Department of Further Education, Employment, Science and
Technology
Job and Person Specifications
Title of Position
Program Support Officer
Classification
ASO-2
Administrative Unit Department of Further Education,
Employment, Science and Technology
Appointment Fraction 0.4
Permanent
Ongoing
Contract
Term
Casual
Term
Other
Term
Division
TAFESA Adelaide North
Workgroup/Section
Applied Food Studies
Campus
Regency
Position Analysis
 Originated by:
 Classified by:
Jo Van Zyl
PSM Act Classification Committee
Occupant
Position Reference No
TAN 1335
JP No
Position Created
8 August 2005
Version No
1
Version Date
24 January 2012
Job and Person Specification Approval
/
/
Commissioner for Public Employment or Chief Executive or Delegate
Job Specification
1
Summary of the Broad Purpose of the Position and its Responsibilities/Duties
The Program Support Officer is responsible for the provision of a wide range of administrative duties, which support
the delivery of high quality education programs to students, enterprises and other external clients. In performing
these duties the Program Support Officer will report to the Office Manager and may, on a day to day basis, primarily
support the work of Educational Managers and/or lecturing staff. In all cases the Program Support Officer is
expected to work as part of a larger Administrative Services team to ensure that a high standard of customer
service is provided to internal and external customers at all times.
2
Reporting/Working Relationships (To whom the person reports and other key working relationships required to support
performance outcomes internal and external to the organisation)
General Manager RIC
Educational Manager EMB
EMB
Educational Manager EMA
Admin Manager RIC ASO 5
Office Manager
ASO4
Program Support Officers
ASO2
(5 positions)
Administrative
Officer
ASO1
Internal:
The Program Support Officer is accountable to the Office Manager for the provision of high quality
administrative support to educational managers and/or educational work teams. In performing these
duties the Program Support Officer liaises with a diverse range of students, lecturing staff and
managers at all levels of the organisation.
External:
The Program Support Officer liaises with prospective students, industry groups, other government
agencies, suppliers, community organisations and staff from across TAFE SA.
PAGE 1 OF 6
3
Special Conditions (Such as hours worked outside normal hours, travel requirements, non-metropolitan location, frequent
overtime, performance targets etc)
Out of Hours Work
Some out of hours work and intra/ interstate travel may be required.
Location/ Travel
Located at Regency Campus in the first instance. There is a requirement to travel between
campuses and/or to be located at any other campuses as the need arises.
Conditions
PSM Act Conditions apply. The incumbent will work within the Applied Food Studies
Administrative Program and maybe required to rotate between the sections of this area. A
flexible approach to working hours and the taking of leave is essential. Required to
participate in DFEEST Performance Management Program.
Prescribed Position:
4
Yes Appointment will be subject
to a satisfactory police check
No police check required
Statement of Key Responsibilities/Duties (Group into major areas of responsibility/activity and list in descending order of
importance)
1. Provide a high quality customer service to internal and external customers by:
a) Providing accurate, up-to-date course and enrolment information to a wide variety of potential and existing
clients, in an equitable and professional manner.
b) Maintaining an up to date knowledge of courses offered through SATAC and related policies and
procedures.
c) Referring complex and specific education enquiries to the appropriate TAFESA officer.
d) Ensuring that enquiries are answered, actioned or referred in a timely manner.
e) Responding, resolving or referring customer complaints in accordance with TAFESA policy, procedures
and guidelines.
f)
Providing a reception service to internal and external clients.
g) Adhering to Institute customer service and quality standards.
h) Supporting and assisting in the training of new staff in general administrative duties.
i)
Coordinating room booking requests from internal clients.
2. Ensure that student records are established and maintained according to Australian Quality Training Framework
(AQTF) standards and audit requirements by:
a) Accurately checking, entering and retrieving student data and records on the Student Information System
(SIS), in accordance with Institute and workgroup needs and guidelines.
b) Enrolling students in an orderly and accurate manner, including verifying the accuracy of their registration
forms and ensuring that they receive all information/documentation relating to their payment and
registration.
c) Printing reports including confirmation of enrolment, academic records, as required by work teams.
d) Monitoring the processing of applications for recognition of prior learning and credit transfer, and ensuring
that academic records are updated.
e) Processing and recording applications for parchments and forwarding to the Institute Academic Registrar.
f)
Maintaining records for registrations in User Choice, tender activities and third party enrolments that enable
the effective monitoring of training and the claiming of outstanding revenue. Ensuring that ATIS policy and
procedures are adhered too.
g) Preparing and maintaining records associated with refund applications.
3. Provide administration support and assistance to Office Manager, Educational Managers and lecturing staff by:
a) Providing a high quality and proficient service in word processing, databases, desktop publishing and
spreadsheets using contemporary software packages.
b) Coordinating diaries, arranging appointments and organising travel and accommodation bookings.
c) Arranging for the printing and distribution of learning materials.
d) Contributing to the organisation of graduations and award evenings, workshops, seminars, conferences
and other events organised by the work team.
e) Preparing reports, letters, minutes, memorandums and other documents as directed.
f)
Preparing documentation and claims for Hourly Paid Instructors.
g) Adhering to Departmental administrative and audit regulations, policies and procedures.
h) Contributing to continuous improvement discussions and implementation plans which enhance the
efficiency and effectiveness of organisational and administrative processes.
PAGE 2 OF 6
i)
Participating as a member of a team and readily performing duties across the administration services workteam as requested.
4. Contribute to the effective management of work team budgets by:
a) Raising requisitions for goods and services as required by workteams and ensuring that expenditure is
authorised by the appropriate delegate.
Contribute to the development of a learning culture by actively participating in planned professional development
activities that are determined by the Institute, together with making use of on-the-job learning activities as they arise
Contribute to the application of good human resource management (HRM) practices within the worksite by :
a)
complying with departmental and government HRM policies and procedure; and
b)
achieving performance outcomes that are negotiated and mutually agreed with the Office Manager and
actively participating in performance management and work team planning and quality processes.
Utilise AS/NZS 4360:2004 Risk Management Standard.
Contribute to the Department’s objective of achieving and subsequently maintaining the quality management and
continuous improvement standards.
Contribute to a safe and healthy work environment, free from discrimination and harassment by working in
accordance with legislative requirements, the Code of Conduct and departmental human resource policies,
including EEO and OHS&W
5
Authority (List specific delegation level which is a requirement of the position including human resource delegations, financial
delegations and administrative delegations etc)
Departmental delegations and policies define levels/limits of authority in relation to finance, human resources and
administrative requirements.
6
Voluntary Flexible Working Arrangements (May be available to incumbents of this position subject to operational
requirements)
Flexitime:
Compressed Weeks:
Purchased Leave (48/52):
7
Job Share:
Working Part-time:
Working from Home:
Position Context
In March 2002 the Government established the Department of Further Education, Employment, Science and
Technology (DFEEST). There are approximately 4,400 staff in the department and the budget is some $400 million.
The department comprises TAFE SA, Employment and Skills Formation Directorate, Education Services and
Programs Directorates, Science, Technology and Innovation Directorate, Shared Business Services Directorate,
related agencies and statutory authorities.
The formation of the Department involves significant structural change, informed by the findings of three major
reports: the Technical and Further Education (TAFE) Governance Review (Kirby Review); the Skills for the Future
Review (Schofield Review); and the Employment Programs Review (Spoehr Review).
The Government has already implemented a range of review recommendations which re-established TAFE SA as a
coherent, collegially managed and strategically focused education system.
TAFE SA is a driving force in the Department of Further Education, Employment Science and Technology
(DFEEST) and as such is integral to the Department’s governance arrangements; and increasingly, through the
Department, it is being linked to other instruments of State Government policy and programs as both Kirby and
Schofield had recommended.
The Government has acted on recommendations of the Kirby and Schofield reports and implemented a system of
Program Leadership and Review and reconsidered the configuration and responsibilities of TAFE Institutes. To
undertake these broad responsibilities a major project, Positioning TAFE SA, was commissioned.
The key principles identified for positioning TAFE SA for the future are:
PAGE 3 OF 6
 TAFE SA is forward – looking, responsive and innovative;
 Services appropriately distributed across the state, all clients have access, including those in rural and remote
areas;
 TAFE SA presents a coherent, cohesive, united face to clients, particularly industry and commerce;
 Standards of teaching and learning are high and consistent;
 Efficiency is maximised and duplication is minimised;
 Programs provide a prominent and visible contact point for industry clients;
 Programs provide a mechanism for achieving strategic outcomes devised by government.
The establishment of nine programs provides TAFE SA with a mechanism to implement these principles into core
business processes, while also offering the opportunity to develop relationships which stretch across the whole of
TAFE SA, supporting the development of a cohesive and much strengthened service to stakeholders.
8
Acknowledged by Occupant
/
/
/
/
Signature
Certified correct by Workgroup Manager
Signature
PAGE 4 OF 6
Person Specification
ESSENTIAL MINIMUM REQUIREMENTS
(Those characteristics considered absolutely necessary.)
Educational/Vocational Qualifications

