UCL JOB DESCRIPTION OUTLINE
To be completed by Department
Request for grade for :
(Delete as applicable)
NEW job including vacant post for significantly changed post
OR
REVIEW for a significantly changed occupied post
Department / Division:
_________________________________________
Faculty: ____________________________________________________________________________________________________________________
Section:
_________________________________________
Role Job Title:
_______________________________________________
Current Job title if different: _____________________________________________________________________________________________________
Current / Proposed Grade (Delete as applicable):
_______________________________________________
Name of * Previous / Current Job Holder(s): (Delete as applicable)
1.
____________________________________________Payroll Nº*
Post Id_________________
2.
____________________________________________Payroll Nº*
Post Id_________________
3.
____________________________________________Payroll Nº*
Post Id_________________
4.
____________________________________________Payroll Nº*
Post Id_________________
(please continue on a separate sheet if required)
(*if known)
(*if known)
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Instructions:
Guidance notes for the completion of this form are included next to each section.
All grading requests and grading appeals should be submitted via the online Job Evaluation Database (JeD)at: www.ucl.ac.uk/hr/services/jed/live
Further information about the grading of support posts is available on the following website:
http://www.ucl.ac.uk/hr/docs/Grading_Procedure_for_Support_Staff-final.php
For further guidance on completing JDO see the PFA Guidance Document at: https://www.ucl.ac.uk/hr/services/jed/uat/guides/PFAGuidance.pdf
This document enables depts/role holders to draft a JDO before submitting to HoD for approval.
Please note that the JeD restricts size of entries to 2000 characters per element and sections A & C as well as for each main task in Section D. This is
deemed adequate for presenting a description of the role’s requirements, complexity and impact and thus sufficient for job evaluation purposes.
Enquiries can be made by emailing jobevaluation@ucl.ac.uk or via the department’s HR Consultancy contact. (Details are at:
http://www.ucl.ac.uk/hr/consultancy/index.php )
Please note that only employees with UCL profile of Departmental Administrator or Head of Department can submit JDOs via JED.
The link for HoDs and Administrators is at: http://www.intranet.ucl.ac.uk/staff/admin/mail
Employees with Departmental Contact (DCs) profiles are able to create and save JDOs but not submit them. The HoD can delegate additional DCs by
contacting HR Information office at: https://www.ucl.ac.uk/hr/helpdesk/helpdesk_web_form.php
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For HR Use: JE Reference number:
UCL JOB DESCRIPTION OUTLINE
Job Title:
A Working Context:
Give a few sentences on the purpose of the faculty, department, team, work area. Put the main emphasis on the particular team or work area. (Max 2000 characters
inclusive of spaces).
B Organisation Chart:
Show how the job fits into the department, team, work area or faculty by drawing a structure showing the immediate manager, peers and subordinates in relation to the job.
Please indicate job titles and grades of posts where known. Names of jobs are sufficient here, not names of individuals.
Note: The org chart will need to be uploaded when submitting a grading request via JeD
C Job Purpose:
Give a brief description - a few lines - to describe the function or main purpose(s) of the job. This is the reason why the job exists and the statement should summarise the
main area(s) of activity and responsibility. (Max 2000 characters inclusive of spaces).
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D Main tasks:
List and detail the key duties or accountabilities required in order of importance. The typical percentage of overall working time spent on each should be indicated where
possible. Note: The percentages for main tasks must add up to 100%
Main tasks - If more space is required please use a separate sheet. (Max 2000 characters including spaces per task).
% time spent
1
2
3
4
5
6
7
8
Occasional tasks that are essential to the job but may only occur once or a few times a year e.g. appraisal . (Max Frequency
2000 characters including spaces per task)
1
2
3
Sections 1-14
Please complete this part of the form by filling in the “Evidence” section. Guidance is given in the left hand column to what is covered by each
question, and how the terms are defined. There are also examples and questions you should try and answer. Think carefully about the role so
that you provide the appropriate evidence and do not leave out anything. This is important as your answers will be used to score the job under
the HERA job evaluation scheme. Not all the questions will be relevant to the role but it is important that you identify the ones that are and
attempt to answer the questions as fully as possible - using additional sheets where necessary. Please write ‘not applicable’ against sections
that are not relevant to the role as incomplete forms will be returned.
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1 Communication
Covers all forms of communication, written, oral (spoken) and electronic. (Max 2000 characters including spaces per element).
Activities & Examples:
Questions you should try and
answer:
Oral:

