Summary
As a strategic and senior manager and training professional you are expected to use your extensive experience and knowledge to identify, design, deliver and evaluate cross-organisation digital learning solutions.
You will manage a team of learning professionals. You will also contribute to the workforce strategy and liaise with stakeholders to ensure the learning needs for all colleagues are met.
Background
| Description | Background |
|---|---|
| Possesses a good appreciation of the tools and support services available within the learning and development space. Has a sound understanding and practical experience of learning interventions and techniques. Has a broad understanding of the full information system lifecycle. Is able to motivate both staff and trainees utilising mature communication skills. Demonstrates sound knowledge of the policies, structures, culture and products of the employing organisation and any partner organisations. | Prior Knowledge and Skills |
Work Activity Components
| Title | Details |
|---|---|
| Career paths and mentoring (PEMT) (Level 5) | Advises individuals on career paths, and encourages pro-active development of skills and capabilities. Provides mentoring to support professional development. |
| Empowerment and role model(PEMT) (Level 5) | Facilitates effective working relationships within and between teams of staff. Motivates groups of staff and teams towards a high level of performance. Engages with, and empowers groups of staff. Acts as a role model for groups of staff, setting a standard, acting professionally at all times and working to a professional code of conduct and ethics. |
| Formal appraisals (PEMT) (Level 5) | Conducts formal appraisals of the performance of team members. Facilitates a dialogue with team members about expectations, progress, performance and development needs. Participates, as appropriate, in formal processes such as compensation negotiations, grievance procedures, and disciplinary procedures. |
| Guidance, performance and feedback (PEMT) (Level 5) | Optimises the performance of people, measuring and reporting on performance against agreed quality and performance criteria. Collects data on the performance of groups of staff. Gives regular feedback to teams and senior staff as to team performance on work packages. |
| Lead, manage and supervise(PEMT) (Level 5) | Manages, supports and guides the work of groups of staff in line with organisational strategy. |
| Team dynamics (PEMT) (Level 5) | Integrates staff into teams to perform packages of work, taking account of individual and team capabilities. Consider the importance of skill mix within teams. Is sensitive towards team dynamics. |
| Transformation and change (PEMT) (Level 5) | Manages teams involved in significant transformation projects and/or during times of change, aligning change programmes with staff skills and capabilities. Supports staff, through difficult and challenging change programmes. |
| Work allocation, support and delegation (PEMT) (Level 5) | Allocates responsibilities, including supervisory and assigns packages of work to groups of staff. Ensures that work packages are aligned with the particular skills and abilities of teams. Supports teams in the delivery of work packages. Delegates work to individuals and teams, taking full account of skills and capabilities. |
| Skills and capability inventory (WFPL) (Level 5) | Implements and maintains a skills and capability inventory and identifies options for closing current and forecast gaps. |
| External Providers (ETMG) (Level 6) | Reviews and approves external development providers to ensure budgetary, learning strategy, and policy conformity. |
| Learning and development management(ETMG) (Level Six) | Manages the development and provision of all learning, taking account of the strategic aims of the employing organisation. Determines the learning and development programme and delivery mechanisms needed to upskill staff in line with business needs. |
| Learning Catalogue (ETMG) (Level 6) | Leads the production of a catalogue of learning and development resources. Ensures the catalogue is effectively maintained, recognises and remains relevant to business needs, and is readily accessible. |
| Learning delivery and support (ETMG) (Level 6) | Takes an executive role in providing a structured, accessible and supportive environment both to learners and to the employing organisation. Provides advice and counselling focusing on career development and the development of appropriate knowledge, skills and behaviours. |
| Learning management system (ETMG) (Level 6) | Plays a major part in determining the structure and content of the corporate learning management system particularly in relation to costs, coverage and resources. |
| Learning performance management (ETMG) (Level Six) | Evaluates learning outcomes. Reports to senior management indicating the utilisation of resources, the status of compliance and measures of learning and development effectiveness. |
| Learning content management (ETMG) (Level 7) | Identifies opportunities for strategic relationships with suppliers and partners. |
| Learning resource management (ETMG) (Level 7) | Secures organisational resources to execute the learning and development strategy. |
| Service promotion (ETMG) (Level 7) | Leads in the promotion of accessible learning and development activities available to internal or external customers, as appropriate, with specific focus on negotiating costs, benefits, commitments and delivery directly with senior line management/customer. |
| Communication and liaison (SUPP)(Level Four) | Acts as the liaison between the organisation and supplier, both internal and external, owning the contract relationship on behalf of the customer organisation, enabling all communications to take place effectively and efficiently. |
| Strategy, policy and standards (SUPP)(Level 5) | Maintains a broad understanding of the commercial IT environment, how the organisation sources, deploys and manages external partners and when it is appropriate to use in-house resource. Advises on policy and procedures covering the selection of suppliers, tendering and procurement. |
Behavioural Skills
| Title | Details |
|---|---|
