Analyst Programmers analyse user needs, produce requirements documentation and system plans, and encode, test, debug, maintain and document programs and applications.
Researches, consults, analyses and evaluates system programme needs.
Identifies technology limitations and deficiencies in existing systems and associated processes, procedures and methods.
Tests, debugs, diagnoses and corrects errors and faults in an applications programming language within established testing protocols, guidelines and quality standards to ensure programs and applications perform to specification.
Vocational Education and Training (VET)
The NSC 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
Around 89% of people employed as Analyst Programmers work full-time hours, in all their jobs combined. This is 23 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.
Employment across Australia
Employment by State and Territory (% Share)
|State||Analyst Programmers||All Jobs Average|
Around 87% of Analyst Programmers 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
- Melbourne - South East
- Melbourne - West
- Sydney - Parramatta
- Australian Capital Territory.
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.
Age and gender
The median age of Analyst Programmers 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 23% of the workforce. This is 25 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||Analyst Programmers||All Jobs Average|
|65 and Over||1.9||4.2|
Source: Based on ABS Census 2016, Customised Report. Age profile of workers in this job compared to the all jobs average.
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 an Analyst Programmer. Some workers have a Vocational Education and Training (VET) qualification.
- 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||Analyst Programmers||All Jobs Average|
|Post Graduate/Graduate Diploma or Graduate Certificate||24.1||10.1|
|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 Software and Applications Programmers who can communicate clearly, work well in a team and have strong computer skills.
Skills can be improved through training or experience.
Writing computer programs.
Reading work related information.
55%Quality control analysis
Doing tests and checking products, services, or processes to make sure they are working properly.
Thinking about the pros and cons of different ways to solve a problem.
Listening to others, not interrupting, and asking good questions.
50%Complex problem solving
Noticing a problem and figuring out the best way to solve it.
Understanding needs and product requirements to create a design.
Measuring how well a system is working and how to improve it.
48%Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
Writing things for co-workers or customers.
Managing your own and other peoples' time to get work done.
Using maths to solve problems.
Keeping track of how well work is progressing so you can make changes or improvements.
Talking to others.
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.
Being able to use what you have learnt to solve problems now and again in the future.
43%Coordination with others
Being adaptable and coordinating work with other people.
Understanding why people react the way they do.
36%Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
Designing and improving equipment and technology.
These are important topics, subjects or knowledge areas.
96%Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Arithmetic, algebra, geometry, calculus, or statistics.
English language including the meaning and spelling of words, rules of composition, and grammar.
53%Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
46%Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
Design techniques, tools, and principles used to make detailed technical plans, blueprints, drawings, and models.
37%Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
36%Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
34%Engineering and technology
Use engineering, science and technology to design and produce goods and services.
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
Transmission, broadcasting, switching, control, and operation of telecommunications systems.
23%Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
Moving people or goods by air, rail, sea, or road.
20%Economics and accounting
Economics and accounting, the financial markets, banking and checking and reporting of financial data.
18%Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
Describing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
12%Production and processing
Raw materials, production processes, quality control, costs, and ways of making and distributing goods.
9%Law and government
How our laws and courts work. Government rules and regulations, and the political system.
The physical laws of matter, motion and energy, and how they interact through space and time.
Workers use these physical and mental abilities..
Read and understand written information.
Listen to and understand what people say.
Use general rules to find answers or solve problems logically.
57%Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
Use lots of detailed information to come up with answers or make general rules.
Communicate by speaking.
See details that are up-close (within a few feet).
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
Write in a way that people can understand.
Choose the right maths method or formula to solve a problem.
Come up with different ways of grouping things.
Come up with unusual or clever ideas, or creative ways to solve a problem.
46%Working with numbers
Add, subtract, multiply, or divide.
Pay attention to something without being distracted.
Come up with a number of ideas about a topic, even if the ideas aren't very good.
Speak clearly so others can understand you.
Use your eyes to quickly compare groups of letters, numbers, pictures, or other things.
Identify and understand the speech of another person.
39%Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
Imagine how something will look after it is moved around or changed.
These are kinds of activities workers regularly do in this job.
84%Working with computers
Using computers to program, write software, set up functions, enter data, or process information.
74%Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
71%Making sense of information and ideas
Looking at, working with, and understanding data or information.
Using your own ideas for developing, designing, or creating something new.
69%Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
68%Making decisions and solving problems
Using information to work out the best solution and solve problems.
67%Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
65%Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
65%Researching and investigating
Looking for, getting and understanding different kinds of information.
65%Collecting and organising information
Compiling, coding, categorizing, calculating, tabulating, auditing, or checking information or data.
62%Building good relationships
Building good working relationships and keeping them over time.
58%Monitoring people, processes and things
Checking objects, actions, or events, and keeping an eye out for problems.
55%Checking compliance with standards
Deciding whether events or processes comply with laws, regulations, or standards.
52%Explaining things to people
Helping people to understand and use information.
51%Documenting or recording information
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
48%Coming up with systems and processes
Deciding on goals and figuring out what you need to do to achieve them.
47%Communicating with the public
Giving information to the public, business or government by telephone, in writing, or in person.
43%Assessing and evaluating things
Working out the value, importance, or quality of things, services or people.
38%Leading and encouraging a team
Encouraging and building trust, respect, and cooperation among team members.
37%Estimating amounts, costs and resources
Working 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 are the style or type of work we prefer to do. All interest areas are shown below.
Ideas and thinking. Searching for facts and figuring out problems in your head.
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
Practical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
Working with people. Helping or providing service to others.
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
Work 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.
Supportive management that stands behind employees. Workers are treated fairly by their company, they are supported by management, and have supervisors who train them well.
Advancement 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.
Serve 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.
Use electronic mail.
97%Spend time sitting
Spend time sitting at work.
95%Indoors, heat controlled
Work indoors with access to heating or cooling.
93%Being exact or accurate
Be very exact or highly accurate.
Talk on the telephone.
Talk with people face-to-face.
82%Repeating same tasks
Repeat the same tasks or activities (e.g., key entry) over and over, without stopping.
Work to strict deadlines.
Work with people in a group or team.
76%Contact with people
Have contact with people by telephone, face-to-face, or any other way.
72%Making repetitive motions
Spend time making repetitive motions.
71%Frequent decision making
Frequently make decisions that impact other people.
Have freedom to decide on tasks, priorities, and goals.
Compete with others, or be aware of competitive pressures.
66%Lead or coordinate a team
Lead others to do work activities.
66%Impact of decisions
Make decisions that have a large impact on other people.
65%Freedom to make decisions
Have freedom to make decision on your own.
62%Using your hands to handle, control, or feel
Spend time using your hands to handle, control, or feel objects, tools or controls.
57%Physically close to people
Work physically close to other people.
56%Letters and memos
Write 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.