Overview
All Textile & Footwear Production Machine Operators
-
Unavailable Weekly Pay
-
Stable Future Growth
Yarn Carding and Spinning Machine Operators
-
230 workers Employment Size
-
Lower skill Skill level rating
-
93% Full-Time Full-Time Share
-
50 hours Average full-time
-
43 years Average age
-
13% female Gender Share
Yarn Carding and Spinning Machine Operators operate machines to convert raw textile fibres into continuous untwisted and twisted strands of yarn, for use in clothing, carpets, curtains and other fabrics.
Specialisations: Cotton Ginner, Gill Box Operator, Yarn Comber, Yarn Texture Machine Operator.
You can work as a Yarn Carding and Spinning Machine Operator without formal qualifications. Some on the job training may be provided. A certificate II or III in cotton ginning might be helpful.
Tasks
- Prepares machines for operation by selecting and installing attachments and components for specialised functions.
- Sets and operates controls used to regulate processing operations.
- Starts machines and monitors operation to detect faults and ensure effectiveness of operation.
- Threads loom shuttles with cross-yarn arms.
- Positions and feeds machines with fibre packages.
- Repairs broken yarns by tying and splicing ends.
- Examines finished products for defects and variations, reports faults in machines, and carries out quality control procedures.
Prospects
The number of people working as Yarn Carding and Spinning Machine Operators (in their main job) fell over 5 years:
from 460 in 2011 to 230 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 Yarn Carding and Spinning Machine Operators work in New South Wales.
- Industries: Most work in Agriculture, Forestry and Fishing; Manufacturing; and Wholesale Trade.
- Full-time: Most work full-time (93%, much higher than the average of 66%).
- Hours: Full-time workers spend around 50 hours per week at work (compared to the average of 44 hours).
- Age: The average age is 43 years (compared to the average of 40 years).
- Gender: 13% 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 Yarn Carding and Spinning Machine Operator without formal qualifications. Some on the job training may be provided. A certificate II or III in cotton ginning might be helpful.
Before starting a course, check it will provide you with the skills and qualifications you need. Visit
- My Skills to compare Vocational Education and Training (VET) courses, providers and student outcomes.
- AAPathways website to explore Textiles, Clothing & Footwear VET training pathways.
Skills & Knowledge
Employers look for Textile & Footwear Production Machine Operators who are hardworking, can work well with others and are reliable.
Filter Skills & Knowledge
Knowledge
These are important topics, subjects or knowledge areas.
-
Production and processing
Raw materials, production processes, quality control, costs, and ways of making and distributing goods.
-
English language
English language including the meaning and spelling of words, rules of composition, and grammar.
-
Mechanical
Machines and tools, including their designs, uses, repair, and maintenance.
-
Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
-
Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
-
Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
-
Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
-
Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
-
Medicine and dentistry
Diagnose and treat human injuries, diseases, and deformities, including preventive health-care measures.
-
Mathematics
Arithmetic, algebra, geometry, calculus, or statistics.
-
Engineering and technology
Use engineering, science and technology to design and produce goods and services.
-
Psychology
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
-
Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
-
Economics and accounting
Economics and accounting, the financial markets, banking and checking and reporting of financial data.
-
Clerical
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
-
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.
-
Chemistry
Chemical composition, structure, and properties. How chemicals are made, used, mixed, and can change.
-
Transportation
Moving people or goods by air, rail, sea, or road.
-
Building and construction
Materials, and methods used to construct or repair houses, buildings, or other structures like highways and roads.
Skills
Skills can be improved through training or experience.
-
Operation and control
Controlling equipment or systems.
-
Operation monitoring
Watching gauges, dials, or other indicators to make sure a machine is working properly.
-
Monitoring
Keeping track of how well work is progressing so you can make changes or improvements.
-
Quality control analysis
Doing tests and checking products, services, or processes to make sure they are working properly.
-
Critical thinking
Thinking about the pros and cons of different ways to solve a problem.
-
Equipment maintenance
Maintaining equipment and deciding what maintenance will be needed in the future.
-
Instructing
Teaching people how to do something.
-
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.
-
Repairing
Fixing machines or systems.
-
Troubleshooting
Figuring out why a machine or system went wrong and working out what to do about it.
-
Time management
Managing your own and other peoples' time to get work done.
-
Active listening
Listening to others, not interrupting, and asking good questions.
-
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.
-
Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
-
Social perceptiveness
Understanding why people react the way they do.
-
Speaking
Talking to others.
-
Reading comprehension
Reading work related information.
-
Writing
Writing things for co-workers or customers.
Abilities
Workers use these physical and mental abilities.
-
Arm-hand steadiness
Keep your hand or arm steady.
