Supervision and Independence. Direction is provided on the assignments to be undertaken, with the occupant determining the appropriate use of established methods and sequences, where choices are made which require some understanding of a well defined policy framework or recourse to technical knowledge. Guidance is available.
Supervision and Independence. Duties arise from role statements, supplemented by assignment allocation as relevant. Use theoretical/policy and technical knowledge to apply and interpret procedures.
Supervision and Independence. Direction is provided in terms of objectives. A contribution to the planning of work programs and the review, development or modification of procedures (within policy) by the employee will be required. An employee may have line management responsibility for employees 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.
Supervision and Independence. Manage programs, including, as relevant, setting longer term priorities and objectives, the shaping of organisational structures and influence over the size and composition of the resources available.
Supervision and 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; and • choices are made between a range of straightforward alternatives. Organisational Relationships and Impact Apply 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 and Experience Perform duties at a skill level that requires: • completion of an associate diploma level qualification with relevant work related experience (including experience gained in parallel with undertaking part-time study) or a certificate level qualification with post - certificate relevant work experience; or • Year 12 and at least four (4) years relevant work experience, often combined with some formal training, leading to a detailed knowledge of specific administrative procedures and technical office skills; 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. Judgement and 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 and combination of possible responses, based on some understanding of the principles or policies underlying established procedures, practices or systems.
Supervision and Independence. Direction is provided on the tasks to be undertaken. The job holder 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 and Impact Knowledge of and ability to relay information on requirements or procedures in own work area or perform tasks which may involve providing a general directory service to members of the public, students and other employees (e.g., advise on the location, role and availability of employees and services). Use tact in dealing with others. LEVEL 3 Education, Training and 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 at least one (1) year's 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.
Supervision and Independence. An employee will advise on and have substantial influence over the establishment of priorities, programs and/or budgets (formulation and expenditure) for a major area, and 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 and Impact An employee will be expected to apply a thorough knowledge of: • University wide policies; • the external environment (e.g.; government legislation, codes , guidelines and requirements); and/or • diverse research and teaching activities (e.g.; at the level of a large School), to have a substantial influence on policy development or to manage or coordinate a number of programs. LEVEL 9 Education, Training and Experience Perform duties at a skill level that requires: • extensive management expertise and supporting experience; 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 and Problem Solving Responsible for developing or implementing systems , services or programs (including priorities, policies and procedures) within broad statements of role objectives where responsibilities have been substantially delegated. An employee will have independence in the allocation of resources within constraints established by senior management.
Supervision and Independence. An employee may have either: • substantial management responsibility, usually for diverse activities; or • work in a situation where job objectives, performance criteria and in some cases funding are proposed, developed and, in practical terms, determined by the job holder. Organisational Relationships and Impact Taking into account the views and interests of other employees, an employee will: • carry operational responsibility (i.e., be the catalyst or driving force) for the development or significant amendment of policies or systems at Faculty level or higher; or • bring a multi-perspective understanding to the development, communication, marketing or implementation of new policies or programs. SCHEDULE VI
Supervision and Independence. An employee will advise on and have substantial influence over the establishment of priorities, programs and/or budgets (formulation and expenditure) for a major area, and 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 and Impact An employee will be expected to apply a thorough knowledge of: • University wide policies; • the external environment (e.g.; government legislation, codes, guidelines and requirements); and/or • diverse research and teaching activities (e.g.; at the level of a large School), to have a substantial influence on policy development or to manage or coordinate a number of programs. LEVEL 9 Education, Training and Experience Perform duties at a skill level that requires: • extensive management expertise and supporting experience; 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 and Problem Solving Responsible for developing or implementing systems, services or programs (including priorities, policies and procedures) within broad statements of role objectives where responsibilities have been substantially delegated. An employee will have independence in the allocation of resources within constraints established by senior management. Supervision and Independence Manage programs, including, as relevant, setting longer term priorities and objectives, the shaping of organisational structures and influence over the size and composition of the resources available. Organisational Relationships and Impact Take a leading operational role in the development or review of policies or programs. Plan and undertake significant liaison, consultation and negotiation for the development, modification or implementation of changes to policies or practices. An employee will apply a comprehensive knowledge of related programs. LEVEL 10 Education, Training and Experience Perform duties at a skill level that requires: • experience and expertise in the management of significant human and material resources; or • expe...
Supervision and Independence. The appropriate discharge of duties and demonstration of competence at this level is in consequence of an understanding of theories and techniques, which enable Clinical Psychologists to assess and diagnose psychological problems and disorders and design and implement appropriate psychological procedures. Clinical Psychologists work independently and receive clinical supervision from another Clinical Psychologist. Initially such supervision is provided by a more senior and experienced professional colleague but after several years experience, Clinical Psychologists may participate in peer supervision only. Clinical Psychologists may work in or lead a multidisciplinary team. Clinical Psychologists are expected to provide clinical supervision to less experienced Psychologists, be involved in peer supervision and supervise postgraduate students on clinical placements.
