| Important Core Job Duties (in order of importance) For the Top 5 most important - How can you build experience and skill doing these? This will help now, to begin preparing for this type of occupation. |
|
| Importance (%) | Description |
| Importance: 99 (%) | Description: Monitor and record food temperatures to ensure food safety. |
| Importance: 98 (%) | Description: Clean and inspect galley equipment, kitchen appliances, and work areas to ensure cleanliness and functional operation. |
| Importance: 96 (%) | Description: Cook foodstuffs according to menus, special dietary or nutritional restrictions, or numbers of portions to be served. |
| Importance: 94 (%) | Description: Clean, cut, and cook meat, fish, or poultry. |
| Importance: 93 (%) | Description: Rotate and store food supplies. |
| Importance: 86 (%) | Description: Train new employees. |
| Importance: 86 (%) | Description: Wash pots, pans, dishes, utensils, or other cooking equipment. |
| Importance: 85 (%) | Description: Apportion and serve food to facility residents, employees, or patrons. |
| Importance: 75 (%) | Description: Take inventory of supplies and equipment. |
| Importance: 74 (%) | Description: Direct activities of one or more workers who assist in preparing and serving meals. |
| Importance: 71 (%) | Description: Requisition food supplies, kitchen equipment, and appliances, based on estimates of future needs. |
| Importance: 69 (%) | Description: Bake breads, rolls, or other pastries. |
Associate Degree Entry Level Careers and Jobs
Explore Careers and Jobs Predominantly Filled by Those with an Associate's Degree or Less, having 1 year or less of work experience - All On One Page
Sorted by median annual U.S. salary, including % with Associate's Degree (or less), and % with 1 year experience (or less).
These entry-level roles are open to associate's degree graduates and offer a practical starting point for building experience and advancing. For recent graduates or career changers seeking their first role with a two-year degree. Compare starting salaries and degree-holder percentages, then access preparation resources built for new graduates.
Here is a short Helper Video
.
This page will take you through 4 steps, relative to an Associate's Degree, to (1) Select an entry-level career, (2) Find active job listings, (3) Prepare for the career you chose, and (4) Provide web resources specific to the career you chose.
Step 1: Select a Career: You will be presented with a listing of Associate's Degree entry-level careers. The list may be quite long. There are two ways you might like to use this list:
1) Filter - As you enter a word, you will filter (limit) the list of careers below
2) Browse the list (Don't Filter) - You can simply browse the list of careers. There may be many that you might never have considered. This may help you to discover entry-level careers that might be of interest.
Once you have identified a career of interest, simply click on it.
Step 2: Find a Job: After you have selected a career/job title above, you will see a form asking for your location. You will see several radio selection choices to utilize the job search site of your choice.
Step 3: Prepare For a Career: In this section you will gain access to detailed information to help you prepare for the career you selected. Information includes core and supplemental duties, general and specific work activities, knowledge required, essential and transferable skills required, day-in-the-life summaries, knowledge required, software skills required, preparation required, educational requirements, training and work experience required, local salary information, certifications, professional associations, current job listings for the job selected along with multiple similar job titles, and related careers (related to what they do, what they know, and what they're called).
Step 4: Career-Specific Resources (detailed and constantly updated): Continue to scroll down the page and you will find tabs that will provide detailed (updated) links to occupational information specific to the career you selected. This information includes:
Videos: Provides a listing of video links related to this career. A great way to get a quick overview of the occupation.
Resumes: Sources for resume materials and techniques. This can help to get you started.
Job Description: Sources that provide job descriptions, which are vital to resume and interview preparation.
Interviews: Provides links that can help you to prepare for and successfully complete the job interview.
Step by Step: Provides links to resources that can help to organize the career search process.
LinkedIn: One of the best professional social media sites that provides links, opportunities, and networking specifically for careers and career development.
Step 1 of 4: Select a Career
Leading Books About Associate Degree Jobs ![]()
What entry level jobs can you get with just an Associate's Degree? Scroll through the picklist (below). These are entry level careers (1 year or less work experience) related to the Associate's Degree level, with at least 30% of job holders having an Associate's Degree. - 426 specific careers are listed. Select those careers that may be of interest - you will then get links to matching active job listings, and detailed resources to help you prepare.
