Standard Bank Bloemfontein, Free State, South Africa
May 04, 2020Full Time
Job Details Human Capital: attracting and retaining key talent, providing learning and development initiatives, governance of performance management and reward schemes, centres of excellence to drive and embed Standard Bank values and culture. Job Purpose Responsible to equip learners with the applied competence to improve their skills, work performance and career opportunities by using the most effective training techniques and owning the learning process to ensure that learning is a community orientated experience which involves continuous engagement and development Key Responsibilities/Accountabilities Prepare for Learning Experiences: Planning of learning intervention and preparing of required learning materials to ensure optimal delivery on specified platform. Preparation includes learner material and exercises and distribution of prework. Ensure latest version of learning materials is used. Preparation of visual learning materials should be as per Instructor level competencies. Ensuring full familiarity and knowledge of the material and content to be facilitated and the outcomes to be achieved. Prepare the learning environment by ensuring the availability and working order of all resources and facilities (e.g. computer hardware and software, user id's are created, other classroom equipment, classrooms, learning materials and kits and other library items). Book these well in advance. Set up classroom to be ready prior to the start of the learning intervention. Ensure learning stationery is available and ready for use before the day of the learning intervention (name tags, markers, flip chart paper, etc.). Contact learners two weeks prior to learning intervention to profile target audience and do pre-intervention interview (confirm date, attendance, pre-discussion with manager, receipt of pre-work and remind about any documents to bring with to training). Ensure sufficient attendance numbers for all sessions. Identify learners with learning barriers and prepare accordingly. Ensuring own transport and accommodation are arranged when facilitating away. Book pool car well in advance and ensure that pool car and business travel policies and procedures are followed. Ensure all learning interventions are contextualised within the Personal and Business Banking vision, values, code of ethics and strategic objectives. Maintenance of BDS passwords, user ids and reports. Facilitation of Learning Experiences: Facilitate the learning intervention in a professional and engaging manner by applying instructor level competencies as well as adult learning principles, methodologies and philosophies. Deliver learning interventions in accordance with the planner and ensure that agreed productivity levels are reached. Review productivity with Line Manager and suggest ways to improve substandard productivity. Ensure all learning activities are relevant to P&BB L&D key focus areas. Clarify learning needs and gain an understanding of the dynamics of the group being trained (demographics, job family level mix, prior leaning, etc.) to balance task, individual and group requirements and adjust learning intervention accordingly. Identify learners with learning barriers and manage and support as appropriate throughout the learning intervention. Follow the instructor guide (apply learning curriculum, schedule and sequence but also understand design principles from end to end to maximise the use of the learner guides. Control the learning environment during delivery (classroom layout, learning materials, working condition of computer and classroom equipment, etc.). Deliver and manage the learning event productively and create opportunities for learners to apply new knowledge within the various contexts. Ensure optimum retention of learning, transfer of learning and integration of learning with work requirements (question and probe to deepen the learning process and clarify learner understanding. Ask what if' questions to ensure application of content to the work environment). Take account of personal learning styles. Handles content questions and objections where these have been anticipated and prepared. Encourages learners to explore options and alternatives by playing devil's advocate. Facilitates progress against learning objectives by checking timing of process and breaking facilitation into progressive milestones. Apply the principle of digital astuteness in the classroom by leveraging technology (i.e. interactive multimedia devices, existing eLearning, augmented reality, etc.). Apply effective methods when facilitating learning that is remote or virtual. Know the remote learning tools and understand how to use these. Manage the challenge with lack of face-to-face contact with learners and follow remote communication etiquette and rules. Adopt the role of stimulator and ensure that learners are motivated and supported through various methods (i.e. chats, learning communities, etc.). Leverage available channels outside of the classroom (i.e. Yammer, forums, etc.) to ensure constant engagement. Process training attendance for internally facilitated training sessions on the Learner Management System as per integrity standards and timelines, ensuring accuracy and completeness. Multi-skill on other learning interventions and in doing so create a balance between individual, team and business content needs. Plan own development with the assistance of management to become familiar with the existing, ad hoc and new courses so that time spent on leader training is reduced as well as the incumbent becomes an expert in the role to ensure quality/value added delivery. This includes a combination of observation, questioning, job shadowing and performing the job for a period. Utilise the development process of attending as a delegate, observing and co-presenting. Update own knowledge and skill of learning models and Adult Basic Educational Training principles. Keep abreast of changes with respect to Personal & Business Banking procedures, processes and systems to ensure facilitation is relevant to target audience. Ensure that all GRG updates are incorporated into learning intervention content as soon as they become effective, do not wait for the course to be updated by the design unit before including these updates (this includes fanouts, circulars, branch visits, blue wave, etc.). Keep abreast of changes with respect to the learning intervention content to ensure learning intervention remains relevant to current state in business. Ensure that written feedback is received on all coaching sessions (content and facilitation). Discuss feedback with line manager during six weekly one-on-ones and put improvement plan in place where necessary. Drive the Learning Transfer with Learning Recipients: Encourage learners to set personal performance improvement goals that will require learning transfer and application to achieve. Maximise learning transfer after training by using the relevant tools (digital or otherwise) and spaced repetition to remind and motivate learners to apply their recently acquired knowledge and skills (this may include reminders of content, job aids, personal performance improvement goals and the need to continue to practice new knowledge and skills). Remind line managers of the programme's objectives and inform them of learner's personal performance improvement goals. Provide meaningful feedback to learners and line managers on learner efforts and progress in line with predetermined reporting schedule and using agreed feedback mechanism. Evaluate the success of learning transfer at specified intervals through observations, surveys, summative assessments, etc. and using predetermined evaluation method and measures Evaluation and Assess Learning Impact: Create and provide feedback reports on the quality and effectiveness of all learning interventions in line with the L&D Design and Quality Management System requirements in terms of evaluation and measurement with the intention of improving the design, facilitation, assessment and evaluation thereof. Feedback should be provided to Learning Centre Management, Provincial L&D Consultant and L&D Design. Assess new learning interventions and provide feedback through facilitator feedback reports following the facilitator debrief sessions. Assess existing learning interventions and provide feedback through facilitator feedback reports. Use own experience and feedback from learners and other stakeholders to provide suggestions to enhance learning intervention. Assess learning intervention updates (includes amended versions of material) through design feedback reports. Create and provide feedback reports on the success of all learning events in line with the Learning Centre and Provincial L&D requirements in terms of evaluation and measurement with the intention of improving the facilitation and delivery thereof. Feedback should be provided to Learning Centre Management and Provincial L&D Consultant. Assess the learning environment (out of order computer and classroom equipment, etc.) and provide feedback upon completion of the learning intervention. Ensure learner completion of the formative assessment process during classroom sessions. Conduct summative assessments and provide learners, line managers and coordinators with learner results. Assess and moderate Learner Evidence Files and provide learners, line managers and coordinators with learner results. Assess the transfer of learning quality in the workplace through observations and gathering feedback regarding related performance improvement. Evaluate own productivity to ensure that agreed productivity levels are reached. Review productivity with Line Management and suggest ways and value adding activities that will reduce unproductive time. Provide Performance Support to Learning Recipient Provide learners with job aids, online materials, reference works, etc. to reinforce course principles and support application. Encourage and facilitate continued peer-to-peer learning and sharing after classroom sessions by connecting learners with each other, their line managers, subject experts, facilitators or other advisors. Engage learners and line managers after training to gather progress feedback on the application of recently acquired knowledge and skills in the workplace. Gather and share feedback on additional support that will assist. Support trained employees with the application of their learning in the workplace through observation, guidance, coaching and providing feedback in an understandable and constructive manner. Leverage available data to inform where performance support is required as well as to inform the type of intervention required. Key performance measures Customer Delivery of learning solutions that require a facilitator with