WSP Support Document for
Isett Seta SDFs
May 2007
Version 3
CONTENTS
Introduction
1
Structure of the OFO
1
Scarce and Critical Skills
5
Definition of Scarce and Critical Skills
5
Completing the Scarce and Critical Skills Form
6
Occupation
6
Scarce Skills (SS)
6
Job/Specialisation
6
Critical Skills
6
Intervention
6
NQF Level
6
NQF Aligned – Y/N
7
Need
7
Comments
7
Identifying Scarce Skills against Current Occupations
Appendix 1: OFO Occupations for the Isett Sector
9
10
Appendix 2: Comparison between Occupational Categories in the WSP Format (WSP) and
the Organising Framework for Occupations (OFO)
14
Introduction
This document contains a summary of the pertinent points from the Dept. of Labour’s
Framework for Identifying and Monitoring Scarce & Critical Skills. The purpose of this
information is to simplify the inputs required for the April 2007 WSP. This document is
similar to the “Scarce Skills Training Document” that was sent to SDFs recently, except for
the following:

Information that is not important to SDFs has been removed.

Some points of clarification have been included.
Structure of the OFO
When comparing the 2007 WSP layout to the previous year, one significant change relates
to the definition of occupations. In this regard, the OFO has been introduced to simplify and
standardise the categorisation of occupations.
The OFO is a skill-based coded classification system, which encompasses all occupations
in the South African context. The structure of the OFO is presented in Figure 1: below.
Figure 1: Structure of the OFO
With reference to Figure 1, note that occupations are categorised according to Major Group
(one digit code), Sub-Major Group (two digit code), Minor Group (three digit code), and Unit
Group (four digit code). Occupations (six digit code) are subdivisions of the unit groups and
can further be broken down into specialisations or jobs.
Note that occupations were, in the “Scarce Skills Training Document”, stated as having a
five digit code. This proved difficult to maintain because a number of Unit Groups have
more than 10 occupations.
An example of this structure is shown in Figure 2 below.
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Figure 2: Example of the OFO Structure
WSP Support Document for SDFs, May 2007, Version 3
Page 2
As will be noted from Figure 1 and Figure 2, Occupations are further segmented into
“Jobs” or “Specialisations”. Hence, it is important to note that a ‘job/specialisation’
and ‘occupation’ are not the same. The following definitions are applied:

“Occupation” is seen as a set of jobs or specialisations whose main tasks are
characterised by a high degree of similarity.

“Job/Specialisation” is seen as a set of roles and tasks (as indicated in Figure
1) designed to be performed by one individual for an employer (including selfemployment) in return for payment or profit.
The occupations identified in the OFO therefore represent a category that could
encompass a number of jobs or specialisations.
Occupations are classified according to two main criteria: skill level and skill
specialisation, where skill is used in the context of competency rather than a
description of tasks or functions.
The skill level of an occupation is related to competent performance of tasks
associated with an occupation. Skill level is therefore an attribute of an occupation,
not of individuals in the labour force and can operationally be measured by:

the level or amount of formal education and/or training (e.g. NQF level);

