ROLE DESCRIPTORS – MATCHING TRIAL

PROFESSIONAL SERVICES

ELEMENT 1 – COMMUNICATION
The responsibilities at each level include those from lower levels and build upon them:
Grade 5 /
  • Communicates orally and in writing to staff at various levels, students and others (both internal and external to the University)
  • Communicates routine technical, specialist or professional information on a daily basis, both orally and in writing
  • Communicates information with clarity and accuracy
  • Demonstrates tact and diplomacy when dealing with sensitive or confidential matters

Grade 6 /
  • Communicates non-routine specialist or professional information, requiring analysis and synthesis, both orally and in writing. Such communication regularly influences others’ thinking and requires the role holder to negotiate with various parties
  • Regularly communicates information to groups of individuals internal, and occasionally external, to the team
  • Contributes to the drafting of reports and papers for consideration by local and/or institutional committees

Grade 7 /
  • Communicates complex conceptual ideas or detailed technical and/or specialist information, both orally and in writing. Such communication impacts on policy and practice in the role holder’s operational area, and occasionally elsewhere
  • Demonstrates sophisticated negotiating and influencing skills, regularly communicating with senior University staff and external contacts when required
  • Communicates information to groups of individuals typically outside the team
  • Drafts reports and papers for consideration bylocal and/or corporate Committees

Grade 8 /
  • Supports the drafting of School/Section strategic plans and communicates strategyto individuals internal and external to the team
  • Provides leadership for the communication activities of others in operational area
  • Advises and influences across the institution and at the most senior levels of the University
  • May have formal responsibility for communicating significant policy matters and decisions externally on behalf of the institution, at a local, national and/or international level
  • Prepares and responds to papers at institutional committee meetings
  • Drafts complex reports and papers for consideration by institutional committees

Grade 9 /
  • Provides leadership communication for a large functional area of the institution
  • Provides high level advice on area of expertise to University committees and major projects
  • Advises the University senior management team and contributes to the overall management and future strategy of the University
  • Represents the University at local, national and international level in liaison/collaboration/negotiation with external bodies, including other institutions and sector groups

ELEMENT 2 – TEAMWORK & MOTIVATION
The responsibilities at each level include those from lower levels and build upon them:
Grade 5 /
  • Works with colleagues to meet team objectives/deadlines
  • Supports less experienced colleagues as required
  • Acts as the main point of contact for a particular process, system or procedure as required
  • Attends and contributes to team meetings as required
  • Those with line management responsibilities for Support Staff colleagues* will organise and delegate work appropriately, ensuring that tasks are clearly communicated to all team members, following consultation with senior colleagues as required

Grade 6 /
  • Those with line management responsibilities for Support Staff colleagues* will undertake supervisory/management duties on a permanent or temporary basis as required
  • Plays an active role developing the team and mentoring, motivating and supporting other team members
  • Works flexibly to manage competing demands within a team environment
  • Acts as day-to-day operational specialist lead authority within area of expertise

Grade 7 /
  • Plays a managerial or senior specialist role within the team or area, acting as a lead authority on area of expertise
  • Ensures standards and practices are maintained and developed, taking account of legislative requirements, recognised best practice guidelines and University policies/procedures
  • Sets objectives, builds team morale and monitors performance of individuals in the team
  • Contributes to the decision-making processes within departmental/senior management team within the School/Section and/or other teams across the University;eg attends College Executive meetings, acts as nominated lead individual for particular areas of responsibility/specialist areas

Grade 8 /
  • Leads and manages a large diverse team (or number of teams)
  • Has overall responsibility for monitoring performance of individuals and achievements of the team(s)
  • Sets longer-term strategy, direction and objectives for the team(s)
  • May delegate authority for areas of the service to other senior staff
  • Performs a key role within the departmental/senior management group of the School/Unit, and is likely to input to overall staffing policy
  • Fosters a collegiate environment within the team

Grade 9 /
  • Leads all staff in a major service or area of activity within the University (typically a School or Section), and is responsible for the long-term direction, strategy and objectives of the overall School/Section
  • Delegates operational responsibility to a team of senior managers
  • Works within and across teams to break down barriers between them

ELEMENT 3 – LIAISON & NETWORKING
The responsibilities at each level include those from lower levels and build upon them:
Grade 5 /
  • Liaises with staff at various levels , students and/or external contacts (including members of the public)to provide straightforward advice or obtain information on routine matters
  • Builds relationships with such contacts to facilitate exchange of information
  • Exchanges information with external contacts as required
  • Attends committeeson an ad hoc basis as required, normally within the School/Section

Grade 6 /
  • Regularly co-ordinates activities with staff, students and/orexternal contacts to influence events and decisions and/or to undertake active collaboration.
  • Regularly attends committees and/or network meetings, internal or external to the University, to represent own operational area/section and to facilitate the exchange of information and best practice
  • Liaises with staff, students and/or external contacts on a regular basis to facilitate the delivery of a high quality service

