Clay, Concrete, Glass & Stone Machine Operators
Clay, Concrete, Glass and Stone Processing Machine Operators operate machines to manufacture and finish a variety of clay, concrete, glassware and stone products by extruding, shaping, mixing, grinding, cutting and other processes.
monitoring the flow of clay and other raw materials and products into machines, and adjusting valves and controls to specifications
positioning clay and stone on machines to be cut and worked
operating concrete mixing, stacking and splitting machines
setting up and installing moulds and other machine fixtures
setting up and operating glass-making machines to produce molten glass, and regulating temperature of molten glass
pressing and blowing glass into moulds to form glassware products
collecting and examining samples for conformity to specifications and adjusting machine settings accordingly
setting grinding and cutting edges
using hand tools to cut, inscribe and polish roughly hewn stone to finished condition
Vocational Education and Training (VET)
Informal or on-the-job
JSA produces employment projections to show where likely future job opportunities may be. The latest data are for the five years from November 2021 to November 2026. Over this period, the number of workers:
- is expected to decline
- is likely to reach 2,100 by 2026.
Source: Jobs and Skills Australia Employment Projections to 2026.
Notes: The number employed includes people who work in this occupation as their main job. People who work in more than one job are counted against the occupation they work the most hours in.
Employment projections figures are rounded to the nearest 100. Calculations based on these rounded figures may result in differences to the numbers that are displayed on this page. Employment projections data (including occupations) can be downloaded from the Employment Projections page.
Number of Workers
Source: ABS Labour Force Survey, ABS seasonally adjusted data to November 2021 and Jobs and Skills Australia Employment Projections to 2026.
Earnings and hours
Around 92% of people employed as Clay, Concrete, Glass & Stone Machine Operators work full-time hours, in all their jobs combined. This is 26 percentage points above the all jobs average (66%).
Full-time workers work an average of 44 hours per week in their main job. This is the same as the all jobs average.
More than a third of workers regularly work overtime or extra hours (either paid or unpaid).
Median hourly earnings are $28, this is lower than the all jobs median ($41 per hour).
Sources: Full-time share and full-time hours: ABS, 2016 Census, customised report. Compared to the all jobs average. Overtime hours: ABS, Characteristics of Employment, 2021. Full-time median earnings and median hourly earnings: ABS, Survey of Employee Earnings and Hours, May 2021. Compared to all jobs median.
Employment across Australia
Employment by State and Territory (% Share)
|State||Clay, Concrete, Glass & Stone Machine Operators||All Jobs Average|
Around 66% of Clay, Concrete, Glass & Stone Machine Operators live in capital cities, compared with the all jobs average of 62%.
Victoria has a large share of employment relative to its population size.
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 Clay, Concrete, Glass and Stone Machine Operators 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 3% of the workforce. This is 45 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||Clay, Concrete, Glass & Stone Machine Operators||All Jobs Average|
|65 and Over||2.2||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
Formal qualifications are not usually required to work as a Clay, Concrete, Glass or Stone Machine Operator. Some workers have a certificate II in manufactured mineral products.
- My Skills to compare Vocational Education and Training (VET) courses, providers and student outcomes.
- AAPathways website to explore Manufactured Mineral Products VET training pathways.
Highest Level of Education (% Share)
|Type of Qualification||Clay, Concrete, Glass & Stone Machine Operators||All Jobs Average|
|Post Graduate/Graduate Diploma or Graduate Certificate||0.5||10.1|
|Year 10 and below||28.4||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 Clay, Concrete, Glass & Stone Machine Operators who are reliable, hardworking and can interact well with others.
Skills can be improved through training or experience.
Watching gauges, dials, or other indicators to make sure a machine is working properly.
Thinking about the pros and cons of different ways to solve a problem.
Keeping track of how well work is progressing so you can make changes or improvements.
Reading work related information.
Talking to others.
Writing things for co-workers or customers.
Listening to others, not interrupting, and asking good questions.
39%Operation and control
Controlling equipment or systems.
Understanding why people react the way they do.
37%Coordination with others
Being adaptable and coordinating work with other people.
37%Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
Managing your own and other peoples' time to get work done.
34%Quality control analysis
Doing tests and checking products, services, or processes to make sure they are working properly.
34%Complex problem solving
Noticing a problem and figuring out the best way to solve it.
Being able to use what you have learnt to solve problems now and again in the future.
Talking people into changing their minds or their behaviour.
Looking for ways to help people.
Teaching people how to do something.
Understanding needs and product requirements to create a design.
23%Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
These are important topics, subjects or knowledge areas.
Compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
58%Production and processing
Raw materials, production processes, quality control, costs, and ways of making and distributing goods.
Chemical composition, structure, and properties. How chemicals are made, used, mixed, and can change.
