Name of Policy Position Classification for Professional Staff Policy

This policy outlines the principles for evaluating and classifying

Description of Policy
Professional Staff positions.

☒ University-wide

☐ Specific (outline location, campus, organisational unit etc.)

Policy applies to
______________________________________________________

☒ Staff Only ☐ Students Only ☐ Staff and Students

Policy Status ☐ New Policy ☒ Revision of Existing Policy

Policy revision includes reference to the ACU Capability
Description of Revision Development Framework (CDF) and other updates to provide
greater clarity regarding the classification process at ACU.

Approval Authority Vice-Chancellor

Governing Authority Chief Operating Officer

Responsible Officer Director, Human Resources

Approval Date 19 December 2016

Effective Date 19 December 2016

Date of Last Revision 04 October 2011

Date of Policy Review* 30 June 2017

* Unless otherwise indicated, this policy will still apply beyond the review date.

Position Classification Procedure for Professional Staff

ACU Capability Development Framework
Related Policies, Procedures,
Guidelines and Local Protocols
Table of Contents
1. Background .................................................................................................................3
2. Policy Statement .........................................................................................................3
3. Policy Purpose ............................................................................................................3
4. Application of Policy ..................................................................................................3
5. Principles ....................................................................................................................3
6. Policy Review ..............................................................................................................4
7. Further Assistance .....................................................................................................4
Appendix 1 – DWM Descriptors HEW 1-9 ........................................................................5

Position Classification Policy for Professional Staff Page 2 of 14

1. Background

Position classification is the process used to measure the relative job worth of
positions within an organisation at a point in time.

Position classification offers an opportunity for a supervisor to consider the position in

terms of the strategic goals of the University, cascaded through the organisational unit
to the expected operational and performance requirements of the position. In
considering the operational and performance requirements of the position the ACU
Capability Development Framework provides guidance on the staff competencies that
ACU needs to:
 Achieve excellence
 Ensure we are successful and
 Ensure that we deliver on our Mission

2. Policy Statement

Australian Catholic University is committed to providing the opportunity for

Professional Staff and their nominated supervisors, access to a classification review
process that provides fair, equitable and responsive outcomes to support the business
needs of the University.

3. Policy Purpose

This policy informs Professional Staff and their nominated supervisors of the
application of principles for the classification of Professional Staff positions at
Australian Catholic University.

4. Application of Policy

This policy applies to all Professional Staff positions up to and including Higher
Education Worker (HEW) Level 9.

5. Principles

Professional Staff positions should be reviewed on a regular basis and undergo a

classification review in the following circumstances:
 new position developed
 existing position where significant changes to the position have occurred
 as a result of a restructure of a functional or organisational unit.

All Professional Staff positions from HEW Level 1 to 9 will be classified in accordance
with the DWM descriptors, as specified in Schedule 3, Part B of the ACU Staff
Enterprise Agreement 2013-2017 and Appendix 1 of this Policy, as the primary
determinant of classification.

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 Where a unanimous decision is unable to be reached using the DWM descriptors, the
Hay Points Factor System will be utilised as a secondary system in order to reach a
decision.

The position description prepared for classification establishes the position purpose, its
typical activities and baseline performance requirements and assists in managing the
expectations of the position holder, whether or not they are recruited externally or
placed and/or promoted from within the organisation. Position descriptions and
position classification is therefore a foundation block for people management practices
across the organisation.

Importantly, position classification is an assessment of the position, not the staff

member, and is not a mechanism for a salary increase on the grounds of personal
merit or performance. The University has a range of reward and recognition options
for supervisors to consider in these circumstances.

Position classification is used to define the content/work value of a position, not the
volume of work. Work value is dependent on a range of factors including the
experience, skills and training required to perform the duties, including the
accountabilities and responsibilities and level of impact the position has within and
external to the work unit.

Staff members are provided with an opportunity to submit a position classification

request, although the normal expectation would be that this is done jointly in
consultation with and therefore the endorsement of their supervisor. In such cases,
where this does not occur, the University will ensure that both the staff member and
the supervisor are provided with a fair, equitable, open and transparent process which
will allow for an informed decision to be made by the Classification Review
Subgroup/Committee.

6. Policy Review

The University may make changes to this policy and relevant procedures from time to
time to improve the effectiveness of its operation.

7. Further Assistance

Any staff member who requires assistance in understanding this Policy should first
consult their nominated supervisor who is responsible for the implementation and
operation of these arrangements in their work area. Should further advice be required
staff should contact Human Resources Advisory Service, [email protected] or
extension 4222.

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Appendix 1 – DWM Descriptors HEW 1-9
The DWM descriptors as specified in Schedule 3, Part B of the ACU Staff Enterprise Agreement
2013-2017, outline the expected level of supervision, qualifications, complexity and responsibility for
each Higher Education Worker (HEW) Level.

DEFINITIONS

Definition 1: Supervision
Clear and detailed instructions are provided. Tasks are covered by
Close supervision: standard procedures. Deviation from procedures or unfamiliar situations
are referred to higher levels. Work is regularly checked.
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
Routine supervision:
procedures, guidance on the approach to non-standard circumstances is
provided by a nominated supervisor. Checking is selective rather than
constant.
Direction is provided on the assignments to be undertaken, with the
occupant determining the appropriate use of established methods, tasks
General direction: 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.
Direction is provided in terms of objectives which may require the
planning of staff, time and material resources for their completion. Limited
Broad direction: detailed guidance will be available and the development or modification of
procedures by the employee may be required. Performance will be
measured against objectives.

Definition 2: Qualifications
Within the Australian Qualifications Framework:
Completion of a Senior Secondary Certificate of Education, usually in
Year 12:
Year 12 of secondary school.
Completion of an apprenticeship, normally of four years duration, or
Trade certificate:
equivalent recognition, eg Certificate III.
A course of study over and above a trade certificate and less than a
Post-trade certificate:
Certificate IV.
A two-year part-time post-Year 12 or post-trade certificate course, or a
Advanced certificate: four year part-time course for those who have completed Year 10 only of
secondary school.
Courses that recognise basic vocational skills and knowledge, without a
Certificates I and II:
Year 12 prerequisite.
A course that provides a range of well-developed skills and is comparable
Certificate III:
to a trade certificate.
A course that provides greater breadth and depth of skill and knowledge
Certificate IV: and is comparable to a two year part time post-Year 12 or post-trade
certificate course.
A course at a higher education or vocational educational and training
Diploma:
institution, typically equivalent to two years full time post-Year 12 study.

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 A course at a higher education or vocational educational and training
Advanced diploma:
institution, typically equivalent to three years full time post-Year 12 study.
A recognised degree from a higher education institution, often completed
Degree:
in three or four years, and sometimes combined with a one year diploma.
A recognised postgraduate degree, over and above a degree as defined
Postgraduate degree:
above.

Note: Previously recognised qualifications obtained prior to the implementation of the Australian
Qualifications Framework continue to be recognised. The above definitions also include equivalent
recognised overseas qualifications.

Definition 3: Classification Dimensions

The type, complexity and responsibility of tasks typically performed by
Task Level:
staff within each proposed classification level.
Judgement is the ability to make sound decisions, recognising the
consequences of decisions taken or actions performed. Independence is
the extent to which a staff member is able (or allowed) to work effectively
Judgement, without supervision or direction. Problem solving is the process of defining
Independence & or selecting the appropriate course of action where alternative courses of
Problem Solving: action are available.

This dimension looks at how much of each of these three qualities applies
at each proposed classification level.
The level of knowledge and awareness of the organisation, its structure
Organisational and functions that would be expected of staff at each proposed
Knowledge: classification level, and the purposes to which that organisational
knowledge may be put.
The type and duration of training which the duties of the classification
level typically require for effective performance. Training is the process of
Training Level:
acquiring skills and knowledge through formal education, on the job
instruction or exposure to procedures.
Occupational
Occupations typically falling within each proposed classification level.
Equivalent:
Activities typically undertaken by staff in different occupations at each of
Typical Activities:
the proposed classification levels.

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1. HIGHER EDUCATION WORKER LEVEL 1

1.1 Task Level:

Straightforward manual duties, or elements of Level 2 duties under close supervision and
structured on the job training. Some knowledge of materials, e.g. cleaning chemicals and hand
tools, may be required. Established procedures exist.

1.2 Judgement, Independence and Problem Solving:

Resolve problems where alternatives for the job holder are limited and the required action is clear
or can be readily referred to higher levels.

1.3 Level of Supervision:

Close supervision or, in the case of more experienced staff working alone, routine supervision.

1.4 Organisational Knowledge:

May provide straightforward information to others on building or service locations.

1.5 Training Level or Qualifications:

Employees at the base of Level 1 would not be required to have formal qualifications or work
experience upon engagement.

Employees engaged at the base of this level will be provided with structured on the job training in
addition to up to 38 hours of induction to the higher education industry which shall provide
information on the higher education institution, conditions of employment, training to be made
available and consequent career path opportunities, physical layout of the institution/work areas,
introduction to fellow workers and supervisors, work and documentation procedures, occupational
health and safety, equal employment opportunity practices and extended basic literacy and
numeracy skills training where required/necessary to enable career path progression.

1.6 Occupational Equivalent:

Cleaner, Labourer, Trainee for Level 2 duties.

1.7 Typical Activities:

Perform a range of industrial cleaning tasks, move furniture, assist trades personnel with manual
duties.

2. HIGHER EDUCATION WORKER LEVEL 2

2.1 Task Level:

Perform a range of straightforward tasks where procedures are clearly established. May on
occasion perform more complex tasks.

2.2 Judgement, Independence and Problem Solving:

Solve relatively simple problems with reference to established techniques and practices. Will
sometimes choose between a range of straightforward alternatives.

An employee at Level 2 will be expected to perform a combination of various routine tasks where
the daily work routine will allow the latitude to rearrange some work sequences, provided the
prearranged work priorities are achieved.

2.3 Level of Supervision:

Routine supervision of straightforward tasks, close supervision of more complex tasks (see below).

2.4 Organisational Knowledge:

Following training, may provide general information/advice and assistance to members of the
public, students and other staff which is based on a broad knowledge of the employee's work

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area/responsibility, including knowledge of the functions carried out and the location and
availability of particular personnel and services.

2.5 Training Level or Qualifications:

Persons employed at Level 2 shall typically perform duties at a skill level which assumes and
requires knowledge, training or experience relevant to the duties to be performed, or completion of
Year 12 without work experience or an equivalent combination of experience and training.

2.6 Occupational Equivalent:

Clerk, Security Patrol Officer.

2.7 Typical Activities:

Clerical positions at this level may include duties involving the inward and outward movement of
mail; keeping, copying, maintaining and retrieving records; straightforward data entry and retrieval.

Security Officers may be involved in a range of patrol duties, including responding to alarms,
following emergency procedures and preparing incident reports.

3. HIGHER EDUCATION WORKER LEVEL 3

3.1 Task Level:

Some complexity. Apply body of knowledge equivalent to trade certificate, including diagnostic
skills and assessment of the best approach to a given task.

3.2 Judgement, Independence and Problem Solving:

Exercise judgement on work methods and task sequence within specified timelines and standard
practices and procedures.

3.3 Level of Supervision:

In technical positions, routine supervision, moving to general direction with experience. In other
positions, general direction. This is the first level where supervision of other staff may be required.

3.4 Organisational Knowledge:

Perform tasks/assignments which require knowledge of the work area processes and an
understanding of how they interact with other related areas and processes.

3.5 Training Level or Qualifications:

Persons employed at Level 3 shall typically perform duties at a skill level which assumes and
requires knowledge or training in clerical/administrative, trades or technical functions equivalent to:
 completion of a trades certificate; or
 completion of Year 12, with relevant work experience; or
 equivalent relevant experience or combination of relevant experience and education/training.

Persons advancing through Level 3 may typically perform duties which require further on the job
training or knowledge and training equivalent to progress toward completion of an advanced
certificate or associate diploma.

3.6 Occupational Equivalent:

Tradesperson, technical assistant/technical trainee, clerical/secretarial.

3.7 Typical Activities:

In trades positions, apply the skills taught in a trade certificate, including performance of a range of
construction, maintenance and repair tasks, using precision hand and power tools and equipment.
In some cases this will involve familiarity with the work of other trades or require further training.

In Technical Assistant positions;

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 assist a technical officer in operating a laboratory, including ordering supplies
 assist in setting up routine experiments
 monitor experiments for report to a technical officer
 assist with the preparation of specimens
 assist with the feeding and care of animals.

Staff would be expected to perform a greater range and complexity of tasks as they progressed
through the level and obtained further training.

In clerical positions, perform a range of clerical support tasks including:

 standard use of a word processing package (including store and retrieve documents, key and
lay out correspondence and reports, merge, move and copy, use of columns, tables and basic
graphics) or an established spreadsheet or database application
 provide general clerical support to staff within a faculty, including word processing, setting up
meetings, answering straightforward inquiries and directing others to the appropriate personnel
 process accounts for payment.

4. HIGHER EDUCATION WORKER LEVEL 4

4.1 Task Level:

May undertake limited creative, planning or design functions; apply skills to a varied range of
different tasks.

4.2 Judgement, Independence and Problem Solving:

In trades positions, extensive diagnostic skills. In technical positions, apply theoretical knowledge
and techniques to a range of procedures and tasks. In clerical/secretarial positions, provide factual
advice which requires proficiency in the work area's rules and regulations, procedures requiring
expertise in a specialist area or broad knowledge of a range of personnel and functions.

4.3 Level of Supervision:

In technical positions, routine supervision to general direction depending upon experience and the
complexity of the tasks. In other positions, general direction.

May supervise or co-ordinate others to achieve objectives, including liaison with staff at higher
levels. May undertake stand alone work.

4.4 Organisational Knowledge:

Perform tasks/assignments which require proficiency in the work area's rules, regulations,
processes and techniques, and how they interact with other related functions.

4.5 Training Level or Qualifications:

Persons employed at Level 4 shall typically perform duties at a skill level which assumes and
requires knowledge or training equivalent to:
 completion of an associate diploma level qualification with relevant work related experience or a
certificate level qualification with post-certificate relevant work experience; or
 completion of a post-trades certificate or advanced certificate and extensive relevant experience
and on the job training; or
 an equivalent combination of relevant experience and/or education/training.

4.6 Occupational Equivalent:

Technical officer or technician, clerical/secretarial above Level 3, advanced tradesperson.

4.7 Typical Activities:

In trades positions,
 work on complex engineering or interconnected electrical circuits
 exercise high precision trades skills using various materials and/or specialised techniques.

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In technical positions,
 develop new equipment to criteria developed and specified by others
 under routine direction, assist in the conduct of major experiments and research programs
and/or in setting up complex or unusual equipment for a range of experiments and
demonstrations
 demonstrate the use of equipment and prepare reports of a technical nature as directed.

In library technician positions,

 undertake copy cataloguing
 use a range of bibliographic databases
 undertake acquisitions
 respond to reference inquiries.

In clerical/secretarial positions,
 may undertake a full range of word processing functions, including mathematical formulae and
symbols, manipulation of text and layout in desktop publishing software and use of a range or
word processing packages if required
 be responsible for providing a full range of secretarial services in a faculty
 plan and set up spreadsheets or data base applications
 provide advice to students on enrolment procedures and requirements, administer enrolment
and course progression records.

5. HIGHER EDUCATION WORKER LEVEL 5

5.1 Task Level:

Apply body of broad technical knowledge and experience at a more advanced level than Level 4,
including the development of areas of specialist expertise. In professional positions, apply
theoretical knowledge, at degree level, in a straightforward way. In administrative positions,
provide interpretation, advice and decisions on rules and entitlements.

5.2 Judgement, Independence and Problem Solving:

In professional positions, solve problems through the standard application of theoretical principles
and techniques at degree level. In technical positions, apply standard technical training and
experience to solve problems. In administrative positions, may apply expertise in a particular set of
rules or regulations to make decisions, or be responsible for co-ordinating a team to provide an
administrative service.

5.3 Level of Supervision:

In professional positions, routine supervision to general direction, depending on tasks involved and
experience. In technical positions, general direction and may supervise other staff.

5.4 Organisational Knowledge:

Perform tasks/assignments which require proficiency in the work area's rules, regulations,
processes and techniques and how they interact with other related functions.

5.5 Training Level or Qualifications:

Persons employed at Level 5 shall typically perform duties at a skill level which assumes and
requires knowledge or training equivalent to:
 completion of a degree without subsequent relevant work experience; or
 completion of an associate diploma and at least 2 years subsequent relevant work experience;
or
 completion of a post-trades certificate or advanced certificate and extensive relevant experience
as a technician; or
 an equivalent combination of relevant experience and/or education/training.

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5.6 Occupational Equivalent:
Graduate (i.e. degree) or professional, without subsequent work experience on entry (including
inexperienced computer systems officer); administrator with responsibility for advice and
determinations; experienced technical officer.

5.7 Typical Activities:

In technical positions,
 develop new equipment to general specifications
 under general direction, assist in the conduct of major experiments and research programs
and/or in setting up complex or unusual equipment for a range of experiments and
demonstrations
 under broad direction, set up, monitor and demonstrate standard experiments and equipment
use
 prepare reports of a technical nature.

In library technician positions, perform at a higher level than Level 4, including assist with reader
education programs and more complex bibliographic and acquisition services.
 operate a discrete unit within a library which may involve significant supervision or be the senior
staff member in an out posted service.

In administrative positions, responsible for the explanation and administration of an administrative

function, e.g. HECS advice, records, determinations and payments, a centralised enrolment
function, the organisation and administration of exams at a small campus.

In professional positions and under professional supervision,

 work as part of a research team in a support role
 provide a range of library services including bibliographic assistance, original cataloguing and
reader education in library and reference services
 provide counselling services.

6. HIGHER EDUCATION WORKER LEVEL 6

6.1 Task Level:

Perform work assignments guided by policy, precedent, professional standards and managerial or
technical expertise. Employees would have the latitude to develop or redefine procedure and
interpret policy so long as other work areas are not
affected. In technical and administrative areas, have a depth or breadth of expertise developed
through extensive relevant experience and application.

6.2 Judgement, Independence and Problem Solving:

Discretion to innovate within own function and take responsibility for outcomes; design, develop
and test complex equipment, systems and procedures; undertake planning involving resources use
and develop proposals for resource allocation; exercise high level diagnostic skills on sophisticated
equipment or systems; analyse and report on data and experiments.

6.3 Level of Supervision:

In professional positions, general direction; in other positions, broad direction. May have extensive
supervisory and line management responsibility for technical, clerical, administrative and other
non-Professional Staff.

6.4 Organisational Knowledge:

Perform tasks/assignments which require proficiency in the work area's existing rules, regulations,
processes and techniques and how they interact with other related functions, and to adapt those
procedures and techniques as required to achieve objectives without impacting on other areas.

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6.5 Training Level or Qualifications:
Persons employed at Level 6 shall typically perform duties at a skill level which assumes and
requires knowledge or training equivalent to:
 a degree with subsequent relevant experience; or
 extensive experience and specialist expertise or broad knowledge in technical or administrative
fields;
 an equivalent combination of relevant experience and/or education/training.

6.6 Occupational Equivalent:

Graduate or Professional with subsequent relevant work experience (including a computer
systems officer with some experience); line manager; experienced technical specialist and/or
technical supervisor.

6.7 Typical Activities:

In technical positions,
 manage a teaching or research laboratory or a field stationprovide highly specialised technical
services
 set up complex experiments
 design and construct complex or unusual equipment to general specifications
 assist honours and postgraduate students with their laboratory requirements
 install, repair, provide and demonstrate computer services in laboratories.

In administrative positions,
 provide financial, policy and planning advice
 service a range of administrative and academic committees, including preparation of agendas,
papers, minutes and correspondence
 monitor expenditure against budget in a school or small faculty.

In professional positions,
 work as part of a research team
 provide a range of library services, including bibliographic assistance, original cataloguing and
reader education in library and reference services
 provide counselling services
 undertake a range of computer programming tasks
 provide documentation and assistance to computer users
 analyse less complex user and system requirements.

7. HIGHER EDUCATION WORKER LEVEL 7

7.1 Task Level:

Independently relate existing policy to work assignments or rethink the way a specific body of
knowledge is applied in order to solve problems. In professional or technical positions, may be a
recognised authority in a specialised area.

7.2 Judgement, Independence and Problem Solving:

Independently relate existing policy to work assignments, rethink the way a specific body of
knowledge is applied in order to solve problems, adapt procedures to fit policy prescriptions or use
theoretical principles in modifying and adapting techniques. This may involve stand alone work or
the supervision of others in order to achieve objectives. It may also involve the interpretation of
policy which has an impact beyond the immediate work area.

7.3 Level of Supervision:

Broad direction. May manage other administrative, technical and/or Professional Staff.

