Does this career fit your work personality?
Begin The Career Assessment Test
?
?
?
?
Coordinate, regulate, or distribute electricity or steam.
Concentration skills. Power plant operators, distributors, and dispatchers must be careful, attentive, and persistent. They must be able to concentrate on a task, such as monitoring the temperature of reactors over a certain length of time, without being distracted.
Detail oriented. Power plant operators, distributors, and dispatchers must monitor complex controls and intricate machinery to ensure that everything is operating properly.
Dexterity. Power plant operators, distributors, and dispatchers must use precise and repeated motions when working in a control room.
Mechanical skills. Power plant operators, distributors, and dispatchers must know how to work with machines and use tools. They must be familiar with how to operate, repair, and maintain equipment.
Problem-solving skills. Power plant operators, distributors, and dispatchers must find and quickly solve problems that arise with equipment or controls.
| A3 | Your Strengths | Importance |
Characteristics of this Career |
|---|---|---|---|
|
|
89% | Dependability - Job requires being reliable, responsible, and dependable, and fulfilling obligations. | |
|
|
88% | Attention to Detail - Job requires being careful about detail and thorough in completing work tasks. | |
|
|
82% | Stress Tolerance - Job requires accepting criticism and dealing calmly and effectively with high-stress situations. | |
|
|
81% | Self-Control - Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. | |
|
|
79% | Integrity - Job requires being honest and ethical. | |
|
|
77% | Persistence - Job requires persistence in the face of obstacles. | |
|
|
75% | Analytical Thinking - Job requires analyzing information and using logic to address work-related issues and problems. | |
|
|
75% | Achievement/Effort - Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. | |
|
|
74% | Adaptability/Flexibility - Job requires being open to change (positive or negative) and to considerable variety in the workplace. | |
|
|
74% | Initiative - Job requires a willingness to take on responsibilities and challenges. | |
|
|
72% | Cooperation - Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. | |
|
|
69% | Independence - Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done. | |
|
|
65% | Concern for Others - Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. | |
|
|
64% | Leadership - Job requires a willingness to lead, take charge, and offer opinions and direction. | |
|
|
57% | Innovation - Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. |
| A3 | Your Strengths | Importance |
Strengths |
|---|---|---|---|
|
|
95% | Realistic - Work involves designing, building, or repairing of equipment, materials, or structures, engaging in physical activity, or working outdoors. Realistic occupations are often associated with engineering, mechanics and electronics, construction, woodworking, transportation, machine operation, agriculture, animal services, physical or manual labor, athletics, or protective services. | |
|
|
67% | Investigative - Work involves studying and researching non-living objects, living organisms, disease or other forms of impairment, or human behavior. Investigative occupations are often associated with physical, life, medical, or social sciences, and can be found in the fields of humanities, mathematics/statistics, information technology, or health care service. | |
|
|
56% | Conventional - Work involves following procedures and regulations to organize information or data, typically in a business setting. Conventional occupations are often associated with office work, accounting, mathematics/statistics, information technology, finance, or human resources. |
| A3 | Your Strengths | Importance |
Values of the Work Environment |
|---|---|---|---|
|
|
83% | Support - Occupations that satisfy this work value offer supportive management that stands behind employees. Corresponding needs are Company Policies, Supervision: Human Relations and Supervision: Technical. | |
|
|
67% | Independence - Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. | |
|
|
61% | Working Conditions - Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions. | |
|
|
61% | Relationships - Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service. | |
|
|
56% | Achievement - Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement. |
| A3 | Your Strengths | Importance |
Abilities | Cognitive, Physical, Personality |
|---|---|---|---|
|
|
75% | Oral Comprehension - The ability to listen to and understand information and ideas presented through spoken words and sentences. | |
|
|
75% | 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. | |
|
|
75% | Oral Expression - The ability to communicate information and ideas in speaking so others will understand. | |
|
|
72% | Inductive Reasoning - The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). | |
|
|
72% | Written Comprehension - The ability to read and understand information and ideas presented in writing. | |
|
|
72% | Near Vision - The ability to see details at close range (within a few feet of the observer). | |
|
|
69% | Deductive Reasoning - The ability to apply general rules to specific problems to produce answers that make sense. | |
|
|
66% | Written Expression - The ability to communicate information and ideas in writing so others will understand. | |
|
|
60% | 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). | |
|
|
56% | 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. | |
|
|
56% | 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. | |
|
|
56% | Speech Clarity - The ability to speak clearly so others can understand you. | |
|
|
53% | Speech Recognition - The ability to identify and understand the speech of another person. |
| A3 | Your Strengths | Importance |
Skills | Cognitive, Physical, Personality |
|---|---|---|---|
|
|
54% | Critical Thinking - Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. | |
|
|
52% | Reading Comprehension - Understanding written sentences and paragraphs in work-related documents. | |
|
|
52% | Coordination - Adjusting actions in relation to others' actions. |
| A3 | Your Strengths | Importance |
Attributes & Percentage of Time Spent |
|---|---|---|---|
|
|
93% | Impact of Decisions on Co-workers or Company Results - What results do your decisions usually have on other people or the image or reputation or financial resources of your employer? | |
|
|
93% | Frequency of Decision Making - How frequently is the worker required to make decisions that affect other people, the financial resources, and/or the image and reputation of the organization? | |
