UNSW Enterprise Bargaining
| Draft UNSW General Staff EA 2010 Agreed Clauses |
| (a) | “Established pattern of hours” is the pattern of hours within the span of hours worked by an employee consistent with the custom and practice of the work unit. | |
| (b) | Notification of changes to the established pattern of hours of an employee within the span of hours as set out in Schedule 5 will be as follows: | |
| (i) | seven (7) days notice (or less if mutually agreed between the employee and his/her supervisor), will be given of a proposed temporary change; or | |
| (ii) | twenty-one (21) days notice (or less if mutually agreed between the employee and his/her supervisor), will be given of a proposed permanent change. | |
| (c) | Any proposed change that gives rise to a dispute on the application of this provision, including where an employee’s personal commitments are concerned, will be dealt with according to the dispute resolution procedures of this Agreement. Until the matter is resolved, no change to the employee’s established pattern of hours will take place. | |
| (d) | Proposed changes in the hours of operation of a work unit will be dealt with in accordance with clause 24.0 of this Agreement. | |
| Comment (Members Only Please) | ||
| Where an employee is required to work according to a roster, the following arrangements will apply: | |
| (a) | Work rosters will be posted in a readily accessible place. |
| (b) | All rosters will indicate the commencement and cessation times of the ordinary hours of work of the respective shifts for each employee. |
| (c) | Changes or variations to shift rosters will be notified at least 7 days prior to becoming operative. |
| (d) | A shift roster may be changed at any time to enable the functions of the University to be carried on, where another employee is absent from duty because of illness or in an emergency. However, if such an alteration involves an employee working on a day that would have been the employee’s day off, such time worked on that day will be paid for at overtime rates or time off in lieu will be taken on a mutually agreed day. This subclause does not apply where an employee in categories L and M of Schedule 5 is provided with at least 7 days notice of the change to a shift roster. |
| (e) | Places in shift rosters may be interchanged by agreement between the employees and the University, provided that the University will not incur additional shift or overtime penalties as a consequence of the interchange. |
| Comment (Members Only Please) | |
| (a) | An employee will not be required to work more than 5 hours without a meal break of not less than thirty minutes and, except where a flex-time system allows, for not more than one hour. |
| (b) | However, except as provided in subclause 21.0(c), when an employee is called upon to work any portion of their meal hours, such time will count as part of their ordinary working hours. |
| (c) | Trades staff described in Schedule 5 as Category K who are directed to work during meal breaks will be paid at the rate of double time for that period and continue to be paid at that rate until a meal break is allowed. |
| (d) | An employee will not be required to work overtime beyond 6.00pm without a meal break of at least thirty minutes that will not count as time worked. |
| (e) | This clause will not apply to employees, such as field work employees or security employees, where, by agreement between the University and the affected employees or their representative, no meal break is taken but a paid crib break of 30 minutes is allowed. |
| (f) | Trades staff described in Schedule 5 as Category K will have a paid rest period of 10 minutes between 9.00am and 11.00am or at an earlier time mutually agreed by the employee and the University. |
| Comment (Members Only Please) |
| (a) | Special leave with pay of up to 3 days per year may be given to an employee on account of special circumstances or emergencies. Applications for special leave will be considered on their merits. | |
| (b) | Special circumstances or emergencies: | |
| (i) | may include situations such as where the employee’s home has been damaged by fire, flood or other mishap, burglary, or where the employee is to take part in state emergency services activities. | |
| (ii) | do not include situations such as moving house, care of an immediate family member, attendance at union state or national conferences or similar events or other private business that the employee was aware of in advance sufficient to use other forms of leave. | |
| (c) | There is no entitlement to special leave if the leave sought coincides with any other period of leave. | |
| Comment (Members Only Please) | ||
An employee of the University will be granted annual leave or long service leave (where the employee has an entitlement to annual leave or long service leave) or leave without pay or leave from accrued flexible working hours for the purpose of observing holy days or attend essential religious or cultural duties associated with a particular religious faith or culture.
