2. Classifications

2. Classifications

HIGHER EDUCATION WORKER LEVEL 1

Training level or qualifications

Employees at the base of this level 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 must 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, health and safety, equal opportunity practices and extended basic literacy and numeracy skills training where required/necessary to enable career path progression.

Occupational equivalent

Cleaner, labourer, trainee for Level 2 duties

Level of supervision

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

Task level

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

Organisational knowledge

Will provide straightforward information to others on building or service locations

Judgement, independence and problem solving

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

Typical activities

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

HIGHER EDUCATION WORKER LEVEL 2

Training level or qualifications

Level 2 duties typically require 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 completion of Certificates I or II with work-related experience; or an equivalent combination of experience and training.

Occupational equivalent

Administrative assistant, security patrol officer

Level of supervision

Routine supervision of straightforward tasks; close supervision of more complex tasks (see task level below)

Task level

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

Organisational knowledge

Following training, may provide general information/advice and assistance to members of the public, students and other employees 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

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 this level 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 pre-arranged work priorities are achieved.

Typical activities

Administrative 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.

HIGHER EDUCATION WORKER LEVEL 3

Training level or qualifications

Level 3 duties typically require a skill level which assumes and requires knowledge or training in clerical/administrative, trades or technical functions equivalent to:

- completion of a trade certificate or Certificate III;

- completion of Year 12 or a Certificate II, with relevant work experience; or

- an equivalent combination of relevant experience and/or education/training.

Persons advancing through this level may typically perform duties that require further on-the-job training or knowledge and training equivalent to progress towards completion of a Certificate IV or Diploma.

Occupational equivalent

Tradesperson, technical assistant/technical trainee, administrative assistant

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 employees may be required.

Task level

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

Organisational knowledge

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

Judgement, independence and problem solving

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

Typical activities

In trades positions, apply the skills taught in a trades certificate or Certificate III, 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; and
  • assist with the feeding and care of animals.

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

In administrative positions perform a range of administrative support tasks including:

  • standard use of a range of desktop-based programs, eg word processing, established spreadsheet or database applications, and management information systems (eg financial, student or human resource systems). This may include store and retrieve documents, key and lay out correspondence and reports, merge, move and copy, use of columns, tables and basic graphics;
  • provide general administrative support to other employees including setting up meetings, answering straightforward inquiries and directing others to the appropriate personnel; and

process accounts for payment.

HIGHER EDUCATION WORKER LEVEL 4

Training level or qualifications

Level 4 duties typically require a skill level which assumes and requires knowledge or training equivalent to:

  • completion of a diploma level qualification with relevant work-related experience; or
  • completion of a Certificate IV with relevant work experience; or
  • completion of a post-trade certificate and extensive relevant experience and on-the-job training; or;
  • completion of a Certificate III with extensive relevant work experience; or
  • an equivalent combination of relevant experience and/or education/training.

Occupational equivalent

Technical officer or technician, administrative above Level 3, advanced tradespersons

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 coordinate others to achieve objectives, including liaison with employees at higher levels. May undertake stand-alone work.

Task level

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

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

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 administrative positions, provide factual advice that 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

Typical activities

In trades positions:

  • work on complex engineering or interconnected electrical circuits; and/or
  • 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; and/or
  • 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; and/or
  • respond to reference inquiries.

In administrative positions:

  • may use a full range of desktop-based programs, including word processing packages, mathematical formulae and symbols, manipulation of text and layout in desktop publishing and/or web software, and management information systems;
  • plan and set up spreadsheets or database applications;
  • be responsible for providing a full range of secretarial services, eg in a faculty;
  • provide advice to students on enrolment procedures and requirements; and/or

administer enrolment and course progression records.

