Summary
As Digital Training Service Team Leader your main focus will be to manage the training delivered to colleagues across the organisation in the use of digital clinical systems.
Background
| Description | Background |
|---|---|
| Has a detailed practical understanding of the topics to be taught. Shows an interest in, and proven aptitude for, teaching, instruction and training activities. Has above average communication skills and a good personal presence. | Prior Knowledge and Skills |
Work Activity Components
| Title | Details |
|---|---|
| Career paths and mentoring (PEMT)(Level 4) | Coaches colleagues in developing target skills and capabilities in line with team and personal goals. |
| Empowerment and role model (PEMT) (Level 4) | Facilitates effective working relationships between team members. Motivates team members to maintain a high level of performance. Engages with, and empowers team members. Acts as a role model for individuals and team members, setting a standard, acting professionally at all times and working to a professional code of conduct and ethics. |
| Formal appraisals (PEMT) (Level 4) | Conducts formal appraisals of the performance of team members. Facilitates a dialogue with team members about expectations, progress, performance and development needs. |
| Guidance, performance and feedback (PEMT)(Level 4) | Provides direction, support and guidance as necessary, in line with individual's skills and abilities and role expectations. Sets achievable goals, monitors and acknowledges performance. Makes learning recommendations to support individual and team development. Collects data on individual and team performance. Gives regular feedback to team members and leads them to achieve their full potential. |
| Job descriptions (PEMT) (Level 4) | Contributes to the creation of 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 4) | Supervises, supports and guides the work of individuals and/or small groups in line with organisational strategy. |
| Probationary period and contract (PEMT) (Level 4) | Defines and supervises probationary periods, setting out the requirements of the job, monitoring progress (e.g. through regular interviews) and reacting to variances from expectations, organising training and development as required within appropriate timescales. |
| Team dynamics (PEMT) (Level 4) | Integrates staff into teams to perform packages of work, taking account of individual and team capabilities. Considers the importance of skill mix within teams and is sensitive towards team dynamics. |
| Work allocation, support and delegation (PEMT) (Level 4) | Allocates routine tasks and assigns project work to individuals, according to their particular skills, capabilities, and development needs. |
| Ability assessment (ETDL) (Level 4) | Assesses objectively, probably against pre-set criteria, the ability levels of students and reports as appropriate. |
| Case studies and learning environments (ETDL) (Level 4) | Develops examples and case study material for use in pre-defined courses. Adapts simple course material to meet the needs of students. |
| Detailed instructions and responses (ETDL) (Level 4) | Provides detailed instruction as necessary and responds to wide-ranging and detailed questioning in own area(s) of specialisation. |
| Learning delivery (ETDL) (Level 4) | Teaches, instructs and/or trains students/learners in order to develop knowledge, techniques and skills using appropriate methods, tools, online environments, equipment and materials. The students are likely to be of differing levels of ability and to have some understanding of the application of IT |
| Practical work (ETDL) (Level 4) | Oversees students/learners in performing practical activities and work, advising and assisting where necessary, and ensuring that maximum learning benefit is gained from the practical experience |
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. |
| Customer Focus | Understanding the needs of the internal or external customer and keeping these in mind when taking actions or making decisions. |
| 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. |
| Improvisation | Dealing effectively with unexpected situations in a timely manner, taking advantage of opportunities and overcoming problems. |
| 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. |
| Providing Direction | Directing others to undertake specified tasks within a defined timescale. |
| Teamwork | Working collaboratively with others to achieve a common goal. |
Technical Skills
| Title | Details | Depth |
|---|---|---|
| Corporate, Industry and Professional Standards | Applying relevant standards, practices, codes, and assessment and certification programmes to the specific organisation or business domain. | Familiar with |
| 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 |
| 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. | Familiar with |
| 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. | Familiar with |
| 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. | Aware of |
| Own Organisation's Learning and Development Procedures | The procedures used within own organisation for staff learning and development. | Proficient in |
| 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). | Familiar with |
| 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. | Aware of |
| 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. | Familiar with |
| 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. | Aware of |
| Training Techniques | Methods and techniques for creating and delivering effective and accessible learning and development. | Expert in |
Training
| Title | Details |
|---|---|
| Learning and Development Needs Analysis | Methods and techniques for the analysis of individual learning and development needs of (typically) IT practitioners. |
| 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. |
| Trainer Training | Face-to-face and digital online design and delivery and techniques for the planning, development, presentation and evaluation of training/development events. |
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 Activities of Employing Organisation | Developing an understanding of the potentially diverse range of activities (service, governance, administrative, regulatory, commercial, charitable, industrial, etc.) undertaken by the employing organisation. | Increasing Knowledge |
| Gaining Knowledge of IT Concepts and Techniques | Undertaking study, learning and, where possible, practice in IT concepts and techniques external to own function. | 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 |
| 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 |
|---|---|
| FEDIP Practitioner | The Federation for Informatics Professionals |
| TAP Diploma Digital Learning (5 certificates) | The Training Foundation |
| TAP Diploma Learning Facilitation (5 certificates) | The Training Foundation |
Government Digital and Data Profession Capability Framework Skills
| Skill | Level |
|---|---|
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Agile working Agile delivery involves encouraging teams to build incrementally, test and iterate their work based on regular feedback and other useful data. |
Working Agile working You can: demonstrate experience working in Agile, and an awareness of Agile tools and how to use them advise colleagues on how and why Agile methods are used and provide a clear, open and transparent framework in which teams can deliver adapt and reflect and be resilient see outside of the process |
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Communicating between the technical and non-technical |
Working Communicating between the technical and non-technical You can: communicate effectively with technical and non-technical stakeholders support and host discussions within a multidisciplinary team, with potentially difficult dynamics be an advocate for the team externally, and can manage differing perspectives |
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Leadership and guidance (frontend developer) Leadership and guidance involves providing effective leadership and management through team motivation, decision making, risk management, mediation and professional development. |
Awareness Leadership and guidance (frontend developer) You can:
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Ownership and initiative |
Working Ownership and initiative You can: own an issue until a new owner has been found or the problem has been mitigated or resolved |
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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. |
Awareness Stakeholder relationship management You can:
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The Professional Body Responsible for this job family is BCS. This job role profile was created in collaboration with BCS, using Role Model Plus.