Administrative Professional & Managerial – Grade 5 - Swansea ...

June 2011
HERA ROLE PROFILE
Administrative Professional & Managerial – Grade 7
Technical – Grade 7
The following is a role profile created using the HERA job evaluation scheme. The University has
divided jobs into four different groupings:
Academic;
Administrative Professional and Managerial;
Technical;
Operations and Facilities.
Different role profiles have been created for each group within the salary grades, eg, a job graded as
AP&M Grade 4, is a job that is deemed to be within the Administrative professional and Managerial
groups and that the salary grade 4 is the appropriate salary grade for the job.
There are 14 elements (issues such as the type and level of decision making that the job holder is
required to participate in) to each profile and each element contains an ‘expected’. Some elements
contain ‘possible i’ and some will also contain ‘possible ii and ‘possible iii’).
The ‘expected’ are an integral part of the job and jobs that fall within a particular role profile will
normally meet all of the ‘expected’. The ‘possible i, ii and iii’ may or may not be part of the job – it is
necessary to have additional levels to enable accurate job sizing and to allow for inevitable
differences between jobs that fall within the same role profile.
A written description is given for the ‘expected’ and each ‘possible’ of each element. This is followed
by a number of examples of both the ‘expected’ and the ‘possible’. It is not practicable to give an
exhaustive list of ‘examples’ and the examples given should be used to assist in identifying the level
required for an ‘expected’ or ‘possible’ to be deemed to be appropriate to a particular job, eg, to assist
in defining what level of decision making is required of the job holder.
ROLE DESCRIPTION
Any job that is matched to this profile will include all that is involved in Grade 6, but will build upon that
role. The areas of growth will vary from job to job, but engaging with the written word at a moderately
complicated level on a weekly basis will be an integral part of the job.
The job will require an ability to work on own initiative identifying the priorities within their own work
but also assisting with initiative and problem solving at team level in situations where the
answers/solutions are not routine or obvious.
The job holder will be expected to fulfil all of the ‘expected’, which will result in a score of 281 and
sufficient of the ‘possible’ to score at least 33. The minimum score for grade 7 is 314
APM 7 Role Profile

COMMUNICATIONS
Oral communication:
Covers communication in both informal and formal situations
EXPECTED: Communicating straightforward information in a clear and accurate manner will be an
important, constant and integral part of the job. Such communication will be a substantial part of the
oral communication element of the job (generally at least one-third).
EXAMPLES:
Discussing work requirements/priorities with a supervisor.
Reporting problems – machinery that is not working – to a supervisor or manager.
Requesting stocks-supplies from a supervisor.
Attending and participating in team meetings.
Giving directions to visitors/students.
Providing straightforward information to colleagues or others.
Dealing with telephone calls – taking straightforward messages.
Giving/receiving straightforward instructions relating to work systems.
POSSIBLE i): In addition to the above the job holder will clarify matters of a non-routine nature.
This will include information that needs careful explanation or interpretation to help others understand,
taking into account what to communicate and how best to convey the information to others. The role
holder will use language over and above that found in every day conversation and will be expected to
place the contents in a logical order, choose an appropriate method of delivery and employ techniques
to ensure understanding. Such communication will be an important and integral part of the job, but
constancy will be less than that required for Grade A. It will be communication that:
i. requires considerable consideration as to the format and language used;
and/or
ii. clarifies complicated issues;
and/or
iii. employs a range of language over and above that found in standard everyday usage.
EXAMPLES
Explaining matters that are specialist, perhaps technical, legal or financial. This will involve the
use of language that would not be considered to be straightforward or everyday.
Making presentations involving explanations of specific topics of complicated or involved
procedures/matters to those who do not have a high level of familiarity or knowledge of those
topics.
Ordering specialist equipment where there is a need to discuss technical specifications with the
customer and/or the provider.
Explaining complicated/involved procedures and policies.
Persuading colleagues to adopt a viewpoint, where considerable debate is required to achieve
this.
Explaining matters that are specialist, perhaps technical, legal or financial. This will involve the
use of language that would not be considered to be straightforward or everyday.
Making presentations involving explanations of specific topics of complicated or involved
procedures/matters to those who do not have a high level of familiarity or knowledge of those
topics.
Ordering specialist equipment where there is a need to discuss technical specifications with the
customer and/or the provider.
Explaining complicated/involved procedures and policies.
Persuading colleagues to adopt a viewpoint, where considerable debate is required to achieve
this.
Grade 7 Role Profile 2

POSSIBLE i): The job holder will clarify matters of a non-routine nature (see above for further detail
and examples) as a substantial part of the oral communication element of the job (generally at least
one-third).
POSSIBLE ii): In addition to the above (including Possible i) the job holder will convey and
understand communication of a highly complex or conceptual nature which typically would not be
understandable to non-specialists. It will involve complex conceptual ideas or complex information
which may be highly detailed, technical or specialist. Such communication will be an important and
integral part of the job, but constancy will be less than that required for Grade A.
EXAMPLES might include
Providing a detailed explanation of how a complex system or a set of regulations operates, eg, a
new funding methodology.
Conveying/explaining complex legal and financial requirements and their implications to
colleagues, eg, reading, translating and communicating to others the implications of a white
paper on immigration and work restrictions.
Influencing others’ thinking and negotiating with them to achieve an outcome in difficult situations
where differences of opinion are not easily resolved.
Interpreting technical or conceptual information into or from a foreign language.
EXPECTED: ABC 20
POSSIBLE i): AAC +8
POSSIBLE ii): AAB +15
Grade 7 Role Profile 3

Written or electronic communication and visual media:
Covers communication in both informal and formal situations.
EXPECTED: Communicating straightforward information in a clear and accurate manner will be an important,
constant and integral part of the job. Such communication will be a substantial part of the written
communication element of the job (generally at least one-third).
EXAMPLES
Communicating/receiving work requirements/priorities from a supervisor in the form of a written
worksheet or similar.
Reporting problems – machinery that is not working – to a supervisor or manager.
Requesting stocks/supplies from a supervisor.
Following a plan/map to give directions to visitors/students (eg to find a particular room somewhere
within the University campus).
Providing straightforward information to colleagues or others – this may include information which
requires a precise and specialized knowledge relevant to the area that the role holder is working in.
Dealing with telephone calls – taking straightforward messages.
Giving receiving straightforward instructions relating to work systems.
Writing a set of simple instructions.
Completing simple forms.
In addition to the above the job holder will clarify matters of a non-routine nature. This will include information
that needs careful explanation or interpretation to help others understand, taking into account what to
communicate and how best to convey the information to others. The role holder will use language over and
above that found in every day conversation and will be expected to place the contents in a logical order,
choose an appropriate method of delivery and employ techniques to ensure understanding. Such
communication will be an important, constant and integral part of the job, but constancy will be less than that
required for Grade A. It will be communication that:
i. requires considerable consideration as to the format and language used;
and/or
ii. clarifies complicated issues;
and/or
iii. employs a range of language over and above that found in standard everyday usage.
EXAMPLES
Writing explanations of matters that are specialist, perhaps technical, legal or financial. This will involve
the use of language that would not be considered to be straightforward or everyday.
Making presentations (to include a written aspect, eg, slides and/or handouts) involving explanations of
specific topics of complicated or involved procedures matters to those who do not have a high level of
familiarity or knowledge of those topics.
Ordering specialist equipment where there is a need to communicate technical specifications with the
customer and/or the provider.
Reading and needing to act upon (or explain to others) complicated/involved procedures or course entry
requirements.
Persuading colleagues to adopt a viewpoint, where considerable debate is required to achieve this.
Providing feedback or resolving conflicts where some tact and diplomacy are required.
Reading and needing to act upon (or explain to others) a report on cost or operational implications of a
decision.
Conducting job (or similar) interviews.
Drafting guides to course modules.
Writing a case for a grant application.
Writing up the results of an experiment.
POSSIBLE i): In addition to the above, the requirement to clarify matters of a non-routine nature (see above
for further details and examples) will be a substantial part of the oral communication element of the job
(generally at least one-third).
EXPECTED: ABC 17
POSSIBLE i): AAC +6
Grade 7 Role Profile 4

PASTORAL CARE AND WELFARE
This element deals with the extent to which the job holder is required to be involved with the well
being of students and staff within the University, in both informal and formal situations.
EXPECTED: Pastoral Care may be a minor part of the job.
It is expected that any member of staff of the university will show due care to colleagues and
students, but it is not part of this role to have any specific responsibility for the pastoral care and
welfare of others.
POSSIBLE i): The job holder may work in a specialist area such as Human Resources or Student
Services therefore is expected to show sensitivity to those who may need help, or in extreme cases
are showing signs of obvious distress. The job holder is expected to initiate appropriate action by
involving relevant people. Pastoral Care will be an important, constant and integral part of the job
and pastoral care - at this level - will be a substantial part of the pastoral care element of the job
(generally at least one-third).
EXAMPLES
Dealing with visitors/telephone calls (students or colleagues) who are upset, perhaps in tears
– showing an appropriate level of sensitivity and referring them to those who can deal with the
issues causing the distress.
Dealing with visitors/telephone calls (students or colleagues) of someone who is not
necessarily showing high levels of distress, but who has a considerable problem and needs
assistance in dealing with it. Again this involves ascertaining what the problem is and
referring it to those who can assist.
POSSIBLE ii): The job holder will deal with predictable commonly occurring welfare issues or
queries that are covered by documented procedures, when the matter can be referred to others for
professional help, but the job holder will be involved with actually dealing with the matter. It is likely
that the roleholder will be in a supervisory or managerial role, where there is the need to handle
situations which require sensitivity, a high level of awareness of confidentiality and general tact and
diplomacy. Pastoral Care will be an important and integral part of the job but constancy of pastoral
care - at this level - will be less than that required for a grade A.
EXAMPLES might include:
Dealing with requests for special leave – giving permission (or not) not simply referring to
others.
Consideration of confidential mitigating circumstances when assessing assignments or
examinations.
Dealing with fairly straightforward performance issues.
Investigating matters such as a member of staff accusing another member of staff of bullying.
Counselling a member of staff or student who is suffering stress.
Help with personal problems that are affecting performance.
EXPECTED: BCC 13
POSSIBLE i): ACC +8
POSSIBLE ii): BBC +10
Grade 7 Role Profile 5

TEAM DEVELOPMENT
This element deals with the extent to which the job holder has some level of responsibility or
involvement with the development of other members of their own work team.
EXPECTED: At this level Team Development may be a minor part of the job, but there will be some
involvement with the following:
EXAMPLES
Showing a new member of staff around the workplace.
Showing a new member of staff how to use the telephone, photocopier or how the filing system
works.
Explaining any system or procedure that is relevant to the particular area of work, eg, how to
obtain stationery or expenses.
Assisting colleagues with straightforward computer procedures, eg, how to carry out mail merge in
Word, as a one off.
POSSIBLE i): The job holder will meet the requirements described in ‘Expected’ above but Team
Development will be an important and integral part of the job and constancy of activities at this level will
be a substantial part of the Team Development element of the job (generally at least one-third).
POSSIBLE ii): In addition to meeting the requirements defined in ‘Expected’ (above) the job holder will
train and guide others on specific tasks, issues or activities, to give advice, guidance and feedback on
the basis of their own knowledge or experience. The job holder may deliver training. They will have a
specialist knowledge or responsibility for a particular area or aspect of work and will ensure that other
team members are kept up-to-date with new developments. It will involve providing training or instruction
to other members of the work team on a regular basis. Team Development will be an important and
integral part of the job, but constancy of team development - at this level - will be less than that required
for a grade A.
EXAMPLES
Teach others how to use a specialist piece of software.
Assist others in learning how to write formal minutes to include the University format and
procedures.
Assist others in learning an involved procedure or system specific to a particular field or area of the
university, eg, the library system.
Have responsibility for inducting new starters
Have responsibility for a particular area of work and show others how to perform a task as part of
their everyday work.
The role holder may also teach/train other team members on a specific topic/area/specialism
POSSIBLE iii): In addition to meeting the requirements defined in ‘Expected’ (above) the role holder will
carry out training or development activity according to the needs of the individual or group. There will be
a need to identify the training and development needs, current capabilities and future needs; to define
the performance standards required and identify appropriate developmental activity. The job holder will
assess the application of learning and give feedback and guidance on overall performance. Team
Development will be an important and integral part of the job, but constancy of team development - at
this level - will be less than that required for a grade A.
EXAMPLES
Identifying learning/development needs of team members, eg, through annual review and
probation supervision/reports.
Analysing achievement of team objectives and identifying learning needs arising from shortfalls.
Conducting regular staff reviews and performance reviews and agreeing what needs to be done to
satisfy any training or development needs.
EXPECTED: BCC 14 POSSIBLE ii): BBC +11
POSSIBLE i): ACC +9 POSSIBLE iii): BCB +12
Grade 7 Role Profile 6

TEAMWORK AND MOTIVATION
This element covers team work and team leadership. It may include the need to contribute as an
active member of the team; motivating others in the team; and providing leadership and direction for
the team.
EXPECTED: Working at this level will be an integral, constant and important part of the job and the
predominant level of the Teamwork and Motivation involvement of the job.
The job holder will:
Work with minimum supervision; being supportive and encouraging of others in a team.
Build co-operation by setting an example and showing a flexible approach to delivering team
results.
Contribute to building team morale as an active participant in the team.
Identify work priorities on a daily basis.
Work to deadlines.
Constantly assess the importance and urgency of matters and deal with both.
EXAMPLES
A professional/specialist member of staff who has to work with a team to meet the objectives of
that team, but who has individual responsibility for some aspect or area of the team’s work.
Managing small or routine projects (perhaps an event which occurs annually and the needs and
deadlines vary little from one year to another).
POSSIBLE i): In addition to the above there will be some need to work at a higher level; it will be an
integral and important part of the job, but the amount and depth of involvement is less than the level to
which the Grade A has been given. The job holder will have some involvement with the responsibility for
managing a team (at least two other people).
The job holder will have some involvement with:
Clarifying requirements and agreeing task objectives.
Organising and delegating work fairly according to individual abilities.
Helping the team focus their efforts on the tasks in hand and motivating individual team members.
Overseeing tasks of the work team.
Allocating work, monitoring achievement by team members and providing feedback to them
Taking initial remedial action if required and to praise the work of the team.
Motivating the team, offering feedback, support and advice.
Setting objectives for the team, taking account of the objectives of the Department, and planning
ahead for at least one year.
Assisting team members with difficult problems when they arise and generally offering advice and
guidance and support to team.
EXAMPLES
Overseeing the work of a team, unit or section in a supervisory capacity (eg dining room,
laboratory or workshop supervisor).
Overseeing the completion of a project.
Leading a course, module or pathway.
POSSIBLE ii): The role holder may work at the level described in Possible i (above) but working at this
level will be an integral, constant and important part of the job and the predominant level of the
Teamwork and Motivation involvement of the job.
EXPECTED: DADDD 20
POSSIBLE i): DABDD +5
POSSIBLE ii): DDADD +17
Grade 7 Role Profile 7

SERVICE DELIVERY
This element deals with the extent to which the job holder is required to be involved with the need to
establish the level of service.
EXPECTED: Working at this level is an integral, constant and important part of the job and that this
is the predominant level of the Service Delivery involvement of the job.
The job holder is expected to deal with internal or external contacts who ask for service or require
information.
EXAMPLES
Contributing to the job holder’s area/section /department providing an efficient and effective
service – this may involve ascertaining the requirements of an individual in relation to a
particular activity or task.
Responding to a request for information or assistance.
Contributing to team meetings and discussions with ideas that will improve the efficiency of the
area of work or resolve.
Suggesting that an enrolment point be moved, as those waiting to enrol are creating queues
that are so long that they are blocking an entry door and stopping others from entering the
building.
Suggesting that leaflets should be displayed in a more open and easy to access cabinet as
students appear to be reluctant to open doors to take the leaflets.
Advising that customers are not happy with the range of sandwiches that are available.
Additionally there will be some need to work at a higher level, this will be an integral and important
part of the job, but the amount and depth of involvement will be less than the level to which the
Grade A has been given.
The job holder is expected to:
Adapt the service.
Actively offer and promote the services of the University to others.
Understand and explore customers’ needs and adapt the service accordingly to ensure the
usefulness or appropriateness and quality of service (content, time accuracy, level of
information, cost).
EXAMPLES
Sending out questionnaires to customers to ascertain if service is satisfactory – this will include
analysing the results and acting upon them.
Restructuring a team and changing areas of responsibility for team members in order to
improve the service being offered.
Recognising that VDU equipment (used by customers) is out of date and putting forward a
recommendation to up date – this will involve identifying what new equipment and the cost. It
may well involve ensuring that the costs do not exceed a given budget.
Identifying a service being offered by competitors (this may be of an academic or service
related nature, eg, a particular course that is popular in other Universities or services being
offered to conferences by hotels) and recommending or establishing similar facilities. If this is
done as a recommendation it would be accompanied by a business plan or similar level of
information.
POSSIBLE i): The higher level (described immediately above) will be an integral, constant and
important part of the job and will be the predominant level of the Service Delivery involvement of the
job.
EXPECTED: ABD 25
POSSIBLE i): DAD +22
Grade 7 Role Profile 8

PLANNING AND ORGANISING RESOURCES
This element deals with the extent to which the job holder is required to be involved with organising,
prioritising and planning time and resources, be they human, physical or financial.
EXPECTED: Working at this level will be an integral, constant and important part of the job and this
will be the predominant level of the Planning and Organising involvement of the job.
The job holder will decide their own pattern of work - plan, priorities and organise their own work or
resources to achieve agreed objectives. It may involve supervisory responsibility of jobs that are of a
fundamentally routine nature, eg, a supervisor with responsibility for drawing up rotas.
EXAMPLES
On a daily basis recognising work that is urgent and needs to be prioritised.
Deciding when and how to respond to requests for information or assistance.
Deciding when to order non routine replacement stock.
Deciding when to draft articles/reports.
Organising meetings – recognising that a meeting needs to be held, checking others’
availability and booking rooms, hospitality etc.
Ensuring that data is input into a data system in a timely fashion.
Deciding when to draft an article.
Producing a booklet.
Designing and making a piece of equipment or software.
Ensuring that a variety of systems and procedures are carried out, as and when required, eg
filing, typing.
POSSIBLE i): In addition the job holder will have some involvement/responsibility at a higher level.
Working at this level will be an integral and important part of the job, but the amount and depth of
involvement is less than the level to which the Grade A has been given.
The job holder will plan, prioritise and organise the work resources of self and others within own area.
The job holder will plan and manage small projects, ensuring the effective use of resources.
EXAMPLES
This may mean planning and organising a team where the work of the team is, in the main
routine, but where there is a need to organise budgets. This will include planning staffing
levels and resources to achieve objectives within those budgets.
It may involve managing a small team; this team will include at least one professional/specialist
whose work is not routine and priorities are not given or obvious.
It may involve managing a project eg, organising a conference or event such as a graduation
ceremony or open day, this will include establishing deadlines for colleagues whom the job holder
does not line manage and ensuring that such people meet the required deadlines.
POSSIBLE ii): The job holder will work at the level define in ‘Possible i’ (above), but working at this
level will be an integral, constant and important part of the job and this will be the predominant level
of the Planning and Organising involvement of the job.
EXPECTED: DADDD 20
POSSIBLE i): DABDD +5
POSSIBLE ii): DDADD +17
Grade 7 Role Profile 9

INITIATIVE AND PROBLEM SOLVING
This element deals with the extent to which the job holder is required to be involved with identifying or
developing options and selecting solutions to problems.
EXPECTED: Working at this level is an integral, constant and important part of the job and that this
is the predominant level of the Initiative and Problem Solving involvement of the job.
The job holder will solve standard day-today problems
EXAMPLES
Advising people that a meeting has been cancelled.
A member of a team, who has responsibility for supplies of stationery, identifying that more
paper needs to be ordered.
Recognising that a sign needs to be placed on an office door giving information on who
works in the office.
Maintaining equipment or machinery.
Organising temporary cover for absent staff.
Informing relevant people about an emergency such as illness.
Making travel and accommodation arrangements.
In addition the job holder will have some involvement/responsibility at a higher level. Working at this
level will be an integral and important part of the job, but the amount and depth of involvement will
be less than the level to which the Grade A has been given.
The job holder will resolve problems where the optimal solution may not be immediately apparent –
where there is a need to use judgement to resolve problems that are predictable but occur less
frequently.
EXAMPLES
Dealing with straightforward absence, disciplinary and grievance problems at an informal
level.
Dealing with straightforward attendance problems.
Dealing with a student’s failure to submit course work.
Evaluating the strengths and weaknesses or equipment warranties.
Solving electro-mechanical or IT system failures.
Evaluate an alternative bench reagent in a laboratory after the standard one has been barred
for use in particular conditions by the HSE.
POSSIBLE i): The job holder will work at the ‘higher level’ (described immediately above), but
working at this level will be an integral, constant and important part of the job and this will be the
predominant level of the Initiative and Problem Solving involvement of the job.
EXPECTED: ABDD 12
POSSIBLE i): DADD +17
Grade 7 Role Profile 10

