Confectionery Makers
Overview
Snapshot
Summary
Confectionery Makers operate machines and perform routine tasks to make and wrap confectionery.
Specialisations: Chocolate Maker.
Formal qualifications are not essential to work as a Confectionery Maker. Although some workers have a certificate II or III in food processing.
Tasks
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Weighs, measures, mixes, dissolves and boils ingredients.
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Adds materials, such as spices and preservatives, to food.
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Operates heating, chilling, and similar equipment.
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Monitors product quality before packaging by inspecting, taking samples and adjusting treatment conditions when necessary.
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Operates machines to process food product.
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Cleans equipment, pumps, hoses, storage tanks, vessels and floors, and maintains infestation control programmes.
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Moves products from production lines into storage and shipping areas.
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Packages products.
Characteristics
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Vocational Education and Training (VET)
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Informal or on-the-job
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Practical
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Administrative
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Light
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Medium
Outlook
JSA produces employment projections to show where likely future job opportunities may be. Employment projections data are only produced for occupations at the broad four digit Australian and New Zealand Standard Classification of Occupations (ANZSCO) level. While data are not available for this occupation, projections data are available for the parent occupation, Food and Drink Factory Workers, under the outlook section.
Earnings and hours
Working arrangements
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Around 76% of people employed as Confectionery Makers work full-time hours, in all their jobs combined. This is 10 percentage points above the all jobs average (66%).
Full-time workers work an average of 41 hours per week in their main job. This is similar to the all jobs average (44 hours per week).
Sources:Full-time share and full-time hours: ABS, 2016 Census, customised report. Compared to the all jobs average.
Industries
Main industries
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Most Confectionery Makers work in the Manufacturing industry. They are also employed in industries like:
Source: Based on ABS Census 2016, Customised Report.
Regions
Employment across Australia
NSW
VIC
QLD
SA
WA
TAS
NT
ACT
Employment by State and Territory (% Share)
State | Confectionery Makers | All Jobs Average |
---|---|---|
NSW | 16.2 | 31.6 |
VIC | 53.4 | 25.6 |
QLD | 2.9 | 20.0 |
SA | 8.8 | 7.0 |
WA | 3.1 | 10.8 |
TAS | 15.5 | 2.0 |
NT | 0.0 | 1.0 |
ACT | 0.1 | 1.9 |
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Around 74% of Confectionery Makers live in capital cities, compared with the all jobs average of 62%.
Victoria and Tasmania have a large share of employment relative to their population size.
The regions with the largest share of workers are:
Source: Based on ABS Census 2016, Customised Report. Share of workers across Australian states, territories and regions, in this job compared to the all jobs average.
Worker profile
Age and gender
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The median age of Confectionery Makers is 45 years. This is higher than the all jobs average of 40 years.
A large share of workers are aged 45 to 54 years.
Females make up 43% of the workforce. This is 5 percentage points below the all jobs average of 48%.
Source: Based on ABS Census 2016, Customised Report. Age profile and gender share compared to the all jobs average.
Age Profile (% Share)
Age Bracket | Confectionery Makers | All Jobs Average |
---|---|---|
15-19 | 1.4 | 5.0 |
20-24 | 5.7 | 9.3 |
25-34 | 18.6 | 22.9 |
35-44 | 24.1 | 22.0 |
45-54 | 28.9 | 21.6 |
55-59 | 12.0 | 9.0 |
60-64 | 7.1 | 6.0 |
65 and Over | 2.2 | 4.2 |
Median Age | 45 | 40 |
Source: Based on ABS Census 2016, Customised Report. Age profile of workers in this job compared to the all jobs average.
Employment Pathways
Education, training and experience
Formal qualifications are not essential to work as a Confectionery Maker. Although some workers have a certificate II or III in food processing.
Visit
- My Skills to compare Vocational Education and Training (VET) courses, providers and student outcomes.
- AAPathways website to explore Food Processing VET training pathways.
Highest Level of Education (% Share)
Type of Qualification | Confectionery Makers | All Jobs Average |
---|---|---|
Post Graduate/Graduate Diploma or Graduate Certificate | 2.7 | 10.1 |
Bachelor degree | 9.0 | 21.8 |
Advanced Diploma/Diploma | 7.8 | 11.6 |
Certificate III/IV | 19.6 | 21.1 |
Year 12 | 26.1 | 18.1 |
Year 11 | 9.6 | 4.8 |
Year 10 and below | 25.1 | 12.5 |
Source: ABS Census 2016, Customised Report. Highest qualification completed by workers in this job (in any field of study). Qualifications needed by new workers might be different from the qualifications of workers already in the job.
Skills and Knowledge
Employers look for Food and Drink Factory Workers who are reliable, hardworking and have good people skills.
Skills
Skills can be improved through training or experience.
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43%
Operation and controlControlling equipment or systems.
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43%
Coordination with othersBeing adaptable and coordinating work with other people.
