Summary Report for:
25-4012.00 - Curators
Administer affairs of museum and conduct research programs. Direct instructional, research, and public service activities of institution.
Sample of reported job titles:
Curator, Curator of Collections, Curator of Education, Curator of Photography and Prints, Museum Curator, Director of Collections and Archives, Director of Exhibit Development, Herbarium Curator, Manager of Exhibitions and Collections, Museum Director
Tasks | Knowledge | Skills | Abilities | Work Activities | Work Context | Job Zone | Interests | Work Styles | Work Values | Related Occupations | Wages & Employment
Tasks
- Plan and organize the acquisition, storage, and exhibition of collections and related materials, including the selection of exhibition themes and designs.
- Develop and maintain an institution's registration, cataloging, and basic recordkeeping systems, using computer databases.
- Provide information from the institution's holdings to other curators and to the public.
- Inspect premises to assess the need for repairs and to ensure that climate and pest-control issues are addressed.
- Train and supervise curatorial, fiscal, technical, research, and clerical staff, as well as volunteers or interns.
- Negotiate and authorize purchase, sale, exchange, or loan of collections.
- Plan and conduct special research projects in area of interest or expertise.
- Conduct or organize tours, workshops, and instructional sessions to acquaint individuals with an institution's facilities and materials.
- Confer with the board of directors to formulate and interpret policies, to determine budget requirements, and to plan overall operations.
- Attend meetings, conventions, and civic events to promote use of institution's services, to seek financing, and to maintain community alliances.
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Knowledge
| English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. |
| Clerical — Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology. |
| Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. |
| 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. |
| Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction. |
| 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. |
| History and Archeology — Knowledge of historical events and their causes, indicators, and effects on civilizations and cultures. |
| Communications and Media — Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media. |
| Fine Arts — Knowledge of the theory and techniques required to compose, produce, and perform works of music, dance, visual arts, drama, and sculpture. |
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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. |
| Reading Comprehension — Understanding written sentences and paragraphs in work related documents. |
| Speaking — Talking to others to convey information effectively. |
| Writing — Communicating effectively in writing as appropriate for the needs of the audience. |
| Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. |
| Time Management — Managing one's own time and the time of others. |
| Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making. |
| Instructing — Teaching others how to do something. |
| Coordination — Adjusting actions in relation to others' actions. |
| Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one. |
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Abilities
| Speech Clarity — The ability to speak clearly so others can understand you. |
| 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). |
| Near Vision — The ability to see details at close range (within a few feet of the observer). |
| Speech Recognition — The ability to identify and understand the speech of another person. |
| Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways. |
| 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. |
| Written Comprehension — The ability to read and understand information and ideas presented in writing. |
| Far Vision — The ability to see details at a distance. |
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Work Activities
| Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work. |
| Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. |
| Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. |
| Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. |
| Judging the Qualities of Things, Services, or People — Assessing the value, importance, or quality of things or people. |
| Scheduling Work and Activities — Scheduling events, programs, and activities, as well as the work of others. |
| Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. |
| Handling and Moving Objects — Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things. |
| Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems. |
| Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources. |
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Work Context
| Face-to-Face Discussions — How often do you have to have face-to-face discussions with individuals or teams in this job? |
| Freedom to Make Decisions — How much decision making freedom, without supervision, does the job offer? |
| Telephone — How often do you have telephone conversations in this job? |
| Structured versus Unstructured Work — To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals? |
| Contact With Others — How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it? |
| Electronic Mail — How often do you use electronic mail in this job? |
| Importance of Being Exact or Accurate — How important is being very exact or highly accurate in performing this job? |
| Letters and Memos — How often does the job require written letters and memos? |
| Indoors, Environmentally Controlled — How often does this job require working indoors in environmentally controlled conditions? |
| Physical Proximity — To what extent does this job require the worker to perform job tasks in close physical proximity to other people? |
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Job Zone
| Title |
Job Zone Four: Considerable Preparation Needed |
| Overall Experience |
A minimum of two to four years of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified. |
| Job Training |
Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training. |
| Job Zone Examples |
Many of these occupations involve coordinating, supervising, managing, or training others. Examples include accountants, human resource managers, computer programmers, teachers, chemists, and police detectives. |
| SVP Range |
(7.0 to < 8.0) |
| Education |
Most of these occupations require a four - year bachelor's degree, but some do not. |
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Interests
Interest code: AI
| 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. |
| 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. |
| Social — Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others. |
| Enterprising — Enterprising occupations frequently involve starting up and carrying out projects. These occupations can involve leading people and making many decisions. Sometimes they require risk taking and often deal with business. |
| 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. |
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Work Styles
| Attention to Detail — Job requires being careful about detail and thorough in completing work tasks. |
| Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations. |
| 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. |
| Initiative — Job requires a willingness to take on responsibilities and challenges. |
| Integrity — Job requires being honest and ethical. |
| Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. |
| Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. |
| Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems. |
| Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. |
| Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. |
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Work Values
| Independence — Occupations that satisfy this work value allow employs to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. |
| 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. |
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Related Occupations
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Wages & Employment Trends
National
| Median wages (2006) |
$22.26 hourly, $46,300 annual |
| Employment (2006) |
10,000 employees |
| Projected growth (2006-2016) |
Much faster than average (21% or higher)
|
| Projected need (2006-2016) |
7,000 additional employees |
State & National
Source: Bureau of Labor Statistics 2006 wage data
and 2006-2016 employment projections
.
"Projected growth" represents the estimated change in total employment over the projections period (2006-2016). "Projected need" represents job openings due to growth and net replacement.
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