| Counselling and Developing Others | Helping others to understand their values, needs, goals and limitations and coaching them to develop their effectiveness towards the limits of their potential. |
| Delegation | Delegating tasks, responsibilities and authorities effectively. |
| Follow-up and Monitoring | Checking progress against targets, taking action to resolve exceptions/ issues and reporting and escalating where necessary. |
| Holistic Thinking | The ability to place problems in the context of the wider business landscape or area of interest. Understanding how different business functions work together to achieve shared goals. |
| Influence, Persuasion and Personal Impact | Conveying a level of confidence and professionalism when engaging with stakeholders, influencing positively and persuading others to take a specific course of action when not in a position of authority. |
| Interacting with People | Establishing relationships, contributing to an open culture and maintaining contacts with people from a variety of backgrounds and disciplines. Effective, approachable and sensitive communicator in different communities and cultures. Ability to adapt style and approach to meet the needs of different audiences. |
| Leadership | Clearly articulating goals and objectives, and motivating and leading others towards their achievement. |
| Organisational Awareness | Understanding the hierarchy and culture of own, customer, supplier and partner organisations and being able to identify the decision makers and influencers. |
| Providing Direction | Directing others to undertake specified tasks within a defined timescale. |
| Strategic Thinking | Long-term, broad vision perspective, situational analysis and pattern identification to anticipate potential outcomes when considering immediate and future implications of actions and decisions. |
Technical Skills
| Title | Details | Depth |
|---|---|---|
| Business Environment | The business environment relating to own sphere of work (own organisation and/or closely associated organisations, such as customers, suppliers, partners and competitors), in particular those aspects of the business that the specialism is to support (i.e. localised organisational awareness from a technical perspective). | Familiar with |
| Corporate, Industry and Professional Standards | Applying relevant standards, practices, codes, and assessment and certification programmes to the specific organisation or business domain. | Proficient in |
| IT Environment | The IT environment relating to own sphere of work (own organisation and/or closely associated organisations, such as customers, suppliers, partners), in particular own organisation's technical platforms and those that interface to them through the specialism, including those in closely-related organisations. | Familiar with |
| Own Organisation's IT Products and Services | The IT products and/or services supplied to internal and external customers by own organisation. | Proficient in |
| Technical Training Subject Matter | Current and emerging concepts and/or practical applications of one or more specialist topics in sufficient depth to develop and conduct learning interventions covering the topics. Undertakes ongoing personal subject-related updating to ensure knowledge of subject matter remains up to date. | Proficient in |
Other Skills
| Title | Details | Depth |
|---|---|---|
| Appraisal Techniques | Methods and techniques for appraising an individual's performance and potential. | Proficient in |
| Business Proposals | Methods and techniques for preparing and presenting business cases, requests for proposal (RFP) invitations to tender (ITT) and statements of requirements/work both verbally and in writing. | Proficient in |
| Coaching Techniques | Methods and techniques for coaching individuals or groups by a balanced combination of support and direction, which could include use of virtual learning environments plus add-ons to augment feedback specific to work items, workflow or career plans. | Proficient in |
| Disciplinary Issues and Procedures | Managing episodes of unsatisfactory behaviour or performance in accordance with appropriate policies and legislative conformance. Includes changes to circumstances, such as sickness, disability and other personal issues. | Familiar with |
| Own Organisation's Learning and Development Procedures | The procedures used within own organisation for staff learning and development. | Proficient in |
| Performance Consulting | The theory and practical application of performance consulting to ensure that learning support drives business results | Aware of |
| Performance Monitoring | Identifying, agreeing and monitoring (usually by face-to-face interviews) objectives and deliverables with individuals. Identifying under-performance issues against agreed quality standards and performance criteria. Identifying gaps in capability and causes, disciplinary or ability-related (needing assistance, training or other support). | Proficient in |
| Presentation Techniques | Methods and techniques for delivering effective and accessible presentations, either face-to-face or online within various contexts and to a variety of audiences. | Expert in |
| Project Planning and Control Techniques | Methods and techniques associated with planning and monitoring progress of projects. | Proficient in |
| Resource Allocation | The effective and efficient routine deployment of resources, (but also including reassessment and reallocation in a dynamic multi-project environment), to achieve optimum results. | Proficient in |
| Team Dynamics | Knowledge and understanding of the psychological and environmental forces that influence the direction of team behavior and performance and the tools and techniques to improve team cohesion and performance. | Familiar with |
| Techniques for Effective Meetings | Methods and techniques for running effective meetings and for understanding and influencing the roles played by participants. | Proficient in |
| Training Techniques | Methods and techniques for creating and delivering effective and accessible learning and development. | Expert in |
Training
| Title | Details |
|---|---|
| Career/Talent Development Methods and Tools | The background, purpose and approach of the organisation's career/talent development strategies and programmes. Their fundamental elements competency and L&D frameworks, such as SFIAplus; talent management and development planning processes and tools; scheme administration and management; roles and responsibilities; and communication of the benefits. |
| Diversity and Inclusion | Raise diversity in-the-workplace awareness in order to better understand how the world looks through the eyes of people of a different age, race, gender, sexuality, etc, improve communications with people from diverse backgrounds and reduce the levels of unconscious bias in decision-making. |
| Latest Cyber Security Threats for Senior Execs | Short, high-level, up-to-date and to-the-point briefing on the latest threats and vulnerabilities in cyber security. |
| Own Organisation's Systems, Products and Services | Understanding of the organisation's systems, products and services to enable selling, support and development activities. |
Professional Development Activity (PDA)
| Title | Details | PDA Group |
|---|---|---|
| Gaining Knowledge of Broader IT Issues | Increasing and maintaining currency of knowledge of broader IT issues through reading, attending and participating in seminars or conferences, special studies, temporary assignments etc. | Increasing Knowledge |
| Gaining Knowledge of Standards and Legislation | Gaining and maintaining knowledge of relevant national and international standards and legislation. | Increasing Knowledge |
| Gaining Strategic Knowledge of Employing Organisation | Developing a comprehensive understanding of the business environment in which the employing organisation operates and its position, policies and direction in relation to health and care, country and global issues. | Increasing Knowledge |
| General Management | Continuing learning and development in general management skills, such as effective communication, leadership styles and skills, team building and team roles, motivation and delegation, planning and resource scheduling, influencing, persuasion and negotiation, so as to be in a position to accept greater responsibility at senior management or director (including non-exec) level. | Developing Professional Skills |
| Job Shadowing and Special Assignments | Undertaking temporary periods or secondments in other roles, particularly those that offer a new perspective on own function or exposure to other environments and cultures. | Broadening Activities |
| Mentoring | Acting as a mentor, advising those for whom there is no direct responsibility, on matters to do with their job role, career and professional development. | Broadening Activities |
| Participation in Professional Body Affairs | Taking an active part in professional body affairs at branch, specialist group, committee or board level. | Participation in Professional Activities |
Qualification Components
| Title | Awarding Bodies |
|---|---|
| CEdMA Europe Certified Technical Training Manager | Customer Education Management Association (CEdMA) |
| FEDIP Leading Practitioner | The Federation for Informatics Professionals |
Government Digital and Data Profession Capability Framework Skills
| Skill | Level |
|---|---|
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Agile working (content design) Agile delivery involves encouraging teams to build incrementally, test and iterate their work based on regular feedback and other useful data. |
Expert Agile working (content design) You can: coach and lead teams in Agile and Lean practices, determining the right approach for the team or the project evaluate and review the approach through the life of a project and can iterate and pivot accordingly think of new and innovative ways of working to achieve the right outcomes act as a recognised expert and advocate the approaches proposed, continuously reflecting on the work of the team and constructively challenging them to improve processes and delivery regularly assess and review capability within teams and ensure individuals have the skills needed to deliver |
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Capability building for digital, data and technology |
Expert Capability building for digital, data and technology You can:
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Commercial management Coding and scripting involves designing, writing and iterating code and scripts from prototype to production. |
Practitioner Commercial management You can: take responsibility for complex relationships with contracted suppliers identify appropriate contractual frameworks and identify appropriate suppliers negotiate with contracted suppliers get good value out of contracts and suppliers |
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Commercial perspective Commercial management involves exploring commercial opportunities whilst complying with the regulations on how we conduct and manage both internal and third party relationships. |
Practitioner Commercial perspective You can: identify appropriate contractual frameworks and approaches identify, evaluate and select appropriate suppliers |
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Communicating information Communication involves conveying information using the most effective medium and language for the audience. |
Practitioner Communicating information You can: work collaboratively in a group and build relationships with others identify issues through Agile 'health checks' and work with others to address them manage stakeholder expectations be flexible and capable of proactive and reactive communication host or moderate difficult discussions within the team or with senior stakeholders |
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Context, problem and option analysis Context, problem and option analysis involves holistically investigating the context for a piece of work to define the problem or opportunity, understand root causes, identify high level business and user needs and shape the work to address those needs. |
Practitioner Context, problem and option analysis You can:
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Continual service improvement Prototyping a service or product involves exploring, testing and sharing different concepts before committing to the final design. |
