Game and Multimedia Developers
Overview
Snapshot
Summary
Game and Multimedia Developers create and manipulate computer animation, audio, video and graphic image files into multimedia programs to produce data and content for CD-ROMs, information kiosks, multimedia presentations, websites, mobile telephone resources, electronic gaming environments, e-commerce and e-security solutions, and entertainment and education products.
Also known as: Electronic Game Developer, Multimedia Developer, or Multimedia Programmer.
A university or Vocational Education and Training (VET) qualification in a relevant information technology field (such as computer science, game design, animation, media and communication) is usually needed to work as a Game or Multimedia Developer. There are also a wide range of vendor and industry certifications available that may substitute for formal qualifications.
Tasks
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Analyses, designs and develops internet sites applying a mixture of artistry and creativity with software programming and scripting languages and interfacing with operating environments.
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Designs and develops digital animations, images, presentations, games, audio and video clips, and internet applications using multimedia software, tools and utilities, interactive graphics and programming languages.
Characteristics
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University
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Vocational Education and Training (VET)
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Informal or on-the-job
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Analytical
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Creative
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Sedentary
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, Multimedia Specialists and Web Developers, under the outlook section.
Earnings and hours
Working arrangements
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Around 81% of people employed as Game and Multimedia Developers work full-time hours, in all their jobs combined. This is 15 percentage points above the all jobs average (66%).
Full-time workers work an average of 43 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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Game and Multimedia Developers work in industries like:
- Professional, scientific and technical services
- Education and training
- Information media and telecommunications
- Arts and recreation services.
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 | Game and Multimedia Developers | All Jobs Average |
---|---|---|
NSW | 20.6 | 31.6 |
VIC | 39.6 | 25.6 |
QLD | 25.9 | 20.0 |
SA | 4.5 | 7.0 |
WA | 5.4 | 10.8 |
TAS | 0.5 | 2.0 |
NT | 0.5 | 1.0 |
ACT | 3.1 | 1.9 |
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Around 82% of Game and Multimedia Developers live in capital cities, compared with the all jobs average of 62%.
Victoria and Queensland have a large share of employment relative to their population size.
The region with the largest share of workers is Melbourne - Inner.
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 Game and Multimedia Developers is 32 years. This is younger than the all jobs average of 40 years.
A large share of workers are aged 25 to 34 years.
Females make up 16% of the workforce. This is 32 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 | Game and Multimedia Developers | All Jobs Average |
---|---|---|
15-19 | 2.2 | 5.0 |
20-24 | 13.3 | 9.3 |
25-34 | 45.5 | 22.9 |
35-44 | 27.9 | 22.0 |
45-54 | 9.1 | 21.6 |
55-59 | 1.4 | 9.0 |
60-64 | 0.6 | 6.0 |
65 and Over | 0.0 | 4.2 |
Median Age | 32 | 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 university or Vocational Education and Training (VET) qualification in a relevant information technology field (such as computer science, game design, animation, media and communication) is usually needed to work as a Game or Multimedia Developer. There are also a wide range of vendor and industry certifications available that may substitute for formal qualifications.
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 Printing & Graphic Arts and Information and Communications Technology VET training pathways.
Highest Level of Education (% Share)
Type of Qualification | Game and Multimedia Developers | All Jobs Average |
---|---|---|
Post Graduate/Graduate Diploma or Graduate Certificate | 11.0 | 10.1 |
Bachelor degree | 53.4 | 21.8 |
Advanced Diploma/Diploma | 16.4 | 11.6 |
Certificate III/IV | 6.0 | 21.1 |
Year 12 | 11.9 | 18.1 |
Year 11 | 0.8 | 4.8 |
Year 10 and below | 0.5 | 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 Multimedia Specialists and Web Developers who can communicate clearly, work well in a team and have strong interpersonal skills.
Skills
Skills can be improved through training or experience.
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55%
Active listeningListening to others, not interrupting, and asking good questions.
