Engineers And Other Construction Equipment Operators example essay topic

... stent in training of the worker by the employer, and have moderate career ladders. The Bureau of Labor Statistics has calculated the average age and median years of tenure for persons in specific occupations in the United States. These tenure data are useful for career path planning, understanding turnover, job satisfaction, and stability in the labor market for specific occupations. The average age of workers in this occupation was 45.9 years old in 1998, compared to 38.0 years for all occupations in this country.

Persons employed in this occupation had a median of 4.8 years of continuous employment in the same occupation, compared to 5.4 years nationwide for all occupations. In general, median tenure is higher for occupations which are slow growing or declining. A major exception tends to be occupations which require significant educational requirements. Newer or faster growing occupations tend to have lower average tenure since they are attracting new workers, constantly lowering the rate. Low occupational tenure may also identify jobs with poor pay or working conditions and lower educational requirements.

This occupation also had a median of 4.5 years of continuous employment with the same employer versus 4.7 years for all occupations nationally. Longer employer tenure tends to represent higher levels of worker satisfaction, a stable economy or otherwise stronger relationship between worker and job. According to the 1990 Census, this occupation is typically female-dominated in the United States with 68.3% being female. Also, 18.2% of persons employed in this occupation are non-whites. Knowledge, Skills And Abilities Important Knowledge ARTS & HUMANITIES English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar EDUCATION AND TRAINING Education and Training -- Knowledge of instructional methods and training techniques including curriculum design principles, learning theory, group and individual teaching techniques, design of individual development plans, and test design principles HEALTH SERVICES Medicine and Dentistry -- Knowledge of the information and techniques needed to diagnose and treat injuries, diseases, and deformities. This includes symptoms, treatment alternatives, drug properties and interactions, and preventive health-care measures MATHEMATICS & SCIENCE Biology -- Knowledge of plant and animal living tissue, cells, organisms, and entities, including their functions, inter dependencies, and interactions with each other and the environment Psychology -- Knowledge of human behavior and performance, mental processes, psychological research methods, and the assessment and treatment of behavioral and affective disorders Important Skills BASIC SKILLS Learning Strategies -- Using multiple approaches when learning or teaching new things Speaking -- Talking to others to effectively convey information COMPLEX PROBLEM SOLVING SKILLS Implementation Planning -- Developing approaches for implementing an idea Problem Identification -- Identifying the nature of problems RESOURCE MANAGEMENT SKILLS Management of Personnel Resources -- Motivating, developing, and directing people as they work, identifying the best people for the job SOCIAL SKILLS Coordination -- Adjusting actions in relation to others' actions Instructing -- Teaching others how to do something Social Perceptiveness -- Being aware of others' reactions and understanding why they react the way they do Important Abilities AUDITORY & SPEECH ABILITIES Speech Clarity -- The ability to speak clearly so that it is understandable to a listener IDEA GENERATION & REASONING ABILITIES Inductive Reasoning -- The ability to combine separate pieces of information, or specific answers to problems, to form general rules or conclusions.

It includes coming up with a logical explanation for why a series of seemingly unrelated events occur together. VERBAL ABILITIES Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences Oral Expression -- The ability to communicate information and ideas in speaking so others will understand Written Comprehension -- The ability to read and understand information and ideas presented in writing Written Expression -- The ability to communicate information and ideas in writing so others will understand Important Work Activities INFORMATION INPUT Getting Information Needed to Do the Job -- Observing, receiving, and otherwise obtaining information from all relevant sources. Identifying Objects, Actions, and Events -- Identifying information received by making estimates or categorizations, recognizing differences or similarities, or sensing changes in circumstances or events. Monitor Processes, Material, Surroundings -- Monitoring and reviewing information from materials, events, or the environment, often to detect problems or to find out when things are finished. INTERACTING WITH OTHERS Coaching and Developing Others -- Identifying developmental needs of others and coaching or otherwise helping others to improve their knowledge or skills. Communicating With Other Workers -- Providing information to supervisors, fellow workers, and subordinates.

