Community & Operational. Job Family

Transcription

1 Community & Operational Job Family Version 3.2: February

2 Community & Operational Roles in this family are concerned with operating and running the facilities of the university. They involve direct or indirect service provision for students and staff, through residential, catering, cleaning, maintenance and building works, grounds, security, portering and other site services or support sporting and related activities. Some roles are about providing these services personally, others enable or manage the services. At the lower levels the work might include the operational delivery of these services. At the higher levels, the work might involve developing and implementing policy and processes, providing specialist advice and support and carrying out project management.. The higher levels may combine a professional qualification, specialist skills and managerial experience. At the higher levels, roles are likely to be responsible for the development and implementation of policy and operational plans and contribute to strategic planning. Level 1 Summary: Roles at this level provide services in support of students and staff, other service users and the wider community, often as part of a team engaged in similar tasks. The tasks are generally routine and supervision is always available. Consequently, planning will be restricted to deciding on priorities for the day/shift within a defined programme of work. Required levels of proficiency can be gained within weeks and through basic training on the job. Level 2 Summary: Roles at this level provide services in support of students and staff, other service users and the wider community, often as part of a team engaged in similar tasks. The procedures and routines are well established and supervision is normally available if required. The range of tasks at this level is typically broader and more varied and/or at a higher level than Level 1 and require some flexibility with respect to tasks undertaken. This may require some coordination of own work and the work of others in related work activities. Level 3 Summary: Roles at this level deliver services in support of students and staff, other service users and the wider community, either through their individual contribution or through the coordination of a team engaged in similar activities. Roles at this level develop the schedule of own and/or others work within clear procedures. The range of tasks is typically broader and more varied and/or at a higher level than Level 2 and flexibility is required regarding the tasks undertaken. Roles at this level typically require the ability to work with specialist equipment and techniques and/or a basic level of computer literacy. Level 4 Summary: Roles at this level provide technical and practical skills and services drawing on some years of learning through formal training and/or experience. They involve planning and scheduling work of self and/or team, choice of methods or tools and accountability for the quality of an end product or service. There may be a requirement to guide and plan the work of others and/or to make efficient use of materials and equipment. Roles may require skills acquired through significant vocational training including NVQ3 and training through apprenticeships. Level 5 Summary: Roles at this level provide technical and practical problem solving, support and services drawing on several years of learning through formal training and qualifications and/or through experience. Non supervisory roles at this level involve a higher level of technical proficiency than work at level 4 through, for example, full diagnostic skills in their own trade. All roles will have some control of own work load and priorities for some weeks or months ahead. In supervisory roles, there will be some responsibility for work force planning, including 2

3 recommendations for additional staff resources and scheduling of work for months ahead. Roles at this level may co-ordinate work with the priorities and plans of other functions within the University. Level 6 Summary: Roles at this level either manage operational services work of some volume or complexity or provide advice and technical input based on extensive practical learning. Dealing with people is an important ingredient, whether they are staff supervised by the job holder, contractors, students, or members of the public and there is often a budgetary responsibility (monitoring and control). Supervisory roles may include responsibility for the provision of specialist maintenance or technical services through a team of skilled staff. Roles in multi trade environments will be expected to operate with a significant level of skill following relevant training. Level 7 Summary: Roles at this level involve either line management responsibility for a significant unit or analysis and advice drawing on extensive practical technical/specialist understanding, possibly including leadership of a small team. There may be responsibility for project or contract management, and for financial performance. All roles involve a wide range of contacts with others, and some the less technical call for influencing and motivation. Level 8 Summary: Roles at this level will require a deep conceptual understanding of a technical, professional or specialised field. Work will often involve interpreting or assessing customer needs, identifying trends, generating original ideas, recommending policy changes where appropriate and testing innovative solutions. Individuals will typically be accountable for the quality and professionalism of service delivery and are permitted some discretion provided that activities are consistent with operational policies and precedents. There will be a requirement to plan and organise own and/or team activity and to integrate and co-ordinate work with a range of other work groups across the University. Level 9 Summary: Roles at this level will be professionals or specialists with high-level expertise, exercising within their particular functional area a substantial degree of independent professional responsibility and discretion, working to broad parameters and policy guidance. Work will include significant professional expertise and/or experience to develop and implement new policies and processes. Individuals will typically be managers of functional areas or senior individual contributors who are the University s leading experts in a professional, technical, technological or specialised field. Planning and organising takes place over a timescale of a year or more. They will be expected to set quality and professional standards and manage service delivery, and will have significant influence upon the structure and development of their area of activity. The work includes developing and implementing operational plans and contributing to the longer-term plans for the area to fit with broader functional and University strategy. Level 10 Summary: Roles at this level will be the most senior staff in their area of responsibility and will typically lead, direct and manage the interrelationship of a team of managers and/or highly qualified specialists across a major activity of strategic importance to the University. They will ultimately be responsible for developing and delivering the strategic plans for their area and will be accountable for ensuring that the University meets both internal and external requirements. Individuals will initiate and, through appropriate consultation and negotiations, establish policy changes to tackle major new issues and situations. Roles will review and address performance and will influence and shape the available resources as appropriate to meet the current and future needs of the University. Roles at this level will make a significant impact on long-term direction, strategy and objectives. Community & Operational Family 3

