Jewellery Designers
Overview
Snapshot
Summary
Jewellery Designers conceptualise and design prototypes and details for the manufacture of jewellery, watches, spectacles, homewares, trophies and silverware, using metals, precious stones, plastics, engraving, casting and fabrication, to develop designs for mass or batch production or one-off commissions.
Tasks
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Determines the objectives and constraints of the design brief by consulting with clients and stakeholders.
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Undertakes product research and analyses functional, commercial, cultural and aesthetic requirements.
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Formulates design concepts for jewellery.
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Prepares sketches, diagrams, illustrations, plans, samples and models to communicate design concepts.
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Negotiates design solutions with clients, management, sales and manufacturing staff.
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Selects, specifies and recommends functional and aesthetic materials, production methods and finishes for manufacture.
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Details and documents the selected design for production.
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Prepares and commissions prototypes and samples.
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Supervises the preparation of patterns, programmes and tooling, and the manufacture process.
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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Practical
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Creative
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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, Fashion, Industrial and Jewellery Designers, under the outlook section.
Earnings and hours
Working arrangements
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Around 55% of people employed as Jewellery Designers work full-time hours, in all their jobs combined. This is 11 percentage points below the all jobs average (66%).
Full-time workers work an average of 46 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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Jewellery Designers work 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 | Jewellery Designers | All Jobs Average |
---|---|---|
NSW | 39.5 | 31.6 |
VIC | 24.8 | 25.6 |
QLD | 17.7 | 20.0 |
SA | 4.9 | 7.0 |
WA | 9.9 | 10.8 |
TAS | 2.2 | 2.0 |
NT | 0.0 | 1.0 |
ACT | 1.0 | 1.9 |
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Around 76% of Jewellery Designers live in capital cities, compared with the all jobs average of 62%.
New South Wales has a large share of employment relative to its 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 Jewellery Designers is 41 years. This is similar to the all jobs average of 40 years.
A large share of workers are aged 35 to 44 years.
Females make up 80% of the workforce. This is 32 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 | Jewellery Designers | All Jobs Average |
---|---|---|
15-19 | 0.0 | 5.0 |
20-24 | 3.6 | 9.3 |
25-34 | 27.6 | 22.9 |
35-44 | 30.2 | 22.0 |
45-54 | 23.3 | 21.6 |
55-59 | 6.6 | 9.0 |
60-64 | 3.8 | 6.0 |
65 and Over | 4.8 | 4.2 |
Median Age | 41 | 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 Jewellery Designer. Although some workers have a Vocational Education and Training (VET) qualification or a university degree in jewellery design, jewellery manufacture, visual art or another related field.
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 Textiles, Clothing & Footwear and Metal and Engineering VET training pathways.
Highest Level of Education (% Share)
Type of Qualification | Jewellery Designers | All Jobs Average |
---|---|---|
Post Graduate/Graduate Diploma or Graduate Certificate | 8.8 | 10.1 |
Bachelor degree | 37.2 | 21.8 |
Advanced Diploma/Diploma | 20.0 | 11.6 |
Certificate III/IV | 13.4 | 21.1 |
Year 12 | 13.1 | 18.1 |
Year 11 | 1.3 | 4.8 |
Year 10 and below | 6.1 | 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 Fashion, Industrial and Jewellery Designers who are creative, can self-manage and are motivated.
Skills
Skills can be improved through training or experience.
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50%
Quality control analysisDoing tests and checking products, services, or processes to make sure they are working properly.
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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%
NegotiationBringing people together and trying to sort out their differences.
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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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45%
Critical thinkingThinking about the pros and cons of different ways to solve a problem.
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45%
Reading comprehensionReading work related information.
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45%
PersuasionTalking people into changing their minds or their behaviour.
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43%
Operations analysisUnderstanding needs and product requirements to create a design.
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43%
Complex problem solvingNoticing a problem and figuring out the best way to solve it.
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43%
Management of financial resourcesFiguring out how money is needed to do something, and keeping track of the money that's being spent.
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43%
MathematicsUsing maths to solve problems.
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43%
SpeakingTalking to others.
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41%
Active listeningListening to others, not interrupting, and asking good questions.
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41%
Time managementManaging your own and other peoples' time to get work done.
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39%
MonitoringKeeping track of how well work is progressing so you can make changes or improvements.
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39%
Management of material resourcesProviding the right equipment, facilities, and materials needed to do work.
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37%
Serving othersLooking for ways to help people.
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36%
Social perceptivenessUnderstanding why people react the way they do.
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36%
Operation monitoringWatching gauges, dials, or other indicators to make sure a machine is working properly.
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34%
Coordination with othersBeing adaptable and coordinating work with other people.
Knowledge
These are important topics, subjects or knowledge areas.
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61%
Customer and personal serviceUnderstanding customer needs, providing good quality service, and measuring customer satisfaction.
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54%
Production and processingRaw materials, production processes, quality control, costs, and ways of making and distributing goods.
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53%
Technical designDesign techniques, tools, and principles used to make detailed technical plans, blueprints, drawings, and models.
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53%
Sales and marketingShowing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
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51%
MechanicalMachines and tools, including their designs, uses, repair, and maintenance.
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48%
ChemistryChemical composition, structure, and properties. How chemicals are made, used, mixed, and can change.
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47%
MathematicsArithmetic, algebra, geometry, calculus, or statistics.
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47%
Engineering and technologyUse engineering, science and technology to design and produce goods and services.
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43%
Administration and managementBusiness principles involved in strategic planning, leadership, and coordinating people and resources.
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37%
Fine artsCompose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
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37%
ClericalWord processing, managing files and records, stenography and transcription, designing forms, and other office work.
