Broadcast Transmitter Operators
Broadcast Transmitter Operators operate consoles to control radio or television broadcast transmitters.
Operates microwave equipment to transmit video information to transmitter sites and receive video signals from remote locations.
Maintains and repairs radio and television transmitters and associated equipment.
Vocational Education and Training (VET)
Informal or on-the-job
JSA produces employment projections to show where likely future job opportunities may be. Employment projections data are only produced for occupations at the broad four digit Australian and New Zealand Standard Classification of Occupations (ANZSCO) level. While data are not available for this occupation, projections data are available for the parent occupation, Performing Arts Technicians, under the outlook section.
Earnings and hours
Around 79% of people employed as Broadcast Transmitter Operators work full-time hours, in all their jobs combined. This is 13 percentage points above the all jobs average (66%).
Full-time workers work an average of 42 hours per week in their main job. This is similar to the all jobs average (44 hours per week).
Sources:Full-time share and full-time hours: ABS, 2016 Census, customised report. Compared to the all jobs average.
Most Broadcast Transmitter Operators work in the Information media and telecommunications industry.
Source: Based on ABS Census 2016, Customised Report.
Employment across Australia
Employment by State and Territory (% Share)
|State||Broadcast Transmitter Operators||All Jobs Average|
Around 84% of Broadcast Transmitter Operators live in capital cities, compared with the all jobs average of 62%.
New South Wales and the Australian Capital Territory have a large share of employment relative to their population size.
Source: Based on ABS Census 2016, Customised Report. Share of workers across Australian states, territories and regions, in this job compared to the all jobs average.
Age and gender
The median age of Broadcast Transmitter Operators is 34 years. This is younger than the all jobs average of 40 years.
A large share of workers are aged 25 to 34 years.
Females make up 21% of the workforce. This is 27 percentage points below the all jobs average of 48%.
Source: Based on ABS Census 2016, Customised Report. Age profile and gender share compared to the all jobs average.
Age Profile (% Share)
|Age Bracket||Broadcast Transmitter Operators||All Jobs Average|
|65 and Over||0.7||4.2|
Source: Based on ABS Census 2016, Customised Report. Age profile of workers in this job compared to the all jobs average.
Education, training and experience
Formal qualifications are not essential to work as a Broadcast Transmitter Operator. Although most workers have a Vocational Education and Training (VET) qualification in broadcast technology, audio visual studies or communication and media studies.
- Course Seeker to search and compare higher education courses.
- ComparED to compare undergraduate and postgraduate student experiences and outcomes.
- My Skills to compare Vocational Education and Training (VET) courses, providers and student outcomes.
- AAPathways website to explore Creative Arts and Culture VET training pathways.
Highest Level of Education (% Share)
|Type of Qualification||Broadcast Transmitter Operators||All Jobs Average|
|Post Graduate/Graduate Diploma or Graduate Certificate||2.5||10.1|
|Year 10 and below||2.2||12.5|
Source: ABS Census 2016, Customised Report. Highest qualification completed by workers in this job (in any field of study). Qualifications needed by new workers might be different from the qualifications of workers already in the job.
Skills and Knowledge
Employers look for Performing Arts Technicians who are reliable, work well in a team and have a strong work ethic.
Skills can be improved through training or experience.
Keeping track of how well work is progressing so you can make changes or improvements.
Watching gauges, dials, or other indicators to make sure a machine is working properly.
Reading work related information.
Listening to others, not interrupting, and asking good questions.
Thinking about the pros and cons of different ways to solve a problem.
48%Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
Talking to others.
48%Quality control analysis
Doing tests and checking products, services, or processes to make sure they are working properly.
46%Coordination with others
Being adaptable and coordinating work with other people.
45%Complex problem solving
Noticing a problem and figuring out the best way to solve it.
Being able to use what you have learnt to solve problems now and again in the future.
Deciding on the kind of tools and equipment needed to do a job.
Writing things for co-workers or customers.
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.
Managing your own and other peoples' time to get work done.
Figuring out why a machine or system went wrong and working out what to do about it.
Maintaining equipment and deciding what maintenance will be needed in the future.
Figuring out the best way to teach or learn something new.
41%Operation and control
Controlling equipment or systems.
Understanding why people react the way they do.
These are important topics, subjects or knowledge areas.
70%Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Transmission, broadcasting, switching, control, and operation of telecommunications systems.
61%Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
60%Engineering and technology
Use engineering, science and technology to design and produce goods and services.
Machines and tools, including their designs, uses, repair, and maintenance.
Arithmetic, algebra, geometry, calculus, or statistics.
47%Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
47%Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
English language including the meaning and spelling of words, rules of composition, and grammar.
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
42%Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
40%Production and processing
Raw materials, production processes, quality control, costs, and ways of making and distributing goods.
38%Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
35%Building and construction
Materials, and methods used to construct or repair houses, buildings, or other structures like highways and roads.
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
Design techniques, tools, and principles used to make detailed technical plans, blueprints, drawings, and models.
