POSITION DESCRIPTIONOranga Tamariki—Ministry for Children

Title: Learning Advisor DesignGroup: Office of the Chief Social WorkerReports to: Team Leader DesignLocation: Wellington Direct Reports: Nil Budget: No

OUR ORGANISATIONAbout us Oranga Tamariki—Ministry for Children is a new Ministry

dedicated to supporting any child in New Zealand whose wellbeing is at significant risk of harm now, or in the future. We also work with young people who may have offended, or are likely to offend. Our belief is that in the right environment, with the right people surrounding and nurturing them, any child can, and should flourish.

Our vision Our vision is: New Zealand values the wellbeing of tamariki above all else.

Our purpose Our purpose is: To ensure that all tamariki are in loving whānau and communities where oranga tamariki can be realised.

The Oranga Tamariki way

We’re introducing a new way of doing things. A way of looking at the world that guides everything we do:

Our core outcomes Our core outcomes are:- All children and young people are in loving families and

communities where they can be safe, strong, connected, and able to flourish

- Improved outcomes for all children, especially tamariki and rangatahi Māori.

POSITION PURPOSEThe purpose of this role is to provide effective, quality learning and performance solutions and instructional design services in order to build and maintain Oranga Tamariki managers’ and staff capability, and support the learning and development of caregivers.This includes the provision of professional, accurate learning and development design advice and information to deploy appropriate and effective learning solutions; specifically training/instructional services, performance support services and social collaboration services.A key focus for this role is to create, design, and produce content, resources, learning activities and materials aligned to instructional system design and development principles and that support leader led and learner centred models for effective adult learning.

KEY ACCOUNTABILITIESKey Result area Key Accountabilities

Advice and Design - Provide advice and assessment, identify and facilitate appropriate and effective learning solutions, training/instructional services, performance support services and social collaboration services for Oranga Tamariki staff and caregivers. Specifically:

o Training/Instructional services that design, deliver and manage training, e-learning and blended learning events such as online learning forums run in conjunction with classroom based training

o Performance support services that provide access to, and supported use of a range of resources (content and people) for performance improvement

o Social collaboration services that support and enable collaborative working and learning opportunities, such as virtual learning forums and labs; the building of internal learning networks, communities and learning spaces such as learning hubs.

- Support and enable a culture of leader – led and continuous learning by providing knowledge and understanding of effective adult learning approaches, co-ordination of resources and services that enable leaders of practice to provide real time learning and effective performance support to their staff through experience and exposure

- Develop content and learning resources based on best practice in adult learning and the continuous improvement of quality practice in Oranga Tamariki

- Work as part of a team to design, develop and produce Position Description – Learning Advisor Design

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Key Result area Key Accountabilities

learning materials for classroom and work based learning, by developing effective practices and evaluation activities to support learning objectives

- Work with key stakeholders, including within Learning and Capability Development (L&CD), to scope, outline and assess effective learning solutions and services to meet the business priorities of Oranga Tamariki

- Act as a consultant for Senior Delivery Consultants and Learning Advisors Delivery developing learning resources and materials, including virtual learning forums and labs, and the blended learning events such as on-line forums run in conjunction with classroom based training

- Evaluate and update the instructional design of learning pathways

- Work co-operatively and collaboratively with appropriate people within Oranga Tamariki, and subject matter experts, to develop quality products

- Conduct research for instructional design and performance solution projects

- Deploy electronic technologies to advance L&CD and learner outcomes

- Ensure a blended learning approach is core to the development and design of learning and development solutions

- Contribute to the overall success of L&CD by performing all other duties assigned.

Quality Assurance - Ensure that all L&CD learning resources are current, of high quality and aligned with the Quality Assurance Standards.