You can use this form two ways:
1) Enter a Keyword - As you enter a keyword, you will filter (limit) the listing to those occupations that contain the keyword entered
2) Browse the list (Don't enter a keyword) - You can simply browse the list of occupations. There may be many that you might never have considered. This may help you to discover jobs that might be of interest.
OR - leave blank and scroll through the choices:
Select a Job Title - Sorted by Annual Salary -(scroll and Select) :
Legend: Career Title Link / (% having Associate's Degree or less) / (% having less than 1 year experience) / (Median Annual U.S. Salary)
Step 2 of 4: Find a Job
Job Listings for: Cooks, Institution and Cafeteria.
Step 3 of 4: Prepare For a Career
Prepare for the "Cooks, Institution and Cafeteria" Career
The details below will provide a pathway to your specific job goal and help you to identify an appropriate career ladder.
Description: Prepare and cook large quantities of food for institutions, such as schools, hospitals, or cafeterias.
Please click on a section below to expand and see detailed occupational information related to "Cooks, Institution and Cafeteria":
U.S. Total Employment (2023):
394,600U.S. Total Employment (2033 est.):
421,500
Employment Change (2023-2033 est.):
27,000 (6.8%) Average Annual Job Openings (2023-2033 est.):
61,600
| Important Supplemental Job Duties (in order of importance)
For the Top 5 most important - How can you build experience and skill doing these? This will help now, to begin preparing for this type of occupation. |
|
| Importance (%) | Description |
| Importance: 64 (%) | Description: Compile and maintain records of food use and expenditures. |
| Importance: 59 (%) | Description: Monitor use of government food commodities to ensure that proper procedures are followed. |
| Importance: 58 (%) | Description: Plan menus that are varied, nutritionally balanced, and appetizing, taking advantage of foods in season and local availability. |
| Importance: 54 (%) | Description: Monitor menus and spending to ensure that meals are prepared economically. |
| Importance: 36 (%) | Description: Determine meal prices, based on calculations of ingredient prices. |
| Important General Work Activities (in order of importance)
For the Top 5 most important - How can you build experience and skill doing these? This will help now, to begin preparing for this type of occupation. |
|
| Importance (%) | Description |
| Importance: 80 (%) | Description: Getting Information: Observing, receiving, and otherwise obtaining information from all relevant sources. |
| Importance: 77 (%) | Description: Inspecting Equipment, Structures, or Materials: Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects. |
| Importance: 76 (%) | Description: Communicating with Supervisors, Peers, or Subordinates: Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. |
| Importance: 76 (%) | Description: Monitoring Processes, Materials, or Surroundings: Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. |
| Importance: 75 (%) | Description: Organizing, Planning, and Prioritizing Work: Developing specific goals and plans to prioritize, organize, and accomplish your work. |
| Importance: 75 (%) | Description: Identifying Objects, Actions, and Events: Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. |
| Importance: 74 (%) | Description: Assisting and Caring for Others: Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients. |
| Importance: 73 (%) | Description: 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. |
| Importance: 73 (%) | Description: Establishing and Maintaining Interpersonal Relationships: Developing constructive and cooperative working relationships with others, and maintaining them over time. |
| Importance: 71 (%) | Description: Making Decisions and Solving Problems: Analyzing information and evaluating results to choose the best solution and solve problems. |
| Importance: 71 (%) | Description: Performing General Physical Activities: Performing general physical activities includes doing activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling materials. |
| Importance: 68 (%) | Description: Processing Information: Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. |
| Importance: 68 (%) | Description: Judging the Qualities of Objects, Services, or People: Assessing the value, importance, or quality of things or people. |
| Importance: 67 (%) | Description: Handling and Moving Objects: Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things. |
| Importance: 67 (%) | Description: Training and Teaching Others: Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. |
| Importance: 66 (%) | Description: Coordinating the Work and Activities of Others: Getting members of a group to work together to accomplish tasks. |
| Importance: 64 (%) | Description: Analyzing Data or Information: Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. |
| Importance: 64 (%) | Description: Updating and Using Relevant Knowledge: Keeping up-to-date technically and applying new knowledge to your job. |
| Importance: 63 (%) | Description: 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. |
| Importance: 63 (%) | Description: Documenting/Recording Information: Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. |