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55%
Reading comprehensionReading work related information.
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54%
Coordination with othersBeing adaptable and coordinating work with other people.
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52%
Critical thinkingThinking about the pros and cons of different ways to solve a problem.
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50%
SpeakingTalking to others.
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48%
Active learningBeing able to use what you have learnt to solve problems now and again in the future.
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46%
Complex problem solvingNoticing a problem and figuring out the best way to solve it.
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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%
Time managementManaging your own and other peoples' time to get work done.
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46%
WritingWriting things for co-workers or customers.
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43%
Judgment and decision makingFiguring out the pros and cons of different options and choosing the best one.
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43%
InstructingTeaching people how to do something.
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43%
NegotiationBringing people together and trying to sort out their differences.
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43%
PersuasionTalking people into changing their minds or their behaviour.
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41%
Learning strategiesFiguring out the best way to teach or learn something new.
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41%
Serving othersLooking for ways to help people.
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41%
Social perceptivenessUnderstanding why people react the way they do.
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41%
Systems analysisFiguring out how a system should work and how changes in conditions, operations, and the environment will affect it.
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41%
Systems evaluationMeasuring how well a system is working and how to improve it.
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39%
Management of personnel resourcesMotivating, developing, and directing people as they work, and choosing the best people for the job.
Knowledge
These are important topics, subjects or knowledge areas.
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79%
Fine artsCompose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
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77%
Communications and mediaMedia production, communication, and dissemination. Includes written, spoken, and visual media.
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70%
Technical designDesign techniques, tools, and principles used to make detailed technical plans, blueprints, drawings, and models.
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69%
Computers and electronicsCircuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
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56%
English languageEnglish language including the meaning and spelling of words, rules of composition, and grammar.
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49%
Customer and personal serviceUnderstanding customer needs, providing good quality service, and measuring customer satisfaction.
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40%
Administration and managementBusiness principles involved in strategic planning, leadership, and coordinating people and resources.
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35%
Sales and marketingShowing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
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33%
ClericalWord processing, managing files and records, stenography and transcription, designing forms, and other office work.
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33%
Production and processingRaw materials, production processes, quality control, costs, and ways of making and distributing goods.
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33%
Education and trainingCurriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
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30%
Personnel and human resourcesRecruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
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26%
MathematicsArithmetic, algebra, geometry, calculus, or statistics.
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21%
PsychologyHuman behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
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20%
Engineering and technologyUse engineering, science and technology to design and produce goods and services.
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19%
Sociology and anthropologyGroup behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
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18%
TelecommunicationsTransmission, broadcasting, switching, control, and operation of telecommunications systems.
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18%
PhysicsThe physical laws of matter, motion and energy, and how they interact through space and time.
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15%
Economics and accountingEconomics and accounting, the financial markets, banking and checking and reporting of financial data.
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15%
Law and governmentHow our laws and courts work. Government rules and regulations, and the political system.
Abilities
Workers use these physical and mental abilities..
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59%
Oral comprehensionListen to and understand what people say.
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57%
Near visionSee details that are up-close (within a few feet).
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57%
Oral expressionCommunicate by speaking.
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54%
VisualizationImagine how something will look after it is moved around or changed.
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54%
BrainstormingCome up with a number of ideas about a topic, even if the ideas aren't very good.
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54%
OriginalityCome up with unusual or clever ideas, or creative ways to solve a problem.
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52%
Written comprehensionRead and understand written information.
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52%
CategorisingCome up with different ways of grouping things.
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52%
Colour discriminationNotice differences between colours, including shades of colour and brightness.
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52%
Deductive reasoningUse general rules to find answers or solve problems logically.
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52%
Written expressionWrite in a way that people can understand.
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50%
Inductive reasoningUse lots of detailed information to come up with answers or make general rules.
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50%
Problem spottingNotice when something is wrong or is likely to go wrong, even if you can't solve the problem.