Being part of the Oranga Tamariki team

- Actively and positively participate as a member of the team

- Proactively look for opportunities to improve the operations of Oranga Tamariki

- Perform any other duties as needed by Oranga Tamariki- Comply with and support all health and safety policies,

guidelines and initiatives- Ensure all incidents, injuries and near misses are

reported into our H&S reporting tool- Comply with all legislative and regulatory requirements,

and report any breaches as soon as they become known- Adhere to all Oranga Tamariki procedures, policies,

guidelines, and standards of integrity and conduct- Commitment to the Treaty of Waitangi and respect and

incorporate these into your work.

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KEY RELATIONSHIPSInternal - Manager Learning and Capability Development

- Manager Design and Delivery- Team Leader Design- Team Leader(s) Delivery- Learning and Capability Development team- Senior Advisor Design- Senior Advisor(s) Learning and Development- Learning Advisor(s) Delivery- Practice Leaders, Regional Practice Advisors, Supervisors- National Contact Centre managers and staff-

- People and Leadership – Organisational Development team

- Oranga Tamariki staff

External - Iwi- Social Service providers- Fostering Kids Regional Co-ordinators- Youth Services Strategy and other caregiver providers- Tertiary Educational Institutions

QUALIFICATIONS & EXPERIENCE Qualifications - A qualification in adult education and/or a Social

Work Registration Board recognised tertiary qualification in social work or extensive demonstrated experience and knowledge in adult learning or education in the context of a human service, social service or allied field

- A clean, current driver’s licence is essential.

Knowledge and Experience

- Successful experience in instructional design, education technology or related field in a medium to large organisation preferably within a social services organisation

- Successful experience in producing high quality instructional designs, preferably including e-learning products

- Proven successful experience in the creation of online and electronic education materials

- Successful project management experience- Proven experience and understanding of the

requirements for social work registration and on-going statutory training for social work staff

- Demonstrated ability to work in collaborative peer and

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other stakeholder relationships- Demonstrated knowledge of training systems and

processes- Sound understanding of adult learning theory and course

module design- Demonstrated knowledge of the roles and needs of

Caregivers- Demonstrated understanding of basic human resources

systems, processes and relevant legislation including but not limited to the Social Work Registration Act.

Skills and behaviours - Excellent verbal, written and interpersonal communication skills

- Is innovative and actively seeks out ways of doing things differently by looking across and outside the organisation and explores the benefits of developments to service

- Ability to focus on strategic as well as operational issues- Commitment towards positive outcomes for Children,

Young People and their Families- Ability to create and promote a supportive culture and

open communication- Commitment to ensuring best practice customer service

delivery to the organisation- Ability to apply a Māori and Pacific lens throughout the

design work- Proficiency on a variety of software applications

including Microsoft Office products- Ability to translate complex Acts and ideas into a

language that can be understood by a wide range of people

- Understanding and appreciation of cross cultural issues and concerns, in particular, knowledge of tikanga Māori, and Pacific peoples’ culture.

POSITION COMPETENCIES

Competency Description of success profile behaviour

1. Client FocusThe desire and willingness to understand and meet or exceed client expectations. Clients are those groups or individuals, internal or external, who use CYF’s

Delivers superior service to clients Understands, empathises with, and identifies the needs,

concerns and priorities of clients and ensures that services are delivered to take account of these

Takes personal responsibility for correcting client service problems and/or “championing” client issues

Corrects problems promptly, without getting defensive

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Competency Description of success profile behaviour

services. Attempts to give added value to the client Actively supports the interests of the client by making

choices and setting priorities to meet their needs.

2. Planning and Organisation

The ability to identify objectives and develop effective action plans to achieve them.

When prioritising own work, is aware of impact on others

Balances conflicting priorities as necessary Anticipates future demands and prepares appropriately

Anticipates difficulties and develops contingency plans Contributes to the preparation of plans for the team

Demonstrates effective project management skills and breaks down large tasks into separate milestones and deadlines

Introduces complex systems and monitors their use.

3. Technical Skills & Knowledge

Demonstrates specialist or technical knowledge and skills within one’s functional area (e.g. Finance, HR, Policy, QA, etc).

