| ||||
Summary Job Description | Tasks | |||
Design special exhibits and movie, television, and theater sets. May study scripts, confer with directors, and conduct research to determine appropriate architectural styles. | Examine objects to be included in exhibits in order to plan where and how to display them. | |||
| ||||
Acquire, or arrange for acquisition of, specimens or graphics required to complete exhibits. | ||||
| ||||
Prepare rough drafts and scale working drawings of sets, including floor plans, scenery, and properties to be constructed. | ||||
| ||||
Confer with clients and staff in order to gather information about exhibit space, proposed themes and content, timelines, budgets, materials, and/or promotion requirements. | ||||
| ||||
Estimate set- or exhibit-related costs including materials, construction, and rental of props or locations. | ||||
| ||||
Develop set designs based on evaluation of scripts, budgets, research information, and available locations. | ||||
| ||||
Direct and coordinate construction, erection, or decoration activities in order to ensure that sets or exhibits meet design, budget, and schedule requirements. | ||||
| ||||
Inspect installed exhibits for conformance to specifications, and satisfactory operation of special effects components. | ||||
| ||||
Plan for location-specific issues such as space limitations, traffic flow patterns, and safety concerns. | ||||
| ||||
Submit plans for approval, and adapt plans to serve intended purposes, or to conform to budget or fabrication restrictions. | ||||
| ||||
Prepare preliminary renderings of proposed exhibits, including detailed construction, layout, and material specifications, and diagrams relating to aspects such as special effects and/or lighting. | ||||
| ||||
Select and purchase lumber and hardware necessary for set construction. | ||||
| ||||
Collaborate with those in charge of lighting and sound so that those production aspects can be coordinated with set designs or exhibit layouts. | ||||
| ||||
Research architectural and stylistic elements appropriate to the time period to be depicted, consulting experts for information as necessary. | ||||
| ||||
Design and produce displays and materials that can be used to decorate windows, interior displays, or event locations such as streets and fairgrounds. | ||||
| ||||
Coordinate the removal of sets, props, and exhibits after productions or events are complete. | ||||
| ||||
Select set props such as furniture, pictures, lamps, and rugs. | ||||
| ||||
Confer with conservators in order to determine how to handle an exhibit's environmental aspects, such as lighting, temperature, and humidity, so that objects will be protected and exhibits will be enhanced. | ||||
| ||||
Assign staff to complete design ideas and prepare sketches, illustrations, and detailed drawings of sets, or graphics and animation. | ||||
| ||||
Observe sets during rehearsals in order to ensure that set elements do not interfere with performance aspects such as cast movement and camera angles. | ||||
| ||||
Design and build scale models of set designs, or miniature sets used in filming backgrounds or special effects. | ||||
| ||||
Read scripts in order to determine location, set, and design requirements. | ||||
| ||||
Attend rehearsals and production meetings in order to obtain and share information related to sets. | ||||
| ||||
Arrange for outside contractors to construct exhibit structures. | ||||
| ||||
Provide supportive materials for exhibits and displays, such as press kits and advertising, posters, brochures, catalogues, and invitations and publicity notices. | ||||
| ||||
Incorporate security systems into exhibit layouts. | ||||
| ||||
Coordinate the transportation of sets that are built off-site, and coordinate their setup at the site of use. | ||||
| ||||
CompGeo Salary Survey Benchmark Job Summary and Competencies
Set and Exhibit Designers
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
| ||||
Important Knowledge Competencies | Competency Description | |||
Design | Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models. | |||
| ||||
Fine Arts | Knowledge of the theory and techniques required to compose, produce, and perform works of music, dance, visual arts, drama, and sculpture. | |||
| ||||
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. | |||
| ||||
English Language | Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. | |||
| ||||
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. | |||
| ||||
Computers and Electronics | Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. | |||
| ||||
History and Archeology | Knowledge of historical events and their causes, indicators, and effects on civilizations and cultures. | |||
| ||||
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. | |||
| ||||
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. | |||
| ||||
Production and Processing | Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods. | |||
| ||||
| ||||
Important Skill Competencies | Competency Description | |||
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. | |||
| ||||
Time Management | Managing one's own time and the time of others. | |||
| ||||
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. | |||
| ||||
Operations Analysis | Analyzing needs and product requirements to create a design. | |||
| ||||
Judgment and Decision Making | Considering the relative costs and benefits of potential actions to choose the most appropriate one. | |||
| ||||
Reading Comprehension | Understanding written sentences and paragraphs in work related documents. | |||
| ||||
Monitoring | Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. | |||
| ||||
Writing | Communicating effectively in writing as appropriate for the needs of the audience. | |||
| ||||
Speaking | Talking to others to convey information effectively. | |||
| ||||
Mathematics | Using mathematics to solve problems. | |||
| ||||
Social Perceptiveness | Being aware of others' reactions and understanding why they react as they do. | |||
| ||||
Complex Problem Solving | Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. | |||
