Degree. A recognised degree from a higher education institution, often completed in three or four years, and sometimes combined with a one year diploma. 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. 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. Examples of occupations typically falling within each classification level. This dimension covers both the way in which employees are supervised or managed and the role of employees in supervising or managing others. The type, complexity and responsibility of tasks typically performed by employees within each classification level. The level of knowledge and awareness of the organisation, its structure and functions that would be expected of employees at each proposed classification level, and the purposes to which that organisational knowledge may be put. Judgment is the ability to make sound decisions, recognising the consequences of decisions taken or actions performed. Independence is the extent to which an employee 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. Examples of activities typically undertaken by employees in different occupations at each of the classification levels. 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 must 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 opportunity practices and extended basic literacy and numeracy skills training where required/necessary to enable career path progression. Cleaner, labourer, trainee for Level 2 duties. Close supervision or, in the case of more experienced employees working alone, routine supervision. 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. Will provide straightforward information to others on building or service locations. Resolve problems where alternatives for the employee are limited and the required action is clear or can be readily referred to higher levels. Perform a range of industrial cleaning tasks, move furniture, assist trades personnel with manual duties. 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. Administrative assistant, security patrol officer. Routine supervision of straightforward tasks; close supervision of more complex tasks (see task level below). Perform a range of straightforward tasks where procedures are clearly established. May on occasion perform more complex tasks. Following training, may provide general information/advice and assistance 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 personnel and services. 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. 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. 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; • completion of Year 12 or a Certificate II, with relevant work experience; or • an equivalent combination of relevant experience and/or education/training. Persons advancing through this level may typically perform duties that require further on the job training or knowledge and training equivalent to progress toward completion of a Certificate IV or Diploma. Tradesperson, technical assistant/technical trainee, administrative assistant. 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 employees may be required. 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. Perform tasks/assignments that require knowledge of the work area processes and an understanding of how they interact with other related areas and processes. Exercise judgment on work methods and task sequence within specified timelines and standard practices and procedures. In trades positions, apply the skills taught in a trades 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; and assist with the feeding and care of animals. Employees 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, e.g. word processing, established spreadsheet or database applications, and management information systems (e.g. 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 employees including setting up meetings, answering straightforward inquiries and directing others to the appropriate personnel; and process accounts for payment. 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. Technical officer or technician, administrative above Level 3, advanced tradespersons. 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 employees at higher levels. May undertake stand-alone work. May undertake limited creative, planning or design functions; apply skills to a varied range of different tasks. Perform tasks/assignments which require proficiency in the work area’s rules, regulations, processes and techniques, and how they interact with other related functions. 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 that 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. In trades positions: work on complex engineering or interconnected electrical circuits; and/or 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; and/or demonstrate the use of equipment and prepare reports of a technical nature as directed. In library technician positions: undertake copy cataloguing; use a range of bibliographic databases; undertake acquisitions; and/or 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, e.g. in a faculty; provide advice to students on enrolment procedures and requirements; and/or administer enrolment and course progression records. Level 5 duties typically require 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 qualification and at least one year’s subsequent relevant work experience; or completion of a diploma qualification and at least two 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 two years’) relevant experience as a technician; or an equivalent combination of relevant experience and/or education/training. Graduate (i.e. degree) or professional, without subsequent work experience on entry (including inexperienced computer systems officer); administrator with responsibility for advice and determinations; experienced technical officer. In professional positions, routine supervision to general direction, depending on tasks involved and experience. In other positions, general direction and may supervise other staff. 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. 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. 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 coordinating a team to provide an administrative service. 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; and/or 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; and/or operate a discrete unit within a library that 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, e.g. HECS advice, records, determinations and payments, a centralised enrolment function. 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; and/or provide counselling services. Level 6 duties typically require a skill level that assumes and requires knowledge or training equivalent to:
Appears in 2 contracts
Samples: Enterprise Agreement, Enterprise Agreement
Degree. A recognised degree from a higher education institution, often completed in three 3 or four 4 years, and sometimes combined with a one one-year diploma. A recognised postgraduate degree, over and above a degree as defined above. NoteNOTE: 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. 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. Examples of occupations typically falling within each classification level. This dimension covers both the way in which employees are supervised or managed and the role of employees in supervising or managing others. The type, complexity and responsibility of tasks typically performed by employees within each classification level. The level of knowledge and awareness of the organisation, its structure and functions that would be expected of employees at each proposed classification level, and the purposes to which that organisational knowledge may be put. Judgment is the ability to make sound decisions, recognising the consequences of decisions taken or actions performed. Independence is the extent to which an employee 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 3 qualities applies at each classification level. Examples of activities typically undertaken by employees in different occupations at each of the classification levels. 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 must 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 Supervisorssupervisors, work and documentation procedures, occupational work health and safety, equal opportunity practices and extended basic literacy and numeracy skills training where required/necessary to enable career path progression. Cleaner, labourer, trainee for Level 2 duties. Close supervision or, in the case of more experienced employees working alone, routine supervision. 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. Will provide straightforward information to others on building or service locations. Resolve problems where alternatives for the employee are limited and the required action is clear or can be readily referred to higher levels. Perform a range of industrial cleaning tasks, move furniture, assist trades personnel with manual duties. 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. Administrative assistant, security patrol officer. Routine supervision of straightforward tasks; close supervision of more complex tasks (see task level below). Perform a range of straightforward tasks where procedures are clearly established. May on occasion perform more complex tasks. Following training, may provide general information/advice and assistance 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 personnel and services. 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. • 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. 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; III; • completion of Year 12 or a Certificate II, with relevant work experience; experience; or • an equivalent combination of relevant experience and/or education/training. Persons advancing through this level may typically perform duties that which require further on the job training or knowledge and training equivalent to progress toward completion of a Certificate IV or Diploma. Tradesperson, technical assistant/technical trainee, administrative assistant. 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 employees may be required. 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. Perform tasks/assignments that which require knowledge of the work area processes and an understanding of how they interact with other related areas and processes. Exercise judgment on work methods and task sequence within specified timelines and standard practices and procedures. In trades positions, apply the skills taught in a trades 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; and • assist with the feeding and care of animals. Employees 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 desktop based programs, e.g. word processing, established spreadsheet or database applications, and management information systems (e.g. 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 employees including setting up meetings, answering straightforward inquiries and directing others to the appropriate personnel; and • process accounts for payment. Employees would be expected to perform a greater range and complexity of tasks as they progressed through the level and obtained further training. 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. Technical officer or technician, administrative above Level 3, advanced tradespersons. 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- co-ordinate others to achieve objectives, including liaison with employees at higher levels. May undertake stand-alone work. May undertake limited creative, planning or design functions; apply skills to a varied range of different tasks. Perform tasks/assignments which require proficiency in the work area’s rules, regulations, processes and techniques, and how they interact with other related functions. 