Overview
All Film, Television, Radio and Stage Directors
-
$1,539 Weekly Pay
-
Strong Future Growth
Film and Video Editors
-
2,500 workers Employment Size
-
Very high skill Skill level rating
-
75% Full-Time Full-Time Share
-
45 hours Average full-time
-
34 years Average age
-
26% female Gender Share
Film and Video Editors make and implement editorial decisions regarding mood, pace and climax of films, television programs, video productions or commercials.
You can work as a Film and Video Editor without formal qualifications, however, a university or Vocational Education and Training (VET) course in film and video editing may be useful.
Tasks
- Views film and video tape to evaluate and select scenes and determine which scenes need to be re-shot.
- Plans and organises the preparation and presentation of programmes.
Prospects
The number of Film and Video Editors grew strongly over 5 years:
from 2,200 in 2011 to 2,500 in 2016.
Caution: 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 caution.
- Size: This is a very small occupation.
- Location: Film and Video Editors work in many parts of Australia. New South Wales has a large share of workers.
- Industries: Most work in Information Media and Telecommunications; Professional, Scientific and Technical Services; and Education and Training.
- Full-time: Many work full-time (75%, higher than the average of 66%).
- Hours: Full-time workers spend around 45 hours per week at work (compared to the average of 44 hours).
- Age: The average age is 34 years (compared to the average of 40 years).
- Gender: 26% 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 can work as a Film and Video Editor without formal qualifications, however, a university or Vocational Education and Training (VET) course in film and video editing may be useful.
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 Film, Television, Radio and Stage Directors who have strong interpersonal skills, can communicate well with diverse audiences and who are organised and efficient.
Filter Skills & Knowledge
Knowledge
These are important topics, subjects or knowledge areas.
-
Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
-
Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
-
English language
English language including the meaning and spelling of words, rules of composition, and grammar.
-
Production and processing
Raw materials, production processes, quality control, costs, and ways of making and distributing goods.
-
Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
-
Fine arts
Compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
-
Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
-
Clerical
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
-
Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
-
Telecommunications
Transmission, broadcasting, switching, control, and operation of telecommunications systems.
-
Engineering and technology
Use engineering, science and technology to design and produce goods and services.
-
Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
-
Technical design
Design techniques, tools, and principles used to make detailed technical plans, blueprints, drawings, and models.
-
Mathematics
Arithmetic, algebra, geometry, calculus, or statistics.
-
Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
-
Mechanical
Machines and tools, including their designs, uses, repair, and maintenance.
-
Geography
Describing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
-
History and archeology
Events of the past, their causes, how we learn about them, and how they influence the way we live today.
-
Psychology
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
-
Foreign language
Foreign (non-English) language including the meaning and spelling of words, rules of composition and grammar, and pronunciation.
Skills
Skills can be improved through training or experience.
-
Active listening
Listening to others, not interrupting, and asking good questions.
-
Reading comprehension
Reading work related information.
-
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.
-
Coordination with others
Being adaptable and coordinating work with other people.
-
Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
-
Speaking
Talking to others.
-
Active learning
Being able to use what you have learnt to solve problems now and again in the future.
-
Complex problem solving
Noticing a problem and figuring out the best way to solve it.
-
Monitoring
Keeping track of how well work is progressing so you can make changes or improvements.
-
Writing
Writing things for co-workers or customers.
-
Persuasion
Talking people into changing their minds or their behaviour.
-
Instructing
Teaching people how to do something.
-
Learning strategies
Figuring out the best way to teach or learn something new.
-
Serving others
Looking for ways to help people.
-
Social perceptiveness
Understanding why people react the way they do.
-
Negotiation
Bringing people together and trying to sort out their differences.
-
Systems analysis
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.
-
Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
-
Quality control analysis
Doing tests and checking products, services, or processes to make sure they are working properly.
Abilities
Workers use these physical and mental abilities.
-
Near vision
See details that are up-close (within a few feet).
-
Oral comprehension
Listen to and understand what people say.
-
Oral expression
Communicate by speaking.
-
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.
-
Written comprehension
Read and understand written information.
-
Inductive reasoning
Use lots of detailed information to come up with answers or make general rules.
-
Originality
Come up with unusual or clever ideas, or creative ways to solve a problem.
-
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.
-
Deductive reasoning
Use general rules to find answers or solve problems logically.
-
Visualization
Imagine how something will look after it is moved around or changed.
-
Problem spotting
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
-
Colour discrimination
Notice differences between colours, including shades of colour and brightness.
-
Selective attention
Pay attention to something without being distracted.
-
Finger dexterity
Put together small parts with your fingers.
-
Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
-
Speech clarity
Speak clearly so others can understand you.
-
Speech recognition
Identify and understand the speech of another person.
-
Perceptual speed
Use your eyes to quickly compare groups of letters, numbers, pictures, or other things.
Activities
These are kinds of activities workers regularly do in this job.
-
Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
-
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.
-
Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
-
Working with computers
Using computers to program, write software, set up functions, enter data, or process information.
-
Communicating with the public
Giving information to the public, business or government by telephone, in writing, or in person.
