1 Policy Statement

The University will provide a position description to all employees of the University to ensure that they have a clear understanding of work objectives and position requirements; and to ensure that a sound basis is provided for recruitment, selection, employee development and performance management purposes.

(Approved by Council June 1998)

2 Procedures

2.1 Format

1. Position descriptions will follow a common general format to ensure uniformity, ease of job evaluation and to assist in recruitment, selection, employee development and performance management activities.

2. Human Resources will ensure that position descriptions contain the standard statements on employee development, equity and workplace health and safety responsibilities.

3. An employee must not refuse to perform duties reasonably required by the University, consistent with the employee's classification, and constituting duties which the employee is competent to perform.

4. Position descriptions are drafted in faculties or sections and forwarded to Human Resources for editing.  Once a position description has been edited by Human Resources it will be returned to the faculty/section for confirmation by the Category 4 Delegate or nominee.

2.2 Academic positions

For Academic Levels A to E generic position descriptions will normally be used, and may be supplemented by additional documentation.  A specific position description can be prepared and must be in line with the generic position description.

Position Classification Standards for Academic Employees can be found in Attachment 1.  The PCS cover all employee positions classified at Academic Level A, B, C, D or E.  The work of positions within this group involves the application of an appropriate level of skill, knowledge and experience necessary to undertake the role and function of teaching or training.  The range and level of function undertaken will vary between levels according to the degree of skill, responsibility and knowledge involved.  The PCS will be reviewed and updated where necessary as the need arises.

2.3 Professional employee positions

When a professional employee position is to be filled or reviewed, the position description will be developed in the faculty or section.

Position Classification Standards for Professional Employees can be found in Attachment 2.  The PCS provide an indication of the appropriate level of skill, knowledge and experience necessary to undertake general positions at each classification Level 1 to 10.  The PCS include a list of typical activities and tasks undertaken at each level.  The PCS will be reviewed and updated where necessary as the need arises.

2.4 Foundation/Uniprep/English language teaching employee positions

Position Classification Standards for Foundation/UniPrep Teaching Employees can be found in Attachment 3.  The PCS provide an indication of the appropriate level of skill, knowledge and experience necessary to undertake positions at each classification Level A and B.  The PCS include a list of principal accountabilities and indicative duties undertaken at each level. The PCS will be reviewed and updated where necessary as the need arises.

Position Classification Standards for English Language Teaching Employees can be found in Attachment 4.  The PCS provide an indication of the appropriate level of skill, knowledge and experience necessary to undertake positions at each classification Level A and B.  The PCS include a list of principal accountabilities and indicative duties undertaken at each level. The PCS will be reviewed and updated where necessary as the need arises.

2.5 Records

Human Resources will maintain a master file of position descriptions.

The Category 4 Delegate or above is accountable for ensuring that position descriptions in their area of responsibility are current and accurate.  When any aspect of a position has changed significantly, the position description should be amended and forwarded to Human Resources.

Employees are entitled to have access to the most recent copy of the approved position description for their position.

3 Attachment 1 - Position Classification Standards (PCSs) for Academic Employees

The following position classification standards cover all employee positions classified at Academic Level A, B, C, D or E.  The work of positions within this group involves the application of an appropriate level of skill, knowledge and experience necessary to undertake the role and function of teaching or training.  The range and level of function undertaken will vary between levels according to the degree of skill, responsibility and knowledge involved.

3.1 Academic Level A

General standard

An Academic Level A employee is expected to make contributions to the teaching effort of the University, particularly at undergraduate and graduate diploma level and to carry out activities to develop the employee's scholarly, research and/or professional expertise relevant to the profession or discipline.

Specific duties

Specific duties required of an Academic Level A employee may include:

• The conduct of tutorials, practical classes, demonstrations, workshops, student field excursions, clinical sessions and/or studio sessions.

• The preparation and delivery of lectures and seminars provided that skills and experience demonstrate this capacity.

• The conduct of research.

• Involvement in professional activity.

• Consultation with students.

• Marking and assessment primarily connected with courses in which the employee teaches.

• Production of teaching materials for students for whom the employee has responsibility.

• Development of course material with appropriate guidance from the course or program coordinator.

• Limited administrative functions primarily connected with courses in which the employee teaches.

• Acting as course coordinators provided that skills and experience demonstrate this capacity.

• Attendance at departmental and/or faculty meetings and/or membership of a limited number of Committees.

An Academic Level A employee will not be required to teach primarily in courses which are offered only at Masters level or above.

An Academic Level A employee will work with support and direction from an employee classified at Academic Level B and above and with an increasing degree of autonomy as the employee gains in skill and experience.

The most complex levels of course coordination should not be carried out by an Academic Level A employee.

Where an Academic Level A employee is required to carry out any of the duties in clause 21.4.2 of the Enterprise Agreement, they will be appointed as an acting Academic Level B, or paid an allowance so that their total remuneration is at least equal to the minimum salary for Academic Level B.

An Academic Level A employee will work with support and direction from an employee classified at Academic Level B and above and with an increasing degree of autonomy as the employee gains in skill and experience.

Skill base

An Academic Level A employee will normally have completed four years of tertiary study in the relevant discipline and/or have equivalent qualifications and/or professional experience.  In many cases a position at this level will require an honours degree or higher qualifications, an extended professional degree, of a three year degree with a postgraduate diploma.  In determining experience relative to qualifications, regard is had to teaching experience, experience in research, experience outside tertiary education, creative achievement, professional contributions and/or contributions to technical achievement.

Research Academic Employees

An Academic Level A research employee will typically conduct research/scholarly activities under limited supervision either independently or as a member of a team and will normally hold a relevant higher degree.

An Academic Level A research employee will normally work under the supervision of academic staff at Level B or above, with an increasing degree of autonomy as the research academic gains skills and experience. An Academic Level A research employee may undertake limited teaching, may supervise at undergraduate levels and may publish the results of the research conducted as sole author or in collaboration. An Academic Level A research employee will undertake administration primarily relating to his or her activities at the institution.

3.2 Academic Level B

General standard

An Academic Level B employee is expected to make contributions to the teaching effort of the University and to carry out activities to maintain and develop his/her scholarly, research and/or professional activities relevant to the profession or discipline.

Specific duties

Specific duties required of an Academic Level B employee may include:

• The conduct of tutorials, practical classes, demonstrations, workshops, student field excursions, clinical sessions and studio sessions.

• Initiation and development of course material.

• Acting as course coordinators.

• The preparation and delivery of lectures and seminars.

• Supervision of the program of study of honours students or of postgraduate students engaged in course work.

• Supervision of major honours or postgraduate research projects.

• The conduct of research.

• Involvement in professional activity.

• Development of course material with appropriate advice from and support of a more senior employee.

• Marking and assessment.

• Consultation with students.

• A range of administrative functions the majority of which are connected with the courses in which the employee teaches.

• Attendance at departmental and/or faculty meetings and/or membership of a number of committees.

Skill base

An Academic Level B employee will have qualifications and/or experience recognised by the University as appropriate for the relevant discipline area.  In many cases a position at this level will require a doctoral or masters qualification or equivalent accreditation and standing.  In determining experience relative to qualifications, regard is had to teaching experience, experience in research, experience outside tertiary education, creative achievement, professional contributions and/or to technical achievement.

Research Academic Employees

An Academic Level B research employee will normally have experience in research or scholarly activities, which have resulted in publications in refereed journals or other demonstrated scholarly activities.

An Academic Level B research employee will carry out independent and/or team research. An Academic Level B research employee may supervise postgraduate research students or projects and be involved in research training.

3.3 Academic Level C

General Standard

An Academic Level C employee is expected to make significant contributions to the teaching effort of a department, school, faculty or other organisational unit or an interdisciplinary area.  An employee at this level is also expected to play a major role in scholarship, research and/or professional activities.

Specific Duties

Specific duties required of an Academic Level C employee may include:

• The conduct of tutorials, practical classes, demonstrations, workshops, student field excursions, clinical sessions and studio sessions.

• Initiation and development of course material.

• Program coordination.

• The preparation and delivery of lectures and seminars.

• Supervision of major honours or postgraduate research projects.

• Supervision of the program of study of honours students or of postgraduate students engaged in course-work.

• The conduct of research.

• Significant role in research projects including, where appropriate, leadership of a research team.

• Involvement in professional activity.

• Consultation with students.

• Broad administrative functions.

• Marking and assessment.

• Attendance at departmental and/or faculty meetings and a major role in planning or committee work.

Skill base

An Academic Level C employee will normally have advanced qualifications and/or recognised significant experience in the relevant discipline area.  A position at this level will normally require a doctoral qualification or equivalent accreditation and standing.  In determining experience relative to qualifications, regard will be had to teaching experience, experience in research, experience outside tertiary education, creative achievement, professional contributions and/or to technical achievement.  In addition a position at this level will normally require a record of demonstrable scholarly and professional achievement in the relevant discipline area.

Research Academic Employees

An Academic Level C research employee will make independent and original contributions to research, which have a significant impact on their field of expertise.

The work of the research academic will be acknowledged at a national level as being influential in expanding the knowledge of their discipline. This standing will normally be demonstrated by a strong record of published work or other demonstrated scholarly activities.

An Academic Level C research employee will provide leadership in research, including research training and supervision.

3.4 Academic Level D

General standard

An Academic Level D employee is expected to make a significant contribution to all activities of the organisational unit or interdisciplinary area and play a significant role within their profession or discipline.  Academics at this level may be appointed in recognition of distinction in their disciplinary area.

Specific duties

Specific duties required of an Academic Level D employee may include:

• The conduct of tutorials, practical classes, demonstrations, workshops, student field excursions, clinical sessions and studio sessions.

• The development of and responsibility for curriculum/programs of study.

• Program coordination.

• The preparation and delivery of lectures and seminars.

• Supervision of major honours or postgraduate research projects.

• Supervision of the program of study of honours students or of postgraduate students engaged in course-work.

• The conduct of research, including, where appropriate, leadership of a large research team.

• Significant contribution to the profession, and/or discipline.

• High level administrative functions.

• Consultation with students.

• Marking and assessment.

• Attendance at departmental and faculty meetings.

Skill Base

An Academic Level D employee will normally have the same skill base as an Academic Level C employee.  In addition there is a requirement for employee excellence which may be evidenced by an outstanding contribution to teaching and/or research and/or the profession.

Research Academic Employees

An Academic Level D research employee will make major original and innovative contributions to their field of study or research, which are recognised as outstanding nationally or internationally.

An Academic Level D research employee will play an outstanding role within the University, discipline and/or profession.

3.5 Academic Level E

General standard

An Academic Level E employee is expected to exercise a special responsibility in providing leadership and in fostering excellence in research, teaching, professional activities and policy development in the employee discipline with in the department or other comparable organisational unit, within the University and with in the community, both scholarly and general.

Specific duties

Specific duties required of an Academic Level E employee may include:

• Provision of a continuing high level of personal commitment to, and achievement in, a particular scholarly area.

• The conduct of research.

• Fostering the research of other groups and individuals with in the department or other comparable organisational unit and within the discipline and within related disciplines.

• Development of research policy.

• Supervision of the program of study of honours students or of postgraduate students engaged in course-work.

• Supervision of major honours or postgraduate research projects.

• Making a distinguished personal contribution to teaching at all levels.

• The conduct of tutorials, practical classes, demonstrations, workshops, student field excursions, clinical sessions and studio sessions.

• The preparation and delivery of lectures and seminars.

• Consultation with students.

• Marking and assessment.

• Playing an active role in the maintenance of employee standards and in the development of educational policy and of curriculum areas within the discipline.

• Developing policy and being involved in administrative matters within the department or other comparable organisational unit and within the University.

• Participation in and providing leadership in community affairs, particularly those related to the discipline, in professional, commercial and industrial sectors where appropriate.

Skill base

An Academic Level E employee will have the same skill base as an Academic Level D employee but will be recognised as a leading authority in the relevant discipline area.

Research Academic Employees

An Academic Level E research employee will typically have achieved international recognition through original, innovative and distinguished contributions to their field of research, which is demonstrated by sustained and distinguished performance.

A Level E research academic will provide leadership in their field of research, within the University, discipline and/or profession and within the scholarly and/or general community. He or she will foster excellence in research, research policy and research training.

4 Attachment 2 - Position Classification Standards (PCSs) for Professional Employees

Definitions

Definition One – Supervision

• Close supervision: Clear and detailed instructions are provided.  Tasks are covered by standard procedures.  Deviation from procedures or unfamiliar situations are referred to higher levels.  Work is regularly checked.

• Routine supervision: Direction is provided on the tasks to be undertaken with some latitude to rearrange sequences and discriminate between established methods.  Guidance on the approach to standard circumstances is provided in procedures, guidance on the approach to non-standard circumstances is provided by a supervisor.  Checking is selective rather than constant.

• General direction: Direction is provided on the assignments to be undertaken, with the occupant determining the appropriate use of established methods, tasks and sequences.  There is some scope to determine an approach in the absence of established procedures or detailed instructions, but guidance is readily available.  Performance is checked by assignment completion.

• Broad direction: Direction is provided in terms of objectives which may require the planning of staff, time and material resources for their completion.  Limited detailed guidance will be available and the development or modification of procedures by the employee may be required.  Performance will be measured against objectives.

Definition Two – Qualifications

Within the Australian Qualifications Framework (AQF):

• Year 12: Completion of a Senior Secondary Certificate of Education, usually in Year 12 of secondary school.

• Trade certificate: Completion of an apprenticeship, normally of four years duration, or equivalent recognition, eg Certificate III.

• Post-trade certificate: A course of study over and above a trade certificate and less than a Certificate IV.

• Certificates I and II: Courses that recognise basic vocational skills and knowledge, without a Year 12 prerequisite.

• Certificate III: A course that provides a range of well-developed skills and is comparable to a trade certificate.

• Certificate IV: A course that provides greater breadth and depth of skill and knowledge and is comparable to a two year part time post-Year 12 or post-trade certificate course.

• Diploma: A course at a higher education or vocational educational and training institution, typically equivalent to two years full time post-Year 12 study.

• Advanced diploma/Associate degree: A course at a higher education or vocational educational and training institution, typically equivalent to up to three years full time post-Year 12 study.

• Degree: A recognised degree from a higher education institution, often completed in three or four years, and sometimes combined with a one year diploma.

• Postgraduate degree: A recognised postgraduate degree, over and above a degree as defined above.

Note:  Previously recognised qualifications obtained prior to the implementation of the Australian Qualifications Framework continue to be recognised.  The above definitions also include equivalent recognised overseas qualifications.

Definition Three – Classification Dimensions

• Training level: The type and duration of training which the duties of the classification level typically require for effective performance.  Training is the process of acquiring skills and knowledge through formal education, on the job instruction or exposure to procedures.

• Occupational equivalent: Examples of occupations typically falling within each classification level.

• Level of supervision: This dimension covers both the way in which staff are supervised or managed and the role of staff in supervising or managing others.

• Task level: The type, complexity and responsibility of tasks typically performed by staff within each classification level.

• Organisational knowledge: The level of knowledge and awareness of the organisation, its structure and functions that would be expected of staff at each proposed classification level, and the purposes to which that organisational knowledge may be put.

• Judgement, independence and problem solving: Judgement is the ability to make sound decisions, recognising the consequences of decisions taken or actions performed.  Independence is the extent to which a staff member is able (or allowed) to work effectively without supervision or direction.  Problem solving is the process of defining or selecting the appropriate course of action where alternative courses of actions are available.  This dimension looks at how much of each of these three qualities applies at each classification level.

• Typical activities: Examples of activities typically undertaken by staff in different occupations at each of the classification levels.

4.1 USQ Level 1

Training level or qualifications

Employees at the base of this level would not be required to have formal qualifications or work experience upon engagement.

Employees engaged at the base of this level will be provided with structured on-the-job training in addition to up to 38 hours of induction to the higher education industry which will provide information on the higher education institution, conditions of employment, training to be made available and consequent career path opportunities, physical layout of institution/work areas, introduction to fellow workers and Supervisors, work and documentation procedures, Occupational Health and Safety, Equal Employment Opportunity practices, and extended basic literacy and numeracy skills training where required/necessary to enable career path progression.

Level of Supervision

Close supervision, or in the case of a more experienced employee working alone, routine supervision.

Task Level

Straightforward manual duties, or elements of Level 2 duties under close supervision and structured on-the-job training.

Some knowledge of materials eg cleaning chemicals and hand tools, may be required.