the amount of previous experience in a related occupation; and

the amount of on-the job training
usually required to perform the set of tasks required for that occupation competently.
It is therefore possible to make a comparison between the skill level of an occupation
and the normally required educational level on the NQF as well as entry, intermediate
and advanced levels referred to in the NSDS. This comparison is illustrated in Figure
3 below.
When determining the skill level of an occupation, the question to ask therefore
is “What is the skill level (e.g. NQF level) required for this occupation to be
performed competently?”
Figure 3 provides an estimated comparison of the skill level of the Major Groups in
relation to the NQF levels as well as entry, intermediate and advanced level skills. It
must be noted that the NQF levels especially are a rough estimation and could vary as
they are an indication of qualification level and not necessarily the skill level
associated with competent performance.
WSP Support Document for SDFs, May 2007, Version 3
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Figure 3: Comparison between skill levels covered by Major Groups in OFO and
NQF and NSDS levels
NSDS
NQF
OFO
8
A
D
V
A
N
C
E
D
I
N
T
E
R
M
E
D
1
1. MANAGERS
2. PROFESSIONALS
7
6
2
5
3
4
3
E
N
T
R
Y
Major Occupational Groups in OFO
4.
COMMUNITY
AND
PERSONAL
SERVICE
WORKERS
5. CLERICAL
AND ADMINISTRATIVE
WORKERS
3.
TECHNICIANS
AND TRADES
WORKERS
6. SALES
WORKERS
4
7.
MACHINERY
OPERATORS
AND
DRIVERS
2
5
8.
LABOURERS
AND
ELEMENTARY
WORKERS
1
The skill specialisation of an occupation is a function of the field of knowledge
required, tools and equipment used, materials worked on, and goods or
services provided in relation to the tasks performed.
Within the current OFO there are 8 Major Groups, 43 Sub-Major Groups, 101 Minor
Groups, 376 Unit Groups and 1249 Occupations. However, for the purposes of the
Isett Sector, many occupations are not applicable; hence the number of Occupations
has been reduced to 221.
The new OFO occupation classifications impact on Skills Year 7, “1 April 2007 - 31
March 2008”, Planning Grant 07/08 of the “WSP Plan & Report” tab of the On-Line
Grant System”. The forms that are impacted are:
Form
Description
B3
Current Employment Profile (includes occupations to second level
only)
C2
Skills Priorities (includes occupations to second level only)
C3 d
Training Interventions Planned: Skills Programmes
C3 e
Training Interventions Planned: Short Courses
C3 f
Training Interventions Planned: ABET / End User Computer Training
C3 g
Training Interventions Planned: Bursaries
E
Scarce and Critical Skills
The OFO classifications that have been selected for the Isett Sector are presented in
Appendix 1. Note that, for simplification purposes, only the Major Group heading
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(Level 1), the Sub-Major Group heading (Level 2), and the Occupation heading (Level
5) is presented, as is the case in the On-Line Grant System.
As is now evident, the number of occupational categories used previously for WSPs is
not the same as the occupational categories this year. Guidelines on the relationship
between the old occupations and new occupations at Sub-Major level are presented in
Appendix 2.
Note that occupation descriptors can be obtained by downloading the “Isett OFO”
Excel file from our website www.isett.org.za.
Scarce and Critical Skills
This section refers to the Scarce and Critical Skills form.
Note that whereas the WSP data looks only at the period 1st April 2007 to 31st
March 2008, the Scarce and Critical Skills form requires data covering the
period 1st April 2007 to 31st March 2010. This form will therefore not only reflect the
scarce and critical skills of personnel currently employed by the organisation but will
also address envisaged scarce and critical skills over the next few years.
Definition of Scarce and Critical Skills
For the purpose of completing the WSP, the following definitions of Scarce and Critical
Skills apply:
SCARCE SKILLS refer to those occupations in which there are a scarcity of qualified
and experienced people, currently or anticipated in the future, either (a) because such
skilled people are not available or (b) they are available but do not meet employment
criteria. This scarcity can arise from one or a combination of the following, grouped as
relative or absolute:
 Absolute scarcity: suitably skilled people are not available, for example:

A new or emerging occupation, i.e. there are few, if any, people in the country
with the requisite skills (qualification and experience) and education and training
providers have yet to develop learning programmes to meet the skills
requirements.

Firms, sectors and even the country are unable to implement planned growth
strategies and experiencing productivity, service delivery and quality problems
directly attributable to a lack of skilled people.

Replacement demand would reflect an absolute scarcity where there are no
people enrolled or engaged in the process of acquiring the skills that need to be
replaced.
 Relative scarcity: suitably skilled people available but do not meet other
employment criteria, for example:

Geographical location, i.e. people unwilling to work outside of urban areas.

Equity considerations, i.e. there are few if any candidates with the requisite skills
(qualifications and experience) from specific groups available to meet the skills
requirements of firms and enterprises.

