Skills Instructor, First Aid in Alberta

Find out what skills you typically need to work as an instructor, first aid in Canada. These skills are applicable to all Other instructors (NOC 4216).

Expertise

People working in this occupation usually apply the following skill set.

  • Demonstrate and explain the handling and mechanical operation of motor vehicles
  • Instruct individuals on proper motor vehicle driving skills and traffic regulations
  • Supervise individuals during practice driving
  • Conduct road test examinations and evaluate the driving ability of applicants for driver's licences
  • Give instruction to students in techniques and skills of sewing, tailoring and dressmaking
  • Give instruction on comportment, personal development, make-up application and modelling techniques for fashion shows and magazine advertising

Skills and knowledge

The following skills and knowledge are usually required in this occupation.

Essential skills

See how the 9 essential skills apply to this occupation.

Reading
  • Read text entries in completed forms. For example, first aid instructors read student's training goals in orientation forms. Day camp instructors read descriptions of children's physical limitations in application forms. Driver examiners read comments about examination results in drivers' electronic records. (1)
  • Read instructions and other brief text passages on product and equipment labels. For example, first aid and cardiopulmonary resuscitation instructors read operating and cleaning instructions on the labels of equipment such as defibrillators and training manikins. (2)
  • Read e-mail and memos. For example, driver examiners read e-mail and memos from office administrators to learn about policy changes and updates to their examination schedules. First aid and cardiopulmonary resuscitation instructors read e-mail from people who are seeking more information about their training services, fees and professional certifications. (2)
  • Read newspaper and magazine articles on topics of professional interest. For example, modelling instructors may read Flare magazine to learn about new fashion trends. Sewing instructors may read Quick Quilt magazine to look for new patterns, fabrics and sewing methods. (2)
  • Read policy and procedures, training and equipment manuals. For example, first aid and cardiopulmonary resuscitation instructors read operating manuals for training equipment such as liquid crystal display projectors. They read training manuals published by medical associations to learn about current practices, teaching strategies and lesson plans. Driver examiners read policy and procedure manuals that specify how examinations must be completed and list the examination requirements for each license class. (3)
  • May read brief reports which describe their students' medical conditions. For example, driver examiners may read ophthalmologists' reports which describe physiological anomalies that may affect their driving. Day camp instructors may read reports from doctors which describe childrens' allergies, medications and medical conditions that affect their abilities to participate in physical activities. (3)
  • May read and interpret legislation. For example, driving instructors may read the Motor Vehicle Act to explain to their students how sections of the Act apply to drivers of various ages and to holders of various classes of driving licenses. First aid and cardiopulmonary resuscitation instructors may read provincial legislation such as Ontario's Good Samaritan Act and Alberta's Emergency Medical Aid Act so that they can explain the implications of the legislation to their students. (4)
  • May read regulations issues by provincial and federal agencies and guidelines published by professional groups and associations. For example, cardiopulmonary resuscitation instructors read regulations which specify the types of training and practice activities that must be included in lesson plans for certification of participants. First aid instructors may read provincial occupational health and safety regulations which specify acceptable first aid procedures and outline the qualifications and responsibilities of first aid attendants. They must fully understand the specifications when designing their training courses. (4)
Document use
  • Complete entry forms. For example, driver examiners enter clients' written exam scores into database entry forms. First aid, cardiopulmonary resuscitation and sewing instructors mark attendance forms to record students' absences. They enter identification numbers, test and examination scores and other data into student records. (1)
  • Locate names, dates, times and other data in examination applications, schedules, lesson plans, course timetables and other forms. (1)
  • May locate data on product and equipment labels. For example, driver examiners may scan labels on vehicle safety restraints and children's car seats to locate model numbers and diagrams showing how to install and use these devices. (2)
  • Locate data in lists and tables. For example, sewing instructors scan garment fitting tables to locate pattern sizes for different body measurements. They show students how to correlate measurements to pattern sizes. (2)
  • Locate data in graphs. For example, driving instructors locate traffic accident data in graphs which illustrate common causes of serious injuries and fatalities. First aid and cardiopulmonary resuscitation instructors scan graphs to locate data on the effects of time delay in administering drugs to heart attack victims. (3)
Writing
  • Write brief notes to record students' achievements and progress. For example, driving examiners may write short notes in drivers' records to explain why students' licenses are suspended. Day camp instructors may write notes in notebooks to record children's behaviours. Cardiopulmonary resuscitation instructors may note their observations of students' resuscitation techniques. (1)
  • Write e-mail messages and letters to their students and to the clients who purchase courses. For example, modelling instructors may write letters to prospective students to introduce their agencies and outline the services they offer. First aid and cardiopulmonary resuscitation instructors may write e-mail messages to corporate clients to describe recent training sessions with the clients' employees and to provide details of students' attitudes and achievements. (2)
  • May write reports which detail students' achievements. For example, confidence coaches may write detailed reports to describe their students' public speaking abilities and to discuss the results of practical examinations in debate and argument. Driver examiners may write reports which describe occurrences of dangerous driving during motorcycle and tractor trailer driving tests. (3)
  • May write tests and examinations. For example, first aid and cardiopulmonary resuscitation instructors may write multiple choice and essay-type examinations. Sewing instructors may write step-by-step practical examination questions which allow students to demonstrate typical and advanced sewing techniques. (3)
  • Write training manuals, workbooks, lesson plans, learning activities and other training materials for their courses. For example, sewing instructors may write introductory lesson plans to introduce students to typical sewing supplies, types of fabrics and basic stitching techniques. First aid and cardiopulmonary resuscitation instructors may write activities and exercises for students. (3)
  • May write newsletters, pamphlets and promotional materials to solicit business for their instructional services. For example, driving instructors may write newsletters which contain information about upcoming classes, course outlines, registration procedures, costs and course times. First aid and cardiopulmonary resuscitation instructors may write newspaper advertisements which detail their instructional services, areas of expertise and professional certifications. They use persuasive and positive language to provide specific details about their services and experience to attract clients and students. (3)
NumeracyMoney Math
  • May count cash payments for their services and make change. For example, first aid and day camp instructors may collect application fees and monies for supplies. (1)
  • May total bills and calculate taxes due on invoices. For example, sewing and first aid instructors total amounts on statements and invoices for their services and add taxes. (3)
Scheduling, Budgeting & Accounting Math
  • Schedule appointments, classes and learning activities. For example, driver examiners may schedule students' appointments for eye examinations and practical driving tests. (2)
  • May perform accounting tasks such as preparing income and expense statements and reconciling bank statements. For example, self-employed instructors may create invoices for training services and monitor their businesses' expenditures. (3)
Measurement and Calculation Math
  • measure physical properties using basic measuring tools. For example, sewing instructors use tapes to take students' measurements and measure lengths of fabric. Driving instructors use odometers to measure distances travelled during students' driving practice sessions and driving examinations. (1)
  • calculate scores for tests and examinations. For example, driver examiners may add point values associated with correct answers to compile written examination scores. Modelling instructors may add marks recorded during components of students' practical examinations to provide overall scores. (2)
Data Analysis Math
  • May manage inventories of supplies. For example, first aid and cardiopulmonary resuscitation instructors monitor and maintain small quantities of bandages, visual aids and other instructional materials to ensure they have the required quantities for classes of varying sizes. Modelling instructors manage inventories of cosmetics which may have short shelf lives. (2)
Numerical Estimation
  • estimate the time required to complete activities, quizzes, tests and examinations to create lesson plans for their courses. (2)
  • may estimate distances. For example, driver examiners may estimate distances required to stop vehicles on icy roads during practical driving examinations. (2)
Oral communication
  • assign duties and give directions to junior instructors and helpers. For example, sewing instructors may ask helpers to demonstrate sewing techniques to individual students. Modelling instructors may ask their assistants to help apply makeup and arrange hairstyles for students prior to fashion shows and group auditions. (2)
  • discuss work assignments and job tasks with their supervisors. For example, day camp instructors may ask their program managers about changes to their sessions to allow more off-site field trips to museums, parks and attractions. Driver examiners may ask their supervisors to amend examination schedules and to increase and decrease the number of daily appointments. (2)
  • speak to suppliers about the products and services they purchase and use. For example, first aid and cardiopulmonary resuscitation instructors negotiate the prices for bandages, splints and defibrillators with medical supply wholesalers. Sewing instructors discuss purchases of fabrics and materials with suppliers. (2)
  • discuss ongoing work with co-workers. For example, driver examiners discuss examination schedules and other matters with office administrators. Day camp instructors discuss sports activities with other instructors. (2) )
  • discuss technical and specialist topics with co-workers and colleagues. For example, first aid and cardiopulmonary resuscitation instructors may ask paramedics and other medical professionals about their experiences administering cardiopulmonary resuscitation and first aid. Modelling instructors may speak with agents, fashion photographers and film and television producers to inquire about opportunities for their students. (3)
  • counsel and advise students. For example, driving instructors give clear, calm instructions and encourage new drivers during their first practical driving outings to boost their confidence. Driver examiners may calm and reassure anxious young drivers before examinations. Modelling instructors may advise their students on sexual exploitation in the modelling industry and suggest ways to avoid situations that compromise their personal values and endanger their safety. (3)
  • provide instruction and lead classroom discussions. They convey their knowledge of various topics and their passion for the subject matter they teach while maintaining the attention on their students' achievements and learning needs. They deliver lectures, facilitate discussions to engage their students and lead activities which meet students' aptitudes and interests. (3)
ThinkingProblem Solving
  • Encounter faulty and poorly maintained equipment which forces rescheduling of their lessons and courses. For example, driving instructors may be forced to reschedule practice driving with students because vehicles are not working properly. First aid and cardiopulmonary resuscitation instructors may reschedule defibrillator training sessions because automated external defibrillators were not properly charged before the sessions. (1)
  • Find that classes are disrupted by students' inappropriate behaviours. For example, driving examiners may be confronted by students who are enraged because they have lost their drivers' licenses and may lose their jobs because they failed their driving examinations. Modelling instructors may speak to students who verbally disrespect each other and constantly compete with each other for the instructors' attention. They express their disapproval with the students' behaviours and suggest ways to correct them. If students do not remedy their disruptive conduct instructors may ask students to leave the class and report the inappropriate conduct to students' employers. (2)
  • Discover that normal instructional methods and learning activities are not effective for some students. For example, modelling instructors may encounter students with extremely low self-esteem. Driving instructors may encounter aggressive or arrogant students who have been referred to their courses after dangerous or impaired driving convictions. They try to empathize with students' situations and provide one-on-one tutoring and other supports to help their students achieve their goals. (3)
Decision Making
  • Select learning materials, equipment and other supplies required for their courses. For example, modelling instructors may choose suppliers and brands of cosmetics which offer quality results at lower costs. Sewing instructors may choose makes and models of sewing machines that have garnered excellent consumer reviews. Instructors may use past experience with suppliers and their products to inform their decisions. (2)
  • Set fees and payment terms for their instructional services. For example, driving instructors may choose to offer discounts and corporate rates to larger groups of long-haul truck drivers. First aid and cardiopulmonary resuscitation instructors may choose to allow clients to pay for their services in instalments. (2)
  • Choose instruction methods to use for their courses. For example, sewing instructors may choose areas of instruction for students' varying ages and experience levels by reviewing high school home economics curricula. Driving instructors may decide which routes their students will take during practice using the content of current lessons and their knowledge of daily traffic conditions in their areas. (3)
Critical Thinking
  • Judge the effectiveness of learning activities. For example, they observe students' responses to questions and evaluate their comments for appropriateness. They assess the degree to which students are able to achieve their learning goals. They review course evaluations and remarks submitted by students who take their courses, clients who purchase their courses and sponsors who provide financing for their courses to ascertain whether they are satisfied. (2)
  • Evaluate students' achievement of learning goals. For example, they consider students' marks in assignments and written and practical examinations. They may give weight to students' participation in classes and their personal attitudes to determine final grades. (3)
  • Evaluate the suitability of the courses they offer. For example, they may review current best practice guidelines and confer with other instructors in their areas of expertise to ensure their courses are contemporary and accurate. (3)
Job Task Planning and Organizing