Established procedures exist.

Organisational Knowledge

May provide straightforward information to others on building or service locations.

Judgement, Independence and Problem Solving

Resolve problems where alternatives for the job holder are limited and the required action is clear or can be readily referred to higher levels.

Typical Activities

Perform a range of industrial cleaning tasks, move furniture, assist Trades personnel with manual duties at a level requiring no formal qualifications.

Occupational Equivalent

Cleaner, labourer.

4.2 USQ Level 2

Training Level or Qualifications

Employees at USQ Level 2 would be required to have completed Year 12 or attained the relevant AQF Certificate I or II without work experience, or an equivalent combination of experience and training.

Level of Supervision

Routine supervision of straightforward tasks will be received.  Close supervision of more complex tasks.

Task Level

Perform a range of straightforward tasks where procedures are clearly established.

Organisational Knowledge

Following training, may provide general information/advice and help to members of the public, students and other employees, which is based on a broad knowledge of the employee's work area/responsibility, including knowledge of the functions carried out and the location and availability of particular employees and services.

Judgement, Independence and Problem Solving

Solve simple problems with reference to established techniques and practices.  Will sometimes choose between a range of straightforward alternatives in performing tasks.

An employee at this level may be expected to perform a combination of various routine tasks where the daily work routine may require the employee to rearrange some work sequences, to ensure work priorities are achieved.

Typical Activities

Administrative duties at this level may include duties involving the inward and outward movement of mail or email; keeping, copying, maintaining and retrieving records; straightforward data entry and retrieval.

Security officers may be involved in a range of patrol duties, including responding to alarms, ensuring emergency procedures are initiated and preparing incident reports.

Assist trades-level employees.

Occupational Equivalent

Security Patrol Officer, Catering Employee, Groundsman (non-trade), Trades Assistant, Library Shelver, Printing Assistant, entry level for Administrative Assistant.

4.3 USQ Level 3

Training Level or Qualifications

An employee at USQ Level 3 will typically perform duties at a skill level that assumes and requires knowledge or training equivalent to:

• completion of a trades or equivalent AQF Certificate III; or

• completion of Year 12, or relevant AQF Certificate II, with relevant work experience; or

• equivalent relevant experience or combination of relevant experience and education/training.

Persons advancing through this level may typically perform duties which require further on-the-job training or knowledge or experience.

Level of Supervision

Routine supervision will be received, moving to general direction with experience. 

Direction is provided on the assignments to be undertaken, with the occupant determining the appropriate use of established methods, tasks and sequence where:

• task objectives are well defined,

• established procedures or standards of work practices and schedules apply, and 

• choices are made between a range of straightforward alternatives.

• Other employees will provide guidance on the approach to non-standard or more complex circumstances.

• This is the first level where supervision of other employees may be required.

Task Level

Some complexity.  Apply body of knowledge equivalent to trade certificate, including diagnostic skills and assessment of the best approach to a given task.

In administrative positions, literacy, verbal and interpersonal skills sufficient for general correspondence and communication within areas of responsibility.

Competent use of computing software packages and simple functions associated with the management of information systems.

Organisational Knowledge

Perform tasks/assignments which require knowledge of the work area processes and an understanding of how they interact with other related areas and processes.

Judgement, Independence and Problem Solving

Exercise judgement on work methods and task sequence within specified timelines and standard practices and procedures.

Typical Activities

Trades duties may include performance of a range of construction, maintenance and repair tasks, using precision hand and power tools and equipment.  This may require familiarity with the work of other trades, or further training.

Technical duties at this level may include: 

• assisting a technical officer in operating a laboratory, including ordering supplies.

• assisting in setting up routine experiments.

• monitoring experiments for report to a technical officer.

• assisting with the preparation of specimens.

• assisting with the feeding and care of animals.

An employee would be expected to perform a greater range and complexity of tasks as they progressed through the level and obtained further training.

Administrative duties may include:

• performing a range of administrative support tasks.

• performing routine activities using a range of desk-top based software programs and basic data entry functions on management information systems. Prepare and edit correspondence and reports.

• providing general administrative support to other employees including setting up meetings, answering straightforward inquiries and directing others to the appropriate personnel.

• processing accounts for payment.

Occupational Equivalent

Tradesperson, Technical Assistant/Technical Trainee, Administrative Assistant.

4.4 USQ Level 4

Training Level or Qualifications

An employee at USQ Level 4 will typically perform duties at a skill level that assumes and requires knowledge or training equivalent to:

• completion of a diploma qualification without relevant work related experience; or 

• completion of a relevant post-trade or AQF Certificate IV with relevant experience and on-the-job training; or

• completion of relevant AQF Certificate III with extensive work experience; or

• an equivalent combination of relevant experience and/or education/training.

Level of Supervision

Routine supervision to general direction, depending upon experience and the complexity of the task. 

Direction is provided on the assignments to be undertaken, with the occupant determining the appropriate use of established methods, tasks and sequences, where some situations are not directly addressed in procedures and choices are made which require an understanding of a well defined policy framework or recourse to technical knowledge.  Guidance is available. 

May be responsible for supervising others performing a range of tasks within a single work unit, providing on the job training and assistance to others, and/or coordinating staff (including liaison with employees at higher levels) contributions to assignments or projects. 

May undertake stand alone work appropriate to this level.

Task Level

Perform a variety of tasks which require a sound working knowledge of relevant trade, technical or administrative practices, include limited creative, planning or design functions, and require an awareness of the relevant theoretical or policy context.

Use a range of software applications.

The application of post-trade skills to maintenance tasks.

