http://www.calmis.ca.gov/file/occmisc/HelpWanted-Part3.pdf
Best careers methodology—How we got our results. (2006). Retrieved January 7, 2008, from
Careerjournal.com: The Wall Street Journal Executive Career Site:
http://www.careerjournal.com/reports/bestcareers/20060711-method.html
Boese, R. & Lewis, P. (2001, October). Combining original “analyst” O*NET Skill Questionnaire constructs
to form more general constructs for the revised Incumbent Questionnaire. Raleigh, NC: National
Center for O*NET Development.
Boese, R., Lewis, P., Frugoli, P., & Litwin, K. (2001, October). Summary of O*NET 4.0 Content Model and
database. Raleigh, NC: National O*NET Consortium.
Campbell, J. P. (2001, October). Protocol for matching O*NET Work Context Questionnaire item response
scale values between the original “analyst” form and the revised incumbent form. Raleigh, NC:
National Center for O*NET Development.
Carter, G. W., Dorsey, D. W., & Incalcaterra, K. A. (2001, December). O*NET and information technology
occupations (Tech. Rep. No. 394). Arlington, VA: Personnel Decisions Research Institutes.
Cochran, C. C., Carter, G. W., & Dorsey, D. W. (2003, July). Identifying career paths: A review of the
literature (Tech. Rep. No. 435). Minneapolis, MN: Personnel Decision Research Institutes.
Donsbach, J., Tsacoumis, S., Sager, C., & Updegraff, J. (2003, August). O*NET analyst occupational abilities
ratings: Procedures. Alexandria, VA: Human Resources Research Organization.
Education, Earnings and Decent Jobs. (2007). Editorial Projects in Education. Retrieved June 12, 2007, from
http://www.edweek.org/media/ew/dc/2007/40jobs-zones.pdf
Field, J. (2004). Jobs for the sidewalk economist. Lacey, WA: Washington State Employment Security
Department, Labor Market and Economic Analysis.
Goldhaber, D., & Player, D. (2003, April). What different benchmarks suggest about how financially attractive
it is to teach in public schools (Tech. Rep. No. TC-03-01). Madison, WI: Consortium for Policy
Research in Education.
Horey, J., Falleson, J. J., Morath, R., Cronin, B., Cassella, R., Franks, W., Jr., et al. (2004, July). Competency
based future leadership requirements (Tech. Rep. No. 1148). Arlington, VA: United States Army
Research Institute for the Behavioral and Social Sciences.
E-7
Hubbard, M., McCloy, R., Cambell, J., Nottingham, J., Lewis, P., Rivkin, D., et al. (2000, October). Revision
of O*NET data collection instruments. Raleigh, NC: National O*NET Consortium.
Ingram, B. F., & Neumann, G. R. (2000, May). The returns to skill (Tech. Rep. No. W210 PBAB). Iowa City:
University of Iowa.
LaPolice, C. C., Carter, G. W., & Johnson, J. W. (2005) Linking O*NET descriptors to occupational literacy
requirements using job component validation. Alexandria, VA: Personnel Decisions Research
Institutes.
Levine, J., Nottingham, J., Paige, B. & Lewis, P. (2001, May). Transitioning O*NET to the Standard
Occupational Classification. Raleigh, NC: National O*NET Consortium.
Levy, D. G., Thie, H. J., Robbert, A. A., Naftel, S., Cannon, C., Ehrenberg, R. G., & Gershwin, M. (2001).
Characterizing the future defense workforce. Santa Monica, CA: RAND Corporation.
Lewis, P., & Rivkin, D. (1999). Development of the O*NET Interest Profiler. Raleigh, NC: National Center for
O*NET Development.
McCloy, R., Campbell, J., Oswald, F., Lewis, P., & Rivkin, D. (1999). Linking client assessment profiles to
O*NET occupational profiles. Raleigh, NC: National Center for O*NET Development.
McCloy, R., Campbell, J., Oswald, F., Rivkin, D., & Lewis, P. (1999). Generation and use of occupational
ability profiles for exploring O*NET occupational units (Vols. 1–2). Raleigh, NC: National Center for
O*NET Development.
McCloy, R., Waugh, G., Medsker, G., Wall, J., Rivkin, D., & Lewis, P. (1999). Determining the occupational
reinforcer patterns for O*NET occupational units (Vols. 1–2). Raleigh, NC: National Center for
O*NET Development.
McCloy, R., Waugh, G., Medsker, G., Wall, J., Rivkin, D., & Lewis, P. (1999). Development of the O*NET
computerized Work Importance Profiler. Raleigh, NC: National Center for O*NET Development.
McCloy, R., Waugh, G., Medsker, G., Wall, J., Rivkin, D., & Lewis, P. (1999). Development of the O*NET
paper-and-pencil Work Importance Locator. Raleigh, NC: National Center for O*NET Development.
National Crosswalk Service Center (2006). O*NET occupations reference guide. Des Moines, IA: Iowa
Department of Education. Retrieved January 2, 2008, from
ftp://ftp.xwalkcenter.org/download/onet10/ONET10UserGuide.pdf
Noble, C. L., Sager, C., Tsacoumis, S., Updegraff, J. & Donsbach, J. (2003, November). O*NET analyst
occupational abilities ratings: Wave 1 results. Alexandria, VA: Human Resources Research
Organization.
Oswald, F., Campbell, J., McCloy, R., Rivkin, D., & Lewis, P. (1999). Stratifying occupational units by
specific vocational preparation. Raleigh, NC: National Center for O*NET Development.
Rivkin, D., Lewis, P., Cox, S. & Koritko, L. (2001, March). Pilot test results: Testing subject matter expert
methodology for collecting occupational information for O*NET. Raleigh, NC: National Center for
O*NET Development.
E-8
Rounds, J., Mazzeo, S. E., Smith, T. J., Hubert, L., Lewis, P., & Rivkin, D. (1999). O*NET computerized
Interest Profiler: Reliability, validity, and comparability. Raleigh, NC: National Center for O*NET
Development.
Rounds, J., Smith, T., Hubert, L., Lewis, P., & Rivkin, D. (1999). Development of occupational interest
profiles for O*NET occupations. Raleigh, NC: National Center for O*NET Development.
Rounds, J., Walker, C. M., Day, S. X., Hubert, L., Lewis, P., & Rivkin, D. (1999). O*NET Interest Profiler:
Reliability, validity, and self-scoring. Raleigh, NC: National Center for O*NET Development.
Segall, D. O. & Monzon, R. I. (1995). Equating forms E and F of the P&P-GATB. San Diego, CA: Navy
Personnel Research and Development Center.
Silva, J. (1999). O*NET Ability Profiler Scoring Program technical manual. Raleigh, NC: National Center for
O*NET Development.
Swanson, C. B. (2007, June 12). Learning and Earning. In Diplomas count: Ready for what? Preparing
students for college, careers and life after high school. Retrieved June 26, 2007, from the Education
Week Web site: http://www.edweek.org/ew/articles/2007/06/12/40jobs.h26.html
Tsacoumis, S., & Van Iddekinge, C. H. (2006, April). A comparison of incumbent and analyst ratings of
O*NET skills. Alexandria, VA: Human Resources Research Organization.
Van Iddekinge, C. H., Tsacoumis, S., & Donsbach, J. (2002, October). A preliminary analysis of occupational
task statements from the O*NET Data Collection Program. Alexandria, VA: Human Resources
Research Organization.
Weekley, J. A., Ployhart, R. E., & Cooper-Hakim, A. (2005). On the development of measures of the O*NET
work styles. Paper presented at the annual conference for the Society of Industrial-Organizational
Psychology, Los Angeles, CA.
E.4
Presentations and Other Papers
Ashley, G., James, J., Young, M., Yurkovich, J. M., & Reiter-Palmon, R. (2007, April). Task skill/ability
linkage reliability using O*NET taxonomy. Paper presented at the annual meeting of the Society for
Industrial and Organizational Psychology, New York.
Blinder, A. S. (2007). How many U.S. jobs might be offshorable? (Working Paper No. 142). Princeton, NJ:
Princeton University Center for Economic Policy Studies.
Borman, W. C., Fleishman, E. A., Jeanneret, P. R., Mumford, M. D., & Peterson, N. G. (2003, April). M. Scott
Myers Award for Applied Research in the Workplace: O*NET perspectives: The midwives’ views.
Award presented at the Annual Conference of the Society for Industrial and Organizational
Psychology, Orlando, FL.
Brown, M. L., Sandal, D., & Reiter-Palmon, R. (2002, April). Defining work with fidelity: O*NET-centric
Navy IT worker requirements. Paper presented at the Society for Industrial/Organizational
Psychology, Toronto, Canada.
Bublitz, S. T. (2007, April). Using adaptive assessments to improve job placement. Paper presented at the
annual meeting of the Society for Industrial and Organizational Psychology, New York.
E-9
Bublitz, S. T. (2007, April). Using O*NET for Adaptive Career Assessments. Paper presented at the annual
meeting of the Society for Industrial and Organizational Psychology, New York.
Campion, M. A. & Mumford, M. D. (2003, April). How to use O*Net to do a job analysis. Paper presented at
the annual meeting of the Society for Industrial and Organizational Psychology, Orlando, FL.
Carter, G. W., Dorsey, D. W., Incalcaterra, K. A., & Wasserman, M. E. (2002, April). O*NET and IT
occupations. In R. J. Vance (Chair), Describing IT jobs/occupations: Challenges, approaches, and
implications for occupational analysis. Symposium conducted at the Annual Conference of the
Society for Industrial and Organizational Psychology, Toronto.
Carter, G. W., Dorsey, D. W., & Johnson, J. W. (2003, April). Linking O*NET descriptors to occupational
aptitudes using job component validation. Paper presented at the Annual Conference of the Society for
Industrial and Organizational Psychology, Orlando, FL.
Carter, G. W., Dorsey, D. W., & Niehaus, J. W. (2004, April). The use of transactional data in occupational
analysis: Textmining of on-line job listings. In J. M. Ford (Chair), Automated text analysis in I/O
psychology: Research to practice. Symposium conducted at the Annual Conference of the Society for
Industrial and Organizational Psychology, Chicago.
Cronshaw, S., Fine, S., Fleishman, E., Hakel, M., Harvey, R., & Quinones, M. (2004, April). Things, data, and
people: Fifty years of a seminal theory. Paper presented at the Annual Conference of the Society for
Industrial and Organizational Psychology, Chicago.
Cuozzo, L. (2001). Labor market trends for technology-focused occupations and career fields: Implications for
high school/high tech program operators. National Collaborative on Work and Disability Information
Brief. Retrieved January 7, 2008, from the National Collaborative on Work and Disability Web site:
http://www.ncwd-youth.info/assets/info_briefs/infobrief_issue2.pdf
Dickter, D. N. (2005) A validity transport procedure using O*NET job analysis information. Paper presented
at the Twentieth Annual Conference of the Society for Industrial and Organizational Psychology, Los
Angeles.
Elliott, S. W. (2007, May). Projecting the impact of computers on work in 2030. Presentation at the Workshop
on Research Evidence Related to Future Skill Demands Center for Education, National Research
Council, Washington, DC.
Freeman, J. A., & Hirsh, B. T. (2005). College majors and the knowledge content of jobs. Paper presented at
the 2005 Society of Labor Economics Meetings, San Francisco.
Frillman, S. A., Homan, S. R., Kochert, J. F., Tomavic, C. L., & Wilde, K. L. (2007, June). Entry-level
engineering professionals and product lifecycle management: A competency model. Paper presented at
the International Conference on Comprehensive Product Realization. Beijing, China.
Gibson, S. G., Harvey, R. J., & Quintela, Y. (2004, April). Holistic versus decomposed ratings of general
dimensions of work activity. Paper presented at the Annual Conference of the Society for Industrial
and Organizational Psychology, Chicago.
Gillie, S., & Isenhour, M. G. (2005). The educational, social, and economic value of informed and considered
career decisions: America’s Career Resource Network Association research-based policy guidance..
Retrieved January 2, 2008, http://esi.cc/iccd/iccd_update_2005.pdf
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Gustafson, S., Heil, S., Karman, S., Kertay, L., Mueller, L., O'Shea, P., et al. (2004, April). The use of
occupational information in disability determination contexts. Paper presented at the Annual
Conference of the Society for Industrial and Organizational Psychology, Chicago.
Handel, M. J. (2007, May). A new survey of workplace skills, technology, and management practices
(STAMP): Background and descriptive statistics. Paper presented at the Workshop on Research
Evidence Related to Future Skill Demands, Washington, DC.
Harvey, R. J. (2003). Applicability of binary IRT models to job analysis data. In A. Meade (Chair),
Applications of IRT for measurement in organizations. Symposium conducted at the Annual
Conference of the Society for Industrial and Organizational Psychology, Orlando, FL.
Harvey, R. J., & Hollander, E. (2002, April). Assessing interrater agreement in the O*NET. In M. A. Wilson
(Chair), The O*NET: Mend it or end it? Symposium conducted at the Annual Conference of the
Society for Industrial and Organizational Psychology, Toronto.
Harvey, R. & Wagner, T. (2004, April). Job component validation using CMQ and O*NET: Assessing the
additivity assumption. Paper presented at the Annual Conference of the Society for Industrial and
Organizational Psychology, Chicago.
Henderson, J. (2007, April). Using O*NET in Web-based job analysis. Paper presented at the annual meeting
of the Society for Industrial and Organizational Psychology, New York.
Hirsch, B. T. (2002, April). Why do part-time workers earn less? The role of worker and job skills. Paper
presented at the Annual Meeting of the Society of Labor Economists, Baltimore.
Hollander, E., & Harvey, R. J. (2002, April). Generalizability theory analysis of item-level O*NET database
ratings. In M. A. Wilson (Chair), The O*NET: Mend it or end it? Symposium conducted at the
Annual Conference of the Society for Industrial and Organizational Psychology, Toronto.
Hollander, E., McKinney, A. P., & Watt, A. H. (2003, April). NBADS format: Further support to its
advantages over other formats. Paper presented at the Annual Conference of the Society for Industrial
and Organizational Psychology, Orlando, FL.
Homan, S. R., & Sandall, D. (2003, July). An analysis of the results of an occupational information network
(O*NET) curriculum needs assessment performed by the faculty of the Organizational Leadership and
Supervision Department at Purdue University. Paper presented at the Association of Leadership
Educators Conference, Anchorage, AK.
Jex, S., Liu, C., & Spector, P. (2004, April). Testing job control-job strain relation with multiple data. Paper
presented at the Annual Conference of the Society for Industrial and Organizational Psychology,
Chicago.
Kim, Y. M., & Levanon, A. (2005, August). Eliminating discrimination? Effects of industrial characteristics on
patterns of occupational sex segregation. Paper presented at the RC28 meeting Inequality and Mobility
in Family, School, and Work, Los Angeles.
Koo, J. (2005, September). Occupation analysis for the greater Cleveland area. Paper prepared for Cleveland
State University Presidential Initiative. Retrieved January 2, 2008, from Cleveland State University
Web site: http://urban.csuohio.edu/economicdevelopment/reports/occupation_analysis_report.pdf
E-11
Lewis, P. & Rivkin, D. (2003). Improving work life decisions: O*NET Career Exploration Tools. Retrieved
January 2, 2008, from
http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&
ERICExtSearch_SearchValue_0=ED480077&ERICExtSearch_SearchType_0=no&accno=ED480077
Lindner, J. R., & Dooley, K. E. (2001, December). Agricultural education competencies and progress towards
a doctoral degree. Paper presented at the Annual National Agricultural Education Research
Conference, New Orleans, LA.
Milanowski, A. (2003, March). Using occupational characteristics information from O*NET to identify
occupations for compensation comparisons with K–12 teachers. Paper presented at the Annual
Meeting of the American Education Finance Association, Orlando, FL.
Nathan, B. R. (2002, December). Cross-cluster analysis of workforce development needs for southwestern
Pennsylvania: An analysis of O*Net and WorkKeys. Prepared for Workforce Connections, Pittsburgh,
PA.
NetAssets (2004). Excerpts from the Dot.com job search course: Lesson 9.1, Researching occupations before
your interview—Using O*NET. Retrieved January 2, 2008, from http://www.hrmsnetassets.net/templates/template.asp?articleid=668&zoneid=9
Oswald, F. L. (2003, April). How to use I.O. psychology to support organizational strategy. Paper presented at
the Annual Conference of the Society for Industrial and Organizational Psychology, Orlando.
Oswald, F. L. (2002, April). It’s new and it’s used: Applications of O*NET. Symposium conducted at the
Annual Conference of the Society for Industrial and Organizational Psychology, Toronto.
Page, R. C., (2007, April) Optimizing cross-cultural generalizability of an O*NET-based assessment: The
Work Behavior Inventory. PowerPoint presentation at the annual meeting of the Society for Industrial
and Organizational Psychology, New York.
Rosenbaum, J. E. (2005, May). Educational opportunity in American society: A research agenda for studying
transitions. Paper presented at the forum Research on Improving High Schools: A Forum for
Advancing the Research Agenda, Washington, DC.
Sommers, D. (2002). The Standard Occupational Classification: Improving information for career and
technical education. In brief: Fast facts for policy and practice. Columbus, OH: The Ohio State
University National Dissemination Center.
Sommers, D. & Austin, J. (2002). Using O*NET in dislocated worker retraining: The Toledo Dislocated
Worker Consortium Project.. Columbus, OH: Center on Education and Training for Employment.
Takahashi, Y. & Kiyoki, Y. (2004). A meta-level career-design support system for connecting educational and
occupational databases. Symposium on Applications and the Internet—Workshops (SAINT 2004
Workshops), Tokyo, Japan.
Tsacoumis, S. (2007, May). The feasibility of using O*NET to study skill changes. Paper presented to The
National Academies Center for Education, Workshop on Research Evidence Related to Future Skill
Demands, Washington, DC.
Uhalde, R. & Strohl, J. (2006). America in the global economy, a background paper for the new commission
on the skills of the American workforce. National Center on Education and the Economy, Washington,
DC.
E-12
Wagner, T. A., & Harvey, R. J. (2004, April). Job-component validation using CMQ and O*NET: Assessing
the additivity assumption. Paper presented at the Annual Conference of the Society for Industrial and
Organizational Psychology, Chicago.
E.5
Dissertations
Clark, C. L., (2002). Title factor structures of the O*NET occupational descriptors. (Master’s thesis, North
Carolina State University, 2002). NCSU electronic theses and dissertations,
http://www.lib.ncsu.edu/theses/available/etd-11222002-005158/
D’Egidio, E. L. (2001). Building a job component validity model using job analysis data from the occupational
information network (Doctoral dissertation, University of Houston, 2001). Dissertation Abstracts
International, 62, 5416.
Kantrowitz, T. M. (2005). Development and construct validation of a measure of soft skills performance.
(Doctoral dissertation, Georgia Institute of Technology, 2005). Dissertation Abstracts International,
66, 1770.
Kubisiak, U. C. (2003). The impact of different job analytic descriptors on the clustering of jobs. (Doctoral
dissertation, University of South Florida, 2003). Dissertation Abstracts International, 64, 2426.
Lee, C. (2004). Perceived job change toward dimensions of knowledge work among three levels of employees
in a Korean bank. (Doctoral dissertation, The Ohio State University, 2004). Dissertation Abstracts
International, 66, 65 .
Levine, J. D. (2004). Use of the O*NET descriptors in numerical occupational classification: An exploratory
study. (Doctoral dissertation, North Carolina State University, 2003). Dissertation Abstracts
International, 64, 3567.
Weingarden, S. M. (2004). Executive succession, organizational performance, and charisma. (Doctoral
dissertation, Wayne State University, 2004). Dissertation Abstracts International, 66, 3454.
Wilson, J. L. (2003) Are analysts’ occupational ability requirement ratings necessary? A look at using other
occupational descriptors to capture the rating policy of analysts. Master’s thesis, North Carolina State
University. Retrieved January 7, 2008, from http://www.lib.ncsu.edu/theses/available/etd-07222003125153/
E.6
Reviews
Green, K. (2004). [Review of the O*NET Career Values Inventory: Based on the O*NET Work Importance
Locator developed by the U.S. Department of Labor]. In Spies, R. A., & Plake, B. S. (Eds.)., The
sixteenth mental measurements yearbook. Accession Number 16182924.
Harding, R. E. (2004) [Review of the O*NET Career Values Inventory: Based on the O*NET Work
Importance Locator developed by the U.S. Department of Labor]. In Spies, R. A. & Plake, B. S.
(Eds.)., The sixteenth mental measurements yearbook. Accession Number 16182924.
Michael, W. B. (2004). [Review of the O*NET Work Importance Locator]. In Spies, R. A., & Plake, B. S.
(Eds.)., The sixteenth mental measurements yearbook. Accession Number 16182940.
Sanford, E. E. (2004). [Review of the O*NET Career Interests Inventory: Based on the O*NET Interest
Profiler developed by the U.S. Department of Labor]. In Spies, R. A., & Plake, B. S. (Eds.)., The
sixteenth mental measurements yearbook. Accession Number 16182925
E-13
U.S. Department of Labor and Bureau of Labor Statistics (2007, Summer). O*NET T2: Technology at work.
Occupational Outlook Quarterly. Retrieved January 7, 2008,
http://www.bls.gov/opub/ooq/2007/summer/grabbag.pdf
Valentine, B. (2004, February). O*NET Consortium: Occupational Information Network [Review of O*NET
Web sites]. C&RL News. Retrieved November 23, 2007, from
http://www.ala.org/ala/acrl/acrlpubs/crlnews/internetreviews/200402/onet.cfm
E.7
Web Sites
ACT. (2008). WorkKeys [O*NET database]. Retrieved January 2, 2008, from
http://www.act.org/workkeys/index.html
American Association of Retired Persons. (2008). Assessing yourself to get your next job [O*NET Career
Exploration Tools]. Retrieved January 2, 2008, from the AARP Web site:
http://www.aarp.org/money/careers/choosecareer/assesment/a2004-04-22-assessingyourself.html
American Foundation for the Blind. (2007). AFB CareerConnect [O*NET database]. Retrieved January 2,
2008, from http://www.afb.org/Section.asp?SectionID=7
American Foundry Society. (2008). Human resources links [links to O*NET Resource Center]. Retrieved
January 2, 2008, from http://www.afsinc.org/content/view/122/
Arizona State University Center for Research on Education in Science, Mathematics, Engineering, and
Technology (CRESMET). (2007). O*NET tools [O*NET Career Exploration Tools]. Retrieved
January 2, 2008, from http://vcc.asu.edu/o_net/index.shtml
Bridges Transitions. (2007). Products—High school: Education and career planning [O*NET Interest Profiler,
Work Importance Locator, Ability Profiler, Spanish Interest Profiler]. Retrieved January 2, 2008, from
http://www.bridges.com/us/prodnserv/educareerplan_hs.html
Business & Legal Reports. (2008). HR.BLR.com [O*NET database]. Retrieved January 2, 2008, from
http://hr.blr.com/tour.aspx?view=jdm
California Career Zone. (n.d.). [O*NET Interest Profiler and Work Importance Profiler]. Retrieved January 2,
2008, from http://www.cacareerzone.org/
Career Consulting Corner. (2007). O*NET dictionary assessment package [Products based on Interest Profiler,
Work Importance Locator, and O*NET database]. Available from
http://www.careercc.com/shopmall/html/ONET_dictionary_assessment_package.shtml
CareerEdgeSystem.com. (2006). [A career assessment and planning Web site with the “O*NET in-it” logo].
http://careeredgesystem.com/careeredgesystem/home.asp
Career Kokua, Research and Statistics, Department of Labor & Industrial Relations, State of Hawai’i. (2007).
Kokua: The Hawai’i Career Information Delivery System [O*NET database and career tools].
Retrieved January 2, 2008, from http://www.careerkokua.org/about/
Career Prospects System—New Mexico. (n.d.). [O*NET Interest Profiler]. Retrieved January 11, 2008, from
http://www.nmcrn.state.nm.us/career/dol_interest.html
E-14
Cascadia Community College, Bothel, WA. (2002). Career planning tools and assessments [Refers students to
the University of Central Florida Knight Source Web site]. Retrieved January 2, 2008, from
http://www.cascadia.ctc.edu/CareerServicesCenter/careerplanningtools.asp
Central Michigan University. (2004). Leadership competency model [O*NET database]. Retrieved January 2,
2008, from http://www.chsbs.cmich.edu/leader_model/model.htm
Centris Partners. (2008). Guidance Direct [O*NET Interest Profiler]. Retrieved January 2, 2008, from
http://www.guidancedirect.com/NonMembers/Features.asp
CollegeRecruiting.com. (2007). CollegeRecruiting.com [O*NET Interest Profiler]. Retrieved January 2, 2008,
from http://www.collegerecruiting.com/
College Search Engine [O*NET career tools]. (n.d.). Retrieved January 2, 2008, from
http://www.collegesearchengine.net/career_assessment/
Dow Jones. (2008). CareerJournal.com: The Wall Street Journal executive career site [O*NET database].
Retrieved January 2, 2008, from http://www.careerjournal.com/reports/bestcareers/20060711method.html
Ere Media. (2008). Ere.net: Recruiting intelligence, recruiting community [Web site for recruiters; references
O*NET data, especially job titles]. Retrieved January 2, 2008, from
http://www.ere.net/articles/db/BA7F90A198424CB49F87C54ACCD6A00B.asp
e-TESDA. (2008). Youth profiler for starring careers: O*NET computerized (Interest Profiler) [Company in
Manila offering O*NET computerized Interest Profiler and computerized Ability Profiler]. Retrieved
January 2, 2008, from http://www.tesda.gov.ph/eTESDA/page.asp?rootID=3&sID=27&pID=12
Georgia Department of Labor. (n.d.). Job seekers: Assessment links. [O*NET Career Exploration Tools].
Retrieved January 2, 2008, from http://www.dol.state.ga.us/js/assessment_link.htm
Hasse, Jim. (2008). Three O*NET Career Exploration Tools for career counseling and planning [O*NET
Career Exploration Tools]. Retrieved January 2, 2008, from the eSight Careers Network Web site:
http://www.esight.org/View.cfm?x=1757
Hollandcodes.com. (2007). Hollandcodes.com: Providing Holland code resources worldwide [O*NET
Content Model]. Retrieved January 2, 2008, from http://www.hollandcodes.com/onet.html
Impact Education. (2008). Impact education: Sharing responsibility for tomorrow. [O*NET Career
Exploration Tools]. Retrieved January 2, 2008, from http://www.impactpartnerships.com/
Iseek Solutions. (2007). Iseek: Minnesota’s gateway to career, education, employment and business
information [O*NET OnLine and Career Exploration Tools]. Retrieved January 2, 2008, from
http://iseek.org/sv/index.jsp
Louisiana State University Libraries. (2007). Researching a career [User instruction on researching a career on
O*NET OnLine]. Retrieved January 2, 2008, from
http://www.lib.lsu.edu/instruction/career/career01.html
Lunch-Money.com. (2007). CollegeToolkit.com [O*NET Interest Profiler and Work Importance Profiler].
Retrieved January 2, 2008, from http://www.collegetoolkit.com/Career/Main.aspx
E-15
Mapping Your Future. (2002). CareerShip: An online career exploration adventure [O*NET Career
Exploration Tools]. Retrieved January 2, 2008, from http://www.mapping-yourfuture.org/features/careership/
Middle Tennessee State University. (2007). [O*NET Interest Profiler]. Retrieved January 2, 2008, from
http://www.mtsu.edu/
Midwest Association of Colleges and Employers 2006 Conference. (2006). Rockin’ with collaboration and
rollin’ with technology: An early intervention hit! [bibliography; O*NET Interest Profiler technical
reports]. Retrieved January 2, 2008, from
http://www.mwace.org/core/contentmanager/uploads/PDFs/Annual_Conference/2006_Presentations/
Rockin_with_Collaboration_and_Rollin_with_Technology_bibliography.pdf
Missouri Economic Research and Information Center. (n.d.). Missouri Dislocated Worker Tool [O*NET data].
Retrieved January 2, 2008, from http://apps.oseda.missouri.edu/MODislocatedWorker/HelpPage.aspx
Montana Career Information System. (n.d.). [O*NET Interest Profiler]. Retrieved January 2, 2008, from
http://www.nwlincs.org/mtlincs/pilotproject/career/MCIS%20WEB%20PAGES/onetinterestprofiler.ht
m
Nebraska Career Information System. (2007). Freelists: Career assessments and interest inventories [O*NET
Interest Profiler and Work Importance Locator]. Retrieved January 2, 2008, from
http://www.freelists.org/archives/ncis/05-2006/msg00001.html
New York State Office of Children and Family Services/Office of Workforce Development. (2007). [O*NET
Interest Profiler]. Retrieved January 2, 2008, from
http://www.ocfs.state.ny.us/main/owd/portfolio/Facilitator/Attachments/Attachment_A.pdf
Normandale Community College Counseling Department [Minnesota]. (n.d.). Career counseling [O*NET
Interest Profiler and Work Importance Profiler]. Retrieved January 2, 2008, from
http://faculty.normandale.edu/~counseling/career.htm
OCOnestop.com. (n.d.). Job skills links [O*NET OnLine]. Retrieved January 2, 2008, from
http://www.centralonestop.com/oconestops/jobskills.htm
OSCAR: Occupation and Skill Computer-Assisted Research: Arkansas, Louisiana, Texas. (n.d.). [O*NET
Interest Profiler and Work Importance Locator]. Retrieved January 2, 2008, from
http://www.ioscar.org/
Postsecondary Innovative Transition Technologies (Post-ITT). (n.d.). Activity 18: Exploring interests with an
interests inventory [O*NET Interest Profiler]. Retrieved January 2, 2008, from
http://www.postitt.org/teachcourse/plan04/4-04.shtml
Psychometrics Canada. (2007). Psychometrics: Building better organizations through people [O*NET Interest
Profiler]. Retrieved January 2, 2008, from http://www.psychometrics.com/index.cfm
Salt Lake–Tooele Applied Technology College. (n.d.). Career resources [O*NET OnLine]. Retrieved January
2, 2008, from http://www.sltatc.org/student/resources_career.php
Sigma Assessment Systems. (2002). Career Directions Inventory [O*NET database]. Retrieved January 2,
2008, from http://cdi.wonderlic.com/default.htm
E-16
State of Utah. (2007). Department of Workforce Services: Utah’s job connection [O*NET Interest Profiler].
Retrieved January 2, 2008, from http://jobs.utah.gov/jobseeker/dwsdefault.asp
TestingRoom.com. (n.d.). [O*NET Interest Profiler]. Retrieved January 2, 2008, from
http://www.testingroom.com/
Texas State University–San Marcos, College of Liberal Arts, Division of Academic Affairs. (n.d.). Online
career interests tests [O*NET Interest Profiler]. Retrieved January 2, 2008, from
http://www.liberalarts.txstate.edu/services/career-center/tests.html
Trefoil Corporation. (2008). Occupational viewer 2000 and resume builder [Software using O*NET data].
Retrieved January 2, 2008, from http://trefoil.com/index.php?sectionID=256&pageID=257
University of Central Florida. (2007). Knight source: First year advising and exploration [O*NET Interest
Profiler]. Retrieved January 2, 2008, from http://soe.sdes.ucf.edu/
University of Oregon. (2007). Illinois career information system [O*NET Work Importance Locator and
Interest Profiler]. Retrieved January 2, 2008, from http://ilcis.intocareers.org/loginmain.aspx
Vermont Career Resource Network. (n.d.). Vermont labor market information: Occupational information
center [O*NET database and career tools]. Retrieved January 2, 2008, from
http://www.vtlmi.info/oic.cfm
VocRehab.com [O*NET database]. (2006). Retrieved January 2, 2008, from
http://www.vocrehab.com/what.htm
Workforce Explorer Washington [O*NET Interest Profiler and Work Importance Locator]. (n.d.). Retrieved
January 2, 2008, from http://www.workforceexplorer.com/
Workforce New Jersey Public Information Network. (n.d.). [O*NET Interest Profiler]. Retrieved January 2,
2008, from http://www.state.nj.us/education/voc/resources/tools/exploration.htm
WorkforceUSA.net. (2007). [O*NET Ability Profiler]. Retrieved January 2, 2008, from
http://www.workforceusa.net/
WorkSource Washington. (2007). [O*NET Interest Profiler, Work Importance Profiler, Skills Profiler; based
on O*NET data]. Retrieved January 2, 2008, from
https://fortress.wa.gov/esd/worksource/StaticContent.aspx?Context=SkillsCenter
XAP Corporation. (2008). AlabamaMentor.org [Alabama higher-education Web site; O*NET database and
career tools]. Retrieved January 2, 2008, from the Alabama higher education Web site:
http://www.alabamamentor.org/AboutMentor/
XAP Corporation. (2008). CaliforniaColleges.edu: The official source for college and career planning in
California [O*NET career tools]. Retrieved January 2, 2008, from
http://www.californiacolleges.edu/career/OnetInterestSurvey/default.asp
XAP Corporation. (2008). GoHigherKY.org [Web site for college-bound students in Kentucky; O*NET
database and career tools]. Retrieved January 2, 2008, from http://www.gohigher.ky.gov/
XAP Corporation. (2008). IllinoisMentor at collegezone.com [O*NET career tools]. Retrieved January 2,
2008, from http://www.illinoismentor.org/career/OnetInterestSurvey/default.asp
E-17
XAP Corporation. (2008). MassMentor.edu: Your Internet connection to the colleges and universities in
Massachusetts. [O*NET database and career tools]. Retrieved January 2, 2008, from
http://www.massmentor.edu/
XAP Corporation. (2008). MississippiMentor: Online source for higher education in Mississippi [O*NET
career tools]. Retrieved January 2, 2008, from
http://www.mississippimentor.org/career/OnetInterestSurvey/default.asp
XAP Corporation. (2008). PennsylvaniaMentor: Your online connection to colleges and universities in
Pennsylvania [O*NET career tools]. Retrieved January 2, 2008, from
http://www.pennsylvaniamentor.org/career/OnetInterestSurvey/default.asp
XAP Corporation. (2008). TexasMentor: Your guide to the private colleges of Texas [O*NET career tools].
Retrieved January 2, 2008, from http://www.texasmentor.org/career/OnetInterestSurvey/default.asp
XAP Corporation. (2008). VirginiaMentor: Your online source for higher education. [O*NET database and
career tools]. Retrieved January 2, 2008, from http://www.virginiamentor.org/
E-18
Appendix F: Mailing Materials
Establishment Method Materials
Information Package Mailing to the Point-of-Contact
•
•
•
•
•
•
Letter from U.S. Department of Labor
Who What & How Brochure
Incentives Brochure
Selected Occupations List
O*NET Brochure
Association Endorsement List
Letter from U.S. Department of Labor
[Date]
Dear
You recently received a phone call from RTI about an important program called the Occupational
Information Network (O*NET ). As the caller explained, your company has been randomly selected to
participate in the O*NET Data Collection, an important program sponsored by the United States
Department of Labor (DOL) and the National O*NET Consortium.
The O*NET Consortium has been charged with the challenging task of keeping information about
occupations up to date in a rapidly changing U.S. workplace. Employers, human resource professionals,
job seekers, trainers, and labor market analysts across the country depend on occupational information to
perform their daily work. We would like your help in keeping this information current.
RTI, a non-profit research organization, is conducting this data collection effort for the DOL and the
National O*NET Consortium. The information we collect from your organization will be used to update
the O*NET database, the primary source of occupational information in the nation. Responses will be
kept confidential. Data will not be linked to any individual employee or organization, but will only be
used in summary form to describe occupations – not specific jobs.
This package includes information that explains your participation in this important project. In addition, a
brochure describing O*NET information and benefits is included, as well as a list of professional
associations endorsing the O*NET data collection. Finally, please accept the enclosed gift as a token of
our appreciation for your consideration of these materials.
Please be assured that your participation in this effort is voluntary. The time we estimate for your
participation will vary from 15 to 90 minutes over the next four to six weeks. You are encouraged to send
any comments regarding this estimate of your effort, or any other aspect of this collection of information
to: U.S. Department of Labor, O*NET Project, ETA/OWI, 200 Constitution Avenue NW, Mail Stop
S4231, Washington, DC 20210 (refer to OMB Control Number 1205-0421).
Thank you for your time and consideration. A member of the RTI O*NET team will call you in a few
days to provide additional details and answer any questions you may have.
Sincerely,
Brent R. Orrell
Acting Assistant Secretary
Who What & How Brochure
Once you have received your questionnaires the BL will give you a
follow-up call to see if all the materials were received and to answer
any questions.
In the event that not all the questionnaires are
returned, we will send replacement questionnaires for you to distribute
to any non-responders at your organization. The BL will keep you
informed as the questionnaires are returned by the employee.
Step 3: Assist Business Liaison with follow-up activities.
Once the employees have been sampled, we will mail questionnaire
packets to you for distribution to them. Remember, it’s important to
retain your roster as you are the only person who knows who the
questionnaires are intended to go to.
Step 2: Distribute questionnaires to sampled employees.
The RTI Business Liaison will assist you in determining which
employees in a selected occupation are chosen to receive
questionnaires. In order for this process to be random and confidential,
you will be asked to compile a numbered roster of the employees in
each selected occupation. This will take place over a brief telephone
call of about 5-10 minutes.
Step 1: Assist Business Liaison (BL) in the employee
sampling process.
Three Simple Steps
Your Participation in O*NET Involves Only
An Introduction to the
Occupational Information
Network
O*NET Data
Collection Program:
Who, What & How
If you have any questions, you can call toll-free: 1-877-233-7348, ext.
100 and Rob Stupar, O*Net Operations Center Manager, will assist
you.
You will be called by one of O*NET’s professionally-trained Business
Liaisons, who will walk you through the data collection process and be
available to answer your questions and concerns. Because we are
committed to providing you with the highest quality of service,
O*NET supervisors may monitor a sample of these calls.
Who will contact me?
Absolutely! No identifying information about you, your company, or
your company’s employees will be published or released in any form
to anyone outside the research team. We do not use names in our
results. The data we collect from your employees will be combined
with like data from other participants in order to develop a more
complete and comprehensive database.
Will the information that we provide be kept
confidential?
No, you do not have to give us the names of your employees at any
time during this study, unless you choose to have the questionnaire
sent to them directly. However, if you wish, you may give us the
initials of sampled employees to facilitate the distribution of materials.
We will delete this information when data collection has been
completed at your organization.
Do I have to tell you the names of the employees sampled
for the data collection?
What is the O*NET Data Collection Program?
The O*NET Data Collection Program is an ongoing effort to develop
and maintain this unique database on the detailed characteristics of
workers and occupations. The information is primarily collected
directly from employees working in the occupations we are interested
in. The collection of this information is designed to provide data that
are valid, reliable, and current. The O*NET Data Collection Program
is a critical step in the full development of O*NET.
Am I required to participate by law?
No, your participation is voluntary. However, you are a critical link in
this data collection project. You have the opportunity to provide direct
input to the United States Department of Labor by providing
occupational information.
It takes approximately 30 minutes for a respondent to complete an
O*NET Questionnaire.
We estimate that the total time for your participation is only about 15
minutes to 90 minutes over the next several weeks.
How much time is this going to take?
Yes, it is. Information on the O*NET Data Collection Program is
available online at: http://onet.rti.org. You can also find general
information on many other O*NET programs and resources at the
O*NET Resource Center website: http://www.onetcenter.org.
RTI is working with the United States Department of Labor (DOL) to
collect these data. RTI is an independent, not-for-profit research
organization located in Research Triangle Park, NC. RTI is affiliated
with Duke University, the University of North Carolina at Chapel Hill,
and North Carolina State University.
Who is conducting the O*NET Data Collection?
The United States Department of Labor (DOL) funds the O*NET Data
Collection Program. You can verify this information by checking the
DOL website: http://www.doleta.gov/programs/onet.
Who is funding this program?
The O*NET acronym stands for “Occupational Information
Network.” It is an automated database that replaces the Dictionary of
Occupational Titles (DOT) as the nation’s primary source of
occupational information. The O*NET information is available as a
timely, easy-to-use database that is designed to help millions of
employers, workers, educators, and students make informed decisions
about education, training, career choices, and work.
The questionnaires used in the O*NET Data Collection Program are
self-administered. The instruction sheet that is included with the
questionnaire packet requests selected employees to complete the
questionnaire in their “off time” from work (e.g., at home, at lunch,
during a break, etc.) The research staff has no direct contact with the
employees, except in the event that a selected employee has a problem
or question about the questionnaire and calls our toll-free number for
help.
Is information on the O*NET Program available on the
world-wide web?
What is O*NET?
Will employees do this on company time?
No more than 20 employees in total will be selected from your
business. Usually, the number selected is less than 20.
How many employees are you selecting in my company?
The “Three Simple Steps” on the last page of this brochure
summarizes what your participation involves. Briefly, we will first ask
you to assist in selecting a few employees in certain occupations in
your company. Then, we will mail you questionnaire packets to
distribute to the selected employees. Finally, we will ask you to help
us by following up with the employees who do not respond within a
few weeks time by distributing replacement questionnaires.
What are you asking me to do?
Absolutely NOT! This is not a market study and we are not selling
anything. This is an opportunity for you to provide direct input to the
United States Department of Labor regarding occupational data that
will be used to develop a national Occupational Information Network
(O*NET). O*NET is available at no cost by downloading the O*NET
Database or by viewing the O*NET data using O*NET OnLine.
Are you selling us something?
Your establishment was randomly selected from a list containing
nearly every business and institution in the country. The participation
of your business is important since the employees we select from your
business will represent thousands of employees in many other
businesses like yours nationwide.
How did you select my company?
How will my company benefit?
Our survey consists of objective questions regarding the requirements
and training for occupations we have identified to study at this time.
You can find a complete set of questionnaires on the O*NET Data
Collection Program Website at: http://onet.rti.org. A selected
employee will receive only one of the questionnaires being used.
What kinds of questions are asked of the employees?
As our way of saying thanks, we’ll provide each sampled employee
with a $10 incentive attached to their questionnaire. (The only
exceptions are Federal Government employees and employees of
businesses that request that no incentive be offered.) Furthermore, an
improved O*NET database will benefit your employees in the long
run, if they are considering a career change or improving their job
skills to be able to qualify for a more specialized job.
How will the sampled employees benefit?
You will benefit indirectly from the improvement in the O*NET
database that will be possible because of your company’s participation.
This up-to-date, accurate information will make tasks like writing job
descriptions and determining job qualifications much easier. In
addition, the person in each business who serves as our point of
contact will receive an attractive desk clock and a framed Certificate
of Appreciation from the U. S. Department of Labor. Another special
gift – the O*NET Toolkit for Business - will be sent to you later when
we mail the questionnaires.
How will I personally benefit?
To express our appreciation to your company for participating, we
offer your business the O*NET Toolkit for Business. This Toolkit is
designed to help you use the O*NET database to simplify tasks such as
writing job descriptions and planning for future human resource needs.
Additionally, every company benefits from the updated national
O*NET database that will be the product of the occupation
information your company provides.
Incentives Brochure
Gifts that say “Thanks for participating
in the O* NET Data Collection Program”
*RTI International is a trade name of Research Triangle Institute.
Conducted by RTI International* for the U.S. Department of Labor and the National O*NET Consortium
®
You have already received…
Thank you very much for your help
O*NET Desk Clock is
included in this mailing.
In our next mailing to you, you will receive…
We are very appreciative of the help you and your company
are providing to the O*NET Data Collection Program. We
realize your time is valuable and limited, and we are truly
A framed Certificate of
Appreciation from the
U.S. Department of Labor.
appreciative of your contributions to this program.
To express our appreciation, we have put together a collection
of gifts for you, your company, and the employees who are
selected to participate in the Program. Descriptions of these
gifts are shown on the right.
We believe the most valuable benefit of your participation
A $10 cash gift for each employee who is
selected to complete the O*NET Questionnaire.
The $10 cash gift is an expression of our appreciation
to the employees for completing this 30-minute
questionnaire during their spare time.
is the information that will be returned to you and your
company through the O*NET database. Many employers
access this database routinely for information on occupational
In a separate mailing, your company will receive…
characteristics, worker attributes, and job descriptions.
We hope you enjoy all these benefits of the O*NET Program.
We look forward to working with you over the new few weeks
as we collect occupational information from your company.
The O*NET Toolkit for Business. The O*NET
Toolkit for Business is a free packet of information
about the O*NET Program that managers can use
for human resource planning, including a guide
for writing job descriptions.
These gifts will be included with the questionnaires that we will ask you to distribute to the
sampled employees. Each employee’s $10 gift will be enclosed in a sealed envelope
containing the questionnaire.
Selected Occupations List
Selected Occupations for
L1\1 Al ~ (
f
~ 5-rA& l- 1 ;"1-1 (v\ E.N,- )
This list contains the definitions of a number of occupations that are of interest to [he surve y. Your O·NET
representative will try to determine whether you have employe es in some -of these occupation s in your next
phone call. Please have this list available when he or she calls.
Note: Only five or fewer of the occupations listed below will actually be selected from your organization.
The O·NET representative will provide further details about this when he or she calls.
1. Terrazzo Workers and Finishers:
Apply a rruxrure of cement , sand , pigment, or marble chips to floors, stairways, and cabinet fixtures to fashion
durable and decorative surfaces.
2. Floor Layers, Except Carpet, Wood, and Hard Tiles:
Apply blocks, strip s, or sheets of shock-absorb ing, sound-deadening, or decorative co verings to floors.
3. Stonemasons:
Build stone structures, such as piers, walls, and abutments. Lay walks, curb stones , or special types of masonry
for vats, tanks, and floors .
4. Plasterers and Stucco Masons :
Apply interior or exterior plaster, cement, stucco, or similar materials. May also set ornamental plaster.
5. Tile and Marble Setters:
Apply hard tile, marble, and wood tile to walls, floors, ceilings, and roof decks .
6. Carpet Installers:
Lay and install carpet from rolls or blocks on floors. Install padding and trim flooring materials.
7. Helpers--Electricians:
Help electricians by performing duties of lesser skill. Duties include using , supplying or holding materials or
tools, and cleaning work area and equipment.
8. Helpers-Carpenters:
Help carpenters by performing duties of lesser skill. Duties include using, supplying or holding matenals or
tools, and cleaning work area and equipment.
9. Brickrnasons and Blockmasons:
Lay and bind build ing materials, such as brick, structural tile, concrete block, cinder block, glass block, and
terra-cotta block, with mortar and other substances to construct or repair walls, partitions, arches, sewers, and
other structures.
10. Rough Carpenters:
Build rough wooden structure s, such as concrete forms, scaffolds, tunnel, bridge , or sewer supports, billboard
signs, and temporary frame shelters, according to sketches, blueprints , or oral instructions.
O*NET Brochure
Association Endorsement List
National Association of State Directors of
Career Technical Education
Consortium
National Athletic Trainers’ Association
National Bicycle Dealers Association
National Blacksmiths and Weldors
Association
National Burglar and Fire Alarm
Association
National Business Education Association
National Career Development Association
National Center for Manufacturing
Sciences
National Center for Simulation
National Cleaners Association
National Concrete Masonry Association
National Cosmetology Association
National Council for Advanced
Manufacturing
National Council of Agricultural
Employers
National Council of Teachers of English
National Council of Teachers of
Mathematics
National Criminal Justice Association
National Dance Association
National Dental Assistants Association
National Dental Association
National Earth Science Teachers
Association
National Elevator Industry, Inc
National Employment Counseling
Association
National Environmental Health
Association
National Farmers Union
National Federation of Licensed Practical
Nurses
National Freight Transportation
Association
National Funeral Directors Association
National Glass Association
National Hardwood Lumber Association
National High School Association
National Human Resources Association
National Institute for Automotive Service
Excellence
National Institute for Literacy
National Institute for Metalworking Skills
National Jewelers Association
National Judges Association
National League of Postmasters of the
United States
National Management Association
National Maritime Education and Training
Association
National Paralegal Association
National Propane Gas Association
National Railroad Construction and
Maintenance Association
National Registry of Environmental
Professionals
National Rehabilitation Counseling
Association
National Retail Federation
National Roofing Contractors Association
National Science and Technology
Education Partnership
National Society of Professional
Surveyors
National Stone, Sand and Gravel
Association
National Terrazzo and Mosaic Association
National Therapeutic Recreation Society
National Tile Contractors Association
National Tooling and Machining
Association
National Tour Association
National Training and Simulation
Association
National Utility Contractors Association
National Wheel and Rim Association
Network and System Professionals
Association
Network Professional Association
New York Academy of Sciences
o-s
Outdoor Power Equipment Aftermarket
Association
Owner-Operator Independent Drivers
Association
Packaging and Label Gravure Association
Painting & Decorating Contractors of
America
Pedorthic Footwear Association
Plastic and Metal Products Manufacturers
Association
Pleaters, Stitchers & Embroiderers
Association
Plumbing-Heating-Cooling Contractors
National Association
Precision Machined Products Association
Precision Machined Products Association
Educational Foundation
Precision Metalforming Association
Precision Metalforming Association
Educational Foundation
Printing Industries of America & Affiliates
Professional Association of Custom
Clothiers
Professional Caddie Association
Professional Landcare Network
America
Professional Managers Association
RetailRefractory
Bakers ofCeramic
America
Fibers Coalition
Refrigeration Service Engineers Society
Risk Management Association
Medicine
Society for Experimental Biology and
Society for Foodservice Management
Society for Protective Coatings
Society for Technical Communication
Society of Allied Weight Engineers
Society
of American
Florists
Society
of American
Archivists
Society of American Foresters
Association Support
As a leading national and industry association, we support O*NET, the Occupational Information Network.
A major initiative of the United States Department of Labor, O*NET is a database of occupation information,
specifying job characteristics and worker skills and abilities.
O*NET helps employers meet human resource challenges by identifying front line skill needs. It helps employees
identify skills necessary to succeed in their fields, and helps job seekers understand the skills and training they
need for the jobs they want.
We urge you to complete the O*NET questionnaire. By providing this valuable information, you will help
the O*NET database capture the realities of the changing American workplace and be a participant in building
a national labor exchange system able to compete in the international marketplace.
Society of Computer Professionals
Society of Fire Protection Engineers
Society of Manufacturing Engineers
Engineers
Society of Naval Architects and Marine
Society of Petroleum Engineers
Society of Professional Benefit
Administrators
Soil Science Society of America
SOLE—The International Society of
Logistics
Specialty Graphic Imaging Association
Structural Insulated Panel Association
t-w
Tree Care Industry Association
Tubular Piping Association
United Council on Welfare Fraud
Joiners of America
Water Environment Federation
Western Dredging Association
Wildlife Disease Association
World International Nail and Beauty
Association
Association
a
Academy of Criminal Justice Sciences
Accrediting Council for Continuing
Education and Training
African American Women’s Clergy
Association
Air Conditioning Contractors of America
Aircraft Electronics Association
Allied Pilots Association
American Academy of Actuaries
American Academy of Environmental
Engineers
American Academy of Orthotists and
Prosthetists
American Academy of Physical Medicine
and Rehabilitation
American Academy of Physician
Assistants
American Apparel and Footwear
Association
American Association for Active Lifestyles
and Fitness
American Association for Adult and
Continuing Education
American Association for Health
Education
American Association for Homecare
American Association for Leisure and
Recreation
American Association for Marriage and
Family Therapy
American Association for Respiratory
Care
American Association for Vocational
Instructional Materials
American Association of Colleges of
Pharmacy
American Association of Community
Colleges
American Association of Cosmetology
Schools
American Association of Early Childhood
Educators
American Association of Engineering
Societies
American Association of Motor Vehicle
Administrators
American Association of Museums
American Association of Psychiatric
Technicians
American Association of State Colleges
and Universities
American Association of Zoo Keepers
American Bar Association
American Business Conference
American Chemical Society
American College of Cardiology
American Composites Manufacturers
Association
American Congress on Surveying and
Mapping
American Correctional Association
American Council for Construction
Education
American Council of Life Insurers
American Counseling Association
American Culinary Federation
American Dental Assistants Association
American Design Drafting Association
American Education Finance Association
American Electronics Association
American Federation for Medical
Research
American Federation of Home Health
Agencies
American Federation of School
Administrators
American Federation of Teachers
American Financial Services Association
American Fisheries Society
American Forest & Paper Association
American Foundry Society
American Geological Institute
American Health Information
Management Association
American Historical Association
American Home Furnishings Alliance
American Hotel and Lodging Association
American Industrial Hygiene Association
American Institute for Conservation of
Historic and Artistic Works
American Institute of Aeronautics and
Astronautics
American Institute of Building Design
American Institute of Chemists
American Institute of Constructors
American Institute of Engineers
American Institute of Floral Designers
American Institute of Professional
Bookkeepers
American Insurance Association
American Jail Association
American Library Association
American Loggers Council
American Management Association
American Meat Institute
American Mental Health Counselors
Association
American Moving & Storage Association
American Optometric Association
American Pharmacists Association
American Physical Therapy Association
American Physiological Society
American Planning Association
American Probation and Parole
Association
American Prosthodontic Society
American Psychological Association
American Public Gas Association
American Public Human Services
Association
American Purchasing Society
American Rehabilitation Counseling
Association
American Rental Association
American Road and Transportation
Builders Association
American School Counselor Association
American School Health Association
American Society for Clinical Laboratory
Science
American Society for Engineering
Education
American Society for Engineering
Management
American Society for Microbiology
American Society for Quality
American Society for Training and
Development
American Society of Agronomy
American Society of Association
Executives
American Society of Certified Engineering
Technicians
American Society of Interior Designers
American Society of Law Enforcement
Trainers
American Society of Professional
Estimators
American Society of Radiologic
Technologists
American Society of Sanitary Engineering
American Society of Travel Agents
American Sociological Association
American Subcontractors Association
American Therapeutic Recreation
Association
American Watchmakers-Clockmakers
Institute
American Water Works Association
American Zoo and Aquarium Association
America’s Health Insurance Plans
Animal Behavior Society
Appraisal Institute
Appraisers Association of America
Architectural Engineering Institute of the
American Society of Civil Engineers
Associated Bodywork and Massage
Professionals
Associated Builders and Contractors
Associated General Contractors of
America
Associated Locksmiths of America
Associated Specialty Contractors
Association for Career and Technical
Education
Association for Career and Technical
Education Research
Association for Childhood Education
International
Association for Commuter Transportation
Association for Continuing Higher
Education
Association for Financial Professionals
Association for Healthcare
Documentation Integrity
Association for Library and Information
Science Education
Association for Library Collections and
Technical Services
Association for Professionals in Infection
Control and Epidemiology
Association for the Advancement of Cost
Engineering
Association of Business Support Services
International
Association of Consulting Foresters of
America, Inc.
Association of Credit and Collection
Professionals
Association of Energy Engineers
Association of Environmental Engineering
and Science Professors
Association of Equipment Management
Professionals
Association of Executive and
Administrative Professionals
Association of Information Technology
Professionals
Association of Management Consulting
Firms
Association of Master of Business
Administration Executives
Association of Minority Health
Professions Schools
Association of Oncology Social Work
Association of Sales and Marketing
Companies
Association of School Business Officials
International
Association of Schools of Allied Health
Professions
Association of Surgical Technologists
Association of the Wall and Ceiling
Industry
Association of Women in the Metal
Industries
Association of Women Soil Scientists
Automotive Maintenance and Repair
Association
b-h
Belt Association
Biomedical Engineering Society
Biotechnology Industry Organization
Blow-in-Blanket Contractors Association
Bread Bakers Guild of America
Brotherhood of Shoe and Allied
Craftsmen
Business Marketing Association
Business Professionals of America
California Fashion Association
Ceilings and Interior Systems
Construction Association
Center for Book Arts
Ceramic Tile Institute of America
Chamber of Shipping of America
Chartered Property Casualty
Underwriters Society
Commercial Vehicle Training Association
Community Transportation Association of
America
CompTIA
Construction Management Association of
America
Consumer Electronics Association
Contact Lens Manufacturers Association
Council for American Private Education
Council of Fashion Designers of America
Council of Industrial Boiler Owners
Council of Supply Chain Management
Professionals
Crane Certification Association of
America
Crop Science Society of America
Custom Electronic Design and Installation
Association
Dangerous Goods Advisory Council
Deck Industry Association
Dietary Managers Association
Drug and Alcohol Testing Industry
Association
Edison Welding Institute
Editorial Freelancers Association
Electronics Technicians Association
International
Employee Benefit Research Institute
Energy Council of the Northeast
Fabricators & Manufacturers Association
International
Federal Resource Center for Special
Education
Federation of Tax Administrators
Flexographic Technical Association
Floor Covering Installation Contractors
Association
Foodservice Consultants Society
International
Forest Resources Association
Forging Industry Association
Gases and Welding Distributors
Association
Graphic Artists Guild
Graphic Arts Technical Foundation &
Affiliates
Group Underwriters Association of
America
Healthcare Distribution Management
Association
Home Care Aide Association of America
Home Healthcare Nurses Association
Hospice Association of America
Hospitality Business Alliance
i-k
IEEE (Institute of Electrical and
Electronics Engineers)
IEEE Aerospace and Electronic Systems
Society
IEEE Computer Society
IEEE Engineering in Medicine and
Biology Society
IEEE Engineering Management Society
Independent Automotive Damage
Appraisers Association
Industrial Designers Society of America
Information Systems Audit and Control
Association
Information Technology Association of
America
Inland Marine Underwriters Association
Institute for Certification of Computing
Professionals
Institute for Operations Research and the
Management Sciences
Institute for Supply Management
Institute of Environmental Sciences and
Technology
Institute of Industrial Engineers
Institute of Management Accountants
Institute of Management Consultants
USA
Institute of Packaging Professionals
Insurance Information Institute
International Association for Computer
Information Systems
International Association of Administrative
Professionals
International Association of Arson
Investigators
International Association of Asian Studies
International Association of Campus Law
Enforcement Administrators
International Association of Fire Chiefs
International Association of Foundation
Drilling
International Association of Workforce
Professionals
International Disk Drive Equipment and
Materials Association
International Economic Development
Council
International Executive Housekeeping
Association
International Federation of Professional
and Technical Engineers
International Fire Marshals Association
International Interior Design Association
International Maintenance Institute
International Masonry Institute
International Plant Propagators’ Society
International Public Management
Association for Human Resources
International Ticketing Association
International Union of Bakers and
Bakers-Confectioners
International Union of Bricklayers and
Allied Craftworkers
International Union of Painters and Allied
Trades
International Union of Police Associations
International Warehouse Logistics
Association
Ironworker Management Progressive
Action Cooperative Trust
Irrigation Association
Jewelers of America
Jewelry Information Center
Kitchen Cabinet Manufacturers
Association
m-n
Machinery Dealers National Association
Manufactured Housing Institute
Marine Technology Society
Marketing Research Association
Mason Contractors Association of
America
Material Handling Equipment Distributors
Association
Metals Service Center Institute
Metropolitan Burglar and Fire Alarm
Association
Minerals, Metals, and Materials Society
Modular Building Institute
NALS
National Academy of Opticianry
National Academy of Sciences
National Alliance of Business
National Association for Business
Economics
National Association for Equal
Opportunity in Higher Education
National Association for Girls and Women
in Sport
National Association for Home Care and
Hospice
National Association for Practical Nurse
Education and Service
National Association for Printing
Leadership
National Association for Sport and
Physical Education
National Association of African American
Studies
National Association of Child Care
Professionals
National Association of Child Care
Resource and Referral Agencies
National Association of Construction
Boilermaker Employers
National Association of Counties
National Association of County Surveyors
National Association of Emergency
Medical Technicians
National Association of Environmental
Professionals
National Association of Geoscience
Teachers
National Association of Health
Underwriters
National Association of Hispanic and
Latino Studies
National Association of Independent
Insurance Adjusters
National Association of Independent
Publishers
National Association of Legal Assistants
National Association of Manufacturers
National Association of Native American
Studies
National Association of Professional
Employer Organizations
National Association of Sales and
Marketing Agencies
National Association of School
Psychologists
National Association of Service Managers
National Association of Social Workers
American Moving & Storage Association
American Optometric Association
American Pharmacists Association
American Physical Therapy Association
American Physiological Society
American Planning Association
American Probation and Parole
Association
American Prosthodontic Society
American Psychological Association
American Public Gas Association
American Public Human Services
Association
American Purchasing Society
American Rehabilitation Counseling
Association
American Rental Association
American Road and Transportation
Builders Association
American School Counselor Association
American School Health Association
American Society for Clinical Laboratory
Science
American Society for Engineering
Education
American Society for Engineering
Management
American Society for Microbiology
American Society for Quality
American Society for Training and
Development
American Society of Agronomy
American Society of Association
Executives
American Society of Certified Engineering
Technicians
American Society of Interior Designers
American Society of Law Enforcement
Trainers
American Society of Professional
Estimators
American Society of Radiologic
Technologists
American Society of Sanitary Engineering
American Society of Travel Agents
American Sociological Association
American Subcontractors Association
American Therapeutic Recreation
Association
American Watchmakers-Clockmakers
Institute
American Water Works Association
American Zoo and Aquarium Association
America’s Health Insurance Plans
Animal Behavior Society
Appraisal Institute
Appraisers Association of America
Architectural Engineering Institute of the
American Society of Civil Engineers
Associated Bodywork and Massage
Professionals
Associated Builders and Contractors
Associated General Contractors of
America
Associated Locksmiths of America
Associated Specialty Contractors
Association for Career and Technical
Education
Association for Career and Technical
Education Research
Association for Childhood Education
International
Association for Commuter Transportation
Association for Continuing Higher
Education
Association for Financial Professionals
Association for Healthcare
Documentation Integrity
Association for Library and Information
Science Education
Association for Library Collections and
Technical Services
Association for Professionals in Infection
Control and Epidemiology
Association for the Advancement of Cost
Engineering
Association of Business Support Services
International
Association of Consulting Foresters of
America, Inc.
