ICT Trainers

ANZSCO ID 2232

Overview

Snapshot

Employed
2,700
Future Growth
-14.8%
Weekly Earnings
$1,756
Full-Time Share
68%
Female Share
47%
Average age
44

Summary

ICT Trainers analyse and evaluate information-based system training needs and objectives, and develop, schedule and conduct ICT-based system training programs and courses.

Also known as: ICT Educator.

Specialisations: Software Trainer.

A formal qualification and industry experience is usually needed to work as an ICT Trainer. University and Vocational Education and Training (VET) are both common study pathways.

Tasks

  • identifying technical training needs and requirements of individuals and organisations

  • setting human resource development objectives and evaluating learning outcomes

  • preparing and developing instructional training material and aids such as handbooks, visual aids, online tutorials, demonstration models, and supporting training reference documentation

  • designing, coordinating, scheduling and conducting ICT training and development programs that can be delivered in the form of individual and group instruction, and facilitating workshops, meetings, demonstrations and conferences

  • liaising with external training providers to arrange delivery of specific training and development programs

  • promoting internal and external training and development, and evaluating these promotional activities

  • monitoring and performing ongoing evaluation and assessment of training quality and effectiveness, and reviewing and modifying training objectives, methods and course deliverables

  • gathering, investigating and researching background materials to gain a full understanding of the ICT subject matter and systems

  • keeping up-to-date with new product version releases, advances in programming languages, application development software, and general information technology trends

  • writing end user products and materials such as user training, tutorial and instruction manuals, online help, and operating and maintenance instructions

Characteristics

Job Type
Professionals
Skill Level
Very high skill
ANZSCO Occupation group
Unemployment Rate
Below average
Industries
Pathway(s)
  • University
  • Vocational Education and Training (VET)
Interests
  • Analytical
  • Creative
  • Enterprising
  • Helping
Physical Demand
  • Sedentary
  • Light
  • Medium

Outlook

Employment Outlook

The NSC produces employment projections to show where likely future job opportunities may be. The latest data are for the five years from November 2021 to November 2026. Over this period, the number of workers:

  • is expected to decline
  • is likely to reach 1,100 by 2026.
  • Source: National Skills Commission Employment Projections to 2026.

    Notes: The number employed includes people who work in this occupation as their main job. People who work in more than one job are counted against the occupation they work the most hours in.

    Employment projections figures are rounded to the nearest 100. Calculations based on these rounded figures may result in differences to the numbers that are displayed on this page. Employment projections data (including occupations) can be downloaded from the Employment Projections page.

Projected Change
-14.8%
(or -200 jobs)
From
1,300
in 2021
To
1,100
in 2026

Number of Workers

Source: ABS Labour Force Survey, ABS seasonally adjusted data to November 2021 and National Skills Commission Employment Projections to 2026.
Year Employment
2011 6,000
2012 4,100
2013 2,800
2014 2,800
2015 3,100
2016 2,100
2017 3,400
2018 3,900
2019 2,300
2020 1,600
2021 1,300
2026 1,100

Source: ABS Labour Force Survey, ABS seasonally adjusted data to November 2021 and National Skills Commission Employment Projections to 2026.


Earnings and hours

Working arrangements

  • Around 68% of people employed as ICT Trainers work full-time hours, in all their jobs combined. This is similar to 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).

    More than a third of workers regularly work overtime or extra hours (either paid or unpaid).

    Median full-time earnings are $1,756 per week, this is higher than the all jobs median ($1,593):

    • 3 in 4 workers earn more than $1,513
    • 1 in 4 earn more than $2,271

    Median hourly earnings are $47, this is more than the all jobs median ($41 per hour).

    Sources: Full-time share and full-time hours: ABS, 2016 Census, customised report. Compared to the all jobs average. Overtime hours: ABS, Characteristics of Employment, 2021. Full-time median earnings and median hourly earnings: ABS, Survey of Employee Earnings and Hours, May 2021. Compared to all jobs median.