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7.4 Organisational Knowledge:
Detailed knowledge of academic and administrative policies and the interrelationships between a
range of policies and activities.

7.5 Training Level or Qualifications:

Persons employed at Level 7 shall typically perform duties at a skill level which assumes and
requires knowledge or training equivalent to:
 a degree with at least 4 years subsequent relevant experience; or
 extensive experience and management expertise in technical or administrative fields; or
 an equivalent combination of relevant experience and/or education training.

7.6 Occupational Equivalent:

Senior librarian, technical manager, senior professional or scientific officer, senior administrator in
a small less complex faculty.

7.7 Typical Activities:

In a library, combine specialist expertise and responsibility for managing a library function; in
student services, the training and supervision of other Professional Staff combined with policy
development responsibilities which may include research and publication; in technical manager
positions, the management of teaching and research facilities for a department or school; in
research positions, acknowledged expertise in a specialised areas or a combination of technical
management and specialist research.

In administrative positions, provide less senior administrative support to relatively small and less
complex faculties or equivalent.

8. HIGHER EDUCATION WORKER LEVEL 8

8.1 Task Level:

Work at this level is likely to require the development of new ways of using a specific body of
knowledge which applies to work assignments, or may involve the integration of other specific
bodies of knowledge.

8.2 Judgement, Independence and Problem Solving:

Responsible for program development and implementation. Provide strategic support and advice
to schools or faculties requiring integration of a range of university policies and external
requirements, and an ability to achieve objectives operating within complex organisation
structures.

8.3 Level of Supervision:

Broad direction. May manage other administrative, technical and/or Professional Staff.

8.4 Organisational Knowledge:

The employee would be expected to make policy recommendations to others and to implement
programs involving major change which may impact on other areas of the institution's operations.

8.5 Training Level or Qualifications:

Persons employed at Level 8 shall typically perform duties at a skill level which assumes and
requires knowledge or training equivalent to:
 completion of, or progress towards, postgraduate qualifications and extensive relevant
experience; or
 extensive experience and management expertise; or
 an equivalent combination of relevant experience and/or education/training.

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8.6 Occupational Equivalent:
Researcher of national standing; manager; senior school or faculty administrator.

8.7 Typical Activities:

Assist in the management of a large functional unit with a diverse or complex set of functions and
significant resources; manage a function or development and implementation of a policy requiring
a high degree of knowledge and sensitivity; manage a small and specialised unit where significant
innovation, initiative and/or judgement are required; provide senior administrative support to
schools and faculties of medium complexity, taking into account the size, budget, course structure,
external activities and management practices within the faculty or equivalent unit.

9. HIGHER EDUCATION WORKER LEVEL 9

9.1 Task Level:

Demonstrated capacity to conceptualise, develop and review major professional, management or
administrative policies at the corporate level. Significant high level creative, planning and
management functions. Responsibility for significant resources.

9.2 Judgement, Independence and Problem Solving:

Responsible for program development and implementation. Provide strategic support and advice
to schools or faculties requiring integration of a range of internal and external policies and
demands, and an ability to achieve objectives operating within complex organisation structures.

9.3 Level of Supervision:

Broad direction. Will manage other administrative, technical and/or Professional Staff.

9.4 Organisational Knowledge:

Conceptualise, develop and review major policies, objectives and strategies involving high level
liaison with internal and external client areas. Responsible for programs involving major change
which may impact on other areas of the institution's operations.

9.5 Training Level or Qualifications:

Persons employed at Level 9 shall typically perform duties at a skill level which assumes and
requires knowledge or training equivalent to:
 postgraduate qualifications and extensive relevant experience; or
 extensive management experience and proven management expertise; or
 an equivalent combination of relevant experience and/or education/training.

9.6 Occupational Equivalent:

Researcher of national or international standing; manager; senior school or faculty administrator.

9.7 Typical Activities:

Assist in the management of a large functional unit with a diverse or complex set of functions and
significant resources; manage a function or development and implementation of a policy requiring
a high degree of knowledge and sensitivity and the integration of internal and external
requirements; manage a small and specialised unit where significant innovation, initiative and/or
judgement are required; provide senior administrative support to the more complex schools and
faculties, taking into account the size, budget, course structure, external activities and
management practices within the faculty or equivalent unit.

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