Crossing Supervisors
Overview
Snapshot
Summary
Crossing Supervisors assist children, disabled and other pedestrians to cross roads by stopping traffic and ensuring all pedestrians have crossed safely before allowing traffic to flow through the crossing.
Tasks
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Escorts children, disabled and other pedestrians across roads.
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Stops traffic to facilitate people crossing the road.
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Re-establishes traffic flow once pedestrians have reached the other side of the road. escorts children, disabled and other pedestrians across roads.
Characteristics
- 899911 Bicycle Mechanics
- 899912 Car Park Attendants
- 899913 Crossing Supervisors
- 899914 Electrical and Telecommunications Trades Assistants
- 899915 Leaflet and Newspaper Deliverers
- 899916 Mechanic's Assistants
- 899917 Railways Assistants
- 899918 Sign Erectors
- 899921 Ticket Collectors and Ushers
- 899922 Trolley Collectors
- 899923 Road Traffic Controllers
- 899999 Labourers (not covered elsewhere)
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Informal or on-the-job
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Practical
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Enterprising
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Helping
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Sedentary
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Light
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, Other Miscellaneous Labourers, under the outlook section.
Earnings and hours
Working arrangements
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Around 3% of people employed as Crossing Supervisors work full-time hours, in all their jobs combined. This is 63 percentage points below the all jobs average (66%).
Full-time workers work an average of 64 hours per week in their main job. This is 20 hours more than 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 Crossing Supervisors work in the Public administration and safety 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 | Crossing Supervisors | All Jobs Average |
---|---|---|
NSW | 16.0 | 31.6 |
VIC | 51.0 | 25.6 |
QLD | 22.8 | 20.0 |
SA | 0.1 | 7.0 |
WA | 9.1 | 10.8 |
TAS | 0.9 | 2.0 |
NT | 0.1 | 1.0 |
ACT | 0.0 | 1.9 |
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Around 43% of Crossing Supervisors live outside of capital cities, compared with the all jobs average of 38%.
Victoria has a large share of employment relative to its population size.
The regions with the largest share of workers are:
- Melbourne - South East
- Melbourne - West
- Melbourne - Outer East
- Melbourne - North East
- Melbourne - Inner South.
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 Crossing Supervisors is 63 years. This is higher than the all jobs average of 40 years.
A large share of workers are aged 65 years and over.
Females make up 62% of the workforce. This is 14 percentage points above 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 | Crossing Supervisors | All Jobs Average |
---|---|---|
15-19 | 0.1 | 5.0 |
20-24 | 0.6 | 9.3 |
25-34 | 1.8 | 22.9 |
35-44 | 6.0 | 22.0 |
45-54 | 16.9 | 21.6 |
55-59 | 14.0 | 9.0 |
60-64 | 17.9 | 6.0 |
65 and Over | 42.7 | 4.2 |
Median Age | 63 | 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 usually required to work as a Crossing Supervisor. Although, a short training course in children's crossing (or similar) may be needed.
Visit
- My Skills to compare Vocational Education and Training (VET) courses, providers and student outcomes.
Highest Level of Education (% Share)
Type of Qualification | Crossing Supervisors | All Jobs Average |
---|---|---|
Post Graduate/Graduate Diploma or Graduate Certificate | 2.1 | 10.1 |
Bachelor degree | 5.4 | 21.8 |
Advanced Diploma/Diploma | 7.8 | 11.6 |
Certificate III/IV | 16.7 | 21.1 |
Year 12 | 16.3 | 18.1 |
Year 11 | 8.0 | 4.8 |
Year 10 and below | 43.7 | 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 Labourers who are reliable, have a good work ethic and can work well in a team.
Skills
Skills can be improved through training or experience.
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39%
Active listeningListening to others, not interrupting, and asking good questions.
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37%
MonitoringKeeping track of how well work is progressing so you can make changes or improvements.
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37%
Serving othersLooking for ways to help people.
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36%
Coordination with othersBeing adaptable and coordinating work with other people.