Weekly Earnings (Before Tax)

Source: Based on ABS Survey of Employee Earnings and Hours, May 2021, Customised Report. Median weekly total cash earnings for full-time non-managerial employees paid at the adult rate. Earnings are before tax and include amounts salary sacrificed. Earnings can vary greatly depending on the skills and experience of the worker and the demands of the role. These figures should be used as a guide only, not to determine a wage rate.
Earnings ICT Trainers All Jobs Average
Full-Time Earnings 1,756 1,593
Total Earnings 0 0

Source: Based on ABS Survey of Employee Earnings and Hours, May 2021, Customised Report. Median weekly total cash earnings for full-time non-managerial employees paid at the adult rate. Earnings are before tax and include amounts salary sacrificed. Earnings can vary greatly depending on the skills and experience of the worker and the demands of the role. These figures should be used as a guide only, not to determine a wage rate.


Industries

Main industries

1
Professional, Scientific and Technical Services
53.3%
2
Education and Training
20.0%
3
Health Care and Social Assistance
20.0%
4
Transport, Postal and Warehousing
6.7%
5
Other industries
13.3%

Regions

Employment across Australia

NSW

33.9% All occupations: 31.6%

VIC

27.8% All occupations: 25.6%

QLD

17.7% All occupations: 20.0%

SA

5.7% All occupations: 7.0%

WA

9.2% All occupations: 10.8%

TAS

1.3% All occupations: 2.0%

NT

0.9% All occupations: 1.0%

ACT

3.5% All occupations: 1.9%

Employment by State and Territory (% Share)

State ICT Trainers All Jobs Average
NSW 33.9 31.6
VIC 27.8 25.6
QLD 17.7 20.0
SA 5.7 7.0
WA 9.2 10.8
TAS 1.3 2.0
NT 0.9 1.0
ACT 3.5 1.9



Worker profile

Age and gender

Age In Years
44
All Jobs Average is 40
Female Share
47%
All Jobs Average is 48%
  • The median age of ICT Trainers is 44 years. This is higher than the all jobs average of 40 years.

    A large share of workers are aged 35 to 44 years.

    Females make up 47% of the workforce. This is similar to 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)

Source: Based on ABS Census 2016, Customised Report. Age profile of workers in this job compared to the all jobs average.
Age Bracket ICT Trainers All Jobs Average
15-19 1.0 5.0
20-24 4.1 9.3
25-34 18.7 22.9
35-44 28.1 22.0
45-54 26.0 21.6
55-59 10.7 9.0
60-64 7.0 6.0
65 and Over 4.4 4.2
Median Age 44 40

Source: Based on ABS Census 2016, Customised Report. Age profile of workers in this job compared to the all jobs average.


Employment Pathways

Education, training and experience

A formal qualification and industry experience is usually needed to work as an ICT Trainer. University and Vocational Education and Training (VET) are both common study pathways.

Visit

  • 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 Information and Communications Technology VET training pathways.

Highest Level of Education (% Share)

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.
Type of Qualification ICT Trainers All Jobs Average
Post Graduate/Graduate Diploma or Graduate Certificate 16.9 10.1
Bachelor degree 33.9 21.8
Advanced Diploma/Diploma 18.4 11.6
Certificate III/IV 17.1 21.1
Year 12 9.9 18.1
Year 11 1.8 4.8
Year 10 and below 2.1 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 ICT Trainers who can communicate clearly, work well in a team and have strong interpersonal skills.

Skills

Skills can be improved through training or experience.

  • 61%

    Reading comprehension

    Reading work related information.

  • 61%

    Learning strategies

    Figuring out the best way to teach or learn something new.

  • 61%

    Writing

    Writing things for co-workers or customers.

  • 59%

    Critical thinking

    Thinking about the pros and cons of different ways to solve a problem.

  • 59%

    Instructing

    Teaching people how to do something.

  • 59%

    Active learning

    Being able to use what you have learnt to solve problems now and again in the future.

  • 57%

    Active listening

    Listening to others, not interrupting, and asking good questions.

  • 57%

    Monitoring

    Keeping track of how well work is progressing so you can make changes or improvements.

  • 57%

    Speaking

    Talking to others.

  • 54%

    Judgment and decision making

    Figuring out the pros and cons of different options and choosing the best one.

  • 54%

    Complex problem solving

    Noticing a problem and figuring out the best way to solve it.

  • 54%

    Systems analysis

    Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.

  • 54%

    Systems evaluation

    Measuring how well a system is working and how to improve it.

  • 54%

    Time management

    Managing your own and other peoples' time to get work done.

  • 52%

    Coordination with others

    Being adaptable and coordinating work with other people.

  • 50%

    Serving others

    Looking for ways to help people.

  • 50%

    Social perceptiveness

    Understanding why people react the way they do.

  • 50%

    Negotiation

    Bringing people together and trying to sort out their differences.

  • 50%

    Persuasion

    Talking people into changing their minds or their behaviour.

  • 46%

    Management of personnel resources

    Motivating, developing, and directing people as they work, and choosing the best people for the job.


Knowledge

These are important topics, subjects or knowledge areas.

  • 97%

    Education and training

    Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.

  • 78%

    English language

    English language including the meaning and spelling of words, rules of composition, and grammar.

  • 75%

    Computers and electronics

    Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.

  • 71%

    Communications and media

    Media production, communication, and dissemination. Includes written, spoken, and visual media.

  • 65%

    Customer and personal service

    Understanding customer needs, providing good quality service, and measuring customer satisfaction.

  • 57%

    Administration and management

    Business principles involved in strategic planning, leadership, and coordinating people and resources.

  • 56%

    Technical design

    Design techniques, tools, and principles used to make detailed technical plans, blueprints, drawings, and models.

  • 55%

    Psychology

    Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.

  • 55%

    Clerical

    Word processing, managing files and records, stenography and transcription, designing forms, and other office work.

  • 52%

    Sociology and anthropology

    Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.

  • 48%

    Sales and marketing

    Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.

  • 44%

    Mathematics

    Arithmetic, algebra, geometry, calculus, or statistics.

  • 40%

    Personnel and human resources

    Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.

  • 40%

    Engineering and technology

    Use engineering, science and technology to design and produce goods and services.

  • 34%

    Telecommunications

    Transmission, broadcasting, switching, control, and operation of telecommunications systems.

  • 34%

    Production and processing

    Raw materials, production processes, quality control, costs, and ways of making and distributing goods.

  • 30%

    Philosophy and theology

    Philosophical systems and religions, including their basic principles, values, ethics, ways of thinking, customs, practices, and impact on society.

  • 25%

    Law and government

    How our laws and courts work. Government rules and regulations, and the political system.

  • 24%

    Economics and accounting

    Economics and accounting, the financial markets, banking and checking and reporting of financial data.

  • 20%

    Public safety and security

    Use of equipment, rules and ideas to protect people, data, property, and institutions.


Abilities

Workers use these physical and mental abilities..

  • 63%

    Oral comprehension

    Listen to and understand what people say.

  • 61%

    Written comprehension

    Read and understand written information.

  • 61%

    Written expression

    Write in a way that people can understand.

  • 59%

    Oral expression

    Communicate by speaking.

  • 57%

    Inductive reasoning

    Use lots of detailed information to come up with answers or make general rules.

  • 57%

    Problem spotting

    Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.

  • 57%

    Deductive reasoning

    Use general rules to find answers or solve problems logically.

  • 57%

    Speech clarity

    Speak clearly so others can understand you.

  • 55%

    Brainstorming

    Come up with a number of ideas about a topic, even if the ideas aren't very good.

  • 55%

    Originality

    Come up with unusual or clever ideas, or creative ways to solve a problem.

  • 55%

    Near vision

    See details that are up-close (within a few feet).

  • 52%

    Sorting or ordering

    Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).

  • 50%

    Speech recognition

    Identify and understand the speech of another person.

  • 50%

    Categorising

    Come up with different ways of grouping things.

  • 45%

    Selective attention

    Pay attention to something without being distracted.

  • 45%

    Far vision

    See details that are far away.

  • 41%

    Memorization

    Remember things like words, numbers, pictures, and procedures.

  • 39%

    Flexibility of closure

    See a pattern (a figure, object, word, or sound) hidden in other distracting material.

  • 37%

    Multitasking

    Do two or more things at the same time.

  • 37%

    Visualization

    Imagine how something will look after it is moved around or changed.


Activities

These are kinds of activities workers regularly do in this job.

  • 86%

    Training and teaching others

    Understanding the needs of others, developing training programs, and teaching or instructing.

  • 84%

    Keeping your knowledge up-to-date

    Keeping up-to-date with technology and new ideas.

