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Summary Report for:
51-9195.03 - Stone Cutters and Carvers, Manufacturing

Cut or carve stone according to diagrams and patterns.

Sample of reported job titles: Carver, Cutter, Fabricator, Granite Cutter, Polisher, Sandblast Carver, Sandblaster, Stone Carver, Stone Cutter, Stone Fabricator

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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

Tasks

  • Verify depths and dimensions of cuts or carvings to ensure adherence to specifications, blueprints, or models, using measuring instruments.
  • Move fingers over surfaces of carvings to ensure smoothness of finish.
  • Shape, trim, or touch up roughed-out designs with appropriate tools to finish carvings.
  • Lay out designs or dimensions from sketches or blueprints on stone surfaces, by freehand or by transferring them from tracing paper, using scribes or chalk and measuring instruments.
  • Cut, shape, and finish rough blocks of building or monumental stone, according to diagrams or patterns.
  • Drill holes and cut or carve moldings and grooves in stone, according to diagrams and patterns.
  • Select chisels, pneumatic or surfacing tools, or sandblasting nozzles and determine sequence of use.
  • Study artistic objects or graphic materials, such as models, sketches, or blueprints, to plan carving or cutting techniques.
  • Carve designs or figures in full or bas relief on stone, employing knowledge of stone carving techniques and sense of artistry to produce carvings consistent with designers' plans.
  • Carve rough designs freehand or by chipping along marks on stone, using mallets and chisels or pneumatic tools.
  • Guide nozzles over stone, following stencil outlines, or chip along marks to create designs or to work surfaces down to specified finishes.
  • Smooth surfaces of carvings, using rubbing stones.
  • Load sandblasting equipment with abrasives, attach nozzles to hoses, and turn valves to admit compressed air and activate jets.
  • Dress stone surfaces, using bushhammers.
  • Remove or add stencils during blasting to create differing cut depths, intricate designs, or rough, pitted finishes.
  • Copy drawings on rough clay or plaster models.

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Technology Skills

  • Inventory management software — Inventory control software
  • Spreadsheet software — Microsoft Excel Hot technology
  • Time accounting software — Timekeeping software
  • Word processing software — Microsoft Word

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

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Tools Used

  • Abrasive stones — Rubbing stones
  • Air compressors
  • Blow torch — Blow torches
  • Calipers — Dial calipers
  • Cold chisels — Cup chisels; Flat chisels; Frosting chisels; Point chisels (see all 7 examples)
  • Compasses — Layout compasses
  • Cross cut chisels — Criss-cross chisels
  • Cutting machines — Computerized numerical control CNC water jet cutters
  • Desktop computers
  • Ear muffs — Protective ear muffs
  • Flat taper file — Vixen files
  • Grinding or polishing machines — Polishing machines
  • Hammers — Bush hammers; Lump hammers
  • Levels — Precision levels
  • Mainframe console or dumb terminals — Computer terminals
  • Mallets
  • Milling machines — Computerized numerical control CNC routers
  • Pneumatic hammer — Pneumatic chisels; Pneumatic hammers
  • Pneumatic sanding machines — Sandblasters
  • Power buffers
  • Power drills — Hammer drills
  • Power grinders
  • Power routers — Variable speed routers
  • Power sanders
  • Power saws
  • Precision file — Precision files
  • Protective gloves — Safety gloves
  • Rasps
  • Respirators — Protective respirators
  • Rock cutters — Granite saws; Stone saws
  • Rulers — Precision rulers
  • Safety glasses
  • Scribers
  • Squares — Combination squares
  • Stencils or lettering aids — Design stencils
  • Straight edges — Straightedges

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Knowledge

  • Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
  • Production and Processing — Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods.
  • Mechanical — Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
  • English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
  • Administration and Management — Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
  • Design — Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
  • Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.

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Skills

  • 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.
  • Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
  • Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one.

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Abilities

  • 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.
  • Control Precision — The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions.
  • 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).
  • 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.
  • Extent Flexibility — The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.
  • 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.
  • 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.
  • Visualization — The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged.
  • Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways.
  • Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.
  • 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).
  • 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.
  • Selective Attention — The ability to concentrate on a task over a period of time without being distracted.
  • Speech Recognition — The ability to identify and understand the speech of another person.
  • Static Strength — The ability to exert maximum muscle force to lift, push, pull, or carry objects.
  • Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
  • Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences.
  • Oral Expression — The ability to communicate information and ideas in speaking so others will understand.

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Work Activities

  • Handling and Moving Objects — Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
  • Controlling Machines and Processes — Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
  • Operating Vehicles, Mechanized Devices, or Equipment — Running, maneuvering, navigating, or driving vehicles or mechanized equipment, such as forklifts, passenger vehicles, aircraft, or water craft.
  • Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
  • Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.
  • 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.
  • Coordinating the Work and Activities of Others — Getting members of a group to work together to accomplish tasks.
  • Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.
  • Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
  • Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.
  • Inspecting Equipment, Structures, or Material — Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
  • Judging the Qualities of Things, Services, or People — Assessing the value, importance, or quality of things or people.
  • Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
  • 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.
  • Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
  • Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.
  • Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess 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.
  • Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job.
  • Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
  • Analyzing Data or Information — Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
  • Repairing and Maintaining Mechanical Equipment — Servicing, repairing, adjusting, and testing machines, devices, moving parts, and equipment that operate primarily on the basis of mechanical (not electronic) principles.
  • Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
  • Drafting, Laying Out, and Specifying Technical Devices, Parts, and Equipment — Providing documentation, detailed instructions, drawings, or specifications to tell others about how devices, parts, equipment, or structures are to be fabricated, constructed, assembled, modified, maintained, or used.
  • Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members.
  • Assisting and Caring for Others — Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
  • Developing Objectives and Strategies — Establishing long-range objectives and specifying the strategies and actions to achieve them.
  • Guiding, Directing, and Motivating Subordinates — Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.
  • Interacting With Computers — Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
  • Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used.
  • Resolving Conflicts and Negotiating with Others — Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
  • Monitoring and Controlling Resources — Monitoring and controlling resources and overseeing the spending of money.
  • Scheduling Work and Activities — Scheduling events, programs, and activities, as well as the work of others.
  • Provide Consultation and Advice to Others — Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics.
  • Repairing and Maintaining Electronic Equipment — Servicing, repairing, calibrating, regulating, fine-tuning, or testing machines, devices, and equipment that operate primarily on the basis of electrical or electronic (not mechanical) principles.

