JO DESCRIPTION POST TITLE: ONLINE CONTENT OFFICER POST REF: 08/02 REPORTS TO: MARKETING AND COMMUNICATIONS MANAGER DATE: JUNE 2015 PURPOSE OF JO: TO CREATE EDITORIAL CONTENT FOR CANTERURY COLLEGE ONLINE PLATFORMS AND IDENTITIES KEY RESPONSIILITIES: Update and edit the College s online platforms and identities Grow Unique Users, Page Impressions and opportunities to increase revenue Research new media and develop strategies to reach target audiences Coordinate creative associate campaigns by working with partners DETAILED RESPONSIILITIES: Support the Marketing & Communications Manager in the planning and implementation of an e-marketing plan. Act as online brand guardian and update and edit the College s online platforms and identities Ensure that all online platforms and Coordinate course data updates onto main website via REMs Coordinate external data exports for KC4U, Hotcourses, etc Run Google and Facebook online campaigns Work with academic areas to coordinate the online showcasing of the College experience Coordinate monthly e-newsletters and targeted e-mail campaigns Coordinate cross-college content in course database and section pages Optimise the College s search engine listing Evaluate the effectiveness of marketing activities through Survey Monkey, Google Analytics and other relevant mechanisms Research and develop constructive online links with College client groups Optimise partnership and agency support Monitor competitor activity OTHER DETAILED RESPONSIILITIES: To contribute to the planning and review of quality management systems as identified in the College s Strategic Plan To participate in the College s Performance Review System and in-service training and staff appraisals To undertake such other duties as may be reasonably required and are commensurate with the grade of this post To operate in accordance with current Health and Safety regulations and College policies To operate in accordance with the College s Equal Opportunities Policy, Race Equality Policy and Disability Policy
GENERAL EHAVIOURS The College expects that you will work to the highest professional standards and undertake your responsibilities to the best of your ability, setting an example to the staff that you lead and that you will encourage them to work as a professional team. You will be responsible for protecting staff and learners from all preventable harm as per College Safeguarding procedures. You should be courteous in your dealings with colleagues, students and visitors to the College. You will exhibit a positive drive in your desire and efforts to provide learning that will support the College s learning strategies at a level acknowledged as being at the highest level within the further education sector. In your role within the College you will act with integrity and probity. WORKING RELATIONSHIPS: You are required to work closely on a cross-college basis with all staff, including liaison with appropriate academic and support services managers. TRAINING: You will be encouraged to undertake training relevant to the responsibilities above, or related functions, as recommended by your line manager. The cost of approved training and reasonable expenses will be borne by the College. TERMS AND CONDITIONS Canterbury College Scheme of Conditions of Service 37 hours per week, full time established post. Level 5 22,874-25,201 per annum Occasional evening and weekend work may be necessary Canterbury College is an Equal Opportunities employer
Skills and ability PERSON SPECIFICATION ONLINE CONTENT OFFICER ALL STAFF ARE EXPECTED TO UNDERTAKE CPD Means of assessment Application Requirement Interview Reference form Excellent e-copywriting skills Essential Self-motivation and ability to work independently Essential An effective team member Essential Excellent e-media skills Essential Ability to communicate complex issues simply Desirable Understanding of brand development Essential Ability to influence and persuade Essential Ability to provide vision and strategy to e- communications Essential Ability to liaise and communicate effectively at all levels with a range of Essential organisations and individuals Ability to use design and imagery to enhance e-communications Essential Effective organisational skills Essential Ability to work to targets and deadlines Essential Actively contribute to the College s Safeguarding practice, procedures, culture Essential and ethos Experience Experience of producing stand out websites and e-communications Essential Experience of running integrated e- campaigns Essential Experience of designing multi-channel communications Essential Experience of developing corporate identities using viral marketing, podcasting, vodcasting, social networks Essential and virtual communities Experience of evaluating e-campaigns Essential
Experience of Concrete 5 or other Content Management System Essential Experience of managing budgets Desirable Specialist knowledge Html, Java Script, Flash Desirable Content Management Systems Essential Web technology including structures, content, design and accessibility Essential Photography and Photoshop Essential Audio and Video editing / formats Essential Practical knowledge and experience of industry standard web publishing and design packages Essential Education Maths Level 2 (e.g. equivalent to GCSE grade C or above) Essential English Level 2 (e.g. equivalent to GCSE grade C or above) Essential Web technology or design at Level 4 Essential Professional web qualification Desirable Evidence of continuing education and training Essential