|
|
91% | Face-to-Face Discussions - How often do you have to have face-to-face discussions with individuals or teams in this job? | |
|
|
88% | Freedom to Make Decisions - How much decision making freedom, without supervision, does the job offer? | |
|
|
88% | Importance of Being Exact or Accurate - How important is being very exact or highly accurate in performing this job? | |
|
|
88% | Contact With Others - How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it? | |
|
|
87% | Responsible for Others' Health and Safety - How much responsibility is there for the health and safety of others in this job? | |
|
|
87% | Coordinate or Lead Others - How important is it to coordinate or lead others in accomplishing work activities in this job? | |
|
|
86% | Telephone - How often do you have telephone conversations in this job? | |
|
|
85% | Work With Work Group or Team - How important is it to work with others in a group or team in this job? | |
|
|
85% | Responsibility for Outcomes and Results - How responsible is the worker for work outcomes and results of other workers? | |
|
|
82% | Importance of Repeating Same Tasks - How important is repeating the same physical activities (e.g., key entry) or mental activities (e.g., checking entries in a ledger) over and over, without stopping, to performing this job? | |
|
|
82% | Consequence of Error - How serious would the result usually be if the worker made a mistake that was not readily correctable? | |
|
|
80% | Time Pressure - How often does this job require the worker to meet strict deadlines? | |
|
|
76% | Deal With External Customers - How important is it to work with external customers or the public in this job? | |
|
|
73% | Structured versus Unstructured Work - To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals? | |
|
|
70% | Spend Time Sitting - How much does this job require sitting? | |
|
|
70% | Electronic Mail - How often do you use electronic mail in this job? | |
|
|
66% | Physical Proximity - To what extent does this job require the worker to perform job tasks in close physical proximity to other people? | |
|
|
65% | Indoors, Environmentally Controlled - How often does this job require working indoors in environmentally controlled conditions? | |
|
|
61% | Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls - How much does this job require using your hands to handle, control, or feel objects, tools or controls? | |
|
|
58% | Sounds, Noise Levels Are Distracting or Uncomfortable - How often does this job require working exposed to sounds and noise levels that are distracting or uncomfortable? | |
|
|
58% | Spend Time Making Repetitive Motions - How much does this job require making repetitive motions? | |
|
|
56% | Letters and Memos - How often does the job require written letters and memos? | |
|
|
53% | In an Enclosed Vehicle or Equipment - How often does this job require working in a closed vehicle or equipment (e.g., car)? | |
|
|
70% | Duration of Typical Work Week - Number of hours typically worked in one week. |
| A3 | Your Strengths | Importance |
Tasks & Values |
|---|---|---|---|
|
|
91% | Getting Information - Observing, receiving, and otherwise obtaining information from all relevant sources. | |
|
|
86% | Making Decisions and Solving Problems - Analyzing information and evaluating results to choose the best solution and solve problems. | |
|
|
84% | Monitoring Processes, Materials, or Surroundings - Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. | |
|
|
84% | Identifying Objects, Actions, and Events - Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. | |
|
|
82% | Inspecting Equipment, Structures, or Materials - Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects. | |
|
|
79% | Working with Computers - Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. | |
|
|
79% | Communicating with Supervisors, Peers, or Subordinates - Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. | |
|
|
78% | Evaluating Information to Determine Compliance with Standards - Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards. | |
|
|
77% | Processing Information - Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. | |
|
|
71% | Documenting/Recording Information - Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. | |
|
|
71% | Updating and Using Relevant Knowledge - Keeping up-to-date technically and applying new knowledge to your job. | |
|
|
70% | Coordinating the Work and Activities of Others - Getting members of a group to work together to accomplish tasks. | |
|
|
69% | Analyzing Data or Information - Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. | |
|
|
67% | Establishing and Maintaining Interpersonal Relationships - Developing constructive and cooperative working relationships with others, and maintaining them over time. | |
|
|
62% | Training and Teaching Others - Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. | |
|
|
61% | Organizing, Planning, and Prioritizing Work - Developing specific goals and plans to prioritize, organize, and accomplish your work. | |
|
|
61% | Interpreting the Meaning of Information for Others - Translating or explaining what information means and how it can be used. | |
|
|
61% | Communicating with People Outside the Organization - Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail. | |
|
|
61% | Judging the Qualities of Objects, Services, or People - Assessing the value, importance, or quality of things or people. | |
|
|
60% | Coaching and Developing Others - Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. | |
|
|
59% | Controlling Machines and Processes - Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles). | |
|
|
59% | Estimating the Quantifiable Characteristics of Products, Events, or Information - Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity. | |
|
|
58% | Scheduling Work and Activities - Scheduling events, programs, and activities, as well as the work of others. | |
|
|
55% | Thinking Creatively - Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. | |
|
|
55% | Developing and Building Teams - Encouraging and building mutual trust, respect, and cooperation among team members. | |
|
|
53% | Performing for or Working Directly with the Public - Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests. | |
|
|
52% | Developing Objectives and Strategies - Establishing long-range objectives and specifying the strategies and actions to achieve them. |
Power plant operators, distributors, and dispatchers control the systems that generate and distribute electric power.