| 40.1 | Jury leave | |
| (a) | An employee required to serve as a juror will: | |
| (i) | notify his/her supervisor of the dates of any absence from work expected as a result of that service. | |
| (ii) | provide the University with proof of the dates of attendance, and the monies received for the jury service, other than any travel allowance. | |
| (b) | The University will pay to the employee his/her full salary for the period of jury service, but the employee is required to pay the University the money received for the jury service, other than any travel allowance. | |
| 40.2 | Witness leave | |
| (a) | An employee required to attend as a witness should notify the University through his/her supervisor of the dates of any absence from work. | |
| (b) | An employee required as a witness by the University, or directly in a matter relating to a University award or industrial agreement in the FWA, will be regarded as being on duty and consequently there will be no loss of pay or leave for the absence from work. | |
| (c) | An employee called as a witness by a party other than the University, or in a matter unrelated to the University, may choose to take leave without pay or take annual leave. Where this occurs, the employee must notify his/her supervisor in advance. | |
| Comment (Members Only Please) | ||
| (a) | An employee will be entitled to observe the following days, or days proclaimed as holidays in substitution for those days, without loss of pay: New Year’s Day Australia Day Canberra Day (UNSW@ADFA only) Good Friday Easter Monday Anzac Day Queen’s Birthday Labour Day Christmas Day Boxing Day August Bank Holiday (to be taken on the first weekday after Boxing Day) and all other proclaimed Public Holidays for the state of NSW and the ACT (as applicable) |
| (b) | Where a Public Holiday occurs on a rostered day off of a rostered employee and such employee does not work on that rostered day off, the employee will be entitled to an additional days leave (or at the option of the University, an additional days pay at the base rate) in lieu of such holiday, such leave to be taken at a time mutually convenient to the employee and the University. |
| (c) | Where a public holiday prescribed in this clause occurs during the period an employee is absent on annual leave or sick leave, no deduction will be made for that day from the employee’s annual or sick leave entitlement. |
| Comment (Members Only Please) |
| 45.1 | Amount of Leave | ||||||||||||
An employee may be granted leave to attend Defence Forces Reserves Training programs or courses on the following basis:
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| 45.2 | Additional Leave | ||||||||||||
| (a) | Additional leave not exceeding four (4) calendar days in ay period of twelve (12) months may be approved on written certification of its necessity by the employee's Commanding Officer. | ||||||||||||
| (b) | Any further leave may be granted and deducted from the employee's accrued annual leave and/ or long service leave or taken as leave without pay. | ||||||||||||
| (c) | The University will consider on a case-by-case basis an application submitted by an employee for paid leave in addition to the provisions referred to at subclause (a) and (b) above where the University is reimbursed for the employee's absence through a scheme funded by the Commonwealth Government. | ||||||||||||
| 45.3 | Refusal of Leave | ||||||||||||
| The University may refuse an application for leave if it would be inconvenient to the work unit to grant the leave requested. | |||||||||||||
| Comment (Members Only Please) | |||||||||||||
The ordinary hours of work and span of hours as described in subclause XX.(a) and XX.(b) are as follows:
| Category of Staff | Ordinary Hours of Work | Span of Hours of Work | |
| A | Driver / Messengers, Laboratory Craftsmen | 38 per week 7.6 hours per day |
7.30am - 7.30pm Monday to Friday 8.00am - 6.00pm Saturday |
| B | Stores Officer |
38 per week 7.6 hours per day |
6.30am - 10.15pm Monday to Friday 6.30am - 6.30pm Saturday |
| C | Broadcast, Production and Graphic Design Staff |
38 per week 7.6 hours per day |
8.00am - 10.15pm Monday to Friday 8.00am - 6.00pm Saturday |
| D | Laboratory Assistants |
38 per week 7.6 hours per day |
8.00am - 10.15pm Monday to Friday 8.00am - 6.00pm Saturday |
