Contents. Introduction 2. What is HERA? 3. The HERA Procedure 3. Options for HERA Review 5. The Elements of HERA 6

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1 Contents Introduction 2 What is HERA? 3 The HERA Procedure 3 Options for HERA Review 5 The Elements of HERA 6 HERA Elements Examples of Task and Evidence 7 HERA Prompt Questions Further Guidance for Role Holders 11 HERA Scoring 14 Guidelines for Managers 15 1

2 Introduction HERA (Higher Education Role Analysis) is the role analysis system used by the School to determine the band of each role throughout the School. It is mainly used at LSE to analyse roles that are going though the recruitment process and to determine if a promotion is appropriate following expansion of a role. Human Resources Division has produced this toolkit to guide role holders and managers on the HERA process, the HERA elements and to guide them through the best way to complete the exercise for their particular purpose. The various options are explained and a flowchart is included to make the process a little clearer. What you will read here will hopefully help you in what can be a daunting exercise, however, don t forget the support available to you through the Reward Team. We can help you on any aspect of the process, including the timeframes and guidance on completing the paperwork. You can us at hr.reward@lse.ac.uk The HERA Toolkit has been designed primarily for academic support staff and academic support staff managers. Academic, research and teaching colleagues should refer to the relevant recruitment and selection and promotion criteria. The HERA Toolkit should be read before making a request for re-evaluation, and should be used in conjunction with the Recruitment Toolkit when used as part of the Recruitment process. We hope very much that you will find the HERA Toolkit a useful resource. HR Reward Team 2

3 What is HERA? The banding of staff at LSE is based on a HERA (Higher Education Role Analysis) evaluation of an individuals role. HERA is an analytical role analysis system which uses competencies to assess the size of a role compared with others. HERA was specifically designed for the many needs of the Higher Education sector, and since 2000 the School has been using HERA in recruitment, in promotion and more recently in underpinning the School-wide job evaluation exercise as part of the Framework Agreement. It can also support other human resource management functions such as career planning, training and development needs analysis, recruitment and selection. How does HERA work? HERA is based on evidence, which means examples of what people are doing in their roles. It produces a total points score to assess the relative value of the roles in a consistent and equitable manner. This score can be used to assign roles to appropriate bands in a salary structure. HERA is made up of fourteen competencies which reflect the ethos of Higher Education. Each competence has a series of questions associated with it, designed to draw out evidence of what is required in a particular role. HERA creates role descriptions and profiles to support recruitment, selection, and promotion, employee reward initiatives and career planning. This toolkit will explain the system and what is expected. Why HERA? The use of HERA underpins the School s commitment to a clear and transparent grading system and equal pay for work of equal value. This procedure applies to all Academic Support Staff Bands How do I apply for HERA review? HERA reviews take place as a part of the ASSC Quarterly Review system. Cases should be submitted at the end of March, June, September and December. Please allow four weeks for evaluation. Any changes will normally be effective from the first of the month in which the proposal was approved. Given the regular cycle of the HERA review process, it is not expected there will be significant backdating. This toolkit will explain the options for review, evidence needed and how to go through the process. If you have any difficulty with the process or would like someone to look at a draft of what you have completed, please contact the HR Reward team who will be happy to help you. Verification/Your Manager s Role Once you have completed your HERA evidence based job description, the written form or prepared your evidence for an interview, you should ask your manager to read it and sign it as a correct record. You may wish to ask your manager to think about anything you might have forgotten to include; we recognise it is sometimes difficult to translate into words aspects of our work which have become second nature. Managers should also write a brief explanation of how the additional responsibilities arose and how they relate to the Departmental Development/Service Development Plans and therefore support the School s strategic aims. This toolkit also provides some guidance for managers in this process. The HERA Procedure Promotion for support staff will be based on the role of an individual changing significantly, with evidence from a HERA re-evaluation of the role. This re-evaluation will show that the role you are carrying out has grown since the previous HERA evaluation, ie, you have taken on additional responsibilities that have give your role a wider breadth, or made it more complex. The additional duties need to be different from your current responsibilities, enhancing your role, not simply more of the same. Your manager should reference the additional responsibilities undertaken back to the Departmental Development Plans (or the Service Development Plans) to show how they support the School s strategic objectives. We would ask you to think seriously if the changes to your role have resulted in a significant change in terms of breadth and complexity of responsibilities. If you are in any doubt, discuss this with your manager who will be able to advise you. If you believe your role has changed, there are now different options to enable you to have your role re-assessed through the HERA evaluation system, including written and interview formats, described in the Options for HERA Review section of this toolkit. Whichever method you choose, your manager will need to verify the information contained and can perhaps make suggestions on examples that may have been missed. The documentation should then be submitted to HR who will evaluate the role. You and your manager will then be informed directly of the result. If successful, your manager s input into establishing the most appropriate effective date will be sought. It is expected there will not be significant back-dating. It is the responsibility of the individual to review their job description regularly and ensure it is up to date. A HERA Role Analyst will be available once a month to discuss any aspect of HERA, the process, or review any draft documentation that you may have prepared. Please see the HR website for clinic times, or contact the HR Reward team to arrange an appointment. 3

4 HERA Re-Evaluation Flowchart Review current HERA profile and HERA submission Discuss with manager areas where role has changed Choose format of submission: HERA evidence based JD, written record, Update/write HERA documentation based on examples of new role requirements Forward to manager for verification Manager to forward to HR Role re-evaluated Role holder informed of outcome General Guidance Every role in the School has a HERA profile, whether it be through the information gained through the Framework Agreement or a subsequent submission, or, in the case of new roles, through the recruitment process. Before considering HERA re-evaluation, it is worth looking at the HERA profile, and the HERA submission for the current role, to see where the significant changes have occurred. HERA profiles are available from HR (Reward team), as is detailed oral feedback if you would prefer. This will help to highlight the areas where the role has changed significantly and help focus on the new examples. It may also be helpful to look at the Scoring section of this toolkit. HERA Do s and Don ts: Please try to think of activities and responsibilities that are typical of your role. However please do not forget those activities which are important even if they are not everyday occurrences as they may impact on your score Try to use different examples for each element if you can. However some activities involve different skills so do not worry if you describe what you do under one element and then repeat it again under another. HERA is not a test to see how many examples you can give! HERA does not and cannot assess your performance in the role you hold. For information on reward for good performance, please see Contribution Pay (ASSC) It cannot assess your overall market value HERA does not assess quantity of work. If workload is an issue, rewards can be made in alternative ways It is the requirements of your role which will be analysed, not activities or responsibilities you have become involved in for personal interest The scheme applies to all staff groups including academic and research staff and groups. As a result there will be some areas where you will not be able to provide evidence simply because you do not carry out that kind of work! Please do not feel obliged to provide copious examples of work for the most basic level of each competency eg, under communication questions. 4

5 Options for HERA Review There are four options for how to go about a HERA review. Option 1 The HERA Evidence Based Job Description As part of the Framework Agreement, those staff who did not have a current HERA record were asked to produce a HERA Evidence Based Job Description in March It may be you still have this, and can simply amend the document to include your new responsibilities. If not, a template for you to complete when preparing your HERA Evidence Based Job Description is available on the HR website. To write a new Job Description, we suggest you start with a quick summary one or two sentences maximum of the overall purpose of the job. This is the job summary part of the form. Then list the key tasks/components of the job as a whole, perhaps five or six bullet points outlining principle duties/key objectives. This is the key tasks area of the form. The next section deals with HERA elements (as explained in the Elements of HERA section of this toolkit) and the actual evidence on which the evaluation of your role will depend. You may not need to use all 14 elements. If you pick the most relevant seven or eight that should be sufficient. For most academic support staff these may be: Communication Teamwork and Motivation Service Delivery Decision making Initiative and Problem Solving Planning and Organising Resources Team Development Knowledge and Experience. Please do look at the other elements as they may be relevant depending on your particular role. Once you have picked the most relevant seven or eight, you then need to get together evidence of each. It may be helpful at this point to consult the Evidence Overview in the Elements of HERA section of this toolkit. Remember, evidence is specific, tangible, verifiable examples of what people are required to do. Option 2 The HERA Written Record When HERA was introduced, members of staff were required to complete a written record of evidence and this is still an available option. Some staff prefer to provide their evidence of the requirements of their roles in a written format; and this may be the preferred option for those who already have a completed HERA form. If this is the case, you are welcome to simply amend the document to add the new responsibilities where appropriate, highlighting these changes in some way for the HERA Role Analyst. If you choose to start this document afresh, at first sight the documentation can appear daunting and time consuming. However, by following the guidance in this toolkit, the task can be made less burdensome. The HERA Written Record is made up of 50 questions grouped into 14 elements. You are asked to provide evidence of what you are required to do in your role, as explained in the Elements of HERA section of this toolkit. Please remember the scheme applies to all staff grades. Some of the statements will only apply to the most senior members of staff in the School please don t try to find evidence for a statement if you know that you do not carry out work at this level. It is very unlikely to affect your final score. However, please do not forget those activities which are important, even if they are not everyday occurrences as they may impact on your score. Many of the statements are arranged in hierarchical form from the most basic to the most complex. Please try and give as much evidence as you can on the statement which you think is the main focus of your job, without too many examples at the lower levels! Option 3 The HERA Interview Some staff prefer to provide evidence of the requirements of their role through an interview with a HERA Role Analyst. Interviews allow for detailed exploration of the role requirements and the choice of the most suitable examples of evidence. They allow the role holder the opportunity to discuss with the analyst the full extent of the role s demands. Before the interview you will be sent a document which contains HERA Interview Prompt Questions to help you think about your role in HERA terms. You will be asked to make some notes on these questions which you can then send through to the Role Analyst prior to the interview. The discussion will then be structured along these lines using your notes as a basis. The Role Analyst will draw out more about your role and help you explain it fully. Throughout the meeting the role analyst will make suggestions about amendments that can be made to your notes. When the meeting is over you will be asked to go away and update your notes in line with the discussion. We ask you to do this yourself as it is important your role is represented in your own words to avoid misunderstandings. The interview will last about one hour and will be with one role analyst. If you find it helpful to have your manager with you that is fine, we just ask that you inform the Role Analyst before so an appropriate room can be booked! Option 4 Group Submissions A significant number of staff have been through the HERA process as part of a whole unit evaluation. Group discussions may be useful when a number of individuals hold one role where there is little difference in the requirements and the way in which they are carried out. They can be very efficient methods of gathering evidence. The process for these will be similar to the HERA Interview. Please contact the HR Reward team if you require further information. 5

6 The Elements of HERA HERA contains 14 different elements (described below) and this is how it breaks down a role. For example, your job description will probably include the element Communication, which covers a range of different tasks, from the most basic to the most complex. When completing the documentation, try thinking about examples of how these tasks are performed in practice and how they might provide the evidence required (See the table Competency Tasks and Evidence in this section for help). Below is a brief overview of the 14 elements of HERA. The statement numbers refer to the 50 questions in the HERA Written Record. Communication Statement numbers 1-6 This covers communication through written, electronic or visual means and oral communication, in both informal and formal situations. This may include the need to convey basic factual information clearly and accurately; conveying information in the most appropriate format; and explaining complex or detailed specialist information. Teamwork and motivation Statement numbers 7-11 This covers teamwork and team leadership when working in both internal and external teams that are fixed or change (eg, departmental, research, course development or project teams or those involving students or people from outside the institution). This 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. Liaison and Networking Statement numbers This covers liaising with others both within and outside the institution and creating networks of useful contacts. It may include passing on information promptly to colleagues, ensuring mutual exchange of information, influencing developments through one s contacts and building an external reputation. Service Delivery Statement numbers This covers the provision of help and assistance to a high standard of service to students, visitors, members of staff and other users of the institution. This may include reacting to requests for information or advice; actively offering or promoting the services of the institution to others; and setting the overall standards of service offered. Decision Making Processes and Outcomes Statement numbers This covers the impact of decisions within the institution and externally. This may include decisions which impact on one s own work or team; decisions which impact across the institution; and decisions which could have significant impact in the longer term within or outside the institution. Planning and Organising Resources Statement numbers This covers organising, prioritising and planning time and resources, be they human, physical or financial. This may include planning and organising one s own work; planning work for others on day-to-day tasks or on projects; carrying out operational planning; and planning for coming years. Initiative and Problem Solving Statement numbers This covers identifying or developing options and selecting solutions to problems which occur in the role. This may include using initiative to select from available options; resolving problems where an immediate solution may not be apparent; dealing with complex problems; and anticipating problems which could have major repercussions. Analysis and Research Statement numbers This covers investigating issues, analysing information and carrying out research. This may include following standard procedures to gather and analyse data; identifying and designing appropriate methods of research; collating and analysing a range of data from different sources; and establishing new methods or models for research, setting the context for research. Sensory and Physical Demands Statement numbers 36 This covers the sensory and physical aspects of the role required to complete tasks. This may include physical effort, co-ordination and dexterity, using aural evidence to assess next actions; applying skilled techniques and co-ordinating sensory information; and high levels of dexterity where precision or accuracy is essential. Work Environment Statement numbers This covers the impact the working environment has on the individual and their ability to respond to and control that environment safely. This may include such things as the temperature, noise or fumes, the work position and working in an outdoor environment. Pastoral Care and Welfare Statement numbers This covers the welfare and well-being of students and staff within the institution, in both informal and formal situations. This may include the need to be aware of the support services available; giving supportive advice and guidance; and counselling others on specific issues. Team Development Statement numbers This covers the development of the skills and knowledge of others in the work team. This may include the induction of new colleagues; coaching and appraising any individuals who are supervised, mentored or managed by the role holder; and giving guidance or advice to one s peers or supervisor on specific aspects of work. Teaching and Learning Support Statement numbers This covers the development of the skills and knowledge of students and others who are not part of the work team. This may include providing instruction to students or others when they are first using a particular service or working in a particular area; carrying out standard training; and the assessment and teaching of students. Knowledge and Experience Statement number 50 This covers the relevant knowledge needed to carry out the role, however acquired, whether this is technical, professional or specialist. This may include the need for sufficient experience to carry out basic, day-to-day responsibilities; the need for a breadth or depth of experience to act as a point of reference for others; and the need to act as a leading authority in one s field or discipline. 6

7 HERA Elements Examples of Tasks and Evidence Competency Task Evidence 1a Communication (oral) Convey basic information factually, clearly and accurately Convey information in the most appropriate format Explain complex information to non-specialists Examples of giving directions, handling routine phone enquiries or passing on messages. Examples of having explained course entry requirements, shown colleagues how to operate equipment, or persuaded others to adopt a particular viewpoint. Examples of having conveyed new legal requirements to colleagues or explained a report on budget or cost implications. 1b Communication (written or electronic) Convey straightforward information in a clear and accurate manner Convey information which needs careful explanation or interpretation Receive, understand and convey complex conceptual ideas Examples of having written standard letters, confirmed attendance dates or completed simple forms. Examples of having written a tender report, guides to course modules or advertising material, written minutes or prepared a grant application. Examples of having drafted manuals for equipment or software, prepared technical specifications for new buildings or equipment. 2 Teamwork and motivation Contribute actively to the team Motivate others in a team Provide leadership and direction Examples of having participated in and made a contribution to a team inside or out of work. Examples of having agreed clear objectives and delegated effectively, encouraged others and fostered a common purpose. Examples of appreciating the inter-relationships between teams and their impact on the aims of their organisation. Having broken down barriers between teams and formed and communicated a clear vision of what is to be achieved. 3 Liaison and networking Pass on information promptly Exchange information Influence developments through contacts Build an external reputation Examples of carrying out standard day to day liaison, using existing procedures. Examples of having participated in networks within the institution and externally. Examples of having initiated, built or led internal networks, maintained relationships over time and established new communication channels. Examples of having initiated developed or led networks which are external to the institution. 4 Service delivery React appropriately to requests for advice or information Actively promote the services of the institution to others Set overall standards of service offered Examples of responding to colleagues, students, members of the public, drawing on prepared materials. Evidence of having discussed customer needs to establish the best solution available, eg, agreeing a conference programme, designing a brochure or contacting potential customers to sell them services the institution can provide. Evidence of having forecasted the influence of new legislation and developed new procedures in response, or set and maintained standards for the institution s cleaning or security services. 7

8 Competency Task Evidence 5 Decision making Make decisions regarding own work Make decisions regarding immediate team Make decisions affecting the organisational unit as a whole Make decisions affecting the future development of the institution Examples of having spent cash within a local budget, decided when to hold a meeting, chosen materials, etc. Examples of having bought stock or equipment, authorised expenditure from a divisional budget, purchased software or recruited staff. Examples of allocating responsibilities to groups of staff on an on going basis, decided on overall allocation of resources, decided on the structure of an organisational unit. Examples of having secured external funding allocations, decided on the types of courses to be offered, worked on mergers with other institutions. 6 Planning and organising resources Plan and organise own work Organise the work of others Manage the deployment of human, physical or financial resources Examples of having worked to a set pattern each day, preparing food or processing data; or completed tasks where there is a discretion as to what to do when, eg, produced a departmental prospectus or designed a piece of software. Examples of having managed and been accountable for the resources (people, time, money) of a sub section of an organisational unit or managed a project such as a health and safety audit. Examples of having managed the staff of a department or unit, including setting objectives and monitoring progress; managed a large research grant or collaborative project with responsibility for setting the budget. 8

9 Competency Task Evidence 7 Initiative and problem solving Select a course of action from available options Resolve problems when an immediate solution is not apparent Deal with complex problems that could have significant repercussions Examples of having managed equipment or machinery, organised temporary cover for absent staff, contacted relevant people over an emergency or made travel and accommodation arrangements. Examples of having evaluated the strengths and weaknesses of different tenders for business, handled grievance or disciplinary cases, resolved IT systems failures. Examples of having had to balance the budgeting and resourcing of a unit, developed new financial procedures, evaluated changes to funding of education or the redeployment of resources across the institution. 8 Analysis and research Follow standard procedures to gather and assess data Collate and analyse data from a range of sources Design appropriate methods of research Establish models and set the context for research projects Examples of having conducted library searches or experiments; or provided accurate data for payroll purposes. Examples of having analysed statistics on student destinations; or decided which experimental technique will provide appropriate evidence for research activities. Examples of having developed theories to explain relationships between data, in a research, financial or administrative context. Examples of having determined the overall direction of a project to be conducted by students or other staff; or liaised with national research bodies. 9 Sensory and physical co-ordination Undertake tasks requiring basic levels of co-ordination, dexterity or physical effort Apply skilled techniques and co-ordinating sensory information Undertake tasks requiring high levels of dexterity, where precision is essential Examples of having effectively used simple tools or equipment that are necessary for competent performance of their job, eg, a spade, drill, telephone or a keyboard; or lifted heavy equipment, is fit enough to stand all day, climb stairs, etc. Examples of having used tools or equipment that take longer to learn how to use, eg, touch-typing or using a desk top publishing package. Examples of where the candidate has performed highly complex practical tasks using specialist technical equipment. 10 Work environment Work in a stable environment Deal effectively with temperature, noise or fumes Handle dangerous, or potentially dangerous, equipment or substances Examples of working in stable environments such as offices, lecture theatres and seminar rooms Examples of having responded to the impact of the weather on outdoor activities or followed correct procedures for the use of machinery. Examples of having responded to situations by taking appropriate precautions, eg, carrying out a risk assessment, carrying out maintenance where the use of hazardous chemicals is necessary or when asbestos is present. 9

10 Competency Task Evidence 11 Pastoral care and welfare Be aware of support services available locally and nationally Give supportive help and guidance Provide formal counselling on specific issues Examples of having drawn on staff handbooks, student regulations, counselling services or appropriate external providers to give support to a colleague or student. Examples of having been supportive of colleagues or students in distress and helped resolve their problems eg, comforted a student with problems at home; advised staff experiencing accommodation or financial difficulties. Examples of the candidate having been formally trained to help others experiencing academic or work related stress, or a personal crisis. 12 Team development Induct new colleagues (or similar task) Give guidance to peers on specific aspects of work Mentor, coach and appraise performance of direct reports Examples of having shown new starters the ropes or talked colleagues through set procedures. Examples of having shown colleagues how to use equipment or software packages, or guided them through complicated procedures, such as health and safety requirements or timetabling exams. Examples of having used formal or informal means to identify development needs, plan and follow up on objectives or identified and coordinated training activities. 13 Teaching and training Provide instruction to staff or students new to a particular service or area Deliver internal training courses to colleagues Teach and assess students Examples of having introduced people to library, computing or laboratory facilities and databases. Examples of having delivered courses (developed by others or themselves) in specific practical areas, eg, COSHH, IT skills, teambuilding or using a software package. Examples of having developed modules for undergraduate courses, delivered courses and supervised and supported student academic activities. 14 Knowledge and experience To carry out basic day to day tasks Breadth of knowledge or experience to act as a point of reference for others Act as an authority in a given field Examples of having experience of using required word processing or spreadsheet packages, or understanding established practice in functional areas. Examples of having used specialist knowledge to support or advise others eg, knowledge of computer programming, the interpretation of complex regulations, understanding how complicated equipment works. Examples of having developed sufficient specialist knowledge to influence or lead departmental or institutional policy. 10

11 HERA Prompt Questions Further Guidance for Role Holders This part of the toolkit may be particularly relevant in helping you get together the preparatory material for a HERA interview. However, as the prompt questions may help you to help you think about your role in HERA terms, they can also be used to help you prepare a HERA evidence based job description. You do not need to answer every question specifically, rather they should prompt your thinking about specific examples in your role. 1 Communication This element covers communication be it through oral, written, electronic or visual means in both informal and formal situations. Signing, using hand signals or using other means of communication with people with disabilities are also included. Communication includes the need to convey basic factual information clearly and accurately, conveying information in the most appropriate format and explaining complex or detailed specialist information. Oral Communication This first part is about oral communication and includes situations in which you may need to give or receive information by speaking. Examples might include answering telephone enquiries, explaining (complex) regulations or legislation, giving presentations, attending or chairing meetings or engaging in negotiations. You may find it helpful to consider: Whom do you talk to as part of your role? What type of information you exchange, what is the complexity of the information? Why do you need to exchange this information? How do you decide what to say and when to say it? Written Communication The second part covers the need to communicate in writing or through electronic media such as , as well as the need to use visual media such as film or slides. Examples might include responding to requests for information from the public, writing handbooks or procedures manuals, creating policy documents through the interpretation of legislation, drafting internal letters about meetings, or writing a paper for publication. You may find it helpful to think about: Whom do you write to? What do you write about? What is the complexity of the information? Why do you need to send this information? How do you decide what to write? How do you structure the information? 2 Teamwork and Motivation This set of questions is about team work and team leadership. A team is defined as a number of people who work together to achieve a common purpose. This could include internal or external teams, teams which are fixed or those that change. Examples might include departmental, research, course development or project teams, teams involving students or people outside the institution (but not networks). The role you hold in the team may include contributing as an active member, motivating others in the team or providing leadership and direction for the team. You may find it helpful to think about: What is the function of the team you are involved with and what are they working to achieve? Who is in the team and what is your main role? Who is responsible for setting the direction of the work of the team? 3 Liaison and Networking These questions cover occasions when you are required to liaise with others both within and outside the institution and create networks of useful contacts. They also explore the reasons for doing this. They may include passing on information promptly to colleagues, ensuring mutual exchange of information, influencing developments through one s contacts or building an external reputation. You may find it useful to think about: Whom do you liaise with and why? What information are you typically passing on or receiving? What networks (if any) do you belong to and why? What is the purpose of the network and what is your role in the network? Have you created/led any networks? 4 Service Delivery These questions cover the help, assistance and services you are required to give to students, visitors, members of staff and other users of the institution. This may include reacting to requests for information or advice, actively offering or promoting the services of the institution to others and setting the overall standards of service offered. You may find it helpful to think about: What service do you provide and for whom? Do you usually actively offer the service or do your customers come to you? Is there a standard service which is the same for all customers? How do you find out what the customer wants? What feedback mechanisms do you have in place? Who sets the overall standards and decides which services will be offered? 5 Decision Making Processes and Outcomes This set of questions covers the impact of decisions which impact on your work or team, those which impact across the institution or those which may have significant impact in the longer term within or outside the institution. It is assumed that you make the best decision in the circumstances, rather than considering what might happen if you made the wrong or a poor decision. 11

