Table 1
Occupational Information Network (O*NET) skill level rankings across fields of study, bachelor's degree graduates, men
| Education | Visual and performing arts | Humanities | Social and behavioural sciences | Business, management and public administration | Physical and life sciences | Mathematics, computer and information science | Architecture and engineering | Agriculture, natural resources and conservation | Health and related | Personal, protective and transportation services | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| field of study and ranking | field of study and ranking | field of study and ranking | field of study and ranking | field of study and ranking | field of study and ranking | field of study and ranking | field of study and ranking | field of study and ranking | field of study and ranking | field of study and ranking | |
| Reading comprehension | 9 | 11 | 10 | 7 | 4 | 3 | 2 | 1 | 6 | 5 | 8 |
| Writing | 8 | 11 | 10 | 5 | 2 | 3 | 4 | 1 | 7 | 6 | 9 |
| Mathematics | 10 | 11 | 8 | 6 | 2 | 4 | 3 | 1 | 5 | 9 | 7 |
| Science | 11 | 10 | 9 | 8 | 7 | 3 | 5 | 1 | 4 | 2 | 6 |
| Process, complex problem solving and systems | |||||||||||
| Active learning | 7 | 11 | 10 | 8 | 2 | 5 | 3 | 1 | 9 | 4 | 6 |
| Complex problem solving | 11 | 10 | 9 | 7 | 4 | 5 | 2 | 1 | 6 | 8 | 3 |
| Critical thinking | 11 | 10 | 9 | 6 | 3 | 8 | 2 | 1 | 7 | 5 | 4 |
| Judgement and decision making | 10 | 11 | 9 | 7 | 2 | 6 | 3 | 1 | 8 | 5 | 4 |
| Learning strategies | 1 | 11 | 7 | 10 | 4 | 5 | 8 | 3 | 9 | 2 | 6 |
| Monitoring | 6 | 11 | 10 | 7 | 4 | 8 | 5 | 1 | 9 | 3 | 2 |
| Systems analysis | 11 | 10 | 9 | 5 | 3 | 4 | 2 | 1 | 6 | 8 | 7 |
| Systems evaluation | 10 | 11 | 9 | 7 | 3 | 6 | 2 | 1 | 8 | 5 | 4 |
| Social | |||||||||||
| Active listening | 9 | 11 | 8 | 5 | 2 | 7 | 6 | 1 | 10 | 3 | 4 |
| Coordination | 4 | 11 | 9 | 6 | 5 | 7 | 8 | 1 | 10 | 2 | 3 |
| Instructing | 1 | 11 | 9 | 8 | 7 | 6 | 4 | 2 | 10 | 3 | 5 |
| Negotiation | 3 | 9 | 6 | 2 | 1 | 8 | 11 | 7 | 10 | 4 | 5 |
| Persuasion | 10 | 11 | 6 | 2 | 1 | 9 | 8 | 4 | 7 | 3 | 5 |
| Service orientation | 3 | 10 | 5 | 4 | 2 | 7 | 8 | 11 | 9 | 1 | 6 |
| Social perceptiveness | 2 | 11 | 6 | 5 | 4 | 7 | 9 | 8 | 10 | 1 | 3 |
| Speaking | 9 | 11 | 8 | 4 | 1 | 6 | 10 | 2 | 7 | 3 | 5 |
| Technical operation and maintenance | |||||||||||
| Equipment maintenance | 11 | 6 | 7 | 9 | 10 | 5 | 4 | 1 | 2 | 8 | 3 |
| Equipment selection | 11 | 5 | 7 | 9 | 10 | 4 | 2 | 1 | 3 | 6 | 8 |
| Installation | 11 | 3 | 5 | 6 | 9 | 4 | 2 | 1 | 7 | 10 | 8 |
| Operation and control | 11 | 7 | 6 | 8 | 10 | 4 | 9 | 3 | 2 | 5 | 1 |
| Operation monitoring | 11 | 7 | 8 | 9 | 10 | 6 | 3 | 1 | 4 | 5 | 2 |
| Quality control analysis | 8 | 7 | 9 | 10 | 11 | 5 | 2 | 1 | 3 | 6 | 4 |
| Repairing | 11 | 5 | 7 | 9 | 10 | 4 | 3 | 1 | 2 | 8 | 6 |
| Troubleshooting | 9 | 7 | 8 | 10 | 11 | 5 | 2 | 1 | 4 | 6 | 3 |
| Technical design and analysis | |||||||||||
| Operations analysis | 11 | 6 | 10 | 7 | 3 | 5 | 2 | 1 | 4 | 9 | 8 |
| Programming | 11 | 9 | 7 | 6 | 5 | 3 | 1 | 2 | 4 | 10 | 8 |
| Technology design | 10 | 3 | 8 | 9 | 7 | 4 | 2 | 1 | 5 | 6 | 11 |
| Resource management | |||||||||||
| Management of financial resources | 11 | 10 | 6 | 3 | 2 | 8 | 5 | 1 | 4 | 9 | 7 |
| Management of material resources | 11 | 10 | 9 | 7 | 2 | 8 | 6 | 1 | 3 | 5 | 4 |
| Management of personnel resources | 10 | 11 | 9 | 6 | 3 | 8 | 5 | 1 | 7 | 4 | 2 |
| Time management | 3 | 11 | 10 | 7 | 5 | 8 | 4 | 1 | 9 | 6 | 2 |
| number | number | number | number | number | number | number | number | number | number | number | |
| Sample size | 3,357 | 1,455 | 3,824 | 7,301 | 12,150 | 3,153 | 4,700 | 10,303 | 1,055 | 2,309 | 233 |
Note(s):
Sample: Men age 25 to 34 whose highest level of education is a bachelor's degree and who studied in Canada; men who worked 30 hours or more in reference week as an employee and had a valid occupation code. Graduates whose field of study was "other" were excluded.
Source(s):
Statistics Canada, 2011 National Household Survey; and US Department of Labor, Occupational Information Network, version 17.0.
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