Possesses expert knowledge in the most complex and advanced aspects of functional area

Serves as a subject matter expert and is recognised as a source of expertise within and across divisional groups

Challenges current policies and practices.

4. Results Orientation

The ability to take personal responsibility for the delivery of results. This includes delivering required results consistently and successfully, exhibiting appropriate initiative and persistence and focusing on work that is of high quality.

Takes full responsibility for making things happen within own area of control

Displays drive and energy in achieving goals and perseveres when obstacles emerge

Tracks progress against job expectations in order to make adjustments to performance as required.

5. Cultural Responsiveness

The ability and desire to show cultural sensitivity, awareness and understanding of diversity. This includes reinforcing culturally

Demonstrates an understanding of the key concepts embodied within the Treaty of Waitangi and their application to the Department

Understands the social, ethnic and behavioural characteristics of those from different cultural backgrounds and is able to translate that knowledge into work practices and delivery of services

Collaborates with different cultural communities regarding

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Competency Description of success profile behaviour

sensitive behaviour, being responsive to Maori and other cultural groups.

service delivery and demonstrates a willingness to work together

Demonstrates that cultural responsiveness is valued, clearly defined, understood and applied within the Department.

6. Change Orientation

The ability to think about a situation, issue or process in new or varying ways and to generate new ideas. This includes the willingness to seek out and implement better ways of doing things and to embrace change.

Stretches to continuously improve activities and results beyond work unit

Helps to establish a climate that encourages innovation and receptivity to change

Demonstrates consistent ability to generate new ideas and initiatives

Shifts focus and activities quickly in response to changing organisational priorities.

7. CommunicationThe ability to clearly convey thoughts and ideas effectively. This may include listening, interpreting, formulating and delivering: verbal, non-verbal, written, and/or electronic messages.

Adapts communication content according to the audience Chooses the most appropriate medium (writing, face-to-

face, etc) and most appropriate language (level of formality/style) to get the message across

Is able to talk to groups of people, as well as one-to-one; demonstrates effective presentation skills

Is prepared to say what needs to be said, tactfully Listens actively and responds to others

Paraphrases information to check understanding before drawing conclusions

Drafts full, clear and concise reports Draws together a variety of ideas into a single, coherent

paper, structuring information to help others understand the key points of the message.

8. TeamworkThe ability and willingness to work with others co-operatively and productively in order to achieve group objectives. This may include informal work groups, advisory groups or committees and

Contributes positively by actively sharing information and listening and accepting others' points of view

Shares the workload with others and contributes by being prepared and completing assigned tasks

Maintains a positive outlook and shows flexibility to new approaches and ideas

Is willing to learn from others at all levels Promotes team co-operation.

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Competency Description of success profile behaviour

project teams.

Desirable Competencies

Competency Description of success profile behaviour

9. Information Gathering

The ability to collect and manage information relevant to an issue through a variety of methods. This includes research, networking with others, observation, computer databases and sharing knowledge and information with others.

Systematically collates information from a wide range of sources and assesses its relevance.

Ensure the procedures for gathering information are effective and efficient.

Has personally established channels and systems for gathering up-to-date information (e.g. networking, informal meetings).

10. Self-DevelopmentThe ability and desire to take ownership of one’s development and to proactively pursue opportunities to learn and develop.

Learning is focused on current role, but also on career development.

Designs a personal action plan to address own issues constructively and understand the most appropriate learning style for self.

Uses a range of sources to develop own knowledge and skills.

Seeks feedback from others with the intent of self-improvement.

11. Problem Solving & Judgement

The ability to apply an objective, logical reasoning process to a problem or work situation in order to develop a conclusion or recommendation.

Breaks down complex situations into manageable parts in a systematic way.

Recognises several likely causes of events. Does not stop at first answer; strives to find out why

something happened. Considers all aspects of a situation, weighing up different

options to arrive at the best solution. Makes clear decisions based on a logical analysis of the

options. Acquires new information and applies knowledge to

analyse issues and resolve problems.

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