Head of bilingual skills development and learning

• Department: Human Resources
• Functional and hierarchical connection: He/She reports to the Director of Human Resources

Location

• Duty station: Headquarters / Operational Office
• Type of contract: According to ALIMA rules and policies Positioning of the position: It is a strategic and transversal position within the Human Resources Department, responsible for steering ALIMA’s skills development and learning policy and ensuring its anchoring in operational realities.

Main duties

The Manager works at the interface between HRD, operations, trades and missions. He/she transforms development needs and knowledge from operations into sustainable learning devices that are accessible, useful and effectively appropriated by teams.

Other information

The position implies a strong ability to mobilize actors with no direct hierarchical link, to drive change and to articulate learning devices with other HR processes: recruitment, onboarding, evaluation, mobility and career paths. Duties of the post The Head of Skills Development and Learning defines, structures and implements ALIMA’s skills development and learning strategy. He/she consolidates existing devices, develops new responses when operational needs require it and ensures their use, quality, updating and impact. He/she organizes the capitalization and transmission of knowledge, supports the deployment of competency frameworks and contributes to the structuring of career paths, in close connection with HR teams, operations, trades and missions. He/she manages the service, manages resources and budget dedicated to skills development and helps make continuous learning a lever for quality, performance and improved operations.

Responsibilities

• 1. Piloting the skills and learning development strategy Objective: To develop ALIMA’s orientations into a strategy and priorities for skills development consistent with the needs of headquarters and operations, and to drive their implementation and impact.
• Declining skills development policy and strategy into annual priorities and action plans, in line with ALIMA’s strategic and operational directions.
• Identify, with headquarters and field, priority skills development needs, especially for expatriate and headquarters staff.
• Ensure the consistency of learning devices and their articulation with recruitment, onboarding, evaluation, mobility and career paths.
• Define priorities for the development of new devices according to the needs of the organization.
• Monitor the use, relevance and impact of existing devices and propose their evolution.
• Support missions and HR teams in the development and implementation of their skills development plans.
• Manage the budget for skills development and ensure appropriate use of resources.
• 2. Development of learning pathways and devices

Education / Qualifications

Objective: To guarantee a diversified, high-quality learning offer adapted to operational constraints, combining formal training, experience, transmission between peers and digital tools.

• Maintain, deploy and evolve existing learning devices.
• Design new learning devices when operational needs require it, in collaboration with the trades concerned.
• Develop a diverse approach combining training, work-based learning, mentoring, secondment, immersion, trainer training and peer learning.
• Organize and support the development of business training and skills in connection with the departments concerned.
• Guarantee the pedagogical quality of the devices and support internal experts in transforming their expertise into learning resources.
• Manage and develop digital learning tools, including ALIMA’s LMS platform, and promote the accessibility of resources in French and English.
• 3. Capitalization and transmission of knowledge

Experience

Objective: To structure the capitalization and dissemination of knowledge in order to transform operational experience into useful learnings and limit the loss of knowledge related to mobility and departures.

• Support management in structuring, capitalizing and transmitting their knowledge and know-how.
• Transform guides, repositories, feedback and internal expertise into resources and learning devices that can be used by teams.
• Ensure the conservation, updating and sustainability of the resources produced.
• Promote the dissemination of learning between missions, professions and regions of intervention.
• 4. Structuring skills and contributing to career paths Objective: To make competency benchmarks an operational tool for development, mobility, performance and career paths.
• Continue to develop and support the deployment of competency frameworks.
• Ensure their ownership and use in recruitment, taking up positions, assessment, identification of development needs and mobility.
• Support HR professions and teams in the identification of skills gaps and the construction of adapted development responses.
• Contribute, with the recruitment and operational HR teams, to the structuring of career paths and support systems for employees.
• Contribute to the evolution of performance management systems so that they can better identify, evaluate and develop skills.
• 5. Service management and resource management Objective: To organize and manage the human, budgetary and partnership resources necessary to implement the skills development strategy.
• Supervise and accompany the Responsible
• e training, define its priorities and contribute to the development of its skills.
• Organize and prioritize the service activity according to the needs of the organization and available capabilities.
• Develop, manage and monitor the service budget and resources dedicated to skills development.
• Lead relationships with providers, training organizations, universities and other external partners.
• Identify and mobilize internal expertise that may contribute to learning devices.
• Define and monitor indicators to assess the activity, use and impact of devices.
• Participate in the animation of the HR business line on skills development and learning topics.
• Monitor skills development practices and propose changes adapted to the operational realities of ALIMA. Experiences & Skills
• 1. Training and experiences
• Higher education at Bac level +3 minimum, ideally Bac +5, in human resources, skills development, education sciences, training engineering or related field.
• At least 7 years of professional experience.
• Significant professional experience in skills development, training or Learning & Development.
• Proven experience in the design, deployment and evaluation of learning and skills development devices.
• Experience in the conduct of transformation projects involving several trades, teams or levels of the organization.
• Experience in the non-profit sector, ideally with a good understanding of operational realities and field environments.
• Experience in team management and budget management.
• Experience in an international and multicultural environment is an important asset.
• 2. Technical skills In particular, the holder must demonstrate:
• An excellent command of pedagogical engineering and training engineering, from the analysis of the need to the evaluation of learnings and their impact.
• An ability to design devices combining training, work-based learning, mentoring, communities of practice, peer sharing, mobility and digital learning.
• Good command of skills development and assessment approaches, including the construction and use of competency frameworks.
• An ability to transform business expertise or operational experience into a structured, accessible and transferable learning device.
• Strong project management and change management skills: diagnosis, design, planning, stakeholder engagement, deployment, monitoring and evaluation.
• An ability to simultaneously pilot multiple projects and arbitrate priorities based on their value for operations.
• Good command of digital training tools and LMS environments.
• An ability to build and manage a budget and track activity and impact indicators.
• 3. Management and Behavioural Skills The position requires in particular:
• Excellent listening and analysis skills
• Ability to mobilize, federate and convince, including without a direct hierarchical link
• Ability to work with business experts and challenge the modalities of transmission and learning
• Change management and support for the appropriation of new practices
• Sense of the collective and aptitude for transversal work
• Ability to make simple and operational in constrained environments
• Autonomy, prioritization and results orientation
• Curiosity, learning ability and strong interest in knowledge transmission and continuous improvement
• 4. Languages
• Excellent command of French both orally and in writing.
• Good level of professional English essential, allowing to work with English-speaking teams and contribute to the development of a bilingual learning offer.

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