Careers

Audiologists

* Nature of the Work
* Working Conditions
* Training, Other Qualifications, and Advancement
* Employment
* Job Outlook
* Earnings
* Related Occupations
* Sources of Additional Information

Significant Points

* Employment growth will be spurred by the expanding population in older age groups that are prone to medical conditions that result in hearing problems.
* More than half worked in health care facilities; many others were employed by educational services.
* A master?s degree in audiology has been the standard credential; however, a clinical doctoral degree is becoming more common for new entrants and is expected to become the new standard for the profession.

Nature of the Work [About this section] Back to Top Back to Top

Audiologists work with people who have hearing, balance, and related ear problems. They examine individuals of all ages and identify those with the symptoms of hearing loss and other auditory, balance, and related sensory and neural problems. They then assess the nature and extent of the problems and help the individuals manage them. Using audiometers, computers, and other testing devices, they measure the loudness at which a person begins to hear sounds, the ability to distinguish between sounds, and the impact of hearing loss on an individual?s daily life. In addition, audiologists use computer equipment to evaluate and diagnose balance disorders. Audiologists interpret these results and may coordinate them with medical, educational, and psychological information to make a diagnosis and determine a course of treatment.

Hearing disorders can result from a variety of causes including trauma at birth, viral infections, genetic disorders, exposure to loud noise, certain medications, or aging. Treatment may include examining and cleaning the ear canal, fitting and dispensing hearing aids, and fitting and programming cochlear implants. Audiologic treatment also includes counseling on adjusting to hearing loss, training on the use of hearing instruments, and teaching communication strategies for use in a variety of environments. For example, they may provide instruction in listening strategies. Audiologists also may recommend, fit, and dispense personal or large area amplification systems and alerting devices.

In audiology (hearing) clinics, audiologists may independently develop and carry out treatment programs. They keep records on the initial evaluation, progress, and discharge of patients. In other settings, audiologists may work with other health and education providers as part of a team in planning and implementing services for children and adults, from birth to old age. Audiologists who diagnose and treat balance disorders often work in collaboration with physicians, and physical and occupational therapists.

Some audiologists specialize in work with the elderly, children, or hearing-impaired individuals who need special treatment programs. Others develop and implement ways to protect workers? hearing from on-the-job injuries. They measure noise levels in workplaces and conduct hearing protection programs in factories, as well as in schools and communities.

Audiologists who work in private practice also manage the business aspects of running an office, such as developing a patient base, hiring employees, keeping records, and ordering equipment and supplies.

A few audiologists conduct research on types of—and treatment for—hearing, balance, and related disorders. Others design and develop equipment or techniques for diagnosing and treating these disorders.

Working Conditions [About this section] Back to Top Back to Top

Audiologists usually work at a desk or table in clean, comfortable surroundings. The job is not physically demanding but does require attention to detail and intense concentration. The emotional needs of patients and their families may be demanding. Most full-time audiologists work about 40 hours per week, which may include weekends and evenings to meet the needs of patients. Some work part time. Those who work on a contract basis may spend a substantial amount of time traveling between facilities.

Training, Other Qualifications, and Advancement [About this section] Back to Top Back to Top

Audiologists are regulated in 49 States; all require that individuals have at least a master?s degree in audiology. However, a clinical doctoral degree is expected to become the new standard, and several States are currently in the process of changing their regulations to require the Doctor of Audiology (Au.D.) degree or equivalent. A passing score on the national examination on audiology offered through the Praxis Series of the Educational Testing Service also is needed. Other requirements typically are 300 to 375 hours of supervised clinical experience and 9 months of postgraduate professional clinical experience. Forty-one States have continuing education requirements for licensure renewal. An additional examination and license is required in order to dispense hearing aids in some States. Medicaid, Medicare, and private health insurers generally require practitioners to be licensed to qualify for reimbursement.

In 2005, there were 24 master?s degree programs and 62 clinical doctoral programs offered at accredited colleges and universities. Graduation from an accredited program may be required to obtain a license. Requirements for admission to programs in audiology include courses in English, mathematics, physics, chemistry, biology, psychology, and communication. Graduate course work in audiology includes anatomy; physiology; physics; genetics; normal and abnormal communication development; auditory, balance, and neural systems assessment and treatment; diagnosis and treatment; pharmacology; and ethics.

Audiologists can acquire the Certificate of Clinical Competence in Audiology (CCC-A) offered by the American Speech-Language-Hearing Association. To earn a CCC, a person must have a graduate degree and 375 hours of supervised clinical experience, complete a 36-week postgraduate clinical fellowship, and pass the Praxis Series examination in audiology, administered by the Educational Testing Service. According to the American Speech-Language-Hearing Association, as of 2007, audiologists will need to have a bachelor?s degree and complete 75 hours of credit toward a doctoral degree in order to seek certification. As of 2012, audiologists will have to earn a doctoral degree in order to be certified.

Audiologists may also be certified through the American Board of Audiology. Applicants must earn a master?s or doctoral degree in audiology from a regionally accredited college or university, achieve a passing score on a national examination in audiology, and demonstrate that they have completed a minimum of 2,000 hours of mentored professional practice in a two-year period with a qualified audiologist. Certificants must apply for renewal every three years. They must demonstrate that they have earned 45 hours of approved continuing education within the three-year period. Beginning in 2007, all applicants must earn a doctoral degree in audiology.

Audiologists should be able to effectively communicate diagnostic test results, diagnoses, and proposed treatments in a manner easily understood by their patients. They must be able to approach problems objectively and provide support to patients and their families. Because a patient?s progress may be slow, patience, compassion, and good listening skills are necessary.

Employment [About this section] Back to Top Back to Top

Audiologists held about 10,000 jobs in 2004. More than half of all jobs were in offices of physicians or other health practitioners, including audiologists; in hospitals; and in outpatient care centers. About 1 in 7 jobs was in educational services, including elementary and secondary schools. Other jobs for audiologists were in health and personal care stores, including hearing aid stores; scientific research and development services; and State and local governments.

A small number of audiologists were self-employed in private practice. They provided hearing health care services in their own offices or worked under contract for schools, health care facilities, or other establishments.

Job Outlook [About this section] Back to Top Back to Top

Employment of audiologists is expected to grow about as fast as the average for all occupations through the year 2014. Because hearing loss is strongly associated with aging, rapid growth in older population groups will cause the number of persons with hearing and balance impairments to increase markedly. Medical advances are also improving the survival rate of premature infants and trauma victims, who then need assessment and possible treatment. Greater awareness of the importance of early identification and diagnosis of hearing disorders in infants also will increase employment. Most States now require that all newborns be screened for hearing loss and receive appropriate early intervention services.

Employment in educational services will increase along with growth in elementary and secondary school enrollments, including enrollment of special education students. The number of audiologists in private practice will rise due to the increasing demand for direct services to individuals as well as increasing use of contract services by hospitals, schools, and nursing care facilities.

Growth in employment of audiologists will be moderated by limitations on insurance reimbursements for the services they provide. Additionally, increased educational requirements may limit the pool of workers entering the profession and any resulting higher salaries may cause doctors to hire more lower paid ear technicians to perform the functions that audiologists held in doctor?s offices. Only a few job openings for audiologists will arise from the need to replace those who leave the occupation, because the occupation is small.

Earnings [About this section] Back to Top Back to Top

Median annual earnings of audiologists were $51,470 in May 2004. The middle 50 percent earned between $42,160 and $62,210. The lowest 10 percent earned less than $34,990, and the highest 10 percent earned more than $75,990.

According to a 2004 survey by the American Speech-Language-Hearing Association, the median annual salary for full-time certified audiologists who worked on a calendar-year basis, generally 11 or 12 months annually, was $56,000. For those who worked on an academic-year basis, usually 9 or 10 months annually, the median annual salary was $53,000. The median starting salary for certified audiologists with one to three years of experience was $45,000 on a calendar-year basis.

