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Job Family Profiles - www.gla.ac.ukservices/humanresources/modernisation
Job Family Profiles

www.gla.ac.uk/services/humanresources/modernisation
Job Family Profiles - www.gla.ac.ukservices/humanresources/modernisation
This is a working document and may be subject to amendment.

                   Version 1 - July 2006
Job Family Profiles - www.gla.ac.ukservices/humanresources/modernisation
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

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                          www.gla.ac.uk/services/humanresources/modernisation
Job Family Profiles - www.gla.ac.ukservices/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

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Job Family Profiles - www.gla.ac.ukservices/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.

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Job Family Profiles - www.gla.ac.ukservices/humanresources/modernisation
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.

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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

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Job Family Profiles - www.gla.ac.ukservices/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.

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JOB FAMILY SUMMARIES
A DETAILED CHART SHOWING WHERE TO FIND EACH FAMILY
AND LEVEL IN THE BOOKLET

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Job Family Profiles - www.gla.ac.ukservices/humanresources/modernisation
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.

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RESEARCH & 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.

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RESEARCH & 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

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RESEARCH & 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.

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MANAGEMENT, 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).

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MANAGEMENT, 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
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MANAGEMENT, 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.

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MANAGEMENT, 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
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MANAGEMENT, 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.

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MANAGEMENT, 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/modernisation
MANAGEMENT, 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.

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MANAGEMENT, 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
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TECHNICAL & 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
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TECHNICAL & 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
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TECHNICAL & 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
     www.gla.ac.uk/services/humanresources/modernisation
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