Collaborate with other professionals to develop education or assistance programs.

Collaborate with other professionals to develop education or assistance programs. is a detailed work activity in O*NET — a concrete unit of work shared across 7 occupations and seen in 7 occupation-specific tasks. It rolls up into the broader work activity Collaborate in the development of educational programs. in Communicating with Supervisors, Peers, or Subordinates .

Detailed work activities are the most granular shared layer in O*NET's work-activity hierarchy (Generalized → Intermediate → Detailed → occupation-specific task). The figures below describe how this activity shows up across the economy and what independent studies measure about AI and this kind of work — not a prediction that the work will be automated.

AI exposure

Of the 7 tasks under this activity that the OpenAI / Eloundou “GPTs are GPTs” study rated, 4 (57%) are flagged as directly exposed to language models (E1) or exposed via model-powered tools (E2).

The Anthropic Economic Index observes real AI use on 1 of these tasks, with a mean mapped-usage share of 0.002% per task.

Exposure estimates overlap with model capabilities — whether a model could speed the task up — not whether the work will be done by software. Observed AI use is augmentation and assistance today, not jobs replaced.

Member tasks

Occupation-specific tasks O*NET maps to this detailed work activity, most important first.

• Collaborate with other educational personnel to provide inclusive activities or programs for children with disabilities. · Adapted Physical Education Specialists · importance 4.3 · no direct exposure
• Develop, implement, or evaluate public education, prevention, or health promotion programs, working in collaboration with organizations, institutions, or communities. · Substance Abuse and Behavioral Disorder Counselors · importance 4.0 · exposure with tools
• Collaborate with other ministry members to establish goals and objectives for religious education programs or to develop ways to encourage program participation. · Directors, Religious Activities and Education · importance 4.0 · no direct exposure
• Collaborate with community agencies to establish facilities and programs for persons with disabilities. · Rehabilitation Counselors · importance 3.8 · exposure with tools
• Serve on policy-making committees, assist in community development, and assist client groups by lobbying for solutions to problems. · Child, Family, and School Social Workers · importance 3.7 · exposure with tools
• Collaborate with teachers and administrators in the development, evaluation, and revision of school programs and in the preparation of master schedules for curriculum offerings. · Educational, Guidance, and Career Counselors and Advisors · importance 3.4 · exposure with tools
• Organize and direct committees of specialists, volunteers, and staff to provide technical and advisory assistance for programs. · Education Administrators, Kindergarten through Secondary · importance 3.3 · no direct exposure

Occupations that perform this

• Adapted Physical Education Specialists
• Substance Abuse and Behavioral Disorder Counselors
• Directors, Religious Activities and Education
• Rehabilitation Counselors
• Child, Family, and School Social Workers
• Educational, Guidance, and Career Counselors and Advisors
• Education Administrators, Kindergarten through Secondary

Sources for this page

Every figure above traces to a named public dataset and the exact release below — not hand-written opinion. See the full methodology for what each measure does and does not mean.

• O*NET 30.3 U.S. Department of Labor / National Center for O*NET Development
• Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27) Anthropic
• “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic

Data compiled June 2, 2026. Figures are estimates, not advice.

@misc{singulariki-collaborate-with-other-professionals-to-develop-education-or-assistance-programs,
  title  = {Collaborate with other professionals to develop education or assistance programs.},
  author = {{Singulariki}},
  year   = {2026},
  note   = {O*NET 30.3; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026},
  url    = {https://singulariki.com/detailed-activities/collaborate-with-other-professionals-to-develop-education-or-assistance-programs}
}