The Minnesota Occupational Rating Scales And Counseling Profile By Professor of Psychology, University of Minnesota Donald G. Paterson Director of Student Personnel Work, Rochester Junior College, Minnesota Clayton d’A. Gerken and Coordinator of Vocational Orientation, General College, University of Minnesota Milton E. Hahn Published by THE TEST SERVICE DIVISION SCIENCE RESEARCH ASSOCIATES 1700 Prairie Avenue Chicago, Illinois Copyright, 1941, by SCIENCE RESEARCH ASSOCIATES Printed in the United States of America No part of this material may be reproduced without written permission from the publishers. Preface Ideally, vocational guidance could be placed on a satisfactory scientific basis if successful workers in a host of different yet representative occupations could be tested with an extensive battery of aptitude, ability, and interest tests and the results summarized by grouping together those occupations which roughly require the same pattern of test scores. This is an ulti- mate aim of vocational psychology, and extensive research is being conducted to achieve this end.1 In the meantime, counselors are confronted with the task of imparting occupational information and of aiding counselees to make sensible vocational choices from among a bewildering number of jobs comprising the world of work. Without doubt, a classification of occupations based upon the pooled judgments of vocational psychologists in regard to the abilities required will meet an urgent need at the present time. The Minnesota Occupational Rating Scales, derived in this manner, are pre- sented in the following pages as an intermediate step in the development of an objective and scientific program of guidance. No claim is made that the ratings are anything more than the “pooled judgments of vocational psychologists.” Neverthe- less, these judgments are believed to yield information of value in our struggle to understand occupational requirements in terms of human abilities. In this connection it is of interest to note that the vocational guidance program of the British National Institute of Industrial Psychology has developed a similar type of occupational rating scale. Although our ratings are based on the combined ratings of competent judges and not upon the basis of objective test scores of successful workers, one should keep in mind that these judg- ments have been guided by extensive knowledge of available objective evidence. Furthermore, it should be remembered that combined judgments are likely to be far more reliable than the judgments of any one person, even though that person be a vocational expert. It is for these reasons that we have confidence in the usefulness of the occupational information made available in our scales. We believe that counselors, teachers, and those iTrabue, M. R., “Functional Classification of Occupations,” Occupations, 1936, 15, 127-31; Stead, W. H., Shartle, C. C., et al., Occupational Counseling Techniques, New York: American Book Co., 1940. Preface seeking vocational information and advice will all find that the information is pertinent. Differences of opinion will undoubtedly exist with reference to levels of the various abilities for many occupations in the Scales. The authors will appreciate criticisms pointing out apparent discrepancies. These will be extremely helpful even- tually in making the ratings more accurate. As indicated in Section I, these scales represent the contri- butions of many persons. We are indebted primarily to the 20 vocational psychologists and others who contributed judgments in the formulation of these scales. Miss Eleanor S. Brussell, Mr. J. Spencer Carlson, Mr. Harland Cisney, and Miss Gwendolen G. Schneidler aided in the initial stages of preparing these scales. The present writers assume responsibility for adding ratings for clerical ability, for converting the original six levels of each ability into the present four levels, and for adding a limited number of occupations and ratings. The appendix consists of a table showing the number of gainfully occupied persons in the United States by major occupa- tional groups and occupations from 1870 to 1930. The ingenious Counseling Profile was developed by Mr. Gerken. This guidance tool facilitates the translation of case history data into terms of occupational ability patterns. June, 1941 D.G.P. C. d’A. G. M.E.H. Table of Contents Section Page I Introduction: Minnesota Occupational Rating Scales and Counseling Profile 7 II Minnesota Occupational Rating Scales 20 III Classification of Occupations Grouped by Kinds and Levels of Ability 58 IV Classification of Occupations by Similarity of Ability Patterns ; 102 V Use of the Minnesota Rating Scales and Counseling Profile 125 VI Appendix: Gainfully Occupied Persons in the United State by Major Occupational Groups and Occupations: 1870 to 1930 130 Illustrations The Minnesota Counseling Profile 6 Typical Workers on Jobs Requiring A, B, and C Levels of Academic Ability 65 Typical Workers on Jobs Requiring A, B, and C Levels of Mechanical Ability 75 Typical Workers on Jobs Requiring A, B, and C Levels of Social Ability 85 Typical Workers on Jobs Requiring A, B, and C Levels of Clerical Ability 91 Typical Workers on Jobs Requiring A, B, and C Levels of Musical Ability 95 Typical Workers on Jobs Requiring A, B, and C Levels of Artistic Ability 99 Typical Workers on Jobs Requiring No Higher Than D Level in Any Ability 121 The Minnesota Counseling Profile Outline Sketch of the Counseling Profile Set with Disks Showing “No Information” at Beginning of Inter- view. Outline Sketch of the Counseling Profile Set with Disks Showing the Ability Pattern and Interests of a Toolmaker. Section I Introduction Minnesota Occupational Rating Scales and Counseling Profile Experienced clinical counselors, through training and long practice, have developed the ability to see a whole case in terms of the traditional psychograph. Patterns of abilities and interests for them have become easily identified. The corresponding occupational patterns, however, have been woefully neglected. These specialists often have difficulty in explaining to counselees the occupational implications growing out of pattern analysis and the concepts and assumptions upon which pattern analysis is based. Present methods of presenting the individual profile often necessitate referral to several pages of data as various areas of human behavior are explained. It appears desirable, there- fore, to devise simplified and understandable methods for collecting and relating case data. The Minnesota Occupational Rating Scales and the Counseling Profile are two techniques which meet this need. Before any explanation is offered a warning should be sounded. In no sense are these techniques to be used as devices in mechanical counseling. It can well be argued that the amateur will obtain little aid from them. Before using them in the counseling situation the user must be familiar with methods of judging and measuring in educational and vocational areas. Use assumes an understanding of the theory of aptitudes, current thinking and counseling practices in regard to special and general abilities, backgrounds in measurement techniques, job description and job analysis work, and the professional vocab- ulary of the educational personnel worker. Many personnel workers who attempt to use the Scales and the Counseling Profile may be confused at first because specific job titles are subordinated to occupational groupings based on human abilities. There need be little difficulty in this regard, however, if proper use is made of the Occupational Rating Scales together with the explanation of each classification which is found in Sections II, III, and IV. The old confusion of myriad 7 Introduction: The Rating Scales And Profile job labels was difficult to cope with. Through this new kind of classification, based upon human abilities, the task of comparing human patterns with occupational patterns should actually be easier. Uses for Scales and Counseling Profile At first glance one might assume that the purpose of the Scales and the Counseling Profile is to furnish an aid to service- counselors only. This is one of its purposes, but probably of no more importance than either of two additional ones. The tech- niques will be useful in teacher-training classes. They will also be helpful as devices for supplementing verbal presentations to guidance classes in senior high schools and in junior colleges. With these three possibilities in mind we now discuss each at greater length. The Techniques in Teacher Training Classes Modern personnel workers must understand pattern analysis not only for occupational adjustment but also for educational, social-emotional, and other adjustment problems. The most common techniques employed to teach skills in pattern diagnoses are the lecture, the blackboard, and the mimeographed case history. The Counseling Profile does not supplant these methods. Rather it supplements these teaching techniques in a manner which sticks closely to, and is based upon, the concepts being taught. In the course of a lecture, case data can be set up by each student on the Profile for discussion later in the class period, or in a personnel practice session which may follow. There is little room for misunderstanding since colors and percentile scores both indicate the position of each disk on the Profile. Illustra- tive cases presented by the instructor can be held on the Profile to act as a basis for questions. Of particular importance is the highlighting of missing or inadequate data in the several parts of the total pattern. Lectures and standard profiles, because of time and space limitations, frequently fail to emphasize the meagerness of information available in a given case. In small classes the trainee can present cases for discussion which may then be duplicated by all other members of the group. This type of reference eliminates frequent reiteration of points already made. There is the further advantage of being able to 8 Teaching Courses About Occupations set up new cases quickly as each discussion is ended. Time usually devoted to copying data on a blackboard or to reading mimeographed or typed sheets is materially reduced. Techniques in Teaching Courses about Occupations Teachers of occupational information find great difficulty in teaching the important facts concerning more than 17,000 specific jobs. The usual type of classification is in terms of services to society. Even when jobs are grouped into fields such as medicine, business, etc., it is difficult to treat them in terms of the human abilities and interests involved. For this reason, the student is left uninformed as to whether or not his choice of any particular job is rational and appropriate. It is obvious that the student who has made no vocational choice merely acquires many specific facts about jobs without being aided in determining his fitness for any job or group of jobs. There is every reason to believe that a critical study of the Occupational Rating Scales, classified as they are from the viewpoint of abilities and interests, will center the attention of students on the kinds of occupational information which will be most helpful to them in making wise choices.1 In other words, the Scales permit emphasis upon occupational information as a means of aiding students in making their educational and voca- tional choices. Without this, occupational information is likely to become an end in itself without significance for the students subjected to it. The Counseling Profile as an Aid in Service Counseling One of the ten commandments of counseling is that each case history must be reviewed prior to each interview with a student. Certainly nothing is added to the interview if the counselor must fumble through the folder to refresh fading impressions gleaned through an earlier scanning of data. By setting the Profile as the case is read, the counselor can get a summarized picture for his own use in the subsequent interview. This picture may then be transferred to the Individual Counseling Record, a special form proposed for use with the Rating Scales and the Profile2. Many counselors make a practice of explaining meaningful measurements to counselees. This explanation is often not in terms of specific scores but in general terms. “Good,” “high,” 9 Introduction: The Rating Scales And Profile and “superior” are words used to indicate upper levels of per- formance. “Average,” “normal,” and “in the middle” are gen- erally used to describe mediocre levels, whereas “low,” “not outstanding,” and “below average” are frequently used to portray lower levels. The Counseling Profile allows the student to visualize what is meant by these terms so that he can compare himself with others in a population with which he is familiar. If the counselor does not wish the student to see certain measure- ments, these can be shown as areas of no information. A third use is that of allowing the student to set his own assumed profile. Students often do not realize that a claimed interest is in addition a claim to certain amounts of various aptitudes and abilities. The boy who says he is interested in becoming an engineer is by implication also saying, “I possess high academic ability, outstanding mathematical ability, and an aptitude for thinking in terms of three dimensional space and the symbols which represent it.” Possible contradictions are easily cleared up by requesting the student to look up the abilities and interests of the various types of engineers in the Rating Scales, and then by asking the boy to rate himself in each trait upon the Profile. The student can then compare the two. A discussion of any discrepancies between the two sets of ratings wull frequently aid the student “to see himself as others see him” and to think more realistically about occupational requirements. Valuable interview time is often wasted because the coun- selor must indulge in lengthy explanations of individual differ- ences. Such explanations may often consume from 10 to 15 minutes. Even after this verbal explanation, counselors often wonder whether or not the student really understands. The Scales and the Profile can be utilized to supplement the verbal explanation. Thus there is greater likelihood of getting the ideas across to the counselee. The color scheme of the Profile was adopted because of its relationship to everyday experience. In the main red indicates danger, amber caution, and green a clear track. Students should grasp this easily. The counselor, of course, will work from iWilliamson, E. G., and Hahn, Milton E., A Syllabus for the Study of Vocations, Part I. General College, University of Minnesota, (mimeographed) 1939, 91 pages. See Chapter VI. aAdditional copies of the Individual Counseling Record may be ordered from the publishers, Science Research Associates. 10 For Use In Group Guidance Classes approximate percentile bands found upon the circumferences of the ability disks on the Profile. A last, but interesting, possibility is the effectiveness of the Scales and the Profile in establishing rapport. In many instances the uncommunicative student can be reached through a profile explanation because the Profile itself is a visual device. The technique of explanation, followed by a request that the counselee rate himself on each of several traits, establishes a common ground for understanding. The Scales and the Counseling Profile in Group Guidance Classes Guidance classes established in secondary schools and junior colleges should have as one objective preparation of students for the one-to-one counseling situation. In other words, students should be prepared to understand the assumptions upon which counselors work and the terminology they will encounter when they seek an interview. Inclusion of the job patterns in the Scales makes them potentially valuable in teaching courses which deal with problems of occupational choice. It is difficult to conceive of such a course not based upon individual differences, human ability and interest patterns, and job classifications. Adoption of the Scales for teaching secondary school guid- ance classes is feasible only if instructors are competent to present information of a complex and abstract kind in simple, under- standable terms, and at the same time to avoid over-simplification and false impressions. It is desirable that the instructor either be a qualified counselor, or have equivalent training and experience. The Scales and the Counseling Profile as an Aid to Personnel Workers Vocational counselors, and teachers of courses in occupations, have long been conscious of the rocks ahead when the boy or girl says, “I am going to be a ” With nearly thirty thousand specific job labels to choose from, and with adequate information available for only a few, the counselor who attempts counseling upon the job label basis is likely to be lost. One way out is to rely upon a classification of jobs in 11 Introduction: The Rating Scales And Profile terms of abilities so that guidance is restricted to a consideration of a relatively small number of occupational groupings. The Scales accomplish this end by listing related jobs in terms of ability patterns. Within each classification are representative jobs and the patterns of aptitudes and abilities demanded of successful workers in them. This sampling is, of course, limited, but the Minnesota Occupational Rating Scales furnish informa- tion concerning 430 different occupations. Comparing a student’s ability and interest pattern with a job pattern is thus a relatively simple matter. Personnel workers may feel that 430 different occupations are inadequate to represent the more than 17,000 specific jobs included in the Dictionary of Occupational Titles. One way to test the adequacy of the coverage is to take a list of occupational choices and attempt to fit them into the list of 430 as given. Very few job titles will be found which cannot be readily and logically represented by one or more of the 430. It is of interest to note that the list of 100 most common occupations — those which employ about 75 per cent of the working people in America, as published by Science Research Associates—is completely covered by the 430 occupations.3 Counselors who deal with vocational problems often exper- ience difficulty in convincing a student of a discrepancy between his occupational ambitions and his pattern of abilities and funda- mental interests. Explanation to the student in terms of scores on tests or pooled judgments of experts is complicated by lack of student background for understanding what is meant. The Profile can aid by allowing the counselor to set the student’s pattern and directing the student’s attention to the discrepancy between this pattern and that which is called for by the appro- priate occupation in the Scales. The Scales and the Counseling Profile are not limited to any particular age level. It is self-evident that usable judgments and measurements are almost non-existent in the elementary school years, and are few in junior high school. Explanations at these levels must be very simple and tentative, but it is probable that limited use can be found even with these younger groups. The Scales and the Profile increase in value as the age of the counselees Outlines on America’s Major Occupations. Reader’s Manual and Summarizing Chart. Chicago: Science Research Associates, 1940. 12 As An Aid To Personnel Workers becomes greater and the amount of significant data becomes larger. The Profile calls attention to gaps in information. Until one sets up what is thought to be a good case history on the Profile there is a tendency to ignore weak spots. Even carefully investigated counselees have profiles with many no information areas denoting the need for more data. This is particularly im- portant if we are dealing with vocational problems which center about no choice, indecision among several choices, or discrep- ancies between claimed and measured interests or abilities. It has been customary to think of people as one discrete category and jobs as another. The transition from one to the other has been difficult because people have usually been des- cribed in one set of terms and jobs in another. The Scales and the Profile overcome this difficulty by emphasizing the fact that job descriptions and worker descriptions can be made in the same terms and are phases of the same thing. This is done by making “man analysis” and “job analysis” synonymous and by using the same concepts in dealing with both. We now realize that if we describe the qualities of a successful retail clerk we are also describing retail selling as an occupational pattern of behavior. By using the same terms for our job description and for our analysis of the individual, we thus describe the worker who will be most likely to fit the job. The approach to the job-worker situation should not be haphazard. Neither should it be a negative approach. For this reason the presentation in the Scales is positive. The occupa- tional choices can be narrowed to functional areas which utilize the comparative strengths of the individual. Search can then be made within these areas for jobs demanding a worker pattern which approximates that possessed by the counselee. Proper use of the Counseling Profile should help in elimi- nating many of the errors of self-analysis. Counselors who en- courage student self-analysis should be thoroughly familiar with its limitations. The student is likely to assume a general factor of ability with little realization of the need for a more specific breakdown. If a student gains a better understanding of indi- vidual differences he will be less inclined to think in this un- critical manner. Faced with a pattern problem, he is much more 13 Introduction: The Rating Scales And Profile likely to see that jobs are seldom filled by people with “general goodness” but rather by those with comparative advantages in each of several composites. He can also be brought to a point where an understanding of critical ranges and optimal patterns can be instilled. The counselor will notice that any differences between claimed interests (ambitions) and measured interests are brought into immediate focus by the Profile. Since the claimed occupa- tional interest is a common point of departure in vocational counseling, this disk can be the first to be set on the Profile. Because the same terminology is used for both occupational choice and measured interest disks, it is possible to make direct comparisons. The extent of further counseling is partially deter- mined by the amount of agreement between claims and measures of interests. If we consider the Whole Child to be represented by all parts of the Profile plus numerous other facets, we avoid the charge of segmentation. Few personnel workers will quarrel with the concept of unique human patterns. The inclusion of the no information segments on the disks is a device whereby the counselor is warned that, he is operating with fragmentary data. Another concept is presented which should be of interest to those who dislike anything in guidance that smacks of “pre- scription.” This is forcefully demonstrated when a student is given an opportunity to set up his own profile. If, with no cues from the counselor, the student arranges his judgments in each area, and this is accepted without question, we have a clear illustration of a non-counseling prescription. Acceptance by the counselor, whether he agrees or disagrees, is prescription by assent to the same extent that would have been true had the counselor prepared a pattern and attempted to secure under- standing and acceptance by the student. The truth of this observation is generally overlooked by those who advocate the wisdom of a guidance program that involves a system of “non- counseling counselors.” Common sense dictates that obviously bad placement of disks by the student should not be permitted to go uncorrected. 14 For Use In Educational Guidance Educational Guidance T he Scales and the Profile may be utilized for educational guidance in much the same way as for vocational guidance. Comparison of the student’s pattern is now in terms of curricula rather than occupations. Use is somewhat more limited, how- ever, because ability patterns for various curricula — college preparatory, commercial, general, and technical — are not so clearly defined. Counselors in secondary schools will find it necessary to use the Profile in terms of the school’s particular norms. This condi- tion makes it impossible to provide a standard curriculum disk on the Counseling Profile. Educational guidance for individual stu- dents, however, is indirectly possible through use of the voca- tional approach. That is, a valid vocational choice should determine to a great extent the necessary training. This training, for a large number of students, is defined by further education in schools at higher levels or of different kinds. The job choice dictates the specific curriculum to which the student must be exposed. Guidance Directors A duty usually charged to directors of guidance in secondary schools is in-service training of teachers and teacher-counselors. While it is wishful thinking to hope that all, or even a large proportion, of teachers will become competent counselors, it is necessary that a school faculty understand what personnel workers of the clinical type are attempting to do. There is also the obligation to help the teacher who plans on training for entry into the counseling field. In some schools training is also supplied for internes from neighboring colleges and universities. The uses of the Scales and the Profile are much the same in this situation as in graduate classes for personnel workers. The chief difference is that application of data on the profile will tend to be confined to a specific educational institution and based upon its own local norms. If understanding of guidance tech- niques is a desired outcome, the Scales and the Profile should be helpful. For many guidance directors the in-service training program requires clerical work in order to prepare for case conferences and demonstration clinics. The clerical “bottle neck” is a serious 15 Introduction: The Rating Scales And Profile problem in the majority of secondary school pupil personnel programs. The Profile eliminates much of the typing and dup- licating demanded in preparing typed or mimeographed materials. Service-Counseling The title counselor has no generally accepted meaning. It includes deans, assistant principals, teacher-counselors, home room advisers, and school psychologists. For many persons desig- nated as counselors, the Scales and the Profile afford opportuni- ties for self-teaching of pattern analysis. Obviously these are not substitutes for further professional training, but merely supple- ments to this training. For certain types of information, time is consumed in making notes which must later be transcribed for the case history folder. A turn of the wheel, as new information changes a judgment or eliminates a no information area, is an aid in keeping case notes up-to-date. A contribution is also made to the case notes through use of uniform terminology. If all contributors to a student’s case history folder use the same terms to describe the same traits and job classifications, there will be less misunderstanding be- tween counselors and other educational workers. A further aid in recording case data would be a printed form patterned after the Counseling Profile to be checked by the counselor and included in the case folder. The counselor should be interested in the extra-curricular and group activities of the student. These important facts are often overlooked or ignored in considering a student. Even though no provision is made for including them on the Profile, these and all other relevant facts about the student should be taken into consideration in dealing with the individual. The counselor, and particularly the teacher-counselor, is forced by the use of strips of color to think in terms of bands rather than points on a distribution. All too frequently, lack of time forces one unconsciously into the use of points, i.e., percentiles or standard scores, as if they were precise determina- tions rather than mere approximations. Even experienced coun- selors fall into this type of error. The number of combinations possible may aid in avoiding another common failing of counselors, namely, that of stereo- 16 Some Dangers To Be Avoided typing student patterns and problems. This is most likely to happen in discussing with a student his choice of a single occupation or, at best, only a few specific jobs. Dangers While the authors feel that many advantages should result from use of the Scales and the Profile, there are also some dangers involved. Many persons will feel that the techniques are so simple that anyone can use them. The fact is that all the difficul- ties which previously confronted us in counseling are still with us. The authors have not invented a short-cut for amateurs or incompetents. Rather they have attempted to make the work of the professional personnel worker more systematic and, from the viewpoint of occupations, more comprehensive. Some workers will misinterpret the Scales and the Profile by assuming that the only usable information must come from tests and measurements. Others may assume that the more a judg- ment can be stated in terms of scores the more reliable and valid it becomes. Certainly we have not yet approached a place in personnel work where we can measure all of the essential traits. The counselors must still depend to a large degree upon their own judgments and estimates. The judgments of others also must be sought. Hobbies, student claims, and anecdotes must continue to supply an important share of the evidence underlying diagnosis and treatment. Only in a few areas can we secure valid and re- liable test scores as evidence. There is a danger that counselors and teacher-counselors will assume that all explanation to students is unnecessary if the Profile is used. They may assume that the Profile is self-explan- atory. However, no mechanical aid can take the place of careful explanation, although time can be saved through using visual materials. By no means should the criterion of good counseling be the speed with which cases can be shunted out of the office door. Additional Training for Counselors This manual is not the place to discuss the theory and prac- tice of counseling. There is already an extensive professional literature on this subject. Counselors who feel the need for additional training should make arrangements to take graduate 17 Introduction: The Rating Scales And Profile work in such courses as tests and measurements, individual differ- ences, advanced statistical methods, industrial and personnel psychology, vocational psychology, abnormal psychology, social psychology, social pathology, social case work, personnel admin- istration and management, occupational studies and job analysis, and labor problems. Graduate training in these fields should include lectures, laboratory work, field work, and research. In addition, a trained counselor should possess a professional library in order to be oriented as to developments in the field of guidance and counseling. The following annotated bibliogra- phy of suggested reading is recommended. Allen, R. D., Inor Group-guidance Series, Vols. I-IV. New York: Inor Publishing Company, 1934. Four volumes devoted to the description of a comprehensive educational and vocational guidance program for the schools. American Council on Education: Measurement and Guidance of College Students. Baltimore: Williams & Wilkins Company, 1933. A report of the work of the Committee on Personnel Methods, describing the Cumu- lative Record Card, Achievement Tests, Personality Measurement, Voca- tional Monographs and Factors in the Character Development of College Students. Bell, Hugh M., The Theory and Practice of Student Counseling. Stanford, California: Stanford University Press, 1935. An excellent discussion of counseling, emphasizing especially the author’s Adjustment Inventory. Bingham, W. V., Aptitudes and Aptitude Testing. New York: Harper &: Brothers, 1937. Discusses aptitudes and aptitude testing from the point of view of the guidance counselor. An invaluable reference for the professional counselor. Earle, F. M., Psychology and the Choice of a Career. London, England: Methuen & Company, Ltd., 1933. A concise account of the role of psychology in vocational guidance. Hollingworth, H. L., Judging Human Character. New York: D. Appleton- Century Company, 1923. An excellent evaluation of the pseudo scientific and traditional methods of sizing up people. Koos, L. V., and Kefauver, G. N., Guidance in Secondary Schools. New York: The Macmillan Company, 1932. This book is listed here as one of the best comprehensive treatises on the principles and methods of vocational guidance in the schools. Paterson, D. G., and Darley, J. G., Men, Women, and Jobs. Minneapolis: University of Minnesota Press, 1936. A summary of research on indivi- dual diagnosis and training in relation to occupational requirements conducted by the Minnesota Employment Stabilization Research Institute. Paterson, D. G., Schneidler, G. G., and Williamson, E. G., Student Guidance Techniques. New York: McGraw-Hill Book Company, 1938. A hand- book describing some one hundred tests and measurements which can be utilized in the educational and vocational counseling of high school and college students. Ruch, Giles M., and Segel, David, Minimum Essentials of the Individual Inventory in Guidance. Vocational Division Bulletin No. 202, Occupa- tional Information and Guidance Series No. 2, U. S. Office of Education. Washington, D. C.: U. S. Government Printing Office, 1940. This bulletin outlines the general nature of the individual inventory, the significant 18 Suggested References For Counselors types of entries thereon, and discusses the possibilities and limitations of scientific measurement in diagnosing individuals. Strang, Ruth, Counseling Technics in College and Secondary School. New York: Harper & Brothers, 1937. This is an excellent treatise, stressing the interview, rating scales, methods of case study and records. Strang, Ruth, The Role of the Teacher in Personnel Work. New York: Bureau of Publications, Teachers College, Columbia University, 1935. A non technical account of student personnel work from the point of view of the classroom teacher. Williamson, E. G., How to Counsel Students. New York: McGraw-Hill Book Company, 1939. An intensive and advanced treatment of counseling for the psychologically trained counselor. Williamson, E. G., and Darley, J. G., Student Personnel Work. New York: McGraw-Hill Book Company, 1937. An excellent comprehensive treatise on student personnel work, emphasizing points of view, principles, methods and results. Williamson, E. G., and Hahn, M. E., Introduction to High School Counseling. New York: McGraw-Hill Book Company, 1940. An elementary yet com- prehensive treatment of counseling at the secondary school level. The following periodicals are also recommended: Educational and Psychological Measurement, a quarterly journal published by Science Research Associates, Chicago. Occupations: The Vocational Guidance Magazine, published by National Vocational Guidance Association, New York. Vocational Digest, published by Stanford University Press, Stanford, California. 19 Section II Minnesota Occupational Rating Scales’ The Minnesota Occupational Rating Scales presented in this section contain a list of 430 occupations each classified according to minimum requirements with respect to six human abilities, i.e., academic ability, mechanical ability, social intelligence, cleri- cal ability, musical talent, and artistic ability. These Scales are an outgrowth of the work of many investi- gators and collaborators beginning with Taussig. The historical development may be ascertained by consulting the references contained in the footnote below.2 The usefulness of ratings of occupations in vocational guid- ance is indicated in a similar approach which was recently made by British vocational psychologists. In this work, Oakley, Macrae, and Mercer rated 123 occupations according to mini- mum requirements with respect to 24 human abilities and other qualities.3 Likewise, W. V. Bingham’s book, Aptitudes and Aptitude Testing, printed an earlier form of the Minnesota Occupational Rating Scales in an appendix.4 iln order to avoid confusion in using the Rating Scales, directions for using the Counseling Profile have been placed in a separate chapter, Section V, page 125. It is suggested that the reader become thoroughly familiar with the Rating Scales, Sections I through IV, before making use of the Profile. 2Taussig, F. W., Principles of Economics, Vol. II, New York: Macmillan, 1912, pp. 134-48; Yerkes, Robert M., editor, Memoirs of the National Academy of Sciences, Vol. XV, Psychological Examining in the United States Army, Washington: Government Printing Office, 1921, Part III, Ch. 15, pp. 819-37; Fryer, Douglas, “Occupational Intelligence Standards,” School and Society, 1922, 16:273-77; Terrnan, L. M., Genetic Studies of Genius, Vol. I, Stanford, Calif.: Stanford University Press, 1925, pp. 66-9; Paterson, D. G., Elliott, R. M., et al., Minnesota Mechanical Ability Tests, Minneapolis: University of Minnesota Press, 1930, pp. 136-40; Brussell, E. S., A Revision of the Barr Scale of Occupational Intelligence, M.A. thesis on file in University of Min- nesota Library, 1930; Goodenough, F. L., and Anderson, J. E., Experimental Child Study, New York: D. Appleton-Century Co., 1931, pp. 501-12; Fryer, D., and Sparling, E. J., “Intelligence and Occupational Adjustment,” Occupations, 1934, 12:55-63; Cisney, H. N. Classification of Occupations in Terms of Social Intelligence, Artistic Ability, and Musical Talent, M.A. thesis on file in University of Minnesota Library, 1935; Trabue, M. R. “Functional Classifica- tion of Occupations,” Occupations, 1936, 15:127-31. 3Oakley, C. A., Macrae, A., and Mercer, E. O., Handbook of Vocational Guidance. London: University of London Press, 1937. pp. 130-37. 4New York: Harper & Brothers, 1937. pp. 365-80. 20 Definition Of The Six Abilities The present scales differ from those published in Bingham by the inclusion of eight additional occupations, the addition of ratings for clerical ability, and a simplification of the levels of ability used in rating. Definitions for the six abilities considered in classifying occupations are as follows: 1. By academic ability is meant the ability to under- stand and manage ideas and symbols. 2. Mechanical ability includes both the ability to manipulate concrete objects—to work with tools and machinery and the materials of the physical world— and the ability to deal mentally with mechanical movements. 3. By social intelligence is meant the ability to understand and manage people—to act wisely in human relations. 4. By clerical ability is meant the ability to do rapidly and accurately detail work such as checking, measuring, classifying, computing, recording, proof- reading, and similar activities. 5. Musical talent requires the capacity to sense sounds, to image these sounds in reproductive and creative imagination, to be aroused by them emotion- ally, to be capable of sustained thinking in terms of these experiences, and, ordinarily, the ability to give some form of expression in musical performance or in creative music. 6. Artistic ability refers both to the capacity to create forms of artistic merit and the capacity to recognize the comparative merits of forms already created. Description of the four levels for each of the six abilities isasfol7OWZ4^A-7* Four Levels of Academic'Ability Level A. (Professional, Semi - professional, and Executive Occupations) Requires superior abstract intelligence with training equivalent to college graduation from a first-class institution or two or three years of college, or to that of executive of a 21 Minnesota Occupational Rating Scales moderately large business. Ability for creative and directive work is implied. Includes top decile in general population. Examples: Lawyer, college president, president of a large manufacturing concern, executive of a moderately large business, veterinary doctor, high school teacher, etc. Level B. (Technical, Clerical, Supervisory Occupations) Requires high average abstract intelligence with training equivalent to high school graduation and/or technical school or junior college. Includes 76 to 90 percentile. Examples: Minor executive (foremen, department heads) or highly technical wrork often involving dealing with abstract classifications and details, such as railroad clerks, some retail dealers, photographers, telegraphers, shop fore- men, stenographers, etc. Level C. (Skilled Tradesmen and Low Grade Clerical Workers) Requires average abstract intelligence with training equiva- lent to vocational high school. Work demanding specialized skill and knowledge; tasks mostly of a complicated but con- crete nature requiring specialized training. Includes 26 to 75 percentile. Examples: Auto mechanic, stationary engineer, file clerk, typist, etc. Level D. (Semi-skilled and Unskilled Occupations) Requires low average or slightly below average abstract intelligence with training equivalent to eighth grade or less. Work demanding a minimum of technical knowledge or skill but may involve special abilities, such as dexterity in the performance of repetitive and routine work. Includes 1 to 25 percentile. Examples: Packer in factories, operatives in factories (operate machines but do not understand principles and are unable to repair or set up the machine), lowest grades of clerical work (number sorters, deliverymen), or routine manual work under supervision requiring no skill or techni- cal knowledge (day laborers, railroad section hands, etc.). 