4 Level 1 Roles at this level provide services in support of students and staff, other service users and the wider community, often as part of a team engaged in similar tasks. The tasks are generally routine and supervision is always available. Consequently, planning will be restricted to deciding on priorities for the day/shift within a defined programme of work. Required levels of proficiency can be gained within weeks and through basic training on the job. Representative Work Activities 1. Operation and Management of Work Environment 1.1. Perform a limited number of simple or repetitive tasks within a straightforward routine or process. Tasks might involve, for example, catering support, porterage, cleaning, grounds maintenance, gardening and moving or storing materials Operate common, standard, single purpose equipment in a simple/repetitive way to achieve the required tasks Carry out simple and repetitive tasks such as sorting mail or moving and storing mail, according to clear instructions. 2. Analysis Reporting and Documentation 2.1. Carry out simple record keeping, filing, data entry etc, to ensure accurate records are maintained on a day-to-day basis Maintain simple, automated or scheduled records to support basic work unit information procedures. 3. Customer Service/Support 3.1. May act as first point of contact with students, staff, members of the public to receive enquiries. 4. Finance/Resource Management 4.1. Take responsibility for the correct use and care of University equipment Receive cash and operate tills in accordance with procedures. 5. Liaison 5.1. Pass on information as required in contacts with staff, students and/or members of the public. 6. People Management 7. Continuous Improvement Representative Knowledge, Skills & Experience No prior work experience is required for entry to this level. The focus of jobs at this level is often on discovery and developing aptitude and capabilities through academic study and/or learning on the job. A basic understanding of health and safety regulations and procedures is required. May be working towards or possess a basic vocational qualification. Typical Performance Indicators Defined tasks are carried out according to instructions and under readily-available supervision to ensure work is completed on time and to an appropriate standard. Development of knowledge, skills and experience. Compliance with procedures, including those governing health and safety. 4

5 Level 2 Roles at this level provide services in support of students and staff, other service users and the wider community, often as part of a team engaged in similar tasks. The procedures and routines are well established and supervision is normally available if required. The range of tasks at this level is typically broader and more varied and/or at a higher level than Level 1 and require some flexibility with respect to tasks undertaken. This may require some co-ordination of own work and the work of others in related work activities. Representative Work Activities 1. Operation and Management of Work Environment 1.1. Carry out a range of activities within a routine or established process. Activities might involve, for example, catering, porterage, grounds maintenance, gardening, providing security presence and routine support to trade or sport-related activities Operate a range of equipment such as power tools and specialist gardening equipment to achieve specified results Carry out basic maintenance of equipment Comply with procedures, including those governing health and safety Amend own routines to take account of particular situations, workload and circumstances Co-ordinate, allocate and monitor the delivery of work through others (eg: basic cleaning) Provide instruction and basic guidance to colleagues as required. 2. Analysis Reporting and Documentation 2.1. Clarify work instructions as necessary Work within clearly defined and detailed procedures Carry out basic, routine record keeping e.g. accidents, crime incidents. 3. Customer Service/Support 3.1. Assess customer needs and respond flexibly to demand where appropriate Respond to customers everyday issues and queries, escalating requests outside own knowledge or experience to a supervisor or manager, to provide a timely and effective service Carry out support activities, to contribute to running a smooth service. 4. Finance/Resource Management 4.1. Inform Supervisor of stock levels for basic resources and tools to ensure that they meet work requirements Account for cash receipts and operate tills in own area in accordance with procedures. 5. Liaison 5.1. Check and pass on basic information as required in contacts with staff, students or the public. 6. People Management 7. Continuous Improvement Representative Knowledge, Skills & Experience Some prior work experience of a generalist nature. Courteous and effective exchange of basic information. Basic numeracy and literacy. 5

6 NVQ1/2 or equivalent. Basic knowledge of relevant equipment. Basic knowledge of health and safety policy and procedures. 6

7 Typical Performance Indicators Community & Operational Family Level 2 - Continued Development of knowledge, skills and experience. Perform duties and tasks to the standard required and on time. Client/customer satisfaction. 7