-
Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
-
Researching and investigating
Looking for, getting and understanding different kinds of information.
-
Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
-
Monitoring people, processes and things
Checking objects, actions, or events, and keeping an eye out for problems.
-
Making decisions and solving problems
Using information to work out the best solution and solve problems.
-
Collecting and organising information
Compiling, coding, categorizing, calculating, tabulating, auditing, or checking information or data.
-
Assessing and evaluating things
Working out the value, importance, or quality of things, services or people.
-
Coordinating the work of a team
Getting members of a group to work together to finish a task.
-
Making sense of information and ideas
Looking at, working with, and understanding data or information.
-
Training and teaching others
Understanding the needs of others, developing training programs, and teaching or instructing.
-
Checking compliance with standards
Deciding whether events or processes comply with laws, regulations, or standards.
-
Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
-
Explaining things to people
Helping people to understand and use 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, 27-4032.00 - Film and Video Editors.
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.
-
Spend time sitting
Spend time sitting at work.
-
Face-to-face discussions
Talk with people face-to-face.
-
Telephone
Talk on the telephone.
-
Being exact or accurate
Be very exact or highly accurate.
-
Electronic mail
Use electronic mail.
-
Time pressure
Work to strict deadlines.
-
Using your hands to handle, control, or feel
Spend time using your hands to handle, control, or feel objects, tools or controls.
-
Freedom to make decisions
Have freedom to make decision on your own.
-
Unstructured work
Have freedom to decide on tasks, priorities, and goals.
-
Contact with people
Have contact with people by telephone, face-to-face, or any other way.
-
Frequent decision making
Frequently make decisions that impact other people.
-
Teamwork
Work with people in a group or team.
-
Impact of decisions
Make decisions that have a large impact on other people.
-
Making repetitive motions
Spend time making repetitive motions.
-
Repeating same tasks
Repeat the same tasks or activities (e.g., key entry) over and over, without stopping.
-
Lead or coordinate a team
Lead others to do work activities.
-
Competition
Compete with others, or be aware of competitive pressures.
-
Physically close to people
Work physically close to other people.
-
Contact with the public
Work with customers or the public.
Values
Work values are important to a person’s feeling of satisfaction. All six values are shown below.
-
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.
-
Achievement
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
-
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.
-
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.
-
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.
-
Analytical
Ideas and thinking. Searching for facts and figuring out problems in your head.
-
Enterprising
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
-
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.
-
Helping
Working with people. Helping or providing service to others.

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, 27-4032.00 - Film and Video Editors.
All Film, Television, Radio and Stage Directors
-
$1,539 Weekly Pay
-
Strong Future Growth
Film and Video Editors
-
2,500 workers Employment Size
-
Very high skill Skill level rating
-
75% Full-Time Full-Time Share
-
45 hours Average full-time
-
34 years Average age
-
26% female Gender Share
Film and Video Editors make and implement editorial decisions regarding mood, pace and climax of films, television programs, video productions or commercials.
You can work as a Film and Video Editor without formal qualifications, however, a university or Vocational Education and Training (VET) course in film and video editing may be useful.
Tasks
- Views film and video tape to evaluate and select scenes and determine which scenes need to be re-shot.
- Plans and organises the preparation and presentation of programmes.
The number of Film and Video Editors grew strongly over 5 years:
from 2,200 in 2011 to 2,500 in 2016.
Caution: 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 caution.
- Size: This is a very small occupation.
- Location: Film and Video Editors work in many parts of Australia. New South Wales has a large share of workers.
- Industries: Most work in Information Media and Telecommunications; Professional, Scientific and Technical Services; and Education and Training.
- Full-time: Many work full-time (75%, higher than the average of 66%).
- Hours: Full-time workers spend around 45 hours per week at work (compared to the average of 44 hours).
- Age: The average age is 34 years (compared to the average of 40 years).
- Gender: 26% 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 can work as a Film and Video Editor without formal qualifications, however, a university or Vocational Education and Training (VET) course in film and video editing may be useful.
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 Film, Television, Radio and Stage Directors who have strong interpersonal skills, can communicate well with diverse audiences and who are organised and efficient.
Filter Skills & Knowledge
Knowledge
These are important topics, subjects or knowledge areas.
-
Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
-
Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
-
English language
English language including the meaning and spelling of words, rules of composition, and grammar.
-
Production and processing
Raw materials, production processes, quality control, costs, and ways of making and distributing goods.
-
Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
-
Fine arts
Compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
-
Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
-
Clerical
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
-
Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
-
Telecommunications
Transmission, broadcasting, switching, control, and operation of telecommunications systems.
-
Engineering and technology
Use engineering, science and technology to design and produce goods and services.
-
Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
-
Technical design
Design techniques, tools, and principles used to make detailed technical plans, blueprints, drawings, and models.
-
Mathematics
Arithmetic, algebra, geometry, calculus, or statistics.
-
Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
-
Mechanical
Machines and tools, including their designs, uses, repair, and maintenance.
