United States Department of Labor Office of
Administrative Law Judges Law Library
Note: The DOT was created by the Employment and Training Administration, and was last updated in 1991.
It has been replaced by the O*NET.
DICTIONARY OF OCCUPATIONAL TITLES (4th Ed., Rev. 1991) --
APPENDIX C
APPENDIX C
COMPONENTS OF THE DEFINITION TRAILER
The following descriptions of the components of the Definition Trailer are
in inverse order to their placement in the trailer.
I. DATE OF LAST UPDATE (DLU)
Listed as the final element in the trailer following the definition, the
Date of Last Update indicates the last year in which material was gathered for
that occupation. A DLU of "77" would indicate that the occupation
has not been studied by an analyst since publication of the fourth edition DOT
in 1977.
II. SPECIFIC VOCATIONAL PREPARATION (SVP)
Specific Vocational Preparation is defined as the amount of lapsed time
required by a typical worker to learn the techniques, acquire the information,
and develop the facility needed for average performance in a specific
job-worker situation.
This training may be acquired in a school, work, military, institutional,
or vocational environment. It does not include the orientation time required
of a fully qualified worker to become accustomed to the special conditions of
any new job. Specific vocational training includes: vocational education,
apprenticeship training, in-plant training, on-the-job training, and essential
experience in other jobs.
Specific vocational training includes training given in any of the
following circumstances:
a. Vocational education (high school; commercial or shop training;
technical school; art school; and that part of college training which is
organized around a specific vocational objective);
b. Apprenticeship training (for apprenticeable jobs only);
c. In-plant training (organized classroom study provided by an employer);
d. On-the-job training (serving as learner or trainee on the job under the
instruction of a qualified worker);
e. Essential experience in other jobs (serving in less responsible jobs
which lead to the higher grade job or serving in other jobs which qualify).
The following is an explanation of the various levels of specific
vocational preparation:
LevelTime
1 Short demonstration only
2 Anything beyond short demonstration up to and including 1 month
3 Over 1 month up to and including 3 months
4 Over 3 months up to and including 6 months
5 Over 6 months up to and including 1 year
6 Over 1 year up to and including 2 years
7 Over 2 years up to and including 4 years
8 Over 4 years up to and including 10 years
9 Over 10 years
Note: The levels of this scale are mutually exclusive and
do not overlap.
III. GENERAL EDUCATIONAL DEVELOPMENT (GED)
General Educational Development embraces those aspects of education (formal
and informal) which are required of the worker for satisfactory job
performance. This is education of a general nature which does not have a
recognized, fairly specific occupational objective. Ordinarily, such
education is obtained in elementary school, high school, or college. However,
it may be obtained from experience and self-study.
The GED Scale is composed of three divisions: Reasoning Development,
Mathematical Development, and Language Development. The description of the
various levels of language and mathematical development are based on the
curricula taught in schools throughout the United States. An analysis of
mathematics courses in school curricula reveals distinct levels of progression
in the primary and secondary grades and in college. These levels of
progression facilitated the selection and assignment of six levels of GED for
the mathematical development scale.
However, though language courses follow a similar pattern of progression in
primary and secondary school, particularly in learning and applying the
principles of grammar, this pattern changes at the college level. The
diversity of language courses offered at the college level precludes the
establishment of distinct levels of language progression for these four years.
Consequently, language development is limited to five defined levels of GED
inasmuch as levels 5 and 6 share a common definition, even though they are
distinct levels.
Scale of General Education Development (GED)
06 LEVEL REASONING DEVELOPMENT
Apply principles of logical or scientific thinking to a wide range of
intellectual and practical problems. Deal with nonverbal symbolism (formulas,
scientific equations, graphs, musical notes, etc.) in its most difficult
phases. Deal with a variety of abstract and concrete variables. Apprehend the
most abstruse classes of concepts.
06 MATHEMATICAL DEVELOPMENT
Advanced calculus:
Work with limits, continuity, real number systems, mean value theorems,
and implicit functions theorems.
