15.1. Classification Concepts and Methodology

^{(Updated: July 2006)}

15.1.1. Overview

15.1.1.1. Professional Staff

Professional Staff positions are classified according to the classification narrative standards set in Section 15.2. The Cullen Egan Dell points factor evaluation system is used for classifying positions at HEW Level 10.

Job evaluation is a generic term that includes the various tools and techniques used to assess the work value of a job and to place it in a structured relationship with all other jobs in the organisation. This structure is linked directly with salaries to form the salary structure.

Staff appointed to positions at the HEW 1-8 range may progress to the next level without going through a reclassification process. For this to occur staff must be assessed as performing as at least good at their current level following annual review under the University's PDF, meet the qualifications required to operate at the next level and there must be a departmental requirement for the work at the next level. More policy information on this process is available at Section 17.4 Linked Advancement Program - Professional Staff.

HR Consultants will assist with any queries concerning job classification concepts and procedures for Professional Staff.

15.1.1.2. Academic Staff

Section 15.3 provides for position classification standards for academic staff at Levels A to E, and describes the standards and duties for each level.

15.1.2. Policy

15.1.2.1. Work Value: Professional Staff Positions

Relative work value is the key determinant of Professional Staff position classification.

Work value is the measure of a job's worth in comparison to the relative worth of other positions within an organisation. Personal performance, length of service, or salary-related issues cannot be considered in relation to position classification.

15.1.2.2. Classification Methodology: Professional Staff Positions

The classification process has two stages:

• job analysis

• evaluation and classification.

Job analysis entails clarification and documentation of the role by a systematic analysis and evaluation of the knowledge and skills, task complexity, judgement, independence, problem solving and decision accountability.

Following analysis, the work value (evaluation and classification) of positions in HEW Levels 1 to 9 is determined by the following:

• comparison of the position with the narrative descriptions in the group standard (see Section 15.2: Classification Standards);

• comparison with typical duties to test that the job is recognised as being equal to the majority of positions at one work value level and that it is of a higher work value level than all positions at lower work value levels. Positions may be routinely required to undertake some duties normally expected of positions classified at lower levels in the structure and occasionally be required to undertake duties at a higher level in the structure. However, the basis of classification of all positions will be according to the chief focus of the job and the highest work value elements regularly required of the position.

15.2. Classification of Professional Staff Positions

^{(Updated: September 2007)}

15.2.1. Overview

The appropriate classification level for all HEW Levels 1-9 professional staff positions (vacant and occupied) is determined by comparing the position documentation with the Higher Education Worker classification standards and the typical duties set against those classification standards.

HEW Level 10 positions are classified by the Cullen Egan Dell Classification method.

This entry describes three classification procedures for various HEW levels:

• initial position classification (all HEW levels);

• reclassification (all HEW levels);

• the Cullen Egan Dell classification method (HEW Level 10 only).

For information about individual advancement through the linked HEW grades (HEW levels 1 - 8 only) see Section 17.4.

15.2.2. References

• Council Minutes, September 1999

• Council Minutes, September 2001

15.2.3. Policy

15.2.3.1. Initial Position Classification

The accuracy of the classification process hinges upon the accuracy of the position description supplied by the Department to Human Resources.

When drafting the position description, refer to the Human Resources Home Page on the internet ( http://www.hr.unimelb.edu.au). Under the heading Recruitment and Selection there is a 'How to Write PDs' section that clearly sets out the necessary details for a well written position description. A proforma can be downloaded onto your computer for you to work on.

15.2.3.2. Authorisation of Classification of Positions

The Vice-Principal (Human Resources), has the delegated authority to approve the classification of Professional Staff positions at or below the level of HEW Level 10.

15.2.3.3. Review/Reclassification of a Position

The reclassification of Professional Staff positions is based on three main assumptions.

1. The duties and responsibilities assigned to a staff member are closely related to the classification of the position currently occupied by the staff member. If the assigned duties and responsibilities are significantly altered, the classification may be reviewed.