  • 83%

    Communicating within a team

    Giving information to co-workers by telephone, in writing, or in person.

  • 83%

    Planning and prioritising work

    Deciding on goals and putting together a detailed plan to get the work done.

  • 80%

    Thinking creatively

    Using your own ideas for developing, designing, or creating something new.

  • 80%

    Giving expert advice

    Providing guidance and expert advice to management or other groups.

  • 79%

    Building good relationships

    Building good working relationships and keeping them over time.

  • 78%

    Researching and investigating

    Looking for, getting and understanding different kinds of information.

  • 75%

    Explaining things to people

    Helping people to understand and use information.

  • 71%

    Coordinating the work of a team

    Getting members of a group to work together to finish a task.

  • 70%

    Coaching and developing others

    Working out the needs of others and coaching, mentoring, or helping them to improve.

  • 69%

    Making decisions and solving problems

    Using information to work out the best solution and solve problems.

  • 68%

    Scheduling work and activities

    Working out the timing of events, programs, and activities, as well as the work of others.

  • 66%

    Coming up with systems and processes

    Deciding on goals and figuring out what you need to do to achieve them.

  • 66%

    Communicating with the public

    Giving information to the public, business or government by telephone, in writing, or in person.

  • 65%

    Documenting or recording information

    Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.

  • 65%

    Making sense of information and ideas

    Looking at, working with, and understanding data or information.

  • 65%

    Working with computers

    Using computers to program, write software, set up functions, enter data, or process information.

  • 64%

    Looking for changes over time

    Comparing objects, actions, or events. Looking for differences between them or changes over time.

  • 60%

    Leading and encouraging a team

    Encouraging and building trust, respect, and cooperation among team members.


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

Interests are the style or type of work we prefer to do. All interest areas are shown below.

  • 76%

    Enterprising

    Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.

  • 62%

    Helping

    Working with people. Helping or providing service to others.

  • 57%

    Analytical

    Ideas and thinking. Searching for facts and figuring out problems in your head.

  • 57%

    Creative

    Working with forms, designs and patterns. Often need self-expression and can be done without following rules.

  • 48%

    Administrative

    Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.

  • 43%

    Practical

    Practical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.


Values

Work values are important to a person’s feeling of satisfaction. All six values are shown below.
  • 76%

    Achievement

    Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.

  • 76%

    Independence

    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.

  • 64%

    Working conditions

    Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.

  • 57%

    Recognition

    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.

  • 57%

    Relationships

    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.

  • 52%

    Support

    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.


Demands

The physical and social demands that workers face most often are shown below:
  • 100%

    Electronic mail

    Use electronic mail.

  • 93%

    Spend time sitting

    Spend time sitting at work.

  • 90%

    Teamwork

    Work with people in a group or team.

  • 90%

    Telephone

    Talk on the telephone.

  • 88%

    Unstructured work

    Have freedom to decide on tasks, priorities, and goals.

  • 87%

    Face-to-face discussions

    Talk with people face-to-face.

  • 86%

    Freedom to make decisions

    Have freedom to make decision on your own.

  • 83%

    Time pressure

    Work to strict deadlines.

  • 82%

    Indoors, heat controlled

    Work indoors with access to heating or cooling.

  • 81%

    Lead or coordinate a team

    Lead others to do work activities.

  • 80%

    Contact with people

    Have contact with people by telephone, face-to-face, or any other way.

  • 77%

    Being exact or accurate

    Be very exact or highly accurate.

  • 74%

    Impact of decisions

    Make decisions that have a large impact on other people.

  • 71%

    Frequent decision making

    Frequently make decisions that impact other people.

  • 67%

    Making repetitive motions

    Spend time making repetitive motions.

  • 67%

    Letters and memos

    Write letters and memos.

  • 64%

    Competition

    Compete with others, or be aware of competitive pressures.

  • 64%

    Repeating same tasks

    Repeat the same tasks or activities (e.g., key entry) over and over, without stopping.

  • 64%

    Responsible for outcomes

    Take responsibility for the results of other people's work.

  • 61%

    Conflict situations

    Deal with conflict or disagreements.

Occupational Information Network
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, 25-9031.01 - Instructional Designers and Technologists.


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