Summary for:
Statement ClerksDescription:
Prepare and distribute bank statements to customers, answer inquiries, and reconcile discrepancies in records and accounts.Sample of reported job titles:
Sample of reported job titles: Data Processor, Statement Clerk, Statement Distribution Clerk, Statement Services Representative, Data Entry Clerk, Item Processing Clerk, Statement Processor, Reconciling Clerk
Tasks | Knowledge | Skills | Abilities | Activites | Experience | Example | Education | Work Style | Work Values | Related Jobs | Wage | Employment | Expected Growth | Expected Need
Tasks:
- Encode and cancel checks, using bank machines.
- Take orders for imprinted checks.
- Compare previously prepared bank statements with canceled checks, and reconcile discrepancies.
- Verify signatures and required information on checks.
- Post stop-payment notices in order to prevent payment of protested checks.
- Maintain files of canceled checks and customers' signatures.
- Match statements with batches of canceled checks by account numbers.
- Weigh envelopes containing statements in order to determine correct postage and affix postage using stamps or metering equipment.
- Load machines with statements, cancelled checks, and envelopes in order to prepare statements for distribution to customers, or stuff envelopes by hand.
- Retrieve checks returned to customers in error, adjusting customer accounts and answering inquiries about errors as necessary.
Knowledge:
| Oral Comprehension ó The ability to listen to and understand information and ideas presented through spoken words and sentences. |
| Near Vision ó The ability to see details at close range (within a few feet of the observer). |
| Problem Sensitivity ó The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem. |
| Information Ordering ó 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). |
| Speech Clarity ó The ability to speak clearly so others can understand you. |
| Oral Expression ó The ability to communicate information and ideas in speaking so others will understand. |
| Speech Recognition ó The ability to identify and understand the speech of another person. |
| Written Comprehension ó The ability to read and understand information and ideas presented in writing. |
| Selective Attention ó The ability to concentrate on a task over a period of time without being distracted. |
| Deductive Reasoning ó The ability to apply general rules to specific problems to produce answers that make sense. |
Skills:
| Getting Information ó Observing, receiving, and otherwise obtaining information from all relevant sources. |
| Processing Information ó Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. |
| Interacting With Computers ó Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. |
| Organizing, Planning, and Prioritizing Work ó Developing specific goals and plans to prioritize, organize, and accomplish your work. |
| Performing Administrative Activities ó Performing day-to-day administrative tasks such as maintaining information files and processing paperwork. |
| Updating and Using Relevant Knowledge ó Keeping up-to-date technically and applying new knowledge to your job. |
| Communicating with Supervisors, Peers, or Subordinates ó Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. |
| Evaluating Information to Determine Compliance with Standards ó Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards. |
| Interpreting the Meaning of Information for Others ó Translating or explaining what information means and how it can be used. |
| Analyzing Data or Information ó identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. |
Abilities:
| Spend Time Sitting ó How much does this job require sitting? |
| Time Pressure ó How often does this job require the worker to meet strict deadlines? |
| Importance of Repeating Same Tasks ó 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? |
| Telephone ó How often do you have telephone conversations in this job? |
| Importance of Being Exact or Accurate ó How important is being very exact or highly accurate in performing this job? |
| Structured versus Unstructured Work ó To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals? |
| Face-to-Face Discussions ó How often do you have to have face-to-face discussions with individuals or teams in this job? |
| Spend Time Making Repetitive Motions ó How much does this job require making repetitive motions? |
| Freedom to Make Decisions ó How much decision making freedom, without supervision, does the job offer? |
| Contact With Others ó 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? |
Work Activities:
| Title | Job Zone Two: Some Preparation Needed |
| Overall Experience | Some previous work-related skill, knowledge, or experience may be helpful in these occupations, but usually is not needed. For example, a teller might benefit from experience working directly with the public, but an inexperienced person could still learn to be a teller with little difficulty. |
| Job Training | Employees in these occupations need anywhere from a few months to one year of working with experienced employees. |
| Job Zone Examples | These occupations often involve using your knowledge and skills to help others. Examples include sheet metal workers, forest fire fighters, customer service representatives, pharmacy technicians, salespersons (retail), and tellers. |
| SVP Range | (4.0 to < 6.0) |
| Education | These occupations usually require a high school diploma and may require some vocational training or job-related course work. In some cases, an associate's or bachelor's degree could be needed. |
Work Style:
| 43-3061.00 | Procurement Clerks |
| 43-4031.02 | Municipal Clerks |
| 43-4041.01 | Credit Authorizers |
| 43-4141.00 | New Accounts Clerks |
| 43-5081.04 | Order Fillers, Wholesale and Retail Sales |
| 43-9041.01 | Insurance Claims Clerks |
| 43-9051.00 | Mail Clerks and Mail Machine Operators, Except Postal Service |
| 43-9061.00 | Office Clerks, General  |
Slower than average (3% to 6%)