Overview
All Actors, Dancers and Other Entertainers
-
$1,366 Weekly Pay
-
Strong Future Growth
Dancers and Choreographers
-
1,000 workers Employment Size
-
Very high skill Skill level rating
-
42% Full-Time Full-Time Share
-
46 hours Average full-time
-
27 years Average age
-
69% female Gender Share
Dancers or Choreographers entertain by performing dances, or creating dance compositions.
Specialisations: Ballet Dancer, Contemporary or Modern Dancer, Exotic Dancer.
You need a high level of dancing skill to work as a Dancer or Choreographer. While formal qualifications aren't essential, undertaking a course in your dance specialisation may be useful. Vocational Education and Training (VET) and university are both common study pathways.
Tasks
- Practises dance routines and interprets the choreographic content of the production.
- Performs dances for audience entertainment, co-ordinates body movements and facial expression, usually with musical accompaniment.
- Composes and notates ballet compositions and other dance routines.
- Creates and performs individual performance routines.
- Rehearses, auditions and travels between entertainment venues.
Prospects
The number of people working as Dancers and Choreographers (in their main job) stayed about the same over 5 years:
from 1,100 in 2011 to 1,000 in 2016.
Caution: The Australian jobs market is changing in response to the COVID-19 pandemic. These estimates do not take account of the impact of COVID-19. They may not reflect the current jobs market and should be used and interpreted with extreme caution.
- Size: This is a very small occupation.
- Location: Many Dancers and Choreographers work in Victoria.
- Industries: Most work in Arts and Recreation Services; Education and Training; and Accommodation and Food Services.
- Full-time: Less than half work full-time (42%, less than the average of 66%), showing there are many opportunities to work part-time.
- Hours: Full-time workers spend around 46 hours per week at work (compared to the average of 44 hours).
- Age: The average age is 27 years (compared to the average of 40 years). Many workers are under 25 years of age (36%).
- Gender: 69% of workers are female (compared to the average of 48%).
Main Industries
Source: Based on ABS Census 2016, Customised Report. Industries are based on the Australian and New Zealand Standard Industrial Classification (ANZSIC 06).
States and Territories
NSW
VIC
QLD
SA
WA
TAS
NT
ACT
Source: Based on ABS Census 2016, Customised Report. Share of workers across Australian States and Territories, in this job compared to the all jobs average.
Age Profile
Source: Based on ABS Census 2016, Customised Report. Age profile of workers in this job compared to the all jobs average.
Education Level
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.
Pathways
You need a high level of dancing skill to work as a Dancer or Choreographer. While formal qualifications aren't essential, undertaking a course in your dance specialisation may be useful. Vocational Education and Training (VET) and university are both common study pathways.
Before starting a course, check it will provide you with the skills and qualifications you need. Visit
- Course Seeker to search and compare higher education courses.
- ComparED to compare undergraduate and postgraduate student experiences and outcomes.
- My Skills to compare Vocational Education and Training (VET) courses, providers and student outcomes.
- AAPathways website to explore Creative Arts and Culture VET training pathways.
Skills & Knowledge
Employers look for Actors, Dancers and Other Entertainers who have strong people skills, can communicate well with diverse audiences and are reliable.
Filter Skills & Knowledge
Knowledge
These are important topics, subjects or knowledge areas.
-
Fine arts
Compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
-
Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
-
Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
-
Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
-
English language
English language including the meaning and spelling of words, rules of composition, and grammar.
-
Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
-
Psychology
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
-
Medicine and dentistry
Diagnose and treat human injuries, diseases, and deformities, including preventive health-care measures.
-
Mathematics
Arithmetic, algebra, geometry, calculus, or statistics.
-
Therapy and counselling
Diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
-
Foreign language
Foreign (non-English) language including the meaning and spelling of words, rules of composition and grammar, and pronunciation.
-
Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
-
Transportation
Moving people or goods by air, rail, sea, or road.
-
Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
-
Philosophy and theology
Philosophical systems and religions, including their basic principles, values, ethics, ways of thinking, customs, practices, and impact on society.
-
Physics
The physical laws of matter, motion and energy, and how they interact through space and time.
-
Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
-
Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
-
History and archeology
Events of the past, their causes, how we learn about them, and how they influence the way we live today.
-
Biology
Plant and animal organisms, their tissues, cells, functions, how they rely on and work with each other and the environment.
Skills
Skills can be improved through training or experience.
-
Coordination with others
Being adaptable and coordinating work with other people.
-
Learning strategies
Figuring out the best way to teach or learn something new.
-
Active listening
Listening to others, not interrupting, and asking good questions.
-
Instructing
Teaching people how to do something.
-
Monitoring
Keeping track of how well work is progressing so you can make changes or improvements.
-
Speaking
Talking to others.
-
Active learning
Being able to use what you have learnt to solve problems now and again in the future.
-
Reading comprehension
Reading work related information.
-
Social perceptiveness
Understanding why people react the way they do.
-
Serving others
Looking for ways to help people.
-
Persuasion
Talking people into changing their minds or their behaviour.
-
Writing
Writing things for co-workers or customers.
-
Critical thinking
Thinking about the pros and cons of different ways to solve a problem.
-
Time management
Managing your own and other peoples' time to get work done.
-
Complex problem solving
Noticing a problem and figuring out the best way to solve it.
-
Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
-
Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
-
Systems analysis
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.
-
Negotiation
Bringing people together and trying to sort out their differences.
-
Systems evaluation
Measuring how well a system is working and how to improve it.
Abilities
Workers use these physical and mental abilities.
-
Whole body coordination
Move your arms, legs, and body together.
-
Extent flexibility
Bend, stretch, twist, or reach with your body, arms, and/or legs.
-
Multilimb coordination
Use your arms and/or legs at the same time while sitting, standing, or lying down.
-
Trunk strength
Use your abdominal and lower back muscles a number of times without 'giving out' or fatiguing.
-
Balance
Keep your balance or stay upright.
-
Stamina
Exercise for a long time without getting winded or out of breath.
-
Dynamic strength
Exercise for a long time without your muscles getting tired.
-
Dynamic flexibility
Bend, stretch, twist, or reach with your body, arms, and/or legs, quickly a number of times.
-
Oral comprehension
Listen to and understand what people say.
-
Speed of limb movement
Quickly move the arms and legs.
-
Oral expression
Communicate by speaking.
-
Originality
Come up with unusual or clever ideas, or creative ways to solve a problem.
-
Speech clarity
Speak clearly so others can understand you.
-
Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
-
Static strength
Lift, push, pull, or carry things.
-
Brainstorming
Come up with a number of ideas about a topic, even if the ideas aren't very good.
-
Speech recognition
Identify and understand the speech of another person.
-
Categorising
Come up with different ways of grouping things.
-
Problem spotting
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
-
Arm-hand steadiness
Keep your hand or arm steady.
Activities
These are kinds of activities workers regularly do in this job.
-
Doing physically active work
Use your arms, legs and whole body, such as climbing, lifting, balancing, walking, stooping, and handling objects.
-
Working with the public
Greeting or serving customers, clients or guests, and public speaking or performing.
-
Building good relationships
Building good working relationships and keeping them over time.
-
Thinking creatively
Using your own ideas for developing, designing, or creating something new.
-
Researching and investigating
Looking for, getting and understanding different kinds of information.
-
Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
-
Coaching and developing others
Working out the needs of others and coaching, mentoring, or helping them to improve.
-
Training and teaching others
Understanding the needs of others, developing training programs, and teaching or instructing.
-
Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
-
Making decisions and solving problems
Using information to work out the best solution and solve problems.
-
Explaining things to people
Helping people to understand and use information.
-
Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
-
Leading and encouraging a team
Encouraging and building trust, respect, and cooperation among team members.
-
Communicating with the public
Giving information to the public, business or government by telephone, in writing, or in person.
-
Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
-
Guiding and directing staff
Guiding and directing staff, including setting and monitoring performance standards.
-
Coming up with systems and processes
Deciding on goals and figuring out what you need to do to achieve them.
-
Coordinating the work of a team
Getting members of a group to work together to finish a task.
-
Assessing and evaluating things
Working out the value, importance, or quality of things, services or people.
-
Making sense of information and ideas
Looking at, working with, and understanding data or information.

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, 27-2031.00 - Dancers.
Work Environment
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.
Filter Work Environment
Demands
The physical and social demands workers face most often are shown below.
-
Indoors, heat controlled
Work indoors with access to heating or cooling.
-
Physically close to people
Work physically close to other people.
-
Making repetitive motions
Spend time making repetitive motions.
-
Walking and running
Spend time walking and running.
-
Contact with people
Have contact with people by telephone, face-to-face, or any other way.
-
Teamwork
Work with people in a group or team.
-
Being exact or accurate
Be very exact or highly accurate.
-
Spend time standing
Spend time standing at work.
-
Keeping or regaining balance
Spend time keeping or regaining your balance.
-
Competition
Compete with others, or be aware of competitive pressures.
-
Bending or twisting your body
Spend time bending or twisting your body.
-
Face-to-face discussions
Talk with people face-to-face.
-
Kneeling, crouching, stooping, or crawling
Spend time kneeling, crouching, stooping or crawling.
-
Lead or coordinate a team
Lead others to do work activities.
-
Frequent decision making
Frequently make decisions that impact other people.
-
Impact of decisions
Make decisions that have a large impact on other people.
-
Repeating same tasks
Repeat the same tasks or activities (e.g., key entry) over and over, without stopping.
-
Time pressure
Work to strict deadlines.
-
Unstructured work
Have freedom to decide on tasks, priorities, and goals.
-
Using your hands to handle, control, or feel
Spend time using your hands to handle, control, or feel objects, tools or controls.
Values
Work values are important to a person’s feeling of satisfaction. All six values are shown below.
-
Achievement
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
-
Relationships
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.
-
Recognition
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.
-
Working conditions
Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
-
Independence
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.
-
Support
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.
Interests
Interests are the style or type of work we prefer to do. All interest areas are shown below.
-
Creative
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
-
Practical
Practical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.
-
Helping
Working with people. Helping or providing service to others.
-
Enterprising
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
-
Analytical
Ideas and thinking. Searching for facts and figuring out problems in your head.
-
Administrative
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.

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, 27-2031.00 - Dancers.
All Actors, Dancers and Other Entertainers
-
$1,366 Weekly Pay
-
Strong Future Growth
Dancers and Choreographers
-
1,000 workers Employment Size
-
Very high skill Skill level rating
-
42% Full-Time Full-Time Share
-
46 hours Average full-time
-
27 years Average age
-
69% female Gender Share
Dancers or Choreographers entertain by performing dances, or creating dance compositions.
Specialisations: Ballet Dancer, Contemporary or Modern Dancer, Exotic Dancer.
You need a high level of dancing skill to work as a Dancer or Choreographer. While formal qualifications aren't essential, undertaking a course in your dance specialisation may be useful. Vocational Education and Training (VET) and university are both common study pathways.
Tasks
- Practises dance routines and interprets the choreographic content of the production.
- Performs dances for audience entertainment, co-ordinates body movements and facial expression, usually with musical accompaniment.
- Composes and notates ballet compositions and other dance routines.
- Creates and performs individual performance routines.
- Rehearses, auditions and travels between entertainment venues.
The number of people working as Dancers and Choreographers (in their main job) stayed about the same over 5 years:
from 1,100 in 2011 to 1,000 in 2016.
Caution: The Australian jobs market is changing in response to the COVID-19 pandemic. These estimates do not take account of the impact of COVID-19. They may not reflect the current jobs market and should be used and interpreted with extreme caution.
- Size: This is a very small occupation.
- Location: Many Dancers and Choreographers work in Victoria.
- Industries: Most work in Arts and Recreation Services; Education and Training; and Accommodation and Food Services.
- Full-time: Less than half work full-time (42%, less than the average of 66%), showing there are many opportunities to work part-time.
- Hours: Full-time workers spend around 46 hours per week at work (compared to the average of 44 hours).
- Age: The average age is 27 years (compared to the average of 40 years). Many workers are under 25 years of age (36%).
- Gender: 69% of workers are female (compared to the average of 48%).
Main Industries
Source: Based on ABS Census 2016, Customised Report. Industries are based on the Australian and New Zealand Standard Industrial Classification (ANZSIC 06).
