Typical activities definition

Typical activities. Activities typically undertaken by staff member in different occupations at each of the proposed classification levels. Higher Education Worker Level 1 Training level or qualifications Staff members at the base of this level would not be required to have formal qualifications or work experience upon engagement. Staff members 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 will provide information on the higher education institution, conditions of employment, training to be made available and consequent career path opportunities, physical layout of the institution/work areas, introduction to fellow workers and supervisors, work and documentation procedures, occupational health and safety, equal employment opportunity practices and extended basic literacy and numeracy skills training where required/ necessary to enable career path progression. Occupational equivalent Cleaner, labourer, trainee for level 2 duties. Level of supervision Close supervision or, in the case of more experienced staff member working alone, routine supervision. Task level Straightforward manual duties or elements of level 2 duties under close supervision and structured on the job training. Some knowledge of materials, eg cleaning chemicals and hand tools, may be required. Established procedures exist. Organisational knowledge May provide straightforward information to others on building or service locations. Judgement, independence and problem solving Resolve problems where alternatives for the job holder are limited and the required action is clear or can be readily referred to higher levels.

Typical activities. In technical positions: • manage a teaching or research laboratory or a field station • provide highly specialised technical services • set up complex experiments • design and construct complex or unusual equipment to general specifications • assist honours and postgraduate students with their laboratory requirements • install, repair, provide and demonstrate computer services in laboratories. In administrative positions: • provide financial, policy and planning advice • service a range of administrative and academic committees, including preparation of agendas, papers, minutes and correspondence • monitor expenditure against budget in a school or small faculty. In professional positions: • work as part of a research team • provide a range of library services, including bibliographic assistance, original cataloguing and reader education in library and reference services • provide counselling services • undertake a range of computer programming tasks • provide documentation and assistance to computer users • analyse less complex user and system requirements. ANUO Level 7 Training level or qualifications: Level 7 duties typically require a skill level which assumes and requires knowledge or training equivalent to: • a degree with at least 4 years subsequent relevant experience, or • extensive experience and management expertise in technical or administrative fields, or • an equivalent combination of relevant experience and/or education/training. Occupational equivalent: Senior librarian; technical manager; senior research assistant, professional or scientific officer; senior administrator in a small less complex faculty. Level of supervision: Broad direction. May manage other staff including administrative, technical and/or professional staff. Task level: Independently relate existing policy to work assignments or rethink the way a specific body of knowledge is applied in order to solve problems. In professional or technical positions, may be a recognised authority in a specialised area. Organisational knowledge: Detailed knowledge of academic and administrative policies and the interrelationships between a range of policies and activities. Judgement, independence and problem solving: Independently relate existing policy to work assignments, rethink the way a specific body of knowledge is applied in order to solve problems, adapt procedures to fit policy prescriptions or use theoretical principles in modifying and adapting techniques. This may involve stand ...

Typical activities. In a library, combine specialist expertise and responsibilities for managing a library function. In student services, the training and supervision of other professional staff combined with policy development responsibilities which may include research and publication. In technical manager positions, the management of teaching and research facilities for a department or school. In research positions, acknowledged expertise in a specialised area or a combination of technical management and specialised research. In administrative positions, provide less senior administrative support to relatively small and less complex faculties or equivalent. ANUO Level 8 Training level or qualifications: Level 8 duties typically require a skill level which assumes and requires knowledge or training equivalent to: • postgraduate qualifications or progress towards postgraduate qualifications and extensive relevant experience, or • extensive experience and management expertise, or • an equivalent combination of relevant experience and/or education/training. Occupational equivalent: Manager (including administrative, research, professional or scientific); senior school or faculty administrator; researcher.

Examples of Typical activities in a sentence

• Typical activities Assist in the management of a large functional unit with a diverse or complex set of functions and significant resources.

• Typical activities to be described in this workplan may include frequency of visits to the facility by APHIS and foreign plant protection in- spectors, methods for reviewing facil- ity records, and methods for verifying that facilities are in compliance with the requirements for separation of arti- cles, packaging, labeling, and other re- quirements of this section.

• Typical activities include development of mediation programs, joint DFCS-court training, automated docketing and case tracking, linked DFCS-court data systems, one judge/one family models, time-specific docketing, formalized relationships with the child welfare DFCS, improvement of representation for children and families, CFSR program improvement plan (PIP) development and implementation, and legislative changes.