-
Finger dexterity
Put together small parts with your fingers.
-
Reaction time
Quickly move your hand, finger, or foot when a sound, light, picture or something else appears.
-
Colour discrimination
Notice differences between colours, including shades of colour and brightness.
-
Control precision
Quickly change the controls of a machine, car, truck or boat.
-
Near vision
See details that are up-close (within a few feet).
-
Manual dexterity
Quickly move your hand to grasp, manipulate, or assemble objects.
-
Perceptual speed
Use your eyes to quickly compare groups of letters, numbers, pictures, or other things.
-
Problem spotting
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
-
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.
-
Auditory attention
Pay attention to a certain sound when there are other distracting sounds.
-
Far vision
See details that are far away.
-
Hearing sensitivity
Tell the difference between sounds.
-
Visualization
Imagine how something will look after it is moved around or changed.
-
Rate control
Change when and how fast you move based on how something else is moving.
-
Categorising
Come up with different ways of grouping things.
-
Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
-
Static strength
Lift, push, pull, or carry things.
-
Whole body coordination
Move your arms, legs, and body together.
Activities
These are kinds of activities workers regularly do in this job.
-
Handling and moving objects
Using hands and arms in handling, installing, positioning, moving and manipulating objects.
-
Controlling equipment or machines
Operating machines or processes either directly or using controls (not including computers or vehicles).
-
Doing physically active work
Use your arms, legs and whole body, such as climbing, lifting, balancing, walking, stooping, and handling objects.
-
Making decisions and solving problems
Using information to work out the best solution and solve problems.
-
Checking for errors or defects
Inspecting equipment, structures, or materials for errors, problems or defects.
-
Assessing and evaluating things
Working out the value, importance, or quality of things, services or people.
-
Monitoring people, processes and things
Checking objects, actions, or events, and keeping an eye out for problems.
-
Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
-
Documenting or recording information
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
-
Estimating amounts, costs and resources
Working out sizes, distances, amounts, time, costs, resources, or materials needed for a task.
-
Researching and investigating
Looking for, getting and understanding different kinds of information.
-
Building good relationships
Building good working relationships and keeping them over time.
-
Collecting and organising information
Compiling, coding, categorizing, calculating, tabulating, auditing, or checking information or data.
-
Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
-
Guiding and directing staff
Guiding and directing staff, including setting and monitoring performance standards.
-
Making sense of information and ideas
Looking at, working with, and understanding data or information.
-
Checking compliance with standards
Deciding whether events or processes comply with laws, regulations, or standards.
-
Training and teaching others
Understanding the needs of others, developing training programs, and teaching or instructing.
-
Leading and encouraging a team
Encouraging and building trust, respect, and cooperation among team members.
-
Thinking creatively
Using your own ideas for developing, designing, or creating something new.

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, 51-6064.00 - Textile Winding, Twisting, and Drawing Out Machine Setters, Operators, and Tenders.
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.
-
Wear common protective or safety equipment
Wear equipment like safety shoes, glasses, gloves, hard hats or life jackets.
-
Pace of work set by equipment
Pace of work depends on the speed of equipment or machinery.
-
Using your hands to handle, control, or feel
Spend time using your hands to handle, control, or feel objects, tools or controls.
-
Loud or uncomfortable sounds
Be exposed to noises and sounds that are distracting or uncomfortable.
-
Walking and running
Spend time walking and running.
-
Indoors, heat controlled
Work indoors with access to heating or cooling.
-
Making repetitive motions
Spend time making repetitive motions.
-
Spend time standing
Spend time standing at work.
-
Time pressure
Work to strict deadlines.
-
Being exact or accurate
Be very exact or highly accurate.
-
Exposure to contaminants
Be exposed to pollutants, gases, dust or odours.
-
Face-to-face discussions
Talk with people face-to-face.
-
Bending or twisting your body
Spend time bending or twisting your body.
-
Dangerous equipment
Work near dangerous equipment like saws, machinery with open moving parts, or moving traffic.
-
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.
-
Competition
Compete with others, or be aware of competitive pressures.
-
Health and safety of others
Take responsibility for the health and safety of others.
-
Frequent decision making
Frequently make decisions that impact other people.
-
Impact of decisions
Make decisions that have a large impact on other people.
Values
Work values are important to a person’s feeling of satisfaction. All six values are shown below.
-
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.
-
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.
-
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.
-
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.
-
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.
Interests
Interests are the style or type of work we prefer to do. All interest areas are shown below.
-
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.
-
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.
-
Creative
Working with forms, designs and patterns. Often need self-expression and can be done without 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, 51-6064.00 - Textile Winding, Twisting, and Drawing Out Machine Setters, Operators, and Tenders.