Competency Framework Profile Competency Key indicators and Positive indicators (what we are looking for) Negative indicators (what we are not looking for) Self management Communication and working with others Resource Management Personal resilience, managing stress, personal effectiveness & efficiency, selfmotivating, enthusiastic, confidence, selfawareness Collaborative, good manners, sharing knowledge, listening, giving and receiving feedback, engaging and networking, negotiation, influencing, presentation skills, public speaking udget management, planning, organisation, prioritising, results focus, quality focus C /C Identifies difficult situations Recognises stress in others and takes steps to reduce it Controls pressurised situations Effectively enthuses those in the team Proactively sets goals and targets for own work Contributes ideas and identifies opportunities to work with others both within the team and across the organisation Willing to provide feedback to sectional colleagues when requested Produces succinct presentations and reports for senior colleagues Understands when to seek senior advice on potentially delicate negotiations Focuses on both short and long-term goals Makes the best of internal/external resources and coordinates well with external partners to best meet the needs of the College uilds contingency into projects taking into account possible outside factors Sets and monitors priorities Determines strategy and deployment of resources, balancing cost and benefit; risk and potential for maximum impact across own areas Unable to identify future problems Only interested in oneself Abdicates responsibility under pressure Unable to motivate the team Does not self challenge of output Pays lip-service to cross-organisational collaboration and fails to identify opportunities for working collaboratively Unwilling to seek advice when negotiating with others on complex or delicate matters Too focused on tasks or projects that are not strategic priorities Over commits themselves or section Does not take into account resource or budgetary factors when making decisions Fails to build sufficient contingency into plans and projects Frequently significantly over or under budget Section resources not used effectively Project results or quality consistently below those expected
Critical thinking Adaptability Managing People and relationships Learner-focus, accuracy, attention to detail, analytical, decision making, judgement, problem solving, creativity, innovative, meeting deadlines Adaptable, flexible, multi-tasking, dealing with new situations Delegating, empowering, motivating others, developing staff, building rapport, discreet, empathetic, diplomatic, managing conflict Determines and clarifies the exact requirements of any situation Checks information for accuracy and raises concerns if information is inaccurate Extracts the key points succinctly, clearly and accurately Puts forward suggestions for improvement concerning current processes or systems Tries different ways of doing things to get the best results Overcomes obstacles and is not deterred by setbacks; checks assumptions and first principles and works out alternative approaches Reacts proactively to new challenges and works in a flexible manner to produce solutions Provides feedback and participates on discussions surrounding new ideas approaches or projects Delegates effectively, setting clear expectations and authority Monitors results and feeds back to team on a regular basis Recognises others contributions and acknowledges their limits Helps others to identify ways to improve their performance Prioritises supervisory responsibilities and carries them out in a timely fashion Does not utilise information effectively and presents reams of description without extracting major points. Does not question and review current systems and processes used Fails to seek and accept constructive feedback from colleagues on ideas Gives up easily when faced with obstacles Is unwilling to consider new ideas or approaches Is unreceptive to and overly critical of changes to their normal tasks Does not participate in discussion around new ideas, approaches or projects Fails to supervise others effectively Fails to treat all staff fairly and consistently; plays favourites Fails to recognise others contributions Fails to set clear expectations and authority when delegating tasks Is unavailable to the people they manage
Leadership Vision and strategic direction, inspiring others, managing change, developing team, entrepreneurship, espouses College values and ethic, analytical and problem solving, self belief /C Understands and can identify learner /staff/ partner needs and looks for opportunities to improve their experiences Demonstrates respect and discretion when dealing with staff Emotionally intelligent; understands the emotional responses of others to challenges and their impact on others Adapts style appropriately when leading different people in different situations Thinks long term Keen to see direct reports /team members take credit for successes Takes time to know team Acts as a role model to others communicating the core values and beliefs of the organisation Absorbs and deals with criticism constructively Acts authentically Acts consistently Fails to recognise effects of own behaviour on others Avoids conflict situations Loses control in high stress situations (freezing or aggression) Seeks to take credit for all achievements ( glory seeking )