Replacement demand would reflect a relative scarcity if there are people in
education and training (formal and work-place) who are in the process of
acquiring the necessary skills (qualification and experience) but where the lead
time will mean that they are not available in the short term to meet replacement
demand.
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CRITICAL SKILLS, on the other hand, refers to specific key or generic and “top up”
skills within an occupation. In the South African context there are two groups of
critical skills:
a) Key or generic skills, including (in SAQA-NQF terminology) critical cross-field
outcomes. These would include cognitive skills (problem solving, learning to
learn), language and literacy skills, mathematical skills, ICT skills and working
in teams.
b) Particular occupationally specific “top-up” skills required for performance within
that occupation to fill a “skills gap” that might have arisen as a result of
changing technology or new forms of work organisation.
Both scarce and critical skills must be identified at the occupational level, with scarce
skills being considered against the occupation itself and critical skills being reflected
as specific skills within the occupation.
Completing the Scarce and Critical Skills Form
Occupation
Firstly select the Major Group to which the occupation belongs. The will allow you to
select the appropriate title in the Sub-Major Group to which the occupation belongs.
This, in turn, will allow you to select the Occupation. Note that the Minor and Unit
Groups are not presented.
Scarce Skills (SS)
If there is a need for people for the specific occupation, a tick can be used in this
column next to the relevant occupation. All needs (even if this involves only 10
people) should be recorded. If there is not a scarcity of people for the occupation, this
is to be left open for this occupation.
Job/Specialisation
If specialisation training is required within the occupation, select the job/specialisation
from the dropdown list available.
This list of specialisations is also available in the “Isett OFO” Excel file, which can be
downloaded from our website www.isett.org.za.
Critical Skills
If particular or specific skills are critical to the occupation to ensure competence and
competitiveness, type the skill into the text box.
Critical skills can refer to cognitive skills (problem solving, learning to learn), language
and literacy skills, mathematical skills, ICT skills, working in teams etc. It can also refer
to technical top up skills related to the specific occupation.
Intervention
Use the dropdown list to identify the most appropriate learning strategies to
the scarce or critical skills identified against the occupation. This field must be
completed. The options, and additional information to assist in identifying the
appropriate learning strategy, are presented in NQF Level
Using the dropdown list provided, indicate the appropriate NQF level (real or
estimated) at which the intervention should be directed. This field is to be completed
irrespective of whether or not NQF aligned interventions are available. If no
interventions exist or if the existing interventions are not NQF aligned, an estimation
should nevertheless be made.
Table 1 below.
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NQF Level
Using the dropdown list provided, indicate the appropriate NQF level (real or
estimated) at which the intervention should be directed. This field is to be completed
irrespective of whether or not NQF aligned interventions are available. If no
interventions exist or if the existing interventions are not NQF aligned, an estimation
should nevertheless be made.
Table 1: Appropriate Learning Strategies
Learning
Programme
Types
Generic
Diplomas
Degrees
Certificates
Technical
Qualifications
Technical
Programmes
Internship
Articles
Licensing
requirements
Abbreviation
Description
Learning Site
Ed
Theoretical knowledge provided by
an institutional provider
Classroom based
TQ
General theoretical knowledge
provided by an institutional provider
and experiential learning with an
employer or simulated environment
A workplace or practical component
is required in addition to a general
theoretical knowledge based
qualification (institutional provider) in
order to obtain registration as a
professional or licensed to practise
An occupationally directed
programme resulting in a registered
qualification and that requires an
agreement and/or contract
An occupationally directed
programme, registered by a SETA,
which is presented by an accredited
provider and when completed will
constitute a credit towards an NQF
registered qualification
Any learning or development
programme that may or may not
lead to credits towards an NQF
registered qualification
Work experience provided by a
workplace for unemployed
graduates (in scarce skills)
Mainly classroom based
but includes simulation
and may include
workplace learning
A compulsory or
statutory workplace
component of a
qualification
TP
I
A
L
Learnerships
Apprenticeships
(Section 13)
Ls
Ap
Skills
Programmes
SP
Short Courses
Continuing
Professional
Development
Work
experience for
unemployed
graduates (in
scarce skills)
SC
CPD
WE
Mainly workplace based
but includes classroom
learning
Workplace and
classroom
Classroom or simulated
or classroom and
simulated
Workplace only
NQF Aligned – Y/N
Enter “Y” if the most appropriate intervention method identified at “NQF Level” is NQF
aligned. If not, enter “N”.
Need
Provide an indication of the total number of people (not interventions) that are
required and/or that need to be trained to meet the needs identified. Four fields of
entry are presented, the first to indicate the immediate need, followed by three for
each of the three years indicated. In the “Immediate” field, indicate the number of
people required right now, i.e. this number will indicate the number of current “hard to
fill” vacancies, as described in the section “Identifying Scarce Skills against Current
Occupations” below. Note also that this number of people must be excluded from the
WSP Support Document for SDFs, May 2007, Version 3
Page 7
number placed in the “1st April 2007 to 31st March 2008” field (i.e. to avoid doublecounting).
Comments
Any specific explanations, requirements or specifications can be provided in the
Comments section.
WSP Support Document for SDFs, May 2007, Version 3
Page 8
Table 2: Example of a Completed Scarce & Critical Skill Template
SS
OCCUPATION
2
InterNQF
NQF
Need
Need
vention level Aligned Immed- 01/04/07
(Y/N)
iate
–
31/03/08
Need
Need
01/04/07 01/04/07
–
–
31/03/08 31/03/08
Comments
Education Professionals
25221
Technical Instructor
Written
communication
SP
5
Y
LS
5
Y
LS
5
Y
LS
4
Y
LS
4
Y
2 day SC
4
N
Technicians and Trades Workers
32
Automotive and Engineering Trades Workers
32111
General Fitter-