22 Levels Of Mechanical Ability Four Levels of Mechanical Ability Level A. (Professional and Higher Technological) Requires high degree of mechanical ability and knowledge, considerable specialized training, and mastery of principles permitting independent work. Includes top decile of population. Examples: Inventive mechanical genius, machine de- signer, mechanical engineer, master mechanic, toolmaker, civil and electrical engineers. Level B. (Skilled Tradesman, High Level) Requires mechanical ability and specialized skill. Must be able to do critical work, check results, etc. Competent to work without immediate supervision. Includes 76 to 90 percentile. Examples: Draftsman, engraver, general auto mechanic, bricklayer. Level C. (Skilled Tradesman, Low Level) Requires some mechanical ability and skill, but only a limited knowledge of the processes involved. The work is partly pre-planned and requires some supervision. In- cludes 26 to 75 percentile. Examples: Boiler maker, tire repairer, cobbler. Level D. (Semi-skilled and Unskilled) May require high degree of manual dexterity, but little specialized skill or knowledge, except what can be acquired in a short period of training; may involve adjustment to an externally imposed rhythm; requires no technical know- ledge and minimal mechanical ability. Includes 1 to 25 percentile. Examples: Telephone operator, wrapper, bench assembly worker, day laborer, street sweeper, lawyer, writer, public officials in non-mechanical occupations. Four Levels of Social Intelligence Level A. (Persuasive) Requires direct or indirect contact with people in attempt- ing to convince or influence them. Demands an unusually high degree of social sensitivity. Includes top decile. Examples: Politician, life insurance salesman, bond sales- man, minister, social service worker. 23 Minnesota Occupational Rating Scales Level B. (Administrative) Requires ability to understand and control people, directly or indirectly, either as workers or as clients; must be able to inspire confidence and secure cooperation. Includes 76 to 90 percentile. Examples: Executives, factory manager, foreman, lawyer, physician, secretary, correspondence clerk. Level C. (Business Contact and Service) Requires direct and indirect contact with the public in retail saleswork involving a small degree of salesmanship, or con- tact with the public for the purpose of giving information or assistance. Includes 26 to 75 percentile. Examples: Sales clerk, information clerk, hotel clerk, theatre usher, telephone salesman, demonstrator. Level I). (Rank-and-file Workers and A-social Occupations) Requires only ability to get along with supervisors and fellow workers, no public contact; or individual work usually requiring specialized skills and knowledge. Includes 1 to 25 percentile. Examples: Day laborer, factory worker, office clerk, watchmaker, bookkeeper, night watchman, mathematician, technical laboratory research worker. Four Levels of Clerical Ability Level A. (Professional and Higher Technical) Requires the highest degree of clerical ability and knowl- edge, usually involving specialized training equivalent to college graduation. Includes top decile. Examples: Accountant, actuary, statistician, secretary, bank teller, etc. Level B. (Technical) Requires high degree of clerical ability usually involving specialized training equivalent to high school graduation and commercial training. Includes 76 to 90 percentile. Examples: Bookkeeper, stenographer, calculating machine operator, railway mail clerk. 24 Levels Of Musical Ability Level C. (Routine Level) Requires the ability to perform a limited number of clerical tasks with a high degree of speed and accuracy. Includes 26 to 75 percentile. Examples: File clerk, office mail clerk, mimeograph oper- ator, retail sales clerk, messenger, etc. Level D. (Non-clerical) The presence or absence of clerical ability is not relevant to occupational efficiency. Includes 1 to 25 percentile. Examples: Plumber, aviation mechanic, etc. Four Levels of Musical Ability Level A. (Creative and Interpretive and Higher Professional Occupations) Requires high degree of musical talent and knowledge which may be manifested either in original compositions or in original interpretation of music. Includes 97 to 100 percentile. Examples: Composer, concert artist, symphony conduc- tor, soloist in symphony orchestra, director of famous choir, teacher in conservatory or in university. Level B. (Technical and Lower Professional Occupations) Requires average or somewhat above the average amount of musical talent, but mainly a high degree of technical knowl- edge and well-developed musical discrimination—the aver- age professional musician. Includes 91 to 96 percentile. Examples: Arranger of music, music critic, player in dance orchestra, music teacher (in grade or high school). Level C. (General and Mechanical Occupations) Requires a small amount of musical talent, but a greater degree of either general musical information or specialized mechanical knowledge and skill. Includes 26 to 90 percentile. Examples: Retail dealer in music, clerk in a music store, repairman of musical instruments, instrument tester in a factory. Level D. (Non-musical Occupations) Presence or absence of musical talent does not influence this type of work. Includes 1 to 25 percentile. Examples: Lawyer, day laborer. 25 Minnesota Occupational Rating Scales Four Levels of Artistic Ability Level A. (Professional) Requires high degree of creative ability and skill; highly original and individual work, reflecting the ideas and personality of the artist. Includes 97 to 100 percentile. Examples: Sculptor, artist, etcher, architect, teacher in art institute or university art department. Level B. (Commercial Art Work) Requires a fair degree of artistic ability and some origin- ality; usually rather specialized work. Includes 91 to 96 percentile. Examples: Magazine illustrator, interior decorator, cloth- ing designer, landscape gardener, advertising lay-out work. Level C. (Crafts and Mechanical Art Work) Requires some artistic ability but mainly mechanical knowl- edge and motor skill. Includes 26 to 90 percentile. Examples: Potter, draftsman, weaver, sign and poster painter. Level D. (Non-artistic) Artistic ability is not involved or is minimal in these occu- pations. Includes 1 to 25 percentile. Examples: Lawyer, bookkeeper, paper hanger, house painter. 26 Levels Of Ability For Major Occupations Minnesota Occupational Rating Scales The 430 occupations listed below are arranged in alphabeti- cal order. Each occupation is preceded by an identification number. Those preceded by a number and a letter, such as 85a, identify the eight occupations which have been added to the list as originally published in Bingham’s Aptitudes and Aptitude Testing. The letters following each occupation indicate the minimum level of ability required for job competition, other things being equal. In the last column labeled “Pattern Num- ber” will be found a number which serves to cross-index the occupation to Section IV in which two or more occupations having the same ability pattern are grouped together. If no pattern number is given for an occupation, it is a unique occupa- tion in this list. In other words, no other occupation listed has the same pattern of ratings. r Occupation 3 1* a o Social AMUty H <« >» OP> *3 >> OP a* si — A — S3 043 << •S3 (Do ■eg S<) ” 3 *2 3a > (8 >, r! U Occupation is o & ii «35 tj d ■eg 2# MS M3 ES •P H 4® 2 O50 W«J << 22. Aviator, aeronautical—flyer; involves technical knowl- edge of aeronautics .B A D D D D 29 23. — B — Baker—not owner; employed in bakery ..D D D D D D 70 24. Banker and bank officer— executive, head or officer of bank ..A D B A I) D 7 25. Banker and bank officer— small town ..A D B A D D 7 26. Bank teller—routine work; cashes checks, takes in de- posits, etc ..B D C A D I) 36 27. Barber—not owner; has charge of chair ..D C C D D D 67 28. Barber—owner of shop ..C C C C D D 46 29. Bartender—in hotel, restau- rant, or night club ..D D C C D D 68 30. Bell boy, bell hop—in hotel ..D D C 1) I) D 66 31. Blacksmith, farrier, horse- shoer—general work in rural community .1) C D D I) D 65 32. Boatman—canal hand, lock keeper ..D D D D D D 70 33. Boiler maker—heavy work; «- riveting, handling plate metal ..D C D D D D 65 34. Boiler washer—railroad engine hostler ..D D D D D D 70 35. Bookbinder—skilled operator in bindery; runs machine for sewing, trimming, etc ..C B D D D D 44 29 Bool deeper] O •H i >> *3 9 3* 2*; ■gS is 8S |s gj f§ ■ca 4» a << »« « pSs 36. Bookkeeper—high school or business college training ...B D D B D D 38 37. Bootblack—works in shoe- shine parlor or barber shop... ...D D C D D D 66 38. Brakeman—on freight or pas- senger train ...D B D D D D 64 39. Bricklayer—skilled laborer ...D B D D D D 64 40. Broker—loan broker; or finance company official ...A D B B D D 8 41. Broker—pawnbroker; owns and operates shop ...B D B C D D 35 42. Broker and commission man— wholesale dealer in fruit, grain, livestock ...B D B B D D 25 43. Broker and promoter—stocks and bonds ...A D A B D D 6 44. Builder or building con- tractor—in charge of con- struction ...B A B B D C — 45. Butcher — not shop owner; able to make cuts properly ...D C D D D D 65 46. Buyer—for department store... ...B D B B D B .... 47. Buyer—for hardware store ...B C B B D D 22 48. — C — Cabinet maker—skilled worker in furniture factory... ...C B D D D C 43 49. Canvas worker—in tent and awning factory ...D C D D D D 65 50. Carpenter — handles wood- working tools; can follow directions in processing wood, construction ...C C D D D D 47 [Bookkeeper] Minnesota Occupational Rating Scales 30 Levels Of Ability For Major Occupations [Clerk] O m s >, *3 o S >> _ >> « >> 2 >» sl 2 ■*» |3 O +3 §p 13 OP g3 0) _Q 'P ®P §3 £P ts cap Occupation < S3 > Clerical Ability 3 >, 80. Occupation Conductor—of high class con- ia OP <1 <1 g3 84 Socia Abilil ■H >H jji 84 .23 trs 44 Si > rH rt >> 8| 91. Occupation Dentist—2 to 5 years’ expe- fa OP s« Socia Abilil •eg o< •52 gs iSS << rience in small town -B A B C D D 18 92. Dentist—great, in city .A A B c D D 2 93. Designer—automobile bodies and accessories ..B A D c D B 19 94. Designer—fine jewelry and silverware ..B A D c D B 19 95. Designer—furniture and house furnishings ..B A D c D B 19 96. Designer—high grade millinery..B C C D D B 33 97. Designer—high grade women’s clothing ..B B C D D B .... 98. Designer—machinery and motors ...A A D C D C 10 99. Designer—printed textiles ...B B D D D B 21 100. Designer—ready-made cloth- ine for men and women ..B B D D D B 21 101. Designer—stage settings for plays, operas, etc ...A A C C C A .... 102. Designer—tapestries, carpets, and rugs ..B B D D D B 21 103. Designer—wall paper ...B B D D D B 21 104. Detective—traces clues, em- ployee of detective bureau ..B C B C D D 31 105. Ditcher—drains farms ...D D D D D D 70 106. Draftsman—mechanical ..B B D B D C — 107. Drayman, express man, bag- gage man, teamster—trans- ports baggage, express, mer- chandise, etc., under supervision ...D D D C D D 69 34 Levels Of Ability For Major Occupations [Elevator Operator] p s>> *3 o rt >> 3 e| Occupation II << si s< 03 <3 |a u> •23 ’<3 >> •S3 is a g s 130. Occupation Engineer, technical—thorough knowledge of processes of (S 0 »c << © S w «J 0 < a > s * Occupation sa OP <4 ■*2 83 Social Abilit h o «i* g “3 Sc ti « si 143. Foreman—construction ..B B B C D D 20 144. Foreman, overseer—small factory or shop ..B A B C D D 18 145. Foreman—large factory ..B B B B D D 17 146. Foreman—in transportation ,.B B B C D D 20 147. Foreman—in warehouses, stockyards, etc ..C C B C D D .... 148. Forest ranger—looks for forest fires, etc ...B C C C D D 40 149. Foundry worker — including molders, founders, and casters ...D C D D D D 65 — G — 150. Garbage collector—in city ...D D D D D D 70 151. Gardener—tends garden and lawn of private home ...D C D D D D 65 152. Gardener—truck farm; owns and operates small plots ...B C D D D D .... 153. Gardener—landscape ...C B C D D C .... 154. Geologist — locates ore de- posits, petroleum fields, etc.; employed by mining company ...A B D C D D 12 155. Glass blower—blows glass, bot- ties, etc., in glass factory ...C B D D D C 43 156. Guard, watchman, door- keeper—routine work ...D D D D D D 70 157. Gunsmith—makes or repairs small firearms; has small shop ...C B D D D D 44 38 Levels Of Ability For Major Occupations [Inspector] Occupation Academic Ability d O Is Social Ability 3§ "3 >> ■SS U 8 ® l| — H — u H o< ic £5 g* ■H 1-4 S3 « 158. Hairdresser, manicurist— employed in shop ...I) C c D D D 67 159. Harness maker—makes and repairs harnesses; does gen- eral leather work ...C B D D D D 44 160. Hobo—vagrant ...D D D D D D 70 161. Hospital attendant — carries meal trays, etc ...D D C D D D 66 162. Hostler — care of horses in livery; feeds; cleans stable ...D C D D D D 65 163. Hotel keeper—owns or man- ages average hotel ...B D B C D D 35 164. Hotel manager—manages large hotel in city ...A D B B D D 8 165. Housekeeper—takes care of private home; cooks, cleans, etc.; general housework ...D D C D D D 66 166. Huckster, peddler—fruit and vegetables ...D D C C D D 68 167. Illustrator—books, magazines, and newspapers ...B C C U D B 33 168. Illustrator—greeting, Christ- mas, birthday cards, etc ...C C C D D B .... 169. Inspector, sampler, etc.—fac- tory, railroad, etc ...C C D C D D 61 170. Inspector—lumber ...C C D D D D 47 171. Inspector and tester—musical instruments in factory ...C B D D C D 53 172. Inspector—telephone and telegraph ...B B D D D D .... 39 [Inspector] Minnesota Occupational Rating Scales Occupation Academic Ability mechanical Ability Social Ability Clerical AbiUty 3 “a S3 ■2-° Artistic Ability Pattern Number 173. Inspector—street railway..:*. ..c c D c D D 61 174. Insurance agent—sells policies for a company ..B D A B D D 24 175. Interior decorator — requires ability in drawing, knowl- edge of color harmony, designing, etc ..B B B C D B 175a. Interviewer — census, market research, political polls ..B D B C D D 35 176. Inventive genius—Edison type.. ..A A D C D D 11 177. Inventor—of commercial appliances ..A A D C D D 11 178. Irrigator and ditch tender— routine worker on irriga- tion ditch ..D D D D D D 70 179. — J — Janitor, sexton—church, office building, apartment, etc -D C D D D D 65 180. Jeweler—maker of watches in factory ..C A D D D D 51 181. Journalist—high class, writes feature articles for news- papers and magazines ..A D B B D D 8 182. Judge — municipal, district, and federal courts ..A D B B D D 8 183. Junkman—collector of junk ..D D D D D D 70 184. Justice of peace—in small town .B D C C D D 42 — K — 185. Keeper—of charitable and penal institutions ..B D B C D D 35 40 Levels Of Ability For Major Occupations [Life Saver] Occupation O © +3 o !►. Social Ability H C$ 0+3 3 o+j 5 »> Zz Pattern Number — L — <«■£ OP « o5 s * go Occupation ($ Ofit << ll Social Abilit 043 is ■23 US © H l| to* 200. Lighthouse keeper ..C c D D D D 47 201. Lineman—telephone and telegraph; installs and repairs systems -C B D D D D 44 202. Linotype operator—on aver- age newspaper --C B D B D D .... 203. Lithographer — makes prints from designs which he puts on stone c A D D D C 50 204. Livery stable keeper (dropped) 205. Longshoreman—loads and unloads cargoes ..D D D D D D 70 206. Lumberman—owner or man- ager of lumber camps or company ..c C B B D D 207. Lumberman—laborer ..D D D D D D 70 — M — 207a. Machine job setter—sets ma- chine for semi-skilled operator ..C B C C D D .... 208. Machinist—in large factory; highly specialized work ..c B D D D D 44 209. Mail carrier—on rural route; uses automobile ..c D C C D D 48 209a. Mail carrier—on city route c D C B D D 45 210. Manager or superintendent- average size factory ..A C B B D D 5 211. Manufacturer—employs from 10 to 50 men; makes small articles ..B B B B D D 17 212. Marshall, constable—small town ..C D C D D D 42 Levels Of Ability For Major Occupations [Milliner\ 213. Occupation Master of ceremonies—in large Academic Ability Mechanical Ability Social Ability Clerical Ability ■3£ ft Artistic Ability Pattern Number theatre; plays several instru- ments and directs orchestra... ...B D B D B D 214. Mechanic, aeroplane — re- quires technical knowledge as well as mechanical skill ...C A D D D D 51 215. Mechanic, average — auto- mobile mechanic, in garage.... ..C B D D D D 44 216. Mechanic, average—in foundry..C C D D D D 47 217. Mechanic, general—handyman.. ...C C D D D D 47 218. Mechanic, master—thorough knowledge of his field of mechanics ...B A D c D D 28 218a. Medical technologist ...B B D c D D 30 219. Merchant, great — owns and operates a million dollar business ...A D B B D D 8 220. Merchant, great, wholesale— business covering one or more states ...A D B B D D 8 221. Messenger boy—in office or store; including telegraph and express messages ..D D C C D D 68 222. Miller—feed mill; grinds grain for farmers ..D C D D D D 65 223. Miller—flour mill; must be thoroughly familiar with every detail of work ..C B D C D D 52 224. Milliner—owner, makes hats in small shop, may have few helpers ..C C C C D C 58 43 [Milliner’s Helper] Minnesota Occupational Rating Scales Occupation Academic Ability Mechanical Ability Social Ability Clerical AbiUty So, o+> ■ 3 13 Artistic Ability Pattern Number 225. Milliner’s helper—employed under supervision .1) D D D D D 70 226. Millwright—keeps machinery in running order and makes repairs ...c B D D D D 44 227. Miner—digger and shoveller... ...D C D D D D 65 228. Monument maker—carves gravestones ...C C D C D c 60 229. Motor-cyclist—rapid delivery service ...I) C D D D D 65 230. Motorman—street railway ...D C D D D D 65 231. Motorman—electric railroad ...C C D D D D 47 232. Moving picture operator— operates projection machine. ...C B D D D D 44 233. Munition worker—average ...D C D D D D 65 234. Music critic—for large news- paper or magazine ...A D B C B D 235. Music publisher—manager of music publishing company ...A D B B B D 236. Music entertainer — plays or sings in vaudeville ...C D C D B D 56 237. — N — Notary public—attests or cer- tifies deeds, etc ...C D C C D D 48 238. Nurse, registered — college training and graduation from accredited hospital ...A C C C D D 16 238a. Nurse, practical ...C C C C D D 46 239. Nurseryman—owner or manager ...B C C C D D 40 44 Levels Of Ability For Major Occupations [Osteopath] Occupation § * > 13 >» o+> El — O — csS O.Q « © _Q is ■eg as o«i a3 is << 4» g «♦» g 239a. Occupational therapist ..A B B C D c .... 240. Oculist—treats diseases of the eye ..A B B C D D 3 241. Odd job man ..D C D D D D 65 242. Officer—army ..A C B B D D 5 243. Officer—ship ..A B B B D D 1 244. Officer or inspector—city or county ..B C B C D D 31 245. Official—manufacturer, head of large company ..A C B B D D 5 246. Official—of insurance company ..A D B B D D 8 247. Official or superintendent- railroad ..A B B B D D 1 248. Official or inspector — state and federal, cabinet official, diplomat, etc ..A D B B D D 8 249. Oil well driller ..D B D D D D 64 250. Operatic director—directs and produces grand opera ..A C B C A B 251. Operative—in factory; operates machines; semi-skilled ..D D D D D D 70 252. Organist—in large city church.. ..B D C C A D .... 253. Organist—in large city theatre.. ..B D D C B D .... 254. Ornamental iron worker — manufactures and erects grillwork, railing, stairs, fences, etc ...C B D C D C 255. Osteopath—training equal to college graduation ...A B B C D D 3 45 [Painter] Minnesota Occupational Rating Scales Occupation Is ■sa d o >* la _ tx II rH «e >> 3 a ■3 tx 0+> a a is SI 4» H M d — P — 44 M W«J •-* *5 o< 44 256. Painter—general; paints houses, etc ...c c D D D D 47 257. Painter—glazier or varnisher in factory ...D c D D D D 65 258. Painter of murals—for public buildings ..B c C D D A 259. Paper hanger ..D c D D D D 65 260. Pattern maker—metal ..C A D C D D 49 261. Pattern maker—wood ...C A D C D D 49 262. Photo-engraver, etcher—makes plates for reproducing pic- tures or line drawings ...B B D C D C 263. Photographer—requires few months’ training and experience ...B B C C D C 264. Physician or surgeon—aver- ages 6 to 8 years post-high school training ...A B B C D D 3 265. Piano or organ tuner — re- quires knowledge of con- struction of musical instruments ,.C B D D C D 53 266. Plasterer—knowledge of materials used is necessary ..C B D D D D 44 267. Plumber and steamfitter — average trained plumber; under supervision ..C B D D D D 44 268. Policeman—average patrolman..C D C C D D 48 269. Policeman—sergeant or chief.... ...C D B B D D .... 46 Levels Of Ability For Major Occupations rRadio Announcer1 270. Occupation Politician — party worker; Academic Ability Mechanical Ability Social Ability Clerical Ability Musical Ability Artistic Ability Pattern Number holder of political office ..B D A c D D 34 271. Porter—personal service on train ..D D C D D D 66 272. Portrait painter—high class artist A B B D D A — 273. Postmaster — in city up to 10,000 population; second class post office ..B D B A D D 274. Potter—makes jugs, jars, crockery, earthenware, etc ..C C D D D C 62 275. Poultry raiser—small poultry farm ..D D D C D D 69 276. Preacher, clergyman, minister- average, college graduate ..A D A C C D 277. President—college ..A D B B D D 8 278. Printer—of small shop; job work ..B B C B D D 279. Probation and truant officer.... ..B D B C D D 35 280. Professional musician—plays in dance orchestra ..C C C D B D 281. Professional musician—plays in high class concert band or theatre orchestra ..C B D C B D 282. Professor—university (M.A. or Ph.D.); writes, teaches, does research ..A C B B D D 5 283. Pseudo-scientist—fortune teller, astrologer, spiritualist.. ..C D B D D D .... — R — 284. Radio announcer—average radio station ..B D B B C D 47 [Radio Artist] [ Radio Artiit] H 1 b i ►> _ * 3 >, 2S rj U E © SP 285. •a 3 Occupation 83 << Radio artist—plays or sings on 0 3 0> _Q 53 23 o< •£3 pj *r* 53 « 4» Q d P kK national broadcast program B D C D B D 39 286. Radio operator—in broad- casting station B B D C C D .... 287. Real estate agent—sells or rents property on commission basis..B D A C D D 34 288. Religious, charitable, and welfare worker—practically untrained, small salary C D B c D D 55 289. Repairman, electrical—repairs electrical devices, and ma- chines or motors C B D c D D 52 290. Repairman, general—repairs broken articles; uses wood- working tools C B D D D D 44 291. Repairman, mechanical—in shop or factory; keeps machines in condition C B D D D D 44 292. Repairman, musical—repairs musical instruments C B D D C D 53 293. Repairman, radio—technical knowledge and skill required..C A D C D D 49 294. Repairman, tire—in general automobile repair shop; knowledge of vulcanizing is required C C D D D D 47 295. Reporter—on newspaper; general routine work A D A B D D 6 296. Research leader—like Binet, Pasteur, etc A B D B D D 297. Restaurant keeper—small cafe or lunchroom C D C C D D 48 Minnesota Occupational Rating Scales 48 Levels Of Ability For Major Occupations Occupation Academic Ability Mechanical Ability Social Ability Clerical Ability "3 ts ■§§ S3 Artistic Ability Pattern Number 298. Retail dealer*—art supplies and pictures ..B D c c D c 41 299. Retail dealer—automobile dealer; average size business.... ...B C B B D D 22 300. Retail dealer—baker ..C D C C D D 48 301. Retail dealer—books and stationery ..B D C C D D 42 302. Retail dealer—boots and shoes.. ..C D C C D D 48 303. Retail dealer—butcher ..C C c C D D 46 304. Retail dealer — buyer and shipper of livestock, grain, and farm produce ..c D c B D D 45 305. Retail dealer—candy and confectionery .c D c C D C 63 306. Retail dealer—cigars, cigarettes, and tobacco ..c D c C D D 48 307. Retail dealer—coal and wood.. ..c D c c D D 48 308. Retail dealer—costumer or clothier for men and women.. ..B D c c D C 41 309. Retail dealer—dairyman; small dairy ..C G c c D D 46 310. Retail dealer—department store dealer ..B D c B D D 37 311. Retail dealer—druggist or pharmacist ..B C c B D D 32 312. Retail dealer—drygoods, fancy goods, notions ..C D c B D D 45 313. Retail dealer—florist ..C D c C D C 63 314. Retail dealer—flour and feed.... ..C D c C D D 48 [Retail Dealer] ♦The title "Retail dealer” includes only the a store or shop, not an employee. 49 [Retail Dealer] Minnesota Occupational Rating Scales Occupation Academic Ability Mechanical Ability Social Ability Clerical Ability Musical Ability Artistic AbiUty e| H &6 315. Retail dealer—fishmonger ..c D c c D D 48 316. Retail dealer—fruitman ..c D c c D D 48 317. Retail dealer—furniture ..c c c B D C 318. Retail dealer—furrier ...B D c B D C 319. Retail dealer—garage keeper.... ...C B c B D D .... 320. Retail dealer—general store, in country ..c C c B D D 54 321. Retail dealer—grocer ...c D c B D D 45 322. Retail dealer—haberdasher ..B D c C D C 41 323. Retail dealer—harness, saddlery, leather, hides ..C C c C D D 46 324. Retail dealer—hardware ...B C c B D D 32 325. Retail dealer—ice ...C D c C D D 48 326. Retail dealer—jeweler ...B C c C D C 327. Retail dealer—lumber ...C C c B D D 54 328. Retail dealer—music store; sheet music, scores, etc., in- eluding musical instruments... ...B D c C C D 329. Retail dealer—newsdealer ...D D c C D D 68 330. Retail dealer—oil, paint, wall paper ...C D c B D D 45 331. Retail dealer—optician ...B B c C D D .... 332. Retail dealer—popcorn stand. ...D D c D D D 66 333. Retail dealer—produce and provisions ...C D c C D D 48 334. Retail dealer—tailor ...C C c C D D 46 335. Riveter—steel construction work ...C C D D D D 47 336. Roofer and slater—applies roofing materials ...D C D D D D 65 50 Levels Of Ability For Major Occupations [Section Hand] Occupation O s- CD +J 7 O 1 gS §S §1 O #Q g3 Is 5 s u g fl) 350. Occupation Servant—personal and domes- tic, including butler, coach- man, footman, maid, valet, if « 84 Socia Abilil ■Sa 04 P 84 5a ts 4 4 etc .D D c D D D 66 351. Sheet metal worker—in factory; routine work ..D C D D D D 65 352. Sheriff—county ..C D A B D D .... 353. Ship rigger—installs cordage system on sailing vessels under supervision ..D B D D D D 64 354. Shop mechanic—railroad C B D D D D 44 355. Show card writer—letters cards for theatres, stores, etc.... C C D C D C 60 356. Showman—manager of theatrical production .B D B C D C .... 357. Sign painter—paints large outdoor signs C C D C D C 60 358. Singer—in musical production; opera, musical comedy, etc C D C D B D 56 359. Smelter worker — operates blast furnace used in smelt- ting and refining ores D C D D D D 65 360. Social worker—routine worker; writes case histories, etc., special training required A D A B D D 6 361. Social worker — supervisor, head of department; college training required A D A A D D 361a. Social worker—group, super- vises group work, leisure time. A D A C .. .. — 362. Soldier—private in standing army ..D D D D D D 70 Minnesota Occupational Rating Scales 52 Levels Of Ability For Major Occupations [Switchman and Flagman] O !» (8 o *9 ►> 8.12 Social Ability C5 >> O-ff *3 >> o*> P Pattern Number 363. Occupation Stage hand — manipulates (8*3 OP « op m ft » 53 82 || 52 3 >, O+i 2 3 Is ii Ejj S-2 s| Occupation 00 So toO oO So 00 389. Teacher, music—grammar school; teaches simple songs and fundamentals of music ...B D B C B D 26 390. Teacher, music—high school; leads group singing; has charge of glee clubs, orches- tras, bands, etc ..A C B C B D 391. Teacher, music—instrumental or vocal, in small town .B C B C B D 392. Teacher, music — private lessons on piano, violin, or voice; training for concert work ...B C B C A D 393. Teacher, primary—no college training; 2 years’ special training ...B D B C D D 35 394. Telegraph operator—special training and skill ...B C D B D D .... 