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36%
Critical thinkingThinking about the pros and cons of different ways to solve a problem.
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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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36%
Social perceptivenessUnderstanding why people react the way they do.
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36%
SpeakingTalking to others.
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29%
Reading comprehensionReading work related information.
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27%
Complex problem solvingNoticing a problem and figuring out the best way to solve it.
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25%
PersuasionTalking people into changing their minds or their behaviour.
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25%
WritingWriting things for co-workers or customers.
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23%
Active learningBeing able to use what you have learnt to solve problems now and again in the future.
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23%
Time managementManaging your own and other peoples' time to get work done.
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21%
InstructingTeaching people how to do something.
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20%
NegotiationBringing people together and trying to sort out their differences.
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14%
Management of personnel resourcesMotivating, developing, and directing people as they work, and choosing the best people for the job.
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13%
Learning strategiesFiguring out the best way to teach or learn something new.
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13%
Systems analysisFiguring out how a system should work and how changes in conditions, operations, and the environment will affect it.
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11%
Systems evaluationMeasuring how well a system is working and how to improve it.
Knowledge
These are important topics, subjects or knowledge areas.
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47%
Customer and personal serviceUnderstanding customer needs, providing good quality service, and measuring customer satisfaction.
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42%
Public safety and securityUse of equipment, rules and ideas to protect people, data, property, and institutions.
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36%
English languageEnglish language including the meaning and spelling of words, rules of composition, and grammar.
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28%
PsychologyHuman behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
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25%
Law and governmentHow our laws and courts work. Government rules and regulations, and the political system.
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20%
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%
ClericalWord processing, managing files and records, stenography and transcription, designing forms, and other office work.
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19%
Communications and mediaMedia production, communication, and dissemination. Includes written, spoken, and visual media.
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19%
Administration and managementBusiness principles involved in strategic planning, leadership, and coordinating people and resources.
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19%
Education and trainingCurriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
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18%
TransportationMoving people or goods by air, rail, sea, or road.
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14%
Therapy and counsellingDiagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
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12%
Sociology and anthropologyGroup behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
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11%
Computers and electronicsCircuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
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9%
Foreign languageForeign (non-English) language including the meaning and spelling of words, rules of composition and grammar, and pronunciation.
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9%
Philosophy and theologyPhilosophical systems and religions, including their basic principles, values, ethics, ways of thinking, customs, practices, and impact on society.
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9%
TelecommunicationsTransmission, broadcasting, switching, control, and operation of telecommunications systems.
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8%
MathematicsArithmetic, algebra, geometry, calculus, or statistics.
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8%
GeographyDescribing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
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6%
Medicine and dentistryDiagnose and treat human injuries, diseases, and deformities, including preventive health-care measures.
Abilities
Workers use these physical and mental abilities..
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52%
Oral expressionCommunicate by speaking.
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45%
Oral comprehensionListen to and understand what people say.
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45%
Problem spottingNotice when something is wrong or is likely to go wrong, even if you can't solve the problem.
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45%
Far visionSee details that are far away.
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43%
Speech claritySpeak clearly so others can understand you.
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43%
Speech recognitionIdentify and understand the speech of another person.
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41%
Selective attentionPay attention to something without being distracted.
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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%
Near visionSee details that are up-close (within a few feet).
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37%
Deductive reasoningUse general rules to find answers or solve problems logically.
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37%
Inductive reasoningUse lots of detailed information to come up with answers or make general rules.
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36%
MultitaskingDo two or more things at the same time.
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36%
Reaction timeQuickly move your hand, finger, or foot when a sound, light, picture or something else appears.
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34%
Sorting or orderingOrder or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
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30%
Auditory attentionPay attention to a certain sound when there are other distracting sounds.
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29%
Arm-hand steadinessKeep your hand or arm steady.
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29%
StaminaExercise for a long time without getting winded or out of breath.
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29%
Written comprehensionRead and understand written information.
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27%
CategorisingCome up with different ways of grouping things.