This information can be exchanged face-to-face, in writing, or via telephone / electronic transfer. Communicating With Persons Outside Org. -- Communicating with persons outside the organization, representing the organization to customers, the public, government, and other external sources. Establishing & Maintaining Relationships -- Developing constructive and cooperative working relationships with others. Interpreting Meaning of Info. to Others -- Translating or explaining what information means and how it can be understood or used to support responses or feedback to others. Teaching Others -- Identifying educational needs, developing formal training programs or classes, and teaching or instructing others.

MENTAL PROCESSES Evaluating Info. Against Standards -- Evaluating information against a set of standards and verifying that it is correct. Judging Qualities of Things, Src., People -- Making judgments about or assessing the value, importance, or quality of things or people. Organizing, Planning, and Prioritizing -- Developing plans to accomplish work, and prioritizing and organizing one's own work. Updating & Using Job-Relevant Knowledge -- Keeping up-to-date technically and knowing one's own jobs' and related jobs' functions.

WORK OUTPUT Documenting / Recording Information -- Entering, transcribing, recording, storing, or maintaining information in either written form or by electronic / magnetic recording. Job Sites - Industry Employment Patterns Industries Employing Nursing Instructors and Teachers, Postsecondary Persons employed in this occupation typically work in the following industries as defined under the U.S. Standard Industrial Classification (SIC) system. The figure in parentheses indicates the approximate percentage of Nursing Instructors and Teachers, Postsecondary employed in that industry. SIC 8220 Colleges, Universities, Professional Schools, And Junior Colleges (73.1%) SIC 8060 Hospitals (21.2%) New Industry Classification System The North American Industry Classification System (NAICS), developed jointly by the U.S., Canada, and Mexico, replaces the U.S. SIC system.

NAICS 6113 Colleges, Universities, and Professional Schools (59.2%) employer contactsNAICS 6221 General Medical and Surgical Hospitals (17.9%) employer contactsNAICS 6112 Junior Colleges (16.7%) employer contacts Licensing And Certification License, Certification or Legal Requirements at least 18 years of age not be disqualified by federal law willing to support and defend Texas and US Constitutions not be disqualified or the subject or a pending proceeding under TAC, chapter 249 ability to speak and understand English specialized education and / or training Examination written competency test -- Examination for the Certification of Educators in Texas (EXCEPT) Restrictions on Licensing violation of laws concerning teaching unworthiness in the instruction of youth abandonment of contract conviction of a felony or of misdemeanor related to teaching duties Approximate Fees as of March 2001 $75.00 permanent certificate $50.00 one year certificate $75.00 review fee Education / Training completion of an approved program at an approved institution of higher learning and recommendation for certification by that institution For Further Information For information on a career in teaching: Texas State Teachers Association 316 West 12th Street Austin, Texas 78701 Phone: (512) 476-5355 or (800) 324-5355 Fax: (512) 469-0766 web OR Association of Texas Professional Educators 305 E. Hunt land Drive, Suite 300 Austin, Texas 78752 Phone: (512) 467-0071 Fax: (512) 467-2203 web information on licensing requirements: State Board for Educator Certification 1001 Trinity Austin, Texas 78701-2603 Phone: (888) 863-5880 Fax: N / A web Training Most college and university faculty are in four academic ranks-professor, associate professor, assistant professor, and instructor. These positions usually are considered to be tenure-track positions. A small number of faculty, called lecturers, usually are not on the tenure track. Most faculty members are hired as instructors or assistant professors.

Four-year colleges and universities usually consider doctoral degree holders for full-time, tenure-track positions, but may hire master's degree holders or doctoral candidates for certain disciplines, such as the arts, or for part-time and temporary jobs. In 2-year colleges, master's degree holders fill most full-time positions. However, with increasing competition for available jobs, institutions can be more selective in their hiring practices. Master's degree holders may find it increasingly difficult to obtain employment as they are passed over in favor of candidates holding a Ph. D. Doctoral programs, including time spent completing a master's degree and a dissertation, take an average of 6 to 8 years of full-time study beyond the bachelor's degree. Some programs, such as the humanities, take longer to complete; others, such as engineering, usually are shorter. Candidates specialize in a subfield of a discipline-for example, organic chemistry, counseling psychology, or European history-but also take courses covering the entire discipline.

