U.S. Department of Labor, Employment and Training Administration https://www.onetonline.org 12m 2,904 #insights
The views of this article are the perspective of the author and may not be reflective of Confessions of the Professions.
Coordinate day-to-day operations of distance learning programs and schedule courses.Sample of reported job titles:
Chief Learning Officer, Coordinator of Online Programs, Director of Distance Learning, Distance Education Faculty Liaison, Distance Learning Coordinator, Distance Learning Technician, Distance Learning Unit Leader, Head of Academic Technology, Online Facilitator, Program Facilitation Director for Distance Learning
Tasks | Technology Skills | Tools Used | Knowledge | Skills | Abilities | Work Activities | Detailed Work Activities | Work Context | Job Zone | Education | Credentials | Interests | Work Styles | Work Values | Wages & Employment | Job Openings
Tasks
- Communicate to faculty, students, or other users availability of, or changes to, distance learning courses or materials, programs, services, or applications.
- Develop distance learning program goals or plans, including equipment replacement, quality assurance, or course offering plans.
- Supervise distance learning support staff.
- Assess distance-learning technological or educational needs and goals.
- Train instructors and distance learning staff in the use or support of distance learning applications, such as course management software.
- Prepare and manage distance learning program budgets.
- Troubleshoot and resolve problems with distance learning equipment or applications.
- Analyze data to assess distance learning program status or to inform decisions for distance learning programs.
- Prepare reports summarizing distance learning statistical data or describing distance learning program objectives and accomplishments.
- Purchase equipment or services in accordance with distance learning plans and budget constraints.
- Create and maintain web sites or databases that support distance learning programs.
- Monitor technological developments in distance learning for technological means to educational or outreach goals.
- Evaluate the effectiveness of distance learning programs in promoting knowledge or skill acquisition.
- Provide technical or logistical support to users of distance learning classrooms, equipment, web sites, or services.
- Develop or provide technical resources, such as course management and videoconferencing systems, networking, and webcasting, for distance learning programs.
- Review distance learning content to ensure compliance with copyright, licensing, or other requirements.
- Select, direct, and monitor the work of vendors that provide products or services for distance learning programs.
- Prepare and distribute schedules of distance learning resources, such as course offerings, classrooms, laboratories, equipment, and web sites.
- Communicate technical or marketing information about distance learning via podcasts, webinars, and other technologies.
- Negotiate with academic units or instructors and vendors to ensure cost-effective and high-quality distance learning programs, services, or courses.
- Direct and support the technical operation of distance learning classrooms or equipment.
- Write and submit grant applications or proposals to secure funding for distance learning programs.
Technology Skills
Knowledge
- 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.
- Communications and Media — Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media.
- Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
- English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
- Administration and Management — Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
- Telecommunications — Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems.
- Personnel and Human Resources — Knowledge of principles and procedures for personnel recruitment, selection, training, compensation and benefits, labor relations and negotiation, and personnel information systems.
- 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.
Skills
- 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.
- Writing — Communicating effectively in writing as appropriate for the needs of the audience.
- 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.
- Reading Comprehension — Understanding written sentences and paragraphs in work related documents.
- Coordination — Adjusting actions in relation to others’ actions.
- Instructing — Teaching others how to do something.
- Social Perceptiveness — Being aware of others’ reactions and understanding why they react as they do.
- Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making.
- Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one.
- Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
- Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
- Persuasion — Persuading others to change their minds or behavior.
- Systems Analysis — Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.
- Systems Evaluation — Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system.
- Service Orientation — Actively looking for ways to help people.
- Time Management — Managing one’s own time and the time of others.
- Management of Personnel Resources — Motivating, developing, and directing people as they work, identifying the best people for the job.
- Negotiation — Bringing others together and trying to reconcile differences.
Abilities
- 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.
- 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.
- 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.
- Written Expression — The ability to communicate information and ideas in writing so others will understand.
- Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.
- Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
- Written Comprehension — The ability to read and understand information and ideas presented in writing.
- Near Vision — The ability to see details at close range (within a few feet of the observer).
- 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).
- 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).
- Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways.
- 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.
- Selective Attention — The ability to concentrate on a task over a period of time without being distracted.
Work Activities
- Interacting With Computers — Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
- Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
- Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.
- Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
- Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.
- Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.
- Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job.
- Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.
- Scheduling Work and Activities — Scheduling events, programs, and activities, as well as the work of others.
- Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
- Communicating with Persons Outside Organization — Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
- Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members.
- Developing Objectives and Strategies — Establishing long-range objectives and specifying the strategies and actions to achieve them.
- Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
- Performing Administrative Activities — Performing day-to-day administrative tasks such as maintaining information files and processing paperwork.
- 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.
- Guiding, Directing, and Motivating Subordinates — Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.
- Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used.
- Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
- Coordinating the Work and Activities of Others — Getting members of a group to work together to accomplish tasks.
- Provide Consultation and Advice to Others — Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics.
- Resolving Conflicts and Negotiating with Others — Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
- Analyzing Data or Information — Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
- Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
- Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
- Monitoring and Controlling Resources — Monitoring and controlling resources and overseeing the spending of money.
- Judging the Qualities of Things, Services, or People — Assessing the value, importance, or quality of things or people.
- Estimating the Quantifiable Characteristics of Products, Events, or Information — Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity.
- 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.