12 You might want to consider: What authority do you have to make decisions without the agreement of others? What are the results/impact of your typical decision making? Who else is involved in making your decisions and what is their contribution? How regularly do you make these types of decisions? Whom or what do they impact and over what timescale? 6 Planning and Organising Resources These questions are about organising, prioritising and planning time and resources, be they human, physical or financial. This may include planning and organising your own work or that of others, on day to day tasks or in projects. The questions explore operational planning and planning for coming years. You may find it helpful to think about: What do you plan or organise? What resources are involved (eg, people, equipment, money etc)? Who else is involved in creating or working on the plan? What is the time scale? How is progress monitored? 7 Initiative and Problem Solving This set of questions is about identifying or developing options and selecting solutions to problems that typically occur in your role. This may include using your initiative to select from available options, resolving problems where an immediate solution may not be apparent, dealing with complex problems and anticipating problems which could have major repercussions. You may find it helpful to think about: Examples of frequent, typical problems What options do you consider and how do you select the best course of action? Do you have to generate new or creative approaches to these types of problems? 12 8 Analysis and Research These questions cover the occasions when you are required to investigate issues, analyse information and carry out research. These may include following standard procedures to gather and analyse data, identifying and designing appropriate methods of research, collating and analysing a range of data from different sources and establishing new methods or models for research, or setting the context for research. You may find it helpful to think about: What are you investigating or researching? Why? Who else is involved? What data do you have available or need to obtain? How do you obtain this data? How do you chose which method or approach to use? Do you analyse the data, for example by interpreting trends in the data and forming conclusions? Who decides that the investigation or research is needed or would be beneficial? 9 Sensory and Physical Demands This set of questions covers the sensory and physical aspects of your role. These may include physical effort, co-ordination and dexterity, using aural evidence to assess next actions, applying skilled techniques and co-ordinating sensory information and using high levels of dexterity where precision or accuracy is essential. It may be helpful to think about: Do you routinely use any tools or equipment? Are you required to lift, carry or handle large or heavy objects routinely? Is any assistance given by others or in the form of special equipment? How long did it take you to learn or develop the skills needed to carry out your role? How long would it take to train someone else to do these aspects of the they did not have any experience?

13 10 Work Environment These questions explore the impact the working environment has on you in your role and your ability to respond to and control that environment safely. This may include such things as the temperature, noise or fumes, the work position and working in an outdoor environment. You may find it helpful to think about: Where do you work? What is the environment like? Do you have to take any special measures to reduce the risk or control the environment before or while working there? Do you make use of any safety equipment, special clothing? Who is responsible for controlling the environment and making sure that others working there are not at risk? How are these assessments made? Who is responsible for the health and safety of people working there and decides that it is safe to work? 11 Pastoral Care and Welfare This set of questions is about your responsibilities for the welfare and well being of students and staff within the institution, in both informal and formal situations. You may need to be aware of the support services available, give supportive advice and guidance, refer others to someone better able to help them or counsel others on specific issues. When considering what you are required to do, you may find it helpful to think about: Did the other person come to you for help? What are the typical issues or problems? What did you do and how did you decide to do it? Are you able to refer the other person to anyone else for help? Is there any guidance material to help you? 12 Team Development This set of questions covers the development of the skills and knowledge of others in your work team. This may include the induction of new colleagues, coaching and appraising other team members whom you supervise or manage and giving guidance or advice to your peers or supervisor on specific aspects of work. You may find it helpful to think about: What are you instructing, coaching or guiding others to do? How do you do this? Are there any materials to help you? Who identifies the learning needs of the team members and decides whether any one individual should receive training or development? 13 Teaching and Learning Support These questions are about what you are required to do to teach or provide learning support to students and others who are not part of the work team. This may include providing instruction to those who are using a particular service or working in a particular area for the first time. You may be required to carry out standard training, create development opportunities or be involved in the assessment and teaching of students. If you do not have responsibilities in these areas, please move onto the final set of questions. If you do, you might want to think about: What is your subject area or specialisation? Who do you teach, develop or provide with academic support? Is anyone else involved in providing teaching, development or learning support in this subject area? Who decides on the content of the activity? Who designs and develops the course content? Who decides how the content is to be delivered? Who else within the institution is involved in teaching, training or learning support in the area? How do you assess the effectiveness of your teaching, training or support? 14 Knowledge and Experience The final set of questions explores the relevant knowledge and experience you are required to have to carry out your role. This may be having sufficient experience to carry out your basic, day to day responsibilities, having a breadth or depth of experience to act as a point of reference for others, or acting as a leading authority. When considering the requirements of your role (as against your own personal knowledge and experience) it may be helpful to think about: What level of knowledge and experience would be required of your replacement, were you to leave your role? What knowledge and experience, however gained, do you need to carry out your basic day to day responsibilities? Who routinely comes to you for advice or guidance? How do you develop your knowledge and experience? How often do you need to update your knowledge and experience? Are there any areas of your role that have not been explored by the questions? If so, please make notes of these areas and discuss with the analyst how best to make sure they are included in the assessment. Please send you notes through to the Role Analyst prior to your meeting, along with any other information about your role, eg, your job description and organisational structure chart, which you think will help the analyst obtain a full and detailed picture of what you are required to do. 13