Working Continual service improvement You can: identify process optimisation opportunities with guidance, and contribute to the implementation of proposed solutions |
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Designing For Everyone |
Practitioner Designing For Everyone You can:
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Financial management |
Practitioner Financial management You can: negotiate, influence or set budgets in complex environments write or input into business cases and can communicate business-value propositions |
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Governance and assurance (accessibility) Governance and assurance involves defining and ensuring adherence to an organisation's quality control and compliance processes. |
Practitioner Governance and assurance You can: evolve and define governance take responsibility for working with and supporting other staff in wider governance assure services across sets of services use tools such as standards, guardrails and principles to effectively govern delivery |
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Inclusive research Incident management involves coordinating the response to incident reports, ensuring effective prioritisation, investigation and resolution. |
Expert Inclusive research You can: help organisations understand the diversity of users of government services guide organisations to adopt inclusive practices and apply what they learn to design and deliver accessible services that work for all users |
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Leadership and guidance IT infrastructure involves ensuring systems and processes are available, adaptable, reliable and secure. |
Practitioner Leadership and guidance You can: make decisions characterised by medium levels of risk and complexity and recommend decisions as risk and complexity increase build consensus between services or independent stakeholders identify problems or issues in the team dynamic and rectify them engage in varying types of feedback, choosing the right type at the appropriate time and ensuring the discussion and decision stick bring people together to form a motivated team and help create the right environment for a team to work in facilitate the best team makeup depending on the situation |
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Maintaining delivery momentum |
Practitioner Maintaining delivery momentum You can: facilitate the delivery flow of a team, managing the pace and tempo actively address internal and external risks, issues and dependencies including where ownership exists outside the team |
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Ownership and initiative |
Practitioner Ownership and initiative You can: take accountability for issues that occur and be proactive in searching for potential problems achieve excellent user outcomes |
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Stakeholder relationship management (content design) Stakeholder relationship management involves managing stakeholder requirements and communications throughout a project, while remaining focused on the user needs. |
Practitioner Stakeholder relationship management (content design) You can: negotiate with and influence stakeholders, and manage relationships effectively influence decisions, deal with challenging situations and remove blockers build long-term strategic relationships and communicate clearly and regularly with stakeholders, supporting mutual needs and commitments while focusing on user needs |
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Strategic ownership Strategy involves creating a plan to achieve a team or organisation's objectives. |
Practitioner Strategic ownership You can: effectively get buy-in from the organisation work with scant information and explain it in abstract terms develop a strategy |
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Technical understanding (accessibility) Accessibility involves ensuring your service can be used by as many people as possible, including those with impaired vision, motor difficulties, cognitive impairments, learning disabilities and deafness. |
Expert Technical understanding (accessibility) You can: demonstrate excellent knowledge of accessibility standards and legislation, including edge cases communicate requirements to a range of stakeholders actively share a deep knowledge of how to select and use appropriate technology (such as ARIA, Accessible Rich Internet Applications) to provide an excellent experience perform detailed audits of websites, services and documents, document findings clearly, and provide solutions for others to work from understand and communicate how usability influences accessibility, and the boundary between them advocate removing barriers across all your interactions provide training on a range of accessibility issues demonstrate confidence using a range of assistive technologies |
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Technical understanding (user-centred design) Performance measurement involves collecting and interpreting data to identify how a team, product or service is performing. |
Practitioner Technical understanding (user-centred design) You can: demonstrate knowledge of the technologies used to build and operate digital services collaborate closely with colleagues in different digital disciplines |
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User-centred content design |
Expert User-centred content design You can: direct the approach to content life cycle management to ensure content is regularly reviewed and evaluated by teams oversee teams’ work to ensure the right content is being produced to meet the needs of users demonstrate extensive experience in creating, iterating, managing and overseeing content across multiple channels encourage teams to review and evaluate the effectiveness of processes and systems, and support them to iterate for improvements be accountable for the production of high quality, user-focused content identify gaps in content design skills and capability, and can help teams to grow and develop |
The Professional Body Responsible for this job family is BCS. This job role profile was created in collaboration with BCS, using Role Model Plus.