8 Level 3 Roles at this level deliver services in support of students and staff, other service users and the wider community, either through their individual contribution or through the coordination of a team engaged in similar activities. Roles at this level develop the schedule of own and/or others work within clear procedures. The range of tasks is typically broader and more varied and/or at a higher level than Level 2 and flexibility is required regarding the tasks undertaken. Roles at this level typically require the ability to work with specialist equipment and techniques and/or a basic level of computer literacy. Representative Work Activities 1. Operation and Management of Work Environment 1.1. Develop a schedule of work, sometimes for a period up to weeks ahead, allocating tasks to colleagues to ensure resources are in place to deliver required services Undertake a range of tasks within clearly defined standards of operation Carry out maintenance and servicing of equipment according to manufacturer s instructions Inspect premises and equipment, identify problems and respond within established procedures Comply with procedures, including those governing health and safety Provide routine supervision to colleagues including instruction and guidance as required Interpret work instructions and procedures, amending work schedule of self and others to take account of specific circumstances Operation of specialist equipment to achieve a range of semi-skilled outcomes Check the quality of work delivered by colleagues at lower levels meets University standards and take appropriate action, normally through immediate instruction, support and guidance or, where necessary, through escalation to more senior colleagues. 2. Analysis Reporting and Documentation 2.1. Assess the risks arising from work circumstances such as a potential security breach, criminal activity, fire alarm or other emergency and escalate to supervisor if appropriate Clarify work instructions as necessary and inform/brief supervisor relating to concerns and problems which arise during the work Work to established work schedules with broad work priorities being allocated to job holders by a supervisor/manager Carry out prioritising and organising of tasks and activities Carry out record keeping e.g. accidents, basic personnel records, crime incidents, food hygiene regulations etc. 3. Customer Service/Support 3.1. Receive, respond to and take appropriate action to resolve enquiries from/to customers, including those queries and requests escalated from colleagues Carry out a range of support activities, to contribute to running a smooth service. 4. Finance/Resource Management 4.1. Record consumption of materials and stock from stores and determine requirements to deliver weekly operational plan Follow set procedures to ensure basic resources and tools are available to meet work requirements Check cash receipts for discrepancy and operate tills as necessary in accordance with procedures. 5. Liaison 5.1. Give instructions, feedback and guidance to colleagues at lower levels where appropriate. 8

9 6. People Management 7. Continuous Improvement 9

10 Level 3 Continued Representative Knowledge, Skills & Experience Some prior work experience of a generalist nature. Courteous and effective exchange of basic information. Basic numeracy and literacy. Proficient standard relating to the use and maintenance of a range of equipment. NVQ 2 or equivalent. Good working knowledge of relevant health and safety policies and procedures. Proficient in a range of specialist equipment and techniques requiring a significant period of training and/or a certificate/licence. Typical Performance Indicators Development of knowledge, skills and experience. Work on time and to prescribed standards. Perform duties and tasks on time and to the required standard. Procedures implemented effectively. Productivity. Client/customer satisfaction. 10

11 Level 4 Roles at this level provide technical and practical skills and services drawing on some years of learning through formal training and/or experience. They involve planning and scheduling work of self and/or team, choice of methods or tools and accountability for the quality of an end product or service. There may be a requirement to guide and plan the work of others and/or to make efficient use of materials and equipment. Roles may require skills acquired through significant vocational training including NVQ3 and training through apprenticeships. Representative Work Activities 1. Operation and Management of Work Environment In Supervisory Roles: 1.1. Determine responsibilities required of individual team members to deliver optimal service Take part in recruitment process relating to own team Plan delivery of operational work load and prioritise accordingly Provide supervision to colleagues, including training, instruction and guidance to deliver operational standards effectively. OR In Non Supervisory Roles: 1.5. Clarify with customer or supervisor a detailed service specification for the delivery of own work Follow a clear brief supplied by others to carry out a range of skilled tasks within a single trade. And: 1.7. Ensure core requirements such as health and safety regulations are fully met Where appropriate, coach others to help them acquire skills and experience Ensure that the work environment, machinery and equipment in own area are maintained to the standards necessary to comply with regulations and deliver optimal operational efficiency Operate a range of specialist equipment and machinery requiring a high standard of expertise. 2. Analysis Reporting and Documentation 2.1. Clarify work requirement with colleagues, manager or customer, aiming to resolve any immediate problems In skilled roles, plan own work preparing for specific tasks and prioritising immediate requirements (e.g. for the day or week), referring to more senior colleagues for scheduling of non standard work Maintain documentation and records, for example, basic personnel records, accident reporting and incident reports. 3. Customer Service/Support 3.1. Monitor and review customer satisfaction in own area and take action continuously to improve service Receive, and respond to, enquiries from/to customers and from those escalated by staff, taking appropriate action to ensure a resolution and to deliver a courteous and effective service Identify impact of incidents arising, taking appropriate action to ensure a resolution which safeguards the safety and security of students, staff and the wider public and the physical assets of the University Deliver a range of customer services to an agreed quality standard or specification to maintain service quality and continuity (e.g. maintenance of heating services and other utilities, delivery of skilled craft work such as carpentry, painting and decorating). 11