ANALYSIS AND RESEARCH
This element includes all aspects of investigation, analysis and research. It deals with the extent to
which the job holder is required to be involved with investigating issues, analysing information and
carrying out research.
EXPECTED: Working at this level is an integral, constant and important part of the job and that this is the
predominant level of the Analysis and Research involvement of the job.
The job holder will gather data from known/standard sources - gathering and manipulating routine data so
it can be interpreted by others.
EXAMPLES
Maintaining a spreadsheet of student numbers on a course and producing quarterly reports to show
drop out numbers – in a situation where the report has been set up by others and the job holder only
needs to learn how to run that report. Additionally being able to respond to a one-off request to
establish the gender and age of those who have dropped out – in a situation where gender and age
are recorded on the database, but there is no established report to extract this information. The job
holder would be expected to have sufficient understanding of the technology to run this electronically
rather than to manually count entries on the database.
Conducting a literature or web search for some specific information.
Monitoring resource usage (eg expenditure against a budget, the consumption of energy or space
utilisation).
POSSIBLE i): In addition the job holder will have some involvement/responsibility at a higher level.
Working at this level will be an integral and important part of the job, but the amount and depth of
involvement will be less than the level to which the Grade A has been given.
The job holder will identify an appropriate existing method of analysis or investigation according to the data
and objectives – how to conduct the experiment as well as analyse and interpret the results.
EXAMPLES
Setting up a database and establishing a procedure for collecting data in order to be able to identify
how staff members travel to work, to include knowing whether different job families use different
methods of travel.
Analysing student destination statistics and reporting patterns and trends.
Selecting and designing complex questionnaires, survey methods or tests (including medical tests)
and interpreting the results.
Investigating the implications of changes to funding.
Conducting enquiries into complex complaints or system failures and indicating where improvements
are needed.
EXPECTED: DADDD 20
POSSIBLE i): DABDD +5
Grade 7 Role Profile 11

WORK ENVIRONMENT
This element deals with the extent to which the job holder is required to be involved with the work
environment; it is about those jobs which require the job holder to work with materials that are
potentially hazardous or in environments that are potentially hazardous or difficult to work in.
EXPECTED: Working at this level is an integral, constant and important part of the job and that this
is the predominant level of the Work Environment involvement of the job.
This applies to jobs where the job holder is expected to who work in an environment which is
relatively stable and has little impact on the way in which work is completed.
EXAMPLES
Working in an office.
Working in a food production area.
POSSIBLE i): In addition the job holder will have some involvement/responsibility at a higher level.
Working at this level will be an integral and important part of the job, but the amount and depth of
involvement will be less than the level to which the Grade A has been given
The job holder will understand how the work environment could impact on their work or that of
colleagues. The job holder will take standard actions, within health and safety guidelines, where
applicable, to adapt the environment.
EXAMPLES
Dealing with stressful situations, such as, an extremely angry/aggressive distressed or
emotional person.
Identifying a need for appropriate clothing for a particular situation, eg, flat shoes and no
open toed sandals in a kitchen area and having overall responsibility for establishing and
ensuring that such a rule is adhered to.
Conducting a risk assessment in an environment that is potentially hazardous, eg, a
laboratory.
Taking account of the impact of the weather on outdoor activities.
Following safe procedures using machinery or electrical equipment.
Ensuring that protective clothing is available and worn.
EXPECTED: ACC 19
POSSIBLE i): ABC +4
Grade 7 Role Profile 12

LIAISON AND NETWORKING
This element deals with the extent to which the job holder is required to be involved with the need to
liaise with others both within and outside the institution and the need to create networks of useful
contacts.
EXPECTED: The job holder will carry out standard day-to-day liaison using existing procedures
liaise with people from outside of their work team to receive and or pass on standard information.
The job holder will constantly deal with information that needs to be assessed as to whether it is
necessary to pass the information to others and if so, who needs to know what and when – the
exchange of information for effective working. Such jobs are likely to require some basic knowledge
of data protection/confidentiality and an understanding of the inappropriate or incorrectness of
passing on certain information to certain people.
EXAMPLES
A member of IT staff who deals with a variety of information:
New computers that are being supplied to a section of the University.
Members of staff who are misusing the e-mail system.
Students who pirate University software.
Servers going down.
Maintenance that will mean that some computer facilities will not be available to some parts of
the University for a certain time etc.
POSSIBLE i): In addition the job holder will participate in networks within the University or
externally. The networking will create on-going relationships which are an integral and important
part of the job.
EXAMPLE
A professional/specialist member of staff who is confronted with a variety of issues and problems
and networks through a professional body with other professionals/specialists, but when a particular
problem arises will know who in that group is best to contact and have established a relationship
with those individuals that will make such contact possible/easy; eg, an HR officer contacting
another HR officer, from a different organisation, because a particularly difficult disciplinary issue has
arisen in the University and through networking (through CIPD) the HR Officer is aware that the
other person has dealt with a similar situation.
LIAISON – having contact with others (internal or external to the University – but they must be
external to the job holder’s work team) for the purpose of dealing with specific tasks or events.
NETWORKING – a network is an interconnecting group of people, possibly from different work teams
or organisations, who exchange information, contacts and experience on a recurrent basis for
professional purposes connected with the role.
EXPECTED: CEEE 11
POSSIBLE i): CCEE +5
Grade 7 Role Profile 13

DECISION MAKING PROCESSES AND OUTCOMES
This element deals with the extent to which the job holder is required to be involved with decision
making.
The job holder will be involved in three types of decision making:
a) Independent Decisions - Decisions will be made independently, ie, decisions that the role
holder will act upon without the need for others to assist or to approve. The individual will be
responsible/accountable for the outcome of the decision.
b) Collaborative Decisions - The job holder will be involved in decisions made with others. This
may be as part of a committee or part of a team or panel; there will be a need to work with
others to reach an optimal conclusion.
c) Advisory Decisions - The job holder will be involved with the decision making process but the
final decision/approval has to be given by someone else. This will be an important, constant
and integral part of the job.
The job holder will be involved in two levels of decision making:
Level 1: Decisions that have an immediate impact, which can easily be amended and have little
affect beyond the immediate area of an individual’s work. It should be an important, constant and
integral part of the job.
EXAMPLES
Deciding when to hold a meeting.
Spending petty cash or buying how cost items within a local budget.
Choosing stock from a preferred supplier’s list.
Deciding whether to deal with a complaint or refer it on to someone else.
Deciding whether or not a technician is required when a piece of machinery is not working.
Level 2: Decisions that have an impact of limited spread but which may endure for some time; this
will need to be an important, constant and integral part of the job.
Buying non-routine stock or equipment following policy, guidelines and purchasing procedures.
Authorising expenditure of money from a previously agreed budget.
Deciding who to involve in a working group.
EXPECTED: The Decisions as defined above under b) and c) will be at level 1 and decisions as
defined in a) will be at the level 2.
POSSIBLE i): The job holder will be involved in all three types of decision making – a), b) and c).
Type a) and b) will be at the level defined above as level 2 and c) will be as defined above at level 1.
EXPECTED: CDD 27
POSSIBLE i): CCD +6
Grade 7 Role Profile 14