Diesel Fitter
32111
General Fitter-

Diesel Fitter
32114
Metal Machinist (First
Class)

CNC Machinist
32115
5
Critical Skill
Professionals
25
3
Specialisation/
job
General Fitter- Textile,
Clothing or Footwear
Mechanic
Clerical and Administrative Workers
53
Eastern Cape Only
This a new occupation

General Clerical Workers
53212
Data Entry Operator
WSP Support Document for SDFs, May 2007, Version 2
Computer literacy
New software - Top up to achieve
efficiency
Page 9
Identifying Scarce Skills against Current Occupations
Scarce and critical skill shortages can be identified by gathering and analysing
information in respect of:
a) Hard-to-fill vacancies or long-term vacancies: The South African average
across occupations is around 56 days from advertisement to appointment. This
is in sharp contrast to the USA norm, which is around 30 days, differences in
labour legislation and practices notwithstanding. The proposal is that
enterprises should report possible scarcity when they have been unable to fill a
position and that position has been advertised as vacant for more than 3
months / 60 working days and where the reasons for not being able to fill the
position reflect or are related to one of the following:

No appropriately qualified people available, e.g. new occupation, new
qualification required.

No appropriately experienced people available, e.g. qualification available
but experience and application in the work place is a key employer
requirement.

No appropriately qualified and/or experienced people available from
target groups e.g. women mining engineers.
b) Sourcing skills from outside of the country: Where there is hard or
anecdotal evidence that key employers in the sector are recruiting skilled
workers outside of the country to fill specific occupations.
c) Higher wages: Where there is hard or anecdotal evidence that the lack of
skilled people has resulted in skilled workers demanding higher wages or
employers paying a premium for skill.
d) Lower productivity levels: Where enterprises or sub-sectors are reporting
that scarce or critical skills shortages are being reflected in lower quality,
productivity or service delivery measures. For example, there is greater
wastage, more machine down time, more mistakes, greater need for
supervision, more work having to be done over to correct mistakes.
e) Lower productivity growth: Where within enterprises, sub-sectors, sectors
and even nationally there is less expenditure on innovation, R&D, less product
or service value added.
WSP Support Document for SDFs, May 2007, Version 2
Page 10
Appendix 1: OFO Occupations for the Isett Sector
OFO
Level
1
11
111101
111201
13
131101
131102
132101
132201
132301
132401
132501
134302
134405
135101
135102
136101
136102
136201
136301
136303
14
141101
142101
149201
149202
149401
2
21
212402
212403
212405
22
221101
221102
221201
221204
223101
223102
223103
223104
223201
223301
224204
224601
224702
225102
225103
225201
225202
225203
225301
225302
225303
225401
225402
225403
225405
23
231101
231104
231105
231106
232401
232402
Occupation
MANAGERS
Chief Executives, General Managers And Legislators
Chief Executive Officer / Managing Director (Enterprise / Organisation)
Corporate General Manager
Specialist Managers
Advertising And Public Relations Manager
Sales And Marketing Manager
Corporate Services Manager
Finance Manager
Personnel / Human Resource Manager
Policy And Planning Manager
Research And Development Manager
FET College Principal
Head Of Department (Teacher)
Chief Information Officer
