HERA
Notes to assist recruiters
at Cardiff University when
completing the HERA
questionnaire
Higher Education Role Analysis
© ECC Ltd August 2002
(HR Document date: 210706)
Please read these notes to assist you with the completion of the recruitment questionnaire which is
available online at www.survey.cardiff.ac.uk/heraq .
Please ensure that you complete Section One - POST DETAILS which includes questions 1 to 3 ie
vacancy title, school/directorate, name, telephone and email of the recruiter.
This document provides recruiters with some common examples under each of the 14 elements and
guidance on the method of selecting your responses within each element.
Element 1 – Communication
This element covers communication through written, electronic, visual means and oral communication,
in both informal and 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.
Oral Communication
The first set of question covers Oral Communication and includes any situation in which the role
holder may need to give or receive information by speaking and listening.
4.
Straightforward information in a clear and accurate manner?
For example: giving directions, handling routine telephone enquiries, replying to simple requests for
information or passing on messages.
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?
For example: 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, providing feedback or resolving
conflicts where some tact and diplomacy are required, explaining a report on cost or operational
implications of a decision, giving an introductory lecture or conducting an interview.
6.
Complex conceptual ideas or complex information which may be highly detailed
technical or specialist?
For example: 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), explaining the results of a research project to
students or non-specialists in the subject area (for example in a lecture or conference), conveying new
legal requirements and their implications to colleagues, influencing others' thinking and negotiating
with them to achieve an outcome, making presentations to mixed interest groups or groups with
diverse levels of understanding of the subject matter, negotiating a contract with external suppliers or
customers or interpreting technical or conceptual information into or from a foreign language.
For each question, which response best describes the role requirements? You are
required to select one of the following answers for each question.

Essential – frequently used. (The type of communication is essential for the effective
performance of the role).

Essential – Occasionally used. (The type of communication is needed, but not all of the
time/ has to understand but not convey complex or conceptual information).

Not relevant. (The type of communication is not required).
Written Communication
This set of questions focuses on the need to communicate in writing or through electronic media such
as email, as well as the need to use visual media such as film or slides.
7.
Straightforward information in a clear and accurate manner?
For example: taking a message, transferring information, preparing standard letters, straight forward
correspondence including emails, confirming appointments, course or meeting dates, writing a set of
simple instructions or completing simple forms.
8.
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?
For example: 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, writing up the results of an experiment, writing a case for a grant application,
proof reading or editing the work of others when it is complex or writing minutes of meetings.
9.
Complex conceptual ideas or complex information which may be highly detailed technical
or specialist?
For example: 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, compiling the case for the resourcing of major
projects, producing policy questions, procedures and guidelines on complex systems or subjects,
writing complex reports, letters or other documents dealing with complex, or contentious and sensitive
situations.
For each question, which response best describes the role requirements? You are
required to select one of the following answers for each question.

Essential – frequently used. (The type of communication is essential for the effective
performance of the role).

Essential – Occasionally used. (The type of communication is needed, but not all of the
time/ has to understand but not convey complex or conceptual information).

Not relevant. (The type of communication is not required).
Element 2 – Teamwork and Motivation
This set of questions is about teamwork and team leadership and it include when working in both
internal and external teams. A team is two or more people who work to achieve a common purpose,
this can be within a department or between departments.
2
Is the role holder required to:
10.
Participate in and deliver their contribution to a team?
For example: being a member of a clerical or technical support team, a catering team, a maintenance
team or a research or project team.
11.
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?
This will require the role holder to offer mutual support to colleagues in a team where the members are
all pulling together (self directed or leaderless team/team with a remote leader). An example is a
senior member of the team who is expected to act as a role model to less experienced colleagues.
12.
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?
For example: overseeing the work of a team, unit or section in a supervisory capacity, overseeing the
completion of a project, leading a course, module or pathway.
13.
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?
For example: Head of a Section, Subject/Programme Leader, Research Project Manager or a
Technical Manager.
14.
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?
For example: this may include the role holder being in a senior management role spanning several
departments or functional areas, leadership roles in a significant area of work such as regional
development or overseeing research activity or quality audit and being required to draw together staff
from across the institution.
You are required to tick one box for each question, marking one of the questions as
the main focus of the role, the others may be important, occasional or implicit or not
relevant.

Main Focus – given to the question deemed to be main focus, only given once.