Modern Algebra:
Apply fundamental concepts of theories of groups, rings, and fields. Work
with differential equations, linear algebra, infinite series, advanced
operations methods, and functions of real and complex variables.
Statistics:
Work with mathematical statistics, mathematical probability and
applications, experimental design, statistical inference, and econometrics.
06 LANGUAGE DEVELOPMENT
Same as Level 5.
05 LEVEL REASONING DEVELOPMENT
Apply principles of logical or scientific thinking to define problems,
collect data, establish facts, and draw valid conclusions. Interpret an
extensive variety of technical instructions in mathematical or diagrammatic
form. Deal with several abstract and concrete variables.
05 MATHEMATICAL DEVELOPMENT
Algebra:
Work with exponents and logarithms, linear equations, quadratic equations,
mathematical induction and binomial theorem, and permutations.
Calculus:
Apply concepts of analytic geometry, differentiations, and integration of
algebraic functions with applications.
Statistics:
Apply mathematical operations to frequency distributions, reliability and
validity of tests, normal curve, analysis of variance, correlation techniques,
chi-square application and sampling theory, and factor analysis.
05 LANGUAGE DEVELOPMENT
Reading:
Read literature, book and play reviews, scientific and technical journals,
abstracts, financial reports, and legal documents.
Coversant in the theory, principles, and methods of effective and
persuasive speaking, voice and diction, phonetics, and discussion and debate.
04 LEVEL REASONING DEVELOPMENT
Apply principles of rational systems to solve practical problems and deal
with a variety of concrete variables in situations where only limited
standardization exists. Interpret a variety of instructions furnished in
written, oral, diagrammatic, or schedule form. (Examples of rational systems
include: bookkeeping, internal combustion engines, electric wiring systems,
house building, farm management, and navigation.)
04 MATHEMATICAL DEVELOPMENT
Algebra:
Deal with system of real numbers; linear, quadratic, rational, exponential,
logarithmic, angle and circular functions, and inverse functions; related
algebraic solution of equations and inequalities; limits and continuity; and
probability and statistical inference.
Geometry:
Deductive axiomatic geometry, plane and solid, and rectangular coordinates.
Shop Math:
Practical application of fractions, percentages, ratio and proportion,
measurement, logarithms, slide rule, practical algebra, geometric
construction, and essentials of trigonometry.
Prepare business letters, expositions, summaries, and reports, using
prescribed format and conforming to all rules of punctuation, grammar,
diction, and style.
Speaking:
Participate in panel discussions, dramatizations, and debates. Speak
extemporaneously on a variety of subjects.
03 LEVEL REASONING DEVELOPMENT
Apply commonsense understanding to carry out instructions furnished in
written, oral, or diagrammatic form. Deal with problems involving several
concrete variables in or from standardized situations.
03 MATHEMATICAL DEVELOPMENT
Compute discount, interest, profit and loss; commission, markup, and
selling price; ratio and proportion; and percentage. Calculate surfaces,
volumes, weights, and measures.
Algebra:
Calculate variables and formulas; monomials and polynomials; ratio and
proportion variables; and square roots and radicals.
Geometry:
Calculate plane and solid figures; circumference, area, and volume.
Understand kinds of angles and properties of pairs of angles.
03 LANGUAGE DEVELOPMENT
Reading:
Read a variety of novels, magazines, atlases, and encyclopedias.
Read safety rules, instructions in the use and maintenance of shop tools
and equipment, and methods and procedures in mechanical drawing and layout
work.
Writing:
Write reports and essays with proper format, punctuation, spelling, and
grammar, using all parts of speech.
Speaking:
Speak before an audience with poise, voice control, and confidence, using
correct English and well-modulated voice.
02 LEVEL REASONING DEVELOPMENT
Apply commonsense understanding to carry out detailed but uninvolved
written or oral instructions. Deal with problems involving a few concrete
variables in or from standardized situations.
