Table 1Transition record

occupational railway instructortouniversity teaching assistant

A occupational railway instructor already meets 51% of what the university teaching assistant role asks for. The move turns on 3 required skills not yet in the profile.

From occupational railway instructor

51%

Overlap1

To university teaching assistant

11 Skills carried over

3 Required, not held

46.6 Difficulty2

adjacent 0–30

moderate 30–55

substantial 55–75

career change 75–100

this move, 46.6

This move: 46.6 of 100 · moderate

1 Share of the university teaching assistant role’s weighted skill requirement already met by the occupational railway instructor profile. Required skills count in full, supplementary skills at 0.35. Directional: the figure for the reverse move differs. 2 Combines what is missing with how specialised it is, so a gap of general skills scores easier than the same number of narrow ones.

Table 2

Table 2 · What you already bring

Of the 11 skills that carry over, these are the ones fewest other occupations ask for. A university teaching assistant role needs them, and most people applying for one will not have them already. This is the part of a occupational railway instructor background worth leading with.

Skill the target role also needs Area

already held monitor developments in field of expertise information skills
already held work with virtual learning environments working with computers
already held assessment processes education
already held manage resources for educational purposes management skills
already held prepare lesson content communication, collaboration and creativity
already held provide lesson materials communication, collaboration and creativity

All 11 carried skills, including the 8 the university teaching assistant role treats as required.

Table 3

Table 3 · What you would need to learn

The 19 missing skills fall into 6 areas of the ESCO skill hierarchy, numbered below in the order worth working in: the areas carrying the most required skills come first, and inside each one the required skills sit above the supplementary ones.

Skill to acquire Tier

01 communication, collaboration and creativity 2 required, 5 supplementary

required, not held provide assistance to lecturer required
required, not held supervise practical courses required

optional, not held assist students with their dissertation optional
optional, not held assist scientific research optional
optional, not held consult students on learning content optional
optional, not held liaise with educational support staff optional
optional, not held write work-related reports optional

02 business, administration and law 1 required

required, not held university procedures required

03 assisting and caring 3 supplementary

optional, not held assist students with equipment optional
optional, not held escort students on a field trip optional
optional, not held provide information on study programmes optional

04 information skills 3 supplementary

optional, not held conduct qualitative research optional
optional, not held conduct quantitative research optional
optional, not held conduct scholarly research optional

05 management skills 3 supplementary

optional, not held assign homework optional
optional, not held assist in the organisation of school events optional
optional, not held oversee extra-curricular activities optional

06 education 2 supplementary

optional, not held action research optional
optional, not held scientific research methodology optional

Table 4

Table 4 · Where to start

The 3 entries a university teaching assistant role is least likely to hire without. The ordering is computed from the skill data, not from what pays.

Each entry opens a course search for that skill. Career Overlap earns nothing from these links.

Appendix

Appendix · The rest of the record

All 11 skills that carry over

Skill Type

already held assess students skill
already held assessment processes knowledge
already held assist students in their learning skill
already held curriculum objectives knowledge
already held give constructive feedback skill
already held guarantee students' safety skill
already held prepare lesson content skill
already held provide lesson materials skill
already held manage resources for educational purposes skill
already held monitor developments in field of expertise skill
already held work with virtual learning environments skill

16 supplementary skills, helpful but not required

Skill to acquire Tier

optional, not held assign homework optional
optional, not held assist students with their dissertation optional
optional, not held action research optional
optional, not held assist in the organisation of school events optional
optional, not held assist scientific research optional
optional, not held assist students with equipment optional
optional, not held conduct qualitative research optional
optional, not held conduct quantitative research optional
optional, not held conduct scholarly research optional
optional, not held consult students on learning content optional
optional, not held escort students on a field trip optional
optional, not held liaise with educational support staff optional
optional, not held oversee extra-curricular activities optional
optional, not held provide information on study programmes optional
optional, not held scientific research methodology optional
optional, not held write work-related reports optional

29 held skills the university teaching assistant role does not ask for

Skill Type

not needed by the target role adapt teaching to student's capabilities skill
not needed by the target role adapt training to labour market skill
not needed by the target role apply intercultural teaching strategies skill
not needed by the target role apply teaching strategies skill
not needed by the target role check train engines skill
not needed by the target role control train movement skill
not needed by the target role customer service knowledge
not needed by the target role customs regulations for passengers knowledge
not needed by the target role drive trams skill
not needed by the target role ensure maintenance of trains skill
not needed by the target role facilitate teamwork between students skill
not needed by the target role follow signalling instructions skill
not needed by the target role freight transport methods knowledge
not needed by the target role health and safety measures in transportation knowledge
not needed by the target role interpret traffic light signals used in tramway infrastructure skill
not needed by the target role interpret tramway traffic signs skill
not needed by the target role locomotive brake applications knowledge
not needed by the target role mechanical composition of trams knowledge
not needed by the target role mechanics of trains knowledge
not needed by the target role operate tram controls skill
not needed by the target role passenger transport regulations knowledge
not needed by the target role perform classroom management skill
not needed by the target role physical characteristics of railways knowledge
not needed by the target role practice emergency stops skill
not needed by the target role teach train driving principles skill
not needed by the target role track geometry knowledge
not needed by the target role train operating procedures knowledge
not needed by the target role tram network knowledge
not needed by the target role types of trams knowledge

3 gaps that are knowledge rather than practice

Knowledge gaps usually close through study. Practical skill gaps usually need something you can point at.

Skill to acquire Tier

required, not held university procedures required
optional, not held action research optional
optional, not held scientific research methodology optional

Index

Other moves recorded from occupational railway instructor

Full index of moves from occupational railway instructor

Note

How this record was compiled

Both occupations are taken from ESCO, which lists the skills and knowledge each occupation is expected to have and marks every one required or optional. Nothing here is a prediction about hiring, and nothing here knows that a particular employer wants a particular certificate. Treat Table 3 as a starting point for your own research rather than a syllabus. The full method states what these figures can and cannot tell you.