Important Requirements.

Occasional Requirements.

Implicit or not relevant – given to all questions below the main focus.
3
Element 3 – Liaison and Network
This set of questions is about liaising with others; this does not include those who have been defined
as being part of a team(s) in element 2. This includes liaising with others from both within and outside
the University and creating or being part of a network.
A network is a group of people from within and outside the University who are working towards a
common purpose, distinct from that of the role holder’s team, who meet in a formal sense and
regularly communicate. An Internal Network might include cross-institution groups such as admissions
tutors or chief technicians, administrators or schools liaison officers. Membership of working parties
should also be included if membership is required as part of the role. External Networks might include
professional bodies, national or international groups with shared research interests, student exchange
programmes, regional university groups or industry associated bodies.
Is the role holder required to:
15.
Carry out standard day to day liaison using existing procedures?
This describes the basic level that would be expected for those roles that are required to have regular
contact with people outside their work team.
16.
Participate in networks within the institution or externally?
This level is used for those roles where the role holder is required to participate in groups or networks
outside their immediate work team.
17.
Initiate, build or lead internal networks; maintain relationships over time; establish
communication channels for self or others to use?
This level is used when the role holder is required to operate at this level inside the institution.
18.
Initiate, develop or lead networks which are external to the institution?
This level is used when the role holder is required to operate at this level in organisations networks or
groups outside the institution.
Mark one box for each question. For each question, please indicate what the purpose
of liaison and networking is, is it to:

Build a reputation; market the institution; advance the profession or subject; influence external
developments; generate benefits for the institution as a whole?

Influence events or decisions; undertake active collaboration to pursue a shared interest?

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?

Pass on information promptly; keep people informed to ensure co-ordination of effort and that
work is done effectively?

Use if any of the above statements are not relevant
4
Element 4 – Service Delivery
This set of questions is about providing help and assistance to a high standard of service to
students, visitors, members of staff and other users of the University. This may include
reacting to requests for information or advice; actively offering or promoting the service of the
University to others; adapting the service in the light if feedback setting the overall standards
of service offered.
Is the role holder required to:
19.
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? Contact is usually
initiated by the customer and typically involves routine tasks with set standards or
procedures.
For example: responding to requests for information from employees, students, parents, or members
of the public, providing answers to questions, drawing upon pre-prepared materials for the answers,
responding to breakdowns, system or mechanical failures or predictable requests for help.
20.
Deal with internal or external contacts where the service is usually initiated by the role
holder, 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)?
For example: approaching customers to establish what is required (e.g. agreeing a conference
programme or details of a research contract, designing promotional campaign material or discussing
future skill needs with employers), contacting potential customers to let them know of new services,
surveying customer needs and obtaining information from them about their assessment of the service
(e.g. obtaining student feedback), providing feedback on the levels of service usage (e.g. levels of
room occupancy or stock use) or suggesting ways in which the service can be made more effective.
21.
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?
For example: setting overall quality assurance or learning and teaching standards for the institution,
forecasting the impact of new legislation on the institution and developing new procedures to ensure
compliance, setting and maintaining standards for the institution’s cleaning services, overseeing
student recruitment trends and identifying what action should be taken to achieve targets, developing
ethical research policy standards and protocols for the institution, identifying potential areas for
consultancy and research contracts or creating a framework to ensure that projects run according to
plan.
You are required to tick one box for each question, marking one of the questions as
the main focus of the role, the others may be important, occasional or implicit or not
relevant.

Main Focus – given to the question deemed to be main focus, only given once.

Important Requirements.
5

Occasional Requirements.

Implicit or not relevant – given to all questions below the main focus.
Element 5 – Decision Making Processes and Outcomes
This set of questions covers 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.
Is the role holder required to:
22.
Take independent decisions?
23.
Be party to some collaborative decisions; work with others to reach an optimal
conclusion?
24.
Provide advice or input to contribute to the decision making of others?
You are required to mark one box for each question that best represents the impact
the decisions have. Your choice is as follows:

Major Impact: is the most demanding level and will require the highest level of skill.
Typically the decisions at this level will affect the whole institution impacting on policy
and operations across the majority of departments and affecting most members of staff
or students.
For example: deciding to obtain alternative sources of income, deciding the nature and level of
degrees and diplomas, formulating institution wide-plans and committing resources to their
implementation, merging with other institutions, forming strategic alliances with other bodies/
organisations or deciding the future of major research contracts.

Significant Impact: is used for far reaching, complex and long lasting decisions.
For example: delegating on-going responsibilities to staff, allocating overall resource requirements
within institution wide plans, deciding the structure of a course or programme of study, allocating
student numbers to departments or units, developing a new service or changing existing work
practices that affect broad areas of the institution, advising on how legislation affects institutional
practice or helping to determine the actions needed to implement changes.

Moderate Impact: describes decisions that will have an impact of limited spread
which may endure for some time.
For example: buying non-routine stock or equipment following policy, guidelines and purchasing
procedures, authorising money from a previously agreed budget, deciding who to involve in a working
group or admitting a student.

Minor Impact: describes the lowest level of decision making, i.e. decisions that have
an immediate impact, which can easily be amended and have little effect beyond the
immediate area of the role holder's work.
6
For example: spending petty cash or buying low cost items within a local budget, deciding when to
hold a meeting or choosing stock from the preferred supplier's list.

Nil Impact: is used if the type of decision making described by the question is not
relevant.
Element 6 – Planning & Organising Resources
This set of questions is about 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.
25.
Complete tasks to a given plan, with allocated resources?
For example: working to a set pattern each day, e.g. carrying out routine maintenance, preparing
food, processing data or working from a detailed set of instructions.
26.
Plan, prioritise and organise their own work or resources to achieve agreed objectives?
For example: deciding when and how to respond to requests for information or assistance, when to
order replacement stock, organising a meeting, when to draft an article, producing a booklet or
designing and making a piece of equipment or software
27.
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 their planning; monitor progress against the plan?
For example: managing and being accountable for the resources (people, equipment, money) of a
sub-section of a department, managing a specific project, e.g. organising a conference or event such
as a graduation ceremony or open day, organising a health and safety audit or being responsible for
the delivery of a course or programme of study to which others contribute.
28.
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?
For example: setting the budget, managing the staff, setting objectives, monitoring progress and
keeping to the timescale or planning for the future or co-ordinating and monitoring the roll out of plans.
29.
Carry out planning on a long-term or strategic basis that will affect large parts of the
institution and possibly national or international activities? (Planning and organisation
at this level would typically cover a period of at least three to five years.)
For example: taking institution-wide responsibility for student recruitment, academic or resource
planning, estates and capital planning, contributing to strategic planning outside the institution such as
regional development or educational development of a professional body.
7
You are required to tick one box for each question, marking one of the questions as
the main focus of the role, the others may be important, occasional or implicit or not
relevant.

Main Focus – given to the question deemed to be main focus, only given once.

Important Requirements.

Occasional Requirements.

Implicit or not relevant – given to all questions below the main focus.
Element 7 – Initiative & Problem Solving
This set of questions is about 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
Is the role holder required to:
30.
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?
For example: maintaining equipment or machinery, organising temporary cover for absent staff,
informing relevant people about an emergency such as illness or making travel and accommodation
arrangements.
31.
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?
For example: handling grading, grievances or disciplinary issues, dealing with attendance problems,
dealing with a student's failure to submit course work, evaluating the strengths and weaknesses of
equipment warranties or solving IT system failures.
32.
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?
For example: devising new courses or programmes of study to attract students, balancing the
department's budget and resources against needs and plans, investigating an area of ineffective
working or systems failure and developing approaches to improve operational effectiveness by
introducing a new system or simplifying practices of an office, workshop or laboratory, developing new
guidelines or procedures, such as those regulating use of finance or managing attendance, identifying
potential external partners, consultancy opportunities or other sources of income.
33.
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?
8
For example: evaluating the implications of changes to the funding of education, introducing a new
management or marketing approach to the institution, changing the way resources are deployed
across the institution, identifying a significant gap in the services the institution provides to students
and customers and developing an appropriate solution.
You are required to tick one box for each question, marking one of the questions as
the main focus of the role, the others may be important, occasional or implicit or not
relevant.

Main Focus – given to the question deemed to be main focus, only given once.

Important Requirements.

Occasional Requirements.