395. Telephone operator—special training ...C D C C D D 48 396. Textile worker—routine factory work ..D D D D D D 70 397. Theatre usher ...D D C D D D 66 398. Tinsmith — makes vessels, utensils from plated or sheet metal, and does re- pair work ...C B D D D D 44 399. Toolmaker—highly skilled work in factory ...C A D C D D 49 55 [Track Layer] Minnesota Occupational Rating Scales Occupation Academic Ability Mechanical Ability Social Ability Clerical Ability Musical Ability Artistic Ability Pattern Number 400. Track layer—does heavy work under supervision ..D c D D D D 65 401. Train dispatcher—must be mentally alert ..B c C B D D 32 402. Truck driver—heavy work ..D B D D D D 64 403. Typist—no shorthand; types from copy ..C D D B D D 57 404. — U — Undertaker — embalmer; 6 months to 1 year of training.. ..C C C D D D 59 405. Undertaker—funeral director .. ..B C B C D D 31 406. Upholsterer—renovator of furniture, etc., small shop ..C C D D D D 47 407. — V — Veterinary doctor—special training; some college work.... .A B C C D D 408. Vulcanizer—understands pro- cess of hardening rubber ..C B D D D D 44 409. — W — Waiter—in small restaurant or cafe ..D D C D D D 66 410. Waiter, head—in hotel or restaurant; in charge of dining room waiters .C D B C D D 55 411. Waterworks man—a variety of jobs, all unskilled ...D C D D D D 65 412. Wheelwright—makes or re- pairs wheels; small shop .C B D D D D 44 413. Wholesale dealer — fairly small; including exporter and importer ...B D C C D D 42 56 Levels Of Ability For Major Occupations [Y.M.C.A. Official] Occupation Academic Ability Mechanical Ability Social Ability Clerical Ability ”3 >> p Is Artistic Ability Pattern Number 414. Wood carver—highly skilled work in furniture factory .c B D D D c 43 415. Writer, author — magazine articles or books; either fiction or non-fiction ...A D B C D D 13 416. Writer, author—great ...A D A B D D 6 — Y — 417. Yardman—railroad ...D C D D D D 65 418. Y.M.C.A. official—secretary, etc . ...B D B B D D 25 57 Section III Classifications of Occupations Grouped by Kinds and Levels of Ability This section presents a classification of the occupations listed in Section II according to kinds and levels of ability. Under each kind of ability grouping are included those occupations demanding “A” and “B” levels of ability. It is obvious that the counselor dealing with an individual who has “better than average” mechanical ability or artistic ability will find it con- venient to be able to identify quickly those occupations which demand “A” or “B” mechanical ability or “A” or “B” artistic ability, as the case may be. In other words, no new data about occupations are included in this section. The data already pre- sented in Section II are merely rearranged for the purpose of ready reference. It will be noted that the general plan of grouping “A” and “B” level occupations together for the special abilities is not followed in grouping together occupations in terms of the amounts of academic ability required. In this instance “C” and “D” level occupations are also listed. The reason for this special treatment is that counselors are most frequently confronted with the problem of counseling individuals w7ho are average or below7 average in academic ability. Of course, if the individual is above average in one of the special abilities, the counselor will locate possible occupations grouped under the appropriate ability. On the other hand, if an individual with low academic ability is only average or lower in all abilities, then the counselor will find it helpful to locate in one list representative jobs into which economic competition will probably force such an individual to enter. This method of grouping jobs reveals two interesting and important facts about occupations. At the outset it is obvious that “A” and “B” level jobs in terms of academic ability generally require an “A” or “B” level of some special ability. It is also clear that there are a surprising number of “C” and “D” level jobs, not only in academic ability but also in the special abilities. In other words, in large numbers of jobs no ability need be above “C.” 58 Jobs Requiring "A” Academic Ability Counselors in schools would do well to call the attention of school administrators and teachers to the fact that the individuals who work at jobs requiring only “C” and “D” levels in all abilities covered, do not require large amounts of general educa- tion. Nevertheless, scrutiny of this list of jobs shows that many of them require specialized vocational training and that some of them require intensive and long continued vocational train- ing. In other words, vocational education, which obviously should be provided for those who have above average special abilities, must also be provided for those of lesser talents. Study of these various lists of occupations automatically forces the attention of the educator to the desirability of developing a realistic program of education which will mesh with the requirements of the world of work. Jobs Requiring “A” Academic Ability a o It m a g Classified also on lists of ffifS jobs requiring1 unusual abil- p s o 2 ities as listed below oP os Name of Occupation ££ Ac. Me. So. CL Mu. Ar. i. Accountant . 15 A A 3. Actor, highest A B 5. Advertising expert . 13 A B 13. Architect A A A 16. Arranger, music, symphony.. A B A 18. Astronomer . 4 A B B 24. Banker in large bank . 7 A B A 25. Banker, small town . 7 A B A 40. Broker, loan . 8 A B B 43. Broker, promoter . 6 A A B 57. Chemist . 12 A B 75. Composer, classical . 14 A A 77. Concert artist A A 82. Conductor, symphony . 9 A B A 92. Dentist, great . 2 A A B 98. Designer, machinery . 10 A A 101. Designer, stage A A A 59 Occupations By Kinds And her els Of Ability PI 3 •*» m a g Classified also on lists of S"2 S* Jobs requiring' unusual abil- Is is ities : as listed below ofe Name of Occupation c8 P PiK Ac. Me. So. CL Mu. Ar. 110. Druggist ... 16 A 114. Editor, small paper ... 1 A B B B 115. Editor, large city paper ... 8 A B B 116. Educ. administrator ... 8 A B B 120. Employment manager ... 8 A B B 121. Engineer, architectural A A B B A 122. Engineer, civil A A B 123. Engineer, consulting A A B B 124. Engineer, electrical A A B 126. Engineer, mechanical ... 10 A A 128. Engineer, mining ... 11 A A 130. Engineer, technical ... 11 A A 154. Geologist ... 12 A B 164. Hotel manager ... 8 A B B 176. Inventive genius ... 11 A A 177. Inventor, commercial appliance ... 11 A A 181. Journalist ... 8 A B B 182. Judge ... 8 A B B 188. Land owner, large ... 5 A B B 193. Lawyer, average ... 8 A B B 194. Lawyer, eminent ... 6 A A B 210. Manager, superintendent, factory ... 5 A B B 219. Merchant, great ... 8 A B B 220. Merchant, great, wholesale. ... 8 A B B 234. Music critic A B B 235. Music publisher A B B B 238. Nurse, registered ... 16 A 239a. Occupational therapist A B B 240. Oculist ... 3 A B B 60 Jobs Requiring "A” Academic Ability a o 5j * a g Classified also on lists of P..O jobs requiring1 unusual abil- p* g o □ ities < is listed below Ofc Name of Occupation El Ac. Me. So. Cl. Mu. Ar. 242. Officer, army .. 5 A B B 243. Officer, ship .. 1 A B B B 245. Official, manufacturing company .. 5 A B B 246. Official, insurance company .. 8 A B B 247. Official, railroad .. 1 A B B B 248. Official, state, federal .. 8 A B B 250. Operatic director A B A B 255. Osteopath .. 3 A B B 264. Physician, surgeon .. 3 A B B 272. Portrait painter A B B A 276. Preacher A A 277. President, college ... 8 A B B 282. Professor, university ... 5 A B B 295. Reporter ... 6 A A B 296. Research leader A B B 342. Salesman, technical A B A B 346. Scientist, applied ... 4 A B B 347. Sculptor, great A A A 348. Secretary, private ... 7 A B A 360. Social worker, routine ... 6 A A B 361. Social worker, supervisor... A A A 361a. Social worker, group A A 365. Statistician, original, research ... 15 A A 374. Surgeon, great ... 2 A A B 379. Teacher, art, high school... A B B B 380. Teacher, art, college A B B A 382. Teacher, college A 384. Teacher, high school ... 13 A B 61 Occupations By Kinds And Lerels Of Ability L «* u (3 a Classified also on lists of g"2 o 5 S § Jobs requiring- unusual abil- ities as listed below ofc Name of Occupation fcfc Ac. Me. So. CL Mu. Ar. 11. Apiarist C D D D D D 17. Athlete, professional 59 c c C D D D 28. Barber, owner 46 c c C C D D 50. Carpenter 47 c c D D D D 56. Chef 62 c c D D D C 58. Chiropodist 59 c c C D D D 64. Clerk, art store 63 c D C C D C 65. Clerk, music store c D C C C D 67. Clerk, filing c D D C D D 72. Collector 48 c D C C D D 83. Conductor, street car 48 c D C C D D 108. Dressmaker, home . 58 c C C C D C 112. Dry cleaner, owner . 46 c C C C D D 135. Farmer, owner . 46 c C C C D D 142. Floriculturist . 62 c C D D D C 169. Inspector, sampler . 61 c C D C D D 170. Inspector, lumber . 47 c C D D D D 173. Inspector, street railroad . 61 c C D C D D 200. Lighthouse keeper . 47 c C D D D D 209. Mail carrier, rural . 48 c D C C D D 212. Marshall, constable c D C D D D 216. Mechanic, foundry . 47 c C D D D D 217. Mechanic, general . 47 c C D D D D 224. Milliner, owner . 58 c C C C D C 228. Monument maker . 60 c C D C D C 231. Motorman, electric railway. . 47 c C D D D D 237. Notary public . 48 c D C C D D 238a. Nurse, practical . 46 c C C C D D 256. Painter, general . 47 c C D D D D 69 Occupations By Kinds And Levels Of Ability § o 9 g ® if Classified also on lists of jobs requiring1 unusual abil- ities as listed below o& Name of Occupation ci P Ac. Me. So. CL Mu. Ar. 268. Policeman, average ... 48 c D C c D D 274. Potter ... 62 c c D D D C 294. Repairman, tire ... 47 c c D D D D 297. Restaurant keeper ... 48 c D C C D D 300. Retail dealer, baker ... 48 c D C C D D 302. Retail dealer, boots ... 48 c D c C D D 303. Retail dealer, butcher ... 46 c C c C D D 305. Retail dealer, candy ... 63 c D c C D C 306. Retail dealer, cigars ... 48 c D c c D D 307. Retail dealer, coal ... 48 c D c C D D 309. Retail dealer, dairy ... 46 c C c C D D 313. Retail dealer, florist ... 63 c D c C D C 314. Retail dealer, flour ... 48 c D c C D D 315. Retail dealer, fishmonger.... ... 48 c D c C D D 316. Retail dealer, fruitman ... 48 c D c C D D 323. Retail dealer, harness ... 46 c C c c D D 325. Retail dealer, ice ... 48 c D c c D D 333. Retail dealer, produce ... 48 c D c c D D 334. Retail dealer, tailor ... 46 c C c c D D 335. Riveter ... 47 c C D D D D 338. Sales clerk, retail ... 48 c D c C D D 342a. Salesman, telephone ... 48 c D c C D D 355. Show-card writer ... 60 c C D C D C 357. Sign painter ... 60 G C D C D C 377. Tailor, not owner ... 47 c C D D D D 395. Telephone operator ... 48 c D C C D D 404. Undertaker, embalmer ... 59 c C C D D D 406. Upholsterer ... 47 c C D D D D 70 Jobs Requiring “D” Academic Ability and No Special Abilities Above “C” Jobs Requiring "D” Academic Ability J„ II « a §1 il Classified also on lists of jobs requiring1 unusual abil- ities as listed below ofc Name of Occupation etf P Ac. Me. So. Cl. Mu. Ar. 20. Auto assembler 65 D c D D D D 23. Baker, employee 70 D D D D D D 27. Barber, not owner 67 D C C D D D 29. Bartender 68 D D C C D D 30. Bell boy 66 D D C D D D 31. Blacksmith 65 D C D D D D 32. Boatman 70 D D D D D D 33. Boiler maker 65 D C D D D D 34. Boiler washer 70 D D D D D D 37. Bootblack 66 D D C D D D 45. Butcher, not owner 65 D C D D D D 49. Canvas worker 65 D C D D D D 54. Chambermaid 70 D D D D D D 62. Circus roustabout 65 D C D D D D 63. Cleaner 70 D D D D D D 71. Cobbler 65 D C D D D D 78. Concrete worker 65 D C D D D D 84. Cook 65 D C D D D D 85. Cooper 65 D C D D D D 86. Dairy hand 70 D D D D D D 88. Day laborer 70 D D D D D D 90. Deliveryman 67 D C C D D D 105. Ditcher 70 D D D D D D 107. Drayman 69 D D D C D D 109. Dressmaker’s helper 70 D D D D D D 111. Dry cleaner, employee 70 D D D D D D 113. Dyer 70 D D D D D D 119. Elevator operator 66 D D C D D D 133. Farm laborer 70 D D D D D D 134. Farm tenant 65 D C D D D D 71 L n 8 3 0 8 sa Classified also on Usts of jobs requiring- unusual abil- ities as listed below ofc Nome of Occupation c8 P Ac. He. So. CL MU. Ar. 139. Fireman, stationary engineer 65 D c D D D D 140. Fisherman . 70 D D D D D D 149. Foundry worker . 65 D C D D D D 150. Garbage collector . 70 D D D D D D 151. Gardener, private home . 65 D C D D D D 156. Guard, watchman . 70 D D D D D D 158. Hairdresser . 67 D C C D D D 160. Hobo, vagrant . 70 D D D D D D 161. Hospital attendant . 66 D D C D D D 162. Hostler . 65 D C D D D D 165. Housekeeper, private home.. . 66 D D C D D D 166. Huckster . 68 D D C C D D 178. Irrigator . 70 D D D D D D 179. Janitor, sexton 65 D C D D D D 183. Junkman . 70 D D D D D D 186. Laborer, factory . 70 D D D D D D 187. Laborer, construction . 70 D D D D D D 190. Lathe operator . 70 D D D D D D 191. Laundry worker . 65 D C D D D D 196. Letter carrier . 68 D D C C D D 199. Life saver . 66 D D C D D D 205. Longshoreman . 70 D D D D D D 207. Lumberman, laborer . 70 D D D D D D 221. Messenger boy . 68 D D C C D D 222. Miller, feed mill 65 D C D D D D 225. Milliner’s helper . 70 D D D D D D 227. Miner, digger . 65 D C D D D D 229. Motorcyclist . 65 D C D D D D 230. Motorman, street railroad.... . 65 D c D D D D 233. Munition worker . 65 D c D D D D 241. Odd job man . 65 D c D D D D 251. Operative, factory . 70 D D D D D D Occupations By Kinds And Levels Of Ability 72 Jobs Requiring ”D” Academic Ability a! n Classified also on Usts of If jobs requiring1 unusual abil- ities as listed below 015 Name of Occupation c8 P fcfc Ac. Me. So. Cl. Mu. Ar. 257. Painter, glazier . 65 D c D D D D 259. Paper hanger . 65 D c D D D D 271. Porter . 66 D D C D D D 275. Poultry raiser . 69 D D D C D D 329. Retail dealer, news . 68 D D C C D D 332. Retail dealer, pop corn . 66 D D C D D D 336. Roofer, slater . 65 D C D D D D 337. Sailor . 70 D D D D D D 345. Sawmill worker . 65 D C D D D D 349. Section hand . 70 D D D D D D 350. Servant, personal, domestic... . 66 D D C D D D 351. Sheet metal worker . 65 D C D D D D 359. Smelter worker . 65 D C D D D D 362. Soldier, private . 70 D D D D D D 363. Stage hand . 65 D C D D D D 370. Stone cutter .. 65 D C D D D D 372. Street sweeper .. 70 D D D D D D 396. Textile worker .. 70 D D D D D D 397. Theatre usher .. 66 D D C D D D 400. Track layer .. 65 D C D D D D 409. Waiter .. 66 D D C D D D 411. Waterworks man .. 65 D C D D D D 417. Yardman, railroad .. 65 D C D D D D 73 Occupations By Kinds And Levels Of Ability Jobs Requiring “A” Mechanical Ability a 5 S H rt o> P,_D o 5 rt & •M H ■p a Classified also on lists of jobs requiring1 unusual abil- ities as listed below oil Name of Occupation rt P Ac. Me. So. CL Mu. Ar. 13. Architect A A A 22. Aviator ... 29 B A 44. Builder B A B B 91. Dentist, small town ... 18 B A B 92. Dentist, great ... 2 A A B 93. Designer, automobile ... 19 B A B 94. Designer, jewelry ... 19 B A B 95. Designer, furniture ... 19 B A B 98. Designer, machinery ... 10 A A 101. Designer, stage A A A 118. Electrotyper .... 50 A 121. Engineer, architecture A A B B A 122. Engineer, civil A A B 123. Engineer, consulting A A B B 124. Engineer, electrical A A B 125. Engineer, locomotive .... 28 B A 126. Engineer, mechanical .... 10 A A 127. Engineer, marine .... 29 B A 128. Engineer, mining .... 11 A A 130. Engineer, technical .... 11 A A 144. Foreman, small factory.... .... 18 B A B 176. Inventive genius .... 11 A A 177. Inventor, commercial appliance .... 11 A A 180. Jeweler, factory .... 51 A 203. Lithographer .... 50 A 214. Mechanic, aeronautic .... 51 A 218. Mechanic, master .... 28 B A 260. Pattern maker, metal .... 49 A 261. Pattern maker, wood .... 