ICT Project Manager
Contract Manager
Programme Or Project Manager
Small Business Manager
Office Or Unit Manager
Team Manager
Events, Hospitality, Retail And Service Managers
Café (Licensed) Or Restaurant Manager
Retail Manager (General)
Call Or Contact Centre Manager
Customer Service Manager
Fleet Manager
PROFESSIONALS
Arts And Media Professionals
Newspaper Or Periodical Editor
Print Journalist
Technical Writer
Business, Human Resource And Marketing Professionals
Accountant (General)
Management Accountant
Company Secretary
Internal Auditor
Human Resource Advisor
Recruitment Consultant / Officer
Workplace / Industrial Relations Advisor
Skills Development Facilitator
ICT Trainer
Training And Development Professional
Records Manager
Librarian
Organisation And Methods Analyst
Market Research Analyst
Marketing Specialist
ICT Account Manager
ICT Business Development Manager
ICT Sales Representative
Public Relations Professional
Marketing / Communication Strategist
Public Relations Client Service Manager
Sales Representative (Industrial Products)
Sales Representative (Medical And Pharmaceutical Products)
Sales Representative (Educational Products And Services)
Printing And Publishing Sales Representative
Design, Engineering, Science And Transport Professionals
Aeroplane Pilot
Helicopter Pilot
Airborne Electronics Analyst
Aircraft Navigator
Graphic Designer
Illustrator
WSP Support Document for SDFs, May 2007, Version 2
Page 11
OFO
Level
232403
232404
233301
233302
233401
233402
233501
233502
233503
233504
233505
233506
233901
233903
233904
234601
234602
24
241401
241405
241407
241413
241414
241418
241419
241420
241421
241422
241423
241424
249101
249102
249301
249401
26
261101
261102
261201
261202
261301
261302
261303
261304
262101
262102
262103
263101
263102
263103
263201
263202
263203
263204
263205
263301
263302
27
271302
272101
272105
272302
272303
272307
272501
3
31
312401
Occupation
Multimedia Designer
Web Designer
Electrical Engineer
Electrical Engineering Technologist
Electronics Engineer
Electronics And Telecommunications Engineering Technologist
Industrial Engineer
Mechanical Engineer
Metallurgical Engineer
Industrial Engineering Technologist
Mechanical Engineering Technologist
Metallurgical Engineering Technologist
Aeronautical Engineer
Armament Engineer (Defence Force)
Instrument Engineer (Defence Force)
Medical Laboratory Scientist
Medical Technologist
Education Professionals
Accounting Teacher (Grades 10 - 12)
Business Studies Teacher (Grades 10 - 12)
Computer Applications Technology Teacher (Grades 10 - 12)
Electrical Technology Teacher (Grades 10 - 12)
Engineering Graphics & Design Teacher (Grades 10 - 12)
Information Technology Teacher (Grades 10 - 12)
Language Teacher (Grades 10 - 12)
Life Orientation Teacher (Grades 10 - 12)
Life Sciences Teacher (Grades 10 - 12)
Mathematical Literacy Teacher (Grades 10 - 12)
Mathematics Teacher (Grades 10 - 12)
Mechanical Technology Teacher (Grades 10 - 12)
Education Or Training Advisor
Education Or Training Reviewer
Teacher Of English To Speakers Of Other Languages
Technical Trainer
ICT Professionals
ICT Business Analyst
Systems Analyst
Multimedia Specialist
Web Developer
Analyst Programmer
Developer Programmer
Software Engineer
Software Developer
Database Administrator
ICT Security Specialist
Systems Administrator
Computer Network And Systems Engineer
Network Administrator
Network Analyst
ICT Quality Assurance Engineer
ICT Support Engineer
ICT Systems Test Engineer
Applications Support Manager