| E | Technical Officer, Senior Technical Officer |
35 per week 7 hours per day |
8.00am - 10.15pm Monday to Friday 8.00am - 6.00pm Saturday |
| F | Library Staff, Telephonist / Office Assistant, Supervisor - Switchboard |
35 per week 7 hours per day |
8.00am - 10.15pm Monday to Saturday |
| G | Administrative, Clerical, Computing, Professional and Research Staff |
35 per week 7 hours per day |
8.00am - 8.00pm Monday to Friday 8.00am - 6.00pm Saturday |
| H | Print Room Staff |
35 per week 7 hours per day |
7.00am - 7.00pm Monday to Friday 8.00am - 6.00pm Saturday |
| I | Child Care Workers |
38 per week 7.6 hours per day |
6.30am - 6.30pm Monday to Friday |
| J | Custodian |
38 per week 7.6 hours per day |
as required Monday to Saturday |
| K | Trades Staff and Gardeners |
38 per week 7.6 hours per day |
6.00am - 6.00pm Monday to Saturday |
| L | Patrol / Security Staff |
38 per week 7.6 hours per day |
as rostered Monday to Saturday |
| M | Attendant (Gatekeepers) and Cleaners |
38 per week 7.6 hours per day |
as rostered Monday to Friday 6.00am - 6.00pm Saturday |
| N | UniGym staff (Pool and Weights room / Fitness staff) |
38 per week 7.6 hours per day |
5.00am - 11.30pm Monday to Sunday |
| O | UniGym staff (other than Pool and Weights room staff) |
35 per week 7 hours per day |
5.00am - 11.30pm Monday to Sunday |
| P | Theatre Technicians |
38 per week 7.6 hours per day |
as required / rostered Monday to Sunday |
| Q | All staff at UNSW@ADFA |
35 per week 7 hours per day |
7.30am - 7.30pm Monday to Friday |
| R | AV Technicians |
38 per week 7.6 hours per day |
7.00am - 8.00pm Monday to Friday |
This Schedule sets out the normal collapsed steps for broadbanded positions.
| Level 1/2 Level 1, Step 1 Level 1, Step 3 Level 1, Step 5 Level 2, Step 1 Level 2, Step 2 |
Level 2/3 Level 2, Step 1 Level 2, Step 2 Level 3, Step 1 Level 3, Step 3 Level 3, Step 5 |
| Level 3/4 Level 3, Step 1 Level 3, Step 2 Level 3, Step 3 Level 3, Step 5 Level 4, Step 1 Level 4, Step 3 |
Level 4/5 Level 4, Step 1 Level 4, Step 2 Level 4, Step 3 Level 5, Step 1 Level 5, Step 3 Level 5, Step 5 |
| Level 5/6 Level 5, Step 1 Level 5, Step 3 Level 5, Step 5 Level 6, Step 1 Level 6, Step 2 Level 6, Step 3 |
Level 6/7 Level 6, Step 1 Level 6, Step 2 Level 6, Step 3 Level 7, Step 1 Level 7, Step 3 Level 7, Step 4 |
| Level 7/8 Level 7, Step 1 Level 7, Step 2 Level 7, Step 4 Level 8, Step 1 Level 8, Step 3 Level 8, Step 5 |
Level 8/9 Level 8, Step 1 Level 8, Step 3 Level 8, Step 5 Level 9, Step 1 Level 9, Step 2 Level 9, Step 3 |
| Level 9/10 Level 9, Step 1 Level 9, Step 2 Level 9, Step 3 Level 10 (minimum point) |
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| Comment (Members Only Please) | |
Check this page regularly for agreed clauses for the new General Staff Enterprise Agreement where, clause by clause, your CPSU Bargaining Team negotiate and win agreement for our new conditions of employment.
Level 1
Education, Training & Experience
Perform duties that do not require formal qualifications or work experience prior to engagement. Duties may, however, require the provision of structured on the job training after engagement.
Task
Perform repetitive tasks, covered by instructions and procedures, for which the jobholder usually requires less than one month of on the job training to achieve competence. Able to follow clear instructions. Some knowledge of materials and equipment may be required.
Judgement & Problem Solving
Solve problems where the situations encountered are repetitive, the alternatives for the jobholder are limited and readily learned, and the required action is clear or can be readily referred to higher levels.
Supervision & Independence
Clear and detailed instructions are provided. Tasks are covered by standard procedures. Responses to unfamiliar situations are determined at higher levels. Work is regularly checked.
In the case of experienced staff working along and following set routines, some latitude to rearrange sequences and discriminate between established methods.
Organisational Relationships & Impact
Can be expected to provide straightforward information to others on building or service locations. Staff follow procedures and demonstrate basic courtesy in their dealings with others: the impact of established procedures on other people or work areas is the concern of more senior staff.
Level 2
Education, Training & Experience
Perform duties at a skill level that requires:
Completion of Year 12 with relevant work experience; or
Completion of Year 10 and several years relevant work experience; or
An equivalent level of knowledge gained through any other combination of education, training and/or experience.
Task
Perform a range of straightforward tasks, adhering to clear instructions and procedures. Under instruction, may occasionally perform some more complex tasks for which detailed procedures of standardised instructions exist and where assistance or advice is readily available. Task competency, including knowledge of the procedures to be followed, can be acquired through on the job training and/or short courses consistent with training level 2.
Judgement & Problem Solving
Solve relatively simple problems – problems are similar, the relevant response is covered by established procedures/instructions, the choices to be made between alternate actions follow familiar patterns and assistance is available when unusual circumstances are encountered or when established responses are not effective. May exercise judgement over task sequencing on a day to day basis.
Supervision & Independence
Direction is provided on the tasks to be undertaken. The jobholder has some limited discretion to choose between established methods and sequences provided set priorities and timetables are met. The approach to standard circumstances is covered in procedures and checked on a selective basis. Non standard or more complex tasks will be subject to detailed instructions and checking.
Organisational Relationships & Impact
Knowledge of and ability to relay information on requirements or procedures in own work area of perform tasks that may involve providing a general directory service to members of the public, students and other staff (eg, advise on the location, role and availability of personnel and services). Use tact in dealing with others.\
Level 3
Education, Training & Experience
Perform duties at a skill level that requires:
Completion of a trades certificate, without subsequent experience as a qualified tradesperson upon appointment; or
Completion of Year 12, normally with subsequent relevant work experience; or
Completion of a certificate or associate diploma with no relevant on the job experience; or
An equivalent level of knowledge gained through any other combination of education, training and/or experience.
Staff advancing through this level may perform duties that require further on the job training or knowledge and training equivalent to progress toward completion of an associate diploma.
Task
Some task complexity, requiring the practical application of acquired skills and knowledge consistent with training level 3. Exercise discretion within established work methods and procedures to diagnose problems, or to choose between alternate approved work methods or established procedures and to determine task sequences within established work routines. Guidance or development would normally be provided before new tasks or situations are handled. Tasks may involve written and verbal communication skills, numerical skills, organising skills, data collection, and the use of a range of equipment at a level of complexity equivalent to the standard use of word processing software or to the application of skills gained through the acquisition of a single trade certificate.
Judgement & Problem Solving
Solve similar problems using a combination of learned methods, procedures, precedent, practices and experience, where initiative and interpretation in the application of procedures or established work practices will be required.
Will exercise some judgement over when to refer matters to seek assistance. Where the opportunity arises, will make suggestions and develop local job specific systems to assist in the completion of allocated tasks.
Supervision & Independence
Direction is provided on the assignments to be undertaken, with the occupant determining the appropriate use of established methods, tasks and sequences, where task objectives are well defined, established procedures or standard work practices and schedules apply, and choices are made between a range of straightforward alternatives.
Guidance on the approach to non standard or more complex circumstances will be provided by others. Supervision of other staff may be required, where those staff perform a range of straightforward tasks, following set procedures or routines.
Organisational Relationships & Impact
Apply a knowledge of the work area processes and take the impact of actions on other people or work areas into account when selecting between established work methods and sequences.
Level 4
Education, Training & Experience
Perform duties at a skill level that requires:
Completion of an associate diploma level qualification with relevant work experience (including experience gained in parallel with undertaking part-time study) or a certificate level qualification with post-certificate relevant work experience; or
Completion of a post-trade certificate and subsequent relevant experience; or
Completion of a trade certificate and subsequent relevant experience leading to the development of areas of specialisation through a depth of skills, or to the application of skills normally associated with a number of separate trades, or to the application of administrative and supervisory roles in conjunction with trade skills; or
An equivalent level of knowledge gained through any other combination of education, training and/or experience.
Task
Perform a variety of tasks that 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.
Knowledge is applied to recurring circumstances, at a level of complexity equivalent to using a range of computer software applications to assist with job assignments, to setting up, using and demonstrating a range of standard procedures, equipment use and/or experiments or to applying skills ranging across more than one trade. May involve the application of specialist skills, eg, producing documents involving complex layouts, instrument calibration or maintenance, guidance to others in the use of a limited range of equipment, or the application of post trade skills to maintenance tasks.
Judgement & Problem Solving
Solve standard problems within an established framework or body of knowledge by applying a range of procedures and work methods, being proficient in and interpreting a set of relatively straightforward rules, guidelines, manuals or technical procedures, and selecting from a range of combination of possible responses, based on some understanding of the principles of policies underlying established procedures, practices or systems.
Will use operational experience to monitor and contribute to local procedures and systems.
Supervision & Independence
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 that 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 staff at higher levels) contributions to assignments or projects.
May undertake stand alone work appropriate to this level.
Organisational Relationships & Impact
Apply a sound knowledge of the impact of the activities undertaken on other related functions or sections. Provide advice or assistance based on some depth of knowledge in own area. Assist others by interpreting procedures and selecting between work methods and sequences. Where relevant case experiences arise, suggest changes to procedures, schedules or routines to facilitate good relations between work units or with clients.
Level 5
Education, Training & Experience
Perform duties at a skill level that requires:
Completion of an associate diploma level qualification with relevant work experience (including experience gained in parallel with undertaking part-time study) or a certificate level qualification with post-certificate relevant work experience; or
Completion of a post-trade certificate and subsequent relevant experience; or
Completion of a trade certificate and subsequent relevant experience leading to the development of areas of specialisation through a depth of skills, or to the application of skills normally associated with a number of separate trades, or to the application of administrative and supervisory roles in conjunction with trade skills; or
An equivalent level of knowledge gained through any other combination of education, training and/or experience. Perform a variety of tasks that 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.
Task
Perform tasks that require a knowledge and standard application of theoretical principles, procedures and techniques at the level of a less experienced graduate working in their field of expertise, or depth (ie, the development of some areas of specialisation) or breadth of technical trade or administrative expertise, including a sound appreciation of the advanced technical concepts, or relevant policy issues, in a particular functional area or to a set of related activities.
Apply, interpret and or advise on policies, systems, manuals, rules, procedures or guidelines, eg, the trialing of and reporting on experiment modifications for laboratory practicals, or the application of a substantial set of rules to the consideration of varying individual cases.
Judgement & Problem Solving
Solve diverse problems by applying judgement and initiative based either on theoretical knowledge or on a thorough knowledge of a complex set of rules, activities, techniques or procedures. May make regular operational decisions on the provision, availability or deployment of resources and services that have an effect outside the immediate work unit or on clients.
Supervision & Independence
Duties arise from role statements, supplemented by assignment allocation as relevant. Use theoretical/policy and technical knowledge to interpret procedures.
May supervise staff 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 staff with different areas of skill.
Organisational Relationships & Impact
Apply a detailed knowledge or work unit policies, systems and procedures, and their interaction with policies, systems and procedures in any related areas, to respond to standard circumstances and advise, assist and influence others.
Level 6
Education, Training & Experience
Perform duties at a skill level that requires:
A degree, normally with subsequent relevant experience to consolidate the theories and principles learned; or
Extensive experience (combined with specialised training and/or Diploma or Certificate level education), leading to either the development of specialist expertise or to the development of broad knowledge, in technical or administrative fields; or
An equivalent level of knowledge gained through any other combination of education, training and/or experience.
Task
Perform a range of assignments that 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. The investigation of a range of operating and design issues may be a key duty at this level.
Judgement & Problem Solving
Solve diverse and unusual problems by analysing information where considerable interpretation of existing regulations, policies or procedures is required. Some discretion to innovate within own function and take responsibility for outcomes. May apply theoretical/policy and technical/ procedural knowledge to design, diagnose, analyse, review, develop or test complex systems, data, equipment or procedures, develop section procedures, use considerable technical skills to design equipment to a limited brief or to liaise with equipment users to better define requirements, and/or undertake planning involving resource use or develop proposals for resource allocation.
Supervision & Independence
Major job duties are specified in position documentation or equivalent role statements, supplemented by assignment allocation as relevant. Will set priorities and monitor work flows and systems within an area of responsibility (ie, for own position and for a team or section if applicable). May have supervisory responsibility and some line management responsibility for staff performing a set of related functions. May have staff reporting indirectly to the position.
