Buy ONET/DOT: Download
TITLE: Dragline Operators
DEFINITION: Operate power-driven crane equipment with dragline bucket to excavate or move sand, gravel, mud, or other materials.
1. Moves controls to position boom, lower and drag bucket through material, and release material at unloading point.
2. Directs workers engaged in placing blocks and outriggers to prevent capsizing of machine when lifting heavy loads.
3. Drives machine to work site.
Knowledge elements are ranked by importance.
54 Building and Construction
Knowledge of materials, methods, and the appropriate tools to construct objects, structures, and buildings
Knowledge of machines and tools, including their designs, uses, benefits, repair, and maintenance
Knowledge of principles and methods for moving people or goods by air, rail, sea, or road, including their relative costs, advantages, and limitations
33 Engineering and Technology
Knowledge of equipment, tools, mechanical devices, and their uses to produce motion, light, power, technology, and other applications
Knowledge of various methods for describing the location and distribution of land, sea, and air masses including their physical locations, relationships, and characteristics
25 Public Safety and Security
Knowledge of weaponry, public safety, and security operations, rules, regulations, precautions, prevention, and the protection of people, data, and property
Knowledge and prediction of physical principles, laws, and applications including air, water, material dynamics, light, atomic principles, heat, electric theory, earth formations, and meteorological and related natural phenomena
Knowledge of numbers, their operations, and interrelationships including arithmetic, algebra, geometry, calculus, statistics, and their applications
13 English Language
Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar
13 Education and Training
Knowledge of instructional methods and training techniques including curriculum design principles, learning theory, group and individual teaching techniques, design of individual development plans, and test design principles
8 Production and Processing
Knowledge of inputs, outputs, raw materials, waste, quality control, costs, and techniques for maximizing the manufacture and distribution of goods
Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems
Knowledge of human behavior and performance, mental processes, psychological research methods, and the assessment and treatment of behavioral and affective disorders
4 Computers and Electronics
Knowledge of electric circuit boards, processors, chips, and computer hardware and software, including applications and programming
4 Administration and Management
Knowledge of principles and processes involved in business and organizational planning, coordination, and execution. This includes strategic planning, resource allocation, manpower modeling, leadership techniques, and production methods
4 Law, Government and Jurisprudence
Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process
4 Communications and Media
Knowledge of media production, communication, and dissemination techniques and methods including alternative ways to inform and entertain via written, oral, and visual media
Knowledge of design techniques, principles, tools and instruments involved in the production and use of precision technical plans, blueprints, drawings, and models
4 Personnel and Human Resources
Knowledge of policies and practices involved in personnel/human resource functions. This includes recruitment, selection, training, and promotion regulations and procedures; compensation and benefits packages; labor relations and negotiation strategies; and personnel information systems
Skills elements are ranked by importance.
88 Operation and Control
Controlling operations of equipment or systems
Adjusting actions in relation to others' actions
46 Operation Monitoring
Watching gauges, dials, or other indicators to make sure a machine is working properly
Talking to others to effectively convey information
Assessing how well one is doing when learning or doing something
33 Equipment Selection
Determining the kind of tools and equipment needed to do a job
33 Problem Identification
Identifying the nature of problems
29 Active Listening
Listening to what other people are saying and asking questions as appropriate
29 Critical Thinking
Using logic and analysis to identify the strengths and weaknesses of different approaches
25 Management of Personnel Resources
Motivating, developing, and directing people as they work, identifying the best people for the job
Teaching others how to do something
21 Product Inspection
Inspecting and evaluating the quality of products
21 Solution Appraisal
Observing and evaluating the outcomes of a problem solution to identify lessons learned or redirect efforts
21 Learning Strategies
Using multiple approaches when learning or teaching new things
17 Idea Generation
Generating a number of different approaches to problems
17 Idea Evaluation
Evaluating the likely success of an idea in relation to the demands of the situation
17 Identification of Key Causes
Identifying the things that must be changed to achieve a goal
17 Judgment and Decision Making
Weighing the relative costs and benefits of a potential action
Developing an image of how a system should work under ideal conditions
13 Time Management
Managing one's own time and the time of others
13 Management of Material Resources
Obtaining and seeing to the appropriate use of equipment, facilities, and materials needed to do certain work
13 Reading Comprehension
Understanding written sentences and paragraphs in work related documents
13 Active Learning
Working with new material or information to grasp its implications
13 Information Organization
Finding ways to structure or classify multiple pieces of information
Determining what is causing an operating error and deciding what to do about it
13 Identifying Downstream Consequences
Determining the long-term outcomes of a change in operations
13 Systems Perception
Determining when important changes have occurred in a system or are likely to occur
Communicating effectively with others in writing as indicated by the needs of the audience
8 Information Gathering
Knowing how to find information and identifying essential information
8 Operations Analysis
Analyzing needs and product requirements to create a design
8 Social Perceptiveness
Being aware of others' reactions and understanding why they react the way they do
8 Technology Design
Generating or adapting equipment and technology to serve user needs
Using scientific methods to solve problems
4 Implementation Planning
Developing approaches for implementing an idea
Repairing machines or systems using the needed tools
Bringing others together and trying to reconcile differences
Using mathematics to solve problems
Conducting tests to determine whether equipment, software, or procedures are operating as expected
Reorganizing information to get a better approach to problems or tasks
4 Equipment Maintenance
Performing routine maintenance and determining when and what kind of maintenance is needed
4 Systems Evaluation
Looking at many indicators of system performance, taking into account their accuracy .
