Summary Report for:
21-2021.00 - Directors, Religious Activities and Education
Direct and coordinate activities of a denominational group to meet religious needs of students. Plan, direct, or coordinate church school programs designed to promote religious education among church membership. May provide counseling and guidance relative to marital, health, financial, and religious problems.
Sample of reported job titles:
Children's Ministries Director, Christian Education Director, Religious Education Director, Christian Education Minister, Youth Ministry Director, Youth Pastor, Youth Director, Associate Pastor, Children's Minister, Women's Ministry Director
Tasks | Knowledge | Skills | Abilities | Work Activities | Work Context | Job Zone | Interests | Work Styles | Work Values | Related Occupations | Wages & Employment
Tasks
- Identify and recruit potential volunteer workers.
- Train and supervise religious education instructional staff.
- Develop and direct study courses and religious education programs within congregations.
- Select appropriate curricula and class structures for educational programs.
- Implement program plans by ordering needed materials, scheduling speakers, reserving space, and handling other administrative details.
- Counsel individuals regarding interpersonal, health, financial, and religious problems.
- Analyze member participation and changes in congregation emphasis to determine needs for religious education.
- Collaborate with other ministry members to establish goals and objectives for religious education programs, and to develop ways to encourage program participation.
- Schedule special events such as camps, conferences, meetings, seminars, and retreats.
- Confer with clergy members, congregation officials, and congregation organizations to encourage support of and participation in religious education activities.
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Knowledge
| Administration and Management — Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources. |
| Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects. |
| English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. |
| Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction. |
| Clerical — Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology. |
| Personnel and Human Resources — Knowledge of principles and procedures for personnel recruitment, selection, training, compensation and benefits, labor relations and negotiation, and personnel information systems. |
| Psychology — Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders. |
| Public Safety and Security — Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions. |
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Skills
| Speaking — Talking to others to convey information effectively. |
| Management of Personnel Resources — Motivating, developing, and directing people as they work, identifying the best people for the job. |
| Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. |
| Coordination — Adjusting actions in relation to others' actions. |
| Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
| Reading Comprehension — Understanding written sentences and paragraphs in work related documents. |
| Instructing — Teaching others how to do something. |
| Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do. |
| Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making. |
| Writing — Communicating effectively in writing as appropriate for the needs of the audience. |
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Abilities
| Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences. |
| Oral Expression — The ability to communicate information and ideas in speaking so others will understand. |
| Speech Clarity — The ability to speak clearly so others can understand you. |
| Speech Recognition — The ability to identify and understand the speech of another person. |
| Written Comprehension — The ability to read and understand information and ideas presented in writing. |
| Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem. |
| Near Vision — The ability to see details at close range (within a few feet of the observer). |
| Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways. |
| Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense. |
| Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). |
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Work Activities
| Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time. |
| Judging the Qualities of Things, Services, or People — Assessing the value, importance, or quality of things or people. |
| Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources. |
| Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. |
| Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. |
| Scheduling Work and Activities — Scheduling events, programs, and activities, as well as the work of others. |
| Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. |
| Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members. |
| Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems. |
| Communicating with Persons Outside Organization — Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail. |
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Work Context
| Face-to-Face Discussions — How often do you have to have face-to-face discussions with individuals or teams in this job? |
| Work With Work Group or Team — How important is it to work with others in a group or team in this job? |
| Structured versus Unstructured Work — To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals? |
| Telephone — How often do you have telephone conversations in this job? |
| Contact With Others — How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it? |
| Coordinate or Lead Others — How important is it to coordinate or lead others in accomplishing work activities in this job? |
| Deal With External Customers — How important is it to work with external customers or the public in this job? |
| Freedom to Make Decisions — How much decision making freedom, without supervision, does the job offer? |
| Public Speaking — How often do you have to perform public speaking in this job? |
| Frequency of Decision Making — How frequently is the worker required to make decisions that affect other people, the financial resources, and/or the image and reputation of the organization? |
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Job Zone
| Title |
Job Zone Four: Considerable Preparation Needed |
| Overall Experience |
A minimum of two to four years of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified. |
| Job Training |
Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training. |
| Job Zone Examples |
Many of these occupations involve coordinating, supervising, managing, or training others. Examples include accountants, human resource managers, computer programmers, teachers, chemists, and police detectives. |
| SVP Range |
(7.0 to < 8.0) |
| Education |
Most of these occupations require a four - year bachelor's degree, but some do not. |
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Interests
Interest code: SEA
| Social — Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others. |
| Enterprising — Enterprising occupations frequently involve starting up and carrying out projects. These occupations can involve leading people and making many decisions. Sometimes they require risk taking and often deal with business. |
| Artistic — Artistic occupations frequently involve working with forms, designs and patterns. They often require self-expression and the work can be done without following a clear set of rules. |
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Work Styles
| Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction. |
| Social Orientation — Job requires preferring to work with others rather than alone, and being personally connected with others on the job. |
| Integrity — Job requires being honest and ethical. |
| Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations. |
| Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. |
| Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. |
| Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. |
| Initiative — Job requires a willingness to take on responsibilities and challenges. |
| Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations. |
| Independence — Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done. |
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Work Values
| Achievement — Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement. |
| Independence — Occupations that satisfy this work value allow employs to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. |
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Related Occupations
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Wages & Employment Trends
National
| Median wages (2007) |
$17.00 hourly, $35,370 annual |
| Employment (2006) |
99,000 employees |
| Projected growth (2006-2016) |
Faster than average (14% to 20%)
|
| Projected need (2006-2016) |
42,000 additional employees |
State & National
Source: Bureau of Labor Statistics 2007 wage data
and 2006-2016 employment projections
.
"Projected growth" represents the estimated change in total employment over the projections period (2006-2016). "Projected need" represents job openings due to growth and net replacement.
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