Trainer - AEB, Employability

The role of the Employability Trainer is to assess learner needs/skills through pre-course assessments, develop a ILP with SMART goals to address barriers/skills needs. Deliver, outstanding, personalised, accredited/non-accredited interventions with embedded personal/social development to help prepare learners for further learning/employment/improved confidence.

Pre-course assessments and Planning:

• Administer screeners, initial and diagnostics assessments for each learner, and subsequently develop and maintain tailored ILPs (inc. action plans) to include SMART targets.

• Plan lessons effectively and ensure that activities are innovative and differentiated towards individual learners (e.g. contextualised to their personal learning goals/chosen employment sector), and that learner support is effectively assessed, reviewed, implemented, and evaluated (where required) throughout the learner’s journey.

Training Delivery:

• Deliver accredited and/or non-accredited training programmes to 19+ Adults in any or some of the following subject areas (multi-disciplinary Trainers will be prioritised during selection):

o English

o Maths

o Digital

o Customer Service

o Business Administration

o Hospitality

o Warehousing & Logistics

• Train, assess, motivate, mentor and support learners, assisting them to develop personal and social skills to better prepare them for work and independence.

• Deliver outstanding teaching, learning and assessment to learners. Ensure that the curriculum provides appropriate stretch and challenge for participants. Develop resources and bespoke materials to meet the needs of learners and employers.

• Promote, and deliver training in accordance with qualification and centre guidelines.

• Ensure Maths, English, Digital, Soft Skills and PDBA (Personal Development Behaviour & Attitudes) themes (inc. prevent/safeguarding) are embedded into delivery as required or delivered stand alone as needed.

• Effective additional support provided to learners with additional learning needs (e.g. SEND, ESOL).

Supporting Learners:

• Undertake regular and meaningful reviews with learners to ensure they remain engaged in the programme, that they are progressing well relative to their initial starting point and any emergent needs are addressed.

Record Keeping:

• Maintain learner records accurately, both hard copy and electronically, and ensure all evidence for all visits is readily available and accessible for audit and quality purposes.

Caseload Management:

• Use MIS (inc. ILR) data to track learner progress against the ILP and KPIs and address any trends towards shortfalls via one-to-ones, action plans etc.

• Monitor learner’s attendance, progression and ensure all forms of teaching, learning and assessment for each element of the qualification is completed enabling candidates to meet the criteria for achievement of the chosen qualification.

Quality Assurance:

• Contribute towards the development, implementation and monitoring of key documents, policies and procedures e.g. Self-Assessment Reports and Quality Improvement Plans.

• Implement any improvements identified as a result of performance reviews and internal quality assurance.

• Take part in standardisation and team meetings and complete continuing professional development activities (inc. Observations of Teaching & Learning), as required.

Professional Development:

• Maintain own professional/occupational knowledge, skills and experience, including formal training/networking with fellow professionals (inc. self-reflection).

• Encourage, undertake and respond to learner and stakeholder feedback, contributing to Maximus Training’s cycle of quality improvement.

• Participate in any staff review/performance management processes involving the identifying and meeting of training needs for self and others.

Key Contacts & Relationships

Internal:

• Work as a key member of the team
• Continuous contact and relations with all operational colleagues
• Contact at times with representatives within other MAXIMUS operating divisions e.g. Central Division.

• Employers, agencies and other stakeholders e.g. Birmingham City Council, WMCA, DWP/JCP, NCS etc.

• Hold a minimum of a Level 3 teaching qualification (PTTLS or equivalent) and, where required, subject-specific qualifications and/or occupational knowledge/experience to support the accredited/non-accredited training (Adult Education Budget - AEB) delivery to 19+ Adults in any or some of the following subject areas (multi-disciplinary Trainers will be prioritised):
  • English
  • Maths
  • Digital
  • Customer Service
  • Business Administration
  • Hospitality
  • Warehousing & Logistics.
• English and Maths to at least Functional Skills level 2.