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Summary Report for:
51-2091.00 - Fiberglass Laminators and Fabricators

Laminate layers of fiberglass on molds to form boat decks and hulls, bodies for golf carts, automobiles, or other products.

Sample of reported job titles: Boat Builder, Boat Carpenter, Chopper Gun Operator, Fiberglass Finisher, Fiberglass Laminator, Fiberglasser, Gel-Coater, Hull Line Crew Member, Laminator, Roller

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Tasks  |  Technology Skills  |  Tools Used  |  Knowledge  |  Skills  |  Abilities  |  Work Activities  |  Detailed Work Activities  |  Work Context  |  Job Zone  |  Education  |  Credentials  |  Interests  |  Work Styles  |  Work Values  |  Related Occupations  |  Wages & Employment  |  Job Openings  |  Additional Information

Tasks

  • Release air bubbles and smooth seams, using rollers.
  • Spray chopped fiberglass, resins, and catalysts onto prepared molds or dies using pneumatic spray guns with chopper attachments.
  • Select precut fiberglass mats, cloth, and wood-bracing materials as required by projects being assembled.
  • Pat or press layers of saturated mat or cloth into place on molds, using brushes or hands, and smooth out wrinkles and air bubbles with hands or squeegees.
  • Mix catalysts into resins, and saturate cloth and mats with mixtures, using brushes.
  • Bond wood reinforcing strips to decks and cabin structures of watercraft, using resin-saturated fiberglass.
  • Check completed products for conformance to specifications and for defects by measuring with rulers or micrometers, by checking them visually, or by tapping them to detect bubbles or dead spots.
  • Trim excess materials from molds, using hand shears or trimming knives.
  • Repair or modify damaged or defective glass-fiber parts, checking thicknesses, densities, and contours to ensure a close fit after repair.
  • Cure materials by letting them set at room temperature, placing them under heat lamps, or baking them in ovens.
  • Apply layers of plastic resin to mold surfaces prior to placement of fiberglass mats, repeating layers until products have the desired thicknesses and plastics have jelled.
  • Mask off mold areas not to be laminated, using cellophane, wax paper, masking tape, or special sprays containing mold-release substances.
  • Apply lacquers and waxes to mold surfaces to facilitate assembly and removal of laminated parts.
  • Check all dies, templates, and cutout patterns to be used in the manufacturing process to ensure that they conform to dimensional data, photographs, blueprints, samples, or customer specifications.
  • Inspect, clean, and assemble molds before beginning work.
  • Trim cured materials by sawing them with diamond-impregnated cutoff wheels.

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Technology Skills

  • Data base user interface and query software — Data entry software Hot technology
  • Spreadsheet software
  • Word processing software

Hot technology Hot Technology — a technology requirement frequently included in employer job postings.

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Tools Used

  • Bending machines — Rotating mandrels
  • Feed or drive rollers — Fiber reinforced polymer FRP rollers; Pressure-fed roller applicators
  • Glass vacuum moldings — Vacuum bags
  • Laboratory heaters — Heat lamps
  • Ladders
  • Micrometers
  • Paint brushes — Paint application brushes
  • Paint rollers — Paint application rollers
  • Paint sprayers — High-volume low-pressure HVLP spray guns; Paint spray guns; Pneumatic spray guns
  • Paint systems ovens — Curing ovens
  • Personal computers
  • Power drills
  • Power grinders
  • Power sanders
  • Power saws — Cutoff saws
  • Power screwguns — Power drivers
  • Resin guns — Chopper guns
  • Respirators
  • Rulers
  • Scaffolding
  • Shears — Hand shears
  • Squeegees or washers — Squeegees
  • Utility knives — Trimming knives
  • Vacuum pumps

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Knowledge

  • Production and Processing — Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods.
  • English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
  • Chemistry — Knowledge of the chemical composition, structure, and properties of substances and of the chemical processes and transformations that they undergo. This includes uses of chemicals and their interactions, danger signs, production techniques, and disposal methods.
  • Public Safety and Security — Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.

