Job Description

At Doctors of BC our vision is to promote a social, economic, and political climate in which members can provide the citizens of BC with the highest standard of health care, while achieving maximum professional satisfaction and fair economic reward.

Together, we make a difference so our doctors can make theirs. Join us today!

THE JOB: Learning & Development Specialist, Employee Programs

The starting salary range falls within the minimum to mid-point of the salary range.

Starting Salary Range: $70,856 - $88,570

Reporting to the Manager, Employee Programs, the Specialist designs, develops, implements, evaluates, and sustains employee learning programs and initiatives. The portfolio includes both new initiatives and recurring programs that require reliable planning, coordination, delivery, evaluation, and continuous improvement. Working collaboratively with colleagues across the organization, senior-level executives, vendors, stakeholders, and subject-matter experts. The Specialist will be required to conduct needs assessments, define measurable learning outcomes, and create learner-centred solutions using learning frameworks (ADDIE) and adult learning principles.

The Specialist applies disciplined project management to move learning initiatives through each phase of development, ensuring project milestones stay on track. The Specialist will be required to work towards establishing clear project scope, schedules, baselines, milestones, dependencies, responsibilities, resource needs, and risk controls. While also maintaining accurate work plans, workflows, reports, and dashboards using online project management software, RACI tables, RAID and decision logs, weighted decision-making matrices, and other fit-for-purpose tools. They will monitor progress against commitments, identify emerging issues and cross-project impacts early, proactively frame options, recommend practical solutions, and secure timely decisions or escalate when needed.

The Specialist designs and develops accessible, inclusive learning content across a range of formats, including eLearning, virtual and instructor-led sessions, job aids, facilitator guides, and supporting resources. They facilitate learning, support facilitators, maintain quality and consistency, and apply best practices to assess learner experience, knowledge, skill development, application, and organizational impact. They use evaluation findings, stakeholder feedback, and emerging learning and development practices to continuously improve content, delivery approaches, and established programs.

WHAT SUCCESS LOOKS LIKE

Leading Self (A)

• Adapts approach without feeling own agenda or outcomes have been compromised.
• Challenges inefficient/ ineffective work processes and offers constructive alternatives.
• Analyzes work errors, successes and failures.
• Sets learning strategies to rectify and increase knowledge.
• Ability to adapt to changing workload priorities, effectively reprioritizing or deferring tasks in line with operational and strategic goals.

Building Relationships (A):

• Sets objectives necessary for obtaining feedback and assistance.
• Shares ideas, issues, and opportunities with members of personal network.
• Seeks referrals from others with relevant expertise and influence.
• Attends and maintains relationships with relevant formal and informal professional groups and organizations.

Communication for Results (A):

• Converses with, writes reports for, and creates/delivers presentations to all levels of colleagues and peer groups in ways that support problem solving and planning. Seeks a consensus with business partners.
• Debates opinions, tests understanding, and clarifies judgments. Brings conflict into the open empathetically.
• Explains the context of multiple interrelated situations, asks searching, probing questions, and solicits expert advice prior to taking action and making recommendations.

Problem Solving (A):

• Diagnoses problems using formal problem-solving tools and techniques from multiple angles and probes underlying issues to generate multiple potential solutions.
• Proactively anticipates and prevents problems.
• Devises, facilitates buy-in, makes recommendations, and guides implementation of corrective and/or preventive actions for complex issues that cross organizational boundaries and are unclear in nature.

• Identifies potential consequences and risk levels.
• Seeks support and buy-in for problem definition, methods of resolution, and accountability.

Change Advocate (I):

• Participates in change programs by planning implementation activities with other change champions.
• Interprets the meaning of new strategic directions for the work group and sets objectives and standards.
• Implements monitoring and feedback systems.
• Evaluates progress and finds ways of making continuous improvements.
• Solicits and offers ideas for improving primary business processes. Improves effectiveness and efficiency through the involvement of peers and business partners by initiating new approaches

Thoroughness (A):

• Identifies potential areas of conflicting priorities and vulnerability in achieving standards.
• Reviews department’s progress against established goals, objectives, service level targets, and project milestones.
• Supports others in achieving deliverables by efficiently allocating resources and providing common organizing systems, techniques, and disciplines.
• Maintains a proactive work review and approval process prior to assignment completion.
• Solicits internal and external customer evaluation of performance and devises measures for improvement.

Doctors of BC Team Member:

Approaches work with a collaborative spirit recognizing we are better together. Embraces change, provides excellence in service and is accountable for their results and helping others achieve theirs. Does the right thing, not the easy thing. Speaks openly and honestly to tackle tough challenges and enrich relationships. Balances hard work with fun and is genuinely friendly and committed to others' wellbeing.

WHAT YOU BRING

• An undergraduate degree in adult education, instructional design, organizational development, business, project management, or a related field, AND up to four years of progressive and relevant experience designing, implementing, or sustaining employee learning programs and coordinating complex, cross-functional initiatives. An equivalent combination of education and experience will be considered.
• Thorough knowledge and practical application of learning frameworks (ADDIE), adult learning principles, needs assessment, measurable learning objectives, instructional and content design, facilitation, implementation planning, and learning evaluation best practices.
• Experience designing and developing accessible, inclusive learning solutions in multiple formats, facilitating learning or supporting facilitators, and using evaluation findings and stakeholder feedback to improve content, delivery, and learner and business outcomes. Experience coordinating recurring or annual learning programs is required.
• Advanced proficiency with online project management or work-management software, including workflows, templates, custom fields, automations, permissions, reporting, and data-quality standards.
• A strong knowledge of scope, baselines, milestones, dependencies, resources, and risks.
• Demonstrated expertise in building clear, accurate reports and dashboards that combine project indicators with relevant learning measures and translate data into concise insights for leaders and project teams.
• Demonstrated experience using RACI tables, RAID and decision logs, process maps, and weighted decision-making matrices to clarify accountability and support evidence-based decisions.
• Sound judgement and initiative when information is incomplete, or priorities are changing, with the ability to anticipate issues, identify impacts, frame options, proactively recommend solutions, and escalate appropriately.
• Strong communication, facilitation, and collaboration skills, with experience working closely with colleagues, senior-level executives, vendors, subject-matter experts, and other stakeholders to clarify needs, build alignment, secure decisions and commitments, coordinate deliverables, and address risks or conflict diplomatically.
• A project management certification or an equivalent credential is an asset.

Doctors of BC thanks all applicants; however, only those selected for an interview will be notified.

Doctors of BC recognize the pervasive and ongoing harms of colonialism faced by Indigenous peoples and that these harms include the widespread systemic racism against Indigenous peoples in BC's health system. Physicians have a significant role to play in addressing the health disparities that exist between Indigenous and non-Indigenous patients, and Doctors of BC is committed to continuing to advance reconciliation and address and eliminate racism in health care.

Doctors of BC celebrates diversity, challenges inequality and is committed to sustaining an inclusive and diverse community. We seek qualified applicants who share our commitments to equity, diversity and inclusion, and truth and reconciliation. We especially welcome applications from persistently and historically oppressed groups, including Indigenous (First Nations, Métis or Inuit) peoples, members of racialized communities, persons with disabilities, women, gender-diverse, and persons who identify as 2SLGBTQ+.

We acknowledge that the land Doctors of BC operates and supports physicians from is the traditional territories of the Coast Salish peoples including the Musqueam, Squamish, and Tsleil-Waututh Nations whose historical relationship with the land continues today. For Doctors of BC, acknowledging the land is an expression of cultural humility that involves recognizing our commitment to support the provision of culturally safe care to First Nations, Inuit, and Métis people in BC.