| Importance: 62 (%) | Description: Scheduling Work and Activities: Scheduling events, programs, and activities, as well as the work of others. |
| Importance: 62 (%) | Description: Controlling Machines and Processes: Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles). |
| Importance: 61 (%) | Description: Interpreting the Meaning of Information for Others: Translating or explaining what information means and how it can be used. |
| Importance: 60 (%) | Description: Resolving Conflicts and Negotiating with Others: Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others. |
| Important Specific Work Activities
How can you begin to build experience and skill doing these? This will help now, to begin preparing for this type of occupation. Specific Work Activities appear below: |
|
| Clean food preparation areas, facilities, or equipment. | |
| Clean tableware. | |
| Cook foods. | |
| Coordinate activities of food service staff. | |
| Cut cooked or raw foods. | |
| Determine prices for menu items. | |
| Inspect facilities, equipment or supplies to ensure conformance to standards. | |
| Maintain food, beverage, or equipment inventories. | |
| Monitor food services operations to ensure procedures are followed. | |
| Move equipment, supplies or food to required locations. | |
| Order materials, supplies, or equipment. | |
| Plan menu options. | |
| Prepare breads or doughs. | |
| Prepare foods for cooking or serving. | |
| Record operational or production data. | |
| Serve food or beverages. | |
| Store supplies or goods in kitchens or storage areas. | |
| Train food preparation or food service personnel. | |
| Knowledge Required (in order of importance)
For the Top 5 most important - How can you build experience and skill doing these? This will help now, to begin preparing for this type of occupation. |
|
| Importance (%) | Description |
| Importance: 71 (%) | Description: English Language: Knowledge of the structure and content of the English language including the meaning and spelling of words, and rules of composition and grammar. |
| Importance: 70 (%) | Description: Food Production: Knowledge of techniques and equipment for planting, growing, and harvesting food products (both plant and animal) for consumption, including storage/handling techniques. |
| Importance: 70 (%) | Description: 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. |
| Importance: 69 (%) | Description: Mathematics: Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. |
| Importance: 65 (%) | Description: 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. |
| Importance: 60 (%) | Description: Production and Processing: Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods. |
| Essential Skills (in order of importance)
These are the foundational skills most central to success in this occupation. For the Top 5 most important, how can you begin building experience and confidence using these skills now? |
|
| Importance (%) | Description |
| Importance: 52 (%) | Description: Speaking: Talking to others to convey information effectively. |
| Importance: 52 (%) | Description: Monitoring: Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
| Transferable Skills (in order of importance)
These are skills that can transfer across occupations and industries. For the Top 5 most important, how can you strengthen these skills now so they support both this career and future career flexibility? |
|
| Importance (%) | Description |
| Importance: 52 (%) | Description: Service Orientation: Actively looking for ways to help people. |
| Importance: 52 (%) | Description: Operations Monitoring: Watching gauges, dials, or other indicators to make sure a machine is working properly. |
| Importance: 52 (%) | Description: Quality Control Analysis: Conducting tests and inspections of products, services, or processes to evaluate quality or performance. |
| Importance: 52 (%) | Description: Judgment and Decision Making: Considering the relative costs and benefits of potential actions to choose the most appropriate one. |
| Day-in-the-Life Summaries These summaries show the main types of activities you are likely to perform on a regular basis in this occupation. How can you imagine your typical workday — using these examples to see if this type of work fits you? |
| Activity: Clean tools, equipment, facilities, or work areas. |
| Activity: Clean workpieces, finished products, or other objects. |
| Activity: Determine values or prices of goods or services. |
| Activity: Develop recipes or menus. |
| Activity: Direct organizational operations, activities, or procedures. |
| Activity: Inspect facilities or equipment. |
| Activity: Maintain operational records. |
| Activity: Monitor operations to ensure adequate performance. |
| Activity: Move materials, equipment, or supplies. |
| Activity: Prepare foods or beverages. |
| Activity: Provide food or beverage services. |
| Activity: Purchase goods or services. |
| Activity: Replenish inventories of materials, equipment, or products. |
| Activity: Stock supplies or products. |
| Activity: Train others on operational or work procedures. |
|
Software Skills These are examples of software tools commonly used in this occupation, organized from most to least important for your career preparation. How can you start learning or practicing the highest-priority tools so that you feel confident using them on the job? |