Association of Credit and Collection
Professionals
Association of Energy Engineers
Association of Environmental Engineering
and Science Professors
Association of Equipment Management
Professionals
Association of Executive and
Administrative Professionals
Association of Information Technology
Professionals
Association of Management Consulting
Firms
Association of Master of Business
Administration Executives
Association of Minority Health
Professions Schools
Association of Oncology Social Work
Association of Sales and Marketing
Companies
Association of School Business Officials
International
Professions
Association of Schools of Allied Health
Association of Surgical Technologists
Association of the Wall and Ceiling
Industry
Industries
Association of Women in the Metal
Association of Women Soil Scientists
Association
Automotive Maintenance and Repair
b-h
Belt Association
Biomedical Engineering Society
Biotechnology Industry Organization
Blow-in-Blanket Contractors Association
Bread Bakers Guild of America
Brotherhood of Shoe and Allied
Craftsmen
Business Marketing Association
Business Professionals of America
California Fashion Association
Ceilings and Interior Systems
Construction Association
Center for Book Arts
Ceramic Tile Institute of America
Chamber of Shipping of America
Chartered Property Casualty
Underwriters Society
Commercial Vehicle Training Association
Community Transportation Association of
America
CompTIA
Construction Management Association of
America
Consumer Electronics Association
Contact Lens Manufacturers Association
Council for American Private Education
Council of Fashion Designers of America
Council of Industrial Boiler Owners
Council of Supply Chain Management
Professionals
Crane Certification Association of
Crop Science Society of America
America
Custom Electronic Design and Installation
Dangerous Goods Advisory Council
Association
Dietary Managers Association
Deck Industry Association
Drug and Alcohol Testing Industry
Association
Editorial Freelancers Association
Edison Welding
Institute
Electronics
Technicians Association
International
Employee Benefit Research Institute
Energy Council of the Northeast
Fabricators & Manufacturers Association
International
Federal Resource Center for Special
Education
Federation of Tax Administrators
Flexographic Technical Association
Floor Covering Installation Contractors
Association
Foodservice Consultants Society
International
Forest Resources Association
Forging Industry Association
Gases and Welding Distributors
Association
Graphic Artists Guild
Graphic Arts Technical Foundation &
Affiliates
Group Underwriters Association of
America
Healthcare Distribution Management
Association
Home Care Aide Association of America
Home Healthcare Nurses Association
Hospice Association of America
Hospitality Business Alliance
i-k
IEEE (Institute of Electrical and
Electronics Engineers)
IEEE Aerospace and Electronic Systems
Society
IEEE Computer Society
IEEE Engineering in Medicine and
Biology Society
IEEE Engineering Management Society
Independent Automotive Damage
Appraisers Association
Industrial Designers Society of America
Information Systems Audit and Control
Association
Information Technology Association of
America
Inland Marine Underwriters Association
Institute for Certification of Computing
Professionals
Institute for Operations Research and the
Management Sciences
Institute for Supply Management
Institute of Environmental Sciences and
Technology
Institute of Industrial Engineers
Institute of Management Accountants
Institute of Management Consultants
USA
Institute of Packaging Professionals
Insurance Information Institute
International Association for Computer
Information Systems
International Association of Administrative
Professionals
International Association of Arson
Investigators
International Association of Asian Studies
International Association of Campus Law
Enforcement Administrators
International Association of Fire Chiefs
International Association of Foundation
Drilling
International Association of Workforce
Professionals
International Disk Drive Equipment and
Materials Association
International Economic Development
Council
International Executive Housekeeping
Association
International Federation of Professional
and Technical Engineers
International Fire Marshals Association
International Interior Design Association
International Maintenance Institute
International Masonry Institute
International Plant Propagators’ Society
International Public Management
Association for Human Resources
International Ticketing Association
International Union of Bakers and
Bakers-Confectioners
International Union of Bricklayers and
Allied Craftworkers
International Union of Painters and Allied
Trades
International Union of Police Associations
International Warehouse Logistics
Association
Ironworker Management Progressive
Action Cooperative Trust
Irrigation Association
Jewelers of America
Jewelry Information Center
Kitchen Cabinet Manufacturers
Association
m-n
Machinery Dealers National Association
Manufactured Housing Institute
Marine Technology Society
Marketing Research Association
Mason Contractors Association of
America
Material Handling Equipment Distributors
Association
Metals Service Center Institute
Metropolitan Burglar and Fire Alarm
Association
Minerals, Metals, and Materials Society
Modular Building Institute
NALS
National Academy of Opticianry
National Academy of Sciences
National Alliance of Business
National Association for Business
Economics
National Association for Equal
Opportunity in Higher Education
National Association for Girls and Women
in Sport
National Association for Home Care and
Hospice
National Association for Practical Nurse
Education and Service
National Association for Printing
Leadership
National Association for Sport and
Physical Education
National Association of African American
Studies
National Association of Child Care
Professionals
National Association of Child Care
Resource and Referral Agencies
National Association of Construction
Boilermaker Employers
National Association of Counties
National Association of County Surveyors
National Association of Emergency
Medical Technicians
National Association of Environmental
Professionals
National Association of Geoscience
Teachers
National Association of Health
Underwriters
National Association of Hispanic and
Latino Studies
National Association of Independent
Insurance Adjusters
National Association of Independent
Publishers
National Association of Legal Assistants
National Association of Manufacturers
National Association of Native American
Studies
National Association of Professional
Employer Organizations
National Association of Sales and
Marketing Agencies
National Association of School
Psychologists
National Association of Service Managers
National Association of Social Workers
National Association of State Directors of
Career Technical Education
Consortium
National Athletic Trainers’ Association
National Bicycle Dealers Association
National Blacksmiths and Weldors
Association
National Burglar and Fire Alarm
Association
National Business Education Association
National Career Development Association
National Center for Manufacturing
Sciences
National Center for Simulation
National Cleaners Association
National Concrete Masonry Association
National Cosmetology Association
National Council for Advanced
Manufacturing
National Council of Agricultural
Employers
National Council of Teachers of English
National Council of Teachers of
Mathematics
National Criminal Justice Association
National Dance Association
National Dental Assistants Association
National Dental Association
National Earth Science Teachers
Association
National Elevator Industry, Inc
National Employment Counseling
Association
National Environmental Health
Association
National Farmers Union
National Federation of Licensed Practical
Nurses
National Freight Transportation
Association
National Funeral Directors Association
National Glass Association
National Hardwood Lumber Association
National High School Association
National Human Resources Association
National Institute for Automotive Service
Excellence
National Institute for Literacy
National Institute for Metalworking Skills
National Jewelers Association
National Judges Association
National League of Postmasters of the
United States
National Management Association
National Maritime Education and Training
Association
National Paralegal Association
National Propane Gas Association
National Railroad Construction and
Maintenance Association
National Registry of Environmental
Professionals
National Rehabilitation Counseling
Association
National Retail Federation
National Roofing Contractors Association
National Science and Technology
Education Partnership
National Society of Professional
Surveyors
National Stone, Sand and Gravel
Association
National Terrazzo and Mosaic Association
National Therapeutic Recreation Society
National Tile Contractors Association
National Tooling and Machining
Association
National Tour Association
National Training and Simulation
Association
National Utility Contractors Association
National Wheel and Rim Association
Network and System Professionals
Association
Network Professional Association
New York Academy of Sciences
o-s
Outdoor Power Equipment Aftermarket
Association
Owner-Operator Independent Drivers
Association
Packaging and Label Gravure Association
Painting & Decorating Contractors of
America
Pedorthic Footwear Association
Plastic and Metal Products Manufacturers
Association
Pleaters, Stitchers & Embroiderers
Association
Plumbing-Heating-Cooling Contractors
National Association
Precision Machined Products Association
Precision Machined Products Association
Educational Foundation
Precision Metalforming Association
Precision Metalforming Association
Educational Foundation
Printing Industries of America & Affiliates
Professional Association of Custom
Clothiers
Professional Caddie Association
Professional Landcare Network
Professional Managers Association
Property Casualty Insurers Association of
America
Refractory Ceramic Fibers Coalition
Refrigeration Service Engineers Society
Retail Bakers of America
Risk Management Association
Association Support
As a leading national and industry association, we support O*NET, the Occupational Information Network.
A major initiative of the United States Department of Labor, O*NET is a database of occupation information,
specifying job characteristics and worker skills and abilities.
Society for Experimental Biology and
Medicine
Society for Foodservice Management
Society for Protective Coatings
O*NET helps employers meet human resource challenges by identifying front line skill needs. It helps employees
identify skills necessary to succeed in their fields, and helps job seekers understand the skills and training they
need for the jobs they want.
Society for Technical Communication
Society of Allied Weight Engineers
Society of American Archivists
Society of American Florists
Society of American Foresters
We urge you to complete the O*NET questionnaire. By providing this valuable information, you will help
the O*NET database capture the realities of the changing American workplace and be a participant in building
a national labor exchange system able to compete in the international marketplace.
Society of Computer Professionals
Society of Fire Protection Engineers
Society of Manufacturing Engineers
Society of Naval Architects and Marine
Engineers
Society of Petroleum Engineers
Society of Professional Benefit
Administrators
Soil Science Society of America
SOLE—The International Society of
Logistics
Specialty Graphic Imaging Association
Structural Insulated Panel Association
t-w
Telecommunications Industry Association
Tooling and Manufacturing Association
Transportation Intermediaries Association
Tree Care Industry Association
Tube and Pipe Association International
Tubular Piping Association
United Brotherhood of Carpenters and
Joiners of America
United Council on Welfare Fraud
United Professional Sales Association
United States Tour Operators Association
Water Environment Federation
Western Dredging Association
Wildlife Disease Association
Wood Flooring Manufacturers Association
Wood Moulding and Millwork Producers
Association
World International Nail and Beauty
Association
World Leisure and Recreation Association
a
Academy of Criminal Justice Sciences
Accrediting Council for Continuing
Education and Training
African American Women’s Clergy
Association
Air Conditioning Contractors of America
Aircraft Electronics Association
Allied Pilots Association
American Academy of Actuaries
American Academy of Environmental
Engineers
American Academy of Orthotists and
Prosthetists
American Academy of Physical Medicine
and Rehabilitation
American Academy of Physician
Assistants
American Apparel and Footwear
Association
American Association for Active Lifestyles
and Fitness
American Association for Adult and
Continuing Education
American Association for Health
Education
American Association for Homecare
American Association for Leisure and
Recreation
American Association for Marriage and
Family Therapy
American Association for Respiratory
Care
American Association for Vocational
Instructional Materials
American Association of Colleges of
Pharmacy
American Association of Community
Colleges
American Association of Cosmetology
Schools
American Association of Early Childhood
Educators
American Association of Engineering
Societies
American Association of Motor Vehicle
Administrators
American Association of Museums
American Association of Psychiatric
Technicians
American Association of State Colleges
and Universities
American Association of Zoo Keepers
American Bar Association
American Business Conference
American Chemical Society
American College of Cardiology
American Composites Manufacturers
Association
American Congress on Surveying and
Mapping
American Correctional Association
American Council for Construction
Education
American Council of Life Insurers
American Counseling Association
American Culinary Federation
American Dental Assistants Association
American Design Drafting Association
American Education Finance Association
American Electronics Association
American Federation for Medical
Research
American Federation of Home Health
Agencies
American Federation of School
Administrators
American Federation of Teachers
American Financial Services Association
American Fisheries Society
American Forest & Paper Association
American Foundry Society
American Geological Institute
American Health Information
Management Association
American Historical Association
American Home Furnishings Alliance
American Hotel and Lodging Association
American Industrial Hygiene Association
American Institute for Conservation of
Historic and Artistic Works
American Institute of Aeronautics and
Astronautics
American Institute of Building Design
American Institute of Chemists
American Institute of Constructors
American Institute of Engineers
American Institute of Floral Designers
American Institute of Professional
Bookkeepers
American Insurance Association
American Jail Association
American Library Association
American Loggers Council
American Management Association
American Meat Institute
American Mental Health Counselors
Association
Mailing to POC with Questionnaire Packets for
Selected Employees
• RTI Letter to POC to Accompany Questionnaire
• Example POC Memo to Employees
RTI Letter to POC to Accompany Questionnaires
I
3040Comwa"i~ Road
POBox ] 194·
e~ea rch Triangle Pilrk, NC2770 ·2 194 . USA
IN T E RN \ TIQ
[CURRENT RTl LETTER TO POC TO ACCOMPANY QUESTIONNAIRES)
[DATE]
[NAME OF POC]
[COMPANY NAME]
[COMPANY ADDRESS]
Dear [NAME OF POC]:
As we recently discussed on the telephone, enclosed are the questionnaire packets for the
employees who were sampled to participate in the O*NET®Data Collection Program. Please
distribute the packets to the appropriate employees as soon as possible.
Note that the label affixed to each envelope includes the occupation, line number and
initials of the employee (optional) from the roster you created for each occupation. Please use the
roster as a guide to ensure that each employee receives the correct envelope.
To encourage a high level of response from the employees, we have prepared the
attached example memorandum that you can send to each employee to show your support for the
Program. We hope you will consider modifying this memorandum as you wish and distributing it
along with the questionnaire packets. Call me at the number below if you would like me to send
an electronic copy of the memo to you.
We sincerely appreciate your company's support of this important program and hope that
our sincere thanks is communicated to each employee receiving a packet. We realize that their
participation is completely voluntary and that their time is valuable.
Finally, as a token of our appreciation for your efforts, we have enclosed a Certificate of
Appreciation from the U.S. Department of Labor in your name. Also enclosed is a frame for the
certificate. Your personal efforts in support of this important national data collection program are
recognized and sincerely appreciated by the U.S. Department of Labor, as well as the entire
O*NET Project Team.
We will contact you again in the near future to see if you need any additional support. In
the meantime, feel free to contact me toll free at 1-877-233-7348, ext. [BL EXTENSION], any
time I can be of assistance.
Sincerely,
[NAME OF BL]
Business Liaison
Enclosure
Example POC Memo to Employees
Company Letterhead
MEMORANDUM
DATE:
TO:
[SELECTED EMPLOYEE]
FROM:
[POINT OF CONTACT]
SUBJECT:
Occupational Information Network (O*NET®) Data Collection Program
Our company has been invited by the U.S. Department of Labor to participate in an
important national project called the O*NET Data Collection Program. The purpose of
this study is to collect information on the knowledge, skills, and competencies required
for individuals in various occupations. Results of this data collection effort will be used to
update a national database on occupations called the Occupational Information Network
(O*NET), our nation’s primary source of information on jobs.
You have been randomly identified to participate in this program as part of a national
sample. Your responses to the enclosed questionnaire are very important because they
will represent many other employees nationwide who also work in your occupation. I
encourage you to complete the questionnaire and return it as soon as you can.
However, your participation is completely voluntary and will in no way affect your
employment.
Also, please be assured that your responses will be kept strictly confidential and your
name will not be associated with your individual responses. As you will note from the
instructions provided in the questionnaire packet, your completed questionnaire should
be returned directly to RTI, the survey organization collecting the data. An addressed,
postage-paid envelope is enclosed in the packet of materials for this purpose. Neither I,
nor anyone else in the company, will ever see or have access to your answers.
Thank you very much for attending to this request. I hope you will complete the
questionnaire and return it to RTI in the next few days. If you have questions about it,
please contact me.
Selected Employee Package
• RTI Letter to Accompany Questionnaire (With $10 Incentive)
• RTI Letter to Accompany Questionnaire (Without $10
Incentive)
• Instructions for Completing the Web Version of the O*NET
Questionnaire
RTI Letter to Accompany Questionnaire
(With $10 Incentive)
[DATE]
Dear Madam or Sir,
On behalf of the U.S. Department of Labor and the National Occupational Information Network
(O*NET®) Consortium, I am requesting your participation in the O*NET Data Collection Program. This
important data collection effort is being undertaken to update the O*NET database, our nation's primary
source of occupational information. RTI, a non-profit research organization, is conducting this data
collection effort for the U.S. Department of Labor and the National O*NET Consortium. We are
collecting data from randomly sampled workers in businesses all across the United States.
Your company has agreed to participate in the O*NET Data Collection Program. One of your coworkers, [NAME OF POC], is helping RTI to randomly sample employees to be invited to participate in
this important program.
To participate, please complete the questionnaire enclosed with this letter and return it to us in the
enclosed stamped envelope. It should only take about 30 minutes to complete. We also ask that you do
this on your own time, not company time. We have enclosed $10, which is yours to keep as an
expression of our appreciation for your time.
Your participation is completely voluntary. You can skip over any question you do not want to
answer. Your responses are returned directly to RTI, where your answers will be kept completely
confidential and will not affect your employment in any way. Neither your name nor your company’s
name will be associated with your response. Data will only be used in summary form to describe
occupations - not specific jobs or the individuals performing them.
We have enclosed an O*NET brochure that will answer many questions you have about the
O*NET program. If you have access to the Internet, you may wish to complete the questionnaire on our
web site at http://onet.rti.org. We have enclosed instructions to assist you with that. If you have further
questions about this request, please contact Chris Ellis, Data Collection Task Leader, toll-free at RTI at 1800-334-8571, ext 2-6480.
Thank you for your help with the O*NET project. The participation of businesses and employees
across the country will ensure that all occupational information contained in the O*NET system is
accurate and useful to business, educators, and individuals exploring careers.
Sincerely,
Michael F. Weeks
O*NET Project Director
Enclosure
RTI Letter to Accompany Questionnaire
(Without $10 Incentive)
[DATE]
Dear Madam or Sir,
On behalf of the U.S. Department of Labor and the National Occupational Information Network
(O*NET®) Consortium, I am requesting your participation in the O*NET Data Collection Program. This
important data collection effort is being undertaken to update the O*NET database, our nation's primary
source of occupational information. RTI, a non-profit research organization, is conducting this data
collection effort for the U.S. Department of Labor and the National O*NET Consortium. We are
collecting data from randomly sampled workers in businesses all across the United States.
Your company has agreed to participate in the O*NET Data Collection Program. One of your coworkers, [NAME OF POC], is helping RTI to randomly sample employees to be invited to participate in
this important program.
To participate, please complete the questionnaire enclosed with this letter and return it to us in the
enclosed stamped envelope. It should only take about 30 minutes to complete. We also ask that you do
this on your own time, not company time. We sincerely appreciate your taking the time to help us in this
important effort.
Your participation is completely voluntary. You can skip over any question you do not want to
answer. Your responses are returned directly to RTI, where your answers will be kept completely
confidential and will not affect your employment in any way. Neither your name nor your company’s
name will be associated with your response. Data will only be used in summary form to describe
occupations, not specific jobs or the individuals performing them.
We have enclosed an O*NET brochure that will answer many questions you have about the
O*NET program. If you have access to the Internet, you may wish to complete the questionnaire on our
web site at http://onet.rti.org. We have enclosed instructions to assist you with that. If you have further
questions about this request, please contact Chris Ellis, Data Collection Task Leader, toll-free at RTI at 1800-334-8571, ext 2-6480.
Thank you again for your help with the O*NET project. The participation of businesses and
employees across the country will ensure that all occupational information contained in the O*NET
system is accurate and useful to business, educators, and individuals exploring careers.
Sincerely,
Michael F. Weeks
O*NET Project Director
Enclosure
Instructions for Completing the Web Version
Occupation Expert Method Materials
• Letter to Occupation Expert from U.S. Department of
Labor
• RTI Letter to Occupation Expert to Accompany
Questionnaire (with $40 Incentive)
• RTI Letter to Occupation Expert to Accompany
Questionnaire (without $40 Incentive)
• Occupation Expert Method Who What & How Brochure
• Association Endorsement List
• Instructions for Completing Occupation Expert Web
Version
Letter to Occupation Expert from
U.S. Department Of Labor
(DATE)
(OE NAME)
(ADDRESS)
(ADDRESS)
(ADDRESS)
Dear (OE NAME):
You recently received a phone call from RTI about an important program called the
Occupational Information Network (O*NET®). As the caller explained, the U.S.
Department of Labor is requesting your assistance with the O*NET program. The
program serves employers, human resource professionals, job seekers, trainers, and labor
market analysts nationwide who depend on occupational information to perform their
daily work. Individuals who are exploring and planning careers also use O*NET
information. We would like your help to keep this information current.
You have been identified as an occupation expert for the occupation of (occupation
name). As a participating expert, you will be asked to complete O*NET questionnaires
on the knowledge areas, work activities, work context factors, and tasks common to the
occupation; we also ask for some background information about you. To express our
appreciation for your expert contribution to this effort, you will receive a payment of $40
and a framed Certificate of Appreciation from the U.S. Department of Labor. These
items will be included when we mail the questionnaires to you. You can either complete
the paper questionnaires and mail them back to RTI in the postage-paid envelope they
will provide, or you may complete the questionnaires online using unique login
credentials provided on each questionnaire cover.
Your participation in this effort is voluntary, yet participation by you and other
occupation experts is vital to the success of this important program. A member of the
RTI O*NET team will call you in a few days to provide additional details and answer any
questions you may have. Thank you for your time and consideration.
Sincerely,
Pamela Frugoli
O*NET/SKILL Assessment Team Lead
Office of Workforce Investment
RTI Letter to Occupation Expert to Accompany
Questionnaire (with $40 Incentive)
3040 Cornwallis Road
PO Box 1 194 • Resea ch Trlangl P¥ k. NC 27709·2194 • US
OE RTlletter to accompany questionnaires - Version with $40
(DATE )
(O E NAME)
(ADDRESS)
(ADDRESS)
(ADDRESS)
Dear (OE NAME):
Thank you for agreeing to participate in the O*NET® Data Collection Program as an
occupation expert for the occupation o f [oc cupation name]. We greatly appreciat e your
contribution of expertise concerning this occupation. As we recently discu ssed on the
telephone, enclosed you will find the O*NET que stionnaires, a po stage-paid return
envelope, $40 in cash, and a framed Certificate of Appreciation from the U.S.
Department of Labor. If you have access to the Internet, you may wish to complete the
questionnaires online at http: //onet.rti.org. In your questionnaire packet, you will find
instructions for responding online.
Your responses will be kept confidential. The questionnaires have an identification
number for mailing and tracking purposes only. Your responses will be combined with
thos e of other experts in this occupation and will be reported in summary form only.
Participation by you and other occupation experts is invaluable to the accuracy and
usefulness of information in the O*NET database, from which edu cators, business
professionals, counselors, researchers, and career seekers benefit. Please complete the
questionnaires in the order indicated on the questionnaire cover, in as many sittings
as your schedule requires. If you have further questions about the O*NET program or the
questionnaires, please contact me toll-free at 877-233-7348, ext. [BL extension].
Thank you for completing and returning the questionnaires at your earliest convenience.
Sincerely,
[BL Name]
Business Liaison
RTI Letter to Occupation Expert to Accompany
Questionnaire (without $40 Incentive)
30<10 Cornw III~ Road • PO Box 12194 • Research T,I og le Park. C 277 9-2194
USA
l Nr ~ R N A I ' O N A l
OE RTI letter to accompany questionnaires - Version without $40
(DATE)
(OE NAME)
(ADDRESS)
(ADDRESS)
(ADDRESS)
Dear (OE):
Thank you for agreeing to participate in the O*NET® Data Collection Program as an
occupation expert for the occupation of[occupation name]. We greatly appreciate your
contribution of expertise concerning this occupation. As we recently discussed on the
telephone, enclosed you will find the O*NET questionnaires, a postage-paid return
envelope, and a framed Certificate of Appreciation from the U.S. Department of Labor.
I f you have access to the Internet, you may wish to complete the questionnaires online at
http://onet.rti.org. In your questionnaire packet, you will find instructions for responding
online.
Your responses wiII be kept confidential. The questionnaires have an identification
number for mailing and tracking purposes only, Your responses will be combined with
those of other experts in this occupation and will be reported in summary form only.
Participation by you and other occupation experts is invaluable to the accuracy and
usefulness of information in the O*NET database, from which educators, business
professionals, counselors, researchers, and career seekers benefit. Please com plete the
questionnaires in the order indicated on the questionnaire cover, in as many sittings
as your schedule requires. If you have further questions about the O*NET program or the
questionnaires, please contact me toll-free at 877-233-7348, ext. [BL extension].
Thank you for completing and returning the questionnaires at your earliest convenience.
Sincerely,
[BL Name]
Business Liaison
, .' I IHit:
' I,:
11 I
p,ll!./'''L
Occupation Expert Method
Who What & How Brochure
Find out more at http://onet.rti.org.
Form: OE 01/2008
After completing the O*NET questionnaires, please return them in the
postage-paid return envelope. Before sealing the envelope, please review the
checklist located on the back of the return envelope.
Step 3: Return the O*NET questionnaires in the
enclosed postage-paid return envelope.
Please complete the O*NET questionnaires in the order indicated on the
Post-it® on the cover of the questionnaires. In order to maximize the quality
of the data, we have pre-assigned the order of the questionnaires. Please
complete the questionnaires in that order. Work at your own pace, in as
many sittings as your schedule requires. You may wish to complete the
questionnaires online at http://onet.rti.org. Your unique login credentials are
printed in the upper-right corner of each printed questionnaire cover.
Step 2: Complete the O*NET questionnaires.
Review the materials in the box you receive to ensure all of the O*NET
questionnaires are enclosed. The covers for the questionnaires are different
colors and are labeled according to their content and the order in which they
should be completed.
Step 1: Ensure all O*NET questionnaires on the packing
list are enclosed within the box.
Three Simple Steps
Your Participation in O*NET Involves Only
An Introduction to the
Occupational Information
Network
O*NET Data
Collection Program:
Who, What & How
Find out more at http://onet.rti.org.
Find out more at http://onet.rti.org.