12 Level 4 Continued 4. Finance/Resource Management 4.1. Take responsibility for stock and equipment for own area, ordering and storing materials according to established procedures Take responsibility for cash receipts for own area, handling, reconciling and processing in accordance with University regulations Contribute to the development of working practices which deliver optimum value from resources deployed. 5. Liaison 5.1. Liaise with service users and/or external contacts, usually through established routine connections (e.g. regular customers/suppliers/contractors) as own section of work requires. 6. People Management 7. Continuous Improvement Representative Knowledge, Skills & Experience Either: GCSE or equivalent vocational qualification (NVQ 3 or equivalent e.g. City and Guilds Advanced Crafts for specialist posts) plus typically at least 1 year s work experience in a relevant role. Or: Significant relevant work experience. Plus: Ability to plan and prioritise work for days and weeks. Understanding of relevant health and safety legislation and quality standards. Ability to communicate clearly, explaining questions and requirements and responding to customers, colleagues and contractors. Ability to give clear instructions to and guide other staff as needed. Proficiency in the use and maintenance of specialist equipment requiring significant training and/or a certificate/licence. Typical Performance Indicators Assessment of problems and effective action to resolve them. Effective planning and prioritising. Quality of work. Level of resourcefulness. Understanding of relevant health and safety legislation and quality standards. 12

13 Level 5 Roles at this level provide technical and practical problem solving, support and services drawing on several years of learning through formal training and qualifications and/or through experience. Non supervisory roles at this level involve a higher level of technical proficiency than work at level 4 through, for example, full diagnostic skills in their own trade. All roles will have some control of own work load and priorities for some weeks or months ahead. In supervisory roles, there will be some responsibility for work force planning, including recommendations for additional staff resources and scheduling of work for months ahead. Roles at this level may co-ordinate work with the priorities and plans of other functions within the University. Representative Work Activities 1. Operation and Management of Work Environment In Supervisory Roles: 1.1. Determine and agree operational standards to deliver defined services Take responsibility for the training and quality of work within work unit Plan delivery of operational work load and prioritise accordingly over a period of weeks Review performance of staff, providing feedback and putting in place corrective action where required through, for example, training/instruction, coaching or referral for formal disciplinary action Participate in recruitment and selection decisions relating to own work unit Co-ordinate own work area with other units to deliver, for example, major functions and events Plan own work preparing for specific tasks and prioritising detailed requirements and responding to the need to cover exceptional demands and changing service/ team priorities. OR In Non-Supervisory Roles: 1.8. Receive and check or propose and agree a specification for the work to be done Apply knowledge of facilities, systems or equipment to provide services, drawing on skills gained through training and experience Take responsibility for recording of work done for accounting/recharging purchases. And: 1,11.Ensure core requirements such as health and safety regulations are fully met Coach others to help them acquire skills and experience. 2. Analysis Reporting and Documentation 2.1. Assess equipment and resources required to undertake tasks and ensure their availability Monitor and review the quality of scheduled work that has been allocated to others Assess the work circumstances, the equipment required to ensure it can be done properly and decide how to go about it Take responsibility for maintaining documentation and preparing standard reports. 13

14 Level 5 - Continued 3. Customer Service/Support 3.1. Monitor and review quality of service and customer satisfaction within work unit, including the identification of long-term trends and take action to maximise service quality Receive, and respond to, enquiries from/to customers and from those escalated by staff, taking appropriate action to ensure a resolution and to deliver a courteous and effective service Identify the cause of maintenance/building/equipment failure and work on own or with colleagues to resolve Clarify work requirement with colleagues, manager or customer, aiming to resolve most problems and complete most tasks/jobs without reference to others. 4. Finance/Resource Management 4.1. Extract and analyse information on databases and other work records as required, reviewing and highlighting trends and areas of concern so that service can be improved Determine requirements for stock and equipment, prepare costings and procure as necessary within procedural guidelines and authority limits. 5. Liaison 5.1. Liaise with service users and/or external contacts, usually through established connections (e.g. regular customers/suppliers/contractors), to review requirements and resolve problems Co-ordinate work with other areas of the University when required. 7. People Management 8. Continuous Improvement Representative Knowledge, Skills & Experience Either: GCSE, or equivalent vocational qualification (NVQ 3 or equivalent e.g. City and Guilds Advanced Crafts for specialised posts) plus typically 2-3 years work experience in a relevant role. For supervisory roles, an appropriate supervisory qualification at NVQ3 or equivalent. Or: Substantial relevant experience in the unit or a comparable setting. Plus: Skills and knowledge in using relevant equipment and systems. Initiative and judgement to resolve many problems independently. Good numeracy skills (where appropriate). Ability to plan or schedule work and to respond to changing pressures or requirements. Good working knowledge of relevant health and safety legislation and quality standards. Ability to communicate clearly, explaining questions, clarifying requirements and responding to customers, colleagues and contractors. Understanding of the quality standards and outputs required. (For supervisory roles) ability to handle staff effectively to achieve results. Typical Performance Indicators Assessment of problems and effective action to resolve them. Effective planning and prioritising over the short to medium term. Morale of work group. Quality of work. Level of resourcefulness. 14

15 Compliance with regulations. 15

16 Level 6 Roles at this level either manage operational services work of some volume or complexity or provide advice and technical input based on extensive practical learning. Dealing with people is an important ingredient, whether they are staff supervised by the job holder, contractors, students, or members of the public and there is often a budgetary responsibility (monitoring and control). Supervisory roles may include responsibility for the provision of specialist maintenance or technical services through a team of skilled staff. Roles in multi trade environments will be expected to operate with a significant level of skill following relevant training. Representative Work Activities 1. Operation and Management of Work Environment In Supervisory Roles: 1.1. Specify and agree operational service levels, taking into account departmental objectives and priorities Deliver effective and efficient day-to-day services and/or operations/facilities for a designated site or work unit, taking account of customer needs and available resources Deploy available resources to achieve optimum efficiency Review and assess the requirements for training and development to meet the needs of the site or work unit over the medium to long term (ie: one year plus) Take the lead role in the recruitment of staff Act as first management response to grievance and disciplinary issues in own work unit Oversee the co-ordination of own work unit with other areas of the University to deliver, for example, major functions, events and the implementation of University policies and procedures. OR In Non-Supervisory Roles: 1.8. Apply a detailed knowledge of complex facilities, systems or specialist service apparatus and equipment, acquired through formal training and relevant qualifications e.g more than one trade Assist in the development of new systems or procedures. And for both roles: 1.10.Ensure core legal and health and safety requirements are met Coach others to help them acquire skills and experience. 2. Analysis Reporting and Documentation 2.1. Establish and review work requirements for specific work area/facility/service and discuss and resolve problems relating to new requirements with customers and colleagues as appropriate Develop project plans including the assessment of necessary resources, cost and time estimates for the delivery of specific management programmes (e.g. training, recruitment, maintenance etc.) 2.3. Plan and prioritise own and, where appropriate, a team s short and medium term work activities (i.e. months ahead) in response to a manager s general instructions. 3. Customer/Service Support 3.1. Review customer satisfaction and build conclusions into future operational and service improvements, in discussion with more senior managers Propose and agree specifications for the work to be done. 4. Finance/Resource Management 4.1. Deploy assigned resources towards defined objectives and within defined limits, to ensure operational and cost efficiency 4.2. Ensure finances and other work resources, including equipment, are appropriately and efficiently monitored and maintained, highlighting corrective actions needed. 16

17 Level 6 - Continued 5. Liaison 5.1. Oversee the circulation of information to customers and others to ensure awareness of issues Attend relevant meetings or events as requested by a manager to support standard work Co-ordinate a range of communications to staff and colleagues Provide advice to colleagues and customers based on in-depth knowledge and experience of practices and procedures Specify service requirements on behalf of the university or the customer, e.g. for a maintenance or improvement programme. 6. People Management 7. Continuous Improvement Representative Knowledge, Skills & Experience Either: HNC or HND level with significant work experience Or: Broad vocational experience, acquired through a combination of job related vocational training and considerable on-the-job experience, demonstrating development through involvement in a series of progressively more demanding relevant work/roles. Plus: Experience of working with relevant specialised equipment, software or procedures. Well developed understanding of Health and Safety regulations and procedures. May include supervisory experience. May start to develop depth or breadth of knowledge in a particular area of technical expertise and be recognised as a technical expert in this area. Proven written and verbal communication skills. Typical Performance Indicators Assessment of problems and effective action to resolve them. Planning and prioritisation over the medium term. Effective delivery of specialist solutions. Effective transfer of skills and knowledge to colleagues, other staff and students. Compliance with regulations. Productivity. Morale of work group. Clear contribution to departmental objectives. 17

18 Level 7 Roles at this level involve either line management responsibility for a significant unit or analysis and advice drawing on extensive practical technical/specialist understanding, possibly including leadership of a small team. There may be responsibility for project or contract management, and for financial performance. All roles involve a wide range of contacts with others, and some the less technical call for influencing and motivation. 1. Operation and Management of Work Environment In Management Roles: 1.1. Lead the operational management of a significant facility, service or support team within a large department Recruit and motivate staff May develop and review new working practices and procedures for the service or work areas. OR In Non-Management Roles: 1.4. Apply full understanding of a specialist professional field to oversee relevant technical installations, provide specialist advice and guidance etc Develop specifications for project implementation where appropriate Lead a small team comprising technical and/or support staff to deliver a professional or technical service. And for both roles: 1.7. Ensure core legal and health and safety requirements are met and understood by relevant others Coach others to help them acquire skills and experience. 2. Analysis Reporting and Documentation 2.1. Assess and advise on the technical viability of specific works, analyse complex work situations and/or test individual solutions where they may not be obvious Contribute to policy setting and service improvement discussions, and help establish annual plans for the administrative office/department Resolve short term conflicts in priorities and ensure that longer-term problems are raised with more senior management Prepare regular reports on systems, service and performance, including analysis, interpretation and recommendations for action where appropriate Ensure agreed policies and plans are implemented effectively Draw on experience and expertise to design practical solutions to problems. This may include specifying standards for internal services, projects or for service contracts Lead a small team of staff in a technical project activity. 3. Customer/Service Support 3.1. Review customer satisfaction and build conclusions into future improvements. 4. Finance/Resource Management 4.1. Oversee resources and monitor use of the relevant budgets, maintaining appropriate financial records Manage the work of consultants and other service providers Contribute as required to business/income developments as well as managing the budget and securing quality Advise more senior management on the need to correct any problems of service or financial performance. 18

19 Level 7 - Continued 5. Liaison 5.1. Work with customers, other services and external contractors as appropriate to review and develop the service, or to seek specific expert technical advice Utilise networks, both internal and external to the University, to ensure continuous development of best practice. 6. People Management 7. Continuous Improvement Representative Knowledge, Skills & Experience Either: Degree qualified or relevant professional qualification, plus a track record of hands on experience in a similar or related role(s). Or: Significant vocational experience, demonstrating development through involvement in a series of progressively more demanding relevant work/roles. Plus: Experience of planning and progressing work activities within general guidelines, using initiative and judgement without recourse to seniors. Thorough knowledge and understanding of the work practices, processes and procedures relevant to the role, which may include broader sector/commercial awareness. Detailed operational knowledge of systems relevant of own field of work in terms of functionality and capability and/or detailed knowledge of own service area and products/services available. Clear understanding of the regulations and codes of practice set for the conduct and output of the role. Working knowledge of the work and activities of other areas of the university relevant to service/work unit. May require knowledge of a network of contacts relevant to the work unit or service. Proven analytical and problem solving capability. Proven communication and interpersonal skills. Where relevant Proven supervisory skills coaching, motivation, managing performance. Financial training sufficient to manage and control budgets. Project management training and experience. Typical Performance Indicators Continuing development of knowledge, skills and experience. Ability to plan and organise own and others work activities/tasks. Quality of customer/client service. Effective transfer of skills to others. Policies and procedures implemented effectively. Customer/client satisfaction. Compliance with regulations. Productivity. 19

20 Morale of work group. Delivery within budgetary/other resource constraints. 20

21 Level 8 Roles at this level will require a deep conceptual understanding of a technical, professional or specialised field. Work will often involve interpreting or assessing customer needs, identifying trends, generating original ideas, recommending policy changes where appropriate and testing innovative solutions. Individuals will typically be accountable for the quality and professionalism of service delivery and are permitted some discretion provided that activities are consistent with operational policies and precedents. There will be a requirement to plan and organise own and/or team activity and to integrate and co-ordinate work with a range of other work groups across the University. Representative Work Activities 1. Operation and Management of Work Environment In Management Roles: 1.1. Manage/supervise a diverse group of staff to ensure the successful delivery of an administrative/professional/technological service Act as a mentor/coach to colleagues, which may involve training staff, to support their occupational development. OR In Non-Management Roles: 1.3. Manage own time and workload on weekly and monthly basis to support the achievement of school/departmental/work unit objectives. And for both roles: 1.4. Project manage activities to facilitate major service/operational changes of typically a Departmental/School/work unit impact Revise or develop procedure and policy for approval and contribute to their successful implementation in order to deliver appropriate benefits and ensure external (e.g. regulatory or national codes of practice) requirements are met Improve specialist/technical/professional/vocational capability and expertise through work experience and/or professional qualification. 2. Analysis Reporting and Documentation 2.1. Advise on the analysis and interpretation of data, identify trends and test solutions, source additional related information where appropriate, and report on progress, to support the resolution of issues/problems Manage, monitor and maintain records to meet both internal and external (e.g. legislative) requirements Lead the development of policy in own area of specialism, contributing to the delivery of University and department objectives Lead, plan and organise individual or team activity with an appreciation of longer term issues, ensuring plans complement and feed into the broader annual School/Department/work unit operational plans. 3. Customer Service and Support 3.1. Apply specialist/professional expertise and use judgement to make decisions where solutions are not obvious, to deliver professional services to meet customer requirements Generate original ideas and innovative solutions through the provision of specialist knowhow and advice as appropriate. Community & Operational Family Level 8 - Continued 21