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Skills

  • Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
  • Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
  • Operation Monitoring — Watching gauges, dials, or other indicators to make sure a machine is working properly.
  • Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
  • Speaking — Talking to others to convey information effectively.
  • Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making.
  • Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
  • Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one.
  • Operation and Control — Controlling operations of equipment or systems.
  • Quality Control Analysis — Conducting tests and inspections of products, services, or processes to evaluate quality or performance.
  • Time Management — Managing one's own time and the time of others.

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Abilities

  • Multilimb Coordination — The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion.
  • Arm-Hand Steadiness — The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.
  • Trunk Strength — The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without 'giving out' or fatiguing.
  • Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
  • Information Ordering — The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
  • Manual Dexterity — The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
  • Near Vision — The ability to see details at close range (within a few feet of the observer).
  • Perceptual Speed — The ability to quickly and accurately compare similarities and differences among sets of letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object.
  • Static Strength — The ability to exert maximum muscle force to lift, push, pull, or carry objects.
  • Control Precision — The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions.
  • Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.
  • Far Vision — The ability to see details at a distance.
  • Finger Dexterity — The ability to make precisely coordinated movements of the fingers of one or both hands to grasp, manipulate, or assemble very small objects.
  • Flexibility of Closure — The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material.
  • Auditory Attention — The ability to focus on a single source of sound in the presence of other distracting sounds.
  • Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways.
  • Depth Perception — The ability to judge which of several objects is closer or farther away from you, or to judge the distance between you and an object.
  • Extent Flexibility — The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.
  • Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences.
  • Selective Attention — The ability to concentrate on a task over a period of time without being distracted.
  • Stamina — The ability to exert yourself physically over long periods of time without getting winded or out of breath.
  • Visual Color Discrimination — The ability to match or detect differences between colors, including shades of color and brightness.
  • Hearing Sensitivity — The ability to detect or tell the differences between sounds that vary in pitch and loudness.
  • Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
  • Oral Expression — The ability to communicate information and ideas in speaking so others will understand.
  • Speech Clarity — The ability to speak clearly so others can understand you.
  • Speech Recognition — The ability to identify and understand the speech of another person.
  • Visualization — The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged.
  • Written Comprehension — The ability to read and understand information and ideas presented in writing.

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Work Activities

  • Handling and Moving Objects — Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
  • Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.
  • Performing General Physical Activities — Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
  • Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
  • Controlling Machines and Processes — Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
  • Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.
  • Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
  • Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
  • Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.
  • Inspecting Equipment, Structures, or Material — Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
  • Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.
  • Evaluating Information to Determine Compliance with Standards — Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
  • Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
  • Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job.
  • Coordinating the Work and Activities of Others — Getting members of a group to work together to accomplish tasks.
  • Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
  • Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
  • Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used.
  • Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
  • Scheduling Work and Activities — Scheduling events, programs, and activities, as well as the work of others.
  • Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members.
  • Guiding, Directing, and Motivating Subordinates — Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.
  • Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
  • Judging the Qualities of Things, Services, or People — Assessing the value, importance, or quality of things or people.
  • Estimating the Quantifiable Characteristics of Products, Events, or Information — Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity.

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Detailed Work Activities

  • Place materials into molds.
  • Select production input materials.
  • Apply parting agents or other solutions to molds.
  • Apply water or solutions to fabrics or apparel.
  • Mix substances to create chemical solutions.
  • Measure dimensions of completed products or workpieces to verify conformance to specifications.
  • Inspect production equipment.
  • Trim excess material from workpieces.
  • Build production molds.
  • Clean production equipment.
  • Repair parts or assemblies.
  • Load items into ovens or furnaces.