Examples include giving directions to
students to help them find their way
around the institution, telephone
enquiries, giving presentations,
attending or chairing meetings.
Give an indication of the frequency
eg daily, monthly, occasionally, etc.


Evidence:
Does the Role Holder (RH) have to
listen to instructions or give answers to
questions?
Who does the RH talk to as part of
their job?
What type of information is exchanged
and why?
 How will RH decide what to say and
when to say it?
 What decisions does the RH make
when talking to people?
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Written and Electronic
Examples might include responding
to requests for information, drafting
internal letters, e-mails, reports or
writing a paper for publication.
Give an indication of the frequency
e.g. daily, monthly, occasionally, etc.





Who does the RH write to?
What do they write about?
Why?
How do they decide what and when to
write?
How do they present the information?
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2 Teamwork and Motivation
This is about working in a team (i.e. a number of people who work together to achieve a common purpose) and includes both internal and external teams. (Max 2000
characters including spaces).
Activities & Examples:
Questions you should try and
answer:
Covers team work and team
leadership when working in both
internal and external teams.

This may include working as an
active member of the team;
motivating others in the team; and
providing a role model, leadership
and direction for the team.
Evidence:
In which team(s) are they mainly
involved?
 What is the function of the team(s) and
what are they working to achieve?
 Who is in the team(s) and what role
does the RH play?
How far is/were the RH responsible for:
 Identifying the need for the team and
setting it up?
 Setting the direction of the work of the
team(s)
 Encouraging and motivating the team
members?
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3 Liaison and Networking
This describes liaising and networking with others outside the work team. Liaison is making one-off contacts for work related reasons. A network is an interconnecting
group of people who exchange information, contact and experience on a recurrent basis. (Max 2000 characters including spaces).
Activities & Examples:
Questions you should try and
answer:
It is essential to focus on the
requirements of the job. Liaison is
making one-off contacts for work
related reasons. A network is an
interconnecting group of people who
exchange information, contact and
experience on a recurrent basis for
professional purposes connected with
the job. Networking covers everything
from passing on information promptly
to colleagues; ensuring mutual
exchange of information; influencing
developments through one’s contacts;
and building an external reputation.






Evidence:
Who does the RH liaise with and
why?
Why is it important and how often
does it happen?
What information are they typically
receiving and passing on?
What networks do they belong to
and why?
What is the purpose of the network
and what is their part in it?
What would happen if they were not
part of the network(s)?
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4 Service Delivery
The term customer is used in its broadest sense to include anyone who consumes or benefits from the services provided by the RH and includes other members of staff as
well as students, visitors, patients and clients. (Max 2000 characters including spaces).
Activities & Examples:
Questions you should try and
answer:
Covers the provision of service to
students, visitors, patients, members
of staff and other users of the
institution.

It 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.




Evidence:
What service does the RH provide and
to whom?
Do they actively offer the service or
does the customer come to them?
Is there a standard service that is the
same for all customers?
How do they find out what the
customer wants?
Who sets the overall standards for
service and decides which services will
be offered?
5 Decision Making Processes and Outcomes
Decisions include those made by the RH alone, in conjunction with others and the provision of advice to others to aid their decision-making. (Max 2000 characters
including spaces).
Activities & Examples:
Questions you should try and
answer:
Decision-making covers the impact
of decisions within the institution and
externally.
This may include decisions which
impact on the RH’s own work or
team; decisions that impact across
the institution; and decisions that
could have significant impact in the
longer term within or outside the
institution.
Include decisions made by the RH
alone, in conjunction with others and
the provision of advice to others to
aid their decision-making.






