Learning and development specialist

Band 6 · Learning and development specialist · 429 job evaluation points

Leads the analysis, design, and evaluation of learning programs for a major area, such as leadership, digital skills, or system training, working with broad freedom within the learning strategy.

Responsibilities

Analyze learning needs for a staff group or profession, using skills gap analysis against this reference.
Design blended learning programs with clear outcomes, from e-learning to coaching and practice in the workplace.
Design training strategies for large clinical system changes, including super-user networks.
Evaluate the effect of learning on skills, performance, and services, and report it.
Commission and quality-assure external training providers.
Coach and develop learning and development officers.

Skills

Skill	Expected level	What this level means
Learning design and deliveryThis reference	Practitioner (3)	You can: analyze learning needs and design blended programs to meet them set learning outcomes and evaluate impact, not only satisfaction make learning accessible and inclusive for all staff
Skills frameworks and career pathwaysThis reference	Practitioner (3)	You can: run skills gap analysis for a team or profession and report the results design career pathways and development routes using framework levels use framework skills to write consistent job descriptions and assessments
Organizational developmentThis reference	Working (2)	You can: facilitate team sessions and workshops using standard tools analyze staff survey results for a team and suggest actions
Capability building for digital, data and technologyUK GDaD PCF	Practitioner (3)	Senior leadership skill: the UK GDaD PCF defines it with one statement, not by level. You can: Examples of leadership using this skill: guide the organisation to ensure it has the specialist digital, data and technology skills it needs develop organisational processes and ways of working so that digital and data roles you support can thrive continuously improve and optimise the organisational environment prioritising capability needs that will have the most impact negotiating for longer-term investment in people by articulating the risks and benefits of different staffing strategies advocating for good practice in ways of working and supporting people to adopt this practice growing digital and data communities
Stakeholder relationship managementUK GDaD PCF	Practitioner (3)	You can: work with the team to develop and maintain an understanding of stakeholders work with the team to develop and implement stakeholder communications strategies identify and resolve issues, influence stakeholders and manage relationships effectively build long-term strategic relationships and communicate clearly and regularly with stakeholders
Communicating informationUK GDaD PCF	Practitioner (3)	You can: work collaboratively in a group and build relationships with others identify issues through Agile 'health checks' and work with others to address them manage stakeholder expectations be flexible and capable of proactive and reactive communication host or moderate difficult discussions within the team or with senior stakeholders
Workforce information and HR systemsThis reference	Working (2)	You can: run standard workforce reports and check them for errors answer routine information requests about the workforce
Equality, diversity, and inclusionThis reference	Practitioner (3)	You can: carry out equality impact assessments build inclusive teams and practices
Understanding health and care servicesThis reference	Working (2)	You can: explain the clinical and care workflows your work supports use common health care terms correctly with clinical and care colleagues recognize when a change could affect patient care and raise it

Typical qualifications and experience

A recognized learning and development qualification at intermediate or advanced level, or equivalent experience.
Substantial experience of designing and evaluating learning programs.

Band 6 outline

Knowledge: Specialist knowledge across a range of procedures, built through further training or experience.
Autonomy: Works independently; interprets policy for own area; seeks advice on complex issues.
Scope: A product, service, or workstream.
Leadership: May lead a small team or mentor colleagues.
Accountability: Outcomes of own workstream and quality of advice given.

Job evaluation (illustrative)

Factor	Level	Level summary	Points
Communication and relationship skills	4	Gives complex, sensitive, or contentious information needing persuasion, negotiation, or training skills, or highly complex information.	32
Knowledge, training, and experience	6	Specialist knowledge across the range of the specialism (postgraduate diploma level or equivalent).	156
Analytical and judgmental skills	4	Judgments on complex facts or situations needing analysis, interpretation, and comparison of options.	42
Planning and organizational skills	3	Plans several complex activities, adjusting plans as needed.	27
Physical skills	3	Developed skills needing speed or accuracy, such as advanced keyboard use.	27
Responsibility for patient and client care	1	Helps patients, clients, or relatives during incidental contact.	4
Responsibility for policy and service development	3	Implements policies for own area and proposes changes that affect other areas.	21
Responsibility for financial and physical resources	2	Handles cash or valuables, looks after equipment used by others, controls stock, or authorizes small payments.	12
Responsibility for people	4	Line manages a function or department, designs training programs as a main duty, or delivers a full range of HR services.	32
Responsibility for information resources	3	Takes formal minutes, regularly writes reports or queries, or maintains information systems as a significant duty.	16
Responsibility for research and development	2	Regularly does research, development, trials, or equipment and system testing as part of the job.	12
Freedom to act	3	Follows defined policies and procedures; work is managed rather than supervised.	21
Physical effort	1	Sitting, standing, and walking, with little physical effort.	3
Mental effort	3	Frequent concentration on unpredictable work, or occasional prolonged concentration.	12
Emotional effort	1	Rare exposure, or occasional indirect exposure, to distressing circumstances.	5
Working conditions	2	Occasional unpleasant conditions, frequent travel or outdoor work, or near-continuous screen use on most days.	7
Total (Band 6: 396 to 465)			429

People is level 4 because designing training programs is the main duty.