Nil.
Capabilities (Related to the job description, and expressed in a way which allows objective assessment.)
 Proven ability to use initiative and creativity to solve problems and increase the efficiency and effectiveness of
work processes.
 Excellent verbal, written, time management and communication skills.
 Proven ability to work under pressure and with minimal supervision to meet prescribed deadlines.
 Excellent interpersonal skills including team work, honesty, confidentiality, conflict resolution and respect for
diversity with all areas
 Proven ability to successfully adapt to changes in work duties and in the work environment.
 Ability to conduct simple research and analysis tasks.
Experience (Including community experience)
 Experience in performing a broad range of general administrative duties and small events.
Knowledge (List generic knowledge relating to the position and any specific technical knowledge which may be required)
 A knowledge of and commitment to Equal Opportunity, Occupational Health, Safety and Welfare and Quality
policies, principles and practices.
PAGE 5 OF 6
DESIRABLE CHARACTERISTICS (To distinguish between applicants who have met all essential requirements.)
Educational/Vocational Qualifications (List those educational/vocational qualifications which are desirable)
Personal Abilities/Aptitudes/Skills (Related to the job description, and expressed in a way which allows objective assessment.)

Ability to work as part of a team and also to be able to work autonomously
Experience (Including community experience)
Knowledge (List generic knowledge relating to the position and any specific technical knowledge which may be required)

Knowledge of SIS, Basware and Corporate Express databases or similiar

Knowledge of TAFE Institute processes and systems.

Basic knowledge of public sector requirements for ethical conduct, Occupational Health, Safety & Welfare,
Diversity in the Workplace, Quality improvement principles, Equal Employment Opportunity and Performance
Management.
PAGE 6 OF 6