Emergency Planning Officer

Job overview

As part of the South East London ICB group, King's College Hospital NHS Foundation Trust is advertising this vacancy on behalf of Guy's and St Thomas' NHS Foundation Trust (GSTT). Please note any applications received will be managed by GSTT. This opportunity is open to internal staff and redeployees within the South East London ICB group.

The IT Trainer secondment is within the Outpatient Training Team which covers a number of Epic applications (Ambulatory and Ancillaries, and Community). We are recruiting for 1 secondment post for 6 months.

The successful candidate will lead and support Epic application/s. You may need to manage, assist, or cover any of the Epic clinical and non-clinical apps in use at GSTT and KCH. IT Trainers are expected to support the analysis, design, delivery, implementation, and evaluation of cross-organisational digital training solutions for both clinical and non-clinical staff. The post holder will play a key role in ensuring that users are supported to adopt new technologies and workflows that improve patient care, operational efficiency, and digital maturity across the Trust.

Main duties of the job

As an IT Trainer, you will support the design, development, and delivery of end-user training of Epic applications, ensuring alignment with clinical workflows and Trust objectives. You will create high-quality, learner-focused materials, including manuals, quick guides, lesson plans, e-learning modules and assessments. Training will be delivered through a blended model, including classroom, virtual and 1:1 sessions across all Trust sites. You will work closely with Principal and Senior Principal Trainers, Application and Configuration teams, operational leads and stakeholders to ensure training reflects system design, workflow updates and EHR programme goals. You will assess competency, gather feedback and refine delivery. The role also involves supporting users, resolving issues and maintaining records in the Learning Management System (LMS). You will contribute to workflow reviews and lead workshops. You will support maintaining training team operations such as resolving IT tickets and assisting and addressing IT training requests.

Working for our organisation

Guy’s and St Thomas’ NHS Foundation Trust (GSTT) and King’s College Hospital 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, with significant investment in the Electronic Health Record (EHR) across both Trusts to transform the way technology and data is used across our services. EHR increases the care provided at home, builds our focus on wellness and prevention, and engages patients as partners in their care.

Detailed job description and main 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, CA’s, SME’s, product designers, PM’s 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 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, QRG’s 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 SME’s, CA’s 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 team’s 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-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 learner’s 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.

- 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.

- 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 rota’s and schedules that supports programme/BAU 24/7 operational framework

IT Training Team Role

- To model continuous improvement and work in a way that ensures that the Trust’s strategies are supported. Act as an advocate of change and modernisation in support of department objectives and project, programme or Trust initiatives which impact across the organisation.

- Create and maintain variety of databases to ensure all learning interventions and staff records accurate reflect training and system access history.

- Where required, day to day line management and development of junior trainers.

- As part of the IT Training team propose and implement appropriate Trust-wide changes including developing, re-designing, evaluating and enhancing training interventions, procedures and assessment tools.

- Regularly required to assess service provision and make proposals on new and adaptations to training initiatives and Trust processes and practices.

- Plan and manage own time in relation to achieving a range of related duties and tasks.

Person specification

Education/ Qualifications

Essential criteria

• Educated to Degree level or equivalent relevant knowledge and experience
• Additional specialist knowledge and expertise of: functionality, workflow, processes, pathways and best practices for clinical areas at GSTT, KCH or partner organisations

Desirable criteria

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

Experience

Essential criteria

• Strong practical knowledge and experience of the training lifecycle, including scope, TNA and Kirkpatrick evaluation model
• Proven and demonstrable experience of designing and 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
• Experience of effective performance coaching onsite in varied clinical and corporate environments

Desirable criteria

• Experience of developing eLearning interventions

IMPORTANT

• Check your email account regularly as this is how we will communicate with you
• If you delete the job from any of your accounts, you may be prevented from accessing further communications
• To enquire about your application or inform us of any changes in your circumstances, please contact the named person on this advert
• Please provide email addresses for referees where possible
• Please review the documentation on our recruitment microsite, particularly the Trust’s criminal records checking policy
• All staff have a responsibility for safeguarding children and vulnerable adults and for ensuring they are aware of the specific duties relating to their role.
• Please note that the closing date is given as a guide. On occasion, we might close a vacancy early due to a high number of applications being received. You are advised to submit your application as early as possible to avoid disappointment.

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• might not be specific or relevant enough to address the criteria in the recruitment profile
• often seem generic and not personalised enough – an AI response won’t show your unique voice and perspective
• could misrepresent information about you, such as your qualifications, skills and experience

We monitor applications for any behaviour that could create an unfair advantage, and we check all references carefully. You are likely to be tested on your experience at interview, so be honest and make sure all the information in your application is correct.

King's College Hospital NHS Foundation Trust Annual Reports and Other Corporate Publications

King's Health Partners Academic Health Science Centre Website

King's College Hospital is part of King's Health Partners Academic Health Sciences Centre (AHSC), a pioneering collaboration between King's College London, and Guy's and St Thomas', King's College Hospital and South London and Maudsley NHS Foundation Trusts.