Organisational Knowledge

Proficiency in the work area's rules, regulations, processes and techniques, and how they interact with other related functions.

Judgement, Independence and Problem Solving

In trades positions, extensive diagnostic skills. 

In technical positions, apply theoretical knowledge and techniques to a range of procedures and tasks. 

In administrative positions, provide factual advice which requires proficiency in the work area's rules and regulations, procedures requiring expertise in a specialist area or broad knowledge of a range of personnel and functions.

Typical Activities

In trades positions:

• work on a complex engineering problems in mechanical, hydraulic or electrical equipment.

• exercise high precision trades skills using various materials and/or specialised techniques.

Technical duties would include, under routine direction:

• developing new equipment to criteria developed and specified by others.

• assisting in the conduct of major experiments and research programmes and/or in setting up complex or unusual equipment for a range of experiments and demonstrations.

• demonstrating the use of equipment and prepare reports of a technical nature as directed.

Library technician duties would include: 

• undertaking copy cataloguing.

• using of range of bibliographic databases.

• undertaking acquisitions.

• responding to reference enquiries.

Administrative duties would include:

• responsibility for providing a full range of secretarial services in a work unit. 

• perform advanced functions using desk top software, perform data entry/editing using the core functions of management information systems. 

• provide advice to students on enrolment procedures and requirements.

• administer enrolment and course progression records.

Occupational Equivalent

Technical Officer or Technician, Administration Officer, Advanced Tradespersons.

4.5 USQ Level 5

Training Level or Qualifications

Persons employed at Level 5 will typically perform duties at a skill level that assumes and requires knowledge or training equivalent to:

• completion of a Degree without subsequent relevant work experience; or

• completion of an Advanced Diploma and at least 1 years subsequent relevant work experience; or

• completion of a Diploma qualification and at least 2 years subsequent relevant work experience;

• completion of a relevant post-trade or AQF Certificate IV and extensive (typically more than 2 years) relevant experience; or

• an equivalent combination of relevant experience and/or education/training.

Level of Supervision

In professional positions, routine supervision to general direction depending on tasks involved and experience.  In other positions, general direction.

Employees at USQ Level 5 may supervise employees and have responsibility for the day-to-day operation of a work unit where this involves setting priorities, meeting service standards and assisting with the monitoring or review of systems, or supervise or coordinate employees with different areas of skill.

Task Level

Apply body of broad technical knowledge and experience including the development of areas of specialist expertise.  In professional positions, apply theoretical knowledge at degree level, in a straightforward way.  In administrative positions, provide interpretation, advice and decisions on rules and entitlements.

Organisational Knowledge

Proficiency in the work area's rules, regulations, processes and techniques, and how they interact with other related functions. Liaises with other work units to solve problems across units.

Judgement, Independence and Problem Solving

Solve diverse problems by applying judgement and initiative based either on theoretical knowledge or on a thorough knowledge of a relevant set of rules, activities, techniques or procedures.   May make regular operational decisions on the provision, availability or deployment of resources and services which impact outside the immediate work unit, or on clients.

Typical Activities

In trades positions:

• co-ordinate a project involving a range of trade or trade related tasks;

• co-ordinate external contractors performing construction, maintenance and repair tasks;

• monitor and maintain preventative maintenance programs.

In technical positions:

• develop new equipment to general specifications under general direction.

• assist in the conduct of major experiments and research programs and/or in setting up complex or unusual equipment for a range of experiments and demonstrations.

• under broad direction, set up, monitor and demonstrate standard experiments and equipment use.

• prepare technical reports.

In library technician positions:

• conduct introductory information literacy programs and respond to more complex bibliographic and acquisition enquiries.

• operate a discrete unit within a library which may involve significant supervision or be the senior employee in an out-posted service.

In administrative positions:

• responsible for the explanation and administration of an administrative function.

• may apply expertise in a particular set of rules or regulations to make decisions, or be responsible for co-ordinating a team to provide an administrative service, eg. HECS advice, records, determinations and payments, a centralised enrolment function, the organisation and administration of exams at a small campus.

In professional positions and under professional supervision:

• work as part of a research team in a support role,

• provide a range of library services including bibliographic assistance, original cataloguing and reader education in library and reference services,

• provide counselling services.

Occupational Equivalent

Graduate (ie, degree) or professional, without subsequent work experience on entry; administrator with responsibility for advice and determinations; experienced technical officer.

4.6 USQ Level 6

Training Level or Qualifications

Persons employed at USQ Level 6 will typically perform duties at a skill level that assumes and requires knowledge or training equivalent to:

• a degree with at least 2 years relevant experience; or

• extensive experience and/or specialist expertise or broad knowledge in technical or administrative fields; or

• an equivalent combination of relevant experience and/or education/training.

Level of Supervision

In professional positions, general direction will be received.  In other positions, broad direction will be received. 

May have extensive supervisory and line management responsibility for technical, clerical, administrative and other non-professional employees.

Task Level

Perform a range of assignments which are guided by policy, precedent or objectives and where relevant, by professional standards.

Positions at this level require a conceptual understanding of relevant policies, procedures or systems and interpretation in the application of policy and/or precedent.

In technical and administrative areas, have a depth or breadth of expertise developed through extensive relevant experience.

Organisational Knowledge

Perform tasks/assignments which require proficiency in the work unit's rules, regulations, policies, systems, processes and techniques and how they interact with other related functions. Able to adapt these as required to achieve objectives with an understanding of the impact on other units. 