Programs include 20 or more increasingly specialized courses and seminars plus comprehensive examinations on all major areas of the field. Candidates also must complete a dissertation-a written report on original research in the candidate's major field of study. The dissertation sets forth an original hypothesis or proposes a model and tests it. Students in the natural sciences and engineering usually do laboratory work; in the humanities, they study original documents and other published material. The dissertation, done under the guidance of one or more faculty advisors, usually takes 1 or 2 years of full-time work.

In some fields, particularly the natural sciences, some students spend an additional 2 years on postdoctoral research and study before taking a faculty position. Some Ph. D.'s extend postdoctoral appointments, or take new ones, if they are unable to find a faculty job. Most of these appointments offer a nominal salary. A program called Preparing Future Faculty, administered by the Association of American Colleges and Universities and the Council of Graduate Schools, offers graduate students at research universities the opportunity to apprentice at local liberal arts colleges.

Working with a mentor, the graduate students teach classes and learn how to improve their teaching techniques. They may attend faculty and committee meetings, develop a curriculum, and learn how to balance the teaching, research, and administrative roles that faculty play. A major step in the traditional academic career is attaining tenure. New tenure-track faculty usually are hired as instructors or assistant professors, and must serve a certain period (usually 7 years) under term contracts. At the end of the contract period, their record of teaching, research, and overall contribution to the institution is reviewed; tenure is granted if the review is favorable. According to the American Association of University Professors, about 63 percent of all full-time faculty held tenure, and about 86 percent were in tenure-track positions, during the 1999-2000 school year.

Those denied tenure usually must leave the institution. Tenured professors cannot be fired without just cause and due process. Tenure protects the faculty's academic freedom-the ability to teach and conduct research without fear of being fired for advocating unpopular ideas. It also gives both faculty and institutions the stability needed for effective research and teaching, and provides financial security for faculty. Some institutions have adopted post-tenure review policies to encourage ongoing evaluation of tenured faculty. The number of tenure-track positions is expected to decline as institutions seek flexibility in dealing with financial matters and changing student interests.

Institutions will rely more heavily on limited term contracts and part-time, or adjunct, faculty, shrinking the total pool of tenured faculty. Some institutions offer limited term contracts to prospective faculty-typically 2-, 3-, or 5-year, full-time contracts. These contracts may be terminated or extended at the end of the period. Institutions are not obligated to grant tenure to these contract holders.

In addition, some institutions have limited the percentage of faculty who can be tenured. Training requirements for post secondary vocational-technical education teachers vary by State and by subject. In general, teachers need a bachelor's degree or higher plus work or other experience in their field. In some fields, a license or certificate that demonstrates one's qualifications may be all that is required. Teachers update their skills through continuing education to maintain certification.

They must also maintain ongoing dialogue with businesses to determine the most current skills needed in the workplace. For most post secondary teachers, advancement involves a move into administrative and managerial positions, such as departmental chairperson, dean, and president. At 4-year institutions, such advancement requires a doctoral degree. At 2-year colleges, a doctorate is helpful but not usually required, except for advancement to some top administrative positions.

