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Summary Job Description | Tasks | |||
Study human society and social behavior by examining the groups and social institutions that people form, as well as various social, religious, political, and business organizations. May study the behavior and interaction of groups, trace their origin and growth, and analyze the influence of group activities on individual members. | Prepare publications and reports containing research findings. | |||
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Analyze and interpret data in order to increase the understanding of human social behavior. | ||||
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Plan and conduct research to develop and test theories about societal issues such as crime, group relations, poverty, and aging. | ||||
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Collect data about the attitudes, values, and behaviors of people in groups, using observation, interviews, and review of documents. | ||||
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Develop, implement, and evaluate methods of data collection, such as questionnaires or interviews. | ||||
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Teach sociology. | ||||
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Direct work of statistical clerks, statisticians, and others who compile and evaluate research data. | ||||
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Consult with and advise individuals such as administrators, social workers, and legislators regarding social issues and policies, as well as the implications of research findings. | ||||
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Collaborate with research workers in other disciplines. | ||||
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Develop approaches to the solution of groups' problems, based on research findings in sociology and related disciplines. | ||||
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Observe group interactions and role affiliations to collect data, identify problems, evaluate progress, and determine the need for additional change. | ||||
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Develop problem intervention procedures, utilizing techniques such as interviews, consultations, role playing, and participant observation of group interactions. | ||||
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CompGeo Salary Survey Benchmark Job Summary and Competencies
Sociologists
The Benchmark Job Description below represents the specific Position Characteristics of the job used in the Salary Survey. Benchmark Job Descriptions should be inspected carefully to review the degree of matching between an organizations' Job and the Salary Survey Benchmark. Matching internal Jobs to Salary Survey Benchmark Jobs should not be done on Job Title alone. A thorough comparison of Salary Survey Benchmark to Internal Job Descriptions is recommended. A good overlap should exist on any comparisons used on critical Job Dimensions and Competencies.- Job Description
- Knowledges
- Skills
- Abilites
- Tools and Technology
- Education and Experience
- Alternate Job Titles
- Salaries
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Important Knowledge Competencies | Competency Description | |||
Sociology and Anthropology | Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins. | |||
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English Language | Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. | |||
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Mathematics | Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. | |||
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Psychology | Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders. | |||
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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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Computers and Electronics | Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. | |||
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Law and Government | Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process. | |||
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Philosophy and Theology | Knowledge of different philosophical systems and religions. This includes their basic principles, values, ethics, ways of thinking, customs, practices, and their impact on human culture. | |||
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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. | |||
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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. | |||
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History and Archeology | Knowledge of historical events and their causes, indicators, and effects on civilizations and cultures. | |||
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Important Skill Competencies | Competency Description | |||
Reading Comprehension | Understanding written sentences and paragraphs in work related documents. | |||
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Speaking | Talking to others to convey information effectively. | |||
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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. | |||
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Writing | Communicating effectively in writing as appropriate for the needs of the audience. | |||
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Critical Thinking | Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. | |||
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Science | Using scientific rules and methods to solve problems. | |||
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Social Perceptiveness | Being aware of others' reactions and understanding why they react as they do. | |||
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Instructing | Teaching others how to do something. | |||
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Active Learning | Understanding the implications of new information for both current and future problem-solving and decision-making. | |||
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Learning Strategies | Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. | |||
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Judgment and Decision Making | Considering the relative costs and benefits of potential actions to choose the most appropriate one. | |||
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Monitoring | Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. | |||
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Complex Problem Solving | Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. | |||
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Coordination | Adjusting actions in relation to others' actions. | |||
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Systems Analysis | Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes. | |||
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Systems Evaluation | Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system. | |||
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Time Management | Managing one's own time and the time of others. | |||
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Management of Personnel Resources | Motivating, developing, and directing people as they work, identifying the best people for the job. | |||
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Persuasion | Persuading others to change their minds or behavior. | |||
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Service Orientation | Actively looking for ways to help people. | |||
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Important Ability Competencies | Competency Description | |||
Written Comprehension | The ability to read and understand information and ideas presented in writing. | |||
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Oral Expression | The ability to communicate information and ideas in speaking so others will understand. | |||
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Written Expression | The ability to communicate information and ideas in writing so others will understand. | |||
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Oral Comprehension | The ability to listen to and understand information and ideas presented through spoken words and sentences. | |||
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Speech Clarity | The ability to speak clearly so others can understand you. | |||
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Deductive Reasoning | The ability to apply general rules to specific problems to produce answers that make sense. | |||
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Inductive Reasoning | The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). | |||
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Speech Recognition | The ability to identify and understand the speech of another person. | |||
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Near Vision | The ability to see details at close range (within a few feet of the observer). | |||
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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. | |||
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Originality | The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem. | |||
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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). | |||
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Fluency of Ideas | The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity). | |||
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Category Flexibility | The ability to generate or use different sets of rules for combining or grouping things in different ways. | |||
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Mathematical Reasoning | The ability to choose the right mathematical methods or formulas to solve a problem. | |||
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Selective Attention | The ability to concentrate on a task over a period of time without being distracted. | |||
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Prerequisite Qualification Category | Education and Experience Level | |||
On-Site or In-Plant Training | None | |||
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Required Level of Education | Doctoral Degree | |||
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On-the-Job Training | None or short demonstration | |||
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Related Work Experience | None | |||
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Alternate Job Title(s) | |||
Behavioral Scientist | |||
Career Analyst | |||
Clinical Sociologist | |||
Criminologist | |||
Disability Statistics Assistant | |||
Family Sociologist | |||
Foundation Program Director | |||
International Health Director (Health Science Administration) | |||
Medical Sociologist | |||
Penologist | |||
Policy Advisor | |||
Policy Analyst | |||
Policy Officer | |||
Professor | |||
Program Evaluator | |||
Research Associate | |||
Research Center Director | |||
Research Coordinator | |||
Research Fellow | |||
Research Scientist | |||
Research Specialist | |||
Research and Evaluation Manager | |||
Research, Evaluation, and Test Administration Director | |||
Rural Sociologist | |||
Social Scientist | |||
Social Welfare Research Worker | |||
Sociologist | |||
Study Director | |||
Urban Sociologist | |||
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