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In a gaming establishment, conduct financial transactions for patrons. May reconcile daily summaries of transactions to balance books. Accept patron's credit application and verify credit references to provide check-cashing authorization or to establish house credit accounts. May sell gambling chips, tokens, or tickets to patrons, or to other workers for resale to patrons. May convert gaming chips, tokens, or tickets to currency upon patron's request. May use a cash register or computer to record transaction. Sample of reported job titles: Cage Cashier, Cashier, Vault Cashier, Casino Cashier, Cage Supervisor, Gaming Cashier, Cage Manager, Casino Cage Cashier, Mutuel Clerk Tasks - Follow all gaming regulations.
- Maintain confidentiality of customers' transactions.
- Count funds and reconcile daily summaries of transactions to balance books.
- Convert gaming checks, coupons, tokens, and coins to currency for gaming patrons.
- Maintain cage security.
- Determine cash requirements for windows, and order all necessary currency, coins, and chips.
- Verify accuracy of reports such as authorization forms, transaction reconciliations, and exchange summary reports.
- Cash checks and process credit card advances for patrons.
- Sell gambling chips, tokens, or tickets to patrons or to other workers for resale to patrons.
- Perform removal and rotation of cash, coin, and chip inventories as necessary.
Tools & Technology Tools used in this occupation: | Calculators or accessories — 10-key calculators | | Cash registers | | Coin wrapper machines — Automatic coin wrappers | | Desktop computers | | Money counting machines — Currency scanners | | Personal computers | | Point of sale credit or debit verification kits — Credit card processing terminals | | Sorters — Automatic coin sorters | Technology used in this occupation: | Spreadsheet software — Microsoft Excel | | Word processing software — Corel WordPerfect; Microsoft Word | Knowledge | Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. | | 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. | | English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. | Skills | Mathematics — Using mathematics to solve problems. | | 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. | | Speaking — Talking to others to convey information effectively. | | Reading Comprehension — Understanding written sentences and paragraphs in work related documents. | | Service Orientation — Actively looking for ways to help people. | | Instructing — Teaching others how to do something. | | Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. | | Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. | | Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do. | | Time Management — Managing one's own time and the time of others. | Abilities | Number Facility — The ability to add, subtract, multiply, or divide quickly and correctly. | | Near Vision — The ability to see details at close range (within a few feet of the observer). | | Oral Expression — The ability to communicate information and ideas in speaking so others will understand. | | 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. | | Mathematical Reasoning — The ability to choose the right mathematical methods or formulas to solve a problem. | | Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences. | | Speech Clarity — The ability to speak clearly so others can understand you. | | 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). | | Speech Recognition — The ability to identify and understand the speech of another person. | | Selective Attention — The ability to concentrate on a task over a period of time without being distracted. | Work Activities | Performing for or Working Directly with the Public — Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests. | | Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources. | | Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. | | Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. | | Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. | | 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. | | Interacting With Computers — Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. | | Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. | | Judging the Qualities of Things, Services, or People — Assessing the value, importance, or quality of things or people. | | Handling and Moving Objects — Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things. | Work Context | Importance of Being Exact or Accurate — How important is being very exact or highly accurate in performing this job? | | Contact With Others — 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? | | Importance of Repeating Same Tasks — 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? | | Indoors, Environmentally Controlled — How often does this job require working indoors in environmentally controlled conditions? | | Spend Time Standing — How much does this job require standing? | | Work With Work Group or Team — How important is it to work with others in a group or team in this job? | | Deal With External Customers — How important is it to work with external customers or the public in this job? | | Face-to-Face Discussions — How often do you have to have face-to-face discussions with individuals or teams in this job? | | Impact of Decisions on Co-workers or Company Results — How do the decisions an employee makes impact the results of co-workers, clients or the company? | | Frequency of Decision Making — How frequently is the worker required to make decisions that affect other people, the financial resources, and/or the image and reputation of the organization? | Job Zone | 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 Styles | Integrity — Job requires being honest and ethical. | | Attention to Detail — Job requires being careful about detail and thorough in completing work tasks. | | Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations. | | Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. | | Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. | | Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations. | | Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace. | | Independence — Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done. | | Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. | | Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. | Wages & Employment Trends National | Median wages (2006) | $11.13 hourly, $23,150 annual | | Employment (2006) | 18,000 employees | | Projected growth (2006-2016) |  Average (7% to 13%) | | Projected need (2006-2016) | 7,000 additional employees |
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