TEACHING AND LEARNING SUPPORT
This element deals with the extent to which the job holder is required to be involved with the teaching
and learning process.
EXPECTED:
Teaching those outside of the work team is not part of this job.
POSSIBLE i): The job holder will introduce others to standard information or procedures –
simple demonstrations of explanations given on a routine basis. It is likely that this will be to
a group in a semi formal situation and that this is a regular occurrence. It is likely that there
will be some need to ascertain that learning has taken place. The job holder will design
teaching or learning processes. The job holder will reflect upon their own working practices.
EXAMPLES
Giving a formal presentation to a group of students explaining straightforward procedures such
as enrolling on a course module.
Explaining the use of the library to library users (this may be on a one to one basis), but it will
follow a set format and will involve giving a considerable amount of information.
Teaching/training how to operate equipment (such as a microscope or theodolite) following
basic safety procedures.
Teaching/training the basic functions of a piece of software.
POSSIBLE ii): The job holder will teach or train students or others on specific tasks, issues
or activities – to conduct short one-off training sessions or lectures. There will be a
requirement to assess performance and provide feedback to the participants during the
event. The job holder will design teaching or learning processes. The job holder will reflect
upon their own working practices.
EXAMPLES
Explaining the operation of complex machines, equipment or software.
Overseeing work experience placements.
Presenting staff training course on , eg, applying for research grants
Coaching others on conducting a survey or research project.
Those involved in providing regular and routine lectures in a specific subject or area.
How to create a search strategy by defining the topic in terms of keywords and/or subject
headings and setting limits to search, conduct searches of appropriate literature and/or
databases and review progress.
EXPECTED: DDDD +10
POSSIBLE i): BDDD +5
POSSIBLE ii): BBDD +19
Grade 7 Role Profile 15

SENSORY AND PHYSICAL DEMANDS
This element deals with the extent to which the job holder is required to be involved with physical or
sensory demands - sight, smell, hearing, taste and touch.
EXPECTED: The job holder will carry out tasks at a level which would require either learning certain
methods or routines or involve physical effort.
EXAMPLES
Touch typing or using a key board or other means of inputting complex data for more than 50%
of working time. This will be in a situation where a fairly high level of concentration is required.
Lifting heavy, awkward or highly valuable objects.
Working in confined spaces or awkward positions.
Using audio-visual and other presentational equipment.
Driving vehicles up to 7 tonnes unladened weight.
Learning to use a specialist tool or piece of equipment (eg a microscope, test rig or printing,
sewing machine) and using it effectively – this would need to be a constant and integral part of
the job; it is likely that such machinery will be used on a daily basis.
Handling an animal or person correctly.
Administering standard treatment to a person or animal.
POSSIBLE i): The job holder will co-ordinate and interpret various sensory data. There will be a
need to carry out tasks, which require either mastery of a range of sensory or physical techniques,
concentration to co-ordinate different senses or precision in applying these sensory skills, or involve
considerable physical effort.
EXAMPLES
Glass blowing, creating models or samples, crystal polishing or gem cutting.
Playing a musical instrument.
Lifting heavy, difficult objects on a sustained and prolonged basis .
Working in confined spaces or awkward spaces for prolonged periods of time.
Operating and repair of highly specialised, hazardous or complex tools, equipment and
instruments;
Preparing engineering drawings or other graphics, eg, painting pictures
Preparing sample slides for examination and testing.
Using and demonstrating physiotherapy and other clinical techniques.
Working on complex equipment such as boiler, electrical systems and similar pieces of
machinery.
EXPECTED: C 18
POSSIBLE i): B 16
Grade 7 Role Profile 16

KNOWLEDGE AND EXPERIENCE
This element deals with the level of knowledge and/or experience that the job holder is required to
have in order to carry out the job.
EXPECTED: The job holder is required to have some knowledge of professional or technical
practice. This level of knowledge is often demonstrated by the acquisition of a certificate after a
period of practical and theoretical training or experience of the job.
EXAMPLES
Computer programming.
A need to interpret rules, procedures and regulations and provide advice to others on how they
should be applied.
Knowledge and use of electrical industry regulations
Basic management or supervisory skills.
A requirement to use a piece of complex scientific or electronic equipment, know how it works
and when it is appropriate to use it.
POSSIBLE i): The job holder will possess specialist or professional knowledge of general
principles. The job holder will engage in appropriate professional activities to keep his or her
knowledge base and skills up to date and to develop them further.
Those jobs where the job holder is approached by others for advice or guidance in the specific
area (eg a professional or institutional policy).
The job holder has sufficient expertise to deliver lectures or write authoritative material in a
broad subject area.
The role holder is required to conduct a research project or be responsible for an industrial
contract with the minimum amount of supervision.
EXPECTED: D 35
POSSIBLE i): C +15
Grade 7 Role Profile 17