Related Occupations [About this section] Back to Top Back to Top

Audiologists specialize in the prevention, diagnosis, and treatment of hearing problems. Workers in related occupations include occupational therapists, optometrists, physical therapists, psychologists, recreational therapists, rehabilitation counselors, and speech-language pathologists.

Sources of Additional Information [About this section] Back to Top Back to Top

Disclaimer:

Links to non-BLS Internet sites are provided for your convenience and do not constitute an endorsement.

State licensing boards can provide information on licensure requirements. State departments of education can supply information on certification requirements for those who wish to work in public schools.

General information on careers in audiology is available from:

* American Academy of Audiology, 11730 Plaza America Dr., Suite 300, Reston, VA 20190. Internet: http://www.audiology.org

Career information, a description of the CCC-A credential, and a listing of accredited graduate programs, is available from:

* American Speech-Language-Hearing Association, 10801 Rockville Pike, Rockville, MD 20852. Internet: http://www.asha.org

Information on American Board of Audiology certification is available from:

* American Board of Audiology, 11730 Plaza America Dr., Suite 300, Reston, VA 20190. Internet: http://www.americanboardofaudiology.org

OOH ONET Codes [About this section] Back to Top Back to Top

29-1121.00
Suggested citation: Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2006-07 Edition, Audiologists, on the Internet at http://www.bls.gov/oco/ocos085.htm (visited September 26, 2006).

Last Modified Date: August 4, 2006
Source: Bureau of Labor Statistics

Atmospheric Scientists

* Nature of the Work
* Working Conditions
* Training, Other Qualifications, and Advancement
* Employment
* Job Outlook
* Earnings
* Related Occupations
* Sources of Additional Information

Significant Points

* 4 in 10 atmospheric scientists work for the Federal Government, the largest employer of these workers.
* A bachelor?s degree in meteorology, or in a closely related field with courses in meteorology, is the minimum educational requirement; a master?s degree is necessary for some positions, and a doctoral degree (Ph.D.) is required for most basic research positions.
* Job opportunities are expected to be better in private industry than in the Federal Government; opportunities in broadcasting, however, are rare and highly competitive.

Nature of the Work [About this section] Back to Top Back to Top

Atmospheric science is the study of the atmosphere—the blanket of air covering the Earth. Atmospheric scientists, commonly called meteorologists, study the atmosphere?s physical characteristics, motions, and processes, and the way in which these factors affect the rest of our environment. The best known application of this knowledge is forecasting the weather. In addition to predicting the weather, atmospheric scientists attempt to identify and interpret climate trends, understand past weather, and analyze today?s weather. Weather information and meteorological research are also applied in air-pollution control, agriculture, forestry, air and sea transportation, defense, and the study of possible trends in the Earth?s climate, such as global warming, droughts, and ozone depletion.

Atmospheric scientists who forecast the weather, known professionally as operational meteorologists, are the largest group of specialists. They study information on air pressure, temperature, humidity, and wind velocity; and they apply physical and mathematical relationships to make short-range and long-range weather forecasts. Their data come from weather satellites, radars, sensors, and stations in many parts of the world. Meteorologists use sophisticated computer models of the world?s atmosphere to make long-term, short-term, and local-area forecasts. More accurate instruments for measuring and observing weather conditions, as well as high-speed computers to process and analyze weather data, have revolutionized weather forecasting. Using satellite data, climate theory, and sophisticated computer models of the world?s atmosphere, meteorologists can more effectively interpret the results of these models to make local-area weather predictions. These forecasts inform not only the general public, but also those who need accurate weather information for both economic and safety reasons, such as the shipping, air transportation, agriculture, fishing, forestry, and utilities industries.

The use of weather balloons, launched a few times a day to measure wind, temperature, and humidity in the upper atmosphere, is currently supplemented by sophisticated atmospheric monitoring equipment that transmits data as frequently as every few minutes. Doppler radar, for example, can detect airflow patterns in violent storm systems—allowing forecasters to better predict thunderstorms, flash floods, tornadoes, and other hazardous winds, and to monitor the direction and intensity of storms.

Some atmospheric scientists work in research. Physical meteorologists, for example, study the atmosphere?s chemical and physical properties; the transmission of light, sound, and radio waves; and the transfer of energy in the atmosphere. They also study factors affecting the formation of clouds, rain, and snow; the dispersal of air pollutants over urban areas; and other weather phenomena, such as the mechanics of severe storms. Synoptic meteorologists develop new tools for weather forecasting using computers and sophisticated mathematical models of atmospheric activity. Climatologists study climactic variations spanning hundreds or even millions of years. They also may collect, analyze, and interpret past records of wind, rainfall, sunshine, and temperature in specific areas or regions. Their studies are used to design buildings, plan heating and cooling systems, and aid in effective land use and agricultural production. Environmental problems, such as pollution and shortages of fresh water, have widened the scope of the meteorological profession. Environmental meteorologists study these problems and may evaluate and report on air quality for environmental impact statements. Other research meteorologists examine the most effective ways to control or diminish air pollution.

Working Conditions [About this section] Back to Top Back to Top

Most weather stations operate around the clock, 7 days a week. Jobs in such facilities usually involve night, weekend, and holiday work, often with rotating shifts. During weather emergencies, such as hurricanes, operational meteorologists may work overtime. Operational meteorologists also are often under pressure to meet forecast deadlines. Weather stations are found everywhere—at airports, in or near cities, and in isolated and remote areas. Some atmospheric scientists also spend time observing weather conditions and collecting data from aircraft. Weather forecasters who work for radio or television stations broadcast their reports from station studios, and may work evenings and weekends. Meteorologists in smaller weather offices often work alone; in larger ones, they work as part of a team. Meteorologists who are not involved in forecasting tasks work regular hours, usually in offices. Those who work for private consulting firms or for companies analyzing and monitoring emissions to improve air quality usually work with other scientists or engineers; fieldwork and travel may be common for these workers.

Training, Other Qualifications, and Advancement [About this section] Back to Top Back to Top

A bachelor?s degree in meteorology or atmospheric science, or in a closely related field with courses in meteorology, usually is the minimum educational requirement for an entry-level position as an atmospheric scientist.

The preferred educational requirement for entry-level meteorologists in the Federal Government is a bachelor?s degree—not necessarily in meteorology—with at least 24 semester hours of meteorology courses, including 6 hours in the analysis and prediction of weather systems, 6 hours of atmospheric dynamics and thermodynamics, 3 hours of physical meteorology, and 2 hours of remote sensing of the atmosphere or instrumentation. Other required courses include 3 semester hours of ordinary differential equations, 6 hours of college physics, and at least 9 hours of courses appropriate for a physical science major—such as statistics, chemistry, physical oceanography, physical climatology, physical hydrology, radiative transfer, aeronomy, advanced thermodynamics, advanced electricity and magnetism, light and optics, and computer science. Sometimes, a combination of education and appropriate experience may be substituted for a degree.

Although positions in operational meteorology are available for those with only a bachelor?s degree, obtaining a second bachelor?s degree or a master?s degree enhances employment opportunities, pay, and advancement potential. A master?s degree usually is necessary for conducting applied research and development, and a Ph.D. is required for most basic research positions. Students planning on a career in research and development do not necessarily need to major in atmospheric science or meteorology as an undergraduate. In fact, a bachelor?s degree in mathematics, physics, or engineering provides excellent preparation for graduate study in atmospheric science.

Because atmospheric science is a small field, relatively few colleges and universities offer degrees in meteorology or atmospheric science, although many departments of physics, earth science, geography, and geophysics offer atmospheric science and related courses. In 2005, the American Meteorological Society (AMS) approved approximately 100 undergraduate and graduate atmospheric science programs. Many of these programs combine the study of meteorology with another field, such as agriculture, hydrology, oceanography, engineering, or physics. For example, hydrometeorology is the blending of hydrology (the science of Earth?s water) and meteorology, and is the field concerned with the effect of precipitation on the hydrologic cycle and the environment.

Prospective students should make certain that courses required by the National Weather Service and other employers are offered at the college they are considering. Computer science courses, additional meteorology courses, a strong background in mathematics and physics, and good communication skills are important to prospective employers.

Students should also take courses in subjects that are most relevant to their desired area of specialization. For example, those who wish to become broadcast meteorologists for radio or television stations should develop excellent communication skills through courses in speech, journalism, and related fields. Students interested in air quality work should take courses in chemistry and supplement their technical training with coursework in policy or government affairs. Prospective meteorologists seeking opportunities at weather consulting firms should possess knowledge of business, statistics, and economics, as an increasing emphasis is being placed on long-range seasonal forecasting to assist businesses.

Beginning atmospheric scientists often do routine data collection, computation, or analysis, and some basic forecasting. Entry-level operational meteorologists in the Federal Government usually are placed in intern positions for training and experience. During this period, they learn about the Weather Service?s forecasting equipment and procedures, and rotate to different offices to learn about various weather systems. After completing the training period, they are assigned to a permanent duty station. Experienced meteorologists may advance to supervisory or administrative jobs, or may handle more complex forecasting jobs. After several years of experience, some meteorologists establish their own weather consulting services.

AMS offers professional certification of consulting meteorologists, administered by a Board of Certified Consulting Meteorologists. Applicants must meet formal education requirements (but not necessarily have a college degree), pass an examination to demonstrate thorough meteorological knowledge, have a minimum of 5 years of experience or a combination of experience plus an advanced degree, and provide character references from fellow professionals. In addition, AMS also offers professional certification for broadcast meteorologists.

Employment [About this section] Back to Top Back to Top

Atmospheric scientists held about 7,400 jobs in 2004. The Federal Government was the largest single employer of civilian meteorologists, accounting for about 2,900. The National Oceanic and Atmospheric Administration (NOAA) employed most Federal meteorologists in National Weather Service stations throughout the Nation; the remainder of NOAA?s meteorologists worked mainly in research and development or management. The U.S. Department of Defense employed several hundred civilian meteorologists. Others worked for professional, scientific, and technical services firms, including private weather consulting services; radio and television broadcasting; air carriers; and State government.

Although several hundred people teach atmospheric science and related courses in college and university departments of meteorology or atmospheric science, physics, earth science, or geophysics, these individuals are classified as college or university faculty, rather than atmospheric scientists. (See the statement on postsecondary teachers elsewhere in the Handbook.)

In addition to civilian meteorologists, hundreds of Armed Forces members are involved in forecasting and other meteorological work. (See the statement on job opportunities in the Armed Forces elsewhere in the Handbook.)

Job Outlook [About this section] Back to Top Back to Top

Employment of atmospheric scientists is projected to increase about as fast as average for all occupations through 2014. The National Weather Service has completed an extensive modernization of its weather forecasting equipment and finished all hiring of meteorologists needed to staff the upgraded stations, however. The Service has no plans to increase the number of weather stations or the number of meteorologists in existing stations. Employment of meteorologists in other Federal agencies is expected to remain stable.

In private industry, on the other hand, job opportunities for atmospheric scientists are expected to be better than in the Federal Government over the 2004?14 period. As research leads to continuing improvements in weather forecasting, demand should grow for private weather consulting firms to provide more detailed information than has formerly been available, especially to climate-sensitive industries. Farmers, commodity investors, radio and television stations, and utilities, transportation, and construction firms can greatly benefit from additional weather information more closely targeted to their needs than the general information provided by the National Weather Service. Additionally, research on seasonal and other long-range forecasting is yielding positive results, which should spur demand for more atmospheric scientists to interpret these forecasts and advise climate-sensitive industries. However, because many customers for private weather services are in industries sensitive to fluctuations in the economy, the sales and growth of private weather services depend on the health of the economy.

There will continue to be demand for atmospheric scientists to analyze and monitor the dispersion of pollutants into the air to ensure compliance with Federal environmental regulations, but related employment increases are expected to be small. Efforts toward making and improving global weather observations also could have a positive impact on employment. Opportunities in broadcasting are rare and highly competitive, however, making for very few job openings in this industry. Prospects for academic positions may improve. While a competitive job market will continue to exist for independent research positions in universities and for college and university faculty, opportunities are expected to be better than in the past as an increasing number of faculty are expected to retire through the projection period.

Earnings [About this section] Back to Top Back to Top

Median annual earnings of atmospheric scientists in May 2004 were $70,100. The middle 50 percent earned between $48,880 and $86,610. The lowest 10 percent earned less than $34,590, and the highest 10 percent earned more than $106,020.

The average salary for meteorologists in nonsupervisory, supervisory, and managerial positions employed by the Federal Government was about $80,499 in 2005. Meteorologists in the Federal Government with a bachelor?s degree and no experience received a starting salary of $27,955 or $34,544, depending on their college grades. Those with a master?s degree could start at $42,090 or $54,393, and those with a Ph.D. could begin at $70,280. Beginning salaries for all degree levels are slightly higher in areas of the country where the prevailing local pay level is higher.

Related Occupations [About this section] Back to Top Back to Top

Workers in other occupations concerned with the physical environment include environmental scientists and geoscientists, physicists and astronomers, mathematicians, and civil, chemical, and environmental engineers.

Sources of Additional Information [About this section] Back to Top Back to Top

Disclaimer:

Links to non-BLS Internet sites are provided for your convenience and do not constitute an endorsement.

Information about careers in meteorology and a listing of colleges and universities offering meteorology programs is provided by the American Meteorological Society on the Internet at: http://www.ametsoc.org/AMS.

Information on obtaining a position as a meteorologists with the Federal Government is available from the Office of Personnel Management through USAJOBS, the Federal Government?s official employment information system. This resource for locating and applying for job opportunities can be accessed through the Internet at http://www.usajobs.opm.gov or through an interactive voice response telephone system at (703) 724-1850 or TDD (978) 461-8404. These numbers are not tollfree, and charges may result.

OOH ONET Codes [About this section] Back to Top Back to Top

19-2021.00
Suggested citation: Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2006-07 Edition, Atmospheric Scientists, on the Internet at http://www.bls.gov/oco/ocos051.htm (visited September 26, 2006).

Last Modified Date: August 4, 2006
Source: Bureau of Labor Statistics

Athletic Trainers

* Nature of the Work
* Working Conditions
* Training, Other Qualifications, and Advancement
* Employment
* Job Outlook
* Earnings
* Related Occupations
* Sources of Additional Information

Significant Points

* Job prospects should be good in the health care industry; however, competition is expected for positions with sports teams.
* Long hours, sometimes including nights and weekends, are common.
* About one-third of athletic trainers work in the health care industry.
* About 7 out of 10 athletic trainers have a master?s or higher degree.

Nature of the Work [About this section] Back to Top Back to Top

Athletic trainers help prevent and treat injuries for people of all ages. Their clients include everyone from professional athletes to industrial workers. Recognized by the American Medical Association as allied health professionals, athletic trainers specialize in the prevention, assessment, treatment, and rehabilitation of musculoskeletal injuries. Athletic trainers are often one of the first heath care providers on the scene when injuries occur, and therefore must be able to recognize, evaluate, and assess injuries and provide immediate care when needed. They also are heavily involved in the rehabilitation and reconditioning of injuries.

Athletic trainers often help prevent injuries by advising on the proper use of equipment and applying protective or injury-preventive devices such as tape, bandages, and braces. Injury prevention also often includes educating people on what they should do to avoid putting themselves at risk for injuries. Athletic trainers should not be confused with fitness trainers or personal trainers, who are not health care workers, but rather train people to become physically fit. (Fitness workers are discussed elsewhere in the Handbook.)