2. Staff are employed to perform specific duties. The fact that an individual is capable of performing more complex duties does not in itself constitute grounds for reclassification of the position. (It may be good grounds for an individual to seek a position of higher classification elsewhere in the university.)

3. In the event of a staff member becoming overclassified in his or her position, the staff member's salary shall not be reduced.

A position is reclassified in recognition of a significant change in work value of the duties and responsibilities that the University requires of the position, not as a reward to which an incumbent is entitled after a given period in a particular grade.

An individual who considers that the classification of his or her position is incorrect must first discuss the matter with the Head of Department (or equivalent).

To initiate a review of a position's classification, the Head of Department (or equivalent) should forward a letter of recommendation to the Vice-Principal (Human Resources). The letter should be endorsed by the Dean of Faculty or equivalent budgetary unit Head, and be accompanied by a verified position description.

Upon receipt of these documents, Human Resources will undertake any necessary enquiries, which may include a physical inspection of the workplace and then will refer the matter to the Reclassification Panel.

The Reclassification Panel meets twice a month to consider applications.

An assessment of the position is made in relation to the classification standards and the level of responsibility of comparable positions in other areas.

The Head of Department (or equivalent) is notified of the decision of the Vice-Principal (Human Resources), and is requested to pass on this advice to the incumbent in the position.

15.2.3.4. Membership of Reclassification Panel

The membership of the Reclassification Panel is as follows:

• Chairperson (currently Director, Client Services)

• a Faculty General Manager

• a Departmental Manager

• a Senior Manager with Library experience

• a Senior Manager with IT experience

• a Senior Manager with Finance experience

• the HR Consultant responsible for the Department

In addition, the staff member undergoing consideration for reclassification may request that the general staff member on Council or his or her nominee participate as an observer on a Reclassification Panel. Observers must act impartially to ensure procedural fairness applies to the reclassification process and must not represent the interests of either the University or the staff member undergoing consideration for reclassification.

15.2.3.5. Disputed Relcassification Decisions

If a dispute concerning reclassification exists between a staff member and a Head of Department, the Vice-Principal (Human Resources) will endeavour to resolve the matter.

15.2.3.6. Classification of HEW 10 Positions

The Cullen Egan Dell points factor evaluation system is used for classifying positions at HEW Level 10 and compares the work value of positions by looking at a number of specific factors common to all jobs, and assigning points to each of those factors. This results in a total points score being allocated to the position, enabling the position to be ranked according to relative size within a classification structure.

HEW Level 10 reclassifications and advertisements must be authorised by the Vice-Principal (Human Resources).

15.2.3.7. Position Classification Standards

Each of the HEW position classification standards is divided into seven sections: Training level or qualifications, Occupational equivalent, Level of supervision, Task level, Organisational knowledge, Judgement, independence and problem solving, and Typical activities. Where the position classifications vary for IT positions, a special note has been made under the appropriate heading. The IT position descriptors were devised by staff in the Department of Human Resources and Information Technology Services and approved by the then Administrative Committee as a 'guide only'.

Further information about IT classification standards can be found at: http://rubens.its.unimelb.edu.au/pub/itpd.html.

15.2.3.7.1. Higher Education Worker Level 1

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 shall provide information on the higher education institution, conditions of employment, training to be made available and consequent career path opportunities, physical layout of the 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.

Occupational equivalent - Cleaner, Labourer, trainee for level 2 duties.

Level of supervision - Close supervision or, in the case of more experienced staff 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, e.g. 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.

15.2.3.7.2. Higher Education Worker Level 2

Training level or qualifications - Level 2 duties typically require a skill level which assumes and requires knowledge, training or experience relevant to the duties to be performed, or completion of year 12 without work experience or, completion of Certificates I or II with work related experience, or an equivalent combination of experience and training.

Occupational equivalent - Administrative Assistant, Security Patrol Officer.

Level of supervision - Routine supervision of straightforward tasks; close supervision of more complex tasks (see task level below).

Task level - Perform a range of straightforward tasks where procedures are clearly established. May on occasion perform more complex tasks.

