There are numerous sources of quality information about occupations and the world of work. Some of these come from government sources like the United States Department of Labor. Other sources include commercial publishers that collect information from a variety of corporate and governmental sources. Finally, you can find useful information from corporations through their public and investor relations departments.
Reference Publications
The first place to look will provide you with the most basic information. This
resource is the O*NET, the Occupational Information Network, an easy-to-use
database available on the Web browser. It contains comprehensive information on
job requirements and worker competencies. O*NET replaced the Dictionary of
Occupational Titles as the most comprehensive source of information on
occupations in existence. This information is based on data collected from
employers across the country, and each "occupation" refers to the "collective
description of a number of individual jobs performed, with minor variations, in
many establishments." The information was compiled by the United States
Department of Labor's Employment and Training Administration and is published
in book form by the USDOL, JIST Works, and other publishers. It is also available
on the World Wide Web at:
www·doleta·gov/programs/onet/
Vocational counselors and job seekers use the O*NET to gather information on occupations. Each entry contains an eight-digit Standard Occupational Classification code and information outlining Tasks of the Occupation, Knowledge, Skills, Abilities, Work Activities, Work Context, a Job Zone Component, Interests, Work Values, Related Occupations, and a Link to Wage and Employment Data.
| Examines, tests, and analyzes tissue samples, chemical substances, physical materials, and ballistics evidence, using recording, measuring, and testing equipment. |
| Interprets laboratory findings and test results to identify and classify substances, materials, and other evidence collected at crime scene. |
| Collects and preserves criminal evidence used to solve cases. |
| Confers with ballistics, fingerprinting, handwriting, documents, electronics, medical, chemical, or metallurgical experts concerning evidence and its interpretation. |
| Reconstructs crime scene to determine relationships among pieces of evidence. |
| Prepares reports or presentations of findings, investigative methods, or laboratory techniques. |
| Testifies as expert witness on evidence or laboratory techniques in trials or hearings. |
| Chemistry | Knowledge of the chemical composition, structure, and properties of substances and of the chemical processes and transformations that they undergo. This includes uses of chemicals and their interactions, danger signs, production techniques, and disposal methods. |
| Public Safety and Security | Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions. |
| English Language | Knowledge of the structure and content of the English language, including the meaning and spelling of words, rules of composition, and grammar. |
| Law and Government | Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process. |
| Computers and Electronics | Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. |
| Mathematics | Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. |
| Reading Comprehension | Understanding written sentences and paragraphs in work related documents. |
| Science | Using scientific rules and methods to solve problems. |
| Critical Thinking | Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. |
| Active Listening | Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. |
| Coordination | Adjusting actions in relation to others' actions. |
| Equipment Selection | Determining the kind of tools and equipment needed to do a job. |
| Writing | Communicating effectively in writing as appropriate for the needs of the audience. |
| Judgment and Decision Making | Considering the relative costs and benefits of potential actions to choose the most appropriate one. |
| Mathematics | Using mathematics to solve problems. |
| Complex Problem Solving | Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. |
| Inductive reasoning | Combining pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). |
| Oral Expression | Communicating information and ideas in speaking so others will understand. |
| Information Ordering | Arranging things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations). |
| Oral Comprehension | Listening to and understanding information and ideas presented through spoken words and sentences. |
| Flexibility of Closure | Identifying or detecting a known pattern (a figure, object, word, or sound) that is hidden in other distracting material. |
| Near Vision | Seeing details at close range (within a few feet of the observer). |
| Written Expression | Communicating information and ideas in writing so others will understand. |
| Written Comprehension | Reading and understanding information and ideas presented in writing. |
| Category Flexibility | Generating or using different sets of rules for combining or grouping things in different ways. |
| Fluency of Ideas | The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity). |
| Getting Information | Observing, receiving, and otherwise obtaining information from all relevant sources. |
| Translating or explaining what information means and how it can be used. | |
| Identifying Objects, Actions, and Events | Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. |
| Documenting/Recording Information | Entering, transcribing, recording, storing, or maintaining information in written or electronic/ magnetic form. |
| Analyzing Data or Information | Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. |
| Judging the Qualities of Things, Services or People | Assessing the value, importance, or quality of things or people. |
| Communicating with Supervisors, Peers, or Subordinates | Providing information to supervisors, coworkers, and subordinates by telephone, in written form, e-mail, or in person. |
| Making Decisions and Solving Problems | Analyzing information and evaluating results to choose the best solution and solve problems. |
| Handling and Moving Objects | Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things. |
| Communicating with Persons Outside | Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail. |
| Interpreting the Meaning of Information for Others |
Hands-on Work with the O*NET
After going through the O*NET for each of your chosen occupations and recording
a brief synopsis in your binder or word processing file, go back and read the
descriptions all over again. Which of the descriptions reinforced your
understanding of that occupation? Which of them surprised you? Write a couple
of pages about what you learned from that experience. Write about how you feel
about any progress you have made, or about frustrations you may be feeling.
When you have completed that exercise, and while you are still in an objective state, go back over the list and put a check mark next to those positions that you would like to gather more information about. At this point, you should still err on the side of collecting information on any jobs for which you have any interest in learning more about.
For those positions for which you want to pursue additional information, the next logical step is to refer to the Occupational Outlook Handbook.
The Occupational Outlook Handbook (OOH)
The OOH is published by the United States Department of Labor Bureau of Labor
Statistics, and it includes a great deal of updated and detailed information not
found in the O*NET. The information included in the OOH centers on broader
employment categories (several hundred, as opposed to the greater number of
occupational titles in the O*NET) and encompasses the following:
The DOT Code
The Nature of the Work
- Tasks performed, equipment used, supervisory relationships
- Variations within the broad category
- Variations in duties based on seniority or supervisory relationship
- Impact of technology Working Conditions
- Hours
- Environment
- Physical demands, stress, injury
- Protective clothing or equipment required
- Travel
Training, Qualifications, and Advancement
- Types and duration of appropriate training involved
- Source of training (apprenticeships, education, on-the-job training, etc.)
- Educational requirements
- Desirable skills and characteristics
- Certification or licensure required for entry-level or advanced positions
- Opportunities for advancement
Job Outlook
- External and internal forces that may impact demand for a particular occupation within that category
- Number of job openings currently and anticipated
- Vulnerability to economic cycles, foreign competition, technological advances
Earnings
- Typical earnings of workers at various stages in the occupational category
- Type of compensation package (benefits, salary, stock options)
- Earnings within sectors (private, government, not-for-profit, self-employed)
Related Occupations
Sources of Additional Information
You can explore the Occupational Outlook Handbook by visiting the Department of Labor's Web site at:
www·bls·gov/oco/
After you have done this for each of those occupations, take another couple of pages to reflect on this part of the process. What have you discovered? What themes run through the occupations you have chosen to research? What have you found out that has surprised you? What has excited you? What has turned you off?
Now read over your entries once again. After having read these descriptions, and in covering your notes, which occupations have you decided that you have learned enough about to rule out as a possibility? Some of these may have been occupations that were in your original "no interest" pile. That is probably likely, but hopefully you will find that the last couple of exercises were still worth your effort. Certainly you can never be worse off for having gained knowledge on a certain topic. But more importantly, by having gone through this effort, you will be less likely to second-guess yourself later. You will always be able to go back to your workbook and read your notes, and hopefully discern why you ruled out a certain occupation.
It is also very possible that your narrowed list of interest will include some occupations that were in your "no interest" pile. It is also possible, if not likely, that your new list will include some occupations that were mentioned in the results of more than one of your assessment instruments.
Review your new list. What do the occupations that remain have in common? For each occupation on your "intermediate list," jot down the questions you would like to explore further. You are at the point now where you will need to dig deeper to find your information. You must go to sources that will provide in-depth information on that particular occupation. One good place to start is with professional associations and trade groups, covered in the following section.