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SPS-Programmierer Weiterbildung mit Bildungsgutschein

Karriere in der Automatisierung: Weiterbildung zum SPS-Programmierer

In der modernen Industrie sind Fachkräfte für speicherprogrammierbare Steuerungen (SPS) gefragter denn je. Anlagen und Maschinen werden heute weitgehend automatisiert – und SPS-Programmierer sind diejenigen, die diese Prozesse zum Laufen bringen. Eine Weiterbildung in diesem Bereich eröffnet spannende Karrierechancen und ist dank staatlicher Förderung oft sogar kostenfrei. Insbesondere eine SPS-Programmierer Weiterbildung mit Bildungsgutschein bietet Quereinsteigern und Technik-Begeisterten die Möglichkeit, sich ohne finanzielles Risiko zum Automatisierungsexperten zu qualifizieren.

SPS-Programmierer mit Bildungsgutschein – Der Einstieg in die Automatisierungstechnik

Die SPS-Programmierer Weiterbildung mit Bildungsgutschein ist für Arbeitssuchende kostenfrei und wird vom Jobcenter sowie der Agentur für Arbeit unterstützt. Du erlernst in dieser Weiterbildung alle wichtigen Techniken der SPS-Programmierung und erhältst ein IHK-Zertifikat als Nachweis deiner Qualifikation. Mit diesem Zertifikat hast du ausgezeichnete Chancen auf dem Arbeitsmarkt.

SPS-Programmierer kostenfreie Weiterbildung – So startest du in deinen neuen Job

Du kannst die SPS-Programmierer kostenfreie Weiterbildung mit einem Bildungsgutschein der Agentur für Arbeit oder des Jobcenters starten. Der Kurs bei uns dauert 12 Wochen und bietet dir eine praxisorientierte Ausbildung, die dich perfekt auf die Herausforderungen in der Automatisierungstechnik vorbereitet.

Was ist ein SPS-Programmierer?

Ein SPS-Programmierer entwickelt und programmiert speicherprogrammierbare Steuerungen (SPS), die in der Automatisierungstechnik eingesetzt werden. Diese Steuerungen sind essenziell für die Automatisierung von Maschinen und Anlagen in verschiedenen Industrien, von der Produktion bis zur Logistik.

Wie wird man SPS-Programmierer?

Um SPS-Programmierer zu werden, ist eine technische Ausbildung, zum Beispiel im Bereich Elektrotechnik oder Mechatronik, von Vorteil. Viele Fachkräfte absolvieren danach eine spezielle SPS-Programmierer Weiterbildung mit Bildungsgutschein, die dich auf die Programmierung von SPS-Systemen vorbereitet. Um eine solche Weiterbildung absolvieren zu können, muss ein Antrag bei der Agentur für Arbeit gestellt werden, der dir ermöglicht, die Kosten vollständig erstattet zu bekommen.

Wie lange dauert die Weiterbildung zum SPS-Programmierer?

Die Weiterbildung bei uns dauert 12 Wochen und ist praxisorientiert. Du wirst direkt auf die Anforderungen in der Automatisierungstechnik vorbereitet, um als SPS-Programmierer in verschiedenen Industrien erfolgreich zu arbeiten.

Was verdient ein SPS-Programmierer?

Das durchschnittliche Jahresgehalt eines SPS-Programmierers liegt bei etwa 49.700 €. Das Gehalt kann je nach Erfahrung und Branche steigen.

Der Arbeitsmarkt für SPS-Programmierer

Die Nachfrage nach SPS-Programmierern ist in Deutschland hoch. Laut StepStone gibt es aktuell über 8.600 offene Stellenangebote in verschiedenen Industrien. Weitere Stellen findest du auf Indeed und Glassdoor.

Wie bewerbe ich mich für eine kostenfreie SPS-Programmierer Weiterbildung?

Wenn du dich für eine Weiterbildung interessierst, kannst du den Antrag direkt bei der Agentur für Arbeit stellen. Wir helfen dir gerne bei der Antragstellung und beraten dich kostenlos zu den verfügbaren Kursen.

Häufige Fragen (FAQ)

Was kostet die SPS-Programmierer Weiterbildung beim Berger Bildungsinstitut?
→ Wenn du einen Bildungsgutschein von der Agentur für Arbeit oder dem Jobcenter erhältst, ist die Weiterbildung kostenfrei für dich.

Wie lange dauert die SPS-Programmierer Weiterbildung?
→ Die Weiterbildung bei uns dauert 12 Wochen und ist praxisorientiert.

Welche Voraussetzungen sind notwendig?
→ Grundkenntnisse in Elektrotechnik oder Informatik sind von Vorteil, aber nicht zwingend erforderlich.

Was verdient ein SPS-Programmierer?
→ Das Durchschnittsgehalt liegt bei etwa 49.700 € jährlich, abhängig von Erfahrung und Branche.

