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4021.0 – College and other vocational instructors

This group includes instructors who teach applied arts, academic, technical and vocational subjects to students at community colleges, CEGEPs, agricultural colleges, technical and vocational institutes, language schools and other college level schools. College teachers who are heads of departments are included in this group, as well as trainers who deliver internal training or development courses.

Profile

Example titles Help

  • College teacher
  • Commercial art instructor
  • Community college teacher
  • Company trainer
  • Computer training instructor
  • Department chairperson - college
  • Department head - general and vocational college (CEGEP)
  • Firefighting instructor
  • General and vocational college (CEGEP) teacher
  • Instructor - technology institute
  • Language school instructor
  • Lecturer - college
  • Legal assistant program teacher
  • Teacher - institute of technology
  • Training officer - company
  • Vocational institute teacher

Main characteristics Help

  • General learning ability and Verbal ability to teach students in a particular area of study using a systematic plan of lectures, demonstrations, discussion groups, laboratory work, shop sessions, seminars, case studies, field assignments and independent or group projects
  • Innovative interest in co-ordinating information to develop curricula and prepare teaching materials, course outlines and examinations
  • Directive interest in administering and marking tests and papers to evaluate students' progress and in supervising independent or group projects, field placements, laboratory work or hands-on training; may serve on committees concerned with matters such as budgets, curriculum revision, and course and diploma requirements
  • Social interest in instructing students, providing individualized tutoring and advising on program curriculum and career decisions

Aptitudes Help

One of five levels assigned for each factor, with levels representing normal curve distribution of the labour force:

G
General learning ability
V
Verbal ability
N
Numerical ability
S
Spatial perception
P
Form perception
Q
Clerical perception
K
Motor co-ordination
F
Finger dexterity
M
Manual dexterity

Levels legend
  1. The highest 10% of the working population
  2. Upper third, exclusive of the highest 10%
  3. Middle third of the working population
  4. Lowest third, exclusive of the lowest 10%
  5. Lowest 10% of the working population

An individual's overall capacity to learn the skills needed to perform job duties is based on his or her specific aptitudes for acquiring information and transforming it into action.

General learning ability G-2

Ability to 'catch on' or understand instructions and underlying principles; to reason and make judgments.

Verbal ability V-2

Ability to understand the meaning of words and the ideas associated with them, and to use them effectively; to comprehend language, to understand relationships between words and to understand the meaning of whole sentences and paragraphs; to present information or ideas clearly.

Numerical ability N-3

Ability to carry out arithmetical processes quickly and accurately.

Spatial perception S-3

Ability to think visually about geometric forms and comprehend the two dimensional representation of three dimensional objects; to recognize the relationships resulting from the movement of objects in space. May be used in such tasks as blueprint reading and in solving geometry problems. Frequently described as the ability to 'visualize' objects of two or three dimensions.

Form perception P-3

Ability to perceive pertinent detail in objects and in pictorial and graphic material; to make visual comparisons and discriminations and to see slight differences in shapes and shadings of figures and widths and lengths of lines.

Clerical perception Q-3

Ability to perceive pertinent detail in verbal or tabular material; to observe differences in copy, to proofread words and numbers, and to avoid perceptual errors in arithmetical computation.

Motor co-ordination K-4

Ability to co-ordinate eyes, hands and fingers rapidly and accurately when required to respond with precise movements.

Finger dexterity F-4

Ability to move the fingers and manipulate small objects with the fingers rapidly and/or accurately.

Manual dexterity M-4

Ability to move the hands easily and skillfully; to work with the hands in placing and turning motions.

Interests Help

Three of five descriptive factors, assigned in order of predominance and lower case rating indicating weaker representation:

D
Directive
I
Innovative
M
Methodical
O
Objective
S
Social

Innovative I

Innovative persons like to explore things in depth and arrive at solutions to problems by experimenting. They are interested in initiating and creating different ways to solve questions and present information. They enjoy scientific subjects. Innovative persons prefer to be challenged with new and unexpected experiences. They adjust to change easily.

Directive D

Directive persons like to take charge and control situations. They like to take responsibility for projects that require planning, decision making and co-ordinating the work of others. They are able to give direction and instructions easily. They enjoy organizing their own activities. They see themselves as independent and self-directing.

Social S

Social persons like dealing with people. They enjoy caring for and assisting others in identifying their needs and solving their concerns. Social persons like working and co-operating with others. They prefer to be involved in work that requires interpersonal contact.

Data, people, and things Help

Data

0
Synthesizing
1
Co-ordinating
2
Analyzing
3
Compiling
4
Computing
5
Copying
6
Comparing
7
N/A
8
Not Significant

People

0
Mentoring
1
Negotiating
2
Instructing - Consulting
3
Supervising
4
Diverting
5
Persuading
6
Speaking - Signaling
7
Serving - Assisting
8
Not significant

Things

0
Setting up
1
Precision working
2
Controlling
3
Driving - Operating
4
Operating - Manipulating
5
Tending
6
Feeding - Offbearing
7
Handling
8
Not significant
Data Co-ordinating 1

Determining time, place and sequence of operations or actions to be taken based on analysis of data; executing determinations and/or reporting events.