Evidence:
What authority does the RH have to
make decisions without the agreement of
others?
How do they make typical decisions and
what are the results of making them?
Who else is involved in making decisions
and how do they contribute?
Do they provide advice or contribute to
the decision-making of others?
How frequently do they make these
types of decisions?
Who or what do they impact on and over
what timescale?
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6 Planning and Organising Resources
(Max 2000 characters including spaces).
Activities & Examples:
Questions you should try and
answer:
Covers organising, prioritising and
planning time and resources, be they
human, physical or financial.


This may include planning and
organising their own work; planning
work for others on day to day tasks
or on projects; carrying out
operational planning; and planning
for coming years.
Emphasise the importance of the
skills applied rather than the size or
value of the resources.





Evidence:
What does the RH plan and organise?
What resources are involved (e.g.
people, equipment, money, space
etc)?
Who else is involved in creating or
working on the plan?
What is the typical time scale?
How do they prioritise?
What may impact on the plan and what
else do they have to take into
account?
How is progress monitored?
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7 Initiative & Problem Solving
Provide examples of the types of problems the RH will need to solve, indicating their frequency and whether creativity is required. (Max 2000 characters including spaces).
Activities & Examples:
Questions you should try and
answer:
Covers identifying or developing
options and selecting solutions to
problems.

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
that could have major repercussions.




Evidence:
(continue on additional sheets where necessary)
Give examples of the types of
problems that the RH will deal with and
how often they occur.
What do they do about them?
What options do they consider and
how do they select the best course of
action?
Do they have to generate new or
creative approaches?
Give examples of the number and
range of problems that they deal with
at any one time.
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8 Analysis & Research
Provide examples and frequency of investigative work such as Internet searches, data gathering, monitoring and interpretation. If RH involved in research, who determines
the methodology and context of research? (Max 2000 characters including spaces).
Activities & Examples:
Questions you should try and
answer:
Analysis and research encompasses
investigating issues, analysing
information and carrying out
research.

What data does the RH have available
or need to obtain?

What data do they provide for others
and why?

How do they obtain this data?
This may include following standard
procedures to gather and analyse
data; identifying and designing
appropriate methods of research;
collating and analysing a range of
data from different sources; and
establishing new methods or models
for research, setting the context for
research.
Evidence:

How do they choose which method or
approach to use?
 Who else is involved in the analysis
and research?
 Who decides that the investigation or
research is needed or would be
beneficial?
The activities to be included here are
those requiring the application of
analytical skills and the use of
research methods. Responsibility for
identifying areas in need of
investigation should also be covered.
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9 Sensory and Physical Demands
Give information on the sensory and physical aspects that are required for the job and the learning required to attain skills. (Max 2000 characters including spaces).
Activities & Examples:
Questions you should try and
answer:
Give information on the sensory and
physical aspects that are required for
the RH to do the job and the learning
required to attain skills. This may
include physical effort, co-ordination
and dexterity, using aural (hearing)
evidence to assess next actions;
applying skilled techniques and coordinating sensory information; and
high levels of dexterity where
precision or accuracy is essential.
Give an indication of the amount of
time spent undertaking these
activities e.g. every day, 50%, etc.





Evidence:
Does the RH use any tools or
equipment?
Are they required to lift, carry or handle
large or heavy objects?
Is any assistance given by others or in
the form of special equipment?
Do they work in cramped, confined or
difficult spaces or awkward positions?
How long does it take to learn or
develop any skilled techniques and
how were they acquired?
10 Working Environment
Indicate any hazards or safety precautions that RH needs to take, and any responsibility for the safety of others. (Max 2000 characters including spaces)
Activities & Examples:
Questions you should try and
answer:
Covers the impact the working
environment has on the individual
and their ability to respond to and
control that environment safely.


This may include such things as the
temperature, noise or fumes, other
environmental hazards due to the
work position.
If works in more than one
environment indicate percentage in
each.



