What they do
|
Directly supervise and coordinate activities of workers engaged in preparing and serving food.
|
| |
| Also called: |
|
Cafeteria Manager, Dietary Supervisor, Food and Nutrition Services Supervisor, Food Production Supervisor, Food Service Director, Food Service Manager, Food Service Supervisor, Kitchen Manager, Kitchen Supervisor
|
| |
|
|
|
| |
Wages
|
|
| Vermont - 2021 |
| Percentile1 | Hourly | Yearly |
| 10% |
$ 14.82 |
$30,830 |
| 25% |
$ 17.85 |
$37,130 |
| Median |
$ 21.54 |
$44,790 |
| 75% |
$ 23.61 |
$49,110 |
| 90% |
$ 29.10 |
$60,530 |
|
| Average |
$ 21.78 |
$45,310 |
|
|
| More at CareerOneStop |
|
| | |
Industries of Employment
| United States - 2020 |
| Industry | Percent of total |
- Food services and drinking places
| 79% |
- Educational services; state, local, and private
| 4% |
| 3% |
| 2% |
- Nursing and residential care facilities
| 2% |
| More at BLS |
|
|
| |
Knowledge
| People in this career often know a lot about: |
- Customer and Personal Service
Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
|
- Food Production
Knowledge of techniques and equipment for planting, growing, and harvesting food products (both plant and animal) for consumption, including storage/handling techniques.
|
- Production and Processing
Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods.
|
- 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.
|
- Personnel and Human Resources
Knowledge of principles and procedures for personnel recruitment, selection, training, compensation and benefits, labor relations and negotiation, and personnel information systems.
|
| More at O*NET |
|
|
| |
Skills
| People in this career often have these skills: |
- Coordination
Adjusting actions in relation to others' actions.
|
- Monitoring
Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
|
- Speaking
Talking to others to convey information effectively.
|
- 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.
|
- Service Orientation
Actively looking for ways to help people.
|
| More at O*NET |
|
|
| |
Interests
| People in this career often prefer these work environments: |
- Enterprising
Enterprising occupations frequently involve starting up and carrying out projects. These occupations can involve leading people and making many decisions. Sometimes they require risk taking and often deal with business.
|
- Conventional
Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow.
|
- Realistic
Realistic occupations frequently involve work activities that include practical, hands-on problems and solutions. They often deal with plants, animals, and real-world materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others.
|
| What are your interests? Take the O*NET Interest Profiler |
|
|
| |
Work Styles
| People in this career will do well at jobs that need: |
- Stress Tolerance
Job requires accepting criticism and dealing calmly and effectively with high-stress situations.
|
- Dependability
Job requires being reliable, responsible, and dependable, and fulfilling obligations.
|
- Cooperation
Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
|
- Self-Control
Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
|
- Leadership
Job requires a willingness to lead, take charge, and offer opinions and direction.
|
| More at O*NET |
|
|
| |
Other Resources
|
- CareerOneStop
resource for job seekers, students, businessess and career professionals
|
- O*NET Online
nation's primary source of occupational information
|
|
|
|
|
| |
| Related Occupations
|
| |
|
|
| Career Video
|
| |
Projected Employment
|
|
| Vermont |
| 2020 employment |
1,339 |
| 2030 employment |
1,750 |
Annual percent change
(compounded) |
2.7% |
Annual projected job openings
(due to change and separations) |
267 |
| More at Occupational Projections |
|
| | |
Education and Experience:
- Typical education needed for entry
High school diploma or equivalent
|
- Work experience in a related occupation
Less than 5 years
|
- Typical on-the-job training needed to attain competency
None
|
| Based on BLS Education and Training Classifications |
|
|
| |
Job Zone
| Some Preparation Needed |
- Specific Vocational Preparation Range
(4.0 to < 6.0) - A typical worker will require
over 3 months up to and including 1 year
of training to achieve average performance in this occupation.
|
| Based on O*Net Job Zones and SVP |
|
|
| |
Education Level
| How much education do most people in this career have? |
| Education level |  | Percent of
U.S. Workers |
Doctoral or professional degree
or post-MA certificate | | 0% |
Master's degree or
post-BA certificate | | 0% |
| Bachelor's degree | | 0% |
| Associate's degree | | 7% |
Certificate or some college,
no degree | | 12% |
High school diploma
or equivalent | | 44% |
| Less than high school diploma | | 37% |
| More at O*NET |
|
|
| |
Abilities
| People in this career often have talent in: |
- Oral Comprehension
The ability to listen to and understand information and ideas presented through spoken words and sentences.
|
- Oral Expression
The ability to communicate information and ideas in speaking so others will understand.
|
- Deductive Reasoning
The ability to apply general rules to specific problems to produce answers that make sense.
|
- 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 that there is a problem.
|
- Speech Clarity
The ability to speak clearly so others can understand you.
|
| More at O*NET |
|
|
| |
Work Activities
| In general, what you might do: |
- Getting Information
Observing, receiving, and otherwise obtaining information from all relevant sources.
|
- Training and Teaching Others
Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
|
- Making Decisions and Solving Problems
Analyzing information and evaluating results to choose the best solution and solve problems.
|
- Guiding, Directing, and Motivating Subordinates
Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.
|
- Identifying Objects, Actions, and Events
Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
|
| More at O*NET |
|
|
| |
Detailed Work Activities
| What you might do in a day: |
- Manage food service operations or parts of operations.
|
|
- Communicate with customers to resolve complaints or ensure satisfaction.
|
- Process customer bills or payments.
|
- Inspect facilities, equipment or supplies to ensure conformance to standards.
|
| More at O*NET |
|
|
| |
Tasks
| On the job, you would: |
- Perform various financial activities, such as cash handling, deposit preparation, and payroll.
|
- Resolve customer complaints regarding food service.
|
- Compile and balance cash receipts at the end of the day or shift.
|
- Present bills and accept payments.
|
- Inspect supplies, equipment, and work areas to ensure efficient service and conformance to standards.
|
| More at O*NET |
|
|
| |
|