Own Job Planning and Organizing

Other instructors plan, organize job tasks according to the needs of students and clients. Driver examiners may have to meet daily testing quotas and follow schedules planned by administrators and supervisors. (3)

Planning and Organizing for Others

Other instructors may plan and organize job tasks for junior instructors, assistants and helpers during large group assignments and examinations. (3)

Significant Use of Memory
  • memorize the names of students in their courses.
  • may remember teaching strategies that engage disinterested students.
Finding Information
  • Find information about industry trends and teaching methods and strategies by browsing internet sites, by reading books, magazines and newspapers and by talking to co-workers and colleagues. For example, sewing instructors read sewing magazines to get ideas for class projects. First Aid instructors browse health and wellness web sites to find supplemental training materials. (2)
  • Find information about their students by reviewing students' records and by speaking to employers and other instructors. For example, driver examiners search their clients' driving records for demerit infractions and convictions. Self-employed instructors may contact other instructors to find out if shared clients paid for their courses promptly and fully. (2)
Digital technology
  • May use graphics software. For example, driving instructors may create and show slide presentations to illustrate the meanings of common road signs. Modelling instructors may create photo slide shows of students' photos for distribution to talent agencies. (2)
  • May use databases. For example, driver examiners access computer databases to search students' driving records for names, licence classes, conditions, restrictions, convictions, suspensions and reinstatements. (2)
  • May use financial software. For example, self-employed instructors may use accounting software such as QuickBooks to process invoices for their services and to track business expenditures. (2)
  • Use communication software. For example, driver examiners may read e-mail from office administrators which detail changes to appointments and examination schedules. (2)
  • Use the Internet. For example, first aid and cardiopulmonary resuscitation instructors may search medical web sites for definitions of physiological and medical terms. Modelling instructors may visit talent agencies' web sites to identify posted job opportunities and audition times for their students. (2)
  • Use word processing. For example, first aid and cardiopulmonary resuscitation instructors may use advanced functions of word processing programs to write and format training manuals. Modelling instructors may write letters of reference for their students. (3)
Additional informationOther Essential Skills:

Working with Others

Other instructors often work alone to prepare and teach their courses and to administer examinations. They may coordinate and integrate job tasks with helpers and assistants. (2)

Continuous Learning

Other instructors are required to learn continuously to keep their knowledge of their subject areas current. As experts in their chosen fields, instructors must ensure a complete and current understanding of the concepts they teach. They generally set their own learning goals and find their own learning opportunities. To achieve learning goals they read books, magazines and other reference materials, visit internet sites related to their specialties and attend conferences and seminars. They also learn through conversations with other instructors and colleagues and through daily interactions with students and clients. (3)

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