Power plant operators, distributors, and dispatchers typically do the following:
Electricity is one of our nation’s most vital resources. Power plant operators, distributors, and dispatchers control power plants and the flow of electricity from plants to substations, which distribute electricity to businesses, homes, and factories. Electricity is generated from many sources, including coal, gas, nuclear energy, hydroelectric energy (from water sources), wind, and solar power.
Nuclear power reactor operators control nuclear reactors. They adjust control rods, which affect how much electricity a reactor generates. They monitor reactors, turbines, generators, and cooling systems, adjusting controls as necessary. Operators start and stop equipment and record the data produced. They also respond to abnormalities, determine the causes, and take corrective action.
Power distributors and dispatchers, also known as systems operators, control the flow of electricity as it travels from generating stations to substations and users. In exercising such control, they monitor and operate current converters, voltage transformers, and circuit breakers over a network of transmission and distribution lines. They prepare and issue switching orders to route electrical currents around areas that need maintenance or repair. They detect and respond to emergencies, such as transformer or transmission line failures, which can cause cascading power outages over the network. They may work with plant operators to troubleshoot electricity generation issues.
Power plant operators control, operate, and maintain machinery to generate electricity. They use control boards to distribute power among generators and regulate the output of several generators. They monitor instruments to maintain voltage and electricity flows from the plant to meet fluctuating consumer demand throughout the day.
Power plant operators, distributors, and dispatchers held about 47,300 jobs in 2022. Employment in the detailed occupations that make up power plant operators, distributors, and dispatchers was distributed as follows:
| Power plant operators | 32,200 |
| Power distributors and dispatchers | 9,600 |
| Nuclear power reactor operators | 5,500 |
The largest employers of power plant operators, distributors, and dispatchers were as follows:
| Utilities | 73% |
| Government | 16 |
Operators, distributors, and dispatchers who work in control rooms generally sit or stand at a control station. The work requires constant attention. Workers also may do rounds, checking equipment and doing other work outside the control room. Transmission stations and substations where distributors and dispatchers work are typically in locations that are separate from the generating station where power plant operators work.
Because power transmission is both vitally important and sensitive to attack, security is a major concern for utility companies. Nuclear power plants and transmission stations have especially high security, and employees work in secure environments.
Because electricity is provided around the clock, operators, distributors, and dispatchers usually work rotating 8- or 12-hour shifts. Work on rotating shifts can be stressful and tiring because of the constant changes in living and sleeping patterns.
Power plant operators, distributors, and dispatchers typically need a high school diploma or equivalent combined with extensive on-the-job training, which may include a combination of classroom and hands-on training. Many jobs require a background check and screenings for drugs and alcohol.
Nuclear power reactor operators also need a license.
Many companies require prospective workers to take the Power Plant Maintenance and Plant Operator exams from the Edison Electrical Institute to see if they have the right aptitudes for this work. These tests measure reading comprehension, understanding of mechanical concepts, spatial ability, and mathematical ability.
Power plant operators, distributors, and dispatchers typically need at least a high school diploma or equivalent. However, employers may prefer workers who have a college or vocational school degree.
Employers generally look for people with strong math and science backgrounds for these highly technical jobs. Understanding electricity and math, especially algebra and trigonometry, is important.
Power plant operators and dispatchers undergo rigorous, long-term on-the-job training and technical instruction. Several years of onsite training and experience are necessary for a worker to become fully qualified. Even fully qualified operators and dispatchers must take regular training courses to keep their skills up to date.
Nuclear power reactor operators usually start working as equipment operators or auxiliary operators, helping more experienced workers operate and maintain the equipment while learning the basics of how to operate the power plant.
Along with this extensive on-the-job training, nuclear power plant operators typically receive formal technical training to prepare for the license exam from the U.S. Nuclear Regulatory Commission (NRC). Once licensed, operators are authorized to control equipment that affects the power of the reactor in a nuclear power plant. Operators continue frequent onsite training, which familiarizes them with new monitoring systems that provide operators better real-time information regarding the plant.
Nuclear power reactor operators must be licensed through the NRC. They typically begin working in nuclear power plants as unlicensed operators, where they gain the required knowledge and experience to start the licensing process. To become licensed, operators must meet training and experience requirements, pass a medical exam, and pass the NRC licensing exam. To keep their license, operators must pass a plant-operating exam each year, pass a medical exam every 2 years, and apply for renewal of their license every 6 years. Licenses cannot be transferred between plants, so an operator must get a new license to work in another facility.
Power plant operators who do not work at a nuclear power reactor may be licensed as engineers or firefighters by state licensing boards. Requirements vary by state and depend on the specific job functions that the operator performs.
Power plant operators, distributors, and dispatchers who are in positions which could affect the power grid may need to be certified through the North American Electric Reliability Corporation’s System Operator Certification Program.
With sufficient education, training and experience, power plant distributors and dispatchers can become shift supervisors, trainers, or consultants.
Licensed nuclear power plant operators can then advance to senior reactor operators, who supervise the operation of all controls in the control room. Senior reactor operators also may become plant managers or licensed operator instructors.
Overall employment of power plant operators, distributors, and dispatchers is projected to decline 10 percent from 2022 to 2032.
Despite declining employment, about 3,200 openings for power plant operators, distributors, and dispatchers are projected each year, on average, over the decade. All of those openings are expected to result from the need to replace workers who transfer to other occupations or exit the labor force, such as to retire.
Although electricity use is expected to increase, technological advances and greater efficiency are expected to reduce employment in these occupations. Projected employment varies by occupation (see table).
Power plants are becoming more efficient and, in many cases, have higher electricity-generating capacity. Modernized control rooms in power plants also will provide workers with more information and will automate some tasks. As a result, power plant operators will be more efficient, which limits the opportunity for new jobs.
Similarly, efficiency gains are expected to impact nuclear power reactor operators’ employment. Nuclear power faces steep competition from renewable energy sources, making new, traditional reactors less attractive as many of the existing reactors reach the end of their lifecycles.
Employment of power distributors and dispatchers is projected to decline due to advances in smart-grid technology. Some dispatcher tasks, such as rerouting power during an outage, lend themselves to automation. However, some distributors and dispatchers will still be needed to manage the complex electrical grid.
For more information about power plant operators, nuclear power reactor operators, and power plant distributors and dispatchers, visit
American Public Power Association
Center for Energy Workforce Development
International Brotherhood of Electrical Workers
For more information on nuclear power reactor operators, including licensing, visit
U.S. Nuclear Regulatory Commission
For information on certification for power distributors and dispatchers, visit
This table shows a list of occupations with job duties that are similar to those of power plant operators, distributors, and dispatchers.
| Occupation | Job Duties | Entry-Level Education | Median Annual Pay, May 2022 | |
|---|---|---|---|---|
|
Water and Wastewater Treatment Plant and System Operators |
Water and wastewater treatment plant and system operators manage a system of machines to transfer or treat water or wastewater. |
High school diploma or equivalent | $51,600 |
|
Stationary Engineers and Boiler Operators |
Stationary engineers and boiler operators control stationary engines, boilers, or other mechanical equipment. |
High school diploma or equivalent | $67,120 |
|
Construction Equipment Operators |
Construction equipment operators drive, maneuver, or control the heavy machinery used to construct roads, buildings, and other structures. |
High school diploma or equivalent | $51,050 |
|
Electricians |
Electricians install, maintain, and repair electrical power, communications, lighting, and control systems. |
High school diploma or equivalent | $60,240 |
|
Electrical and Electronics Installers and Repairers |
Electrical and electronics installers and repairers install or repair a variety of electrical equipment. |
See How to Become One | $64,190 |
|
Electrical Power-Line Installers and Repairers |
Electrical power-line installers and repairers install or repair cables or wires used in electrical power or distribution systems. |
High school diploma or equivalent | $82,340 |
|
Hazardous Materials Removal Workers |
Hazardous materials removal workers identify and dispose of harmful substances such as asbestos, lead, and radioactive waste. |
High school diploma or equivalent | $46,690 |
|
Nuclear Technicians |
Nuclear technicians assist physicists, engineers, and other professionals in nuclear research and nuclear energy production. |
Associate's degree | $100,420 |