Job responsibilities
Analysis and Design
Responsible for analysing complex user and group Digital (IT) learning requirements based on the Learning Training Needs Analysis model, which include producing scope, performance task analysis, training solutions and measurable objectives, competency assessment training plan/documentation, post training benefits and evaluation criteria
Responsible for designing and updating learning modules based on role-based task analysis, business processes, workflows and best practice criteria, incorporating, learning preferences, styles and other aspects of adult learning theory. The post holder will need to work closely with business, senior members of training team, CAs, SMEs, product designers, PMs and broad range of other roles to ensure design meets functionality, process and pathways to drive business change and achieve desired behaviours
The post holder will take into account the specific and complex role[1]based business requirements and service design in order to develop the learning deliverables. Deliverables will include, but not limited to: scenario-based training guides, lesson plans, exercises, competency, action learning sets, QRGs for variety of differing learning interventions.
Regularly review learning interventions to ensure alignment to current process, scenarios and best practice
Actively participate and communicate with range of subject matter experts, clinical analysts, design teams, operational experts and other stakeholders to design, develop and update learning interventions
Responsible for designing, development, testing and maintaining variety of training environments, including sandpits. Each environment requires development of role-based anonymised patient data and range of complex scenarios based on workflow to ensure process, scenario and work flow driven learning
Develop formative and summative competency assessments to aid transfer of learning to demonstrate achievement of learning objectives
Ensure all learner activities are accurately created, tracked, updated, and issues resolved on Learning Management Systems (e.g. TrustOLE, Tracker, Service Now and other platforms)
Actively contribute to relevant review processes and system designs with variety of job roles, including SMEs, CAs and design teams to support role-based multi-disciplinary and speciality job role learning
Shadow staff in various job-roles and specialities to develop an understanding of job roles, workflows, best practice and processes to support identification of the current and future state requirements for learning interventions
Responsible for quality assurance; ensuring all materials created adhere to the NHS brand, version control and IT Training teams best practice standards and templates
Training Delivery
Deliver training to individuals and groups based on the methodology and key principles of the TPMA framework. Employ learner-focused delivery techniques appropriate to the individual learning styles. Ensure training delivery is balanced and each learning module objective is achieved using the major training elements of; interactive learning, monitoring, recap and assessment. Ensure engagement and focus is maintained for long periods during training event
Where required, develop, implement and adjust training plans which impact across the organisation in support of a broad range of training activities
Employ effective communication, questioning skills and techniques to relay complex and multi-stranded processes, scenarios and pathways to aid learning and transfer of knowledge
Through professional conduct, effective communication and standards ensure at all times a conducive learning environment which promotes a positive and active learner participation and a safe and respectful non-judgemental approach, recognising the differences of each member of staff
Monitor and assess each learner and adapt methods of instruction according to learner progression. Ensure each training session achieves the defined training objectives and competency and learners have the necessary knowledge and skills to transfer learning to the workplace. Where necessary agree action plans and arrange one-to[1]one coaching with any learner to resolve any training/capability issues
Manage group dynamics, deal effectively with groups of staff with mixed ability providing tailored activities where appropriate. Employ a range of coaching and delivery skills to encourage and motivate learners. Handle barriers to learning and change issues professionally, especially when difficult situations are presented
Where individual coaching has been identified as the required form of training, ensure personal aims and objectives have been identified and ensure training delivery relates to the objectives. Monitor and review learners progress in the session and at the workplace
Manage effective relationships, deal with conflict as required within learning events to overcome barriers to learning
Organise and deliver presentations (either F2F or Virtual) to large multi-disciplinary groups, to demonstrate functionality, processes, scenarios and best practice. Using knowledge and expertise answer questions and overcome barriers to acceptance and resistance to change to new ways of working
Design, deliver and plan a range of TtT interventions for on boarding and training of new members of training team
Finance
Responsible for the safe use of variety of devices, peripherals and environments by staff at a range of learning events and within training arenas
Authorise timesheets for bank/agency staff attending training where there is requirement to verify attendance for financial payment as a result of project/programme implementations and BAU
eLearning and Live Online
Analyse, design and plan a variety of Live Online Learning events aligned to COLF competency framework and design principles aligned to business objectives, processes and key learning objectives
Analyse, design and facilitate a range of synchronous and asynchronous TEL events, Webinars, video, and online moderated sessions using virtual classroom software (WebEx, MS Teams or other platforms)
Responsible for analysing, designing and developing bitesize IT interventions utilising eLearning development software, utilising Captivate, Articulate, Storyline or other tools.
Pilot and Testing
Regularly undertake user acceptance testing for new adaptations, configurations and upgrades to core clinical and corporate training and sandpit environments. This includes regularly undertaking system design/build activities, structuring database and undertaking alpha, beta, penetration and UAT testing for programme/projects and BAU upgrades
Test all upgrades and releases to training and sandpit environments and log and escalate bugs and issues according to process
Participate in piloting of new courses, materials and training approaches, evaluating effectiveness and accuracy for stakeholder and peer review and signoff
Evaluation
Responsible for developing Reaction, Learning and Behavioural level evaluation criteria. Work in collaboration with training colleagues to incorporate required changes into learning programme and materials
Analyse and resolve complex Digital (IT) user queries. Provide specialist advice, support and guidance to help resolve issues and problems surrounding core functionality, pathways and processes
Review and evaluate level 1 evaluation criteria, identifying and implementing ideas for improving future delivery/content
Design, develop and perform level 2 evaluation across the organisation within differing working environment to asses and demonstrate achievement of transfer of knowledge and behavioural change
Performance Coaching (Floorwalking)
Regularly undertake performance coaching in support of BAU and Projects. Ensure transfer of learning is embedded by utilising coaching skills
Performance coach (floor walking) across all areas of Trust and external settings, including, but not limited to: Community, Critical Care, Theatres and Wards
Build and maintain professional relationships with staff in areas where support is provided
Whilst working on projects, regularly develop a variety of activity reports for stakeholders and steering groups. Present activity reports at a number of steering boards and meetings
Analyse, investigate and resolve complex queries from staff regarding processes, pathways and functionality issues during performance coaching activities
Develop (when required) performance coaching deployment plans, including rotas and schedules that supports programme/BAU 24/7 operational framework
Education & Professional Development
To be responsible for continued personal development sustaining and developing own knowledge, skills and professional awareness
Actively seek opportunities to research, shadow and expand knowledge
To attend courses as deemed relevant, including mandatory training, and to attend internal and external meetings and conferences as appropriate