49 A 74 Typical Workers on Jobs Requiring A, B, and C Levels of Mechanical Ability: A: Toolmaker (Occupation No. 399) B: Surveyor (Occupation No. 375) C: Laundry Worker (Occupation No. 191) Jobs Requiring "A” Mechanical Ability § a §1 o 5 Ig il Classified also on Usts of Jobs requiring' unusual abil- ities as Usted below o» Name of Occupation Ac. Me. So. CL Mn. Ar. 293. Repairman, radio . 49 A 347. Sculptor, great A A A 374. Surgeon, great . 2 A A B 385. Teacher, manual training... B A B 399. Toolmaker . 49 A 77 Occupations By Kinds And Levels Of Ability Jobs Requiring “B” Mechanical Ability ■H U a fe Classified also on lists of S"S Sp jobs requiring- unusual abil- 0 g o ltles i as listed below ofc Name of Occupation && Ac. Me. So. Cl. Mu. Ar. 10. Annealer 44 B 18. Astronomer 4 A B B 21. Auto racer 44 B 35. Bookbinder 44 B 38. Brakeman 64 B 39. Bricklayer . 64 B 48. Cabinet maker 43 B 55. Chauffeur, taxi, bus B 57. Chemist, industrial . 12 A B 76. Compositor . 52 B 97. Designer, clothing, high grade women B B B 99. Designer, textiles . 21 B B B 100. Designer, clothing, ready- made for men and women. . 21 B B B 102. Designer, tapestries . 21 B B B 103. Designer, wall paper . 21 B B B 106. Draftsman B B B 114. Editor, small paper . 1 A B B B 117. Electrician . 44 B » 129. Engineer, stationary . 44 B 131. Engraver . 43 B 136. Finisher, metal . 64 B 137. Firefighter . 64 B 138. Fireman, railroad . 64 B 143. Foreman, construction . 20 B B B .m 145. Foreman, large factory . 17 B B B B 146. Foreman, transportation . 20 B B B 153. Gardener, landscape B 154. Geologist . 12 A B 78 Jobs Requiring ”B” Mechanical Ability 1 *» u ri o 9 d u |l Classified also on lists of Jobs requiring’ unusual abil- ities as listed below o» Name of Occupation Ac. Me. So. Cl. Mu. Ar. 155. Glass blower 43 B 157. Gunsmith 44 B 159. Harness maker 44 B 171. Inspector, music instructor.. 53 B 172. Inspector, telephone B B 175. Interior decorator B B B B 195. Leather worker 43 B 201. Lineman 44 B 202. Linotype operator B B 207a. Machine job setter B 208. Machinist 44 B 211. Manufacturer 17 B B B B 215. Mechanic, automobile 44 B 218a. Medical technician 30 B B 223. Miller, flour mill 52 B 226. Millwright 44 B 232. Moving picture operator 44 B 239a. Occupational therapist .... A B B 240. Oculist . 3 A B B 243. Officer, shipping 1 A B B B 247. Official, railroad 1 A B B B 249. Oil well driller . 64 B 254. Ornamental iron worker B 255. Osteopath . 3 A B B 262. Photo-engraver B B 263. Photographer B B j. Physician-surgeon . 3 A B B 265. Piano, organ tuner . 53 B 266. Plasterer . 44 B 267. Plumber . 44 B 272. Portrait painter A B B A 79 Occupations By Kinds And Levels Of Ability Occupation Number Name of Occupation Pattern Number Classified also on Usts of jobs requiring- unusual abil- ities as listed below Ac. Me. So. CL Mu. Ar. 278. Printer, small shop B B B 281. Professional musician, concert band B B 286. Radio operator B B 289. Repairman, electrical .. 52 B 290. Repairman, general .. 44 B 291. Repairman, mechanical .. 44 B 292. Repairman, music . 53 B 296. Research leader A B B 319. Retail dealer, garage B B 331. Retail dealer, optician B B 342. Salesman, technical A B A B 346. Scientist, applied .. 4 A B B 353. Ship rigger .. 64 B 354. Shop mechanic, railroad.... .. 44 B 367. Steeple jack .. 44 B 371. Stone mason .. 43 B 373. Structural steel worker .. 64 B 375. Surveyor .. 30 B B 376. Switchman, flagman .. 64 B 379. Teacher, art, high school... A B B B 380. Teacher, art, college A B B A 386. Teacher, music, band B B B B 398. Tinsmith .. 44 B 402. Truck driver .. 64 B 407. Veterinary doctor A B 408. Vulcanizer .. 44 B 412. Wheelwright .. 44 B 414. Wood carver .. 43 B 80 Jobs Requiring "A” Social Ability Jobs Requiring “A” Social Ability L 12 Bd o a a 5J l| Classified also on lists of jobs requiring' unusual abil- ities as Usted below OJ5 Name of Occupation 14 P Ac. Me. So. Cl. Mu. Ar. 8. Agent, canvasser A 19. Auctioneer A 43. Broker, promoter ... 6 A A B 174. Insurance agent ... 24 B A B 194. Lawyer, eminent ... 6 A A B 270. Politician ... 34 B A 276. Preacher A A 287. Real estate agent ... 34 B A 295. Reporter ... 6 A A B 339. Salesman, automobile B A 340. Salesman, specialty A 341. Salesman, stocks ... 24 B A B 342. Salesman, technical A B A B 343. Salesman, traveling .. 24 B A B 344. Salesman, traveling, wholesale ... 24 B A B 352. Sheriff, county A B 360. Social worker, routine worker ... 6 A A B 361. Social worker, supervisor.... A A A 361a. Social worker, group A A 416. Writer, great ... 6 A A B 81 Occupations By Kinds And Levels Of Ability Jobs Requiring “B” Social Ability a o is a & Classified also on lists of S"2 8* jobs requiring' unusual abil- gg «P g 4* p ities i is listed below Ofc Name of Occupation ££ Ac. Me. So. CL Mu. Ar. 3. Actor, highest A B 4a. Adjustor, insurance . 25 B B B 5. Advertising expert . 13 A B 24. Banker, large city . 7 A B A 25. Banker, small town . 7 A B A 40. Broker, loan . 8 A B B 41. Broker, pawn . 35 B B 42. Broker, commission man . 25 B B B 44. Builder B A B B 46. Buyer, department store B B B B 47. Buyer, hardware store . 22 B B B 51. Cartoonist B B B 53. Caterer B B B 59. Chiropractor .. 31 B B 60. Choir director B B A 80. Conductor, concert band, high class .. 26 B B B 81. Conductor, popular B B 82. Conductor, symphony .. 9 A B A 85a. Correspondence clerk .. 25 B B B 85b. Credit manager .. 25 B B B 85c. Credit clerk .. 55 B 91. Dentist, small town .. 18 B A B 92. Dentist, great .. 2 A A B 104. Detective .. 31 B B 114. Editor, small paper .. 1 A B B B 115. Editor, large city paper .. 8 A B B 116. Educational administrator .. 8 A B B 120. Employment manager .. 8 A B B 120a. Employment interviewer .... .. 35 B B 82 Jobs Requiring "B” Social Ability I M d a> ffg o □ 0 g 51 ■p a p □ Classified also on lists of Jobs requiring' unusual abil- ities as listed below Ofc Name of Occupation d P Ac. Me. So. CL Mu. Ar. 121. Engineer, architectural A A B B A 123. Engineer, consulting A A B B 132. Executive, minor . 22 B B B 141. Floorwalker . 55 B 143. Foreman, construction . 20 B B B 144. Foreman, small factory . 18 B A B 145. Foreman, large factory . 17 B B B B 146. Foreman, transportation . 20 B B B 147. Foreman, warehouse B 163. Hotel keeper . 35 B B 164. Hotel manager .. 8 A B B 175. Interior decorator B B B B 175a. Interviewer i .. 35 B B 181. Journalist .. 8 A B B 182. Judge .. 8 A B B 185. Keeper, institution .. 35 B B 188. Land owner, large .. 5 A B B 189. Landscape architect .. 23 B B B 192. Laundry owner .. 31 B B 193. Lawyer, average .. 8 A B B 206. Lumberman, owner B B 210. Manager, superintendent, factory .. 5 A B B 211. Manufacturer .. 17 B B B B 213. Master ceremonies B B B 219. Merchant, great .. 8 A B B 220. Merchant, great, wholesale.. .. 8 A B B 234. Music critic A B B 235. Music publisher A B B B 239a. Occupational therapist A B B 240. Oculist .. 3 A B B 83 Occupations By Kinds And Levels Of Ability PI o M H o 9 6J Classified also on lists of jobs requiring’ unusual abil- ities as listed below of! Name of Occupation Ac. Me. So. CL Mu. Ar. 242. Officer, army ... 5 A B B 243. Officer, ship . i A B B B 244. Officer, city . 31 B B 245. Official, manufacturing company . 5 A B B 246. Official, insurance company . 8 A B B 247. Official, railroad . 1 A B B B 248. Official, state, federal . 8 A B B 250. Operatic director A B A B 255. Osteopath . 3 A B B 264. Physician-surgeon . 3 A B B 269. Policeman, sergeant B B 272. Portrait painter A B B A 273. Postmaster B B A 277. President, college .. 8 A B B 279. Probation officer .. 35 B B ' 282. Professor, university .. 5 A B B 283. Pseudo-scientist B 284. Radio announcer B B B 288. Religious, charity worker.... .. 55 B 299. Retail dealer, automobile.. .. 22 B B B 348. Secretary, private .. 7 A B A 356. Showman, manager B B 374. Surgeon, great .. 2 A A B 378. Teacher, art, grades .. 23 B B B 379. Teacher, art, high school.... A B B B 380. Teacher, art, college A B B A 381. Teacher, athletics .. 31 B B 383. Teacher, grammar school.... .. 35 B B 384. Teacher, high school .. 13 A B 84 Typical Workers on Jobs Requiring A, B, and C Levels of Social Ability: i A: Social Worker (Occupation No. 3b 1) B: Foreman (Occupation No. 145) C: Sales Clerk (Occupation No. 338) Jobs Requiring "B” Social Ability cupation unber 61 4» a 4» □ Classified also on lists of jobs requiring- unusual abil- ities as listed below ofc Naone of Occupation rt P to* Ac. Me. So. Cl. Mu. Ar. 385. l eather, manual training.... .... B A B 386. Teacher, music, band B B B B 387. Teacher, music, college 9 A B A 389. Teacher, music, grades.. 26 B B B 390. Teacher, music, high school — A B B 391. Teacher, music, instructor.... B B B 392. Teacher, music, private .... B B A 393. Teacher, primary 35 B B 405. Undertaker, funeral director 31 B B 410. Waiter, head 55 B 415. Writer, magazine, book 13 A B 418. Y.M.C.A. official 25 B B B 87 Occupations By Kinds And Levels Of Ability Jobs Requiring “A” Clerical Ability a O 5 n a g Classified also on lists of fhfl gp jobs requiring- unusual abil- p a o 5 o.P ll ities as listed below Ofc Name of Occupation Ac. Me. So. Cl. Mu. Ar. 1. Accountant 15 A A 24. Banker, large city 7 A B A 25. Banker, small town 7 A B A 26. Bank teller 36 B A 197. Librarian, small institution.. 36 B A 273. Postmaster B B A 348. Secretary, private 7 A B A 361. Social worker, supervisor .... A A A 365. Statistician, original research 15 A A 366. Statistician, clerical work .... B A 3 Jobs Requiring “B” Clerical Ability O ■5 b a g Classified also on lists of p.a gp jobs requiring- unusual abil- 3 g o 2 Is ities i as listed below ofc Name of Occnpation a P fcfe Ac. Me. So. Cl. Mu. Ar. 4a. Adjustor, insurance . 25 B B B 7. Agent, express . 37 B B 9. Agent, ticket . 45 B 12. Appraiser . 37 B B 14. Arranger, music, general . 27 B B B 15. Arranger, music, popular... . 27 B B B 16. Arranger, music, symphony. A B A 18. Astronomer . 4 A B B 36. Bookkeeper . 38 B B 40. Broker, loan . 8 A B B 42. Broker, commission man . 25 B B B 43. Broker, promoter . 6 A A B 44. Builder B A B B 46. Buyer, department store B B B B 88 Jobs Requiring "B” Clerical Ability a o +» n ts « Pi.fi a a o g s ® S-g +»s 43 3 Classified also on lists of jobs requiring unusual abil- ities as listed below OP Ofc Name of Occupation && Ac. Me. So. Cl. Mu. Ar. 47. Buyer, hardware store .. 22 B B B 52. Cashier .. 45 B 66. Clerk, express . 45 B 68. Clerk, railroad . 38 B B 69. Clerk, shipping . 38 B B 70. Clerk, stock . 57 B 73. Compiler .. 38 B B 79. Conductor, railroad .. 37 B B 85a. Correspondence clerk .. 25 B B B 85b. Credit manager . 25 B B B 106. Draftsman B B B 114. Editor, small paper .. 1 A B B B 115. Editor, large city paper .. 8 A B B 116. Educational administrator.. .. 8 A B B 120. Employment manager .. 8 A B B 121. Engineer, architect ... A A B B A 122. Engineer, civil A A B 123. Engineer, consulting A A B B 124. Engineer, electrical A A B 132. Executive, minor .. 22 B B B 145. Foreman, large factory .. 17 B B B B 164. Hotel manager .. 8 A B B 174. Insurance agent .. 24 B A B 181. Journalist .. 8 A B B 182. Judge .. 8 A B B 188. Land owner, large... .. 5 A B B 193. Lawyer, average .. 8 A B B 194. Lawyer, eminent .. 6 A A B 198. Librarian, symphony B B 202. Linotype operator B B 206. Lumberman, owner B B 89 Occupations By Kinds And Levels Of Ability 1. rt (U K o □ 11 s§ Classified also on lists of jobs requiring- unusual abil- ities as listed below OP OK Nam© of Occupation up Ac. Me. So. Cl. Mu. Ar. 209a. Mail carrier 210. Manager, superintendent, 45 B factory . 5 A B B 211. Manufacturer . 17 B B B B 219. Merchant, great . 8 A B B 220. Merchant, great, wholesale. . 8 A B B 235. Music publisher A B B B 242. Officer, army . 5 A B B 243. Officer, ship 245. Official, manufacturing . 1 A B B B company . 5 A B B 246. Official, insurance company . 8 A B B 247. Official, railroad . 1 A B B B 248. Official, state, federal A B B 269. Policeman, sergeant B B 277. President, college .. 8 A B B 278. Printer, small shop B B B 282. Professor, university .. 5 A B B 284. Radio announcer B B B 295. Reporter .. 6 A A B 296. Research leader A B B 299. Retail dealer, automobile.. .. 22 B B B 304. Retail dealer, buyer.... 310. Retail dealer, department .. 45 B store .. 37 B B 311. Retail dealer, drug..... .. 32 B B 312. Retail dealer, drygoods ... 45 B 317. Retail dealer, furniture B 318. Retail dealer, furrier B B 319. Retail dealer, garage B B 90 Typical Workers on Jobs Requiring A, B, and C Levels of Clerical Ability: A: Bank Teller (Occupation No. 26) B: Employment Manager (Occupation No. 120) C: File Clerk (Occupation No. 67) Jobs Requiring "B” Clerical Ability 1 ♦j u H 8 5 g| #1 Classified also on lists of Jobs requiring- unusual abil- ities as listed below ofc Name of Occupation c* P Ac. Me. So. Cl. Mu. Ar. 320. Retail dealer, general store.. 54 B 321. Retail dealer, grocer . 45 B 324. Retail dealer, hardware . 32 B B 327. Retail dealer, lumber . 54 B 330. Retail dealer, oil . 45 B 341. Salesman, stocks . 24 B A B 342. Salesman, technical A B A B 343. Salesman, traveling, retail... . 24 B A B 344. Salesman, traveling, wholesale . 24 B A B 346. Scientist, applied . 4 A B B 352. Sheriff, county A B 360. Social worker, routine 6 A A B 364. Station agent . 54 B 368. Stenographer . 37 B B 369. Stock clerk . 57 B 394. Telegraph operator B B 401. Train dispatcher . 32 B B 403. Typist, from copv. .. . 57 B 416. Writer, great . 6 A A B 418. Y.M.C.A. official . 25 B B B 93 Occupations By Kinds And Levels Of Ability Jobs Requiring “A” Musical Ability § 43 h a h rt • P>A $9 g 0 H « Pattern 0 0 o a fcfc &0 Ac. Me. So. Cl. Mu. Ar. ofc Name of Occupation 197. Librarian, small institution 37 5 B D c B D D 7. Agent, express and freight 12. Appraiser, taxes, insurance, etc. 79. Conductor, railroad 310. Retail dealer, department store 368. Stenographer, shorthand, typing 38 4 B D D B D D 36. Bookkeeper, high school, business college training 68. Clerk, railroad mail clerk 69. Clerk, shipping in whole- sale company 73. Compiler, census, bibliog- raphies 39 2 B D C D B D 2. Actor, average 285. Radio artist, plays, sings, national broadcast 40 2 B C C C D D 148. Forest ranger 239. Nurseryman, owner, man- ager 41 3 B D C C D C 298. Retail dealer, art supplies, pictures 308. Retail dealer, costumer, clothing 322. Retail dealer, haberdasher 42 3 B D C C D D 184. Justice of peace, small town 301. Retail dealer, books, sta- tionery 413. Wholesale dealer, fairly small Occupations By Similarity Of Ability Patterns Patterns of “C” Academic Ability Having Two or More Occupational Labels jj i| Pi )Q Humber of Occupations Ac. Me. Pattern So. 01. Mu. Ar. Occupation Humber Name of Occupation 43 6 c B D D D c 48. Cabinet maker, skilled 131. Engraver, jewelry, silver- ware 155. Glass blower, bottles, etc. 195. Leather worker, skilled 371. Stone mason, skilled 414. Wood carver, highly skilled 44 21 c B D D D D 10. Annealer, temperer, factory 21. Auto racer, races, tests cars 35. Bookbinder, skilled opera- tor 117. Electrician, general electric worker 129. Engineer, stationary, spec- ial training 157. Gunsmith, makes and re- pairs guns 159. Harness maker, general leather work 201. Lineman 208. Machinist, large factory, specialized 215. Mechanic, average, garage 226. Millwright, machine mech- anic 232. Moving picture operator, projectionist 266. Plasterer, knowledge of materials 112 Patterns Of "C” Academic Ability n •HI 0 o ■H Pattern Number zt |3 Is Ac. Me. Pattern So. 01. Mu. Ar. U rt © 8? Oh Name of Occupation 44 21 c B D D D D 267. Plumber and steamfitter, (Continued) average 290. Repairman, general, wood- working tools 291. Repairman, mechanical 354. Shop mechanic, railroad 367. Steeple jack, paints and re- pairs 398. Tinsmith, manufactures and repairs 408. Vulcanizer 412. Wheelwright, small shop 45 8 c D C B D D 9. Agent, ticket agent, depot 52. Clerk, cashier, make change, retail store 66. Clerk, experienced, receiv- ing or sending 209a. Mail carrier, city route 304. Retail dealer, buyer, ship- per of livestock 312. Retail dealer, drygoods 321. Retail dealer, grocer 330. Retail dealer, oil, paint 46 8 c C C C D D 28. Barber, owner of shop 112. Dry cleaner, owner or man- ager 135. Farmer, owner, manager, moderate size 238a. Nurse, practical 303. Retail dealer, butcher 309. Retail dealer, dairyman 113 Occupations By Similarity Of Ability Patterns gl ii d 4 a as Pattern d o +> H d « AP c a o d Name of Occupation Ho Ac. Me. So. Cl. Mu. Ar. O H 64 10 D B D D D D 38. 39. 136. 137. 138. 249. 353. 373. 376. 402. Brakeman, freight or pas- senger Bricklayer, skilled labor Finisher of metal Fireman in city Fireman, railroad Oil well driller Ship rigger Structural steel worker Switchman, railroad yard Truck driver, heavy work 65 34 D C D D D D 20. 31. 33. 45. 49. 62. 71. 78. 84. 85. 134. Auto assembler, in auto factory Blacksmith, general work, rural Boilermaker, heavy work Butcher, not shop owner Canvas worker, tent and awning factory Circus roustabout Cobbler, shoemaker, repair man Concrete worker, construc- tion Cook, restaurant or small hotel Cooper, makes barrels in factory Farm tenant, small tract of land 118 Patterns Of "D” Academic Ability OB 'g g d H U Ih’*3 ■3 h gS 9 <$ P P« a « 2"2 SI Kb IS bo Pattern Ac. Me. So. Cl. Mu. Ar. 0 g o 9 o b Name of Occupation 65 34 D C D D D D 139. Fireman, stationary engi- (Continued) neer 149. Foundry worker, molder, etc. 151. Gardener, private home or estate 162. Hostler, cares for horses 179. Janitor, sexton, church office building 191. Laundry worker, handy- man, semi-skilled 222. Miller, feed mill 227. Miner, digger and shoveler 229. Motor-cyclist, rapid deliv- ery service 230. Motorman, street railway 233. Munition worker, average 241. Odd job man 257. Painter, glazier or varnish- er in factory 259. Paper hanger 336. Roofer and slater 345. Sawmill worker 351. Sheet metal worker, rou- tine factory 359. Smelter worker 363. Stage hand, large theatre 370. Stone cutter, quarry worker 400. Track layer, heavy work 411. Waterworks man, unskilled 417. Yardman, railroad 119 Occupations By Similarity Of Ability Patterns (0 o o rt .2 fl ® jQ ■p g N zt a p 3 9 Pattern o g fife feo Ac. Me. So. Cl. Mn. Ar. op ofc Name of Occupation 66 11 D D c D D D 30. Bell boy, hotel 37. Boot black, shoeshining parlor 119. Elevator operator 161. Hospital attendant 165. Housekeeper, private home, cleans, etc. 199. Life saver, municipal beach 271. Porter, personal service on train 332. Retail dealer, popcorn stand 350. Servant, personal and do- mestic 397. Theatre usher 409. Waiter, small restaurant or cafe 67 3 D C c D D D 27. Barber, not owner, charge of chair 90. Delivery man, groceries, drives car 158. Hairdresser, manicurist, in shop 68 5 D D c C D D 29. Bartender, hotel, restau- rant, bar 166. Huckster, peddler, fruit, vegetables 196. Letter carrier 221. Messenger boy, telegraph, office, store 329. Retail dealer, news 120 Typical Workers on Jobs Requiring No Higher Than D Level in Any Ability: Textile Worker (Occupation No. 396) Farm Laborer (Occupation No. 133) Lumberman (Occupation No. 207) Patterns Of "D” Academic Ability Il *M Q O O m3 zt as h Pattern § +» U If si Ac. Me. So. Cl. Mu. Ar. OK Name of Occupation 69 2 D D D C D D 107. 275. Drayman Poultry dealer, small poul- try farm 70 30 D D D D D D 23. 32. 34. 54. 63. 86. 88. 105. 109. 111. 113. 133. 140. 150. 156. 160. 178. 183. 186. 187. 190. Baker, not owner, work in bakery Boatman, canal hand, lock keeper Boiler washer, railroad Chamber maid, hotel or boarding house Cleaner, scrub woman Dairy hand, under super- vision Day laborer Ditcher, drains farms Dressmaker’s helper, rou- tine Dry cleaner, routine Dyer, routine in factory Farm laborer, unskilled Fisherman Garbage collector, in city Guards, watchman, door- keeper Hobo, vagrant Irrigator and ditch tender Junkman, collector of junk Laborer, factory Laborer, construction Lathe operator, routine in factory 123 Occupations By Similarity Of Ability Patterns *1 Il il 5 M CO pH I <5 T9 § I u O O H . X* i! m -q II PH g > Cl o .o S2 +3 o u &« Om I cr* a> $ C/2 •8 ►—> rt cu i a; £ *3 cO r 2t 130 Gainfully Employed Persons in the U. S. - -SACts Group and Occupation 1870 1880 1890 1900 1910 1920 1930 Number Number Number Number Number Number Number Envelope, Tag, Etc., Workers 10,032 13,694 17,127 Foremen and Overseers 36,084 55,450 175,997 308,137 338,504 Furnacemen, Puddlers, Etc 36,251 40,806 35,166 Glass Blowers, Etc.J 9,518 17,934 34,282 49,998 57,441 53,975 44,121 Grinders, Buffers, Etc 49,525 59,785 78,600 Tewelers. Etc 20,287 42,225 45,515 50,232 66,706 81,791 74,756 Laborers 1,032,084 1,859,223 1,913,373 2,629,262 2,518,135 2,956,710 3,213,280 Leather Workers 236,717 268,291 304,087 298,726 323,379 358,090 343,906 Lime and Cement Workers, Etc.J 8,609 7,633 11,395 Lumber, Furniture Workers 177,839 236,990 345,896 376,860 298,959 296,710 334,217 Machinists, Toolmakers, Etc 61,519 116,718 204,813 311,267 488,049 934,125 774,701 Manufacturers and Managers 57,405 69,595 153,882 243,009 361,312 433,645 520,657 Metal Factory Workers 17,385 27,962 54,777 83,362 26,911 32,369 33,645 Millers 41,582 53,440 52,841 40,548 27,144 31,384 22,818 Molders, Founders, Etc 1,543 3,341 8,932 12,473 120,900 123,681 105,158 Painters, Paperhangers, Etc 89,147 135,332 234,602 299,531 362,932 341,778 557,259 Paper and Pulp Workers 12,469 21,430 27,817 36,328 36,383 54,669 63,629 Paper-Box Factory Workers 6,080 15,762 17,757 21,098 17,917 20,452 14,284 Plasterers, Etc 23,577 22,083 39,002 35,694 47,682 45,876 85,480 Plumbers and Apprentices 11,143 19,383 61,231 97,785 158,207 214,104 243,751 Potters and Pottery Workersj 5,060 7,233 14,928 16,140 16,259 17,437 23,247 Printers and Lithographers 40,424 72,726 123,059 159,147 160,179 172,564 231,539 Printing, Publishing Workers 9,104 13,833 23,858 30,278 71,153 78,312 81,799 Rollers and Roll Hands 2,796 7,170 12,319 18,487 18,407 25,061 30,765 Stonecutters, Stoneyard Workersf 25,831 32,842 61,070 54,460 44,270 27,645 30,851 Textile Workers$ 531,763 841,313 1,242,488 1,507,393 1,908,321 1,751,473 1,746,511 Tin, Enamelware Workers 10,611 19,356 23,290 Tinsmiths, Etc 30,524 42,818 57,525 70,505 59,833 77,784 85,364 Tobacco Workers 40,271 77,045 111,625 131,452 151,801 145,222 103,715 Other Building Workers 19,264 11,884 22,528 18,445 211,660 127,326 238,556 Other Electrical Workers 33,557 80,790 166,596 Other Factory Operatives 115,732 145,938 233,284 304,043 321,257 592,001 576,878 Other Food Workers 32,038 49,920 76,858 115,617 128,221 181,469 193,767 Other Miscellaneous Workers 103,295 177,628 207,281 464,753 228,564 455,978 732,163 Transportation and Communication.. 403,274 582,944 1,089,161 1,456,732 2,510,498 3,053,783 3,998,206 (Per Cent of All Workers) 3.2% 3.4% 4.8% 5.0% 6.6% 7.3% 8.2% Air Transport Workers 1,312 12,383 Communication Workers 8,316 23,166 63,348 89,739 369,249 513,390 663,267 Road, St. Trans. Workers 146,846 223,496 449,292 637,518 578,363 821,308 1,720,302 Steam Railroad Workers 154,027 236,058 462,213 582,150 1,195,948 1,316,216 1,207,806 Street Railroad Workers 5,103 11,687 37,434 68,919 157,671 177,146 149,831 131 A ppendix Group and Occupation 1870 1880 1890 1900 1910 1920 1930 Number Number Number Number Number Number Number Water Transport Workers Other T. and C. Workers .. 88,982 88,537 76,874 78,406 153,180 56,087 179,365 45,046 180,111 64,506 Trade (Per Cent of All Workers) 4.6% 833,717 4.8% 1,476,022 6.5% 2,232,771 7.7% 3,719,797 9.8% 4,418,751 10.6% 6,277,574 12.9% Agents Bankers and Brokers Commercial Travelers Hucksters and Peddlers Insurance Agents and Officials 10,631 7,262 34,337 33,989 19,373 28,158 53,491 174,582 35,968 58,691 59,083 241,162 73,277 92,919 76,649 86,532 105,804 163,620 80,415 97,964 1,165,662 43,086 125,862 1,326,908 20,734 503,210 161,067 161,613 179,320 50,402 134,978 245,127 221,504 223,732 56,610 286,235 Merchants Owners and Officials Real Estate Agents and Officials.... .. 402,001 10,023 555,680 15,553 796,781 39,900 946,405 74,072 1,351,447 61,213 149,135 1,606,117 24,469 538,990 1,730,437 83,468 240,030 Salesmen and Saleswomen Undertakers Other Persons in Trade 14,203 72,805 32,279 5,113 90,081 264,394 9,891 36,732 611,139 16,189 100,959 2,470,994 34,132 685,305 Public Service (Per Cent of All Workers) 0.6% 107.226(d) 0.6% 185.138(d) 0.8% 260,392 0.9% 644,705 1.7% 897,024 2.2% 1,218,257 2.5% County Agents, Etc 5,597 Detectives 6,349 35,606 78,271 7,491 9,073 11,955 50,771 12,865 Firemen 14,534 73,008 Guards and Watchmen 115^553 12,884 148,115 Institution Keepers 15,020 Marshals and Constables 6’897 10,071 82,120 2,679 9,350 Notaries, Justices of Peace, Etc 7,445 61,980 1,043 77,331 192,608 11,756 131,687 4,270 Policemen Probation Officers 13,384 74,629 116,056 Public Officials Road Building Workers 69,681 82,590 86,607 103,996 129,829 10,683 225,503 11,196 101,434 21,453 130,095 322,169 Sheriffs 7,134 77,153 9,946 63,007 15,338 132,830 16,673 Soldiers, Sailors, Marines Street Cleaning Workers .. 23,338 24,161 27,919 43,195 Other Laborers 147,847 41,637 Other Public Service Workers 10^268 Professional Service (Per Cent of All Workers) .. 332,179 .. 2.7% 543,511 3.1% 881,783 3.9% 1,148,155 3.9% 1,614,012 4.2% 1,999,168 4.8% 2,927,322 6.0% Actors and Showmen Architects Artists and Art Teachers Attendants and Helpers 3,230 2,017 4,081 7,416 3,375 9,104 27,783 8,070 22,496 34,760 10,581 24,873 48,393 16,613 34,104 18,601 16.273 48,172 18,185 35,402 31,712 32.941 75,296 22,000 57,265 170,384 47.068 Chemists. Metallurgists. Etc 772 1.969 4.503 8.847 132 Gainfully Employed Persons in the U. S. Group and Occupation 1870 1880 1890 1900 1910 1920 1930 Number Number Number Number Number Number Number Clergymen Dentists Designers, Draftsmen, Etc Journalists, Editors, Etc Lawyers, Judges, Etc Musicians and Music Teachers Photographers Physicians and Surgeons Semi-Prof, and Recreation Workers.. 43,874 7,839 1,286 6,265 40,736 16,010 7,558 62,448 64,698 12,314 2,820 13,439 64,137 30,477 9,990 85,671 88,203 17,498 9,391 28,563 89,630 62,155 20,040 104,805 111,638 29,665 18,943 40,035 114,460 92,174 26,941 132,002 118,018 39,997 47,449 38,750 114,704 139,310 31,775 151,132 67,904 614,905 88,755 11,652 15,677 127,270 56,152 70,651 40,865 122,519 130,265 34,259 150,007 122,274 148,848 71,055 102,730 64,293 160,605 165,128 39,529 159,920 171,773 1,124,520 226,249 11,863 108,796 Teachers, Professors, Etc Technical Engineers Veterinarians Other Prof. Workers 126,822 7,374 1,166 701 227,710 8,261 2,130 347,344 43,239 6,494 1,569 446,133 43,239 8,163 5,701 795473 136,121 13,494 33,706 Domestic and Personal Service (Per Cent of All Workers) 1,208,142 9.7% 1,522,025 (d) 8.7% 2,204,891 (d) 9.7% 2,777,610(d) 9.5% 3,842,352 10.1% 3,534,604 8.5% 5,255,803 10.8% Barbers, Manicurists, Etc Boardinghouse Keepers Cleaning and Dyeing Workers 23,935 12,785 44,851 19,058 84,982 44,349 131,116 71,281 195,275 165,452 14,860 25,035 4,22 7 216,211 133,392 21,667 40,713 5,481 55,583 178,628 531,163 305,897 88,168 131,907 1,721,543 104,251 374,290 144,371 88,118 67,614 9,163 56,848 309,625 626,282 451,198 127,488 165,406 2,649,167 186,233 Elevator Tenders Hotelkeepers and Managers Janitors and Sextons Laundry Workers Midwives and Nurses Porters 26,394 2,920 60,906 12,162 32,453 9,212 121,942 15,601 44,076 26,538 248,462 47,586 54,797 56,577 385,965 120,956 64,504 113,081 664,004 215,370 84 128 Restaurant Keepers, Etc Servants, Waiters, Etc Other Service Workers 50,767 1,000,417 17,856 83,078 1,155,351 40,479 46,474 1,546,827 15,597 206,407 1,715,874 34,637 230,281 1,949,791 116,344 Clerical (Per Cent of All Workers) 311,889 2.5% 531,083 3.1% 830,311 3.7% 1,135,204 3.9% 1,631,926 4.3% 2,950,769 7.1% 3,829,217 7.8% Bookkeepers, Cashiers, Etc Clerks (except stores) (e) Messengers, Etc Stenographers and Typists 61,740 241,432 8,717 105,575 396,810 13,985 14,713 159,374 586,164 51,355 33,418 254,880 696,338 71,622 112,364 486,700 720,498 108,035 316,693 734,688 1,487,905 113,022 615,154 930,648 1,997,000 90,379 811,190 * Based on unrevised census data. (A few been re-arranged). tl940 census figures: Total U. S. Population Total Gainfully Occupied (Per Cent of Total Population) census classifications have 40.1% tLaborers in these industries are included in general classification of laborers. (a) Includes unpaid family workers and hired hands. (b) Except locomotive and fire department. (c) Approximate only. (d) Revised figures. (e) Prior to 1910, figures include some store and general clerks. Strictly comparable, therefore, only from 1910 to 1930. .... No data available. 133