Grade Descriptors / Typical Roles
Grade Descriptors / Typical Jobs
Provide a support service to staff and students, either working alone or as part of a team working on similar tasks usually with short, defined timescales. The jobs require staff to work on straightforward tasks or on prescribed/directed activities, or based on clear instructions or daily work allocation within well established routines and procedures.
Carry out a range of activities, working within routines and procedures, clear guidance and quite tight or short timescales, although not always carrying out prescribed/directed activities, or being allocated work daily. Jobs often require staff to provide general support in own work area, which may involve assisting more senior colleagues with specific activities. Staff are often required to be initial points of contact for customers.
Required to carry out a range of activities mainly using routines and procedures and working to quite tight or short timescales, although staff are not normally closely supervised on a daily basis. Staff are often required to liaise with customers, including dealing with less straightforward queries. They may also be involved in supervising the work done by Grade 1 staff. Some jobs at this grade may require formal training and/or qualifications.
Staff have greater depth and breadth of knowledge and experience and are required to carry out a range of more complex duties and tasks than at lower grades, using skills acquired through on-the-job or vocational training and relevant work experience. The jobs require staff to work with minimal supervision on a day-today basis, taking on greater responsibility than staff at Grades 1, 2 and 3, and exercising a greater amount of initiative to develop solutions to problems and to ensure work conforms to agreed quality standards, guidelines and procedures. They are also dealing with non-standard work situations more regularly than at
Provide specialist support to customers on a range of subjects and/or produce a range of products/documents for customers to a general specification or brief, using specialist skills and knowledge acquired through qualifications and practical experience. Staff are often involved in: interpreting customer requirements; producing solutions and providing advice; analysing data or information; or diagnosing and solving technical issues within an area of expertise. May also supervise/allocate work to more junior staff and co-ordinate some activities or events.
Deploy a detailed understanding of methods, systems and procedures, technical or scientific practices to manage aspects of operational services, provide technical or administrative support and advice, or contribute to a research team. Dealing with people is often an important aspect of the work, whether liaising closely with other colleagues, contractors or customers, or supervising staff. Contributions include proposing and implementing improvements to current working methods and detailed manipulation of data and/or research.
The nature of work varies considerably at this grade but staff will have recognised expertise and will either be line managing/supervising an operational unit, service or team, providing specialist advice and support, or developing a teaching or research career. Contributions include project or contract management, responsibility for financial performance (cost control and/or some aspects of income) and/or input into planning and policy development. Well-developed written and verbal reporting skills are required in jobs at this grade.
Staff have a recognised reputation and expertise at a greater breadth and depth than at lower grades and are likely to be called upon regularly to provide expert authority or specialist advice. Professional or technical staff may have management responsibility for a diverse team and resources; delivery of a significant service, area of estate, operational or leisure facility; or alternatively may be providing a support service (eg specialist activity, design or project management) as experienced individual advisers. For academic staff involved in research and teaching, Grade 8 represents the career grade, although roles focussing mainly on either teaching or research may have progressed from Grade 7. Work often involves integration/co-ordination across different parts of the department/school/institution and most roles are involved in developmental work (eg relating to strategy, policy, curriculum development, research programmes, etc). Financial impact could be significant, whether on directly managed resources, projects or income development.
Individuals have a substantial reputation in their field, and make a significant impact on the institution and on their discipline to a greater degree than at lower grades. Professional roles commonly reflect extensive experience with high-level expertise, exercising substantial independent responsibility and discretion and working to broad parameters and policy guidance. Academic roles often include substantial contributions in research, teaching, leadership and management.