- Selling or Influencing Others — Convincing others to buy merchandise/goods or to otherwise change their minds or actions.
- Staffing Organizational Units — Recruiting, interviewing, selecting, hiring, and promoting employees in an organization.
Detailed Work Activities
- Communicate organizational policies and procedures.
- Develop educational goals, standards, policies, or procedures.
- Supervise employees.
- Conduct employee training programs.
- Prepare operational budgets.
- Develop computer or information systems.
- Analyze data to inform operational decisions or activities.
- Prepare operational progress or status reports.
- Purchase materials, equipment, or other resources.
- Evaluate program effectiveness.
- Maintain knowledge of current developments in area of expertise.
- Advise customers on technical or procedural issues.
- Review documents or materials for compliance with policies or regulations.
- Monitor performance of organizational members or partners.
- Present information to the public.
- Schedule activities or facility use.
- Direct organizational operations, projects, or services.
- Negotiate sales or lease agreements for products or services.
- Prepare proposals or grant applications to obtain project funding.
- Manage inventories of products or organizational resources.
Find occupations related to multiple detailed work activities
Work Context
- Indoors, Environmentally Controlled — 95% responded “Every day.”
- Electronic Mail — 91% responded “Every day.”
- Telephone — 77% responded “Every day.”
- Contact With Others — 73% responded “Constant contact with others.”
- Spend Time Sitting — 50% responded “Continually or almost continually.”
- Work With Work Group or Team — 59% responded “Extremely important.”
- Freedom to Make Decisions — 64% responded “Some freedom.”
- Face-to-Face Discussions — 41% responded “Every day.”
- Structured versus Unstructured Work — 59% responded “Some freedom.”
- Duration of Typical Work Week — 55% responded “More than 40 hours.”
- Time Pressure — 41% responded “Once a week or more but not every day.”
- Coordinate or Lead Others — 36% responded “Extremely important.”
- Importance of Being Exact or Accurate — 55% responded “Very important.”
- Letters and Memos — 41% responded “Once a week or more but not every day.”
- Responsibility for Outcomes and Results — 41% responded “High responsibility.”
- Importance of Repeating Same Tasks — 41% responded “Very important.”
- Deal With External Customers — 32% responded “Very important.”
- Frequency of Decision Making — 36% responded “Every day.”
- Impact of Decisions on Co-workers or Company Results — 55% responded “Important results.”
- Level of Competition — 50% responded “Highly competitive.”
- Spend Time Making Repetitive Motions — 23% responded “Continually or almost continually.”
- Deal With Unpleasant or Angry People — 36% responded “Once a week or more but not every day.”
- Frequency of Conflict Situations — 50% responded “Once a month or more but not every week.”
- Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls — 32% responded “Continually or almost continually.”
- Public Speaking — 64% responded “Once a month or more but not every week.”
Job Zone
| Title | Job Zone Five: Extensive Preparation Needed |
| Education | Most of these occupations require graduate school. For example, they may require a master’s degree, and some require a Ph.D., M.D., or J.D. (law degree). |
| Related Experience | Extensive skill, knowledge, and experience are needed for these occupations. Many require more than five years of experience. For example, surgeons must complete four years of college and an additional five to seven years of specialized medical training to be able to do their job. |
| Job Training | Employees may need some on-the-job training, but most of these occupations assume that the person will already have the required skills, knowledge, work-related experience, and/or training. |
| Job Zone Examples | These occupations often involve coordinating, training, supervising, or managing the activities of others to accomplish goals. Very advanced communication and organizational skills are required. Examples include pharmacists, lawyers, astronomers, biologists, clergy, neurologists, and veterinarians. |
| SVP Range | (8.0 and above) |
Interests
Interest code: EC
Want to discover your interests? Take the O*NET Interest Profiler at My Next Move.
- Enterprising — Enterprising occupations frequently involve starting up and carrying out projects. These occupations can involve leading people and making many decisions. Sometimes they require risk taking and often deal with business.
- 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.
Work Styles
- Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations.
- Integrity — Job requires being honest and ethical.
- Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
- Initiative — Job requires a willingness to take on responsibilities and challenges.
- Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.
- Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace.
- Attention to Detail — Job requires being careful about detail and thorough in completing work tasks.
- Persistence — Job requires persistence in the face of obstacles.
- Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction.
- Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations.
- Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems.
- Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
- Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
- 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.
- Social Orientation — Job requires preferring to work with others rather than alone, and being personally connected with others on the job.
Work Values
- Relationships — Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service.
- Achievement — Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement.
- Working Conditions — Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions.
Wages & Employment Trends
Median wages data collected from Education Administrators, All Other.
Employment data collected from Education Administrators, All Other.
Industry data collected from Education Administrators, All Other.
| Median wages (2018) | $39.83 hourly, $82,850 annual |
| State wages | |
| Employment (2018) | 47,000 employees |
| Projected growth (2018-2028) |  Faster than average (7% to 10%) |
| Projected job openings (2018-2028) | 4,200 |
| State trends | |
| Top industries (2018) | |
Source: Bureau of Labor Statistics 2018 wage data
and 2018-2028 employment projections.
“Projected growth” represents the estimated change in total employment over the projections period (2018-2028). “Projected job openings” represent openings due to growth and replacement.
Source: https://www.onetonline.org/link/summary/11-9039.01
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