Organisational knowledge - Following training, may provide general information/advice and assistance to members of the public, students and other staff 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 personnel and services.

Judgement, independence and problem solving - Solve relatively simple problems with reference to established techniques and practices. Will sometimes choose between a range of straightforward alternatives.

An employee at this level will be expected to perform a combination of various routine tasks where the daily work routine will allow the latitude to rearrange some work sequences, provided the prearranged work priorities are achieved.

Typical activities - Administrative positions at this level may include duties involving the inward and outward movement of mail, 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, following emergency procedures and preparing incident reports.

15.2.3.7.3. Higher Education Worker Level 3

Training level or qualifications - Level 3 duties typically require a skill level which assumes and requires knowledge or training in clerical/administrative, trades or technical functions equivalent to:

• completion of a trades certificate or Certificate III; or

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

• an equivalent 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 and training equivalent to progress toward completion of a Certificate IV or Diploma.

Occupational equivalent - Tradesperson, technical assistant/technical trainee, administrative assistant.

Level of supervision - In technical positions, routine supervision, moving to general direction with experience. In other positions, general direction. This is the first level where supervision of other staff may be required.

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

Organisational knowledge - Perform tasks/assignments which require knowledge of the work area processes and in 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 - In trades positions, apply the skills taught in a trade certificate or Certificate III, including performance of a range of construction, maintenance and repair tasks, using precision hand and power tools and equipment. In some cases this will involve familiarity with the work of other trades or require further training.

In Technical Assistant positions:

• assist a technical officer in operating a laboratory, including ordering supplies

• assist in setting up routine experiments

• monitor experiments for report to a technical officer

• assist with the preparation of specimens

• assist with the feeding and care of animals

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

In administrative positions, perform a range of administrative support tasks including:

• standard use of a range of desk-top based programs, eg. word processing, established spreadsheet or database applications, and management information systems (eg. financial, student or human resource systems). This may include store and retrieve documents, key and lay out correspondence and reports, merge, move and copy, use of columns, tables and basic graphics

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

• process accounts for payment

In IT positions:

• handle direct customer enquiries

• perform elementary routine equipment maintenance

• collate and distribute computer outputs

• monitor computer room environment

• monitor computer room equipment area security

• perform data entry for computer account management

15.2.3.7.4. Higher Education Worker Level 4

Training level or qualifications - Level 4 duties typically require a skill level which assumes and requires knowledge or training equivalent to:

• completion of a diploma level qualification with relevant work related experience or completion of a Certificate IV with relevant work experience, or

• completion of a post-trades certificate and extensive relevant experience and on the job training, or

• completion of a Certificate III with extensive relevant work experience, or

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

Occupational equivalent - Technical officer or technician, administrative above Level 3, advanced tradesperson.

Level of supervision - In technical positions, routine supervision to general direction depending upon experience and the complexity of the tasks. In other positions, general direction.

May supervise or co-ordinate others to achieve objectives, including liaison with staff at higher levels. May undertake stand-alone work.

Task level - May undertake limited creative, planning or design functions; apply skills to a varied range of different tasks.

Organisational knowledge - Perform tasks/assignments which require 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 complex engineering or interconnected electrical circuits

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

In technical positions:

• develop new equipment to criteria developed and specified by others

• under routine 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

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

  In library technician positions:

  • undertake copy cataloguing

  • use a range of bibliographic databases

  • undertake acquisitions

  • respond to reference inquiries

  In administrative positions:

  • may use a full range of desktop based programs, including word processing packages, mathematical formulae and symbols, manipulation of text and layout in desktop publishing and/or web software, and management information systems

  • plan and set up spreadsheets or data base applications

  • be responsible for providing a full range of secretarial services, eg. in a faculty

  • provide advice to students on enrolment procedures and requirements

  • administer enrolment and course progression records.

