Freelance Training Consultant (State)
 British Council
 Location: Flexible
 Last Date: March 25, 2011

 
Job description/person specification

Job title	Freelance Training Consultant (State)		Department/office	Flexible locations
Job holder	new		Job code	n/a
Job type	Freelance		Pay band	Senior Teacher (MM1)
Line manager	STC		Post-related allowances	No

All information must be in line with the British Council’s equal opportunity policy.

Person specification 

Any special requirements of the job, including any legal requirements e.g. restrictions on employment, occasional unsocial hours, flexible working, passport status.

There will be frequent and extensive travel around India so there is a need to be self-reliant, flexible and independent. As postholder will be part of a large and geographically disperse team, it is essential to be a team player. The post holder may occasionally be deployed in the corporate education sector with line manager approval. 

Competency guidelines - Freelance Training Consultant (State) 

Team working (Level 2)

Teamworking is about working co-operatively, across cultures and organisational boundaries to achieve shared goals. 

Involves others 

Actively includes individuals from diverse backgrounds in team activities. Capitalises on diverse skills and ideas.  Spends time helping others think through issues.  Speaks positively of others. Takes the time to learn about and understand other organisations and cultures. 

Achievement (Level 2) 

Achievement is about having the sustained energy and determination in the face of obstacles to set and meet challenging targets, in compliance with quality, time and diversity standards, and delivering the required business results. 

Works to goals and manages obstacles

Understands and works towards goals set by others. Measures progress against targets. Seeks to understand reasons for obstacles and to find ways to overcome.  Acknowledges the work and contribution of others. 

Customer Service Orientation (Level 2)  

Customer Service Orientation is the willingness and ability to give priority to customers, delivering high quality services which meet their needs. 

Adds value 

Thinks about the customer when undertaking day-to-day work.  Questions "how is this adding value for the customer?" Makes decisions with the customer in mind. Takes pride in delivering a high quality product or service. Investigates service delivery and provides solutions to problems.

Flexibility  (Level 2)  

Flexibility is the ability to adapt to and work with a variety of situations, individuals and groups.  It is about being able to think on your feet, and not being disconcerted or stopped by the unexpected. 

Applies procedures flexibly 

Applies rules or procedures flexibly, depending on the individual situation, to accomplish tasks or activities more effectively.  Responds effectively to changing circumstances. Remains focused when faced with competing demands. Makes reasonable adjustments to ensure maximum effectiveness and motivation of self and others. 

Project and Contract Management (Level 1 - all) 

Delivering client and partnership funded projects and contracts, and internally commissioned projects, using the project cycle of identification and development, implementation and evaluation and reporting; understanding the context of projects and contracts and their contribution to British Council purpose 

Context, market and stakeholders - Understanding the context and market to identify and develop new project opportunities, and managing clients/partners/ stakeholders

Understands project identification processes and demonstrates ability to contribute to these. 

Uses effective approach to communicating with project stakeholders to maintain relationships.

Development and delivery

Understands processes for developing proposals and demonstrates ability to contribute to these

Contributes to the development and implementation of project plans and schedules using appropriate systems and tools. 

Undertakes assigned role(s) in project delivery to internal and external client/partner/stakeholder satisfaction.  

Tendering and procurement - Application of tendering process (competitive and single source) to win business; procurement of goods, services, internal/ external resources to support project delivery

Understands basic contracting terminology and uses this appropriately

Has basic understanding of  tendering and procurement procedures

Supports the procurement and management of: project goods and services, and internal resources.

Managing risk

Demonstrates an understanding of project risks and operating context, and adjusts planning accordingly during implementation.

Monitoring, evaluation and reporting

Understands basic monitoring and evaluation tools and processes.

Contributes to the development of monitoring plans and takes part in monitoring.

Contributes to project closure, including systems closure. 

Supports project reporting by collating management information.

Contributes to the collection of information for lessons learnt.

Business and system processes

Operates within corporate guidance and standards for project implementation on FABS, manages expenditure and income to plan. 

Trainer Competencies  

Subject matter knowledge (Level 2) 

Knowledge of language teaching methodology & research skills  - Demonstrates clear understanding of the range of factors affecting the process of foreign language learning and teaching. Researches, discusses how this is related to the training room. Actively reflects on training skills with colleagues. Is confident with terminology used to describe a number of different forms of language teaching, language use and skills. Can describe the educational and social context of the trainees accurately and non-judgmentally. Demonstrates a range of strategies for catering to the diverse needs of trainees and plans for individuals with special needs. 

Selection & grading of skills  - Demonstrates clear awareness of trainee needs and difficulties when selecting/grading teaching skills and examples of language use. Demonstrates a thorough understanding of the skill area that the session objectives refer to through accurate modelling. 

Supporting understanding of the practice of teaching - Demonstrates the ability to provide accurate and appropriate information about language learning and teaching. Selects, supplements and adapts materials appropriate to trainee needs. 

Supporting the development of the practise of teaching - Demonstrates a range of techniques for practising teaching skills. Includes appropriate focus on trainee learning skills and strategies. Uses a range of strategies and techniques to recycle training skills and extend practice. 

Developing understanding of training skills - Demonstrates a range of techniques and procedures for developing training skills based on trainee needs. Focuses trainees on developing a range of training strategies through reflective practise

Response to trainee contributions - Demonstrates awareness of factors which may cause trainees difficulties with new teaching methods and procedures as a result of contextual, or other factors. Responds to trainee contributions with respect and empathy

Learning, developing & innovating  - Researches and reflects upon how language teachers change their practise. Experiments and innovates in training sessions.

Training room management (Level 2) 

Managing the Learning Environment - Varies the classroom set up in a way that is appropriate to the trainees and activity. Maximizes the use of the available equipment and training room. Demonstrates a limited range of strategies for dealing with large and/or mixed ability groups. Ensures a safe and supportive learning environment.

Managing Lesson and Activities - Ensures that sessions are trainee not trainer-centred and that trainee involvement is maximized. Manages smooth transitions between activities and optimizes timing. Shows understanding of learning styles, abilities and relationships and confidently groups trainees accordingly. Demonstrates a variety of strategies for sharing trainee work effectively 

Managing relationships - Maintains good discipline and deals quickly and effectively with issues that arise. Establishes routines and has a range of strategies for promoting appropriate trainee participation and behaviour 

Managing Oneself & Language - Treats all trainees with respect. Demonstrates and promotes positive values through own behaviour. Clearly articulates rationale for language choices. Uses a wider range of explanation, questioning and eliciting to involve trainees in the sessions. 

Managing Feedback - Concept checks consistently. Responds appropriately to and builds on trainee contributions. Encourages trainee reflection on own and others’ performance. Consistently chooses appropriate time and strategies for giving feedback and has a variety of methods for managing whole group feedback. 

Learning, developing and innovating - Initiates experimentation in own practice and is prepared to change or adapt practice where benefits and improvements can be identified. Is willing to be observed by other staff as part of their development and readily responds to feedback. 

Course and session planning (Level 1)

Trainee needs - Demonstrates awareness of trainee needs and responds to these in planning and session delivery. Plans courses and sessions well in advance to ensure preparedness for meeting learner needs. Encourages trainees to continually improve skills and to develop new developmental alliances where necessary to achieve their goals

Learning Outcomes - Demonstrates a clear understanding of the learning outcomes. Enables trainees to recognize the gap between the desired and present situation. Delivers a series of sessions or course to achieve given learning outcomes. Considers problems and suggests solutions.  Has clear and appropriate outcomes for individual sessions. 

Content - Is a course deliverer. Delivers content appropriate to learning outcomes and interests and needs of trainees within a given timeframe.  Content is logically sequenced. Includes some focus in sessions and courses on raising trainee awareness of what and how they are learning. 

Learning resources - Uses a range of context-appropriate teaching and learning materials and resources appropriate to achieving learning outcomes. Adapts session materials, resources and technical aids depending on trainee needs. Respects copyright and branding. 

Assessment - Incorporates monitoring and feedback activities as informal assessment procedures. Conducts formal assessments as assigned 

Learning, developing and innovating - Seeks support from others. Reflects on success of sessions. Is aware of strengths and weaknesses. Makes changes to future plans accordingly.

Coaching and mentoring (Level 1)

Planning - Uses provided standardised training plans developed to meet trainee needs in a specific context. Treats trainees with respect and empathises with their context. Is familiar with a limited range of teaching situations. Anticipates participant strengths and potential difficulties. Adjusts training plan in a limited way depending on context and trainee needs. Has rationale for changes

Supporting learning - Provides lesson planning guidance. Draws on a limited number of reference materials to support trainees. Acts as role model in the classroom and encourages trainees to observe own and others’ classroom teaching. Encourages risk taking. Deals with one specific group of trainees with prescribed training needs. Enables trainees to achieve basic target learning outcomes. Valuing contributions.

Observing -  Identifies a limited range of specific teaching skills and classroom behaviours. Recognises learner responses to teacher actions. Uses a checklist to assess these skills and behaviours both developmentally and evaluatively. Uses a limited range of methods in observation of teachers. Has experience of a limited number of observation modes (peer; mentor).

Counseling - Is aware of the importance of active listening, questioning, phrasing feedback constructively, and setting action points. Has some experience of a limited number of feedback situations. Encourages a commitment to action and the development of lasting personal growth & change. Encourages trainee reflection. Use questioning techniques to facilitate client's own thought processes in order to identify solutions and actions rather than takes a wholly directive approach.

Learning, developing and innovating - Observes peers in order to gain a better understanding of training styles and methods. Reflects on own practise. Plans changes and records results.

Learning Technologies (Level 1) 

Setting up the training room and troubleshooting -  Checks availability of technology resources in advance. Knows what is available and checks that it works. Uses a limited range of learning technologies in the training room including a CD player / DVD player / laptop and data projector. Arranges training room furniture, lighting etc. to maximise trainees’ ability to see the board / screen with attention to health and safety. Is able to anticipate technological issues and potential solutions. 

Exploiting learning technology resources -  Accesses and selects ready prepared training materials, digital learning activities and appropriate web pages. Is able to use Word and PowerPoint to create and save work. Takes into account trainees’ learning preferences when planning technology-based activities. Seeks advice from experienced colleagues on learning technology resources 

Creating training materials and contributing to / writing reports -  Creates and saves basic training materials using Word and PowerPoint, including inserting images and appropriate animation, and is able to use them in the training room. Saves tried and tested training materials in a shared space for colleagues to use. Sources copyright friendly resources and follows British Council copyright guidelines. 

Learning, developing and innovating -  Seeks to expand skills and knowledge of ICT in order to demonstrate basic competence in and out of the training room.

 To apply

Candidates applying from India should complete the application form and send it to Carmel Shobha, British Council, 737 Annasalai, Chennai 600 002 or send a soft copy of the filled application to carmel.shobha@in.britishcouncil.org    

Candidates applying from Srilanka should complete the application form and send it to Amina Ruwanapathirana,  British Council, 49 Alfred House Gardens, Colombo 00300 Sri Lanka or send a soft copy of the filled application to Amina.ruwanpathirana@britishcouncil.org

Last date for completed applications to reach us is Friday, 25 March 2011