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IT Trainer

Employer
Guy's and St Thomas' NHS Foundation Trust
Location
London
Salary
£42,471 to £50,364 a year pa inc HCA
Closing date
16 Jul 2024

View more

Profession
Other Health Profession
Grade
Band 6
Contract Type
Permanent
Hours
Full Time
An Epic Credentialed and learner-focused Trainer with significant digital training expertise. The Information Technology Clinical Services (ITCS) IT Trainer will be responsible for specific Epic applications within either the Inpatient or Diagnostic and Emergency Department training teams.

They will support Principal trainers in the analysis, design, delivery, implementation and evaluation of cross-organisational training solutions for clinical and non-clinical staff.

There will be opportunities to develop skills and experience across the Epic application areas, including opportunities for Epic accreditation in the future.

Main duties of the job

The post holder will be expected to work as part of a team, analysing,designing, delivering, implementing and evaluating IT (Digital) training based on a range of internal and external competencies and standards.

The post holder will autonomously develop learning interventions utilising all aspects of the learning cycle. Although the post holder will be required to be part of a specialist training team, they will be required to deliver training across all disciplines within the complex portfolio.

As a Learning and Performance Specialist the post holder requires adeveloped knowledge and expertise about the NHS, its culture, best practices and patient pathways. The post holder will have the ability to use their specialist knowledge, skills and theoretical and practical knowledge, to convey highly complex and multi-stranded clinical scenarios, pathways and processes to variety of audiences to ensure the smooth delivery of a range of role-based core Trust-wide IT Training modules.

The post holder requires sound knowledge of adult learning, digital learning technologies, facilitation skills, coaching, ADDIE framework and learning/performance knowledge and skills. The post holder will provide coachingsupport, mentoring and training to staff within the Trust, and wider NHS and will be expected to work when required out of hours/weekends, and travel to any site to support the department's objectives.

About us

Guy's and St Thomas' NHS Foundation Trust (GSTT) and King's CollegeHospital NHS Foundation Trust (KCH) are two of London's largest and busiest teaching hospitals, with a long and proud history, international reputations for their speciality services, teaching and research excellence, and a strong profile of local services to local residents in south east London.

Together the Trusts have an annual turnover of nearly �3bn and employ around 30,000 staff, with main GSTT sites at St Thomas' Hospital and Guy's Hospital, and main KCH sites at King's College Hospital, Denmark Hill, the Princess Royal University Hospital, Bromley and Orpington Hospital. The Trusts are key partners within King's Health Partners AHSC (KHP), and Guy's and St Thomas' merged with the Royal Brompton and Harefield NHS FT (RBH) in the Spring of 2021.

The two Trusts share a Chief Digital Information Officer (CDIO) and a vision for digital services that are lean and agile, that maximise the benefits of a shared service operating model, and deliver the digital ambition for both Trusts. This ambition is supported by a forward-looking and strategic approach, and significant investment in a new Electronic Health Record (EHR) which will catalyse a programme of work across both Trusts to transform the way technology and data is used across our services. We will increase the care that can be provided at home, build our focus on wellness and prevention, and engage patients as partners in their care

Job description

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

Person Specification

Qualifications

Essential

  • Educated to degree level or equivalent relevant training knowledge, expertise and experience
  • Additional specialist knowledge and expertise of: functionality, workflow, processes, pathways and best practices for clinical areas at GSTT, KCH or partner organisations
  • Certified Online Learning Facilitator certification. Current Trainer Performance Monitoring Assessment (TPMA) certification


Desirable

  • Project Management or ITL Foundation


Experience

Essential

  • Proven and demonstrable experience of delivering complex multi-level classroom-led clinical or corporate training within an NHS Trust. Content is based on best practice, workflow, processes and scenarios for multidisciplinary job roles and specialities.
  • Proven and demonstrable experience of designing complex IT application training courses to a recognised competency framework and based on best practice scenarios and workflow processes.
  • Strong practical knowledge and experience of the training lifecycle, including scope, TNA, and Kirkpatrick evaluation model.


Desirable

  • Epic Credentialled: Experience of delivering Epic training without supervision from an Epic Accredited trainer


Knowledge & Skills

Essential

  • Ability to liaise with wide range or stakeholders to develop and deliver large scale presentations to virtual and non-virtual groups.
  • Knowledge of learning styles, learning preferences and adult learning theory.
  • Proactive and effective team member that promotes inclusion, equality and diversity.
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    196-COF10260-T

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