The Elements of HERA. Initiative and Problem Solving Statement numbers Analysis and Research Statement numbers 31-35

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1 The Elements of HERA HERA contains 14 different elements (described below) and this is how it breaks down a role. For example, your job description will probably include the element Communication, which covers a range of different tasks, from the most basic to the most complex. When completing the documentation, try thinking about examples of how these tasks are performed in practice and how they might provide the evidence required (See the table Competency Tasks and Evidence in this section for help). Below is a brief overview of the 14 elements of HERA. The statement numbers refer to the 50 questions in the HERA Written Record. Communication Statement numbers 1-6 This covers communication through written, electronic or 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. Teamwork and motivation Statement numbers 7-11 This covers teamwork and team leadership when working in both internal and external teams that are fi xed or change (eg, departmental, research, course development or project teams or those involving students or people from outside the institution). This may include the need to contribute as an active member of the team; motivating others in the team; and providing leadership and direction for the team. Liaison and Networking Statement numbers This covers liaising with others both within and outside the institution and creating networks of useful contacts. It may include passing on information promptly to colleagues, ensuring mutual exchange of information, infl uencing developments through one s contacts and building an external reputation. Service Delivery Statement numbers This covers the provision of help and assistance to a high standard of service to students, visitors, members of staff and other users of the institution. This may include reacting to requests for information or advice; actively offering or promoting the services of the institution to others; and setting the overall standards of service offered. Decision Making Processes and Outcomes Statement numbers This 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 signifi cant impact in the longer term within or outside the institution. Planning and Organising Resources Statement numbers This covers organising, prioritising and planning time and resources, be they human, physical or fi nancial. 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. 6 Initiative and Problem Solving Statement numbers This covers 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. Analysis and Research Statement numbers This covers 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. Sensory and Physical Demands Statement numbers 36 This 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. Work Environment Statement numbers This 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. Pastoral Care and Welfare Statement numbers This covers 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 specifi c issues. Team Development Statement numbers This covers the development of the skills and knowledge of others in the work team. This may include the induction of new colleagues; coaching and appraising any individuals who are supervised, mentored or managed by the role holder; and giving guidance or advice to one s peers or supervisor on specifi c aspects of work. Teaching and Learning Support Statement numbers This covers the development of the skills and knowledge of students and others who are not part of the work team. This may include providing instruction to students or others when they are fi rst using a particular service or working in a particular area; carrying out standard training; and the assessment and teaching of students. Knowledge and Experience Statement number 50 This covers the relevant knowledge needed to carry out the role, however acquired, whether this is technical, professional or specialist. This may include the need for suffi cient experience to carry out basic, day-to-day responsibilities; the need for a breadth or depth of experience to act as a point of reference for others; and the need to act as a leading authority in one s fi eld or discipline.

2 HERA Elements Examples of Tasks and Evidence Competency Task Evidence 1a Communication (oral) 1b Communication (written or electronic) 2 Teamwork and motivation 3 Liaison and networking Convey basic information factually, clearly and accurately Convey information in the most appropriate format Explain complex information to non-specialists Convey straightforward information in a clear and accurate manner Convey information which needs careful explanation or interpretation Receive, understand and convey complex conceptual ideas Contribute actively to the team Motivate others in a team Provide leadership and direction Pass on information promptly Exchange information Infl uence developments through contacts Build an external reputation 4 Service delivery React appropriately to requests for advice or information Actively promote the services of the institution to others Set overall standards of service offered Examples of giving directions, handling routine phone enquiries or passing on messages. Examples of having explained course entry requirements, shown colleagues how to operate equipment, or persuaded others to adopt a particular viewpoint. Examples of having conveyed new legal requirements to colleagues or explained a report on budget or cost implications. Examples of having written standard letters, confi rmed attendance dates or completed simple forms. Examples of having written a tender report, guides to course modules or advertising material, written minutes or prepared a grant application. Examples of having drafted manuals for equipment or software, prepared technical specifi cations for new buildings or equipment. Examples of having participated in and made a contribution to a team inside or out of work. Examples of having agreed clear objectives and delegated effectively, encouraged others and fostered a common purpose. Examples of appreciating the inter-relationships between teams and their impact on the aims of their organisation. Having broken down barriers between teams and formed and communicated a clear vision of what is to be achieved. Examples of carrying out standard day to day liaison, using existing procedures. Examples of having participated in networks within the institution and externally. Examples of having initiated, built or led internal networks, maintained relationships over time and established new communication channels. Examples of having initiated developed or led networks which are external to the institution. Examples of responding to colleagues, students, members of the public, drawing on prepared materials. Evidence of having discussed customer needs to establish the best solution available, eg, agreeing a conference programme, designing a brochure or contacting potential customers to sell them services the institution can provide. Evidence of having forecasted the infl uence of new legislation and developed new procedures in response, or set and maintained standards for the institution s cleaning or security services. 7