Yes. General information on many O*NET programs
and resources can be found at the O*NET Resource
Center website: http://www.onetcenter.org.
Is information on the O*NET Program
available on the World Wide Web?
If you have questions, you can call toll-free: 1-877233-7348, ext. 100, and Rob Stupar, O*NET
Operations Center Manager, will assist you.
You will be called by one of O*NET’s
professionally-trained Business Liaisons, who will
walk you through the data collection process and be
available to address your questions and concerns.
Because we are committed to providing you with the
highest quality of service, O*NET supervisors may
monitor a sample of these calls.
Who will contact me?
As our way of saying thanks for completing and
returning the O*NET questionnaires, we will send
you $40 in cash and a framed Certificate of
Appreciation from the U.S. Department of Labor (If
you wish, you may decline the gifts). These items
will arrive in a package with the O*NET
questionnaires. In addition, you will benefit from the
improvement in the O*NET database. Millions of
people nationwide will better understand the
occupation with the up-to-date, accurate information
that you provide.
How will I personally benefit?
Find out more at http://onet.rti.org.
Absolutely NOT! This is not a market study and we
are not selling anything. O*NET information is
available at no cost by downloading the O*NET
Database or by viewing the O*NET data using
O*NET Online (http://online.onetcenter.org).
Are you selling me something?
Your participation is voluntary. However, you are a
critical link in this data collection program. This is an
opportunity to provide direct input to the United
States Department of Labor by providing
occupational information.
Am I required by law to participate?
Absolutely! No identifying information about you
will be published or released in any form to anyone
outside the research team. We do not use names in
our results. Your data will be combined with data
from other occupation experts in order to develop a
more complete and comprehensive database.
Will the information that I provide be kept
confidential?
Find out more at http://onet.rti.org.
The United States Department of Labor (DOL) funds
the O*NET Data Collection Program. You may
verify this information by checking the DOL website:
http://www.doleta.gov/programs/onet.
Who is funding this program?
The O*NET Data Collection Program is an ongoing
effort to develop and maintain this unique database on
the detailed characteristics of workers and
occupations. The information is primarily collected
from
employees
working
within
selected
organizations. Occupation experts are providing
information for some occupations. The collection of
this information is designed to provide data that are
valid, reliable, and current. The O*NET Data
Collection Program is a critical step in the full
development of O*NET.
What is the O*NET Data
Collection Program?
The O*NET® acronym stands for “Occupational
Information Network.” It is an automated database
that replaces the Dictionary of Occupational Titles
(DOT) as the nation’s primary source of occupational
information. O*NET information is available as a
timely, easy-to-use database designed to help millions
of employers, workers, educators, and students make
informed decisions about education, training, career
choices, and work.
What is O*NET®?
Find out more at http://onet.rti.org.
The questionnaires consist of objective questions about
the activities, work context, training, and other aspects
of work within an occupation.
What kinds of questions will I be asked?
Occupation experts are identified by contacting
professional associations and educational institutions
related to the occupation.
How did you get my name?
An occupation expert is a person who has several
years of experience and training in an occupation. He
or she has the expert knowledge required to respond
to questions about the skills, knowledge and activities
required for work in the occupation.
What is an occupation expert?
RTI International is working with the United States
Department of Labor (DOL) to collect these data.
RTI International is an independent, not-for-profit
research organization located in Research Triangle
Park, NC. RTI is affiliated with Duke University, the
University of North Carolina at Chapel Hill, and
North Carolina State University.
Who is conducting the O*NET
Data Collection?
Find out more at http://onet.rti.org.
Absolutely. Each of the paper questionnaires sent to
you is also available via our secure Web site,
http://onet.rti.org. As an identified occupation expert,
you will be issued login credentials to allow you to
access Web versions of the questionnaires. These
unique credentials (username and password) are
printed on the cover of each paper questionnaire for
ease of reference.
Can I complete the questionnaires online?
The “Three Simple Steps” on the last page of this
brochure summarizes your participation. Briefly, we
will ask you to carefully complete several
questionnaires in a certain order and return them to
RTI in the postage-paid return envelope provided. If
you have access to the Internet, you may wish to
complete the questionnaires on our Web site. In your
questionnaire packet, we will enclose instructions for
responding online.
What are you asking me to do?
Your participation is important because your
responses, combined with the responses of other
experts, will describe your occupation to millions of
job seekers, educators, career counselors, human
resource professionals, and labor market analysts.
Why should I participate?
Association Endorsement List
National Association of State Directors of
Career Technical Education
Consortium
National Athletic Trainers’ Association
National Bicycle Dealers Association
National Blacksmiths and Weldors
Association
National Burglar and Fire Alarm
Association
National Business Education Association
National Career Development Association
National Center for Manufacturing
Sciences
National Center for Simulation
National Cleaners Association
National Concrete Masonry Association
National Cosmetology Association
National Council for Advanced
Manufacturing
National Council of Agricultural
Employers
National Council of Teachers of English
National Council of Teachers of
Mathematics
National Criminal Justice Association
National Dance Association
National Dental Assistants Association
National Dental Association
National Earth Science Teachers
Association
National Elevator Industry, Inc
National Employment Counseling
Association
National Environmental Health
Association
National Farmers Union
National Federation of Licensed Practical
Nurses
National Freight Transportation
Association
National Funeral Directors Association
National Glass Association
National Hardwood Lumber Association
National High School Association
National Human Resources Association
National Institute for Automotive Service
Excellence
National Institute for Literacy
National Institute for Metalworking Skills
National Jewelers Association
National Judges Association
National League of Postmasters of the
United States
National Management Association
National Maritime Education and Training
Association
National Paralegal Association
National Propane Gas Association
National Railroad Construction and
Maintenance Association
National Registry of Environmental
Professionals
National Rehabilitation Counseling
Association
National Retail Federation
National Roofing Contractors Association
National Science and Technology
Education Partnership
National Society of Professional
Surveyors
National Stone, Sand and Gravel
Association
National Terrazzo and Mosaic Association
National Therapeutic Recreation Society
National Tile Contractors Association
National Tooling and Machining
Association
National Tour Association
National Training and Simulation
Association
National Utility Contractors Association
National Wheel and Rim Association
Network and System Professionals
Association
Network Professional Association
New York Academy of Sciences
o-s
Outdoor Power Equipment Aftermarket
Association
Owner-Operator Independent Drivers
Association
Packaging and Label Gravure Association
Painting & Decorating Contractors of
America
Pedorthic Footwear Association
Plastic and Metal Products Manufacturers
Association
Pleaters, Stitchers & Embroiderers
Association
Plumbing-Heating-Cooling Contractors
National Association
Precision Machined Products Association
Precision Machined Products Association
Educational Foundation
Precision Metalforming Association
Precision Metalforming Association
Educational Foundation
Printing Industries of America & Affiliates
Professional Association of Custom
Clothiers
Professional Caddie Association
Professional Landcare Network
Professional Managers Association
Property Casualty Insurers Association of
America
Refractory Ceramic Fibers Coalition
Refrigeration Service Engineers Society
Retail Bakers of America
Risk Management Association
Society for Experimental Biology and
Medicine
Society for Foodservice Management
Association Support
As a leading national and industry association, we support O*NET, the Occupational Information Network.
A major initiative of the United States Department of Labor, O*NET is a database of occupation information,
specifying job characteristics and worker skills and abilities.
Society for Protective Coatings
Society for Technical Communication
Society of Allied Weight Engineers
Society of American Archivists
Society of American Florists
Society of American Foresters
Society of Computer Professionals
O*NET helps employers meet human resource challenges by identifying front line skill needs. It helps employees
identify skills necessary to succeed in their fields, and helps job seekers understand the skills and training they
need for the jobs they want.
We urge you to complete the O*NET questionnaire. By providing this valuable information, you will help
the O*NET database capture the realities of the changing American workplace and be a participant in building
a national labor exchange system able to compete in the international marketplace.
Society of Fire Protection Engineers
Society of Manufacturing Engineers
Society of Naval Architects and Marine
Engineers
Society of Petroleum Engineers
Society of Professional Benefit
Administrators
Soil Science Society of America
SOLE—The International Society of
Logistics
Specialty Graphic Imaging Association
Structural Insulated Panel Association
t-w
Telecommunications Industry Association
Tooling and Manufacturing Association
Transportation Intermediaries Association
Tree Care Industry Association
Tube and Pipe Association International
Tubular Piping Association
United Brotherhood of Carpenters and
Joiners of America
United Council on Welfare Fraud
United Professional Sales Association
United States Tour Operators Association
Water Environment Federation
Western Dredging Association
Wildlife Disease Association
Wood Flooring Manufacturers Association
Wood Moulding and Millwork Producers
Association
World International Nail and Beauty
Association
World Leisure and Recreation Association
a
Academy of Criminal Justice Sciences
Accrediting Council for Continuing
Education and Training
African American Women’s Clergy
Association
Air Conditioning Contractors of America
Aircraft Electronics Association
Allied Pilots Association
American Academy of Actuaries
American Academy of Environmental
Engineers
American Academy of Orthotists and
Prosthetists
American Academy of Physical Medicine
and Rehabilitation
American Academy of Physician
Assistants
American Apparel and Footwear
Association
American Association for Active Lifestyles
and Fitness
American Association for Adult and
Continuing Education
American Association for Health
Education
American Association for Homecare
American Association for Leisure and
Recreation
American Association for Marriage and
Family Therapy
American Association for Respiratory
Care
American Association for Vocational
Instructional Materials
American Association of Colleges of
Pharmacy
American Association of Community
Colleges
American Association of Cosmetology
Schools
American Association of Early Childhood
Educators
American Association of Engineering
Societies
American Association of Motor Vehicle
Administrators
American Association of Museums
American Association of Psychiatric
Technicians
American Association of State Colleges
and Universities
American Association of Zoo Keepers
American Bar Association
American Business Conference
American Chemical Society
American College of Cardiology
American Composites Manufacturers
Association
American Congress on Surveying and
Mapping
American Correctional Association
American Council for Construction
Education
American Council of Life Insurers
American Counseling Association
American Culinary Federation
American Dental Assistants Association
American Design Drafting Association
American Education Finance Association
American Electronics Association
American Federation for Medical
Research
American Federation of Home Health
Agencies
American Federation of School
Administrators
American Federation of Teachers
American Financial Services Association
American Fisheries Society
American Forest & Paper Association
American Foundry Society
American Geological Institute
American Health Information
Management Association
American Historical Association
American Home Furnishings Alliance
American Hotel and Lodging Association
American Industrial Hygiene Association
American Institute for Conservation of
Historic and Artistic Works
American Institute of Aeronautics and
Astronautics
American Institute of Building Design
American Institute of Chemists
American Institute of Constructors
American Institute of Engineers
American Institute of Floral Designers
American Institute of Professional
Bookkeepers
American Insurance Association
American Jail Association
American Library Association
American Loggers Council
American Management Association
American Meat Institute
American Mental Health Counselors
Association
American Moving & Storage Association
American Optometric Association
American Pharmacists Association
American Physical Therapy Association
American Physiological Society
American Planning Association
American Probation and Parole
Association
American Prosthodontic Society
American Psychological Association
American Public Gas Association
American Public Human Services
Association
American Purchasing Society
American Rehabilitation Counseling
Association
American Rental Association
American Road and Transportation
Builders Association
American School Counselor Association
American School Health Association
American Society for Clinical Laboratory
Science
American Society for Engineering
Education
American Society for Engineering
Management
American Society for Microbiology
American Society for Quality
American Society for Training and
Development
American Society of Agronomy
American Society of Association
Executives
American Society of Certified Engineering
Technicians
American Society of Interior Designers
American Society of Law Enforcement
Trainers
American Society of Professional
Estimators
American Society of Radiologic
Technologists
American Society of Sanitary Engineering
American Society of Travel Agents
American Sociological Association
American Subcontractors Association
American Therapeutic Recreation
Association
American Watchmakers-Clockmakers
Institute
American Water Works Association
American Zoo and Aquarium Association
America’s Health Insurance Plans
Animal Behavior Society
Appraisal Institute
Appraisers Association of America
Architectural Engineering Institute of the
American Society of Civil Engineers
Associated Bodywork and Massage
Professionals
Associated Builders and Contractors
Associated General Contractors of
America
Associated Locksmiths of America
Associated Specialty Contractors
Association for Career and Technical
Education
Association for Career and Technical
Education Research
Association for Childhood Education
International
Association for Commuter Transportation
Association for Continuing Higher
Education
Association for Financial Professionals
Association for Healthcare
Documentation Integrity
Association for Library and Information
Science Education
Association for Library Collections and
Technical Services
Association for Professionals in Infection
Control and Epidemiology
Association for the Advancement of Cost
Engineering
Association of Business Support Services
International
Association of Consulting Foresters of
America, Inc.
Association of Credit and Collection
Professionals
Association of Energy Engineers
Association of Environmental Engineering
and Science Professors
Association of Equipment Management
Professionals
Association of Executive and
Administrative Professionals
Association of Information Technology
Professionals
Association of Management Consulting
Firms
Association of Master of Business
Administration Executives
Association of Minority Health
Professions Schools
Association of Oncology Social Work
Association of Sales and Marketing
Companies
Association of School Business Officials
International
Association of Schools of Allied Health
Professions
Association of Surgical Technologists
Association of the Wall and Ceiling
Industry
Association of Women in the Metal
Industries
Association of Women Soil Scientists
Automotive Maintenance and Repair
Association
b-h
Belt Association
Biomedical Engineering Society
Biotechnology Industry Organization
Blow-in-Blanket Contractors Association
Bread Bakers Guild of America
Brotherhood of Shoe and Allied
Craftsmen
Business Marketing Association
Business Professionals of America
California Fashion Association
Ceilings and Interior Systems
Construction Association
Center for Book Arts
Ceramic Tile Institute of America
Chamber of Shipping of America
Chartered Property Casualty
Underwriters Society
Commercial Vehicle Training Association
Community Transportation Association of
America
CompTIA
Construction Management Association of
America
Consumer Electronics Association
Contact Lens Manufacturers Association
Council for American Private Education
Council of Fashion Designers of America
Council of Industrial Boiler Owners
Council of Supply Chain Management
Professionals
Crane Certification Association of
America
Crop Science Society of America
Custom Electronic Design and Installation
Association
Dangerous Goods Advisory Council
Deck Industry Association
Dietary Managers Association
Drug and Alcohol Testing Industry
Association
Edison Welding Institute
Editorial Freelancers Association
Electronics Technicians Association
International
Employee Benefit Research Institute
Energy Council of the Northeast
Fabricators & Manufacturers Association
International
Federal Resource Center for Special
Education
Federation of Tax Administrators
Flexographic Technical Association
Floor Covering Installation Contractors
Association
Foodservice Consultants Society
International
Forest Resources Association
Forging Industry Association
Gases and Welding Distributors
Association
Graphic Artists Guild
Graphic Arts Technical Foundation &
Affiliates
Group Underwriters Association of
America
Healthcare Distribution Management
Association
Home Care Aide Association of America
Home Healthcare Nurses Association
Hospice Association of America
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As a leading national and industry association, we support O*NET, the Occupational Information Network.
A major initiative of the United States Department of Labor, O*NET is a database of occupation information,
specifying job characteristics and worker skills and abilities.
Society for Experimental Biology and
Medicine
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O*NET helps employers meet human resource challenges by identifying front line skill needs. It helps employees
identify skills necessary to succeed in their fields, and helps job seekers understand the skills and training they
need for the jobs they want.
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We urge you to complete the O*NET questionnaire. By providing this valuable information, you will help
the O*NET database capture the realities of the changing American workplace and be a participant in building
a national labor exchange system able to compete in the international marketplace.
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Instructions for Completing Occupation Expert
Web Version
Appendix G: Paper on Model-Aided Sampling for
the O*NET Data Collection
Program1
1 Berzofsky, M. E., Welch, B., Williams, R. L., & Biemer, P. P. (2006). Using a model-assisted sampling paradigm
instead of a traditional sampling paradigm in a nationally representative establishment survey. Proceedings of the
American Statistical Association, Section on Survey Research Methods, 2763–2770.
Using a Model-Assisted Sampling Paradigm instead of a Traditional Sampling Paradigm in a Nationally
Representative Establishment Survey
Marcus Berzofsky,1 Brandon Welch,1 Rick Williams,1 and Paul Biemer1
1
RTI International
Key Words: traditional sampling, model-based sampling,
quota sampling, business establishment surveys, O*NET
1. Introduction
1.1 Two Sampling Paradigms
Historically, the sampling of finite populations has been
conducted with one of two methods: a probability-based
approach or a pure model-based approach (Moser, 1952;
Moser & Stuart, 1953). For large, federally funded surveys,
the probability-based approach, as defined by Neyman
(1934), has been deemed the superior of the two methods
by the statistical community (Kish, 1965). However, in
situations where the population of interest is difficult to
find or the sample size is very small, a third approach may
be best. This approach, called Model-Assisted Sampling
(MAS), combines traditional probability sampling with
quota sampling and may be viewed as a type of modelbased sampling. It can be highly effective in providing
results that allow inference to the general population while
controlling costs (Sudman, 1966). This paper describes the
application of MAS to the Occupation Information
Network (O*NET) Data Collection Program and evaluates
how it compares with probability-based sampling. We also
consider the utility of MAS in future iterations of the
O*NET program.
Before defining MAS, it is important to review the key
elements of the traditional sampling paradigm and contrast
them with the model-based sampling paradigm. In
particular, we consider the sample selection mechanism
and all requirements associated with it, the data collection
requirements, the types of inference that can be made, and
the basis for these inferences.
If the population of interest is well defined, then the
usual approach is to design the sample so that the selected
units are in some sense representative of the whole
population (Smith, 1983). Both traditional sampling and
model-based sampling strive for this but accomplish it in
very different manners. The traditional sampling paradigm
requires that a precise specification of the sampling frame
be made and that its coverage of the population of interest
be acceptable (King, 1985). In traditional sampling, the
sample can support inference only to the population
implied by the sampling frame (Deming, 1960). Therefore,
to minimize coverage bias, the sampling frame should have
a high coverage level of the population of interest.
Furthermore, under traditional sampling, the sampling units
must be selected from the frame under a random process
with known probabilities of selection (King, 1985).
Random selection is the central tenet of the traditional
paradigm and the process by which representativeness and
population inference is justified.
Under model-based sampling, a model is used to
define the distribution of the target population (Stephenson,
1979) with respect to the variables of interest. The model is
usually defined by quotas for subgroups or cells based on
the cross-classification of known demographic information
relevant to the outcome of interest. Examples of quota cells
include geographic region by age and, in the case of
business establishments, by the industry in which the
business operates. Moser and Stuart (1953) point out that
the quotas can be either “independent,” which means that
the quotas are based on the marginal distribution, or
“interrelated,” which means that the quota requirements are
made for each cross-classified subgroup. In either case no
frame is explicitly required; however, knowledge of the
population of interest is required for proper specification of
the sampling distribution (Deville, 1991; Moser, 1952).
Either a frame or another external source of information
can be used for this purpose. Because a predefined model is
being used to determine the sampling distribution of
respondents, there are no coverage requirements for the
sample. If the model assumptions hold, there is no bias in
the estimates produced (Deville, 1991). Moreover, the
model-based sampling paradigm does not require known
selection probabilities or even random sampling. Once the
quotas are defined, essentially any sampling method can be
used to identify and select sample members for each quota
cell (Moser, 1952).
Thus, the requirements for data collection differ
greatly between the two paradigms. Under the traditional
paradigm, rigid controls of field procedures are specified so
that the sampling instructions are properly executed and
any interviewer effects on response are minimized. In
carrying out the sampling instructions, interviewers must
complete data collection on the entire sample, regardless of
the achieved response rate, and conduct callbacks sufficient
to reduce the proportion of nonrespondents and minimize
the impact of nonresponse on the survey results (King,
1985). Conversely, the model-based sampling paradigm
allows data collection to stop in a particular quota cell once
the quota is met. In addition, interviewers are allowed great
flexibility in how they collect the data. Callbacks and other
attempts to recontact nonrespondents are not required, so
long as the quota requirements are achieved (Moser, 1952).
Because of the differences in sample selection and data
collection methods, the two paradigms also differ from one
another in methods for analysis. The traditional paradigm
uses randomization to allow the creation of probability-
based weights to represent the entire frame population; it
argues that, even if the achieved sample is not
proportionally representative, the use of survey weights
minimizes any potential bias. Furthermore, standard errors
are used to express the level of precision of the survey
estimates. Under the model-based sampling paradigm,
inference is based on a superpopulation model, which King
(1983) and Deville (1991) argue can be made if the a priori
sampling distribution is achieved during data collection.
Deville even defines a variance estimator for quota
samples, and previously Moser and Stuart (1953) defined a
“standard error” for quota sample designs using resampling
methods. Furthermore, although the model-based sampling
paradigm does not use probability-based weights, it often
incorporates poststratification for making descriptive
inferences to a specific population (Smith, 1983).
Although these two paradigms appear to be
diametrically different and incompatible, the model-based
sampling paradigm is often used to complement more
traditional methods as the last sampling technique used in a
multistage stratified survey (Deville, 1991). Here we
empirically examine the accuracy of a MAS design that
combines elements of both paradigms for estimates
obtained in the O*NET program.
1.2 Application to the O*NET Data Collection Program
The O*NET project is a survey of workers contacted
through a nationally representative business establishment
survey that produces estimates for more than 800
occupations in the United States, across four occupational
domains—skills, work context, work activities, and
knowledge. Hence, O*NET is simultaneously conducting
over 3,200 surveys. The O*NET program differs from most
large-scale surveys in that it is targeting a large number of
subpopulations, which yields a large number of completed
questionnaires in aggregate, but at the occupation-bydomain level the sample sizes are relatively small.
Furthermore, with limited empirical information, predicting
eligibility and response rates for each of these
subpopulations is difficult. Thus, it is problematic to
accurately determine the number of sampling units to
release in order to obtain the desired number of responses.
The current data collection began in 2001 and has
compiled information by more than 110,000 survey
respondents. To date, estimates have been derived under
the traditional paradigm for more than 700 of the 810
occupations at the national level, with an average of 144
questionnaires collected per occupation (median = 117).
For each occupation, information across each of the four
occupational domains—skills, work context, work
activities, and knowledge—is collected, with each
respondent completing a questionnaire for one domain. The
goal of the current data collection for a particular
occupation is to complete a minimum of 15 questionnaires
per domain for a total of 60 completed questionnaires. Of
the occupations that have completed data collection, an
average of 36 (median = 29) questionnaires per occupation
by occupational domain have been collected. Within each
domain, the O*NET program collects information on the
importance of an occupational attribute (e.g., reading
comprehension) on a 5-point scale, the level of need for
that attribute on a 7-point scale, and estimates of
proportions for “mark-all-that-apply” questions.
The sample design is a traditional multistage design
that first selects establishments and then selects employees
in the occupations of interest for the selected
establishments. Selected employees may complete the
survey by mailed paper instrument or by Web instrument.
The design takes advantage of the correlation in the
industries for which occupations are employed by
collecting data on several occupations at a time. Currently,
this design follows the guidelines of the traditional
paradigm. Although the current design is effective in
identifying persons of interest in aggregate, the sample size
for a particular occupation by domain can be highly
variable, depending on the ease with which that occupation
is found in the population. This variability causes an
inequality in the number of questionnaires collected across
occupations.
One of the constraints on the O*NET program is the
number of public burden hours approved by the Office of
Management and Budget. As data collection progressed, it
was observed that for some occupations a higher than
desired sample size was obtained. For example,
occupations, such as Secretaries, which are found in many
industries, were more easily found than many others and
would return a larger than desired number of
questionnaires. In order to make the best use of the
available burden hours, it was necessary to control the
number of completed questionnaires. We found that a small
number of occupations completed a large number of
questionnaires and disproportionately used burden hours.
Unlike other large-scale surveys, the O*NET program’s
large number of targeted subpopulations makes it
particularly sensitive to excessive burden and cost
involving any one subpopulation. In such situations, after
the initial sampling units are drawn, the traditional
paradigm does not provide much flexibility for sample
modifications to help limit overproduction of respondents.
It is therefore of interest to incorporate methods that can
help control the sample sizes across occupations while
ensuring that the questionnaires collected still represent the
occupation of interest.
MAS, as defined for this study, incorporates a sample
selection mechanism from a traditional sampling paradigm,
uses data collection techniques from both paradigms, and
uses analysis techniques from a model-based sampling
paradigm. Our approach proposes continuation of the
random, multistage design to select employees in the
occupations of interest, in order to ensure that no selection
bias occurs. However, before sample selection, a sampling
distribution, in the form of quotas, is defined for each
occupation, based on the distribution of the occupation by
region, establishment size, and industry groupings for
which the occupation is employed. Furthermore, during
data collection a strict protocol is used to identify and
contact establishments, as dictated by a traditional
sampling paradigm, including multiple contact attempts to
minimize nonresponse bias. Unlike the traditional
paradigm, however, once enough questionnaires are
projected to be completed in a quota cell for an occupation,
further sampling contacts in that cell for that occupation
cease. Once all quota cells are met, data collection is
stopped for the entire occupation, whether or not data
collection on all selected business establishments has been
completed. At this point, weighted survey estimates using
poststratification weights to known population totals are
created for inference to the population. Here we
hypothesize that estimates for occupations created under
MAS will not significantly differ from the estimates
created under the current traditional paradigm.
1.3 Other Studies of MAS
In the 1950s, statisticians treated the two sampling
paradigms dichotomously and argued the merits of each.
Leading proponents of the model-based sampling paradigm
were based in England and led by Moser and Stuart (1953),
and Stephan and McCarthy (1979). Proponents of the
traditional sampling paradigm argued that model-based
sampling led to biased results (Kish, 1965). Moser (1952)
countered that, although model-based sampling may be
biased with regard to certain characteristics, it may be quite
satisfactory for others. The quality of estimates produced
through model-based sampling depends on the model used
to derive the sampling quotas. If the model holds, modelbased sampling will likely give good estimates of the
population quantity, but if it does not then the estimates
may be badly biased (Lohr, 1999). In fact, Moser and
Stuart found in their experiments comparing the traditional
paradigm and the model-based paradigm few major
differences in the results. However, Moser and Stuart admit
that there is no theoretical evidence to suggest that modelbased sampling will always produce estimates as unbiased
as those from traditional sampling.
In order to bridge the theoretical gap, statisticians
began developing hybrid approaches. Sudman (1966)
developed “probability sampling with quotas.” Under this
design, the probability of respondents’ being available to
be interviewed defines the quota for each cell. Interviewers
comply, as well, with tighter controls on how survey
participants are selected; however, rules are relaxed
regarding number of callbacks an interviewer must make to
a selected sampling unit. In empirical testing, Sudman
found that estimates under this design resembled estimates
determined by traditional sampling methods. Stephenson
also (1979) empirically compared “probability sampling
with quotas” to traditional sampling, finding, as Sudman
suggested, that it behaves much like traditional sampling,
with no detectable bias for most questionnaire items. He
cautioned, however, that it carries greater risk of bias due
to exclusion of people who are hard to find or interview.
More recently, statisticians have argued that
nonprobability samples can be analyzed through modelbased inference. Smith (1983) demonstrated how a modelbased approach to inference allows one to analyze
nonrandom sampling in a formal way while making
explicit the underlying assumptions. Smith argues that
randomization is advantageous in model-based designs, not
necessarily because it is essential, but because the scientific
community will find the design more acceptable.
Moreover, Smith advocates the use of poststratification in
model-based designs when the goal is to make inference to
a specific population. King (1985) used a Bayesian model
based on prior information to determine the allocation of a
model-based design. King determined that the classes used
to define quotas had to be highly correlated to the outcome
of interest in order to ensure nearly unbiased results. He
concluded that the researcher must ascertain agreement
between model-based sampling results and traditional
sampling results before he or she implements a modelbased design.
Hybrid designs have also been implemented to ensure
a representative sample when response rates are expected
to be very low. Sanzo, Garcia-Calabuig, Audicana, and
Dehesa (1993) used a combination of random sampling and
model-based sampling to estimate the prevalence of Coxiell
burnetii infection within a region in northern Spain. Under
this design, the investigators used stratified random
sampling to select health care centers. However, because of
concerns about an expected low response rate during the
second stage of selection, the investigators derived age and
gender quotas that would make the results representative of
the population. Once the investigators filled a particular
quota cell, they stopped collecting data in that cell. After
the completion of all cells, the investigators stopped data
collection.
Another recent hybrid design is multiple inverse
sampling (MIS) proposed by Chang, Liu, and Han (1998).
This design partitions the population into two or more
subpopulations with known sizes. MIS is effective when
one of these subpopulations is rare and it would be
undesirable to obtain no or very few responses from the
rare subpopulation. MIS selects sampling units one at a
time, without replacement, until the predetermined sample
sizes are obtained for all subpopulations. Through
simulations, Chang et al. found that MIS is reasonably
efficient when compared to simple random sampling.
Data collected for the O*NET program were used to
compare, from 79 occupations, estimates derived under
each of the two sampling paradigms. Of all 810
occupations, these 79 were a representative cross section
based on the educational requirements of each occupation
and its relative rarity in the population. For each
occupation, estimates were created for 36 items. These
items spanned all four domain questionnaires and all
question types (e.g., 5-point and 7-point types, and
estimates of proportions). Therefore, our analysis consisted
of 2,844 occupations by item-level estimates.