Athletic trainers work under the supervision of a licensed physician, and in cooperation with other health care providers. The level of medical supervision varies, depending upon the setting. Some athletic trainers meet with the team physician or consulting physician once or twice a week; others interact with a physician every day. The extent of the supervision ranges from discussing specific injuries and treatment options with a physician to performing evaluations and treatments as directed by a physician.

Athletic trainers also may have administrative responsibilities. These may include regular meetings with an athletic director or other administrative officer to deal with budgets, purchasing, policy implementation, and other business-related issues.

Working Conditions [About this section] Back to Top Back to Top

The work of athletic trainers requires frequent interaction with others. This includes consulting with physicians as well as frequent contact with athletes and patients to discuss and administer treatments, rehabilitation programs, injury-preventive practices, and other health-related issues. Many athletic trainers work indoors most of the time; others, especially those in some sports-related jobs, spend much of their time working outdoors. The job also might require standing for long periods, working with medical equipment or machinery, and being able to walk, run, kneel, crouch, stoop, or crawl. Some travel may be required.

Schedules vary by work setting. Athletic trainers in nonsports settings generally have an established schedule with nights and weekends off; the number of hours differs by employer, but usually are about 40 to 50 hours per week. Athletic trainers working in hospitals and clinics spend part of their time working at other locations on an outreach basis. Most commonly, those outreach programs include secondary schools, colleges, and commercial business locations. Athletic trainers in sports settings, however, deal with schedules that are longer and more variable. These workers must be present for team practices and games, which often are on evenings and weekends, and their schedules can change on short notice when games and practices have to be rescheduled. As a result, athletic trainers in sports settings regularly may have to work 6 or 7 days per week, including late hours.

In high schools, athletic trainers who also teach may work at least 60 to 70 hours a week. In NCAA Division I colleges and universities, athletic trainers generally work with one team; when that team?s sport is in season, working at least 50 to 60 hours a week is common. Athletic trainers in smaller colleges and universities often work with several teams and have teaching responsibilities. During the off-season, a 40-hour to 50-hour work week may be normal in most settings. Athletic trainers for professional sports teams generally work the most hours per week. During training camps, practices, and competitions, they may be required to work up to 12 hours a day.

There is some stress involved with being an athletic trainer, as there is with most health-related occupations. Athletic trainers are responsible for their clients? health, and sometimes have to make quick decisions that could affect the health or career of their clients. Athletics trainers also can be affected by the pressure to win that is typical of competitive sports teams.

Training, Other Qualifications, and Advancement [About this section] Back to Top Back to Top

A bachelor?s degree from an accredited college or university is required for almost all jobs as an athletic trainer. In 2004, there were more than 300 accredited programs nationwide. Students in these programs are educated both in the classroom and in clinical settings. Formal education includes many science and health-related courses, such as human anatomy, physiology, nutrition, and biomechanics.

A bachelor?s degree with a major in athletic training from an accredited program is part of the requirement for becoming certified by the Board of Certification (BOC). In addition, a successful candidate for board certification must pass an examination that includes written questions and practical applications. To retain certification, credential holders must continue taking medical-related courses and adhere to standards of practice. In the 43 States with athletic trainer licensure or registration or both in 2004, BOC certification was required.

According to the National Athletic Trainers' Association, 70 percent of athletic trainers have a master?s or doctoral degree. Athletic trainers may need a master?s or higher degree to be eligible for some positions, especially those in colleges and universities, and to increase their advancement opportunities. Because some positions in high schools involve teaching along with athletic trainer responsibilities, a teaching certificate or license could be required.

There are a number ways in which athletic trainers can advance or move into related positions. Assistant athletic trainers may become head athletic trainers and, eventually, athletic directors. Athletic trainers might also enter a physician group practice and assume a management role. Some athletic trainers move into sales and marketing positions, using their athletic trainer expertise to sell medical and athletic equipment.

Because all athletic trainers deal directly with a variety of people, they need good social and communication skills. They should be able to manage difficult situations and the stress associated with them—for example, when disagreements arise with coaches, clients, or parents regarding suggested treatment. Athletic trainers also should be organized, be able to manage time wisely, be inquisitive, and have a strong desire to help people.

Employment [About this section] Back to Top Back to Top

Athletic trainers held about 15,000 jobs in 2004 and are found in every part of the country. Most athletic trainer jobs are related to sports, although many also work in nonsports settings. About one-third of athletic trainers worked in health care, including jobs in hospitals, offices of physicians, and offices of other health practitioners. Another one-third were found in public and private educational services, primarily in colleges, universities, and high schools. About 20 percent worked in fitness and recreational sports centers.

Job Outlook [About this section] Back to Top Back to Top

Employment of athletic trainers is expected to grow much faster than the average for all occupations through 2014. Job growth will be concentrated in health care industry settings, such as ambulatory heath care services and hospitals. Growth in sports-related positions will be somewhat slower, as most professional sports clubs and colleges, universities, and professional schools already have complete athletic training staffs. Job prospects should be good for people looking for a position in the health care industry. Athletic trainers looking for a position with a sports team, however, may face competition.

The demand for health care should grow dramatically as the result of advances in technology, increasing emphasis on preventive care, and an increasing number of older people who are more likely to need medical care. Athletic trainers will benefit from this expansion, because they provide a cost-effective way to increase the number of health professionals in an office or other setting. Also, employers increasingly emphasize sports medicine, in which an immediate responder, such as an athletic trainer, is on site to help prevent injuries and provide immediate treatment for any injuries that do occur. Athletic trainers? increased licensure requirements and regulation has led to a greater acceptance of their role as qualified health care providers. As a result, third-party reimbursement is expected to continue to grow for athletic training services. As athletic trainers continue to expand their services, more employers are expected to use these workers to realize the cost savings that can be achieved by providing health care in-house. Settings outside the sports world, especially those that focus on health care, are expected to experience fast employment growth among athletic trainers over the next decade. Continuing efforts to have an athletic trainer in every high school reflect concern for student-athletes? health as well as efforts to provide more funding for schools, and may lead to growth in the number of athletic trainers employed in high schools.

Turnover among athletic trainers is limited. When dealing with sports teams, there is a tendency to want to continue to work with the same coaches, administrators, and players when a good working relationship already exists. Because of relatively low worker turnover, the settings with the best job prospects will be the ones that are expected to grow most quickly, primarily positions in heath care settings. There will also be opportunities in elementary and secondary schools as more positions are created. Some of these positions also will require teaching responsibilities. There will be more competition for positions within colleges, universities, and professional schools as well as professional sports clubs. The occupation is expected to continue to change over the next decade including more administrative responsibilities, adapting to new technology, and working with larger populations, and job seekers must be able to adapt to these changes.

Earnings [About this section] Back to Top Back to Top

Most athletic trainers work in full-time positions, and typically receive benefits. The salary of an athletic trainer depends on experience and job responsibilities, and varies by job setting. Median annual earnings of athletic trainers were $33,940 in May 2004. The middle 50 percent earned between $27,140 and $42,380. The lowest 10 percent earned less than $20,770, while the top 10 percent earned more than $53,760. Also, many employers pay for some of the continuing education required of ATCs, although the amount covered varies from employer to employer.

Related Occupations [About this section] Back to Top Back to Top

The American Medical Association recognizes athletic trainers as allied health professionals. They work under the direction of physicians and provide immediate care for injuries. Also, they provide education and advice on the prevention of injuries and work closely with injured patients to rehabilitate and recondition injuries, often through therapy. Other occupations that may require similar responsibilities include emergency medical technicians and paramedics, physical therapists, physician assistants, registered nurses, licensed practical and licensed vocational nurses, recreational therapists, occupational therapists, and respiratory therapists.

There also are opportunities for athletic trainers to join the military, although they would not be classified as an athletic trainer. Enlisted soldiers and officers who are athletic trainers are usually placed in another program in which their skills are useful, such as health educator or training specialist. (For information on military careers, see the Handbook statement on job opportunities in the armed forces.)