3 5 Decision making Make decisions regarding own work 6 Planning and organising resources Make decisions regarding immediate team Make decisions affecting the organisational unit as a whole Make decisions affecting the future development of the institution Plan and organise own work Organise the work of others Manage the deployment of human, physical or fi nancial resources Examples of having spent cash within a local budget, decided when to hold a meeting, chosen materials, etc. Examples of having bought stock or equipment, authorised expenditure from a divisional budget, purchased software or recruited staff. Examples of allocating responsibilities to groups of staff on an on going basis, decided on overall allocation of resources, decided on the structure of an organisational unit. Examples of having secured external funding allocations, decided on the types of courses to be offered, worked on mergers with other institutions. Examples of having worked to a set pattern each day, preparing food or processing data; or completed tasks where there is a discretion as to what to do when, eg, produced a departmental prospectus or designed a piece of software. Examples of having managed and been accountable for the resources (people, time, money) of a sub section of an organisational unit or managed a project such as a health and safety audit. Examples of having managed the staff of a department or unit, including setting objectives and monitoring progress; managed a large research grant or collaborative project with responsibility for setting the budget. 8

4 7 Initiative and Select a course of action from available options Examples of having managed equipment or machinery, problem solving organised temporary cover for absent staff, contacted relevant people over an emergency or made travel and accommodation arrangements. Resolve problems when an immediate solution is not apparent 8 Analysis and research 9 Sensory and physical co-ordination 10 Work environment Deal with complex problems that could have signifi cant repercussions Follow standard procedures to gather and assess data Collate and analyse data from a range of sources Design appropriate methods of research Establish models and set the context for research projects Undertake tasks requiring basic levels of co-ordination, dexterity or physical effort Apply skilled techniques and co-ordinating sensory information Undertake tasks requiring high levels of dexterity, where precision is essential Work in a stable environment Deal effectively with temperature, noise or fumes Handle dangerous, or potentially dangerous, equipment or substances Examples of having evaluated the strengths and weaknesses of different tenders for business, handled grievance or disciplinary cases, resolved IT systems failures. Examples of having had to balance the budgeting and resourcing of a unit, developed new fi nancial procedures, evaluated changes to funding of education or the redeployment of resources across the institution. Examples of having conducted library searches or experiments; or provided accurate data for payroll purposes. Examples of having analysed statistics on student destinations; or decided which experimental technique will provide appropriate evidence for research activities. Examples of having developed theories to explain relationships between data, in a research, fi nancial or administrative context. Examples of having determined the overall direction of a project to be conducted by students or other staff; or liaised with national research bodies. Examples of having effectively used simple tools or equipment that are necessary for competent performance of their job, eg, a spade, drill, telephone or a keyboard; or lifted heavy equipment, is fi t enough to stand all day, climb stairs, etc. Examples of having used tools or equipment that take longer to learn how to use, eg, touch-typing or using a desk top publishing package. Examples of where the candidate has performed highly complex practical tasks using specialist technical equipment. Examples of working in stable environments such as offi ces, lecture theatres and seminar rooms Examples of having responded to the impact of the weather on outdoor activities or followed correct procedures for the use of machinery. Examples of having responded to situations by taking appropriate precautions, eg, carrying out a risk assessment, carrying out maintenance where the use of hazardous chemicals is necessary or when asbestos is present. 9

5 11 Pastoral care and welfare 12 Team development 13 Teaching and training 14 Knowledge and experience Be aware of support services available locally and nationally Give supportive help and guidance Provide formal counselling on specifi c issues Induct new colleagues (or similar task) Give guidance to peers on specifi c aspects of work Mentor, coach and appraise performance of direct reports Provide instruction to staff or students new to a particular service or area Deliver internal training courses to colleagues Teach and assess students To carry out basic day to day tasks Breadth of knowledge or experience to act as a point of reference for others Act as an authority in a given fi eld Examples of having drawn on staff handbooks, student regulations, counselling services or appropriate external providers to give support to a colleague or student. Examples of having been supportive of colleagues or students in distress and helped resolve their problems eg, comforted a student with problems at home; advised staff experiencing accommodation or fi nancial diffi culties. Examples of the candidate having been formally trained to help others experiencing academic or work related stress, or a personal crisis. Examples of having shown new starters the ropes or talked colleagues through set procedures. Examples of having shown colleagues how to use equipment or software packages, or guided them through complicated procedures, such as health and safety requirements or timetabling exams. Examples of having used formal or informal means to identify development needs, plan and follow up on objectives or identifi ed and coordinated training activities. Examples of having introduced people to library, computing or laboratory facilities and databases. Examples of having delivered courses (developed by others or themselves) in specifi c practical areas, eg, COSHH, IT skills, teambuilding or using a software package. Examples of having developed modules for undergraduate courses, delivered courses and supervised and supported student academic activities. Examples of having experience of using required word processing or spreadsheet packages, or understanding established practice in functional areas. Examples of having used specialist knowledge to support or advise others eg, knowledge of computer programming, the interpretation of complex regulations, understanding how complicated equipment works. Examples of having developed suffi cient specialist knowledge to infl uence or lead departmental or institutional policy. 10