Role Profile – Grade 5 PAS
Programme Administrator
Job Title:
Programme Administrator
Generic Post Title:
Programme Administrator
Reporting to:
Academic Head of School
Department:
School for Work Based Education
Job Family:
Professional and Administrative Support
Grade:
5
Main Purpose
of the Role:
The purpose of this role is to implement all administrative duties associated with the School’s
programmes including admissions, programme operation, assessments and awards. The post holder
will provide support across the School and assist in ensuring the effective and efficient administrative
operation of the team.
Summary of
Activity:
Examples of role specific activity include:
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Liaise with academic and support staff across the University as required.
Liaise with UK based and International corporate and business clients and their link staff as
required.
Deal with initial programme enquiries and handle the administration elements of the admission
process.
Assist with promotion and marketing of programmes.
Assist with registration and induction on programmes.
Liaise with students to assist problem solving with programme related issues.
Ensure all student records are maintained.
Clerk formal committees such as Programme Boards and other School committees as required.
Assist in the production of course materials.
Co-ordinate timetables and assessment calendars for programmes.
Co-ordinate and organising assessment and examination requirements.
Ensure accurate information and records are maintained for programmes.
Undertake word processing, spreadsheet and database management.
Examples of generic activity include:
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Liaise with academic and support staff across the University as required.
Deal with initial programme enquiries and handle the administration elements of the admission
process.
Assist with promotion and marketing of programmes.
Assist with registration and induction on programmes.
Ensure all student records are maintained.
Clerk formal committees such as Programme Boards and other School committees as required.
Assist in the production of course materials.
Co-ordinate timetables and assessment calendars for programmes.
Co-ordinate and organising assessment and examination requirements.
Ensure accurate information and records are maintained for programmes.
Undertake word processing, spreadsheet and database management.
Responsible for co-operating and complying with University and Local Health and Safety
regulations, standards and processes.
Any other tasks appropriate to the post and in line with School/Department business needs.
Grade 5 Programme Administrator
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Professional and Administration Services
Role Profile – Grade 5 PAS
Programme Administrator
Person Specification
Criteria
Essential
Desirable
Evidence
Education,
Qualifications
& Training
A minimum of an HND level
qualification or equivalent.
Ordinary level degree.
Application form
Skills,
Knowledge &
Competencies
Demonstrable relevant
administrative experience.
Knowledge of marketing and
promotion of programmes.
Application form
Experience of various software to
include Microsoft word suite, excel
and management information
systems.
Working knowledge of student
record system.
Interview
Qualifications
References
Knowledge of web-based
applications would be advantageous.
Experience of clerking meetings.
Working knowledge of Higher
Education.
Excellent written and spoken English.
Excellent communication and
interpersonal skills.
Ability to work on own initiative, and
as a team member.
Strong decision making and problem
solving skills.
Excellent customer service skills.
Good decision making and problem
solving skills.
Numerate and time management
skills.
Ability to effectively prioritise
workload.
Grade 5 Programme Administrator
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Professional and Administration Services
Generic HERA Activity – Grade 5 PAS
Programme Administrator
1
Communication
This element includes communication through written/electronic/visual/verbal means, and in both informal/formal
situations. This may include the need to convey basic factual information clearly and accurately, conveying
information in the most appropriate format and explaining complex or detailed specialist information.
Required to respond to simple verbal instructions and enquiries and may be required to clarify matters of a nonroutine nature, use language over and above that which is found in every day conversation, choose an appropriate
method of delivery and employ techniques to ensure understanding.
2
Teamwork and Motivation
This element includes team work and team leadership when working in both internal and external teams. This may
include the need to contribute as an active member of the team, motivating others in the team and providing
leadership and direction for the team.
Required to offer mutual support to colleagues in a team where the members are all pulling together. This may
be in a self directed or leaderless team, or in a team with a remote leader. For example a member of staff who
as part of a team is expected to act as a role model to less experienced colleagues and supports their work as
required. May be required to oversee tasks of the work team i.e. an operational task leader, this would include
being responsible for allocating work, monitoring its achievement by team members and providing feedback to
them. The role holder would be expected to take initial remedial action if required.
