Industry Trainer - Scaffolding/Rigging

(1)

Tai Poutini Polytechnic 1 Industry Trainer – Scaffolding – Rigging - 2014

Position Description and

Person Specification

In each and every appointment for employment at Tai Poutini Polytechnic,

the “employer” is the Chief Executive of the institution.

Conditions of Service:

Individual Employment Agreement

Reporting to:

Programme Leader Scaffolding, General Manager

Position Status:

Permanent, Full time

Remuneration:

$65,000 to $75,000 subject to qualifications

and experience

Functional Relationships:

Internal:

Head of Department

Faculty Dean

Programme Leaders / Lead Tutors

Tutors

Academic Services

Registry

Marketing

Administrative Staff

External:

Industry stakeholders

Community stakeholders

Students

Purpose of Position:

To meet the needs of students by providing high quality, client focused teaching and learning

opportunities.

To contribute to the goals and objectives of the Polytechnic by demonstrating professional competence

that builds quality, reputation and growth.

Background:

Industry Trainers may teach into full time, part time or short/block course programmes where there is

minimal academic responsibility beyond teaching, assessing and reporting results.

Full time Industry Trainers may be required to work up to 1300 timetabled teaching hours per calendar

year. The weekly class contact hours shall not exceed 32.5 without consultation with the employee.

Industry Trainers will be available to work Monday to Sunday between the hours of 5 am and 11 pm or

flexibly during periods of high work load but no more than 32.5 hours per week contact time without

consultation with the employee and no more than 40 hours per week in total unless negotiated with the

employee.

TPP prepares students for leadership roles involves the development of complex skills that can often be developed best by real-life active learning experiences, collaborative problem solving, and exposure to challenging situations through experiential learning.

(2)

(3)

Key Tasks:

KEY DUTIES

Key Accountabilities Examples of Performance Measures

Teaching  Be highly competent in their discipline / subject area.

 Apply effective communication skills in learning situations related to their discipline.

 Select and apply teaching and/or learning strategies to promote effective learning consistent with individual student learning needs.

 Recognise student learning difficulties and arrange for appropriate support.

 Practice in non racist and non sexist ways and to be sensitive to students and colleagues with special needs.

 Demonstrate that student learning is informed by the current body of knowledge about good practice in the industry and effective teaching and learning.

 Be able to contribute to the effective outcomes of work teams.  Participate in the broader professional life of the institution.  Discharge administrative responsibilities.

 Practice within the policy framework and legislative obligations of the Polytechnic.

 Courses are rated highly by students who recommend them to others

 Assessment results indicate a high level of learning  Certificate in Adult Teaching or equivalent achieved within

agreed time frames. Professional Development plan documented, discussed and agreed with Programme Leader/ HOD and includes progression towards achievement of relevant qualifications

 Observations of teaching are carried out at least twice a year, as per Polytechnic Policy and feedback responded to  Action Plan based on student feedback for continuous improvement is developed in conjunction with the Lead Tutor /Programme Leader / HOD

 Primary subject area is updated annually to current trends, industry and NZQA requirements

Professional Development  Evaluate and reflect on own practice in order to identify directions and

strategies for development.

 Demonstrate commitment to ongoing professional development both within their discipline and as an educator:

a. Respond to feedback from students / peers

b. Plan and participate in programmes for their own professional development

 Negotiate objective annually with the Lead Tutor/Programme Leader/HOD

 Identify needs through formative appraisal processes and negotiate own training and development plan with the Lead Tutor/ Programme Leader/HOD

 Keep up to date and further develop required skills  Continuous up-skilling of subject knowledge and

(4)

NON TEACHING DUTIES

Key Accountabilities Examples of Performance Measures

Preparation of course

materials

 Printing and selection of all course materials  All students are provided with appropriate subject

related information as per Academic Policy

Logistics and Resources  Completion of logistical and resource arrangements prior to the

training

 Selection and preparation of gear and equipment before each course and check and restore after each course

 Time, location, access, H & S requirements etc are confirmed and communicated prior to training delivery

Travel  Travel arrangements are confirmed and organised with the

Programme Leader

 Cost effective and efficient use of resources through planned and timely organisation

Teaching Areas  All venues and teaching areas are set up prior to students arriving

and are adequately equipped and resourced to ensure professional delivery

 Feedback from students

Assessment and Evaluation  Undertake student assessment where required either as part of

block of training or as standalone assessment blocks  At the completion of training submit course evaluations  Submit results and provide materials for moderation

 Assessments are conducted according to academic policy

 All evaluations and moderation material is submitted in a timely manner

Other  Compliance with all relevant legislative and Code of Practice requirements, including but not limited to, Public Finance Act, Code of

Practice for Pastoral Care of International Students, Consolidated Code of Staff Ethics.

(5)

Person Specification:

Industry Trainers should ideally:



Hold NZ or internationally recognised qualifications in both Scaffolding and Rigging.



Have significant industry experience in Scaffolding, Rigging and Cranes including specialist skills in fall

arrest and confined space.



Have a sound knowledge of industry best practice and health and safety requirements in both the

construction and manufacturing/industrial environments.



Have a proven track record in training delivery.



Be competent in (or prepared to learn) the use of Word, E-mail, Excel and other common management

and administrative software tools.



Hold or be working towards Unit Standards 4098 Use standards to assess candidate performance,

11552 Design Assessment and 11551 Moderate assessment (or equivalent).



Hold or be working towards a minimum teaching qualification such as National Certificate in Adult

Education and Training (Level 5) or equivalent.



Be able to demonstrate clear and effective written and oral communication skills that will enable

consistent communication with colleagues, industry, community, other stakeholders, and students.



Be willing and able to maintain effective collaborative networks amongst industry and other providers.



Hold a current driver's licence.

Desirable:



Knowledge of TPP’s operations and systems.

Personal Attributes



Customer Focus: Is dedicated to meeting the expectations and requirements of our students, internal

and external customers through maintaining standards of quality and accuracy. Is committed to a

service ethic and to developing and sustaining productive relationships built on trust and mutual

respect.



Drive for Results: Has the desire to attain standards of excellence and do better. Can be counted on

to meet goals and is consistently a high performer. Is very bottom line orientated and can effectively

plan, organise and prioritise tasks and activities to meet agreed deadlines. Steadfastly pushes self and

encourages others for quality results.



Enthusiasm and Initiative: Openly contributes to and participates in debates for new initiatives and

their implementation. Is seen as a co-operative and collaborative team player who can represent their

own and Faculty interests while still being fair and considerate of others. Implements new ideas or

potential solutions without prompting; does not wait for others to take action or to request action.



Organisational Awareness and Commitment: Has the ability to understand both formal and informal

structures and is willing to align behaviour with the needs, priorities and goals of the organisation, and

to act in ways that promote organisational goals or meet organisational needs. Is prepared to respect

and uphold the Polytechnic’s mission statement, values and corporate goals.



Personal Learning: Knows personal strengths, weaknesses and limits. Picks up on the need to change

personal and interpersonal behaviours quickly. Gains insights from mistakes of self and contributes

effectively to balanced performance reviews and career discussions.