Sources of Additional Information [About this section] Back to Top Back to Top

Disclaimer:

Links to non-BLS Internet sites are provided for your convenience and do not constitute an endorsement.

For further information on careers in athletic training, contact:

* National Athletic Trainers? Association, 2952 Stemmons Freeway, Dallas, TX 75247. Internet: http://www.nata.org

For further information on certification, contact:

* Board of Certification, Inc., 4223 South 143rd Circle, Omaha, NE 68137. Internet: http://www.bocatc.org

OOH ONET Codes [About this section] Back to Top Back to Top

29-9091.00
Suggested citation: Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2006-07 Edition, Athletic Trainers , on the Internet at http://www.bls.gov/oco/ocos294.htm (visited September 26, 2006).

Last Modified Date: August 4, 2006
Source: Bureau of Labor Statistics

Athletes, Coaches, Umpires, and Related Workers

* Nature of the Work
* Working Conditions
* Training, Other Qualifications, and Advancement
* Employment
* Job Outlook
* Earnings
* Related Occupations
* Sources of Additional Information

Significant Points

* Work hours are often irregular; travel may be extensive.
* Career-ending injuries are always a risk for athletes.
* Job opportunities will be best for part-time coaches, sports instructors, umpires, referees, and sports officials in high schools, sports clubs, and other settings.
* Competition for professional athlete jobs will continue to be extremely intense; athletes who seek to compete professionally must have extraordinary talent, desire, and dedication to training.

Nature of the Work [About this section] Back to Top Back to Top

We are a nation of sports fans and sports players. Some of those who participate in amateur sports dream of becoming paid professional athletes, coaches, or sports officials, but very few beat the long and daunting odds of making a full-time living from professional athletics. Those athletes who do make it to professional levels find that careers are short and jobs are insecure. Even though the chances of employment as a professional athlete are slim, there are many opportunities for at least a part-time job as a coach, instructor, referee, or umpire in amateur athletics or in high school, college, or university sports.

Athletes and sports competitors compete in organized, officiated sports events to entertain spectators. When playing a game, athletes are required to understand the strategies of their game while obeying the rules and regulations of the sport. The events in which they compete include both team sports—such as baseball, basketball, football, hockey, and soccer—and individual sports—such as golf, tennis, and bowling. The level of play varies from unpaid high school athletics to professional sports, in which the best from around the world compete in events broadcast on international television.

Being an athlete involves more than competing in athletic events. Athletes spend many hours each day practicing skills and improving teamwork under the guidance of a coach or a sports instructor. They view videotapes to critique their own performances and techniques and to learn their opponents? tendencies and weaknesses to gain a competitive advantage. Some athletes work regularly with strength trainers to gain muscle and stamina and to prevent injury. Many athletes push their bodies to the limit during both practice and play, so career-ending injury always is a risk; even minor injuries may put a player at risk of replacement. Because competition at all levels is extremely intense and job security is always precarious, many athletes train year round to maintain excellent form and technique and peak physical condition. Very little downtime from the sport exists at the professional level. Athletes also must conform to regimented diets during their sports season to supplement any physical training program.

Coaches organize amateur and professional athletes and teach them the fundamentals of individual and team sports. (In individual sports, instructors sometimes may fill this role.) Coaches train athletes for competition by holding practice sessions to perform drills that improve the athletes? form, technique, skills, and stamina. Along with refining athletes? individual skills, coaches are responsible for instilling good sportsmanship, a competitive spirit, and teamwork and for managing their teams during both practice sessions and competitions. Before competition, coaches evaluate or scout the opposing team to determine game strategies and practice specific plays. During competition, coaches may call specific plays intended to surprise or overpower the opponent, and they may substitute players for optimum team chemistry and success. Coaches? additional tasks may include selecting, storing, issuing, and taking inventory of equipment, materials, and supplies.

Many coaches in high schools are primarily teachers of academic subjects who supplement their income by coaching part time. (For more information on high school teachers, see the statement on teachers—preschool, kindergarten, elementary, middle, and secondary, elsewhere in the Handbook.) College coaches consider coaching a full-time discipline and may be away from home frequently as they travel to scout and recruit prospective players.

Sports instructors teach professional and nonprofessional athletes individually. They organize, instruct, train, and lead athletes in indoor and outdoor sports such as bowling, tennis, golf, and swimming. Because activities are as diverse as weight lifting, gymnastics, scuba diving, and karate, instructors tend to specialize in one or a few activities. Like coaches, sports instructors also may hold daily practice sessions and be responsible for any needed equipment and supplies. Using their knowledge of their sport and of physiology, they determine the type and level of difficulty of exercises, prescribe specific drills, and correct athletes? techniques. Some instructors also teach and demonstrate the use of training apparatus, such as trampolines or weights, for correcting athletes? weaknesses and enhancing their conditioning. As coaches do, sports instructors evaluate the athlete and the athlete?s opponents to devise a competitive game strategy.

Coaches and sports instructors sometimes differ in their approaches to athletes because of the focus of their work. For example, while coaches manage the team during a game to optimize its chance for victory, sports instructors—such as those who work for professional tennis players—often are not permitted to instruct their athletes during competition. Sports instructors spend more of their time with athletes working one-on-one, which permits them to design customized training programs for each individual. Motivating athletes to play hard challenges most coaches and sports instructors but is vital for the athlete?s success. Many coaches and instructors derive great satisfaction working with children or young adults, helping them to learn new physical and social skills, improve their physical condition, and achieve success in their sport.

Umpires, referees, and other sports officials officiate at competitive athletic and sporting events. They observe the play, detect infractions of rules, and impose penalties established by the rules and regulations of the various sports. Umpires, referees, and sports officials anticipate play and position themselves to best see the action, assess the situation, and determine any violations. Some sports officials, such as boxing referees, may work independently, while others such as umpires work in groups. Regardless of the sport, the job is highly stressful because officials are often required to make a decision in a split second, sometimes resulting in strong disagreement among competitors, coaches, and spectators.

Professional scoutsevaluate the skills of both amateur and professional athletes to determine talent and potential. As a sports intelligence agent, the scout?s primary duty is to seek out top athletic candidates for the team he or she represents. At the professional level, scouts typically work for scouting organizations or as freelance scouts. In locating new talent, scouts perform their work in secrecy so as not to ?tip off? their opponents about their interest in certain players. At the college level, the head scout often is an assistant coach, although freelance scouts may aid colleges by reporting to coaches about exceptional players. Scouts at this level seek talented high school athletes by reading newspapers, contacting high school coaches and alumni, attending high school games, and studying videotapes of prospects? performances. They also evaluate potential players? background and personal characteristics, such as motivation and discipline, by talking to the players? coaches, parents, and teachers.

Working Conditions [About this section] Back to Top Back to Top

Irregular work hours are the trademark of the athlete. They also are common for coaches, umpires, referees, and other sports officials. People in these occupations often work Saturdays, Sundays, evenings, and holidays. Athletes and full-time coaches usually work more than 40 hours a week for several months during the sports season, if not most of the year. Some coaches in educational institutions may coach more than one sport, particularly in high schools.

Athletes, coaches, and sports officials who participate in competitions that are held outdoors may be exposed to all weather conditions of the season; those involved in events that are held indoors tend to work in climate-controlled comfort, often in arenas, enclosed stadiums, or gymnasiums. Athletes, coaches, and some sports officials frequently travel to sporting events by bus or airplane. Scouts also travel extensively in locating talent, often by automobile.

Umpires, referees, and other sports officials regularly encounter verbal abuse by fans, coaches, and athletes. The officials also face possible physical assault and, increasingly, lawsuits from injured athletes based on their officiating decisions.