States and Territories
NSW
VIC
QLD
SA
WA
TAS
NT
ACT
Source: Based on ABS Census 2016, Customised Report. Share of workers across Australian States and Territories, in this job compared to the all jobs average.
Age Profile
Source: Based on ABS Census 2016, Customised Report. Age profile of workers in this job compared to the all jobs average.
Education Level
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.
You need a high level of dancing skill to work as a Dancer or Choreographer. While formal qualifications aren't essential, undertaking a course in your dance specialisation may be useful. Vocational Education and Training (VET) and university are both common study pathways.
Before starting a course, check it will provide you with the skills and qualifications you need. Visit
- Course Seeker to search and compare higher education courses.
- ComparED to compare undergraduate and postgraduate student experiences and outcomes.
- My Skills to compare Vocational Education and Training (VET) courses, providers and student outcomes.
- AAPathways website to explore Creative Arts and Culture VET training pathways.
Employers look for Actors, Dancers and Other Entertainers who have strong people skills, can communicate well with diverse audiences and are reliable.
Filter Skills & Knowledge
Knowledge
These are important topics, subjects or knowledge areas.
-
Fine arts
Compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
-
Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
-
Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
-
Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
-
English language
English language including the meaning and spelling of words, rules of composition, and grammar.
-
Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
-
Psychology
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
-
Medicine and dentistry
Diagnose and treat human injuries, diseases, and deformities, including preventive health-care measures.
-
Mathematics
Arithmetic, algebra, geometry, calculus, or statistics.
-
Therapy and counselling
Diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
-
Foreign language
Foreign (non-English) language including the meaning and spelling of words, rules of composition and grammar, and pronunciation.
-
Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
-
Transportation
Moving people or goods by air, rail, sea, or road.
-
Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
-
Philosophy and theology
Philosophical systems and religions, including their basic principles, values, ethics, ways of thinking, customs, practices, and impact on society.
-
Physics
The physical laws of matter, motion and energy, and how they interact through space and time.
-
Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
-
Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
-
History and archeology
Events of the past, their causes, how we learn about them, and how they influence the way we live today.
-
Biology
Plant and animal organisms, their tissues, cells, functions, how they rely on and work with each other and the environment.
Skills
Skills can be improved through training or experience.
-
Coordination with others
Being adaptable and coordinating work with other people.
-
Learning strategies
Figuring out the best way to teach or learn something new.
-
Active listening
Listening to others, not interrupting, and asking good questions.
-
Instructing
Teaching people how to do something.
-
Monitoring
Keeping track of how well work is progressing so you can make changes or improvements.
-
Speaking
Talking to others.
-
Active learning
Being able to use what you have learnt to solve problems now and again in the future.
-
Reading comprehension
Reading work related information.
-
Social perceptiveness
Understanding why people react the way they do.
-
Serving others
Looking for ways to help people.
-
Persuasion
Talking people into changing their minds or their behaviour.
-
Writing
Writing things for co-workers or customers.
-
Critical thinking
Thinking about the pros and cons of different ways to solve a problem.
-
Time management
Managing your own and other peoples' time to get work done.
-
Complex problem solving
Noticing a problem and figuring out the best way to solve it.
-
Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
-
Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
-
Systems analysis
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.
-
Negotiation
Bringing people together and trying to sort out their differences.
-
Systems evaluation
Measuring how well a system is working and how to improve it.
Abilities
Workers use these physical and mental abilities.
-
Whole body coordination
Move your arms, legs, and body together.
-
Extent flexibility
Bend, stretch, twist, or reach with your body, arms, and/or legs.
-
Multilimb coordination
Use your arms and/or legs at the same time while sitting, standing, or lying down.
-
Trunk strength
Use your abdominal and lower back muscles a number of times without 'giving out' or fatiguing.
-
Balance
Keep your balance or stay upright.
-
Stamina
Exercise for a long time without getting winded or out of breath.
-
Dynamic strength
Exercise for a long time without your muscles getting tired.
-
Dynamic flexibility
Bend, stretch, twist, or reach with your body, arms, and/or legs, quickly a number of times.
