|
|
Elementary School Teachers, Except Special Education
|
|
|
|
CheckoutCareers.com
: : |
|
|
Elementary School Teachers, Except Special Education
|
|
| |
|
Teach pupils in public or private schools at the elementary level basic academic, social, and other formative skills.
| |
|
| |
|
|
|
|
Degrees
|
|
|
|
|
|
Abilities
|
|
|
Oral Expression| | The ability to communicate information and ideas in speaking so others will understand. |
|
|
Oral Comprehension| | The ability to listen to and understand information and ideas presented through spoken words and sentences. |
|
|
Speech Clarity| | The ability to speak clearly so others can understand you. |
|
|
Written Comprehension| | The ability to read and understand information and ideas presented in writing. |
|
|
Speech Recognition| | The ability to identify and understand the speech of another person. |
|
|
Originality| | 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. |
|
|
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. |
|
|
Written Expression| | The ability to communicate information and ideas in writing so others will understand. |
|
|
Deductive Reasoning| | The ability to apply general rules to specific problems to produce answers that make sense. |
|
|
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). |
|
|
Near Vision| | The ability to see details at close range (within a few feet of the observer). |
|
|
Inductive Reasoning| | The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). |
|
|
Information Ordering| | The ability to arrange 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). |
|
|
Far Vision| | The ability to see details at a distance. |
|
|
Category Flexibility| | The ability to generate or use different sets of rules for combining or grouping things in different ways. |
|
|
Selective Attention| | The ability to concentrate on a task over a period of time without being distracted. |
|
|
Time Sharing| | The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources). |
|
|
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. |
|
|
Perceptual Speed| | The ability to quickly and accurately compare similarities and differences among sets of letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object. |
|
|
Visual Color Discrimination| | The ability to match or detect differences between colors, including shades of color and brightness. |
|
|
Visualization| | The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged. |
|
|
Auditory Attention| | The ability to focus on a single source of sound in the presence of other distracting sounds. |
|
|
Hearing Sensitivity| | The ability to detect or tell the differences between sounds that vary in pitch and loudness. |
|
|
Memorization| | The ability to remember information such as words, numbers, pictures, and procedures. |
|
|
Number Facility| | The ability to add, subtract, multiply, or divide quickly and correctly. |
|
|
Speed of Closure| | The ability to quickly make sense of, combine, and organize information into meaningful patterns. |
|
|
Trunk Strength| | The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without 'giving out' or fatiguing. |
|
|
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. |
|
|
Mathematical Reasoning| | The ability to choose the right mathematical methods or formulas to solve a problem. |
|
|
Arm-Hand Steadiness| | The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position. |
|
|
Extent Flexibility| | The ability to bend, stretch, twist, or reach with your body, arms, and/or legs. |
|
|
Gross Body Coordination| | The ability to coordinate the movement of your arms, legs, and torso together when the whole body is in motion. |
|
|
Multilimb Coordination| | The ability to coordinate two or more limbs (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 whole body is in motion. |
|
|
Stamina| | The ability to exert yourself physically over long periods of time without getting winded or out of breath. |
|
|
Static Strength| | The ability to exert maximum muscle force to lift, push, pull, or carry objects. |
|
|
Dynamic Strength| | The ability to exert muscle force repeatedly or continuously over time. This involves muscular endurance and resistance to muscle fatigue. |
|
|
Speed of Limb Movement| | The ability to quickly move the arms and legs. |
|
|
Gross Body Equilibrium| | The ability to keep or regain your body balance or stay upright when in an unstable position. |
|
|
Sound Localization| | The ability to tell the direction from which a sound originated. |
|
|
Response Orientation| | The ability to choose quickly between two or more movements in response to two or more different signals (lights, sounds, pictures). It includes the speed with which the correct response is started with the hand, foot, or other body part. |
|
|
Manual Dexterity| | The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects. |
|
|
Wrist-Finger Speed| | The ability to make fast, simple, repeated movements of the fingers, hands, and wrists. |
|
|
|
|
|
|
Interests
|
|
|
Social| | Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others. |
|
|