Evidence:
Describe the work environment.
What type(s) of work are they required
to do there?
Do they have to take any special
measures to reduce the risk or control
the environment before or while
working there?
Do they make use of any safety
equipment, special clothing?
How much responsibility do they have
for the health and safety of others
working there?
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11 Pastoral Care & Welfare
Indicate responsibility for pastoral care of others (e.g. students, staff, patients). (Max 2000 character including spaces).
Activities & Examples
Questions you should try and
answer:
Pastoral care covers the welfare and
wellbeing of students, staff, patients
and others within the institution, in
both informal and formal situations.

This may include the need to be
aware of the support services
available; giving supportive advice
and guidance; and counselling
others on specific issues.

This applies to pastoral care and
welfare activities they are required
to undertake as part of their job.
 Is there any guidance material to help?



Evidence:
Are they approached by others for
help?
What are the typical issues or
problems?
What do they do and how do they
decide to do it?
Are they able to refer the other person
to anyone else for help?
Are they expected to have had any
training in this aspect of the job?
12 Team Development
These activities are required to be carried out by the RH within the team(s) identified above. (Max 2000 characters including spaces).
Activities & Examples
Questions you should try and
answer:
Covers the development of the skills
and knowledge of others in the work
team.

This may include the induction of
new colleagues; coaching and
appraising any individuals who are
supervised, mentored or managed
by the RH; and giving guidance or
advice to their peers or supervisor on
specific aspects of work.




Evidence:
What do they instruct, coach or guide
others to do, and how?
Are there any materials to help?
Are they expected to have had any
training in this aspect of the job?
Who identifies the learning needs of
the team members and decides
whether any one individual should
receive training or development?
How do they assess whether learning
has occurred?
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13 Teaching, Training and Learning Support
Indicate involvement and frequency in induction, teaching, training and learning support including assessing, coaching, guiding, mentoring, demonstrating and instructing
students or others. Who designs the content of the activity and decides method of delivery? (Max 2000 characters including spaces).
Activities:
Examples may include:
Covers development of the skills and
knowledge of students and others
who are not part of the 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.




Evidence:
Who do they teach, develop or provide
with academic learning or support?
Is anyone else involved in providing
teaching, development or learning
support in this subject area?
Who designs and develops the course
content?
Who decides on how the content is to
be delivered?
Are they involved in assessing the
effectiveness of the teaching, training
or support?
Any activity aimed at supporting the
learning of others outside the team
identified above is included here.
Include any other assistance to
students, visitors, members of staff
and other users of the institution,
especially where they are setting the
overall standards of service offered.
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14 Knowledge and Experience (Person Specification)
Consider the minimum level of knowledge, attainment and experience required of a new person in the job. Continue on a separate sheet where necessary. (Max 2000
characters including spaces).
Activities & Examples:
Questions you should try
and answer:
This covers the relevant knowledge needed to
carry out the job, 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 their field or discipline.
Include the areas of knowledge in which they
would have to be proficient to carry the duties
of the post. Indicate which knowledge areas
are essential.
Detail the levels of educational achievement
and vocational training necessary to carry out
the duties of the post. Include the level, depth
or standard of qualification.
Detail the level of experience required, as well
as periods of experience and the levels of
achievement which are essential.





What knowledge and
experience, however gained,
do they need to carry out the
basic day-to-day
responsibilities? Identify the
specific disciplines.
How would someone
typically develop that
knowledge and experience,
if not via the standard
training routes?
How is the knowledge and
experience applied?
How often does that
knowledge and experience
need to be updated?
What level of knowledge,
attainment and/or
experience would be
required of a replacement,
were they to leave the job?
Who routinely goes to them
for advice or guidance?
The information given in this job description outline is an accurate reflection of the tasks and responsibilities currently being undertaken by the job
holder(s). Signatures: (please continue on a separate sheet if required)
Job Holder(s):
Date:
Line Manager:
print name:
Date:
Head of Department:
print name:
Date:
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