Quality Control Analysts

• Prepare information or documentation related to legal or regulatory matters.
• Prepare operational reports.
• Record research or operational data.
• Monitor operational procedures in technical environments to ensure conformance to standards.
• Inspect areas for compliance with sanitation standards.
• Test quality of materials or finished products.
• Interpret research or operational data.
• Evaluate new technologies or methods.
• Evaluate quality of materials or products.
• Train personnel in technical or scientific procedures.

• Working indoors in environmentally controlled conditions.
• Having face-to-face discussions.
• The importance of being accurate or exact.
• Wearing common protective or safety equipment such as safety shoes, glasses, gloves, hearing protection, hard hats, or life jackets.
• Working with a group or team.
• Exposure to contaminants (like gases or odors).
• Meeting strict deadlines.
• Exposure to hazardous conditions.
• Responsibility for others' health and safety.
• Freedom to make decisions without supervision.

• Science Technologies/Technicians, General

• Nuclear and Industrial Radiologic Technologies/Technicians
• Physical Science Technologies/Technicians
• Science Technologies/Technicians, General
• Science Technologies/Technicians, Other

Enrolling in a community college can be a great place to start your four-year degree. While all 31 Minnesota State community colleges, technical colleges and universities offer all or part of the Minnesota Transfer Curriculum (a 40-credit package of general education courses accepted for transfer to other state colleges and universities, the University of Minnesota, and some private colleges and universities), not all two-year colleges offer degrees intended to transfer to a four-year bachelor's degree.

If you plan to transfer to obtain a four-year bachelor's degree, it is important to know which degree path is right for you:

• Associate of Arts (AA) degrees offered at community colleges are designed to transfer into liberal arts four-year majors.
• Associate of Science (AS) and Associate of Fine Arts (AFA) degrees offered at community and technical colleges transfer into specific four-year majors and will likely require completing additional general education courses at a university.
• Associate of Applied Science (AAS) degrees offered at technical and community colleges are not designed to transfer. They lead to immediate entry into the workplace.
• Diplomas and certificates offered at technical colleges are not designed to transfer. They lead to immediate entry into the workplace.

Talk to a transfer specialist as early as possible to determine the best associate degree for your goals. Be sure to review your Degree Audit Report (DARS) each semester to best prepare for transfer. Get more help understanding transfer using the tools below.

• Visit Transferology to see if your courses will transfer.
• Search Articulation Agreements to find formal transfer agreements between schools.

• Controlling Quality—Conducting tests and inspections of products, services, or processes to evaluate quality or performance.
• Reading—Understanding written sentences and paragraphs in work related documents.
• 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.
• Monitoring Performance—Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
• Monitoring Equipment—Watching gauges, dials, or other indicators to make sure a machine is working properly.
• Speaking—Talking to others to convey information effectively.
• Thinking Critically—Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
• Solving Complex Problems—Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
• Writing—Communicating effectively in writing as appropriate for the needs of the audience.
• Learning New Things—Understanding the implications of new information for both current and future problem-solving and decision-making.

• Chemistry—Knowledge of the chemical composition, structure, and properties of substances and of the chemical processes and transformations that they undergo. This includes uses of chemicals and their interactions, danger signs, production techniques, and disposal m
• Computers and Electronics—Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
• Mathematics—Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
• Clerical—Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
• Production and Processing—Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods.
• English Language—Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
• Mechanical—Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
• Education and Training—Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
• 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.
• Public Safety and Security—Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.

• 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.
• Investigative—Investigative occupations frequently involve working with ideas, and require an extensive amount of thinking. These occupations can involve searching for facts and figuring out problems mentally.