Labor Statistics. For each occupation, the quota for
particular industries may be altered to allow for
“overrepresentation” in that cell (Deville, 1991).
Furthermore, small industry cells for an occupation are
collapsed into a single cell. These adjustments are done to
allow for a more cost-efficient data collection process and
to reduce respondent burden. Once the industry quotas are
determined, the region and establishment size quotas are
defined according to the industries’ distribution in the Dun
and Bradstreet (D&B) frame. Because of the right-skewed
distribution of size of establishments (i.e., number of
employees), further “overrepresentation” is made in the
“250 or more” employees cell to ensure that it is
represented. Within each class, the quotas sum to 60, the
desired sample size for each occupation.
2.2 Quota Definitions
2.3 Simulation, Stopping Rules, and Collapsing Rules
The first step in the MAS design is to define the model by
which each occupation will be defined. This model should
be based on known attributes of the occupation and
incorporate characteristics that help explain all aspects of
the occupation. For the O*NET project, three
classifications were used to define the model: industry
division, Census region, and number of employees, as
shown in Table 1. MAS uses “marginal quotas with
unequal rates” to represent the occupation and define each
class (Deville, 1991). Under this design, the marginal totals
for each subgroup must be met, but no constraints are made
on the joint distribution between classes.
In order to create MAS estimates, a simulation using
existing data was conducted to determine which
questionnaires would have been collected had a MAS
design been used. The O*NET program is primarily a mail
survey (questionnaires are mailed to potential respondents
at their place of employment). Because of this design, a lag
exists between selection and response. Therefore, the
stopping of a quota cell must be based on the projected
number of respondents from those selected. Thus, the date
a potential respondent was selected was used as the basis
for inclusion in the MAS estimate, instead of the date a
questionnaire was returned. In other words, the simulation
was performed by ordering questionnaires according to the
date they were mailed. Respondents were included
chronologically, and cumulative tally counts were
generated by occupational domain, region, business size
(number of employees), and industry division.
Under the simulation, stopping rules were created to
determine when a quota cell should be stopped. Moreover,
minimum quotas for each cell were set, in case the targeted
quota could not be achieved. Because it was not known
whether the choice in stopping rule, minimum quota level,
and the manner by which the collapsed industry cell was
created would affect the MAS estimates, a sensitivity
analysis was incorporated into the study evaluation. For
each rule, two criteria were defined. The combination of
these criteria gives a total of eight stopping rules. Table 2
outlines the criteria used to define the eight different rules
by which the simulation was conducted.
Under MAS, establishments and employees are
selected under the same procedures currently being used in
the traditional paradigm. The first point at which MAS
differs from the current design is after a questionnaire is
mailed to an employee. Thus, the purpose of the simulation
was to determine which questionnaires would have been
collected had a MAS design been in place. The stopping
rules were used to determine when to stop the simulation
2. Methods
2.1 Data
Table 1. MAS Quota Classifications
Industry division
Agricultural, Forestry, and Fishing
Wholesale Trade
Mining
Retail Trade
Construction
Finance, Insurance, and Real Estate (FIRE)
Manufacturing
Services
Transportation, Communications, Electric, Gas,
and Sanitary Services
Government (Federal, State, and Local)
Census region
Northeast
Midwest
South
West
Number of employees
Unknown, 1–24
250 or more
25–249
The industry division quotas are defined first
according to the proportional distribution of employment in
an occupation as found in the Occupational Employment
Statistics (OES) Survey conducted by the U.S. Bureau of
Table 2. Rules Used in Sensitivity Analysis
Minimum Quota Rules
1. 5 completed questionnaires in the cell.
2. 5 completed questionnaires allocation
based on OES distribution is less than 25;
10 completed questionnaires otherwise.
Collapsing Quota Rules
(Industry Class Only)
1. Collapse cell if quota is less
than 10.
Stopping Quota Cell Rules
1. Stop cell if projected no. of
completed questionnaires
exceeds the quota plus 5.
2. Stop cell if projected no. of
completed questionnaires
exceeds the quota plus 10.
for a particular quota cell. Because MAS has a marginal
design, if a stop rule was met for a cell, then all remaining
completed questionnaires from that cell would not be
included, even if they were needed to fill cells in the other
two classes. The simulation was complete if 20
questionnaires were collected in each domain and the
minimum cell counts were met for all quota cells.
Once the MAS respondents were determined, point
estimates were created for all the items being analyzed. In
order to help minimize potential bias, a poststratification
weight based on OES information was applied. This
process was conducted for each of the eight stopping or
collapsing rules.
2.4 Analysis
For each stopping or collapsing rule, we used two statistical
methods to compare the simulated MAS estimates to the
published traditional estimates. For MAS-to-traditional
comparisons, analyses were performed on three different
item types: means of 5-point and 7-point scales, and
estimates of proportions. Additional analyses were also
performed by the occupation’s education-level category to
verify that MAS was not biased for particular occupation
types. Two education-level categories were created: less
than bachelor’s degree, including vocational degree, and
bachelor’s degree or above required.
Substantive confidence bands were the primary tools
used to compare simulated MAS estimates with traditional
estimates. Based on O*NET research findings, the
variation around 5-point item estimates is approximately
0.5 to 1.0 scale points, whereas variation around 7-point
item estimates is approximately 1.0 to 1.5 scale points
(Mumford, Peterson, & Childs, 1997). In other words, the
population estimate is within one point or 1.5 points of the
traditional estimate for 5-point and 7-point scale items,
respectively. We concluded that using substantive limits for
5-point and 7-point items to compare the MAS estimates
with the traditional estimates was more meaningful than
using statistical confidence intervals.
Thus, we define substantive confidence limits in the
following manner: For 5-point and 7-point scale items,
define µ M as the mean item by occupation value under the
MAS process, and µˆ M as its corresponding estimate.
Similarly define µ T as the item-by-occupation mean under
2. Collapse cell if quota is less
than 15.
the traditional approach, with µˆ T as its corresponding
estimate. Define
µˆ T ± 1 and µˆ T ± 1.5
as substantive confidence limits for 5-point and 7-point
scale items, respectively. If µˆ M fell outside the substantive
limit, then the MAS estimate was substantively different
from the traditional estimate.
On the basis of a review of the literature, for estimates
of proportions no substantive limit was known; therefore,
we used statistical confidence bands to determine a
statistically significant difference between MAS and
traditional estimates. In order to standardize this difference
for all estimates, we used the mean sample size, n , for each
item when we calculated the half width of a 95%
confidence interval, as if all estimates were based on a
sample size of n . Thus, the confidence limit for estimates
of this type was calculated by the following formula:
pˆ T ± z 0.025
pˆ T (1 − pˆ T )
,
n
where pˆ T is the estimated proportion under the traditional
sampling design.
In addition to confidence limits, effect sizes were
computed for each occupation and item. For 5-point and 7point scale items, the effect size was defined as
d=
µˆ M − µˆ T
.
σˆ T
For estimates of proportions, we used the chi-square
equivalent to calculate the effect size as described by
Cohen (1988). The effect size standardizes the difference
between the two means, using the standard deviation
estimated under the traditional design. We compared the
effect sizes to a standard normal distribution and
determined the percentage of items falling outside its interquartile range (IQR) of a standard normal distribution. A
small percentage of estimates falling outside the IQR
would indicate that the traditional estimates and the MAS
estimates were similar.
3. Results
3.1 Sensitivity Analysis
Results from comparing each of the eight quota stopping or
collapsing rules yielded no significant differences. For 5point items, the percentage of items that fell outside the 1point substantive band did not differ between methods by
more than 0.5%. Similarly, the percentage of estimates that
fell outside the IQR was never more than 0.4% different. In
addition, the results for the 7-point items and the estimates
of proportions never deviated by more than 0.5% for any
two sets of rules. Therefore, it was determined that the
choice in stopping rule, minimum quota rule, and
collapsing rule did not bias the results produced under
MAS. Thus, the most flexible rule was selected, which set
a minimum quota of 5, allowed quota cells to exceed the
targeted quota by 10 questionnaires, and provided that
industry cells be collapsed into one cell if their quota was
less than 15.
of 7-point items fell within the IQR when compared to the
traditional estimates. These results suggest no statistical
difference between the two methods for 5-point and 7-point
items. For estimates of proportions, 88.7% of estimates fell
within the statistical confidence intervals, and 89.22% of
estimates fell within the IQR when compared to the
traditional estimates.
3.3 Impact on Burden
Under the traditional paradigm, the 79 occupations in the
analysis produced 15,871 completed questionnaires.
However, under MAS these occupations produced only
6,583 completed questionnaires. Table 3 illustrates the
amount of employee burden saved because of MAS. This
table indicates that the number of burden hours expended
by respondents would decrease by more than 50%. Thus,
MAS would reduce the burden hours and associated cost
for future occupations studied in the O*NET program.
4. Discussion
3.2 Substantive Limits, Statistical Confidence Bands,
and Effect Sizes
Overall there were not significant differences between
estimates generated by each method. For 5-point items,
99.84% of items fell within the 1-point substantive band.
For 7-point items, 99.58% of estimates fell within the 1.5point substantive band. Figure 1 illustrates how almost all
occupation-by-item data points fall within substantive
bands for 5-point and 7-point items. Similar results for 5point and 7-point items were found in the analysis of effect
sizes. In this analysis 97.93% of 5-point items and 97.44%
Similar to the goal of the other hybrid designs discussed in
the introduction, the intent of MAS (as implemented in this
paper) was to retain as many of the probabilistic features
underlying the traditional sampling paradigm as possible
while incorporating quota cells to minimize any bias
induced by the cutoff sampling rules. MAS departs from
the traditional paradigm in two key areas. First, once the
randomly selected sample was released to the field,
interviewers proceeded to fill quota cells defined by the
MAS model. As quotas were achieved for some cells,
interviewing shifted to other cells until the specified criteria
Figure 1. Substantive Confidence Bands for 5-Point and 7-Point Items
Table 3. Impact to Employee Burden Due to MAS for
79 Analyzed Occupations
A. Estimated burden hours per
0.5
responding employee
B. Number of completed questionnaires
15,871
under traditional paradigm
C. Burden hours under traditional
7,935.5
Paradigm (A * B)
D. Number of completed questionnaires
6,583
under MAS Paradigm
E. Burden hours under MAS paradigm
3,291.5
(A* D)
F. Burden saved under MAS
4,644
(C – E)
E. Change in burden
–58.5%
(E/C – 1) * 100
were met for all cells. At that point, interviewing was
terminated on all outstanding samples that had not yet been
contacted. Second, the survey estimates were not weighted
for the selection probabilities. But, as Smith (1983)
recommended, poststratification weights were applied. The
other areas of the sample design, such as the way
establishments and employees were selected, and the way
interviewers were to contact establishments, followed a
traditional paradigm design.
Like the earlier studies, our analysis suggests that
MAS produces estimates comparable to the traditional
design currently employed. MAS did not substantively
alter the estimates across all occupations and questionnaire
items. Under each measurement scale type, the MAS
estimates were consistently in agreement with the
traditional estimates. Moreover, our sensitivity analysis
indicates that our choice of criteria regarding quota cell
fulfillment does not bias the estimates, as evidenced by
their agreement with traditional estimates. Furthermore, as
in most establishment surveys (see, e.g., Knaub, n.d.), the
O*NET data exhibit a tendency to be skewed toward
smaller establishments (i.e., many more small
establishments—those with fewer employees—respond to
the survey than larger establishments). MAS is designed to
control the number of survey respondents by establishment
size and minimize the bias that may be created by this
inherent skewness in the size distribution of responding
establishments.
As Sudman (1966) and Stephenson (1979) state, there
is no theoretical argument for suggesting that hybrid
approaches, such as MAS, will always fare as well as the
traditional estimates. There are only empirical arguments
based on empirical experiments or simulations like the one
we conducted. We believe that our simulation performed
well because we were able to accurately define a model for
each occupation. In addition, we agree with King (1998)
that if we had been unable to specify a correct model, our
MAS results would not have been as close as they were to
the traditional estimates. This qualification suggests that
MAS may not be an effective design for an initial data
collection study where there is little prior information about
the target population. MAS may be effective in update
studies that are collecting data on a target population a
second time and can use the information collected in the
first study to assist in the model definitions.
Also, in studies where the population of interest is
difficult to identify in the general population, the use of
model-based designs such as MAS can help ensure that
survey estimates are representative and include members
from all areas that are necessary to fully describe the
population of interest. The O*NET Data Collection
Program uses MAS to ensure that each occupation has
respondents from all industries and all sizes of
establishment that appropriately represent the occupation.
Furthermore, MAS can help ensure that these respondents
come from the entire country and not just one region.
5. Conclusions
Our simulation suggests that our MAS approach does not
significantly bias the estimates as compared to a traditional
design. Moreover, using MAS, we found no evidence of a
bias in the estimates of the standard errors. In other words,
both the estimates and confidence intervals for these
estimates are not significantly different under MAS than
under the traditional paradigm. MAS substantially reduced
establishments’ burden of providing many more responses
than are required for some occupations. MAS does not
appear to negatively impact the O*NET program’s ability
to reliably produce data for users, and it obtains those data
more cost-efficiently than traditional designs.
We emphasize that one cannot assume these findings
apply to all large-scale surveys. General surveys without
the issues found on the O*NET survey, such as sampling a
large number of subpopulations, will not benefit from MAS
more than from the traditional paradigm. Furthermore,
before the implementation of the MAS strategy, research
and testing must be conducted to determine whether the
strategy is appropriate.
Because of these findings, the O*NET program has
incorporated some features of MAS for its second iteration
of data collection. Specifically, before data collection a
model is defined for each occupation, based on experience
gained during the initial data collection period. These
models are used to help guide the sample selection process
so that the set of respondents for each occupation is
representative. MAS cells are stopped when it is clear that
the quota will be met; however, traditional probabilitybased weighted estimates are still produced, and respondent
weights are adjusted to account for any stopped cells. This
hybrid method incorporates the theoretical strengths of the
traditional method, while including steps to ensure a
representative respondent sample.
References
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Deming, E. W. (1960). Sample design in business research.
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Deville, J.-C. (1991). A theory of quota surveys. Survey
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King, B. (1985). Surveys combining probability and quota
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King, B. (1998). Quota, representative, and other methods
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Appendix H: Nonresponse Analysis for Analysis
Cycles 4 Through 8
Appendix H: Nonresponse Analysis
H.1
Overview
Establishments can cause nonresponse in the O*NET Data Collection Program at the
Verification, Screening, Recruiting, or Sampling stage of selection. This nonresponse is referred to in this
report as establishment nonresponse. Another type of nonresponse occurs at the employee level when a
selected employee fails to complete and return a questionnaire (referred to as employee nonresponse).
Finally, employees who return their questionnaires may inadvertently or intentionally skip one or more
items on the questionnaire. This type of missing data is known as item nonresponse. These three types of
nonresponse are discussed in this appendix.
The data analyzed in this report come from the Establishment Method data included in Analysis
Cycles 4–8. 1 Data from the Occupation Expert (OE) Method do not lend themselves to this type of
analysis, because the OE Method respondents are not sampled through establishments and are not related
to a target population from which bias can be measured.
H.2
How Nonresponse Is Related to Bias
Nonresponse bias is the expected difference between an estimate from the responding cases and
an estimate from all cases originally selected from the target population. The extent to which nonresponse
bias occurs ultimately depends on (1) the extent of missing data and (2) the difference in an estimate
between respondents and nonrespondents. For example, consider the following equation:
X = pR X R + pN X N ,
(1)
which says that an overall population estimate, X , depends on the proportion of respondents and
nonrespondents (denoted p R and p N , respectively, with p R + p N = 1) and the mean response from both
respondents and nonrespondents (denoted X R and X N ). Bias due to nonresponse is given by the
following equation:
Bias ( X R ) = X R − X ,
(2)
demonstrating that bias varies as a function of the overall population estimate and the mean response from
respondents. In the estimate the bias due to nonresponse increases as the difference between X R and X
increases. Now, substituting Equation (1) into Equation (2) gives
Bias ( X R ) = X R (1– p R ) – p N X N ,
1
(3)
A total of eight analysis cycles have been completed through June 2007. An analysis of nonresponse in Analysis
Cycles 1–3 was included in the September 2, 2005, Office of Management and Budget submission (Appendix E).
H-1
and, because 1 – p R = p N , Equation (3) can be expressed as
Bias( X R ) = p N ( X R − X N ).
(4)
Equation (4) reveals that the components of nonresponse bias depend on the proportion of
nonrespondents in the eligible sample and the difference between mean responses for respondents and for
nonrespondents. If either or both components are small, then the bias should also be small. Important
biases usually occur when a substantial proportion of nonrespondents ( p N ) exist and there is a large
difference between the mean responses (Kish, 1965). When one uses sample data to approximate bias, the
components p N , X R , and X N can be estimated with sample data across attributes that can be measured
for both respondents and nonrespondents. Unless a special nonresponse follow-up study is conducted, it is
rarely possible to measure any of the primary study outcome variables on the nonrespondents; if one had
such data, they would be on respondents. Thus, to obtain surrogates for the primary outcome variables, it
is necessary to turn to other variables that are available for both respondents and nonrespondents. If
respondent data indicate that the surrogate variables are related to the primary outcome variables, then
any nonresponse bias, or lack thereof, observed in the surrogate variables can be inferred to the primary
outcome variables. Such approximations are not deterministic but can evidence potential nonresponse
bias.
The likelihood of missing data may be related to an observed variable, such as the number of
employees in a business establishment. For example, employees from larger establishments may be less
likely to respond than employees from smaller establishments. Analyzing skills across jobs within an
occupation could therefore be subject to bias if the work performed differs systematically by
establishment size—that is, if employees in larger establishments tend to respond differently from
employees in smaller establishments. In this hypothetical example, employees in larger establishments
may be less likely to respond; if they do respond, they may respond differently from employees in smaller
establishments. This situation would cause both components of nonresponse bias ( p N and X R − X N ) to
be magnified.
In general, restricting an analysis to only those cases that are observed may introduce bias into the
results unless the missing data mechanism is accounted for in the analysis (Graham, Hofer, & Piccinin,
1994; Little & Rubin, 1987; Schafer, 2000). Weighting is one common method of adjusting for
nonresponse patterns based on observed values (Little & Rubin). The O*NET Data Collection Program
incorporates weighting as one method to protect against the influence of nonresponse bias. 2
H.3
Establishment Nonresponse
Exhibit H-1 (at the end of this appendix) displays the establishment eligibility and response rates
for Analysis Cycles 4–8 by stage of data collection. The analysis population of establishments included
each establishment that had at least one of its assigned occupations published in these analysis cycles,
whether or not any of the occupations were eventually selected from the establishment. The response rates
are presented separately by various variables to allow examination of the possibility of nonresponse bias.
2
For a discussion of weighting, see Section B.1.1 in the main body of the Supporting Statement.
H-2
These variables were selected because they were available for both respondents and nonrespondents and
were likely to be related to the primary outcome variables of the O*NET Program. Rates marked with an
asterisk (*) are significantly different from the overall rates (where the overall rates are assumed to be
fixed quantities). 3
The following describes the columns in Exhibit H-1:
•
Total Estab is the total number of selected establishments at the Verification stage.
•
Verification, Screening, Recruiting, and Sampling refer to the four stages of data collection
used in recruiting establishments. Only those establishments that responded at the previous
stage were used in computing rates. For example, Screening rates reflect only establishments
that responded at the Verification stage. For the very first wave of data collection, Wave 1.1,
there was no distinction between the Verification and Screening stages. These establishments
were all considered eligible and responding at the Verification stage in this analysis. Final
rates are combined rates across all stages of data collection. All establishments are considered
to be eligible at the verification stage. At subsequent stages, nonrespondents from the
previous stage are removed from the denominator of the eligibility rate. Therefore the final
eligibility rate, defined as the total number of eligible establishments divided by the total
establishments in the sample, is not equivalent to the product of the eligibility rates at each
stage. Similarly, establishments that were identified as ineligible in the previous stage are not
included in the denominator of the response rate for a particular stage. Thus, the final
response rate, defined as the total number of responding establishments divided by the total
number of eligible establishments in the sample, is not the product of the response rates at
each stage.
•
Elig is the percentage of establishments that are considered eligible. Establishments are
considered survey-eligible if they are classified as (1) at the same street address or building,
(2) in business (permanently or temporarily), (3) able to be located, and (4) not a duplicate.
•
Resp is the percentage of eligible establishments that are considered respondents; that is, they
did not refuse to participate in the study.
The following describes the rows in Exhibit H-1:
3
•
Census Division is assigned according to the address of the establishment. A total of 180
Wave 1.1 establishments from the analysis population had no address information because
they went out of business between the time the initial sample frame was constructed and the
onset of data collection. There was an additional establishment in Wave 5.62 that could not
be located, so it was presumed to be out of business. These establishments were declared
ineligible at the Screening stage and were assigned to the Unknown Census division, where
the eligibility rate at the Screening stage is 0%. Note that this group of initially ineligible
establishments also affects the Time Zone and Metropolitan Status rows, where they were
treated similarly.
•
Total Employees in Establishment is the establishment total employment estimate on the
sample frame. The category Unknown for total employees in an establishment is an actual
frame classification.
•
SIC Division is the Standard Industry Classification of the establishment.
The tests were conditioned on the overall rates because the objective was to identify any subgroups that differed
from the observed overall rate.
H-3
•
Number of SOCs on Establishment Sampling List is the number of Standard Occupational
Classifications linked to an establishment’s sampling list. This number may be viewed as a
measure of the point of contact’s (POC’s) perceived level of burden.
•
Time Zone and Metropolitan Status were assigned according to the establishment’s
zip code.
H.3.1 Establishment Final Unweighted Response Rates
The data in Exhibit H-1 show that the final unweighted response rate for establishments was
74.8% and the final eligibility rate was 83.0%. 4 The data also indicate that response rates varied for the
four data collection stages, with the lowest response rate occurring at the Recruiting stage (84.7%) and the
lowest eligibility rate occurring at the Verification (87.1%) stage. These results are intuitive for the
following reasons:
•
It was not until the Recruiting stage of data collection that the POC fully realized the burden
involved in participation. Consequently, it was expected that most nonresponse would occur
at this stage.
•
The lowest eligibility rate is expected at the Verification stage because this is the first contact
made with each establishment and the point at which one learns of establishments that have
gone out of business. However, as discussed, for Wave 1.1 a Verification call was not
conducted but was combined with the Screening stage. Thus, establishments that were out of
business were identified at the Screening stage for Wave 1.1. In Exhibit H-1, all
establishments from Wave 1.1 were considered eligible at the Verification stage.
Using frame information, one can compare the respondents and nonrespondents across various
attributes to approximate nonresponse bias. An estimate of the first component of nonresponse bias can be
found in Exhibit H-1 under the column headed Final Respondent. Low response rates indicate potential
nonresponse bias. With the final unweighted response rate considered a fixed quantity with no variance,
the response rate for each level of a specific attribute was assessed against the overall value to determine
if the difference was significant. Differences statistically significant at the 0.05 level are indicated with an
asterisk (*). The results indicate the following:
4
•
Census Division. It appears that establishments in the Mountain (78.4%) region had the
highest significant final response rate, while the Middle Atlantic (71.8%) region had the
lowest significant final response rate.
•
Total Employees in Establishment. If one ignores the Unknown category, there appears to
be a decreasing trend in the final response rates as the size of the establishment increases.
This pattern suggests that the perceived burden of the POCs in smaller establishments may
have been lower than the perceived burden of the POCs in larger establishments. In addition,
in larger organizations the decision to participate may not be at the discretion of the POC but
instead may involve corporate approval. This observation is consistent with other literature,
such as Willimack, Nichols, and Sudman (2002).
•
SIC Division. Comparing the different SIC divisions to the overall final response rate, one
can see that the Public Administration (85.3%) and Mining (82.8%) industries had the highest
Unweighted rates were used because appropriate weights were not available for ineligible or nonresponding
establishments.
H-4
significant final response rates, while the Finance, Insurance, and Real Estate (67.2%)
industry had the lowest final response rate. Response rate patterns by industry were highly
dependent on the occupations included in a particular collection of occupations. Thus, these
findings would not necessarily apply to a different set of occupations in another set of
analysis cycles.
•
Number of SOCs on Establishment Sampling List. At the Recruiting stage, the response
rate for establishments with one to five occupations on the sampling list (88.8%) was
significantly higher than the overall response rate of 84.7%, while all the remaining
categories were significantly lower than the overall rate. This pattern may indicate that the
POC perceives a lower number of O*NET occupations as less of a burden. Otherwise there is
no discernible trend in the final response rates by number of occupations.
•
Metropolitan Status. Compared with the overall response rate, rural establishments (80.1%)
had a final response rate significantly higher than the overall response rate, while urban
establishments (73.4%) had a significantly lower final response rate.
H.3.2 Comparison of Establishment Respondents and Nonrespondents
Exhibit H-2 shows a comparison of the distribution of respondents and nonrespondents across
various establishment attributes. The column Difference in Percent (Respondents Versus
Nonrespondents) shows an estimate of the second component of nonresponse bias. As already discussed,
a potential source of nonresponse bias occurs when this difference becomes large. An estimate of the
nonresponse bias across an attribute (see Equations [2] and [4]) is shown under the last column,
Difference in Percent (Respondents Versus Overall). Differences marked with an asterisk are statistically
different from zero at the 0.05 level. Large positive or negative values indicate possible nonresponse bias.
Although there are numerous statistically significant differences, the large sample sizes mean that very
small differences likely can be statistically detected. In this situation, it is important to determine if the
differences are of sufficient magnitudes to be meaningful. For establishment nonresponse, the differences
between respondents and overall sample do not appear to be meaningful:
•
Approximately 82.6% of the attributes had an absolute bias of less than 1 percentage point.
•
Approximately 13.0% of the attributes had an absolute bias between 1 and 2 percentage
points.
•
Approximately 4.3% of the attributes had an absolute bias greater than 2 percentage points.
Another measure of potential nonresponse bias is the effect size, as defined by Cohen (1988). In
this case, the effect size is related to the chi-square test for comparing the equivalence of percentage
distributions from respondents and the overall sample for the variables listed in Exhibit H-2. Cohen
classifies an effect size as “small” when it is about 0.10, as “medium” when it is about 0.30, and as
“large” when it is about 0.50. For the variables in Exhibit H-2, all of the effect sizes were small, with the
largest effect size equal to 0.11 for Number of SOCs on Establishment Sampling List. This result suggests
that the distribution of the variables for respondents and nonrespondents is quite similar (i.e., X R − X N
is small).
The combination of small absolute biases and very small effect sizes indicates a low likelihood of
bias due to establishment nonresponse.
H-5
H.4
Employee Nonresponse
Exhibit H-3 displays the unweighted response rates for employees from Establishment Method
data collection for occupations published in Analysis Cycles 4–8. 5 The columns in Exhibit H-3 are as
follows:
•
Sampled is the total number of selected employees.
•
Response Rate is the unweighted percentage of selected employees from the employee
analysis population. Employees are considered respondents if they returned a questionnaire
that satisfied all completeness and quality requirements.
In addition to the categories displayed in Exhibit H-1, Exhibit H-3 also displays response rates by
the following employee-level characteristics (rows):
•
Selected Employees in Establishment is the number of employees who were selected from
the establishment. Note that this value ranges from only 1 to 20. This range reflects our rule
that no more than 20 employees could be selected from any single establishment per 12month period.
•
Questionnaire Type is the type of questionnaire that the employee was selected to complete
(Skills, Work Activities, Work Context, or Knowledge).
•
Occupation Class is derived from the first two digits of the O*NET SOC.
The response rates are presented separately by the various row variables to allow examination of
the possibility of nonresponse bias. These variables were selected because they were available for both
respondents and nonrespondents and were likely to be related to the primary outcome variables of the
O*NET Program.
H.4.1 Employee Response Rates
Like establishment nonresponse, employee nonresponse is difficult to thoroughly characterize in
the O*NET Data Collection Program because relatively little information is known about the
nonrespondents (except for some descriptive frame characteristics). However, as with the establishment
level, using information known about both responding and nonresponding employees enables indirect
determination of whether the nonrespondents are different from the respondents across variables that may
be highly correlated with the survey data being collected. Thus, potential sources of nonresponse bias can
be approximated at the employee level.
An estimate of the first component of nonresponse bias can be found in Exhibit H-3 under the
column headed Response Rate. Low response rates indicate possible nonresponse bias. With the final
unweighted response rate considered a fixed quantity with no variance, the response rate for each level of
a specific covariate was assessed against the overall value to determine if the difference was significant.
5
Unweighted rates were used because appropriate weights were not available for nonresponding employees.
H-6
Differences statistically significant at the 0.05 level are indicated with an asterisk (*). 6 The unweighted
results indicate the following:
•
Census Division. Employees in the East South Central (68.1%) division had the highest
significant response rates, and employees in the Pacific division had the lowest significant
response rates (59.6%).
•
Total Employees in Establishment. Employee response rate is highest for establishments
with 1 to 4 employees (71.0%) and is lowest for establishments with more than 5,000
employees (47.8%).
•
Selected Employees. Much variation exists in the response rate across the number of selected
employees with no clear pattern evident.