  In IT positions:

  • within general guidelines, respond to routine user requests and problems

  • install and maintain commodity computer and network hardware

  • within general guidelines, perform routine repairs to commodity computer and network hardware

  • assist with the production of elementary technical distribution

  • assist with the installation of computer network hardware and software

  • initiate and monitor routine data backup and restore procedures

  • respond to emergency conditions in computer room environment

  • monitor and respond to machine requests

  • operate and maintain substantial printing facilities

15.2.3.7.5. Higher Education Worker Level 5

Training level or qualifications - Level 5 duties typically require a skill level which assumes and requires knowledge or training equivalent to:

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

• completion of an advanced diploma qualification and at least 1 years subsequent relevant work experience; or

• completion of a diploma qualification and at least 2 years subsequent relevant work experience, or

• completion of a Certificate IV and extensive relevant work experience, or

• completion of a post-trades certificate and extensive (typically more than 2 years) relevant experience as a technician; or

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

IT positions may require:

• familiarity with at least one language from which modules of code are built

• for specific areas of expertise, maintain a current knowledge of technical developments within the IT industry.

Occupational equivalent - Graduate (ie, degree) or professional, without subsequent work experience on entry (including inexperienced computer systems officer); administrator with responsibility for advice and determinations; experienced technical officer.

Level of supervision - In professional positions, routine supervision to general direction, depending on tasks involved and experience. In technical positions, general direction and may supervise other staff.

Task level - Apply body of broad technical knowledge and experience at a more advanced level than level 4, 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 - Perform tasks/assignments which require proficiency in the work area's rules, regulations, policies, procedures, systems, processes and techniques and how they interact with other related functions, in order to assist in their adaptation to achieve objectives, and advise, assist and influence others.

Judgement, independence and problem solving - In professional positions, solve problems through the standard application of theoretical principles and techniques at degree level. In technical positions, apply standard technical training and experience to solve problems. In administrative positions, 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.

Typical activities

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 reports of a technical nature.

  In library technician positions:

  • perform at a higher level than level 4, including assist with reader education programs and more complex bibliographic and acquisition services

  • operate a discrete unit within a library which may involve significant supervision or be the senior staff member in a outposted service.

  In administrative positions:

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

  In IT positions:

  • develop programs from predefined program specifications

  • install a variety of desktop operating systems and commodity software packages

  • provide advice on commodity hardware and software products

  • diagnose and repair commodity computer and network hardware

  • produce elementary technical documentation

  • assist with the production of elementary training courses

  • present existing elementary training courses

  • install computer or network hardware and software

  • define documents and maintain operational procedures

15.2.3.7.6. Higher Education Worker Level 6

Training level or qualifications - Level 6 duties typically require a skill level which assumes and requires knowledge or training equivalent to:

• a degree with subsequent relevant experience; or

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

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

In addition, IT positions may require:

• for specific areas of expertise, maintain a current knowledge of technical developments within the IT industry

• understand and apply fundamental IT security concepts.

Occupational equivalent - Graduate or Professional with subsequent relevant work experience (including a computer systems officer with some experience); line manager; experienced technical specialist and/or technical supervisor.

Level of supervision - In professional positions, general direction; in other positions, broad direction. May have extensive supervisory and line management responsibility for technical, clerical, administrative and other non-professional staff.

Task level - Perform work assignments guided by policy, precedent, professional standards and managerial or technical expertise. Employees would have the latitude to develop or redefine procedure and interpret policy so long as other work areas are not affected. In technical and administrative areas, have a depth or breadth of expertise developed through extensive relevant experience and application.

Organisational knowledge - Perform tasks/assignments which require proficiency in the work area's existing rules, regulations, policies, procedures, systems, processes and techniques and how they interact with other related functions, and to adapt those procedures and techniques as required to achieve objectives without impacting on other areas.

Judgement, independence and problem solving - Discretion to innovate within own function and take responsibility for outcomes; design, develop and test complex equipment, systems and procedures; undertake planning involving resources use and develop proposals for resource allocation; exercise high level diagnostic skills on sophisticated equipment or systems; analyse and report on data and experiments.

For some IT positions:

• under general direction, implement specific changes to existing databases.

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:

• 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 school or 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 assistance to computer users

• analyse less complex user and system requirements.