Judgement, Independence and Problem Solving

Solve diverse and unusual problems by analysing information where considerable interpretation of existing regulations, policies or procedures is required.  Discretion to innovate within own function and take responsibility for outcomes.  Able to apply theoretical/policy and technical/procedural knowledge to design, diagnose, analyse, review, develop and test complex systems, data, equipment or procedures.   Able to undertake planning involving resource use or develop proposals for resource allocation.

Typical Activities

In technical positions:

• manage a teaching or research laboratory or a field station.

• provide highly specialised technical services.

• set up complex experiments.

• design and construct complex or unusual equipment to general specifications.

• assist honours and postgraduate students with their laboratory requirements.

• install, repair, provide and demonstrate computer services in laboratories.

In administrative positions:

• applying rules to complex circumstances, to make authoritative decisions.

• provide financial, policy and planning advice.

• service a range of administrative and academic committees, including preparation of agendas, papers, minutes and correspondence.

• monitor expenditure against budget in a department or a small faculty.

In professional positions:

• work as part of a research team.

• provide a range of library services, including bibliographic assistance, original cataloguing and reader education in library and reference services.

• provide counselling services.

• undertake a range of computer programming tasks.

• provide documentation and support to computer users.

• analyse less complex user and system requirements.

• the coordination of, or completion of, specific projects such as the review or  development of administrative procedures and policies.

4.7  USQ Level 7

Training Level or Qualifications

Employees at USQ Level 7 will typically perform duties at a skill level that assumes and requires knowledge or training equivalent to:

• a degree with at least 4 years subsequent relevant experience; or

• extensive experience and management expertise in technical or administrative fields; or

• an equivalent combination of relevant experience and/or education/training.

Level of Supervision

Broad direction will be received.  May manage other employees including professional employees.

Task Level

May provide specialist advice to others as a recognised expert in areas of theoretical, policy or technical complexity. May manage a less complex programme or service.  May negotiate solutions where a range of interests has to be accommodated.

Organisational Knowledge

Detailed knowledge of a range of University policies and the interrelationships of policies activities and systems.

Judgement, Independence and Problem Solving

Independently relate existing policy to work assignments, rethink the way a specific body of knowledge is applied in order to solve problems, adapt procedures to fit policy prescriptions or use theoretical principles in modifying and adapting techniques. 

This may involve stand alone work or the supervision of others in order to achieve objectives.  It may also involve the interpretation of policy which has an impact beyond the immediate work unit.

May develop proposals or recommendations which co-ordinate the interests of separate work units or contributors around a particular programme or objective.

Typical Activities

In a library, combine specialist expertise and responsibility for managing a library function. 

In student services, the training and supervision of other professional employees combined with policy development responsibilities which may include research and publication. 

In technical manager positions, the management of teaching and research facilities for a department or faculty. 

In research positions, acknowledged expertise in a specialised area or a combination of technical management and specialised research or making an independent contribution to significant research.

In administrative positions, provide comprehensive administrative support to an academic unit.

4.8  USQ Level 8

Training Level or Qualifications

Employees at USQ Level 8 will typically perform duties at a skill level which assumes and requires knowledge or training equivalent to:

• progress towards postgraduate qualifications and extensive relevant experience; or

• extensive experience and management expertise; or

• an equivalent combination of relevant experience and/or education/training.

• an appropriate recognised qualification from a tertiary institution and/or relevant equivalent experience based on the market experience of the particular field of expertise.

Level of Supervision

Broad direction.  May have management responsibility for a functional area including managing employees. Work with a degree of autonomy.

Task Level

Work at this level is likely to require the integration of substantial theoretical (or policy) or technical knowledge to:

• manage programs, or

• develop, review or evaluate significant policies, programs or initiatives, or

• develop or apply new principles and technology, or

• provide professional or specialist services with recognised standing across or outside of the University.

Tasks may span a range of activities in a complex and/or specialised environment.

Organisational Knowledge

The employee would be expected to have a thorough knowledge of one or more of the University wide policies, the external environment (eg. government legislation, guidelines and requirements) and/or diverse research and teaching activities, sufficient to have a substantial influence on policy development or the implementation of programs which may involve major organisational change.

Judgement, Independence and Problem Solving

Responsible for program development and implementation.  Provide strategic support and advice to departments or faculties requiring integration of a range of University policies and external requirements, and an ability to achieve objectives operating within complex organisation structures.

Typical Activities

Assist in the management of a large functional unit with a diverse or complex set of functions and significant resources.  Manage a function or development and implementation of a policy requiring a high degree of knowledge and sensitivity.  Manage a small or specialised unit where significant innovation, initiative and/or judgement are required.  Provide senior administrative support to departments and faculties, taking into account the size, budget, course structure, external activities and management practices within the faculty or equivalent unit.

Make significant original and independent contribution to research or independently manage significant research activity or resources.

4.9 USQ Level 9

Training Level or Qualifications

Employees at USQ Level 9 will typically perform duties at a skill level that assumes and requires knowledge or training equivalent to:

• postgraduate qualifications and extensive relevant experience; or

• extensive management experience and proven management expertise; or

• an equivalent combination of relevant experience and/or education/training.

Level of Supervision

Broad direction.  Management responsibility for a programme and/or one or more functional areas. 

Manage other administrative, technical or professional employees.

Will work with a considerable degree of autonomy.

Task Level

Perform tasks involving a significant creative, planning or management contribution to the development or operation of major professional, management or administrative policies or programs, typically at the corporate level and responsibility for or impact on significant resources.

Organisational Knowledge

A thorough knowledge of University wide policies; the external regulatory and political environment, diverse research and teaching activities.

Sufficient to allow the development and implementation of policy or operational change across the University.

