Learning Design Partner

Ellahi Consulting; Gauteng; Hybrid; ZAR 900,000 - 1,300,000; Full time

Job summary

Ellahi Consulting in Gauteng is seeking a Learning Design Partner to translate market intelligence and development needs into rigorously designed learning solutions. You will act as a trusted advisor to clients and support the client promise by serving as a Learning Process Facilitator where required.

The role demands senior relationship-building, a postgraduate qualification (master’s preferred), and coaching/process facilitation certification is advantageous. Travel internationally is expected.

Qualifications

• Postgraduate degree (master's preferred).
• Formal coaching or process facilitation certification advantageous.
• Registration with HPCSA, SABPP, or COMENSA advantageous.
• Minimum five years in learning and development, preferably executive education.
• Experience liaising with senior/executive level clients/board-level.
• Willingness to travel locally and internationally; valid driving license; own transport.
• Quiet work-from-home space with high-speed internet.

Responsibilities

• Represent the company to the corporate learning and development market.
• Develop business through new and existing revenue streams.
• Interpret market intelligence to enable informed decision-making.
• Identify client needs through market research and client meetings.
• Architect learning solutions aligned to client objectives and outcomes.
• Oversee delivery as Learning Process Facilitator when required.
• Ensure quality and adherence to CHE standards and policy.

Skills

Adult learning principles

Client liaison

Project management

Digital learning tools

English proficiency

Education

Postgraduate degree

Master’s degree preferred

Coaching certification

Professional body registration

Tools

Moodle

Zoom

Microsoft Teams

Articulate

MS Office 365

Acumatica

Job description

LEARNING DESIGN PARTNER

Location: Gauteng (Work from home / Hybrid)

Salary: Market-related; to be discussed during the screening process

Purpose of the Role

The Learning Design Partner serves as a business developer and trusted advisor to clients, translating market intelligence and organisational and individual development needs into commercially viable, academically rigorous learning solutions.

The role also supports the learning process as a Learning Process Facilitator (LPF) to fulfil the company's Client Promise.

Requirements

Qualifications / Education / Certification

• Minimum postgraduate degree, preferably at master’s level.
• Formal certification in coaching or process facilitation would be advantageous.
• Registration with a professional body such as HPCSA, SABPP, or COMENSA would be advantageous.

Experience and Track Record

• At least five years’ experience in a business environment, specifically in a learning and development role, preferably executive education.
• In-depth knowledge of adult learning principles and trends, as well as the competitive landscape relating to the design, marketing, sales, and rollout of learning interventions.
• Proven credibility in liaising with clients as a trusted advisor/consultant at senior, executive, C-suite, and board level.
• Demonstrated ability to build long-standing relationships and networks to mutual benefit.
• Experience in a coaching or senior management role within corporate and public-sector environments, or as a bona fide consultant, would be an added advantage.

Other Requirements

• Must be able to travel locally and internationally and support relevant structures.
• Valid driving licence.
• Own reliable transportation.
• Quiet, suitable work-from-home office space.
• High-speed internet access.

Functional Competencies

• Understanding of adult learning principles globally, including learning styles and all aspects of diversity.
• Well-developed conceptual, systems-thinking, analytical, and decision-making skills, with a solution-driven approach to challenges and the ability to think long-term and beyond immediate responsibilities.
• Ability to set clear objectives, plan activities and their sequence well in advance, and manage own and other resources and time effectively, with exceptional attention to detail.
• Commercial acumen, including contributing to programme budgets, guiding the development of business cases, driving innovation, managing change required for implementation, and demonstrating return on investment to decision-makers and clients.
• Creative thinking in originating design, content, and delivery modes in collaboration with subject matter experts; contextualising existing resources; introducing new concepts; and applying academic research to programme design.
• Ability to apply academic theory and frameworks to business contexts in the public and private sectors, particularly action learning principles, group dynamics, research and academic writing, and business-case development and presentation.
• Competence in process facilitation, with a preference for influence rather than control.
• Applied knowledge of:
  • Microsoft Office 365
  • Moodle
  • Zoom and Microsoft Teams
  • Online learning platforms such as LinkedIn Learning, Skillsoft, and Coursera
  • Social media platforms such as LinkedIn and WhatsApp
  • Teaching and learning technologies such as Articulate and business simulations
  • Accounting software such as Acumatica
• Excellent written and verbal English. Other languages are advantageous.