02 MATHEMATICAL DEVELOPMENT
Add, subtract, multiply, and divide all units of measure. Perform the four
operations with like common and decimal fractions. Compute ratio, rate, and
percent. Draw and interpret bar graphs. Perform arithmetic operations
involving all American monetary units.
02 LANGUAGE DEVELOPMENT
Reading:
Passive vocabulary of 5,000-6,000 words. Read at rate of 190-215 words per
minute. Read adventure stories and comic books, looking up unfamiliar words in
dictionary for meaning, spelling, and pronunciation. Read instructions for
assembling model cars and airplanes.
Writing:
Write compound and complex sentences, using cursive style, proper end
punctuation, and employing adjectives and adverbs.
Speaking:
Speak clearly and distinctly with appropiate pauses and emphasis, correct
pronunciation, variations in word order, using present, perfect, and future
tenses.
01 LEVEL REASONING DEVELOPMENT
Apply commonsense understanding to carry out simple one- or two-step
instructions. Deal with standardized situations with occasional or no
variables in or from these situations encountered on the job.
01 MATHEMATICAL DEVELOPMENT
Add and subtract two digit numbers.
Multiply and divide 10's and 100's by 2, 3, 4, 5.
Perform the four basic arithmetic operations with coins as part of a
dollar. Perform operations with units such as cup, pint, and quart; inch,
foot, and yard; and ounce and pound.
01 LANGUAGE DEVELOPMENT
Reading:
Recognize meaning of 2,500 (two- or three-syllable) words. Read at rate of
95-120 words per minute.
Compare similarities and differences between words and between series of
numbers.
Writing:
Print simple sentences containing subject, verb, and object, and series of
numbers, names, and addresses.
Speaking:
Speak simple sentences, using normal word order, and present and past
tenses.
IV. PHYSICAL DEMANDS - STRENGTH RATING (Strength)
The Physical Demands Strength Rating reflects the estimated overall
strength requirement of the job, expressed in terms of the letter
corresponding to the particular strength rating. It represents the strength
requirements which are considered to be important for average, successful work
performance.
The strength rating is expressed by one of five terms: Sedentary, Light,
Medium, Heavy, and Very Heavy. In order to determine the overall rating, an
evaluation is made of the worker's involvement in the following activities:
a. Standing, Walking, Sitting
Standing - Remaining on one's feet in an upright position at a work
station with-out moving about.
Walking - Moving about on foot.
Sitting - Remaining in a seated position.
b. Lifting, Carrying, Pushing, Pulling
Lifting - Raising or lowering an object from one level to another
(includes upward pulling).
Carrying - Transporting an object, usually holding it in the hands or
arms, or on the shoulder.
Pushing - Exerting force upon an object so that the object moves away
from the force (includes slapping, striking, kicking, and treadle actions).
Pulling - Exerting force upon an object so that the object moves toward
the force (includes jerking).
Lifting, pushing, and pulling are evaluated in terms of both intensity and
duration. Consideration is given to the weight handled, position of the
worker's body, and the aid given by helpers or mechanical equipment. Carrying
most often is evaluated in terms of duration, weight carried, and distance
carried.
Estimating the Strength factor rating for an occupation requires the
exercise of care on the part of occupational analysts in evaluating the force
and physical effort a worker must exert. For instance, if the worker is in a
crouching position, it may be much more difficult to push an object than if
pushed at waist height. Also, if the worker is required to lift and carry
continuously or push and pull objects over long distances, the worker may
exert as much physical effort as is required to similarly move objects twice
as heavy, but less frequently and/or over shorter distances.
c. Controls
Controls entail the use of one or both arms or hands (hand/arm) and/or one
or both feet or legs (foot/leg) to move controls on machinery or equipment.
Controls include but are not limited to buttons, knobs, pedals, levers, and
cranks.
Following are descriptions of the five terms in which the Strength Factor
is expressed:
S-Sedentary Work - Exerting up to 10 pounds of force occasionally
(Occasionally: activity or condition exists up to 1/3 of the time) and/or a
negligible amount of force frequently (Frequently: activity or condition
exists from 1/3 to 2/3 of the time) to lift, carry, push, pull, or otherwise
move objects, including the human body. Sedentary work involves sitting most
of the time, but may involve walking or standing for brief periods of time.
