Position Description
Position Title:
Position Title
School/Section/VCO:
Faculty/School/Section/VCO
Campus:
Campus. Travel between campuses may be
required. Delete if travel is not necessary.
Classification:
Within the HEW Level (HEW Level) range
Employment Mode:
Continuing appointment OR Fixed-term appointment
Probationary Period:
This appointment is offered subject to the successful
completion of a probationary period. Delete if not
applicable
Time Fraction:
Full-time OR Part-time
Advertisement Distribution:
Internal OR External
Recruitment Number:
Human Resources to Enter
Further Information from:
Name, School/Section/VCO
Telephone: (03) 5327 XXXX
E-mail: XXXXX@federation.edu.au
Position Description approved by:
Supervisor details
Executive Dean/Director/VCO details
This Position Description is agreed to by:
Employee Name
Signature
Date
Supervisor Name
Signature
Date
Executive Dean/Director
Signature
Date
The University reserves the right to invite applications and to make no appointment.
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Position Summary
This is a statement comprising a few sentences which describe the overall purpose of your
position. It is a brief summary description of what you are responsible for, and how you do it.
For example;
Who:
The Manager, Student Records Unit
What:
is responsible for ensuring all student records are collected, stored and retrievable by
customers
How:
by managing Unit staff and systems, and the development and implementation of
policies and procedures related to Student Records.
Key Responsibilities
1.
Enter each responsibility here in numbered bullet format. The next two bulleted items are
required in all PD’s and should be listed as the last two key responsibilities.
2.
Reflect and embed the University’s Core Principles, Key Value Propositions and Key Strategic
Priorities when exercising the responsibilities of this position. For a more complete
understanding and further information please access the Interim Charter at:
http://federation.edu.au/__data/assets/pdf_file/0005/205268/2015-Charter-FINAL-041114.pdf
3.
Undertake the responsibilities of the position adhering to:

Equal Opportunity and anti-discrimination legislation and requirements;

the requirements for the inclusion of people with disabilities in work and study;

Occupational Health and Safety (OH&S) legislation and requirements; and

Public Records Office of Victoria (PROV) legislation.
In this part of the document, you need to describe six or seven key responsibility areas that reflect
the main focus of your position, and the outcomes or results that each produces.
This is not an exhaustive list of duties. Key responsibilities should be written in such a way that
you clearly identify the outcomes or results for which you are directly accountable, and the
outcomes for which you have a shared accountability. The two key verbs which help make this
distinction are, "Ensure" and "Contribute".
When reviewing or documenting this section, ask the following questions:

What are the 6 or 7 key responsibility areas in my job?

In each case, what is the key outcome to be achieved?

Am I directly accountable for this outcome, ie. do I have to make certain that this outcome is
achieved?
or

Do I help to bring about this outcome, ie. do I contribute to it in a significant way? If so, what is
my contribution?
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The following two examples demonstrate direct accountability for a result, hence the verb
"ensure" is used. "Ensure" means "make certain" that this result is achieved.

Ensure the effective operation of the work unit by planning, supervising and training staff,
determining work priorities and by reviewing the performance of staff.

Ensure that undergraduate students are informed of class timetables by printing and delivering
a copy of the timetable to each student in the course.
The following three examples illustrate a shared accountability, which is to make a significant
contribution to a result, rather than being directly accountable for the result.

Contribute to the efficient operation of the School teaching laboratory by maintaining all
technical equipment in good order, and by providing technical advice.

Contribute to effective financial management in the School by monitoring expenditure against
the budget, preparing financial reports and providing high quality advice to the Executive
Dean/Head of School.

Contribute to a smooth student enrolment process by providing information and advice to
students on enrolment procedures and by efficient administration of enrolment procedures.
This is the critical detail about a position. It is used in job advertisements, selection criteria,
training, performance reviews and position reclassifications.
Level of Responsibility
Keeping your key responsibilities clearly in mind, you need to describe the position as a whole
under each of these headings:
Level of Supervision and Independence
To what extent are you guided in your duties? Supervision may be close, routine, general or broad
(See Appendix A). Think about:

What is the level of supervision required?

How independent is your work?

What decisions do you make in relation to key responsibilities without referring to your
supervisor?

What decisions must be referred to your supervisor, or recommended to the supervisor?
Problem Solving
This is the process of defining the most appropriate course of action in circumstances where there
are possible alternatives. Think about:

What are the common problems you have to solve?

What are the more complex problems you are expected to take responsibility for solving?

Do you largely apply procedures, or a body of technical knowledge, or are you required to be
innovative? Describe examples.
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Judgement
This is the requirement to make sound decisions, recognising the consequences and outcomes of
decisions or actions taken (part of problem solving).

Does your job require you to excerise judgement?

What typical decisions do you make, for example?
Professional and Organisational Knowledge
Think about:

What level of knowledge and awareness of the Faculty, School, the Section and the
University, its structure and functions are required?

What body of technical or professional knowledge is required?
Give examples of how this knowledge is used.
Management of Resources
This is the requirement to effectively and efficiently apply resources (people, information, time,
finance and equipment). Think about:

How many staff do I supervise?

To what extent do I determine the level of budget for my area?

Am I expected to recommend all or some budget items, new services, etc?

Am I accountable for authorising expenditure?
Give some examples.
Breadth of Function
Think about:

Does this job cover a single task, or a range of tasks in a single function or does it cover a
range of functions?

Is the impact of this position limited to the immediate work unit or does it have an impact on
the Faculty/School/Section/University?
Training and Qualifications
Training, qualifications and/or experience necessary to perform duties associated with this position.
Position/Organisational Relationships
List direct or indirect reporting relationships associated with the position. Description of how the
position contributes to the overall direction of the University and fits into the University structure.
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Key Selection Criteria
Applicants must demonstrate they are able to undertake the inherent responsibilities of the position
as contained in the position description and are able to meet the following Key Selection Criteria:
ALL positions at the University should include the following selection criteria.
1.
Training, qualifications and/or experience necessary to perform duties associated with
this position (insert same information from training and qualifications from above
heading).
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Appendix A
General Staff Employee Position Descriptors
Definition: Supervision
Close supervision: Clear and detailed instructions are provided. Tasks are covered by standard
procedures. Deviation from procedures or unfamiliar situations are referred to higher levels. Work is
regularly checked.
Routine supervision: Direction is provided on the tasks to be undertaken with some latitude to
rearrange sequences and discriminate between established methods. Guidance on the approach to
standard circumstances is provided in procedures, guidance on the approach to non-standard
circumstances is provided by a supervisor. Checking is selective rather than constant.
General direction: Direction is provided on the assignments to be undertaken, with the occupant
determining the appropriate use of established methods, tasks and sequences. There is some scope
to determine an approach in the absence of established procedures or detailed instructions, but
guidance is readily available. Performance is checked by assignment completion.
Broad direction: Direction is provided in terms of objectives, which may require the planning of
employees, time and material resources for their completion. Limited detailed guidance will be
available and the development or modification of procedures by the employee may be required.
Performance will be measured against objectives.
University of Ballarat
Union Collective Agreement
2010-2012
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