Training, Other Qualifications, and Advancement [About this section] Back to Top Back to Top

Education and training requirements for athletes, coaches, umpires, and related workers vary greatly by the level and type of sport. Regardless of the sport or occupation, jobs require immense overall knowledge of the game, usually acquired through years of experience at lower levels. Athletes usually begin competing in their sports while in elementary or middle school, and continue through high school and sometimes college. They play in amateur tournaments and on high school and college teams, where the best attract the attention of professional scouts. Most schools require that participating athletes maintain specific academic standards to remain eligible to play. Becoming a professional athlete is the culmination of years of effort. Athletes who seek to compete professionally must have extraordinary talent, desire, and dedication to training.

For high school coaching and sports instructor jobs, schools usually prefer to hire teachers willing to take on the jobs part time. If no one suitable is found, schools hire someone from outside. Some entry-level positions for coaches or instructors require only experience derived as a participant in the sport or activity. Many coaches begin their careers as assistant coaches to gain the knowledge and experience needed to become a head coach. Head coaches at large schools that strive to compete at the highest levels of a sport require substantial experience as a head coach at another school or as an assistant coach. To reach the ranks of professional coaching, a person usually needs years of coaching experience and a winning record in the lower ranks.

Head coaches at public secondary schools and sports instructors at all levels usually must have a bachelor?s degree. (For information on teachers, including those specializing in physical education, see the section on teachers—preschool, kindergarten, elementary, middle, and secondary elsewhere in the Handbook.) Those who are not teachers must meet State requirements for certification to become a head coach. Certification, however, may not be required for coaching and sports instructor jobs in private schools. Degree programs specifically related to coaching include exercise and sports science, physiology, kinesiology, nutrition and fitness, physical education, and sports medicine.

For those interested in becoming a tennis, golf, karate, or other kind of instructor, certification is highly desirable. Often, one must be at least 18 years old and certified in cardiopulmonary resuscitation (CPR). There are many certifying organizations specific to the various sports, and their training requirements vary. Participation in a clinic, camp, or school usually is required for certification. Part-time workers and those in smaller facilities are less likely to need formal education or training.

For example, there are two organizations that certify tennis instructors and coaches—the Professional Tennis Registry, an international organization, and the U.S. Professional Tennis Association. Both organizations offer three levels of certification, but the requirements are slightly different. Each level of certification is based on the candidate?s National Tennis Rating Program rating, teaching experience, and score on the organization?s written and practical certifying exams. There are also minimum age requirements for each level.

Each sport has specific requirements for umpires, referees, and other sports officials. Umpires, referees, and other sports officials often begin their careers by volunteering for intramural, community, and recreational league competitions. To officiate at high school athletic events, officials must register with the State agency that oversees high school athletics and pass an exam on the rules of the particular game. For college refereeing, candidates must be certified by an officiating school and be evaluated during a probationary period. Some larger college sports conferences require officials to have certification and other qualifications, such as residence in or near the conference boundaries, along with several years of experience officiating at high school, community college, or other college conference games.

Standards are even more stringent for officials in professional sports. Whereas umpires for high school baseball need a high school diploma or its equivalent, 20/20 vision, and quick reflexes, those seeking to officiate at minor or major league games must attend professional umpire training school. Currently, there are two schools whose curriculums have been approved by the Professional Baseball Umpires Corporation for training. Top graduates are selected for further evaluation while officiating in a rookie minor league. Umpires then usually need 8 to 10 years of experience in various minor leagues before being considered for major league jobs. Becoming an official for professional football also is competitive, as candidates must have at least 10 years of officiating experience, with 5 of them at a collegiate varsity or minor professional level. For the National Football League (NFL), prospective trainees are interviewed by clinical psychologists to determine levels of intelligence and ability to handle extremely stressful situations. In addition, the NFL?s security department conducts thorough background checks. Potential candidates are likely to be interviewed by a panel from the NFL officiating department and are given a comprehensive examination on the rules of the sport.

Scouting jobs require experience playing a sport at the college or professional level that makes it possible to spot young players who possess extraordinary athletic ability and skills. Most beginning scouting jobs are as part-time talent spotters in a particular area or region. Hard work and a record of success often lead to full-time jobs responsible for bigger territories. Some scouts advance to scouting director jobs or various administrative positions in sports.

Athletes, coaches, umpires, and related workers must relate well to others and possess good communication and leadership skills. Coaches also must be resourceful and flexible to successfully instruct and motivate individuals and groups of athletes.

Employment [About this section] Back to Top Back to Top

Athletes, coaches, umpires, and related workers held about 212,000 jobs in 2004. Coaches and scouts held 178,000 jobs; athletes, 17,000; and umpires, referees, and other sports officials, 16,000. Nearly 37 percent of athletes, coaches, umpires, and related workers worked part time, while 20 percent maintained variable schedules. Many sports officials and coaches receive such small and irregular payments for their services— occasional officiating at club games, for example—that they may not consider themselves employed in these occupations, even part time.

Among those employed in wage and salary jobs, 30 percent held jobs in private educational services. About 15 percent worked in amusement, gambling, and recreation industries, including golf and tennis clubs, gymnasiums, health clubs, judo and karate schools, riding stables, swim clubs, and other sports and recreation facilities. Another 9 percent worked in the spectator sports industry.

About 1 out of 4 workers in this occupation was self-employed, earning prize money or fees for lessons, scouting, or officiating assignments. Many other coaches and sports officials, although technically not self-employed, have such irregular or tenuous working arrangements that their working conditions resemble those of self-employment.

Job Outlook [About this section] Back to Top Back to Top

Employment of athletes, coaches, umpires, and related workers is expected to increase faster than the average for all occupations through the year 2014. Employment will grow as the general public continues to participate in organized sports for entertainment, recreation, and physical conditioning. Increasing participation in organized sports by girls and women will boost demand for coaches, umpires, and related workers. Job growth also will be driven by the increasing number of baby boomers approaching retirement, during which they are expected to participate more and require instruction in leisure activities such as golf and tennis. The large number of children of baby boomers also will be active participants in high school and college athletics and will require coaches and instructors.

Employment of coaches and instructors also will increase with expansion of school and college athletic programs and growing demand for private sports instruction. Sports-related job growth within education also will be driven by the decisions of local school boards. Population growth dictates the construction of additional schools, particularly in the expanding suburbs, but funding for athletic programs often is cut first when budgets become tight. Still, the popularity of team sports often enables shortfalls to be offset somewhat by assistance from fundraisers, booster clubs, and parents. Persons who are State-certified to teach academic subjects in addition to physical education are likely to have the best prospects for obtaining coaching and instructor jobs. The need to replace the many high school coaches who change occupations or leave the labor force entirely also will provide some coaching opportunities.

Competition for professional athlete jobs will continue to be extremely intense. Opportunities to make a living as a professional in individual sports such as golf or tennis may grow as new tournaments are established and as prize money distributed to participants increases. Because most professional athletes? careers last only a few years due to debilitating injuries and age, annual turnover in these jobs is high, creating some job opportunities. However, the talented young men and women who dream of becoming sports superstars greatly outnumber and will compete aggressively for these openings.

Opportunities should be best for persons seeking part-time umpire, referee, and other sports official jobs at the high school level. Competition is expected for higher paying jobs at the college level and will be even greater for jobs in professional sports. Competition should be very keen for jobs as scouts, particularly for professional teams, because the number of available positions is limited.

Earnings [About this section] Back to Top Back to Top

Median annual earnings of athletes were $48,310 in May 2004. However, the highest paid professional athletes earn much more.

Median annual earnings of umpires and related workers were $21,260 in May 2004. The middle 50 percent earned between $16,870 and $31,390. The lowest paid 10 percent earned less than $14,160, and the highest paid 10 percent earned more than $44,140.

