Topic: Identify four workers in different occupational areas.

Identify training
requirements for the job; where training was obtained; abilities and attitudes required for
the job; the relationship of temperament, values and personality to the job.
Author: Denise Fyffe

Systems Administrator
In the last decade, computers have become an integral part of everyday life, used for a variety
of reasons at home, in the workplace, and at schools. And almost every computer user encounters
a problem occasionally, whether it is the disaster of a crashing hard drive or the annoyance of a
forgotten password. The explosion of computer use has created a high demand for specialists to
provide advice to users, as well as day-to-day administration, maintenance, and support of
computer systems and networks.
Job Function
Systems administrators design, install, and support an organizations LAN (local-area
network), WAN (wide-area network), network segment, Internet, or intranet system. They
provide day-to-day onsite administrative support for software users in a variety of work
environments, including professional offices, small businesses, government, and large
corporations. They maintain network hardware and software, analyse problems, and monitor the
network to ensure its availability to system users. These workers gather data to identify customer
needs and then use that information to identify, interpret, and evaluate system and network
requirements. Administrators also may plan, coordinate, and implement network security
measures.
Systems administrators are the information technology employees responsible for the
efficient use of networks by organizations. They ensure that the design of an organizations
computer site allows all of the components, including computers, the network, and software, to
fit together and work properly. Furthermore, they monitor and adjust performance of existing
networks and continually survey the current computer site to determine future network needs.
Administrators also troubleshoot problems as reported by users and automated network

Copyright 2014 All Rights Reserved Denise N. Fyffe

monitoring systems and make recommendations for enhancements in the implementation of

future servers and networks (Bureau of Labour Statistics, 2005).
Systems administrators normally work in well-lit, comfortable offices or computer
laboratories. They usually work about 40 hours a week, but that may include being on call via
pager or telephone for rotating evening or weekend work if the employer requires computer
support over extended hours. Like other workers who type on a keyboard for long periods,
systems administrators are susceptible to eyestrain, back discomfort, and hand and wrist
problems such as carpal tunnel syndrome.
Training
Due to the wide range of skills required, there are many paths of entry to a job as a systems
administrator. While there is no universally accepted way to prepare, a bachelors degree in
computer science or information systems is a prerequisite for some jobs; however, other jobs
may require only a computer-related associate degree. The individual utilised for this exercise
has a diploma the required field. For systems administrators, many employers seek applicants
with bachelors degrees, although not necessarily in a computer-related field. These
qualifications can be ascertained at institutions such as the University of the West Indies,
Northern Caribbean University, University of Technology, and especially the Caribbean Institute
of Technology who had a surge of training in the Kingston area five years ago, among others
who offer the relevant certifications.
Entry-level systems administrators are involved in routine maintenance and monitoring of
computer systems, typically working behind the scenes in an organization. After gaining
experience and expertise, they often are able to advance into more senior-level positions, in
which they take on more responsibilities. For example, senior network and computer systems
administrators may present recommendations to management on matters related to a companys
network. They also may translate the needs of an organization into a set of technical
requirements, based on the available technology. Administrators may become software
engineers, actually involved in the designing of the system or network and not just the day-today administration.

Copyright 2014 All Rights Reserved Denise N. Fyffe

Abilities and Attitudes

Persons interested in becoming a systems administrator must have strong problem solving,
analytical, and communication skills because troubleshooting and helping others are vital parts
of the job. The constant interaction with other computer personnel, customers, and employees
requires systems administrators to communicate effectively on paper, via e-mail, or in person.
Strong writing skills are useful when preparing manuals for employees and customers. Other
skills include near vision, problem sensitivity, oral comprehension, inductive reasoning, written
comprehension, oral expression, deductive reasoning, information ordering, finger dexterity, and
flexibility of closure.
As technology continues to improve, systems administrators must keep their skills current
and acquire new ones. Employers, hardware and software vendors, colleges and universities, and
private training institutions offer many continuing education programs. Professional
development seminars offered by computing services firms also can enhance ones skills and
advancement opportunities. In Jamaica these workers can access CompTia, Cisco and various
Microsoft training.
Relationship of Temperament, Values and Personality
These individuals value working conditions, as a noisy office provides distractions and
interruptions. Impact is made on the quality of work performed; patience and care must be given
to each task as garbage in garbage out GIGO. The systems administrator has a challenging task
of maintaining quality; an easy going, overcoming, and determined temperament are essential.
The opportunity for advancement and working relationship is equally important as no
individual who as these aspirations would prefer to remain stagnant at this level. The possibilities
and benefits increase the higher one climbs.
Career or Vocational Counselor
Counsellors assist people with personal, family, educational, mental health, and career
decisions and problems. Their duties depend on the individuals they serve and on the settings in

Copyright 2014 All Rights Reserved Denise N. Fyffe

which they work. Counsellors may be designated according to area of activity as Academic
Counsellor; Career Placement Services Counsellor; Employment Counsellor (government ser.);
Guidance Counsellor; Vocational Adviser (U.S. Department of Labor, 2004).
Job Function
Vocational counsellors provide individuals and groups with career and educational
counselling. Vocational counsellors who provide mainly career counselling outside the school
setting are also referred to as employment counsellors or career counsellors. Their chief focus is
helping individuals with their career decisions. Vocational counsellors explore and evaluate the
clients education, training, work history, interests, skills, and personality traits, and arrange for
aptitude and achievement tests to assist in making career decisions. They also work with
individuals to develop their job search skills, and they assist clients in locating and applying for
jobs. In addition, career counsellors provide support to persons experiencing job loss, job stress,
or other career transition issues. Counsellors must possess high physical and emotional energy to
handle the array of problems they address. Dealing daily with these problems can cause stress.
Because privacy is essential for confidential and frank discussions with clients, counsellors
usually have private offices.
Training
Counsellors in the United States are all required to hold State counselling certification and to
have completed at least some graduate course work; most require the completion of a masters
degree. Other requirements typically include the accumulation of 2 years or 3,000 hours of
supervised clinical experience beyond the masters degree level, the passage of a Staterecognized exam, adherence to ethical codes and standards, and the satisfaction of annual
continuing education requirements. Prospective vocational counsellors, especially here in
Jamaica where it is a new field can check with relevant government agencies, employers, and
national organizations in order to determine which requirements to fulfil.
General and other counsellor education programs in colleges and universities usually are in
departments of education or psychology. If an individual chose to study in the states and practice
then accreditation and certification would be needed. Some organisations, which perform these
Copyright 2014 All Rights Reserved Denise N. Fyffe

functions, are the Council for Accreditation of Counselling and Related Educational Programs
(CACREP), and the Council on Rehabilitation Education (CORE). Many counsellors elect to be
nationally certified by the National Board for Certified Counsellors, Inc. (NBCC), which grants
the general practice credential National Certified Counsellor. To maintain ones certification, a
retake and pass of the NCE or complete 100 hours of acceptable continuing education credit
must be done every 5 years.
In Jamaica, training is accessible at the University of the West Indies, Northern Caribbean
University, Jamaica Theological Seminary, and are also able to utilise online education from
institutions of higher education such as University of Phoenix. A newly launched Degree in
Career Development is offered at the Vocational Training and Development Institute at Gordon
Town road for career counselling. Employers do provide training for newly hired counsellors.
Others may offer time off or provide help with tuition if it is needed to complete a graduate
degree. Counsellors must participate in graduate studies, workshops, and personal studies to
maintain their certificates and licenses.
Abilities and Attitudes
Persons interested in counselling should have a strong interest in helping others and should
possess the ability to inspire respect, trust, and have confidence. They should be able to work
independently or as part of a team. Counsellors must follow the code of ethics associated with
their respective certifications and licenses.
Other abilities and skills required by counsellors are oral expression, oral comprehension,
written expression, written comprehension, reading comprehension, speech clarity, problem
sensitivity, fluency of ideas, social perceptiveness, service orientation, critical thinking, active
learning, monitoring/assessing performance of yourself and other individuals, judgment and
decision making. These are key to assisting and caring for others, establishing and maintaining
interpersonal relationships, interpreting the meaning of information for others, provide
consultation and advice to others, coaching and developing others, among other required job
functions (http://online.onetcenter.org, 2005).
Relationship of Temperament, Values, and Personality
Copyright 2014 All Rights Reserved Denise N. Fyffe

Achievement is key as it allows the vocational counselor to use their strongest abilities,
giving them a feeling of accomplishment. One can also prefer independence that satisfies the
work value allowing them to work on their own and make decisions. Relationships are also
important in any counseling setting, as this is the launching pad for change and assisting your
client. However, not also having a good relationship with clients, but with coworkers, as this
satisfies and allows employees to provide service to others and work with co-workers in a
friendly non-competitive environment.
Working Conditions must offer job security and effective conditions. Recognition is a
motivating factor for some, which offers advancement, potential for leadership, and prestige.
Support must be there as well. Counseling is intertwined with people who need help, which the
counselor cannot always provide by him or herself. Therefore, this work value of supportive
management that stands for, with and behind employees is required.
Education Administrators
Smooth operation of an educational institution requires competent administrators. These
individuals, in our society are mostly referred to as principals and or deans. Across all levels of
institutions they provide an invaluable service.
Job Function
Education administrators provide instructional leadership as well as manage the day-to-day
activities in schools, preschools, day-care centres, and colleges and universities. They also direct
the educational programs of businesses, correctional institutions, museums, and job training and
community service organizations. They set educational standards and goals and establish the
policies and procedures to carry them out. They also supervise managers, support staff, teachers,
counsellors, librarians, coaches, and others. They develop academic programs; monitor students
educational progress; train and motivate teachers and other staff; manage guidance and other
student services; administer record keeping; prepare budgets; handle relations with parents,
prospective and current students, employers, and the community; and perform many other duties.
In an organization such as a small day-care centre, one administrator may handle all these

Copyright 2014 All Rights Reserved Denise N. Fyffe

functions. In universities or large school systems, responsibilities are divided among many
administrators, each with a specific function (http://www.bls.gov/OCO/, 2004).
Training
Most education administrators begin their careers in related occupations, for example here in
Jamaica, as teachers, and prepare for a job in education administration by completing a masters
or doctoral degree. Because of the diversity of duties and levels of responsibility, their
educational backgrounds and experience vary considerably. In some cases, administrators move
up from related staff jobs such as guidance counsellor, librarian, residence hall director, or
financial aid or admissions counsellor.
Training for bachelors, masters or other relevant qualifications can be ascertained at
institutions such as the Vocational Training Development Institute, University of the West
Indies, Northern Caribbean University, University of Technology, and other tertiary institutions
in Jamaica. Education administrators advance through promotion to more responsible
administrative positions or by transferring to more responsible positions at larger schools.
Abilities (skill) and Attitudes (manner)
To be considered for education administrator positions, workers must first prove themselves
in their current jobs. In evaluating candidates, supervisors look for leadership, determination,
confidence, innovativeness, and motivation. The ability to make sound decisions and to organize
and coordinate work efficiently is essential. Because much of an administrators job involves
interacting with others such as students, parents, teachers, and the community, a person in this
position must have strong interpersonal skills and be an effective communicator. Knowledge of
leadership principles, gained through work experience and formal education, is important.
Familiarity with computer technology is necessary for principals, who are required to gather
information and coordinate technical resources for their institution.
Relationship of Temperament, Values, and Personality