In IT positions:

• follow analysis steps within general guidelines

• propose solutions to well defined and constrained problems

• develop small scale application systems

• make routine changes to existing systems

• respond to technical user requests and problems where guidelines may not be available

• identify and fix recurring problems

• produce routine technical documentation

• present and assess effectiveness of existing training courses and may make minor modifications based on assessment

• assist in the development and production of new training courses

• monitor adherence to IT security standards

• perform routine operating system or network administration tasks

• under general direction, evaluates new computer or network hardware and software products

• identify and solve elementary system or network problems

• monitor system or network performance and produce reports from standard available tools.

15.2.3.7.7. Higher Education Worker Level 7

Training level or qualifications - Level 7 duties typically require a skill level which 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.

IT positions may require:

• good general knowledge of broad issues in the IT industry and changes in technology.

Occupational equivalent - Senior librarian, technical manager, senior research assistant, professional or scientific officer, senior administrator in a small less complex faculty.

Level of supervision - Broad direction. May manage other staff including administrative, technical and/or professional staff.

Task level - Independently relate existing policy to work assignments or rethink the way a specific body of knowledge is applied in order to solve problems. In professional or technical positions, may be a recognised authority in a specialised area.

Organisational knowledge - Detailed knowledge of academic and administrative policies and the interrelationships between a range of policies and activities.

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 area.

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 staff 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 school.

  In research positions:

  • acknowledged expertise in a specialised area or a combination of technical management and specialist research.

  In administrative positions:

  • provide less senior administrative support to relatively small and less complex faculties or equivalent.

  In IT positions:

  • analyse a number of different problems with a specific area of expertise and proposes appropriate solutions

  • develop complex application systems from end user specifications

  • proficiently apply knowledge of relevant areas of the IT industry

  • manage small scale projects to successful completion

  • under broad direction, implement a range of end user services

  • identify potential problem areas and define and institute corrective measures

  • research and collate information and produce detailed technical documentation

  • assess effectiveness of existing training courses and may make significant modifications based on assessment

  • design, produce and deliver new training courses with emphasis on commodity package software or curriculum based materials

  • monitor and enforce adherence to IT security standards

  • implement security controls within systems and applications

  • design and implement a variety of small scale databases

  • maintain and enhance existing databases

  • implement data integrity controls for databases

  • monitor capacity and performance of databases and perform limited tuning tasks

  • perform essential operating system or network administration and management tasks

  • install and configure computer or network hardware and software to customer requirements

  • evaluate and recommend new computer or network hardware and software products

  • identify and solve a range of common system or network problems

  • monitor and analyse system or network performance and undertake related elementary tuning tasks

  • manage general system or network security functions.

15.2.3.7.8. Higher Education Worker Level 8

Training level or qualifications - Level 8 duties typically require a skill level which assumes and requires knowledge or training equivalent to:

• postgraduate qualifications or 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.

IT positions may require:

• experience of project management cycles with successful implementation

• have significant development experience in a wide variety of languages, platforms and development methodologies

• expert in relevant specialised IT areas

• extensive knowledge and experience in technical aspects of security software for operating systems or networks.

Occupation equivalent - Manager (including administrative, research, professional or scientific); senior school or faculty administrator; researcher.

Level of supervision - Broad direction, working with a degree of autonomy. May have management responsibility for a functional area and/or manage other staff including administrative, technical and/or professional staff.

Task level - Work at this level is likely to require the development of new ways of using a specific body of knowledge which applies to work assignments, or may involve the integration of other specific bodies of knowledge.

Organisational knowledge - The employee would be expected to make policy recommendations to others and to implement programs involving major change which may impact on other areas of the institution's operations.

Judgement, independence and problem solving - Responsible for program development and implementation. Provide strategic support and advice (eg. to schools 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 schools and faculties or medium complexity, taking into account the size, budget, course structure, external activities and management practices within the faculty or equivalent unit.