-
Geography
Describing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
-
History and archeology
Events of the past, their causes, how we learn about them, and how they influence the way we live today.
-
Psychology
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
-
Foreign language
Foreign (non-English) language including the meaning and spelling of words, rules of composition and grammar, and pronunciation.
Skills
Skills can be improved through training or experience.
-
Active listening
Listening to others, not interrupting, and asking good questions.
-
Reading comprehension
Reading work related information.
-
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.
-
Coordination with others
Being adaptable and coordinating work with other people.
-
Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
-
Speaking
Talking to others.
-
Active learning
Being able to use what you have learnt to solve problems now and again in the future.
-
Complex problem solving
Noticing a problem and figuring out the best way to solve it.
-
Monitoring
Keeping track of how well work is progressing so you can make changes or improvements.
-
Writing
Writing things for co-workers or customers.
-
Persuasion
Talking people into changing their minds or their behaviour.
-
Instructing
Teaching people how to do something.
-
Learning strategies
Figuring out the best way to teach or learn something new.
-
Serving others
Looking for ways to help people.
-
Social perceptiveness
Understanding why people react the way they do.
-
Negotiation
Bringing people together and trying to sort out their differences.
-
Systems analysis
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.
-
Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
-
Quality control analysis
Doing tests and checking products, services, or processes to make sure they are working properly.
Abilities
Workers use these physical and mental abilities.
-
Near vision
See details that are up-close (within a few feet).
-
Oral comprehension
Listen to and understand what people say.
-
Oral expression
Communicate by speaking.
-
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.
-
Written comprehension
Read and understand written information.
-
Inductive reasoning
Use lots of detailed information to come up with answers or make general rules.
-
Originality
Come up with unusual or clever ideas, or creative ways to solve a problem.
-
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.
-
Deductive reasoning
Use general rules to find answers or solve problems logically.
-
Visualization
Imagine how something will look after it is moved around or changed.
-
Problem spotting
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
-
Colour discrimination
Notice differences between colours, including shades of colour and brightness.
-
Selective attention
Pay attention to something without being distracted.
-
Finger dexterity
Put together small parts with your fingers.
-
Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
-
Speech clarity
Speak clearly so others can understand you.
-
Speech recognition
Identify and understand the speech of another person.
-
Perceptual speed
Use your eyes to quickly compare groups of letters, numbers, pictures, or other things.
Activities
These are kinds of activities workers regularly do in this job.
-
Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
-
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.
-
Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
-
Working with computers
Using computers to program, write software, set up functions, enter data, or process information.
-
Communicating with the public
Giving information to the public, business or government by telephone, in writing, or in person.
-
Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
-
Researching and investigating
Looking for, getting and understanding different kinds of information.
-
Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
-
Monitoring people, processes and things
Checking objects, actions, or events, and keeping an eye out for problems.
-
Making decisions and solving problems
Using information to work out the best solution and solve problems.
-
Collecting and organising information
Compiling, coding, categorizing, calculating, tabulating, auditing, or checking information or data.
-
Assessing and evaluating things
Working out the value, importance, or quality of things, services or people.
-
Coordinating the work of a team
Getting members of a group to work together to finish a task.
-
Making sense of information and ideas
Looking at, working with, and understanding data or information.
-
Training and teaching others
Understanding the needs of others, developing training programs, and teaching or instructing.
-
Checking compliance with standards
Deciding whether events or processes comply with laws, regulations, or standards.
-
Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
-
Explaining things to people
Helping people to understand and use 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, 27-4032.00 - Film and Video Editors.
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.
-
Spend time sitting
Spend time sitting at work.
-
Face-to-face discussions
Talk with people face-to-face.
-
Telephone
Talk on the telephone.
-
Being exact or accurate
Be very exact or highly accurate.
-
Electronic mail
Use electronic mail.
-
Time pressure
Work to strict deadlines.
-
Using your hands to handle, control, or feel
Spend time using your hands to handle, control, or feel objects, tools or controls.
-
Freedom to make decisions
Have freedom to make decision on your own.
-
Unstructured work
Have freedom to decide on tasks, priorities, and goals.
-
Contact with people
Have contact with people by telephone, face-to-face, or any other way.
-
Frequent decision making
Frequently make decisions that impact other people.
-
Teamwork
Work with people in a group or team.
-
Impact of decisions
Make decisions that have a large impact on other people.
-
Making repetitive motions
Spend time making repetitive motions.
-
Repeating same tasks
Repeat the same tasks or activities (e.g., key entry) over and over, without stopping.
-
Lead or coordinate a team
Lead others to do work activities.
-
Competition
Compete with others, or be aware of competitive pressures.
-
Physically close to people
Work physically close to other people.
-
Contact with the public
Work with customers or the public.
Values
Work values are important to a person’s feeling of satisfaction. All six values are shown below.
-
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.
-
Achievement
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
-
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.
-
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.
-
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.
-
Analytical
Ideas and thinking. Searching for facts and figuring out problems in your head.
-
Enterprising
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
-
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.
-
Helping
Working with people. Helping or providing service to others.

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, 27-4032.00 - Film and Video Editors.