The O*NET® Content Model
The Content Model is the conceptual foundation of O*NET. The Content Model provides a framework that identifies the most important types of information about work and integrates them into a theoretically and empirically sound system.
The Content Model was developed using research on job and organizational analysis. It embodies a view that reflects the character of occupations (via job-oriented descriptors) and people (via worker-oriented descriptors). The Content Model also allows occupational information to be applied across jobs, sectors, or industries (cross-occupational descriptors) and within occupations (occupational-specific descriptors). These descriptors are organized into six major domains, which enable the user to focus on areas of information that specify the key attributes and characteristics of workers and occupations.
Content Model Outline — Summary (PDF - 361 KB)
Content Model Outline — Detailed (PDF - 371 KB)
Content Model Outline — Detailed including descriptions (PDF - 559 KB)
Content Model Outline (Excel format) (XLS - 150 KB)
Worker Characteristics — enduring characteristics that may influence both performance and the capacity to acquire knowledge and skills required for effective work performance. Worker characteristics comprise enduring qualities of individuals that may influence how they approach tasks and how they acquire work-relevant knowledges and skills. Traditionally, analyzing abilities has been the most common technique for comparing jobs in terms of these worker characteristics. However, recent research supports the inclusion of other types of worker characteristics. In particular, interests, values, and work styles have received support in the organizational literature. Interests and values reflect preferences for work environments and outcomes. Work style variables represent typical procedural differences in the way work is performed.
Worker Requirements — descriptors referring to work-related attributes acquired and/or developed through experience and education. Worker requirements represent developed or acquired attributes of an individual that may be related to work performance such as work-related knowledge and skill. Knowledge represents the acquisition of facts and principles about a domain of information. Experience lays the foundation for establishing procedures to work with given knowledge. These procedures are more commonly known as skills. Skills may be further divided into basic skills and cross-functional skills. Basic skills, such as reading, facilitate the acquisition of new knowledge. Cross-functional skills, such as problem solving, extend across several domains of activities.
- Social Skills
— Developed capacities used to work with people to achieve goals
- Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.
- Coordination — Adjusting actions in relation to others' actions.
- Persuasion — Persuading others to change their minds or behavior.
- Negotiation — Bringing others together and trying to reconcile differences.
- Instructing — Teaching others how to do something.
- Service Orientation — Actively looking for ways to help people.
- Complex Problem Solving Skills
— Developed capacities used to solve novel, ill-defined problems in complex, real-world settings
- Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
- Technical Skills
— Developed capacities used to design, set-up, operate, and correct malfunctions involving application of machines or technological systems
- Operations Analysis — Analyzing needs and product requirements to create a design.
- Technology Design — Generating or adapting equipment and technology to serve user needs.
- Equipment Selection — Determining the kind of tools and equipment needed to do a job.
- Installation — Installing equipment, machines, wiring, or programs to meet specifications.
- Programming — Writing computer programs for various purposes.
- Operation Monitoring — Watching gauges, dials, or other indicators to make sure a machine is working properly.
- Operation and Control — Controlling operations of equipment or systems.
- Equipment Maintenance — Performing routine maintenance on equipment and determining when and what kind of maintenance is needed.
- Troubleshooting — Determining causes of operating errors and deciding what to do about it.
- Repairing — Repairing machines or systems using the needed tools.
- Quality Control Analysis — Conducting tests and inspections of products, services, or processes to evaluate quality or performance.
- Systems Skills
— Developed capacities used to understand, monitor, and improve socio-technical systems
- Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one.
- Systems Analysis — Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.
- Systems Evaluation — Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system.
- Resource Management Skills
— Developed capacities used to allocate resources efficiently
- Time Management — Managing one's own time and the time of others.
- Management of Financial Resources — Determining how money will be spent to get the work done, and accounting for these expenditures.
- Management of Material Resources — Obtaining and seeing to the appropriate use of equipment, facilities, and materials needed to do certain work.
- Management of Personnel Resources — Motivating, developing, and directing people as they work, identifying the best people for the job.
Primary occupational information source for Content Model items:
|U.S. Department of Labor
O*NET Data Collection Program
Supplemental sources of information:
|U.S. Department of Labor
Bureau of Labor Statistics
|U.S. Department of Labor
|U.S. Department of Labor
Office of Apprenticeship
|U.S. Department of Education
Classification of Instructional Programs
|Data not currently available|
Experience Requirements — requirements related to previous work activities and explicitly linked to certain types of work activities. This domain includes information about the typical experiential backgrounds of workers in an occupation or group of occupations including certification, licensure, and training data. For example, information about the professional or organizational certifications required for entry and advancement in an occupation, preferred education or training, and required apprenticeships will be documented by this part of the model.
Occupation-Specific Information — variables or other Content Model elements of selected or specific occupations. Occupation-specific information details a comprehensive set of elements that apply to a single occupation or a narrowly defined job family. This domain parallels other Content Model domains because it includes requirements such as work-related knowledge, skills, and tasks in addition to the machines, equipment, tools, software, and information technology workers may use in their workplace. Labor market information defined by the industry or occupation is also provided here. This domain is particularly important when developing specific applications of O*NET information. For example, it is necessary to refer to occupation-specific descriptive information to specify training, develop position descriptions, or redesign jobs.
Workforce Characteristics — variables that define and describe the general characteristics of occupations that may influence occupational requirements. Organizations do not exist in isolation. They must operate within a broader social and economic structure. To be useful, an occupational classification system must incorporate global contextual characteristics. O*NET provides this information by linking descriptive occupational information to statistical labor market information. This includes compensation and wage data, employment outlook, and industry size information. Much of this information is collected outside of the O*NET program's immediate scope. Collaborative efforts with organizations such as the Bureau of Labor Statistics, the Department of Commerce, the Department of Defense, Career One Stop, the U.S. Bureau of the Census, and the Employment and Training Administration facilitate these labor market information linkages.
Occupational Requirements — a comprehensive set of variables or detailed elements that describe what various occupations require. This domain includes information about typical activities required across occupations. Task information is often too specific to describe an occupation or occupational group. The O*NET approach is to identify generalized work activities (GWAs) and detailed work activities (DWAs) to summarize the broad and more specific types of job behaviors and tasks that may be performed within multiple occupations. Using this framework makes it possible to use a single set of descriptors to describe many occupations. Contextual variables such as the physical, social, or structural context of work that may impose specific demands on the worker or activities are also included in this section.