•
Questionnaire Type. The response rates do not appear to vary greatly across questionnaire
type, with the highest response rate (66.4%) associated with the Work Context Questionnaire
and the lowest response rate (62.4%) associated with the Work Activities Questionnaire. The
response rates for the Skills Questionnaire and Knowledge Questionnaire were not
significantly different from the overall rate.
•
SIC Division. The Non-Classifiable division (74.6%) had the highest significant response
rate when compared with the overall response rate, while Construction (51.9%) had the
lowest significant response rate.
•
Occupation Class. Compared with the overall response rate, Community and Social Services
Occupations (78.7%) and Management Occupations (73.7%) had the highest significant
response rates, while Healthcare Practitioners and Technical Occupations (51.7%) and
Construction and Extraction Occupations (52.2%) had the lowest significant response rates.
•
Number of SOCs on Establishment Sampling List. There is no clear pattern in the
employee response rate by the number of occupations on the establishment sampling list.
•
Time Zone. The response rate for Pacific Standard Time (59.5%) was significantly lower
than the overall response rate, while the response rate for Eastern Standard Time was
significantly higher (65.1%). All other response rates for the different time zones were not
significantly different from the overall response rate.
•
Metropolitan Status. The findings at the employee level were similar to the findings at the
establishment level. That is, the overall response rate for employees from rural areas was
significantly higher than that for employees from urban areas.
H.4.2 Comparison of Employee Respondents and Nonrespondents
Exhibit H-4 presents a comparison of the distribution of respondents and nonrespondents across
various employee attributes. The column Difference in Percent (Respondents Versus Nonrespondents)
shows an estimate of the second component of nonresponse bias. As already discussed, a potential source
of nonresponse bias occurs when this difference becomes large. The column Difference in Percent
(Respondents Versus Overall) shows an estimate of the nonresponse bias across an attribute (see
Equations [2] and [4]). Respondent Versus Overall differences marked with an asterisk are statistically
different from zero at the 0.05 level. Large positive or negative values indicate possible nonresponse bias.
6
The tests were conditioned on the overall rates because the objective was to identify any subgroups that differed
from the observed overall rate.
H-7
Although there are numerous statistically significant differences, the large sample sizes mean that very
small differences likely can be statistically detected. In this situation, it is important to determine if the
differences are of sufficient magnitudes to be meaningful. For employee nonresponse, the differences
between respondents and the overall sample do not appear to be meaningful, as the following examples
indicate:
•
Approximately 88.9% of the attributes had an absolute bias of less than 1 percentage point. 7
•
Approximately 7.8% of the attributes had an absolute bias between 1 and 2 percentage points.
•
Approximately 3.3% of the attributes had an absolute bias greater than 2 percentage points.
Another measure of the possibility for nonresponse bias is the effect size, as defined by Cohen
(1988). In this case, the effect size is related to the chi-square test for comparing the equivalence of
percentage distributions from respondents and overall sample for the variables listed in Exhibit H-4.
Cohen classified an effect size as “small” when it is about 0.10, as “medium” when it is about 0.30, and as
“large” when it is about 0.50. For the variables in Exhibit H-4, all of the effect sizes were small, with the
largest equal to 0.10 for SIC Division and Occupation Class. As previously noted, a small effect size
suggests that the distribution of the variables for respondents and nonrespondents is quite similar (i.e.,
X R − X N is small). The combination of small absolute biases and very small effect sizes indicates a low
likelihood of bias due to employee nonresponse.
H.5
Item Nonresponse
Exhibits H-5 through H-12 display unweighted item response rates by item, item type, and
occupation for Establishment Method data included in Analysis Cycles 4–8. These tables include
questionnaire data from employee respondents in the 451 occupations published in these analysis cycles
and completed under the Establishment Method. Only items from those questionnaires that satisfied all
completeness and quality requirements were evaluated. Cases that did not satisfy such requirements were
included as employee nonrespondents.
Item nonresponse is analogous to partial information patterns in which some variables are
observed and some are missing. Even though partial information is present, item nonresponse can still
create biased parameter estimation if the missing values are systematically related to the outcome (e.g.,
wealthy respondents tend to leave an income question missing). The results indicate the following:
7
•
Skills, Work Activities, Work Context, and Knowledge. The data in Exhibits H-5 through
H-8 suggest that for the Skills, Work Activities, and Work Context Questionnaires, there is
little item nonresponse with respect to a single item on each questionnaire. The minimum
response rate for any specific item in the Skills Questionnaire is 93.6% (Item 22—Level),
94.7% for the Work Activities Questionnaire (Item 40—Level), 98.0% for the Work Context
Questionnaire (Item 49), and 90.3% for the Knowledge Questionnaire (Item 8—Level). In
addition, as seen in Exhibit H-11, item nonresponse is slightly more prevalent for Level items
than for Importance items, regardless of questionnaire type.
•
Occupation-Specific Tasks. The items in the Task Questionnaire are different from the items
in the other domain questionnaires in that each task applies to only one specific occupation.
Absolute value of the last column in Exhibit H-4.
H-8
Participants indicate whether a task is “not relevant” to their occupation; if the task is
“relevant,” they rate it on scales of frequency of performance and importance to the
occupation. It should be noted that the eligible sample size for some tasks can be small
because participants are instructed not to respond to the corresponding Frequency and
Importance items if they do not consider the task to be “relevant” to their occupation. Tasks
with a high percentage of “not relevant” responses from participants are removed from the
occupation’s published task list. In particular, all task items included in Exhibit H-9 were
withheld from publication because of high percentages of “not relevant” responses.
•
Background Questionnaire. In Exhibit H-10, the item response rates appear to be nearly
constant and high (more than 93%), with the exception of Item 4 (82.9%), which elicits
information from the respondent about working in a family business.
•
Item Type. All the response rates by item type in Exhibit H-11 exceed 95%.
•
Occupation. Item response rates are provided in Exhibit H-12 for all occupations completed
in Analysis Cycles 4–8. The overall item response rate is 97.9%, with the smallest response
rate, 92.4%, coming from Sewing Machine Operators (SOC 51-6031.00), and the largest,
99.4%, coming from both Health Specialties Teachers, Postsecondary (SOC 25-1071.00) and
Broadcast News Analysts (SOC 27-3021.00).
The extremely high item response rates indicate a low likelihood of bias due to item nonresponse.
H.6
Conclusion
Unit and item nonresponse can lead to biased inferences if the nonresponse rates are high and
respondents and nonrespondents differ with regard to the characteristics of interest. An examination of
both establishment and employee response rates found that nonresponse patterns were somewhat related
to essentially all variables considered in the analyses. However, when the distribution of respondents and
nonrespondents across various frame attributes was examined, the overall potential for nonresponse bias
at both the establishment and employee levels was found to be negligible. Because nonresponse patterns
for both establishments and employees are related to the substantive variables measured in the study,
using these variables for nonresponse adjustments to the analysis weights should be effective in reducing
the minimal effects, if any, due to nonresponse bias in the analysis.
At the item level, it was found that different questionnaire types and questions exhibited varying
response rates, and in most cases the response rates were extremely high. This finding coincides with the
findings at the establishment and employee levels—that is, that the potential for significant nonresponse
bias due to item nonresponse is negligible.
H-9
Exhibit H-1.
Establishment Eligibility and Response Rates
Verification
Screening
Recruiting
Total
Estab
Elig
Resp
Elig
Resp
Elig
Resp
Elig
Resp
Elig
Resp
119,964
87.1
96.3
96.9
94.8
98.3
84.7
99.8
96.9
83.0
74.8
New England
6,229
87.8
96.2
96.9
95.0
98.5
83.7*
99.7
96.5
83.8
73.5*
Middle Atlantic
15,519
87.4
96.2
96.9
93.5*
98.3
82.8*
99.9
96.7
83.4
71.8*
East North Central
18,039
88.8*
96.6
97.2*
94.6
98.3
84.2
99.9
96.8
85.0*
74.4
Category
Total
Sampling
Final
Census Division
West North Central
8,634
89.1*
97.2*
97.6*
95.8*
98.4
85.9*
99.7
97.0
85.5*
77.4*
21,750
86.2*
96.3
96.9
95.1*
98.3
84.9
99.8
97.0
82.2*
75.2
East South Central
7,007
88.3*
97.3*
97.3*
95.3*
98.4
85.1
99.8
97.1
84.5*
76.5*
West South Central
13,905
86.6
96.0
97.1
95.0
98.4
85.6*
99.8
96.7
82.8
75.2
86.9*
99.8
97.3
82.9
78.4*
99.8
97.3*
81.1*
73.8*
NA
NA
0.0
NA
South Atlantic
Mountain
8,753
86.3*
96.9*
97.4*
96.0*
98.6
19,947
85.4*
95.5*
96.6
94.1*
98.1* 84.7
181
99.4*
0.0
NA
3,352
79.2*
95.3*
97.0
95.6
99.0* 91.6*
99.9
98.7*
76.2*
82.1*
1–4
27,725
76.9*
90.8*
95.2*
95.2*
98.6* 89.0*
99.9*
99.3*
72.6*
75.9*
5–9
8,797
87.0
96.8*
94.5*
95.3*
98.6
88.7*
99.9
98.2*
81.2*
80.1*
10–49
26,639
89.1*
97.8*
97.2*
95.4*
98.4
87.1*
99.8
97.8*
85.3*
79.3*
50–99
15,860
91.7*
98.5*
98.1*
95.6*
97.9* 86.3*
99.6*
97.2
87.9*
78.8*
100–249
7,585
91.6*
98.0*
97.4*
94.8
98.0
83.4*
99.8
95.9*
87.4*
74.1
250–499
16,391
91.1*
97.3*
98.1*
93.8*
98.4
79.5*
99.8
94.5*
87.9*
68.3*
500–999
7,403
92.2*
98.2*
97.5*
93.0*
98.7* 77.9*
99.8
93.3*
88.7*
66.3*
1,000–4,999
5,636
94.2*
98.2*
96.8
93.0*
97.8* 72.0*
99.7
92.0*
89.2*
60.3*
576
94.1*
97.2
94.5*
91.2*
94.3* 64.5*
99.6
88.7*
84.4
50.2*
4,951
82.9*
93.4*
97.8*
96.2*
97.5* 87.7*
99.7
98.5*
79.1*
77.2*
Pacific
Unknown
100.0
NA
NA
Total Employees in
Establishment
Unknown
5,000 +
SIC Division
Agriculture,
Forestry, Fishing
Mining
3,996
83.5*
96.4
97.7*
96.1*
99.1* 91.0*
99.9*
98.3*
80.9*
82.8*
Construction
10,455
85.2*
93.5*
94.8*
92.8*
97.8* 83.4*
99.6*
97.4*
79.3*
70.0*
Manufacturing
23,233
87.8*
98.0*
97.7*
94.1*
98.4
84.4
99.8
96.6*
84.4*
75.0
Transportation,
Communication,
Electric, Gas, and
Sanitary Services
11,098
86.0*
96.1
97.2
94.7
98.3
84.7
99.6*
96.1*
82.1*
73.9*
Wholesale Trade
2,549
85.5*
97.9*
96.0*
94.0
98.4
85.6
99.8
97.2
80.9*
76.4
Retail Trade
6,545
89.5*
93.4*
96.1*
93.5*
97.8* 81.8*
99.8
97.1
84.4*
68.9*
Finance, Insurance,
Real Estate
6,346
88.5*
96.8*
95.1*
92.3*
97.0* 78.9*
99.8
95.8*
82.0* 67.2*
continued
H-10
Exhibit H-1.
Category
Establishment Eligibility and Response Rates (continued)
Verification
Screening
Recruiting
Total
Estab
Elig
Elig
Resp
Elig
Resp
Resp
Sampling
Elig
Final
Resp
Elig
Resp
SIC Division (cont’d)
Services
38,837
85.9*
96.0*
96.6*
95.0
98.6* 84.2*
99.9*
96.8
82.0*
74.1*
Public Administration
7,945
92.7*
98.8*
97.5*
98.3*
98.6* 90.2*
99.8
97.3*
89.1*
85.3*
Non-Classifiable
4,009
94.7*
99.1*
99.6*
96.9*
99.2* 86.0*
99.8
98.2*
93.4*
80.9*
Number of SOCs on Establishment Sampling List
1–5
83,430
85.0*
96.2*
98.0*
95.4*
98.2* 88.8*
99.8
98.5*
81.8*
80.1*
6
4,093
88.7*
95.7
96.5
91.8*
99.4* 81.4*
99.7
95.5*
85.1*
68.1*
7
3,558
89.9*
95.9
96.8
93.6*
98.9* 76.6*
99.8
93.9*
86.1*
64.4*
8
2,666
91.3*
96.4
94.4*
93.1*
99.1* 75.7*
99.9
93.3*
85.6*
63.2*
9
3,211
95.1*
97.4*
90.1*
94.1
98.0
77.0*
99.9*
92.9*
84.4*
65.3*
10
23,006
92.3*
96.9*
94.5*
93.5*
98.5* 74.4*
99.8
92.1*
86.1*
61.9*
Eastern Standard
Time
55,539
87.2
96.3
97.0
94.6
98.4
84.0*
99.8
96.8
83.3
73.9*
Central Standard
Time
35,080
88.0*
96.7*
97.2*
95.1*
98.4
85.3*
99.8
96.8
84.2*
75.8*
Time Zone
Mountain Standard
Time
8,065
86.3*
96.8*
97.4*
96.1*
98.7* 87.4*
99.8
97.3
83.0
79.0*
Pacific Standard Time 19,833
85.3*
95.5*
96.6
94.0*
98.1* 84.3
99.8
97.3*
81.0*
73.3*
Alaska Standard Time
717
87.9
97.8*
97.1
98.2*
98.6
89.6*
100.0
96.7
84.2
83.1*
Hawaii Standard Time
532
88.0
96.4
98.0
95.9
97.4
86.2
100.0
98.3*
84.2
78.1
Unknown
198
99.0*
100.0
100.0 100.0
1.5*
66.7
Rural
23,592
89.0*
97.0*
97.8*
96.4*
99.0* 87.8*
99.9*
97.7*
86.2*
80.1*
Urban
96,174
86.6*
96.2*
96.8
94.4*
98.2* 83.9*
99.8
96.7*
82.4*
73.4*
198
99.0*
100.0 100.0
1.5*
66.7
8.2* 100.0
18.8* 66.7
Metropolitan Status
Unknown
100.0
8.2* 100.0
18.8* 66.7
Notes: Response rates were calculated from those establishments that were classified as eligible at each step. Final
rates are combined rates across all stages of data collection. All establishments are considered to be eligible at the
verification stage. At subsequent stages, nonrespondents from the previous stage are removed from the
denominator of the eligibility rate. Therefore the final eligibility rate, defined as the total number of eligible
establishments divided by the total establishments in the sample, is not equivalent to the product of the eligibility
rates at each stage. Similarly, establishments that were identified as ineligible in the previous stage are not
included in the denominator of the response rate for a particular stage. Thus, the final response rate, defined as the
total number of responding establishments divided by the total number of eligible establishments in the sample, is
not the product of the response rates at each stage. NA = not applicable.
*Statistically different from the total category at the 0.05 level.
H-11
Exhibit H-2.
Comparison of Establishment Respondents and Nonrespondents
Respondents
Category
Nonrespondents
Overall
Diff in
Diff in
Percent
Percent
(Resps vs. (Resps vs.
Nonresps)
Overall)
No.
%
No.
%
No.
%
Total
Census Divisiona
New England
74,503
100.0
25,123
100.0
99,626
100.0
3,836
5.1
1,383
5.5
5,219
5.2
−0.4
−0.1
Middle Atlantic
9,292
12.5
3,656
14.6
12,948
13.0
−2.1
−0.5*
11,400
15.3
3,932
15.7
15,332
15.4
−0.3
−0.1
East North Central
West North Central
NA
NA
5,715
7.7
1,669
6.6
7,384
7.4
1.0
0.3*
13,439
18.0
4,434
17.6
17,873
17.9
0.4
0.1
East South Central
4,530
6.1
1,394
5.5
5,924
5.9
0.5
0.1
West South Central
8,667
11.6
2,852
11.4
11,519
11.6
0.3
0.1
5,688
7.6
1,568
6.2
7,256
7.3
1.4
11,936
16.0
4,235
16.9
16,171
16.2
−0.8
South Atlantic
Mountain
Pacific
0.4*
−0.2
Total Employees in Establishmentb
Unknown
2,098
2.8
457
1.8
2,555
2.6
1.0
0.3*
1–4
15,288
20.5
4,851
19.3
20,139
20.2
1.2
0.3
5–9
5,725
7.7
1,419
5.6
7,144
7.2
2.0
0.5*
10–49
18,024
24.2
4,701
18.7
22,725
22.8
5.5
1.4*
50–99
10,985
14.7
2,957
11.8
13,942
14.0
3.0
100–249
4,914
6.6
1,716
6.8
6,630
6.7
−0.2
−0.1
250–499
9,840
13.2
4,567
18.2
14,407
14.5
−5.0
−1.3*
500–999
4,353
5.8
2,216
8.8
6,569
6.6
−3.0
−0.8*
1,000–4,999
3,032
4.1
1,997
7.9
5,029
5.0
−3.9
−1.0*
244
0.3
242
1.0
486
0.5
−0.6
−0.2*
Agriculture, Forestry,
Fishing
3,025
4.1
893
3.6
3,918
3.9
0.5
0.1
Mining
2,677
3.6
556
2.2
3,233
3.2
1.4
0.3*
Construction
5,801
7.8
2,487
9.9
8,288
8.3
−2.1
−0.5*
14,718
19.8
4,895
19.5
19,613
19.7
0.3
0.1
Transportation,
Communication,
Electric, Gas, and
Sanitary Services
6,729
9.0
2,380
9.5
9,109
9.1
−0.4
−0.1
Wholesale Trade
1,574
2.1
487
1.9
2,061
2.1
0.2
0.0
Retail Trade
3,810
5.1
1,716
6.8
5,526
5.5
−1.7
−0.4*
5,000 +
0.8*
SIC Division
Manufacturing
Finance, Insurance,
Real Estate
3,496
4.7
1,705
6.8
5,201
5.2
−2.1
−0.5*
23,604
31.7
8,248
32.8
31,852
32.0
−1.1
−0.3
Public Administration
6,037
8.1
1,042
4.1
7,079
7.1
4.0
1.0*
Non-Classifiable
3,032
4.1
714
2.8
3,746
3.8
1.2
0.3*
continued
Services
H-12
Exhibit H-2.
Comparison of Establishment Respondents and Nonrespondents
(continued)
Respondents
Category
No.
%
Nonrespondents
No.
%
Overall
No.
%
Diff in
Diff in
Percent
Percent
(Resps vs. (Resps vs.
Nonresps)
Overall)
Number of SOCs on Establishment Sampling Listd
1–5
54,684
73.4
13,584
54.1
68,268
68.5
19.3
4.9*
6
2,373
3.2
1,112
4.4
3,485
3.5
−1.2
−0.3*
7
1,972
2.6
1,092
4.3
3,064
3.1
−1.7
−0.4*
8
1,442
1.9
839
3.3
2,281
2.3
−1.4
−0.4*
9
1,769
2.4
940
3.7
2,709
2.7
−1.4
−0.3*
10
12,263
16.5
7,556
30.1
19,819
19.9
−13.6
−3.4*
Eastern Standard Time
34,201
45.9
12,086
48.1
46,287
46.5
−2.2
−0.6*
Central Standard Time
22,387
30.0
7,146
28.4
29,533
29.6
1.6
0.4
e
Time Zone
Mountain Standard
Time
5,287
7.1
1,403
5.6
6,690
6.7
1.5
Pacific Standard Time
11,774
15.8
4,287
17.1
16,061
16.1
−1.3
−0.3
Alaska Standard Time
502
0.7
102
0.4
604
0.6
0.3
0.1
Hawaii Standard Time
350
0.5
98
0.4
448
0.4
0.1
0.0
2
0.0
1
0.0
3
0.0
−0.0
−0.0
Rural
16,294
21.9
4,051
16.1
20,345
20.4
5.7
1.4*
Urban
58,207
78.1
21,071
83.9
79,278
79.6
−5.7
−1.4*
2
0.0
1
0.0
3
0.0
−0.0
−0.0
Unknown
0.4*
Metropolitan Statusf
Unknown
Notes: Because of rounding, the difference columns may not match their constituent parts. NA = not applicable.
a
Effect size = 0.02.
b
Effect size = 0.08.
c
Effect size = 0.04.
d
Effect size = 0.11.
e
Effect size = 0.02.
f
Effect size = 0.03.
* Statistically different from the total category at the 0.05 level.
H-13
Exhibit H-3.
Category
Employee Response Rates
Sampled
Response Rate
104,376
64.2
New England
5,688
66.2
Middle Atlantic
12,478
63.9
East North Central
17,734
65.8*
West North Central
8,851
67.2*
21,059
64.1
East South Central
8,192
68.1*
West South Central
10,079
62.2*
7,025
62.5
13,270
59.6*
Unknown
1,451
63.2
1–4
6,962
71.0*
5–9
3,898
63.3
10–49
21,004
61.9*
50–99
33,620
68.6*
100–249
6,611
60.4*
250–499
17,869
60.6*
500–999
7,621
61.7*
1,000–4, 999
4,892
59.2*
448
47.8*
Total
Census Division
South Atlantic
Mountain
Pacific
Total Employees in Establishment
5,000+
Selected Employees in Establishment
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
H-14
6,011
5,698
5,406
5,276
5,345
5,400
5,068
34,056
2,133
2,220
1,892
1,908
2,509
2,044
1,845
5,792
833
1,008
912
9,020
74.7*
69.1*
65.0
66.7*
64.2
61.8*
63.2
61.4*
64.3
66.8
65.9
63.8
62.5
64.5
62.5
57.9*
68.3
68.8
64.1
67.8*
continued
Exhibit H-3.
Employee Response Rates (continued)
Category
Questionnaire Type
Skills
Work Activities
Work Context
Knowledge
SIC Division
Agriculture, Forestry, Fishing
Mining
Construction
Sampled
Response Rate
26,037
26,374
25,724
26,241
64.4
62.4*
66.4*
63.7
3,691
59.1*
1,982
59.6*
6,600
51.9*
Manufacturing
25,490
64.5
Transportation, Communication, Electric, Gas, and Sanitary Services
11,822
57.4*
Wholesale Trade
1,319
61.3
Retail Trade
3,342
58.5*
Finance, Insurance, Real Estate
3,095
65.5
21,182
63.2
Services
Public Administration
5,588
66.3
20,265
74.6*
Management Occupations
3,459
73.7*
Business and Financial Operations Occupations
3,111
65.0
300
68.0
Architecture and Engineering Occupations
2,075
64.7
Life, Physical, and Social Science Occupations
4,316
70.7*
Community and Social Services Occupations
1,881
78.7*
Non-Classifiable
Occupation Class
Computer and Mathematical Occupations
Legal Occupations
Education, Training, and Library Occupations
933
64.3
16,965
73.1*
Arts, Design, Entertainment, Sports, and Media Occupations
3,576
61.7
Healthcare Practitioners and Technical Occupations
3,498
51.7*
Healthcare Support Occupations
594
59.8
Protective Service Occupations
2,190
66.9
Food Preparation and Serving Related Occupations
1,235
53.5*
Building and Grounds Cleaning and Maintenance
2,017
64.9
Personal Care and Service Occupations
2,419
63.2
Sales and Related Occupations
1,703
56.1*
Office and Administrative Support Occupations
5,905
62.4
Farming, Fishing, and Forestry Occupations
3,054
57.8*
Construction and Extraction Occupations
8,471
52.2*
Installation, Maintenance, and Repair Occupations
6,924
64.3
21,493
64.5
Production Occupations
Transportation and Material Moving Occupations
8,257
59.3*
continued
H-15
Exhibit H-3.
Employee Response Rates (continued)
Category
Sampled
Response Rate
Number of SOCs on Establishment Sampling List
1–5
69,699
63.6
6
7,516
68.1*
7
4,232
63.3
8
1,926
63.1
9
2,169
66.4
10
18,834
64.9
Eastern Standard Time
51,662
65.1*
Central Standard Time
32,017
64.9
6,506
63.5
Pacific Standard Time
13,051
59.5*
Alaska Standard Time
644
65.4
Hawaii Standard Time
496
56.7
Time Zone
Mountain Standard Time
Metropolitan Status
Rural
26,188
67.8*
Urban
78,188
63.0*
*Statistically different from the total category at the 0.05 level.
H-16
Exhibit H-4.
Comparison of Employee Respondents and Nonrespondents
No.
%
No.
%
No.
%
Diff in
Percent
(Resps vs.
Nonresps)
67,017
100.0
37,359
100.0
104,376
100.0
NA
Respondents
Category
Total
Census Division
Nonrespondents
Overall
Diff in
Percent
(Resps vs.
Overall)
NA
a
New England
3,767
5.6
1,921
5.1
5,688
5.4
0.5
0.2
Middle Atlantic
7,973
11.9
4,505
12.1
12,478
12.0
−0.2
−0.1
11,677
17.4
6,057
16.2
17,734
17.0
1.2
East North Central
West North Central
0.4*
5,946
8.9
2,905
7.8
8,851
8.5
1.1
13,508
20.2
7,551
20.2
21,059
20.2
−0.1
East South Central
5,578
8.3
2,614
7.0
8,192
7.8
1.3
0.5*
West South Central
6,267
9.4
3,812
10.2
10,079
9.7
−0.9
−0.3*
Mountain
4,393
6.6
2,632
7.0
7,025
6.7
−0.5
−0.2
Pacific
7,908
11.8
5,362
14.4
13,270
12.7
−2.6
−0.9*
−0.0
South Atlantic
0.4*
−0.0
b
Total Employees in Establishment
Unknown
917
1.4
534
1.4
1,451
1.4
−0.1
1–4
4,941
7.4
2,021
5.4
6,962
6.7
2.0
5–9
2,467
3.7
1,431
3.8
3,898
3.7
−0.1
−0.1
10–49
13,007
19.4
7,997
21.4
21,004
20.1
−2.0
−0.7*
50–99
0.7*
23,061
34.4
10,559
28.3
33,620
32.2
6.1
2.2*
100–249
3,994
6.0
2,617
7.0
6,611
6.3
−1.0
−0.4*
250–499
10,823
16.1
7,046
18.9
17,869
17.1
−2.7
−1.0*
500–999
4,699
7.0
2,922
7.8
7,621
7.3
−0.8
−0.3*
1,000–4,999
2,894
4.3
1,998
5.3
4,892
4.7
−1.0
−0.4*
214
0.3
234
0.6
448
0.4
−0.3
−0.1*
1
4,490
6.7
1,521
4.1
6,011
5.8
2.6
0.9*
2
3,935
5.9
1,763
4.7
5,698
5.5
1.2
0.4*
3
3,513
5.2
1,893
5.1
5,406
5.2
0.2
0.1
4
3,521
5.3
1,755
4.7
5,276
5.1
0.6
0.2*
5
3,430
5.1
1,915
5.1
5,345
5.1
−0.0
−0.0
6
3,336
5.0
2,064
5.5
5,400
5.2
−0.5
−0.2*
7
3,202
4.8
1,866
5.0
5,068
4.9
−0.2
−0.1
8
20,915
31.2
13,141
35.2
34,056
32.6
−4.0
−1.4*
9
1,372
2.0
761
2.0
2,133
2.0
0.0
0.0
10
1,483
2.2
737
2.0
2,220
2.1
0.2
0.1
11
1,246
1.9
646
1.7
1,892
1.8
0.1
0.0
12
1,217
1.8
691
1.8
1,908
1.8
−0.0
−0.0
13
1,568
2.3
941
2.5
2,509
2.4
−0.2
−0.1
continued
5,000 +
Total Selected Employees in
Establishmentc
H-17
Exhibit H-4.
Comparison of Employee Respondents and Nonrespondents (continued)
Respondents
Category
No.
%
Nonrespondents
No.
%
Overall
No.
%
Diff in
Percent
(Resps vs.
Nonresps)
Diff in
Percent
(Resps vs.
