HRTMS Job Description Management | Economic Benefits Trainer J o b D e s c r i p t i o n | | |
Job Information | | | Title: | Economic Benefits Trainer | | | Market Range: | MR16 | | | Approved Date: | 4/13/2022 6:43:23 PM | | | FLSA: | Non-Exempt | | | EEO Code: | PROFESSIONALS | | | Career Level: | P2 | | | Career Level Description: | Professional Level 2 | | | Job Code: | 100268 | | | Job Family: | Social Services | | | Sub Family: | CQI, Training and Development | | | | | | Primary Purpose | Provides county-wide Economic Services policy and technical training including assessing and evaluating training needs, reviewing and developing course outlines; selecting and assembling training materials, methodologies, and aids. Organizes and presents materials, instructions, demonstrations, exercises, and problems. Coaches trainees and assesses application of learning to on-the-job performance. Consults with supervisors to identify training opportunities that will successfully enable employees to perform at their best, grow their capabilities, and deliver top-tier services. | | | | | | | | |
Essential Functions | | | Priority | % Time | • | Designs and delivers in-person and eLearning training in the areas of Economic Benefits policy, technical navigation, communication, customer service, coaching, and team building. Develops effective curricula to address identified training needs in all benefit program areas. Ensures that training in each program is aligned with Federal and State policies and that county policies are also followed. Ensure that staff members understand the policies and how the policies are reflected in the NCFAST system. Monitors staff learning, comfort, implementation, and operationalization needs. Obtains and sustains knowledge and best practices associated with adult learning styles and training in large groups. Continuously innovates training and testing materials to improve the quality of work. | 1 | 55% | • | Acts as consultants to agency staff regarding the interpretation of program-related federal, state, and county regulations and policies. Collaborates with internal partners to assist in clarifying and communicating changes in State and County policies, processes, and systems. Collaborates with state partners in meetings to discuss policy changes, training needs, implementation expectations, and mandated state training. | 2 | 20% | • | Implements and evaluates effective training, OJT, and coaching plans for new staff members and staff members with less than 3 years of experience. Offers train the trainer opportunities for lead worker, supervisors, and PMs as needed to improve quality outcomes in all benefit programs. | 3 | 15% | • | Advises management when a trainee is struggling to grasp concepts, policy, navigation or displays inappropriate behavior during training. Assists in the development and implementation of a specialized learning plan. Participates in projects and training opportunities to improve day to operations and training implementation plans. Participates in state-mandated emergency operations that serve the public as needed (D-SNAP). | 4 | 10% | | | | | | | |
Position(s) may perform other duties in addition to the above as assigned by management. | |
Additional Responsibilities | • | Participates in other duties as assigned | | | |
*IMPORTANT* In the event of an emergency, as determined by the County Manager or designee, participation in preparedness and response operations should be expected. Employee may be required to fill a temporary assignment in a role different from standard duties, work hours and/or work location in preparation for, during and after the emergency. Employee may also be required to participate in relevant exercises and regular preparedness training. | | Career Level Dimensions | Career Level: | P2 | Career Level Description: | Professional Level 2 | | | |
County Impact | • | Works independently on projects/assignments that impact Work Group results. | • | Work is generally supervised and involves periodic process checks. | | | |
Innovation and Complexity | • | Responsible for making adjustments or recommended enhancements in systems and processes to solve problems or improve effectiveness of the Work Group. | | | |
Communication and Influence | • | Typically communicates within or outside the Work Group to provide information requiring some explanation or interpretation to reach agreement. | | | |
Leadership | • | May provide guidance and assistance to entry level professionals or support staff. | | | |
Knowledge and Experience | • | Requires practical knowledge of the Work Group typically obtained through advanced education combined with experience. | | | |
Required Education | • | Bachelor's degree | | | |
Required Experience | • | Three years of job-related experience | | | |
Qualification Equivalency | • | Equivalent education and experience are accepted | | | |
Preferred Experience | | Years of Experience | Experience Details | | • | 4 Years | Advanced level program experience in assigned program. | And | • | 2 Years | Advance level skills working in NC FAST. | And | • | 2 Years | Advance level skills working with technical applications. | And | • | 2 Years | Training others to conduct program specific training | And | | | | | | | |
Preferred Licenses and Certifications |
Knowledge, Skills and Abilities | • | Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects. | • | Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. | • | Familiarity with adult learning concepts and online instructional training required. | • | Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. | • | Knowledge of relevant Social Services policies, procedures, and strategies to comply with effective local, state, or federal mandates for the protection of people, data, and property. | • | Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system. | • | Experience teaching topics to others. | • | Ability to collaborate with the trainee and supervisor to compose, communicate and monitor the implementation of an employee development plan. | • | Ability to effectively coach, counsel and mentor trainees. | • | Ability to present information to individuals or groups and facilitate the learning process. | | | |