Quellen

Top Best 10 Tips for Learning at Work

Organizations today are in constant flux. Industries are consolidating, new business models are emerging, new technologies are being developed, and consumer behaviors are evolving. For executives, the ever-increasing pace of change can be especially demanding. It forces them to understand and quickly respond to big shifts in the way companies operate and how work must get done. In the words of Arie de Geus, a business theorist, The ability to learn faster than your competitors may be the only sustainable competitive advantage.

I’m not talking about relaxed armchair or even structured classroom learning. I’m talking about resisting the bias against doing new things, scanning the horizon for growth opportunities, and pushing yourself to acquire radically different capabilities—while still performing your job. That requires a willingness to experiment and become a novice again and again: an extremely discomforting notion for most of us.

Share What You’ve Learnt

Over decades of coaching and consulting to thousands of executives in a variety of industries, however, my colleagues and I have come across people who succeed at this kind of learning. We’ve identified four attributes they have in spades: aspiration, self-awareness, curiosity, and vulnerability. They truly want to understand and master new skills; they see themselves very clearly; they constantly think of and ask good questions; and they tolerate their own mistakes as they move up the learning curve.

Of course, these things come more naturally to some people than to others. But, drawing on research in psychology and management as well as our work with clients, we have identified some fairly simple mental tools anyone can develop to boost all four attributes—even those that are often considered fixed (aspiration, curiosity, and vulnerability).

Focusing on benefits, not challenges, is a good way to increase your aspiration. There are no secrets to success.

– james jackson

It’s easy to see aspiration as either there or not: You want to learn a new skill or you don’t; you have ambition and motivation or you lack them. But great learners can raise their aspiration level—and that’s key, because everyone is guilty of sometimes resisting development that is critical to success.

Make Yourself Accountable

Over the past decade or so, most leaders have grown familiar with the concept of self-awareness. They understand that they need to solicit feedback and recognize how others see them. But when it comes to the need for learning, our assessments of ourselves—what we know and don’t know, skills we have and don’t have—can still be woefully inaccurate. In one study conducted by David Dunning, a Cornell University psychologist, 94% of college professors reported that they were doing “above average work.”

Let’s say your boss has told you that your team isn’t strong enough and that you need to get better at assessing and developing talent. Your initial reaction might be something like What? She’s wrong. My team is strong. Most of us respond defensively to that sort of criticism. But as soon as you recognize what you’re thinking, ask yourself, Is that accurate? What facts do I have to support it? In the process of reflection you may discover that you’re wrong and your boss is right, or that the truth lies somewhere in between—you cover for some of your reports by doing things yourself, and one of them is inconsistent in meeting deadlines; however, two others are stars.

Learning On-the-Go with the New Technologies

Organizations today are in constant flux. Industries are consolidating, new business models are emerging, new technologies are being developed, and consumer behaviors are evolving. For executives, the ever-increasing pace of change can be especially demanding. It forces them to understand and quickly respond to big shifts in the way companies operate and how work must get done. In the words of Arie de Geus, a business theorist, The ability to learn faster than your competitors may be the only sustainable competitive advantage.

I’m not talking about relaxed armchair or even structured classroom learning. I’m talking about resisting the bias against doing new things, scanning the horizon for growth opportunities, and pushing yourself to acquire radically different capabilities—while still performing your job. That requires a willingness to experiment and become a novice again and again: an extremely discomforting notion for most of us.

Share What You’ve Learnt

Over decades of coaching and consulting to thousands of executives in a variety of industries, however, my colleagues and I have come across people who succeed at this kind of learning. We’ve identified four attributes they have in spades: aspiration, self-awareness, curiosity, and vulnerability. They truly want to understand and master new skills; they see themselves very clearly; they constantly think of and ask good questions; and they tolerate their own mistakes as they move up the learning curve.

Of course, these things come more naturally to some people than to others. But, drawing on research in psychology and management as well as our work with clients, we have identified some fairly simple mental tools anyone can develop to boost all four attributes—even those that are often considered fixed (aspiration, curiosity, and vulnerability).

Focusing on benefits, not challenges, is a good way to increase your aspiration. There are no secrets to success.

– james jackson

It’s easy to see aspiration as either there or not: You want to learn a new skill or you don’t; you have ambition and motivation or you lack them. But great learners can raise their aspiration level—and that’s key, because everyone is guilty of sometimes resisting development that is critical to success.

Make Yourself Accountable

Over the past decade or so, most leaders have grown familiar with the concept of self-awareness. They understand that they need to solicit feedback and recognize how others see them. But when it comes to the need for learning, our assessments of ourselves—what we know and don’t know, skills we have and don’t have—can still be woefully inaccurate. In one study conducted by David Dunning, a Cornell University psychologist, 94% of college professors reported that they were doing “above average work.”

Let’s say your boss has told you that your team isn’t strong enough and that you need to get better at assessing and developing talent. Your initial reaction might be something like What? She’s wrong. My team is strong. Most of us respond defensively to that sort of criticism. But as soon as you recognize what you’re thinking, ask yourself, Is that accurate? What facts do I have to support it? In the process of reflection you may discover that you’re wrong and your boss is right, or that the truth lies somewhere in between—you cover for some of your reports by doing things yourself, and one of them is inconsistent in meeting deadlines; however, two others are stars.

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