LEARNING DATA ANALYST

Transcription

1 LEARNING DATA ANALYST BRANCH/UNIT TEAM LOCATION CLASSIFICATION/GRADE/BAND POSITION NO. TAFE Digital Digital Learning Lab Optional TWL9 TBA ANZSCO CODE PCAT CODE TBA TAFE Website 1. ORGANISATIONAL ENVIRONMENT TAFE NSW s purpose is to skill the workforce of the future. It is Australia's leading provider of vocational education and training with over 500,000 annual enrolments and a proud history for setting the benchmark for quality service. As the NSW public provider, it supports the NSW Government's priority to grow skills for the economy and jobs of tomorrow. Critically, TAFE NSW plays a vital role in providing vocational education in rural and regional NSW, and job training pathways for the most vulnerable in the community. TAFE NSW offers the best of campus-based delivery as well as flexible, online and work-based learning. The TAFE NSW values of Customer First, Collaboration, Integrity and Excellence guide our team in strengthening communities, delivering world-class training for our students and producing job ready graduates for employers. The operating environment for TAFE NSW is dynamic as we leverage our scale, expertise, passion and reputation to meet the rapidly changing VET landscape. TAFE NSW is committed to its students and customers and the role it plays in changing lives and opening up opportunities through learning. 2. POSITION PURPOSE The Learning Data Analyst is responsible for creating high quality business analytics that deliver business and educational insights for key stakeholders within TAFE Digital in line with the TAFE Digital Analytics Framework. Last Updated: October 2017 Version 1 Page 1 of 5

2 3. KEY ACCOUNTABILITIES 1. Create and maintain value adding business analytics on service delivery and operational performance that are focused on developing the capability to provide actionable and impactful business and educational insights to TAFE Digital stakeholders. 2. Provide timely insights and analytical support to different internal business stakeholders to support effective business decision-making. 3. Employ reporting tools to measure customer engagement, learning outcomes and business needs and report on key performance indicators to assess outcomes that feed into business process improvements. 4. Respond to ad hoc queries at a local level and provide analytical support to the fast-growing and dynamic Skills Teams as they evolve, to provide input into TAFE Digital business planning and process improvements. 5. Analyse and present findings and benchmarks for the TAFE Digital Leadership team to secure leadership engagement in business improvements and inform stakeholders of new and emerging priorities. 6. Proactively engage and have targeted conversations with stakeholders including Skills Teams and regional leaders to enable pathways for continuous improvement in performance and data quality based on business needs. 7. Combine functional and business analytics with a strong technical expertise of reporting systems in order to drive process and system efficiencies/best practices, promote data integrity and ensure delivery of accurate reporting of data to the business. 8. Leverage outcomes from customer, student and employer satisfaction surveys to analyse trends at a local level, identify skills shortages and other vocational training needs. 9. Reflect TAFE NSW s values in the way you work and abide by policies and procedures to ensure a safe, healthy and inclusive work environment. 10. Place the customer at the centre of all decision making. 11. Work with the Line Manager to develop and review meaningful performance management and development plans. 4. KEY CHALLENGES Acquiring and sustaining the confidence and support of clients, stakeholders and colleagues by ensuring that advice given is accurate and client/business focused. Identifying and defining appropriate data and measurements that support decision making that are, or can, be adopted across the organisation. Providing efficient and effective high level support within a high volume work area requiring the coordination of information from a variety of sources. Last Updated: October 2017 Version 1 Page 2 of 5

3 5. KEY RELATIONSHIPS WHO WHY Internal Learning Analytics Manager Provide advice and expertise as required, gain relevant approvals, report on TAFE Digital Leadership Team members programs status and outcomes. Receive leadership, support and advice. Provide performance data to underpin strategic and tactical decision making. Regional Business Group Performance Analytics Officers Liaise on region performance analytics specific information and issues. Business Partner Finance and Strategy Obtain reporting standards and definitions and provide analysis in support of business cases for regional initiatives. 6. POSITION DIMENSIONS Reporting Line: Learning Analytics Manager Direct Reports: Nil Indirect Reports: Nil Financial delegation: TBA Budget/Expenditure: TBA Decision Making: Makes decisions on complex and sensitive issues that are based on professional judgment, evaluating risks and in the context of a complex and changing environment. Matters requiring a higher level of approval are referred to the Learning Analytics Manager. 7. ESSENTIAL REQUIREMENTS 1. Degree in relevant discipline of equivalent skills, knowledge and experience. 2. Ability to address and meeting focus capabilities as stated in the Position Description. Last Updated: October 2017 Version 1 Page 3 of 5

4 8. CAPABILITIES Below is the full list of capabilities and the level required for this role as per the NSW Public Sector Capability Framework. The capabilities in bold are the focus capabilities for this role. Refer to the next section for further information about the focus capabilities. Capability levels are as follows and reflect a progressive increase in complexity and skill: Foundational > > > > Highly CAPABILITY GROUP NAME LEVEL Display Resilience & Courage Act with Integrity Manage Self Value Diversity Communicate Effectively Commit to Customer Service Work Collaboratively Influence and Negotiate Deliver Results Plan And Prioritise Think and Solve Problems Demonstrate Accountability Finance Technology Procurement and Contract Management Project Management FOCUS CAPABILITIES The focus capabilities for the Learning Data Analyst are the capabilities in which occupants must demonstrate immediate competence. The behavioural indicators provide examples of the types of behaviours that would be expected at that level and should be reviewed in conjunction with the position s key accountabilities. Group and Capability Level Behavioural Indicators Personal Attributes Manage Self Adapt existing skills to new situations. Show commitment to achieving work goals. Show awareness of own strengths and areas for growth and develop and apply new skills. Seek feedback from colleagues and stakeholders. Maintain own motivation when tasks become difficult. Last Updated: October 2017 Version 1 Page 4 of 5

5 Group and Capability Level Behavioural Indicators Relationships Communicate Effectively Results Plan and Prioritise Results Think and Solve Problems Business Enablers Technology Tailor communication to the audience. Clearly explain complex concepts and arguments to individuals and groups. Monitor own and others' non-verbal cues and adapt where necessary. Create opportunities for others to be heard. Actively listen to others and clarify own understanding. Write fluently in a range of styles and formats. Take into account future aims and goals of the team/unit and organisation when prioritising own and others' work. Initiate, prioritise, consult on and develop team/unit goals, strategies and plans. Anticipate and assess the impact of changes, such as government policy/economic conditions, on team/unit objectives and initiate appropriate responses. Ensure current work plans and activities support and are consistent with organisational change initiatives. Evaluate achievements and adjust future plans accordingly. Undertake objective, critical analysis to draw accurate conclusions that recognise and manage contextual issues. Work through issues, weigh up alternatives and identify the most effective solutions. Take account of the wider business context when considering options to resolve issues. Explore a range of possibilities and creative alternatives to contribute to systems, process and business improvements. Implement systems and processes that underpin high quality research and analysis. Show commitment to the use of existing and deployment of appropriate new technologies in the workplace. Implement appropriate controls to ensure compliance with information and communications security and use policies. Maintain a level of currency regarding emerging technologies and how they might be applied to support business outcomes. Seek advice from appropriate technical experts to leverage information, communication and other technologies to achieve business outcomes. Implement and monitor appropriate records, information and knowledge management systems protocols, and policies. Last Updated: October 2017 Version 1 Page 5 of 5