PSYCHOLOGY IN VOCATIONAL GUIDANCE	155
abilities are found to be employed in almost any occupation. Perhaps
the proper conclusion to draw from such studies is that significant
inferiority to the occupational average on any ability constitutes a
handicap that at least should be recognized by the individual concerned.
It is obvious from the data here presented, which are typical of
what data exist, that too fev occupations have been studied by too
few tests to make occupational ability patterns useful in vocational
guidance. In addition, patterns overlap; they are not constant for all
locations of the same occupation (see Fig. 28) ; and they change with
variations of labor supply. The vocational guidance counselor must
look elsewhere for a more helpful means of vocational analysis.
the MiiraESOTA. occupational rating scales
The fact that a sufficient number of occupations has not been
scientifically analyzed does not reduce the practical need in vocational
counseling for a knowledge of the specific requirements of a wide range
of occupations. Belatively, in general terms, how much intelligence
is required to be a draftsman, for example? How much clerical
ability is required to be a successful small business executive? How
much mechanical ability should a landscape gardener have? So far,
these and similar questions can be answered only by the " polled judg-
ments of vocational psychologists.^7' The Minnesota, Occupational
Rating Scales list the minimum levels of six human abilities necessary
for success in 430 occupations. The six human abilities have been
stated earlier in this chapter. There are four levels described for each
of the six abilities. The four levels of academic ability, for example,
are described as follows:
Level A (Professional, Semiprofessional, and Executive Occupations)
Requires superior abstract intelligence with training equivalent to college
graduation from a first-class institution, or to two or three years of college, or
to that of an executive of a moderately large business. Ability for creative
and directive work is implied. Includes top decile in general population*
Examples: Lawyer, college president, president of a large manufacturing
concern, executive of a moderately large business, veterinary doctor, high-
school teacher, etc.
Level B (Technical, Clerical, Supervisory Occupations) Requires high
average abstract intelligence equivalent to high-school graduation and/or
technical school or junior college. Includes 76 to 90 percentiie.
Examples: Minor executive (foreman, department heads) or MgHy
technical "work often involving dealing with, abstract classifications and
details, such as railroad clerks, some retail dealers, photographers, telegraphers,
shop f oremettj stenographers, etc*