Summary for:
Vocational Education Teachers, PostsecondaryDescription:
Teach or instruct vocational or occupational subjects at the postsecondary level (but at less than the baccalaureate) to students who have graduated or left high school. Includes correspondence school instructors; industrial, commercial and government training instructors; and adult education teachers and instructors who prepare persons to operate industrial machinery and equipment and transportation and communications equipment. Teaching may take place in public or private schools whose primary business is education or in a school associated with an organization whose primary business is other than education.Sample of reported job titles:
Sample of reported job titles: Instructor, Professor, Business Instructor, Cosmetology Instructor, Medical Assistant Instructor, Practical Nursing Instructor, Teacher, Automotive Instructor, Automotive Technology Instructor, Flight Instructor
Tasks | Knowledge | Skills | Abilities | Activites | Experience | Example | Education | Work Style | Work Values | Related Jobs | Wage | Employment | Expected Growth | Expected Need
Tasks:
- Supervise and monitor students' use of tools and equipment.
- Observe and evaluate students' work to determine progress, provide feedback, and make suggestions for improvement.
- Present lectures and conduct discussions to increase students' knowledge and competence using visual aids, such as graphs, charts, videotapes, and slides.
- Administer oral, written, or performance tests to measure progress and to evaluate training effectiveness.
- Prepare reports and maintain records such as student grades, attendance rolls, and training activity details.
- Supervise independent or group projects, field placements, laboratory work, or other training.
- Determine training needs of students or workers.
- Provide individualized instruction and tutorial or remedial instruction.
- Conduct on-the-job training classes or training sessions to teach and demonstrate principles, techniques, procedures, or methods of designated subjects.
- Develop curricula and plan course content and methods of instruction.
Knowledge:
| Oral Expression ó The ability to communicate information and ideas in speaking so others will understand. |
| Speech Clarity ó The ability to speak clearly so others can understand you. |
| Oral Comprehension ó The ability to listen to and understand information and ideas presented through spoken words and sentences. |
| 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. |
| 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. |
| Written Expression ó The ability to communicate information and ideas in writing so others will understand. |
| Near Vision ó The ability to see details at close range (within a few feet of the observer). |
| Deductive Reasoning ó The ability to apply general rules to specific problems to produce answers that make sense. |
| Inductive Reasoning ó The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). |
Skills:
| Training and Teaching Others ó identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. |
| Updating and Using Relevant Knowledge ó Keeping up-to-date technically and applying new knowledge to your job. |
| Making Decisions and Solving Problems ó Analyzing information and evaluating results to choose the best solution and solve problems. |
| Coaching and Developing Others ó identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. |
| Getting Information ó Observing, receiving, and otherwise obtaining information from all relevant sources. |
| Interpreting the Meaning of Information for Others ó Translating or explaining what information means and how it can be used. |
| 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. |
| Organizing, Planning, and Prioritizing Work ó Developing specific goals and plans to prioritize, organize, and accomplish your work. |
| Establishing and Maintaining Interpersonal Relationships ó Developing constructive and cooperative working relationships with others, and maintaining them over time. |
| 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. |
Abilities:
| 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? |
| Face-to-Face Discussions ó How often do you have to have face-to-face discussions with individuals or teams in this job? |
| Freedom to Make Decisions ó How much decision making freedom, without supervision, does the job offer? |
| 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? |
| Telephone ó How often do you have telephone conversations in this job? |
| Impact of Decisions on Co-workers or Company Results ó How do the decisions an employee makes impact the results of co-workers, clients or the company? |
| Public Speaking ó How often do you have to perform public speaking in this job? |
| Importance of Being Exact or Accurate ó How important is being very exact or highly accurate in performing this job? |
| Work With Work Group or Team ó How important is it to work with others in a group or team in this job? |
| Frequency of Decision Making ó 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? |
Work Activities:
| Title | Job Zone Four: Considerable Preparation Needed |
| Overall Experience | A minimum of two to four years of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified. |
| Job Training | Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training. |
| Job Zone Examples | Many of these occupations involve coordinating, supervising, managing, or training others. Examples include accountants, human resource managers, computer programmers, teachers, chemists, and police detectives. |
| SVP Range | (7.0 to < 8.0) |
| Education | Most of these occupations require a four - year bachelor's degree, but some do not. |
Work Style:
| 11-3042.00 | Training and Development Managers |
| 21-1091.00 | Health Educators  |
| 25-1191.00 | Graduate Teaching Assistants |
| 25-9031.00 | Instructional Coordinators |
| 25-9041.00 | Teacher Assistants |
| 29-1031.00 | Dietitians and Nutritionists |
Much faster than average (21% or higher)