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Trainer/Educator I (#MACC01)
$31,912.00 Yearly Min / $39,890.00 Yearly Mid / $47,868.00 Yearly Max


Trainer/Educator II (#MACC02)
$39,093.00 Yearly Min / $48,866.00 Yearly Mid / $58,639.00 Yearly Max


Trainer/Educator III (#MACC03)
$44,755.00 Yearly Min / $55,944.00 Yearly Mid / $67,133.00 Yearly Max


Training/Education Administrator I (#MACC04)
$51,242.00 Yearly Min / $64,053.00 Yearly Mid / $76,864.00 Yearly Max


Training/Education Administrator II (#MACC05)
$58,666.00 Yearly Min / $73,332.00 Yearly Mid / $87,998.00 Yearly Max


Training/Education Administrator III (#MACC06)
$62,776.00 Yearly Min / $78,470.00 Yearly Mid / $94,164.00 Yearly Max




Description of Occupational Work

This class series identifies six levels of work in the Administration Occupational Group, Training/Education class series and describes professional training/education work that integrates training, education, organizational development, quality improvement, and consultation to improve individual, group and organizational effectiveness. 

Note:  The career ladder incorporates Trainer/Educator levels I, II and III; therefore, all positions allocated into the Trainer/Educator career ladder are classified at the III level (highest level in the career ladder).  The Trainer/Educator I level is to provide entry for hiring new employees into the class series but does not preclude hiring new employees at higher levels.  To implement the career ladder, current employees are assigned to the level for which they meet minimum qualifications and promotional standards.  Employees may be promoted through the career ladder in accordance with promotional standards for those levels assigned to an agency.  The promotional standards, a selection document under separate cover, set forth the criteria that identify, measure, and verify successful performance at each level.  Advancement of employees through the career ladder is dependent on the type of training provided based on the agency's training needs.Therefore, all employees may not have the opportunity to advance to the III level.

Essential Functions

Essential functions are fundamental, core functions common to all positions in the class series and are not intended to be an exhaustive list of all job duties for any one position in the class. Since class specifications are descriptive and not restrictive, incumbents can complete job duties of similar kind not specifically listed here.

  • Develop and implement training, development, informational, and/or educational programs, courses, curricula, training resources, lesson plans, materials, and visual aids.
     
  • Evaluate effectiveness of programs, courses, curricula, training resources, lesson plans, materials, and visual aids and modify to meet identified problems/needs, state/federal requirements, and agency goals/objectives.
     
  • Present training, development, informational, and/or educational programs via classroom, workshop, or seminar using formal classroom instruction, exercises, handouts, materials, visual aids, etc. for group or one-on-one instruction.
     
  • Research, evaluate, and select materials, handouts, visual aids, exercises, etc. that will best promote learning. 
       
  • Identify and analyze needs through interviews, surveys, and meetings with supervisors, management, administrators, officials, clients, the public, etc. 
     
  • Provide recommendations regarding problems/needs, effectiveness of training resources, and implementation of new or modified programs, courses, curricula, training resources, lesson plans, materials, and visual aids.   
      
  • Collect, analyze and evaluate data from a variety of sources and effectively present/communicate information.
     
  • Coordinate training/educational activities with agency personnel, contractors, community/professional organizations, and other providers.
     
  • Monitor and ensure compliance with state and federal laws, rules, regulations, requirements, and/or contract agreements.

Levels of Work

Trainer/Educator I

As the first level of professional training/education work, positions provide training/education services and typically report to a technical superior.

  • Receive close supervision with work reviewed in progress.
  • Assist in development/analysis of needs assessment.
  • Present training/education using existing curricula/materials.
  • Evaluate participant achievement of course/training objectives using existing format.
  • Regular contacts are typically with state employees and others outside state government primarily for the purpose of gathering information and coordinating/ providing training.  

Trainer/Educator II

As the second level within the professional training/education series, positions function at the full performance level and typically report to a technical superior.

  • Positions are responsible for conducting training/education services in one or more subjects.
  • Receive less supervisory direction and assistance than at the I level. Supervisor does periodic review of progress.
  • Develop needs assessment instruments, analyze data, and recommend appropriate learning solutions.
  • Design learning objectives/curricula/materials.
  • Review and critique course curricula, presentations, and participant achievement.
  • Develop instruments/methods to assess instructional quality/effectiveness.
  • May participate in budget, contract, and/or grant development.
  • Regular contacts are typically with state employees and others outside state government primarily for the purpose of gathering and evaluating information, providing recommendations, and presenting training.

Trainer/Educator III

As the third level of professional training/education work, positions conduct/provide training in technical subjects requiring the application of theoretical disciplines. Positions are responsible for training others in the principles, practices, methods, and techniques used to convey information to various populations regarding scientific or technological subjects, e.g. health/life/social sciences, or related theoretical disciplines. Positions report to an administrative or technical superior.

  • Positions are given the degree of independence needed to achieve agency objectives provided activities are consistent with policy, procedure, and agency plans and objectives.
  • May have responsibility for budget, grant, and/or contract administration.
  • May include monitoring and overseeing the work of other positions, contractors, and/or volunteers by planning and assigning work, monitoring contract compliance, evaluation of instructional quality/effectiveness, etc.
  • Regular contacts include agency management, line supervisors, and staff as well as private sector persons for the purpose of teaching training methods, technology transfer, and conveying information regarding the benefit and intent of agency services. 

Training/Education  Administrator I

As administrative management, the scope of work at this level is broader than at the lower levels in the training/education series.  Specifically, positions are responsible for planning, developing, and implementing strategic policy at a large facility, division, department or state level regarding training/education/organizational development. Positions report to an administrative or technical superior. 

  • Positions are responsible for one of the following: administering the training/education functions of a large facility, division, or department OR planning and implementing training functions at the state strategic policy level serving as technical experts/resources, providing advice, assistance, coordination, and training to state agencies.
  • Positions provide performance improvement consulting.
  • Positions develop, defend, and monitor budgets, grants and contracts.
  • Positions are responsible for monitoring and overseeing the work of other positions, contractors, and/or volunteers on an on-going basis by planning and assigning work, monitoring contract compliance, evaluating instructional quality/effectiveness, etc.
  • Positions are responsible for establishing training/education priorities, recommending/implementing strategic initiatives and planning how to accomplish priorities including staff/resources while considering budget constraints, program and agency needs/priorities/organizational, operational and technological changes. Establishes three to five year goals, objectives, and priorities consistent with agency goals and mission.
  • Positions are responsible for developing plans and policies or have significant input into developing plans and policies at a large facility, division or department level regarding training/education/organizational development.
  • Regular contacts include agency staff/management, other state agency management, and private sector persons for the purpose of influencing management decisions and policy direction, providing technical guidance, direction, and instruction regarding principles, practices, and theories of training/education, organizational development, methodology, strategic initiatives, goals and objectives, representing management and advocating the division's or department's position at meetings, conferences, workshops, etc.

Training/Education Administrator II

As the second level of administrative management, positions are responsible for administering, through subordinate training/education professionals and contractors, the training/education/organizational development functions of a division, department or large facility OR provides guidance, facilitation and evaluation for the highest levels of management within state government on strategic planning, performance measures, continuous quality improvement and organizational effectiveness at the State policy level. Positions at the State policy level are found in the Office of Management and Budget. Positions report to an administrative superior.

  • Supervises training/education professionals and contractors. Supervision is exercised over at least two or more merit, full time positions (per the Merit Rules). The elements of supervision include planning, assigning, reviewing, evaluating, coaching, training and recommending hire, fire and discipline. Supervision must include responsibility, as needed, for providing documentation to support recommended corrective and disciplinary actions, signing performance plans and appraisals and resolving informal grievances OR provides mission and vision development assistance and advice and consultation to agencies at the highest levels of management by providing conflict resolution and neutral facilitation for strategic planning sessions, management retreats, and other top level management meetings with topics such as strategic planning, performance measures, budgeting, goal setting, reorganization, organizational effectiveness, and continuous quality improvement and often involving controversial issues.
  • Positions are responsible for development of plans and policies regarding department/division/facility training/education/organizational development.
  • Positions are responsible for budget, grant, and contract administration.
  • Positions establish long and short term goals, objectives, and priorities in accordance with the Department's overall mission.
  • Regular contacts include agency staff/management and private sector persons for the purpose of influencing management decisions and policy direction, providing guidance and instruction regarding principles, practices, and theories of training/education, representing management, and advocating the division's or department's position at meetings, conferences, workshops, etc

Training/Education Administrator III

This is training/education administrative management work responsible for planning, directing, implementing and administering training and organization development at the state level. This is the highest management level of expertise in training and organization development at the state level. 

