Guidance Notes for Completion of HERA Role Outline Form & Selection of a Benchmark Profile

Transcription

1 Guidance Notes for Completion of HERA Role Outline Form & Selection of a Benchmark Profile Completion of HERA Role Outline Form 1. Introduction The Role Outline Form is the key document used by a Role Analyst to analyse a role. The form is divided into 14 elements and contains prompt questions to aid completion. The Analyst will use the information provided on the form and in other accompanying documents (Job Description, Person Specification and Organisation Chart) to select from a list of statements on a questionnaire made up of 50 questions. The Analyst has Notes for Guidance, including ones developed locally, to aid them in their analysis and to ensure consistency. 2. Key tips on completion of role outline form Always read these Completion Guidance Notes before starting work on the form Invest time in a thorough completion of the form, as this will reduce the number of queries from the Analyst, hence saving time in the long run Prompt questions appear on the Role Outline Form. These are to give you an idea of what to include and you are not required to necessarily answer each one directly. After completion of each element, review it and consider whether you have given an accurate description of the key activities involved in that section Provide clear illustrative examples of the activities involved in the role under each of the 14 elements, as it is essential that the Analyst can understand what the role Page 1 of 7

2 holder will actually be doing. It is not enough to write the role holder needs to convey complex information ; such a statement would need to be followed by at least one illustrative example of this. Try to use different examples under different elements/sections, rather than repeating the same example. The more examples of activities you can give, the greater will be the Analysts understanding of the role and the fewer queries s/he will have Don t assume prior knowledge of the role or activities within it, Always write out an acronym in full initially on its first usage. If when describing the role this will involve a lot of technical or specialist terms, consider providing a key for the Analyst. It is advisable not to simply quote text from a benchmark profile, but if you do wish to do this, then ensure that this is followed by at least one illustrative example of the activity referred to. Once you have worked through all of the sections, review the completed form to ensure that it fully describes the capabilities and activities required in the role. 3. Requirements under each Section of the Form Role Purpose This is the reason why the role exists and the statement should summarise the main areas of activity and responsibility. Principal Duties (or accountabilities) These should be limited in number. The listing should specify only the highest level of duty. Key Objectives (or targets) These should be limited in number. The listing should outline the major areas of responsibility and activity which will be used to assess achievement and performance. Activities Please provide plenty of examples of the main activities required for effective performance of the role. Use the guidance notes given below. Page 2 of 7

3 Activities: 1. Communication 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. 2. Teamwork and Motivation Covers team work and team leadership when working in both internal and external teams. This may include the need to contribute as an active member of the team; motivating others in the team; and providing leadership and direction for the team. 3. Liaison and Networking Covers liaising with others both within and outside the institution and creating networks of useful contacts. This may include passing on information promptly to colleagues; ensuring mutual exchange of information; influencing developments through one s contacts; and building an external reputation. It is a requirement of the role and not what the role holder elects to do. Representative examples may include: Oral: Evidence of giving or receiving information by speaking or listening e.g. giving directions to students to help them find their way around the institution, telephone enquiries, giving presentations, attending or chairing meetings. Written and Electronic: Examples might include responding to requests for information from the public, drafting internal letters or writing a paper for publication This is about working in a team (i.e. a number of people who work together to achieve a common purpose) and includes both internal and external teams and teams that are fixed or change (e.g. departmental, research, module development or project teams or those involving students or people from outside the institution). Leaderless teams are included. Account should also be taken of role holders required routinely to work as part of the team alongside external contractors. This describes liaising and networking with others outside the work team. It is essential to focus on the requirements of the role not what the role holder may elect to do. Liaison is making one-off contacts for work related reasons. A network in an interconnecting group of people who exchange information, contact and experience on a recurrent basis for professional purposes connect with the role. 4. Service Delivery 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 The term customer is used in its broadest sense to include anyone who consumes or benefits from the services provided by role holders and includes other members of staff as well as students, potential students, employers, members of the public, industrial and commercial clients, conference participants, job applicants and other Page 3 of 7