Abilities elements are ranked by importance.
85 Control Precision
The ability to quickly and repeatedly make precise adjustments in moving the controls of a machine or vehicle to exact positions
80 Far Vision
The ability to see details at a distance
75 Depth Perception
The ability to judge which of several objects is closer or farther away from the observer, or to judge the distance between an object and the observer
65 Multilimb Coordination
The ability to coordinate movements of two or more limbs together (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the body is in motion
50 Manual Dexterity
The ability to quickly make coordinated movements of one hand, a hand together with its arm, or two hands to grasp, manipulate, or assemble objects
45 Oral Expression
The ability to communicate information and ideas in speaking so others will understand
45 Static Strength
The ability to exert maximum muscle force to lift, push, pull, or carry objects
40 Near Vision
The ability to see details of objects at a close range (within a few feet of the observer)
35 Peripheral Vision
The ability to see objects or movement of objects to one's side when the eyes are focused forward
35 Reaction Time
The ability to quickly respond (with the hand, finger, or foot) to one signal (sound, light, picture, etc.) when it appears
30 Spatial Orientation
The ability to know one's location in relation to the environment, or to know where other objects are in relation to one's self
30 Rate Control
The ability to time the adjustments of a movement or equipment control in anticipation of changes in the speed and/or direction of a continuously moving object or scene
30 Extent Flexibility
The ability to bend, stretch, twist, or reach out with the body, arms, and/or legs
25 Arm-Hand Steadiness
The ability to keep the hand and arm steady while making an arm movement or while holding the arm and hand in one position
25 Speed of Limb Movement
The ability to quickly move the arms or legs
25 Trunk Strength
The ability to use one's abdominal and lower back muscles to support part of the body repeatedly or continuously over time without "giving out" or fatiguing
25 Speech Clarity
The ability to speak clearly so that it is understandable to a listener
25 Wrist-Finger Speed
The ability to make fast, simple, repeated movements of the fingers, hands, and wrists
25 Response Orientation
The ability to choose quickly and correctly between two or more movements in response to two or more signals (lights, sounds, pictures, etc.). It includes the speed with which the correct response is started with the hand, foot, or other body parts
25 Information Ordering
The ability to correctly follow a given rule or set of rules in order to arrange things or actions in a certain order. The things or actions can include numbers, letters, words, pictures, procedures, sentences, and mathematical or logical operations.
