Employee Development Specialist 4
Defines project scope, establishes agreements, and creates and presents business cases to senior management in order to recommend the most cost-effective methods of executing projects on time and within budget. Works with Subject Matter Experts, both internal and external to the organization, to identify and oversee curriculum development, review of course content and instructional materials, and create learning paths. Completes and oversees all the necessary steps required to request, obtain and get approval for course numbers for University classes. Conducts, leads and facilitates classes and tours to ensure course objectives are met, including skills enhancement and knowledge transfer. Develops learning methodologies and provides coaching to class instructors to deliver clear and interactive training materials meeting students' and University's needs. Conducts surveys to obtain student feedback on content and delivery methods for classes offered through the University, and then evaluates effectiveness of recommendations and makes appropriate changes to improve future classes.
Competencies
General• Adaptability
Fully understands changes in own and fellow senior employees' work and situations; is frequently called upon to explain the logic or basis for change to other employees; is generally seen as an expert on information about changes affecting own and fellow senior employees' jobs; occasionally mentors fellow employees around the change. Treats changes and new situations as opportunities for learning or growth; focuses on the beneficial aspects of change; speaks positively about the change to fellow senior employees and external customers. Quickly modifies behavior to deal effectively with changes in the work environment; readily tries new approaches appropriate for new or changed situations; does not persist with ineffective behaviors.
• Build Positive Relationships
Consistently builds effective working relationships with other project leads, internal employees, and external customers. Probes for and provides information to clarify situations. Consistently seeks and expands on original ideas from other project leads, internal employees, and external customers, enhances others' ideas, and contributes own ideas about the issues at hand. Places higher priority on project and organization goals than on own goals. Guides others in gaining agreement from other project leads, managers, internal employees, and external customers to support ideas or take partnership-oriented action; uses sound rationale to explain value of actions. Establishes good interpersonal relationships by helping people feel valued, appreciated, and included in discussions.
• Communication
Consistently clarifies purpose and importance; stresses major points; follows a logical sequence. Consistently keeps the audience thoroughly engaged through use of techniques such as analogies, illustrations, humor, an appealing style, body language, and voice inflection. Consistently frames even complex messages in line with audience experience, background, and expectations; uses terms, examples, and analogies that are meaningful to the audience. Consistently seeks input from audience; checks understanding; presents message in different ways to enhance understanding. Uses syntax, pace, volume, diction, and mechanics appropriate to the media being used; attends to both direct and indirect messages from others; correctly interprets messages and responds appropriately. Advises fellow project leads and other internal employees in effective communication techniques.
• Continuous Improvement
Consistently and proactively reviews complex and/or specialized processes to identify gaps between requirements and current outputs within own work group, throughout the organization, and with external customers. Identifies potential conditions that contribute to gaps or key variances; explores complex relationships between conditions and effects; distinguishes causes from symptoms and identifies primary causes. Consistently and proactively generates ideas for solutions; analyzes the effect or impact of each solution; selects appropriate solutions; tests solutions; and gathers feedback from fellow project leads, internal employees and external customers on effectiveness. Reviews impact on baseline measures and modifies solutions as appropriate to ensure effectiveness.
• Cross Functional Partnerships
Analyzes the organization, potential external partners, and own area to identify key relationships that should be initiated or improved to further the attainment of own area's goals. Exchanges information with project leads, internal employees, and external customers to clarify partnership benefits and potential problems; collaboratively determines the scope and expectations of the partnership so that both areas' needs can be met. Collaboratively determines courses of action to realize mutual goals; facilitates agreement on each partner's responsibilities and needed support. Places higher priority on organization's goals than on own area's goals; anticipates effects of own area's actions and decisions on partners; influences others throughout the organization and in partner organizations to support partnership objectives. Implements effective means for monitoring and evaluating the partnership process and the attainment of mutual goals.
Technical• Instructional Media & Methods
Extensive and specialized knowledge of instructional media and methods (e.g. interactive computer-based instruction, web-based instruction, instructor-led lecture, demonstration, practical application, etc.).
• Instructional Systems Design
Extensive and specialized knowledge of Instructional Systems Design (ISD) methodology (e.g., analysis, design, development, implementation, evaluation).
• Learning Evaluation Methods
Extensive and specialized knowledge of learning evaluation methods (e.g., subjective, objective, performance-based).
• Learning Objectives and Style
Extensive and specialized knowledge of learning objectives and styles (e.g., audio, kinesthetic, visual) to meet business goals and accommodate student-learning needs.
• Learning Theory
Extensive and specialized knowledge of learning theory (e.g., adult, behavioral, environmental, scenario).
Basic Qualifications For ConsiderationDo you have at least 5 years of curriculum development experience?
Do you meet the criteria described in the 'Typical Education / Experience' section of this requisition?
Typical Education/Experience
Bachelor's degree and typically 10 or more years' related work experience, a Master's degree and typically 8 or more years' related work experience or an equivalent combination of education and experience.
Other Job related information
MS Office skills such as Excel, Word, Powerpoint and Project are highly desired. Career counseling experience a plus.
- Business Unit Commercial Airplanes
- Division Bca Supply Chain Mgt & Ops
- Program Propulsion
- Job Type Non-Management
- Experience Level Career/Experienced
- US Person Status Required? Yes
Closing Date: 02/07/2012