4 standards of service offered. people who deal with the University. 5. Decision Making Processes and Outcomes 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. Decisions include those made by the role holder alone, in conjunction with others and the provision of advice to others to aid their decision making. Decisions could relate to finance, physical resources, students, staff and policy matters. When deciding the level of impact a decision has, the spread of its impact or what would need to be done to reverse it is taken into account. 6, Planning and Organising Resources Covers 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. 7. Initiative and Problem Solving 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. The role holder will typically investigate the matter by looking into an issue or by asking others when requested or when expected to take the initiative. The size or value of the resources should not override the importance of the skills required for planning and organising their effective use. Activities that are concerned with analytical or theoretical research should not be included here. Page 4 of 7

5 8. Analysis and Research 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. It is relevant to both academic and non-academic roles. Research is the systematic study of data obtained from a variety of sources in order to establish facts and reach new conclusions. 9. Sensory and 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 coordinating sensory information; and high levels of dexterity where precision or accuracy is essential. Role holders may work in high risk environments, or use considerable physical effort. Some roles may require care, precision and accuracy. 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. This may include such things as the temperature, noise or fumes, the work position and working in an outdoor environment. The activities to be included here are those requiring the application of analytical skills and the use of research methods. Responsibility for identifying areas in need of investigation are also covered. Information about the learning required to attain skills and use the senses should be considered. The requirement to use a number of I.T. systems and/or using a keyboard to record complex data for more than 50% of working time is also reflected in this element. Working in difficult or dangerous conditions is secondary to the requirement to take action to assess risk and manage hazards. 11. Pastoral Care and Welfare Covers the welfare and well being of students and staff within the institution, in both informal and formal situations. The role holder should be required to provide pastoral care and welfare. These activities are not Page 5 of 7

6 This may include the need to be aware of the support services available; giving supportive advice and guidance; and counselling others on specific issues. those undertaken or avoided by choice. 12. Team Development 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 specific aspects of work. 13, Teaching and Learning Support 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 first using a particular service or working in a particular area; carrying out standard training; and the assessment and teaching of students. 14. Knowledge and Experience 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 sufficient experience to carry out basic, day to day responsibilities; the need for a breadth or depth of experience to act as a point of reference for others; and the need to act as a leading authority in one s field or discipline. These activities are required to be carried out by the role holder within the team identified above. Any activity aimed at supporting the learning of others outside the team identified above is included here. For guidance, consider the minimum level of knowledge and experience required of a new person in the role. Selection of a Benchmark Profile 4. Introduction The Benchmark Profiles denote a set of competencies and were created as a result of the analysis of a large number of roles. Every role at the OU is matched to one of these Benchmark Profiles. The matched roles are not always the same as the benchmark in every element, but the Benchmark Profile provides the best match from those available. Staff can Page 6 of 7

7 check which Benchmark Profile their role is matched to on Staff Self Service. Publication of the benchmarks allows staff to look, broadly, at the competencies required in their roles. All benchmark profiles are accessible via the HR intranet. 5. Key tips on selection of a Benchmark Profile Your aim on selecting a suitable Benchmark Profile is to select one which gives the best fit for the role you have described in the Role Outline Form (don t be influenced by the title of the benchmark profile, instead, concentrate on the descriptions of the competencies) A Glossary is provided to help you to interpret some of the terms used in the Benchmark Profiles (which are generated from the HERA software) To begin your selection of a Benchmark Profile, you will need to consider what grade you think the role will be, given your knowledge of corresponding roles within your unit and where this role will sit within the structure, and begin by reviewing Benchmark Profiles at that grade. Look at the elements for the role s main focus as a starting point, as it is important to choose a profile which matches in the main focus areas; i.e. if line management look at teamwork, planning & organising if dealing with information look at analysis if training own team and others look at team dev & teaching/learning if secretarial/support look at communications then look at Knowledge/Experience to see if essential requirements from the person specification matches the description. Match across element by element to find the best fit in those profiles which look a reasonable match. It is very rare that all elements will match, but find the best fit. If none appear to fit, review benchmark profiles on Grades either side of the Grade that you were working with. Analysts will help you with the selection of an appropriate Benchmark Profile and can recommend suitable ones to you once they have analysed the role 6. Useful References HERA role outline form Benchmarks, Roles and Summary of Elements Job Evaluation Policy Job Evaluation Procedure Job Evaluation Request Form Page 7 of 7