| ||||
Management of Personnel Resources | Motivating, developing, and directing people as they work, identifying the best people for the job. | |||
| ||||
Active Learning | Understanding the implications of new information for both current and future problem-solving and decision-making. | |||
| ||||
Service Orientation | Actively looking for ways to help people. | |||
| ||||
Systems Analysis | Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes. | |||
| ||||
Management of Financial Resources | Determining how money will be spent to get the work done, and accounting for these expenditures. | |||
| ||||
Management of Material Resources | Obtaining and seeing to the appropriate use of equipment, facilities, and materials needed to do certain work. | |||
| ||||
Persuasion | Persuading others to change their minds or behavior. | |||
| ||||
Instructing | Teaching others how to do something. | |||
| ||||
Learning Strategies | Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. | |||
| ||||
Negotiation | Bringing others together and trying to reconcile differences. | |||
| ||||
Operation Monitoring | Watching gauges, dials, or other indicators to make sure a machine is working properly. | |||
| ||||
Quality Control Analysis | Conducting tests and inspections of products, services, or processes to evaluate quality or performance. | |||
| ||||
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. | |||
| ||||
| ||||
Important Ability Competencies | Competency Description | |||
Oral Comprehension | The ability to listen to and understand information and ideas presented through spoken words and sentences. | |||
| ||||
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. | |||
| ||||
Written Comprehension | The ability to read and understand information and ideas presented in writing. | |||
| ||||
Oral Expression | The ability to communicate information and ideas in speaking so others will understand. | |||
| ||||
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). | |||
| ||||
Visualization | The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged. | |||
| ||||
Speech Recognition | The ability to identify and understand the speech of another person. | |||
| ||||
Speech Clarity | The ability to speak clearly so others can understand you. | |||
| ||||
Written Expression | The ability to communicate information and ideas in writing so others will understand. | |||
| ||||
Category Flexibility | The ability to generate or use different sets of rules for combining or grouping things in different ways. | |||
| ||||
Near Vision | The ability to see details at close range (within a few feet of the observer). | |||
| ||||
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. | |||
| ||||
Deductive Reasoning | The ability to apply general rules to specific problems to produce answers that make sense. | |||
| ||||
Inductive Reasoning | The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). | |||
| ||||
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). | |||
| ||||
Far Vision | The ability to see details at a distance. | |||
| ||||
Number Facility | The ability to add, subtract, multiply, or divide quickly and correctly. | |||
| ||||
Finger Dexterity | The ability to make precisely coordinated movements of the fingers of one or both hands to grasp, manipulate, or assemble very small objects. | |||
| ||||
Mathematical Reasoning | The ability to choose the right mathematical methods or formulas to solve a problem. | |||
| ||||
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. | |||
| ||||
Perceptual Speed | The ability to quickly and accurately compare similarities and differences among sets of letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object. | |||
| ||||
Selective Attention | The ability to concentrate on a task over a period of time without being distracted. | |||
| ||||
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. | |||
| ||||
Visual Color Discrimination | The ability to match or detect differences between colors, including shades of color and brightness. | |||
| ||||
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. | |||
| ||||
Control Precision | The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions. | |||
| ||||
Time Sharing | The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources). | |||
| ||||
Multilimb Coordination | The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion. | |||
| ||||
Depth Perception | The ability to judge which of several objects is closer or farther away from you, or to judge the distance between you and an object. | |||
| ||||
Speed of Closure | The ability to quickly make sense of, combine, and organize information into meaningful patterns. | |||
| ||||
| ||||
Prerequisite Qualification Category | Education and Experience Level | |||
Required Level of Education | Bachelor's Degree | |||
| ||||
On-Site or In-Plant Training | None | |||
| ||||
Related Work Experience | Over 1 year, up to and including 2 years | |||
| ||||
Related Work Experience | Over 2 years, up to and including 4 years | |||
| ||||
| |||
Alternate Job Title(s) | |||
Art Coordinator | |||
Art Director | |||
Art and Exhibits Director | |||
Artist | |||
Curator | |||
Design Chief | |||
Designer | |||
Display Coordinator | |||
Display Designer | |||
Exhibit Designer | |||
Exhibit Preparator | |||
Exhibitions Curator | |||
Exhibits Manager | |||
Food Stylist | |||
Historical Society Window Dresser | |||
Installations Designer | |||
Miniature Set Designer | |||
Museum Curator | |||
Presentation Specialist | |||
Production Manager | |||
Room Designer | |||
Scenic Arts Supervisor | |||
Scenic Designer | |||
Set Decorator | |||
Set Designer | |||
Show Design Supervisor | |||
Stage Scenery Designer | |||
Stage Set Designer | |||
Television Scenic Design Supervisor | |||
Theater Set Production Designer | |||
| |||||||||||||||||||||
Copyright © 1995
- 2023 International Compensation Technologies and The Clayton Wallis Company. All Rights Reserved World Wide ictcw.com Member, WorldatWork - Formerly American and Canadian Compensation Associations (ACA/CCA) |