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Notes for Guidance

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Notes for Guidance

For Role holders to help prepare for their HERA Interview

Higher Education Role Analysis

© ECC Ltd August 2002

The HERA Approach

HERA analyses roles using a questionnaire which contains 14 elements and 50 questions. These were identified and extensively tested to ensure they adequately capture all roles and reflect the values of British Higher Education.
HERA provides an analytical approach to ensure decisions about roles are based on evidence and assessed against established criteria. HERA creates a role score, description and profile which together form the record for a role.

Notes for Guidance

HERA provides descriptors of the behaviour required of role holders. These descriptors are contained under each Element and can be found at the back of this document. Most contain several components. It would be rare for evidence of role requirements to match a question precisely. Therefore, in interpreting the evidence or examples, judgements will be made about best fit.
In considering your role prior to your interview with a Role Analyst, you should think about your role requirements and provide details under each of the elements.

You can use this document to record your evidence if you wish but can select another method if that is easier for you.


You must prepare before your interview. This will involve looking through the elements detailed in this document and thinking about how they apply to your role. To help you to do this, it may be helpful to review:

  • your job description

  • the person specification for your role

  • your appraisal records

  • the strategic plan for your School/department

Some people find it helpful to talk to their manager or colleagues about what they do in their role. You should use whatever documents and methods suit you. If you require some ‘quiet time’ away from your desk or work area to help you prepare then please ask your line manager to make arrangements. Preparation must be possible during your working day. Preparation should not take longer than 2 to 3 hours.

Group interviews

If you occupy a role alongside other members of such and have been invited to attend a group interview, you should arrange to meet with the other members of the group before the interview to discuss your role requirements. If necessary, your manager should be asked to facilitate time away from your work area to allow you to do this.

In relation to any of the above, please contact the Human Resources department if you have any questions.


Oral Communication

This element covers all types of oral communication. This includes “Signing”, hand signals for the hearing and speech impaired, using the telephone and delivering presentations or lectures. Other kinds of communication for people with disabilities, e.g. Braille and bliss symbols are covered under Written or Electronic Communication.

The Role Analyst will use the evidence you provide to determine whether you receive, understand and convey straightforward information; information which needs careful explanation or interpretation to help others understand; or complex conceptual ideas or complex information which may be highly detailed technical or specialist.
Receives, understands and conveys includes listening and two-way communication.
Examples of communications might include giving directions, handling routine telephone enquiries, replying to simple requests for information, or passing on messages.
Other examples might include explaining procedures, regulations or course entry requirements, showing students or members of staff how to operate equipment or conduct an experiment, persuading colleagues to adopt a viewpoint, presenting a paper at a conference of colleagues, giving an introductory lecture or conducting an interview
Examples of more complex communication would be providing a detailed explanation of how a complex system or a set of regulations operates (for example a combined heating and ventilating control system, the technical aspects of an IT system or academic assessment regulations), conveying new legal requirements and their implications to colleagues, influencing others' thinking and negotiating with them to achieve an outcome, making presentations to sizable or mixed interest groups or groups with diverse levels of understanding of the subject matter

Written or Electronic Communication and Visual Media

All types of visual media and written/electronic communication are covered in this element. This includes Braille and other kinds of communication tools used by people with disabilities. “Signing” for the hearing and speech-impaired is covered under Oral Communication.

The Role Analyst will use the evidence you provide to determine whether you receive, understand and convey straightforward information; information which needs careful explanation or interpretation to help others understand; or complex conceptual ideas or complex information which may be highly detailed, technical or specialist
Receives, understands and conveys includes reading and two-way communication.
Examples of communication might include taking a message, preparing standard letters, straight forward correspondence including emails, writing a set of simple instructions, or completing simple forms
Other examples might include drafting a standard tender document, drafting short factual reports for others to present, drafting guides to course modules, writing brochures or advertising material, writing notes of straightforward meetings, regularly writing minutes of meetings.

    Examples of more complex communication would include writing research papers, journal articles and material for publication, drafting user and training manuals for equipment, systems or software, writing explanations of complex systems, regulations or procedures, preparing technical specifications for complex contracts such as new buildings, service specifications or capital equipment, or writing complex reports, letters or other documents dealing with complex, contentious and sensitive situations


Team is used here to mean a number of people (i.e. more than two) who work together to achieve a common purpose.
Internal and external teams and fixed and changing teams are covered here and may include departmental, research, course development or teams involving students or people outside the institution (but not networks). Project groups drawn together to do a specific job or achieve a specified outcome are also included here. Similarly, if you are required to work as part of the team alongside external contractors on a routine basis, their responsibilities in relation to this aspect of their role should be considered here. Otherwise, this activity would be considered under Liaison and Networking.
You may work in several teams. For example:

  • A lecturer may be a member of an academic department, lead a course development team with members from several departments, and be a member of an institutional working party on overseas student recruitment.

  • A Finance Manager may lead a payroll team and be a member of the finance staff management team.

The Role Analyst will use the evidence you provide to decide your main function and responsibilities within the team(s) in which you work. The role you hold in the team may include contributing as an active member, motivating others in the team or providing leadership and direction for the team.

You may find it helpful to think about:

  • In which teams you are mainly involved

  • The function of these teams and what are they working to achieve

  • Who is in the team and what is your main role

  • Who identified the need for the team and set it up

  • Who is responsible for setting the direction of the work of the team

  • How are team members encouraged and motivated


This element explores liaison and networking carried out in your role for the benefit of the institution. To be relevant, liaison and networking must be required of you to be to be effective and fulfil all the aspects of your role.

Liaison is defined as making one-off contacts for a work related reason.
A network is a group of people, possibly from different work teams or organisations, who exchange information, contacts and experience on a recurrent basis for professional purposes connected with the role.
Examples of internal networks might include cross–institution groups such as Chairs/Professors, School Administrators or Finance Administrators. Membership of working parties should also be included if membership is required as part of the role. Membership of networks for personal benefit or simple interest will not be considered.
Examples of external networks might include professional bodies, national or international groups with shared research interests, student exchange programmes, regional university groups or industry associations or bodies. The role holder should primarily be acting as a representative of the institution. Personal and professional development should be seen as a valuable but secondary reason for liaising and networking. The need for continuous professional development is considered under Knowledge and Experience.
In considering the evidence provided the Role Analyst will focus on what is a requirement of your role and not what you choose to do. Equally, consideration will be given to whether you are liaising on behalf of your manager (e.g. to arrange meetings). The Role Analyst will use the evidence you provide to determine what liaison and networking is required in your role and why you do it, i.e. to pass on information; influence events; or market the College.
Covers the provision of help and assistance to a high standard of service to students, visitors, members of staff and other users of the College. This may include reacting to requests for information or advice; actively offering or promoting the services of the institution to others; and setting the overall standards of service offered.
A customer is defined here as anyone receiving services from the institution and its staff. Services are provided to students, potential students, employers, members of the public, industrial and commercial clients, conference participants, job applicants, colleagues and other people who deal with the institution.
The design of course content will not be included here, but under Teaching and Learning Support. However, identifying gaps in provision or the need to develop courses or programmes in response to feedback and changing demands should be considered here.

    The Role Analyst will use the evidence you provide to determine whether your role primarily:

  1. Reacts to requests for a service or information

  2. Initiates contacts with customers to ask them what is needed, exploring their needs

  3. Sets the overall standards for service across your department/school or an area of the College.

    Your role may involve reacting to the approaches of others, i.e. responding to requests for information from employees, students, parents, or members of the public, or responding to breakdowns, system or mechanical failures or predictable requests for help.

    You may be expected to initiate contact with customers, explore customers' needs and adapt the service to meet them, e.g. agreeing a conference programme or details of a research contract or designing promotional campaign material. You may survey customer needs and obtain information from them about their assessment of the service (e.g. obtaining student feedback).

    Or you may be responsible for setting standards and determining the quality of service to be provided by a significant operation (such as a school or department or range of activity provided across the institution). Examples might include setting overall quality assurance or learning and teaching standards for the institution or setting and maintaining standards for the institution’s cleaning services. This responsibility will primarily be held by senior managers within the College.


All types of decisions are covered here including those relating to finance, physical resources, students, staff and policy matters. Decisions relating to planning and prioritising of work will be considered in Planning and Organising Resources.
It is assumed that the best decisions are being made. The consequences of making the wrong or a poor decision will not be considered.
The Role Analyst will use the information you provide to ascertain whether you make independent and/or collaborative decisions and whether you also provide advice to contribute to someone else’s decision-making (providing advice in this context or greater than providing information). Once this is clear the Role Analyst will focus on the impact of any decisions you make; whether they affect institution policy and/or have a long-term, medium or immediate effect.

You need to be clear about who is really accountable for making a decision. i.e.:

  • You may advise a committee which will make a decision based on the advice given, without you being party to that decision.

  • You may make a decision knowing your manager will support your judgement. However, your manager is responsible for its consequences.

Therefore if another body or person approves or endorses your decision or it is made according to rules and procedures, the decision is not made independently.
Collaborative decisions are reached in a number of ways. For example by you and your manager in agreement; by a working group or project team; or by a committee or management team
Examples of decisions might include

  • formulating institution wide-plans

  • forming strategic alliances with other bodies or organisations

  • delegating on-going responsibilities to staff

  • deciding the structure of a course or programme of study

  • developing a new service or changing existing work practices that affect broad areas of the institution

  • admitting a student

  • spending petty cash or buying low cost items within a local budget

  • deciding when to hold a meeting


This element covers all types of planning, organising, prioritising and planning of resources including financial, capital and people. This may include planning your time, planning work for others or planning for future years.
The Role Analyst will use the evidence you provide to decide where your main responsibilities for planning and organising lie - be it planning your time, planning others time and resources, planning an area of work or planning on a long term and strategic basis.
For example, you might include work to a set pattern each day, e.g. carrying out routine maintenance, processing data or working from a detailed set of instructions. Or you may be expected to decide your own pattern of work, i.e. deciding when and how to respond to requests for information or assistance, when to order replacement stock, designing and making a piece of equipment or software
Alternatively, you may have a supervisory or team leader role and be responsible for managing and being accountable for the resources (people, equipment, money) of a sub-section of a department. Or you may be in an operational management role, responsible for formulating the type of plan that will affect a substantial area of work, is likely to last longer than one year and will possibly involve people from several teams. Examples might include being responsible for a unit such as a school or department, a large research grant or major collaborative project (e.g. one involving staff from several sections drawn from across the institution).
Or, finally, you may be involved in developing strategic plans for significant parts of the institution.


Covers identifying or developing options and selecting solutions to problems which occur in the role. This may include using initiative to select from available options; resolving problems where an immediate solution may not be apparent; dealing with complex problems; and anticipating problems which could have major repercussions. You will typically investigate the matter when requested by others or when expected to take the initiative.

Investigate is defined as looking into an issue, asking others, gathering and examining data from a range of sources.
Aspects of problem solving such as devising schemes to generate income will be included here as the purpose of this activity is to resolve a problem.
Evidence should not be included here if it relates to analytical and theoretical research. Research is defined as the systematic study of data obtained from a variety of sources in order to establish facts and reach new conclusions. Evidence of this type of activity should be included under Analysis and Research. A key distinction between this element and the Analysis & Research element is that initiative and problem-solving is driven by the problem. Analysis and Research is outcome driven.
The Role Analyst will use the evidence you provide to determine whether your primary focus is to solve standard day to day problems; use initiative and creativity to solve problems where there is a mass of information or conflicting data with a range of options available; or resolve problems where there is a lack of precedent which calls for innovation and solution that takes into account the strategic implications for the College.
Examples of the sort of problems that may recur on a regular, routine basis could be organising temporary cover for absent staff or informing relevant people about an emergency such as illness

Examples where judgment is needed might include handling grading, grievances or disciplinary issues, dealing with attendance problems, dealing with a student's failure to submit course work, solving IT system failures.

Other examples might include devising new courses or programmes of study to attract students, balancing the department's budget and resources against needs and plans, developing new guidelines or procedures, identifying potential external partners, consultancy opportunities or other sources of income, introducing a new management or marketing approach to the institution, changing the way resources are deployed across the institution, or identifying a significant gap in the services the institution provides to students and customers and developing an appropriate solution


This element includes all aspects of investigation, analysis and research, and is relevant to both academic and non-academic posts, not just those roles engaged in academic research.

Evidence should be included here if it relates to analytical and theoretical research. Research is defined as the systematic study of data obtained from a variety of sources in order to establish facts and reach new conclusions.
Examples of activities that would be included under this element include individual and collaborative investigations involving the collection of data from appropriate sources, literature or database searches, internet searches, examination of data using statistical or other analytical methods.
There will frequently be an overall objective or task to achieve or question to answer. You will be required to gather data, analyse it systematically and explore options. You may not always be required to reach a conclusion, decision or make recommendations.
The Role Analyst will use the evidence you provide to determine where your main focus with analysis and research lies, be it to establish basic facts, gather and analyse routine data, conduct an investigation using an appropriate existing method and analyse and interpret the results; analyse or research complex matters from different perspectives; or identify the research question generating original ideas.

Examples might include balancing money in the cash register, carrying out routine maintenance checks, checking stock levels against the inventory. A higher skill level would involve carrying out literature and database searches or setting up and conducting simple experiments, monitoring resource usage (e.g. expenditure against a budget, the consumption of energy or space utilisation), or providing statistics using standard techniques (e.g. on spreadsheets). You may be required to analyse student destination statistics and report patterns and trends, conduct enquiries into system failures and indicate where improvements are needed

For those engaged in academic research, examples might be developing methodologies and designing data gathering and analytical techniques (including statistical, qualitative and quantitative methods) to provide appropriate evidence for a major research project, examining discourse, texts, phenomena from new and different perspectives, integrating concepts from different disciplines to interpret findings, identifying major gaps in existing knowledge or weaknesses in institutional working, setting the parameters of the question to be researched, or determining the overall direction of major research projects to be conducted by others. Examples would have to relate to a number of pieces of work. Reliance on one piece of research will not be deemed evidence of a requirement to undertake regular research.


This element refers to the use of all senses (sight, smell, hearing, taste and touch) and covers roles requiring the use of skills and physical effort; applying skilled techniques; co-ordinating sensory information.

    Examples range from conducting experiments that use high cost equipment on high risk samples, using sophisticated tools for prolonged periods, creating objects using sophisticated tools, multiple or high value materials TO mastery of a musical instrument, lifting heavy, difficult objects, working in confined or difficult spaces, using and demonstrating physiotherapy and other clinical techniques, working on complex equipment such as boilers, electrical systems and similar pieces of machinery TO using audio-visual and other presentational equipment and driving vehicles.

    The Role Analyst will use the evidence you provide to determine whether you complete basic tasks with minimum instruction or physical effort; have to learn certain methods/routines or use moderate physical effort; or carry out highly specialist or very complex tasks requiring the mastery of techniques.


This element deals with the need to take responsibility for responding to and dealing with the conditions under which you are normally expected to work. The focus is on taking appropriate action to control or reduce risk in the environment or to ensure that any impact from the environment does not result in harm. This may include such things as the temperature, noise or fumes, the work position and working in an outdoor environment.

Examples might include

  • taking account of the impact of the weather on outdoor activities

  • following safe procedures using machinery or electrical equipment

  • ensuring that protective clothing is available and worn.

  • carrying out a risk assessment of an experiment

  • handling hazardous chemicals

You may find it helpful to think about:

  • Where you work and what the environment is like

  • What type of work you are required do there

  • Any special measures you have to take to reduce the risk or control the environment before or while working there

  • Whether you use any safety equipment, special clothing

  • Who is responsible for controlling the environment and making sure that others working there are not at risk

  • Who is responsible for the health and safety of people working there and decides that it is safe to work?

    The Role Analyst will use the evidence you provide to determine whether your environment has little impact on you; need to understand the impact your environment can have on you and others and adapt to it; or need to make judgements about the hazards inherent in your role and determine the level of risks.


This element covers the care of the physical and mental health and well-being of students, colleagues, staff and others within the College. The requirements of your role will be taken into account, not your ability or personal inclination to provide such support to other people.

Examples of situations covered by this element include:

  • providing support on financial problems

  • supporting those working while coping with bereavement

  • helping another deal with stress or other emotional demands that affect their work or study

Your role may require basic sensitivity to and consideration of other people's needs or feelings and may include dealing with signs of obvious distress (for example, individuals in tears).

Or you may be involved with predictable welfare issues that are covered by documented procedures, when the matter can be referred to someone else or advice on how to respond can be obtained. Examples might include issues covered in a Human Resources Handbook or Student Regulations.
Or you may need to deal with complex, severe and serious welfare issues. Typically the person needing help would be referred to you by someone else and you would be required to deal with and resolve the situation


This element covers the development of the skills and knowledge of others in your work team. This may include the induction of new colleagues; coaching and appraising individuals and giving guidance or advice to one’s peers or supervisor on specific aspects of work.

Team is used to mean a number of people (i.e. more than two) who work together to achieve a common purpose, and is the same definition as is used for Teamwork and Motivation.
Training those outside your immediate work team will be considered under Teaching and Learning Support.
You may be expected to help other members of the team, i.e. by showing a new staff member around, explaining administrative systems and procedures.
Or you might be responsible for providing training or instruction to other members of your work team on a regular basis, i.e. by demonstrating how to operate a particular piece of equipment safely, or showing a colleague how to use a computer-based application, providing feedback.
Or you may be required to identify the training and development needs of the members of your work team, either by analysing the achievement of team objectives and identifying learning needs arising from shortfalls, or conducting regular staff appraisals and performance reviews and agreeing what needs to be done to satisfy any training or development needs


This element covers the development of the skills and knowledge of students and others who are not part of your work team. This may include providing instruction to students or others when they are first using a particular service or working in a particular area; carrying out standard training; and the assessment and teaching of students.

This element is relevant to all role holders including, for example:

  • lecturers who prepare and deliver lectures, seminars and tutorials to undergraduates, graduates, summer school or distance learning students

  • supervisors who direct the work of research and postgraduate students

  • librarians training others to use the library resources

  • technicians demonstrating the use of machinery or equipment

  • administrative staff outlining new legislation or a procedure

  • those conducting training sessions e.g. on health and safety, first aid, recruitment and selection or assessment regulations

  • those responsible for organising staff development and training for staff and others outside the work team

You may be required to give simple demonstrations or explanations given on a routine basis; provide inductions at the beginning of modules, be required to conduct short one-off training sessions or lectures. i.e. how to conduct literature or database searches; be required to deliver a series of lectures or workshops or develop an on-going relationship with a student or member of staff outside the work team; or be required to take responsibility for and integrate a number of topics or parts of the syllabus or curriculum.

The Role Analysts will consider what you are required to do and how you achieve it. For example do you provide standard information or simple demonstrations /explanations; design content or learning materials within existing framework, making modifications to existing materials; or develop innovative approaches to the learning experience.


Covers the relevant knowledge needed to carry out your role, however acquired, whether this is technical, professional or specialist. This may include the need for sufficient experience to carry out basic, day to day responsibilities; the need for a breadth or depth of experience to act as a point of reference for others; and the need to act as a leading authority in one’s field or discipline.

All forms of knowledge, experience and qualifications will be considered here including academic awards, General and National Vocational Qualifications, RSA, City and Guilds certificates and professional qualifications.
You need to consider the requirements of your role (not your own personal knowledge and experience). It is often helpful to think about what knowledge and experience would be asked for if the College had to recruit to your role. Consider:

  • What knowledge and experience, however gained, do you need to carry out your basic day to day responsibilities?

  • How long it takes to obtain your knowledge and experience?

  • How do you develop your knowledge and experience?

  • How often do you need to up-date your knowledge and experience?

  • Who routinely comes to you for advice or guidance?



Do you receive, understand and convey:

1 straightforward information in a clear and accurate manner?

2 information which needs careful explanation or interpretation to help others understand, taking into account what to communicate and how best to convey the information to others?

3 complex conceptual ideas or complex information which may be highly detailed technical or specialist?


Do you receive, understand and convey:

4 straightforward information in a clear and accurate manner?

5 information which needs careful explanation or interpretation to help others understand, taking into account what to communicate and how best to convey the information to others?

6 complex conceptual ideas or complex information which may be highly detailed technical or specialist?

Are you required to:

7 participate in and deliver your contribution to a team?

8 be supportive and encouraging of others in a team; help to build co-operation by setting an example and showing a flexible approach to delivering team results; contribute to building team morale as an active participant in the team?

9 clarify the requirements; agree clear task objectives; organise and delegate work fairly according to individual abilities; help the team focus their efforts on the task in hand and motivate individual team members?

10 form and communicate a clear vision of what is to be achieved overall by a team; encourage individuals to contribute to this common goal to the best of their ability; create a sense of unity and common purpose?

11 understand and manage the inter-relationship between different teams and their impact on the overall aims of the institution; help to break down barriers between teams; build beneficial working relationships across the teams?

Are you required to:

12 carry out standard day to day liaison using existing procedures?

13 participate in networks within the institution or externally?

14 initiate, build or lead internal networks; maintain relationships overtime; establish communication channels for self or others to use?

15 initiate, develop or lead networks which are external to the institution?

Is the purpose of liaison and networking to:

  • pass on information promptly; keep people informed to ensure co-ordination of effort and that work is done effectively?

  • ensure dissemination of information in the right format to the right people at the right time; build relationships and contacts to facilitate future exchange of information?

  • Influence events or decisions; undertake active collaboration to pursue a shared interest?

  • build a reputation; market the institution; advance the profession or subject; influence external developments; generate benefits for the institution as a whole?


Are you required to:

16 deal with internal or external contacts who ask for service or require information?

create a positive image of the institution by being responsive and prompt in responding to requests and referring the user to the right person if necessary? Is contact usually initiated by the customer and does it typically involve routine tasks with set standards or procedures?

17 deal with internal or external contacts where the service is usually initiated by you, working within the institution's overall procedures or policies; AND OR understand and explore customers’ needs; adapt the service accordingly to ensure the usefulness or appropriateness and quality of service (content, time, accuracy, level of information, cost)?

18 set the overall standards for service across a function or area of the institution; monitor service levels; pre-empt changes in customers’ needs and anticipate future requirements; maintain overall quality balancing different demands; ensure others have the support they need to provide quality service and fulfil their role?


Are you required to:

19 take independent decisions?

20 be party to some collaborative decisions; work with others to reach an optimal conclusion?

21 provide advice or input to contribute to the decision making of others?

Does the type of decision have:

  • a minor impact?

  • a moderate impact?

  • a significant impact?

  • a major impact?


Are you required to:

22 complete tasks to a given plan, with allocated resources?

23 plan, prioritise and organise your own work or resources to achieve agreed objectives?

24 plan, prioritise and organise the work or resources of self and others within own area on a daily, weekly or monthly basis; plan and manage small projects, ensuring the effective use of resources; receive information from and provide information to others to complete your planning; monitor progress against the plan?

25 take responsibility for the operational planning and organisation of larger projects or an area of work; co-ordinate a number of teams or projects on a monthly, quarterly or annual basis; set performance standards and establish monitoring procedures to keep track of progress across these different aspects of work; provide input to longer term planning?

26 carry out planning on a long-term or strategic basis that will affect large parts of the institution and possibly national or international activities? Does your planning and organisation typically cover a period of at least three to five years?

Are you required to:

27 solve standard day to day problems as they arise; choose between a limited number of options which have clear consequences, by following guidelines or referring to what has been done before recognise when a problem should be referred to others?

28 use initiative and creativity to resolve problems where the optimal solution may not be immediately apparent but has to be assessed by a process of reasoning, weighing up the pros and cons of different approaches; identify and assess practical options; break the problem down into component parts?

29 resolve problems where there is a mass of information or diverse, partial and conflicting data, with a range of potential options available; apply creativity to devise varied solutions, approaching the problem from different perspectives?

30 resolve problems where there is a lack of precedent which calls for innovation and creative thought to develop appropriate options; anticipate problems and make projections; initiate solutions which take into account strategic implications for the institution and which do not limit future choices?


