You will work closely with a Global Curriculum Design Manager, country program teams, technical experts, and contract designers to build our training programs. You will be responsible for developing practice-based, scripted sessions, including simulations that mimic daily on-the-job situations, role plays, and sessions that introduce technical content in a way that connects it with behavioral skills and mindsets. The Global Curriculum Designer role is a great fit for an instructional designer who loves to learn and experiment and is interested in doing innovative design work for a growing global organization that is taking its work to scale. Designers will work remotely and no relocation is required. This role may require some domestic or international travel.
To be successful you'll need:
- Bachelor’s degree
- Minimum of 2 years of instructional design experience
- Experience developing objective-driven, practice-based learning experiences (e.g., simulations, role plays, case studies, etc.; not lectures and worksheets)
- Experience planning and writing individual objective-driven sessions
- Experience collaborating virtually (i.e. Zoom, conference calls, Google Docs)
- Familiarity with adult learning principles and experience designing instructional materials for adult learners between the ages of 18 and 29 years old
- Experience designing instructional materials for populations from different countries
- Fluency in spoken and written English, with additional language skills preferred
- Professional demeanour, excellent organisational, interpersonal and communication skills and attention to detail
- High degree of independence and experience with self-management, takes ownership for targets and seeks opportunities for improvement / growth of the programme without guidance
- Positive, solutions-oriented attitude, drive for excellence and ability to be a team player
- Entrepreneurial, creative, proactive mindset required in a start-up
- Willing to travel
What you'll do:
- Design and write practice-based sessions, including simulations that mimic daily on-the-job situations, role plays, case studies and sessions that introduce technical content in a way that connects it with behavioral skills and mindsets (60% of time)
- Work closely with the Generation curriculum team, relevant country team (or teams), employer partners, and other education partners (e.g., technical experts, training delivery partners) by obtaining feedback and iterating session design accordingly (25% of time)
- Participate in curriculum & instruction team projects (15% of time), which may include:
- Design appropriate “train the trainer” experiences to ensure Generation instructors are well-prepared to deliver the Generation curriculum
- Continually refine and update Generation’s design approach based on learnings from each curriculum development process with a goal of creating:
- A global Generation curriculum design methodology
- A “library” of Generation curricula that can be used across programs and potentially be made “open source” (free to be used by non-Generation programs around the world)
- Develop digital components of curricula
Worldwide, more than 75 million young people are unemployed. But many employers can’t find people with the skills they need for entry-level jobs. Generation was created in 2014 to help bridge this gap—at speed and scale.
We’re building a skills-training methodology that can serve hundreds of thousands, and eventually millions, of young people a year. And we’re building proof that this training creates real business outcomes for employers, and lasting career impact for trainees—so everyone has the incentive to invest in skills. Our goal is to help our students achieve personal and professional success—and fundamentally change their life trajectories. Generation programs prepare unemployed or underemployed young people, aged 18 to 29, for jobs in four sectors: healthcare, technology, retail/sales, and skilled trades.
Today, Generation is active in nine countries—100 cities and 252 sites—with diverse social, economic and labor-market contexts.