Implicit or not relevant – given to all questions below the main focus.
Element 8 – Analysis and Research
This set of questions is about 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.
Is the role holder required to:
34.
Establish the basic facts in situations which require further investigation and inform
others if necessary?
For example: balancing money in the cash register against the till roll and reporting any mismatch;
carrying out routine maintenance checks and reporting faults or failures; checking stock levels against
the inventory or checking statistics against source data and reporting anomalies.
35.
Analyse routine data or information using predetermined procedures and gathering the
information from standard sources; work accurately to complete the task precisely as
specified?
This level describes the skills involved in gathering and manipulating routine data so it can be
interpreted by others. For example: 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); providing statistics using standard techniques (e.g. on
spreadsheets) or providing data for payroll purposes and gathering information from others (e.g. the
number of students enrolled on a course).
36.
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?
9
This applies when the holder is required to decide how to conduct the investigation as well as analyse
and interpret the results. Examples might include: analysing student destination statistics and
reporting patterns and trends; selecting and designing complex questionnaires, survey methods or
tests (including medical tests) and interpreting the results; investigating the implications of changes to
funding and conducting enquiries into complex complaints or system failures and indicating where
improvements are needed.
37.
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?
This involves the role holder having an involvement into the investigation of complex matters and
issues. It is unlikely that anyone other than those engaged in research or those involved in enquiring
into highly complex and sensitive matters would score Main Focus or Important Requirement on this
question. Examples might include: creating new experiments or methods to test hypotheses or
theories; integrating concepts from different disciplines to interpret findings and forming conclusions to
explain relationships between data or phenomena
38.
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?
Is the highest level and is aimed at those who are required on a regular basis to initiate major research
activities or lead investigations into significant matters. In addition to the activities listed for Question
37, the role holder will, for example, be: identifying major gaps in existing knowledge or weaknesses
in institutional working; setting the parameters of the question to be researched & determine direction
of major projects and liaising with national research bodies to identify future research requirements
You are required to tick one box for each question, marking one of the questions as
the main focus of the role, the others may be important, occasional or implicit or not
relevant.

Main Focus – given to the question deemed to be main focus, only given once.

Important Requirements.

Occasional Requirements.

Implicit or not relevant – given to all questions below the main focus.
Element 9 – Sensory & Physical Demands
Covers 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.
39.
Is the role holder required to:
A
Carry out highly specialist or very complex tasks requiring either mastery of a wide
range of complex sensory or physical techniques or involving unusually intense physical
effort?
10
For example: conducting experiments that use high cost equipment on high risk samples; working in
high risk environments that require vigilance and care and where adaptation and reaction to rapidly
changing circumstances will be required. (Avoid double counting evidence under Work Environment.)
and remaining in one position for long periods of time or holding and using sophisticated tools for
prolonged periods, for example when performing delicate surgery on live people or animals.
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?
For example: playing a musical instrument; lifting heavy, difficult objects on a sustained and prolonged
basis; working in confined or difficult spaces for prolonged periods of time; operation and repair of
highly specialised, hazardous or complex tools, equipment and instruments; preparing engineering
drawings or other graphics e.g. painting pictures; preparing sample slides for examination and testing
and using and demonstrating physiotherapy or any other clinical techniques.
C
Carry out tasks at a level which would require either learning certain methods or routines
or involve moderate physical effort?
For example: touch typing or using a key board or other means of inputting complex data for more
than 50% of working time. The complexity of the application or program may not affect the level of
dexterity required. Examples may include: lifting heavy, awkward or highly valuable objects; working in
confined spaces or awkward positions; using audio-visual and other presentational equipment; driving
vehicles up to 7 tonnes; learning to use a specialist tool or piece of equipment or using it effectively
and handling an animal or person correctly.
D
Complete basic tasks which either would require either a minimum of instruction or light,
if any, physical effort?
Examples of the tools and equipment used and the tasks to be performed include: pen, pencil and
ruler or keyboard or other device for inputting straightforward data; light gardening or maintenance
tools; standard laboratory equipment; standard office equipment and filing and occasionally moving
goods, equipment or light objects.
You are required to select only one element ie A, B, C or D.
Element 10 – Work Environment
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, the
work position and working in an outdoor environment.
Is the role holder required to:
40.
Work in an environment which is relatively stable and has little impact on the role holder
or the way in which work is completed?
This level refers to a role holder being 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. For example: an office or
lecture room. The role holder will have no responsibility for the health and safety of others beyond due
care and diligence.
11
41.
Understand how the work environment could impact on their own work or that of
colleagues; take standard actions, within health and safety guidelines where applicable,
to adapt to the environment?
This level covers activities undertaken regularly for which the role holder is required to use standard
protective clothing or safety equipment, and follow standard procedures. The role holder will need to
make decisions about how to perform the work because of the nature of the environment. For
example: taking account of the impact of the weather on outdoor activities; following safe procedures
using machinery or electrical equipment & wearing protected clothing and dealing with a person who is
angry, emotional or distressed.
42.
Understand variability in their working environment and its potential negative impact on
the work process or health and safety of the individual or colleagues; determine the level
of risk and appropriate response?
Includes roles in which the role holder is required to make judgements about the hazards inherent and
the safety of those working in the environment under those conditions.
Examples might include: carrying out a risk assessment of an experiment, undertaking building
maintenance when asbestos is present, handling hazardous chemicals or performing medical
operations, being trained to deal with potentially violent people
You are required to tick one box for each question, marking one of the questions as
the main focus of the role, the others may be important, occasional or implicit or not
relevant.

Main Focus – given to the question deemed to be main focus, only given once and should be
used when the role holder is regularly required to work in the type of environment or is regularly
expected to deal with the particular situations. The role holder will not be able to refer to
someone else who has an overall accountability but is not directly involved in the situation (for
example someone named in a policy or procedure).

Occasional Requirements - is for role holders who take active responsibility for the
environment although they do not work in it themselves. For example, the individual may
provide advice or monitor the situation. Examples may include a clerk of works or a role holder
who has the authority to stop work from carrying on.

Implicit or not relevant – given to all questions below the main focus and is used when the
level is not relevant or implicit.
Element 11 – Pastoral Care & Welfare Work
This set of questions is about the role holder’s responsibility for 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.
Is the role holder required to:
43.
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?
12
Covers 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).
If this is a common occurrence, for example, where the role holder is responsible for a number of
people, is the first point of contact for welfare issues and is expected to deal with these situations as a
normal and routine part of their role, the evidence should be scored Essential – frequently used.
For all other situations, the evidence should be scored Essential – occasionally used as a Not
Relevant response for this question is not accepted by the software
44. 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?
Refers 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. Examples might include:
requests for special leave; consideration of confidential mitigating circumstances when assessing
assignment, project, examination or other such work; dealing with disciplinary or other performance
issues and help with relationship problems that are affecting the standard of performance.
45.
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
support networks for both them self and the individual?
Is the highest level and includes dealing with complex, severe and serious welfare issues. The role
holder would be expected to deal with this level of issue as part of their role although it may represent
the sort of difficulty that arises exceptionally. Typically the person needing help would be referred to
the role holder by someone else. The role holder would be required to deal with and resolve the
situation and would not be able to refer the person to anyone else in the institution, only to
professionals in other agencies. Examples might include: others' complex personal problems; dealing
with others experiencing severe difficulties arising from work-related stress and helping an individual
continue to work or study while dealing with a life crisis such as death.
For each question, which response best describes the role requirements:

Essential - frequently used

Essential - occasionally used

Not Relevant
Select one answer for each question.
Element 12 – Team Development
This set of questions covers the development of skills and knowledge of others in the role holder’s
team. The same definition of team should be used as for element 2 – (Teamwork & motivation). 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.
Is the role holder required to:
46.
Advise or guide new starters working in the same role or unit on standard information or
procedures?
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This is the lowest level and is for those who are expected to help other members of the team.
Examples might include: showing a new staff member around, explaining administrative systems and
procedures such as how to obtain stationery or expenses, explaining where to obtain material and how
to use equipment used on a routine basis, advising where to go to obtain basic information about the
institution. Most staff are usually expected to assist colleagues and help new starters settle in and so
the B score would be used most often.
47.
Train or guide others on specific tasks, issues or activities; give advice, guidance and
feedback on the basis of their own knowledge or experience; delivers training?
This is used for those role holders with responsibility for providing training or instruction to other
members of the work team on a regular basis. Coaching members of the work team formally or
informally and providing internal training sessions are also covered here. Examples might include:
demonstrating how to operate a particular piece of machinery or equipment safely and in accordance
with the manufacturer’s instructions, explaining the reasons for and how to follow an operational
procedure, discussing how to make improvements to a report, showing a colleague how to use a
computer-based application, providing feedback and helping to make improvements to level of use,
describe different ways of analysing a set of data & helping a colleague decide which method to use.
48.
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?
This is used for those role holders required to identify the training and development needs of the
members of the work team. Ways of doing this may include: analysing achievement of team
objectives and identifying learning needs arising from shortfalls conducting regular staff appraisals and
performance reviews and agreeing what needs to be done to satisfy any training or development
needs or those responsible for identifying the development needs of only one or two people would
score B at this level. If a role holder is required to contribute to the coaching, development and
instruction of others or has overall responsibility for the identification of need but is not directly
involved and responsibility for doing so is held by others, this question should be scored Essential –
occasionally used.
For each question, which response best describes the role requirements:

Essential - frequently used

Essential - occasionally used

Not Relevant
Select one answer for each question.
Element 13 – Teaching & Learning Support
This set of questions is about the development of the skills and knowledge of students and others who
are NOT part of the role holder’s day to day 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.
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Is the role holder required to:
49.
Introduce students/others who are new to the area to standard info/procedures?
Explaining the use of the library, computing or laboratory facilities to students, other staff or visitors,
demonstrating how to operate simple equipment (such as a microscope, theodolite or photocopier)
following basic safety procedures, demonstrating how to use a computer terminal, outlining the
procedure for enrolling on a course or module
50.
Teach or train students or others on specific tasks, issues or activities; assess
performance and provide feedback during the event?
Explaining the operation of complex machines, equipment or software, how to conduct literature or
database searches, overseeing work experience placements, running staff training courses on, e.g.
applying for research grants, coaching others on conducting a survey or research project
51.
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?
Delivering and assessing a course, module or part of an undergraduate degree scheme, acting as an
academic supervisor, mentoring members of staff from outside the work team as part of a scheme,
leading a substantial management or teaching and learning development programme
52.
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 foster debate; encourage the development of intellectual
reasoning and rigour?
This is the highest level and is used for role holders required to take responsibility for and integrate a
number of topics or parts of the syllabus or curriculum.
Mark one box for each question. For each of the questions, please indicate which of
the statements best represents the purpose of teaching and learning support, is it to:

Develop innovative approaches to the learning experience and the curriculum; originate content
and methodology?

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)?

Provide standard information or deliver teaching or training?

Use if any of the above statements are not relevant.
Element 14 – Knowledge & Experience
This set of questions covers the relevant knowledge, however acquired, whether this is technical,
professional or specialist.
53.
Is the role holder required to:
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A
Be a leading authority in their
professional or public recognition?
subject
or
profession
with
widespread
The specialist expertise needed to play a significant part in international conferences or research
groups, the provision of advice and opinion as a leading authority, leadership of the institution
B
Be recognised as an authority in their field or specialism within the institution or
amongst external peers, based on demonstrated expertise; shape and influence
developments within the institution through their own contribution to their area
of expertise?
Those called upon to lead the teaching of a discipline/lead a significant area of research, acting as the
leading expert in the area in the institution and providing strategic level or professional advice
C
Apply a breadth or depth of experience showing full working knowledge and proficiency
of their 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?
Role holder is approached by others for advice or guidance in the specific area (e.g. a professional or
institutional policy), has sufficient expertise to deliver lectures or write authoritative material in a broad
subject area, required to conduct a research project or be responsible for an industrial contract with
the minimum amount of supervision.
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?
This level is for those roles which requires a person Knowing how to program a computer, the ability to
interpret rules, procedures and regulations and provide advice to others on how they should be
applied, knowledge and use of electrical industry regulations, basic management or supervisory skills,
being able to use a piece of complex scientific or electronic equipment, know how it works and when it
is appropriate to use it.
E
Have sufficient knowledge or expertise to work on day to day issues in their own area
without direct or continuous reference to others.
This level is for roles which have require a person to have the knowledge of word processing
packages, have an understanding of the use of an established practice, procedure or techniques, able
to set up basic lab equipment and follow simple analytical procedures, being able to operate safely
and properly an electrical drill, a switchboard or buffer machine.
F
Be aware of basic principles and practices; have an understanding of the systems and
procedures which directly impact on their own work and be supervised or work closely
with colleagues s/he can turn to for support?
This level is for those roles that require a basic level of knowledge of how to carry out the role.
You are required to select a response for one question only in order to indicate the
role holder’s main function with regard to knowledge and experience.
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