| Arm-Hand Steadiness | The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position. |
| Auditory Attention | The ability to focus on a single source of sound in the presence of other distracting sounds. |
| Category Flexibility | The ability to generate or use different sets of rules for combining or grouping things in different ways. |
| Control Precision | The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions. |
| Deductive Reasoning | The ability to apply general rules to specific problems to produce answers that make sense. |
| Depth Perception | The ability to judge which of several objects is closer or farther away from you, or to judge the distance between you and an object. |
| Far Vision | The ability to see details at a distance. |
| Finger Dexterity | The ability to make precisely coordinated movements of the fingers of one or both hands to grasp, manipulate, or assemble very small objects. |
| 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. |
| Fluency of Ideas | The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity). |
| Hearing Sensitivity | The ability to detect or tell the differences between sounds that vary in pitch and loudness. |
| Inductive Reasoning | The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). |
| 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). |
| Manual Dexterity | The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects. |
| Mathematical Reasoning | The ability to choose the right mathematical methods or formulas to solve a problem. |
| Memorization | The ability to remember information such as words, numbers, pictures, and procedures. |
| Near Vision | The ability to see details at close range (within a few feet of the observer). |
| Number Facility | The ability to add, subtract, multiply, or divide quickly and correctly. |
| Oral Comprehension | The ability to listen to and understand information and ideas presented through spoken words and sentences. |
| Oral Expression | The ability to communicate information and ideas in speaking so others will understand. |
| Originality | The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem. |
| 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. |
| 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 there is a problem. |
| Selective Attention | The ability to concentrate on a task over a period of time without being distracted. |
| Speech Clarity | The ability to speak clearly so others can understand you. |
| Speech Recognition | The ability to identify and understand the speech of another person. |
| Speed of Closure | The ability to quickly make sense of, combine, and organize information into meaningful patterns. |
| Time Sharing | The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources). |
| Visual Color Discrimination | The ability to match or detect differences between colors, including shades of color and brightness. |
| Visualization | The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged. |
| Written Comprehension | The ability to read and understand information and ideas presented in writing. |
| Written Expression | The ability to communicate information and ideas in writing so others will understand. |
| Active Learning | Understanding the implications of new information for both current and future problem-solving and decision-making. |
| Active 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. |
| Complex Problem Solving | Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. |
| Coordination | Adjusting actions in relation to others' actions. |
| Critical Thinking | Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. |
| Equipment Selection | Determining the kind of tools and equipment needed to do a job. |
| Instructing | Teaching others how to do something. |
| Judgment and Decision Making | Considering the relative costs and benefits of potential actions to choose the most appropriate one. |
| Learning Strategies | Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. |
| Mathematics | Using mathematics to solve problems. |
| Operations Analysis | Analyzing needs and product requirements to create a design. |
| Quality Control Analysis | Conducting tests and inspections of products, services, or processes to evaluate quality or performance. |
| Reading Comprehension | Understanding written sentences and paragraphs in work related documents. |
| Technology Design | Generating or adapting equipment and technology to serve user needs. |
| Time Management | Managing one's own time and the time of others. |
| Troubleshooting | Determining causes of operating errors and deciding what to do about it. |
| Writing | Communicating effectively in writing as appropriate for the needs of the audience. |