In May 2004, median annual earnings of coaches and scouts were $26,350. The middle 50 percent earned between $17,230 and $40,460. The lowest paid 10 percent earned less than $13,320, and the highest paid 10 percent earned more than $57,800. However, the highest paid professional coaches earn much more. Median annual earnings in the industries employing the largest numbers of coaches and scouts in May 2004 are shown below:
Colleges, universities, and professional schools $36,610
Other amusement and recreation industries 26,340
Other schools and instruction 22,560
Elementary and secondary schools 21,970
Civic and social organizations 19,020

Earnings vary by level of education, certification, and geographic region. Some instructors and coaches are paid a salary, while others may be paid by the hour, per session, or based on the number of participants.

Related Occupations [About this section] Back to Top Back to Top

Athletes and coaches use their extensive knowledge of physiology and sports to instruct, inform, and encourage sports participants. Other workers with similar duties include dietitians and nutritionists; physical therapists; recreation workers; fitness workers; recreational therapists; and teachers—preschool, kindergarten, elementary, middle, and secondary.

Sources of Additional Information [About this section] Back to Top Back to Top

Disclaimer:

Links to non-BLS Internet sites are provided for your convenience and do not constitute an endorsement.

For information about sports officiating for team and individual sports, contact:

* National Association of Sports Officials, 2017 Lathrop Ave., Racine, WI 53405. Internet: http://www.naso.org

For more information about certification of tennis instructors and coaches, contact:

* Professional Tennis Registry, P.O. Box 4739, Hilton Head Island, SC 29938. Internet: http://www.ptrtennis.org

* U.S. Professional Tennis Association, 3535 Briarpark Dr., Suite One, Houston, TX 77042. Internet: http://www.uspta.org

OOH ONET Codes [About this section] Back to Top Back to Top

27-2021.00, 27-2022.00, 27-2023.00
Suggested citation: Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2006-07 Edition, Athletes, Coaches, Umpires, and Related Workers, on the Internet at http://www.bls.gov/oco/ocos251.htm (visited September 26, 2006).

Last Modified Date: August 4, 2006
Source: Bureau of Labor Statistics

Assemblers and Fabricators

* Nature of the Work
* Working Conditions
* Training, Other Qualifications, and Advancement
* Employment
* Job Outlook
* Earnings
* Related Occupations
* Sources of Additional Information

Significant Points

* More than half of all assemblers are team assemblers.
* Work areas may be noisy, and many assemblers may have to sit or stand for long periods.
* A high school diploma is preferred for most positions, but specialized training is required for some assembly jobs.

Nature of the Work [About this section] Back to Top Back to Top

Assemblers and fabricators play an important role in the manufacturing process. They are responsible for putting together finished and semifinished goods, assembling the pieces of components of a product and then joining the components into a whole product. The products they produce range from entire airplanes to intricate timing devices. They fabricate and assemble household appliances, automobiles and automobile engines and parts, as well as computers and other electronic devices.

Assemblers begin by reading detailed schematics or blue prints that show how to assemble complex machines. After determining how parts should connect, they often need to use hand or power tools to trim, shim, cut, and make other adjustments to make components fit together and align properly. Once the parts are properly aligned, they connect parts with bolts and screws or by welding or soldering pieces together. Careful quality control is important throughout the assembly process, so assemblers look for both mistakes in the assembly process and faulty components. They try to help fix problems before more defective products are produced.

Changes in technology have transformed the manufacturing and assembly process. Automated manufacturing systems now use robots, computers, programmable motion control devices, and various sensing technologies. These systems change the way in which goods are made and affect the jobs of those who make them. The more advanced assemblers must be able to work with these new technologies and be comfortable using them to produce goods.

Manufacturing techniques are evolving away from traditional assembly line systems towards ?lean? manufacturing systems, which is causing the nature of assemblers? work to change. Lean manufacturing involves using teams of workers within ?cells? to produce entire products or components. Team assemblers perform all of the assembly tasks assigned to their teams, rotating through the different tasks, rather than specializing in a single task as would be done on an assembly line. The team also may decide how the work is to be assigned and how different tasks are to be performed. This worker flexibility helps companies to cover for absent workers, improves productivity, and increases their ability to respond to changes in demand by shifting labor from one product line to another. For example, if demand for a product drops, companies may reduce the number of workers involved, while individual workers perform more stages of the assembly process. Some aspects of lean production, such as rotating tasks and seeking worker input on improving the assembly process, are common to all assembly and fabrication occupations.

Although more than half of all assemblers and fabricators are classified as ?team assemblers,? others specialize in producing one type of product or perform the same or similar functions throughout the assembly process. These workers are classified according to the type of products they assemble or produce. Electrical and electronic equipment assemblers build products such as electric motors, batteries, computers, electronic control devices and sensing equipment. Electromechanical equipment assemblers assemble and modify electromechanical devices such as household appliances, dynamometers, actuators, or vending machines. Coil winders, tapers, and finishers wind wire coil used in resistors, transformers, generators, and electric motors. Engine and other machine assemblers construct, assemble, or rebuild engines and turbines, and machines used in almost all manufacturing industries, including agriculture, construction, mining, rolling mills, and textile, paper, and food processing. Aircraft structure, surfaces, rigging, and systems assemblers assemble, fit, fasten and install parts of airplanes, space vehicles, or missiles, such as the tails and wings, landing gear, and heating and ventilation systems. Structural metal fabricators and fitters cut, align, and fit together structural metal parts according to detailed specifications prior to welding or riveting. Fiberglass laminators and fabricators create products made of fiberglass, mainly boat decks and hulls and automobile body parts. Timing device assemblers, adjusters, and calibrators perform precision assembling or adjusting of timing devices within very narrow tolerances.

Involving assemblers and fabricators in product development has become more common. Designers and engineers consult manufacturing workers during the design stage to improve product reliability and manufacturing efficiency. For example, an assembler may tell a designer that the dash of a new car design will be too difficult to install quickly and consistently. The designer could then redesign the dash to make it easier to install.

Some experienced assemblers work with designers and engineers to build prototypes or test products. These assemblers read and interpret complex engineering specifications from text, drawings, and computer-aided drafting systems. They also may use a variety of tools and precision measuring instruments.

Working Conditions [About this section] Back to Top Back to Top

The working conditions for assemblers and fabricators vary from plant to plant and from industry to industry. They may even vary within a plant. One consistent trend is increasingly improving working conditions. Many physically difficult tasks, such as manually tightening massive bolts or moving heavy parts in position, have been made much easier through the use hydraulic and electromechanical equipment. Most factories today are generally clean, well-lit, and well-ventilated, and depending on what type of work is being performed, they may also need to be dirt and dust-free. Electronic and electromechanical assemblers particularly must work in environments free of dust that could affect the operation of the products they build. Some assemblers may also come into contact with potentially harmful chemicals or fumes, but ventilation systems and other safety precautions normally minimize any harmful effects. Other assemblers may come in contact with oil and grease, and their working areas may be quite noisy.

Most full-time assemblers work a 40-hour week, although overtime and shift work is fairly common in some industries. Work schedules of assemblers may vary at plants with more than one shift.

Training, Other Qualifications, and Advancement [About this section] Back to Top Back to Top

New assemblers and fabricators are normally considered entry-level employees. The ability to do accurate work at a rapid pace and to follow detailed instructions are key job requirements. A high school diploma is preferred for most positions. Following detailed assembly instructions requires basic reading skills, although many instructions rely on pictures and diagrams.

Applicants need specialized training for some assembly jobs. For example, employers may require that applicants for electrical, electronic, or aircraft assembler jobs be technical school graduates or have equivalent military training. Other positions require only on-the-job training, sometimes including employer-sponsored classroom instruction, in the broad range of assembly duties that employees may be required to perform. Many new assemblers are hired as temporary workers, often through employment services firms.

Good eyesight, with or without glasses, is required for assemblers and fabricators who work with small parts. Plants that make electrical and electronic products may test applicants for color vision, because many of their products contain many differently colored wires. Manual dexterity and the ability to carry out complex, repetitive tasks quickly and methodically also are important.