An individual must be able to perform each essential duty satisfactorily to perform this job successfully. The requirements listed above are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. | | Competencies |
Individual Contributor Competencies | Communication | Creates an atmosphere in which timely and high-quality information flows smoothly up and down, inside and outside of the organization; encourages open expression of ideas and opinions. | Enforcing Laws, Rules & Regulations | Enforces governmental laws, rules, and regulations, and initiates enforcement actions in a way that the public perceives as fair, objective, and reasonable. | Interpersonal Skills | Treats others with courtesy, sensitivity, and respect. Considers and responds appropriately to the needs and feelings of different people in different situations. Perceives, assesses, and positively influences one's own and other individuals’ emotions. | Speaking | Effectively transfers thoughts and expresses ideas orally or verbally in individual or group situations. | Writing | Conveys ideas and facts in writing using language the reader will best understand. | | | |
Leadership Competencies | Coaching & Mentoring | Works to improve and reinforce performance of others. Facilitates their skill development by providing clear, behaviorally specific performance feedback, and making or eliciting specific suggestions for improvement in a manner that builds confidence and maintains self-esteem. | | | |
Core Competencies | Integrity | Act with honesty, transparency and respect in our interactions with co-workers and those we serve. Adhere, without exception, to laws, policies, procedures and professional standards. | Accountability | Establish high-quality standards for work. Add value. Measure results and hold self and others accountable for making progress toward desired outcomes. Take a logical and data-driven approach to decision-making. | Diversity | Believe that different backgrounds and experiences strengthen the organization and produce better results. Value inclusion across race, gender, age, religion, identity and experience, and strive to reflect in our workforce the diversity of our community. | Collaboration | Foster a work culture in which different ideas and opinions are encouraged and expected. Listen carefully and speak thoughtfully. Work together toward shared goals with mutual respect and cooperation. | Continuous Improvement | Continuously improve work processes and products. Provide a safe environment to be innovative and creative and try new things. When things don't go as planned, use it as an opportunity to learn, regroup and begin again. Provide time and resources for individuals to grow and develop both personally and professionally. | Wellness | Take proactive steps to be physically fit and healthy, emotionally strong, financially secure and socially fulfilled, while inspiring and empowering others to do the same. | Service Orientation | Commit to making a difference within the community. Actively engage in and enjoy our work. Deliver services that exceed expectations, with courtesy, politeness and sensitivity to the experiences, concerns and feelings of all co-workers and customers. | | | |
ADA Checklist | | The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions | Standard ADA Selection: | Office Environment | | | | |
Physical Demands | | N/A | Rarely | Occasionally | Frequently | Constantly | Standing | | | | X | | Walking | | | | X | | Sitting | | | | X | | Lifting/Carrying 0-10 pounds | | | X | | | Lifting/Carrying 10-20 pounds | | | X | | | Lifting/Carrying 20-50 pounds | | X | | | | Lifting/Carrying 50-100 pounds | | X | | | | Pushing | | X | | | | Pulling | | X | | | | Climbing | | X | | | | Balancing | | X | | | | Stooping | | X | | | | Kneeling | | X | | | | Crouching | | X | | | | Crawling | | X | | | | Reaching | | X | | | | Handling | | X | | | | Grasping | | X | | | | Fingering | | X | | | | Feeling | | X | | | | Talking | | | | | X | Hearing | | | | | X | Visual Perception | | | | | X | Repetitive Motions | | | X | | | Eye/Hand/Foot Coordination | | X | | | | | | | | | | | | | | |
Mental Demands | | N/A | Rarely | Occasionally | Frequently | Constantly | Memorization/Concentration | | | | X | | Learning/Knowledge Retention | | | | X | | Preparing/Analyzing Numerical Figures | | | | X | | Use of Interfaced Commmunication Devices (Phone, Computer, Radio etc.) | | | | X | | Analyzing/Examining/Testing Data | | | | X | | Emotional/Behavioral Self-Regulation | | | X | | | Interacting with Others | | | | X | | Comprehension | | | | X | | Organization | | | | X | | Decision Making | | | | X | | | | | | | | | | | | |
Mental Capability/Cognitive Requirements | Comprehension | Understand and apply routine verbal and/or written instructions | | | |
Organization | Organize and prioritize individual work schedule to manage multiple tasks and/or projects |
Decision Making | Make decisions that have an impact on the immediate work unit's operations and/or services |
Communication | Communicate in-depth information for the purpose of interpreting and/or negotiating |
Working Environment | | N/A | Yes | No | Extreme cold | | | X | Extreme heat | | | X | Humid | | | X | Wet | | | X | Noise | | | X | Hazards | | | X | Temperature Change | | | X | Atmospheric Conditions | | | X | Vibration | | | X | Computers/Monitors | | X | | | | | | | | |
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