Developer Programmers
Overview
Snapshot
Summary
Developer Programmers interpret specifications, technical designs and flow charts, build, maintain and modify the code for software applications, construct technical specifications from a business functional model, and test and write technical documentation.
Also known as: Applications Developer, ICT Developer, or ICT Programmer.
Specialisations: Communications Programmer (Systems), Database Developer, Database Programmer (Systems), Network Programmer, Software Developer, Software Programmer.
A bachelor or postgraduate degree in a related information technology field (such as programming, software development or computer science) is usually needed to work as a Developer Programmer. Some workers have a Vocational Education and Training (VET) qualification.
Tasks
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Writes and maintains programme code to meet system requirements, system designs and technical specifications in accordance with quality accredited standards.
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Writes, updates and maintains technical programme, end user documentation and operational procedures.
Characteristics
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University
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Vocational Education and Training (VET)
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Analytical
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Administrative
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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, Software and Applications Programmers, under the outlook section.
Earnings and hours
Working arrangements
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Around 88% of people employed as Developer Programmers work full-time hours, in all their jobs combined. This is 22 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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Developer Programmers work in industries like:
- Professional, scientific and technical services
- Financial and insurance services
- Public administration and safety
- Information media and telecommunications.
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 | Developer Programmers | All Jobs Average |
---|---|---|
NSW | 36.9 | 31.6 |
VIC | 30.1 | 25.6 |
QLD | 14.5 | 20.0 |
SA | 4.6 | 7.0 |
WA | 6.7 | 10.8 |
TAS | 1.1 | 2.0 |
NT | 0.3 | 1.0 |
ACT | 5.9 | 1.9 |
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Around 86% of Developer Programmers live in capital cities, compared with the all jobs average of 62%.
New South Wales, Victoria and the Australian Capital Territory have a large share of employment relative to their population size.
The regions with the largest share of workers are:
- Melbourne - Inner
- Australian Capital Territory
- Sydney - North Sydney and Hornsby
- Sydney - Parramatta
- Melbourne - South East.
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 Developer Programmers is 37 years. This is similar to the all jobs average of 40 years.
A large share of workers are aged 25 to 34 years.
Females make up 15% of the workforce. This is 33 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 | Developer Programmers | All Jobs Average |
---|---|---|
15-19 | 0.5 | 5.0 |
20-24 | 5.4 | 9.3 |
25-34 | 34.3 | 22.9 |
35-44 | 32.8 | 22.0 |
45-54 | 17.5 | 21.6 |
55-59 | 5.2 | 9.0 |
60-64 | 2.8 | 6.0 |
65 and Over | 1.5 | 4.2 |
Median Age | 37 | 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
A bachelor or postgraduate degree in a related information technology field (such as programming, software development or computer science) is usually needed to work as a Developer Programmer. Some workers have a Vocational Education and Training (VET) qualification.
Visit
- Course Seeker to search and compare higher education courses.
- ComparED to compare undergraduate and postgraduate student experiences and outcomes.
- My Skills to compare Vocational Education and Training (VET) courses, providers and student outcomes.
- AAPathways website to explore Information and Communications Technology VET training pathways.
Highest Level of Education (% Share)
Type of Qualification | Developer Programmers | All Jobs Average |
---|---|---|
Post Graduate/Graduate Diploma or Graduate Certificate | 23.4 | 10.1 |
Bachelor degree | 55.3 | 21.8 |
Advanced Diploma/Diploma | 6.8 | 11.6 |
Certificate III/IV | 2.9 | 21.1 |
Year 12 | 10.1 | 18.1 |
Year 11 | 0.7 | 4.8 |
Year 10 and below | 0.9 | 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 Software and Applications Programmers who can communicate clearly, work well in a team and have strong computer skills.
Skills
Skills can be improved through training or experience.
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68%
ProgrammingWriting computer programs.
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59%
Reading comprehensionReading work related information.
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55%
Quality control analysisDoing tests and checking products, services, or processes to make sure they are working properly.