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 that 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. In trades positions: work on complex engineering or interconnected electrical circuits; and/or 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; and/or demonstrate the use of equipment and prepare reports of a technical nature as directed. In library technician positions: undertake copy cataloguing; use a range of bibliographic databases; undertake acquisitions; and/or 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, e.g. in a faculty; provide advice to students on enrolment procedures and requirements; and/or administer enrolment and course progression records. Level 5 duties typically require a skill level that 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 one year’s subsequent relevant work experience; or completion of a diploma qualification and at least two 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 two years’) relevant experience as a technician; or an equivalent combination of relevant experience and/or education/training. Graduate (i.e. degree) or professional, without subsequent work experience on entry (including inexperienced computer systems officer); , administrator with responsibility for advice and determinations; , experienced technical officer. In professional positions, routine supervision to general direction, depending on tasks involved and experience. In other positions, general direction and may supervise other staff. 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. 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. 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 coordinating co-ordinating a team to provide an administrative service. 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; and/or 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; and/or operate a discrete unit within a library that 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, e.g. HECS advice, records, determinations and payments, a centralised enrolment function. 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; and/or provide counselling services. Level 6 duties typically require a skill level that which assumes and requires knowledge or training equivalent to:
Appears in 1 contract
Samples: Enterprise Agreement
Degree. A recognised degree from a higher education institution, often completed in three or four years, and sometimes combined with a one year diploma. 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 3: Classification dimensions 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. Examples of occupations typically falling within each classification level. This dimension covers both the way in which employees are supervised or managed and the role of employees in supervising or managing others. The type, complexity and responsibility of tasks typically performed by employees within each classification level. The level of knowledge and awareness of the organisation, its structure and functions that would be expected of employees at each proposed classification level, and the purposes to which that organisational knowledge may be put. Judgment is the ability to make sound decisions, recognising the consequences of decisions taken or actions performed. Independence is the extent to which an employee 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. Examples of activities typically undertaken by employees in different occupations at each of the classification levels. 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 must 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 opportunity practices and extended basic literacy and numeracy skills training where required/necessary to enable career path progression. Cleaner, labourer, trainee for Level 2 duties. Close supervision or, in the case of more experienced employees working alone, routine supervision. 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. Will provide straightforward information to others on building or service locations. Resolve problems where alternatives for the employee are limited and the required action is clear or can be readily referred to higher levels. Perform a range of industrial cleaning tasks, move furniture, assist trades personnel with manual duties. HIGHER EDUCATION WORKER LEVEL 2 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. Administrative assistant, security patrol officer. Routine supervision of straightforward tasks; close supervision of more complex tasks (see task level below). Perform a range of straightforward tasks where procedures are clearly established. May on occasion perform more complex tasks. Following training, may provide general information/advice and assistance 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 personnel and services. 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. 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. HIGHER EDUCATION WORKER LEVEL 3 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; III; • completion of Year 12 or a Certificate II, with relevant work experience; experience; or • an equivalent combination of relevant experience and/or education/training. Persons advancing through this level may typically perform duties that require further on the job training or knowledge and training equivalent to progress toward completion of a Certificate IV or Diploma. Tradesperson, technical assistant/technical trainee, administrative assistant. 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 employees may be required. 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. Perform tasks/assignments that require knowledge of the work area processes and an understanding of how they interact with other related areas and processes. Exercise judgment on work methods and task sequence within specified timelines and standard practices and procedures. In trades positions, apply the skills taught in a trades 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; and assist with the feeding and care of animals. Employees 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, e.g. word processing, established spreadsheet or database applications, and management information systems (e.g. 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 employees including setting up meetings, answering straightforward inquiries and directing others to the appropriate personnel; and process accounts for payment. HIGHER EDUCATION WORKER LEVEL 4 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. Technical officer or technician, administrative above Level 3, advanced tradespersons. 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- co-ordinate others to achieve objectives, including liaison with employees at higher levels. May undertake stand-alone work. May undertake limited creative, planning or design functions; apply skills to a varied range of different tasks. Perform tasks/assignments which require proficiency in the work area’s rules, regulations, processes and techniques, and how they interact with other related functions. 