Technical Support Services Manager
Telecommunications Engineer
Telecommunications Network Engineer
Legal, Social And Welfare Professionals
Associate Legal Professional
Careers Counsellor
Student Counsellor
Educational Psychologist
Organisational Psychologist
Psychometrician
Social Worker
TECHNICIANS AND TRADES WORKERS
Engineering, ICT And Science Technicians
Electronic Engineering Draftsperson
WSP Support Document for SDFs, May 2007, Version 2
Page 12
OFO
Level
312402
312501
312502
312601
312602
312901
312902
312904
313101
313102
313103
313104
313105
313201
313202
313203
313204
314101
32
322303
323101
323102
323103
323201
323202
323203
323204
323304
325101
34
341101
341102
342101
342201
342202
342301
342302
342303
342304
342305
342401
342402
342403
342404
35
351301
351401
36
362103
4
43
431201
431501
5
51
511101
511102
511201
52
521101
521201
53
531101
532101
532103
54
541101
Occupation
Electronic Engineering Technician
Mechanical Engineering Draftsperson
Mechanical Engineering Technician
Safety Inspector
Aircraft Maintenance Engineer (Avionics)
Maintenance Planner
Metallurgical Or Materials Technician
Design And Manufacturing Draftsperson
Hardware Technician
ICT Customer Support Officer
Web Administrator
Computer Systems Technician
Telecommunications Computer Systems Technician
Radio Communications Technician
Telecommunications Field Engineer
Telecommunications Network Planner
Telecommunications Technical Officer Or Technologist
Cable Manufacturing Technician
Automotive And Engineering Technicians And Trades Workers
Welder / Welder (First Class)
Aircraft Maintenance Technicians (Avionics)
Aircraft Maintenance Technicians (Mechanical)
Aircraft Maintenance Technicians (Structures)
Fitter (General)
Fitter And Turner
Fitter-Welder
Metal Machinist (First Class)
Precision Instrument Maker And Repairer
Cable Manufacturing Trade Worker
Electrotechnology And Telecommunications Trades Workers
Electrician (General)
Electrician (Special Class)
Air-Conditioning And Refrigeration Mechanic
Electrical Linesworker / Electrical Line Mechanic
Technical Cable Jointer
Business Machine Mechanic
Communications Operator
Electronic Equipment Trades Worker
Electronic Instrument Trades Worker (General)
Electronic Instrument Trades Worker (Special Class)
Cabler (Data And Telecommunications)
Telecommunications Cable Jointer
Telecommunications Linesworker / Telecommunications Line
Telecommunications Technician
Food Trades Workers
Chef
Cook
Agricultural Attendants, Supervisors And Produce Graders
Gardener (General)
COMMUNITY AND PERSONAL SERVICE WORKERS
Hospitality Workers
Cafe Worker
Waiter Or Bartender
CLERICAL AND ADMINISTRATIVE WORKERS
Office And Program Administrators
Contract Administrator
Contract, Program And Project Administrators
Office Administrator
Personal Assistants And Secretaries
Personal Assistant
Secretary (General)
General Clerical Workers
General Clerk
Data Entry Operator
Word Processing Operator
Inquiry Clerks And Receptionists
Call Or Contact Centre Operator
WSP Support Document for SDFs, May 2007, Version 2
Page 13
OFO
Level
542101
55
551101
551102
551201
551301
56
561301
561401
561402
561501
561601
561905
561906
59
591101
591102
591103
591104
591105
591106
591201
591202
599401
599701
599801
6
61
611302
611306
611307
62
621101
621201
63
631101
631102
639301
7
71
711201
73
732101
732102
733101
74
741101
8
81
811201
83
832301
839301
839302
85
851202
851203
851206
851301
89
899904
899909
Occupation
Receptionist (General)
Numerical Clerks
Accounts Clerk
Cost Clerk
Bookkeeper
Payroll Clerk