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54%
Critical thinkingThinking about the pros and cons of different ways to solve a problem.
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52%
Active listeningListening to others, not interrupting, and asking good questions.
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50%
Complex problem solvingNoticing a problem and figuring out the best way to solve it.
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50%
Operations analysisUnderstanding needs and product requirements to create a design.
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50%
Systems evaluationMeasuring how well a system is working and how to improve it.
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48%
Judgment and decision makingFiguring out the pros and cons of different options and choosing the best one.
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48%
WritingWriting things for co-workers or customers.
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46%
Time managementManaging your own and other peoples' time to get work done.
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46%
MathematicsUsing maths to solve problems.
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46%
MonitoringKeeping track of how well work is progressing so you can make changes or improvements.
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46%
SpeakingTalking to others.
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46%
Systems analysisFiguring out how a system should work and how changes in conditions, operations, and the environment will affect it.
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45%
Active learningBeing able to use what you have learnt to solve problems now and again in the future.
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43%
Coordination with othersBeing adaptable and coordinating work with other people.
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43%
Social perceptivenessUnderstanding why people react the way they do.
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36%
Management of personnel resourcesMotivating, developing, and directing people as they work, and choosing the best people for the job.
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32%
Technology designDesigning and improving equipment and technology.
Knowledge
These are important topics, subjects or knowledge areas.
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96%
Computers and electronicsCircuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
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67%
MathematicsArithmetic, algebra, geometry, calculus, or statistics.
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58%
English languageEnglish language including the meaning and spelling of words, rules of composition, and grammar.
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53%
Administration and managementBusiness principles involved in strategic planning, leadership, and coordinating people and resources.
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46%
Customer and personal serviceUnderstanding customer needs, providing good quality service, and measuring customer satisfaction.
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42%
Technical designDesign techniques, tools, and principles used to make detailed technical plans, blueprints, drawings, and models.
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37%
Education and trainingCurriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
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36%
Communications and mediaMedia production, communication, and dissemination. Includes written, spoken, and visual media.
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34%
Engineering and technologyUse engineering, science and technology to design and produce goods and services.
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33%
ClericalWord processing, managing files and records, stenography and transcription, designing forms, and other office work.
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24%
TelecommunicationsTransmission, broadcasting, switching, control, and operation of telecommunications systems.
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23%
Public safety and securityUse of equipment, rules and ideas to protect people, data, property, and institutions.
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21%
TransportationMoving people or goods by air, rail, sea, or road.
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20%
Economics and accountingEconomics and accounting, the financial markets, banking and checking and reporting of financial data.
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18%
Personnel and human resourcesRecruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
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13%
PsychologyHuman behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
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12%
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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12%
Production and processingRaw materials, production processes, quality control, costs, and ways of making and distributing goods.
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9%
Law and governmentHow our laws and courts work. Government rules and regulations, and the political system.
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8%
PhysicsThe physical laws of matter, motion and energy, and how they interact through space and time.
Abilities
Workers use these physical and mental abilities..
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61%
Written comprehensionRead and understand written information.
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61%
Oral comprehensionListen to and understand what people say.
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59%
Deductive reasoningUse general rules to find answers or solve problems logically.
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57%
Sorting or orderingOrder or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
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55%
Inductive reasoningUse lots of detailed information to come up with answers or make general rules.
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55%
Oral expressionCommunicate by speaking.
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52%
Near visionSee details that are up-close (within a few feet).
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52%
Problem spottingNotice when something is wrong or is likely to go wrong, even if you can't solve the problem.
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52%
Written expressionWrite in a way that people can understand.
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48%
MathematicsChoose the right maths method or formula to solve a problem.
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48%
CategorisingCome up with different ways of grouping things.
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48%
OriginalityCome up with unusual or clever ideas, or creative ways to solve a problem.
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46%
Working with numbersAdd, subtract, multiply, or divide.
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45%
Selective attentionPay attention to something without being distracted.
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45%
BrainstormingCome up with a number of ideas about a topic, even if the ideas aren't very good.