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 that 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. In trades positions: work on complex engineering or interconnected electrical circuits; and/or 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; and/or demonstrate the use of equipment and prepare reports of a technical nature as directed. In library technician positions: undertake copy cataloguing; use a range of bibliographic databases; undertake acquisitions; and/or 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, e.g. in a faculty; provide advice to students on enrolment procedures and requirements; and/or administer enrolment and course progression records. HIGHER EDUCATION WORKER LEVEL 5 Level 5 duties typically require 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 qualification and at least one year’s subsequent relevant work experience; or completion of a diploma qualification and at least two 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 two years’) relevant experience as a technician; or an equivalent combination of relevant experience and/or education/training. Graduate (i.e. degree) or professional, without subsequent work experience on entry (including inexperienced computer systems officer); administrator with responsibility for advice and determinations; experienced technical officer. In professional positions, routine supervision to general direction, depending on tasks involved and experience. In other positions, general direction and may supervise other staff. 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. 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. 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 coordinating a team to provide an administrative service. 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; and/or 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; and/or operate a discrete unit within a library that 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, e.g. HECS advice, records, determinations and payments, a centralised enrolment function. 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; and/or provide counselling services. HIGHER EDUCATION WORKER LEVEL 6 Level 6 duties typically require a skill level that assumes and requires knowledge or training equivalent to:
Appears in 1 contract
Samples: Enterprise Agreement
Degree. A recognised degree from a higher education institution, often completed in three or four years, and sometimes combined with a one year diploma. 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. 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. Examples of occupations typically falling within each classification level. This dimension covers both the way in which employees are supervised or managed and the role of employees in supervising or managing others. The type, complexity and responsibility of tasks typically performed by employees within each classification level. The level of knowledge and awareness of the organisation, its structure and functions that would be expected of employees at each proposed classification level, and the purposes to which that organisational knowledge may be put. Examples of typical communications undertaken by employees in different occupations at each of the classification levels. Judgment is the ability to make sound decisions, recognising the consequences of decisions taken or actions performed. Independence is the extent to which an employee 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. Examples of activities typically undertaken by employees in different occupations at each of the classification levels. Employees at the base of this level would not be Training Level, Qualifications and Experience: ▪ Not required to have formal qualifications or work experience upon engagementexperience. Employees engaged at the base of this level will ▪ Will be provided with structured on the on-the-job training (in addition to up to 38 hours orientation, induction and WHS training) and advised of induction to the higher education industry which must provide information on the higher education institution, conditions of employment, any other available 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 opportunity practices and extended basic literacy and numeracy skills training where required/necessary to enable career path progression. Cleaner, labourer, trainee for Level 2 duties. Close supervision or, in the case of more experienced employees working alone, routine supervision. 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. opportunities ▪ Will provide straightforward information to others on building or service locations. Resolve problems where alternatives for the employee are limited and the required action is clear or can be readily referred to higher levels. Perform a range of industrial cleaning tasks, move furniture, assist trades personnel with manual duties. Level 2 duties typically require a skill level which assumes and requires have some prior knowledge, training or experience relevant to the duties to be performed; or ▪ Completion of Year 12 without work experience; , or ▪ Completion of Certificates Certificate I or II with work work- related experience; , or an ▪ An equivalent combination of experience and training; and ▪ Will be provided with structured on-the-job training and advised of any other available training opportunities. Administrative assistant▪ Completion of a Certificate III level of qualification; or ▪ Completion of Year 12 or a Certificate II, security patrol officerwith relevant work experience; or ▪ An equivalent combination of relevant experience and/or education/training ▪ Completion of a Cert. IV or Diploma level qualification with relevant work experience; or ▪ Completion of a Certificate III with extensive relevant work experience; or ▪ Relevant experience and proficiency in a similar role; or ▪ An equivalent combination of relevant experience and/or education/training. ▪ Degree level qualification without relevant work experience (Graduate Entry role); or ▪ Completion of an Advanced Diploma and at least 1 year of subsequent relevant work experience; or ▪ Completion of a Diploma and at least 2 years subsequent work experience; or ▪ Completion of a Certificate IV and extensive relevant experience; or ▪ Completion of an Aboriginal Health Worker qualification (Certificate IV in Aboriginal and or Xxxxxx Xxxxxx Islander Health Worker Primary Health Care) with relevant experience; or ▪ Substantial experience and expertise in similar role Supervision and Leadership: Close-Routine- General, -Broad ▪ Close supervision ▪ Routine supervision of straightforward tasks; close tasks following training and competency assessment ▪ Routine supervision of straightforward tasks ▪ Close supervision of more complex tasks (see task level below)▪ Routine supervision moving to general direction with experience. Perform ▪ May supervise other employees ▪ General direction with majority of workload ▪ Routine supervision of more complex tasks ▪ May undertake independent activity. ▪ May supervise or coordinate other professional staff to achieve objectives, including liaison with staff at higher levels. ▪ May undertake standalone work” ▪ General direction with majority of workload ▪ Routine supervision of more complex tasks ▪ May supervise or coordinate others. ▪ Will undertake independent work. ▪ Will follow direction on more complex tasks. ▪ May coordinate a team to provide an administrative or technical service Task Level ▪ Performs a range of straightforward tasks where clear and detailed instructions are provided and established procedures exist. ▪ Performs a range of straightforward tasks where clear and detailed instructions are clearly establishedprovided and established procedures exist. May on occasion perform ▪ Close supervision of more complex tasks ▪ Performs a range of tasks with some complexity. ▪ Applies a body of knowledge equivalent to Certificate III, including diagnostic skills and assessment of the best approach to a given task ▪ Applies knowledge and skills to a varied range of different tasks. ▪ May undertake limited creative, planning or design functions. ▪ Applies broad technical knowledge and experience at a more advanced level than PAT 4. ▪ In professional positions, will apply theoretical knowledge, at a degree level, in a straightforward way Organisational Knowledge ▪ Knowledge is based on straightforward and general information about the employee’s work area and responsibility. ▪ Following training, may provide general information/advice and assistance to members of the public, students and other employees 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. 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. 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. 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; • completion of Year 12 or a Certificate II, with relevant work experience; or • an equivalent combination of relevant experience and/or education/training. Persons advancing through this level may typically perform duties that require further on the job training or knowledge and training equivalent to progress toward completion of a Certificate IV or Diploma. Tradesperson, technical assistant/technical trainee, administrative assistant. 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 employees may be required. 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. Perform tasks/assignments that require knowledge of the work area processes and an understanding of how they interact with other related areas and processes. Exercise judgment on work methods and task sequence within specified timelines and standard practices and procedures. In trades positions, apply the skills taught in a trades 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; and assist with the feeding and care of animals. Employees 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, e.g. word processing, established spreadsheet or database applications, and management information systems (e.g. 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 employees including setting up meetings, answering straightforward inquiries and directing others to the appropriate personnel; and process accounts for payment. 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. Technical officer or technician, administrative above Level 3, advanced tradespersons. 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 employees at higher levels. May undertake stand-alone work. May undertake limited creative, planning or design functions; apply skills to a varied range of different tasks. Perform ▪ Performs tasks/assignments which require knowledge and proficiency in the work area’s rules, regulations, processes and techniques. ▪ With training, and understands how they interact their work interacts with other related functions. 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 ▪ Provides factual advice that which requires proficiency in the work area’s rules rules, regulations and regulations, procedures requiring expertise in a specialist area or broad knowledge of a range of personnel employee roles and functions. In trades positions: work on complex engineering or interconnected electrical circuits; and/or 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; and/or demonstrate the use of equipment and prepare reports of a technical nature as directed. In library technician positions: undertake copy cataloguing; use a range of bibliographic databases; undertake acquisitions; and/or 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, e.g. in a faculty; provide advice to students on enrolment procedures and requirements; and/or administer enrolment and course progression records. Level 5 duties typically require 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 qualification and at least one year’s subsequent relevant work experience; or completion of a diploma qualification and at least two 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 two years’) relevant experience as a technician; or an equivalent combination of relevant experience and/or education/training. Graduate (i.e. degree) or professional, without subsequent work experience on entry (including inexperienced computer systems officer); administrator with responsibility for advice and determinations; experienced technical officer. In professional positions, routine supervision to general direction, depending on functions ▪ Performs tasks involved and experience. In other positions, general direction and may supervise other staff. 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. Perform tasks/assignments which require proficiency in the work area’s areas rules, regulations, policies, procedures, systems, processes and techniques, . ▪ Understands how their work and how they interact the policies and procedures of the work area interacts with other related functions. ▪ May provide interpretation, advice and decisions on procedures and protocols in order the immediate work area. ▪ Will develop areas of specialist expertise. ▪ Contributes to assist in their adaptation the organisation through appropriate committee involvement and additional duties outside the immediate work group. PAT1 PAT 2 PAT 3 PAT 4 PAT 5 Communications ▪ Receives and provides routine information. ▪ Following training, may provide general information and assistance to achieve objectives, and advise, assist and influence others. In professional positions▪ May communicate by phone, solve problems through the standard application of theoretical principles email or in person ▪ Receives and techniques at degree levelprovides general information. In technical positions, apply standard technical training and experience to solve problems. In administrative positions▪ Following training, may apply expertise provide general information, advice and assistance to others. ▪ May communicate by phone, email or in person ▪ May draft routine internal correspondence. ▪ Explains rules, procedures and operational policies to co-workers. ▪ Liaises with internal staff and service providers/project stakeholders. ▪ Explains information and listens to feedback ▪ Drafts routine internal and external correspondence ▪ Explains rules, procedures and operational policies to clients or co-workers. ▪ Liaises with clients and external service providers. ▪ Clearly conveys information and listens to feedback. ▪ May liaise with other employees at higher levels ▪ Drafts communication documents for public use ▪ Communicates issues and advocates a preferred case or option to stakeholders. ▪ Communicates professional concepts and provides advice. ▪ May plan, lead and facilitate information sessions for clients, stakeholders and/or co-workers. ▪ Expresses own views in a particular set of rules or regulations to make decisions, or be responsible for coordinating a team to provide an administrative serviceconstructive and diplomatic way. 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; and/or 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; and/or operate a discrete unit within a library that 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, e.g. HECS advice, records, determinations and payments, a centralised enrolment function. 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; and/or provide counselling services. Level 6 duties typically require a skill level that assumes and requires knowledge or training equivalent to:▪ Welcomes constructive feedback.
Appears in 1 contract
Samples: Enterprise Agreement
Degree. A recognised degree from a higher education institution, often completed in three or four years, and sometimes combined with a one year diploma. 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. 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. Examples of occupations typically falling within each classification level. This dimension covers both the way in which employees Employees are supervised or managed and the role of employees Employees in supervising or managing others. The type, complexity and responsibility of tasks typically performed by employees Employees within each classification level. The level of knowledge and awareness of the organisationorganisation(s), its structure their structures and functions that would be expected of employees Employees at each proposed classification level, and the purposes to which that organisational knowledge may be put. Judgment is the ability to make sound decisions, recognising the consequences of decisions taken or actions performed. Independence is the extent to which an employee Employee 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. Examples of activities typically undertaken by employees Employees in different occupations at each of the classification levels. 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 35 hours of induction to the higher education industry which must provide information on the higher education institutionemployer, 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 Supervisorssupervisors, work and documentation procedures, occupational health and safety, equal opportunity practices and extended basic literacy and numeracy skills training where required/necessary to enable career path progression. Cleaner, labourer, trainee for Level 2 duties. Close supervision or, in the case of more experienced employees Employees working alone, routine supervision. 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. Will provide straightforward information to others on building or service locations. Resolve problems where alternatives for the employee Employee are limited and the required action is clear or can be readily referred to higher levels. Perform a range of industrial cleaning tasks, move furniture, assist trades personnel with manual duties. 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. Administrative assistant, security patrol officer. Routine supervision of straightforward tasks; close supervision of more complex tasks (see task level below). Perform a range of straightforward tasks where procedures are clearly established. May on occasion perform more complex tasks. Following training, may provide general information/advice and assistance to members of the public, students and other employees Employees which is based on a broad knowledge of the employee’s Employees' work area/responsibility, including knowledge of the functions carried out and the location and availability of particular personnel and services. Solve relatively simple problems with reference to established techniques and practices. Will sometimes choose between a range of straightforward alternativesoptions. An employee Employee at this level will be expected to perform toperform 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. 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. 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; III. • completion of Year 12 or a Certificate II, with relevant work experience; experience; or • an equivalent anequivalent combination of relevant experience and/or education/training. Persons advancing through this level may typically perform duties that which require further on the job training or knowledge and training equivalent to progress toward completion of a Certificate IV or Diploma. Tradesperson, technical assistant/technical trainee, administrative assistant. 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 employees Employees may be required. Some complexity. Apply body of knowledge equivalent to trade certificate or Certificate IIIIll, including diagnostic skills and assessment of the best approach to a given task. Perform tasks/assignments that which require knowledge of the work area processes and an understanding of how they interact with other related areas and processes. Exercise judgment on work methods and task sequence within specified timelines and standard practices and procedures. In trades positions, apply the skills taught in a trades certificate or Certificate III111, 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; and assist with the feeding and care of animals. Employees 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 desktop based programs, e.g. word processing, established spreadsheet or database applications, and management information systems (e.g. 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 employees Employees including setting up meetings, answering straightforward inquiries and directing others to the appropriate personnel; and • process accounts for payment. 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 and; • on the job training; or; or • completion of a Certificate III Ill with extensive relevant work experience; or • an equivalent combination of relevant experience and/or education/training. Technical officer or technician, administrative above Level 3, advanced tradespersons. 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- co-ordinate others to achieve objectives, including liaison with employees Employees at higher levels. May undertake stand-alone work. May undertake limited creative, planning or design functions; apply skills to a varied range of different tasks. Perform tasks/assignments which require proficiency in the work area’s 's rules, regulations, processes and techniques, and how they interact with other related functions. 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 that which requires proficiency in the work area’s 's rules and regulations, procedures requiring expertise in a specialist area or broad knowledge of a range of personnel and functions. In trades positions: • work on complex engineering or interconnected electrical circuits; and/or • 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; and/or • demonstrate the use of equipment and prepare reports of a technical nature as directed. In library technician positions: • undertake copy cataloguing; • use a range of bibliographic databases; • undertake acquisitions; and/or • 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 database applications; • be responsible for providing a full range of secretarial administrative services, e.g. in a facultydepartment or Division; • provide advice to students on enrolment procedures and requirementsstudent union services; and/or • administer enrolment and course progression student service records. Level 5 duties typically require a skill level that 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 one year’s 's subsequent relevant work experience; or • completion of a diploma qualification and at least two 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 two years’') relevant • experience as a technician; or • an equivalent combination of relevant experience and/or education/training. Graduate (i.e. degree) or professional, without subsequent work experience on entry (including inexperienced computer systems officer); , administrator with responsibility for advice and determinations; , experienced technical officer. In professional positions, routine supervision to general direction, depending on tasks involved and experience. In other positions, general direction and may supervise other staff. 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 Inprofessional positions, apply theoretical knowledge, at degree level, in a straightforward way. In administrative positions, provide interpretation, advice and decisions on rules and entitlements. Perform tasks/assignments which require proficiency in the work area’s '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. 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 coordinating co-ordinating a team to provide an administrative service. 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; and/or • prepare reports of a technical nature. In library technician positions: • perform at a higher level than Level 4, including: • assist with reader education library programs and more complex bibliographic and acquisition services; and/or • operate a discrete unit within a library that which may involve significant supervision or be the senior employee Employee in an out-posted service. In administrative positions: • responsible for the explanation and administration of an administrative function, e.g. HECS advice, records, determinations and payments, a centralised enrolment function. In professional positions and under professional supervision: • work as part of a research professional team in a support role; • provide initial assessment and referral to students using student services; • provide a range of library services including bibliographic assistance, original cataloguing and reader education in library and reference services; and/or provide counselling servicesprograms. Level 6 duties typically require a skill level that which assumes and requires knowledge or training equivalent to:
Appears in 1 contract
Samples: Enterprise Agreement