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Detailed Work Activities

  • Measure dimensions of completed products or workpieces to verify conformance to specifications.
  • Inspect finishes of workpieces or finished products.
  • Review blueprints or other instructions to determine operational methods or sequences.
  • Engrave designs, text, or other markings onto materials, workpieces, or products.
  • Trim excess material from workpieces.
  • Draw guide lines or markings on materials or workpieces using patterns or other references.
  • Cut industrial materials in preparation for fabrication or processing.
  • Drill holes in parts, equipment, or materials.
  • Select production equipment according to product specifications.
  • Polish materials, workpieces, or finished products.
  • Load materials into production equipment.
  • Attach decorative or functional accessories to products.
  • Remove accessories, tools, or other parts from equipment.

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Work Context

  • Exposed to Contaminants — 86% responded “Every day.”
  • Spend Time Standing — 81% responded “Continually or almost continually.”
  • Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls — 80% responded “Continually or almost continually.”
  • Sounds, Noise Levels Are Distracting or Uncomfortable — 70% responded “Every day.”
  • Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets — 68% responded “Every day.”
  • Importance of Being Exact or Accurate — 55% responded “Extremely important.”
  • Face-to-Face Discussions — 58% responded “Every day.”
  • Spend Time Making Repetitive Motions — 62% responded “Continually or almost continually.”
  • Time Pressure — 55% responded “Every day.”
  • Structured versus Unstructured Work — 43% responded “Some freedom.”
  • Responsible for Others' Health and Safety — 50% responded “Very high responsibility.”
  • Work With Work Group or Team — 36% responded “Extremely important.”
  • Spend Time Bending or Twisting the Body — 43% responded “Continually or almost continually.”
  • Consequence of Error — 38% responded “Extremely serious.”
  • Pace Determined by Speed of Equipment — 29% responded “Very important.”
  • Contact With Others — 41% responded “Occasional contact with others.”
  • Exposed to Hazardous Equipment — 50% responded “Every day.”
  • Duration of Typical Work Week — 64% responded “40 hours.”
  • Freedom to Make Decisions — 44% responded “Limited freedom.”
  • Indoors, Not Environmentally Controlled — 57% responded “Every day.”
  • Responsibility for Outcomes and Results — 30% responded “Very high responsibility.”
  • Impact of Decisions on Co-workers or Company Results — 35% responded “Important results.”
  • Importance of Repeating Same Tasks — 50% responded “Important.”
  • Coordinate or Lead Others — 55% responded “Very important.”
  • Wear Specialized Protective or Safety Equipment such as Breathing Apparatus, Safety Harness, Full Protection Suits, or Radiation Protection — 41% responded “Every day.”
  • Level of Competition — 35% responded “Highly competitive.”
  • Exposed to Minor Burns, Cuts, Bites, or Stings — 42% responded “Every day.”
  • Physical Proximity — 48% responded “Moderately close (at arm's length).”
  • Very Hot or Cold Temperatures — 41% responded “Every day.”
  • Frequency of Decision Making — 31% responded “Once a year or more but not every month.”

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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
66   High school diploma or equivalent Help
22   Less than high school diploma
6   Post-secondary certificate Help

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Credentials

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Interests

Interest code: RA

  • 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.
  • Artistic — Artistic occupations frequently involve working with forms, designs and patterns. They often require self-expression and the work can be done without following a clear set of rules.

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Work Styles

  • Attention to Detail — Job requires being careful about detail and thorough in completing work tasks.
  • Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
  • Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations.
  • Integrity — Job requires being honest and ethical.
  • Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
  • Initiative — Job requires a willingness to take on responsibilities and challenges.
  • Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace.
  • Persistence — Job requires persistence in the face of obstacles.
  • Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations.
  • Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
  • 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.
  • 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.
  • Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.
  • Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction.

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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.
  • Achievement — Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement.
  • 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 data collected from Molders, Shapers, and Casters, Except Metal and Plastic.
Employment data collected from Molders, Shapers, and Casters, Except Metal and Plastic.
Industry data collected from Molders, Shapers, and Casters, Except Metal and Plastic.

Median wages (2016) $14.72 hourly, $30,610 annual
State wages Local Salary Info
 
Employment (2016) 43,000 employees
Projected growth (2016-2026) Little or no change (-1% to 1%) Little or no change (-1% to 1%)
Projected job openings (2016-2026) 4,200
State trends Employment Trends
 
Top industries (2016)

Source: Bureau of Labor Statistics 2016 wage data external site and 2016-2026 employment projections external site. "Projected growth" represents the estimated change in total employment over the projections period (2016-2026). "Projected job openings" represent openings due to growth and replacement.

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Job Openings on the Web

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