Overall)
14
1,319
2.0
725
1.9
2,044
2.0
0.0
0.0
15
1,154
1.7
691
1.8
1,845
1.8
−0.1
−0.0
16
3,352
5.0
2,440
6.5
5,792
5.5
−1.5
−0.5*
17
569
0.8
264
0.7
833
0.8
0.1
0.1
18
694
1.0
314
0.8
1,008
1.0
0.2
0.1
19
585
0.9
327
0.9
912
0.9
−0.0
−0.0
20
6,116
9.1
2,904
7.8
9,020
8.6
1.4
0.5*
Skills
16,760
25.0
9,277
24.8
26,037
24.9
0.2
0.1
Work Activities
16,459
24.6
9,915
26.5
26,374
25.3
−2.0
−0.7*
Work Context
17,081
25.5
8,643
23.1
25,724
24.6
2.4
0.8*
Knowledge
16,717
24.9
9,524
25.5
26,241
25.1
−0.5
−0.2*
Agriculture, Forestry,
Fishing
2,180
3.3
1,511
4.0
3,691
3.5
−0.8
-0.3*
Mining
1,182
1.8
800
2.1
1,982
1.9
−0.4
−0.1*
Construction
3,428
5.1
3,172
8.5
6,600
6.3
−3.4
−1.2*
16,451
24.5
9,039
24.2
25,490
24.4
0.4
0.1
6,781
10.1
5,041
13.5
11,822
11.3
−3.4
−1.2*
808
1.2
511
1.4
1,319
1.3
−0.2
−0.1
Retail Trade
1,954
2.9
1,388
3.7
3,342
3.2
−0.8
−0.3*
Finance, Insurance,
Real Estate
2,026
3.0
1,069
2.9
3,095
3.0
0.2
0.1
13,386
20.0
7,796
20.9
21,182
20.3
−-0.9
−0.3
d
Questionnaire Type
SIC Division
e
Manufacturing
Transportation,
Communication,
Electric, Gas, and
Sanitary Services
Wholesale Trade
Services
Public Administration
3,704
5.5
1,884
5.0
5,588
5.4
0.5
0.2*
15,117
22.6
5,148
13.8
20,265
19.4
8.8
3.1*
Management
Occupations
2,551
3.8
908
2.4
3,459
3.3
1.4
0.5*
Business and Financial
Operations
Occupations
2,022
3.0
1,089
2.9
3,111
3.0
0.1
0.0
204
0.3
96
0.3
300
0.3
0.0
0.0
1,343
2.0
732
2.0
2,075
2.0
0.0
Nonclassifiable
Occupation Class
Computer and
Mathematical
Occupations
Architecture and
Engineering
Occupations
H-18
f
0.0
continued
Exhibit H-4.
Comparison of Employee Respondents and Nonrespondents (continued)
Respondents
Category
No.
%
Nonrespondents
No.
%
Overall
No.
%
Diff in
Percent
(Resps vs.
Nonresps)
Diff in
Percent
(Resps vs.
Overall)
Life, Physical, and
Social Science
Occupations
3,050
4.6
1,266
3.4
4,316
4.1
1.2
0.4*
Community and Social
Services Occupations
1,480
2.2
401
1.1
1,881
1.8
1.1
0.4*
600
0.9
333
0.9
933
0.9
0.0
0.0
12,404
18.5
4,561
12.2
16,965
16.3
6.3
2.3*
Arts, Design,
Entertainment, Sports,
and Media Occupations
2,206
3.3
1,370
3.7
3,576
3.4
−0.4
Healthcare
Practitioners and
Technical Occupations
1,809
2.7
1,689
4.5
3,498
3.4
−1.8
−0.7*
355
0.5
239
0.6
594
0.6
−0.1
−0.0
Legal Occupations
Education, Training,
and Library
Occupations
Healthcare Support
Occupations
Protective Service
Occupations
−-0.1
1,466
2.2
724
1.9
2,190
2.1
0.2
0.1
Food Preparation and
Serving Related
Occupations
661
1.0
574
1.5
1,235
1.2
−0.6
−0.2*
Building and Grounds
Cleaning and
Maintenance
Occupations
1,309
2.0
708
1.9
2,017
1.9
0.1
0.0
Personal Care and
Service Occupations
1,528
2.3
891
2.4
2,419
2.3
−0.1
−0.0
Sales and Related
Occupations
955
1.4
748
2.0
1,703
1.6
−0.6
−0.2*
Office and
Administrative Support
Occupations
3,682
5.5
2,223
6.0
5,905
5.7
−0.5
−0.2
Farming, Fishing, and
Forestry Occupations
1,766
2.6
1,288
3.4
3,054
2.9
−0.8
−0.3*
Construction and
Extraction Occupations
4,423
6.6
4,048
10.8
8,471
8.1
−4.2
−1.5*
Installation,
Maintenance, and
Repair Occupations
4,450
6.6
2,474
6.6
6,924
6.6
0.0
0.0
13,858
20.7
7,635
20.4
21,493
20.6
0.2
0.1
4,895
7.3
3,362
9.0
8,257
7.9
−1.7
Production Occupations
Transportation and
Material Moving
Occupations
−0.6*
continued
H-19
Exhibit H-4.
Comparison of Employee Respondents and Nonrespondents (continued)
Respondents
Category
No.
Nonrespondents
%
No.
Number of SOCs on Establishment Sampling List
1–5
%
Overall
No.
%
Diff in
Percent
(Resps vs.
Nonresps)
Diff in
Percent
(Resps vs.
Overall)
−1.7
−0.6*
g
44,347
66.2
25,352
67.9
69,699
66.8
6
5,117
7.6
2,399
6.4
7,516
7.2
1.2
7
2,679
4.0
1,553
4.2
4,232
4.1
−0.2
−0.1
8
1,216
1.8
710
1.9
1,926
1.8
−0.1
−0.0
0.4*
9
1,440
2.1
729
2.0
2,169
2.1
0.2
0.1
10
12,218
18.2
6,616
17.7
18,834
18.0
0.5
0.2
Eastern Standard Time
33,635
50.2
18,027
48.3
51,662
49.5
1.9
0.7*
Central Standard Time
h
Time Zone
20,785
31.0
11,232
30.1
32,017
30.7
0.9
0.3
Mountain Standard
Time
4,129
6.2
2,377
6.4
6,506
6.2
−0.2
−0.1
Pacific Standard Time
7,766
11.6
5,285
14.1
13,051
12.5
−2.6
−0.9*
Alaska Standard Time
421
0.6
223
0.6
644
0.6
0.0
0.0
Hawaii Standard Time
281
0.4
215
0.6
496
0.5
−0.2
−0.1
Rural
17,761
26.5
8,427
22.6
26,188
25.1
3.9
1.4*
Urban
49,256
73.5
28,932
77.4
78,188
74.9
−3.9
−1.4*
i
Metropolitan Status
Notes: Because of rounding, the difference columns may not match their constituent parts. NA = not applicable.
a
Effect size = 0.04.
b
Effect size = 0.06.
c
Effect size = 0.06.
d
Effect size = 0.02.
e
Effect size = 0.10.
f
Effect size = 0.10.
g
Effect size = 0.02.
h
Effect size = 0.03.
i
Effect size = 0.03.
*Statistically different from zero at the 0.05 level.
H-20
Exhibit H-5.
Item
Ten Lowest Item Response Rate, Skills Questionnaire
Number
Sampled
Response
Rate (%)
5,450
93.6
10,286
96.4
Determining how money will be spent to get the work done, and
accounting for these expenditures.
8,774
96.5
Determining how a system should work and how changes in
conditions, operations, and the environment will affect outcomes.
10,119
96.7
Obtaining and seeing to the appropriate use of equipment, facilities,
and materials needed to do certain work.
10,384
96.7
8,741
96.7
Item Description
A22-Level
Writing computer programs for various purposes.
A30-Level
Identifying measures or indicators of system performance and the
actions needed to improve or correct performance, relative to the
goals of the system.
A33-Level
A29-Level
A34-Level
A21-Level
Installing equipment, machines, wiring, or programs to meet
specifications.
A18-Level
Analyzing needs and product requirements to create a design.
11,073
96.9
A25-Level
Controlling operations of equipment or systems.
10,971
96.9
A19-Level
Generating or adapting equipment and technology to serve user
needs.
10,225
97.1
9,185
97.1
A28-Level
Repairing machines or systems using the needed tools.
H-21
Exhibit H-6.
Ten Lowest Item Response Rate, Work Activities Questionnaire
Number
Sampled
Response
Rate (%)
Item
Item Description
B40-Level
Recruiting, interviewing, selecting, hiring, and promoting employees
in an organization.
6,815
94.7
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.
6,509
95.3
Estimating sizes, distances, and quantities; or determining time,
costs, resources, or materials needed to perform a work activity.
12,021
95.7
Servicing, repairing, calibrating, regulating, fine-tuning, or testing
machines, devices, and equipment that operate primarily on the
basis of electrical or electronic (not mechanical) principles.
6,933
95.9
Performing for people or dealing directly with the public. This
includes serving customers in restaurants and stores, and receiving
clients or guests.
9,976
95.9
Identifying information by categorizing, estimating, recognizing
differences or similarities, and detecting changes in circumstances
or events.
13,837
96.0
Servicing, repairing, adjusting, and testing machines, devices,
moving parts, and equipment that operate primarily on the basis of
mechanical (not electronic) principles.
7,616
96.1
Monitoring and controlling resources and overseeing the spending
of money.
9,559
96.1
Establishing long-range objectives and specifying the strategies and
actions to achieve them.
11,990
96.1
Identifying the underlying principles, reasons, or facts of information
by breaking down information or data into separate parts.
12,389
96.4
B21-Level
B05-Level
B23-Level
B32-Level
B02-Level
B22-Level
B41-Level
B13-Level
B09-Level
H-22
Exhibit H-7.
Item
Ten Lowest Item Response Rate, Work Context Questionnaire
Item Description
Number
Sampled
Response
Rate (%)
D49
How automated is the job?
15,450
98.0
D45
How serious would the result usually be if the worker made a mistake
that was not readily correctable?
15,450
98.2
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?
15,450
98.6
How important is it to coordinate or lead others in accomplishing work
activities in this job?
15,450
98.7
How frequently is the worker required to make decisions that affect
other people, the financial resources, and/or the image and
reputation of the organization?
15,450
98.7
To what extent does this job require the worker to compete or to be
aware of competitive pressures?
15,450
98.8
To what extent does this job require the worker to perform job tasks
in close physical proximity to other people?
15,450
98.9
How do the decisions an employee makes impact the results of coworkers, clients or the company?
15,450
98.9
How often are there conflict situations the employee has to face in
this job?
15,450
99.0
How much does this job require keeping or regaining your balance?
15,450
99.0
D51
D09
D47
D53
D21
D46
D12
D39
H-23
Exhibit H-8.
Item
E08-Level
E26-Level
E17-Level
E27-Level
E12-Level
E25-Level
E03-Level
E28-Level
E21-Level
E10-Level
H-24
Ten Lowest Item Response Rate, Knowledge Questionnaire
Number
Sampled
Response
Rate (%)
Knowledge of techniques and equipment for planting, growing, and
harvesting food products (both plant and animal) for consumption,
including storage/handling techniques.
2,382
90.3
Knowledge of the theory and techniques required to compose,
produce, and perform works of music, dance, visual arts, drama,
and sculpture.
3,432
93.4
Knowledge of plant and animal organisms, their tissues, cells,
functions, interdependencies, and interactions with each other and
the environment.
4,905
95.4
Knowledge of historical events and their causes, indicators, and
effects on civilizations and cultures.
4,994
95.4
Knowledge of materials, methods, and the tools involved in the
construction or repair of houses, buildings, or other structures such
as highways and roads.
5,192
95.7
Knowledge of the structure and content of a foreign (non-English)
language including the meaning and spelling of words, rules of
composition and grammar, and pronunciation.
5,619
96.1
Knowledge of economic and accounting principles and practices,
the financial markets, banking and the analysis and reporting of
financial data.
7,466
96.1
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.
5,815
96.3
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.
5,614
96.6
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.
8,006
96.7
Item Description
Exhibit H-9.
Ten Lowest Item Response Rates, Task Questionnaire
Item
11-3031.02, Financial Managers, Branch
or Department: T21-Importance
Item Description
Direct floor operations of brokerage firm
engaged in buying and selling securities at
exchange.
Number
Sampled
Response
Rate (%)
1
0.0
11-9012.00, Farmers and Ranchers: T28- Maintain colonies of bees to produce honey
Importance
and hive byproducts, pollinate crops, and/or
produce queens and bees for sale.
1
0.0
11-9012.00, Farmers and Ranchers: T28- Maintain colonies of bees to produce honey
Frequency
and hive byproducts, pollinate crops, and/or
produce queens and bees for sale.
1
0.0
Draw sketches of crime scenes, depicting
such details as locations of doors and
windows and exact positions of pieces of
evidence.
3
0.0
27-1013.00, Fine Artists, Including
Painters, Sculptors, and Illustrators: T35Frequency
Alter, modify, or retouch photographs to
update likenesses so that photographs can be
used in criminal investigations.
3
0.0
27-1013.00, Fine Artists, Including
Painters, Sculptors, and Illustrators: T36Frequency
Prepare line drawings conforming to
descriptions of suspects or crime scene
details, presenting drawings to witnesses or
victims for approval and completion of
composite sketches.
3
0.0
Gather relevant information about unidentified
human remains, including photographs,
bones, hair, and any other artifacts, for use in
facial reconstructions.
5
20.0
53-4021.00, Railroad Brake, Signal, and
Switch Operators: T25-Frequency
Collect tickets, fares, and passes from
passengers.
5
20.0
27-1013.00, Fine Artists, Including
Painters, Sculptors, and Illustrators: T25Frequency
Interview crime victims or witnesses to obtain
descriptive information about suspects, as
well as objects such as jewelry or weapons.
4
25.0
27-1013.00, Fine Artists, Including
Painters, Sculptors, and Illustrators: T32Frequency
Show crime victims and witnesses
photographs depicting different facial
features, head shapes, and hair types so that
those best representing suspects may be
selected for use in composites.
4
25.0
Mount finished plates on wood or metal
blocks, using hammers and nails or
thermoplastic adhesives and heat presses.
4
25.0
27-1013.00, Fine Artists, Including
Painters, Sculptors, and Illustrators: T34Frequency
27-1013.00, Fine Artists, Including
Painters, Sculptors, and Illustrators: T23Frequency
51-5022.00, Prepress Technicians and
Workers: T39-Frequency
Note: For items in the Task Questionnaire, participants first indicate whether a task is “not relevant” to their
occupation. If a task is “not relevant,” the participants are instructed not to respond to the Frequency and
Importance items. Tasks with a high percentage of “not relevant” responses from participants are removed from the
occupation’s published task list. All task items in this exhibit were withheld from publication because of high
percentages of “not relevant” responses.
H-25
Exhibit H-10. Response Rates, Background Questionnaire
Item
Item Description
Number
Sampled
Response
Rate (%)
2
How long at job?
60,486
99.3
3
Employment sector
60,486
96.0
4
Family business
60,486
82.9
5
Age group
60,486
96.9
6
Gender
60,486
98.7
7
Ethnicity
60,486
96.3
8
Race
60,486
93.9
9A
Blindness, deafness, or other severe vision or hearing impairment
60,486
98.3
9B
A condition that substantially limits one or more basic physical activities
such as walking, climbing stairs, reaching, lifting, or carrying
60,486
98.3
10A
Difficulty learning, remembering, or concentrating
60,486
95.9
10B
Difficulty bathing, or getting around inside the home
60,486
95.8
10C
Going outside the home alone to shop or visit the doctor’s office
60,486
95.9
10D
Working at a job or business
60,486
95.8
11
Education level
60,486
98.8
H-26
Exhibit H-11. Item Response Rates by Item Type
Item Type
Questions
Response Rate (%)
8,002,039
97.9
A: Skills—Importance
532,140
99.0
A: Skills—Level
423,718
97.8
B: Work Activities—Importance
605,816
99.1
B: Work—Activities—Level
475,869
97.0
Background
846,804
95.9
D: Work Context
880,650
99.2
75,280
98.4
E: Knowledge—Importance
496,848
99.0
E: Knowledge—Level
271,737
97.2
E: Knowledge—Work Styles Background
240,896
99.4
Task—Frequency
943,376
96.4
Task—Importance
943,376
97.2
Task—Relevance
1,265,529
98.8
Total
E: Knowledge—Education and Training
H-27
Exhibit H-12. Item response Rates by Occupation
SOC
SOC Title
Total
Questions
Response
Rate (%)
8,002,039
97.9
11-1011.00
Chief Executives
16,577
98.6
11-3031.01
Treasurers and Controllers
23,522
98.9
11-3031.02
Financial Managers, Branch or Department
7,986
98.9
11-9011.01
Nursery and Greenhouse Managers
12,181
98.6
11-9012.00
Farmers and Ranchers
15,234
97.8
11-9031.00
Education Administrators, Preschool and Child Care
Center/Program
11,675
97.9
11-9032.00
Education Administrators, Elementary and Secondary School
11-9033.00
Education Administrators, Postsecondary
83,695
98.7
105,119
98.6
11-9071.00
Gaming Managers
15,611
98.3
11-9121.00
Natural Sciences Managers
11,865
98.6
11-9131.00
Postmasters and Mail Superintendents
11,083
98.6
11-9141.00
Property, Real Estate, and Community Association Managers
10,814
98.9
13-1011.00
Agents and Business Managers of Artists, Performers, and
Athletes
15,463
98.0
13-1021.00
Purchasing Agents and Buyers, Farm Products
13,240
98.9
13-1031.01
Claims Examiners, Property and Casualty Insurance
14,575
98.0
13-1032.00
Insurance Appraisers, Auto Damage
11,512
97.8
13-1041.02
Licensing Examiners and Inspectors
15,339
98.2
13-1041.03
Equal Opportunity Representatives and Officers
10,557
98.0
13-1041.04
Government Property Inspectors and Investigators
13-1061.00
Emergency Management Specialists
13-1111.00
Management Analysts
13-2021.02
Appraisers, Real Estate
13-2051.00
Financial Analysts
13-2052.00
8,036
98.5
19,180
99.2
9,050
98.4
21,285
99.1
9,089
99.1
Personal Financial Advisors
12,754
98.9
13-2061.00
Financial Examiners
12,256
98.7
13-2071.00
Loan Counselors
8,704
98.2
13-2081.00
Tax Examiners, Collectors, and Revenue Agents
16,269
98.1
13-2082.00
Tax Preparers
14,089
98.0
15-1071.01
Computer Security Specialists
8,771
97.7
15-2041.00
Statisticians
12,643
98.8
17-2031.00
Biomedical Engineers
15,788
98.9
17-2061.00
Computer Hardware Engineers
8,227
98.3
17-2072.00
Electronics Engineers, Except Computer
13,661
98.6
17-2121.01
Marine Engineers
11,699
99.3
17-2121.02
Marine Architects
8,515
97.9
17-2131.00
Materials Engineers
10,863
99.2
17-2161.00
Nuclear Engineers
H-28
9,819
97.7
continued
Exhibit H-12. Item response Rates by Occupation (continued)
SOC
SOC Title
Questions
Response
Rate (%)
17-3012.01
Electronic Drafters
7,993
98.5
17-3012.02
Electrical Drafters
10,189
98.4
17-3024.00
Electro-Mechanical Technicians
9,293
98.2
17-3031.01
Surveying Technicians
17,579
98.4
17-3031.02
Mapping Technicians
20,023
98.7
19-1012.00
Food Scientists and Technologists
18,525
98.7
19-1021.00
Biochemists and Biophysicists
12,776
98.8
19-1031.01
Soil Conservationists
10,254
98.8
19-1031.02
Range Managers
12,243
99.1
19-1041.00
Epidemiologists
10,505
97.6
19-1042.00
Medical Scientists, Except Epidemiologists
10,453
98.5
19-2021.00
Atmospheric and Space Scientists
15,106
98.7
19-2032.00
Materials Scientists
14,396
99.1
19-3011.00
Economists
12,344
98.2
19-3021.00
Market Research Analysts
7,529
98.7
19-3022.00
Survey Researchers
8,654
98.4
19-3031.01
School Psychologist
24,185
98.7
19-3031.02
Clinical Psychologists
14,593
98.1
19-3031.03
Counseling Psychologists
19-3032.00
Industrial-Organizational Psychologists
19-4011.01
Agricultural Technicians
19-4011.02
Food Science Technicians
19-4041.01
19-4041.02
9,677
99.1
19,739
99.2
9,798
97.1
34,797
97.6
Geophysical Data Technicians
9,670
99.1
Geological Sample Test Technicians
7,372
98.5
19-4051.01
Nuclear Equipment Operation Technicians
7,766
98.7
19-4051.02
Nuclear Monitoring Technicians
14,408
98.2
19-4061.00
Social Science Research Assistants
20,374
99.0
19-4061.01
City and Regional Planning Aides
7,968
98.7
19-4093.00
Forest and Conservation Technicians
13,010
97.9
21-1011.00
Substance Abuse and Behavioral Disorder Counselors
21-1012.00
Educational, Vocational, and School Counselors
21-1015.00
34,278
98.7
120,919
98.6
Rehabilitation Counselors
11,708
98.3
21-1091.00
Health Educators
11,432
98.1
21-2011.00
Clergy
11,586
98.9
21-2021.00
Directors, Religious Activities and Education
19,880
98.3
23-1021.00
Administrative Law Judges, Adjudicators, and Hearing Officers
11,728
98.1
23-1022.00
Arbitrators, Mediators, and Conciliators
16,724
98.7
23-1023.00
Judges, Magistrate Judges, and Magistrates
13,273
98.5
23-2091.00
Court Reporters
15,688
98.1
continued
H-29
Exhibit H-12. Item response Rates by Occupation (continued)
SOC
SOC Title
Questions
Response
Rate (%)
23-2093.00
Title Examiners, Abstractors, and Searchers
10,688
98.5
25-1011.00
Business Teachers, Postsecondary
65,270
99.0
25-1021.00
Computer Science Teachers, Postsecondary
57,145
98.8
25-1022.00
Mathematical Science Teachers, Postsecondary
61,722
98.8
25-1031.00
Architecture Teachers, Postsecondary
26,594
98.7
25-1032.00
Engineering Teachers, Postsecondary
26,992
98.9
25-1041.00
Agricultural Sciences Teachers, Postsecondary
35,046
99.1
25-1042.00
Biological Science Teachers, Postsecondary
60,250
98.7
25-1043.00
Forestry and Conservation Science Teachers, Postsecondary
25,787
99.1
25-1051.00
Atmospheric, Earth, Marine, and Space Sciences Teachers,
Postsecondary
26,446
99.1
25-1052.00
Chemistry Teachers, Postsecondary
37,872
99.1
25-1053.00
Environmental Science Teachers, Postsecondary
26,457
98.8
25-1054.00
Physics Teachers, Postsecondary
29,168
98.8
25-1061.00
Anthropology and Archeology Teachers, Postsecondary
19,678
99.0
25-1062.00
Area, Ethnic, and Cultural Studies Teachers, Postsecondary
15,305
98.7
25-1063.00
Economics Teachers, Postsecondary
22,871
98.8
25-1064.00
Geography Teachers, Postsecondary
20,019
98.7
25-1065.00
Political Science Teachers, Postsecondary
24,844
98.3
25-1066.00
Psychology Teachers, Postsecondary
55,385
99.1
25-1067.00
Sociology Teachers, Postsecondary
29,766
98.6
25-1071.00
Health Specialties Teachers, Postsecondary
24,258
99.4
25-1072.00
Nursing Instructors and Teachers, Postsecondary
26,067
98.6
25-1081.00
Education Teachers, Postsecondary
23,142
98.1
25-1082.00
Library Science Teachers, Postsecondary
33,475
98.8
25-1111.00
Criminal Justice and Law Enforcement Teachers, Postsecondary
17,908
99.1
25-1112.00
Law Teachers, Postsecondary
20,681
99.2
25-1113.00
Social Work Teachers, Postsecondary
22,698
98.3
25-1121.00
Art, Drama, and Music Teachers, Postsecondary
22,341
98.7
25-1122.00
Communications Teachers, Postsecondary
40,457
99.0
25-1123.00
English Language and Literature Teachers, Postsecondary
70,659
98.5
25-1124.00
Foreign Language and Literature Teachers, Postsecondary
31,323
98.5
25-1125.00
History Teachers, Postsecondary
38,379
98.7
25-1126.00
Philosophy and Religion Teachers, Postsecondary
30,712
98.7
25-1191.00
Graduate Teaching Assistants
14,889
98.8
25-1192.00
Home Economics Teachers, Postsecondary
14,898
99.0
25-1193.00
Recreation and Fitness Studies Teachers, Postsecondary
28,335
99.2
25-1194.00
Vocational Education Teachers Postsecondary
45,128
98.7
25-2011.00
Preschool Teachers, Except Special Education
39,097
96.0
25-2012.00
Kindergarten Teachers, Except Special Education
34,560
H-30
98.5
continued
Exhibit H-12. Item response Rates by Occupation (continued)
SOC
SOC Title
Questions
Response
Rate (%)
25-2021.00
Elementary School Teachers, Except Special Education
39,992
98.6
25-2022.00
Middle School Teachers, Except Special and Vocational
Education
95,310
98.4
25-2023.00
Vocational Education Teachers, Middle School
35,910
98.0
25-2031.00
Secondary School Teachers, Except Special and Vocational
Education
33,431
98.4
25-2032.00
Vocational Education Teachers, Secondary School
53,873
98.4
25-2041.00
Special Education Teachers, Preschool, Kindergarten, and
Elementary School
37,028
98.4
25-2042.00
Special Education Teachers, Middle School
69,489
98.7
25-2043.00
Special Education Teachers, Secondary School
40,646
98.9
25-3011.00
Adult Literacy, Remedial Education, and GED Teachers and
Instructors
37,364
98.2
25-3021.00
Self-Enrichment Education Teachers
19,307
97.9
25-4011.00
Archivists
12,085
98.5
25-9031.00
Instructional Coordinators
21,561
98.8
25-9041.00
Teacher Assistants
84,806
97.6
27-1013.00
Fine Artists, Including Painters, Sculptors, and Illustrators
17,152
98.0
27-1014.00
Multi-Media Artists and Animators
15,924
97.3
27-1021.00
Commercial and Industrial Designers
13,601
98.0
27-1022.00
Fashion Designers
11,189
97.3
27-1026.00
Merchandise Displayers and Window Trimmers
14,632
97.2
27-1027.00
Set and Exhibit Designers
12,146
99.3
27-2011.00
Actors
13,348
98.6
27-2012.03
Program Directors
13,191
99.2
27-2012.04
Talent Directors
13,075
98.7
27-2021.00
Athletes and Sports Competitors
10,742
98.8
27-2031.00
Dancers
16,035
98.2
27-2041.01
Music Directors
13,186
98.2
27-2041.02
Music Composers and Arrangers
11,824
98.4
27-2042.01
Singers
8,031
98.4
27-2042.02
Musicians, Instrumental
27-3012.00
Public Address System and Other Announcers
27-3021.00
Broadcast News Analysts
27-3091.00
27-4014.00
8,975
97.8
12,102
98.2
8,079
99.4
Interpreters and Translators
12,148
98.1
Sound Engineering Technicians
10,490
98.9
27-4021.00
Photographers
15,143
98.7
29-1011.00
Chiropractors
17,376
99.0
29-1021.00
Dentists, General
10,202
96.2
29-1022.00
Oral and Maxillofacial Surgeons
8,984
99.0
continued
H-31
Exhibit H-12. Item response Rates by Occupation (continued)
SOC
SOC Title
Questions
Response
Rate (%)
29-1023.00
Orthodontists
29-1024.00
Prosthodontists
29-1061.00
Anesthesiologists
29-1062.00
Family and General Practitioners
11,929
97.6
29-1063.00
Internists, General
13,224
98.3
29-1064.00
Obstetricians and Gynecologists
16,976
98.0
29-1065.00
Pediatricians, General
21,921
98.2
29-1067.00
Surgeons
18,716
98.4
29-1081.00
Podiatrists
29-1121.00
Audiologists
29-2053.00
Psychiatric Technicians
31-2012.00
Occupational Therapist Aides
31-9011.00
Massage Therapists
31-9094.00
Medical Transcriptionists
18,370
98.4
33-1011.00
First-Line Supervisors/Managers of Correctional Officers
19,112
98.6
33-1021.02
Forest Fire Fighting and Prevention Supervisors
16,770
97.6
33-2021.02
Fire Investigators
11,789
99.1
33-2022.00
Forest Fire Inspectors and Prevention Specialists
9,744
98.7
33-3021.03
Criminal Investigators and Special Agents
12,466
98.1
33-3021.05
Immigration and Customs Inspectors
22,089
98.5
33-3041.00
Parking Enforcement Workers
12,412
97.4
33-3051.03
Sheriffs and Deputy Sheriffs
11,964
98.6
33-3052.00
Transit and Railroad Police
8,965
98.2
33-9011.00
Animal Control Workers
10,651
97.4
33-9021.00
Private Detectives and Investigators
17,848
98.8
33-9091.00
Crossing Guards
10,652
96.2
35-1011.00
Chefs and Head Cooks
13,731
97.7
35-2012.00
Cooks, Institution and Cafeteria
13,746
95.2
35-3041.00
Food Servers, Nonrestaurant
12,323
95.8
35-9011.00
Dining Room and Cafeteria Attendants and Bartender Helpers
13,469
96.7
35-9021.00
Dishwashers
13,258
93.8
37-1011.00
First-Line Supervisors/Managers of Housekeeping and Janitorial
Workers
17,724
96.8
37-1012.00
First-Line Supervisors/Managers of Landscaping, Lawn Service,
and Groundskeeping Workers
23,727
97.6
37-2011.00
Janitors and Cleaners, Except Maids and Housekeeping Cleaners
19,636
95.9
37-2012.00
Maids and Housekeeping Cleaners
15,816
93.5
37-2021.00
Pest Control Workers
11,340
97.2
37-3011.00
Landscaping and Groundskeeping Workers
31,220
96.8
37-3012.00
Pesticide Handlers, Sprayers, and Applicators, Vegetation