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27%
Manual dexterityQuickly move your hand to grasp, manipulate, or assemble objects.
Activities
These are kinds of activities workers regularly do in this job.
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52%
Helping and caring for othersProviding personal assistance, medical attention, or emotional support.
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50%
Doing physically active workUse your arms, legs and whole body, such as climbing, lifting, balancing, walking, stooping, and handling objects.
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49%
Building good relationshipsBuilding good working relationships and keeping them over time.
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45%
Communicating within a teamGiving information to co-workers by telephone, in writing, or in person.
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45%
Working with the publicGreeting or serving customers, clients or guests, and public speaking or performing.
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44%
Negotiating and resolving conflictsHandling complaints and disagreements, and negotiating with people.
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43%
Monitoring people, processes and thingsChecking objects, actions, or events, and keeping an eye out for problems.
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42%
Handling and moving objectsUsing hands and arms in handling, installing, positioning, moving and manipulating objects.
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41%
Researching and investigatingLooking for, getting and understanding different kinds of information.
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40%
Making decisions and solving problemsUsing information to work out the best solution and solve problems.
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39%
Communicating with the publicGiving information to the public, business or government by telephone, in writing, or in person.
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36%
Keeping your knowledge up-to-dateKeeping up-to-date with technology and new ideas.
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36%
Scheduling work and activitiesWorking out the timing of events, programs, and activities, as well as the work of others.
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36%
Planning and prioritising workDeciding on goals and putting together a detailed plan to get the work done.
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35%
Looking for changes over timeComparing objects, actions, or events. Looking for differences between them or changes over time.
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34%
Checking compliance with standardsDeciding whether events or processes comply with laws, regulations, or standards.
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34%
Assessing and evaluating thingsWorking out the value, importance, or quality of things, services or people.
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31%
Making sense of information and ideasLooking at, working with, and understanding data or information.
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31%
Collecting and organising informationCompiling, coding, categorizing, calculating, tabulating, auditing, or checking information or data.
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30%
Checking for errors or defectsInspecting equipment, structures, or materials for errors, problems or defects.
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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81%
HelpingWorking with people. Helping or providing service to others.
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76%
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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57%
PracticalPractical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.
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29%
AdministrativeFollowing set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
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19%
CreativeWorking with forms, designs and patterns. Often need self-expression and can be done without following rules.
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14%
AnalyticalIdeas and thinking. Searching for facts and figuring out problems in your head.
Values
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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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43%
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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43%
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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33%
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.
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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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26%
Working conditionsJob security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
Demands
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100%
Outdoors, exposed to weatherWork outdoors, exposed to the weather.
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96%
Spend time standingSpend time standing at work.
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89%
Contact with the publicWork with customers or the public.
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88%
Very hot or cold temperaturesWork in very hot or cold temperatures.
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88%
Exposure to contaminantsBe exposed to pollutants, gases, dust or odours.
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85%
Freedom to make decisionsHave freedom to make decision on your own.
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84%
Frequent decision makingFrequently make decisions that impact other people.
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82%
Physically close to peopleWork physically close to other people.
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82%
Contact with peopleHave contact with people by telephone, face-to-face, or any other way.
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82%
Walking and runningSpend time walking and running.
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82%
Consequence of errorWork where mistakes have serious consequences.
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81%
Loud or uncomfortable soundsBe exposed to noises and sounds that are distracting or uncomfortable.
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81%
Wear common protective or safety equipmentWear equipment like safety shoes, glasses, gloves, hard hats or life jackets.
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78%
Being exact or accurateBe very exact or highly accurate.
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76%
Making repetitive motionsSpend time making repetitive motions.
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75%
Unstructured workHave freedom to decide on tasks, priorities, and goals.
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75%
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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74%
Face-to-face discussionsTalk with people face-to-face.
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73%
Impact of decisionsMake decisions that have a large impact on other people.
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67%
TeamworkWork with people in a group or team.
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, 33-9091.00 - Crossing Guards.
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.