20 Time Sharing
The ability to efficiently shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources)
20 Problem Sensitivity
The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
20 Oral Comprehension
The ability to listen to and understand information and ideas presented through spoken words and sentences
20 Dynamic Strength
The ability to exert muscle force repeatedly or continuously over time. This involves muscular endurance and resistance to muscle fatigue
20 Finger Dexterity
The ability to make precisely coordinated movements of the fingers of one or both hands to grasp, manipulate, or assemble very small objects
20 Explosive Strength
The ability to use short bursts of muscle force to propel oneself (as in jumping or sprinting), or to throw an object
15 Visual Color Discrimination
The ability to match or detect differences between colors, including shades of color and brightness
15 Night Vision
The ability to see under low light conditions
15 Glare Sensitivity
The ability to see objects in the presence of glare or bright lighting
15 Selective Attention
The ability to concentrate and not be distracted while performing a task over a period of time
15 Written Comprehension
The ability to read and understand information and ideas presented in writing
15 Gross Body Equilibrium
The ability to keep or regain one's body balance or stay upright when in an unstable position
15 Gross Body Coordination
The ability to coordinate the movement of the arms, legs, and torso together in activities where the whole body is in motion
The ability to exert one's self physically over long periods of time without getting winded or out of breath
10 Dynamic Flexibility
The ability to quickly and repeatedly bend, stretch, twist, or reach out with the body, arms, and/or legs
10 Auditory Attention
The ability to focus on a single source of auditory (hearing) information in the presence of other distracting sounds
10 Hearing Sensitivity
The ability to detect or tell the difference between sounds that vary over broad ranges of pitch and loudness
10 Speech Recognition
The ability to identify and understand the speech of another person
10 Number Facility
The ability to add, subtract, multiply, or divide quickly and correctly
10 Fluency of Ideas
The ability to come up with a number of ideas about a given topic. It concerns the number of ideas produced and not the quality, correctness, or creativity of the ideas.
10 Inductive Reasoning
The ability to combine separate pieces of information, or specific answers to problems, to form general rules or conclusions. It includes coming up with a logical explanation for why a series of seemingly unrelated events occur together.
10 Deductive Reasoning
The ability to apply general rules to specific problems to come up with logical answers. It involves deciding if an answer makes sense.
The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged
5 Flexibility of Closure
The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material
5 Written Expression
The ability to communicate information and ideas in writing so others will understand
The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem
5 Category Flexibility
The ability to produce many rules so that each rule tells how to group (or combine) a set of things in a different way.
The ability to remember information such as words, numbers, pictures, and procedures
5 Sound Localization
The ability to tell the direction from which a sound originated
Work activities elements are ranked by importance.
100 Controlling Machines and Processes
Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
83 Operating Vehicles or Equipment
Running, maneuvering, navigating, or driving vehicles or mechanized equipment, such as forklifts, passenger vehicles, aircraft, or water craft.
63 Performing General Physical Activities
Performing physical activities that require moving one's whole body, such as in climbing, lifting, balancing, walking, stooping, where the activities often also require considerable use of the arms and legs, such as in the physical handling of materials.
54 Handling and Moving Objects
Using one's own hands and arms in handling, installing, forming, positioning, and moving materials, or in manipulating things, including the use of keyboards.
54 Getting Information Needed to Do the Job
Observing, receiving, and otherwise obtaining information from all relevant sources.
50 Communicating With Other Workers
Providing information to supervisors, fellow workers, and subordinates. This information can be exchanged face-to-face, in writing, or via telephone/electronic transfer.
42 Monitor Processes, Material, or Surroundings
Monitoring and reviewing information from materials, events, or the environment, often to detect problems or to find out when things are finished.
38 Implementing Ideas or Programs
Conducting or carrying out work procedures and activities in accord with one's own ideas or information provided through directions/instructions for purposes of installing, modifying, preparing, delivering, constructing, integrating, finishing, or completing programs, systems, structures, or products.
33 Establishing and Maintaining Relationships
Developing constructive and cooperative working relationships with others.
29 Coordinating Work and Activities of Others
Coordinating members of a work group to accomplish tasks.
25 Identifying Objects, Actions, and Events
Identifying information received by making estimates or categorizations, recognizing differences or similarities, or sensing changes in circumstances or events.
25 Making Decisions and Solving Problems
Combining, evaluating, and reasoning with information and data to make decisions and solve problems. These processes involve making decisions about the relative importance of information and choosing the best solution.
25 Guiding, Directing and Motivating Subordinates
Providing guidance and direction to subordinates, including setting performance standards and monitoring subordinates.
21 Organizing, Planning, and Prioritizing
Developing plans to accomplish work, and prioritizing and organizing one's own work.
21 Inspecting Equipment, Structures, or Material
Inspecting or diagnosing equipment, structures, or materials to identify the causes of errors or other problems or defects.
21 Coaching and Developing Others
Identifying developmental needs of others and coaching or otherwise helping others to improve their knowledge or skills.
17 Assisting and Caring for Others
Providing assistance or personal care to others.
17 Analyzing Data or Information
Identifying underlying principles, reasons, or facts by breaking down information or data into separate parts.
17 Developing and Building Teams
Encouraging and building mutual trust, respect, and cooperation among team members.