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33%
Computers and electronicsCircuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
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33%
English languageEnglish language including the meaning and spelling of words, rules of composition, and grammar.
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32%
Economics and accountingEconomics and accounting, the financial markets, banking and checking and reporting of financial data.
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31%
Education and trainingCurriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
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30%
TransportationMoving people or goods by air, rail, sea, or road.
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30%
Law and governmentHow our laws and courts work. Government rules and regulations, and the political system.
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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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27%
PhysicsThe physical laws of matter, motion and energy, and how they interact through space and time.
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26%
Public safety and securityUse of equipment, rules and ideas to protect people, data, property, and institutions.
Abilities
Workers use these physical and mental abilities..
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82%
Near visionSee details that are up-close (within a few feet).
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79%
Arm-hand steadinessKeep your hand or arm steady.
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79%
Finger dexterityPut together small parts with your fingers.
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68%
Control precisionQuickly change the controls of a machine, car, truck or boat.
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63%
Manual dexterityQuickly move your hand to grasp, manipulate, or assemble objects.
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61%
Colour discriminationNotice differences between colours, including shades of colour and brightness.
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55%
CategorisingCome up with different ways of grouping things.
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52%
Flexibility of closureSee a pattern (a figure, object, word, or sound) hidden in other distracting material.
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52%
Oral comprehensionListen to and understand what people say.
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52%
Oral expressionCommunicate by speaking.
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50%
VisualizationImagine how something will look after it is moved around or changed.
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46%
Deductive reasoningUse general rules to find answers or solve problems logically.
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45%
OriginalityCome up with unusual or clever ideas, or creative ways to solve a problem.
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45%
Selective attentionPay attention to something without being distracted.
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45%
Sorting or orderingOrder or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
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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%
BrainstormingCome up with a number of ideas about a topic, even if the ideas aren't very good.
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43%
Inductive reasoningUse lots of detailed information to come up with answers or make general rules.
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43%
MathematicsChoose the right maths method or formula to solve a problem.
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37%
Speech claritySpeak clearly so others can understand you.
Activities
These are kinds of activities workers regularly do in this job.
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68%
Thinking creativelyUsing your own ideas for developing, designing, or creating something new.
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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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62%
Keeping your knowledge up-to-dateKeeping up-to-date with technology and new ideas.
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61%
Handling and moving objectsUsing hands and arms in handling, installing, positioning, moving and manipulating objects.
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60%
Building good relationshipsBuilding good working relationships and keeping them over time.
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60%
Working with the publicGreeting or serving customers, clients or guests, and public speaking or performing.
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59%
Assessing and evaluating thingsWorking out the value, importance, or quality of things, services or people.
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57%
Making decisions and solving problemsUsing information to work out the best solution and solve problems.
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55%
Controlling equipment or machinesOperating machines or processes either directly or using controls (not including computers or vehicles).
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55%
Influencing peopleConvincing people to buy something or to change their minds or actions.
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53%
Managing payments and ordersMonitoring and controlling resources and the spending of money.
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52%
Looking for changes over timeComparing objects, actions, or events. Looking for differences between them or changes over time.
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51%
Researching and investigatingLooking for, getting and understanding different kinds of information.
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51%
Communicating with the publicGiving information to the public, business or government by telephone, in writing, or in person.
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51%
Monitoring people, processes and thingsChecking objects, actions, or events, and keeping an eye out for problems.
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48%
Scheduling work and activitiesWorking out the timing of events, programs, and activities, as well as the work of others.
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48%
Checking for errors or defectsInspecting equipment, structures, or materials for errors, problems or defects.
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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%
Estimating amounts, costs and resourcesWorking out sizes, distances, amounts, time, costs, resources, or materials needed for a task.
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40%
Drafting, laying out, and specifying partsDetailing and describing how devices, parts or equipment are to be made, assembled, modified, maintained, or used.
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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95%
PracticalPractical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.
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90%
CreativeWorking with forms, designs and patterns. Often need self-expression and can be done without following rules.
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52%
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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38%
AdministrativeFollowing set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
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38%
AnalyticalIdeas and thinking. Searching for facts and figuring out problems in your head.
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14%
HelpingWorking with people. Helping or providing service to others.
Values
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60%
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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57%
AchievementResults oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
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48%
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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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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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.
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38%
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.
Demands
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97%
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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96%
Indoors, heat controlledWork indoors with access to heating or cooling.
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92%
Being exact or accurateBe very exact or highly accurate.
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92%
Face-to-face discussionsTalk with people face-to-face.
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92%
TelephoneTalk on the telephone.
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90%
Spend time sittingSpend time sitting at work.
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90%
Time pressureWork to strict deadlines.
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80%
Exposure to contaminantsBe exposed to pollutants, gases, dust or odours.
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80%
Wear common protective or safety equipmentWear equipment like safety shoes, glasses, gloves, hard hats or life jackets.
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77%
Freedom to make decisionsHave freedom to make decision on your own.
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74%
Frequent decision makingFrequently make decisions that impact other people.
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73%
Unstructured workHave freedom to decide on tasks, priorities, and goals.
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73%
Impact of decisionsMake decisions that have a large impact on other people.
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72%
Contact with peopleHave contact with people by telephone, face-to-face, or any other way.
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72%
Minor burns, cuts, bites, or stingsBe exposed to minor burns, cuts, bites, or stings.
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71%
CompetitionCompete with others, or be aware of competitive pressures.
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71%
Contact with the publicWork with customers or the public.
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71%
Dangerous conditionsWork near dangers like high voltage electricity, flammable material, explosives or chemicals.
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69%
Electronic mailUse electronic mail.
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68%
Making repetitive motionsSpend time making repetitive motions.
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, 51-9071.01 - Jewelers.
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.