-
Oral comprehension
Listen to and understand what people say.
-
Speed of limb movement
Quickly move the arms and legs.
-
Oral expression
Communicate by speaking.
-
Originality
Come up with unusual or clever ideas, or creative ways to solve a problem.
-
Speech clarity
Speak clearly so others can understand you.
-
Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
-
Static strength
Lift, push, pull, or carry things.
-
Brainstorming
Come up with a number of ideas about a topic, even if the ideas aren't very good.
-
Speech recognition
Identify and understand the speech of another person.
-
Categorising
Come up with different ways of grouping things.
-
Problem spotting
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
-
Arm-hand steadiness
Keep your hand or arm steady.
Activities
These are kinds of activities workers regularly do in this job.
-
Doing physically active work
Use your arms, legs and whole body, such as climbing, lifting, balancing, walking, stooping, and handling objects.
-
Working with the public
Greeting or serving customers, clients or guests, and public speaking or performing.
-
Building good relationships
Building good working relationships and keeping them over time.
-
Thinking creatively
Using your own ideas for developing, designing, or creating something new.
-
Researching and investigating
Looking for, getting and understanding different kinds of information.
-
Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
-
Coaching and developing others
Working out the needs of others and coaching, mentoring, or helping them to improve.
-
Training and teaching others
Understanding the needs of others, developing training programs, and teaching or instructing.
-
Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
-
Making decisions and solving problems
Using information to work out the best solution and solve problems.
-
Explaining things to people
Helping people to understand and use information.
-
Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
-
Leading and encouraging a team
Encouraging and building trust, respect, and cooperation among team members.
-
Communicating with the public
Giving information to the public, business or government by telephone, in writing, or in person.
-
Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
-
Guiding and directing staff
Guiding and directing staff, including setting and monitoring performance standards.
-
Coming up with systems and processes
Deciding on goals and figuring out what you need to do to achieve them.
-
Coordinating the work of a team
Getting members of a group to work together to finish a task.
-
Assessing and evaluating things
Working out the value, importance, or quality of things, services or people.
-
Making sense of information and ideas
Looking at, working with, and understanding data or information.

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, 27-2031.00 - Dancers.
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.
Filter Work Environment
Demands
The physical and social demands workers face most often are shown below.
-
Indoors, heat controlled
Work indoors with access to heating or cooling.
-
Physically close to people
Work physically close to other people.
-
Making repetitive motions
Spend time making repetitive motions.
-
Walking and running
Spend time walking and running.
-
Contact with people
Have contact with people by telephone, face-to-face, or any other way.
-
Teamwork
Work with people in a group or team.
-
Being exact or accurate
Be very exact or highly accurate.
-
Spend time standing
Spend time standing at work.
-
Keeping or regaining balance
Spend time keeping or regaining your balance.
-
Competition
Compete with others, or be aware of competitive pressures.
-
Bending or twisting your body
Spend time bending or twisting your body.
-
Face-to-face discussions
Talk with people face-to-face.
-
Kneeling, crouching, stooping, or crawling
Spend time kneeling, crouching, stooping or crawling.
-
Lead or coordinate a team
Lead others to do work activities.
-
Frequent decision making
Frequently make decisions that impact other people.
-
Impact of decisions
Make decisions that have a large impact on other people.
-
Repeating same tasks
Repeat the same tasks or activities (e.g., key entry) over and over, without stopping.
-
Time pressure
Work to strict deadlines.
-
Unstructured work
Have freedom to decide on tasks, priorities, and goals.
-
Using your hands to handle, control, or feel
Spend time using your hands to handle, control, or feel objects, tools or controls.
Values
Work values are important to a person’s feeling of satisfaction. All six values are shown below.
-
Achievement
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
-
Relationships
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.
-
Recognition
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.
-
Working conditions
Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
-
Independence
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.
-
Support
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.
Interests
Interests are the style or type of work we prefer to do. All interest areas are shown below.
-
Creative
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
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Practical
Practical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.
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Helping
Working with people. Helping or providing service to others.
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Enterprising
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
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Analytical
Ideas and thinking. Searching for facts and figuring out problems in your head.
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Administrative
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.

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, 27-2031.00 - Dancers.