HIGHER EDUCATION WORKER LEVEL 5

Training level or qualifications

Level 5 duties typically require a skill level that assumes and requires knowledge or training equivalent to:

  • completion of a degree without subsequent relevant work experience; or
  • completion of an advanced diploma qualification and at least one year's subsequent relevant work experience; or
  • completion of a diploma qualification and at least two years' subsequent relevant work experience; or
  • completion of a Certificate IV and extensive relevant work experience; or
  • completion of a post-trade certificate and extensive (typically more than two years) relevant experience as a technician; or
  • an equivalent combination of relevant experience and/or education/training.

Occupational equivalent

Graduate (ie degree) or professional, without subsequent work experience on entry (including inexperienced computer systems officer); administrator with responsibility for advice and determinations; experienced technical officer

Level of supervision

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

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.

Organisational knowledge

Perform tasks/assignments which require proficiency in the work area's rules, regulations, policies, procedures, systems, processes and techniques, and how they interact with other related functions, in order to assist in their adaptation to achieve objectives, and advise, assist and influence others

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 coordinating a team to provide an administrative service.

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; and/or
  • 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; and/or
  • operate a discrete unit within a library that may involve significant supervision or be the senior employee in an out-posted service.

In administrative positions:

  • responsible for the explanation and administration of an administrative function, eg HECS advice, records, determinations and payments, a centralised enrolment function.

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; and/or

provide counselling services.

HIGHER EDUCATION WORKER LEVEL 6

Training level or qualifications

Level 6 duties typically require a skill level that 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; or
  • an equivalent combination of relevant experience and/or education/training.

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

Level of supervision

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

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.

Organisational knowledge

Perform tasks/assignments that require proficiency in the work area's existing rules, regulations, policies, procedures, systems, 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

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

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; and/or
  • 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; and/or
  • 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; and/or

analyse less complex user and system requirements.

HIGHER EDUCATION WORKER LEVEL 7

Training level or qualifications

Level 7 duties typically require a skill level that assumes and requires knowledge or training equivalent to:

  • a degree with at least four 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.

Occupational equivalent

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

Level of supervision

Broad direction. May manage other employees including administrative, technical and/or professional employees.

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.

Organisational knowledge

Detailed knowledge of academic and administrative policies and the interrelationships between a range of policies and activities

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 employees in order to achieve objectives. It may also involve the interpretation of policy that has an impact beyond the immediate work area.

Typical activities

In a library, combine specialist expertise and responsibilities for managing a library function

In student services, the training and supervision of other professional employees combined with policy development responsibilities that 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 area or a combination of technical management and specialised research

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

HIGHER EDUCATION WORKER LEVEL 8

Training level or qualifications

Level 8 duties typically require a skill level that assumes and requires knowledge or training equivalent to:

  • postgraduate qualifications 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.

Occupational equivalent

Manager (including administrative, research, professional or scientific); senior school or faculty administrator; researcher

Level of supervision

Broad direction, working with a degree of autonomy. May have management responsibility for a functional area and/or manage other employees including administrative, technical and/or professional employees.

Task level

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

Organisational knowledge

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

Judgement, independence and problem solving

Responsible for program development and implementation. Provide strategic support and advice (eg 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.

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 or 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

HIGHER EDUCATION WORKER LEVEL 9

Training level or qualifications

Level 9 duties typically require a skill level that 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.

Occupational equivalent

Manager (including administrative, research, professional or scientific); senior school or faculty administrator; senior researcher

Level of supervision

Broad direction, working with a considerable degree of autonomy. Will have management responsibility for a major functional area and/or manage other employees including administrative, technical and/or professional employees.

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.

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 that may impact on other areas of the institution's operations.

Judgement, independence and problem solving

Responsible for significant program development and implementation. Provide strategic support and advice (eg to schools or faculties or at the corporate level) requiring integration of a range of internal and external policies and demands, and an ability to achieve broad objectives while operating within complex organisational structures.

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

HIGHER EDUCATION WORKER LEVEL 10

Training level or qualifications

Duties at or above this level typically require a skill level that 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.

Occupational equivalent

Senior program, research or administrative manager

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).

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.

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

Judgement, independence and problem solving

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

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

Back to the top of this page