Inservice Training Director directs the overall design and development of training programs, curriculum, methods, and materials for various audiences, including employees, managers, customers, or other learners. Establishes a skill assessment process to collect input and identify training or development needs, goals, gaps, and requirements. Being a Inservice Training Director consults with subject matter experts to define learning objectives and to design appropriate course content and training curriculum. Ensures curricula designs support defined competency models or skill frameworks. Additionally, Inservice Training Director develops standards and methodology to prepare high-quality outlines, syllabus, lecture notes, and materials for in-person or online courses and self-study programs. Oversees and approves the selection of software or collaboration tools used for training. Establishes the appropriate metrics to use for the evaluation of training effectiveness. Analyzes outcomes to determine ROI and recommend changes to programs and budgets. Evaluates and selects vendors to provide support, training materials, or to conduct training sessions. Requires a bachelor's degree. Typically reports to a senior director. The Inservice Training Director typically manages through subordinate managers and professionals in larger groups of moderate complexity. Provides input to strategic decisions that affect the functional area of responsibility. May give input into developing the budget. To be a Inservice Training Director typically requires 3+ years of managerial experience. Capable of resolving escalated issues arising from operations and requiring coordination with other departments. (Copyright 2024 Salary.com)
We are seeking a full-time postdoctoral fellow for a position with the Neurodevelopmental and Behavioral Phenotyping Service (NBPS), Office of the Clinical Director (OCD), National Institute of Mental Health (NIMH).
Responsibilities
The fellow will be based in the NBPS and will focus on projects which are of mutual scientific interest and collaboration between the NBPS, NIMH and other groups within NIH and outside organizations. The NBPS provides wraparound services in the development and implementation of developmental psychological assessment batteries for deep behavioral phenotyping, and validates, improves, and creates methods for phenotyping of individuals with a range of neurodevelopmental conditions, including those with severe to profound intellectual disability.
The fellow will work closely with the NBPS clinicians regarding clinical work, and the statistician on the analysis of data from studies of rare conditions associated with ID and/or ASD.
The NBPS has many collaborative projects spanning a variety of patient populations, study designs (natural history, clinical trials, etc.), and modalities (behavioral phenotyping, genetics, neuroimaging, EEG, etc.), and the fellow will engage with and leverage this work to produce and disseminate phenotypic and psychometric knowledge to benefit the field.
What you'll need to apply
Applicants should submit: (1) a curriculum vitae, (2) a synopsis (2 page max) of their research interests and experiences, including a brief description of their career plans related to neurodevelopmental disability research, and (3) a list of a list of at least three references that includes their telephone number and e-mail address.
Contact name
Audrey Thurm
Contact email
athurm@mail.nih.gov
The ideal candidate will have clinical research experience in neurodevelopmental disorders, particularly with administering standardized diagnostic, cognitive, and neuropsychological measures. Duties and responsibilities include participation in all aspects of the research enterprise, including protocol design and implementation, data collection, entry and analysis, and manuscript preparation. The position involves conducting diagnostic and research protocol measures with study participants.
Candidates must have completed a doctoral degree in psychology or a related field with training in neurodevelopmental disorders (e.g., communication disorders, behavior analysis). Candidates must have knowledge about and experience with neurodevelopmental disability and developmental assessment. Demonstrated experience, but not necessarily expertise, in the areas of quantitative research and analytic methods will also be viewed favorably.