View occupational profile

Search the OaSIS

Glass blowers

OaSIS code 53124.02

Glass blowers use manual and artistic skills to design and make ornamental and specialty glass objects.

Overview

Also known as

  • Glass blower
  • Glass novelty maker

Main duties

This group performs some or all of the following duties:

  • Design and create glass objects using blowpipes and artisan's hand tools and equipment.

Additional information

No data has been provided for this section.

Similar occupations classified elsewhere

Exclusions:

  • Painters, sculptors and other visual artists (53122)

NOC hierarchy breakdown

NOC version

NOC 2021 Version 1.0

Broad occupational category

5 – Occupations in art, culture, recreation and sport

TEER

3 – Occupations usually require a college diploma or apprenticeship training of less than two years; or more than six months of on-the-job training

Major group

53 – Occupations in art, culture and sport

Sub-major group

531 – Occupations in art and culture

Minor group

5312 – Occupations in creative and performing art

Unit group

53124 – Artisans and craftspersons

Occupational profile

53124.02 – Glass blowers

Work characteristics

Work characteristics gathers the various components describing the work environment of each occupation, such as employers, work activities, and the work context. Each category displays up to 10 descriptors in descending order based, firstly, on their attributed ratings by the level of complexity (for Work Activities) or other measurement dimensions (for Work Context), and secondly, in alphabetical order. The whole list of descriptors and their ratings can be expanded at the bottom of each page.

Work Activities

Proficiency or complexity level
Controlling Machines and Processes
4 - High Level
Performing General Physical Activities
4 - High Level
Handling and Moving Objects
3 - Moderate Level
Inspecting Equipment, Structures, or Material
3 - Moderate Level
Mechanical Maintenance
3 - Moderate Level

Work Context

Structural Job Characteristics

Structured versus Unstructured Work
Degree of freedom to determine tasks and priorities
5 - Very high amount of freedom
Work Week Duration
Worked hours in a typical week
2 - Between 35 to 40 hours

Physical Work Environment

Physical Proximity
Physical distance from others
2 - Minimally close (Less than 100 ft.)

Physical Demands

Sitting
Duration
2 - Less than half the time
Standing
Duration
4 - More than half the time
Bending or Twisting the Body
Duration
2 - Less than half the time

Interpersonal Relations

Contact with Others
Frequency
1 - Once a year or more but not every month
Duration
1 - Very little time
Work with Work Group or Team
Importance
1 - Minimally important
Frequency
1 - Once a year or more but not every month

Workplaces/employers

  • Self-employment

Skills and abilities

This section displays the various competencies required for an occupation. Each category displays up to 10 descriptors in descending order based, firstly, on their attributed ratings by the level of proficiency (for Skills and Abilities) or importance (for Personal Attributes) and secondly, in alphabetical order. The whole list of descriptors and their ratings can be expanded at the bottom of each page.

Abilities

Proficiency or complexity level
Colour Perception
5 - Highest Level
Finger-Hand-Wrist Motion
5 - Highest Level
Arm-Hand Steadiness
4 - High Level
Control of Settings
4 - High Level
Finger Dexterity
4 - High Level

Skills

Proficiency or complexity level
Equipment and Tool Selection
3 - Moderate Level
Management of Financial Resources
3 - Moderate Level
Management of Material Resources
3 - Moderate Level
Operation and Control
3 - Moderate Level
Preventative Maintenance
3 - Moderate Level

Personal Attributes

Importance
Attention to Detail
4 - Highly important
Creativity
4 - Highly important
Active Learning
3 - Important
Adaptability
3 - Important
Collaboration
3 - Important

Interests

The OaSIS uses the Holland Codes to describe the work-related interests. According to the Holland model, people work best in work environments that match their preferences, which means that people and work environments can be matched for a best fit. Occupational environments in Holland’s theory are described according to a combination of main interests and the activities they represent. There are six interests in the Holland typology: Realistic, Investigative, Artistic, Social, Enterprising and Conventional. All occupations in OaSIS have up to three interests assigned to them.

Interests

Preferences for work environments and outcomes.

Interests profile: RA

Realistic (R)

Realistic occupations are characterized by the dominance of activities that entail the explicit, ordered or systematic manipulation of objects, tools, machines and animals. Many of these occupations do not involve a lot of paperwork or working closely with others.

Artistic (A)

Artistic occupations are characterized by the dominance of activities that entail artistic expression to create, compose or produce visual, performing, literary or applied art. These occupations frequently involve working with forms, designs and patterns and often require self-expression and the accomplishment of work without following a clear set of rules.

Employment requirements

Employment requirements includes the education, training, certifications and the knowledge required to work in each occupation. The Knowledge category displays up to 10 descriptors in descending order based, firstly, on their attributed ratings by the level of proficiency, and secondly, in alphabetical order. The whole list of Knowledge descriptors and their ratings can be expanded at the bottom of each page.

Education, certification and licensing

  • Training programs are offered by artisan guilds, colleges and private studios.
  • A college diploma in fine craft techniques may be required.
  • Creative ability and talent, as demonstrated by a portfolio of work, and knowledge of safe handling of material, tools and equipment are required.
  • Skills are often learned through apprenticeship with a master craftsperson.

Knowledge

Knowledge level
Arts
2 - Intermediate Level
Humanities
1 - Basic Level
Languages
1 - Basic Level
Library, Conservation, and Heritage
1 - Basic Level
Mathematics
1 - Basic Level

Skills for success

 
Skills for Success Model
 
Skills for Success are skills that help you in a quickly changing world. Everyone benefits from having these skills. They can help you to get a job, progress at your current job or even change jobs. The skills also help you become an active member of your community and succeed in learning.
 
 
Linkages Between ESDC Skills Models and Frameworks
 
ESDC makes available a dictionary of over 300 terms (or descriptors) and definitions, known as the Skills and Competencies Taxonomy (SCT). Descriptor information from the Taxonomy is used in the Occupational and Skills Information System (OaSIS).
 
While there is general commonality of meaning between the descriptors in the SCT and the Skills for Success model, there are some differences in their definitions due to their distinct purposes. The Skills for Success Model [9 broadly defined skills] identifies the skills that are universally applicable. The SCT displays specific skills and competency requirements for 900 occupations. Users of the Skills for Success Model and Essential Skills content may find competency information from the Taxonomy and the OaSIS to be complementary.
 
Stay tuned to this section for more information and updates regarding linkages between the Skills for Success model and the OaSIS.

O*NET in-it

This page includes information from the O*NET 27.2 Database by the U.S. Department of Labor, Employment and Training Administration (USDOL/ETA). Used under the CC BY 4.0 license. O*NET® is a trademark of USDOL/ETA. Employment and Social Development Canada has modified all or some of this information. USDOL/ETA has not approved, endorsed, or tested these modifications.

Date modified: