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Job Family Profiles www.gla.ac.uk/services/humanresources/modernisation
This is a working document and may be subject to amendment.
Version 1 - July 2006
FOREWORD BY PRINCIPAL
Dear Colleagues
As you will be aware, the University has their time to ensure the appropriate issues
been working towards implementation of have been addressed throughout the
the Framework Agreement for the development and implementation of the
Modernisation of Pay Structures. I believe new pay and grading structure.
that this has been an important and
valuable process as we must move away I would also like to thank all those who
from the complex grading system that is participated during the Job Evaluation
currently in place. What all of us want is Benchmark stage and the Job Matching
a framework that is consistent, transparent Pilot Exercise.
and fair, and which reflects equality of
opportunity with respect to development I commend this booklet to you and would
and career progression for all staff. I wish to encourage your continuing and
believe that through this Framework positive engagement in the process.
Agreement we have the approach that
will deliver on these fronts.
Yours sincerely,
I am very happy therefore to give my full
support to the implementation of a
modernised pay and grading structure
using the job families approach,
underpinned by job evaluation, as set out
in this booklet. All staff in the University
have something to contribute to realising
the mission and success of the University
and I believe that the Framework
Agreement will enable us all to more Sir Muir Russell
clearly identify, recognise and reward, the Principal
different contributions of all staff in helping
us to achieve our aims.
I am delighted that this initiative has had
the active support of our recognised trades
unions and wish to thank all
representatives, working in partnership
through the Modernisation Agenda
Steering Group, for giving so freely of
modernisation agenda 1
www.gla.ac.uk/services/humanresources/modernisation
JOINT UNIVERSITY &
TRADE UNIONS STATEMENT
ON THE IMPLEMENTATION OF THE FRAMEWORK AGREEMENT
FOR THE MODERNISATION OF PAY STRUCTURES.
The Framework Agreement was agreed in Trade Union Representatives,
partnership with all the Higher Education trade Union Offices, 68 Oakfield Avenue
unions and the employer’s organisation the
Universities and Colleges Employers Association. AMICUS Ray Dimattia
It requires that individual Institutions adopt the Alex Ross
principles set out in the Framework Agreement Norman McInnes
working in partnership with their recognised trade
unions to reach negotiated agreements on local Tel: 0141 330 5561
implementation. amicus@gla.ac.uk
The University and its recognised trade unions
have been working in partnership through the GAUT Susan Ashworth
Modernisation Agenda Steering Group to ensure Ann Gow
that issues of pay, grading, job evaluation, and Alistair Hunter
the concept of equal pay for work of equal value Bill Stewart
are properly addressed in the implementation of
a new pay and grading structure at the University Tel: 0141 330 5375
of Glasgow. gaut@gla.ac.uk
Together, the University and its recognised trade
unions support the aim of implementing a GMB Tom Young
modernised pay and grading structure with St Andrews Building
common principles at its core, which include the 11 Eldon Street, G3 6NH
need for consistency, transparency and fairness, Tel: 0141 330 1870
reflecting equality of opportunity with respect to T.Young@admin.gla.ac.uk
development and career progression.
Agreed by all parties to the Modernisation Agenda TGWU Phil Duffy
Steering Group, March 2006. Tel: 0141 330 5571
P.Duffy@admin.gla.ac.uk
UNISON Margaret Anne McParland
Ellen Hamill
Ann Price
Tel: 0141 330 5561
guunison@udcf.gla.ac.uk
AMICUS GAUT GMB
TGWU UNISON Ian Black
Director of Human Resources
2 modernisation agenda
www.gla.ac.uk/services/humanresources/modernisation
INTRODUCTION
Dear Colleagues
Two of the underlying principles of the The job families information in the booklet, has
Modernisation Agenda’s Framework Agreement been gathered from various sources including:
are equality and transparency. Currently there • job information from posts evaluated during
are staff in parts of the University carrying out the benchmark process;
jobs that require different but broadly similar • job descriptions from existing roles;
levels of knowledge, qualifications, skills and • preliminary work carried out by the Hay
experience and there may be little or no clear Group, working with a number of Russell
link or comparison between the jobs. The Group Universities;
development of job families establishes such links, • and the work which has gone into developing
and assists the University in ensuring those the families at a local level, with a variety of
performing work of equal value receive equal academic, administrative and support staff,
pay. to reflect needs at the University of Glasgow.
Job Families provide an effective means for A wide consultation exercise was also carried
matching individual posts to levels or grades and out across the University during February 2006.
for helping articulate career and development
routes. They can also be used in performance Further information on the job families is also on
and development reviews, in considering any the Modernisation agenda website.
development needs and when writing job
description and person specifications for new You may also contact your relevant trade union
jobs. representative for further information
(contact details on page 2).
Four Job Families have been developed in
partnership with the trade unions. The Families
represent broad groups of staff for whom the
main features of the roles share similar
characteristics.
The families are:
1. Research and Teaching Ian Black
2. Management, Professional and Director of Human Resources
Administrative
3. Technical and Related
4. Operational
This booklet sets out the detail of the job family
structure which is being implemented at the
University of Glasgow. The information is being
used initially to assimilate all posts (apart from
Clinical Academics, Professorial and ALC Grade
6 staff), onto the new nine level grading structure
effective from August 2006. These profiles also
provide criteria which can be used to inform
promotion decisions in the future.
Revised processes for promotion will be effective
from 1 August 2006.
modernisation agenda 3
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THE JOB FAMILIES
INTRODUCTION
Given the vast number of jobs within the University, 2. Management, Professional and Administrative
a decision was taken not to evaluate every job,
as it would not be an efficient and effective Roles in this family are engaged in the provision
utilisation of resources. Therefore Job Evaluation of professional, managerial and/or administrative
has been used, to underpin the development of support services to University staff and students
a job family approach, which will demonstrate and sometimes to the wider public. Roles may
career pathway options for staff and provide an involve clerical or administrative support,
efficient means of matching posts to levels. developing and implementing policy and
They can also be used in performance and processes, providing specialist/expert advice and
development reviews, in considering any training support, or carrying out project management
needs and when writing job description and and support. All roles require an understanding
person specifications. of University systems and processes and many
at higher levels will also require specialist or
professional skills. The higher levels often combine
professional qualifications, managerial experience
JOB FAMILIES and involve a substantial role in the management
of functions within the Institution.
Four Job Families have been developed in
partnership with and agreed by the trade unions. 3. Technical and Related
They are: Roles in this family provide technical, specialist
IT and/or scientific support to research, teaching
1. Research and Teaching and support services. Roles may offer research
2. Management, Professional and support to academic staff and students, for
Administrative example by setting up and operating equipment,
3. Technical and Related running analyses and tests, providing technical
4. Operational design services and giving technical advice.
Roles may support teaching, meetings, lectures
and seminars, by setting up and operating
1. Research and Teaching equipment, and providing technical input to
teaching programmes. Roles may provide
Roles in this family are wholly or mainly focused specialist technical/IT support to the University’s
on research and teaching. Roles may combine management functions and support services.
elements of research, teaching and administration Working as part of a support team is a common
or management, however the relative emphasis feature. At higher levels the roles involve either
on these elements and the nature of the contribution highly specialised technical/expert advice and
will vary. Some roles will be more orientated support or management responsibility for a
towards research, while others will tend to substantial technical service or group.
concentrate on teaching, administration and/or
management activities. In the higher levels, there 4. Operational
will be considerable reputation in the UK and
internationally, and significant impact on the Roles in this family are concerned with operating
subject discipline and on research income. and running the facilities and services of the
University. Roles involve direct or indirect service
provision for students and staff, through
maintenance, grounds, security, portering,
residences, catering, cleaning and other site
services or sporting activity and related services.
Some roles are about providing these services
personally; others enable or manage the services.
4 modernisation agenda
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JOB FAMILY LEVEL PROFILES
JOB FAMILY LEVEL PROFILES It is assumed that the descriptions of activities
and the requirements for roles at the lower levels
are subsumed into higher levels, and are therefore
Posts that fit within each level, regardless of family,
not explicitly stated in the higher levels.
are broadly of a similar job size. An outline of
the job family levels is detailed below.
Through a process of job matching, each post is
matched into a job family and level. This involves
Each level of work within each job family has a
comparing job descriptions to the level profiles
description summarising the representative work
as described above.
activities, key responsibilities and outputs required
as well as detailing the level of knowledge,
The object of the job matching process is to
qualifications, skills and experience required for
establish a “best-fit” match, and where elements
the role.
of a post could straddle two job family levels, a
“best-fit” majority approach will be taken, using
Each level captures the key elements that
a 75-80% rule. Job matching should largely
differentiate and/or distinguish between work at
focus on the duties and responsibilities comprising
the different levels based on a summary description
the role as opposed to the inputs a postholder
of the relevant features of work at that level.
may bring i.e. Core Knowledge, Qualifications,
Skills & Experience. However Core Knowledge,
Job family level summaries are generic rather
Qualifications, Skills & Experience information
than specific in describing any particular role
has been included to assist the job matching
and it would not normally be expected that staff
process.
would carry out all of the activities described at
a particular level. In addition, staff may carry
A detailed chart showing where to find each
out a small number of duties which are not
family and level within this booklet is shown
explicitly described within a job family level
overleaf.
descriptor to which they appropriately match.
Research & Management, Technical & Operational
Teaching Professional & Related Family Family
Family Administrative
Family
9
8
7
6
5
4
3
2
1
modernisation agenda 5
www.gla.ac.uk/services/humanresources/modernisation
JOB FAMILIES
1. Research and Teaching
2. Management, Professional and Administrative
3. Technical and Related
4. Operational
1. Research and Teaching 3. Technical and Related
Roles in this family are wholly or mainly focused Roles in this family provide technical, specialist
on research and teaching. Roles may combine IT and/or scientific support to research, teaching
elements of research, teaching and administration and support services. Roles may offer research
or management, however the relative emphasis support to academic staff and students, for
on these elements and the nature of the contribution example by setting up and operating equipment,
will vary. Some roles will be more orientated running analyses and tests, providing technical
towards research, while others will tend to design services and giving technical advice.
concentrate on teaching, administration and/or Roles may support teaching, meetings, lectures
management activities. In the higher levels, there and seminars, by setting up and operating
will be considerable reputation in the UK and equipment, and providing technical input to
internationally, and significant impact on the teaching programmes. Roles may provide
subject discipline and on research income. specialist technical/IT support to the University’s
management functions and support services.
Working as part of a support team is a common
2. Management, Professional feature. At higher levels the roles involve either
and Administrative highly specialised technical/expert advice and
support or management responsibility for a
Roles in this family are engaged in the provision substantial technical service or group.
of professional, managerial and/or administrative
support services to university staff and students
and sometimes to the wider public. Roles may
4. Operational
involve clerical or administrative support, Roles in this family are concerned with operating
developing and implementing policy and and running the facilities and services of the
processes, providing specialist/expert advice and University. Roles involve direct or indirect service
support, or carrying out project management and provision for students and staff, through
support. All roles require an understanding of maintenance, grounds, security, portering,
University systems and processes and many at residences, catering, cleaning and other site
higher levels will also require specialist or services or sporting activity and related services.
professional skills. The higher levels often combine Some roles are about providing these services
professional qualifications, managerial experience personally; others enable or manage the services.
and involve a substantial role in the management
of functions within the Institution.
6 modernisation agenda
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JOB FAMILY SUMMARIES
A DETAILED CHART SHOWING WHERE TO FIND EACH FAMILY
AND LEVEL IN THE BOOKLET
modernisation agenda 7
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RESEARCH & TEACHING FAMILY
LEVEL 6
SUMMARY: CORE KNOWLEDGE,
Tasks are likely to be clearly prescribed, however QUALIFICATIONS, SKILLS &
roleholders will possess sufficient breadth or depth
of specialist knowledge in the specialist subject/
EXPERIENCE:
discipline and of teaching methods/techniques • Degree or equivalent professional qualification
to work within subject area. Roleholders will be in relevant academic/research area. May be
further developing skills and knowledge of working towards post-graduate qualification
teaching/research methods and techniques. such as a Masters or PhD.
Roles at this level will either: • Sufficient breadth or depth of specialist
knowledge in specialist subject/discipline
Assist and contribute to pre-determined, prescribed and of teaching methods/techniques to work
individual or joint research objectives (under within subject area.
supervision in accordance with a specified project
or as a research team member). Roleholders will • Ability to analyse and communicate
undertake basic research, for example by: information clearly.
• preparing, setting up, conducting and
recording outcomes of experiments and field • Ability to analyse and organise resources.
work
• conducting literature and database searches • Proven initiative and judgement to resolve
• developing questionnaires and conducting problems independently and/or through a
surveys support team.
• contributing to writing up research findings,
where appropriate • Clear understanding of the pre-determined
standards and regulations for the conduct
Or: and output of the role and/or team.
Conduct teaching and assessment within subject
area, as a member of a team, within a clear and
established course/module. (with assistance and
support as required)
• Roleholders will manage individual workload
activities within the framework of the agreed
teaching/research programme.
8 modernisation agenda
www.gla.ac.uk/services/humanresources/modernisationRESEARCH & TEACHING FAMILY
LEVEL 7
SUMMARY: CORE KNOWLEDGE,
• Roles at this level may represent the early QUALIFICATIONS, SKILLS &
stages of an academic career, before
progression to Level 8.
EXPERIENCE:
• Postgraduate qualification or equivalent with
• Roleholders will possess sufficient breadth or some research and/or teaching experience.
depth of specialist knowledge in the discipline
and/or research methods and techniques to • Roleholders in research focused roles will
work within established teaching/research normally have a PhD, or alternatively possess
programmes, and will be expected to engage the equivalent in professional qualifications
in continuous professional development, to and experience. Those in roles involving
enable progression to Level 8. teaching will typically have a postgraduate
degree or equivalent professional experience,
• In research focused roles, roleholders will be and be working towards membership of an
experienced in research and will be involved appropriate professional and/or teaching
in developing and progressing individual or body.
joint research objectives as an individual or
team member with the assistance of a mentor • Sufficient breadth or depth of knowledge in
if required. Roleholders will write up research the discipline and/or research methods and
findings/outcomes for publication in leading techniques to work within established
journals for dissemination as appropriate, teaching/research programmes.
and identify potential sources and secure
funding as an individual or team member. • In research focused roles, an up-to-date
knowledge and specialist understanding in
• In teaching focused roles, teaching will be the field to develop and progress individual
carried out as a member of a teaching team or joint research projects.
up to specified requirements. Teaching will
be carried out in a developing capacity within • In teaching focused roles, an ability to engage
established courses/modules, with the the interest and enthusiasm of students to
assistance of a mentor if required. Roleholders inspire learning and to apply appropriate
will collaborate with colleagues on course approaches to teaching. An ability to provide
development, curriculum changes and pastoral care of students within a specified
application of appropriate assessment area.
mechanisms to meet defined learning
objectives. • Ability to communicate material of a specialist
or highly technical nature clearly.
• Roleholders will regularly update their subject
related knowledge and its application to • Ability to assess and organise resources.
teaching.
• Experience of planning and progressing work
• Roleholders will contribute to the effective activities within general, professional
management and administration of the guidelines or organisational policy, using
Department/Faculty by performing duties initiative and independent judgement.
allocated.
• Awareness of the current and future priorities
• Some roles may be a combination of research of the Department.
and teaching to the level described above,
with appropriate organising and managing • Thorough knowledge and understanding of
in support of these activities and possibly the policy, practices and procedures, relevant
some team leadership. to the role, which may include broader
University/sector/external (e.g. commercial)
awareness.
modernisation agenda 9
www.gla.ac.uk/services/humanresources/modernisationRESEARCH & TEACHING FAMILY
LEVEL 8
SUMMARY: leadership and management may be
significant, with roleholders taking on specific
roles such as responsibility for administrative
• Roles at this level are held by individuals
duties.
experienced in teaching and/or research,
often after progression from Level 7, and
• In some cases, contribution will span research,
reflect growing reputation in teaching or
teaching and administration, although the
research.
relative importance of each of these strands
will vary from role to role with a developed
• Roleholders will possess sufficient breadth or
reputation at least nationally.
depth of specialist knowledge in the specialist
subject/discipline to develop teaching/
research programmes/methodologies/ CORE KNOWLEDGE,
learning support gained over a number of
years. QUALIFICATIONS, SKILLS &
• In research focused roles, roleholders will
EXPERIENCE:
plan and deliver individual research plans/ • Normally a relevant PhD qualification with a
projects and/or collaborative research growing reputation in research, and/or
projects, project managing the research teaching experience within subject area.
activities, supervising and taking responsibility
for the research team. Roleholders may • Sufficient breadth or depth of specialist
contribute to the development of Department/ knowledge in the specialist subject/discipline
Faculty research strategy. to develop teaching/research programmes/
methodologies/learning support.
• In teaching focused roles, teaching will be
carried out across a range of modules or • Track record of published research and/or
within a subject area to all levels. The teaching development and delivery of teaching.
will involve innovative course design and
delivery and roleholders will take a leading • Proven ability to devise, advise on and
role in all aspects of teaching and contribute manage learning/teaching or research
to the enhancement of quality in teaching programmes.
within the subject, Department or Faculty.
Roleholders will be involved in the development • Experience of developing and demonstrating
of subject based pedagogy, where teaching and research methods and devising
appropriate. models, approaches, techniques, critiques
and methods.
• Roleholders will have a track record of
published research and/or development and • Ability to routinely communicate complex or
delivery of teaching, and proven ability to conceptual ideas to those with limited
develop and devise teaching and research knowledge and understanding as well as to
programmes, techniques and methods. peers.
• Roleholders may be responsible for the • Continuing engagement with current practice
supervision/mentoring/coaching of new/ and developing knowledge.
less experienced staff in subject/research
area, providing specialist advice/academic • Ability to contribute to broader
leadership. departmental/faculty management and
administrative processes.
• Roleholders will manage teaching, research
and administrative activities and other projects • Awareness of the current and future priorities
within area of responsibility, and their of the Department/Faculty/University.
contribution to the Department through
10 modernisation agenda
www.gla.ac.uk/services/humanresources/modernisationRESEARCH & TEACHING FAMILY
LEVEL 9
SUMMARY: • There may be a greater focus in one or two
of these areas, reflecting a predominant
focus on research, teaching and
• Roles at this level reflect extensive academic administration, although some roles may
or professional experience and will lead, involve all three areas, with a well established
develop and co-ordinate a substantial reputation nationally/internationally.
teaching/research/management activity of
strategic importance to the Department/ • There will be separate and significant
Faculty. leadership/management responsibility
greater than required at Level 8.
• Roleholders will possess an in-depth
understanding of their subject specialism to
enable the development of new knowledge CORE KNOWLEDGE,
and understanding within the field.
Roleholders will be externally recognised QUALIFICATIONS, SKILLS &
scholars/teachers or authorities in the subject
area, or an internationally recognised
EXPERIENCE:
authority in the case of researchers. • Normally a relevant PhD qualification with
an extensive and established reputation in
• In research focused roles, roleholders will research and/or teaching within subject
lead the development and implementation area.
of individual or joint research strategies and
participate actively in the development of • Possess in-depth understanding of subject
Department/Faculty research strategy, acting discipline/specialism to enable the
as principal investigator or project leader development of new knowledge and
on major research projects. Roleholders will understanding within the field.
actively contribute to their subject specialism
through learned societies, professional bodies • Extensive track record of published research
and broader review and editorial processes. and/or development and delivery of
teaching.
• In teaching focused roles, roleholders will
design, develop and deliver a range of • Recognised excellence and reputation in
programmes of study at various levels. subject area nationally and/or internationally.
Roleholders will act in a senior role within
the Department/Faculty to advance student • Proven ability to plan and efficiently lead
academic development and will contribute staff and deploy resources in support of
to the development of teaching and learning major research and/or teaching activities.
policy locally, nationally and/or
internationally on policy, methods and • Proven ability to develop and devise teaching
practices. and research programmes, techniques and
methods.
• Roleholders will have an extensive track
record of published research and/or • Ability to supervise/mentor and coach
development and delivery of teaching, and new/less experienced staff in subject area/
proven ability to develop and devise teaching research team, and advise on personal
and research programmes, techniques and development.
methods.
• Ability to disseminate conceptual and
• Roleholders will be responsible for the complex ideas to a wide variety of audiences
supervision/ mentoring/ coaching of new/less to promote understanding.
experienced staff in subject/research area,
providing specialist advice/academic • Proven ability to provide academic leadership
leadership. for groups/activities with substantial impact
on finance and other resources.
• Roleholders will be responsible for the
management of teaching, research and • A thorough understanding of, and track record
administrative activities, and of setting in, contributing to broader departmental/
standards and monitoring progress. faculty management and administrative
processes.
modernisation agenda 11
www.gla.ac.uk/services/humanresources/modernisationMANAGEMENT, PROFESSIONAL
AND ADMINISTRATIVE FAMILY
LEVEL 2
SUMMARY: CORE KNOWLEDGE,
• Roles at this entry level will perform simple, QUALIFICATIONS, SKILLS &
and repetitive tasks according to clear/
detailed instructions with direct supervision
EXPERIENCE:
(e.g. record keeping, filing, word processing, • Basic familiarity with standard office software
processing of forms, database entry, etc) such as Microsoft Office, E-mail and the
Internet.
• Roleholders will receive and respond to
enquiries from clients/colleagues, referring • Ability to gain knowledge of work routines
upwards any unusual or non-routine requests and utilise simple office equipment, where
as appropriate. appropriate.
• Roleholders will have the ability to • Basic numeracy and literacy skills.
communicate with colleagues within the
University to provide a timely and effective • Ability to follow clear instructions.
service in the provision of standard
information. • Accuracy and attention to detail.
• There is little or no requirement to plan/ • Ability to exchange basic information verbally
organise tasks as priorities tend to be allocated and in writing.
by supervisor/manager.
• Awareness of the range of activities carried
• Roleholders may require to operate simple, out by the work section.
routine equipment, e.g. photocopier, fax
machine etc. • Familiarity with procedures and service
requirements relative to the role, gained
• Roleholders will identify and communicate through induction.
work problems to relevant senior colleague.
• Basic awareness of the activities of the work
section gained through induction.
• Manual dexterity, where appropriate.
• Knowledge and understanding of relevant
Health and Safety and Equal Opportunities
& Diversity requirements gained through
induction.
• Learning gained through relevant work
experience or training (up to a year).
12 modernisation agenda
www.gla.ac.uk/services/humanresources/modernisationMANAGEMENT, PROFESSIONAL
AND ADMINISTRATIVE FAMILY
LEVEL 3
SUMMARY: CORE KNOWLEDGE,
• Roles at this level will carry out a range of QUALIFICATIONS, SKILLS &
basic activities using standard software
packages, following a regular pattern to
EXPERIENCE:
source/obtain/process/check/analyse • Working knowledge of relevant systems,
standard data, reporting and presenting equipment, processes and procedures
findings as appropriate. including standard software packages, with
limited use of non-standard software.
• Roleholders may make routine arrangements
and bookings, in accordance with clear • Competent written and/or oral communication
instructions, and will be involved in preparing skills.
and organising straightforward information
to assist in the effective organisation of internal • Competent numeracy and literacy skills.
and external activities. This may include
preparation of documentation/information • Familiarity with own work priorities and those
following standard format/templates or of colleagues.
running straightforward reports.
• Understanding of relevant policies and
• The work involves undertaking a range of procedures, relative to the role.
activities in accordance with established
processes and procedures and may not be • Knowledge and understanding of relevant
subject to direct supervision, although Health and Safety and Equal Opportunities
managerial guidance is readily available. & Diversity requirements.
Roles require a working knowledge of relevant
systems, equipment, processes and procedures, Either:
and may involve responsibility for a specific
area of work. VQ 2/3, Standard Grades, (GCSEs), City &
Guilds or equivalent, plus typically 1 years
• Roleholders will receive and respond to relevant work experience.
enquiries from/to clients judging when to
pass on, or involve others, to provide an Or:
effective service. Resolution of common work
problems, within appropriate guidelines and Typically 2 years relevant work experience.
procedures is the norm, with complex problems
referred to senior colleagues as appropriate.
• Some planning and organisation of workload
is required to ensure delegated departmental
workflow is maintained, however the nature
of planning is essentially about timing and
sequencing of assigned tasks.
• Roleholders will apply knowledge of a
particular system and/or piece(s) of standard
equipment, and be responsible for its
day-to-day operation.
modernisation agenda 13
www.gla.ac.uk/services/humanresources/modernisationMANAGEMENT, PROFESSIONAL
AND ADMINISTRATIVE FAMILY
LEVEL 4
SUMMARY: CORE KNOWLEDGE,
QUALIFICATIONS, SKILLS &
• Roles at this level will be responsible for
delivering a range of administrative and/or EXPERIENCE:
client services in support of existing systems,
reporting issues, trends and conclusions into • Working knowledge of relevant systems,
Department/Faculty information and decision equipment, processes and procedures
making authority. There will be minimum including standard and non-standard software
supervision, but clear guidance. packages.
• Roleholders will require to use and integrate • Initiative and judgement to resolve problems
a range of standard software packages, in independently.
collating/recording defined information/
documentation. • Ability to communicate clearly, clarifying
requirements, responding to colleagues and
• Roleholders will require to provide an effective clients.
service and clear advice to colleagues and
clients, and the ability not only to plan and • Effective planning, organising and prioritising.
prioritise own work activities but to react to
changing issues/priorities as required. • Ability to supervise staff, where appropriate.
• There will be a requirement to resolve problems • Ability to plan or schedule work days and
based on experience judgment largely weeks ahead, and to respond to changing
without reference to others to provide an pressures or requirements.
effective service and clear advice to colleagues
and customers. • Understanding of relevant policies and
procedures relative to the role, and the quality
• Roles may involve setting short term priorities standards and outputs required.
or work schedules and assigning
straightforward and routine tasks to others. Either:
• Roleholders may contribute to longer term VQ 2/3, Standard Grades (GCSEs), City &
developments within their Unit/Department Guilds, or equivalent, plus typically 1-2 years
e.g. recommending improvements to office relevant work experience.
systems/departmental developments,
communicating with service users, and/or Or:
external contacts and representing the Work
Unit/Department/Faculty as required. Evidence of progression and development gained
through 3- 4 years relevant work
• Roles may include limited supervisory experience.
responsibility.
• Roleholders will apply specialist knowledge
of a particular system and/or piece(s) of
standard or non-standard equipment, and be
responsible for its day-to-day operation.
14 modernisation agenda
www.gla.ac.uk/services/humanresources/modernisationMANAGEMENT, PROFESSIONAL
AND ADMINISTRATIVE FAMILY
LEVEL 5
SUMMARY: CORE KNOWLEDGE,
• Roles at this level will be responsible for the QUALIFICATIONS, SKILLS &
implementation of complex processes and
procedures, using detailed knowledge and
EXPERIENCE:
experience of relevant specialised software, • Detailed knowledge and experience of relevant
processes, procedures and equipment. specialised equipment, software, processes
or procedures acquired over a number of
• Work delegated by senior colleagues/ years, including relevant theory.
supervisors however, requires the exercise of
initiative and judgement within pre-determined • Proven initiative and judgement to resolve
guidelines, in addressing and resolving problems independently.
problems, to ensure effective service delivery.
• Proven interpersonal and communication
• Roleholders will filter issues/problems (written and oral) skills.
addressed to a supervisor/manager, seeking
to achieve resolution, and may act as main • Working knowledge of the activities of other
point of contact within the Department/ areas of the University relevant to work unit.
Division for a specialised process, system or
procedure on behalf of a senior member of • Well developed analytical and problem solving
staff. capability, and proven planning, organising
and prioritising.
• There is discretion in determining short-term
priorities, prioritising work and if appropriate, • Where appropriate, proven supervisory or
those of a team involved in similar work. line management skills.
Priorities will be set within a predetermined
plan or schedule to meet deadlines and • Experience of, and ability to understand and
appropriate standards. Roleholders will assist interpret the administrative requirements of
supervisors and other senior staff in planning staff and students.
future work.
• Well-developed understanding of regulations,
• Roleholders will implement changes to service procedures including Health and Safety and
provision, and be responsible for overseeing Equal Opportunities and Diversity and the
specific activities and processes in support of implications of non-compliance on other users.
a service, utilising discretion and initiative to
ensure services continue to meet agreed quality
standards, guidelines and procedures. Either:
• Roleholders may supervise staff, delegating HNC, VQ 3, Higher Grades, City & Guilds, or
and allocating work, monitoring progress and equivalent, plus typically 3 years relevant work
performance as appropriate. experience.
Or:
Evidence of progression and development gained
through 4-5 years relevant work experience.
modernisation agenda 15
www.gla.ac.uk/services/humanresources/modernisationMANAGEMENT, PROFESSIONAL
AND ADMINISTRATIVE FAMILY
LEVEL 6
SUMMARY: CORE KNOWLEDGE,
• Roles require detailed knowledge and QUALIFICATIONS, SKILLS &
experience of relevant specialised software,
policies and processes and equipment gained
EXPERIENCE:
through significant practical experience • Detailed knowledge and experience of relevant
and/or through formal training. specialised equipment, software, policies,
processes, procedures, and an appreciation
• Work at this level will resolve issues/queries of wider University and HE issues and their
independently, providing advice on specialised impact on the role/Department.
but established procedures and related matters
to staff at all levels and to clients, • Proven initiative and judgement to resolve
recommending alternative sources/courses problems independently and/or through a
of action as appropriate. support team.
• Roles at this level may involve line management • Clear understanding of the pre-determined
responsibility for a team operating within a standards and regulations for the conduct
sub-section of the Department, maximising and output of the role and/or team.
individual contribution.
• Experience of, and ability to understand,
• Roles will be responsible for planning and conceptualise and interpret service
prioritising work and, where appropriate, requirements.
short and medium term team work activities
within similar area to meet targets/deadlines. • Ability to motivate staff and manage
performance.
• Roleholders will have an appreciation of wider
University and HE issues and potential impact Either:
on role/team and may have delegated
budgetary responsibility. HND, VQ 3/4, Higher or equivalent plus typically
4 years relevant experience.
• Roleholders may perform detailed
manipulation, analysis and/or evaluation of Or:
specialised, but relatively straightforward,
information or work flow processes, Evidence of progression and development gained
highlighting and prioritising issues for further through 5-6 years relevant work experience.
investigation and preparing reports to support Financial skills sufficient to monitor budgets, where
decision making. appropriate.
• Roles will implement plans for a service, facility
or area to ensure effective operation on a
day-to-day basis, reviewing and monitoring
service objectives and standards within own
area of work.
• Roleholders may service and provide
administrative support to relevant University
committees e.g. preparing and despatching
agendas, minutes and other committee related
papers, monitoring and following actions
through to conclusion.
16 modernisation agenda
www.gla.ac.uk/services/humanresources/modernisationMANAGEMENT, PROFESSIONAL
AND ADMINISTRATIVE FAMILY
LEVEL 7
SUMMARY: CORE KNOWLEDGE,
• Roles at this level will provide advice and QUALIFICATIONS, SKILLS &
support to work unit/Departments/Faculties
based upon a full understanding of a
EXPERIENCE:
professional or specialised field and • In addition to requirements of Level 6,
appropriate University policies & procedures. experience of planning and progressing work
This may include broader University/sector/ activities within general professional guidelines
external (e.g. commercial) awareness. or organisational policy, using initiative and
independent judgement.
• Roleholders will be expected to identify gaps
in information, and conduct analyses to • Thorough knowledge and understanding of
solve/resolve problems and issues with short- the policy, practices and procedures, relevant
term consequences. Work will involve to the role, which may include broader
providing specialist/professional advice University/sector/external (e.g. commercial)
putting forward recommendations on awareness.
managing specific issues/problems through
the provision of advice, briefings, presentations • Detailed operational knowledge of systems
or written reports, to facilitate resolution/ relevant to specific field of work in terms of
action plans and support informed decision functionality and capability and/or detailed
making. knowledge of work area and products/
services available.
• Delegated responsibility for projects/budgets,
where appropriate to support the achievement • Proven analytical and problem solving
of objectives. capability.
• There will be a need for liaison and co- • Clear understanding of regulations/codes of
ordination of activities, across a number of practice set for the conduct and output of the
subsections of a Department/Faculty or the role.
University. The work will involve encountering
changing priorities. • Knowledge of key internal and external
contacts relevant to the defined work area.
• Roleholders will be responsible for planning
and organising their work and/or that of a • Proven communication and interpersonal skills.
team of colleagues who may be involved in
similar/different types of work. • Proven staff management and supervisory
skills, where appropriate.
• Roles will contribute to organising short or
medium-term developments or process • Financial skills sufficient to manage budgets,
changes in service delivery within defined where appropriate
unit or across the University, by applying full
professional or specialist knowledge to meet Either:
service requirements. Degree, VQ4 or equivalent in a relevant subject,
or postgraduate/professional qualification with
relevant formal training, plus typically 3 years
practical experience in a similar or related role(s).
Or:
Higher degree, plus typically 2 years practical
experience in a similar or related role.
Or:
Evidence of progression and development gained
through 7-10 years relevant work experience.
modernisation agenda 17
www.gla.ac.uk/services/humanresources/modernisationMANAGEMENT, PROFESSIONAL
AND ADMINISTRATIVE FAMILY
LEVEL 8
SUMMARY: CORE KNOWLEDGE,
• Roles at this level will be responsible for QUALIFICATIONS, SKILLS &
providing specialist/technical expertise and
leading advice and will be involved in and/or
EXPERIENCE:
managing a large or diverse team and • Direct managerial/professional track record.
significant resources in the delivery of effective
and efficient service(s). • Authoritative knowledge of specialist work
practices and/or professional guidelines
• Work will often involve interpreting or relevant to the work area.
assessing client needs, identifying trends,
generating original ideas and innovative • Project and/or people management skills
solutions, which may have a broad (e.g. gained through previous experience, where
University wide) impact. appropriate.
• Individuals will typically be accountable for • Continuing engagement with current practice
the quality and professionalism of service and developing knowledge.
delivery and may apply discretion in co-
ordinating activities in accordance with • Broad understanding of related work areas
operational policies and precedents. and wider sector/external awareness.
• There will be a requirement to plan and • Awareness of the current and future priorities
organise individual and, where appropriate, of the Department/Faculty/University.
a large team of employees undertaking similar
work or a small number of specialists to ensure • Proven analytical and problem solving
work is integrated and co-ordinated in line capability in a specialist area or across a
with broad operational plans. broad range of management functions.
• Roleholders will contribute to the formulation • Proven high level communication skills,
of Department/Faculty/University policy to obtained through representational, influencing
consistently improve quality and effectiveness and/or negotiating activities.
of service provision, taking into account,
where relevant, legislative changes. • Experience of managing and controlling
budgets.
• There may be responsibility for assigned
project teams, which may contribute to • Member of professional body where
University-wide projects in support of the necessary.
achievement of project objectives as
appropriate. Either:
• Roleholders will manage significant resources Professionally qualified with a relevant
and/or budgets within allocated project/area, degree/post graduate qualification, plus typically
with discretion to take decisions or judgements 4-6 years broad professional/management
which have an impact on the nature or scale experience in similar or related roles.
of resources across the area/project.
Or:
Substantial vocational and relevant management
experience (at least 10 years) demonstrating
management ability and knowledge in an
appropriate professional/specialist area.
18 modernisation agenda
www.gla.ac.uk/services/humanresources/modernisationMANAGEMENT, PROFESSIONAL
AND ADMINISTRATIVE FAMILY
LEVEL 9
SUMMARY: Or:
• A complex project or activity with strategic
• Roleholders at this level will have responsibility
influence across a large organisation and
for implementing long-term strategic
significant impact upon organisational
developments across a large/significant
resources.
specialist or professional area and/or in a
significant strategic activity or function of the
• Experience of working with and influencing
University with very broad internal/external
senior management.
impact. Roleholders will regularly advise and
influence at senior levels within the University.
• Experience of managing and controlling
budgets/resources/funding and
• Roles at this level will be professional specialists
understanding of financial management
with high-level expertise. Roleholders will
procedures.
normally be members of the Unit/
Department/Faculty/Division Management
• Experience of developing innovative solutions
Group, and will deputise for the Director or
and managing strategic planning processes.
equivalent as necessary.
• Highly developed knowledge of the principles,
• Individuals will typically be managers of
theory and practice of field of work, as well
functional areas or senior individual
as an awareness of broader developments
contributors shaping long-term strategic
relevant to individual area of responsibility.
direction of an area of activity. Roleholders
will be expected to set quality and professional
• Extensive knowledge of systems/services for
standards and manage service delivery, and
area of responsibility and across functions.
will have significant influence upon the
structure and development of their area of
• Understanding of regulations and procedures
activity.
and the implications of non-compliance.
• Roleholders will be accountable for the
• Effective interpersonal skills including
development of service delivery and
negotiating, motivating, influencing and
compliance with legislation, University
relationship/partner building.
objectives, service level agreements,
professional standards, best practice,
Either:
regulations and national codes of practice.
Professionally qualified with a relevant
• Roleholders will have significant input to
degree/post graduate qualification and/ or
strategic planning with management
professional qualification plus approximately
responsibility which may include financial
7+ years relevant management and leadership
resources, with a significant impact on the
experience or substantial experience and proven
University.
success in a strategically important specialist area.
