Table 1Transition record

electronics and automation vocational teachertohospitality vocational teacher

A electronics and automation vocational teacher already meets 74% of what the hospitality vocational teacher role asks for. The move turns on 4 required skills not yet in the profile.

From electronics and automation vocational teacher

74%

Overlap1

To hospitality vocational teacher

26 Skills carried over

4 Required, not held

34.4 Difficulty2

adjacent 0–30

moderate 30–55

substantial 55–75

career change 75–100

this move, 34.4

This move: 34.4 of 100 · moderate

1 Share of the hospitality vocational teacher role’s weighted skill requirement already met by the electronics and automation vocational teacher 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 26 skills that carry over, these are the ones fewest other occupations ask for. A hospitality vocational teacher role needs them, and most people applying for one will not have them already. This is the part of a electronics and automation vocational teacher background worth leading with.

Skill the target role also needs Area

already held work in vocational school communication, collaboration and creativity
already held adapt training to labour market information skills
already held assign homework management skills
already held maintain students' discipline management skills
already held disability types health and welfare
already held manage student relationships communication, collaboration and creativity

All 26 carried skills, including the 20 the hospitality vocational teacher role treats as required.

Table 3

Table 3 · What you would need to learn

The 15 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, 1 supplementary

required, not held teach customer service techniques required
required, not held teach hospitality principles required

optional, not held train staff to reduce food waste optional

02 management skills 1 required, 1 supplementary

required, not held develop course outline required

optional, not held manage restaurant service optional

03 business, administration and law 1 required

required, not held customer service required

04 assisting and caring 5 supplementary

optional, not held inspect table settings optional
optional, not held prepare tableware optional
optional, not held serve beverages optional
optional, not held serve food in table service optional
optional, not held supervise food quality optional

05 services 3 supplementary

optional, not held drinks service operations optional
optional, not held food service operations optional
optional, not held hotel operations optional

06 engineering, manufacturing and construction 1 supplementary

optional, not held alcoholic beverage products optional

Table 4

Table 4 · Where to start

The 3 entries a hospitality vocational teacher 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 26 skills that carry over

Skill Type

already held adapt teaching to student's capabilities skill
already held adapt training to labour market skill
already held apply intercultural teaching strategies skill
already held apply teaching strategies skill
already held assess students skill
already held assessment processes knowledge
already held assign homework skill
already held assist students in their learning skill
already held assist students with equipment skill
already held curriculum objectives knowledge
already held facilitate teamwork between students skill
already held give constructive feedback skill
already held guarantee students' safety skill
already held instructional strategies knowledge
already held maintain students' discipline skill
already held manage student relationships skill
already held monitor developments in field of expertise skill
already held prepare lesson content skill
already held teamwork principles knowledge
already held work in vocational school skill
already held disability types knowledge
already held learning difficulties knowledge
already held manage resources for educational purposes skill
already held perform classroom management skill
already held provide lesson materials skill
already held work with virtual learning environments skill

11 supplementary skills, helpful but not required

Skill to acquire Tier

optional, not held drinks service operations optional
optional, not held food service operations optional
optional, not held hotel operations optional
optional, not held inspect table settings optional
optional, not held manage restaurant service optional
optional, not held prepare tableware optional
optional, not held serve beverages optional
optional, not held serve food in table service optional
optional, not held supervise food quality optional
optional, not held train staff to reduce food waste optional
optional, not held alcoholic beverage products optional

21 held skills the hospitality vocational teacher role does not ask for

Skill Type

not needed by the target role analog electronics theory knowledge
not needed by the target role automation technology knowledge
not needed by the target role electronic communication knowledge
not needed by the target role electronics knowledge
not needed by the target role fluid mechanics knowledge
not needed by the target role hardware testing methods knowledge
not needed by the target role instruct on safety measures skill
not needed by the target role maintenance operations knowledge
not needed by the target role manufacturing processes knowledge
not needed by the target role measure electrical characteristics skill
not needed by the target role mechanics knowledge
not needed by the target role mechatronics knowledge
not needed by the target role microelectronics knowledge
not needed by the target role micromechanics knowledge
not needed by the target role perform in-circuit test skill
not needed by the target role physics knowledge
not needed by the target role precision mechanics knowledge
not needed by the target role printed circuit boards testing methods knowledge
not needed by the target role robotics knowledge
not needed by the target role set up automotive robot skill
not needed by the target role teach electronics and automation principles skill

5 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 customer service required
optional, not held drinks service operations optional
optional, not held food service operations optional
optional, not held hotel operations optional
optional, not held alcoholic beverage products optional

Index

Other moves recorded from electronics and automation vocational teacher

Full index of moves from electronics and automation vocational teacher

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.