Job Detail
(Overview, Role Detail and Person Specification)
Division/Department
Role Title – Grade [x]
(Ref: Role Code)
Role Title:
Reports To:
Overview
Paragraph one overview …..
Paragraph two overview ….. etc.
NOTE: This section should provide:
· Brief background information about the College/School/Division/Unit
· The main focus of the role
For Admin roles in Schools/Colleges
Applicants should be aware that although the role will be assigned to...……….College/School in the first instance, we reserve the right to reassign the post to meet the future needs of the University.
Role Detail
Role Purpose
Paragraph one Role Purpose…
NOTE: This is an accurate and concise statement summarising the overall purpose of the job from the university’s point of view. It should detail the reporting structure for the role and allow interested applicants to immediately focus on the context of the role within the overall organisation. This statement should be brief and should not include a detailed list of how the job is done.
Responsibilities
§ Responsibilities…
§ Responsibilities … etc
NOTE: This section should represent the key areas in which results must be achieved in order to fulfil the overall purpose of the job. It should be written in a concise way with the main duties and responsibilities of the post presented as a list of statements.
Each statement should be distinct and describe a specific area in which results should be achieved. Consideration should be given to the Hera Elements e.g. communication, team working, team development, liaison and networking, service delivery, planning and organising, project management, analysis and research etc. to ensure that key aspects of the role have been appropriately represented (See attached Hera 14 Elements for role analysis).
Each statement should detail what is done, to what/with whom and with what end result. The first half of the statement should describe the activity and include at least one ‘action verb’ which gives the job holders responsibility for the activity, and the second half of the statement should describe why or the end result of the activity.
· E.g. supervise and develop a support team so that staff have the motivation and skills to deliver required levels of performance.
· E.g. maintain and update the student database within the school so that accurate and reliable information is available to senior management.
NOTE: The following statements should also be inserted at the end of the responsibilities section.
NB Roles with a specific health and safety remit or resourcing/budgetary responsibility should be detailed as appropriate in the main purpose and/or responsibilities section of this document.
§ Perform any other duties appropriate to the grade as may be required by the College Registrar/Head of School/Head of Division etc.
§ Comply with the personal health and safety responsibilities specified in the University Health and Safety policy;
§ To engage with the University’s commitment to put our students first and deliver services which are customer orientated, represent value for money and contribute to the financial and environmental sustainability of the University when undertaking all duties and aspects of the role.
§ Promote equality and diversity for students and staff and sustain an inclusive and supportive study and work environment in accordance with University policy;
§ This role detail is a guide to the work you will initially be required to undertake. It may be changed from time to time to meet changing circumstances. It does not form part of your Contract of Employment.
Person Specification
Qualifications
The successful candidate should have: / Essential/ Desirable / Tested by*A, I, P, T
1
2
Background & Experience
The successful candidate should have: / Essential/ Desirable / Tested by*A, I, P, T
3
4
Knowledge
The successful candidate should have demonstrable knowledge of: / Essential/ Desirable / Tested by*A, I, P, T
5
6
Skills & Competencies
The successful candidate should demonstrate: / Essential/ Desirable / Tested by*A, I, P, T
7
8
A = Application form, I = Interview, P = Presentation, T = Test
Details of any assessments required will be provided in the invitation to interview letter.
· Appointments to grades 1 to 6 will normally include a competency based interview and work based simulation exercise
· Appointments to grade 7 and above will normally include a competency based interview and presentation and in some instances a work based simulation exercise.
Candidate guidance
**In order to fully meet the essential criteria candidates must show clear evidence of how they meet the criteria. Simply stating that you have a skill or experience in an area is not sufficient, you must provide a clear example to show how you have met each of the criterion you address**.
Person Specification: Guidance for Completion
Each attribute should have its own row and a number assigned to it in the column on the left-hand side of the table. A row can be easily added: right click within the table and select insert, then choose the option you want. The text within each bullet point should end with a semi-colon, with the last bullet point in the table ending in a full stop. The four section headings in the Person Specification are not intended to be changed. Please retain the formatting within this document.
Only list the attributes that are appropriate for effective performance in the role. Remember that the person specification is the main focus for candidates, shortlisters and interview panel members during the recruitment process.
The person specification should describe the activity, in terms of competence, required to achieve the tasks or responsibilities described in the job description. The person specification should not be used as a basis of discrimination against physically or mentally disabled people who could perform the job with reasonable adjustments. All attributes should be realistic and standards should not be set higher than necessary
Qualifications: State which qualifications, if any, the role holder should posses, e.g. professional, academic, vocational training, and the level these should be at. Consider whether it is a specific qualification or an equivalent which is necessary.
Background & Experience: List the type of experience which is being sought. Whilst experience in certain aspects of the role may be essential, transferable skills gained in other environments may also be equally valuable, e.g. voluntary work, domestic administration. Avoid any reference to time, it is against age discrimination legislation to use length of experience (years/months) as a measure of whether someone has the ability to perform a specific task.
Knowledge: List any knowledge relevant to the job, e.g. ‘knowledge of health and safety legislation’, or ‘knowledge of trends in library services provision within universities’.
Skills & Competencies: Identify the skills or competencies which are needed for effective performance in the role. Avoid listing attributes that cannot be measured e.g. flexible outlook, pleasant personality. Consider the key Hera elements (as identified in the role detail) for the role and formulate attributes that can be measured or tested, e.g. ‘excellent communication skills with the ability to present information clearly’, ‘the ability to build an effective team’, ‘the ability to control and monitor spending on budgets’, ‘the ability to analyse information relating to complex situations’.
Essential/ Desirable Column: Each attribute should be defined as either ‘essential’ or ‘desirable’, so please delete the irrelevant one in each row. Essential attributes are those without which the job could not be performed. Desirable attributes are those which enhance the ability of the person to do the job.
‘Tested by’ Column: Decide how each attribute will be tested and indicate this in the column on the right-hand side of the table. The most common methods of testing an attribute are by application form, interview, presentation or test, e.g. in-tray test/word processing test/ numeracy test. If you wish to test an attribute with more than one method, simply indicate all relevant methods in the appropriate row on the table. The key for the ‘tested by’ column must remain on the PS page.
N.B. Please delete all guidance notes before submitting the Role Detail and Person Specification and also pay specific attention to the font (Arial) and colour used (Dark Red) in regard to the headings. It is important to note that the document may be returned if it does not follow the standard format.
GRPXX
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Departmental Management Structure
GRPXX
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HERA 14 Elements for role analysis
1. Communication: Covers communication through written/electronic/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.
2. Teamwork and Motivation: covers 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.
3. Liaison and Networking: covers 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.
4. Service Delivery: 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.
5. Decision Making Processes and Outcomes: covers the impact of decisions within the institution and externally. This may include decisions which impact on one’s own work/team; decisions which impact across the institution; and decisions which could have significant impact in the longer term within or outside the institution.
6. Planning and Organising Resources: covers organising, prioritising and planning time and resources, be they human, physical and/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.
7. Initiative and Problem Solving: 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.
8. Analysis and Research: covers investigating issues, analysing information and carrying our 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/models for research, setting the context for research.
9. Sensory & Physical Demands: covers the sensory and physical requirements of role-related duties. 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/accuracy is essential.
10. Work Environment: 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.
11. Pastoral Care and Welfare: 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.
12. Team Development: 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.
13. Teaching and Learning Support: covers the development of the skills and knowledge of students and others who are not part of the day to day work team. This may include providing instruction to students/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.
14. Knowledge and Experience: covers the relevant knowledge, 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/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/discipline.
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