CORE KNOWLEDGE, Or:
QUALIFICATIONS, SKILLS & Extensive vocational and strategic management
EXPERIENCE: and leadership experience (10 + years)
demonstrating professional development supported
• Experience of managing and developing: by evidence of significant development of
appropriate specialist knowledge.
Either:
• A significant team or teams containing
experienced professionals;
modernisation agenda 19
www.gla.ac.uk/services/humanresources/modernisationTECHNICAL & RELATED FAMILY
LEVEL 2
SUMMARY: CORE KNOWLEDGE,
• Roles at this level operate as part of a team QUALIFICATIONS, SKILLS &
to provide scientific and/or technical support
to staff, students and senior colleagues.
EXPERIENCE:
• Basic familiarity with relevant IT systems, where
• Roleholders will work on routine activities appropriate.
within well-established procedures and under
regular supervision. • Knowledge of simple equipment and/or
machinery.
• Roleholders will be involved in the exchange
of routine information verbally and/or in • Numeracy and literacy skills.
writing. Where appropriate, carrying out
routine, straightforward record keeping. • Accuracy and attention to detail.
• Roleholders will operate simple, routine • Ability to follow general instructions.
machinery/equipment, and carry out basic
equipment maintenance according to clear • Ability to exchange routine information
instructions as required. verbally and/or in writing.
• Work will involve transporting goods and • Awareness of the range of activities of the
equipment according to instructions, as work section.
appropriate.
• Manual handling skills where appropriate.
• Roleholders will communicate problems or
difficulties to a supervisor/manager. • Familiarity with procedures and service
requirements relative to the role.
• Roleholders will receive/respond to enquiries
from clients, colleagues, referring upwards • Knowledge and understanding of relevant
any unusual or non-routine requests as Health and Safety and Equal Opportunities
appropriate. & Diversity requirements relative to the role
gained through induction.
• Roles will follow simple oral and/or written
instructions or guidelines, and perform routine • Learning gained through work experience or
technical activities to appropriate time and training (up to a year).
quality requirements.
20 modernisation agenda
www.gla.ac.uk/services/humanresources/modernisationTECHNICAL & RELATED FAMILY
LEVEL 3
SUMMARY: CORE KNOWLEDGE,
• Roles at this level will be involved in preparing QUALIFICATIONS, SKILLS &
and carrying out straightforward
tests/experiments/technical procedures,
EXPERIENCE:
following clear guidelines and/or procedures. • Working knowledge of relevant systems,
equipment, processes and procedures.
• Roles require technical or practical skills and
an understanding of technical or scientific • Competent written and oral communication
practices and procedures. skills.
• Roles require a working knowledge of relevant • Competent numeracy and IT skills.
systems, equipment, processes and procedures,
and may involve responsibility for a specific • Familiarity with work priorities and those of
area of work. colleagues.
• Work activities will typically follow an • Experience of undertaking a range of technical
established working pattern, and roleholders support activities without constant guidance.
will be familiar with work unit priorities.
• Understanding of relevant policies and
• There will be a requirement to prioritise work procedures relative to the role.
and undertake a range of technical support
activities in accordance with established • Ability to plan or schedule workdays ahead.
processes and procedures. Rolhloders may
not be subject to direct supervision although
guidance will be available. Either:
• Roleholders will be expected to follow clear VQ 2/3, Standard Grades (GCSEs), City & Guilds
guidance to construct and/or set up basic or equivalent plus typically 1 year’s work
equipment. experience in a relevant role.
• Roles will operate and carry out routine Or:
maintenance on standard equipment.
Typically 2 years relevant work experience.
modernisation agenda 21
www.gla.ac.uk/services/humanresources/modernisationTECHNICAL & RELATED FAMILY
LEVEL 4
SUMMARY: CORE KNOWLEDGE,
• Roles require specific technical or practical QUALIFICATIONS, SKILLS &
skills and a well developed working knowledge
and understanding of technical or scientific
EXPERIENCE:
practices and procedures. • Detailed knowledge of relevant systems,
equipment, processes and procedures.
• Work activities will mainly follow established
patterns, in carrying out a range of specialised • Understanding of relevant policies and
tasks to time and quality requirements. procedures relative to the role, and the quality
standards and outputs required.
• Roleholders will largely resolve work problems
independently without access to senior • Ability to communicate clearly, clarifying
colleagues in providing an effective service. requirements and responsibilities from/to
clients and colleagues.
• Roles at this level may involve developing
skills in a particular specialist area or planning • Effective planning, organising and prioritising.
and supervising the work of others.
• Initiative and judgement to resolve problems
• Roles will analyse and interpret data/test independently.
results, using a range of standard procedures
and present findings accurately. • Ability to supervise/coach staff, where
appropriate.
• Work will involve identifying and rectifying
faults/problems with equipment and protocols • Ability to plan or schedule work days and
and/or diagnose and solve IT faults and weeks ahead, and to respond to changing
problems. pressures or requirements.
• Roleholders will apply knowledge of a • Knowledge and understanding of relevant
particular system and/or piece(s) of standard Health and Safety and Equal Opportunities
equipment, to carry out maintenance and be & Diversity requirements.
responsible for its day-to-day operation.
Either:
• Roles will contribute to the provision of work
resources including specialist technical and/or VQ 2/3, Standard Grades (GCSEs), City & Guilds
IT equipment. or equivalent plus typically 1 to 2 year’s work
experience in a relevant role.
• Roleholders will provide guidance and
assistance to junior colleagues/students in Or:
the use of equipment and techniques, as
appropriate. Typically 3-4 years work experience.
22 modernisation agenda
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