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43%
Critical thinkingThinking about the pros and cons of different ways to solve a problem.
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43%
Operation monitoringWatching gauges, dials, or other indicators to make sure a machine is working properly.
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43%
Reading comprehensionReading work related information.
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41%
MonitoringKeeping track of how well work is progressing so you can make changes or improvements.
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39%
Active listeningListening to others, not interrupting, and asking good questions.
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39%
Complex problem solvingNoticing a problem and figuring out the best way to solve it.
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39%
Social perceptivenessUnderstanding why people react the way they do.
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39%
SpeakingTalking to others.
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39%
WritingWriting things for co-workers or customers.
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37%
Time managementManaging your own and other peoples' time to get work done.
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36%
Judgment and decision makingFiguring out the pros and cons of different options and choosing the best one.
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32%
Active learningBeing able to use what you have learnt to solve problems now and again in the future.
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32%
InstructingTeaching people how to do something.
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30%
MathematicsUsing maths to solve problems.
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30%
Quality control analysisDoing tests and checking products, services, or processes to make sure they are working properly.
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29%
TroubleshootingFiguring out why a machine or system went wrong and working out what to do about it.
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27%
Serving othersLooking for ways to help people.
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25%
Learning strategiesFiguring out the best way to teach or learn something new.
Knowledge
These are important topics, subjects or knowledge areas.
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52%
Food productionPlanting, growing, and harvesting food (both plant and animal), including storage and handling.
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51%
Production and processingRaw materials, production processes, quality control, costs, and ways of making and distributing goods.
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48%
MathematicsArithmetic, algebra, geometry, calculus, or statistics.
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46%
MechanicalMachines and tools, including their designs, uses, repair, and maintenance.
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43%
ChemistryChemical composition, structure, and properties. How chemicals are made, used, mixed, and can change.
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41%
Public safety and securityUse of equipment, rules and ideas to protect people, data, property, and institutions.
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38%
English languageEnglish language including the meaning and spelling of words, rules of composition, and grammar.
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38%
Education and trainingCurriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
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32%
Administration and managementBusiness principles involved in strategic planning, leadership, and coordinating people and resources.
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31%
Computers and electronicsCircuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
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29%
Engineering and technologyUse engineering, science and technology to design and produce goods and services.
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24%
Customer and personal serviceUnderstanding customer needs, providing good quality service, and measuring customer satisfaction.
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22%
Technical designDesign techniques, tools, and principles used to make detailed technical plans, blueprints, drawings, and models.
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19%
Personnel and human resourcesRecruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
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19%
PsychologyHuman behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
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18%
ClericalWord processing, managing files and records, stenography and transcription, designing forms, and other office work.
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16%
PhysicsThe physical laws of matter, motion and energy, and how they interact through space and time.
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13%
Law and governmentHow our laws and courts work. Government rules and regulations, and the political system.
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12%
Economics and accountingEconomics and accounting, the financial markets, banking and checking and reporting of financial data.
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12%
Sales and marketingShowing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
Abilities
Workers use these physical and mental abilities..
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48%
Sorting or orderingOrder or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
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48%
Near visionSee details that are up-close (within a few feet).
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48%
Perceptual speedUse your eyes to quickly compare groups of letters, numbers, pictures, or other things.
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46%
Oral expressionCommunicate by speaking.
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45%
Oral comprehensionListen to and understand what people say.
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45%
Control precisionQuickly change the controls of a machine, car, truck or boat.
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43%
Problem spottingNotice when something is wrong or is likely to go wrong, even if you can't solve the problem.
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43%
CategorisingCome up with different ways of grouping things.
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43%
Deductive reasoningUse general rules to find answers or solve problems logically.
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43%
Manual dexterityQuickly move your hand to grasp, manipulate, or assemble objects.
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43%
Selective attentionPay attention to something without being distracted.
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43%
Written comprehensionRead and understand written information.
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41%
Trunk strengthUse your abdominal and lower back muscles a number of times without 'giving out' or fatiguing.
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39%
Inductive reasoningUse lots of detailed information to come up with answers or make general rules.
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37%
Auditory attentionPay attention to a certain sound when there are other distracting sounds.
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37%
Hearing sensitivityTell the difference between sounds.
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37%
Speech claritySpeak clearly so others can understand you.
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37%
Speech recognitionIdentify and understand the speech of another person.
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34%
Finger dexterityPut together small parts with your fingers.
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32%
Arm-hand steadinessKeep your hand or arm steady.
Activities
These are kinds of activities workers regularly do in this job.
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80%
Handling and moving objectsUsing hands and arms in handling, installing, positioning, moving and manipulating objects.
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65%
Controlling equipment or machinesOperating machines or processes either directly or using controls (not including computers or vehicles).
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65%
Doing physically active workUse your arms, legs and whole body, such as climbing, lifting, balancing, walking, stooping, and handling objects.