Postsecondary teachers should communicate and relate well with students, enjoy working with them, and be able to motivate them. They should have inquiring and analytical minds, and a strong desire to pursue and disseminate knowledge. Additionally, they must be self-motivated and able to work in an environment where they receive little direct supervision. Training Programs CIP 511601 Nursing (R.N. Training) CIP 511603 Nursing, Adult Health (Post-R.N.) CIP 511604 Nursing Anesthetist (Post-R.N.) CIP 511605 Nursing, Family Practice (Post-R.N.) CIP 511606 Nursing, Maternal / Child Health (Post-R.N.) CIP 511607 Nursing Midwifery (Post-R.N.) CIP 511608 Nursing Science (Post-R.N.) CIP 511609 Nursing, Pediatric (Post-R.N.) CIP 511610 Nursing, Psychiatric / Mental Health (Post-R.N.) CIP 511611 Nursing, Public Health (Post-R.N.) CIP 511612 Nursing, Surgical (Post-R.N.) CIP 511699 Nursing, NEC Placement data from Career Development Resources' Automated Follow-Up Study currently are available through another CDR product called DECIDE, which is available on the internet at web training providers within Texas, the Automated Follow-Up Study determines how many graduates from each program found work, how many found work in a related occupation, and how much they earned. Other Titles Similar Military Titles Teachers and Instructors Training Specialists and Instructors The different branches of the U.S. military have many occupations in which the duties performed are similar to those required by civilian occupations, or which may prepare you for employment in a similar civilian field.

Contact Information Sources of Additional Information Professional societies related to a field of study often provide information on academic and nonacademic employment opportunities. Special publications on higher education, available in libraries, such as The Chronicle of Higher Education, list specific employment opportunities for faculty. For information on the Preparing Future Faculty program, contact: Association of American Colleges and Universities, 1818 R St. NW., Washington, DC 20009. web information on post secondary vocational-technical education teaching positions, contact State departments of vocational-technical education. General information on adult and vocational education is available from: Association for Career and Technical Education, 1410 King St., Alexandria, VA 22314. web ERIC Clearinghouse on Adult, Career, and Vocational Education, 1900 Kenny Rd., Columbus, OH 43210. web 47-2073 Operating Engineers and Other Construction Equipment Operators Occupation Description General Job Description Operate one or several types of power construction equipment, such as motor graders, bulldozers, scrapers, compressors, pumps, derricks, shovels, tractors, or front-end loaders to excavate, move, and grade earth, erect structures, or pour concrete or other hard surface pavement.

May repair and maintain equipment in addition to other duties. Exclude 'Crane and Tower Operators' (53-7021) and equipment operators who work in extraction or other non-construction industries. Method of Entry Workers in occupations at this level can develop the skills needed for average job performance after 1 to 12 months of combined on-the-job experience and informal training. Use of Advanced Technology Every occupation includes some relationship between job duties and the use of advanced technology -- defined as work activities and environments that incorporate complex electronics as found in computers, lasers, robotics, digital devices, satellites, etc.

While basic computer skills such as 'keyboarding' apply to an increasing number of occupations, each has different levels of technology interface. Operating Engineers and Other Construction Equipment Operators is classified as an occupation whose job duties do not rely on the use of technology. Nature of the Work Construction equipment operators use machinery to move construction materials, earth, and other heavy materials and to apply asphalt and concrete to roads and other structures. Operators control equipment by moving levers or foot pedals, operating switches, or turning dials. The operation of much of this equipment is becoming more complex as a result of computerized controls. Construction equipment operators may also set up and inspect equipment, make adjustments, and perform minor repairs.

Construction equipment operators include operating engineers and other construction equipment operators; paving, surfacing, and tamping equipment operators; and pile driver operators. Operating engineers and other construction equipment operators operate one or several types of power construction equipment. They may operate excavation and loading machines equipped with scoops, shovels, or buckets that dig sand, gravel, earth, or similar materials and load it into trucks or onto conveyors. In addition to the familiar bulldozers, they operate trench excavators, road graders, and similar equipment.

Sometimes, they may drive and control industrial trucks or tractors equipped with a forklift or boom for lifting materials, or hitches for pulling trailers. They also may operate and maintain air compressors, pumps, and other power equipment at construction sites. Construction equipment operators who are classified as operating engineers have the capability of operating several different types of construction equipment. Paving and surfacing equipment operators use levers and other controls to operate machines that spread and level asphalt or spread and smooth concrete for roadways or other structures. Asphalt paving machine operators turn valves to regulate the temperature and flow of asphalt onto the roadbed.

They must take care that the machine distributes the paving material evenly and without voids, and make sure that there is a constant flow of asphalt going into the hopper. Concrete paving machine operators move levers and turn hand wheels to lower an attachment that spreads, vibrates, and levels wet concrete within forms. They must observe the surface of concrete to identify low spots into which workers must add concrete. They use other attachments to the machine to smooth the surface of the concrete, spray on a curing compound, and cut expansion joints. Tamping equipment operators operate tamping machines that compact earth and other fill materials for roadbeds. They also may operate machines with interchangeable hammers to cut or break up old pavement and drive guardrail posts into the earth.

Pile driver operators operate pile drivers-large machines mounted on skids, barges, or cranes, which hammer piles into the ground. Piles are long heavy beams of wood or steel that are driven into the ground to support retaining walls, bulkheads, bridges, piers, or building foundations. Some pile driver operators work on offshore oil rigs. Pile driver operators move hand and foot levers and turn valves to activate, position, and control the pile-driving equipment. Working Conditions Many construction equipment operators work outdoors, in nearly every type of climate and weather condition. Some machines, including bulldozers, scrapers, and especially tampers and pile drivers, are noisy and shake or jolt the operator.

Operating heavy construction equipment can be dangerous. As with most machinery, accidents generally can be avoided by observing proper operating procedures and safety practices. Construction equipment operators can expect to be cold in the winter and hot in the summer, and often get dirty, greasy, muddy, or dusty. Operators may have irregular hours because work on some construction projects continues around the clock.

Some operators work in remote locations on large construction projects, such as highways and dams, or in factory or mining operations. Employment Outlook Gulf Coast Local Workforce Development Area Labor Market Information Regional Employment 2000: 8,060 Projected Regional Employment 2010: 9,110 Absolute Change 2000-2010: 1,050 Percent Change 2000-2010: 13.00%Average Hourly Wage 2003: $14.32 Average Openings per year due to Replacement: 175 Average Openings per year due to Growth: 105 Texas Labor Market Information Texas Employment 2000: 24,830 Projected Texas Employment 2010: 27,680 Absolute Change 2000-2010: 2,850 Percent Change 2000-2010: 11.50%Average Hourly Wage 2003: $13.69 Average Openings per year due to Replacement: 510 Average Openings per year due to Growth: 285 National Labor Market Information National Employment 2000: 357,206 Projected National Employment 2010: 381,827 Absolute Change 2000-2010: 24,621 Percent Change 2000-2010: 6.9%Average Hourly Wage 2003: $18.42 Average Openings per year due to Replacement: 8,000 Average Openings per year due to Growth: 2,462 Additional Labor Market Information In general, this occupation has an average turnover rate. Average turnover rates most often indicate jobs which require some occupationally-specific skills, moderate investment in training of the worker by the employer, and have moderate career ladders. The average age of workers in this occupation was 39.6 years old in 1998, compared to 38.0 years for all occupations in this country. Persons employed in this occupation had a median of 7.1 years of continuous employment in the same occupation, compared to 5.4 years nationwide for all occupations.

This occupation also had a median of 4.6 years of continuous employment with the same employer versus 4.7 years for all occupations nationally. According to the 1990 Census, this occupation is typically male-dominated in the United States with 1.8% being female. Therefore, this occupation may represent a nontraditional employment opportunity for women. Also, 37.3% of persons employed in this occupation are non-whites. Knowledge, Skills And Abilities Important Knowledge ENGINEERING & TECHNOLOGY Building and Construction -- Knowledge of materials, methods, and the appropriate tools to construct objects, structures, and buildings Mechanical -- Knowledge of machines and tools, including their designs, uses, benefits, repair, and maintenance Important Skills TECHNICAL SKILLS Equipment Maintenance -- Performing routine maintenance and determining when and what kind of maintenance is needed Equipment Selection -- Determining the kind of tools and equipment needed to do a job Operation Monitoring -- Watching gauges, dials, or other indicators to make sure a machine is working properly Operation and Control -- Controlling operations of equipment or systems Repairing -- Repairing machines or systems using the needed tools Troubleshooting -- Determining what is causing an operating error and deciding what to do about it Important Abilities CONTROL MOVEMENT ABILITIES Control Precision -- The ability to quickly and repeatedly make precise adjustments in moving the controls of a machine or vehicle to exact positions Multi limb Coordination -- The ability to coordinate movements of two or more limbs together (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the body is in motion FINE MANIPULATIVE ABILITIES Manual Dexterity -- The ability to quickly make coordinated movements of one hand, a hand together with its arm, or two hands to grasp, manipulate, or assemble objects IDEA GENERATION & REASONING ABILITIES Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong.