22 3.3. Identify additional service requirements or service shortfalls and co-ordinate and/or design the delivery of innovative solutions to maximise service quality, efficiency and continuity Ensure professional and quality service standards are maintained and applied within their area if activity. 4. Finance/Resource Management 4.1. Manage resources/budgets within allocated project/area where appropriate to ensure maximum value is delivered for resources deployed Contribute to resource and budget planning within own area. 5. Liaison 5.1. Represent and/or promote the section/service at both internal and external meetings/events to ensure that departmental/school/work unit issues are appropriately represented and acted upon Work with other areas of the university to develop new/improved processes and supporting systems. 6. People Management 7. Continuous Improvement Representative Knowledge, Skills & Experience Either: Professionally qualified/relevant degree, plus substantial experience in a similar or related roles. Or: Typically a graduate with substantial vocational experience demonstrating development through involvement in a series of progressively more demanding work/roles. Plus: Experience of managing the activities of self and/or others. Project and/or people management skills that may have been gained/be identifiable through previous experience. May require a direct managerial track record. Authoritative knowledge of the work practices, processes and procedures relevant to the role, including broader sector/commercial awareness. Detailed knowledge and understanding of systems/services in own area and their varied applications. Understanding of the regulations and national codes of practice and the implications of noncompliance. Awareness of the current and future activities of the university/school/department/work unit. Working knowledge of the work of others inside and outside the university relevant to own field of work. May require knowledge of a network of contacts relevant to the work unit. Typical Performance Indicators Continuing development of knowledge, skills and experience. Effective transfer of skills to others. Policies and Procedures implemented effectively. Customer/client satisfaction. Student Development. 22

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24 Level 8 - Continued Student employability. Compliance with regulations University-wide. Productivity. Morale of work group. Staff satisfaction. Flexibility. Cross functional working. Effective organisation and delivery of work including long-term projects (one year plus). 24

25 Level 9 Roles at this level will be professionals or specialists with high-level expertise, exercising within their particular functional area a substantial degree of independent professional responsibility and discretion, working to broad parameters and policy guidance. Work will include significant professional expertise and/or experience to develop and implement new policies and processes. Individuals will typically be managers of functional areas or senior individual contributors who are the University s leading experts in a professional, technical, technological or specialised field. Planning and organising takes place over a timescale of a year or more. They will be expected to set quality and professional standards and manage service delivery, and will have significant influence upon the structure and development of their area of activity. The work includes developing and implementing operational plans and contributing to the longer-term plans for the area to fit with broader functional and University strategy. Representative Work Activities 1. Operation and Management of Work Environment In Management Roles: 1.1. Manage a group of administrative/specialist/professional staff across a function, or as a significant part of a wider function to ensure all relevant annual targets and goals are delivered within any allocated budgetary/resource constraints Develop/improve the capability of staff within work area, motivating and mentoring them to better meet the current and future requirements of the school/department/work unit. OR In Non-Management Roles: 1.3. Provide expert guidance to other specialists and encourage them to achieve university/school/department/work unit objectives. And for both roles: 1.4. Shape strategic direction of own area of activity, leading planning and organising activities of others over many months, considering the implications now and in the longer term, to support school/department/work unit objectives Participate in the annual school/department/work unit operational planning process, to support the school/department/work unit strategic direction Oversee a number of projects, to ensure each project is managed and delivered to time and budget Implement proposed changes to current work processes and develop and define proposals for changes in and the formulation of university/school/departmental/work unit policy, to consistently improve quality and effectiveness of service provided and take account of legislative changes Keep up to date with developments in own field and with university developments. 2. Analysis Reporting and Documentation 2.1. Identify trends, strengths, weaknesses, opportunities and threats in specialist area/area of responsibility that may have an impact on the university/school/department/work unit, to enable appropriate and timely action to be taken. 3. Customer/Service Support 3.1. Apply broad and/or deep knowledge and experience of work area or field of expertise to provide advice/guidance to others or to address significant problems or unresolved issues, some of which will be multi-disciplinary in nature Pre-empt customer needs/requests, identifying opportunities and facilitating change management. 25