Artistic| | 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. |
|
|
Investigative| | 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. |
|
|
Conventional| | 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. |
|
|
First Interest High-Point| | Primary-Rank Descriptiveness |
|
|
Enterprising| | 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. |
|
|
Realistic| | 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. |
|
|
Second Interest High-Point| | Secondary-Cutoff/Rank Descriptiveness |
|
|
Third Interest High-Point| | Tertiary-Cutoff/Rank Descriptiveness |
|
|
|
|
|
|
Knowledge
|
|
|
Education and Training| | Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects. |
|
|
English Language| | Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. |
|
|
Geography| | Knowledge of principles and methods for describing the features of land, sea, and air masses, including their physical characteristics, locations, interrelationships, and distribution of plant, animal, and human life. |
|
|
History and Archeology| | Knowledge of historical events and their causes, indicators, and effects on civilizations and cultures. |
|
|
Psychology| | Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders. |
|
|
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. |
|
|
Clerical| | Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology. |
|
|
Customer and Personal Service| | Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction. |
|
|
Sociology and Anthropology| | Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins. |
|
|
Therapy and Counseling| | Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and for career counseling and guidance. |
|
|
Communications and Media| | Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media. |
|
|
Philosophy and Theology| | Knowledge of different philosophical systems and religions. This includes their basic principles, values, ethics, ways of thinking, customs, practices, and their impact on human culture. |
|
|
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. |
|
|
Biology| | Knowledge of plant and animal organisms, their tissues, cells, functions, interdependencies, and interactions with each other and the environment. |
|
|
Administration and Management| | Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources. |
|
|
Law and Government| | Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process. |
|
|
Fine Arts| | Knowledge of the theory and techniques required to compose, produce, and perform works of music, dance, visual arts, drama, and sculpture. |
|
|
Medicine and Dentistry| | Knowledge of the information and techniques needed to diagnose and treat human injuries, diseases, and deformities. This includes symptoms, treatment alternatives, drug properties and interactions, and preventive health-care measures. |
|
|
Personnel and Human Resources| | Knowledge of principles and procedures for personnel recruitment, selection, training, compensation and benefits, labor relations and negotiation, and personnel information systems. |
|
|
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. |
|
|
Transportation| | Knowledge of principles and methods for moving people or goods by air, rail, sea, or road, including the relative costs and benefits. |
|
|
Foreign Language| | Knowledge of the structure and content of a foreign (non-English) language including the meaning and spelling of words, rules of composition and grammar, and pronunciation. |
|
|
Physics| | Knowledge and prediction of physical principles, laws, their interrelationships, and applications to understanding fluid, material, and atmospheric dynamics, and mechanical, electrical, atomic and sub- atomic structures and processes. |
|
|
Design| | Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models. |
|
|
Engineering and Technology| | Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services. |
|
|
Telecommunications| | Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems. |
|
|
Mechanical| | Knowledge of machines and tools, including their designs, uses, repair, and maintenance. |
|
|
Production and Processing| | Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods. |
|
|
Sales and Marketing| | Knowledge of principles and methods for showing, promoting, and selling products or services. This includes marketing strategy and tactics, product demonstration, sales techniques, and sales control systems. |
|
|
Food Production| | Knowledge of techniques and equipment for planting, growing, and harvesting food products (both plant and animal) for consumption, including storage/handling techniques. |
|
|
Building and Construction| | Knowledge of materials, methods, and the tools involved in the construction or repair of houses, buildings, or other structures such as highways and roads. |
|
|
Economics and Accounting| | Knowledge of economic and accounting principles and practices, the financial markets, banking and the analysis and reporting of financial data. |
|
|
|
|
|
|
Wages