18,246
H-32
7,979
98.4
9,126
98.5
18,157
98.7
9,654
98.2
27,523
99.1
8,210
96.1
8,540
98.5
10,505
97.7
97.7
continued
Exhibit H-12. Item response Rates by Occupation (continued)
SOC
SOC Title
Questions
Response
Rate (%)
37-3013.00
Tree Trimmers and Pruners
22,649
97.4
39-1021.00
First-Line Supervisors/Managers of Personal Service Workers
11,416
98.2
39-2011.00
Animal Trainers
12,696
98.5
39-3012.00
Gaming and Sports Book Writers and Runners
10,297
97.2
39-3021.00
Motion Picture Projectionists
17,023
98.7
39-3092.00
Costume Attendants
9,095
97.0
39-5011.00
Barbers
18,917
96.0
39-5092.00
Manicurists and Pedicurists
10,180
97.8
39-5094.00
Skin Care Specialists
20,563
97.7
39-6022.00
Travel Guides
8,166
98.0
39-6031.00
Flight Attendants
24,883
98.4
39-6032.00
Transportation Attendants, Except Flight Attendants and Baggage
Porters
13,100
96.3
39-9041.00
Residential Advisors
26,434
98.9
41-1012.00
First-Line Supervisors/Managers of Non-Retail Sales Workers
13,878
98.4
41-2012.00
Gaming Change Persons and Booth Cashiers
8,431
96.6
41-3031.01
Sales Agents, Securities and Commodities
11,626
98.3
41-3031.02
Sales Agents, Financial Services
8,204
99.3
41-4011.00
Sales Representatives, Wholesale and Manufacturing, Technical
and Scientific Products
15,949
98.1
41-4012.00
Sales Representatives, Wholesale and Manufacturing, Except
Technical and Scientific Products
17,165
98.5
41-9011.00
Demonstrators and Product Promoters
11,828
97.7
41-9012.00
Models
7,980
98.4
41-9031.00
Sales Engineers
11,978
98.9
43-1011.00
First-Line Supervisors/Managers of Office and Administrative
Support Workers
87,724
98.7
43-2021.00
Telephone Operators
11,199
96.9
43-3021.01
Statement Clerks
8,294
97.6
43-4011.00
Brokerage Clerks
6,640
97.9
43-4021.00
Correspondence Clerks
8,951
97.9
43-4031.03
License Clerks
16,006
95.7
43-4041.01
Credit Authorizers
6,594
98.5
43-4041.02
Credit Checkers
7,035
97.8
43-4061.00
Eligibility Interviewers, Government Programs
12,010
98.1
43-4131.00
Loan Interviewers and Clerks
23,818
98.0
43-4181.00
Reservation and Transportation Ticket Agents and Travel Clerks
9,257
97.5
43-5011.00
Cargo and Freight Agents
12,872
98.9
43-5021.00
Couriers and Messengers
15,938
95.6
43-5041.00
Meter Readers, Utilities
14,003
98.3
continued
H-33
Exhibit H-12. Item response Rates by Occupation (continued)
SOC
SOC Title
Questions
Response
Rate (%)
43-5051.00
Postal Service Clerks
21,139
97.6
43-5052.00
Postal Service Mail Carriers
20,536
97.9
43-5053.00
Postal Service Mail Sorters, Processors, and Processing Machine
Operators
7,927
96.9
22,498
98.3
6,399
96.1
43-5061.00
Production, Planning, and Expediting Clerks
43-5081.02
Marking Clerks
43-5111.00
Weighers, Measurers, Checkers, and Samplers, Recordkeeping
12,835
96.3
43-9021.00
Data Entry Keyers
13,613
97.4
43-9041.01
Insurance Claims Clerks
11,620
96.2
43-9051.00
Mail Clerks and Mail Machine Operators, Except Postal Service
19,313
96.0
43-9071.00
Office Machine Operators, Except Computer
15,961
97.5
43-9111.00
Statistical Assistants
9,566
98.7
45-1011.01
First-Line Supervisors and Manager/Supervisors - Agricultural
Crop and Horticultural Workers
16,108
98.6
First-Line Supervisors and Manager/Supervisors - Animal
Husbandry and Animal Care Workers
13,390
97.7
45-1011.05
First-Line Supervisors and Manager/Supervisors - Logging
Workers
10,754
97.8
45-2021.00
Animal Breeders
9,825
98.1
45-2041.00
Graders and Sorters, Agricultural Products
11,070
94.7
45-2091.00
Agricultural Equipment Operators
14,982
95.9
45-2092.01
Nursery Workers
13,019
95.2
45-2092.02
Farm Workers, Crop
10,828
94.6
45-2093.00
Farmworkers, Farm and Ranch Animals
12,687
95.6
45-3011.00
Fishers and Related Fishing Workers
18,814
97.1
45-4011.00
Forest and Conservation Workers
19,370
97.3
45-4021.00
Fallers
9,245
98.0
45-4022.00
Logging Equipment Operators
9,545
96.7
45-4023.00
Log Graders and Scalers
7,819
96.7
47-1011.00
First-Line Supervisors/Managers of Construction Trades and
Extraction Workers
20,756
98.6
47-2011.00
Boilermakers
16,299
98.1
47-2022.00
Stonemasons
11,995
97.0
47-2042.00
Floor Layers, Except Carpet, Wood, and Hard Tiles
9,784
98.1
47-2051.00
Cement Masons and Concrete Finishers
11,416
97.5
47-2053.00
Terrazzo Workers and Finishers
24,404
97.7
47-2061.00
Construction Laborers
16,606
97.2
47-2073.00
Operating Engineers and Other Construction Equipment
Operators
22,540
97.6
47-2081.00
Drywall and Ceiling Tile Installers
17,739
96.9
47-2082.00
Tapers
13,109
97.5
continued
45-1011.02
H-34
Exhibit H-12. Item response Rates by Occupation (continued)
SOC
SOC Title
Questions
Response
Rate (%)
47-2121.00
Glaziers
47-2131.00
Insulation Workers, Floor, Ceiling, and Wall
47-2132.00
Insulation Workers, Mechanical
47-2141.00
Painters, Construction and Maintenance
14,449
96.8
47-2151.00
Pipelayers
11,730
97.9
47-2161.00
Plasterers and Stucco Masons
13,372
97.2
47-2171.00
Reinforcing Iron and Rebar Workers
11,167
96.7
47-2181.00
Roofers
15,506
96.8
47-2221.00
Structural Iron and Steel Workers
13,101
97.0
47-3011.00
Helpers—Brickmasons, Blockmasons, Stonemasons, and Tile
and Marble Setters
10,901
96.0
47-3012.00
Helpers—Carpenters
11,576
97.7
47-3014.00
Helpers—Painters, Paperhangers, Plasterers, and Stucco
Masons
12,535
95.8
47-4021.00
Elevator Installers and Repairers
11,506
97.3
47-4031.00
Fence Erectors
14,492
96.5
47-4041.00
Hazardous Materials Removal Workers
9,956
97.3
47-4061.00
Rail-Track Laying and Maintenance Equipment Operators
22,614
96.5
47-4071.00
Septic Tank Servicers and Sewer Pipe Cleaners
14,957
96.3
47-4091.00
Segmental Pavers
8,787
97.7
47-5011.00
Derrick Operators, Oil and Gas
10,025
96.0
47-5012.00
Rotary Drill Operators, Oil and Gas
14,650
97.9
47-5013.00
Service Unit Operators, Oil, Gas, and Mining
22,105
97.8
47-5021.00
Earth Drillers, Except Oil and Gas
11,820
96.9
47-5042.00
Mine Cutting and Channeling Machine Operators
9,078
95.5
47-5071.00
Roustabouts, Oil and Gas
13,400
97.9
47-5081.00
Helpers—Extraction Workers
10,970
97.6
49-2011.00
Computer, Automated Teller, and Office Machine Repairers
18,358
98.6
49-2021.00
Radio Mechanics
11,174
97.9
49-2022.00
Telecommunications Equipment Installers and Repairers, Except
Line Installers
29,167
98.2
49-2091.00
Avionics Technicians
49-2092.00
Electric Motor, Power Tool, and Related Repairers
49-2093.00
Electrical and Electronics Installers and Repairers, Transportation
Equipment
49-2095.00
Electrical and Electronics Repairers, Powerhouse, Substation,
and Relay
49-2096.00
49-2097.00
49-2098.00
10,404
97.3
9,929
96.3
15,282
97.3
8,359
98.7
25,412
97.1
9,190
98.3
15,701
97.5
Electronic Equipment Installers and Repairers, Motor Vehicles
14,452
98.2
Electronic Home Entertainment Equipment Installers and
Repairers
12,298
98.3
Security and Fire Alarm Systems Installers
19,142
98.6
continued
H-35
Exhibit H-12. Item response Rates by Occupation (continued)
SOC
SOC Title
Questions
Response
Rate (%)
49-3011.00
Aircraft Mechanics and Service Technicians
14,812
98.9
49-3022.00
Automotive Glass Installers and Repairers
13,069
98.0
49-3023.02
Automotive Specialty Technicians
10,861
98.4
49-3041.00
Farm Equipment Mechanics
14,674
97.8
49-3043.00
Rail Car Repairers
8,995
95.7
49-3051.00
Motorboat Mechanics
21,381
98.0
49-3052.00
Motorcycle Mechanics
12,337
97.0
49-3053.00
Outdoor Power Equipment and Other Small Engine Mechanics
13,930
98.1
49-3093.00
Tire Repairers and Changers
12,663
95.8
49-9011.00
Mechanical Door Repairers
16,841
98.7
49-9012.00
Control and Valve Installers and Repairers, Except Mechanical
Door
24,764
97.6
49-9031.00
Home Appliance Repairers
12,080
98.6
49-9041.00
Industrial Machinery Mechanics
25,656
98.4
49-9043.00
Maintenance Workers, Machinery
28,775
98.1
49-9045.00
Refractory Materials Repairers, Except Brickmasons
10,350
96.2
49-9051.00
Electrical Power-Line Installers and Repairers
14,040
97.3
49-9052.00
Telecommunications Line Installers and Repairers
22,844
98.3
49-9061.00
Camera and Photographic Equipment Repairers
24,583
98.2
49-9091.00
Coin, Vending, and Amusement Machine Servicers and Repairers
17,691
96.8
49-9092.00
Commercial Divers
14,417
98.4
49-9094.00
Locksmiths and Safe Repairers
9,591
96.4
49-9095.00
Manufactured Building and Mobile Home Installers
7,109
98.0
49-9096.00
Riggers
14,993
97.4
49-9097.00
Signal and Track Switch Repairers
13,667
98.0
51-1011.00
First-Line Supervisors/Managers of Production and Operating
Workers
102,534
98.3
51-2011.00
Aircraft Structure, Surfaces, Rigging, and Systems Assemblers
10,711
97.9
51-2021.00
Coil Winders, Tapers, and Finishers
8,941
96.8
51-2022.00
Electrical and Electronic Equipment Assemblers
8,284
95.2
51-2023.00
Electromechanical Equipment Assemblers
15,714
97.6
51-2031.00
Engine and Other Machine Assemblers
15,898
98.0
51-2041.00
Structural Metal Fabricators and Fitters
11,564
96.5
51-2091.00
Fiberglass Laminators and Fabricators
14,622
96.2
51-2092.00
Team Assemblers
24,188
97.7
51-3011.00
Bakers
15,694
97.6
51-3021.00
Butchers and Meat Cutters
12,906
96.1
51-3022.00
Meat, Poultry, and Fish Cutters and Trimmers
8,660
94.7
51-3023.00
Slaughterers and Meat Packers
9,879
96.9
continued
H-36
Exhibit H-12. Item response Rates by Occupation (continued)
SOC
SOC Title
Questions
Response
Rate (%)
51-3091.00
Food and Tobacco Roasting, Baking, and Drying Machine
Operators and Tenders
9,081
97.6
51-4011.00
Computer-Controlled Machine Tool Operators, Metal and Plastic
17,180
98.5
51-4012.00
Numerical Tool and Process Control Programmers
11,980
98.1
51-4021.00
Extruding and Drawing Machine Setters, Operators, and Tenders,
Metal and Plastic
13,409
96.7
51-4022.00
Forging Machine Setters, Operators, and Tenders, Metal and
Plastic
10,416
96.8
51-4023.00
Rolling Machine Setters, Operators, and Tenders, Metal and
Plastic
12,308
97.2
Cutting, Punching, and Press Machine Setters, Operators, and
Tenders, Metal and Plastic
34,653
96.6
Drilling and Boring Machine Tool Setters, Operators, and
Tenders, Metal and Plastic
10,246
97.0
51-4033.00
Grinding, Lapping, Polishing, and Buffing Machine Tool Setters,
Operators, and Tenders, Metal and Plastic
10,762
97.3
51-4034.00
Lathe and Turning Machine Tool Setters, Operators, and Tenders,
Metal and Plastic
17,105
98.2
Milling and Planning Machine Setters, Operators, and Tenders,
Metal and Plastic
13,992
98.0
9,710
96.2
51-4031.00
51-4032.00
51-4035.00
51-4051.00
Metal-Refining Furnace Operators and Tenders
51-4052.00
Pourers and Casters, Metal
11,297
96.0
51-4061.00
Model Makers, Metal and Plastic
21,207
98.5
51-4062.00
Patternmakers, Metal and Plastic
16,901
98.3
51-4071.00
Foundry Mold and Coremakers
9,086
97.4
51-4072.00
Molding, Coremaking, and Casting Machine Setters, Operators,
and Tenders, Metal and Plastic
17,051
96.3
Multiple Machine Tool Setters, Operators, and Tenders, Metal and
Plastic
16,669
98.1
51-4111.00
Tool and Die Makers
12,351
98.8
51-4121.01
Welders, Cutters, and Welder Fitters
26,281
97.7
51-4121.07
Solderers and Brazers
10,443
97.9
51-4122.00
Welding, Soldering, and Brazing Machine Setters, Operators, and
Tenders
18,252
97.3
Heat Treating Equipment Setters, Operators, and Tenders, Metal
and Plastic
9,921
98.1
51-4192.00
Lay-Out Workers, Metal and Plastic
8,921
98.7
51-4193.00
Plating and Coating Machine Setters, Operators, and Tenders,
Metal and Plastic
15,061
96.4
51-4194.00
Tool Grinders, Filers, and Sharpeners
15,767
98.2
51-5011.00
Bindery Workers
18,789
98.0
51-5012.00
Bookbinders
9,337
98.7
51-5021.00
Job Printers
11,672
51-4081.00
51-4191.00
98.1
continued
H-37
Exhibit H-12. Item response Rates by Occupation (continued)
SOC
SOC Title
Questions
Response
Rate (%)
51-5022.00
Prepress Technicians and Workers
24,661
97.5
51-5023.00
Printing Machine Operators
26,796
98.0
51-6011.00
Laundry and Dry-Cleaning Workers
11,026
95.0
51-6021.00
Pressers, Textile, Garment, and Related Materials
12,524
92.9
51-6031.00
Sewing Machine Operators
19,622
92.4
51-6041.00
Shoe and Leather Workers and Repairers
18,636
96.7
51-6042.00
Shoe Machine Operators and Tenders
10,727
95.9
51-6052.00
Tailors, Dressmakers, and Custom Sewers
12,459
96.6
51-6061.00
Textile Bleaching and Dyeing Machine Operators and Tenders
17,359
95.4
51-6062.00
Textile Cutting Machine Setters, Operators, and Tenders
14,773
94.2
51-6063.00
Textile Knitting and Weaving Machine Setters, Operators, and
Tenders
11,460
93.3
51-6064.00
Textile Winding, Twisting, and Drawing Out Machine Setters,
Operators, and Tenders
17,914
95.0
9,904
97.9
51-6091.00
Extruding and Forming Machine Setters, Operators, and Tenders,
Synthetic and Glass Fibers
51-6092.00
Fabric and Apparel Patternmakers
10,991
97.9
51-6093.00
Upholsterers
15,722
96.4
51-7011.00
Cabinetmakers and Bench Carpenters
15,642
96.3
51-7021.00
Furniture Finishers
14,262
94.2
51-7031.00
Model Makers, Wood
8,313
97.5
51-7032.00
Patternmakers, Wood
12,851
98.6
51-7041.00
Sawing Machine Setters, Operators, and Tenders, Wood
23,744
95.8
51-7042.00
Woodworking Machine Setters, Operators, and Tenders, Except
Sawing
25,573
97.0
51-8011.00
Nuclear Power Reactor Operators
13,833
99.3
51-8012.00
Power Distributors and Dispatchers
14,034
99.1
51-8013.00
Power Plant Operators
11,205
98.4
51-8021.00
Stationary Engineers and Boiler Operators
13,262
97.8
51-8091.00
Chemical Plant and System Operators
17,141
98.2
51-8092.00
Gas Plant Operators
12,097
97.6
51-8093.00
Petroleum Pump System Operators, Refinery Operators, and
Gaugers
13,079
98.5
51-9011.00
Chemical Equipment Operators and Tenders
12,753
97.6
51-9012.00
Separating, Filtering, Clarifying, Precipitating, and Still Machine
Setters, Operators, and Tenders
16,968
98.6
Crushing, Grinding, and Polishing Machine Setters, Operators,
and Tenders
17,771
98.3
51-9022.00
Grinding and Polishing Workers, Hand
13,639
95.5
51-9023.00
Mixing and Blending Machine Setters, Operators, and Tenders
24,017
98.0
51-9031.00
Cutters and Trimmers, Hand
13,844
95.7
continued
51-9021.00
H-38
Exhibit H-12. Item response Rates by Occupation (continued)
SOC
SOC Title
Questions
Response
Rate (%)
51-9032.00
Cutting and Slicing Machine Setters, Operators, and Tenders
25,819
95.5
51-9041.00
Extruding, Forming, Pressing, and Compacting Machine Setters,
Operators, and Tenders
12,623
97.6
51-9061.00
Inspectors, Testers, Sorters, Samplers, and Weighers
33,381
97.2
51-9081.00
Dental Laboratory Technicians
16,476
97.2
51-9082.00
Medical Appliance Technicians
18,097
98.7
51-9083.00
Ophthalmic Laboratory Technicians
8,215
97.4
51-9121.00
Coating, Painting, and Spraying Machine Setters, Operators, and
Tenders
14,591
96.9
51-9122.00
Painters, Transportation Equipment
18,565
97.6
51-9123.00
Painting, Coating, and Decorating Workers
13,726
97.6
51-9131.00
Photographic Process Workers
20,890
98.2
51-9132.00
Photographic Processing Machine Operators
13,978
97.8
51-9141.00
Semiconductor Processors
11,903
96.6
51-9191.00
Cementing and Gluing Machine Operators and Tenders
13,146
97.3
51-9192.00
Cleaning, Washing, and Metal Pickling Equipment Operators and
Tenders
7,657
96.0
51-9193.00
Cooling and Freezing Equipment Operators and Tenders
13,247
97.0
51-9194.00
Etchers and Engravers
11,860
96.7
51-9195.04
Glass Blowers, Molders, Benders, and Finishers
13,737
97.9
51-9195.07
Molding and Casting Workers
17,443
97.3
51-9196.00
Paper Goods Machine Setters, Operators, and Tenders
10,809
97.9
51-9197.00
Tire Builders
9,177
95.6
51-9198.00
Helpers—Production Workers
21,194
96.6
53-1011.00
Aircraft Cargo Handling Supervisors
8,061
98.2
53-1021.00
First-Line Supervisors/Managers of Helpers, Laborers, and
Material Movers, Hand
22,587
98.8
First-Line Supervisors/Managers of Transportation and MaterialMoving Machine and Vehicle Operators
13,427
98.1
53-2011.00
Airline Pilots, Copilots, and Flight Engineers
29,714
98.7
53-2012.00
Commercial Pilots
15,682
98.1
53-2021.00
Air Traffic Controllers
14,293
98.3
53-2022.00
Airfield Operations Specialists
8,887
98.8
53-3011.00
Ambulance Drivers and Attendants, Except Emergency Medical
Technicians
10,689
98.4
53-3022.00
Bus Drivers, School
28,434
97.2
53-3032.00
Truck Drivers, Heavy and Tractor-Trailer
26,071
96.8
53-3033.00
Truck Drivers, Light or Delivery Services
10,293
98.1
53-4011.00
Locomotive Engineers
11,471
97.5
53-4013.00
Rail Yard Engineers, Dinkey Operators, and Hostlers
13,604
96.8
53-4021.00
Railroad Brake, Signal, and Switch Operators
16,584
98.3
continued
53-1031.00
H-39
Exhibit H-12. Item response Rates by Occupation (continued)
SOC
SOC Title
Questions
Response
Rate (%)
53-4031.00
Railroad Conductors and Yardmasters
12,692
99.0
53-4041.00
Subway and Streetcar Operators
21,987
97.2
53-5011.00
Sailors and Marine Oilers
13,016
96.4
53-5021.01
Ship and Boat Captains
22,678
97.9
53-5021.02
Mates- Ship, Boat, and Barge
15,579
98.1
53-5021.03
Pilots, Ship
16,739
98.1
53-5022.00
Motorboat Operators
12,223
98.5
53-5031.00
Ship Engineers
15,671
97.2
53-6031.00
Service Station Attendants
10,724
96.5
53-6041.00
Traffic Technicians
17,906
98.1
53-6051.01
Aviation Inspectors
9,318
98.4
53-6051.02
Transportation Vehicle and Equipment Inspectors, Except
Aviation
13,441
97.4
53-7011.00
Conveyor Operators and Tenders
12,644
96.6
53-7021.00
Crane and Tower Operators
9,361
96.9
53-7032.00
Excavating and Loading Machine and Dragline Operators
17,426
98.3
53-7062.00
Laborers and Freight, Stock, and Material Movers, Hand
31,770
96.4
53-7063.00
Machine Feeders and Offbearers
21,509
97.5
53-7071.00
Gas Compressor and Gas Pumping Station Operators
13,959
97.9
53-7072.00
Pump Operators, Except Wellhead Pumpers
12,659
96.8
53-7081.00
Refuse and Recyclable Material Collectors
15,045
97.7
53-7121.00
Tank Car, Truck, and Ship Loaders
7,920
97.9
H-40
References for Appendix H
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
Graham, J. W., Hofer, S. M., & Piccinin, A. M. (1994). Analysis with missing data in drug prevention
research. In L. M. Collins & L. A. Seitz (Eds.), Advances in data analysis for prevention
intervention research. Bethesda, MD: National Institute on Drug Abuse.
Kish, L. (1965). Survey sampling. New York: Wiley.
Little, R. J. A., & Rubin, D. B. (1987). Statistical analysis with missing data. New York: Wiley.
Schafer, J. L. (2000). Analysis of incomplete multivariate data. New York: Chapman & Hall.
Willimack, D. K., Nichols, E., & Sudman, S. (2002). Understanding unit and item nonresponse in
business surveys. In R. M. Groves, D. A. Dillman, J. L. Eltinge & R. J. A. Little (Eds.), Survey
nonresponse. New York: Wiley.
H-41
Appendix I: The Generalized Exponential Model
for Sampling Weight Calibration for
Extreme Values, Nonresponse, and
Poststratification1
1
Folsom, R. E., & Singh, A. C. (2000). A generalized exponential model of sampling weight calibration for
extreme values, nonresponse and poststratification. Proceedings of the American Statistical Association, Section
on Survey Research Methods, 598–603.
THE G E N E R A L I Z E D E X P O N E N T I A L MODEL FOR S A M P L I N G W E I G H T C A L I B R A T I O N FOR
E X T R E M E VALUES, NONRESPONSE, AND P O S T S T R A T I F I C A T I O N
R. E. Folsom, Jr. and A.C. Singh, Research Triangle Institute
R.E. Folsom, RTI, P. O. Box 12194, Research Triangle Park, NC 27709 [email protected]
Key Words: Extreme Values, Nonresponse,
Poststractification
1. Introduction
Consider a finite population U from which a
sample of size n is selected using the design p(s). Denote
the data by (Yk, Xk, dk), k ~ s, where for the k th unit in the
sample, Yk is the study variable, Xk is a p-vector of
covariates or predictor variables; and dk is the design
weight. In practice, the d-weights are often adjusted to
get the final w-weights in view of the triple concerns of
(i) variance inflation of small domain estimates due to
extreme values, (ii) bias due to nonresponse (nr), and (iii)
bias due to under/over coverage. For the first one,
winsorization (i.e., trimming part of the weight beyond
the boundary defining extreme values) is often used to
adjust extreme values but this may lose its impact after
adjustments for nr and coverage; for the second one,
weights are adjusted by the inverse response propensity
factor (this is typically implemented by calibrating
respondent weights to (random) control totals for
covariates in the nr model obtained from the full sample
of respondents and nonrespondents ) but in the process
some weights could become extreme; and for the third
one, weights are adjusted by poststratification (ps) (this
is typically realized by calibrating weights to nonrandom
controls for covariates in the ps model) but in the process
some of the final weights could also become extreme.
Note that while random controls used in calibration (as in
the case of nr and extreme weights resulting from
calibration (for nr and ps adjustments) may have the
undesirable effect of inflating the variance, this effect
could be offset by the anticipated variance reduction due
to the correlation between y and x.
There exist methods in the literature which
impose bounds on the adjustment factor for ps, see e.g.,
Deville and S~imdal (1992), Rao and Singh (1997) and
the review by Singh and Mohl (1996). However, they do
not directly restrict the adjusted weight from being too
extreme. In this paper we consider the problem of
developing a unified approach of weight calibration to
address the above three concerns such that there are builtin controls on the adjustment factors to prevent the
adjusted weight from being too extreme. For this purpose
the logit-type model of Deville and S~imdal (1992),
denoted by DS in the sequel, is generalized to allow for
more general and unit-specific bounds. A review of the
DS model is provided in Section 2, and the proposed
model is described in Section 3. The asymptotic
properties of the proposed calibration estimator are
presented in Section 4, and a comparison with alternative
methods is given in Section 5. Finally, Section 6 contains
numerical results comparing different methods using the
1999 NHSDA data followed by concluding remarks in
section 7.
2. The Deville-Sarndal Model for Weight Calibration
and Statement of the Problem
For ps, in the logit-type model of DevilleS~imdal the adjustment factor for unit k is modeled as:
6(u- I) + u(l -~) exp (Ax~k)
ak0~) :
,
(2.1)
(u- 1) + (1-6) exp (Ax/)~)
where 6 < l < u , A:(u-O/(u-1)(1-O; 6,u are userspecified bounds, and ~. is the column vector of p model
parameters corresponding to the p covariates x. The
coefficient A in (2.1) is useful to control the behavior of
ak(~.) as the lower or the upper bound approach the
center 1. For instance, in the absence of A, a kO0 goes
to 1 as u goes to 1 regardless of whether x/~. is positive
or negative which is clearly undesirable. However, in the
presence of A, as u approaches 1, a k(~.) goes to 1 if xk/X
is positive, and to the lower bound if it is negative. Also
note that by construction,6_ 1; this would be useful for the nonresponse
adjustment. This implies that we need to change
the center from 1 to c such that 1 _<6 _•1. Here
* such that
X a,.(k)
r~
•
the basic idea is to find a k (~.) ( = e e~) by raking-ratio
such that the deficiency control total (defined as the
difference between full sample and respondent subsample
totals) are met. The final adjustment factor ak(k ) is then
def'lned as 1 + a k (~.). This was termed as the deficiency
raking method by Singh, Wu, and Boyer, and their main
motivation for proposing this method was to use external
control totals for nr adjustment when unit-specific
information for the nonrespondents was not available in
the context of longitudinal surveys. Another motivation
was, of course, to generalize the usual weighting cell
adjustment method to more general covariates while
ensuring that the adjustment factor was at least 1 as in
Folsom (1991).
The extreme values are commonly treated by
winsorizing. However, as mentioned in the introduction,
this may lose its impact after nr and ps, i.e., the final
weights may have extreme values. The proposed method
of GEM can be used to directly address this extreme
value problem after nr and ps adjustments have been
made to reduce biases due to nr and coverage errors.
Thus, GEM provides a unified approach for weight
adjustments for extreme values, nr, and ps. In addition,
by choosing nonuniform bounds on ak(k), GEM allows
for the user to exercise control on the extent of
adjustment on the initially identified extreme values at
each step of weight adjustment.
(4.7)
from which the approximate variance estimate can be
obtained after substituting consistent estimates of k , T ,
R v, and B@).
To estimate variance of the estimator
]~s Yk dk alk(~'l)a2k(~2) , adjusted for both nonresponse
and poststratification, above type of lineafization can be
carried through. Altematively, the estimating function
approach of Singh and Folsom (2000) provides a simple
sandwich-type estimate for the Taylor variance when
successive weight adjustments are performed using GEM.
5. Alternative Methods: Review and Comparison
For ps, raking-ratio and regression methods are
commonly used. The generalized raking methods such as
DS provide bounds on the adjustment factor. As
mentioned earlier, raking-ratio (or exponential model) and
DS can be obtained as special cases of GEM by choosing
uniform bounds ~ and u suitably. For raking-ratio, Q=0,
and u=~o (which may give rise to extreme values) while
for DS, we have 0 < Q< 1 < u. The regression method
does not invoke any bounds, and may give rise to
negative weights.
The form of the adjustment factor for the
regression method is ak(k) : 1 + x/~. , -oo _1. The basic idea is to
multiply the adjustment factor by a constant P-~ >- 1 such
that 9-1Q_> 1. By choosing Q=p_| File Type | application/pdf |
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