People Instructing 2

Teaching subject matter to others, giving advice or training others (including animals) through explanation, demonstration and supervised practice; making recommendations on the basis of subject matter expertise.

Things Not significant 8

Not significant

Physical activities Help

V - Vision

1
Close visual acuity
2
Near vision
3
Near and far vision
4
Total visual field

H - Hearing

1
Limited
2
Verbal interaction
3
Other sound discrimination

L - Limb co-ordination

0
Not relevant
1
Upper limb co-ordination
2
Multiple limb co-ordination

C - Colour discrimination

0
Not relevant
1
Relevant

B - Body position

1
Sitting
2
Standing and/or walking
3
Sitting, standing, walking
4
Other body positions

S - Strength

1
Limited
2
Light
3
Medium
4
Heavy
Vision Vision V-2*

The use of sight in the work performed. The levels are organized in terms of the visual field involved in the performance of the work.

Colour discrimination Colour discrimination C-1

The use of colour descrimination to identify, distinguish and match colours and different shades of the same colours.

1 - Relevant

Colour discrimination is relevant in the performance of the work.

Examples:

  • observing signals while operating vehicles
  • installing, testing and repairing electrical wiring
  • restoring and conserving museum and art gallery artifacts
  • designing, constructing and repairing dentures
Hearing Hearing H-2

The use of hearing in the work performed. The levels are organized in terms of the type of auditory discrimination involved in the performance of the work.

2 - Verbal interaction

Work activities involve communication with colleagues, clients and/or the public on a regular basis.

Examples:

  • operating directory listing systems to provide directory assistance to customers
  • resolving work problems and recommending measures to improve productivity
  • consulting with families of the deceased regarding funeral services
  • analyzing and providing advice on managerial methods and organization of establishments
Body position Body position B-3*

Primary type of posture or body movement involved in performing the work. These postures or body movements range from simple to complex and from sedentary to mobile.

Limb co-ordination Limb co-ordination L-1*

The use of limbs in performing work.

Strength Strength S-1

The use of strength in the handling of loads such as pulling, pushing, lifting and/or moving objects during the work performed.

1 - Limited

Work activities involve handling loads up to 5 kg.

Examples:

  • examining and analyzing financial information
  • selling insurance to clients
  • conducting economic and technical feasibility studies
  • administering and marking written tests

Environmental conditions Help

Location

L1
Regulated inside climate
L2
Unregulated inside climate
L3
Outside
L4
In a vehicle or cab

Hazards

H1
Dangerous chemical substances
H2
Biological agents
H3
Equipment, machinery, tools
H4
Electricity
H5
Radiation
H6
Flying particles, falling objects
H7
Fire, steam, hot surfaces
H8
Dangerous locations

Discomforts

D1
Noise
D2
Vibration
D3
Odours
D4
Non-toxic dusts
D5
Wetness
Location Regulated inside climate L1

The work performed is carried out indoors in a regulated environment, indoors in an unregulated environment, outdoors or in a vehicle. In many occupations, the Main Duties may be performed in more than one location. Therefore, a group may have more than one Location code, for example:

  • firefighting and fire prevention duties
  • maintenance of interior/exterior of buildings
  • managing operations and paperwork of farms

L1 - Regulated inside climate

A normal controlled environment such as an office, hospital or school.

Employment requirements Help

Education/training Help

1
No formal education or training requirements
2
Some high school education and/or on the job training or experience
3
High school
4
Course work, training, workshops and/or experience related to the occupation
5
Apprenticeship, specialized training, vocational school training
6
College, technical school (certificate, diploma)
7
Undergraduate degree
8
Post-graduate or professional degree
+
Additional requirement beyond education and training
R
Regulated requirement(s)
1+, 2+, 3+, 4+, 5+, 6+, 7+, 8+, R
  • A bachelor's degree, a college diploma or demonstrated expertise in the field of instruction is required.
  • A master's degree in the field of instruction may be required.
  • A certificate, diploma or degree in adult education may be required.
  • For instructors of trades, completion of apprenticeship training and industry or trade certification are required. Additional courses in teaching or a provincial teaching certificate may be required.

Workplaces/employers Help

  • Agricultural colleges
  • CEGEPs
  • Community agencies
  • Community colleges
  • Language schools
  • Private training establishments
  • Technical institutes
  • Vocational schools
  • Companies

Occupational options Help

  • Progression to administrative positions in post-secondary education is possible with experience.

Exclusions Help

Remarks Help

  • For some occupations in this group, Body position 4(Other body positions), Limb co-ordination 2(Multiple limb co-ordination), Vision 1(Close visual acuity) may also apply.
  • These instructors specialize in particular fields or areas of study such as visual arts, dental hygiene, welding, engineering technology, policing, computer software, management and early childhood education.

Breakdown summary

Broad occupational category
4 – Occupations in education, law and social, community and government services
Skill level
A – Skill level does not apply for management occupations
Major group
40 – Professional occupations in education services
Minor group
402 – College and other vocational instructors
Unit group
4021 – College and other vocational instructors
Version
2016.3
Date modified: