JUDGEMENT, INDEPENDENCE AND PROBLEM SOLVING Sample Clauses

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

JUDGEMENT, INDEPENDENCE AND PROBLEM SOLVING. At this level it is expected that employees will have the ability to: • develop and implement programs, priorities, policies and procedures within given role objectives, • lead the design, development and implementation of solutions to complex technical problems/new systems/significant projects, • have some latitude in the initial definition of role objectives/ services/projects, • set objectives across a range of functional areas, taking account of planning directions, • commit the University to significant budget expenditure or to a public policy stance, subject to formal authorisation, and • provide strategic support and advice (eg, to schools or faculties) requiring integration of a range of university policies, external requirements or expert specialist knowledge, and an ability to achieve objectives operating within complex organisational structures. Supervision received: Broad direction. Supervision given: • may advise on and have substantial influence over the establishment of priorities, programs, organisational structures and budget for a major functional area, • will have scope to reset priorities and resources within overall program objectives, • may have considerable management responsibility for employees working across a range of functions. Responsibilities at this level may require a thorough knowledge of University wide policies; the external environment (e.g. government legislation, codes, guidelines and requirements); and/or diverse research/technical and teaching activities. Perform tasks which may involve: • playing a leading role in developing policies and co-ordinating the interests and activities of several functional areas, • providing expert advice which may impact on: a broad range of functional areas; or a specialist technical area that has a broad impact across the university; or complex technical support and solutions to significant functions of the university or projects, • implementing programmes or functions which may impact upon other areas of the University. ▇▇▇▇▇ ▇ duties typically require a skill level which assumes and requires knowledge or training equivalent to: • postgraduate qualifications and extensive relevant experience; or • extensive management experience and management expertise/substantial technical expertise; or • an equivalent combination of relevant experience and/or education/ training. Tasks at this level require employees to conceptualise, develop and review major professional, specialist, management o...

JUDGEMENT, INDEPENDENCE AND PROBLEM SOLVING. At this level it is expected that Employees will have the ability to: • do basic analysis and resolve more difficult problems within established guidelines/procedures, • identify and monitor priorities, • investigate and research straightforward matters which need clarification or resolution or use in planning for technical purposes • interpret and apply relatively straightforward rules, legislation or policies, • make recommendation on courses of action to be taken, for authorisation by others, • take responsibility for own tasks and coordination of specified tasks. Procedural direction where- • guidance is available in situations where courses of action are not defined or too complex, • supervision is limited when established rules, procedures and guidelines are provided and understood, • may work independently on specific task areas. • may supervise other Employees within a work area, • may work in a team requiring co-ordination of Employees and tasks. Perform tasks/assignments which may: • involve providing advice or information which may influence the actions of others or outcomes of work areas/projects, • involve negotiating and liaising with a range of people, working towards agreed outcomes, • involve providing guidance and advice to resolve work-related problems, taking into consideration the needs of people, the objectives of the work area/project and University policies, • involve co-ordinating the activities of a range of Employees, including those of a more senior level to contribute to a project, • involve demonstrating a sound knowledge of the role and function of immediate work area and an awareness of the role of other work units, • require proficiency in the project task or work area's rules, regulations, processes and techniques, and how they interact with other related functions/objectives of project. Level 5 duties typically require a skill level which assumes and requires knowledge or training equivalent to: • completion of a degree; or • completion of a diploma qualification and subsequent relevant work experience; or • completion of a Certificate IV or post-trades certificate and extensive relevant work experience; or • an equivalent combination of relevant experience, and/or education/ training. Tasks at this level are likely to be of a more varied and complex nature. The following skills may be required: • knowledge of theoretical principles, procedures and techniques, as applied to a range of common or predicted circumstances, • ...

JUDGEMENT, INDEPENDENCE AND PROBLEM SOLVING. In trades positions, extensive diagnostic skills. In technical positions, apply theoretical knowledge and techniques to a range of procedures and tasks. In clerical/secretarial positions, provide factual advice, which requires proficiency in the work area's rules and regulations, procedures requiring expertise in a specialist area or broad knowledge of a range of personnel and functions. In trades positions: work on complex engineering or interconnected electrical circuits; exercise high precision trades skills using various materials and/or specialised techniques. In technical positions: develop new equipment to criteria developed and specified by others; under routine direction, assist in the conduct of major experiments and research programs and/or in setting up complex or unusual equipment for a range of experiments and demonstrations; demonstrate the use of equipment and prepare reports of a technical nature as directed. In library technician positions: undertake copy cataloguing; use a range of bibliographic databases; undertake acquisitions; respond to reference inquiries. In clerical/secretarial positions: may undertake a full range of word processing functions, including mathematical formulae and symbols, manipulation of text and layout in desktop publishing software and use of a range of word processing packages if required; be responsible for providing a full range of secretarial services in a faculty; plan and set up spreadsheets or data base applications; provide advice to students on enrolment procedures and requirements; administer enrolment and course progression records. Persons employed at Level 5 will typically perform duties at a skill level which assumes and requires knowledge or training equivalent to: completion of a degree without subsequent relevant work experience; or completion of an associate diploma and at least 2 years subsequent relevant work experience; or completion of a post-trades certificate or advanced certificate and extensive 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 technical positions, general directi...

JUDGEMENT, INDEPENDENCE AND PROBLEM SOLVING. In professional positions, solve problems through the standard application of theoretical principles and techniques at degree level. In technical positions, apply standard technical training and experience to solve problems. In administrative positions, may apply expertise in a particular set of rules or regulations to make decisions, or be responsible for co-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; prepare reports of a technical nature. In library technician positions, perform at a higher level than Level 4, including: assist with reader education programs and more complex bibliographic and acquisition services; operate a discrete unit within a library which may involve significant supervision or be the senior staff member in an outposted 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, the organisation and administration of exams at a small campus. In professional positions and under professional supervision: work as part of a research team in a support role; provide a range of library services including bibliographic assistance, original cataloguing and reader education in library and reference services; provide counselling services. Persons employed at Level 6 will typically perform duties at a skill level which assumes and requires knowledge or training equivalent to:

JUDGEMENT, INDEPENDENCE AND PROBLEM SOLVING. Responsible for program development and implementation. Provide strategic support and advice to schools or faculties requiring integration on a range of university policies and external requirements, and an ability to achieve objectives operating within complex Organisation structures.

JUDGEMENT, INDEPENDENCE AND PROBLEM SOLVING. In technical positions, apply theoretical knowledge and techniques to a range of procedures and tasks. In clerical/secretarial positions, provide factual advice which requires proficiency in the work area's rules and regulations, procedures requiring expertise in a specialist area or broad knowledge of a range of personnel and functions.

JUDGEMENT, INDEPENDENCE AND PROBLEM SOLVING. Exercise judgement on work methods and task sequence within specified timelines and standard practices and procedures.

JUDGEMENT, INDEPENDENCE AND PROBLEM SOLVING. In professional positions, solve routine problems under supervision 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 • prepare reports of a technical nature In administrative positions, responsible for the explanation and administration of an administrative function, e.g., HECS advice, records, determinations and payments, the organisation and administration of an election. In professional positions and under professional supervision, • work as part of a research team in a support role • provide counselling services, under professional supervision Persons employed at Level 5 shall typically perform duties at a skill level which assumes and requires knowledge or training equivalent to: