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The ICT trainer is responsible for training staff in the use of software packages and information systems that are used in an organisation.
Training may be provided to up-skill staff in basic word processing and spread sheeting packages, e-mail systems and other basic applications that are used regularly across an organisation. The trainer may also be required to run specialist training in information systems and databases that are unique to the organisation.
The ICT trainer is a resource point for issues regarding use of the software packages and information systems that they are providing training in. The ICT trainer is also responsible for the production of written manuals and user guides. As the software packages and information systems are upgraded the ICT trainer will review and update course content and update written materials to reflect the upgrades.
The ICT trainer evaluates the effectiveness of training programs, using surveys, questionnaires, interviews and observation, to plan future courses or to amend existing ones.
An ICT Trainer exhibits a combination of capabilities from the Skills Framework for the Information Age (SFIA) and from the Queensland Public Service Leadership competencies for Queensland Framework.
Within the SFIA profile, the ICT Trainer has level 4 and 5 capabilities, i.e. enables, ensures and advises on the skills outlined below.
Refer to the framework for descriptions of the seven levels of responsibility and accountability.
SFIA skill code
SFIA skill level of responsibility
SFIA skills level descriptor
Learning design and development
Specifies solutions for use in learning and development programs in the workplace or in compulsory, further or higher education. Commissions the development of learning materials, allocates resources to learning teams, defines learning outcomes. Leads learning programs, recommends and specifies learning
interventions for design, development and deployment according to agreed learning outcomes.
Prepares or customises and delivers learning activities and the learning environment for a variety of audiences. Teaches, instructs, trains students/learners in order to develop knowledge, techniques and skills using appropriate methods, tools, online environments, equipment and materials. Oversees
students/learners in performing practical activities and work, advising and assisting where necessary, and ensuring that maximum learning benefit is gained from the practical experience. Provides detailed instruction as necessary and responds to wide-ranging and detailed questioning in own area(s) of
specialisation. Assesses objectively, against pre-set criteria, the ability levels of students and reports as appropriate. Develops examples and case study material for use in pre-defined courses. Adapts simple course material to meet the needs of students.
Queensland Government roles align with the Leadership competencies for Queensland.
Leadership competencies for Queensland describes what highly effective, everyday leadership looks like in the sector. In simple, action-oriented language, it provides a common understanding of the foundations for success across all roles. The profile describes three performance dimensions (vision, results and accountability) and 11 leadership competencies required against five leadership streams.
Leadership streams are not connected to a level or classification, but rather reflect the balance between leadership and technical skills required of an individual. Individuals can consider the ‘value proposition’ of roles rather than the traditional lens of hierarchical structures or classification levels. The five leadership streams are:
- Individual contributor (Leads self and does not supervise others)
- Team leader (leads a team and typically reports to a program leader)
- Program leader (leads team leaders and/or multiple areas of work)
- Executive (leads program leaders or other executives)
- Chief executive (leads the organisation).
When developing a role description, identify the role type and then focus on the most important attributes and create a balance between SFIA skills and leadership skills.
An ICT trainer is required to have a superior knowledge of the software packages and information systems that they provide training in.
It is generally expected that an ICT trainer will have or be working towards a Certificate IV in Workplace Training and Assessment as a minimum qualification. Bachelor level qualifications in Adult Education and Training are held in the highest regard.
 The Skills Framework for the Information Age (SFIA) provides a common language that integrates with an organisation’s way of working, to improve capability and resource planning, resource deployment and performance management. This role profile quotes extensively from the SFIA, under licence from the SFIA Foundation. Information about the SFIA can be found at http://www.sfia-online.org/en.
 The Leadership competencies for Queensland framework plays a key role in translating the government’s ‘talent management requirements’ into clear behavioural terms. The competencies can be utilised in talent management strategies, including workforce planning, talent acquisition, leadership development, capability development, performance management, career management and succession planning. The competences can be accessed here Leadership competencies for Queensland.