14 HERA Scoring It is important to remember that it is your total HERA score which determines your grading not the points you score against individual competencies. That score reflects the requirements of the role, not the skills possessed by the role holder. Please read this guidance in conjunction with your HERA profile and your interview or written record. Your HERA profile is available from the HR Reward team. HERA Points Boundaries The pay band you have been placed on is determined by how your HERA score falls into the LSE specific HERA structure. To decide how the points are aligned to the pay structure HR have undertaken a rigorous process which involved looking at each individual role and how this fits into the overall rank order of roles throughout the School. The HERA points boundaries used at the LSE are below: Salary Band Minimum HERA Score Maximum HERA Score Band Band Band Band Band Questions HERA has 50 questions grouped under the 14 elements. The elements each have between three and six questions and each question is weighted. The questions within each element increase with regards to the level of complexity, skill or demand required, each question has between one and six possible responses. In points terms, the steps between the questions and responses are progressive. Responses There are four types of response table depending on the nature of the questions: Single response tables allow only one response to be allocated Linear response tables the questions are free standing and separate responses allocated as appropriate to the evidence (one response per question) Matrix response tables two dimensions of demand interact and so each question is treated separately and allocated an appropriate response Target response tables the questions are linked and cumulative. The questions identify the main focus of the role requirements. Band Band Band Band Band Thus, if your HERA score is 490 points you will be in Salary Band 6. 14

15 Guidelines for Managers To assist staff who are undertaking a HERA evaluation, whether it is in the form of a HERA evidence based job description, written record or an interview, please follow these guidelines: Please encourage your staff to carefully consider the most appropriate route for them to take to undergo a HERA evaluation. Many staff have found the full questionnaire time consuming and cumbersome, therefore it is expected many will go down the route of completing HERA evidence based job description. See Options for HERA Review on page 5. The information provided will enable HR to undertake full HERA evaluations and we hope most people will be confident this is the most straightforward, accessible and inclusive route. Whatever route, please encourage your staff to speak to the HR Reward team. Some members of staff have launched straight into the completion of the written record without knowing about the alternatives and without having any guidance or help. Managers can also help staff during the process by responding to their questions; or by pointing them in the direction of HR. The formal role of the manager is to confirm the written record or interview notes as a correct assessment of the information given. You may find that members of staff have not done themselves justice and omitted to provide certain evidence. It is quite legitimate for you to assist them by suggesting they include evidence that they have not provided. On the other hand, occasionally it may be necessary for you as a manager to indicate to a member of staff that an activity they describe is not their responsibility or that they have a more limited role than their evidence suggests. Issues of performance should be dealt with outside the HERA process. A member of staff should not be asked to go through the HERA process and subsequently be told by their managers that there are deficiencies in their performance or approach. If the role holder chooses to complete the full questionnaire or be interviewed, it is the responsibility of the individual member of staff to complete a written record of evidence or to carry out preparation for an interview. Managers should not complete written records for their staff; this is clearly unfair to other staff who undertake the exercise themselves. When submitting the verified HERA record, you should also indicate how the additional responsibilities came about. This should include reference back to the Departmental/Service Development Plan and how the additional responsibilities will therefore support the School s strategic aims. If the re-evaluation is successful the effective date will normally be the month the documentation was submitted. It is not expected that re-bandings will be backdated as additional duties should be recognised in a timely fashion. Appeals process An appeals process is in place for those who disagree with the outcome of the evaluation. Please see for further details. 15

16 Notes 16

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