26 Level 9 Continued 3.3. Evaluate existing service provision, keeping abreast of feedback and broader developments in the external market place, to ensure appropriate developments and innovative solutions are proposed that consistency enhance and maximise service quality, efficiency and continuity Answerable for the service delivery of area of activity in respect of compliance with current and future school/department/work unit objectives, service level agreements, regulations and national codes of practice. 4. Finance/Resource Management 4.1. Utilise/manage allocated budget/resources effectively and flexibly and control all related expenditure to ensure delivery of targets/objectives within budget Contribute to planning and budgetary statements and delivery of service within budgetary constraints. 5. Liaison 5.1. Interact at senior levels within the university. Network with fellow professionals in the wider community and represent and promote own work area/activity on internal and external platforms Liaise with service users to establish service requirements and priorities. 6. People Management 7. Continuous Improvement Representative Knowledge, Skills & Experience Either: Degree and typically a post graduate professional qualification, plus substantial relevant managerial experience or in-depth experience in a specialist area. Or: Typically a graduate with extensive vocational experience demonstrating professional development through involvement in a series of progressively more demanding and influential work/roles. And in both roles: Experience of managing and developing: (either/or) A significant team or number of teams. A significant project or number of projects. Experience of working with and influencing senior management. Experience of managing and controlling budgets/resources/funding and an understanding of financial management procedures. Experience of developing innovative solutions and contributing to strategic planning. Highly developed knowledge of the principles, theory and practice of field of work. As well as an awareness of broader developments relevant to own area. Well developed knowledge of systems/services for own area and across functions and how they relate to each other. Typical Performance Indicators Continuing development of knowledge, skills and experience. Quality of customer/client service. Effective transfer of skills to others. 26

27 Policies implemented effectively. Customer/client satisfaction. Student satisfaction. University-wide compliance with regulations. Productivity. Morale of team. 27

28 Level 9 - Continued Staff satisfaction. Flexibility. Cross functional working. Effective organisation and delivery of work, including long-term projects (one year plus). Student development. Student employability.. 28

29 Level 10 Roles at this level will be the most senior staff in their area of responsibility and will typically lead, direct and manage the interrelationship of a team of managers and/or highly qualified specialists across major activities of strategic importance to the University. They will ultimately be responsible for developing and delivering the strategic plans for their area and will be accountable for ensuring that the University meets both internal and external requirements. Individuals will initiate and, through appropriate consultation and negotiations, establish policy changes to tackle major new issues and situations. Roles will review and address performance and will influence and shape the available resources as appropriate to meet the current and future needs of the University. Role as this level will make a significant impact on long-term direction, strategy and objectives. Representative Work Activities 1. Analysis & Reporting 1.1. Review performance over time in the area of responsibility and compare it to best practice in the market, identifying areas of improvement in structure, practices, policies and technology. 2. Customer/Service Support 2.1. Review customer needs now and in the future and ensure services are shaped to meet them Ensure customer feedback and quality processes are in the place for the area of responsibility. 3. Planning & Organising 3.1. Develop and lead the implementation of strategies and plans for the area of responsibility, which support and take forward the university strategy Contribute to debate on university strategy and policy Lead major projects and initiatives which have significant resources and strategic impact. 4. Finance/Resource Management 4.1. Ensure financial plans are developed and that services operate effectively within budget Explore ways of improving efficiency and effectiveness and promote improvements in value for money. 5. Liaison 5.1. Work with senior colleagues from all areas of the university, with committees and external bodies, providing high level advice Represent the university externally in sector groups and in negotiations. 6. People Management 6.1. Lead and manage staff in a major functional area or service grouping, developing them and raising their performance. 7. Continuous Improvement 7.1. Maintain a continuous review of quality and of external benchmarks to promote the best possible service. 29

30 Level 10 continued Knowledge, Skills & Experience Either: Degree and typically a post graduate professional qualification, plus a minimum of 10 years relevant managerial experience or in-depth experience in a specialist area. Or: Typically graduate level education with extensive vocational experience (15 years+) demonstrating professional development through involvement in a series of progressively more demanding, influential and broad/work roles. Plus: Breadth of vision gained from extensive experience in field of expertise. Experience of developing innovative solutions and practical implementations for strategic change. Experience of managing and controlling substantial budget/resources/funding and an understanding of financial management procedures. Highly developed knowledge of the principles, theory and practice of a field of work. As well as an awareness of broader developments relevant to the university. Aware of likely effect of change in economic, social and governmental and technological environment. Well developed knowledge of systems/services for own area and across functions and how they relate to national and international developments. Well developed understanding of regulations and procedures and the implications of noncompliance on other staff. National and international awareness and understanding of the activities, objectives and strategic direction of the university, both current and future. Strong interpersonal skills including motivational, negotiating, influencing and networking nationally and internationally. Typical Performance Indicators Delivery of targets/objectives to agreed specification, time, cost and quality standards. Quality of planning and link to strategy. Quality and timeliness of advice and recommendations. Proposals for policy and procedure meet both internal and external requirements. Effective utilisation of finance and resources. Effective transfer of skills and knowledge to colleagues and customers. Feedback on effectiveness. Generation of new ideas and approaches. Quality of innovative contribution. Where relevant: Performance of teams/teams against objectives. Development of team to meet individual and University requirements. Image/view of team Team morale. 30