• Typical activities include development of mediation programs, joint DFCS-court training, case tracking, linked DFCS- court data systems, formalized relationships with the child welfare DFCS, improvement of representation for children and families, CFSR program improvement plan (PIP) development and implementation, and legislative changes.

• Typical activities may include data collection, operational analysis, and small scale studies that can be completed in 2 -3 days of staff time.

• Typical activities would include movement to music, arts and crafts, events, coffee mornings, entertainment and individual time spent socially engaging with a member of staff such as reading, nail painting and games.

• Canadian Guideline on Concussion in Sport | Pre-Season Concussion Education Sheet xxx.xxxxxxxxxxxxxxx.xxx/xxxxxxxxxx Return-to-School Strategy1 Stage Aim Activity Goal of each step 1 Daily activities at home that do not give the student- athlete symptoms Typical activities during the day as long as they do not increase symptoms (i.e. reading, texting, screen time).

• Typical activities may include data collection, operational analysis, and safety studies.2. Review and comment on all Environmental Notification Forms and Environmental Impact Reports as part of the MEPA process.

• Typical activities potentially include ground disturbing work such as drilling programs, and /or less invasive activities such as surface geochemical sampling and ground based geophysical surveys.

• Typical activities could include, but are not limited to participating in the annual club fair, hosting a fundraiser, coordinating a service project, sponsoring a program or attending a conference; or else will be an inactive club and will be deprived from the budget allocated to it per semester, will be subject to cancellation.

More Definitions of Typical activities

Typical activities. Assist in the management of a large functional unit with a diverse or complex set of functions and significant resources. Manage a function or development and implementation of a policy requiring a high degree of knowledge and sensitivity. Manage a small or specialised unit where significant innovation, initiative and/or judgement are required. Provide senior administrative support to schools and faculties of medium complexity, taking into account the size, budget, course structure, external activities and management practices within the faculty or equivalent unit. ANUO Level 9 / SM1 Training level or qualifications: Level 9 OR SM1 duties typically require a skill level which assumes and requires knowledge or training equivalent to: • postgraduate qualifications and extensive relevant experience, or • extensive management experience and proven management expertise, or • an equivalent combination of relevant experience and/or education/training. Occupational equivalent: Manager (including administrative, research, professional or scientific); senior school or faculty administrator; senior researcher. Level of supervision: Broad direction, working with a considerable degree of autonomy. Will have management responsibility for a major functional area and/or manage other staff including administrative, technical and/or professional staff. Task level: Demonstrated capacity to conceptualise, develop and review major professional, management or administrative policies at the corporate level. Significant high level creative, planning and management functions. Responsibility for significant resources. Organisational knowledge: Conceptualise, develop and review major policies, objectives and strategies involving high level liaison with internal and external client areas. Responsible for programs involving major change which may impact on other areas of the institution's operations. Judgement, independence and problem solving: Responsible for significant program development and implementation. Provide strategic support and advice (e.g. to schools or faculties or at the corporate level) requiring integration of a range of internal and external policies and demands, and an ability to achieve broad objectives while operating within complex organisational structures.

Typical activities. Assist in the management of a large functional unit with a diverse or complex set of functions and significant resources. Manage a function or development and implementation of a policy requiring a high degree of knowledge and sensitivity and the integration of internal and external requirements. Manage a small and specialised unit where significant innovation, initiative and/or judgement are required. Provide senior administrative support to the more complex schools and faculties, taking into account the size, budget, course structure, external activities and management practices within the faculty or equivalent unit. ANUO Level 10 / SM1 Training level or qualifications: Duties at or above this level typically require a skill level which assumes and requires knowledge or training equivalent to: • proven expertise in the management of significant human and material resources; in addition to, in some areas, • postgraduate qualifications and extensive relevant experience. Occupational equivalent: Senior program, research or administrative manager. Level of supervision: Broad direction, operating with a high overall degree of autonomy. Will have substantial management responsibility for diverse activities and/or staff (including administrative, technical and/or professional staff). Task level: Complex, significant and high level creative planning, program and managerial functions with clear accountability for program performance. Comprehensive knowledge of related programs. Generate and use a high level of theoretical and applied knowledge. Organisational knowledge: Bring a multiperspective understanding to the development, carriage, marketing and implementation of new policies; devise new ways of adapting the organisation's strategies to new, including externally generated, demands. Be fully responsible for the achievement of significant organisational objectives and programs. Judgement, independence and problem solving: Be fully responsible for the achievement of significant organisational objectives and programs.