  • Directs the activities of training/education professionals, support staff, volunteers and contractual trainers.
  • Establishes long and short term goals, strategic plans, and priorities in alignment with State and Department missions. Establishes and monitors performance measures and action plans. 
  • Develops and implements statewide policies and procedures.
  • Administers budgets and contracts.
  • Provides recommendations, guidance, and direction to Cabinet Secretaries, Division Directors, and other state managers on training and development issues with impact on finances, performance, and long-term direction of state government. 
  • Serves as an internal consultant for state government, providing expertise and advice on sensitive management issues including conflict resolution, performance management, and executive coaching for the highest levels of state government.
  • Represents the State and Department at meetings and conferences within and outside state government.

Knowledge, Skills and Abilities

The intent of the listed knowledge, skills and abilities is to give a general indication of the core requirements for all positions in the class series; therefore, the KSAs listed are not exhaustive or necessarily inclusive of the requirements of every position in the class.

  • Knowledge of methods, principles and techniques in development and implementation of education and training programs.
  • Knowledge of training resources and materials.
  • Knowledge of applicable state, federal and departmental laws, rules, regulations, policies, procedures and processes pertaining to agency and program area.
  • Knowledge of adult education/training.
  • Knowledge of the methods and techniques of conducting needs assessment.
  • Knowledge of the principles and techniques of effective communication.
  • Knowledge of program evaluation techniques and monitoring devices.
  • Knowledge of the methods, principles and techniques used to improve individual and group performance.
  • Skill in the collection, analysis, evaluation and presentation of data from a variety of sources.
  • Skill in communicating effectively.
  • Ability to identify and analyze problems/needs/issues and assess the impacts.
  • Ability to establish and maintain effective working relationships with a variety of people.

In addition to the above Knowledge, Skills and Abilities, Trainer/Educator II requires:

  • Skill in course preparation and presentation.
  • Ability to identify and analyze problems/needs/issues, assess the impacts and make recommendations.

In addition to the above Knowledge, Skills and Abilities, the Trainer/Educator III requires:

  • Knowledge of the theoretical disciplines pertaining to specific area(s).
  • Skill in developing training/education methods and techniques used to train/educate others (train-the-trainer) to convey information to various populations regarding scientific or technological subjects, e.g. health/life/social sciences, or related theoretical disciplines.

In addition to the above Knowledge, Skills and Abilities, the Training/Education Administrator I requires:

  • Knowledge of budget, grant or contract administration.
  • Knowledge of the principles and practices of training/education functions administration, development, evaluation and implementation.
  • Skill in developing, evaluating and implementing training/education functions.
  • Skill in conducting needs assessment.  

In addition to the above Knowledge, Skills and Abilities, the Training/Education Administrator II requires:

  • Knowledge of the principles and practices of supervision.
  • Skill in planning, developing, evaluating and implementing policies and procedures for training/education functions.

In addition to the above Knowledge, Skills and Abilities, the Training/Education Administrator III requires:

  • Knowledge of strategic policy formulation and evaluation.
  • Skill in the principles and practices of management and administration.
  • Skill in budget, grant or contract administration.

Job Requirements

JOB REQUIREMENTS for Trainer/Educator II 
Applicants must have education, training and/or experience demonstrating competence in each of the following areas:

  1. At least one year experience presenting training or education courses using a variety of training methods such as lecture, e-training, structured exercises, role play or group discussion as well as the use of training materials such as overheads, PowerPoint, handouts or videos.
  2. Six months experience in preparing and developing training or education courses which includes designing learning objectives, curricula and materials.
  3. Six months experience in developing and analyzing training needs assessments at the individual, job or organizational level.

CLASS:
MACC01
EST:
7/1/1999
REV:
1/1/1900
FORMERLY JOB CLASS:
72777

CLASS:
MACC02
EST:
7/1/1999
REV:
1/1/1900
FORMERLY JOB CLASS:
72778

CLASS:
MACC03
EST:
7/1/1999
REV:
1/1/1900
FORMERLY JOB CLASS:
72779

CLASS:
MACC04
EST:
7/1/1987
REV:
1/1/1900
FORMERLY JOB CLASS:
72771

CLASS:
MACC05
EST:
7/1/1987
REV:
1/1/1900
FORMERLY JOB CLASS:
72772

CLASS:
MACC06
EST:
8/1/2005
REV:
1/1/1900
FORMERLY JOB CLASS:
72775