Machines and tools, including their designs, uses, repair, and maintenance.
53%Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
Design techniques, tools, and principles used to make detailed technical plans, blueprints, drawings, and models.
47%Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
47%Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
Arithmetic, algebra, geometry, calculus, or statistics.
English language including the meaning and spelling of words, rules of composition, and grammar.
41%Engineering and technology
Use engineering, science and technology to design and produce goods and services.
39%Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
36%Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
35%Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
Moving people or goods by air, rail, sea, or road.
The physical laws of matter, motion and energy, and how they interact through space and time.
32%History and archeology
Events of the past, their causes, how we learn about them, and how they influence the way we live today.
31%Economics and accounting
Economics and accounting, the financial markets, banking and checking and reporting of financial data.
30%Building and construction
Materials, and methods used to construct or repair houses, buildings, or other structures like highways and roads.
Workers use these physical and mental abilities..
Keep your hand or arm steady.
Quickly change the controls of a machine, car, truck or boat.
Quickly move your hand to grasp, manipulate, or assemble objects.
Imagine how something will look after it is moved around or changed.
Put together small parts with your fingers.
Use your arms and/or legs at the same time while sitting, standing, or lying down.
See details that are up-close (within a few feet).
Come up with unusual or clever ideas, or creative ways to solve a problem.
Listen to and understand what people say.
Communicate by speaking.
Come up with a number of ideas about a topic, even if the ideas aren't very good.
46%Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
Come up with different ways of grouping things.
Notice differences between colours, including shades of colour and brightness.
Pay attention to something without being distracted.
Speak clearly so others can understand you.
Change when and how fast you move based on how something else is moving.
Quickly choose the right movement of the hand, foot, or other body part when there are two or more different signals (lights, sounds, pictures).
Identify and understand the speech of another person.
36%Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
These are kinds of activities workers regularly do in this job.
84%Handling and moving objects
Using hands and arms in handling, installing, positioning, moving and manipulating objects.
Using your own ideas for developing, designing, or creating something new.
65%Monitoring people, processes and things
Checking objects, actions, or events, and keeping an eye out for problems.
64%Doing physically active work
Use your arms, legs and whole body, such as climbing, lifting, balancing, walking, stooping, and handling objects.
63%Working with the public
Greeting or serving customers, clients or guests, and public speaking or performing.
62%Controlling equipment or machines
Operating machines or processes either directly or using controls (not including computers or vehicles).
62%Building good relationships
Building good working relationships and keeping them over time.
62%Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
61%Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
60%Communicating with the public
Giving information to the public, business or government by telephone, in writing, or in person.
57%Researching and investigating
Looking for, getting and understanding different kinds of information.
56%Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
Convincing people to buy something or to change their minds or actions.
52%Checking for errors or defects
Inspecting equipment, structures, or materials for errors, problems or defects.
50%Making decisions and solving problems
Using information to work out the best solution and solve problems.
50%Assessing and evaluating things
Working out the value, importance, or quality of things, services or people.
48%Managing payments and orders
Monitoring and controlling resources and the spending of money.
46%Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
44%Estimating amounts, costs and resources
Working out sizes, distances, amounts, time, costs, resources, or materials needed for a task.
42%Coming up with systems and processes
Deciding on goals and figuring out what you need to do to achieve them.
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.
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.
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
Ideas and thinking. Searching for facts and figuring out problems in your head.
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.
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.
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.
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.
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.
96%Freedom to make decisions
Have freedom to make decision on your own.
Have freedom to decide on tasks, priorities, and goals.
94%Using your hands to handle, control, or feel
Spend time using your hands to handle, control, or feel objects, tools or controls.
81%Exposure to contaminants
Be exposed to pollutants, gases, dust or odours.
81%Making repetitive motions
Spend time making repetitive motions.
79%Contact with the public
Work with customers or the public.
Talk with people face-to-face.
71%Being exact or accurate
Be very exact or highly accurate.
Talk on the telephone.
69%Spend time standing
Spend time standing at work.
67%Frequent decision making
Frequently make decisions that impact other people.
67%Indoors, not heat controlled
Work indoors without heating or cooling (e.g., warehouse without heat).
66%Impact of decisions
Make decisions that have a large impact on other people.
65%Bending or twisting your body
Spend time bending or twisting your body.
63%Repeating same tasks
Repeat the same tasks or activities (e.g., key entry) over and over, without stopping.
59%Contact with people
Have contact with people by telephone, face-to-face, or any other way.
Work to strict deadlines.
Compete with others, or be aware of competitive pressures.
57%Indoors, heat controlled
Work indoors with access to heating or cooling.
56%Physically close to people
Work physically close to other people.
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, 51-9195.05 - Potters, Manufacturing.