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TABLE O*NET JOB ZONES A1 JOB ZONE 1 Little 2 Some 3 Medium 4 Considerable 5 Extensive Preparation Needed Education Related Experience Job Training Job Zone Examples or none Some of these occupations may require a high school diploma or GED certificate. These occupations usually require a high school diploma. Most occupations in this zone require training in vocational schools, related on-the-job experience, or an associate degree. Most of these occupations require a four-year bachelor’s degree, but some do not. Most of these occupations require graduate school. For example, they may require a master’s degree, and some require a Ph.D., M.D., or J.D. (law degree). Source: National Center for O*NET Development (2008). Little or no previous work-related skill, knowledge, or experience is needed for these occupations. For example, a person can become a waiter or waitress even if he/she has never worked before. Some previous work-related skill, knowledge, or experience is usually needed. For example, a teller would benefit from experience working directly with the public. Previous work-related skill, knowledge, or experience is required for these occupations. For example, an electrician must have completed three or four years of apprenticeship or several years of vocational training, and often must have passed a licensing exam, in order to perform the job. A considerable amount of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified. Extensive skill, knowledge, and experience are needed for these occupations. Many require more than five years of experience. For example, surgeons must complete four years of college and an additional five to seven years of specialized medical training to be able to do their job. Employees in these occupations need anywhere from a few days to a few months of training. Usually, an experienced worker could show you how to do the job. Employees in these occupations need anywhere from a few months to one year of working with experienced employees. A recognized apprenticeship program may be associated with these occupations. Employees in these occupations usually need one or two years of training involving both on-the-job experience and informal training with experienced workers. A recognized apprenticeship program may be associated with these occupations. Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training. Employees may need some on-the-job training, but most of these occupations assume that the person will already have the required skills, knowledge, work-related experience, and/or training. These occupations involve following instructions and helping others. Examples include taxi drivers, amusement and recreation attendants, counter and rental clerks, nonfarm animal caretakers, continuous mining machine operators, and waiters/waitresses. These occupations often involve using your knowledge and skills to help others. Examples include sheet metal workers, forest fire fighters, customer service representatives, physical therapist aides, salespersons (retail), and tellers. These occupations usually involve using communication and organizational skills to coordinate, supervise, manage, or train others to accomplish goals. Examples include food service managers, electricians, agricultural technicians, legal secretaries, occupational therapy assistants, and medical assistants. Many of these occupations involve coordinating, supervising, managing, or training others. Examples include accountants, sales managers, database administrators, teachers, chemists, art directors, and cost estimators. These occupations often involve coordinating, training, supervising, or managing the activities of others to accomplish goals. Very advanced communication and organizational skills are required. Examples include librarians, lawyers, sports medicine physicians, wildlife biologists, school psychologists, surgeons, treasurers, and controllers. 40 NARROWING THE WAGE GAP BY IMPROVING WOMEN’S ACCESS TO GOOD MIDDLE-SKILL JOBS
TABLE A2 O*NET EDUCATION, TRAINING, AND WORK EXPERIENCE Education Education Level Less than a High School Diploma 1 1 High School Diploma (or GED or High School Equivalence Certificate) 2 2 3 2 & 3 Post-Secondary Certificate - awarded for training completed after high school (for example, in Personnel Services, Engineering-related Technologies, Vocational Home Economics, Construction Trades, Mechanics and Repairers, Precision Production Trades) Some College Courses 4 3 Associate Degree (or other 2-year degree) 5 3 Bachelor’s Degree 6 4 Post-Baccalaureate Certificate - awarded for completion of an organized 7 5 program of study; designed for people who have completed a Baccalaureate degree, but do not meet the requirements of academic degrees carrying the title of Master Master’s Degree 8 5 Post-Master’s Certificate - awarded for completion of an organized program 9 5 of study; designed for people who have completed a Master’s degree, but do not meet the requirements of academic degrees at the doctoral level First Professional Degree - awarded for completion of a program that: 10 5 requires at least 2 years of college work before entrance into the program, includes a total of at least 6 academic years of work to complete, and provides all remaining academic requirements to begin practice in a profession Doctoral Degree 11 5 Post-Doctoral Training 12 5 Source: IWPR compilation based on National Center for O*NET Development (2008). Job Zone Level WWW.WOMENANDGOODJOBS.ORG PATHWAYS TO <strong>EQUITY</strong> 41
Page 1 and 2: PATHWAYS TO EQUITY Narrowing the Wa
Page 3 and 4: PATHWAYS TO EQUITY Narrowing the Wa
Page 5 and 6: CONTENTS Section 1 Women as an Unde
Page 7 and 8: 1 WOMEN AS AN UNDERUTILIZED RESOURC
Page 9 and 10: Identifying Pathways to Greater Gen
Page 11 and 12: The Gender Wage Gap and Educational
Page 13 and 14: Middle-skill Jobs and Women’s Ear
Page 15 and 16: Women’s concentration in lower pa
Page 17 and 18: the maximization of women’s earni
Page 19 and 20: 2MIDDLE-SKILL OPPORTUNITIES IN MANU
Page 21 and 22: shortages. The occupation employs m
Page 23 and 24: ‘Inspectors, testers, sorters, sa
Page 25 and 26: Attracting women to manufacturing M
Page 27 and 28: 3MIDDLE-SKILL OPPORTUNITIES IN INFO
Page 29 and 30: or less. Librarians are required to
Page 31 and 32: 4MIDDLE-SKILL OPPORTUNITIES IN TRAN
Page 33 and 34: TABLE HIGH JOB OPENING TARGET MIDDL
Page 35 and 36: FIGURE SKILLS PROFILE: AUTOMOTIVE B
Page 37 and 38: FIGURE CARGO AND FREIGHT AGENTS AND
Page 39 and 40: 5RECOMMENDATIONS FOR ACTION MANY EM
Page 41 and 42: For Policymakers Policymakers have
Page 43 and 44: APPENDIX A O*NET: A Valuable Tool f
Page 45: training, and are provided written
Page 49 and 50: APPENDIX B TABLE EFFECTS OF CHANGIN
Page 51 and 52: APPENDIX C Resources for Career and
Page 53 and 54: Resources ■■ Manufacturing ■
Page 55 and 56: Professional and Trade Organization
Page 57 and 58: Information Technology.” IRLE Wor
Page 59 and 60: JPMorgan Chase. 2015. Growing Skill
Page 61 and 62: U.S. Census Bureau. 2015. “Povert
Page 64: SPONSORED BY

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