Organisational Relationships & Impact
Provide authoritative advice in the context of widely varying circumstances. Adapt techniques and interpret or modify procedures to achieve objectives, where any changes are within policy and either their impact is largely restricted to the work unit(s) concerned or they are authorised at higher levels. May provide influential input to policy or systems development on the basis of expertise in the operational aspects of current systems and their impact.
Level 7
Education, Training & Experience
Perform duties at a skill level that requires:
A degree with a depth of subsequent relevant experience to consolidate and extend the theories and principles learned; or
Extensive experience and management and or specialist expertise; or
An equivalent level of knowledge gained through any other combination of education, training and/or experience.
Task
Apply substantial theoretical and technical knowledge and experience to a range of issues and circumstances requiring considerable independent analysis and interpretation. In addition, may provide consultancy advice to others, and/or be recognised as an expert in a specialised area of theoretical, policy or technical complexity.
Judgement & Problem Solving
Independently apply theoretical or policy knowledge to:
modify and adapt techniques to develop innovative methodologies; or
research and analyse a situation and propose new responses or solutions; or
take a leading role in the application of proven techniques involving considerable theoretical and technical sophistication.
Focus on objectives rather than procedures and precedents. May involve the interpretation or application of policy that has an impact beyond the immediate work area.
Supervision & Independence
Direction is provided in terms of objectives. A contribution to the planning of programs and the review, development or modification of procedures (within policy) by the employee will be required. May have line management responsibility for staff delivering administrative, technical or professional services, including the provision of advice on procedures, systems, priorities and budgets for the program concerned to more senior managers.
Organisational Relationships & Impact
Duties require knowledge of the relationship between a range of diverse policies and activities. May negotiate solutions where a range of interests have to be accommodated. May develop proposals or recommendations that coordinate the interests of separate work units or contributors around a particular program, function or objective and share some accountability for the decisions taken.
Level 8
Education, Training & Experience
Perform duties at a skill level that requires:
A degree with substantial extension of the theories and principles, normally requiring extensive relevant graduate experience; or
A range of management experience; or
Postgraduate qualifications with relevant experience; or
An equivalent level of knowledge gained through any other combination of education, training and/or experience.
Task
Perform tasks requiring the integration of substantial theoretical (or policy) and 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 consultancy services with recognised standing across or outside of the University.
Tasks may span a range of activities in a complex, specialised environment.
Judgement & Problem Solving
Responsible for developing or implementing systems, or programs (including priorities, policies and procedures) within closely defined statements of role objectives, that may include a requirement to draw together the interests of several functional or specialist areas. May provide strategic advice at Faculty level or equivalent.
Supervision & Independence
Will advise on and have substantial influence over the establishment of priorities, programs and/or budgets (formulation and expenditure) for a major area or specialised project. Will have scope to reset priorities or resources within overall program objectives or between positions or sections for which the position has line management responsibility.
Organisational Relationships & Impact
Apply a thorough knowledge of:
University wide policies; or
The external environment (eg, government legislation, guidelines and requirements); or
Diverse research and teaching activities.
To have a substantial influence on policy development or the management of a program(s).
Level 9
Education, Training & Experience
Perform duties at a skill level that requires:
Extensive management expertise and supporting experience; or
Program management and other specialist expertise; or
Postgraduate qualifications and extensive relevant experience; or
An equivalent level of knowledge gained through any other combination of education, training and/or experience.
Task
Perform tasks involving a significant creative, planning or management contribution to the development or operation of major professional, management or administrative policies or programs, and responsibility for or impact on significant resources.
Judgement & Problem Solving
Responsible for developing or implementing systems, services or programs (including priorities, policies and procedures)within either broad statements of role objectives, or where responsibilities have been substantially delegated.
In management positions, have independence in the allocation of resources within constraints established by senior management.
Supervision & Independence
Either:
manage programs, including where relevant setting longer term priorities and objectives, the shaping of organisational structures and influence over the size and composition of the resources available;
Or
have wide discretionary powers and provide high level advice in a specialised field of theoretical complexity.
Organisational Relationships & Impact
Plan and take a leading role in liaising, consulting and negotiating the development, modification or implementation of changes to policies, programs or practices at Faculty level or equivalent.
Comment (Members Only Please)