Overview
All Actors, Dancers and Other Entertainers
-
$1,366 Weekly Pay
-
Moderate Future Growth
-
5,400 workers Employment Size
-
Very high skill Skill level rating
-
32% Full-Time Full-Time Share
-
46 hours Average full-time
-
33 years Average age
-
50% female Gender Share
Actors, Dancers and Other Entertainers entertain by portraying roles in productions, performing and composing dances, and performing a variety of other acts.
You need a high level of performance skill in your speciality area to work as an Actor, Dancer or Entertainer. Formal qualifications might be useful but aren't essential. University and Vocational Education and Training (VET) are both common study pathways.
Tasks
- reading scripts and undertaking research to gain understanding of parts, themes and characterisations
- learning lines and cues, rehearsing parts, and applying vocal and movement skills to the development of characterisation
- preparing for performances through rehearsals under the instruction and guidance of production directors
- acting parts and portraying roles as developed in rehearsals in film, television, radio and stage productions
- practising dance routines and interpreting the choreographic content of the production
- performing dances for audience entertainment, coordinating body movements and facial expression, usually with musical accompaniment
- composing and notating ballet compositions and other dance routines
- creating and performing individual performance routines
- rehearsing, auditioning and travelling between entertainment venues
Prospects
There were 5,400 Actors, Dancers and Other Entertainers in 2020. The number of workers:
- fell over the past 5 years
- is expected to grow over the next five years
- is likely to reach 5,600 by 2025.
Source: ABS Labour Force Survey, seasonally adjusted data to November 2020 and National Skills Commission Employment Projections to 2025. The number employed includes people who work in this occupation as their main job. People who work in more than one job are counted against the occupation they work the most hours in.
Employment Snapshot
- Size: This is a small occupation.
- Location: Actors, Dancers and Other Entertainers work in many regions of Australia.
- Industries: Most work in Arts and Recreation Services; Education and Training; and Information Media and Telecommunications.
- Earnings: Full-time workers on an adult wage earn around $1,366 per week (similar to the average of $1,460). Earnings tend to be lower when starting out and higher as experience grows.
- Full-time: Less than half work full-time (32%, 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 33 years (compared to the average of 40 years). Many workers are under 25 years of age (25%).
- Gender: 50% of workers are female (compared to the average of 48%).
Employment Outlook
Source: ABS Labour Force Survey, ABS seasonally adjusted data to November 2020 and National Skills Commission Employment Projections to 2025.
Weekly Earnings
Source: Based on ABS Survey of Employee Earnings and Hours (cat. no. 6306.0), May 2018, Customised Report. Median weekly total cash earnings for full-time non-managerial employees paid at the adult rate. Earnings are before tax and include amounts salary sacrificed. Earnings can vary greatly depending on the skills and experience of the worker and the demands of the role. These figures should be used as a guide only, not to determine a wage rate.
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 performance skill in your speciality area to work as an Actor, Dancer or Entertainer. Formal qualifications might be useful but aren't essential. University and Vocational Education and Training (VET) 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.
-
English language
English language including the meaning and spelling of words, rules of composition, and grammar.
-
Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
-
Psychology
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
-
Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
-
Philosophy and theology
Philosophical systems and religions, including their basic principles, values, ethics, ways of thinking, customs, practices, and impact on society.
-
History and archeology
Events of the past, their causes, how we learn about them, and how they influence the way we live today.
-
Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
-
Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
-
Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
-
Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
-
Geography
Describing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
-
Technical design
Design techniques, tools, and principles used to make detailed technical plans, blueprints, drawings, and models.
-
Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
-
Therapy and counselling
Diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
-
Telecommunications
Transmission, broadcasting, switching, control, and operation of telecommunications systems.
-
Production and processing
Raw materials, production processes, quality control, costs, and ways of making and distributing goods.
-
Mechanical
Machines and tools, including their designs, uses, repair, and maintenance.
-
Clerical
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
-
Law and government
How our laws and courts work. Government rules and regulations, and the political system.
Skills
Skills can be improved through training or experience.
-
Reading comprehension
Reading work related information.
-
Active listening
Listening to others, not interrupting, and asking good questions.
-
Social perceptiveness
Understanding why people react the way they do.
-
Speaking
Talking to others.
-
Writing
Writing things for co-workers or customers.
-
Coordination with others
Being adaptable and coordinating work with other people.
-
Critical thinking
Thinking about the pros and cons of different ways to solve a problem.
-
Monitoring
Keeping track of how well work is progressing so you can make changes or improvements.
-
Active learning
Being able to use what you have learnt to solve problems now and again in the future.
-
Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
-
Persuasion
Talking people into changing their minds or their behaviour.
-
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.
-
Learning strategies
Figuring out the best way to teach or learn something new.
-
Instructing
Teaching people how to do something.
-
Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
-
Negotiation
Bringing people together and trying to sort out their differences.
-
Serving others
Looking for ways to help people.
-
Operations analysis
Understanding needs and product requirements to create a design.
-
Systems analysis
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.
Abilities
Workers use these physical and mental abilities.
-
Speech clarity
Speak clearly so others can understand you.
-
Memorization
Remember things like words, numbers, pictures, and procedures.
-
Oral expression
Communicate by speaking.
-
Oral comprehension
Listen to and understand what people say.
-
Near vision
See details that are up-close (within a few feet).
-
Written comprehension
Read and understand written information.
-
Written expression
Write in a way that people can understand.
-
Brainstorming
Come up with a number of ideas about a topic, even if the ideas aren't very good.
-
Originality
Come up with unusual or clever ideas, or creative ways to solve a problem.
-
Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
-
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.
-
Deductive reasoning
Use general rules to find answers or solve problems logically.
-
Speech recognition
Identify and understand the speech of another person.
-
Inductive reasoning
Use lots of detailed information to come up with answers or make general rules.
-
Selective attention
Pay attention to something without being distracted.
-
Visualization
Imagine how something will look after it is moved around or changed.
-
Whole body coordination
Move your arms, legs, and body together.
-
Far vision
See details that are far away.
-
Multitasking
Do two or more things at the same time.
Activities
These are kinds of activities workers regularly do in this job.
-
Thinking creatively
Using your own ideas for developing, designing, or creating something new.
-
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.
-
Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
-
Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
-
Explaining things to people
Helping people to understand and use information.
-
Assessing and evaluating things
Working out the value, importance, or quality of things, services or people.
-
Communicating with the public
Giving information to the public, business or government by telephone, in writing, or in person.
-
Making decisions and solving problems
Using information to work out the best solution and solve problems.
-
Doing physically active work
Use your arms, legs and whole body, such as climbing, lifting, balancing, walking, stooping, and handling objects.
-
Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
-
Coming up with systems and processes
Deciding on goals and figuring out what you need to do to achieve them.
-
Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
-
Leading and encouraging a team
Encouraging and building trust, respect, and cooperation among team members.
-
Negotiating and resolving conflicts
Handling complaints and disagreements, and negotiating with people.
-
Coaching and developing others
Working out the needs of others and coaching, mentoring, or helping them to improve.
-
Coordinating the work of a team
Getting members of a group to work together to finish a task.
-
Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
-
Researching and investigating
Looking for, getting and understanding different kinds of information.
-
Documenting or recording information
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.

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, 27-2011.00 - Actors.
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.
-
Teamwork
Work with people in a group or team.
-
Contact with people
Have contact with people by telephone, face-to-face, or any other way.
-
Physically close to people
Work physically close to other people.
-
Face-to-face discussions
Talk with people face-to-face.
-
Public speaking
Talk to a group of people.
-
Indoors, heat controlled
Work indoors with access to heating or cooling.
-
Competition
Compete with others, or be aware of competitive pressures.
-
Time pressure
Work to strict deadlines.
-
Contact with the public
Work with customers or the public.
-
Being exact or accurate
Be very exact or highly accurate.
-
Freedom to make decisions
Have freedom to make decision on your own.
-
Impact of decisions
Make decisions that have a large impact on other people.
-
Frequent decision making
Frequently make decisions that impact other people.
-
Unstructured work
Have freedom to decide on tasks, priorities, and goals.
-
Telephone
Talk on the telephone.
-
Spend time standing
Spend time standing at work.
-
Electronic mail
Use electronic mail.
-
Lead or coordinate a team
Lead others to do work activities.
-
Bright or inadequate lighting
Work in extremely bright or dark lighting conditions.
-
Letters and memos
Write letters and memos.
Values
Work values are important to a person’s feeling of satisfaction. All six values are shown below.
-
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.
-
Achievement
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
-
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.
-
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.
-
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.
-
Enterprising
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
-
Helping
Working with people. Helping or providing service to others.
-
Practical
Practical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.
-
Administrative
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
-
Analytical
Ideas and thinking. Searching for facts and figuring out problems in your head.