Are you required to:

31 establish the basic facts in situations which require further investigation and inform others if necessary?

32 analyse routine data or information using predetermined procedures, gathering the information from standard sources; work accurately to complete the task precisely as specified?

33 identify an appropriate existing method of analysis or investigation according to the data and objectives; recognise and interpret trends or patterns in data; identify or source additional information which could potentially help the investigation as the analysis progresses?

34 analyse or research complex ideas, concepts or extensive data from different perspectives; work out how best to apply existing methodologies according to the overall context, objectives and expectations; identify the relationship between complex, interdependent factors?

35 identify the research question within a specific context; generate original ideas to build on existing concepts; generate new concepts and methodologies; develop new avenues of research?


Are you required to:

A Carry out highly specialist or very complex tasks requiring either mastery of a wide range of complex sensory, or physical techniques?

B Carry out tasks which require either mastery of a range of sensory or physical techniques, concentration to co-ordinate different senses or precision in applying these sensory skills, or involve considerable physical effort?

C Carry out tasks at a level which would require either learning certain methods or routines or involve moderate physical effort?

D Complete basic tasks which either would require either a minimum of instruction or light, if any, physical effort?


Are you required to:

37 work in an environment that has little impact on you or the way in which work is completed?

38 understand how the work environment could impact on your own work or that of colleagues; take standard actions, within health and safety guidelines where applicable, to adapt to the environment?

39 understand variability in your working environment and its potential negative impact on the work process or the health and safety of yourself or colleagues; determine the level of risk and appropriate response?


Are you required to:

40 show sensitivity to those who may need help or, in extreme cases are showing signs of obvious distress; initiate appropriate action by involving relevant people?

41 give advice on commonly occurring welfare issues or queries; follow standard welfare procedures for the institution; recognise when an individual should be referred elsewhere for professional help; respect confidentiality?

42 give support, guidance or pastoral care where standard procedures do not always exist; maintain confidentiality and build trust; judge when to listen, when to give advice or guidance and when to refer the individual for professional help; be fully aware of external support networks for both yourself and the individual?

Are you required to:

43 advise or guide new starters working in the same role or unit on standard information or procedures?

44 train or guide others on specific tasks, issues or activities; give advice, guidance and feedback on the basis of your own knowledge or experience?

45 carry out training or development activity according to the needs of the individual or group; identify current capabilities and future needs; define the performance standards required; identify appropriate developmental activity; assess the application of learning; give feedback and guidance on overall performance?

Are you required to:

46 introduce students or others who are new to the area to standard information or procedures?

47 teach or train students or others on specific tasks, issues or activities; assess performance and provide feedback during the event?

48 teach, train or facilitate development activities for individuals or groups on certain aspects or subjects within a particular academic discipline or specialism; monitor performance giving feedback and guidance; act as a catalyst for further development or learning?

49 deliver a range of teaching or development activity within a particular academic discipline or specialism, teaching across the breadth or depth of the subject; challenge thinking and fosters debate; encourage the development of intellectual reasoning and rigour?

Do you:

  • provide standard information or delivers teaching or training?

  • design content or learning materials within existing frameworks; make appropriate modifications to existing materials on the basis of the knowledge or experience of the learner(s)?

  • develop innovative approaches to the learning experience and the curriculum; originate content and methodology?


Are you required to:

A be a leading authority in their subject or profession with widespread professional or public recognition?

B be recognised as an authority in your field or specialism within the institution or amongst external peers, based on demonstrated expertise; shape and influence developments within the institution through your own contribution to your area of expertise?

C apply a breadth or depth of experience showing full working knowledge and proficiency of your own area of expertise; act as a point of reference to others; demonstrate continuous specialist development, acquiring and refining skills and expertise in new or related areas through undertaking and encouraging internal or external development activity?

D apply working knowledge of theory and practice, sharing this knowledge with others as appropriate; demonstrate continuous specialist development by acquiring relevant skills and competencies?

E have sufficient knowledge or expertise to work on day to day issues in your own area without direct or continuous reference to others?

F be aware of basic principles and practices; have an understanding of the systems and procedures which directly impact on your own work and be supervised or works closely with colleagues you can turn to for support?

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