Judgement, Independence and Problem Solving

Responsible for program development and implementation.  Provide strategic support and advice requiring the integration of a range of internal and external policies and demands, and an ability to achieve objectives operating within complex organisational structures.

Typical Activities

Provide high level advice in a specialised field of theoretical complexity.  Manage programs, including where relevant the setting of longer-term priorities and objectives.  Assist in the management of a large functional unit with a diverse or complex set of functions and significant resources. 

Manage a function or development and implementation of a policy requiring a high degree of knowledge and sensitivity and the integration of internal and external requirements. Manage a small and specialised unit where significant innovation, initiative and/or judgement are required.

 

Primary responsibility for one or more significant functions, such as budget, course structure, external activities or management practices within a large academic unit, or take overall administrative responsibility for these matters in a smaller and less complex academic organisational unit.

4.10 USQ Level 10

Training Level or Qualifications

Employees at or above this level will typically perform duties at a skill level that assumes and requires knowledge or training equivalent to:

• proven expertise in the management of significant human and material resources, in addition to, in some areas;

• postgraduate qualifications and extensive relevant experience.

Level of Supervision

Broad direction.  Responsible for the management of all levels and functions of employees across diverse functional areas and/or programmes.   Operate with a high overall degree of autonomy.

Task Level

Complex, significant and high level creative planning, program and managerial functions with clear accountability for programme performance.  Comprehensive knowledge of related programs.  Generate and use a high level of theoretical and applied knowledge.

Organisational Knowledge

Bring a multiperspective understanding to the development, carriage, marketing and implementation of new policies.  The capacity to adapt the organisation's strategies to new, including externally generated demands.

Judgement, Independence and Problem Solving

Be fully responsible for the achievement of significant organisational objectives and programs.

May be an influential contributor to decisions concerning the allocation or use of substantial

resources.

Typical Activities

The provision of strategic policy advice affecting the direction of the University. Manage a large functional unit with a diverse or complex set of functions and significant resources.  Manage a more complex function or unit where significant innovation, initiative and/or judgement are required.  Manage substantial contract obligations or a substantial budget, including discretion to re-allocate funds or priorities within a budget.  Overall responsibility for the administration of a large academic organisational unit, typically including the oversight of other management staff with responsibility for budget, course structure, external activities etc.

5 Attachment 3 - Position Classification Standards (PCSs) for Foundation/Uniprep Teaching Employees

5.1 Foundation/Uniprep Teaching Level A

Principal Accountabilities

A Foundation/Uniprep teaching employee is expected to make contributions to the teaching effort of the University, and to carry out activities to develop professional expertise relevant to the profession or discipline.

Indicative Duties

• Teach ESL/Foundation/Uniprep to international students.

• Take an organisational role in the conduct of Foundation/Uniprep, if requested.

• Assist with teacher-student consultations concerning Foundation/Uniprep course matters.

• Assist in the development of Foundation/Uniprep materials to be used at the Centre or at any other location in which the University is involved.

• Assist in the development of tests for use in the various courses offered by the Centre.

• Undertake any other duties related to the teaching and learning of Foundation/UniPrep courses, as requested by the delegated office, or the Head of Centre.

Education, Experience and Job Knowledge

• An appropriate degree together with an approved TESL qualification *.

• Knowledge of current trends and practices of ESL/EFL and preparatory programs as these apply to teaching Foundation/Uniprep students.

• Extensive knowledge of English language assessment applicable to the standards set for entry into further study.

• Knowledge of the cultural, linguistic and educational backgrounds of the main groups of oncampus and external students in Foundation/Uniprep courses.

• A knowledge of broad issues in the area of Australia's international students programmes.

* Formal qualifications may be offset by extensive relevant experience.

5.2 Foundation/Uniprep Teaching Level B

Principal Accountabilities

• Coordinate Foundation / UNIPREP programs for on campus and/or external students.

• Provide leadership and guidance to the teachers.

• Liaise with external partners, other campus coordinators, teaching and administrative employees and on campus students of the programs.

Indicative Duties

• Teach ESL/Foundation/Uniprep classes, as appropriate.

• Undertake examiner and/or moderator duties as appropriate.

• Oversee the development of new courses and/or upgrading of the current courses.

• Oversee recommendations for pathways into further studies.

• Facilitate compliance procedures in relation to student enrolments/attendance as directed by the Department of Immigration and Citizenship (DIAC). 

• Deal with all Foundation/Uniprep student matters. 

• Deal with day to day employee matters.

• Liaise with the Head of the Centre on professional development activities for Uniprep/English Language teaching employees.

• Organise classes and timetables in the Centre, together with classroom, library and laboratory bookings for teaching purposes.

• Organise employees to teach, moderate and mark for oncampus and/or external students. 

• Delegate activities to teachers as appropriate.

• Liaise with the Head of the Centre on appointment of new employees for the Centre.

• Liaise with the Head of the Centre and/or Senior Administrative personnel on the development of a budget for the running of the Centre. 

Education, Experience and Job Knowledge

• A Master's degree in TESOL or equivalent qualification*.

• Knowledge of current trends and practices of ESL/EFL as these apply to teaching  students and developing learning materials.

• Extensive knowledge of English language assessment applicable to the standards set for entry into further study.

• Extensive experience in teaching intensive English language programmes for international students.

• Extensive knowledge of the cultural, linguistic and educational backgrounds of the main groups who comprise the on-campus and external students in Foundation/Uniprep courses.

• A working knowledge of the current national requirements as they pertain to providers of services for overseas students.

• Demonstrated ability in management and administration.

* Formal qualifications may be offset by extensive relevant experience.

