Summary
As a manager and training professional you are expected to use your experience and knowledge to deliver and evaluate cross-organisation digital learning solutions.
You will manage a team of learning professionals. You will also support 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 training space. Has a sound understanding and practical experience of learning and development techniques. | 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. |
| Job descriptions (PEMT) (Level 5) | Creates job descriptions, as appropriate, in order to develop others and appraise performance. Understands link between professional development and performance management |
| Lead, manage and supervise(PEMT) (Level 5) | Manages, supports and guides the work of groups of staff in line with organisational strategy. |
| People processes (PEMT)(Level5) | Plays an active role in formal organisational processes such as recruitment, reward, promotion and disciplinary procedures. |
| Probationary period and contract (PEMT)(Level 5) | Defines and manages probationary periods, setting out the requirements of the job, monitoring progress (e.g., regular interviews) and reacting to variances from expectations, organising training and development as required within appropriate timescales. |
| 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 4) | Assists with the creation and maintenance of a skills and capability inventory |
| External providers (ETMG) (Level 5) | Sources and liaises with external development providers to meet requirements outlined in learning plans. Confirms content provided is suitable and relevant to the organisation and end users. |
| Learning catalogue (ETMG) (Level 5) | Maintains, publicises and promotes a catalogue of learning and development activities. Ensures the catalogue is available to potential learners through appropriate media. |
| Learning delivery and support (ETMG) (Level 5) | Designs, develops and delivers learning opportunities and is able to adapt material as required to meet the needs of trainees. |
| Learning event scheduling (ETMG) (Level 5) | Arranges facilities and schedules with learning and development providers as appropriate |
| Learning management system (EMTG) (Level 5) | Plays a part in determining the structure and content of the corporate learning management system. Responsible for its implementation and day to day management. |
| Learning performance management (ETMG) (Level Five) | Uses data to assess and improve the effectiveness of clinical coding training activities. Evaluates and reports on the benefits of training. |
| Learning content management (ETMG) (Level 6) | Identifies appropriate accreditation and qualification paths applicable to individuals within the organisation. |
| Learning resource management (ETMG) (Level 6) | Plays a major part in determining the structure and content of course schedules, or curricula and syllabuses, particularly in relation to costs and resources. Works with external and internal team members to ensure content is correct. |
| Service promotion (ETMG) (Level 6) | Takes an active and on-going lead 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/customers. |
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 | Familiar with |
| 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. | Proficient in |
| Project Planning and Control Techniques | Methods and techniques associated with planning and monitoring progress of projects. | Familiar with |
| 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. | Familiar with |
| Training Techniques | Methods and techniques for creating and delivering effective and accessible learning and development. | Proficient 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. |
| Security Awareness | Tools and techniques to help users and employees understand the role they play in helping to combat information security breaches and for IT and security professionals to prevent and mitigate risk. |
Professional Development Activity (PDA)
| Title | Details | PDA Group |
|---|---|---|
| Deputising | Standing in for supervisor or manager on a temporary basis during periods of absence. | Broadening Activities |
| 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 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 |
| 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 |
| Management Development | Undertaking learning and best practice of the skills appropriate to managing all or part of an organisation, including business and financial management, benefits management, people management, management of change and strategic planning. This will require both on and off the job learning and may include participation in an appropriate development programme such as MBA or DMS (Diploma in Management Studies). | Developing Professional Skills |
| 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 |
| Negotiating and Influencing | Undertaking learning and practice of negotiating with and influencing others. | Developing Professional Skills |
| 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 |
| Research Assignments | Exploring a topic which is not part of own normal responsibilities and presenting findings to colleagues and/or management | Increasing Knowledge |
Qualification Components
| Title | Awarding Bodies |
|---|---|
| CEdMA Europe Certified Technical Training Manager | Customer Education Management Association (CEdMA) |
| FEDIP Senior Practitioner | The Federation for Informatics Professionals |
Government Digital and Data Profession Capability Framework Skills
| Skill | Level |
|---|---|
|
Agile working Agile delivery involves encouraging teams to build incrementally, test and iterate their work based on regular feedback and other useful data. |
Practitioner Agile working You can: identify and compare the best processes or delivery methods to use, including measuring and evaluating outcomes help the team to decide the best approach help teams to manage and visualise outcomes, prioritise work and adhere to agreed minimum viable product (MVP), priorities and scope |
|
Commercial management Coding and scripting involves designing, writing and iterating code and scripts from prototype to production. |
Working Commercial management You can: act as the point of contact for contracted suppliers understand appropriate internal contacts and processes within a government department understand how and when third parties should be brought into digital, data and technology projects |
|
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. |
Working Commercial perspective You can: understand commercial processes and the appropriate internal contacts within a government department understand different sourcing strategies and when to apply them |
|
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. |
Working 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. |
Awareness Continual service improvement You can: show an awareness of developing process efficiency and common ways in which processes are optimised support specific activities to improve development processes spot or identify obvious deficiencies |
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Governance and assurance Governance and assurance involves defining and ensuring adherence to an organisation's quality control and compliance processes. |
Working Governance and assurance You can: understand how governance works and what governance is required take responsibility for the assurance of a service and know what risks need to be managed |
|
Leadership and guidance IT infrastructure involves ensuring systems and processes are available, adaptable, reliable and secure. |
Working Leadership and guidance You can: contribute to best practice guidelines understand the sustainability and consequences of your decisions and can make decisions characterised by managed levels of risk and complexity resolve technical disputes between wider peers and indirect stakeholders, taking into account all views and opinions |
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Maintaining delivery momentum |
Working Maintaining delivery momentum You can: actively address internal risks and issues and know when to escalate them set the team cadence and tempo, ensuring it is sustainable track, manage, escalate and communicate dependencies actively remove or minimise risks, issues or dependencies where possible understand how the risks, issues or dependencies impact the work of a 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 Stakeholder relationship management involves managing stakeholder requirements and communications throughout a project, while remaining focused on the user needs. |
Working Stakeholder relationship management You can:
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Strategic ownership Strategy involves creating a plan to achieve a team or organisation's objectives. |
Working Strategic ownership You can: effectively get buy-in from the team |
The Professional Body Responsible for this job family is BCS. This job role profile was created in collaboration with BCS, using Role Model Plus.