skills, knowledge, attitude, expertise and experience. These learning solutions must be in support of strategic business and L&D objectives. Market and provide advice on all learning interventions available across all delivery channels. This includes the benefits of different learning channels, e.g. Facilitator led, Self-study, eLearning and Video's. Market the effective utilisation of remote learning sites. Promoting a culture of self-study within the learner. Financial Assess the departmental expenses relating to learning interventions within own portfolio and escalate these to learning centre management to provide input into the annual budget. Continually focus on reducing the delivery cost of all learning interventions. Business processes The facilitation of learning interventions is conducted through the application of the experiential learning cycle and adult learning processes. Quality assurance tasks and activities are conducted in line with the quality management system and processes. Learning and Growth Provide Line Management with support through on the job coaching interventions to assess the quality of learning retention, transfer of learning and learning integration into the work context. Take ownership of personal development plan and ensure execution of actions by year-end appraisal date. Ensure that progress is discussed at six weekly one-on-ones. Support colleagues to achieve team objectives Important relationships Establish and maintain close working relationships with Learning Centre Coordinators, Facilitation and Content Coaches, Learning Centre Colleagues, Administration team, L&D Work teams, Technology, Regulatory Training, Research, Provincial L&D Consultants and key business Stakeholders within relevant portfolio. Acknowledge learners who excelled during learning interventions. Establish and maintain relationships with Line Management to follow up on progress made in terms of poor performers identified during learning interventions Preferred Qualification and Experience Qualifications Type of qualification: First Diploma/Degree (NQF6/7) Field of study: People, Human Development or Business Learning and Development related certificates which are aligned to National Unit Standards (specifically facilitation, assessment and moderation). RE05 certified an advantage. Valid driving licence and own vehicle: occassional travel to PE Experience Minimum of 18 months L&D experience across technical and behavioural offerings to a learning audience stretching from entry level to senior management. Minimum of 12 months Facilitation and Assessment experience. Moderation experience an advantage. L&D experience in the Financial Sector an advantage. Knowledge/Technical Skills/Expertise Knowledge Conceptual understanding of the interface between the business and learning. Understands adult learning principles and underlying learning best practices to apply these appropriately in the learning context to ensure buy-in, understanding and personal application. Understands how to make learning sessions interactive and how to keep learners actively involved. Understands the elements of effective learning design and technologies that support development of knowledge, skills, competence and performance required to attain business objectives. Understanding the impact of a learning intervention on broader processes. Problem solving Problems falling outside of normal parameters are referred to the manager for resolution. Problems are focused on practical improvement of learning interventions to meet changing business requirements. Resourceful, able to produce imaginative/innovative solutions to problems and suggest new ways of doing things (including delivering material to maximise transfer of learning). Encourage feedback and is open to new ideas and/or constructive feedback. Able to actively clarify what has been communicated to ensure an understanding of problems. Ability to probe for information by using different questioning techniques. Detail conscious - methodical, accurate, precise and systematic. Planning Maximum period of planning is 1 year - as it is aligned to business objectives set for the current year. Plans derived are manipulated on a daily, weekly and monthly basis based on changing dynamics within the business and Learning Centre resources. Flexibility and re-evaluation of plans in line with changing business needs is expected. Monitor training schedule in advance to enable capacity optimisation as well as to constantly be aware of capacity/availability in terms of delivering training, upskilling and self development. The learning curriculum is projected for 6mths in advance. Short to medium term planning of own development to obtain skills, expertise, competencies, etc required to deliver courses. Decision making Keep abreast of developments within the learning arena and the business context to upskill on new interventions and to streamline existing learning interventions. Analytical ability to probe or search for relevant information to detect learning gaps and barriers. Logical, analytical, interpretation and systems thinking skills. Able to take initiative within limits of authority and team objectives. Provide input regarding the ‘how' of training delivery in collaboration with other team members and with guidance from the learning centre management. Define the problem before making decisions and make timely and quick decisions when situations require it.