Summary Report for:
45-2011.00 - Agricultural Inspectors
Inspect agricultural commodities, processing equipment, and facilities, and fish and logging operations, to ensure compliance with regulations and laws governing health, quality, and safety.
Sample of reported job titles:
Seed and Fertilizer Specialist, Grain Inspector, Meat and Poultry Inspector, Plant Protection Specialist, Apiary Inspector, Food Regulatory Field Supervisor, Plant Pest Inspector
Tasks | Knowledge | Skills | Abilities | Work Activities | Work Context | Job Zone | Interests | Work Styles | Work Values | Related Occupations | Wages & Employment
Tasks
- Inspect agricultural commodities and related operations, as well as fish and logging operations for compliance with laws and regulations governing health, quality, and safety.
- Inspect and test horticultural products or livestock to detect harmful diseases, chemical residues, and infestations, and to determine the quality of products or animals.
- Verify that transportation and handling procedures meet regulatory requirements.
- Collect samples from animals, plants, or products, and route them to laboratories for microbiological assessment, ingredient verification, and other testing.
- Interpret and enforce government acts and regulations and explain required standards to agricultural workers.
- Write reports of findings and recommendations, and advise farmers, growers, or processors of corrective action to be taken.
- Inspect the cleanliness and practices of establishment employees.
- Monitor the operations and sanitary conditions of slaughtering and meat processing plants.
- Inspect food products and processing procedures to determine whether products are safe to eat.
- Take emergency actions such as closing production facilities if product safety is compromised.
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Knowledge
| Law and Government — Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process. |
| English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. |
| 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. |
| 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. |
| Biology — Knowledge of plant and animal organisms, their tissues, cells, functions, interdependencies, and interactions with each other and the environment. |
| Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. |
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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. |
| Time Management — Managing one's own time and the time of others. |
| Quality Control Analysis — Conducting tests and inspections of products, services, or processes to evaluate quality or performance. |
| Speaking — Talking to others to convey information effectively. |
| Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one. |
| Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
| Instructing — Teaching others how to do something. |
| 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. |
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Abilities
| 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. |
| Near Vision — The ability to see details at close range (within a few feet of the observer). |
| Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). |
| Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense. |
| 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. |
| Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences. |
| Far Vision — The ability to see details at a distance. |
| 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. |
| Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways. |
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Work Activities
| Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources. |
| 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. |
| Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. |
| Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. |
| Scheduling Work and Activities — Scheduling events, programs, and activities, as well as the work of others. |
| Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job. |
| Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time. |
| Communicating with Persons Outside Organization — Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail. |
| 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. |
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Work Context
| Electronic Mail — How often do you use electronic mail in this job? |
| Telephone — How often do you have telephone conversations in this job? |
| In an Enclosed Vehicle or Equipment — How often does this job require working in a closed vehicle or equipment (e.g., car)? |
| Face-to-Face Discussions — How often do you have to have face-to-face discussions with individuals or teams in this job? |
| 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? |
| Freedom to Make Decisions — How much decision making freedom, without supervision, does the job offer? |
| Importance of Being Exact or Accurate — How important is being very exact or highly accurate in performing this job? |
| Indoors, Not Environmentally Controlled — How often does this job require working indoors in non-controlled environmental conditions (e.g., warehouse without heat)? |
| Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets — How much does this job require wearing common protective or safety equipment such as safety shoes, glasses, gloves, hard hats or life jackets? |
| Frequency of Decision Making — How frequently is the worker required to make decisions that affect other people, the financial resources, and/or the image and reputation of the organization? |
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Job Zone
| Title |
Job Zone Three: Medium Preparation Needed |
| Overall Experience |
Previous work-related skill, knowledge, or experience is required for these occupations. For example, an electrician must have completed three or four years of apprenticeship or several years of vocational training, and often must have passed a licensing exam, in order to perform the job. |
| Job Training |
Employees in these occupations usually need one or two years of training involving both on-the-job experience and informal training with experienced workers. |
| Job Zone Examples |
These occupations usually involve using communication and organizational skills to coordinate, supervise, manage, or train others to accomplish goals. Examples include funeral directors, electricians, forest and conservation technicians, legal secretaries, interviewers, and insurance sales agents. |
| SVP Range |
(6.0 to < 7.0) |
| Education |
Most occupations in this zone require training in vocational schools, related on-the-job experience, or an associate's degree. Some may require a bachelor's degree. |
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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
| Integrity — Job requires being honest and ethical. |
| 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. |
| 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. |
| Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. |
| 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. |
| Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations. |
| Persistence — Job requires persistence in the face of obstacles. |
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Work Values
| 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. |
| 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. |
| Independence — Occupations that satisfy this work value allow employs to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. |
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Related Occupations
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Wages & Employment Trends
National
| Median wages (2008) |
$19.80 hourly, $41,170 annual |
| Employment (2006) |
16,000 employees |
| Projected growth (2006-2016) |
Little or no change (-2% to 2%)
|
| Projected need (2006-2016) |
4,000 additional employees |
State & National
Source: Bureau of Labor Statistics 2008 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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