3
Liaison and Networking
This element includes liaising with others both within and outside the institution and creating networks of useful
contacts. This may include passing on information promptly to colleagues, ensuring mutual exchange of information,
influencing developments through one’s contacts and building an external reputation.
Liaison to ensure effective exchange of information for effective working and maintain longer term working
relationships.
4
Service Delivery
This element includes the provision of help and assistance to a high standard of service to students, visitors,
members of staff and other users of the institution. 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.
Responds to requests for information, provides answers to questions regularly posed, drawing upon preprepared materials for the answers, responds to breakdowns, system or mechanical failures or predictable
requests for help and occasionally may be asked to initiate contact with customers, explore customers' needs
and adapt the service to meet them.
5
Decision Making Processes and Outcomes
Grade 5 Programme Administrator
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Professional and Administration Services
Generic HERA Activity – Grade 5 PAS
Programme Administrator
This element includes the impact of decisions within the institution and externally. This may include decisions which
impact on one’s own work or team, decisions which impact across the institution and decisions which could have
significant impact in the longer term within or outside the institution.
Independent decision-making around allocation of resources that will affect the work of people outside the
immediate work team, member of committee or team with decision making authority to vary a business plan and
infrequently provide information that will influence the development of business plans or working alliances.
6
Planning and Organising Resources
This element includes organising, prioritising and planning time and resources, be they human, physical or financial.
This may include planning and organising one’s own work, planning work for others on day to day tasks or on projects,
carrying out operational planning and planning for coming years.
Expected to decide own pattern of work and select the order in which tasks are completed, ensuring the
required output is achieved. May plan and prioritise the day-to-day work of others to meet agreed objectives.
7
Initiative and Problem Solving
This element includes 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.
Expected to use judgement to resolve problems that are predictable but occur infrequently. The range of choices
will be defined, for example, by a set of procedures or guidelines or by training and application of knowledge.
8
Analysis and Research
This element includes investigating issues, analysing information and carrying out research. 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.
Gathering and manipulating routine data.
9
Sensory and Physical Demands
This element includes the sensory and physical aspects of the role required to complete tasks. This may include
physical effort, co-ordination and dexterity, using aural evidence to assess next actions, applying skilled techniques
and co-ordinating sensory information and high levels of dexterity where precision or accuracy is essential.
Will need skills obtained through practice over a period of time or during practical training. Care, precision and
accuracy will be normally expected.
10 Work Environment
Grade 5 Programme Administrator
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Professional and Administration Services
Generic HERA Activity – Grade 5 PAS
Programme Administrator
This element includes 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, the work position
and working in an outdoor environment.
Based in the sort of working environment that has little impact on the way in which the work is performed and
presents a low level of risk. May be asked to undertake activities regularly for which the role holder is required to
use standard protective clothing or safety equipment, and follow standard procedures.
11 Pastoral Care and Welfare
This element includes the welfare and well being of students and staff 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.
Covers basic sensitivity to and consideration of other people's needs or feelings and may include dealing with signs
of obvious distress, and may be required to react to 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.
12 Team Development
This element includes 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
role holder and giving guidance or advice to one’s peers or supervisor on specific aspects of work.
Responsibility for providing training or instruction to other members of the work team on a regular basis, identify
the training and development needs of the members of the work team, analysing achievement of team objectives
and identifying learning needs arising from shortfalls.
13 Teaching and Learning Support
This element includes the 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.
May be required to outline or explain rules, processes, procedures, packages or systems.
14 Knowledge and Experience
This element includes the relevant knowledge needed to carry out the 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.
Required to possess specialist or professional knowledge of general principles, expected to engage in appropriate
professional activities to keep his or her knowledge base and skills up to date and to develop them further.
Grade 5 Programme Administrator
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Professional and Administration Services