All Textile & Footwear Production Machine Operators
-
Unavailable Weekly Pay
-
Stable Future Growth
Yarn Carding and Spinning Machine Operators
-
230 workers Employment Size
-
Lower skill Skill level rating
-
93% Full-Time Full-Time Share
-
50 hours Average full-time
-
43 years Average age
-
13% female Gender Share
Yarn Carding and Spinning Machine Operators operate machines to convert raw textile fibres into continuous untwisted and twisted strands of yarn, for use in clothing, carpets, curtains and other fabrics.
Specialisations: Cotton Ginner, Gill Box Operator, Yarn Comber, Yarn Texture Machine Operator.
You can work as a Yarn Carding and Spinning Machine Operator without formal qualifications. Some on the job training may be provided. A certificate II or III in cotton ginning might be helpful.
Tasks
- Prepares machines for operation by selecting and installing attachments and components for specialised functions.
- Sets and operates controls used to regulate processing operations.
- Starts machines and monitors operation to detect faults and ensure effectiveness of operation.
- Threads loom shuttles with cross-yarn arms.
- Positions and feeds machines with fibre packages.
- Repairs broken yarns by tying and splicing ends.
- Examines finished products for defects and variations, reports faults in machines, and carries out quality control procedures.
The number of people working as Yarn Carding and Spinning Machine Operators (in their main job) fell over 5 years:
from 460 in 2011 to 230 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 Yarn Carding and Spinning Machine Operators work in New South Wales.
- Industries: Most work in Agriculture, Forestry and Fishing; Manufacturing; and Wholesale Trade.
- Full-time: Most work full-time (93%, much higher than the average of 66%).
- Hours: Full-time workers spend around 50 hours per week at work (compared to the average of 44 hours).
- Age: The average age is 43 years (compared to the average of 40 years).
- Gender: 13% 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 Yarn Carding and Spinning Machine Operator without formal qualifications. Some on the job training may be provided. A certificate II or III in cotton ginning might be helpful.
Before starting a course, check it will provide you with the skills and qualifications you need. Visit
- My Skills to compare Vocational Education and Training (VET) courses, providers and student outcomes.
- AAPathways website to explore Textiles, Clothing & Footwear VET training pathways.
Employers look for Textile & Footwear Production Machine Operators who are hardworking, can work well with others and are reliable.
Filter Skills & Knowledge
Knowledge
These are important topics, subjects or knowledge areas.
-
Production and processing
Raw materials, production processes, quality control, costs, and ways of making and distributing goods.
-
English language
English language including the meaning and spelling of words, rules of composition, and grammar.
-
Mechanical
Machines and tools, including their designs, uses, repair, and maintenance.
-
Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
-
Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
-
Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
-
Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
-
Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
-
Medicine and dentistry
Diagnose and treat human injuries, diseases, and deformities, including preventive health-care measures.
-
Mathematics
Arithmetic, algebra, geometry, calculus, or statistics.
-
Engineering and technology
Use engineering, science and technology to design and produce goods and services.
-
Psychology
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
-
Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
-
Economics and accounting
Economics and accounting, the financial markets, banking and checking and reporting of financial data.
-
Clerical
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
-
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.
-
Chemistry
Chemical composition, structure, and properties. How chemicals are made, used, mixed, and can change.
-
Transportation
Moving people or goods by air, rail, sea, or road.
-
Building and construction
Materials, and methods used to construct or repair houses, buildings, or other structures like highways and roads.
Skills
Skills can be improved through training or experience.
-
Operation and control
Controlling equipment or systems.
-
Operation monitoring
Watching gauges, dials, or other indicators to make sure a machine is working properly.
-
Monitoring
Keeping track of how well work is progressing so you can make changes or improvements.
-
Quality control analysis
Doing tests and checking products, services, or processes to make sure they are working properly.
-
Critical thinking
Thinking about the pros and cons of different ways to solve a problem.
-
Equipment maintenance
Maintaining equipment and deciding what maintenance will be needed in the future.
-
Instructing
Teaching people how to do something.
-
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.
-
Repairing
Fixing machines or systems.
-
Troubleshooting
Figuring out why a machine or system went wrong and working out what to do about it.
-
Time management
Managing your own and other peoples' time to get work done.
-
Active listening
Listening to others, not interrupting, and asking good questions.
-
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.
-
Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
-
Social perceptiveness
Understanding why people react the way they do.
-
Speaking
Talking to others.
-
Reading comprehension
Reading work related information.
-
Writing
Writing things for co-workers or customers.
Abilities
Workers use these physical and mental abilities.
