Title: Learning Advisory Delivery

Title: Learning Advisory Delivery

Group:

Reports to: Team Leader Delivery

Employment Status: Collective Employment Agreement

Location: Learning & Capability Development Unit

Direct Reports: Nil

Delegations: As stated in the Instrument of Management Delegations documents or as directed by the Chief

Date:

The Ministry / The Ministry for Vulnerable Children, Oranga Tamariki (MVCOT) works to advance the wellbeing and positive long-term outcomes of children and young people. We support families and whānau to provide a safe, stable and loving home for their children. We protect children and young people who are not having their needs met at home and address the impact of any harm they have experienced. The Ministry prevents and responds to offending by young people and addresses the rights and interests of victims of offending. We support care-experienced young people to successfully transition to adulthood.
We develop strategic partnerships with others, particularly iwi and Māori organisations, to help realise this vision. We ensure a common approach with our partners to understanding the return on investment from our activities.
The Ministry’s 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 Māori tamariki and rangatahi.
Our guiding principles / In everything we do, the wellbeing and best interests of children are paramount. The voices of children and young people underpin the design and operation of our services. We seek to strengthen the relationships between children and young people and their families, whānau, hapu and iwi, and we respect children’s sense of belonging and identity. We recognise the importance of whakapapa and whanaungatanga to the mana and wellbeing of tamariki Māori.
Purpose of role / The position of Learning Advisor Delivery exists to provide effective, quality learning solutions and services to regions in order to build and maintain MVCOT managers’ and staff capability and support the learning and development of for caregivers. This includes the provision of professional, accurate learning and development advice and information to deploy appropriate and effective learning solutions; specifically training / instructional services, performance support services and social collaboration services.
Key accountabilities / ·  Provide advice and assessment, identify and facilitate appropriate and effective learning including, training/instructional services, performance support services social collaboration services to MVCOT staff and caregivers. Specifically:
Ø  Learning/Instructional services that would deliver and manage coaching, e-learning and blended learning events.
Ø  Performance support services that would provide access to, and supported use of a range of resources (content and people) for performance improvement.
Ø  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.
·  Work with key stakeholders and the leaders of practice to build a culture of continuous learning.
·  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.
·  Evaluate, monitor and contribute to the reporting processes to ensure the effectiveness of learning solutions and services.
·  Contribute to the development of learning and capability development’s resources to improve learner outcomes and practice quality.
·  Provide consultancy services, advice and training information to MVCOT managers and staff.
·  Participate and contribute to special projects and initiatives.
Appointee specification
Knowledge and experience / ·  Proven successful experience in a social service agency, human resource, facilitation/coaching or similar role working with a theoretical framework for the delivery of learning and development and adult education.
·  A sound knowledge of modern Learning and Capability approaches.
·  A sound understanding of key issues affecting Learning and Capability Development services in a social services environment.
·  Knowledge and understanding of both care and protection of children and young people including youth justice would be advantageous.
·  An in-depth knowledge of Tikanga Māori and/or Tangata Pasifika cultures.
Skills and behaviours / The incumbent needs to demonstrate:
·  Strong collaboration and solutions focus when working with colleagues and customers.
·  Effective, sound risk assessment skills.
·  Intermediate level competence in the use of the Microsoft Office suite, particularly Microsoft Word, Netscape Messenger, Excel and PowerPoint.
·  Well-developed written and verbal communication skills and effective interpersonal skills.
·  Calm professional demeanour, with the ability to maintain performance under stress.
·  Effective organisation, planning and time management skills.
·  Professional presentation at all times.
·  Builds and maintains rapport with others based on their own integrity and honesty, has the ability to collaborate with others, to achieve mutually agreed goals.
·  Works to resolve problems, conflicts or difference by finding areas of agreement that benefit the organisation and individuals.
·  Commitment towards positive outcomes for children, young people and their families.
·  Sensitivity towards Māori, Pacific Peoples and other cultures.
Qualification / ·  A recognised tertiary qualification in Adult Education/or extensive demonstrated experience and knowledge in adult learning or education in the context of a human service, social service or allied field.
·  A current, “clean” driving licence is essential.
Health and safety / Employees accept their responsibility to take all practicable steps to ensure their own safety and wellbeing while at work, and ensuring that no action or inaction on their part endangers themselves or others.
Personal Commitments
/ Demonstrated evidence of ability to commit to the following principles:
·  MVCOT’s vision, mission and goals
·  Treaty of Waitangi
·  Working with clients and colleagues in a culturally sensitive and appropriate manner
·  Equal employment opportunities.
General / Some travel on official business around the Region and within NZ may be required.
Essential competencies / Descriptors /
1.   Technical skills & knowledge
Demonstrates specialist or technical knowledge and skills within one’s functional area (e.g. Finance, HR, Policy, QA, etc.). / ·  Possesses advanced knowledge of functional area.
·  Establishes credibility, earns respect and influences others on the basis of technical knowledge.
·  Applies technical skills and knowledge to support the direction of the MVCOT.
2.   Client Focus
The desire and willingness to understand and meet or exceed client expectations. Clients are those groups or individuals, internal or external, who use MVCOT’s services. / ·  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.
·  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.
3.   Communication
The 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.
4.   Planning and Organisation
The ability to identify objectives and develop effective action plans to achieve them. This may include using sound personal organisation disciplines, a methodical and systematic approach towards planning workloads and using project management skills. / ·  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.
5.   Cultural Responsiveness
The ability and desire to show cultural sensitivity, awareness and understanding of diversity. This includes reinforcing culturally sensitive behaviour, being responsive to Māori and other cultural groups. / ·  Knows how to address issues that impact on clients, employees, stakeholders and communities from different cultural backgrounds.
·  Provides services to clients with sensitivity, understanding, and respect for the client’s culture.
·  Works in ways that enhance consultative relationships with different cultural groups and acts on opportunities to engage with them.
·  Is able to participate confidently and competently in situations that involve processes, systems and organisations based on ‘Matauranga Māori’.
6.   Integrity
The ability to maintain confidences and trust, and to act in an honest, ethical and professional manner. / ·  Sets and adheres to personal and organisational ethical standards.
·  Demonstrates desired behaviours and treats all people with respect and dignity.
·  Is committed to the values of the Ministry.
7.   Teamwork
The 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 project teams. / ·  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.
8.   Relationship Management
The ability to interact with and develop effective working relationships with a wide range of people of different types and in different situations. / ·  Builds good rapport with people at all levels.
·  Actively seeks opportunities to contribute to positive outcomes for clients, stakeholders, staff and colleagues.
·  Approaches issues or disagreements with the objective of reaching win/win solutions.
·  Develops relationships with the intent of achieving effective delivery of relevant services.
9.   Self Development
The ability and desire to take ownership of one’s development and to proactively pursue opportunities to learn and develop. This may include recognising opportunities for self-development, taking responsibility for remaining competent and learning from mistakes and successes. / ·  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.
Desirable competencies / Descriptors /
1.   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. / ·  Demonstrates good ability to think about situations in many new ways.
·  Consistently questions and challenges the way things are done.
·  Actively looks for ways to improve activities and results, and contributes to their development and implementation.
·  Positively responds to numerous, diverse challenges and demands in the work environment.
2.   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, including in situations that are very demanding or not clearly defined.
·  Tenacious in finding alternative means to meet a goal if difficulties arise.
·  Regarded as totally dependable to achieve planned results.
Key Functional Relationships / Internal
·  Manager Learning and Capability Development
·  Manager Design and Delivery L&CD
·  Team Leader Delivery L&CD
·  Senior Delivery Consultants and Senior Advisers L&CD
·  MVCOT Site Managers, Care Service Managers, Youth Justice Managers, Residential Managers and staff
·  MVCOT Practice Leaders, Regional Practice Advisors, Supervisors
·  NCC managers and staff
·  HR & Capability
External
·  Iwi
·  Social service providers
·  Fostering Kids Regional Co-ordinators
·  YSS and other caregiver providers
·  Tertiary educational institutions

Position Description – Learning Advisor Delivery 7