Grade 7 /
  • Liaises with staff, students and/or external contacts on a regular basis to influence strategic direction and/or to undertake active collaboration
  • Plays an active and influential role representing area of expertise in committees and/or network meetings, internal or external to the University
  • Negotiates with individuals across the University to reach mutually beneficial outcomes
  • Builds or creates networks with professional groups representing operational area

Grade 8 /
  • Regularly liaises at senior levels of the University on matters of strategic importance
  • Plays a regular role in University structures and governance, and external networks, providing expert advice to influence key decisions and events
  • May be required to chair University committees or lead external networks

Grade 9 /
  • Regularly liaises at senior levels of the institution in order to influence the overall management and future strategy of the University
  • Has ultimate responsibility for own operational area during liaison with external contacts. Such liaison will be to formally represent and promote the institution, purchase significant goods or services, influence or innovate developments and/or generate benefits for the institution as a whole
  • Takes a lead role in University structures and governance beyond immediate operational area, chairing University committees or leading external networks.

ELEMENT 4 – SERVICE DELIVERY
The responsibilities at each level include those from lower levels and build upon them:
Grade 5 /
  • Contributes administrative, specialist, technical and/or professional knowledge and expertise to the delivery of a service, within a clear policy framework defined by others
  • Resolves predominantly routine, and occasionally more complex, issues and queries from staff and/or students, discussing their needs as required. Initiates contact with staff and students as required, referring more complex queries to senior members of staff
  • Undertakes duties in relation to more complex issues within School/Section, either in a developmental role or (for those with line management responsibilities) as a team leader for Support Staff colleagues*
  • Monitors the service and contributes to new or improved working techniques, equipment or systems, in consultation with line manager

Grade 6 /
  • Initiates contact with staff, students and other users, where appropriate, to understand their needs and adapt the service accordingly
  • Assists less experienced colleagues with problems raised by staff, students and/or external contacts
  • Monitors and analyses the service, researches solutions and actively contributes to new or improved working techniques, equipment, systems, or functions within wider framework of School/Section/University systems and policies
  • Designs/delivers service support mechanisms (eg documentation, training/workshops, promotional materials, system modifications) as required
  • Uses knowledge and experience to deliver a high quality specialist and/or professional service in area of responsibility

Grade 7 /
  • Uses a high level of expert knowledge to deliver a high quality specialist and/or professional service with autonomy and independence
  • Is accountable for the quality of the service
  • Regularly reviews the service(s) provided in order to develop solutions to ensure a continually high quality level of delivery
  • Amends the service in light of relevant changes to University policy and procedures,legislation and regulations
  • Maintains awareness of and evaluates developments in area of expertise at other HEIs, where appropriate, to recommend and implement best practice and innovative solutions

Grade 8 /
  • Acts as the leading institutional expert on operational area, providing expert knowledge for the School/Section in response to enquiries received both internal and external to the University
  • Accountable for service delivery for a significant area or areas, ensuring service compliance with strategic objectives, regulations, legislation and national codes of practice
  • Anticipates user needs and requests for the service and identifies trends, strengths, weaknesses, opportunities and threats that may impact on the service
  • Sets service objectives and facilitates significant changes to the service when required
  • Arranges timely training and development for service staff as required, and if necessary for other staff affected by changes to the service

Grade 9 /
  • Accountable for a significant functional area of the University that includes many individual service delivery operations
  • Uses expert knowledge and experience to guide senior staff within the functional area who are responsible for individual services
  • Ensures that services in the functional area meet internal and external requirements and can respond to changes in requirements, regulations and legislation
  • Develops and leads the implementation of strategic plans for functional area which impact upon all service operations
  • Anticipates user needs and requests and identifies trends, strengths, weaknesses, opportunities and threats that may impact on the functional area and thus have implications for service operations
  • Facilitates significant changes to service operations in the functional area in concert with senior staff
  • Leads major projects and initiatives involving services which have significant resource and long-lasting strategic implications

ELEMENT 5 – DECISION MAKING
The responsibilities at each level include those from lower levels and build upon them:
Grade 5 /
  • Makes independent and collaborative decisions within defined University policies and procedures, receiving occasional direction in relation to more complex matters
  • May provide specific advice and guidance to others to assist their decision making
For those with line management responsibilities for Support Staff:
  • makes decisions that will impact upon the team and occasionally across the larger team or School/Section

Grade 6 /
  • Regularly provides specialist/professional advice to others within and outside the team that influences decision making
  • Provides assistance and support to others in making complex decisions that may have a long lasting impact across the team, School/Section or other areas of the University

Grade 7 /
  • Makes independent decisions, normally following consultation with line manager, that will have a broad and long-lasting impact upon colleagues outwith the School/Sectionor other areas of the University
  • Regularly contributes to and/or influences strategic policy and decision making within the School/Section, and occasionally other areas of the institution
  • Assists colleagues to make final decisions that may have broad and long-lasting impact across the team or School/Section
  • Plays a key role in collaborative decision making and instigating appropriate solutions at a senior level which has a significant impact across a School/Section

Grade 8 /
  • Makes independent decisions related to nature, scale and allocation of resources, staff and expenditure etc for operational area and team(s)
  • Plays a key role in collaborative decision making at a senior level which has a significant impact across a School/Section, and occasionally wider areas of the institution
  • Provides expert advice and guidance to senior management/University committees which may impact upon institutional policy and practice, the development of business plans etc

Grade 9 /
  • Regularly makes independent decisions on complex matters which have a far-reaching and long-lasting impact for the institution
  • Acts as final arbiter in relation to formal University policies and procedures
  • Is party to and collaborates in strategic decisions at institutional level
  • Contributes to decision-making processes outwith the University through participation in high-level external committees and organisations

ELEMENT 6 – PLANNING & ORGANISING
The responsibilities at each level include those from lower levels and build upon them:
Grade 5 /
  • Plans and prioritises own work
  • For those with Support Staff line management responsibilities, plans and prioritises workcolleagues*
  • Inputs to longer term plans/programmes of work
  • Occasionally plans, organises and co-ordinates routine School/Section project work

Grade 6 /
  • Plans and organises the work activities of others and/or resources, ensuring that work requirements and objectives are met
  • Manages and co-ordinates more complex School/Section projects, or contributes to larger University-wide projects as part of a project team
  • Contributes to longer term strategic/planning activities within the School/Section

Grade 7 /
  • Manages individual and/or team activities and resources
  • Ensures plans are complementary to broader operational/strategic plans of the School/Section
  • Typically manages resources and/or budgets within allocated project/area
  • Makes recommendations about future resource requirements for project/team
  • Leads complex School/Section projects, that may include representatives of external organisationsand which are important in the delivery of School/Section or University operational and strategic objectives
  • Plays a key role in supporting University-wide projects/planning
  • Contributes to longer-term strategic plans of School/Section in area of expertise
  • Co-ordinates with colleagues to ensure the needs and expectations of staff, students and/or external contacts are met

Grade 8 /
  • Responsible for the operational and strategic planning of (a) substantial area(s) of work, which is likely to involve the co-ordination and management of activities of people from a large, diverse team or number of teams
  • Manages significant budgets and/or resources
  • Makes recommendations for resources in line with future requirements
  • Has significant input to the long-term strategic plans of own School/Section, and within administrative area of responsibility
  • May be involved in the effective planning and management of major projects which have a significant impact across the University

Grade 9 /
  • Develops and implements strategic plan and objectives in operational area (typically a School or Section) ensuring this complements University strategy
  • Is responsible for budgetary and resource management within operational area
  • Leads/directs major projects and initiatives which have significant resources and strategic impact
  • Contributes to the overall management and strategy of the University

ELEMENT 7 – INITIATIVE & PROBLEM SOLVING
The responsibilities at each level include those from lower levels and build upon them:
Grade 5 /
  • Independently resolves standard problems and contributes to the resolution of more complex matters within area of responsibility
  • Refers more complex problems/issues to other appropriate individuals e.g. line manager/other specialist authority/external organisation

Grade 6 /
  • Uses initiative, creativity and understanding of specialist area to resolve problems
  • Resolves problems and issues within area of responsibility which require reasoning and the evaluation of various approaches
  • Resolves (or contributes to the resolution of) longer-term complex problems
  • Generates original and innovative ideas/approaches to improve operational effectiveness
  • May contribute to the revision and/or development of policies and/or procedures which could have an impact outwith the immediate team

Grade 7 /
  • Has professional autonomy within wider policies and precedents
  • Regularly resolves longer-term, complex problems in consultation with line manager and/or others outwith the immediate team
  • Generates original and innovative ideas which have impact beyond immediate team/area
  • Anticipates problems and implements proactive solutions to address them

Grade 8 /
  • Resolves complex problems where there is a conflict of interest typically involving a number of parties from across the institution
  • Manages the implementation of institutional initiatives at local level

Grade 9 /
  • Uses considerable professional autonomy to address multi-faceted problems or unresolved issues
  • Develops innovative solutions and encourages the application of new ideas, techniques and methods
  • Manages situations/problems where there is no precedent and which may have broader implications for the institution

ELEMENT 8 – ANALYSIS & RESEARCH
The responsibilities at each level include those from lower levels and build upon them:
Grade 5 /
  • Prepares, collates and undertakes basic interpretation of standard data/information, reporting and presenting information as appropriate for use by others
  • Investigates problems to determine causes and develops appropriate solutions for basic issueseg system/equipment failures, process issues/problems etc and seeks advice as appropriate in relation to more complex problems
  • Carries out a range of detailed tests and/or analyses and contributes to the interpretation of results by others
  • Maintains databases, records and information systems
  • Circulates information/findings appropriately to ensure awareness of key issues and data