In IT positions:

• analyse a variety of different problems within a broad range of expertise

• propose well structured solutions to complex problems complementary to existing systems architecture

• develop and implement a wide range of complex application systems

• assimilate and respond to the wide scope and high rate of technological change and integrate such changes in relevant areas of responsibility

• research a variety of sources and implement effective solutions to complex problems and new service opportunities

• define standards for training course design, production and presentation

• anticipate need for and assess suitability of new training courses

• design, produce and present new training courses for complex technical systems

• assess risks and impact of data loss and establish procedures to ensure data integrity

• implement new IT security standards

• design and implement a variety of large and complex databases

• perform complex database performance measurement and tuning tasks

• design and implement changes to database structures to meet performance and capacity criteria

• manage and administer all operating system or network activities

• plan and coordinate significant computer or network hardware and software installations

• analyse requirements and define evaluation parameters and standards for computer or network hardware and software products selection

• identify and solve a wide range of computer system or network problems, often within critical time constraints

• monitor and analyse system or network performance and undertake a wide range of related sophisticated tuning activities

• implement software mechanisms for security of computers or networks and perform all necessary security functions to ensure the integrity of systems or networks.

15.2.3.7.9. Higher Education Worker Level 9

Training level or qualifications - Level 9 duties typically require a skill level which 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.

IT positions may require:

• thoroughly conversant with operating systems or network security features and their impact on the University.

Occupational equivalent - Manager (including administrative, research, professional or scientific); senior school or faculty administrator; senior researcher.

Level of supervision - Broad direction, working with a considerable degree of autonomy. Will have management responsibility for a major functional area and/or manage other staff including administrative, technical and/or professional staff.

Task level - Demonstrated capacity to conceptualise, develop and review major professional, management or administrative policies at the corporate level. Significant high level creative, planning and management functions. Responsibility for significant resources.

Organisational knowledge - Conceptualise, develop and review major policies, objectives and strategies involving high level liaison with internal and external client areas. Responsible for programs involving major change which may impact on other areas of the institution's operations.

Judgement, independence and problem solving - Responsible for significant program development and implementation. Provide strategic support and advice (eg. to schools or faculties or at the corporate level) requiring integration of a range of internal and external policies and demands, and an ability to achieve broad objectives operating within complex organisational 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 and the integration of internal and external requirements; manage a small and specialised unit where significant innovation, initiative and/or judgement are required; provide senior administrative support to the more complex schools and faculties, taking into account the size, budget, course structure, external activities and management practices within the faculty or equivalent unit.

In IT positions:

• analyse a wide range of complex problems and business requirements to produce sound proposals which are normally implemented without reference to other technical experts

• design, develop and implement major application systems at the University level or within a complex school or faculty which impacts on other areas of the University, predicting and making allowance for likely problems

• develop long term IT strategies and plans

• assimilate and respond to the wide scope and high rate of technological change and make recommendations on the strategic directions of a complex school, faculty or the University

• negotiate to final agreement with suppliers for major services and products

• make definitive proposals for implementation which are endorsed by the Tender Board or other appropriate authorities, committing the University to substantial expenditure

• plan and successfully complete a variety of complex projects within budget and on time

• direct others with planning and project management processes

• produce and implement contingency plans to cope with unexpected events

• identify, develop and implement a wide range of innovative end user services

• review and recommend changes to IT security policies

• design and implement disaster recovery plans

• design, implement and manage large University-wide databases

• design and implement major computer or network hardware and software installations at a faculty, complex school or University level

• define and implement computer system or network security policies

• ensure all system or network requirements of internal and external auditors are met.

15.2.3.7.10. Higher Education Worker Level 10

Training level or qualifications - Duties at or above this level typically require a skill level which 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.

IT positions may require:

• wide and detailed knowledge of a number of different areas of the IT industry

Occupational equivalent - Senior program, research or administrative manager.

Level of supervision - Broad direction, operating with a high overall degree of autonomy. Will have substantial management responsibility for diverse activities and/or staff (including administrative, technical and/or professional staff).

Task level - Complex, significant and high level creative planning, program and managerial functions with clear accountability for program 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; devise new ways of adapting 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.