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45%
Speech claritySpeak clearly so others can understand you.
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43%
Perceptual speedUse your eyes to quickly compare groups of letters, numbers, pictures, or other things.
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43%
Speech recognitionIdentify and understand the speech of another person.
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39%
Flexibility of closureSee a pattern (a figure, object, word, or sound) hidden in other distracting material.
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37%
VisualizationImagine how something will look after it is moved around or changed.
Activities
These are kinds of activities workers regularly do in this job.
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84%
Working with computersUsing computers to program, write software, set up functions, enter data, or process information.
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74%
Keeping your knowledge up-to-dateKeeping up-to-date with technology and new ideas.
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71%
Making sense of information and ideasLooking at, working with, and understanding data or information.
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69%
Thinking creativelyUsing your own ideas for developing, designing, or creating something new.
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69%
Communicating within a teamGiving information to co-workers by telephone, in writing, or in person.
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68%
Making decisions and solving problemsUsing information to work out the best solution and solve problems.
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67%
Looking for changes over timeComparing objects, actions, or events. Looking for differences between them or changes over time.
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65%
Planning and prioritising workDeciding on goals and putting together a detailed plan to get the work done.
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65%
Researching and investigatingLooking for, getting and understanding different kinds of information.
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65%
Collecting and organising informationCompiling, coding, categorizing, calculating, tabulating, auditing, or checking information or data.
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62%
Building good relationshipsBuilding good working relationships and keeping them over time.
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58%
Monitoring people, processes and thingsChecking objects, actions, or events, and keeping an eye out for problems.
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55%
Checking compliance with standardsDeciding whether events or processes comply with laws, regulations, or standards.
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52%
Explaining things to peopleHelping people to understand and use information.
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51%
Documenting or recording informationEntering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
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48%
Coming up with systems and processesDeciding on goals and figuring out what you need to do to achieve them.
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47%
Communicating with the publicGiving information to the public, business or government by telephone, in writing, or in person.
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43%
Assessing and evaluating thingsWorking out the value, importance, or quality of things, services or people.
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38%
Leading and encouraging a teamEncouraging and building trust, respect, and cooperation among team members.
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37%
Estimating amounts, costs and resourcesWorking out sizes, distances, amounts, time, costs, resources, or materials needed for a task.
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%
AnalyticalIdeas and thinking. Searching for facts and figuring out problems in your head.
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81%
AdministrativeFollowing set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
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48%
PracticalPractical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.
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43%
CreativeWorking with forms, designs and patterns. Often need self-expression and can be done without following rules.
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29%
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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29%
HelpingWorking with people. Helping or providing service to others.
Values
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81%
AchievementResults oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
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79%
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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71%
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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71%
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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62%
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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33%
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.
Demands
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97%
Electronic mailUse electronic mail.
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97%
Spend time sittingSpend time sitting at work.
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95%
Indoors, heat controlledWork indoors with access to heating or cooling.
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93%
Being exact or accurateBe very exact or highly accurate.
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89%
TelephoneTalk on the telephone.
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85%
Face-to-face discussionsTalk with people face-to-face.
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82%
Repeating same tasksRepeat the same tasks or activities (e.g., key entry) over and over, without stopping.
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80%
Time pressureWork to strict deadlines.
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79%
TeamworkWork with people in a group or team.
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76%
Contact with peopleHave contact with people by telephone, face-to-face, or any other way.
-
72%
Making repetitive motionsSpend time making repetitive motions.
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71%
Frequent decision makingFrequently make decisions that impact other people.
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70%
Unstructured workHave freedom to decide on tasks, priorities, and goals.
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66%
CompetitionCompete with others, or be aware of competitive pressures.
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66%
Lead or coordinate a teamLead others to do work activities.
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66%
Impact of decisionsMake decisions that have a large impact on other people.
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65%
Freedom to make decisionsHave freedom to make decision on your own.
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62%
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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57%
Physically close to peopleWork physically close to other people.
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56%
Letters and memosWrite letters and memos.
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, 15-1131.00 - Computer Programmers.
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.