-
Arm-hand steadiness
Keep your hand or arm steady.
-
Finger dexterity
Put together small parts with your fingers.
-
Reaction time
Quickly move your hand, finger, or foot when a sound, light, picture or something else appears.
-
Colour discrimination
Notice differences between colours, including shades of colour and brightness.
-
Control precision
Quickly change the controls of a machine, car, truck or boat.
-
Near vision
See details that are up-close (within a few feet).
-
Manual dexterity
Quickly move your hand to grasp, manipulate, or assemble objects.
-
Perceptual speed
Use your eyes to quickly compare groups of letters, numbers, pictures, or other things.
-
Problem spotting
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
-
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.
-
Auditory attention
Pay attention to a certain sound when there are other distracting sounds.
-
Far vision
See details that are far away.
-
Hearing sensitivity
Tell the difference between sounds.
-
Visualization
Imagine how something will look after it is moved around or changed.
-
Rate control
Change when and how fast you move based on how something else is moving.
-
Categorising
Come up with different ways of grouping things.
-
Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
-
Static strength
Lift, push, pull, or carry things.
-
Whole body coordination
Move your arms, legs, and body together.
Activities
These are kinds of activities workers regularly do in this job.
-
Handling and moving objects
Using hands and arms in handling, installing, positioning, moving and manipulating objects.
-
Controlling equipment or machines
Operating machines or processes either directly or using controls (not including computers or vehicles).
-
Doing physically active work
Use your arms, legs and whole body, such as climbing, lifting, balancing, walking, stooping, and handling objects.
-
Making decisions and solving problems
Using information to work out the best solution and solve problems.
-
Checking for errors or defects
Inspecting equipment, structures, or materials for errors, problems or defects.
-
Assessing and evaluating things
Working out the value, importance, or quality of things, services or people.
-
Monitoring people, processes and things
Checking objects, actions, or events, and keeping an eye out for problems.
-
Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
-
Documenting or recording information
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
-
Estimating amounts, costs and resources
Working out sizes, distances, amounts, time, costs, resources, or materials needed for a task.
-
Researching and investigating
Looking for, getting and understanding different kinds of information.
-
Building good relationships
Building good working relationships and keeping them over time.
-
Collecting and organising information
Compiling, coding, categorizing, calculating, tabulating, auditing, or checking information or data.
-
Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
-
Guiding and directing staff
Guiding and directing staff, including setting and monitoring performance standards.
-
Making sense of information and ideas
Looking at, working with, and understanding data or information.
-
Checking compliance with standards
Deciding whether events or processes comply with laws, regulations, or standards.
-
Training and teaching others
Understanding the needs of others, developing training programs, and teaching or instructing.
-
Leading and encouraging a team
Encouraging and building trust, respect, and cooperation among team members.
-
Thinking creatively
Using your own ideas for developing, designing, or creating something new.

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, 51-6064.00 - Textile Winding, Twisting, and Drawing Out Machine Setters, Operators, and Tenders.
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.
-
Wear common protective or safety equipment
Wear equipment like safety shoes, glasses, gloves, hard hats or life jackets.
-
Pace of work set by equipment
Pace of work depends on the speed of equipment or machinery.
-
Using your hands to handle, control, or feel
Spend time using your hands to handle, control, or feel objects, tools or controls.
-
Loud or uncomfortable sounds
Be exposed to noises and sounds that are distracting or uncomfortable.
-
Walking and running
Spend time walking and running.
-
Indoors, heat controlled
Work indoors with access to heating or cooling.
-
Making repetitive motions
Spend time making repetitive motions.
-
Spend time standing
Spend time standing at work.
-
Time pressure
Work to strict deadlines.
-
Being exact or accurate
Be very exact or highly accurate.
-
Exposure to contaminants
Be exposed to pollutants, gases, dust or odours.
-
Face-to-face discussions
Talk with people face-to-face.
-
Bending or twisting your body
Spend time bending or twisting your body.
-
Dangerous equipment
Work near dangerous equipment like saws, machinery with open moving parts, or moving traffic.
-
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.
-
Competition
Compete with others, or be aware of competitive pressures.
-
Health and safety of others
Take responsibility for the health and safety of others.
-
Frequent decision making
Frequently make decisions that impact other people.
-
Impact of decisions
Make decisions that have a large impact on other people.
Values
Work values are important to a person’s feeling of satisfaction. All six values are shown below.
-
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.
-
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.
-
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.
-
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.
-
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.
Interests
Interests are the style or type of work we prefer to do. All interest areas are shown below.
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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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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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Creative
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
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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, 51-6064.00 - Textile Winding, Twisting, and Drawing Out Machine Setters, Operators, and Tenders.