The physical laws of matter, motion and energy, and how they interact through space and time.
28%Law and government
How our laws and courts work. Government rules and regulations, and the political system.
Describing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
27%Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
Workers use these physical and mental abilities..
Listen to and understand what people say.
Communicate by speaking.
See details that are up-close (within a few feet).
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
Use general rules to find answers or solve problems logically.
See details that are far away.
Pay attention to something without being distracted.
Identify and understand the speech of another person.
Read and understand written information.
Notice differences between colours, including shades of colour and brightness.
Come up with different ways of grouping things.
48%Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
Imagine how something will look after it is moved around or changed.
Use lots of detailed information to come up with answers or make general rules.
46%Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
Use your eyes to quickly compare groups of letters, numbers, pictures, or other things.
Write in a way that people can understand.
Speak clearly so others can understand you.
Put together small parts with your fingers.
Come up with a number of ideas about a topic, even if the ideas aren't very good.
These are kinds of activities workers regularly do in this job.
69%Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
66%Building good relationships
Building good working relationships and keeping them over time.
58%Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
58%Handling and moving objects
Using hands and arms in handling, installing, positioning, moving and manipulating objects.
57%Working with computers
Using computers to program, write software, set up functions, enter data, or process information.
56%Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
54%Making decisions and solving problems
Using information to work out the best solution and solve problems.
53%Working with electronic equipment
Servicing, repairing, calibrating, regulating, fine-tuning, or testing electronic devices and equipment.
52%Researching and investigating
Looking for, getting and understanding different kinds of information.
50%Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
49%Monitoring people, processes and things
Checking objects, actions, or events, and keeping an eye out for problems.
49%Documenting or recording information
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
48%Working with mechanical equipment
Servicing, repairing, adjusting, and testing machines, devices, moving parts, and equipment.
48%Controlling equipment or machines
Operating machines or processes either directly or using controls (not including computers or vehicles).
47%Checking for errors or defects
Inspecting equipment, structures, or materials for errors, problems or defects.
46%Collecting and organising information
Compiling, coding, categorizing, calculating, tabulating, auditing, or checking information or data.
Using your own ideas for developing, designing, or creating something new.
42%Doing physically active work
Use your arms, legs and whole body, such as climbing, lifting, balancing, walking, stooping, and handling objects.
40%Checking compliance with standards
Deciding whether events or processes comply with laws, regulations, or standards.
31%Assessing and evaluating things
Working out the value, importance, or quality of things, services or people.
Interests and demands
Learn about the daily activities, and physical and social demands faced by workers. Explore the values and work styles that workers rate as most important.
Interests are the style or type of work we prefer to do. All interest areas are shown below.
Practical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
Ideas and thinking. Searching for facts and figuring out problems in your head.
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
Working with people. Helping or providing service to others.
Supportive management that stands behind employees. Workers are treated fairly by their company, they are supported by management, and have supervisors who train them well.
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
Work alone and make decisions. Workers are able to try out their own ideas, make decisions on their own, and work with little or no supervision.
Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
Serve and work with others. Workers usually get along well with each other, do things to help other people, and are rarely pressured to do things that go against their sense of right and wrong.
Advancement and the potential to lead. Workers are recognised for the work that they do, they may give directions and instructions to others, and they are looked up to in their company and their community.
97%Indoors, heat controlled
Work indoors with access to heating or cooling.
Use electronic mail.
Talk on the telephone.
87%Being exact or accurate
Be very exact or highly accurate.
Talk with people face-to-face.
Have freedom to decide on tasks, priorities, and goals.
74%Freedom to make decisions
Have freedom to make decision on your own.
73%Contact with people
Have contact with people by telephone, face-to-face, or any other way.
72%Spend time sitting
Spend time sitting at work.
Work to strict deadlines.
68%Using your hands to handle, control, or feel
Spend time using your hands to handle, control, or feel objects, tools or controls.
65%Frequent decision making
Frequently make decisions that impact other people.
65%Impact of decisions
Make decisions that have a large impact on other people.
64%Repeating same tasks
Repeat the same tasks or activities (e.g., key entry) over and over, without stopping.
Work with people in a group or team.
58%Letters and memos
Write letters and memos.
58%Physically close to people
Work physically close to other people.
58%Consequence of error
Work where mistakes have serious consequences.
58%Pace of work set by equipment
Pace of work depends on the speed of equipment or machinery.
58%Automation of tasks
Do tasks that are mostly automated.
O*NET is a trademark of the U.S. Department of Labor, Employment and Training Administration.
The skills and importance ratings on this page are derived from the US Department of Labor O*NET Database Version 21.2, 27-4012.00 - Broadcast Technicians.
Links and downloads
Research and reports
The Skills Priority List provides a current labour market rating and a future demand rating for nearly 800 occupations nationally. Current labour market ratings are available for occupations at a state and territory level.
Occupation profiles data are available for download.
The Employment Projections are available for download.