13 Repairing and Maintaining Mechanical Equipment
Fixing, servicing, aligning, setting up, adjusting, and testing machines, devices, moving parts, and equipment that operate primarily on the basis of mechanical (not electronic) principles.
13 Updating and Using Job-Relevant Knowledge
Keeping up-to-date technically and knowing one's own jobs' and related jobs' functions.
13 Evaluating Information Against Standards
Evaluating information against a set of standards and verifying that it is correct.
13 Selling or Influencing Others
Convincing others to buy merchandise/goods, or otherwise changing their minds or actions.
8 Teaching Others
Identifying educational needs, developing formal training programs or classes, and teaching or instructing others.
8 Communicating With Persons Outside Organization
Communicating with persons outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged face-to-face, in writing, or via telephone/electronic transfer.
4 Processing Information
Compiling, coding, categorizing, calculating, tabulating, auditing, verifying, or processing information or data.
4 Estimating Needed Characteristics
Estimating the Characteristics of Materials, Products, Events, or Information: Estimating sizes, distances, and quantities, or determining time, costs, resources, or materials needed to perform a work activity.
4 Scheduling Work and Activities
Scheduling events, programs, activities, as well as the work of others.
4 Thinking Creatively
Originating, inventing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Work context elements are ranked by frequency (F), importance (I), responsibility (R), amount of contact (C), how serious (S), objective vs. subjective (O), automation (A), extent of frustration (E), responsible for health and safety (H), likelihood of injury (L), degree of injury (D) .
100 (F) Outdoors
How frequently does this job require the worker to work: Outdoors
88 (F) Using Hands on Objects, Tools, Controls
How much time in a usual work period does the worker spend: Using hands to handle, control, or feel objects, tools or controls?
75 (F) Hazardous Equipment
How often does this job require the worker to be exposed to harardous equipment? Hazardous Equipment (e.g., saws, machinery/mechanical parts include exposure to vehicular traffic, but not driving a vehicle)
69 (F) Whole Body Vibration
How often during a usual work period is the worker exposed to the following conditions: Whole body vibration (e.g., operating a jackhammer or earthmoving equipment)?
69 (F) Sitting
How much time in a usual work period does the worker spend: Sitting?
58 (A) Degree of Automation
Indicate the level of automation of this job.
56 (F) Common Protective or Safety Attire
How often does the worker wear: Common protective or safety attire, such as safety shoes, glasses, gloves, hearing protection, hard-hat, or personal flotation device?
56 (F) Sounds or Noise Levels Are Distracting
How often during a usual work period is the worker exposed to the following conditions: Sounds and noise levels that are distracting and uncomfortable?
55 (D) Hazardous Equipment
If injury, due to exposure to hazardous equipment, were to occur while performing this job, how serious would be the likely outcome? Hazardous Equipment (e.g., saws, machinery/mechanical parts include exposure to vehicular traffic, but not driving a vehicle)
55 (I) Importance of Being Sure All Is Done
How important is it to be sure that all the details of this job are performed and everything is done completely?
50 (F) Standing
How much time in a usual work period does the worker spend: Standing?
50 (I) Coordinate or Lead Others
How important are interactions requiring the worker to: Coordinate or lead others in accomplishing work activities (not supervision)?
50 (F) Extremely Bright or Inadequate Lighting
How often during a usual work period is the worker exposed to the following conditions: Extremely bright or inadequate lighting conditions?
50 (F) Very Hot
How often during a usual work period is the worker exposed to the following conditions: Very hot (above 90 F) or very cold (under 32 F) temperatures?
50 (S) Consequence of Error
How serious would the result usually be if the worker made a mistake that was not readily correctable?
50 (I) Importance of Being Exact or Accurate
How important is being very exact or highly accurate in performing this job?
50 (L) Hazardous Equipment
What is the likelihood that the worker would be injured as a result of being exposed to hazardous equipment while performing this job? Hazardous Equipment (e.g., saws, machinery/mechanical parts include exposure to vehicular traffic, but not driving a vehicle)
50 (F) Contaminants
How often during a usual work period is the worker exposed to the following conditions: Contaminants (pollutants, gases, dust, odors, etc.)?
46 (H) Responsible for Health and Safety of Others
How responsible is the worker for others' health and safety on this job?
40 (I) Supervise, Coach, Train Others
How important are interactions requiring the worker to: Supervise, coach, train, or develop other employees?