| Emerging Tech Skills |
| Spreadsheet software: |
| Microsoft Excel |
| Word processing software: |
| Microsoft Word |
| General Software Tools |
| Analytical or scientific software: |
| GNOME Gnutrition |
| Data base user interface and query software: |
| Meals Plus |
| Point of sale POS software: |
| PCS Revenue Control Systems FASTRAK School Meal Software |
| Spreadsheet software: |
| IBM Lotus 1-2-3 |
| Preparation Required - How much preparation is needed to obtain this type of job? |
| Job Zone 1-2: Very Little to Some Preparation Needed |
| Some occupations may need little or no previous experience; others require several months to a year of experience. For example, landscaping and groundskeeping workers might require very little training or previous experience, while agricultural equipment operators can benefit from on-the job training. |
| Usually requires a high school diploma or GED, though some occupations may not. |
| Ranges from a few days to one year of on-the-job training. |
| These occupations involve following instructions and often involve using your knowledge and skills to help others. Examples include dishwashers, landscaping and groundskeeping workers, counter and rental clerks, dental laboratory technicians, and security guards. |
| Education Required - by frequency of educational attainment This shows you details about the level of education most commonly held by workers in this occupation. How can you begin planning the educational pathway that will prepare you best for this type of work? |
|
| Frequency of Attainment (%) | Level of Education |
| Frequency of Attainment: 71.1 (%) | Level of Education: High School Diploma - or the equivalent (for example, GED) |
| Frequency of Attainment: 14.2 (%) | Level of Education: Post-Secondary Certificate - awarded for training completed after high school (for example, in agriculture or natural resources, computer services, personal or culinary services, engineering technologies, healthcare, construction trades, mechanic and repair technologies, or precision production) |
| Frequency of Attainment: 6.8 (%) | Level of Education: Bachelor's Degree |
| Frequency of Attainment: 5.9 (%) | Level of Education: Some College Courses |
| Frequency of Attainment: 1.9 (%) | Level of Education: Less than a High School Diploma |
| Frequency of Attainment: 0.1 (%) | Level of Education: Associate's Degree (or other 2-year degree) |
| Training and Experience Required - by frequency of training and work experience attainment This section shows you how often different types of training and work experience are required for this occupation. How can you start gaining the kinds of experience and training that are most common for this type of work? |
|
| Frequency of Attainment (%) | Level of Training and Work Experience |
| Frequency of Attainment: 25.9 (%) | Level of Training and Work Experience: Over 1 year, up to and including 2 years |
| Frequency of Attainment: 22.8 (%) | Level of Training and Work Experience: Up to and including 1 month |
| Frequency of Attainment: 20.6 (%) | Level of Training and Work Experience: None |
| Frequency of Attainment: 9.7 (%) | Level of Training and Work Experience: Over 2 years, up to and including 4 years |
| Frequency of Attainment: 7.9 (%) | Level of Training and Work Experience: Over 1 month, up to and including 3 months |
| Frequency of Attainment: 7.0 (%) | Level of Training and Work Experience: Over 6 months, up to and including 1 year |
| Frequency of Attainment: 6.1 (%) | Level of Training and Work Experience: Over 3 months, up to and including 6 months |
| Frequency of Attainment: 0.1 (%) | Level of Training and Work Experience: Over 4 years, up to and including 6 years |
| Certifications These are examples of certifications that may be important for this occupation. How can you begin exploring which certifications fit your goals and what steps you would need to take to earn them? |
|
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|
Certified Culinarian | |
|
Certified Fundamentals Pastry Cook | |
|
Certified Pastry Culinarian | |
Step 4 of 4: Career-Specific Resources (detailed and constantly updated)
This section contains detailed resources appropriate to "Cooks, Institution and Cafeteria". Explore these resources to start learning more. Links are constantly updated, so bookmark this page.
Here is a listing of videos related to this career. A great way to get a quick overview of the occupation.
Here are resources that allow you to see example resumes for this occupation. It may be helpful to see examples from others who have this type of experience.
Here are resources that provide job descriptions, which are vital for resume and interview preparation.
There are many great resources that can help guide you through the interview process. These links provide help in preparing and performing an effective interview, specific to this occupation.
Here are links to help guide you, step-by-step, to become a(n): Cooks, Institution and Cafeteria
Here are links to various posts and groups from LinkedIn ® that relate to this occupation. Great way to start building professional contacts in the field that might be most appropriate for you.
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