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| District of Columbia | $44,550.00 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| North Carolina | $36,720.00 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| South Carolina | $39,350.00 |
|
|
|
|
|
|
|
|
|
|
|
|
| Virgin Islands | $36,480.00 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Related Careers
|
|
|
Instructional Coordinators| | Develop instructional material, coordinate educational content, and incorporate current technology in specialized fields that provide guidelines to educators and instructors for developing curricula and conducting courses. |
|
|
Kindergarten Teachers, Except Special Education| | Teach elemental natural and social science, personal hygiene, music, art, and literature to children from 4 to 6 years old. Promote physical, mental, and social development. May be required to hold State certification. |
|
|
Librarians| | Administer libraries and perform related library services. Work in a variety of settings, including public libraries, schools, colleges and universities, museums, corporations, government agencies, law firms, non-profit organizations, and healthcare providers. Tasks may include selecting, acquiring, cataloguing, classifying, circulating, and maintaining library materials; and furnishing reference, bibliographical, and readers' advisory services. May perform in-depth, strategic research, and synthesize, analyze, edit, and filter information. May set up or work with databases and information systems to catalogue and access information. |
|
|
Preschool Teachers, Except Special Education| | Instruct children (normally up to 5 years of age) in activities designed to promote social, physical, and intellectual growth needed for primary school in preschool, day care center, or other child development facility. May be required to hold State certification. |
|
|
Recreation Workers| | Conduct recreation activities with groups in public, private, or volunteer agencies or recreation facilities. Organize and promote activities, such as arts and crafts, sports, games, music, dramatics, social recreation, camping, and hobbies, taking into account the needs and interests of individual members. |
|
|
Teacher Assistants| | Perform duties that are instructional in nature or deliver direct services to students or parents. Serve in a position for which a teacher or another professional has ultimate responsibility for the design and implementation of educational programs and services. |
|
|
|
|
|
|
Skills
|
|
|
Instructing| | Teaching others how to do something. |
|
|
Learning Strategies| | Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. |
|
|
Monitoring| | Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
|
|
Reading Comprehension| | Understanding written sentences and paragraphs in work related documents. |
|
|
Speaking| | Talking to others to convey information effectively. |
|
|
Social Perceptiveness| | Being aware of others' reactions and understanding why they react as they do. |
|
|
Active Learning| | Understanding the implications of new information for both current and future problem-solving and decision-making. |
|
|
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. |
|
|
Time Management| | Managing one's own time and the time of others. |
|
|
Writing| | Communicating effectively in writing as appropriate for the needs of the audience. |
|
|
Critical Thinking| | Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. |
|
|
Service Orientation| | Actively looking for ways to help people. |
|
|
Persuasion| | Persuading others to change their minds or behavior. |
|
|
Coordination| | Adjusting actions in relation to others' actions. |
|
|
Negotiation| | Bringing others together and trying to reconcile differences. |
|
|
Complex Problem Solving| | Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. |
|
|
Mathematics| | Using mathematics to solve problems. |
|
|
Judgment and Decision Making| | Considering the relative costs and benefits of potential actions to choose the most appropriate one. |
|
|
Equipment Selection| | Determining the kind of tools and equipment needed to do a job. |
|
|
Management of Personnel Resources| | Motivating, developing, and directing people as they work, identifying the best people for the job. |
|
|
Operations Analysis| | Analyzing needs and product requirements to create a design. |
|
|
Science| | Using scientific rules and methods to solve problems. |
|
|
Quality Control Analysis| | Conducting tests and inspections of products, services, or processes to evaluate quality or performance. |
|
|
Management of Material Resources| | Obtaining and seeing to the appropriate use of equipment, facilities, and materials needed to do certain work. |
|
|
Technology Design| | Generating or adapting equipment and technology to serve user needs. |
|
|
Systems Evaluation| | Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system. |
|
|
Management of Financial Resources| | Determining how money will be spent to get the work done, and accounting for these expenditures. |
|
|
Systems Analysis| | Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes. |
|
|
Operation and Control| | Controlling operations of equipment or systems. |
|
|
Troubleshooting| | Determining causes of operating errors and deciding what to do about it. |
|
|
Equipment Maintenance| | Performing routine maintenance on equipment and determining when and what kind of maintenance is needed. |
|
|
Installation| | Installing equipment, machines, wiring, or programs to meet specifications. |
|
|
Operation Monitoring| | Watching gauges, dials, or other indicators to make sure a machine is working properly. |
|
|
Programming| | Writing computer programs for various purposes. |
|
|
Repairing| | Repairing machines or systems using the needed tools. |
|
|
|
|
|
|
Tasks
|
|
|
| Establish and enforce rules for behavior and procedures for maintaining order among the students for whom they are responsible. |
|
| Observe and evaluate students' performance, behavior, social development, and physical health. |
|
| Prepare materials and classrooms for class activities. |
|
| Adapt teaching methods and instructional materials to meet students' varying needs and interests. |
|
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. |
|
| Instruct students individually and in groups, using various teaching methods such as lectures, discussions, and demonstrations. |
|
| Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. |
|
| Assign and grade class work and homework. |
|
| Read books to entire classes or small groups. |
|
| Prepare, administer, and grade tests and assignments in order to evaluate students' progress. |
|
| Confer with parents or guardians, teachers, counselors, and administrators in order to resolve students' behavioral and academic problems. |
|
| Meet with parents and guardians to discuss their children's progress, and to determine their priorities for their children and their resource needs. |
|
| Maintain accurate and complete student records as required by laws, district policies, and administrative regulations. |
|
| Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. |
|
| Guide and counsel students with adjustment and/or academic problems, or special academic interests. |
|
| Prepare and implement remedial programs for students requiring extra help. |
|
| Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. |
|
| Provide a variety of materials and resources for children to explore, manipulate and use, both in learning activities and in imaginative play. |
|
| Enforce administration policies and rules governing students. |
|
| Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. |
|
| Meet with other professionals to discuss individual students' needs and progress. |
|
| Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors. |
|
| Use computers, audiovisual aids, and other equipment and materials to supplement presentations. |
|
| Collaborate with other teachers and administrators in the development, evaluation, and revision of elementary school programs. |
|
| Prepare reports on students and activities as required by administration. |
|
| Instruct and monitor students in the use and care of equipment and materials, in order to prevent injuries and damage. |
|
| Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities such as restrooms. |
|
| Organize and lead activities designed to promote physical, mental and social development, such as games, arts and crafts, music, and storytelling. |
|
| Attend professional meetings, educational conferences, and teacher training workshops in order to maintain and improve professional competence. |
|
| Plan and supervise class projects, field trips, visits by guest speakers or other experiential activities, and guide students in learning from those activities. |
|
| Organize and label materials, and display students' work. |
|
| Attend staff meetings, and serve on committees as required. |
|
| Administer standardized ability and achievement tests, and interpret results to determine student strengths and areas of need. |
|
| Supervise, evaluate, and plan assignments for teacher assistants and volunteers. |
|
| Involve parent volunteers and older students in children's activities, in order to facilitate involvement in focused, complex play. |
|
| Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading. |
|
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. |
|
| Sponsor extracurricular activities such as clubs, student organizations, and academic contests. |
|
|
|
|
|
Career Activities
|
|
|
| Organizing, Planning, and Prioritizing Work |
|
| organize esteem building activities for children |
|
| organize social behavior learning activities |
|
| Establishing and Maintaining Interpersonal Relationships |
|
| establish and maintain relationships with students |
|
| Coaching and Developing Others |
|
| mentor co-workers in school or educational setting |
|
| Training and Teaching Others |
|
| assess educational potential or need of students |
|
| convert information into instructional program |
|
| develop course or training objectives |
|
| develop instructional materials |
|
| develop teaching aids |
|
| organize educational material or ideas |
|
| prepare audio-visual teaching aids |
|
| select teaching materials to meet student needs |
|
| teach correct eating habits |
|
| use classroom management techniques |
|
| Thinking Creatively |
|
| design classroom presentations |
|
| Updating and Using Relevant Knowledge |
|
| use early childhood education techniques |
|
| use interpersonal communication techniques |
|
| use knowledge of multi-media technology |
|
| use motivational techniques in education |
|
| use oral or written communication techniques |
|
| use public speaking techniques |
|
| use teaching techniques |
|
| Resolving Conflicts and Negotiating with Others |
|
| resolve behavioral or academic problems |
|
| Scheduling Work and Activities |
|
| schedule student field trips |
|
| Developing Objectives and Strategies |
|
| write public sector or educational grant proposals |
|
| write research or project grant proposals |
|
| Evaluating Information to Determine Compliance with Standards |
|
| ensure correct grammar, punctuation, or spelling |
|
| Identifying Objects, Actions, and Events |
|
| recognize student learning levels |
|
| recognize student problems |
|
| Assisting and Caring for Others |
|
| empathize with others during counseling or related services |
|
| Performing for or Working Directly with the Public |
|
| conduct field trips |
|
| Analyzing Data or Information |
|
| evaluate educational outcomes |
|
| Communicating with Persons Outside Organization |
|
| communicate student progress |
|
| communicate visually or verbally |
|
| conduct parent conferences |
|
| make education presentations |
|
| Documenting/Recording Information |
|
| record student progress |
|
| Performing Administrative Activities |
|
| maintain educational records, reports, or files |
|
| prepare educational reports |
|
| Guiding, Directing, and Motivating Subordinates |
|
| evaluate student performance |
|
| maintain group discipline in an educational setting |
|
| monitor student progress |
|
| Interacting With Computers |
|
| use computers to enter, access or retrieve educational data |
|
| Controlling Machines and Processes |
|
| operate audio-visual equipment |
|
|
|
|
|
Career Context
|
|
|
| Face-to-Face Discussions |
|
| Contact With Others |
|
| Indoors, Environmentally Controlled |
|
| Frequency of Decision Making |
|
| Physical Proximity |
|
| Work With Work Group or Team |
|
| Electronic Mail |
|
| Public Speaking |
|
| Impact of Decisions on Co-workers or Company Results |
|
| Importance of Being Exact or Accurate |
|
| Deal With External Customers |
|
| Spend Time Standing |
|
| Freedom to Make Decisions |
|
| Coordinate or Lead Others |
|
| Exposed to Disease or Infections |
|
| Frequency of Conflict Situations |
|
| Letters and Memos |
|
| Telephone |
|
| Indoors, Not Environmentally Controlled |
|
| Sounds, Noise Levels Are Distracting or Uncomfortable |
|
| Structured versus Unstructured Work |
|
| Responsibility for Outcomes and Results |
|
| Time Pressure |
|
| Responsible for Others' Health and Safety |
|
| Spend Time Walking and Running |
|
| Importance of Repeating Same Tasks |
|
| Level of Competition |
|
| Extremely Bright or Inadequate Lighting |
|
| Exposed to Contaminants |
|
| Consequence of Error |
|
| Outdoors, Exposed to Weather |
|
| Deal With Unpleasant or Angry People |
|
| Spend Time Kneeling, Crouching, Stooping, or Crawling |
|
| Very Hot or Cold Temperatures |
|
| Spend Time Making Repetitive Motions |
|
| Spend Time Bending or Twisting the Body |
|
| Spend Time Keeping or Regaining Balance |
|
| Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls |
|
| Cramped Work Space, Awkward Positions |
|
|
|
|
|
Career Styles
|
|
|
Self Control| | Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. |
|
|
Concern for Others| | Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. |
|
|
Cooperation| | Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. |
|
|
Dependability| | Job requires being reliable, responsible, and dependable, and fulfilling obligations. |
|
|
Integrity| | Job requires being honest and ethical. |
|
|
Persistence| | Job requires persistence in the face of obstacles. |
|
|
Initiative| | Job requires a willingness to take on responsibilities and challenges. |
|
|
Adaptability/Flexibility| | Job requires being open to change (positive or negative) and to considerable variety in the workplace. |
|
|
Stress Tolerance| | Job requires accepting criticism and dealing calmly and effectively with high stress situations. |
|
|
Achievement/Effort| | Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. |
|
|
Attention to Detail| | Job requires being careful about detail and thorough in completing work tasks. |
|
|
Social Orientation| | Job requires preferring to work with others rather than alone, and being personally connected with others on the job. |
|
|
Leadership| | Job requires a willingness to lead, take charge, and offer opinions and direction. |
|
|
Independence| | Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done. |
|
|
Innovation| | Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. |
|
|
| Analytical Thinking | | | | |