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Work Context

  • Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets — 95% responded “Every day.”
  • Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls — 71% responded “Continually or almost continually.”
  • Spend Time Standing — 88% responded “Continually or almost continually.”
  • Face-to-Face Discussions — 71% responded “Every day.”
  • Work With Work Group or Team — 65% responded “Extremely important.”
  • Exposed to Contaminants — 79% responded “Every day.”
  • Physical Proximity — 51% responded “Very close (near touching).”
  • Spend Time Making Repetitive Motions — 61% responded “Continually or almost continually.”
  • Exposed to Hazardous Conditions — 76% responded “Every day.”
  • Contact With Others — 47% responded “Constant contact with others.”
  • Sounds, Noise Levels Are Distracting or Uncomfortable — 69% responded “Every day.”
  • Importance of Being Exact or Accurate — 39% responded “Extremely important.”
  • Responsible for Others' Health and Safety — 47% responded “Very high responsibility.”
  • Time Pressure — 52% responded “Every day.”
  • Indoors, Not Environmentally Controlled — 59% responded “Every day.”
  • Wear Specialized Protective or Safety Equipment such as Breathing Apparatus, Safety Harness, Full Protection Suits, or Radiation Protection — 25% responded “Never.”
  • Responsibility for Outcomes and Results — 37% responded “High responsibility.”
  • Spend Time Bending or Twisting the Body — 36% responded “Continually or almost continually.”
  • Coordinate or Lead Others — 45% responded “Very important.”
  • Very Hot or Cold Temperatures — 35% responded “Once a year or more but not every month.”
  • Pace Determined by Speed of Equipment — 33% responded “Extremely important.”
  • Consequence of Error — 28% responded “Serious.”
  • Duration of Typical Work Week — 67% responded “40 hours.”
  • Freedom to Make Decisions — 36% responded “Limited freedom.”
  • Exposed to Hazardous Equipment — 43% responded “Every day.”
  • Frequency of Decision Making — 41% responded “Every day.”
  • Spend Time Walking and Running — 51% responded “Less than half the time.”
  • Structured versus Unstructured Work — 23% responded “A lot of freedom.”

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Job Zone

Title Job Zone Two: Some Preparation Needed
Education These occupations usually require a high school diploma.
Related Experience Some previous work-related skill, knowledge, or experience is usually needed. For example, a teller would benefit from experience working directly with the public.
Job Training Employees in these occupations need anywhere from a few months to one year of working with experienced employees. A recognized apprenticeship program may be associated with these occupations.
Job Zone Examples These occupations often involve using your knowledge and skills to help others. Examples include orderlies, forest firefighters, customer service representatives, security guards, upholsterers, and tellers.
SVP Range (4.0 to < 6.0)

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Education


Percentage of Respondents
Education Level Required
48   High school diploma or equivalent Help
30   Less than high school diploma
11   Some college, no degree

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Credentials

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Interests

Interest code: RCI

  • Realistic — Realistic occupations frequently involve work activities that include practical, hands-on problems and solutions. They often deal with plants, animals, and real-world materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others.
  • Conventional — Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow.
  • Investigative — Investigative occupations frequently involve working with ideas, and require an extensive amount of thinking. These occupations can involve searching for facts and figuring out problems mentally.

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Work Styles

  • Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations.
  • Attention to Detail — Job requires being careful about detail and thorough in completing work tasks.
  • Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
  • Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
  • Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace.
  • Initiative — Job requires a willingness to take on responsibilities and challenges.
  • Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction.
  • Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
  • Integrity — Job requires being honest and ethical.
  • Persistence — Job requires persistence in the face of obstacles.
  • Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations.
  • Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems.
  • Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job.
  • Independence — Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done.
  • Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.
  • Social Orientation — Job requires preferring to work with others rather than alone, and being personally connected with others on the job.

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Work Values

  • Support — Occupations that satisfy this work value offer supportive management that stands behind employees. Corresponding needs are Company Policies, Supervision: Human Relations and Supervision: Technical.
  • Relationships — Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service.
  • Working Conditions — Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions.

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Wages & Employment Trends

Median wages (2015) $14.02 hourly, $29,160 annual
State wages Local Salary Info
 
Employment (2014) 19,000 employees
Projected growth (2014-2024) Decline (-2% or lower) Decline (-2% or lower)
Projected job openings (2014-2024) 4,100
State trends Employment Trends
 
Top industries (2014)

Source: Bureau of Labor Statistics 2015 wage data external site and 2014-2024 employment projections external site. "Projected growth" represents the estimated change in total employment over the projections period (2014-2024). "Projected job openings" represent openings due to growth and replacement.

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Job Openings on the Web

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Sources of Additional Information

Disclaimer: Sources are listed to provide additional information on related jobs, specialties, and/or industries. Links to non-DOL Internet sites are provided for your convenience and do not constitute an endorsement.

  • Assemblers and fabricators external site. Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Handbook, 2016-17 Edition.

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