Summary Report for:
51-3092.00 - Food Batchmakers
Set up and operate equipment that mixes or blends ingredients used in the manufacturing of food products. Includes candy makers and cheese makers.
Sample of reported job titles:
Blender, Mixer, Process Operator, Dough Scaler and Mixer, Processing Operator, Dosier Operator, Mix Technician, Batch Maker, Candy Maker, Head Batcher
Tasks | Knowledge | Skills | Abilities | Work Activities | Work Context | Job Zone | Interests | Work Styles | Work Values | Related Occupations | Wages & Employment
Tasks
- Record production and test data for each food product batch, such as the ingredients used, temperature, test results, and time cycle.
- Observe gauges and thermometers to determine if the mixing chamber temperature is within specified limits, and turn valves to control the temperature.
- Clean and sterilize vats and factory processing areas.
- Press switches and turn knobs to start, adjust, and regulate equipment such as beaters, extruders, discharge pipes, and salt pumps.
- Observe and listen to equipment to detect possible malfunctions, such as leaks or plugging, and report malfunctions or undesirable tastes to supervisors.
- Set up, operate, and tend equipment that cooks, mixes, blends, or processes ingredients in the manufacturing of food products, according to formulas or recipes.
- Mix or blend ingredients, according to recipes, using a paddle or an agitator, or by controlling vats that heat and mix ingredients.
- Follow recipes to produce food products of specified flavor, texture, clarity, bouquet, or color.
- Select and measure or weigh ingredients, using English or metric measures and balance scales.
- Turn valve controls to start equipment and to adjust operation to maintain product quality.
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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. |
| 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. |
| Operation Monitoring — Watching gauges, dials, or other indicators to make sure a machine is working properly. |
| Mathematics — Using mathematics to solve problems. |
| Operation and Control — Controlling operations of equipment or systems. |
| Reading Comprehension — Understanding written sentences and paragraphs in work related documents. |
| Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making. |
| Time Management — Managing one's own time and the time of others. |
| Troubleshooting — Determining causes of operating errors and deciding what to do about it. |
| Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. |
| Coordination — Adjusting actions in relation to others' actions. |
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Abilities
| 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). |
| 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. |
| 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. |
| Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways. |
| Oral Expression — The ability to communicate information and ideas in speaking so others will understand. |
| 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. |
| Auditory Attention — The ability to focus on a single source of sound in the presence of other distracting sounds. |
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Work Activities
| Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources. |
| Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. |
| Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. |
| Handling and Moving Objects — Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things. |
| Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. |
| Controlling Machines and Processes — Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles). |
| 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. |
| Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. |
| 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. |
| 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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Work Context
| Spend Time Standing — How much does this job require standing? |
| 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? |
| Sounds, Noise Levels Are Distracting or Uncomfortable — How often does this job require working exposed to sounds and noise levels that are distracting or uncomfortable? |
| Face-to-Face Discussions — How often do you have to have face-to-face discussions with individuals or teams in this job? |
| Duration of Typical Work Week — Number of hours typically worked in one week. |
| Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls — How much does this job require using your hands to handle, control, or feel objects, tools or controls? |
| 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? |
| Pace Determined by Speed of Equipment — How important is it to this job that the pace is determined by the speed of equipment or machinery? (This does not refer to keeping busy at all times on this job.) |
| Time Pressure — How often does this job require the worker to meet strict deadlines? |
| Spend Time Making Repetitive Motions — How much does this job require making repetitive motions? |
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Job Zone
| Title |
Job Zone Two: Some Preparation Needed |
| Overall Experience |
Some previous work-related skill, knowledge, or experience may be helpful in these occupations, but usually is not needed. For example, a teller might benefit from experience working directly with the public, but an inexperienced person could still learn to be a teller with little difficulty. |
| Job Training |
Employees in these occupations need anywhere from a few months to one year of working with experienced employees. |
| Job Zone Examples |
These occupations often involve using your knowledge and skills to help others. Examples include sheet metal workers, forest fire fighters, customer service representatives, pharmacy technicians, salespersons (retail), and tellers. |
| SVP Range |
(4.0 to < 6.0) |
| Education |
These occupations usually require a high school diploma and may require some vocational training or job-related course work. In some cases, an associate's or bachelor's degree could be needed. |
There are 2 recognized apprenticeable specialties associated with this occupation:
Candy Maker; Cheesemaker
To learn about specific apprenticeship opportunities, please consult the U.S. Department of Labor State Apprenticeship Information
website.
For general information about apprenticeships, training, and partnerships with
business, visit the U.S. Department of Labor Office of Apprenticeship
website.
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Interests
Interest code: R
| 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. |
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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. |
| Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. |
| Integrity — Job requires being honest and ethical. |
| Initiative — Job requires a willingness to take on responsibilities and challenges. |
| Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. |
| 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. |
| Persistence — Job requires persistence in the face of obstacles. |
| Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace. |
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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. |
| 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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Related Occupations
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Wages & Employment Trends
National
| Median wages (2006) |
$11.11 hourly, $23,100 annual |
| Employment (2006) |
95,000 employees |
| Projected growth (2006-2016) |
Average (7% to 13%)
|
| Projected need (2006-2016) |
35,000 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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