38 (F) Making Repetitive Motions
How much time in a usual work period does the worker spend: Making repetitive motions?
35 (I) Provide a Service to Others
How important are interactions requiring the worker to: Provide a service to others (e.g., customers)?
35 (I) Pace Determined by Speed of Equipment
How important is it to this job that the pace is determined by the speed of equipment or machinery? (This does not refer to keeping busy at all times on this job.)
31 (F) Walking or Running
How much time in a usual work period does the worker spend: Walking or running?
31 (F) High Places
How often does this job require the worker to be exposed to high places? High Places (e.g., heights above 8 feet on ladders, poles, scaffolding, catwalks, etc.)
31 (F) Cramped Work Space, Awkward Positions
How often during a usual work period is the worker exposed to the following conditions: Cramped work space that requires getting into awkward positions?
31 (F) Bending or Twisting the Body
How much time in a usual work period does the worker spend: Bending or twisting the body?
30 (I) Importance of Repeating Same Tasks
How important is repeating the same physical activities (e.g., key entry) or mental activities (e.g., checking entries in a ledger) over and over, without stopping, to performing this job?
25 (R) Responsibility for Outcomes and Results
How responsible is the worker for work outcomes and results of other workers?
25 (F) Hazardous Situations
How often does this job require the worker to be exposed to harardous situations? Hazardous Situations involving likely cuts, bites, stings, or minor burns
25 (F) Climbing Ladders, Scaffolds, Poles, etc.
How much time in a usual work period does the worker spend: Climbing ladders, scaffolds, poles, etc?
25 (F) Kneeling, Crouching or Crawling
How much time in a usual work period does the worker spend: Kneeling, stooping, crouching or crawling?
25 (I) Importance of Being Aware of New Events
How important is being constantly aware of either frequently changing events (e.g. security guard watching for shoplifters) or infrequent events (e.g. radar operator watching for tornadoes) to performing this job?
25 (C) Job-Required Social Interaction
How much does this job require the worker to be in contact (face-to-face, by telephone, or otherwise) with others in order to perform it?
21 (E) Frustrating Circumstances
To what extent do frustrating circumstances ("road blocks" to work that are beyond the worker's control) hinder the accomplishment of this job?
20 (D) High Places
If injury, due to exposure to high places, were to occur while performing this job, how serious would be the likely outcome? High Places (e.g., heights above 8 feet on ladders, poles, scaffolding, catwalks, etc.)
19 (F) Special Uniform
How often does the worker wear: A special uniform, such as that of a commercial pilot, nurse, police officer, or military personnel?
18 (L) Hazardous Situations
What is the likelihood that the worker would be injured as a result of being exposed to hazardous situations while performing this job? Hazardous Situations involving likely cuts, bites, stings, or minor burns
15 (I) Deal With External Customers
How important are interactions requiring the worker to: Deal with external customers (e.g., retail sales) or the public in general (e.g., police work)?
15 (D) Hazardous Conditions
If injury, due to exposure to hazardous conditions, were to occur while performing this job, how serious would be the likely outcome? Hazardous Conditions (e.g., high voltage electricity, combustibles, explosives, chemicals; do not include hazardous equipment or situations)
15 (I) Persuade Someone to a Course of Action
How important are interactions requiring the worker to: Persuade someone to a course of action (informally) or influence others to buy something (to sell)?
14 (L) High Places
What is the likelihood that the worker would be injured as a result of being exposed to high places while performing this job? High Places (e.g., heights above 8 feet on ladders, poles, scaffolding, catwalks, etc.)
13 (F) Frequency in Conflict Situations
How frequently do the job requirements place the worker in conflict situations?
13 (F) Deal With Unpleasant or Angry People
How frequently does the worker have to deal with unpleasant, angry, or discourteous individuals as part of the job requirements?
13 (F) Diseases or Infections
How often does this job require the worker to be exposed to diseases/infection? Diseases/Infections (e.g., patient care, some laboratory work, sanitation control, etc.)
13 (O) Objective or Subjective Information
How objective or subjective is the information communicated in this job?
13 (F) Hazardous Conditions
How often does this job require the worker to be exposed to hazardous conditions? Hazardous Conditions (e.g., high voltage electricity, combustibles, explosives, chemicals; do not include hazardous equipment or situations)
13 (F) Keeping or Regaining Balance
How much time in a usual work period does the worker spend: Keeping or regaining balance?
11 (L) Hazardous Conditions
What is the likelihood that the worker would be injured as a result of being exposed to hazardous conditions while performing this job? Hazardous Conditions (e.g., high voltage electricity, combustibles, explosives, chemicals; do not include hazardous equipment or situations)
10 (I) Take a Position Opposed to Others
How important are interactions requiring the worker to: Take a position opposed to coworkers or others?
10 (D) Hazardous Situations
If injury, due to exposure to hazardous situations, were to occur while performing this job, how serious would be the likely outcome? Hazardous Situations involving likely cuts, bites, stings, or minor burns
7 (L) Diseases or Infections
What is the likelihood that the worker would be injured as a result of being exposed to diseases/infections while performing this job? Diseases/Infections (e.g., patient care, some laboratory work, sanitation control, etc.)
6 (F) Specialized Protective or Safety Attire
How often does the worker wear: Specialized protective or safety attire, such as breathing apparatus, safety harness, full protection suit, or radiation protection?
5 (D) Diseases or Infections
If injury, due to exposure to diseases/infection, were to occur while performing this job, how serious would be the likely outcome? Diseases/Infections (e.g., patient care, some laboratory work, sanitation control, etc.)
Interest elements are ranked by occupational interest.
Realistic occupations frequently involve work activities that include practical, hands-on problems and solutions. They often deal with plants, animals, and real-world materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others.
Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow.
Enterprising occupations frequently involve starting up and carrying out projects. These occupations can involve leading people and making many decisions. Sometimes they require risk taking and often deal with business.
Investigative occupations frequently involve working with ideas, and require an extensive amount of thinking. These occupations can involve searching for facts and figuring out problems mentally.
Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others.
Artistic occupations frequently involve working with forms, designs and patterns. They often require self-expression and the work can be done without following a clear set of rules.
Work values elements are ranked by extent.
50 Support-Mean Extent
Occupations that satisfy this work value offer supportive management that stands behind employees. Corresponding needs are Company Policies, Supervision: Human Relations and Supervision: Technical.
40 Relationships-Mean Extent
Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service.
39 Working Conditions-Mean Extent
Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions.
36 Achievement-Mean Extent
Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement.
33 Recognition-Mean Extent
Occupations that satisfy this work value offer advancement, potential for leadership, and are often considered prestigious. Corresponding needs are Advancement, Authority, Recognition and Social Status.
28 Independence-Mean Extent
Occupations that satisfy this work value allow employs to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy.
75 Moral Values
Workers on this job are never pressured to do things that go against their sense of right and wrong
Workers on this job do their work alone
50 Supervision, Technical
Workers on this job have supervisors who train their workers well
50 Company Policies and Practices
Workers on this job are treated fairly by the company
50 Supervision, Human Relations
Workers on this job have supervisors who back up their workers with management
Workers on this job are busy all the time
Workers on this job give directions and instructions to others
Workers on this job are paid well in comparison with other workers
Workers on this job have co-workers who are easy to get along with
Workers on this job get a feeling of accomplishment
Workers on this job have opportunities for advancement
Workers on this job have steady employment
31 Ability Utilization
Workers on this job make use of their individual abilities
Workers on this job plan their work with little supervision
Workers on this job make decisions on their own
Workers on this job try out their own ideas
Workers on this job receive recognition for the work they do
Workers on this job have something different to do every day
25 Working Conditions
Workers on this job have good working conditions
22 Social Status
Workers on this job are looked up to by others in their company and their community
3 Social Service
Workers on this job have work where they do things for other people
|DOT91 (Dictionary of Occupational Titles):||
850683018 Dragline Operator
|AIM97 (Apprenticeship Information Management):||
0957 DRAGLINE OPERATOR
|CEN90 (1990 Census Occupations):||
853 Excavating and Loading Machine Operators
|CIP90 (Classification of Instructional Programs):||
490202 Construction Equipment Operator
490299 Vehicle and Equipment Operators, Other
|GOE93 (Guide for Occupational Exploration):||
051104 Equipment Operation: Material Handling
|MOC97 (Military Occupational Codes):||
|OES98 (Occupational Employment Statistics):||
97926 Dragline Operators
|OPM97 (Office of Personnel Management Occupations):||
|SOC98 (Standard Occupational Classification):||
53-7032 Excavating and Loading Machine and Dragline Operators