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, 27-2011.00 - Actors.
All Actors, Dancers and Other Entertainers
-
$1,366 Weekly Pay
-
Moderate Future Growth
-
5,400 workers Employment Size
-
Very high skill Skill level rating
-
32% Full-Time Full-Time Share
-
46 hours Average full-time
-
33 years Average age
-
50% female Gender Share
Actors, Dancers and Other Entertainers entertain by portraying roles in productions, performing and composing dances, and performing a variety of other acts.
You need a high level of performance skill in your speciality area to work as an Actor, Dancer or Entertainer. Formal qualifications might be useful but aren't essential. University and Vocational Education and Training (VET) are both common study pathways.
Tasks
- reading scripts and undertaking research to gain understanding of parts, themes and characterisations
- learning lines and cues, rehearsing parts, and applying vocal and movement skills to the development of characterisation
- preparing for performances through rehearsals under the instruction and guidance of production directors
- acting parts and portraying roles as developed in rehearsals in film, television, radio and stage productions
- practising dance routines and interpreting the choreographic content of the production
- performing dances for audience entertainment, coordinating body movements and facial expression, usually with musical accompaniment
- composing and notating ballet compositions and other dance routines
- creating and performing individual performance routines
- rehearsing, auditioning and travelling between entertainment venues
There were 5,400 Actors, Dancers and Other Entertainers in 2020. The number of workers:
- fell over the past 5 years
- is expected to grow over the next five years
- is likely to reach 5,600 by 2025.
Source: ABS Labour Force Survey, seasonally adjusted data to November 2020 and National Skills Commission Employment Projections to 2025. The number employed includes people who work in this occupation as their main job. People who work in more than one job are counted against the occupation they work the most hours in.
Employment Snapshot
- Size: This is a small occupation.
- Location: Actors, Dancers and Other Entertainers work in many regions of Australia.
- Industries: Most work in Arts and Recreation Services; Education and Training; and Information Media and Telecommunications.
- Earnings: Full-time workers on an adult wage earn around $1,366 per week (similar to the average of $1,460). Earnings tend to be lower when starting out and higher as experience grows.
- Full-time: Less than half work full-time (32%, 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 33 years (compared to the average of 40 years). Many workers are under 25 years of age (25%).
- Gender: 50% of workers are female (compared to the average of 48%).
Employment Outlook
Source: ABS Labour Force Survey, ABS seasonally adjusted data to November 2020 and National Skills Commission Employment Projections to 2025.
Weekly Earnings
Source: Based on ABS Survey of Employee Earnings and Hours (cat. no. 6306.0), May 2018, Customised Report. Median weekly total cash earnings for full-time non-managerial employees paid at the adult rate. Earnings are before tax and include amounts salary sacrificed. Earnings can vary greatly depending on the skills and experience of the worker and the demands of the role. These figures should be used as a guide only, not to determine a wage rate.
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 performance skill in your speciality area to work as an Actor, Dancer or Entertainer. Formal qualifications might be useful but aren't essential. University and Vocational Education and Training (VET) 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.
-
English language
English language including the meaning and spelling of words, rules of composition, and grammar.
-
Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
-
Psychology
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
-
Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
-
Philosophy and theology
Philosophical systems and religions, including their basic principles, values, ethics, ways of thinking, customs, practices, and impact on society.
-
History and archeology
Events of the past, their causes, how we learn about them, and how they influence the way we live today.
-
Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
-
Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
-
Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
-
Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
-
Geography
Describing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
-
Technical design
Design techniques, tools, and principles used to make detailed technical plans, blueprints, drawings, and models.
-
Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
-
Therapy and counselling
Diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
-
Telecommunications
Transmission, broadcasting, switching, control, and operation of telecommunications systems.
-
Production and processing
Raw materials, production processes, quality control, costs, and ways of making and distributing goods.
-
Mechanical
Machines and tools, including their designs, uses, repair, and maintenance.
-
Clerical
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
-
Law and government
How our laws and courts work. Government rules and regulations, and the political system.
Skills
Skills can be improved through training or experience.
-
Reading comprehension
Reading work related information.
-
Active listening
Listening to others, not interrupting, and asking good questions.
-
Social perceptiveness
Understanding why people react the way they do.
-
Speaking
Talking to others.
-
Writing
Writing things for co-workers or customers.
-
Coordination with others
Being adaptable and coordinating work with other people.
-
Critical thinking
Thinking about the pros and cons of different ways to solve a problem.
-
Monitoring
Keeping track of how well work is progressing so you can make changes or improvements.
-
Active learning
Being able to use what you have learnt to solve problems now and again in the future.
-
Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
-
Persuasion
Talking people into changing their minds or their behaviour.
-
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.
-
Learning strategies
Figuring out the best way to teach or learn something new.
-
Instructing
Teaching people how to do something.
-
Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
-
Negotiation
Bringing people together and trying to sort out their differences.
-
Serving others
Looking for ways to help people.
-
Operations analysis
Understanding needs and product requirements to create a design.
-
Systems analysis
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.
Abilities
Workers use these physical and mental abilities.
-
Speech clarity
Speak clearly so others can understand you.
-
Memorization
Remember things like words, numbers, pictures, and procedures.
-
Oral expression
Communicate by speaking.
-
Oral comprehension
Listen to and understand what people say.
-
Near vision
See details that are up-close (within a few feet).
-
Written comprehension
Read and understand written information.
-
Written expression
Write in a way that people can understand.
-
Brainstorming
Come up with a number of ideas about a topic, even if the ideas aren't very good.
-
Originality
Come up with unusual or clever ideas, or creative ways to solve a problem.
-
Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
-
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.
-
Deductive reasoning
Use general rules to find answers or solve problems logically.
-
Speech recognition
Identify and understand the speech of another person.
-
Inductive reasoning
Use lots of detailed information to come up with answers or make general rules.
-
Selective attention
Pay attention to something without being distracted.
-
Visualization
Imagine how something will look after it is moved around or changed.
-
Whole body coordination
Move your arms, legs, and body together.
-
Far vision
See details that are far away.
-
Multitasking
Do two or more things at the same time.
Activities
These are kinds of activities workers regularly do in this job.
-
Thinking creatively
Using your own ideas for developing, designing, or creating something new.
-
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.
-
Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
-
Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
-
Explaining things to people
Helping people to understand and use information.
-
Assessing and evaluating things
Working out the value, importance, or quality of things, services or people.
-
Communicating with the public
Giving information to the public, business or government by telephone, in writing, or in person.
-
Making decisions and solving problems
Using information to work out the best solution and solve problems.
-
Doing physically active work
Use your arms, legs and whole body, such as climbing, lifting, balancing, walking, stooping, and handling objects.
-
Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
-
Coming up with systems and processes
Deciding on goals and figuring out what you need to do to achieve them.
-
Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
-
Leading and encouraging a team
Encouraging and building trust, respect, and cooperation among team members.
-
Negotiating and resolving conflicts
Handling complaints and disagreements, and negotiating with people.
-
Coaching and developing others
Working out the needs of others and coaching, mentoring, or helping them to improve.
-
Coordinating the work of a team
Getting members of a group to work together to finish a task.
-
Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
-
Researching and investigating
Looking for, getting and understanding different kinds of information.
-
Documenting or recording information
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.

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, 27-2011.00 - Actors.
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.
-
Teamwork
Work with people in a group or team.
-
Contact with people
Have contact with people by telephone, face-to-face, or any other way.
-
Physically close to people
Work physically close to other people.
-
Face-to-face discussions
Talk with people face-to-face.
-
Public speaking
Talk to a group of people.
-
Indoors, heat controlled
Work indoors with access to heating or cooling.
-
Competition
Compete with others, or be aware of competitive pressures.
-
Time pressure
Work to strict deadlines.
-
Contact with the public
Work with customers or the public.
-
Being exact or accurate
Be very exact or highly accurate.
-
Freedom to make decisions
Have freedom to make decision on your own.
-
Impact of decisions
Make decisions that have a large impact on other people.
-
Frequent decision making
Frequently make decisions that impact other people.
-
Unstructured work
Have freedom to decide on tasks, priorities, and goals.
-
Telephone
Talk on the telephone.
-
Spend time standing
Spend time standing at work.
-
Electronic mail
Use electronic mail.
-
Lead or coordinate a team
Lead others to do work activities.
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Bright or inadequate lighting
Work in extremely bright or dark lighting conditions.
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Letters and memos
Write letters and memos.
Values
Work values are important to a person’s feeling of satisfaction. All six values are shown below.
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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.
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Achievement
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
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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.
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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.
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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.
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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.
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Creative
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
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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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Helping
Working with people. Helping or providing service to others.
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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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Administrative
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
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Analytical
Ideas and thinking. Searching for facts and figuring out problems in your head.

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, 27-2011.00 - Actors.