Copyright 2014 All Rights Reserved Denise N. Fyffe

Educational Administrators are achievers who excel in their capacities. They are recognised
and appreciated for their contribution as persons including their students, rest on their shoulders.
They may be independent workers who make decisions, assessing varying factors. They have to
be innovative and come up with new ideas to push or promote their institutions while
maintaining a high level of excellence.
Working conditions that promote security is always integral and enhances their performance;
corresponding needs are activity, compensation, and variety. They must maintain good working
relationships and network with fellow administrators. This promotes a friendly non-competitive
environment.
Bus Drivers
Every day, thousands of Jamaicans every day leave the driving to bus drivers. Bus drivers are
essential in providing passengers with an alternative to their automobiles or other forms of
transportation. Bus drivers transport people to most locations accessible by bus in the country.
Job Function
Drivers pick up and drop off passengers at bus stops and must operate vehicles safely,
especially when traffic is heavier than normal. However, they cannot let light traffic put them
ahead of schedule so that they miss passengers. These drivers report to their assigned terminal or
garage, where they and their conductors stock up on tickets and prepare trip report forms.
Drivers may check their vehicles tires, brakes, windshield wipers, lights, oil, fuel, and water
supply before beginning their routes.
During the course of their shift, some bus drivers collect fares; answer questions about
routes, and stops. Bus drivers may make several trips each day over the same city and streets,
stopping frequently. Bus drivers submit daily trip reports with a record of trips, significant
schedule delays, and mechanical problems. Bus drivers must be alert in order to prevent
accidents, especially in heavy traffic or in bad weather, and to avoid sudden stops or swerves that
jar passengers. Drivers must exercise particular caution when children are getting on or off the

Copyright 2014 All Rights Reserved Denise N. Fyffe

bus. They must maintain order on their bus and enforce safety standards (http://www.bls.gov,
2004).
Training
No technical training is usually required for this job. Persons learn how to drive from
informal sources and may be offered training from the Jamaica Urban Transit Company if they
are prospective employees. However, all drivers must comply with the regulations set by the
Jamaican authorities or else face constant persecution and pressure from the Jamaican police
who are on the streets pestering them constantly.
Abilities and Attitudes
Because bus drivers deal with passengers, they must be courteous. They need an even
temperament and emotional stability because driving in heavy, fast-moving, or stop-and-go
traffic and dealing with passengers can be stressful. Drivers must have strong customer service
skills, including communication skills and the ability to coordinate and manage large groups of
people.
Other abilities may include near vision, good reaction time (ability to quickly respond with
the hand, finger, or foot), far vision (ability to see details at a distance), depth perception,
selective attention (ability to concentrate on a task over a period of time without being
distracted), control precision, response orientation, spatial orientation, and oral comprehension.
Relationship of Temperament, Values, and Personality
Driving a bus through heavy traffic while dealing with passengers is more stressful and
fatiguing than physically strenuous. Many drivers enjoy the opportunity to work without direct
supervision, with full responsibility for their bus and passengers.
1.

Details Report for: 15-1071.00 - Network and Computer Systems Administrators, 2004. Retrieved on March 27, 2005 from
http://online.onetcenter.org/link/details/15-1071.00

2.

Miller, A., Trieman, D., Cain, P., and Patricia A. Roos (eds.). 1980 Work, Jobs, and Occupations: A Critical Review Of The Di ctionary Of
Occupational Titles (Final report to the U.S. Dept. of Labor from the Committee on Occupational Classification and Analysis). Washington,
DC: National Academy Press.

3.

National Academy of Sciences, Committee on Occupational Classification and Analysis. Dictionary Of Occupational Titles (Dot): Part I Current Population Survey, April 1971, Augmented With Dot Characteristics, And Part Ii - Fourth Edition Dictionary Of Dot Scores For 1970

Copyright 2014 All Rights Reserved Denise N. Fyffe

Census Categories [Computer file]. Washington, DC: U.S. Dept. of Commerce, Bureau of the Census [producer], 197?. Ann Arbor, MI: Interuniversity Consortium for Political and Social Research [distributor], 1981.
4.

U.S. Department of Labour Bureau of Labour Statistics. Retrieved on March 27, 2005 from http://www.bls.gov/

5.

TCC - Job Skills (2004). Retrieved on March 27, 2005 from

http://www.tcc.comptia.org/job_skills.aspx?jobconcentrationid=2&jobid=44&joblevelid=6

Copyright 2014 All Rights Reserved Denise N. Fyffe

10