Role Activity Grade 5 PAS Generic Post Job Title: Market Insight Officer Title: Reporting to: Head of Market Insight School/ External & Community Relations Department: Job Family: Professional and Administrative Support Grade: 5 HERA Review: Directorate: External & Community Relations Main purpose of the role Summary of Activity: Pro actively deliver consumer and market insight and exploit market intelligence to facilitate effective planning by Schools/Clusters and to inform corporate strategic planning for the University. Examples of role specific activity: To identify what consumer and market intelligence is needed, to translate insights and analysis into opportunities, To understand customer (existing and potential) and stakeholder profile, competitor activity and the market place and respond to opportunities and threats as they arise, seek new initiatives, input to portfolio development so that they drive growth/performance in the target markets, To support the University brand positioning and enhance the student/customer experience. Responsible for championing the research agenda across the University and providing fast, accurate, targeted results on all key projects; including: Plan and prepare research briefs, conduct effective quantitative and qualitative primary research (e.g. online and off line questionnaires, telephone and face to face interviews and focus groups) and secondary desk research, and analyse results and trends, and present findings to the highest standards of good practice. Aid strategic and tactical thinking through: Establish and track the relevant political, regulatory, economic, socio economic, technological and industry market trends. Identify and maintain regular competitor analysis (market share, strategy, offer, pricing, brand, clients, employees). Extract and analyse data from databases (CRM, ISIS and external data sources) to generate target market profiles, predict buying trends and create opportunities to increase customer retention. Monitor customer and stakeholder satisfaction, and awareness and understanding of the University s brand and offerings. Campaign effectiveness testing and monitoring using web analytics, tracking and research techniques and ensure findings are used to improve future campaigns. Monitor and advise on relevant industry/sector and country trends, opportunities and threats. Deliver insights on identified hot topics and issues to enhance internal thinking and build a knowledge bank. At all times aiming to facilitate best value, identify and keep up to date with best practice and emerging market research technologies, comply with legal and regulatory frameworks, e.g. Market Research Society Code of Conduct, and adherence to brand guidelines. Acting as an ambassador of the External and Community Relations Cluster and of the University to both internal and external audiences. This role may involve travel within the UK and Ireland and some flexibility with working hours may be needed in line with business needs. Grade 5 Page 1 of 8 Professional and Administrative Support
Role Activity Grade 5 PAS Examples of generic activity: Participate in the delivery of the professional services of the department including project work Use expertise to organise and deliver identified specialist service as appropriate Provide a range of user support activities giving guidance and supervision; and maintain and develop IT systems and appropriate IT infrastructure. Provide an appropriate level of support responding to user need Participate in and provide specialist advice to users, working groups, project teams and committees at appropriate levels. Assist in the planning of the service Create, maintain and review accurate operational records to support service delivery Maintain sensitivity and confidentiality when dealing with records and reports Prepare and submit required reports Ensure application of appropriate policies and procedures Apply appropriate quality standards Plan, prioritise and organise the work/resources of self and others within area of responsibility e.g. undertake PDAR. Ensure provision of an effective support service: Contribute to the induction and training programmes within the service; participate in internal and external communication; and participate in teamwork. Manage personal day to day work profile in keeping with team and service demands; Provide first point of contact support for staff/students where appropriate; Responsible for co operating and complying with University and Local Health and Safety regulations, standards and processes. Any other tasks appropriate to the post and in line with School/Department business needs Person Specification Criteria Essential Desirable Evidence Education, Qualifications & Training Educated to degree or equivalent qualification Recognised professional market research qualification Application Qualifications Skills, Knowledge & Competencies Excellent analytical skills and attention to detail. The ability to assimilate complex information and a creative attitude to problem solving. Knowledge of the Higher Education sector and its market context. Application References Interview Excellent communications (oral, presentation, written and IT based), inter personal and numeric skills. Ability to organise, prioritise and manage multiple activities and Grade 5 Page 2 of 8 Professional and Administrative Support
Role Activity Grade 5 PAS deliver effectively in a busy environment. Enthusiastic, motivated and an excellent team worker. Demonstrable knowledge of market research techniques and professional standards. Good knowledge of standard IT packages and familiarity with the world wide web. In depth knowledge of database development and management, spreadsheet analysis, customer profiling systems such as MOSAIC/CACI and market research packages such as Survey Monkey and SPSS. Other Proven experience of defining, analysing and interpreting complex statistical information. Substantial market research or related experience. Full Driving Licence Grade 5 Page 3 of 8 Professional and Administrative Support
1 Communication This element includes communication through written/electronic/visual/verbal means, and in both informal/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. Required to respond to simple verbal instructions and enquiries; and may be required to clarify matters of a nonroutine nature; use language over and above that which is found in every day conversation; choose an appropriate method of delivery and employ techniques to ensure understanding. 2 Teamwork and Motivation This element includes team work and team leadership when working in both internal and external teams. 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. Required to offer mutual support to colleagues in a team where the members are all pulling together. This may be in a self directed or leaderless team, or in a team with a remote leader. For example a member of staff who as part of a team is expected to act as a role model to less experienced colleagues and supports their work as required. May be required to oversee tasks of the work team i.e. an operational task leader, this would include being responsible for allocating work, monitoring its achievement by team members and providing feedback to them. The role holder would be expected to take initial remedial action if required. 3 Liaison and Networking This element includes liaising with others both within and outside the institution and creating networks of useful contacts. This may include passing on information promptly to colleagues; ensuring mutual exchange of information; influencing developments through one s contacts; and building an external reputation. Liaison to ensure effective exchange of information for effective working and maintain longer term working relationships. 4 Service Delivery Grade 5 Page 4 of 8 Professional and Administrative Support
This element includes 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. Responds to requests for information; provides answers to questions regularly posed, drawing upon preprepared materials for the answers; responds to breakdowns, system or mechanical failures or predictable requests for help; and occasionally may be asked to initiate contact with customers, explore customers' needs and adapt the service to meet them. 5 Decision Making Processes and Outcomes This element includes 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. Independent decision making around allocation of resources that will affect the work of people outside the immediate work team; member of committee or team with decision making authority to vary a business plan; and infrequently provide information that will influence the development of business plans or working alliances. 6 Planning and Organising Resources This element includes 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. Expected to decide own pattern of work and select the order in which tasks are completed, ensuring the required output is achieved. May plan and prioritise the day to day work of others to meet agreed objectives. 7 Initiative and Problem Solving This element includes 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. Grade 5 Page 5 of 8 Professional and Administrative Support
Expected to use judgement to resolve problems that are predictable but occur infrequently. The range of choices will be defined, for example, by a set of procedures or guidelines or by training and application of knowledge. 8 Analysis and Research This element includes 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. Gathering and manipulating routine data. 9 Sensory and Physical Demands This element includes 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. Will need skills obtained through practice over a period of time or during practical training. Care, precision and accuracy will be normally expected. 10 Work Environment This element includes 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. Based in the sort of working environment that has little impact on the way in which the work is performed and presents a low level of risk. May be asked to undertake activities regularly for which the role holder is required to use standard protective clothing or safety equipment, and follow standard procedures. Grade 5 Page 6 of 8 Professional and Administrative Support
11 Pastoral Care and Welfare This element includes 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. Covers basic sensitivity to and consideration of other people's needs or feelings and may include dealing with signs of obvious distress, and may be required to react to predictable welfare issues that are covered by documented procedures, when the matter can be referred to someone else or advice on how to respond can be obtained. 12 Team Development This element includes 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. Responsibility for providing training or instruction to other members of the work team on a regular basis; identify the training and development needs of the members of the work team, analysing achievement of team objectives and identifying learning needs arising from shortfalls. 13 Teaching and Learning Support This element includes 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. May be required to outline or explain rules, processes, procedures, packages or systems 14 Knowledge and Experience Grade 5 Page 7 of 8 Professional and Administrative Support
This element includes 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. Required to possess specialist or professional knowledge of general principles; expected to engage in appropriate professional activities to keep his or her knowledge base and skills up to date and to develop them further. Grade 5 Page 8 of 8 Professional and Administrative Support