It does not involve solving the problem, only recognizing there is a problem. SPATIAL ABILITIES Visualization -- The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged Important Work Activities WORK OUTPUT Controlling Machines and Processes -- Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles). Handling and Moving Objects -- Using one's own hands and arms in handling, installing, forming, positioning, and moving materials, or in manipulating things, including the use of keyboards. Implementing Ideas, Programs, etc. -- Conducting or carrying out work procedures and activities in accord with one's own ideas or information provided through directions / instructions for purposes of installing, modifying, preparing, delivering, constructing, integrating, finishing, or completing programs, systems, structures, or products. Operating Vehicles or Equipment -- Running, maneuvering, navigating, or driving vehicles or mechanized equipment, such as forklifts, passenger vehicles, aircraft, or water craft.

Repairing & Maintaining Mech. Equip. -- Fixing, servicing, aligning, setting up, adjusting, and testing machines, devices, moving parts, and equipment that operate primarily on the basis of mechanical (not electronic) principles. Job Sites - Industry Employment Patterns Industries Employing Operating Engineers and Other Construction Equipment Operators Persons employed in this occupation typically work in the following industries as defined under the U.S. Standard Industrial Classification (SIC) system. The figure in parentheses indicates the approximate percentage of Operating Engineers and Other Construction Equipment Operators employed in that industry. SIC 1620 Heavy Construction, Except Highway And Street Construction (26.8%) SIC 9300 Local Government, Except Education (16.2%) SIC 1790 Miscellaneous Special Trade Contractors (12.9%) SIC 1610 Highway And Street Construction, Except Elevated Highways (11.8%) SIC 8820 Self Employed (5.8%) SIC 1540 General Building Contractors-Nonresidential Buildings (5.3%) SIC 1380 Oil And Gas Field Services (4.0%) New Industry Classification System The North American Industry Classification System (NAICS), developed jointly by the U.S., Canada, and Mexico, replaces the U.S. SIC system.

NAICS 9390 Local Government, Except Education (19.0%) employer contactsNAICS 2373 Highway, Street, and Bridge Construction (15.5%) employer contactsNAICS 2371 Utility System Construction (13.6%) employer contactsNAICS 2389 Other Specialty Trade Contractors (11.8%) employer contactsNAICS 2362 Nonresidential Building Construction (9.5%) employer contactsNAICS 2379 Other Heavy and Civil Engineering Construction (3.6%) employer contactsNAICS 2131 Support Activities for Mining (3.5%) employer contactsNAICS 3273 Cement and Concrete Product Manufacturing (2.0%) employer contacts Training Training Construction equipment operators usually learn their skills on the job. However, it is generally accepted that formal training provides more comprehensive skills. Some construction equipment operators train in formal 3-year operating engineer apprenticeship programs administered by union-management committees of the International Union of Operating Engineers and the Associated General Contractors of America. Because apprentices learn to operate a wider variety of machines than do other beginners, they usually have better job opportunities. Apprenticeship programs consist of at least 3 years, or 6,000 hours, of on-the-job training and 144 hours a year of related classroom instruction. Employers of construction equipment operators generally prefer to hire high school graduates, although some employers may train persons having less education to operate some types of equipment.

The more technologically advanced construction equipment has computerized controls and improved hydraulics and electronics, requiring more skill to operate than previously was necessary. Operators of such equipment may need more training and some understanding of electronics. Mechanical aptitude and high school training in automobile mechanics are helpful because workers may perform some maintenance on their machines. Also, high school courses in science and mechanical drawing are useful. Experience operating related mobile equipment,.