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Position Classification for Professional Staff Policy

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Section 1 - Background

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

(2) 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:

  1. achieve excellence
  2. ensure we are successful and
  3. ensure that we deliver on the ACU Mission, Identity and Values.
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Section 2 - Policy Statement

(3) 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.

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Section 3 - Policy Purpose

(4) 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.

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Section 4 - Application of Policy

(5) This Policy applies to all Professional Staff positions up to and including Higher Education Worker (HEW) Level 10. 

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Section 5 - Principles

(6) Professional Staff position descriptions should normally undergo a classification review when:

  1. a new position is developed;
  2. a existing position will be advertised and the position description is no longer current;
  3. an existing position has changed in a significant way;
  4. an existing position has not been reviewed in the last two (2) years or more, or
  5. as a result of a change management process.

(7) All Professional Staff positions from HEW Level 1 to 10 will be classified in accordance with the DWM descriptors, as specified in Schedule 3, Part B of the ACU Staff Enterprise Agreement 2022-2025 (the Agreement) and Section 9 of this Policy.

(8) The DWM descriptors at Part B of the Agreement are the primary determinant of classification. The Hay Points Factor System may be utilised as a secondary system in order to reach an outcome.

(9) 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. Position descriptions and position classification is therefore an important foundation for people management practices across the organisation.

(10) 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.

(11) 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, the accountabilities and responsibilities and level of impact the position has within and external to the work unit.

(12) A Staff member may submit a request for a review of their position classification, although the normal expectation would be that the request is submitted jointly in consultation with and endorsed by the supervisor. In cases where this does not occur, both the staff member and the supervisor will be provided with a fair, equitable, open and transparent process which will allow for an informed decision to be made.

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Section 6 - Revisions Made to this Policy

(13) The revision table includes revisions up until this document was migrated into the current policy platform. Any later changes will show in the Status and Details tab. 

Date Major, Minor or Editorial  Description
19 December 2016 Major Policy revision includes reference to the ACU Capability Development Framework (CDF) and other updates to provide greater clarity regarding the classification process at ACU.
1 July 2019 Major Updated to incorporate provisions of ACU Staff Enterprise Agreement 2017-2021.
20 June 2023 Minor
Updated Director, Human Resources to Chief People Officer.
Updated to incorporate provisions of ACU Staff Enterprise Agreement 2022-2025.
Increased time period to classify a position to two (2) years).
Removed reference to Classification Procedures.

(14) The University may make changes to this Policy and relevant procedures from time to time to improve the effectiveness of its operation.

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Section 7 - Further Assistance

(15) 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 information or advice be required staff should visit Service Central.

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Section 8 - Additional Information

(16) For related legislation, policies, procedures and guidelines and any supporting resources please refer to the Associated Information tab.

ACU Staff Enterprise Agreement 2022-2025

Appendix 1 – DWM Descriptors HEW 1-10

(17) The DWM descriptors as specified in Schedule 3, Part B of the ACU Staff Enterprise Agreement 2022-2025, outline the expected level of supervision, qualifications, complexity and responsibility for each Higher Education Worker (HEW) Level.

(18) DEFINITIONS

Definition 1: Supervision
Close supervision: Clear and detailed instructions are provided. Tasks are covered by standard procedures. Deviation from procedures or unfamiliar situations are referred to higher levels. Work is regularly checked.
Routine supervision: 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 procedures, guidance on the approach to non-standard circumstances is provided by a nominated supervisor. Checking is selective rather than constant.
General direction: Direction is provided on the assignments to be undertaken, with the occupant determining the appropriate use of established methods, tasks 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.
Broad direction: Direction is provided in terms of objectives which may require the planning of staff, time and material resources for their completion. Limited 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:
Year 12: Completion of a Senior Secondary Certificate of Education, usually in Year 12 of secondary school.
Trade certificate: Completion of an apprenticeship, normally of four years duration, or equivalent recognition, e.g. Certificate III.
Post-trade certificate: A course of study over and above a trade certificate and less than a Certificate IV.
Advanced certificate: A two-year part-time post-Year 12 or post-trade certificate course, or a four year part-time course for those who have completed Year 10 only of secondary school.
Certificates I and II: Courses that recognise basic vocational skills and knowledge, without a Year 12 prerequisite.
Certificate III: A course that provides a range of well-developed skills and is comparable to a trade certificate.
Certificate IV: A course that provides greater breadth and depth of skill and knowledge and is comparable to a two year part time post-Year 12 or post-trade certificate course.
Diploma: A course at a higher education or vocational educational and training institution, typically equivalent to two years full time post-Year 12 study.
Advanced diploma: A course at a higher education or vocational educational and training institution, typically equivalent to three years full time post-Year 12 study.
Degree: A recognised degree from a higher education institution, often completed in three or four years, and sometimes combined with a one year diploma.
Postgraduate degree: A recognised postgraduate degree, over and above a degree as defined above.

(19) 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
Task Level: The type, complexity and responsibility of tasks typically performed by staff within each proposed classification level.
Judgement, Independence & Problem Solving: 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 without supervision or direction. Problem solving is the process of defining or selecting the appropriate course of action where alternative courses of action are available.

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

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 will 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
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 2will 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 will 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:
  • 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 will 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.
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 will 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.

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.

6.5 Training Level or Qualifications:

Persons employed at Level 6 will 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 station provide 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.

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 will 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.

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 will 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.

10. HIGHER EDUCATION WORKER LEVEL 10

10.1 Task Level:

Complex, significant and high level creative planning, program and managerial functions with clear accountability for program performance. Comprehensive knowledge of related programs. Generate and use a high level of theoretical and applied knowledge.

10.2 Judgement, Independence and Problem Solving:

Be fully responsible for the achievement of significant organisational objectives and programs.

10.3 Level of Supervision:

Broad direction, operating with a high overall degree of autonomy. Will have substantial management responsibility for diverse activities and/or employees (including administrative, technical and/or professional employees).

10.4 Organisational Knowledge:

Bring a multi perspective understanding to the development, carriage, marketing and implementation of new policies; devise new ways of adapting the organisation's strategies to new, including externally generated, demands.

10.5 Training Level or Qualifications:

Duties at or above this level typically require a skill level which assumes and requires knowledge or training equivalent to:
  • proven expertise in the management of significant human and material resources; and
  • in some areas postgraduate qualifications and extensive relevant experience.

10.6 Occupational Equivalent:

Senior program, research or administrative manager.

10.7 Typical Activities:

Manage a large functional unit with a diverse or complex set of functions and significant resources; manage a more complex function or unit where significant innovation, initiative and/or judgement are required; provide senior administrative support to the most complex schools and faculties in large institutions, involving complex course structures, significant staff and financial resources, outside activities and extensive devolution of administrative, policy and financial management responsibilities to this position.