Behavioural Competencies

• Superior work ethic and a clear understanding of who the organisation serves.
• Ability to establish and maintain effective relationships with clients and stakeholders and network effectively within and outside the organisation.
• Ability to relate to and communicate with individuals at all levels while role-modelling empathy, patience, tolerance, respect, confidence, and humility.
• Genuine interest in and willingness to build a relationship with every participant.
• Takes responsibility for ensuring each participant has an effective learning experience, unlocks the wisdom in the room, connects learning across modules, and enables systemic group and organisational learning.
• Demonstrates a growth mindset, perseverance, and the ability to navigate challenges effectively within a demanding environment.
• Ability to prioritise work under pressure, meet deadlines, and demonstrate resilience in the face of adversity.
• Client-centric team player who can work productively, independently, and collaboratively in a remote and uncertain environment.
• Willingness to share knowledge, learnings, challenges, and successes.
• Long-term thinker who takes responsibility and initiative and makes decisions when required, including under difficult circumstances or where there is no precedent.
• Sensitive to diversity, adaptable to changing circumstances, embraces change, and deals effectively with ambiguity.
• Adventurous, energetic, driven, self-motivated, and entrepreneurial in identifying and owning opportunities.

Key Performance Areas

The following Key Performance Areas represent the primary requirements of the role. This is not an exhaustive list.

1. Represent the Company

• Serve as an ambassador of the company's brand to the broader corporate learning and development market.

2. Develop Business

• Align with the company and channel strategy.
• Work collaboratively with Channel Directors, channel teams, Business Development, and Marketing.
• Develop business through new and existing revenue streams.

3. Interpret Market Intelligence

• Respond to inbound requests and identify outbound opportunities.
• Gather, interpret, and disseminate market intelligence to enable informed decision-making and action.

4. Identify Needs

• Scope individual, client, industry, and market needs through:
  • Market research.
  • Monitoring industry and people-development trends.
  • Analysing tender and request-for-proposal/request-for-quotation documents.
  • Attending briefing and client meetings.
  • Listening deeply and clarifying requirements appropriately.

5. Architect Learning Solutions

• Design integrated learning journeys aligned to:
  • Client objectives and market needs.
  • Business challenges.
  • Participant needs.
  • Organisational outcomes.
• Curate learning ecosystems incorporating faculty expertise, coaching, psychometrics, action learning, digital learning, experiential methodologies, and workplace application.
• Maximise learning impact and return on learning.

6. Learn, Innovate, and Collaborate

• Remain abreast of emerging trends, research, technologies, and practices in executive education, leadership development, and organisational learning.
• Attend conferences and professional forums.
• Evaluate new service providers.
• Contribute ideas that enhance learning design, participant experience, delivery methodologies, and client value.
• Share insights and contribute to innovation across The company's portfolio and ways of working.

7. Consider Cost

• Provide input into programme budgets.
• Consider all elements of the learning intervention, including development costs, channel and organisational overheads, and gross profit.
• Ensure alignment with company guidelines.

8. Create Proposals

• Write, submit, and present proposals that articulate the offering and outcomes.
• Ensure proposals are aligned to the purpose and appropriate level of work.
• Meet specified deadlines.

9. Assure Quality

• Adhere to quality-control procedures prescribed by the Council on Higher Education (CHE) and the University Short Course Policy.
• Capture all required data on the Faculty Management System (FMS) for submission on the Short Course Registration System (SCRS) via the Academic Assurance Specialist.
• Attend panel reviews.
• Ensure programmes are registered appropriately and timeously in accordance with prescribed quality-control procedures, standards, and processes.

10. Secure Resources

• Secure and collaborate with facilitators, guest speakers, and suppliers.
• Ensure the learning design is executed as proposed through accurate and comprehensive briefing.
• Manage stakeholder expectations effectively.

11. Optimise Participant Experience

• Brief the creation of the Learning Management System (LMS) site for each programme.
• Review content submitted by facilitators prior to release.

12. Execute Delivery

• Assume the role of Learning Process Facilitator (LPF) when required.
• Ensure deliverables are met as proposed.
• Act on non-conformances.
• Attend all relevant client touchpoints, including:
  • Launches.
  • Orientation.
  • Module contact time.
  • Online forums and webinars.
  • Feedback loops.
  • Dry runs.
  • Final presentations.
  • Award ceremonies.
• Increase understanding of the client context.
• Identify cross-selling and upselling opportunities.
• Build trust and credibility to sustain long-term relationships.

13. Nurture and Assess Competence

• Guide the action-learning component by providing guidelines, milestones, and feedback.
• Mark group research projects.

14. Evaluate Learning Impact and Inform Decision-Making

• Demonstrate return on learning.
• Inform future design and delivery decisions by evaluating:
  • Participant engagement.
  • Learning outcomes.
  • Competence achievement.
  • Programme evaluations.
  • Client feedback.
• Identify trends, risks, and opportunities for continuous improvement.

15. Learn and Collaborate

• Attend conferences and presentations by potential new service providers.
• Remain abreast of and share new developments in research and innovation across the broader University environment.
• Assess prospective facilitators during the screening process.
• Onboard new faculty.
• Attend and participate in Faculty spotlight sessions.