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50%
Sorting or orderingOrder or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
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46%
Selective attentionPay attention to something without being distracted.
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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%
Flexibility of closureSee a pattern (a figure, object, word, or sound) hidden in other distracting material.
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39%
Finger dexterityPut together small parts with your fingers.
Activities
These are kinds of activities workers regularly do in this job.
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84%
Thinking creativelyUsing your own ideas for developing, designing, or creating something new.
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81%
Keeping your knowledge up-to-dateKeeping up-to-date with technology and new ideas.
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78%
Working with computersUsing computers to program, write software, set up functions, enter data, or process information.
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71%
Communicating with the publicGiving information to the public, business or government by telephone, in writing, or in person.
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69%
Collecting and organising informationCompiling, coding, categorizing, calculating, tabulating, auditing, or checking information or data.
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69%
Making decisions and solving problemsUsing information to work out the best solution and solve problems.
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68%
Communicating within a teamGiving information to co-workers by telephone, in writing, or in person.
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66%
Planning and prioritising workDeciding on goals and putting together a detailed plan to get the work done.
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64%
Building good relationshipsBuilding good working relationships and keeping them over time.
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60%
Making sense of information and ideasLooking at, working with, and understanding data or information.
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59%
Monitoring people, processes and thingsChecking objects, actions, or events, and keeping an eye out for problems.
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57%
Researching and investigatingLooking for, getting and understanding different kinds of information.
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57%
Scheduling work and activitiesWorking out the timing of events, programs, and activities, as well as the work of others.
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55%
Giving expert adviceProviding guidance and expert advice to management or other groups.
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55%
Coming up with systems and processesDeciding on goals and figuring out what you need to do to achieve them.
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55%
Assessing and evaluating thingsWorking out the value, importance, or quality of things, services or people.
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55%
Coaching and developing othersWorking out the needs of others and coaching, mentoring, or helping them to improve.
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55%
Training and teaching othersUnderstanding the needs of others, developing training programs, and teaching or instructing.
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55%
Coordinating the work of a teamGetting members of a group to work together to finish a task.
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53%
Looking for changes over timeComparing objects, actions, or events. Looking for differences between them or changes over time.
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%
CreativeWorking with forms, designs and patterns. Often need self-expression and can be done without following rules.
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57%
AnalyticalIdeas and thinking. Searching for facts and figuring out problems in your head.
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43%
AdministrativeFollowing set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
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43%
PracticalPractical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.
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24%
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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19%
HelpingWorking with people. Helping or providing service to others.
Values
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81%
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%
AchievementResults oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
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69%
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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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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62%
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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48%
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.
Demands
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97%
Electronic mailUse electronic mail.
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95%
Face-to-face discussionsTalk with people face-to-face.
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93%
TelephoneTalk on the telephone.
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92%
Indoors, heat controlledWork indoors with access to heating or cooling.
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91%
Freedom to make decisionsHave freedom to make decision on your own.
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90%
Spend time sittingSpend time sitting at work.
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89%
Contact with peopleHave contact with people by telephone, face-to-face, or any other way.
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88%
Being exact or accurateBe very exact or highly accurate.
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88%
Time pressureWork to strict deadlines.
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86%
TeamworkWork with people in a group or team.
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82%
Unstructured workHave freedom to decide on tasks, priorities, and goals.
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81%
Frequent decision makingFrequently make decisions that impact other people.
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78%
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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77%
Contact with the publicWork with customers or the public.
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77%
CompetitionCompete with others, or be aware of competitive pressures.
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76%
Impact of decisionsMake decisions that have a large impact on other people.
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76%
Responsible for outcomesTake responsibility for the results of other people's work.
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75%
Lead or coordinate a teamLead others to do work activities.
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72%
Making repetitive motionsSpend time making repetitive motions.
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67%
Repeating same tasksRepeat the same tasks or activities (e.g., key entry) over and over, without stopping.
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, 27-1014.00 - Multimedia Artists and Animators.
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.