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57%
Building good relationshipsBuilding good working relationships and keeping them over time.
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55%
Communicating within a teamGiving information to co-workers by telephone, in writing, or in person.
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55%
Looking for changes over timeComparing objects, actions, or events. Looking for differences between them or changes over time.
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52%
Making decisions and solving problemsUsing information to work out the best solution and solve problems.
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52%
Monitoring people, processes and thingsChecking objects, actions, or events, and keeping an eye out for problems.
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49%
Collecting and organising informationCompiling, coding, categorizing, calculating, tabulating, auditing, or checking information or data.
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49%
Planning and prioritising workDeciding on goals and putting together a detailed plan to get the work done.
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48%
Assessing and evaluating thingsWorking out the value, importance, or quality of things, services or people.
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47%
Documenting or recording informationEntering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
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47%
Keeping your knowledge up-to-dateKeeping up-to-date with technology and new ideas.
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46%
Checking for errors or defectsInspecting equipment, structures, or materials for errors, problems or defects.
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45%
Checking compliance with standardsDeciding whether events or processes comply with laws, regulations, or standards.
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44%
Researching and investigatingLooking for, getting and understanding different kinds of information.
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44%
Training and teaching othersUnderstanding the needs of others, developing training programs, and teaching or instructing.
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38%
Estimating amounts, costs and resourcesWorking out sizes, distances, amounts, time, costs, resources, or materials needed for a task.
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36%
Driving vehicles or equipmentRunning, manoeuvring, navigating, or driving things like forklifts, vehicles, aircraft, or water craft.
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33%
Working with computersUsing computers to program, write software, set up functions, enter data, or process information.
Interests and demands
Learn about the daily activities, and physical and social demands faced by workers. Explore the values and work styles that workers rate as most important.
Interests
Interests are the style or type of work we prefer to do. All interest areas are shown below.
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100%
PracticalPractical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.
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86%
AdministrativeFollowing set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
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48%
AnalyticalIdeas and thinking. Searching for facts and figuring out problems in your head.
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43%
EnterprisingStarting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
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24%
CreativeWorking with forms, designs and patterns. Often need self-expression and can be done without following rules.
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14%
HelpingWorking with people. Helping or providing service to others.
Values
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62%
SupportSupportive management that stands behind employees. Workers are treated fairly by their company, they are supported by management, and have supervisors who train them well.
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48%
RelationshipsServe and work with others. Workers usually get along well with each other, do things to help other people, and are rarely pressured to do things that go against their sense of right and wrong.
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31%
Working conditionsJob security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
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29%
AchievementResults oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
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29%
IndependenceWork alone and make decisions. Workers are able to try out their own ideas, make decisions on their own, and work with little or no supervision.
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24%
RecognitionAdvancement and the potential to lead. Workers are recognised for the work that they do, they may give directions and instructions to others, and they are looked up to in their company and their community.
Demands
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89%
Wear common protective or safety equipmentWear equipment like safety shoes, glasses, gloves, hard hats or life jackets.
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86%
Spend time standingSpend time standing at work.
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85%
Pace of work set by equipmentPace of work depends on the speed of equipment or machinery.
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84%
Being exact or accurateBe very exact or highly accurate.
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83%
Loud or uncomfortable soundsBe exposed to noises and sounds that are distracting or uncomfortable.
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83%
Using your hands to handle, control, or feelSpend time using your hands to handle, control, or feel objects, tools or controls.
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82%
Face-to-face discussionsTalk with people face-to-face.
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80%
Contact with peopleHave contact with people by telephone, face-to-face, or any other way.
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80%
Time pressureWork to strict deadlines.
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80%
Frequent decision makingFrequently make decisions that impact other people.
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78%
TeamworkWork with people in a group or team.
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78%
Health and safety of othersTake responsibility for the health and safety of others.
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75%
Exposure to contaminantsBe exposed to pollutants, gases, dust or odours.
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74%
Making repetitive motionsSpend time making repetitive motions.
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73%
Responsible for outcomesTake responsibility for the results of other people's work.
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72%
Repeating same tasksRepeat the same tasks or activities (e.g., key entry) over and over, without stopping.
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71%
Impact of decisionsMake decisions that have a large impact on other people.
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71%
Walking and runningSpend time walking and running.
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68%
Dangerous equipmentWork near dangerous equipment like saws, machinery with open moving parts, or moving traffic.
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68%
Unstructured workHave freedom to decide on tasks, priorities, and goals.
O*NET is a trademark of the U.S. Department of Labor, Employment and Training Administration.
The skills and importance ratings on this page are derived from the US Department of Labor O*NET Database Version 21.2, 51-3092.00 - Food Batchmakers.
Links and downloads
Research and reports
The Skills Priority List provides a current labour market rating and a future demand rating for nearly 800 occupations nationally. Current labour market ratings are available for occupations at a state and territory level.
Downloads
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Occupation profiles data are available for download.
The Employment Projections are available for download.