Fashion Designers
Overview
Snapshot
Summary
Fashion Designers plan, design and develop clothing, accessories, footwear or other items of personal apparel considering the form and construction of clothing, historical styles and contexts, contemporary and cultural trends, colour, fabric, and decoration, and the techniques and processes available for manufacture.
Specialisations: Costume Designer.
A formal qualification in fashion design or another related field is usually needed to work as a Fashion Designer. Vocational Education and Training (VET) and university are both common study pathways.
Tasks
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Determines objectives and constraints of the design brief by consulting with clients and stakeholders.
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Does product research and analyses functional, commercial, cultural and aesthetic requirements.
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Formulates design concepts for clothing.
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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 selected designs for production.
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Prepares and commissions prototypes and samples.
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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Enterprising
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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 72% of people employed as Fashion Designers work full-time hours, in all their jobs combined. This is 6 percentage points above 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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Fashion 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 | Fashion Designers | All Jobs Average |
---|---|---|
NSW | 35.8 | 31.6 |
VIC | 42.7 | 25.6 |
QLD | 11.4 | 20.0 |
SA | 3.2 | 7.0 |
WA | 6.0 | 10.8 |
TAS | 0.5 | 2.0 |
NT | 0.2 | 1.0 |
ACT | 0.3 | 1.9 |
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Around 81% of Fashion Designers live in capital cities, compared with the all jobs average of 62%.
Victoria and New South Wales have a large share of employment relative to their population size.
The regions with the largest share of workers are:
- Melbourne - Inner
- Sydney - City and Inner South
- Sydney - Eastern Suburbs
- Melbourne - Inner South
- Melbourne - West.
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 Fashion Designers is 35 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 86% of the workforce. This is 38 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 | Fashion Designers | All Jobs Average |
---|---|---|
15-19 | 0.4 | 5.0 |
20-24 | 8.7 | 9.3 |
25-34 | 38.7 | 22.9 |
35-44 | 25.8 | 22.0 |
45-54 | 17.0 | 21.6 |
55-59 | 5.0 | 9.0 |
60-64 | 2.4 | 6.0 |
65 and Over | 1.9 | 4.2 |
Median Age | 35 | 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 formal qualification in fashion design or another related field is usually needed to work as a Fashion Designer. Vocational Education and Training (VET) and university are both common study pathways.
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 | Fashion Designers | All Jobs Average |
---|---|---|
Post Graduate/Graduate Diploma or Graduate Certificate | 5.4 | 10.1 |
Bachelor degree | 38.9 | 21.8 |
Advanced Diploma/Diploma | 29.4 | 11.6 |
Certificate III/IV | 9.3 | 21.1 |
Year 12 | 12.7 | 18.1 |
Year 11 | 1.7 | 4.8 |
Year 10 and below | 2.6 | 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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55%
Active listeningListening to others, not interrupting, and asking good questions.
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55%
Time managementManaging your own and other peoples' time to get work done.
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54%
Coordination with othersBeing adaptable and coordinating work with other people.
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54%
Reading comprehensionReading work related information.
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54%
Social perceptivenessUnderstanding why people react the way they do.
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54%
MonitoringKeeping track of how well work is progressing so you can make changes or improvements.
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52%
Critical thinkingThinking about the pros and cons of different ways to solve a problem.
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52%
Judgment and decision makingFiguring out the pros and cons of different options and choosing the best one.
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52%
SpeakingTalking to others.
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50%
PersuasionTalking people into changing their minds or their behaviour.
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50%
WritingWriting things for co-workers or customers.
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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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48%
Complex problem solvingNoticing a problem and figuring out the best way to solve it.
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48%
NegotiationBringing people together and trying to sort out their differences.
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48%
Operations analysisUnderstanding needs and product requirements to create a design.
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46%
Serving othersLooking for ways to help people.
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45%
Management of personnel resourcesMotivating, developing, and directing people as they work, and choosing the best people for the job.
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45%
InstructingTeaching people how to do something.
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45%
Learning strategiesFiguring out the best way to teach or learn something new.
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43%
Systems analysisFiguring out how a system should work and how changes in conditions, operations, and the environment will affect it.
Knowledge
These are important topics, subjects or knowledge areas.
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54%
Technical designDesign techniques, tools, and principles used to make detailed technical plans, blueprints, drawings, and models.
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52%
English languageEnglish language including the meaning and spelling of words, rules of composition, and grammar.
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48%
Administration and managementBusiness principles involved in strategic planning, leadership, and coordinating people and resources.
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48%
Production and processingRaw materials, production processes, quality control, costs, and ways of making and distributing goods.
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47%
Sales and marketingShowing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
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41%
Computers and electronicsCircuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
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40%
Education and trainingCurriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
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39%
MathematicsArithmetic, algebra, geometry, calculus, or statistics.
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37%
Fine artsCompose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
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37%
Communications and mediaMedia production, communication, and dissemination. Includes written, spoken, and visual media.
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33%
Customer and personal serviceUnderstanding customer needs, providing good quality service, and measuring customer satisfaction.
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32%
Personnel and human resourcesRecruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
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31%
ClericalWord processing, managing files and records, stenography and transcription, designing forms, and other office work.
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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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27%
Engineering and technologyUse engineering, science and technology to design and produce goods and services.
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25%
MechanicalMachines and tools, including their designs, uses, repair, and maintenance.
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25%
TransportationMoving people or goods by air, rail, sea, or road.