Jobs are sedentary if walking and standing are required only occasionally and
all other sedentary criteria are met.
L-Light Work - Exerting up to 20 pounds of force occasionally,
and/or up to 10 pounds of force frequently, and/or a negligible amount of
force constantly (Constantly: activity or condition exists 2/3 or more of the
time) to move objects. Physical demand requirements are in excess of those
for Sedentary Work. Even though the weight lifted may be only a negligible
amount, a job should be rated Light Work: (1) when it requires walking or
standing to a significant degree; or (2) when it requires sitting most of the
time but entails pushing and/or pulling of arm or leg controls; and/or (3)
when the job requires working at a production rate pace entailing the constant
pushing and/or pulling of materials even though the weight of those materials
is negligible. NOTE: The constant stress and strain of maintaining a
production rate pace, especially in an industrial setting, can be and is
physically demanding of a worker even though the amount of force exerted is
negligible.
M-Medium Work - Exerting 20 to 50 pounds of force occasionally,
and/or 10 to 25 pounds of force frequently, and/or greater than negligible up
to 10 pounds of force constantly to move objects. Physical Demand requirements
are in excess of those for Light Work.
H-Heavy Work - Exerting 50 to 100 pounds of force occasionally,
and/or 25 to 50 pounds of force frequently, and/or 10 to 20 pounds of force
constantly to move objects. Physical Demand requirements are in excess of
those for Medium Work.
V-Very Heavy Work - Exerting in excess of 100 pounds of force
occasionally, and/or in excess of 50 pounds of force frequently, and/or in
excess of 20 pounds of force constantly to move objects. Physical Demand
requirements are in excess of those for Heavy Work.
V. GUIDE FOR OCCUPATIONAL EXPLORATION (GOE)
Many youths and other jobseekers are unprepared for an effective job search
because of a lack of knowledge about the kinds of jobs to look for. They have
difficulty relating their interest, skills, and potentials to appropriate
occupations. To be effective, vocational counselors must have sufficient
information to match an individual's interest, temperaments, potential ability
and other personal traits to specific career fields and work requirements.
The Guide for Occupational Exploration was designed by the US
Employment Service to provide career counselors and other DOT users with
additional information about the interests, aptitudes, entry level preparation
and other traits required for successful performance in various occupations.
The GOE is also useful in self-assessment and counselor-assisted settings to
help people understand themselves realistically in regard to their ability to
meet job requirements. Descriptive information provided for each work group
assists the individual in evaluating his or her own interests and relating
them to pertinent fields of work.
The GOE code assigned to a definition provides a link between the
occupation defined and the GOE arrangement of occupations with similar
interests, aptitudes, adaptability requirements, and other descriptors.
The GOE coding structure classifies jobs at three levels of consideration.
The first level divides occupations according to twelve interest areas
corresponding to interest factors identified through research conducted by the
former Division of Testing in the US Employment Service. The interest
factors, identified by a two-digit code, are defined in terms of broad
interest requirements of occupations as well as vocational interests of
individuals. The twelve interest areas are defined as follows:
The interest areas are then subdivided into work groups (the second set of
two digits within the six-digit GOE code). Each work group contains
occupations requiring similar worker traits and capabilities in related work
settings. The GOE contains descriptive information for each work group and
identifies each occupation in the group with a four-digit code and title. In
many interest areas, occupations that require the most education, training,
and experience are in the first group, while those requiring less formal
education or experience are listed in the last group.
Work groups are then subdivided into subgroups (the third two-digit set in
the GOE code) of occupations with even more homogeneous interests, aptitudes,
and adaptability requirements. Each subgroup is identified by its unique
six-digit code and title. Individual occupations are listed alphabetically
within subgroups. Some subgroups contain occupations from more than one
industry, listed within alphabetized industries.