6 Attachment 4 - Position Classification Standards (PCSs) for English Language Teaching Employees

6.1 English Language Teachers Level A

Principal Accountabilities

An English Language teaching employee is expected to make contributions to the teaching effort of the University, and to carry out activities to develop professional expertise relevant to the profession or discipline.

Indicative Duties

• Teach ESL to international students in English Language Programs conducted by the Centre if requested.

• Take an organisational role in the conduct of English Language Programs which the Centre conducts, if requested.

• Assist in the development of new English programs.

• Assist in the on-going counselling of the English Language students.

• Assist in the testing of students and marking at the beginning and end of each semester.

• Assist in the development of English Language materials to be used in the Centre or at any other location in which the University is involved.

• Assist in the development of tests for use in the various levels of English offered by the Centre.

• Manage and develop the Self-Access Library, if requested.

• Undertake any other duties related to the teaching and learning of ESL including the ELICOS programme, as requested by the appropriate delegate, or the Head of Centre.

Education, Experience and Job Knowledge

• An appropriate degree together with an approved TESL qualification*.

• Knowledge of current trends and practices of ESL/EFL as these apply to teaching English Language students.

• Extensive knowledge of English language assessment applicable to the standards set for entry into further study or other areas of Tertiary Preparation.

• Extensive knowledge of the cultural, linguistic and educational backgrounds of the main groups coming to Australia for ELICOS.

• A knowledge of broad issues in the area of Australia's international students programmes.

* Formal qualifications may be offset by extensive relevant experience.

6.2 English Language Teacher Level B

Principal Accountabilities

• Provide coordination of the Language Learning and Teaching units, as directed.

• Provide leadership and guidance to the teachers.

• Liaise with employees and students of the unit.

Indicative Duties

• Teach ESL/ELICOS classes, as appropriate.

• Organise classes and timetable in the Centre.

• Organise classrooms for teaching purposes.

• Organise teachers for teaching in the Centre.

• Deal with day to day employee matters.

• Organise examinations to be administered and assist in marking at the beginning and end of each semester.

• Oversee development of new courses and/or upgrading of the present ones.

• Oversee smooth running of the Self-Access Library and the Language Laboratory in the Centre.

• Deal with all English Language student matters.

• Undertake development of examinations at various levels.

• Undertake marketing activities.

• Delegate to teachers, activities as appropriate.

• Liaise with the Head of the Centre on appointment of new employees for the Centre.

• Liaise with the Head of the Centre on the development of a budget for the running of the Centre.

• Liaise with the Head of the Centre on professional development activities for English Language teaching employees.

Education, Experience and Job Knowledge

1. A relevant degree together with an approved TESL qualification*.

2. Knowledge of current trends and practices of ESL/EFL as these apply to teaching students.

3. Extensive experience in teaching intensive English language programmes for international students.

4. Extensive knowledge of English language assessment applicable to the standards set for entry into further study.

5. Extensive knowledge of the cultural, linguistic and educational backgrounds of the main groups coming to Australia for English language support programs.

6. A knowledge of broad issues in the area of Australia's international students' programmes.

7. Demonstrated ability in management and administration.

* Formal qualifications may be offset by extensive relevant experience.

7 Attachment 5 - Roles and Responsibilities of Deans and Heads of School/Department/Discipline

7.1 Deans

A Dean is responsible for pursuing and achieving the Faculty's mission and objectives.

A Dean is the chief executive officer, responsible for the Faculty and accountable to the Deputy Vice-Chancellor (Scholarship) for its operation, including:

• The academic activities of the Faculty encompassing teaching, research and scholarship;

• The management of the Faculty, including the management and, as appropriate, the allocation of resources (staff and operating funds) within the Faculty (e.g. to Heads), performance reviews of all staff in consultation, where appropriate, with Heads, and the management of research grants and applications;

• Representation of the Faculty on boards and committees where required;

• Advocacy of the Faculty's interests outside the University;

• In consultation with relevant staff, the staffing of the Faculty;

• Courses and constituent units at postgraduate and undergraduate level;

• Developing and supporting research activities;

• Other duties as directed by due authority.

Deans are responsible for providing opportunities for the participation of Faculty members in Faculty affairs through agreed decision-making and policy-development structures, and are accountable to the Deputy Vice-Chancellor (Scholarship).  

Procedures for the Appointment of Deans

For information pertaining to procedures for the appointment of Deans, refer to the Human Resources Policy and procedure Appointment and Reappointment to Senior Positions.

7.2 Heads of School/Department/Discipline

Subject to the overriding responsibilities of the Faculty, the Head is an academic leader and responsible to the Dean for an academic discipline or disciplines in terms of:

• Development and progress within the University of the discipline or disciplines taught in the School/Department;

• In appropriate consultation with the Dean and members of the School/Department, management of the School/Department for research, staffing and staff development, and resource development;

• As delegated by the Dean, undergraduate and postgraduate courses (content, offerings, assessment);

• Representation of the School/Department on Faculty and University boards and committees where required;

• Promoting research and consulting activities and attracting research and development funds;

• Advocacy of the discipline's or disciplines' interests outside the University.  

Heads of School/Department/Discipline are responsible for providing opportunities for the participation of School/Department members in School/Departmental affairs through agreed decision-making and policy-development structures, and are accountable to the Dean.

School/Departmental staff are accountable to the School/Department/Discipline for responsibilities and/or tasks assigned to them by the Dean or Head.

Procedures for the Appointment of Heads of School/Department/Discipline

For information pertaining to eligibility and conditions for Headships and procedures for appointment, refer to the Human Resources Policy and procedure Appointment and Reappointment to Senior Positions.

8 Other Policy Information