Typical activities - 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; provide senior administrative support to the most complex schools and faculties in large institutions, involving complex course structures, significant staff and financial resources, outside activities and extensive devolution of administrative, policy and financial management responsibilities to this position.

In IT positions:

• define and implement clear and achievable long term IT strategies and plans for the University

• manage successful large and complex projects at the University-wide level and identify and recover from problems not predicted or allowed for in the original implementation plans

• provide advice and direction to project managers and team members

• design new IT security policies and associated security management procedures

• anticipate, plan and develop long term data architecture for major University information systems

• anticipate, plan and develop computer or network hardware and software architectures at the University level

• anticipate future demands for large scale and complex system or network resources and develop and implement appropriate growth strategies.

Further information about Level 10 appointments (Senior Administrative Service) can be found in Section 4.9 of the PPP.

15.3. Classification of Academic Staff Positions

^{(Updated: November 2008)}

15.3.1. Overview

This section sets out academic position classification standards for teaching and research staff at Levels A to E, and describes the general standard and specific duties for each of these levels. The standards are not exhaustive of all tasks in academic employment, which is by its nature multi-skilled and involves an overlap of duties between levels.

The minimum standards for academic levels (MSALs) are derived from the Higher education Academic Salaries Award (2002) and were negotiated as a national minimum higher education sector standard only. Adaptations to these standards reflect the expectations of academic activity at the University of Melbourne.

15.3.2. Policy

15.3.2.1. General Standard

Minimum standards for levels of academic staff, other than a casual, are set out in this section. The levels are differentiated by level of complexity, degree of autonomy, leadership requirements of the position and level of achievement of the academic. The responsibilities of academic staff may vary according to the specific requirements of the institution to meet its objectives, to different discipline requirements and/or to individual staff development.

An academic appointed to a particular level may be assigned and may be expected to undertake, responsibilities and functions of any level up to and including the level to which the academic is appointed or promoted. In addition, an academic may undertake elements of the work of a higher level in order to gain experience and expertise consistent with the requirements of an institution's promotion processes.

MSAL will not be used as a basis for claims for reclassification.

15.3.2.2. Academic Staff

15.3.2.2.1. Level A

Occupational Equivalent: Tutor, Research Assistant Grade 2, Research Fellow 1

A Level A academic will work with the support and guidance from more senior academic staff and will work under the supervision of academic staff at Level B and above.

A Level A academic is expected to develop his or her expertise in teaching, scholarship and/or research with an increasing degree of autonomy and may work with limited supervision and/or as part of a team.

A Level A academic will contribute to teaching at the institution (at a level appropriate to the skills and experience of the staff member) and/or undertake research which may result in the creation of intellectual property of all types, including inventions and/or engage in professional activities appropriate to his or her profession or discipline. He or she will undertake administration primarily relating to his or her activities at the institution. The contribution to teaching and supervision of students of Level A academics will be primarily at undergraduate and graduate diploma level.

The results of research conducted may be published as sole author or in collaboration.

15.3.2.2.2. Level B

Occupational Equivalent: Lecturer, Research Fellow 2

A Level B academic will undertake independent teaching and/or research in his or her discipline or related area. In research and/or teaching and/or scholarship, a Level B academic will make an independent contribution through professional practice and expertise and coordinate and/or lead the activities of other staff, as appropriate to the discipline.

A Level B academic will contribute to teaching at undergraduate, honours and postgraduate level, and/or engage in independent scholarship and/or undertake research which may result in the creation of intellectual property of all types, including inventions, and/or engage in professional activities appropriate to his or her profession or discipline. He or she will undertake administration primarily relating to his or her activities at the institution and may be required to perform the full academic responsibilities of, and related administration for, the coordination of an award program of the institution.

At Level B an academic will have experience in research or scholarly activities, which have resulted in refereed journals or other demonstrated scholarly activities. Research may be carried out independently and/or as part of a team. Level B academics may supervise postgraduate research students or projects and be involved in research training.

15.3.2.2.3. Level C

Occupational Equivalent: Senior Lecturer, Senior Research Fellow

A Level C academic will make a significant contribution to the discipline at the national level. In research, scholarship and/or teaching he or she will make independent and original contributions, which expand knowledge or practice in his or her discipline and have a significant impact on his or her field of expertise.

A Level C academic will make a significant contribution to research and/or scholarship and/or teaching and/or administration activities of an organisational unit or an interdisciplinary area at undergraduate, honours and postgraduate level. He or she may undertake research which may result in the creation of intellectual property of all types, including inventions. He or she will play a major role or provide a significant degree of leadership in scholarly, research and/or professional activities relevant to the profession, discipline and/or community and may be required to perform the full academic responsibilities of, and related administration for, the coordination of a large award program or a number of smaller award programs of the institution.

The research work of a Level C academic will be acknowledged at a national level as being influential in expanding the knowledge of his or her discipline. This standing will be demonstrated by a strong record of published work or other demonstrated scholarly activities. A Level C academic will normally provide leadership in research, including research training and supervision.

15.3.2.2.4. Level D

Occupational Equivalent: Reader, Associate Professor, Principal Lecturer, Principal Research Fellow

A Level D academic will make an outstanding contribution to the research and/or scholarship and/or teaching and administration activities of an organisational unit, including a large organisational unit, or interdisciplinary area.

A Level D academic will make an outstanding contribution to the governance and collegial life inside and outside of the institution and will have attained recognition at a national or international level in his or her discipline. He or she will make original and innovative contributions to the advancement of scholarship, research and/or teaching in his or her discipline, and may undertake research which may result in the creation of intellectual property of all types, including inventions.

The research work of a Level D academic will make a major original and innovative contribution to his or her field of study or research, and be recognised as outstanding nationally or internationally. A Level D academic will play an outstanding role within his or her institution, discipline and/or profession in fostering the research activities of others and in research training.

15.3.2.2.5. Level E

Occupational Equivalent: Professor, Professorial Fellow

A Level E academic will provide leadership and foster excellence in research, teaching and policy development in the academic discipline within the institution and within the community, professional, commercial or industrial sectors.

A Level E academic will have attained recognition as an eminent authority in his or her discipline, will have achieved distinction at the national level and may be required to have achieved distinction at the international level. A Level E academic will make original, innovative and distinguished contributions to scholarship, research and/or teaching in his or her discipline and may undertake research which may result in the creation of intellectual property of all types, including inventions. He or she will make a commensurate contribution to the work of the institution.

The research work of a Level E academic will typically have achieved international recognition through original, innovative and distinguished contributions to his or her field of research, which is demonstrated by sustained and distinguished performance. At Level E an academic will provide leadership in his or her field of research, within his or her institution, 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.

15.4. Classification of Research Assistants Grade 1

^{(Updated: November 2008)}

15.4.1. Overview

Research Assistants Grade 1 have traditionally been afforded salaries aligned to academic rates. The position classification standards for academic staff, Levels A, B, C and D do not cover Research Assistants Grade 1.

15.4.2. Policy

15.4.2.1. General Standard

A Research Assistant Grade 1, under the guidance and direction of more senior research staff, may carry out, or participate in experiments, surveys, investigations, creation of intellectual property of all types including inventions, analyses, test, observations, field trials, library and archival searches, or other related activities requiring the application of appropriate academic skills. Research Assistants are not appointed to conduct independent research.

15.4.2.2. Skill Base

For the satisfactory performance of duties at Research Assistant Grade 1, a pass degree in an appropriate discipline or its equivalent is the expected minimum.

Upon commencement of their duties Research Assistants are required to consult with the Head of Department in relation to the standards expected.

15.4.2.3. PhD Candidature

Research Assistants employed full-time in the University wishing to become part-time candidates for PhD must satisfy the employer rules for part-time candidature, and provide a statement from their Head of the employing Department regarding the time normally available each week for PhD studies (averaged over the year).

Created: September 1995
Last Modified: 12 October 2009
Authorised by: Web & Administrative Officer, Human Resources.