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21%
Law and governmentHow our laws and courts work. Government rules and regulations, and the political system.
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18%
Foreign languageForeign (non-English) language including the meaning and spelling of words, rules of composition and grammar, and pronunciation.
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15%
Economics and accountingEconomics and accounting, the financial markets, banking and checking and reporting of financial data.
Abilities
Workers use these physical and mental abilities..
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63%
OriginalityCome up with unusual or clever ideas, or creative ways to solve a problem.
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57%
Oral comprehensionListen to and understand what people say.
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57%
Oral expressionCommunicate by speaking.
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55%
BrainstormingCome up with a number of ideas about a topic, even if the ideas aren't very good.
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55%
Written comprehensionRead and understand written information.
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52%
Deductive reasoningUse general rules to find answers or solve problems logically.
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52%
CategorisingCome up with different ways of grouping things.
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52%
VisualizationImagine how something will look after it is moved around or changed.
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52%
Written expressionWrite in a way that people can understand.
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50%
Near visionSee details that are up-close (within a few feet).
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48%
Inductive reasoningUse lots of detailed information to come up with answers or make general rules.
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48%
Sorting or orderingOrder or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
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46%
Problem spottingNotice when something is wrong or is likely to go wrong, even if you can't solve the problem.
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46%
Speech recognitionIdentify and understand the speech of another person.
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45%
Far visionSee details that are far away.
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45%
Selective attentionPay attention to something without being distracted.
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45%
Speech claritySpeak clearly so others can understand you.
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41%
Colour discriminationNotice differences between colours, including shades of colour and brightness.
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41%
Finger dexterityPut together small parts with your fingers.
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41%
Perceptual speedUse your eyes to quickly compare groups of letters, numbers, pictures, or other things.
Activities
These are kinds of activities workers regularly do in this job.
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92%
Thinking creativelyUsing your own ideas for developing, designing, or creating something new.
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82%
Making decisions and solving problemsUsing information to work out the best solution and solve problems.
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82%
Planning and prioritising workDeciding on goals and putting together a detailed plan to get the work done.
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81%
Communicating with the publicGiving information to the public, business or government by telephone, in writing, or in person.
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77%
Building good relationshipsBuilding good working relationships and keeping them over time.
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76%
Keeping your knowledge up-to-dateKeeping up-to-date with technology and new ideas.
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76%
Monitoring people, processes and thingsChecking objects, actions, or events, and keeping an eye out for problems.
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75%
Assessing and evaluating thingsWorking out the value, importance, or quality of things, services or people.
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74%
Scheduling work and activitiesWorking out the timing of events, programs, and activities, as well as the work of others.
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73%
Coming up with systems and processesDeciding on goals and figuring out what you need to do to achieve them.
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72%
Looking for changes over timeComparing objects, actions, or events. Looking for differences between them or changes over time.
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71%
Influencing peopleConvincing people to buy something or to change their minds or actions.
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69%
Checking for errors or defectsInspecting equipment, structures, or materials for errors, problems or defects.
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69%
Drafting, laying out, and specifying partsDetailing and describing how devices, parts or equipment are to be made, assembled, modified, maintained, or used.
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64%
Communicating within a teamGiving information to co-workers by telephone, in writing, or in person.
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63%
Managing payments and ordersMonitoring and controlling resources and the spending of money.
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61%
Guiding and directing staffGuiding and directing staff, including setting and monitoring performance standards.
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60%
Researching and investigatingLooking for, getting and understanding different kinds of information.
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54%
Coordinating the work of a teamGetting members of a group to work together to finish a task.
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48%
Explaining things to peopleHelping people to understand and use information.
Interests and demands
Learn about the daily activities, and physical and social demands faced by workers. Explore the values and work styles that workers rate as most important.
Interests
Interests are the style or type of work we prefer to do. All interest areas are shown below.
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100%
CreativeWorking with forms, designs and patterns. Often need self-expression and can be done without following rules.
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86%
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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33%
HelpingWorking with people. Helping or providing service to others.
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24%
AnalyticalIdeas and thinking. Searching for facts and figuring out problems in your head.
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19%
AdministrativeFollowing set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
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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76%
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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76%
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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67%
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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57%
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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29%
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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95%
Contact with peopleHave contact with people by telephone, face-to-face, or any other way.
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94%
Unstructured workHave freedom to decide on tasks, priorities, and goals.
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94%
Electronic mailUse electronic mail.
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92%
Indoors, heat controlledWork indoors with access to heating or cooling.
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91%
Letters and memosWrite letters and memos.
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88%
Spend time sittingSpend time sitting at work.
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85%
Time pressureWork to strict deadlines.
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83%
Freedom to make decisionsHave freedom to make decision on your own.
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82%
TeamworkWork with people in a group or team.
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82%
Being exact or accurateBe very exact or highly accurate.
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82%
Face-to-face discussionsTalk with people face-to-face.
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81%
CompetitionCompete with others, or be aware of competitive pressures.
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80%
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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79%
Impact of decisionsMake decisions that have a large impact on other people.
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76%
TelephoneTalk on the telephone.
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76%
Contact with the publicWork with customers or the public.
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72%
Conflict situationsDeal with conflict or disagreements.
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71%
Frequent decision makingFrequently make decisions that impact other people.
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70%
Lead or coordinate a teamLead others to do work activities.
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67%
Cramped work spaceWork in an awkward position or in cramped work spaces.
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, 27-1022.00 - Fashion Designers.
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.