As assemblers and fabricators become more experienced, they may progress to jobs that require greater skill and be given more responsibility. Experienced assemblers may become product repairers if they have learned the many assembly operations and understand the construction of a product. These workers fix assembled articles that operators or inspectors have identified as defective. Assemblers also can advance to quality control jobs or be promoted to supervisor. Experienced assemblers and fabricators also may become members of research and development teams, working with engineers and other project designers to design, develop, and build prototypes, and test new product models. In some companies, assemblers can become trainees for one of the skilled trades, such as machinist. Those with a background in math, science, and computers may advance to become programmers or operators of more highly automated production equipment.

Employment [About this section] Back to Top Back to Top

Assemblers and fabricators held nearly 2 million jobs in 2004. They were found in almost every industry, but the vast majority, nearly 3 out of 4, were found in manufacturing. In addition, 9 percent of workers were employed by employment services firms, mostly as temporary workers. In all likelihood, many of these temporary workers were assigned to manufacturing plants. Wholesale and retail trade firms employed the next highest number of assemblers and fabricators. Team assemblers, the largest specialty, accounted for 62 percent of assembler and fabricator jobs. The distribution of employment among the various types of assemblers was as follows:
Team assemblers 1,200,000
All other assemblers and fabricators 268,000
Electrical and electronic equipment assemblers 221,000
Structural metal fabricators and fitters 90,000
Electromechanical equipment assemblers 52,000
Engine and other machine assemblers 46,000
Fiberglass laminators and fabricators 31,000
Coil winders, tapers, and finishers 28,000
Aircraft structure, surfaces, rigging, and systems assemblers 19,000
Timing device assemblers, adjusters, and calibrators 3,300

Within the manufacturing sector, assembly of transportation equipment, such as aircraft, autos, trucks, and buses, accounted for 19 percent of all jobs. Assembly of computers and electronic products accounted for another 11 percent of all jobs. Other industries that employ many assemblers and fabricators were machinery manufacturing (heating and air-conditioning equipment; agriculture, construction, and mining machinery; and engine, turbine, and power transmission equipment); electrical equipment, appliance, and component manufacturing (lighting, household appliances, and electrical equipment); and fabricated metal products.

The following tabulation shows wage and salary employment in manufacturing industries employing the most assemblers and fabricators in 2004.
Transportation equipment manufacturing 387,000
Computer and electronic product manufacturing 225,000
Machinery manufacturing 193,000
Fabricated metal product manufacturing 143,000
Electrical equipment, appliance, and component manufacturing 139,000

Job Outlook [About this section] Back to Top Back to Top

Employment of assemblers and fabricators is expected to grow more slowly than average through the year 2014, reflecting growth in mainly nonmanufacturing industries. The largest increase in the number of assemblers and fabricators is projected to be in the employment services industry, which supplies temporary workers to the various industries. Temporary workers are gaining in importance in the manufacturing sector and elsewhere as companies strive for a more flexible workforce to meet the fluctuations in the market. There will also be more jobs for assemblers and fabricators in the wholesale and retail sectors of the economy. As more goods come unassembled from foreign countries to save on shipping costs, it is increasingly up to wholesalers and retailers to provide assembly of products to their customers.

Within the manufacturing sector, employment of assemblers and fabricators is expected to grow mainly in motor vehicle and motor vehicle parts manufacturing, furniture manufacturing, and food processing due to increasing sales of these products. In many other manufacturing industries, assemblers and fabricators have been negatively affected by increasing automation, improving productivity, and the shift of assembly to countries with lower labor costs. In addition to new jobs stemming from growth in this occupation, many job openings will result from the need to replace workers leaving this large occupational group.

The effects of automation will be felt more among some types of assemblers and fabricators than among others. Automated manufacturing systems are expensive, and a large volume of repetitive work is required to justify their purchase. Also, where the assembly parts involved are irregular in size or location, new technology only now is beginning to make inroads. For example, much assembly in the aerospace industry is done in hard-to-reach locations—inside airplane fuselages or gear boxes, for example—which are unsuited to robots; as a result, aircraft assemblers will not be easily replaced by automated processes.

The use of team production techniques has been a success in the manufacturing sector, boosting productivity and improving the quality of goods. Workers collaborate to decide how to best perform assembly tasks. Team assemblers are often consulted during the design phase of production, to make sure that the product is easy to assemble. Through continued efforts to improve the assembly process, most manufacturing companies have significantly reduced the amount of labor needed to assemble a product. By boosting productivity, companies are better able to compete with low wage companies. Thus, while the number of assemblers overall will decline in manufacturing, the number of team assemblers will remain stable.

Many producers have sent their assembly functions to countries where labor costs are lower. Decisions by American corporations to move assembly to other nations should limit employment growth for assemblers in some industries, but a free trade environment also may lead to growth in the export of goods assembled in the United States.

Earnings [About this section] Back to Top Back to Top

Earnings vary by industry, geographic region, skill, educational level, and complexity of the machinery operated. Median hourly earnings of team assemblers were $11.42 in May 2004. The middle 50 percent earned between $9.12 and $14.60. The lowest 10 percent earned less than $7.56, and the highest 10 percent earned $18.80. Median hourly earnings in the manufacturing industries employing the largest numbers of team assemblers in May 2004 are shown below:
Motor vehicle manufacturing $22.45
Motor vehicle parts manufacturing 12.91
Other wood product manufacturing 10.90
Plastics product manufacturing 10.54
Employment services 8.66

Median hourly earnings of electrical and electronic equipment assemblers were $11.68 in May 2004. The middle 50 percent earned between $9.54 and $14.84. The lowest 10 percent earned less than $8.01, and the highest 10 percent earned more than $18.64. Median hourly earnings in the manufacturing industries employing the largest numbers of electrical and electronic equipment assemblers in May 2004 are shown below:
Computer and peripheral equipment manufacturing $12.80
Navigational, measuring, electromedical, and control instruments manufacturing 12.61
Electrical equipment manufacturing 12.55
Communications equipment manufacturing 11.61
Semiconductor and other electronic component manufacturing 11.02

In May 2004, other assemblers and fabricators had the following median hourly earnings:
Aircraft structure, surfaces, rigging, and systems assemblers $17.79
Engine and other machine assemblers 16.73
Structural metal fabricators and fitters 14.34
Timing device assemblers, adjusters, and calibrators 13.76
Electromechanical equipment assemblers 12.71
Coil winders, tapers, and finishers 12.24
Fiberglass laminators and fabricators 12.18
Assemblers and fabricators, all other 11.90

Many assemblers and fabricators are members of labor unions. These unions include the International Association of Machinists and Aerospace Workers; the United Electrical, Radio and Machine Workers of America; the United Automobile, Aerospace and Agricultural Implement Workers of America; the International Brotherhood of Electrical Workers; and the United Steelworkers of America.

Related Occupations [About this section] Back to Top Back to Top

Other occupations that involve operating machines and tools and assembling products include welding, soldering, and brazing workers; and machine setters, operators, and tenders—metal and plastic. Assemblers and fabricators also are responsible for some quality control and product testing, as is the case for inspectors, testers, sorters, samplers, and weighers.

Sources of Additional Information [About this section] Back to Top Back to Top

Disclaimer:

Links to non-BLS Internet sites are provided for your convenience and do not constitute an endorsement.

Information about employment opportunities for assemblers is available from local offices of the State employment service and from locals of the unions mentioned earlier.
OOH ONET Codes [About this section] Back to Top Back to Top

51-2011.01, 51-2011.02, 51-2011.03, 51-2021.00, 51-2022.00, 51-2023.00, 51-2031.00, 51-2041.01, 51-2041.02, 51-2091.00, 51-2092.00, 51-2093.00, 51-2099.99
Suggested citation: Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2006-07 Edition, Assemblers and Fabricators, on the Internet at http://www.bls.gov/oco/ocos217.htm (visited September 26, 2006).

Last Modified Date: August 4, 2006
Source: Bureau of Labor Statistics