Clerical And Office Support Workers
Filing Or Registry Clerk
Mail Clerk
Postal Sorting Officer
Survey Interviewer
Switchboard Operator
Telecommunications Cable Assigner
Office Machine Operator
Other Administrative Workers
Order Clerk
Production Clerk
Purchasing Officer
Sales Clerk
Stock Clerk
Warehouse Administrator
Despatching And Receiving Clerk
Import-Export Clerk
Human Resources Clerk
Library Assistant
Proof Reader
SALES WORKERS
Sales Representatives And Agents
Sales Representative (Business Services)
Manufacturers Representative
Sales Representative (Photographic Equipment And Supplies)
Sales Assistants And Salespersons
Sales Assistant (General)
ICT Sales Assistant
Sales Support Workers
Checkout Operator
Office Cashier
Telemarketer
MACHINERY OPERATORS AND DRIVERS
Machine And Stationary Plant Operators
Industrial Spraypainter
Road And Rail Drivers
Delivery Driver (Vehicle)
Delivery Driver (Motorcycle)
Truck Driver (General)
Store Persons
Store Person
ELEMENTARY WORKERS
Cleaners
Commercial Cleaner
Factory Process Workers
Product Assembler
Product Examiner
Product Tester
Food Preparation Assistants
Chef's Assistant
Tea Attendant
Fast Food Attendant
Kitchenhand
Other Elementary Workers
Electrical Or Telecommunications Trades Assistant
Electronics And Telecommunications Trades Assistant
WSP Support Document for SDFs, May 2007, Version 2
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Appendix 2: Comparison between Occupational Categories in the WSP Format
(WSP) and the Organising Framework for Occupations (OFO)
1
WSP
Legislators, senior officials
and Managers
2
Professionals
3
Technicians and
associated professionals
4
Clerks
5
Service and sales workers
6
Skilled Agricultural and
Fishery Workers
Crafts and related trades
workers
7
8
Plant and machine
operators
9
Elementary occupations
11
13
14
21
22
23
24
25
26
27
31
33
34
41
51
52
53
54
55
56
59
42
43
44
45
61
62
63
12
36
32
35
39
71
72
73
74
81
82
83
84
85
89
SUB-MAJOR GROUPS FROM THE OFO
Chief Executives, Directors And General Managers and
Legislators
Specialist Managers
Hospitality, Retail and Service Managers
Arts And Media Professionals
Business, Human Resource and Marketing Professionals
Design, Engineering Science and Transport Professionals
Education Professionals
Health Professionals
Information and Communication Technology (ICT) Professionals
Legal, Social and Welfare Professionals
Engineering, ICT and Science Technicians
Electrotechnology and Telecommunications Trades Workers
Construction Trades Workers
Health and Welfare Support Workers
Office Managers and Program Administrators
Personal Assistants and Secretaries
General Clerical Workers
Inquiry Clerks and Receptionists
Numerical Clerks
Clerical and Office Support Workers
Other Clerical and Administrative Workers
Carers and Aides
Hospitality Workers
Protective Service Workers
Sports and Personal Service Workers
Sales Representatives and Agents
Sales Assistants and Sales Persons
Sales Support Workers
Farmers and Farm Managers
Skilled Animal and Horticultural Workers
Automotive and Engineering Trades Workers
Food Trades Workers
Other Technicians and Trades Workers
Machine And Stationery Plant Operators
Mobile Plant Operators
Road And Rail Drivers
Storepersons
Cleaners and Laundry Workers
Construction and Mining Labourers
Factory Process Workers
Farm, Forestry and Garden Workers
Food Preparation Assistants
Other Labourers And Elementary Workers
WSP Support Document for SDFs, May 2007, Version 2
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